A. STUDY OF THE FEDERAL BUREAU """" _ . 0F INVESTIGATIONS CONTRIBUTION T0 LAW ENFORCEMENT TRAINING AND! 37‘3” EDUCATION IN THE DMTED STATES ” ‘ ‘ r MICHIGAN STATE UNE VERsm ~. ' KENNETH EDWARD JOSEPH 7 D_AT 1970 "”Wsz:ais‘"ii** "' V LIBRARY J NNE‘MWME‘NMWN W \/‘ Michigan State University This is to certifg that the thesis entitled A STUDY OF THE FEDERAL BUREAU OF INVESTIGATION'S CONTRIBUTION TO LAW ENFORCEMENT TRAINING AND EDUCATION IN THE UNITED STATES presented by Kenneth Edward Joseph has been accepted towards fulfillment of the requirements for M degree in. Education ‘WM’ W A I Major professor if 2.0 7'0 ‘ Date 0—169 it .11 c: ABSTRACT A STUDY OF THE FEDERAL BUREAU OF INVESTIGATION'S CONTRIBUTION TO LAW ENFORCEMENT TRAINING AND EDUCATION IN THE UNITED STATES BY Kenneth Edward Joseph The purpose of this thesis was to do an historical study of the contributions made by J. Edgar Hoover and the Federal Bureau of Investigation (FBI) to law enforcement training. The study begins with the appointment of Mr. Hoover as Director in 1924 and continues through the present era. The study consisted of an historical analysis of training records, correspondence, memoranda, and training documents from the FBI as they related to (l) the FBI National Academy and (2) the FBI regional police training programs throughout the United States. Training and education programs for law enforcement officers during the 1920's and early 1930's were inade— quately organized and practically non—existent with but few exceptions. The inadequacy of police training programs was publicized in 1931 by the National Commission on Law EH53 Kenneth Edward Joseph Observance and Law Enforcement (Wickersham Commission) study. The study emphasized the critical need for establishing standards for training programs for all cities, regardless of population, to better cope with the rampant crime conditions. On July 29, 1935, the most comprehensive and in- tensive training program ever afforded local law enforce— ment was realized with the opening of the FBI National Academy. Implementation of the Academy program for the purpose of training a professional cadre of career officers as police instructors, administrators and executives for local departments acted as the catalyst needed to expand the opportunity and availability of training throughout the Nation. Shortly following the inauguration of the Adademy, FBI regional police training programs were introduced across the country for local and state law enforcement agencies. Instruction in the FBI training programs was pro- vided by a corps of highly trained and qualified FBI in- structors. These were augmented by graduates of the FBI National Academy, distinguished educators and public officials. Services rendered by the FBI in training and edu- cational_programs have increased steadily in the last thirty-five years. Kenneth Edward Joseph In 1965 Presidential and Congressional authori- zation and legislation supported an expansion of the facilities of the FBI Academy at Quantico, Virginia. Federal legislation and funding has increased the training responsibilities of the FBI. The approved expansion of the FBI Academy will increase the number of trainees from 200 to 2,000 law enforcement officers per year. In addition, 1,000 officers will receive specialized training of one to three weeks duration. The FBI has been instrumental in providing law enforcement with a diversity of specialized courses de— signed to contribute to the officer's personal and pro— fessional development. Results of this study suggest that the FBI has provided state and local law enforcement with the inspir- ational and professional leadership it has needed to develop an organized and systematic procedure of training their personnel. It is contemplated that the new Academy, which is expected to be operational within the next several years, will seek accreditation through a nearby university. In preparation for the expansion, a select group of Special Agents are presently pursuing or have earned graduate degrees on the masters or doctoral levels in various disciplines. Kenneth Edward Joseph The FBI National Academy has grown from a modest beginning to one of pre-eminence in the field of law enforcement training and education. The Academy has truly earned the name of "The West Point of Law Enforcement." $315.5 A STUDY OF THE FEDERAL BUREAU OF INVESTIGATION'S CONTRIBUTION TO LAW ENFORCEMENT TRAINING AND EDUCATION IN THE UNITED STATES BY Kenneth Edward Joseph A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1970 GDCopyright by KENNETH EDWARD JOSEPH 1971 ACKNOWLEDGMENTS The author expresses his deep gratitude to J. Edgar Hoover, Director of the Federal Bureau of In- vestigation, Joseph J. Casper, Assistant Director of the Training Division and his staff and other Bureau officials for making graduate work at Michigan State University and this study possible. To Dr. Eldon R. Nonnamaker, Chairman of my gui- dance committee and good friend goes my sincere appreci- ation for his assistance in time and effort, his pains- taking analysis of the manuscript, and his overall interest in my academic progress which contributed immeasurably to a stimulating and rewarding experience. The author is most appreciative to the guidance committee members, Dr. John A. Fuzak, Dr. William A. Goldberg, and Dr. Vandel C. Johnson for their guidance, encouragement, and helpful criticism. To Paul H. Stoddard, Special Agent in Charge of the Detroit Office of the Federal Bureau of Investigation, his supervisory personnel and the personnel of the Lansing Resident Agency of the FBI, goes special recognition for iii their understanding and encouragement which made it less burdensome and more rewarding for me to complete the masters and doctoral programs at Michigan State University than it might have been. Deepest appreciation is expressed to my dear wife, GeorgeAnna, who has labored with me and given so much en- couragement to me, during my entire graduate program. To my two sons, Ken and Keith, who willingly accepted the inconvenience of an absent or preoccupied parent during the last three years, I can only offer heartfelt thanks from a proud and grateful father. iv Chapter I. II. III. TABLE OF CONTENTS INTRODUCTION . . . . . . . The Problem. . . . . . . Statement of the Problem. . Importance of the Problem . Limitations of the Study. . Definitions . . . . . . Format of the Study . . . . OVERVIEW OF EARLY POLICE TRAINING Review of Related Literature . Inadequacy of Early Police Training. Origin of the FBI Police Training School . New Laws Change Concept of Training. Contribution to Law Enforcement Training . NEW ERA OF POLICE TRAINING (1935-1964) Birth of the FBI Police Training School . Philosophy and Objectives of Training Education . . . . . . . Rational for Entering Training Views on Training and Education Activities of Academy Graduates Curriculum Considerations . . Selection of Academy Candidates American Officers . . . . Foreign Officers . . . . Instructional Personnel. . . FBI Police Instructors . . Visiting Faculty . . . . and Page U‘lU'lrbth uh m 12 l4 l7 18 22 24 28 33 35 36 38 46 46 49 50 5O 55 Chapter IV. Implementation of Field Training Schools . . . . . . . . . Types of Schools . . . . . Progress of Training and Education Police Training. . . . . . Higher Education . . . . . Other Aspects in Training . . . Courses for Auxiliary Police . Courses for Local Law Enforcement Financial Assistance for Training Specialized Training. . . . . Summary . . . . . . . . . EXPANSION AND NEW PRIORITIES (1965-1970) The FBI Academy Today . . Special Agent Training . . . Growth of FBI Training Facilities Federal Legislation . . . . New Priorities in Police Training Programs . . . . . . . . Local Law Enforcement Training Schools Training of FBI Instructors Increased Planning for the Future. . . . Proposed New FBI Academy Facilities . Curriculum Considerations and Related Matters . . . . . . . . Evaluation of the Curriculum . Faculty Development . . . . Summary . . . . . . . . . vi Page 56 60 62 62 65 68 68 69 74 77 82 87 88 89 92 94 95 96 97 102 102 103 106 108 111 Chapter V. SUMMARY AND EXPECTATIONS . . . . . . Summary . . . . . . . . . . . Expectations . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . APPENDICES Appendix A. Roster of the First Session of the FBI National Academy (July 29, 1935) . . . B. FBI National Academy Curriculum, As of January, 1939. . . . . . . . . . C. FBI National Academy Curriculum, As of August, 1959 . . . . . . . . . . D. FBI National Academy Curriculum, Seventy- Second Session, 8/19/63-11/6/63. . . . E. FBI National Academy Curriculum, Seventy- Fourth Session, 8/3/64-10/21/64. . . . F. FBI National Academy Curriculum, Eighty- Third Session, 3/10/69-5/28/69 . . . . G. FBI National Academy Curriculum, Eighty- Fourth Session, 8/18/69-11/5/69. . . . H. List of FBI National Academy Visiting Faculty Members and Their Subjects As of July 20, 1936. . . . . . . . . . I. Artist's Conception of New Quantico Train- ing Facility and Description of Buildings vii Page 114 114 117 126 129 131 137 143 148 153 156 159 166 Table LIST OF TABLES Page Total Number Police Schools Conducted by FBI in United States During Calendar Years 1950—1969 . . . . . . . . . . 7O Specialized Police Schools Conducted by FBI in United States During Fiscal Years 1950-1969 . . . . . . . . . . . . 71 Other Specialized Police Schools Conducted by FBI in United States During Fiscal Years 1950-1969 . . . . . . . . . . . . 72 Special FBI Law Enforcement Conferences Con- ducted Annually in the United States . . . 83 viii CHAPTER I INTRODUCTION Modern society has placed great emphasis and reliance on higher education. Increasingly, more pro- fessional and occupational groups are requiring advanced education and training for their personnel as a prerequi— site to advancement. This has particular significance to those pursuing a career in law enforcement. Research indicates that, by and large, law enforce- ment has provided minimal opportunity for police personnel to continue their educations. Consequently, there are those who have suggested that law enforcement has failed to keep pace with the educational accomplishment of the populace. Law enforcement has undergone many transitions and refinements since the nineteenth century. Yet, there re- main today departments which cling to the antiquated procedure of issuing a police recruit a gun and badge and assign him to an "experienced" officer for training. Law enforcement, as well as society, can no longer allow or support this concept of training. The President's Commission on Law Enforcement and Administration of Justice has cited the need for a State Commission on Police Standards and Training whereby immedi- ate assistance in the improvement of training might be afforded those states lacking such a program.1 Congressional legislation and the funding of a diversity of federal, state, and local police programs are indicative of the priority the Federal government has directed toward the implementation and acceleration of effective law enforcement training and educational pro- grams. There has been a gradual increase of law enforce- ment administrators who support the concept of upgrading the police service by requiring applicants to have some post-secondary educational experience. Other police ad- ministrators have advocated recruitment of only those indi- viduals possessing a baccalaureate degree for the police service. One of the major problems has been the inability of many police agencies to successfully attract the college graduate. Thus, the majority of law enforcement agencies, both large and small, have been compelled to satisfy their manpower needs by recruiting the person with a high school diploma or its equivalent. Because of these and other reasons, it behooves the police administrator to provide 1The President's Commission on Law Enforcement and Administration of Justice, Task Force Report: The Police (Washington, D.C.: Government Printing Office, 1967), pp. 216-220. advanced and continuous training for the betterment of the man, his department, and the community he serves. As an illustration, Arthur F. Brandstatter, Director of the School of Criminal Justice, Michigan State University, East Lansing, Michigan, perceived the inability of many police personnel to handle sensitive situations due to a lack of appropriate training.2 He emphasized edu- cation and advanced training as a means of minimizing both social and individual behavioral problems that frequently confront the police.3 An important aspect that lends vocational respecta— bility to the development of any pertinent educational and/ or advanced training program is the availability of signifi cant professional literature. This is basically as appli— cable to law enforcement as it is to any other occupation or profession. It would appear that law enforcement officials and police educators in the past who were capable of contributing to the literature neglected this task. However, these same officials and educators may have been legitimately restricted from undertaking such a task be— cause of the nature of their professional responsibilities. Also lacking in the law enforcement literature is pertinent 2Arthur F. Brandstatter, "Education Serves the Police, the Youth, the Community," The Police Chief, XXXIII, No. 8 (August, 1966), 12-14. 3Ibid. IE. ,. ..... u... .i. 51.... a“ i av 6. .. . :1... i.- . . firm .I . . a . ,4... h _ 3151...} . "Ila-l 1‘ n 1.." I... ll . ital... M. 5 J Li. “- . l l kn 11:11:. 11‘. I L .. information relating to the FBI's involvement in police training programs. There exist today books authored by J. Edgar Hoover, Director of the Federal Bureau of Investigation, and several others, depicting some activities of the FBI. The majority of these publications are devoted specifically to delineating the FBI's role and responsibilities in the criminal and internal security fields. Missing from the literature are relevant facts pertaining to the historical development of FBI educational and training programs in the United States. Therefore, this study will be an attempt to provide that historical development. The Problem Statement of the Problem It is the purpose of this thesis to do an his- torical study of the contributions made by J. Edgar Hoover and the FBI to law enforcement training. The study will begin with the appointment of Mr. Hoover as Director in 1924 and continue through the present era of police train- ing. Impprtance of the Problem The distinctive characteristic of this study that makes it unique among other law enforcement literature is that no where is there an in-depth and comprehensive study of the FBI's police training programs. It is anticipated that this study will provide students, law enforcement agencies, and the public with an historical perspective of the FBI's participation in, and contribution to, police training and education in the United States. Limitations of the Study This study will be limited to an account of major contributions of ideas, programs, and methods made by J. Edgar Hoover and the FBI in the period 1924 to 1970 to the development of police training and education. It will not attempt to compare the value of these contributions with those made by European counterparts or other insti- tutions or agencies. This study will consist of an his- torical analysis of training records, correspondence, memoranda, and training documents from the FBI as they relate to (l) the FBI National Academy and (2) the FBI regional police training programs throughout the United States. Training afforded Special Agents of the FBI will not be specifically examined but will be treated within the general context of the Bureau's total training program. Definitions In an effort to prevent any misunderstanding of terms used herein, several pertinent definitions are set forth. Bureau.--A term synonymous with the Federal Bureau of Investigation and used interchangeably in this study. Education and Training.--These terms are used interchangeably in dealing with the preparation and pro- cedure of developing the person's knowledge, sense of inquiry, search for truth, as well as the development of vocational and/or technical skills whereby he might better perform his assigned responsibilities. Field Training.--Training conducted at the local level for municipal, county, and state law enforcement agencies. Law Enforcement.--Relating specifically to municipal, county, Village, and state investigatory agencies having police powers. Police Officer.--A regularly constituted full- time member of a police force or other organization of a city, county, village, or state (such as an investigator of a State Department of Justice or District Attorney's Office) who is responsible for the detection and pre— vention of crime and the enforcement of criminal laws. Format of the Study This historical study is organized into five chapters. T .WIr.“ ._ U. .m a... Chapter I.--The introduction includes the state- ment of the problem, importance of the problem, limitations of the study, and definitions utilized. Chapter II.--The review of related literature in- vestigates a brief overview of early police training programs prior to the institution of a national police training school, (1924-1934). Chapter III.--The interpretation of primary docu- ments depicts the need and reasons the FBI entered police training, the role of the FBI from 1935-1964, and the philosophy and objectives of (l) the FBI National Academy and (2) the field police training schools in the United States. Chapter IV.——The expansion of FBI training facili- ties from 1965 to 1970, present priorities of new training programs, and the planning for the implementation of inno- vative programs in the newly expanded training facilities of the FBI National Academy. Chapter V.--The final chapter is a brief summary best characterizing the FBI‘s contribution to law enforce— ment training and education, as well as the expectations of the FBI for the expanding training facilities of the Academy. This chapter has introduced the problem, presented the limitations of the study, and outlined the format of the study. Reasons that prompted the FBI to enter police training are more apparent in the discussion that follows in the next two chapters. J. 4.. . . .11.“; .. .1 41%|“va I1 . .. . . I .19... N 4 Ihll... .11.”.— 4... Vault“... .1. “1.1.... . ”1”“:de .. I‘D-51.1 II1.T . _ . .Ial . F f. . «1.11. I1 1 . <1. . .1...L4ll.m':l :1 .I. . 1.: 55.1.1111!!! L. Al CHAPTER II OVERVIEW OF EARLY POLICE TRAINING It is the purpose of this chapter to provide a foundation for better understanding the FBI's entrance into police training. To accomplish this it is necessary to review pertinent literature relating to early police training programs in this country. Review of Related Literature During the first part of this century, law enforcement literature primarily focused on the lack of E organized and systematic training programs. There existed 1 but a handful of police agencies that provided formal recruit training programs prior to 1920.4 However, be- ginning with the third decade of the twentieth century there were leaders in law enforcement circles who recog— nized the need for some systematic procedure for training. 4Bruce Smith, Police Systems in the United States (New York: Harper and Brothers, 1940), p. 165. . ..- , . .I Jul-‘11 ll.I..1l.-.1 I 1.. 11‘. . .. 1.2.9-2“...4 ta- 4...... h... .. 14...... 10 Much of the thrust for developing in-service pro- grams from 1930 to 1941 came from the Federal Bureau of Investigation and developing state police agencies. According to Allen Z. Gammage, Supervisor of Law Enforcement Training, Sacramento State College, Sacramento, California: In all probability, during the 20's and early 30's, the Federal Bureau of Investigation exerted an even stronger and more positive influence on in-service training than did the state police.6 The New York City Police Department had the "School of Pistol Practice" in 1895 which reportedly formed the nucleus for the first "academy" among the larger cities in Among those cities noted to have had recruit police 1909.7 training, according to Dengle, a representative of the Justice Department, were the following: Philadelphia had a ten-week police training academy. Detroit had a six-week course established in 1911. 3. Portland, Oregon recruits went through three months on-the—job training. St. Louis, Missouri maintained a six-week course. 5. Berkeley, California advocated on—the-job training consisting of two-hour periods, three days per week over a three year period.8 5Ibid. 6Allen Z. Gammage, Police Training in the United States (Springfield, Ill.: Charles C Thomas, 1963), p. 14. 7 7. Ibid., p. International Association of 8Harry M. Dengle, Proceedings of the Thirty-ninth Annual Chiefs of Police, Convention, (1932), pp. - . .. a a... 1.33.... . .... ..i..:§1..lulu&in§fiwl1.1T... 11 It was noted that Louisville, Kentucky started a police school in about 1919. Within a period of ten years, this school had developed a four-week training program for its officers which consisted of three hours of instruction daily. Subsequently, a six—week recruit training program consisting of 336 hours of study was implemented.9 Gammage and Smith both generally agreed that for the most part early attempts at police training were negligible in terms of quantitative and qualitative edu- cation.10 Smith credited the Pennsylvania State Police, New York City Police Department, Detroit Police Department, and the New York State Police with developing noteworthy train- ing programs during the early 1900's.ll Among the state police agencies establishing three- month schools in the 1930's were Michigan, New Jersey, 12 ‘ Connecticut, and Oregon. It has been asserted that the FBI undoubtedly had a greater influence on in-service training than did any 9Gammage, Police Training in the United States, pp. 7-9. lOIbid., p. 10; Smith, Police Systems in the United States, p. 165. 11 p. 165. Smith, Police Systems in the United States, 12Gammage, Police Training in the United States, p. 12. 35.111... 111.11.]. ..| 1 -u. . . . ...-144.114.. ”LL uIn‘HHnwvr..1......i.141§.....|...l...:1..r.......1.1.11..4.. ... .I..I ... . .....l 12 other law enforcement agency in the early 1930's.13 This assertion can be attributed in part to Mr. Hoover's phi— losophy of providing various types of in-service training and educational opportunities to any regularly constituted police agency, regardless of size or geographical location. One concept in furthering this professional approach was the establishment of a systematic police training program wherein a widespread and continuous dissemination of in— formation about the latest techniques in the field of law enforcement could be extended to police of all juris- dictions. Inadequacy of Early Police Training In 1931 the National Commission on Law Observance and Law Enforcement, commonly known as the Wickersham Com- mission, perceived the inadequacies of early police train— ing in its "Report on Police," when it reported in part that: No pains are taken, so far as we can learn from these studies, to educate, train, and discipline for a year or two the prospective patrolmen and to eliminate from their number such as are shown to be incompetent for their prospective duties.14 The Commission reached this conclusion as a result of personally surveying 225 towns of less than 10,000 l3Ibid., p. 14. 14The National Commission on Law Observance and Law Enforcement, Wickersham Commission Reports: Number 14 Report on Police (Washington, D.C.: Government Printing Office, June 26, 1931), p. 4; hereinafter referred to as Wickersham Commission Reports. . .. 5.12.... ...1. . . .... NYSE... ...._...n...m.n..< frat. 13 population, and 75 towns ranging from 10,000 to 75,000. They also distributed 745 questionnaires to all cities in the United States of over 10,000 of which they received 383 responses. Further, of the towns with less than 10,000 populations, they concluded: There is absolutely nothing done which by any stretch of the imagination could be considered as police train- ing. Not one of the cities had experience as a re- quirement of admission to the force; 216 never inquired if the prospective policeman could handle a gun, and 185 sent the man out on duty with no instruction and even without the aid and advice of an experienced man. Forty cities placed the beginner with an older man from periods of a night_to one week.15 The Commission's report provoked a diversity of interpretations and unfavorable reactions from law enforce- ment agencies. Subsequently, law enforcement, by and large, accepted the need for and recognized the urgency of ade- quate preparatory training for police recruits. This need was promulgated by the Commission when stating: Briefly, then, in the counties, towns and hamlets of this class, it must be stated that assumption of badge, revolver, and the authority of the law, has a pre- requisite no training or police experience - in fact, nothing. . . . Seventy-eight of the 283 cities (about 20 per cent) possess some method of school training. Of the 20 per cent having training, not more than 15 gave courses which could be considered to quality the recruit as the possessor of a proper background for efficient work.16 The Commission continued their evaluation: lSIbid., p. 70. l6Wickersham Commission Reports, pp. 70-71. . $331.... .11 .1.. ..l ..I Lid .51‘1’. . . .. . ...: .v: . . . . . .. I..H.Ir.....|.u1.1r . . . I313"..- .51.: .. 0.1.1! 9 . . -... . . .. . _ ....n 14 Among the existing schools, emphasis upon the various aspects of police work varies greatly. Only a few of the schools devote the time necessary to a comprehen- sive analysis of all phases of police work.17 The Commission recognized New York's effort to properly train their recruits when they commented: Of all the schools New York has the most elaborate of any in the country. The training period covers 90 days, classes being held 5 days in the week for 8 hours. Saturdays and Sundays are used for actual practice on the beat in accompanying an older man.18 The Wickersham Commission Report in its summary and conclusions noted the complexities and problems con- fronting law enforcement in the United States at this time but added, "yet we take men of mediocre caliber without training or special ability and Charge them with responsi- bility for solving these intricate problems."19 Origin of the FBI Police Trainingischool Shortly after Director Hoover assumed the leader- ship of the FBI in 1924, he recognized the need for more extensive research with respect to improving both training and educational opportunities at all levels of law enforce- ment. This intense interest and concern for establishing a police training school motivated Mr. Hoover to correspond with leading authorities in the field, among which was Lieutenant Colonel J. F. C. Carter, Scotland House, London, l7Ibid., p. 71. lSIbid., p. 73. 19Wickersham Commission Reports, p. 137. .. . .. 1 . . .. ...fl. I“ .. .1. I .. . . 1k. . . ... -.. Eh 11 .11 .. .. ......i. . . . . i. ..1...1..H.....a......l...-......a...u ...... - .. .... . . . . .. . I 11.11.- 11 1|. .1. 1.... .. l . 1.. .11]. I . -1-.. a -. r . ..u...' .. . . 1 T . .... . . . . .. .13.... . .. . . r ...... 1i .... .. I. .... ......i .1. . ... .. .3.” . . . . ... . .. ......v.v.1. airman... . . ... ...w . . . .. . .. _. ..... 15 England. On August 14, 1929, Mr. Hoover's letter to Lieutenant Colonel Carter stated: I have been advised that you are connected with the school conducted in London, England, for the train- ing of police officers and I am taking the liberty of requesting that you furnish me with information as to the scope of the work covered in this course, with a catalog showing the curriculum of the school, if such data is available. Your courtesy in furnishing the information desired will be greatly appreciated.20 Lieutenant Colonel Carter responded to Mr. Hoover's letter on September 10, 1929, at which time he enclosed a syllabus of the course offered by the Yard. He stated, in part, that Scotland Yard has, "three courses in June, July and November for Senior Officers of our Dominion, Indian and Colonial Police Forces. This has been going on for . "21 five years. England and other European countries have been tra- ditionally recognized for their unique and innovative approaches to education and training. Historically, Ameri- cans have traveled abroad to study a variety of educational concepts and theories which might be applicable in this country. Law enforcement from time to time has made compara- tive police training studies abroad to ascertain the feasi- bility of emulating some of the European methods in this 2OJ. Edgar Hoover's letter to Lieutenant Colonel Carter, Scotland Yard, August 14, 1929. 21Lieutenant Colonel Carter's letter to J. Edgar Hoover, September 10, 1929. ..1.....13.....n..n.d1. 33'. II..I..1I....| I1ll111| .4 . .. 1.3%. 11- 1.. .r\1fl. . n “ b.4111. :1 4h". 16 country. American law enforcement officials will generally agree that over the years education and training received by European counterparts has been more consistent than in this country.22 For example, in some instances, police recruits in Germany are given three or four years of train— ing before receiving official recognition as policemen.23 Subsequently, officers selected for administrative and/or senior positions normally receive from six months to one year's additional instruction. It was during this early stage of developing a pertinent police training program in the United States that the FBI examined those programs recognized fer their suc— cess in the field. The outgrowth of many inquiries and extensive studies by Mr. Hoover and other officials desig- nated by him culminated in the Bureau's decision to imple— ment a universal training program for police. Police training at its best was sporadic and inconsistently con— ducted throughout the nation. It was during the early 1930's that Mr. Hoover was the recipient of an overwhelming demand from numerous police officials, as well as the International Association of Chiefs of Police (IACP), to establish a National Police 22George Berkley, "The European Police: Challenge and Change," Public Administration Review, XXVIII, No. 5 (September-October, 1968), 424-30. 23Ibid., p. 424. ._..._._q- _-i....-~‘-II 17 School to which local, county, and state police officers might come to study new methods of combating the increasing crime problem. Prior to 1935, the FBI did not extend its edu- cational or training programs to anyone outside its own organization. New Laws Change Concept of Training Passage of the Federal Crime Bills in May and June, 1934 brought about new approaches to training Special Agents of the FBI. These new concepts in training subse- quently influenced the training of other law enforcement agencies. The Federal Crime Bills were passed by Congress and signed into law by President Franklin D. Roosevelt. These bills were designed to expand the jurisdiction of the Federal Government in combating crime. For instance, the crime bills were limited to such federal crimes as bank robbery, extortion, kidnaping, assaulting or killing a federal officer, and other major crimes. At this same time, Congress passed appropriate laws giving Special Agents of the FBI full powers of arrest, as well as legal authorization to carry firearms. Interestingly, up until then Special Agents did not have authority to carry firearms in the discharge of their investigative responsibilities. In May, 1934 implementation of monthly firearms training for Special Agents was introduced as a result of . ... x . 18 the passage of the crime bills. Expansion of firearms training for Special Agents was directly responsible for increasing new Agents training from six to eight weeks. During the fiscal year 1935, the training of new Agents was extended to twelve weeks in duration. In 1936 training of Special Agents was increased to fourteen weeks. At this same time, a program of retraining experienced Agents commonly known as "in-service training" was regu— 1ar1y implemented. The purpose of this program was to familiarize Agents with new developments in scientific investigative procedures, firearms training, and investi— gative techniques and enforcement methods pertaining to newly enacted federal criminal legislation. The develop- ment of new and extensive training procedures for Special Agents was to influence the curriculum of future training programs for local law enforcement. Contribution to Law Enforcement Training One of the most remarkable and significant contri— butions to police training and education in this country was the FBI Police Training School envisioned and pioneered by J. Edgar Hoover. The school received the support of Attorney General Homer S. Cummings and others when Director Hoover, having long recognized the need for a National Training School, presented his views on this matter in an address before the Attorney General's Crime Conference on December 11, 1934. He stated in part: .r-....:....u.iw! I.... in 2.... . I. .. no It . 144me¢$de m .. 19 I believe also that a National Training School for law enforcement officers is a wholesome and necessary ven- ture. Such a school properly organized and operated along practical lines would fill a long felt want of many police departments who earnestly seek but have inadequate means of obtaining that knowledge of tech— nique with which to properly combat the criminal forces. The value of adequate training has already been proven in the training schools maintained by our Bureau for its personnel. . . . With but slight re- adjustment of operations, these training facilities already established could be extended to the local law enforcement agencies of the country.24 He made explicit his views of the absolute neces- sity for training and education of local law enforcement. As a result of Mr. Hoover‘s perseverance and insight the FBI Police Training School became a reality on July 29, 1935. The actual establishment of the FBI Police Train- ing School provided the impetus to Mr. Hoover's long-range plans of encouraging law enforcement to establish police schools for the training of police officers in all com- munities. He first publicly announced these plans in a speech before the Cincinnati Lawyers Club on February 12, 1931.25 The opening of the school, together with the offer to assist local authorities in police training programs, has been recognized by many as one of the major 24J. Edgar Hoover, "Detection and Apprehension," An Address before the Attorney General's Crime Conference, Washington, D.C., December 11, 1934. 25J. Edgar Hoover, An Address before the Cincinnati Lawyers Club, Cincinnati, Ohio, February 12, 1931. {lili-n-WKIJHJ‘J 1". . ... ......... .. Witw- 20 contributions to law enforcement in the twentieth century. It was Gourley who credited the FBI with developing and contributing significantly to the training of municipal police agencies in the 1930's.26 Further recognition of the FBI's contribution to law enforcement training and education was cited by Lester when commenting on the advances in police training, as well as the selection process in recruitment and standardization of physical and educational requirements. He remarked: The part played by the F.B.I. National Police Academy, in developing uniform procedures and techniques, has been particularly significant. The professional leadership of the F.B.I. has made other invaluable contributions in advancing police administration. It has set records in both efficiency and public relations seldom equaled by public agencies, and presents an out- standing example of the rapidity with which professional attainment may be achieved in the law enforcement field when inspired leadership is present and necessary tools are available.27 It might be said that law enforcement officials were seeking the leadership of Mr. Hoover and the FBI in developing a systematic approach to police training and education in the United States. If professionalization of the police was to be achieved, to any degree, in future years it would tend to depend upon the success of training 26G. Douglas Gourley, "In-service Training of Policemen by Universities and Colleges," Journal of Crimi- nal Law, Criminology, and Police Science, XLIV (July- August, 1953), 229-38. 27Ervis W. Lester, "Some Aspects of American Police Problems," Journal of Criminal Law and Criminology, XL, No. 6 (March-April, 1950), 805—06. 21 programs designed to develop a cadre of highly trained and educated law enforcement officers. CHAPTER III NEW ERA OF POLICE TRAINING (1935-1964) Police training was still in its infancy when the The training FBI Police Training School emerged in 1935. that existed then was limited primarily to individual efforts of several metropolitan and state police agencies. the majority of law enforcement agencies in this However, country was small in size and prohibited an independent training facility and continuing educational program. this forced the police recruit to learn his Consequently, job through the trial and error method. The Wickersham Commission in its study of police training articulated the critical nature of this dilemma in 1931. The report stated in part: The training offered, except in a very small number of cities, is negligible. A means of giving the police- man, in the small city as well as the large, proper training, must be adopted. State-wide supervision of police schools, employment of the zone system, the establishment of standards of instruction and curricu- lum must inevitably be adopted if our police systems are to cope with the crime conditions of today.28 p. 139. 28Wickersham Commission Reports, 22 23 Determined to take positive action against this adverse condition, Attorney General Homer S. Cummings in a radio address on January 14, 1935, outlined the results of his Crime Conference emphasizing that the American public had awakened to the menace of crime and was eager to determine what law enforcement was going to do to com- bat this menace. In his concluding statements Attorney General Cummings echoed the thoughts presented by Director Hoover concerning national police training schools. I have long visualized the day when the Department of Justice should be not only a cooperating agency, but an effective force, stimulating activity in many quarters. There is no reason why our existing School of Instruction should not be amplified so that intelli— gent and serious minded representatives from the various state and municipal law enforcement agenCies may have an opportunity to come to Washington, at cer— to study with us and to our mutual tain intervals, these fascinating and important matters advantage, which are the common concern of all good Citizens. The Plans for this development are being formulated. recent Crime Conference endorsed this idea. Time and experience will show how far it should be carried The problems are difficult, but I am not in the least discouraged. Substantial progress has already been achieved, and the future is what we make it.2 NotWithstanding the stance taken by Attorney General Cummings on this matter, various obstacles were encountered from those resisting any change in training procedures. For example, the refusal and/or absence of appropriate funding or subsidizing of police training by local legis— lative bodies can be traced in police history. This has 29Homer 8. Cummings, "Progress in Dealing with Crime," A Radio Address on the National Radio Forum, January 14, 1935. 24 been in part due to the political pressure and interference There were law enforce— imposed on many police agencies. ment officials and police educators who saw this lack of financial support as having a stigmatizing and detrimental effect on the proper development of policing in many areas. These appeared to be the major obstacles that adversely restricted police training in its early development. Recognition of these obstacles and other inade- quacies prevalent in the field of police training prompted J. Edgar Hoover to seek out a responsive group of law enforcement officials who were dedicated to making some constructive changes. Mr. Hoover found such a group of men from within the FBI and among the leadership and membership of the International Association of Chiefs of This concerted effort on the part of the Police (IACP). FBI and the IACP culminated in the birth of the FBI Police this made possible the Training School. In addition, development and implementation of regional training schools on a local level. Birth of the FBI Police Training School The administration of the FBI Police Training School was to be a joint effort on the part of the FBI and Members of the first advisory committee to the IACP. collaborate with the FBI on police training were: (1) Peter J. Siccardi, Chief of Police of Bergen County, New Jersey; member of the IACP of which a 25 and member of the he was President in 1934—1935; Attorney General's Crime Conference, Washington, D. C. (2) Edward J. Kelly, Superintendent of the Rhode Island State Police and member of the IACP. (3) John L. Sullivan, Chief of Police, Pittsfield, Massachusetts, and member of the IACP. (4) Andrew J. Kavanaugh, Director of Public Safety, Miami, Florida; President of the IACP 1935-1936; was representative of U.S. selected to study methods of selecting and training personnel and methods of investigation in European Police Departments; and pursued studies in Buda est, Vienna, Rome, Paris, London, and Dublin. 0 This advisory committee represented and received the endorsement and support of law enforcement agencies throughout the country. On July 25, 1935, the most comprehensive and intensive training program ever afforded local law enforce— ment officers in the United States was publicly announced in a radio speech by the Attorney General. During the Attorney General's speech, he commended the 73rd Congress on authorizing the Department of Justice to develop this type of training school. He remarked that one of the recommendations made at his conference on crime in 1934 was the formation of a scientific and educational center at washington, D. C. The objective of this center was to provide national leadership in the field of criminal law administration and the treatment of crime and criminals. As a means of accomplishing the goals of the new training 3OInterdepartmental memorandum to Mr. Hoover, July 12, 1935. 26 center, the Attorney General identified the composition of the faculty recommended by the FBI in collaboration with a special committee of the IACP. In this respect the Attorney General commented: Instruction in this school will be given by three groups, first, the staff of instructors and lecturers of the Federal Bureau of Investigation, each of whom has had valuable experience in the field of law en— forcement; second, from a group of State and local police administrators of outstanding distinction in their particular fields; and, third, from a group of scientists and technicians drawn from colleges, uni- versities, and other semi-public institutions. In short there will be available for this school, in addition to the instructors of the Federal Bureau of Investigation, a group of forty-one outstanding criminologists, police officials and scientists -se1ected from higher institutions of learning, from police departments and from other law enforcement agencies.31 As a result of the development of this school, representatives of twenty-three police organizations were selected to attend the first session of the FBI Police Training School which commenced on July 29, 1935. The selection of officers was made from among those organi— zations that had filed applications with the FBI. The course was designed to emphasize the practical application of police and law enforcement work. A profile of the officers selected to attend the first session of the school revealed that ten of the twenty—three men had at least one year of college or more; that all but three patrolmen held command positions or 31Homer S. Cummings, A Radio Speech, July 25, 1935. g 27 above; and that all but five men had five years or more law enforcement experience.32 A roster of the officers attending the first session of the school may be found in Appendix A. The first session of the FBI Police Training School33 was most successful with every member of the class completing twelve weeks of instruction and being awarded a diploma. Many of these graduates (estimated to be 90 per cent), upon returning to their respective jurisdiction, received promotions to executive positions. In addition, it was noted that many graduates upon their return pat- terned local training programs after the FBI school they had attended in Washington, D. C. The response to the training received by the graduates of the first few sessions was such as to fully justify the continuation of the Academy. Thus, prior to the end of the 1930's the Academy had experienced tre- mendous growth. As a result, the Academy was faced with the need for additional facilities to accommodate the popularity of its training program. 32Memorandum to Mr. Hoover, July 31, 1935. 33The school has undergone several name changes. In the beginning the FBI's school for police was called the FBI Police Training School. On June 27, 1936, the name was changed to the FBI National Police Academy. The present name of the FBI National Academy was adopted in 1945. Hereinafter, the FBI Police Training School will be referred to either as the FBI National Academy or the Academy, names by which it is best known. (p.11... . - «...-114...] ..hy. . 1 .....ilumulll :9...- . 28 The need for additional facilities resulted in the construction of the present Academy. Construction began in 1939 and was completed in the spring of 1940. The site for the new Academy was at the United States Marine Corps Schools in Quantico, Virginia. On the invitation of the United States Marine Corps and with subsequent special congressional authority and appropriation the establishment of the Academy became a reality. The original Academy consisted of two classrooms, dormitory accommodations for sixty—four men, dining and kitchen facilities, a gymnasium, and small gun—cleaning room and gun vault. Several addi— tions have since been made to the Academy which created three additional classrooms, increased dormitory space to accommodate a total of 224 men, and enlarged dining, kitchen, and vault areas. t. <¥+£¢tfr Philosophy and Objectives of Training and Education :m Of paramount importance to the development of any institution is the organizational philosophy that supports it. This is also true of the FBI National Academy. Mr. Hoover's philosophy provided the direction that the FBI 1 National Academy has taken. It was this direction that influenced the consummation of a more professional law enforcement officer, according to numerous correspondence the FBI has received from police officials throughout the country. 29 Perhaps a better perspective of Mr. Hoover's philosophy of police training and the indelible impact he has made on training during the twentieth century should be brought into clearer focus. 1936, Mr. Hoover discussed his On January 6, philosophy in the operation of the Academy and some of its objectives when he spoke to the second session of the During his remarks he expressed a hope that law Academy. enforcement officers would equip themselves "with every means of education and instruction" that they could attain. In addition, Mr. Hoover's plan for continuing education as a personal goal of every officer is best depicted when he commented: It is our hope in the Federal Bureau of Investigation that we may be able to give to the law enforcement officers of the country some of those instruments and some of that information which may make them even more competent and better equipped to do their job than they have been in the past. . . . This training school which has been initiated in this Bureau has been initiated with the cooperation of the International Association of Chiefs of Police. This project is not any individual project initiated by a Federal Government endeavoring to tell you gentlemen what to do. We are trying, if in a small way, to help to make your job a to make your work a little more success— we can, little easier, and if we can do that in the three months that you we will then feel that we have attained ful; are with us, the goal which we have set for our end in this particu— lar school. Hoover was very explicit about his position in Mr. regard to a National police agency when he commented: An Address before the Second 34J. Edgar Hoover, Session of the FBI National Police Academy, Washington, 1936. D.C., January 6, .1114]... n... u "1.1.1.1: 1 ..1 .. . ... r. n. . . .. .1. 9"! illil‘lll I1Ivll .1111 .‘H ,.".....rn.... .7- . n.. . . ...”. E. ., 30 Another aspect that we of course have in mind in this training course is to be able to learn something our- selves in the Federal Bureau of Investigation. You gentlemen perhaps have heard a great deal about the national police idea, the so-called American Scotland Yard. It sounds fine in print and sounds fine some- times when uttered by those demagogues who like to make Fourth of July orations. Anyone who has an inti- mate knowledge of the crime problem in our country and of our institutions, knows that there cannot be a national police organization in the United States. The matter of law enforcement is principally a local problem which must be handled with the local police forces of our country. All that the Federal Govern— ment can do and all that the Federal Bureau of Investi- gation can hope to do is to help and to aid and to assist where it can legitimately do so, as we have been able to do through the exchange of fingerprints with the law enforcement agencies, as we have been able to do and hope to do on a larger basis through our Crime Laboratory, and as we are trying to do through this particular project of training police officers. One of the expectations of the FBI National Police Hoover in 1936 when he stated. Academy was expressed by Mr. If we can develop in each and every community a group of men, starting out with an individual of course, who have an extensive training in the law enforcement work, we ultimately will have in this country a large and wide group of law enforcement officials who have scien- tific training in their work. Now I realize that when I say "scientifically trained in the field of law en- forcement" there is a school of thought which holds that brains is not the thing that counts, but that all I am happy, though, in ob— you need is a strong arm. serving that that school of thought is diminishing, at least in size, and that these officers who have com- prised that school are gradually fading from the pic— ture in the field of law enforcement. I want to see our field of activity become a real career, a pro- honor- fession, to which can be attracted the decent, able, respectable young men of the country who can go into it as a career and look forward to making some— thing out of their life's work, rather than as a dumping ground, as all too frequently it has been, for 35Ibid. .... I . . J . ..I...Ir r. I u . .... . . . , 1.- 1... .1. . a ...}... -1.I.. .- «£31354... - I . .../14.. in. 31 some ward politician to use in repaying his obli- gations to his political party. . . . Abroad we find in the European countries that the law enforcement units are based upon a career basis. There men go in as young men and remain for life as long as their services are satisfactory and as long as they perform honest and efficient public service. That is what we want to have in this country; I believe it can be attained in the local law enforcement agencies if they will make every endeavor in every way they can.36 Recognition of the many obstacles confronting law enforcement in the 1930's and problems encountered in the training field motivated Mr. Hoover to remark in this same address: Now, we felt and we know, of course, that in many com- munities they do not have the training facilities, they haven't the funds with which to establish train- ing such as the Federal Government has had within its power to do. That is one of the reasons that we have endeavored to establish this training school, this institution, so to speak, for the benefit of the police officers sent here. I personally hope that in a few years we may have in every city, every town, every community of this country, at least one man who has come to Washington to spend three months with us and learned what he could learn from our work and our training. Then that man can go back and in turn be a real missionary of good will in that community in the field of law enforcement. He can not only serve as a liaison officer between the local officers and our representa- tives in that district, but he can also help to edu— cate the other members of his police department. If that is done, there will spread - there is bound to spread - a great development of the recognition of the need of education and need of training in law enforcement.37 Mr. Hoover's remarks made it implicit that the objective of the FBI National Academy was to train police 36Ibid. 37Ibid. J44. . .. .. . X 1211!: 32 instructors so they could return to their respective de- partments and teach other members of their organizations. Shortly, it was determined that many of the graduates of the Academy upon their return home received promotions which required them to perform a variety of administrative tasks. This brought about requests from police authorities to train additional representatives of their departments at the Academy. As a direct result of these requests, new objectives were established for the Academy, namely, to train police instructors, administrators, and executives. The change of objectives is illustrative of the flexibility that has embraced the organizational philosophy of the FBI National Academy. An important factor that in- fluenced the organizational philosophy and overall oper— ation of the Academy was the concept of quality training for all law enforcement agencies. This concept was based upon reasons of thoroughness, maintenance of professional standards, ethical considerations, the protection of indi- vidual rights of the accused and a proper relationship with the public. This was consistent with Mr. Hoover's philosophy of how Special Agents of the FBI should be trained. For example, within several months after Mr. Hoover became Director, he implemented training courses for newly appointed Special Agents. Later, he supple— mented this with in—service courses which, periodically, brought the experienced Agents back to Washington, D. C. 33 for periods of retraining. In-service training was re- quired of all Special Agents in order that they might be kept up-to-date on new laws, new methods, and new pro- cedures. This was made even more important with the appli— cation of the principles of science to crime detection. These priorities among Mr. Hoover's philosophical concepts of good law enforcement provided the inspiration leading to the inauguration of the FBI National Academy. Rational for Entering Training Some of the factors that influenced and lead to the opening of the Academy were common complaints lodged against early training programs. These complaints focused on the training conducted by local departments and several educational institutions as being largely theoretical, and of limited value. Another motivating factor that influenced the FBI to enter police training was Mr. Hoover's unalterable opposition to a national police force. He has often held that by aiding in the raising of standards of local police there would be a lessening of the demand on the part of citizens for increased federal jurisdiction. Director Hoover has stated in the past that at least 95 per cent of the problems of law enforcement are the responsibility of local police agencies. The most significant consideration which might have lead to the FBI's entrance into police training was 34 the important role training played in the career of Special Agents. First, a more thorough examination of the training afforded all newly-appointed Special Agents might provide a clearer perspective of why the FBI entered police train— ing. All new appointees underwent fourteen weeks of in— tensive instruction, practical experience, and a broad and specific type of training in all the phases of activi- ties in which they were subsequently to engage. The train— ing included rules, regulations, instructions, and method- ology employed in the conduct of investigations, scientific and technical methods of instruction, crime statistics work, firearms and defensive tactics, administration and organization, records and report writing, enforcement and regulatory procedure, and tests and practical experience. Second, a concentrated two—week retraining or in— service program was required of all experienced Special Agents at regular intervals in their career in order that they might familiarize themselves with current methods and investigative techniques, as well as new Federal legis- lation affecting their enforcement responsibilities. The experience derived from conducting undoubtedly the most comprehensive courses of instruction among any law en- forcement agency in the United States equipped the FBI for initiating and maintaining a program of training and education for local and state police officers. ...-I I4 I.- I .. 35 Views on Training and Education One of the strong points of the training extended to police officers and its relevancy to their needs and interests has been the continuous feed-back and evaluation sought and received by Mr. Hoover over the years. The importance of this appraisal was bestexpressed in his closing comments to the second session of the Academy when he remarked: I want you to feel free at all times to offer sug- gestions, to furnish us with ideas and even criticisms of the course as you progress through it. We in the Federal Bureau of Investigation have no corner on the brain market. We have a great deal to learn, and I feel that the success of law enforcement agencies de- pends upon their willingness to learn as time goes on. And so in this school I want you to feel free, in the public discussions that will take place and the public forums that will follow each of the lectures, and throughout the entire course, to offer suggestions and ideas and criticisms so that we can improve it. . . . We want your assistance; we want your aid; we want your criticism. In other words, I want you to feel that it is your project as well as our project.38 Mr. Hoover has been a staunch supporter of police education throughout his government career. He best con— veyed this belief in October, 1937, when addressing the IACP. His views on education at that time were as follows: Through education, we shall advance. If we can learn from you, and if you can learn from us; if together we can advance toward a goal of integrity, of intelli- .gence, of perseverance, of efficiency; then, indeed, shall we be able to command the respect of everyone, and possess the enthusiastic support of every good citizen in our battle against many foes.39 38Ibid. 39J. Edgar Hoover, "Police Problems and Progress," IACP Yearbook, 1937-1938, p. 12. 36 Activities of Academy Graduates As the momentum of the Academy grew so did the enthusiasm of its graduates. At the beginning there was a regularly scheduled retraining program for all graduates of the Academy. The retraining course which originally lasted for two weeks encompassed advances in law enforce— ment and scientific methods of crime detection. It was customary for the great majority of the graduates to return to Washington for this advanced training. It was later found to be more practical and convenient to conduct this retraining in centrally located places within the terri- tory of the FBI field offices.40 These retraining sessions were held during the fall of the year. The officers found this to be the most convenient time to attend the sessions. The Academy was only several months old when the first class organized the FBI National Academy Associates, the equivalent of an alumni organization. The alumni organization became a vehicle for articulating matters of interest of the Academy to its members, as well as offer annual retraining opportunities on current issues at 40The FBI presently has fifty-nine field offices or field divisions located throughout the United States. Each office has a Special Agent in Charge and Assistant Special Agent in Charge who are responsible for the administration, operation, and personnel assigned to the office. The jurisdictional territory of each office may involve part of a state, an entire state, or more than one state. For example, in the State of California there are field offices located at Los Angeles, Sacramento, San Diego, and San Francisco. 37 various locations throughout the country. Graduates of the FBI National Academy, actively engaged in law enforcement and in good standing, constituted the membership of the organization. The FBI National Academy Associates have been vocal in expressing their philosophical views of police training and education throughout the years of their existence. They have always openly shared these views with the FBI. For example, a resolution adopted by the Associates at a training session in October, 1947, best exemplifies and incorporates the standards and policies in training they wholeheartedly endorsed. The resolution read as follows: Whereas police training is considered an investment rather than an expense and is contributing much to raising the standards of law enforcement to a pro- fessional status, and, whereas certain standards in police training are essential in order that this work may be performed on a high plane consistent with the highest standards and ideals of professional attain— ment, Therefore Be it resolved by the FBI National Academy Associates in Annual Conference assembled that we endorse, sponsor, promulgate and adopt the following basic standards and policies in police training: I. Training in the techniques and methods of law enforcement should be given only to those who are regularly employed on a full-time basis as law enforcement officers. II. Instructions in the techniques and methods of law enforcement and the application of general principles to law enforcement should be given by qualified experienced law enforcement officers who have been especially trained as instructors. 38 Police training should be conducted exclusively under the control, sponsorship, coordination, and direction of regularly constituted law enforce- ment agencies and officials. III. IV. We abhor and shall vigorously oppose all types of commercialization and racketeering whether financial or political in police training, and be it further resolved that this resolution be 1 spread on the record of this meeting, that it be printed in the News Letter of the Associates, and that it be given the widest distribution through the channels and vehicles of public information by the officers and directors of the FBI National Academy Associates.4l Curriculum Considerations The curriculum of the Academy was developed to provide a training and educational experience for local and state law enforcement officials. This was an exten— sion of the FBI's program of cooperation with local and state law enforcement agencies. The Bureau's program of cooperation extended not only to the field of investi— gations, but also included fingerprint identification; the collection, compilation and publication of crime sta— tistics; the study and examination of latent evidence in the FBI technical laboratory, all within the framework of the Bureau's total training program. The courses of instruction at the Academy in Washington, D. C. covered the broad, general field of law enforcement and included subjects under the headings: Scientific and Technical; Statistics, Records and Report 41Resolution of FBI National Academy Associates, October 2, 1947. 39 Writing; Firearms Training and First Aid; Investigations, Enforcement and Regulatory Procedure; Tests and Practical Experience; and Police Administration and Organization. The course of training lasted for a period of twelve weeks and from the very nature of the organization of the program was available only to regularly constituted law enforcement officials who were in position to take the entire course. The entire faculty of the FBI training schools assisted in conducting courses of instruction at the Academy. The course of instruction was based largely upon that provided Special Agents of the Bureau. Courses were supplemented, however, by instruction and practical experi— ence in a number of selected subjects which were specifi— cally applicable to local and state law enforcement work. Such subjects as Police Communications; Police Reports; Police Organization and Administration; Traffic; Enforce- ment of Local and State Statutes; Patrol Work in Cities and Highway Patrols; Personnel Problems; Police Problems in Catastrophes, Explosions and Fires; and research and study of State Laws and Statutes were some of the special- ized courses which were added for the special benefit of local and state officials. There was no expense to those attending the school either for the instruction or for the equipment used in connection with the course of training. The only expense to the student was his transportation and living expenses while in Washington. 40 In View of the type of instruction that was avail- able in this police training school, it was believed that it would best serve the purpose of affording instruction to those officers who had a broad, general interest or administrative experience in law enforcement work. On November 2, 1936, Mr. Hoover enunciated what he believed to be a constructive effort on the part of the FBI to raise the standards of law enforcement throughout the United States. The Bureau had identified predominant problems existing in the police training field. It sought to provide training which would improve not only the technical skill and knowledge of those attending its Academy, but in addition, focused primarily upon training select representatives among law enforcement agencies. The Bureau was cognizant of the fact that to have the FBI train thousands of police officers across the country was an undertaking entirely too ambitious for any one insti— tution to adopt. Therefore, it was proposed that the Academy provide practical training of such a caliber and character as would permit the graduates of the Academy to return to their respective jurisdictions and share the benefit of their experience and training with other members of their organizations. That is to say, the Academy was designed as a school for instructors rather than simply a school teaching methods to be employed in investigations or in police administration. 41 Ethics in law enforcement received major emphasis throughout the entire curriculum offered at the Academy. Knowledge of the law and respect for the individual's rights have been emphasized. The FBI viewed third degree tactics as part of the dark ages. Further, the Bureau viewed the use of brutality or unnecessary force as an admission of inferior intellect. The courses of training consisted not only of substantive matters but provided for instruction in teaching methods as they related to police work and the organization and administration of police schools. An illustration of the kinds of courses taught and changes that occurred in the curriculum is available in Appendices B through G. At the outset the Academy's operation involved three sessions annually extending over a period of twelve weeks each. The usual hours for the classroom sessions were from 9:00 A.M. to 5:00 P.M. six days each week. Ordinarily the classes were in session for fifty minutes and were followed by a ten-minute recess. Periods of physical training and relaxation, likewise, were provided. Participants were required to maintain notebooks that were examined periodically by Special Agent counselors. In addition, officers were required to take written exami- nations during the course of their training. 42 An effort was made to limit the enrollment in each class to thirty-five officers so that the participants might more effectively obtain the maximum benefit of personalized instruction. The curriculum of the Academy has remained an ever-changing process since the first session convened. A thorough review and re—examination of the curriculum was made upon completion of every session. Curricular changes were recommended and adopted as a result of: (1) audit of classes by Special Agent counselors who were assigned to each class to assist officers, (2) observation and suggestions by students, (3) feed-back from graduates who upon return to their departments had an opportunity to examine the applicability of the curriculum, (4) con— tacts with training officers assigned to FBI field offices throughout the country who geared their instruction to those types of courses and training needs requested by law enforcement agencies, and (5) research and evaluation of ongoing educational and training programs. Curricular and scheduling decisions were made after study and referral by the Training Division of the Associate Director Clyde Tolson and included other top ranking officials of the FBI. The ultimate responsibility of rendering a final decision effecting change rested with l l l 1 1 FBI to the Executives' Conference whose chairman was Mr. Hoover whose decisions have, for the most part, been I I 1 43 consistent with those recommendations advanced by the majority members of the Executives' Conference. Among the many changes that have occurred in the curriculum and scheduling of the Academy program since 1935, was a Change that transpired in 1946. The proceed— ings of an Executives' Conference held on July 25, 1945, revealed recommendations to alter the schedule of the Academy program. It was unanimously recommended, and subsequently endorsed by Mr. Hoover, that effective with the thirty—first session commencing January 7, 1946, the regular scheduled program of required subjects would be taught during the first ten weeks. The two remaining weeks would be devoted to specialized study of elective subjects selected by the officer. Those elective subjects to be offered for student specialization were as follows: 1. Police Administration and Organization 2. How to Set up a Police Laboratory 3. Police Records, Statistics and Report Writing 4. Fingerprint Identification 5.. Juvenile Control-Crime Prevention 6. Investigative Methods and Techniques 7. Traffic Matters 8. Firearms Training 9. Police Photography 10. Defensive Tactics 44 This policy remained in effect until 1960 when it was determined that the majority of students were selecting Police Administration and Organization, as well as Police Management electives as their speciality for the last two weeks of training. Thus, after considerable study, these two subject areas were expanded and alloted more time in the curriculum. The two weeks of specialized study pre— viously offered was eventually discontinued. Throughout the training documents in the archives of the FBI Training Division are constant reminders of the effort the FBI has made to assure practicability of courses within the curriculum. The FBI has assumed this position as a result of years of experience and experi- mentation supporting the hypothesis that police tasks are concerned with specifics, not with generalizations. Cur- riculum considerations and decisions were made to accommo- date the nature of the job by offering courses relevant to the officer's needs. The effects of expanding training programs became readily apparent with increasing demands from law enforce— ment to offer a variety of courses. As an example, in 1945 numerous departments in the State of Washington mani- fested an extreme interest and need for training those officers who seemed to possess the potential ability neces— sary in becoming firearms instructors for their own departments. Until this time it had been Bureau policy to restrict firearms training to members of the FBI 45 National Academy at Quantico, Virginia, conducted under controlled conditions by qualified FBI firearms instructors. In View of the apparent crucial need and in keeping with the training philosophy of the FBI, the Bureau approved an experimental firearms school at Fort Lewis, Washington which ultimately lead to a rapid expansion of such train- ing in other states. The results of this and other forms of specialized training will be more thoroughly examined in later chapters. Additions to the curriculum increased as did re— quests for training assistance during the 1940's and 1950's. Mr. Hoover urged the Training Division to guard against overcrowding a course, as well as the curriculum with superficiality. He perceived any course worthy of being taught by the FBI as one deserving thoroughness, competence, and meaningfulness. He recognized the need for a reason— able amount of specialization in the curriculum but empha— sized that officers ought to be given common core courses regardless of the type of work they were doing and irre— spective of their experience and tenure with law enforce- ment. Pertinent to development of the curriculum was the clientele it was to serve and the selection of those to be trained. 46 Selection of Academy Candidates American Officers The method employed by the FBI in selecting participants to attend the Academy was left to the dis- cretion of the administrative heads of local and state police organizations. Upon receipt of a written Communi- cation from the head of a department requesting a repre- sentative be designated to attend the Academy, the Special Agent in Charge of the field office of the FBI located in the area of the inquiring department, personally conferred with the department head. The purpose of the training, qualifications of the representative to be designated and the ultimate utilization of the trainee's services upon completion of the course as a training officer was dis- cussed with the department head. A formal application form to be completed by the applicant and signed by the head of department was later adopted by the Bureau. Based upon the applications received at the Bureau, invitations were extended to police departments, sheriff's offices, state police organizations, state highway patrols, and other regularly constituted law enforcement agencies to select a representative of their respective organization to attend one of these schools. Invitations were ex- tended to the police organizations and not to individuals. The law enforcement agencies receiving such invitations were specifically requested to bear in mind the nature of 47 the course and the qualifications of the personnel in their departments in making the selection. Originally an applicant who had reached the age of forty—six years was not considered, primarily in View of the fact that an early retirement precluded an older man from rendering a maximum service to his department. The maximum age limit was later changed to admit those appli- cants who had not reached their fifty-first birthday at the time they commenced training. In addition, the depart- ment was requested to designate that representative who could best receive the course of training and would be most likely upon his return to share the benefits of his experience and instruction with other members of the de— partment. The administrative head was requested to acknowledge that the best available representative had been selected for this training whereupon a written invitation was ex— tended to that department by the FBI. A discreet investi- gation of the officer selected to attend the Academy was conducted by Special Agents of the FBI. In the event results of the investigation found the applicant to be qualified and worthy he was accepted; otherwise, the invitation was withdrawn and another representative with the necessary qualifications was considered. The FBI reserved the right to decline to accept any designated representative who did not measure up to high standards 48 of character, general reputation, integrity, and relative ability. Later, the FBI adopted a policy of investigating the applicant prior to extending an invitation to his department. A more personalized approach was later adopted with respect to evaluating candidates. Upon filing a formal application candidates were personally interviewed by the Special Agent in Charge of a field office to verify completeness of the candidate's answers and clarify any ambiguities that might have existed. The interviewer was to satisfy himself that the nominee occupied a position in his department which would indicate he exhibited promise of assimilating the training and of applying it upon return to his department. In addition, the candidate was required to have five years of substantially continuous law enforcement experience and possess a high school diploma or equivalency certificate. The training facilities of the FBI National Academy limited those officers it could accommodate to eventually a maximum of approximately 100 officers in each of two annual sessions. In March, 1956, a survey was taken to determine the approximate number of police officers in this country who had expressed either formally or in- formally the desire to attend the Academy. The survey revealed there had been 7,500 formal applications made. In addition, there were over 12,500 letters and personal inquiries received at FBI field offices and the Bureau. 49 That is to say, more than 20,000 law enforcement officers had expressed an interest in attending the Academy between 1935 and.l956. Seemingly, if a current survey were taken it would indicate even greater academic aspirations on the part of officers seeking avenues to continue their training and education at the FBI National Academy and/or other institutions. Foreign Officers Those officers expressing an interest in attending the Academy were not limited to this country alone. The seventh session of the Academy that convened on January 10, 1938, marked the beginning of accepting a limited number of police representatives from foreign countries. The Royal Canadian Mounted Police has the distinction of being the first national police agency of a foreign country to send a representative to the Academy. In 1962, the Bureau approved expanding the Academy to include up to twenty selected foreign officers annually. Many of the officers selected to attend were sponsored through the Agency for International Development (AID). In conformance with the interest expressed by the last President, John F. Kennedy, the Academy continued its policy of extending the facilities to foreign officers. On October 31, 1962, President Kennedy eloquently pre- sented his perception of law enforcement in an address before the graduating class of the Seventieth session. 50 He remarked, in part, that law enforcement, . . . is extremely difficult and sophisticated work. It involves the most detailed modern communications, the kind of information on great movements of crime throughout the world as well as throughout the country. . . . It requires a great knowledge and feeling for civil liberties, the rights of those who are accused as well as the rights of those who are innocent.42 The FBI viewed its role of providing police officials of a country with information of advanced tech— niques in crime detection and law enforcement as an inte- gral part of the President‘s "Decade of Development.“ In 1961 AID was established as a branch of the United States Department of State in an effort to facilitate this pro— gram. Coordination and implementation of foreign police training was a part of it's purpose. As a result, foreign police officers have attended the Academy through the assistance provided their respective departments by AID. Many foreign governments would have been unable to send representatives to this country for advanced training in the field of law enforcement without this assistance. Instructional Personnel FBI Police Instructors The prestige and achievement of most successful training and educational programs tends to be contingent 42John F. Kennedy, An Address before the FBI National Academy, Washington, D.C., October 31, 1962. 51 on the quality and effectiveness of its instructors. Recognition of this fundamental theory has received high priority with the FBI when assigning personnel to the FBI Training Division. The Bureau assigned those men who possessed special aptitudes as instructors. For instance, they tended to select those who had specific training in the field of education. Also, consideration was given to those with law enforcement experience to the extent that their training was not only theoretical but had been developed extensively in the field of practical appli- cation. Further acknowledgment of this prerequisite prompted the FBI to institute a training program for FBI instructors in 1937. Selected Special Agents in Charge and other Special Agents received specialized training as instructors. These instructors were strategically assigned in all FBI field offices where their services could be maximized not only as instructors but also as investi- gators. Potential police instructors were required to prepare and submit a manuscript of a lecture they planned to give. The Special Agent in Charge or his assistant monitored the lecture and evaluated his effectiveness, stage presence, and poise. For several years individual field offices trained selected Agents as police instructors to complement their 52 local needs. This training procedure entailed close supervision by the Special Agent in Charge of each FBI field office. During the early stages of developing an efficient and effective police training program for local, county, and state agencies, the Bureau suggested that all qualified general and specialized police instructors be assigned on a rotating manner. This practice was encouraged in order to insure the consistent use of all available instructors in a field office thereby giving them ample opportunities to fully develop their instructional competencies and skills. General police instructors are those qualified to lecture on general police subjects. General police subjects included report writing, interviews, crime scene searches, and similar matters. Specialized police instructors have been considered those who have received training in special- ized subjects, such as, firearms, defensive tactics, traffic, fingerprints, laboratory, and similar subjects. FBI instructors were called upon by Academy gradu— ates for assistance in conducting training within their departments. Initially, Academy graduates experienced some difficulty organizing training schools due to unfavorable attitudes held by some fellow officers. Many of the dis- enchanted officers were old—timers who felt their experi- ences had taught them what there was to know about polic- ing and did not believe they needed any formal training. Many of these difficulties were successfully resolved and 53 resulted in the organization of numerous schools through— out the country by Academy graduates. Periodically, the FBI re-instituted a series of in— structors' schools to train Special Agents as general police instructors. This training involved two weeks of special- ized courses at Washington, D. C. supervised by the Training Division staff. By September, 1951, the FBI had 767 Special Agents who were trained and qualified as police instructors of whom 531 were qualified in specialized subjects. The Bureau has repeatedly emphasized quality in— struction on the part of FBI police training schools. The Bureau has insisted on many occasions over the years that it was essential that material and teaching techniques re- main fresh and stimulating. Further, that Special Agents engaged in instructional work devote sufficient time to study and research so that they might maintain high standards of teaching. Police instruction has been studied and analyzed regularly in each field office of the FBI for the purpose of long-range planning. Planning in the FBI, per se, has included much more than merely outlining a course of in- struction. Planning called for an analysis of educational needs from the most elementary instruction to the advanced specialized courses of training. Naturally, between these two extremes there were various stages of training. For example, in certain communities responsible officials have been interested in training an entire staff. Planning a 54 training program required appropriate exploration of the kinds of training available. Thus, the program consisted of those courses which could provide the type of particular training needed. Training by progression from the basic to the advanced courses seemed to offer a continuing program with a proper separation of courses of instruction. This avoided unnecessary repetition and yet furnished new and stimulating material to each group as it progressed upward from the elementary. Although the FBI had engaged in police training in isolated instances before 1935, it was not until after the graduation of the first few sessions of the Academy with the assignment of FBI Agents as instructors to local law enforcement agencies that requests for assistance increased and training, in general, came to the forefront. Graduates of the Academy who were organizing police training schools discovered that one of their greatest needs was for quali— fied and capable instructors. This may explain the cir- cumstances which prompted the FBI National Academy Associ- ates resolution43 in later years. As a result of this priority, the Bureau was besieged with requests for the use of its personnel for such purposes. The Bureau re- sponded to these requests by adopting a policy which has never changed, that is, a policy of never refusing any reasonable and legitimate request to assist local law 43The resolution referred to appears on pages 37—38. 55 enforcement in their police training program consistent with its investigative responsibilities at the time. It has been the Bureau's policy to make its services available through representatives in the field offices to assist local police agencies in planning a training program suited to the needs and interests of that particular agency. This has best been accomplished by having the Chief of Police advise the Bureau's representative of the needs and weaknesses of his agency. .During the course of planning the program con— sideration was given to the utilization of not only FBI instructors, but in addition, qualified local officers, nearby Academy graduates, local Chiefs and other officials in the community. Visiting Faculty Instruction has been provided students attending the FBI National Academy by a training school faculty in the Training Division and by instruction afforded by ex- perts employed in the various technical, administrative, and investigative divisions of the FBI. The instruction of the FBI faculty has been augmented by outstanding criminolo— gists and police officials selected from institutions of higher learning and from police departments and other law enforcement agencies throughout the United States. Since the formation of the FBI National Academy, the Bureau has been steadfast in its philosophy of seek- ing the expertise of those individuals engaged in the 56 mainstream of policing and law enforcement, as well as outstanding academicians from across the country to share their experiences with students attending the Academy as part of the visiting faculty. The number of visiting faculty has been flexible over the years but a substantial number of educators and public officials have participated in each session of the Academy. Continuous curricular changes at the Academy has necessitated a responsive policy with regard to visiting faculty. A conscientious effort has been made to discover and acquire distinguished indi- viduals to lecture at the Academy who come from a diversity of disciplines and have demonstrated ability of addressing themselves to germane issues relevant to law enforcement. A list of distinguished authorities who appeared as visit- ing faculty during the early development of the Academy is located in Appendix H. Implementation of Field Training Schools The first school organized by an Academy graduate with the assistance of a local FBI field office was in 1936. The FBI instructed field offices to assist graduates in planning and organizing schools within their respective jurisdictions, as well as make FBI instructors available. Thus, the year 1936 marked the real beginning of training schools in which the FBI participated. To economically facilitate the use of FBI personnel in police training schools, the country was divided into thirteen zones during 1"" 57 January, 1940, in an effort to reduce unnecessary travel and to fully utilize the services of instructors in each zone. Further, it was deemed necessary that all training programs be approved by the Bureau and all commitments of instructors be made from Bureau headquarters. Requests for assignment of FBI instructors were to be made at least thirty days in advance unless unusual circumstances or special conditions existed. ‘Police training did not gain momentum until after graduates of the Academy and the FBI joined hands to bring training to local agencies. The training practices among police agencies has undergone a dramatic change when one compares the mere handful of police agencies maintaining schools in the middle 1930's with the reported 334 police agencies in which more than 72,000 police officers had modern training available through graduates of the Academy by 1939. The need for police training was more widely recognized as a necessity rather than an optional matter. Training was required in the following city police depart- ments all of which were under the direction of graduates of the Academy: Albany, New York, Police Department Ardmore, Pennsylvania, Lower Merion Township Police Department Atlanta, Georgia, Police Department Auburn, New York, Police Department Augusta, Georgia, Police Department Bakersfield, California, Police Department Baltimore, Maryland, Police Department Bay City, Michigan, Police Department Beckley, West Virginia, Police Department Bennington, Vermont, Police Department 58 Benton Harbor, Michigan, Police Department Berkeley, California, Police Department Brookline, Massachusetts, Police Department Buffalo, New York, Police Department Casper, Wyoming, Police Department Charlotte, North Carolina, Police Department Cincinnati, Ohio, Police Department Cleveland, Ohio, Police Department Cleveland Heights, Ohio, Police Department Colorado Springs, Colorado, Police Department Columbia, South Carolina, Police Department Columbus, Georgia, Police Department Dayton, Ohio, Police Department Denver, Colorado, Police Department Detroit, Michigan, Police Department Duluth, Minnesota, St. Louis County Sheriff's Office . Durham, North Carolina, Police Department 1 East Lansing, Michigan, Police Department 1 Elgin, Illinois, Police Department Elizabeth, New Jersey, Police Department 1 1 \ Elmira, New York, Police Department Elmwood Park, Illinois, Police Department Erie, Pennsylvania, Police Department Evansville, Indiana, Police Department Findlay, Ohio, Police Department Flint, Michigan, Police Department Fort Wayne, Indiana, Police Department Frankfort, Kentucky, Police Department Glens Falls, New York, Police Department Greenville, South Carolina, Police Department Greenwich, Connecticut, Police Department Hackensack, New Jersey, Bergan County Sheriff's Office Hawthorne, New Jersey, Police Department Hornell, New York, Police Department Huntington, West Virginia, Police Department Indianapolis, Indiana, Police Department Jacksonville, Florida, Police Department Manchester, New Hampshire, Police Department Mansfield, Ohio, Police Department Milwaukee, Wisconsin, Milwaukee County Sheriff's Office Mineola, New York, Nassau County Police Moline, Illinois, Police Department Newark, New Jersey, Police Department Norfolk, Virginia, Police Department North Chicago, Illinois, Police Department Lake Forest, Illinois, Police Department Lexington, North Carolina, Police Department Long Beach, California, Police Department 59 Los Angeles, California, Police Department Palm Beach, Florida, Police Department Pasadena, California, Police Department Pittsburgh, Pennsylvania, Police Department Portland, Maine, Police Department Racine, Wisconsin, Police Department Rahway, New Jersey, Police Department Raleigh, North Carolina, Police Department Richmond, Virginia, Henrico County Police Riverside, California, Police Department Rockville, Maryland, Montgomery County Police Rocky Mount, North Carolina, Police Department Rome, New York, Police Department Salt Lake City, Utah, Police Department Saginaw, Michigan, Police Department St. Paul, Minnesota, Police Department San Francisco, California, Police Department Seattle, Washington, Police Department South Bend, Indiana, Police Department Springfield, Ohio, Police Department Sumter, South Carolina, Police Department Tacoma, Washington, Police Department Watertown, New York, Police Department Wheeling, West Virginia, Police Department White Plains, New York, Westchester County Parkway Police Wichita, Kansas, Police Department Winnetka, Illinois, Police Department Winston-Salem, North Carolina, Police Department Worcester, Massachusetts, Police Department44 In addition, attendance at training school was a standard requirement in the following state police forces, representatives of which had graduated from the Academy: Arkansas Michigan Connecticut New Hampshire Delaware New Mexico Georgia North Carolina Illinois Ohio Indiana Pennsylvania Kentucky Rhode Island Louisiana South Carolina 4Memorandum to Mr. Hoover, March 16, 1939. 60 Maine Texas Massachusetts Virginia 45 Maryland West Virginia Types of Schools A broad spectrum of training schools have been found feasible by the FBI in adequately meeting the needs and demands of law enforcement officers. Among the cate- gories of FBI training schools conducted or participated in by the FBI have been the recruit or basic schools, in— service schools for those having completed basic training, supervisory and/or command schools, and specialized schools. The recruit or basic school involved one to two hundred hours of instruction for the neophyte officer. The rudiments of law enforcement and fundamental skills were emphasized in recruit or basic training. The command school offered courses of instruction dealing with adminis- trative concepts, theory and other organizational consider- ations of interest to heads of departments, their assist— ants, and other top ranking officials of a department. Supervisory schools involved courses similar in nature to command schools, but were offered for middle management personnel, e.g., police lieutenants and sergeants. Specialized schools involved an in-depth approach to a specific police function, problem or investigative re— sponsibility. The command, supervisory, and specialized 45Ibid. 61 schools could vary in length from several hours to several weeks depending on the purpose. An effective method of reaching the small police department was the zone sponsored school46 employed by the FBI. The zone school was conducted in areas where the size of local agencies was such that only one or two representa- tives of a department could attend at any one time. In this manner training was taken to the grass roots of law enforcement. Thus, agencies could take advantage of training which otherwise would have been unobtainable by collectively grouping their manpower to form a nucleus for the school. Field training schools were definitely advan- tageous for several reasons. First, these schools were conducted within the immediate vicinity of the attending officer's department. Secondly, the training hours could be arranged to satisfy the work schedules of the partici— pants. It was not uncommon for FBI instructors to appear before two different groups of officers within an eight— to ten-hour interval thereby making the same training available to a larger group of officers by repeating the instruction. 46The term "zone school" refers to those schools held at a central location within convenient commuting distance for law enforcement officers from surrounding departments. 62 Another effective field training concept advanced by the FBI for local law enforcement was the departmental police training school.47 Establishment of the depart— mental school enabled the police executive to gear instruc- tion to specific needs and weaknesses of his department. The police executive viewed this type of school as a vehicle to project pertinent courses in loyalty, morale, discipline, local laws and ordinances, departmental regu- lations and policy, local conditions affecting public relations, and similar courses. In addition, other courses less specific in nature could be taught in conjunction with a departmental school. Progress of Training and Education Police Training Regardless of the type or location of the training school conducted or participated in by the FBI, the train- ing division coordinated the appearance of all FBI in— structors. In addition, the training division coordinated the police training curricula for all FBI field offices. Various types of curricula were distributed periodically to police training coordinators assigned to each FBI field office for their use as guides and assistance to all in- structors. It has been stressed that each school ought 47The departmental school was a course of in— struction planned and conducted for a specific department. 63 to be organized on the basis of local needs and these guides were merely suggested approaches which had been successfully used by other instructors or researched by training division staff. Visual aids to instruction such as slides and training films have been extensively used by FBI instructors, and have received widespread use by law enforcement in training personnel on all levels. Greater demands for FBI police training programs were being made continuously by local and state police agencies. The exact number of early police training schools participated in by the FBI is not known. The first recorded statistic of Bureau assisted police schools was for the last six months of 1938 and the first six months of 1939. During that fiscal year, a total of 183 police schools were conducted across the nation among which Bureau instructors made 624 appearances. At the close of the thirties and during the early stages of World War II, police schools were curtailed due to the heavy investigative responsibilities of the FBI. For example, during the period 1939-1940, there were 421 police schools with the number of schools falling off' sharply during 1940-1941 to 216. Police training during World War II consisted mainly of quarterly police conferences held across the country dealing primarily with internal security matters. Only one session in the FBI National Academy's history 64 was cancelled, that being the January, 1942 session. Statistical data were not maintained during the calendar years 1942 and 1943. Police training was, as a manner of speaking, reactivated from practically an obscure base about the middle of 1944, to the point where the FBI participated in 555 local schools during the fiscal year ending June 30, 1945. The FBI participated in 1,344 police training schools during the calendar year 1946. This increased to 2,782 schools by the end of 1950. Statistical data were compiled and maintained in each FBI field office reflecting: (l) the number and types of schools held, (2) the names of sponsoring agencies and total number of law enforcement agencies represented in each school, and the dates schools were attended, (3) the individual attendance figure for each school by date, (4) the identities of Academy graduates who participated as instructors in police schools organized by the FBI, and (5) the number of hours of instruction furnished by FBI instructors. Complete and accurate records have been maintained regarding the type of training given to each department. Upon receipt of a request for a school, review of previous instruction given a department was conducted to avoid the danger of the training program degenerating into a routine, stereotyped repetition of previous schools. 65 To insure progression and variety in presentation, the subject matter content of previous lectures was re- viewed. Copies of all police school lecture manuscripts were available in field office reference files for review in connection with the planning of training programs. Sufficient copies of all newly-developed course manuscripts originating as result of a request for that course were furnished the FBI Training Division. Training documents have been prepared and furnished each field office from time to time. These provided help- ful background data and reduced some field research. These documents were issued on a variety of topics and were primarily designed to provide uniformity throughout the field as to what was being taught and how it was taught. Further, these training documents provided cur- rent training material for field use. Although, at the outset it was necessary for the Bureau of provide leadership and to exert greater effort to raise the professional standing of law enforcement through training it became evident that police training, as an activity, had aroused the interest and ambition of many persons and organizations both inside and outside the law enforcement field. Higher Education As early as 1936, Professor George T. Ragsdale, Superintendent of Police Training, Department of Public 66 Safety, Division of Police, Louisville, Kentucky, expressed his pleasure in the "vast improvement" of methods of organ- ization and instruction his representative to the Academy had demonstrated since returning from Washington. In addition, he made it implicit the important role police education played in advanced training of police. He con- ceived a dual problem in connection with institutions of higher learning. On the one hand, the problem was: To get the police to see that advanced training in the university will be of benefit to them and to get them over the backwardness that they may have in becoming university students. On the other hand, he was concerned that: In some places it may be difficult to get the university authorities to see that they have a responsibility in the education of police; but that difficulty is mostly out of the way now, because educators are very much taken with the idea of better governmental personnel and nearly all of them are preparing courses suited to this movement. They are also taking up the idea of "in-service training" and offering their facilities to all those who are employed in governmental service.48 One might examine the number of institutes, colleges, and universities that implemented law enforcement curricula during the period 1935 to 1950 in order to assess the expansion police training and education had undergone. The expansion of educational facilities have acted at catalysts for further growth of police administration pro- grams. Four-year institutions and newly—forming community 48George T. Ragsdale, Letter to the FBI, July 20, 67 colleges had begun to plan and implement degree granting programs. It has been stated previously that the FBI would provide training upon receipt of a legitimate request from a police agency or law enforcement organization. By the same token, the FBI honored appropriate requests from universities in training police officers. FBI training records revealed many instances wherein FBI personnel en— gaged in a joint enterprise with colleges and universities, or the FBI and a local police association in conducting police school institutes. Schools have been held at Iowa State University, Syracuse University, University of Mississippi, University of Kansas, University of Tennessee, Michigan State University, and other institutions of higher learning. Policy relating to these schools was consistent with police training schools, by and large, in that the Bureau did not take the initiative in starting them or soliciting them. FBI instructors appeared before under- graduate and graduate classes upon request for the purpose of discussing the general jurisdiction and functions of the Bureau, as well as qualifications and opportunities for employment in the FBI. Perhaps, one of the reasons that brought about such expansion in police training and education in this country was the increasing interest on the part of the police who were seeking further educational and training opportunities within their local communities and states. 68 Other Aspects in Training Courses for Auxiliary Police It has been shown that graduates of the academy did make a quantitative impact on police training in their respective departments and states. There was an additional training problem that appeared on the scene of local law enforcement in the 1940's. Law enforcement was faced with the problem of training auxiliary police forces that tfiéy had recruited for the purpose of supplementing their regu- lar forces. Local law enforcement once again turned to the FBI for assistance and guidance to resolve this dilemma. FBI policy with respect to training auxiliary police has remained substantially constant except on iso- lated occasions when the protection of the internal security of our country could be jeopardized. For in- stance, during World War II when many departments were dependent upon the use of auxiliary police officers, general training was afforded these officers upon request. In 1950, it was determined to be too burdensome on the Bureau with all of its other responsibilities to specifi— cally train auxiliary forces. Since then FBI personnel have appeared before auxiliary police training schools for the purpose of discussing the FBI's jurisdiction and cooperative services of its various divisions. The main 69 responsibility of training the auxiliaries was left in the hands and at the discretion of local departments. Courses for Local Law Enforcement The FBI has been keenly aware of the many problems facing law enforcement, particularly the training and edu— . cational needs and the burdens these were placing on local departments. If one were to measure the FBI's involvement and contribution to law enforcement training only in quanti— tive terms irrespective of the educational and vocational value that might have been derived from such programs, the magnitude of the impact it has made in this country is re- markable. Perhaps, this is best depicted in Table l which summarizes the total number of police schools conducted annually in the United States since 1950. Tables 2 and 3 are a delination of specialized police schools conducted annually in the United States since 1950. It is apparent that some of the specialized courses conducted by FBI instructors and other qualified police personnel were in areas not handled by FBI investigators. That is to say, that FBI instructors did not always have practical investigative experience in some of those courses in which they taught. However, FBI instructors were afforded rigorous advanced training and education in these specific fields, e.g., traffic and mob and riot control, for the purpose of accommodating the many requests from law enforcement for this type of training. The magnitude 70 TABLE l.--Total number police schools conducted by FBI in United States during calendar years 1950-1969. No. of No. of Year No. of Persons in Hours of Schools Attendance Instruction 1950 2,782 1951 2,380 1952 2,388 1953 2,541 1954 2,606 1955* 2,194 64,374 1956 4,097 130,213 1957 2,880 85,480 1958 2,623 76,208 1959 2,926 73,994 1960 3,250 86,293 1961 3,520 81,186 1962 3,705 103,733 1963** 4,012 109,924 37,047 1964 4,239 116,182 37,000 1965 5,381 167,473 44,502 1966 5,478 163,302 45,383 1967 6,001 178,882 52,412 1968 6,581 198,936 58,104 1969 8,058 243,517 75,964 *First year tabulations were made of total attendance. **First year the total hours of instruction were tabulated. 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Zeal alone cannot compensate for a lack of detailed and scientific knowledge. The compilation of forces in our Society move too rapidly for one not adequately fitted to cope with them. The professionalism of organized crime must be met by the profession of law enforce- ment.52 Training and education has assumed an ever- increasing and consequential role in providing law enforce- ment with the tools and skills needed to facilitate personal and professional growth. Today, the need for police training and education is accepted by all segments of law enforcement. This chapter began by emphasizing the inadequacies of police training and education in the United States prior to the birth of the FBI National Academy in 1935. Virtually, only a handful of police agencies offered any formal training for their personnel at this time. J. Edgar Hoover personally championed the cause of police training and educational opportunity for law enforcement in the United States. Implementation of the Academy program for the expressed purpose of training a professional corps of career officers as police instructors, administrators, and 52James P. McGranery, An Address before the 50th Commencement Exercises, FBI National Academy, Washington, D. C., November 14, 1952. 85 executives for local departments acted as the catalyst needed to spread the opportunity and availability of train- ing throughout the nation. The Academy has truly become the "West Point of Law Enforcement" to the police pro- fession. Trained FBI instructors joined hands with Academy graduates, educators, and public officials to offer train- ing upon request to municipal, county, and state law enforcement agencies regardless of size or geographical location. By the middle of the twentieth century police training in some form had reached many of the more remote communities in the country. It was no longer the exception but the rule of orderly and progressive law enforcement to offer training and educational programs to the neophyte officer. Specialized courses, conferences, and police seminars at institutions of higher learning were being conducted with regularity for the purpose of meeting the needs and interests of law enforcement. The continuous improvement and sophistication of instructional programs afforded law enforcement personnel on all levels has been a major contributing factor for in- creased efficiency and elevation of standards among many police agencies across the nation. The FBI National Academy has been seen by many as the motivating force that has given nurturement and encouragement to the graduate 86 interested in climbing the academic ladder upon return to his community. Many Academy graduates have returned to their respective communities and pursued undergraduate and graduate degrees. Educational programs supported and financed by the Federal Government have made a substantial impact. These programs have been a contributing factor in encour- aging continuing education on the part of law enforcement officers. CHAPTER IV EXPANSION AND NEW PRIORITIES (1965-1970) In a message to Congress on March 8, 1965, Presi- dent Lyndon B. Johnson emphasized the need for efficiency in law enforcement and the administration of justice.53 He perceived the Federal Government's role as providing additional training and technical assistance to state and local law enforcement agencies as a means of lessening this complex problem. Congress reacted favorably to the President's appeal by appropriating funds for the expansion of FBI training facilities. The President requested that the FBI accelerate the training services it provided to state and local law enforcement agencies throughout the United States through the facilities of the FBI National Academy. This necessitated an expansion of existing FBI training facilities located on the Marine Corps School's Base, Quantico, Virginia. Eighty acres of land located 53Federal Bureau of Investigation, "FBI Training Programs," FBI Law Enforcement Bulletin, XXXVII, No. 5 (May, 1968), 9. 87 88 just south of the present FBI firearms ranges was made available for the construction site of the new Academy. Thus, in May, 1965 the Attorney General of the United States announced that the proposed expansion of training facilities conceived by the FBI and approved by the President and Congress would make it possible to pro- vide training for additional law enforcement officers. The expanded training facilities would accommodate a total of 1,200 qualified law enforcement officers each year as compared with the 200 officers who now annually attend the Academy. Further, two- to three-week specialized training courses could be offered to as many as 1,000 officers each year. The FBI Academy Today The FBI National Academy has received nationwide recognition as the foremost training school for professional law enforcement officers in the United States since its inception in 1935. Appointments are offered only to those career members of law enforcement agencies who show promise and potential of asserting a strong, positive influence in the future in positions of leadership in police training and management. Graduates of the Academy have achieved an impres— sive record. They represent the nucleus of strength among law enforcement agencies in every state of the Union. Since 1935, a total of 5,635 officers have completed the 89 tuition-free course offered by the FBI. Nearly 28 per cent of the graduates who are presently engaged in law enforce- ment occupy top executive positions in their respective agencies.54 As of 1970, the Academy has 175 graduates from a total of 40 different foreign countries. These men have been of valuable assistance on many occasions. The FBI National Academy utilizes the same facili- ties as those used in the training and retraining programs which the FBI affords its own investigative staff. The FBI Academy at Quantico is the focal point for instruction in firearms, mob and riot control problems, and other matters involving practical application of special law enforcement skills. Special Agent Training Today, the responsibility for training new Special Agents of the FBI is of paramount importance to the Bureau. A rigorous fourteen-week course was developed to qualify new Agents in the investigation of various criminal, security, applicant, and civil cases within the investi— gative jurisdiction of the FBI. At the completion of their training these Agents will be called upon to handle a variety of investigative matters including the location of fugitives wanted by state authorities and the 54Inspector James V. Cotter, FBI National Academy, Washington, D. C., Personal interview, March 12, 1970. 9O investigation of subversive individuals and organizations. Classes are held at Bureau headquarters in Washington, D. C. and at the FBI Academy at Quantico, Virginia. The training initially provides the new Agents with a history of the overall general operations of the FBI. This is followed by a unit of study comprised of legal subjects such as Evidence, the Law of Search and Seizure, Criminal Law, Arrests, and Federal Criminal Pro- cedure. The new Agents are then grounded in law enforce- ment basics as Investigative Techniques, Interviews, Report Writing, and Crime Scene Searches. Firearms training with the pistol, rifle, sub- machine gun, shotgun, and other specialized weapons such as the gas gun is provided during the fourteen weeks. The new Agents are given training in defensive tactics to en- able them to protect themselves without the use of a weapon. Units of training in field office administration and communications, as well as laboratory matters, which include the most modern scientific instruments used to combat crime and subversion, are included in the curriculum. Several weeks are devoted to the study of substantive vio— lations, including the individual elements of the statutes along with policy and procedure for handling the investi- gations. Each new Agent is taught to classify finger- prints, also to develop, photograph, and lift latent fingerprints. In addition, each new Agent is required to 91 participate in and work out a series of practical problems covering interviews and investigative techniques. They must be thoroughly knowledgeable in such areas as Inter- state Thefts, Fleeing Felons, Selective Service Matters, Applicant Matters, Civil Rights, and a host of violations indigenous to the FBI alone. The present facilities are taxed to the maximum in View of the growth of the FBI National Academy and Special Agent training programs. These and other consider- ations prompted the President to seek Congressional assist- ance in providing for an expansion of the Academy and law enforcement training. As a result of the confidence the President and Congress placed in the FBI when providing for the expanded training facilities, an immediate study was implemented. Mr. Hoover requested a systematic and scientific study be conducted to determine the future path training and edu— cation in the FBI would take. The FBI Training Division has been directly responsible for the overall administration and coordination of all FBI training. Thus, Joseph J. Casper, Assistant Director in Charge of the Training Division and his staff was designated to spearhead this study. One of the first areas identified as requiring immediate attention was the need for specialized training in police supervision and management. This phase of the 92 study was to result in the development of modernized con- cepts and techniques in management procedures and human. relations for law enforcement. These and other forms of specialized training will be more completely explored later in this chapter. Growth of FBI Training Facilities The present Academy building was constructed in 1940. Several additions have been made over the years and now provides 37,346 square feet of space for classrooms, dining facilities, and dormitory space. An essential phase of the study addressed itself to a new structure to house an expanded FBI Academy program. There were slightly over 900 Special Agents in the FBI when the original FBI Academy building was con- structed in 1940 as contrasted with approximately 7,000 Special Agents today.55 During fiscal year 1969 the FBI trained 766 new Special Agents. The Bureau contemplates training 550 to 600 new Special Agents per year, as well as conducting in- service training for approximately 1,200 other experienced Special Agents.56 55William M. Mooney, Chief, Planning and Research Unit, FBI Training Division, Washington, D. C., personal interview, September 11, 1969. 56Assistant Director Joseph J. Casper, FBI, Washington, D. C., personal interview, March 12, 1970. 93 At the outset, there were only one~half as many police officers accepted annually to attend the Academy as are accepted today. Currently as many as eight officers are assigned to rooms designed to accommodate four in an effort to meet these needs. The FBI has thus far been able to handle its regular Special Agents' training pro— grams at Quantico. Further, the Bureau has also been able to conduct two FBI National Academy Sessions each year for approximately 200 police officers. There are an estimated 400,000 police employees in the United States. The impact made by graduating 200 men from the FBI National Academy each year is naturally extremely limited. The FBI proposed, and the President approved, an expansion in this training which would in- crease sixfold (from 200 to 1,200) the number of qualified officers who could attend the FBI National Academy each year. Local law enforcement is this country's first line of defense in its effort to control crime since the crime dilemma has its roots and draws its vitality at the local community level. The war against crime must be won at the local level. An effective training program can do much to bolster the law enforcement effort. Construction of new FBI training facilities at Quantico would accommodate a long felt need of providing greater training opportunities and experiences for law enforcement, as well as for its own personnel. 94 Federal Legislation Federal legislation and funding have revitalized and facilitated training and educational opportunities for law enforcement. Pertinent legislation was acknowl- edged when the President signed the Omnibus Crime Control and Safe Streets Act of 1968 on June 19, 1968. This Act authorized the FBI to greatly expand its police training programs in two main areas. Funding was provided for implementation in these areas on August 30, 1968.57 The first area authorized an expansion in the number of police officers being trained at the FBI National Academy from 200 to 2,000 a year (a tenfold increase), and to provide shorter, specialized courses of training for 1,000 other officers each year. Such expansion will be- come a reality only when the new Academy facilities at Quantico, Virginia, are completed. The new law made pro- vision for the payment of the travel and subsistence costs for the officers attending FBI National Academy courses of training. Secondly, the new Omnibus Crime Act authorized the FBI to greatly increase the number of local and zone training schools for state and local law enforcement per— sonnel as requested by these authorities. Selected Special Agent personnel must receive intenSive, in-depth training in order to meet this Obligation. 57 William M. Mooney, personal interview. 95 Specifically, Title I, Section 404 of the Act authorized the FBI, under the authority of the Attorney General to: (l) establish and conduct training programs at the FBI National Academy, Quantico, Virginia, to pro- vide, at the request of a State or unit of local govern— ment, training for State and local law enforcement per- sonnel; (2) develop new or improved approaches, techniques, systems, equipment and devices to improve and strengthen law enforcement; and (3) assist in conducting local and regional training programs for state and local law enforce— ment personnel, when requested to do so by state or units of local government. In addition, this Act provided educational aid to law enforcement officers and students contemplating law enforcement careers. The educational aid was in the form of grants and loans for eligible law enforcement officers pursuing law enforcement related courses. Loans of up to $1,800.00 per academic year could be given to full-time students employed by a law enforcement agency or a student preparing to enter law enforcement. New Priorities in Police Training Programs The passage and enactment of the Omnibus Crime Control and Safe Streets Act of 1968 imposed specific responsibilities on the FBI in the area of law enforcement training. Appropriate planning and implementation of new 96 ideas and approaches to police training were made feasible with additional funding. Local Law Enforcement Training Schools The FBI has offered and provided training assist- ance to local law enforcement for many years. During the calendar year 1969, in response to requests from municipal, county, and state law enforcement agencies, the FBI cooper— ated in providing instruction in a record 8,058 local police training schools throughout the country which were attended by 243,517 officers (see Table 1, page 70). In keeping with the provisions of the new crime law and because of the additional funds and personnel made available under the law, the FBI participated, in response to requests, in a greatly increased number of police train- ing schools throughout the country. The funds made avail- able under the new law have enabled the Bureau to increase its training staff during the current fiscal year and to equip it with the needed instructional support. The FBI is also utilizing the services of experts in other fields to assure that assistance in any phase of police training is the best available. Along this same line, some of the institutes, seminars, and workshops are co-sponsored by cooperating colleges and institutions also interested in perfecting the skills of the law enforcement officer. 97 Training of FBI Instructors Increased Increased federal legislation and funding have provided the necessary impetus needed in planning and introducing advanced courses for middle management and supervisory personnel. Efforts to elevate the standards and status of law enforcement has generated a critical need for advanced training of police administrators at all levels. In 1966 selected FBI personnel received specialized instructor's training on police management. This training equipped representatives of FBI field offices throughout the country with the capabilities of providing instruction on topical matters of interest to local law enforcement administrators. The FBI Training Division has made a concerted effort to develop an adequate corps of qualified instructors in each FBI field office to handle a diversity of special— ized training matters. For example, it was imperative that law enforcement officers understood and abided by current Supreme Court decisions. These rulings had a profound effect upon the daily duties and responsibilities of law enforcement. Therefore, accelerated specialized training in legal matters was among those specialities offered local law enforcement. This was an attempt to clarify any confusion encountered by police in complying with 98 current rulings regarding arrests, interrogations, and searches and seizures. In 1966 a special school to train one Special Agent from each field office as a specialized police instructor in the proper handling of physical evidence was undertaken. The training of qualified instructors who could instruct local law enforcement personnel in the proper method of searching for physical evidence, the correct preservation of evidence, and insuring that police personnel knew of the nature and value of available examinations became in- creasingly important. By the very nature of restrictions placed by court decisions on admission of confessions and incriminating statements made by defendants in criminal cases, training courses in these and similar matters were of particular significance. During the first part of 1967, the FBI Training Division selected a team of Special Agents to receive intensive and comprehensive training in management and human relations courses. Effective May 1, 1967, these instructors, upon completion of training, assisted the field offices in planning and conducting worthwhile adminis- trative schools throughout the country. These instructors were assigned to the Training Division and generally func- tioned as two-man teams. The "management teams" as they were commonly labeled were equipped to discuss in-depth such topics as: Introduction to Police Management; Re- cruitment and Selection of Personnel; Evaluation of 99 Personnel, Performance Rating Systems; Inspection; Police Planning; Police Organization; Decision Making-Practical Problems; Police Personnel Management; Handling of Personnel— Practical Problems; Administrative Devices and Controls; Human Relations in Management; Supervisory and Executive Development. In any event, curricular decisions were tailored to meet the needs and desires of the law enforce— ment agency and/or agencies requesting police management training. During the process of scheduling such training programs for police administrators, the Bureau continued to stress the desirability of using outstanding instruc— tional personnel from business, industry, and academic circles. During the first seven months that these courses were offered, 3,288 law enforcement administrators attended seventy-seven schools. In 1968 the special instructor teams from FBI Headquarters were requested to conduct 131 police management training schools which were attended by over 5,000 police administrators and supervisory per— sonnel.58 Other specialized training courses have since been planned, implemented, and tested in such areas as: mob and riot control, legal instruction, community relations, and other highly relevant areas of interest to law enforce- ment. For instance, the legal research unit of the Train- ing Division was originally conceived and continues to 58William M. Mooney, personal interview. lOO serve the FBI's investigative functions throughout the Bureau. This unit disseminates current court decisions and their affect on FBI operations to all Special Agents. They research legal matters of interest to law enforcement and present their findings to the FBI National Academy, Special Agents in-service classes and other special groups of local law enforcement officers. The legal research unit has, in addition to its other responsibilities, trained a qualified corps of over 150 Special Agents who all possess law degrees as legal instructors. These legal instructors assist in Special Agents continuing field training seminars, as well as pro— vide instruction upon request to local law enforcement officers. The widespread need for competent instructors in the field of community relations became a mandate to train additional FBI police instructors in each field office. In 1969 specialized training was afforded Special Agents so they might be better prepared to give training to local law enforcement personnel requesting assistance in this area. In addition, FBI police instructors assigned to each field office were to be provided additional motor vehicles equipped with modern audio-visual equipment. The corps of FBI police instructors has steadily grown to meet increasing demands of local law enforcement ’7— 101 for a multiplicity of training programs. As of June 30, 1969, the FBI had, among its personnel, over 1,500 Special Agents assigned in the field and at the Bureau who were trained as instructors in law enforcement matters.59 The availability of Federal funds during the period of 1965 to the present has made it possible for the FBI to intensify its efforts and services in the police training field. Appropriations made it possible to increase the Bureau's complement of men by 150 additional Special Agents in 1968. The additional personnel permitted the FBI to assign qualified police instructors to training matters on a full-time basis for the first time in its history. It was during this same period of time that duly appointed police training committees, councils or central- ized police academies were recognized by the public in many states. These sources contributed substantially to the training of police personnel in their respective geo- graphical locations. The Bureau continues to work in close harmony with the training committees of various associ- ations of chiefs of police and sheriffs. The membership of such councils have and should continue to be drawn from recognized, progressive-minded law enforcement officials, bona fide state law enforcement associations and edu- cators. 59Compilation pertaining to FBI Field Training, Training Division, Washington, D. C. ’i— 102 Planning for the Future At the same time the FBI was planning and imple— menting new ideas and programs for local law enforcement through its fifty-nine field offices, it was planning the future role of the FBI National Academy. Proposed New FBI Academy FacilitiesEO The proposed new eighty acre building site is located in an area some ten miles from the present FBI Academy building and immediately adjacent to the FBI's modern firearms ranges. This is a most beneficial arrange- ment since it would place the FBI Academy building and the firearms ranges in one location. Since there will be as many as 700 men in training at one time under the proposed expanded training program, the new structure will provide two-man study and sleeping rooms for 700 trainees. In addition, other related facili- ties include classrooms, an auditorium, a library, a gym- nasium and dining facilities, as well as necessary mainte- nance and utility areas. One of the greatest handicaps of the present facilities is the crowded conditions and lack of quiet study space for the trainees. Under the proposed expanded training program, the trainees will be at Quantico for longer periods of time and thus the bedrooms are de— signed for two men.' A description of the various buildings 60William M. Mooney, personal interview, March 12, 1970. 103 which compose the complex, as well as the architect's design of the new Academy appear in Appendix I. Consequently, the proposed new facilities, under the direction of the training division, will be operating an institution serving approximately 5,000 trainees annu— ally. Expansion of the facilities and instructional opportunities of the Academy ought to provide the structure and means for introducing meaningful and innovative pro— grams for law enforcement. The introduction of significant and innovative programs will depend largely on the quali- tative input and overall commitment of the faculty and administration to such programs. Historically, the faculty and administration have been responsive to and contributed to the vocational and academic respectability of the Academy. Curriculum Considerations and Related Matters Development of a flexible and relevant curriculum was recorded high on the list of priorities for the new Academy. Since 1965 there has emerged a change in emphasis in the Academy curriculum. There has been a steady transition from a vocational to a behavioral science orientation in the Academy. See Appendices B through G for curriculum changes. This change has provided for a more in-depth coverage of data in courses such as 104 psychology, sociology, criminology, and police-community relations. The philosophy supporting this change in emphasis was the concept that it was essential for the modern law enforcement officer to have a substantial under— standing of government, law, psychology, and sociology. Police officers are exposed to an array of situations that require an insight into individual and group differences and underlying causes. The police officer, if he is to be an effective force in today's dynamic society, must be knowledgeable and have some comprehension of the prejudices and problems of dealing with the individual and ethnic groups. A change in curricular considerations emerged as a result of feedback from National Academy graduates and police instructors and extensive review and research by the National Academy faculty. In 1968 and 1969 experimental workshops or seminars were conducted for local law enforcement administrators at Washington, D. C. and Quantico, Virginia. These workshops were conducted in the specialized areas of: (1) legal problems, (2) advanced identification (fingerprint) matters, (3) firearms and defensive tactics, (4) organized crime matters, and (5) police instructional matters.6l Results of these and other pilot programs presently under study 61James V. Cotter, personal interview. 105 should provide valuable data when analyzing the total curricula within the context of field training programs. One facet of measuring the relevancy and effective— ness of the curriculum is the utilization of modern train— ing and teaching aids presently employed in the Academy. Included in this process is a teaching machine system which consists of slide and film projectors, an instructor's console, and student response units. This system permits the instructor to test the class while the subject matter is being presented to obtain some assurance as to whether the students are absorbing the essentials of the instruc- tion. Continuing research is being conducted in the field of educational technology to explore future use of sophisti- cated equipment and methodology in FBI training. The library, its facilities, and staff play an important and essential role in the success of any academic program. Curriculum development and decisions relating thereto cannot be separated without damaging the scholastic respectability and stature of an institution of learning. Recognition of this fact prompted the Bureau to study and consult ongoing libraries servicing similar institutions as the proposed new Academy. The library will be a necessary support for students, staff, and cur- ricula. The collection of library material is expected to support the overall curricula in-depth with sufficient volumes for each subject area offered. It is estimated 106 that the library will initially accommodate some 20,000 specialized volumes pertinent to law enforcement. The presence of a supportive collection is in it- self not sufficient. An indication of the amount of emphasis the Academy administration places on intellectual matters will be the degree to which faculty and students use the library as a means of extending their intellectual pursuits. The librarian will be expected to work closely with faculty members and students preparing a well-rounded, meaningful curriculum. The staff of professionally trained librarians must work to make the library a functioning, vital, and rewarding learning center for the pursuit of faculty and student research and educational enrichment. Within the organizational structure of many insti- tutions, the librarian is responsible to the head of academic programs. Regardless, it has been suggested that the librarian be an active member of all curriculum com— mittees affecting the institution as a whole. Evaluation of the Curriculum Historically, the FBI Training Division and members of the National Academy faculty have involved trainees and graduates in the evaluative process of the curricula. This process has been accomplished, in part, through Special Agent counselors assigned to each session of the Academy. Trainees and graduates have continuously been 107 encouraged to either formally or informally express them- selves freely regarding training courses at the Academy or in the field. The interrelationships developed among the FBI Academy faculty, counselors, and trainees has directly resulted in many curricular changes in the past. Another influential resource which has provided the Bureau with pertinent data is the FBI field office instructors. These police instructors are continuously in personal contact with local law enforcement agencies and police educators across the nation. Evaluation of courses in the field, as well as those presented at the Academy are furnished regularly to the Training Division. For example, there was an increasing concern expressed among Academy trainees and law enforcement agencies across the country with respect to the growing problem of nar- cotics and related drug abuse. As a result, adjustments were made in the curriculum, size of classes, and sche- duling to enhance the opportunity for additional in- struction and discussion on the part of the trainees. Since the beginning of the FBI National Academy in 1935, Mr. Hoover has articulated the Bureau's desire to receive honest and candid observations and evaluations of the curriculum and methodology used in its training programs. The files of the Training Division contain voluminous correspondence from law enforcement agenCies and police educators which express an overwhelming en- dorsement of the Bureau's training programs. 108 Suggestions for improvement offered by Academy trainees and graduates have rarely related to the quali— tative aspects of the curriculum or the instructional staff. Recommendations submitted related to the need for additional physical facilities which would provide greater opportunity for more seminars within a small class atmos- phere. The Bureau and Academy faculty have been cognizant of the need for additional training facilities for a number of years. Consideration was given to a training center complex near Washington, D. C. in the 1940's and early 1950's. This consideration of expansion was directly dependent upon Congressional appropriations which were not feasible at this point in time because of other govern- mental commitments. The proposed new Academy will alleviate the large size of classes by providing the needed space where the size of classes can be significantly reduced. Faculty Development Providing for the expansion of physical facilities capable of accommodating about 5,000 trainees annually will necessitate a substantial increase in the Academy faculty. 109 Development of faculty with appropriate graduate degrees and an accreditation of the institution are among the primary long-range goals for the new Academy.62 The FBI Training Division began its search for potential faculty by examining the background, experience, and education of its own staff, as well as personnel assigned in the FBI field offices. During the latter part of 1965, staff of the FBI Training Division pursued a comprehensive program of developing a qualified faculty to staff the expanded train- ing facilities of the new Academy. Selection of prospective faculty members for the new Academy consisted primarily of three considerations: (1) articulation, (2) research, and (3) ability to communicate. To be articulate, the faculty member should possess a depth of competence in his subject matter, as well as have a good understanding of related subject areas.63 It was anticipated that graduate study for those selected would provide much of this, as well as assisting them to develop research abilities. Further, graduate study was expected to provide them with ample opportunity to polish their communication skills. In addition, it 2Joseph J. Casper, personal interview. 63Ibid. 110 would provide the theoretical foundation to complement their law enforcement experiences. A recent study of thirty-three FBI Training Divi- sion personnel and eighty-three Special Agents attending specialized courses was conducted to develop the profile of the successful police educator.64 The testing instru- ment employed was the Job Analysis and Interest Measurement (JAIM) distributed by the Educational Testing Service, Princeton, New Jersey. The JAIM profile scores " . . . indicate that the successful police educator in the FBI knows what has to be done and is able to concentrate for long periods of time on getting the task at hand completed "65 Other significant findings of this (perseverance). study indicated the FBI police educator: .(1) has super- visory capabilities, (2) prefers to work in closely structured atmospheres, (3) is highly motivated by internal standards, (4) often assumes a leadership role within group activity, (5) is articulate, and (6) enjoys an occupational role.66 Upon completion of the preliminary selection pro- cess, the Bureau selected experienced Special Agents from within the FBI Training Division and several FBI field 64John Mitchell Kirsch, "The Successful Police Edu- cator: A Profile" unpublished Masters thesis, George Washington University, 1969, p. 35. 65 66 Ibid., p. 90. Ibid., PP. 90-91. 111 offices to attend some of the prominent universities in the United States. Those selected to obtain advanced degrees were expected to formulate the nucleus of the new Academy's faculty.67 Advanced degrees are being pursued in psy— chology, sociology, police administration, public adminis— tration, personnel administration, law, education, edu- cational administration, educational technology, and other disciplines.68 The FBI contemplates the initial need for fifty qualified faculty members, exclusive of firearms and physical training personnel. The expanded training facilities at Quantico, Virginia, are scheduled to open in less than two years. Development of the faculty has been consistent with the overall plans and ultimate goals of the new Academy. W The enlargement of the FBI training facilities in the form of the proposed facility at Quantico is based on the premise that more assistance must be extended to local law enforcement in the fight against crime. The initially approved expansion of the FBI Academy would increase the number of trainees from 200 officers a year to 1,200 officers a year. Subsequently, Congress passed and the __ 67Joseph J. Casper, personal interview. 68William M. Mooney, personal interview. 112 President signed the Omnibus Crime Control and Safe Streets Act of 1968. This legislation authorized the FBI to train 2,000 law enforcement officers each year, as well as 1,000 officers who would receive specialized training of two or three weeks' duration. In addition, the training of new Special Agents and in-service training for experienced Agents will be handled at the Academy. FBI training programs for its own personnel, as well as the training of local law enforcement agencies has experienced tremendous growth since the construction of the present Academy in 1940. Federal legislation and funding during the last five years has imposed Specific law enforcement training responsibilities on the FBI. Specialized training of FBI police instructors and law enforcement administrators has been accelerated in significant areas of interest to law enforcement. The FBI Training Division implemented an exten- sive developmental and planning program for the expansion of the New Academy. Aspects of this expansion involved construction of the new Academy, curriculum considerations, specialized pilot workshops, faculty development, and other related matters. The culmination of planning the overall eXpansion program for the new FBI Academy will be a larger and more modern "West Point of Law Enforcement." It is the 113 FBI's expectation that the Academy will continue to project an image of true professionalism, both academically, and operationally. CHAPTER V SUMMARY AND EXPECTATIONS The FBI National Academy has been recognized by law enforcement and police educators alike for its respon- siveness and sensitivity to the needs and interests of law enforcement. Historically, the Academy and its instructors have supported the concept of facilitating the professional maturation of a corps of instructors, administrators, and executives for local law enforcement. Thus, the FBI National Academy has become prestigiously known as the "West Point of Law Enforcement." §EETE£X It has been the purpose of this study to provide an historical perspective of the Federal Bureau of Investi— gation's participation in, and contribution to, police training and education in the United States commencing With the appointment of J. Edgar Hoover as Director in 1924. The scope of this thesis was limited to a study Of law enforcement training in (1) the FBI National Academy and (2) the FBI field training programs offered throughout 114 115 the nation. Training afforded Special Agents of the FBI was not specifically investigated but was treated within the context of the FBI's total training program. In 1931, the inadequacy of early police training programs was publicized in a study by the National Com- mission on Law Observance and Law Enforcement (Wickersham Commission). The study emphasized the critical need for establishing standards of training and programs for cities of all sizes in coping with the rampant crime conditions. The severity of this dilemma provided the FBI with the impetus needed to introduce a comprehensive and intensive training program for local law enforcement officers. On July 29, 1935 one of the most significant contributions to police training and education in the United States was introduced, namely, the FBI National Academy envisioned and pioneered by J. Edgar Hoover. The tradition of the FBI National Academy has been one of service to law enforcement. The FBI has dedicated its energies and expertise to the enhancement of police training and education in the United States. Since approximately 1935, the FBI has developed a corps of highly trained and qualified FBI instructors to assist law enforcement agencies with the training of their personnel. FBI police instructors have provided law en- forcement agencies with consultative and instructional services to accommodate their needs, as well as perform 116 the service requested within their departments or juris- dictions. Regardless of the agency's size or geographical location, training has been offered on any instructional level requested. Services rendered by the FBI in training and edu- cational programs have increased steadily in the last thirty-five years. These services are best exemplified by the number of schools conducted or participated in, as well as the number of officers who have been trained. The spiraling crime rate has brought about a proportionate in— crease in requests for training by local law enforcement agencies. Also, increased Federal funding has facilitated the expansion of training opportunities for those agencies operating on limited training budgets. The Bureau has been instrumental in developing a diversity of specialized police training courses appli- cable to the law enforcement practitioner. These courses have primarily focused on and contributed to the officer's continuing education and development as a more effective and efficient representative of law enforcement. Addi- tionally, it has provided law enforcement agencies with the use of a multiplicity of training films, slides, and other audio-visual aids for their training programs. Results of this study suggest that the FBI has provided law enforcement with the inspirational and 117 professional leadership it needed to develop an organized and systematic procedure of training its personnel. The development, implementation, and maintenance of a relevant curriculum for the training and education of police officers has been among the FBI's major contributions to law enforcement. i The FBI has secured the talent of distinguished public officials, educators, and law enforcement officials as Visiting faculty at the Academy. Many of the visiting faculty members who represent various disciplines have expanded the academic continuum for trainees by relating their discipline's to a propriate areas of law enforcement. P Thus, the incorporation and coordination of these addi- tional faculty resources within the total instructional program have resulted in the availability of courses which are interdisciplinary in nature and scope. Expansion of the physical facilities of the FBI National Academy, as well as the training and educational programs across the country will play an important role in contributing to the professionalization of law enforce- ment. Expectations Organized and systematic training and educational programs for law enforcement are more widely recognized by police administrators, as well as the general public, than at any other time in history. However, there exists 118 today, in many communities across the nation, a growing need for refinement and enlargement of training and edu— cational programs for law enforcement. Many successful and progressive institutions have established certain priorities and expectations for future growth. In some institutions, these expectations are specified as short-term goals and long-term goals. Regard- less of the terminology used, these expectations or goals become an influential and integral part of the institution, its programs, and those who support it. It is contemplated that the FBI National Academy will seek accreditation through a university. To obtain accreditation, the FBI faculty must possess the academic credentials recognized by regional accrediting associations, as well as operate within the guidelines and regulations expected of quality institutions of higher learning. Presently, the FBI has sponsored a select group of Special Agents who are pursuing or have earned graduate degrees on the Masters and Doctoral levels. Professional development of the faculty entails a responsibility and a commitment on their part to remain attuned to current trends and thinking in their respective fields. The faculty can fulfill this responsibility, in part, by maintaining an active membership in their pro- fessional societies. The personal relationships developed in these societies, as well as the publications they 119 disseminate, are valuable resources to faculty members and their institutions. During the course of this study, additional priori— ties and expectations for the'development and operation of the new Academy were identified and listed. This list was consolidated into seven questions which were transmitted to Mr. Hoover for his observation and response. These ques- tions and responses, in part, reflect upon the future direction of the FBI Academy and its programs. These questions do not encompass all the priorities of the FBI but are representative only of those items identified in the research of this study. Following are the questions, as well as the re- sponses to the questions:69 QUESTION I: Will the FBI consider taking appropriate steps to satisfy requirements of some local university in order to have at least the educational courses certified for accreditation? RESPONSE: There is great emphasis today by all major professions to achieve recognition in their respective fields and in furtherance of this to establish appropri— ate goals, standards, and a code of ethics. Law en- forcement is no exception. Academic achievement is one characteristic of such professionalization. Colleges and universities throughout the country are including Police Science, Police Administration, and related courses in their curricula, and grants by Federal, state and private sources are readily avail- able to further develop college and university pro— grams and to finance individual attendance. Law enforcement officers attending FBI programs are showing an increasing interest in continuing their education at the college level and more and more frequently the question of accreditation for FBI pro- grams is being raised. 69A letter from J. Edgar Hoover, January 7, 1970. 120 States, professional associations, and regional edu- cational groups have developed criteria for determining whether or not institutions, which voluntarily submit to a visitation by an evaluating team, are presenting and maintaining the stated purposes of the institution. If they are found to be meeting these ends, they are approved, certified, or accredited. Essentially the accreditation process includes four steps: the establishment of criteria, the evaluation of an institution by competent authorities to determine whether the established criteria are being met, publi- cation of a list of institutiOns meeting the criteria, and periodic reviews to ascertain whether or not these institutions continue to meet the criteria. The FBI has always maintained the highest standards in its training and educational programs. Recognizing that the success of an organization is attributable to three important factors: the selection of high caliber personnel, a carefully structured program to train and educate them, and a continuous program of supervision and evaluation, I have always placed appropriate emphasis on training and education. I have no doubt that the courses presented by FBI personnel in subjects such as police administration, personnel management, sociology, psychology, law, etc., compare favorably with similar programs offered by highly reputable accredited colleges and universities. With this in mind, I anticipate that an agreement will be reached with an institution of higher learning in the Washington-Virginia area which will be mutually advantageous to the FBI, the institution of higher learning, and our students and faculty. I foresee no major problems in having our educational courses certified by affiliation with an institution of higher learning. QUESTION II: In View of the knowledge and techno- logical explosion in the past 10 years, business, in- dustry and government have recognized the need for Specialization in areas of administration and oper— ation. Will the FBI have its new Academy responsive to similar needs of local law enforcement? Specifi- cally, will National Academy programs be directed to executive, mid-management and supervisory levels? If so, how? ”— 121 RESPONSE: The knowledge and technology explosion of the past two decades has indeed had an impact on busi— ness, industry, and government. It has brought about many noteworthy developments and one in particular is significant. Management and operational personnel are exhibiting an intense, sincere desire for data and assistance related to their particular functions. Personnel in law enforcement exhibit the same aware- ness of the expanding growth in their obligations and responsibilities. They have in many instances sensed . an inadequacy of qualifications and/or preparation for 1 their particular job or function in today's environ- ment. While there is a need for specialists in the management and operation of our modern law enforcement agencies, there is also an equally important and justifiable need for generalists. Law enforcement personnel are not only members of a specific organization but are important members of their respective communities in particular and of society in general. As such, they need broad but balanced training and education. An individual can achieve a certain amount of this by himself but must thereafter rely upon resources of his own agency as well as outside sources for addi- tional training and education. One of these outside sources, the FBI, has been cogni- zant of the needs of law enforcement and for more than 35 years has been designing and conducting programs to meet these specific needs. The FBI will continue to plan, organize, and conduct training and educational programs at the general and special levels both throughout the field and at the new Academy. It would be folly to stand still in our dynamic environ- ment. Law enforcement will either vigorously progress and thereby increase its professional stature or dis- appointingly regress and consequently sink into a quagmire of mediocrity. The direction in which the profession goes depends entirely upon the actions of its members. The FBI dedicates itself to providing for the needs of local law enforcement in an effort to assist and encourage further professional develop- ment. The FBI shall continue, therefore, to be responsive to the knowledge and technological explo- sion that is occurring in business, government, and industry and our training programs will include both general and specialized educational curricula directed to executive, mid-management and supervisory levels. 122 QUESTION III: Will the FBI consider any Specific entrance requirements for the National Academy, such as a minimum number of years in law enforcement; pledge to remain for a definite amount of time with a certain law enforcement organization; a minimum educational background, such as high school diploma, junior college degree; and, finally, will a candidate be required to pass a standard entrance examination for acceptance? RESPONSE: At the present time, the FBI has specific requirements for enrollment in the FBI National Academy and in other programs of a training or edu- cational nature. The requirements vary according to the type of program. I feel that this will continue in the future particularly with regard to the minimum number of years in law enforcement, the pledge to remain for a definite period of time with a Specific law enforcement agency, and a minimum level of edu- cational achievement. I do not anticipate that all candidates for FBI programs will be required to pass a standard entrance examination. Such an examination may be a requirement for those who are seeking semester credit hours for work taken in certain fields which would be transferable to an institution of higher learning in their home areas. This, however, would be a requirement imposed by the institution of higher learning granting credit for the courses and not by the FBI. QUESTION IV: Will membership in the National Academy faculty be based on practical experience, academic background, or a combination of both? RESPONSE: The experienced, competent, professional Special Agent with a solid academic background in his area of specialization and the ability to organize and articulate his thoughts on his subject is the faculty member we want. Not only must he be able to expound theory but also to relate that theory to practice in a manner suit- able for his career law enforcement students. He must not merely be a specialist remaining abreast of current trends in his field, but also a generalist since he must clearly understand the role of law enforcement in our complex, democratic society. More— over, he must be an imaginative individual familiar with the adult learning process, sound educational methodology, and supportive educational technology who is capable of stimulating his students. 123 Since we have over 1,500 experienced Special Agents, many of whom hold advanced degrees in a wide variety of law enforcement related subjects, serving as field police instructors offering instruction to local law enforcement officers throughout the nation we have a reservoir from which to draw. Furthermore, there are over 75 experienced Special Agents currently matricu- lating for advanced degrees in appropriate fields under Bureau sponsorship who will be considered for teaching assignments on the faculty of the FBI National Academy. In general, the membership of the FBI National Academy faculty will be based upon academic excellence and outstanding practical experience. QUESTION V: Will the organizational structure of the new Academy resemble that of a newly-developing com- munity college whose objectives, among others, are geared to the development of vocational and/or techni- cal skills, as well as a general education? RESPONSE: While the FBI is primarily an investigative agency it has directed over the years a substantial effort in the area of law enforcement training and education. This division of responsibilities was uppermost in our thinking during the early planning stages for the new Academy. During the initial stages of the development of the new Academy concept there was a comprehensive planning phase which included academic, environmental, economic, and managerial considerations. The functions and characteristics of both an institution of higher education and a Federal investigative agency were considered. A resulting organizational structure will be mutually responsive to both. The courses offered will develop vocational and/or technical skills; general education and highly specialized advanced disciplines. QUESTION VI: The contributions of the FBI to law enforcement training are well known. What expanded contributions in the areas of police training and education do you foresee in conjunction with the expanded facilities available? RESPONSE: The new Academy will provide means for the FBI to give greater assistance to local and state law enforcement agencies in training and technical matters. It will increase from 200 to more than 2,000 the number of qualified officers who can attend the Academy each year, and will permit 1,000 others to be given specialized training each year. 124 I have always been concerned with the utilitarian training and education programs for law enforcement personnel. This concern will continue in the future. Every effort will be made to meet the specific and general demands of personnel selected to attend pro- grams at this Academy. All levels of management and, administration will be treated in both long and short programs. In addition, there will be a number of one- and two-week courses dealing with specific areas such as evaluation of personnel, selection of personnel, the decision making process, investigative techniques, sex crime investigations, law, police-community re- lations, etc. QUESTION VII: Does the FBI foresee the use in the National Academy of faculty members from colleges and universities throughout the country on a semester or yearly basis in conjunction with sabbatical leaves? RESPONSE: It has been a long-standing policy of the FBI to utilize the best resources possible in its training and education programs. In addition to the lectures and instruction afforded by experts of this Bureau, our programs are supplemented by instruction from leading authorities who are connected with insti- tutions of higher learning as well as by instruction in practical training given by outstanding police officials. For example, during the second year of operation in 1936 the National Academy program in- cluded faculty members from Vanderbilt University, Yale University, University of Utah, University of North Carolina, Harvard University, Johns Hopkins University, Northwestern University, Columbia Uni- versity, and the University of California. Through the succeeding years we have continued to invite leading authorities from various colleges and uni- versities to lecture in disciplines related to the field of law enforcement. Where pertinent and feasi- ble, I expect no change in this policy. The FBI National Academy has grown from a modest beginning to one of pre-eminence in the field of law enforcement training. FBI training and educational pro- grams offered at the grass root level of law enforcement have contributed to the growth of training programs in the United States. 125 Remarkable progress has been made in the intel- lectual and vocational preparation of police officers in the last thirty—five years. The FBI, through its Academy and satellite train— ing programs throughout the country, are dedicated to the future development of quality training and educational opportunities for law enforcement. BIBLIOGRAPHY BIBLIOGRAPHY Institutional Records and Documents Federal Bureau of Investigation Compilation pertaining to FBI field training, FBI Train— ing Division, Washington, D. C., 1970. FBI Training Division Annual Reports, 1950—1969. Letter to Lieutenant Colonel J. F. C. Carter from J. Edgar Hoover, August 14, 1929. Letter to J. Edgar Hoover from Lieutenant Colonel J. F. C. Carter, September 10, 1929. Letter from George T. Ragsdale, July 20, 1936. Letter to J. Edgar Hoover from Leonard V. Harrison, February 5, 1936. Letter to J. Edgar Hoover from Guy Moffett, June 12, 1937. Letter from J. Edgar Hoover, January 7, 1970. Memorandum to J. Edgar Hoover, July 12, 1935. Memorandum to J. Edgar Hoover, July 31, 1935. Memorandum to J. Edgar Hoover, March 16, 1939. Resolution of FBI National Academy Associates, October 2, 1947, Washington, D. C. 126 127 Interviews Federal Bureau of Investigation Casper, Joseph J. Assistant Director in charge of the Training Division, Washington, D. C. Cotter, James V. Inspector, FBI National Academy, Washington, D. C. Mooney, William M. Chief, Planning and Research Unit, FBI Training Division, Washington, D. C. Addresses Cummings, Homer S. "Progress in Dealing with Crime." An Address on the National Radio Forum, January 14, 1935. . An Address on Radio, July 25, 1935. Hoover, J. Edgar. "Detection and Apprehension." An Address before the Attorney General's Crime Con- ference. Washington, D. C., December 11, 1934. . An Address Before Second Session of the FBI National Academy, Washington, D. C., January 6, 1936. Kennedy, John F. An Address at 70th Graduation Exercises, FBI National Academy, Washington, D. C., October 31, 1962. MCGranery, James P. An Address at 50th Commencement Exer- cises, FBI National Academy, Washington, D. C., November 14, 1952. Government Publications and Studies and Publications of Learned Soc1eties The National Commission on Law Observance and Law Enforce— ment. Wickersham Commission Reports: Number 14, Re ort on Police. Washington, D. C.: Government Printing Office, June 26, 1931. The President's Commission on Law Enforcement and Adminis— tration of Justice. Task Force Report: The Police. Washington, D. C.: Government Printing Office, 1967. 128 Books Gammage, Allen 2. Police Training in the United States. Springfield, Ill.: Charles C Thomas, 1963. Smith, Bruce. Police Systems in the United States. New York: Harper and Brothers, 1940. Periodicals Berkley, George. "The European Police: Challenge and Change." Public Administration Review, XXVIII, No. 5 (September-October, 1968), 424-30. Brandstatter, Arthur F. "Education Serves the Police, the Youth, the Community." The Police Chief, XXXIII, No. 8 (August, 1966), 12-14. Dengle, Harry M. International Association of Chiefs of Police. Proceedings of Thirty-ninth Annual Con- vention. International Association of Chiefs of Police Yearbook, 1932, pp. 207-12. Federal Bureau of Investigation, U.S. Department of Justice. "FBI Training Programs." FBI Law Enforcement Bulletin, XXXVII, No. 5 (May, 1968), 6-11, 24. Gourley, G. Douglas. "In-service Training of Policemen by Universities and Colleges." Journal of Criminal Law, Criminology, and Police Science, XLIV (July— August, 1953), 229-38. Hoover, J. Edgar. "Police Problems and Progress.". International Association of Chiefs of Police Yearbook, 1937-1938, pp. 6-13. Lester, Ervis, W. "Some Aspects of American Police . Problems." Journal of Criminal Law and Crimi- nology, XL, No. 6 (March-April, 1950), 796-809. Unpublished Materials Kirsch, John Mitchell. "The Successful Police Educator: A Profile." Unpublished Master's TheSis, George Washington University, 1969. APPENDICES APPENDIX A ROSTER OF THE FIRST SESSION OF THE FBI NATIONAL ACADEMY (JULY 29, 1935) APPENDIX A ROSTER OF THE FIRST SESSION OF THE FBI NATIONAL ACADEMY (JULY 29, 1935) Name William Adams Ralph W. Alvis Charles R. Blake Claude Broom Matthew J. Donohue James C. Downs L. E. Goodrich Earl J. Henry Nelson Hughes Francis X. Latulipe Fred J. Manning Camille Marcel Leo Mulcahy Rank and Agency Assistant Chief of Police Cincinnati, Ohio Police Department Lieutenant, Ohio Highway Patrol Sergeant, Rhode Island State Police Patrolman, Detroit, Michigan Police Department Lieutenant, Bergen County, New Jersey Police Department Lieutenant, Baltimore, Maryland Police Department Investigator, State of Florida Lieutenant, Pennsylvania Highway Patrol . Chief of Police, Tamaqua, Pennsyl— vania Inspector, San Francisco, California Police Department Inspector, Miami, Florida Police Department Sergeant, Pittsfield, Massachusetts Police Department Patrolman, Connecticut State Police 129 Name Morgan J. Naught 130 Rank and Agency Patrolman, Elizabeth, New Jersey Police Department Michael P. Naughton Lieutenant, Chicago, Illinois James B. Nolan Norman R. Purnell C. W. Ray Harry T. Riddell E. W. Savory James T. Sheehan Clarence Smith Ellis J. Wyatt Police Department Lieutenant, New York City Police Department Lieutenant, Delaware State Highway Patrol Sergeant, West Virginia State Police Patrolman, Dallas, Texas Police Department Patrolman, Petersburg, Virginia Police Department Captain, Boston, Massachusetts Police Department Patrolman, Stamford, Connecticut Police Department Chief of Police, Prescott, Arizona M Source: Washington, D. C. Records of the FBI Training Division, APPENDIX B FBI NATIONAL ACADEMY CURRICULUM As of January, 1939 .APPENDIX B FBI NATIONAL ACADEMY CURRICULUM As of January, 1939 Set out below is the general curriculum of the twelve weeks' course of training of the FBI National Academy. Law and Investigations (In addition to instruction in Substantive and Adjective law courses, the instruction in investigativ procedures in specific subjects includes an analysis 0 their specific laws and their essential elements, the application of specific Laws of Evidence and the ethic and legal methods of obtaining evidence.) Criminal Law Subject Evidence, Confessions and Circumstantial Evidence Criminal Law The Law of Arrests, Searches and Seizures and Courtroom Behavior Expert Testimony ' Prosecution Administration Total Hours Ipyestigations Subject Arson Investigations Bank Robbery Investigations Extortion Investigations Fugitive Investigations . . Hijacking and Thefts of Shipments Investigations Hit-and-Run Driver Investigations Homicide Investigations Larceny, Theft and Burglary and Robbery Investigations 131 e f a1 Hours hongw 21 Hours wwmmwmn H 132 Investigations (Continued) Subject Hours Auto Theft Investigations Perjury Investigations Racketeering Investigations Unlawful Flight to Avoid Prosecution Investigations White Slavery, Prostitution and Sex Crimes Criminal Investigations Practical Work 1 Crime Scene Search Demonstration and Practical Work Raids and Roadblocks Gambling Investigations lNqu ABQH HF‘N ~\" (I! (X) RX" Total Hours Police Organization and Administration Administration and Management Subject Hours Personnel Problems and Personnel Administration 3 Selection of Personnel 2% Discipline and Rating of Personnel 2% The Merit System 2 Parades, Assemblies and Emergencies 11 Property Records 34 Personnel Records 2 Police Filing, Exhibit and Indexing Systems and Physical Relation of Records and 1 Communications System 26 Office Management 2 Modus Operandi, Photographic and Sources of Information Records _ 3 Police Organization and Administration including local and state agenCies 15 Police Radio Administration . 3 Handling Riots and Unlawful Assemblies _3 Total Hours 45 Economics Subject HQEEE 11/2 The Budget.and Police Finance N\H Total Hours 1 133 Statistics and Their Interpretation Subject Crime Statistics and Practical Problems Uniform Crime Reports and Records Total Hours Science Biology Subject Medical Examinations Forensic Medicine Toxicology; Blood and other Body Fluids Hair and Other Fibers Pathology Total Hours Chemistry Subject Chemistry in Crime Detection Explosives Metals Moulage Petrographic Examinations Total Hours General Science Subject Introduction to Laboratory Work Document Identification Codes and Secret Writings Narcotics Total Hours Hours F‘H O O n\"' ”\H N H Hours H \l wwwww Hours iFkaph3w |_: N Hours |_a LA) NNNN 134 Physics Subject Hours Physics in Crime Detection 3 Sound and Electrical Equipment 12 Sound Recording 2 Photography 6% Technical Apparatus 4 Drawing, Charting and Recording Data at Crime Scenes 3 Lock Studies 2 Glass Fractures ._2 Total Hours 34% Identification Techniques Subject Hours Fingerprint Classification, Identification and Records 52 Latent Fingerprints l4 Portrait Parle and Description of Persons 5 Firearms Identification .11 Total Hours 82 Education and Psychology Education Subject HQEEE Training Methods and Operation of Police Training Schools 23 Training Projects 12 Training Methods 1 Visual Aids __ Total Hours 38 Applied Psychology Subject 5235—5- Auditory and Observation Tests 2 Developing Confidential Informants and 1 Sources of Information 6 Interviews and Confessions . . 3 Practical Psychology in Investigations 1 Pretexts 135 Applied Psychology (Continued) Subject Hours Law Enforcement Officer and the Press Detection of Deception Crime Motivation Police Work and the Youthful Offender N N wwl—‘N Total Hours General Social Science Subject Hours Foreign Police Organizations 2 Organization, Jurisdiction and Cooperative Functions of FBI Jurisdiction of Federal Investigative Agencies Law Enforcement as a Profession General Social Problems Law Enforcement and Sociology Ethics in Law Enforcement Private Enforcement Agencies--their functions and cooperation Crime Prevention Traffic Organization, Control and Safety Safety Education in Police Work HybONNNsh- ro\"‘ lwowwe. Total Hours LA) \I ~\"' Physical Education Subject E9E£§ Physical Training, Physical Training Methods 0 and Defensive Techniques 6 Total Hours 60 136 Vocational Education Subject Hours Firearms Training First Aid Fundamentals of Typing and Dictation Photography Preparation and Making of Speeches Speeches by Class Members with Analytical Critiques Patrol Work M\H WGNHI—‘Ul AH IMO Total Hours 27 Source: FBI National Academy, Washington, APPENDIX C FBI NATIONAL ACADEMY CURRICULUM As of August, 1959 1J1.- APPENDIX C FBI NATIONAL ACADEMY CURRICULUM As of August, 1959 Set out below is the general curriculum of the twelve weeks' course of training of the FBI National Academy. Law and Investigations paw Subject prgp Evidence and Confessions Laws of Arrest, Searches and Seizures The Constitution and the Bill of Rights The Juvenile Court ' Testifying in Court 1.: U1 bmwme Total Hours Investigations Subject Hours Accident Investigation Procedures Arson Auto Theft Investigations Burglary Investigations . Crime Scene Search Demonstrations Criminal Investigation Practical Work Fugitive Investigations _ Hit-and-Run Accident Investigations Homicide Investigations Narcotics Supervision of Civil Rights Matters Supervision of Raids and Roadblocks Unlawful Flight to Avoid Prosecution 1.. NbNNWNP—‘meNF—‘W b .5 Total Hours 137 138 Administration and Personnel Management Administration Subject Hours Administrative Aspects of Police Records 5 Co-ordinating Traffic Control-Panel Forum 3 Disaster Planning 1 Interdepartmental Safety Programs 1% Organization of a Police Department 3 Planning for Parades, Assemblies and Special Events 1 Police Organization and Administration- Panel Forum Police Traffic Supervision Preparation of a Police Manual Presenting a Police Budget Selective Traffic Enforcement Supervision of Accident Records Supervision of Accident Reporting Methods Supervision of Reports and Report Writing Traffic Law Enforcement and Administration A“ ‘F‘hPAFJTPHh)F‘b N Total Hours 31% Personnel Management Subject Hours Disciplinary Policies 2 Inspections _ 2 Principles of SuperviSion 2 Selection of Personnel _£ Total Hours» 7 Economics Subject HQEEE The Budget and Police Finance _2 Total Hours 2 139 Science General Science ______________ Subject Automotive Crash Injury Research Blood and Other Body Fluids Chemistry, Toxicology and Arson Document Examinations Emergency Obstetrics Intoxication Tests Introduction to Laboratory Work Microscopy Narcotics Unnatural Causes of Death Total Hours Identification Techniques Subject Fingerprint Identification Latent Fingerprint Examinations Plaster Casting Total Hours Physics Subject Physics in Crime Detection Radiation Hazards Speed Calculations Total Hours Education and Psychology Education Subject Books of Interest to Law Enforcement Officers Development and History of the Traffic Problem Evaluating Results of Training Operation of Police Training Schools Organization of Traffic Surveys Teaching Methods Hours [—1 u h4k)waF4FJN(#F4N Hours N l—‘Chub LA, [.1 Hours cw ll—‘Nw Hours mFHFJFJF‘H 140 Education (Continued) Subject Training Methods (Projects by Class Members) Traffic Safety Education Traffic Survey Field Work Total Hours Physical Education Subject Physical Training-—including Defensive Tactics, Judo, and Operation of Physical Training Program Total Hours Vocational Education Subject Drawing and Charting Techniques Firearms Training Fundamentals of Typing Photography in Law Enforcement Police Patrol Methods Preparation of Case for Trial Supervision of Surveillances Techniques and Mechanics of Arrest Total Hours Public Speaking Subject Public Speaking Practice Public Speaking by Class Members with Analytical Critiques Total Hours Applied Psychology Subject Development and Control of Confidential Informants Interview Techniques Hours I .b n\"' ph N ~\"' Hours A mt—‘l—‘Mml—‘l—‘w Hours LOH 141 Applied Psychology (Continued) Subject Obtaining Public Support for Law Enforcement Parking Control and Enforcement Pedestrian Control and Enforcement Police Role in Catastrophes Public Relations in Traffic Enforcement Relationship Between the Press and Law Enforcement Total Hours Education Psychology Subject Making Notes in Class and Classroom Orientation Total Hours Social Psychology Subject Analyzing the Juvenile Delinquency Problem from the Standpoint of the Law Enforcement Officer _ Departmental Planning in Crime Prevention Methods Law Enforcement and Sociology . Psychology of the Juvenile Delinquent Working with Juveniles Total Hours Sociology General Social Science Subject The Chief of Police as a Community Leader The Function of Psychiatry in Police Work . Jurisdiction of Federal Investigative AgenCies Law Enforcement as a Profession; Ethics in Law Enforcement _ Organization, Jurisdiction and Cooperative Functions of FBI Total Hours Hours m\"‘ FJNPHFJN Hour 5 451.5 Hours lN’bvbN N F" 45 Hours H FJHPH N\"' u ‘w 142 Statistics and Their Interpretation Subject Hours Uniform Crime Reporting 3 Traffic Survey and Summary _§ Total Hours 8 Tours and Field Trips Subject Hours Tour of FBI Facilities 2 Field Trip to District of Columbia Traffic Facilities _3 Total Hours 4 Source: FBI National Academy, Washington, D. C. APPENDIX D FBI NATIONAL ACADEMY CURRICULUM SEVENTY-SECOND SESSION 8/19/63 - 11/6/63 APPENDIX D FBI NATIONAL ACADEMY CURRICULUM SEVENTY-SECOND SESSION 8/19/63 - 11/6/63 Set out below is the general curriculum of the twelve weeks' course of training of the FBI National Academy. Law and Investigations Criminal Law and Court Procedures Subject Hours Due Process in Criminal Interrogation 2 Evidence and Confessions 5 Law of Arrest 2 Law of Search and Seizure 3 Legal Aspects of Roadblocks 1 Police Liability 2 Testifying in Court 2 The Juvenile Court 2 The Law Enforcement Officer and the Courts 2 The United States Constitution and the Bill of Rights _2 Total Hours 24 Investigations and Case Preparation Subject HQEEE Accident 1 Arson 3 Auto Theft 1 Bank Robbery 2 Bombing 3 Burglary 2 Civil Rights 1 Counterfeiting 3 Crime Scene Search Demonstration 143 144 Investigations and Case Preparation (Continued) Subject Hours Hit—and-Run Accidents 1 Homicide 2 Major Case 5 Narcotics 3 Practical Case Problem 9 Preparation of a Case for Trial 1 Raids and Roadblocks 2 Sex Crimes _£ Total Hours 45 Education and Psychology Education Subject Hours Classroom Orientation: Making Notes in Class, 5 Evaluating Results of Training 1 Mandated Municipal Police Training Programs 1 Operating Police Training Schools 6 Research Techniques . 11 Teaching Methods--Lecture, Conference, Dis- cussion, Panel Forum, Vocational, Audio— Visual Aids 6 Traffic Safety Education _3 Total Hours 32 Physical Education Subject Hours Physical Training Program--including Defensive Tactics, Judo and Operation of PhySical 32 Program 6 Techniques and Mechanics of Arrest __ Total Hours 38 145 Vocational Education Subject Hours Firearms Training 47 Fundamentals of Typing l Patrol Methods 1 Public Speaking 15 Surveillances 1 Use of Photography in Law Enforcement 6 Practical Police Procedures in Mob and Riot Control—Field Work _Z Total Hours 78 Psychology Subject Hours Confidential Informants 1 Interview Techniques 3 Gaining Support for Law Enforcement _ 2 Practical Police Procedures in Mob and Riot Control-Lecture . 2 Press and Youthful Criminality l Psychological Factors in the Development and Behavior of Mobs 1 Psychology in Law Enforcement 3 Relations Between Press and Law Enforcement *4 Total Hours 17 Organization and Management Organization and Business Management Subject Hours Departmental Planning for Crime Prevention % Inspections 2 Interdepartmental Safety Programs _ 20 Police Organization and Administration 9 Police Records . 1 Preparation of a Police Manual 1 Presenting a Police Budget . 2 Report Writing and SuperViSion of Reports 3 Uniform Crime Reporting 2 Use of Dogs in Law Enforcement __ Total Hours 44 146 Personnel Management Subject Disciplinary Problems Ethics in Law Enforcement Principles of Supervision Rating and Testing Procedures in Law Enforcement Selection of Personnel Total Hours Science Biology and Serology Subject Blood and Body Fluids Hairs and Fibers Total Hours Chemistry Subject Chemistry in Crime Detection Radiation Hazards Total Hours Identification Techniques Subject Classification of Fingerprints Document Examination . Identification of Disaster Victims Identification Problems Latent Fingerprints Total Hours Laboratory Techniques and Research Subject Introduction to Laboratory Work Evidence Examination Procedures Organization of FBI Laboratory Total Hours Hours w IFJNKUFJN Hours N 1... Hours w lk)H Hours lurok4m~q H KO Hours a IPJNlH Petrography and Metallurgy Subject Soils and Metals Examinations Physics Subject Total Hours Physics in Crime Detection Firearms, Toolmarks, Glass, Explosives and Wood Examinations Shoe Prints and Tire Tread Examinations Total Hours Sociology Social Psychology Subject Analyzing the Juvenile Delinquency Problem from the Standpoint of the Law Enforcement Officer Police Techniques in Handling Juveniles Nation of Islam Social Science ________________ Subject Total Hours Communism and Related Movements Espionage History of Traffic Development ' Jurisdiction, Organization and Cooperative Functions of the FBI _ Jurisdiction of Federal AgenCies Law Enforcement as a Profession: History of Law Enforcement Social Aspects of Crime _ The Chief of Police as a Community Leader The Function of Psychiagry in Police Work Total Hours Source: FBI National Academy, Washington, D. Hours (bloc Hours m lkde Hours A IR>H+A Hours N4>N WU) N sh wwww C. APPENDIX E FBI NATIONAL ACADEMY CURRICULUM SEVENTY-FOURTH SESSION 8/3/64 - 10/21/64 APPENDIX E FBI NATIONAL ACADEMY CURRICULUM SEVENTY-FOURTH SESSION 8/3/64 — 10/21/64 Set out below is the general curriculum of the twelve weeks' course of training of the FBI National Academy. Law and Investigations Criminal Law and Court Procedures Subject Hours Due Process in Criminal Interrogation 2 Evidence and Confessions 3 Law of Arrest, Searches and Seizures 5 Legal Aspects of Investigations 7 Legal Aspects of Roadblocks l Medical-Legal Aspects of Homicidal Investigations 4 Police Liability 2 Testifying in Court 2 The Constitution and the Bill of Rights 3 The Law Enforcement Officer and the Courts 1 The Juvenile Court _3 Total Hours 32 Investigations and Case Preparation Subject Hours Arson 3 Auto Theft 3 Bank Robbery i Bombing Burglary 3 Civil Rights 2 Counterfeiting 3 Homicide 2 Major Case 148 149 Investigations and Case Preparation (Continued) Subject Narcotics Preparation of a Case for Trial Roadblocks Sex Crimes Unlawful Flight to Avoid Prosecution Total Hours Education and Psychology Education Subject Application of Research to Training Classroom Orientation; Making Notes in Class; Use of Typewriter Evaluating Results of Training Municipal Police Training Programs Operating Police Training Schools Research Methods and Techniques Supervised Individual Research, Seminars on Organization and Presentation of Research Papers Teaching Methods-Lecture, Conference, Dis- cussion, Panel Forum, Vocational, Audio-Visual Aids Traffic Safety Education Total Hours Physical Education Subject Physical Training Program—-including . Defensive Tactics, Judo, and Operation of a Physical Training Program Techniques and Mechanics of Arrest Total Hours Hours lk‘mnokdw (.0 Ch Hours U'l|-'}—‘\OG) (A) \I Nd> Hours 150 Vocational Education EEEiEEE Hours Firearms Training 42 Organization of a Crime Scene Search, Crime Scene Sketching-Practical Problems 24 Public Speaking-Techniques and Practical Work 18 Surveillances 1 Use of Photography in Law Enforcement _3 Total Hours 88 Psychology Subject Hours Community Relations-The School and The Police 1 Confidential Informants 1 Interview Techniques 3 Police Human Relation 2 Psychology in Law Enforcement 1 Psychology Factors in Development and Behavior of Mobs 1 Relations of Press and Law Enforcement _3 Total Hours 12 Police Administration Business Management and Policy Subject Hours Departmental Planning for Crime Prevention 1 Gaining Support for Law Enforcement 2 Inspections 2 Interdepartmental Safety Programs Mob and Riot Control--Practica1 Procedures and 12 Demonstrations 29 Police Administration Seminars Police Budgets--Presentation, Use of 5 Data Processing 6 Police Records . _ 3 Police Techniques in Handling Juveniles 6 Policy and Planning _ Report Writing, SuperviSion of Reports, 3 Written Communications 6 Uniform Crime Reporting 2 Use of Dogs in Law Enforcement. 1 Use of Publicity in Investigations __ oo [—1 Total Hours Personnel Management Subject Disciplinary Problems Ethics in Law Enforcement Principles of Supervision Rating and Testing Procedures in Law Enforcement Selection of Personnel Total Hours Science Biology and Serology Subject Blood and Body Fluids Total Hours Chemistry Subject Chemistry in Crime Detection and Technical Aspects of Arson Total Hours Identification Techniques Subject Classification of Fingerprints Document Examination . Identification of Disaster Victims Identification Problems Latent Fingerprints Total Hours Laboratory Techniques and Research Subject Introduction to Laboratory Work Evidence Examination Procedures Organization of FBI Laboratory Total Hours Hours (JOHN o law Hours MIN Hours H IH N\H n\"‘ Hours .._l (D \lf—‘l—‘NH Hours m Inamre 152 Petrography and Metallurgy Subject Soils and Metals Examination Total Hours Physics Subject Physics in Crime Detection Radiation Hazards, Firearms, Toolmarks, Explosives, Hairs and Fibers Shoe Prints and Tire Examinations Total Hours Sociology Social Psychology Subject Analyzing the Juvenile Delinquency Problem Nation of Islam Total Hours Social Science ___‘___________ Subject Communism and Related Movements Espionage Psychiatry in Law Enforcement Social Aspects of Crime The Chief of Police as a Community Leader Jurisdiction of Federal Agenc1es Total Hours Hours a In Hours \0 Imp. ~\H N\"‘ Hours w INF Hours Obowtobho l 24 Source: FBI National Academy, Washington, D. C. APPENDIX F FBI NATIONAL ACADEMY CURRICULUM EIGHTY-THIRD SESSION 3/10/69 - 5/28/69 APPENDIX F FBI NATIONAL ACADEMY CURRICULUM EIGHTY-THIRD SESSION 3/10/69 - 5/28/69 Set out below is the general curriculum of the twelve weeks' course of training at the FBI National Academy. Criminal Law and Court Procedures Introduction to Legal Matters Civil Rights Statutes Civil Liability for Police Action The Constitution and The Bill of Rights Evidence Eyewitness Identification Interrogations and Confessions Hours #WQWNWH Law of Arrest, Probable Cause, Investigative Detention, Frisk, Search of Person, Premises and Vehicles, Seminar on Related Legal Matters Legal Aspects of Eavesdropping and Wiretapping Legal Aspects of Roadblocks _ . Medical-Legal Aspects of Homicide Investigations Omnibus Crime Control and Safe Streets Act of 1968 Principles of Criminal Law The Law Enforcement Officer and The Courts The Juvenile Court Auto Theft Counterfeiting Dangerous Drugs Investigative Aids and Techniques Major Case Investigations Narcotics Sex Crimes N NNUJI—‘bbl—‘I—‘tb Ch 0 Total Hours Investigations Hours [.1 mwwmmmw BAH OJ U1 AH Total Hours 153 154 Police Management Crime Analysis--Prevention, Planning, Allocation and Distribution of Forces Mob and Riot Control--Practical Problems, Rumor Clinics, Sit-in Techniques, Anti-sniper Squad, Chemical Agents, Police Procedures and Demonstration National Crime Information Center Police Legislation Police Management including Introduction, Police Policy and Planning, Selection and Recruitment of Personnel, Police Organization, Records, Supervisory and Executive Development, Adminis- trative Devices and Controls, Inspections, Human Relations, Police Personnel Management, Evaluation of Personnel, Disciplinary Problems, Handling Personal Problems, Decision Making, "In-Basket Training" Uniform Crime Reporting Total Hours Behavioral Sciences Communism and Related Movements Criminology Espionage Ethics Hate Groups Jurisdiction of Federal Agencies New Left Organized Crime Police Role in the Community Psychiatry in Law Enforcement Psychology in Law Enforcement Social Aspects of Crime Sociology Relations Between Press and Law Enforcement Techniques for Handling Juveniles Total Hours Hours NH Hours I—' IWWCDWI—‘NmIb-NWWNNCWN N\H ~\" ON 1.: 155 Vocational and Technical Education ___________________i__._____________ Hours Administrative Matters 14 Classroom Orientation, Making Notes in Class, How to Listen 4% Communications 3 Crime Photography 3 Evaluating Results of Training 7% Firearms Training 41 Instruction Methods and Techniques and Operation of Police Training Schools 15 Physical Training Program including Defensive Tactics, Judo, Operation of a Physical Training Program 37% Public Speaking--Techniques and Practical Work 28% Research Methods 12 Techniques and Mechanics of Arrest __§ Total Hours 172 Science in Crime Detection Hours This block of subjects is presented by FBI. Laboratory experts and covers the scientific examination of blood, hairs and fibers, explo- sives, firearms, metals, shoe prints, SOils, toolmarks, tire treads and unknown substances. Physics in Crime Detection covers principles of Neutron Activation Analysis and Radiation is Hazards Identification Techniques and document examinations N |I> \0 Total Hours Source: FBI National Academy, Washington, D. APPENDIX G FBI NATIONAL ACADEMY CURRICULUM EIGHTY-FOURTH SESSION 8/18/69 - ll/5/69 APPENDIX G FBI NATIONAL ACADEMY CURRICULUM EIGHTY-FOURTH SESSION 8/18/69 - ll/5/69 Set out below is the general curriculum of the twelve weeks' course of training at the FBI National Academy. Criminal Law and Court Procedures Subject Hours Introduction to Legal Matters 1 Civil Liability for Police Action 2 Civil Rights Statutes 3 Evidence 6 Eyewitness Identification 3 Law of Arrest, Probable Cause, Investigative Detention, Frisk, Search of Person, Premises and Vehicles, Seminar on Related Legal Matters 16 Legal Aspects of Eavesdropping and wiretapping 1 Legal Aspects of Roadblocks l Medical—Legal Aspects of Homicide Investigations 4 Police Interrogation 4 Police Legislation 2 Principles of Criminal Law 4 The Constitution and the Bill of Rights 3 The Law Enforcement Officer and The Courts 2 The Juvenile Court _3 Total Hours 54 W Subject EEEEE Auto Theft 31 Counterfeiting 26 Investigative Aids and Techniques 14 Major Case Investigations i Narcotics and Dangerous Drugs 6 Sex Crimes -— Total Hours 34% 156 157 Police Management Subject Evaluation of Criminal Intelligence Management and Operational Information Mob and Riot Control--Practical Problems, Rumor Clinics, Police Procedures and Demonstration Police Management including Introduction to Management, Police Policy and Planning, Recruitment and Selection of Personnel, Police Organization, Supervisory and Executive Development, Administrative Devices and Controls, Inspections, Human Relations, Police Personnel Management, Evaluation of Personnel, Disciplinary Problems, Decision Making, In- Basket Training, Budgets, Panel Discussion, Film and Field Trip on Management Matters Total Hours Vocational and Technical Education Subject Administrative Matters, including Classroom Orientation, Taking Notes in Class Communications Educational Technology including Course . . Evaluation and Operation of Police Training Schools Firearms Training . Physical Training including Defensive Tactics and Operation of a Physical Training Program Public Speaking--Techniques and Practical Work Research Methods Techniques and Mechanics of Arrest Total Hours Hours 21% 42 33 26 164 158 Behavioral Sciences Subject Communism and Related Movements Criminology Espionage Hate Groups Jurisdiction of Federal Agencies New Left Organized Crime Police Role in the Community Psychology in Law Enforcement Relations Between Press and Law Enforcement Social Aspects of Crime Sociology Techniques for Handling Juveniles Total Hours Science in Crime Detection This block of subjects is presented by FBI. Laboratory experts and covers the scientific examination of blood, hair and fibers, ex- . plosives, firearms, metals, shoe prints, SOils, toolmarks, tire treads and documents. Also included are presentations related to Neutron Activation Analysis, Gambling Technology, Radiation Hazards and the Crime Photography Laboratory Identification Techniques Total Hours Source: Hours r\>\H ~\"‘ [...] Imomkuunbkdmbon)nbou>w 53 Hours 21 28 FBI National Academy, Washington, D. C. APPENDIX H LIST OF FBI NATIONAL ACADEMY VISITING FACULTY MEMBERS AND THEIR SUBJECTS AS OF JULY 20, 1936 APPENDIX H LIST OF FBI NATIONAL ACADEMY VISITING FACULTY MEMBERS AND THEIR SUBJECTS AS OF JULY 20, 1936 Mr. J. P. Allman, Commissioner of Police, Chicago, Illinois. Subject: Parades, Assemblies, and Emergencies. Dr. Earl C. Arnold, Dean, Vanderbilt University Law School. Subject: Evidence, Confessions, and Circumstantial Evi— dence, Searches and Seizures. Professor Thurman W. Arnold, Yale University Law School; former Dean of Law School, University of West Virginia; member of Advisory Committee on Federal Court Study for National Commission on Law Observance and Enforcement. Subject: Criminal Law. Dr. Arthur L. Beeley, Professor of Sociology, University of Utah; General Chairman of Institute of Criminology, University of Utah; an authority on sociological problems. Subject: Law Enforcement and Sociology. Mr. Lawrence J. Benson, General Superintendent of Police, Chicago, Milwaukee, St. Paul, and Pacific Railroad; Presi— dent, Chicago Special Agents and Police Association. Subject: Private Law Enforcement Agencies, Their Functions and Cooperation. Lieutenant Colonel A. J. Drexel Biddle, United States Marine Corps Reserve, Philadelphia, PennSylvania; former international amateur boxing champion and authority on combined arts of self-defense and jujitsu. Subject: Jujitsu. Colonel Lynn C. Black, Superintendent, Ohio Highway Patrol; formerly member of West Virginia State Police and former Deputy Sheriff. Subjects: Highway Patrol Work; Auto Accidents. 159 160 Mr. Sherwood Brockwell, Fire Marshal of the State of North Carolina; former President, Fire Marshals Association of North America. Subject: The Police and the Fire Depart- ment. Mr. Thomas P. Brophy, Chief Fire Marshal for New York City; lecturer in New York City Police Department Detective Academy and in the Fire College of the City of New York. Subject: Police Problems in Catastrophes, Explosions, and Fires. Mr. Edward F. Burke, formerly Superintendent, Identifi- cation Bureau, Rochester, New York, Police Department. Subject: Photography in Law Enforcement Work. Mr. George W. Buzby, Protective Section, Association of American Railways, Philadelphia, Pennsylvania, and Super- intendent of Police, Pennsylvania Railroad. Subject: Private Enforcement Agencies. Mr. Cornelius Cahalane, Port of New York Authority; Police Consultant for the Port of New York Authority; former Deputy Commissioner of Police, New York City. Subjects: Patrol Work in Cities; Show-Ups; Practical Psychology in Investigations. Professor Albert Coates, Professor of Criminal Law and Criminal Law Administration at University of North Carolina, and Director of the North Carolina Institute of Government. Subject: Criminal Law. Courtney Ryley Cooper, noted Crime Reporter, Newspaper Man, Magazine Writer and Author of "Ten Thousand Public Enemies." Subject: The Law Enforcement Officers' Relations with the Press. . Professor Felix Frankfurter, Harvard University; Professor of Law and Administrative Law, Harvard University, since 1914; Secretary and Counsel to President's Mediation Com— mission; co-author of "Criminal Justice in Cleveland." Subject: The Law Enforcement Officer and the Prosecutor. Dr. Eugene M. K. Geiling, Professor of Pharmacology and Experimental Therapeutics, Johns Hopkins University. Subject: Toxicology. Dr. Alexander H. Gettler, Chief Toxicologist, City of New York; formerly active staff member of Bellevue Hospital and Professor in the Department of Forensic Medicine, New York University; originator of a test for alcoholism. Subjects: Toxicology and Medical Examinations. 161 Mr. John A. Greening, Chief of Berkeley, California, Police Department. Subjects: Police Records, Reports, Statistics, and Spot Maps; Selection and Rating of Law Enforcement Personnel. Mr. Will T. Griffin, Chief of Detectives, Memphis, Tennessee; Secretary of Tennessee and Mississippi Sheriffs' and Peace Officers' Association. Subject: Police Tactics. Mr. Maxwell Halsey, Assistant Director of Bureau for Street Traffic Research, Harvard University; Staff Safety Engineer, Bureau of Surety and Casualty Underwriters. Subject: Traffic: Organization, Control, Safety, and Investigation. Mr. Leonard V. Harrison, Bureau of Social Hygiene; Research Consultant, National Commission on Law Observance and En- forcement. Subject: Police Responsibilities and Functions. Major Julian S. Hatcher, Ordnance Department, United States Army, and graduate of United States Naval Academy. Subject: Ballistics of Police Firearms. Dr. William Healy, Director of Judge Baker Foundation; former Professor and Research Associate, Institute of Human Relations, Yale University; President, Society of Psychiatry and Neurology. Subject: Police Work and Youthful Offenders. Mr. L. V. Jenkins, Inspector of Police, Portland, Oregon; First Vice-President, International Association of Chiefs of Police. Subject: Police Cooperation with Public Health and Sanitation Officials. Mr. E. K. Jett, Assistant Chief Engineer, Federal Communi— cations Commission, Washington, D. C. Subject: Police Radio Administration. Mr. Andrew J. Kavanaugh, President of the International Association of Chiefs of Police; Director of Public Safety, Miami, Florida. Subject: Police Cooperation. Mr. Paul G. Kirk, Superintendent of Public Safety, State of Massachusetts; Colonel, Massachusetts National Guard; formerly an attorney in Boston. Subjects: State Police; Functions and Administration of State Police. Lieutenant Frank M. Kreml, Director, Bureau of Accident Prevention, Evanston, Illinois, Police Department; Director of Northwestern University Traffic Officers Training School. Subject: Traffic: Organization, Control, Safety, and Investigation. 162 Mr. J. G. Laubenheimer, Chief of Police, Milwaukee, Wis- consin; former President of the Wisconsin Chiefs of Police Association; member of the International Association of Chiefs of Police. Subject: Enforcement of Racketeering Statutes. Mr. Donald Leonard, Captain, Michigan State Police; member, Executive Committee, International Association of Chiefs of Police. Subjects: Traffic: Organization, Control, Safety, and Investigation; State Police Traffic Control; Cooperation Between State and Municipal Law Enforcement Agencies. Mr. V. A. Leonard, Superintendent, Identification Bureau of the Fort Worth, Texas, Police Department. Subject: Communications in Law Enforcement Work. Dr. George Burgess Magrath, formerly Medical Examiner, Suffolk County, Massachusetts; in charge of the Department of Legal Medicine, Harvard University. Subjects: Expert Medical Testimony; Legal Medicine; Medical Examinations; Pathology. Mr. Burton Marsh, Director, Safety and Traffic Engineering Department, American Automobile Association; Member of Committee on Traffic Control, American Society of Municipal Engineers. Subject: Traffic: Organization, Control, Safety, and Investigation. Dr. E. K. Marshall, Professor of Pharmacology and Experi— mental Therapeutics and Director of the Department of Pharmacology and Experimental Therapeutics, Johns Hopkins University. Subject: Toxicology. Dr. Mark A. May, Director, Institute of Human Relations and Professor of Psychology, Yale University. Subject: Crime Motivation. Dr. Elton Mayo, Harvard University; Professor of Industrial Research, Harvard University, School of Business Adminis- tration, since 1926. Author of psychiatric method of treatment of shell shock victims which has been universally adopted. Authority on interview methods. Subject: Interviews. Dr. Miller McClintock, Director of Bureau for Street Traffic Research, Harvard University; Traffic Engineering Consultant to many cities and states. Subject: Traffic: Organization, Control, Safety, and Investigation. Jill I I IIIIIIIIJ, 163 Mr. John Jay McKelvey, New York City; attorney and author of several outstanding works on "Evidence"; founder and first editor-in—chief of Harvard Law Review. Subject: Evidence. Mr. George Z. Medalie, former United States Attorney, Southern District of New York; former Special Assistant to the Attorney General in charge of Prosecution of Election Frauds and Special Assistant to the Attorney General in charge of Census Prosecutions. Subject: The Law Enforce- ment Officer and the Bar. Mr. Arnold Miles, former Member Survey Committee for In- stalling Communications System in Chicago Police Depart- ment, and member of the Staff of the Public Administration Service. Subject: Communications in Law Enforcement Work. Mr. Edward A. Mitte, Inspectorand Director of Traffic, Detroit, Michigan, Police Department. Subject: Traffic: Organization, Control, Safety, and Investigation. Professor Raymond Moley, Professor of Public Law, Columbia University. Subject: Prosecution Administration. Dr. J. J. B. Morgan, Professor of Psychology, Northwestern University; Fellow, American Academy of Arts and Sciences. Subject: Interviews. Mr. John J. O'Connell, Deputy Chief Inspector in charge of the Police College of New York City Police Department. Subject: Personnel Problems. Professor George T. Ragsdale, Director of Police Training, Louisville, Kentucky. Instructor in Louisville Police School since 1923. Member of Mayor's Advisory Committee covering Police Department. Subjects: Selection and Rating of Personnel; Police Ethics, morale, Discipline; Public Relations. Mr. James T. Sheehan, Captain in Charge of Records, Boston, Massachusetts, Police Department; Member of First Police Training School of the Federal Bureau of Investigation and President of the FBI National Police School Association. Subject: Records, Reports, and Spot Maps.. Dr. Joseph Eastman Sheehan, New York City; an outstanding authority and lecturer on Plastic Surgery in the United States and Europe. Subject: Plastic Surgery. 164 Colonel P. D. Shingleton, Superintendent, West Virginia State Police; formerly Adjutant General of West Virginia. Subjects: Ethics in Law Enforcement; Morale and Discipline in Law Enforcement Organizations; Public Relations. Mr. Bruce Smith, Institute of Public Administration; Member, National Crime Commission; Director, Commission on Uniform Crime Records of International Association of Chiefs of Police; Director, Chicago Police Survey. Subjects: Police Organization and Administration; Patrols. Mr. Clyde Smith, Director of Licensing and Enforcement Division, Pennsylvania State Liquor Control Board. Subject: Licensing and Inspections. Dr. Herbert J. Stack, Instructor in Safety Education, Columbia University; Director of Public Safety for the National Bureau of Casualty and Surety Underwriters. Subject: Safety Education Work in Police Departments. Mr. Donald C. Stone, Director of Consulting and Research Division, Public Administration Service, and Executive Director of International Association of Public Works Officials and American Society of Municipal Engineers. Subject: Police Records. Dr. Horace M. Taylor, Assistant Professor of Economics, Columbia University; Member, American Economics Associ- ation, Academy of Political Science and Royal Economics Society. Subject: Investigations in Business. Professor August Vollmer, Professor of Police Adminis— tration, University of California; former Chief of Police, Berkeley, California; former President of the International Association of Chiefs of Police. Subject: Police Execu- tives. Reverend E. A. Walsh, Georgetown University; clergyman and Educator; Member, American Economics Association. Subject: Social Problems and Social Changes and Their Relation to Law Enforcement Problems. Dr. William A. White, Superintendent, St. Elizabeths Hospital, Washington, D. C., and Professor, Nervous and Mental Diseases, George Washington University; former President of both the American Psychiatric Association and the American Psychopathological Association. Subjects: Abnormal Psychology; Psychiatry; Crime Motivation; Juvenile Delinquencies. 165 Dr. Jesse Feiring Williams, Professor of Physical Edu— cation, Teachers College, Columbia University; former President, American Physical Education Society; President, New York Society of Physical Education. Subject: Physical Education. Dr. Ralph C. Williams, Assistant Surgeon General of the United States; President of the Association of Military Surgeons of the United States. Subject: First Aid. Dr. R. W. Wood, Professor of Physics at Johns Hopkins University; President, American Physical Society. Subject: Physics and Its Application to Law Enforcement. Source: Records of the FBI National Academy, Washington, D. C., July 20, 1936. APPENDIX I ARTIST'S CONCEPTION OF NEW QUANTICO TRAINING FACILITY AND DESCRIPTION OF BUILDINGS \(rx \. .. \ 1 .l u} . r F u a. \ »: IV \ u \ . \ \» .-.\ x , x A \ \MML . J r . ,, _ , r .. ...Aflrn ..- . ZD_EOF_DD< . 1 . r » . 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