Annotated Bibliography Essay

T H E JOCBKAI. OF CRTMIN-AL L A W , CRIMINOLOOY AND POLICE SCIENCE Copyright © 1607 by Northwestern University School of Law

Vol. 58. No. 4 Prinitdin U.S.A.

EDUCATION AND PROFESSIONAL LAW ENFORCEMENT*

A. C. GERMANN

A. C. Gcrmann, D.P,A,, is Professor of Criminology, CalUurniii .Stale College :it Long Ilcach. Long Heach, California. In 1957 Dr. Gerniann left the faculty of the School of I'olicc Administra- tion, Michigan State University, to set up the Department of Police Science at Long Beach State College. Dr. Germann received iib (k)Ctorate in Puhlic Administration from the I'niversity of Southern California and ser\'ed as a sworn officer with the Los Angeles Police Department before joining the Michigan State University faculty. He is the author of POLICE PERSO.NNIX MAN.VOE- MENT and POLICE ExECUTtVE DEVELOPMENT and co-author of the IXTRODI-CTION TO LAW K N -

EDITOR.

There was a time when the American policeman would be inclined to defijie his job and role in a very narrow fashion. But law enforcement duties, in the past quarter centurj-, have evolved from simple tasks, requiring simple qualifications, to cotiipiex professional operations requiring great capacity for specialized knowledge and teclmique. The police service, which, at one time, utilized relatively uneducated men to perform simple tasks under close supervision, now is utilizing, more and more, well educated men carrying out complicated tasks as individual experts relying heavily on their own individual judgment.

The American policetnaii is a barometer of com- munity values, and community values are under change. Emphasis is .shifting from property rights to human rights, and most American citizens intuitively accept the legitimacy of such shift. As we look at the police scene, we see much change. Court decisions, reffecting new emphasis on human rights, are bringing about many shifts of attitude and procedure. Five years ago it was most common to hear comments to the effect that "'Our courts are coddling criminals at the same time that terror increases in the streets," or "Courts are 'policing the police' by broad fiats which usurp the peroga- tives of the executive and legislative," or "Courts are interfering in the Hocial interest which punishes criminals, and in so doing are contributing to the increase in crime." But lately, it is more common to hear comments to the eflect that "Our courts are finally enforcing long-standing Constitutional guarantees," or "Courts are supervising and con- trolling police procedures simply due to the fact that no other institution has done so," or "Our

• A banquet address, September 30, 1966, Police Training Institute, Memphis State University, Mem- phis, Tcnn.

courts are supporting the si.>cial interest which demands respect for the individual and equal treatment under the law, and in so doing are strengthening the character of American justice."

It is certainly a fact that the recent U.S. Supreme Court decisions have been an indictment of some police, j>rosecutors, and lower courts relative to previously accepted practices. It is no less a fact that such police practices, now l)arre<i by recent decisions, were tolerated and accepted by some police, prosecutors, and lower courts ahke. Some people regarded constitutional guarantees, in prior years, as an unpleasant fact of life, but which could be ignored, violated, or circumvented in order to accomplish the police task. Constitutional guarantees were not regarded as morally persua- sive, and, in prior years, court rulings produced no feeling of shame in police, but only indignation. It is certainly a fact that harrassment of socially undesirable misfits, improper detentions, illegal arrests, searches and seizures, unnecessary violence, coerced confessions, and deprivations of counsel are part of the history of American law enforce- ment; and it is a fact that such abuses, more often than not directed toward the economically dis- advantaged, politically powerless, and socially undesirable elements of the cotnmunity, were sanctioned hy tiiany citizens, with and without badges. It is a further fact that for many years emphasis was on "results," tnanagcrial efiiciency, and production, rather than also on legality, moral- ity, and compassion. In prior years most criticism of police was summarily dismissed as malicious, ignorant, or subversive; many used to voice the opinion that "Constitutional guarantees are not for the criminal," and many believed that any and all means should be used to repress crime and

603

604 .1. C. GER.\fA\\ iVot. 58

disorder. But a change ot' attitude is now taking place.

At one titne, the policeman had a view of his job that was narrow as a laser beam, rigid as yesterday, and mechanical as a pair of handcuffs. He would say, if asked, that his job was to "protect life and property and keep the peace." Essentially, the work was regarded as repressive. Today, the professional policeman is not only interested in crime repression, as he must be, but also in critne prevention and in the protection of personal liberty. The professional, toda;-, says that his responsibility is to prevent critne and disorder and preserve the peace, for community security, and to protect life, property, and individual liberty, for personal security. At one time, the poHcetnan worked almost independently of other governmental units, with jealousy and suspicion. Today, the professional policetnati is more in- clined lo view himself as one of the niany units involved in the administration of criminal justice, and more inclit\ed to work cooperatively with prosecutors, public defenders, courts, probation and parole officers, and correctional specialists. At one time, police seemed cotnmitted to the view that any method that "got the job done" was acceptable. Today, the professional policeman is more inclined to think of the propriety of his methods. The modern professional police otTicer welcomes individual and group assistance in solv- ing inter-personal and inter-group conflict; pro- fessional police leaders, today, infuse, by their example, good attitudes within their agency, and, by their example, instruct the total community in terms of respotisible citizenship. The tnoderii professional officer is not cotnmitted to the in- terests of any one area or segtnent of the com- munity and indifferent to the rest; he does not regard policing as a ruthless and tnechanical method of protecting the "haves" from the "have nots," He is conscious of his responsibility to all citizens-—the good and the bad, the rich and the poor, the colored and the colorless, the intelligent and the stupid, the able atid the inept. At one titne, some police seemed committed to the view- that a good bicept, imposing height, and aggres- siveness were sufficient qualifications for employ- ment. At one time, some police seemed to view the "real policeman" as rough, tough, arrogant, abrasive, insensitive, abusive, and visceral. Torlay, the professional policeman regards character, learning, intellectual capacity, physical ability

tiecessary for the tasks at hand, wisdom and emotional stability as necessary to do the work. Today, the professional policeman is viewed as intelligent, able, etiergetic, virtuous, stable, mature, and compassiotiate.

All of these chatiges are pertinent to a considera- tion of education for law enforcement. It is easier and cheaper to teach a policeman the mechanical techniques of his work—operatitig the radio, applying the police strangle, double locking the cuffs, writing the ticket—than it is to teach an oflicer the psychological, sociological, anthropo- logical, legal, ethical, and human relations aspects of his work. It is easier and cheaper to teach an officer a few sections of the penal and vehicle code than it is to teach hitn how poor police work in the areas of arrest, search, and seizure will be rejected by the courts which assume their respon- sibility in enforcing the Constitution and Bill of Rights. It is easier and cheaper to teach an ofTicer to "follow the book" than it is to teach him how to use his discretion wisely iti performing his futiction. It is easier to recruit the ham-fiste<i reject of the competitive world of commerce and industr}' than it is to recruit atid enlist the "getitle- man cop." If in any police grouping, the majority of personnel represent the '•rock-em, sock-em" specialists in critne repression, there will be monu- mental difiicuUies iti changing attitudes and habits. The agency of neanderthal philosophy, shabby methods, and itiept personnel will merely exist, with continuing problems of recruitmetit and public relations, and with pay schedules that would insult any tnan of protnise. But in any police grouping that demonstrates, by leadership and actions, that it is dedicated to professional goals and standards, changes will take place, men of ability and character will be recruited, atui ultimately, working conditions and salaries will reflect the pride of the cotnmunity iti a truly pro- gressive police service.

PR0FtS5I0N".A.LIZATI0N

The local otTicer is, first of all, a law etiforcetnent generalist; he must ktiow federal law, state law, county atid municipal law, traffic law, criminal procedures and their applications in his com- munity. He makes crime scene investigations, interviews witnesses, and interrogates suspects; he must know the scientific applications of police techniques, and ktiow the practical applications of psychology. He is, in many instances, railed

1967] EDUCATION AND PROFESSIONAL LAW E.WFORCE.MENT 605

upon to make decisions of the greatest consequence without time for lengthy deliberation or consulta- tion; he must exercise good judgment in deciding whether to warn or to cite or to arrest. He is charged with the most delicate task of "preserving the peace" and must take immediate steps to restore the peace whenever it is disturbed. He must be able to handle citizens of all ages and dis- positions, providing a variety of services, while at the same time protecting life and property and personal liberty. To accomplish his goals he must exercise the greatest tact atid diplomacy if he is to retain the confidence of the citizenry. No poorly educated ofilcer can meet the strains of the service; he will surely falter, and there will be one more glaring example of police deficiency.

Dr. Ruth Levy, Director of the Peace Oflicers Research Project, Health Department, City of San Jose, California, states: "Reviewing the tasks we expect of our law enforcement oflicers, it is my impression that their complexity is perhaps greater than other professions. On the one hand we expect our law enforcement oflicer to possess the nur- turing, care-taking, sympathetic, empathizing, gentle characteristics of physician, nurse, teacher, and social worker as he deals with school traflic, acute illness and injury, juvenile delinquency, suicidal threats and gestures, and missing persons. On the other hand we expect him to command respect, demonstrate courage, control hostile im- pulses, and meet great physical hazards as do the soldier, the athlete, the firefighter, and the boxer. He is to control crowds, prevent riots, apprehend criminals, and chase after speeding vehicles. I can think of no other professioti which constantly demands such seemingly opposite characteristics."

Only a professional ofTicer can meet the demands of today. But it is "attitude," primarily, that marks the professional. Some police who speak of professionalization, and who desire the status atid prestige of a professional, have a value system that would be more appropriate to the days of public hangings. Some police want public support and recognition—but want to do tiie job in the same old way; some police want better pay and prestige—but resist any attempt to increase edu- cation and training levels; sotne police want to be loved by all—but resist the demands of the court for legal modes of procedure; some police want public support for better working conditions— but resist any talk of certification or licensing or tninimum standards.

When we talk about professionalization, we must talk about educational qualifications for the work. If we ask lhe question " \ \ l i a t standard of educational attainment should be set for the police service?", we must be prepared to atiswer the question, "What kitid of law enforcement officer do we desire?"

The modern police task, in my judgment, itn- poses as great a logic in requiring a college degree for the local law enforcemetit service as for the federal law enforcement service. One expert has said "regarding educatioti, a federal agent tnust be a college graduate. Yet, the municipal police service is far more cotnplicated, technical, and of far greater importance to the Aniericati way of life than is the federal service."

Currently, the educational requirements for the local level of law enforcetnent \ary widely. The OlTtce of Sheriff, Mnltnomah County, Oregon, requires the catididate for deputy sheriff to have a college degree. An IACP study done in 1961 indicated that 72% of the 55 agencies studied iti New Etiglancl had no educational achievetnetit standards for selection of tiew recruits. In tny judgtnent, the position of the Advisory Council on Police Education and Training of the Inter- national Association of Chiefs of Police is sound: "The educational requirements for police service should be established at the highest possible level consistent with the availability of qualified people. This means simply that if a department is able to hire all men with bachelor degrees because of the fact that they have a college or university program from which to draw, then that should be their minimum requiretiient. On the other hand, agencies tliat are unable to competently staff themselves with fully qualified persons may have to settle temporarily for those who bring only two years of educatiotial experience to the job. Only in those cases where the labor market cannot provide professiotially educated people should an agency seek or accept individuals without college back- ground."

You should know that it is estimated that within five years the job market will require seven out of ten workers to have two years of college. If this prediction is vali<i, police agencies still recruiting men from the high schools will be getting the most marginal peopk-—the lowest 30%.

Calls for elevation of educational standards should not be misinterpreted as calling for a lengthy technical education in college, for the

606 .1. C. GERMANN [Vol. 58

basic skills and techniques can be offered by the police agency. College men entering the service should be broadly educated, and equipped with the perspective and understanding obtained by courses in psychologj-, sociology, political science, English, history-, and philosophy. Our educational system tnust tiot overemphasize techtiiques and neglect conceptual understanding if it is to provide professional preparation. We have only to open our ears to the statements of uneducated police leadership to realize that narrow specialization over a nutnber of years has resulted in a lack of ability to see the police operation in a balanced perspective. The American police service is in dire need of supervisors and administrators who are broadly educated generalists.

Police Training, in-semice oriented, has pro- gressed to the point where many departments operate police acadetnies, provide for refresher (advanced officer) training, specialist training, supervisory training, and executive development.

At the federal level, the Law Enforcement Assistance .Act of 1965 is providing support for local training programs and funding for research and projects designed to provide new ktiowledges (such as the Lakewood Helicopter Patrol Project). Many states, 9 at the latest count, are providing, through councils and comtnissions, guidance and support for the development of minimum stand- ards of selection and traijiing. Ninety-nine per cent of the cities and counties of California have agreed to minimum selection standards, and are placing all candidate oiTicers into a 200 hour basic program. Sotne of these Councils and Commis- sions are providing Certificates of Competence. California's Commission on Peace Officer Standards and Trainhtg (POST) offers Basic, Intermediate, and Advaticed Certificates to those who cati qualify by education and experience, and some cities and counties are now requiring possession of such certificates as part of the promotional process.

COLLEGE PROGRAMS

College programs at the junior college, commu- nity college, city college, and university level are expanding rapidly. At the beginning of 1966 there were some 160 such degree granting programs-— and now there are 271—with 40 added in the past nine months! These programs enroll both full- time students anti substantial numbers of working oflicers. In California we have seven programs which offer Baccalaureate and Graduate degrees.

and 60 programs offering the two-year AA degree. It might be of ititerest for you to know that in the Spring of 1966 a survey was completed in Los Angeles County relative to working police officers and their educatiotial attaitiment. Some 650 ha\'e the AA degree, over 475 have bachelors degrees, sotne 65 have tnasters degrees or above—atid currently, in that one coutity, over 4,5{X) nllicers are enrolled in college programs, in Fall of 1966 a survey conducted in many of these college pro- grams have field training or internship programs in cooperatioti with local law enforcement ageticies —wherein students work and observe in agencies while they are enrolled in college programs.

The advisory groups for the college law enforce- tnent programs, matie up of motivated working police, are of great assistance in coorditiating the use of facilities and equiptnent, developing interti- ship progratns, and aiding iti field research.

The cotnnion curriculum design requires a study of police organization and management, areas of specialized technique and procedure, with a con- .sideration of legal and philoso|)hical bases, and requiring a well balanced liberal arts regimen so that broadly educateii leadership cati be prepared. These programs are built around the future, tiot around the past. The studies are carefully balanced between tlie tool and vocational type course and the conceptual and research course, and students are expected to prepare for supervisory and man- agement roles, even though their entrance is at the operational level. The city colleges and junior colleges pay heavy stress on the skill and tech- niques area, and operate as a feeder group for the seven baccalaureate progratns. Iti all the.se pro- grams there is stress on lawful etiforcement of the law, forasQuinn Tanim. ExecutiveDirector of the International Association of Chiefs of Police said, when Assistant Director of the Federal Bureau of Investigation, "The greatest evidence that law enforcement can offer to the conitnunity that it has come of age as a profession is a r(x:k-ribbed, unwavering preoccupation with and regard for personal rights and liberties.... It is vital to our standing and esteen in the eyes of the public, the courts, and the legislatures. . . . We must never fail to continually stress in our police schools the need for ever greater familiarity with the rule of law and observatice of civil rights. The theme that must run beneath ever\' police traitiing pro- gram is that the rule of law is the very heart and soul of American police action. It must he the

1967 EDUCATION AND PROFESSIONAL LAW ENFORCEMENT 607

golden tluead that ties together all the various subjects in our schools. If we fail to stress it we run the danger of becoming so preoccupied with the teaching of particular skills that we fail to develop the whole mati—the complete law enforce- tnent otficer. No matter how carefully we teach our young oflicers and no matter how skilled they become at such techniques as interviewing, patrol, sketching, plaster casting, photographing, and She like, they will not be real oflicers until the con- viction has become part of their very being that ever>-thing they do must be done in a reasonable and constitutional manner. Tliis is the true mark of the professional officer. In Ihe final analysis we are not so much interested in developing good photographers and good interviewers as we are in sending into the cotntnunity officers truly knowl- edgable of their role in a free s(x:iety who are in- cidentally good photographers and good inter- viewers. If we are successful, we will graduate young otTicers not only dexterous in skills and techniques of their calling but who are conscious of the phikwophy that underlies the entire en- forcement of the law. We will turn out men who possess that splendid professional reserve and disciplme which stirs the admiration of the public and brings nothing but acclaitn to our service. We will present to our cotnmunities not a otie- sided expert but a whole tnan, a complete police oflicer. We will turn out men who approach their tasks not with the narrow view of the "police carpenter" but rather with the broad view of the '•police architect" knowledgeable of the reasons that lie above, below, )>etvveen. and behind his actions."

PROBLEM AREAS

Traditionally, police have required their super- visors and adtninistrators to rise from the ranks. This fact, coupled with low entratice recjuirenients, has led to a shortage of traitied leaders. Until recently college people have been reluctatit to enter the service; but the trend is changing, ami as more and more college jieople are, by ability and demonstrated perfortnance, proving them- selves capable of rising to the top, they, in turn, are encouraging college graduates to enter the service.

The college man faces many frustrations in the service. He finds that ilie gap between what he has been taught in lhe college and the police acadetny, and what is done in !he field, is imtnense.

And he finds, very often, authoritarian, anti- intellectual, atid bureaucratic etivironments that are a great challenge lo his patience.

Authoritarian Environments: Self-scrutiny, self- criticism, and self-refonn is necessary if the Amer- ican police service is to be rapidly improved. But many police, particularly in supervisory and leader- ship petitions, are defetisive about being studied, or questioned. In sotne circles "unquestioning obedience" is a synoiiytnous term with "good policeman." The policeman is often characterized as passive, conforming, and unoriginal, and hyper- sensitive to criticism. Perhaps this is due to the fact that the positive duty of healthy questionitig and honest criticism is seldom mentioned and rarely encouraged. While respect and submission to rightful authority are the duty of every police- tnan, and are integral to the oath of oilke, very often the negative is overstressed. Potential leaders are lost to the police service when the concept of obedience catinot etnbrace freedom of expression, differing views, and flexibility. It is my judgtnent that to render considered criticism of a police agency is to ilo it a service and pay it a compli- ment. ]t is a service because it may spur the de- partment to do better; it is a complimetit because it evidences a belief that the departmctit can do better. Criticistn is tnore than a right, it is an act of loyalty—a higher form of loyalty than the fatniliar rituals of adulation. We have an unworthy tendency to fear and hate criticism of our service. In the abstract, we honor freedom of opitiion, but when we exercise it, we shock peo])le. It is desirable that we develop a police attnosphere where new ideas arouse interest, not horror; retlectioti, not etiiotioti. Dialogue, tiot invective, should be the order of the day. The very suggestion that au- thority in the police service should resemble something other than a feudal kingdom will strike some, of course, as a datigerous dem(H:ratization, or an invitation to atiarchy. The fact is, however, that the most ])rogressive police agencies iti the United States stress cooperati(»ti, participation, and open cotntnunication, afl'irmative and negative.

.-inti-Intellertual Environments: Police educa- tion and training can no longer be a process by which outmoded attitudes and habits are trans- tiiitted to succeeding generations of policemen without audit, excision, and change.

The college programs are attempting to develop the professional; the scholarly cop; the gentleman cop; the wise cop. But this professional orientation

608 -I. C, G7-AM/.!.\.V [Vol. 58

may be a source of problems to the outstatuiing youtig careerist, for the police agency may expect hitn to hold attitudes, or take actions, or to tnake decisions which run directly counter to his pro- fessional values. He may find that his erudition makes him suspect, and that he is feared and sotnetimes rejected by fellow oflicers who have not obtained an education, and who do not share his vision of a professional service.

The .^merican police service needs the profes- sionally trained careerist, for they are the source of new approaches, new ideas, new tnethods- -for want of which, the service will surely stagtiate, wither, atid decay. Any police agency that fails, iti this day and age, to recruit a suflkient nutnber of innovators and professionals will not he able to meet the challetiges of the day.

The police service has often failed lo sincerely welcome the professionally trained careerist, and has often rejected and repelled him. Why? Be- cause at top levels of the police service there are far too tnany ignorant, foolish, narrow minds that look down upon the educated careerist as a "wet behind lhe ears" neophyte. The American police service is in some trouble today, and a rnajor cause of its problems is the fact that it is not too bright at top levels. If the service is to meet to- day's challenges it needs a great many first-class brains at policy making levels.

Even though there is much talk about pro- fessionalizaiion and the need for the educated careerist, the fact is, that in many agencies his presence is not urgently desired by police leaders, and an environment in which he can work pro- ductively does not exist, in many police agen- cies. One easy test of an agency is !o detertnitie how interested it is in supporting and eticouraging its men who desire college devcloptnent. The pro- gre.ssive agency sees to it that assignments and schedules are arrattged to assist those enrolleil iti college programs.

Let's face it: the professionally trained careerist, ui)on entering tlic police siT\'icc, is generally more critical of traditional attitudes and habits than are non-professionally oriented persontiel. This creates problems, for most employees look to police leader- ship for enunciation of, and cotnmitment to, pro- fessional nortns and statidards. If the educated careerist holds higher standanls, he judges police supervision anti leatiershi]) much more severely than police oflicers who have not had such profes- sional preparation. In other words, the standards

that have been regithirly transmitted by police leadership are often not as high as those standards that have been devcloiMjd by external sources. Obviously, this creates tnorale problems, and a continuing conflict between the professionally oriented careerist atui those in the service who cling tenaciously to outmoded attitudes and habits.

Bureaucratic Environments: The police bureauc- racy is often represented by the omniscent man at the top who gives the oriler that initiates all activity; and all authority and initiation is cas- caded down by successive tlelegations, wiUi com- plete (jiscipline to assure that cotntnands are literally obeyed. There is but one source of legiti- macy, anti any conflict is deemed illegitimate. Thus conflict, which encourages innovation, is stilled, and creativity is depresseil. Hierarchical position (rank) is a reward for compliance; this creates cotiipetition for rank, not based on professiotial competence, but based on confortnity to agency criteria. Such competition creates psychological anxieties, and the otily safe posture is conformity. Success is measured, not by professional growth and esteem of profpssional peers, but by loyal com- mitment to the agency and its philosophy.

Often the police bureaucracy is represetited by overdetailed task breakdowns, with many spe- cialized units, to the point that members of some units know very little, and care very little, about what other units are doing. The police agenc\- be- comes a nutnber of stnall kingdoms.

If the police bureaucracy is to become a vital and creative institution, professional people cati- not give tnechanical commitmetits to agency pro- grams, only to professional goals; they will not see the service as competition for "rank" but as a tneans of professional growth and experience. This meatis, ultimately, that "rank" tnust give way to some other indication of personal worth.

As we look to tlie future, it is liright. Improved police attitudes will bring itnpro\-ed public atti- tudes and cooperation; the professiotial American policeman is very cognizant of the fact thai in order to gain respect, he must be respectable. The I're.si- dent's Commissicti on Law lOtiforcemctit and the .Adtnitiistration of Justice (Natiotial Crime Com- mission) will shortly report to the President. Its Asscsstnent Task force will re])ort on the volume, nature, and causes of crime; its Police Task Force will report on methods lo itn|)ro\-e [lolicc anil pro-

10671 EDUCATION AND PROFESSIONAL L.iW ENFORCI-ME.ST 609

cedures of agencies; its Correctiotis Task Force will report on ways to improve the work of prosecutors, judges, and defense atlortieys; and its Science and Technology Task Force will report oti how scietice and technology can improve our system of Critni- na! Justice.

The police task force will deal with the police role, organization, policing the vertical city, pri- vate and industrial police, morale, regionalization, field procedures, personnel practices, and state wide standards, cadet programs, crime prevetition legislation, police cotntnunity relations, portable pensions, lateral entrance, and a host of peripheral subjects.

This report is due January, 1967, and should he made available shortly thereafler.' It should be of assistance to all utiits workitig within the atiminis- tration of criminal justice, and should result in a greater mesh of operatiotis, and a lessening of over- lapping and duplications that are so wasteful of facilities, equipment, and tnatipower.

More and more we recognize that a common philosophy of administratioti and ojxTations must be developed in the administratioti of criminal justice, and existing conflicts in value systetns eliminated. It is my personal judgment that soon we will develop multi-disciplitiary core programs for our colleges and universities, with hea\T em- phasis on the behavioral sciences, that can be the common preparation for all persontiel who wish to enter a career in the admitiistralion of criminal justice, whether they desire to work for police, prosecutor, correctional institution, or other specialty. I think we will soon develop sophisti- cated multi-disciplinary training programs within our agencies that will require new personnel to

'Cotnmission Summary Report, entitled The Chal- lenge of Critne in a Free Society, is a\-ailable from the Superintendent of Documents, (iovernment Printing Office, Washington, D.C. 20402. (Catalog Xo. Pr 36.8:L 41/C 86; S2.35 per c..p>-)

siM;tid weeks or months with other agencies so that the professional careerist will acquire an appre- ciation of the works of other units.

1 am optimistic as 1 look lo the future of Ameri- can policing. I see many of the tiew breed risitig to positions of policy making authority, and I note a most refreshing change in public police expressions. Thete is more and tnore acceptance of ihe philoso- phy that all citizetis have the right to protectioti of their persons atid neighborhoofis from anti- social attacks, and, as innocent, suspect, or guilty, all citizens have the right to just and proper treatment by those who are assigned the {a?k of enforcing the law. There is more an<i more accep- tance of the philosoph)- that policing involves more than crime repressioti -catching crooks—that it must be vitally coticerned with crime prevention and with the protection of personal liberty, as well.

Even though tiot all citizens are as cotnmitted to the cotntnon gtxwt as would be desired, we catiiuit allow our enthusiastn to he datniH-ned, or fail iti our responsibility lo set a good exatnple before the community. Every policeman, representitig the governtnent, is in a position to be a force for good, for by his exatniile he teaches the conitnunity atui moulds its attitudes. We cantiot induce a spirit of respect for tnan if we ttilerate e\ii means to ac- cotnplish good ends, or if we ignore humati iligtiit\- in enforcing the law. We catinot induce a spirit of respect for law if we treat people who constitute our crime problem as if they were beyond the pro- tection of the Constitution, or if we violate the law in enforcing the law. It is my considered judge- metit Ihat lawful enforcement of the law does tiot in- crease crime, or harm the police function, but rather, engenders public support and cooperation. That is the challenge to today's professionall}- edu- cated officer.