Juvenile delinquency (1955)

JUVENILE DELINQUENCY 41 abilities through trial aud error, and by the supervision of his efforts on a par- ticular job. (2) Correlation of classroom and field work accomplished by daily coordina- tion of their specific activities by teachers and work supervisors. The boys are thus made to realize in concrete form the connection between their classroom studies and their work projects. (3) Orientation period of testing the boy for the most effective placement in the school and work program. Also, he is given an opportunity to choose his vocation: (a) Time—3 weeks more or less. (ft) Temporary assignment of each boy to a job in order to learn his apti- tudes and preferences. (c) Formal tests given by the teachers to help the boy to find out for him- self what his deficiencies in school work are and what he must do to correct them. Also, they help to uncover the boy's particular interests and abilities. The boys are granted high school credit for formal instruction and occupational experiences at the Twin Pines Ranch High School. In creating a new social en- vironment, it is proven that self-direction on the part of the boy is essential to true rehabilitation, work and study on a voluntary basis; rewards rather than punish- ment ; learning by doing. The newcomer to the ranch is immediately a part of the program by his accept- ance on the part of the group. He is not placed in an indoctrination group to do the dirty work until he is replaced by another new boy, nor is he ever placed in a punishment work group. This is an educational institution and it is impossible to truly educate by punitive tactics. Difiicult jobs are manned by rotating boys from different shops and cleanup is done by all boys the first period after break- fast. All boys make dirt, so all boys clean up the ranch grounds. Home atmos- phere builds confidence and self-expression through the feeling that each boy has a place and is wanted. Such an atmosphere fosters the realization that each boy has his own special contribution to make to the enjoyment and welfare of the ranch as a whole. Fewer rules and regulations, minimum supervision, less re- striction, and no staff coercion have been replaced by group control, which is the outgrowth of self-direction, confidence, and appreciation. The boy must be im- pressed with a sense of responsibility toward the group, that all the liberty and attention he receives is not carte blanche to infringe upon the rights of others. The ranch attempts to provide a homelike atmosphere for him by providing him those traditional niceties that a good home provides by helping him celebrate his birthday, and holidays, particularly Christmas. These special events are no longer just accepted ; they are appreciated and looked forward to. Ranch atmos- phere will give the zest of concrete things to do, love of out-of-doors, a wholesome channel for a boy's natural love of adventure and achievement. What is a ranch without horses, and what are youth years without the advantage or privilege of caring for or riding horses? Twin Pines Ranch has its stables, tack room, corrals, pastures, and horses. Riding in the hills atop his favorite horse, a boy is at peace with the world. Swimming, fishing, hiking, and horseback riding—all these, plus regular hours, plenty of good food, plenty of sunshine, and a chance to be clean tend to make him a better physical specimen, which in turn helps his mental state. For once in his life, he is finding himself in an environment rela- tively free from anxiety. While at the ranch, the boys receive a small daily wage with which they must purchase personal necessities, i. e., toilet articles, writing materials, haircuts, etc., and confections and soft drinks. By this method, staff members have an op- portunity to teach them the value of a dollar and how to save because, when leav- ing the program, they receive their savings, which can be a helping hand as they start life anew away from the ranch. During the slow steady growth of the boy population, as well as the physical plant, traditions have infiltrated into the program to the extent that they are now a potent power which not only directs the boy at the ranch, but also guides him when he returns to society. Many of tlie traditions are purposely dramatized to stir his emotions, making lasting impressions upon the youth. At the entrance to the ranch, a large white ranch gate has been erected upon which has been carved the words "Howdy Pahdner." The superintendent greets each new student ranch hand beneath this huge gate with a hearty handshake. Perhaps that handshake is the helping hand that the boy has long been looking for. The boy and the superintendent drive to the ranch house, about one-half mile away, in a ranch surrey drawn by two well-matche<l paint horses. During