Describes Mary Carpenter's (1807-1877) work in prison reform and correctional education. Provides biographical information and selections from her writings. (Contains 11 references and a chronology of her work.) (JOW)

Political processes that shaped the introduction of Mutual Welfare Leagues in New York prisons at the turn of the century demonstrate politicians' indifference to reforms, conflicts between reformers, and the blurring of distinctions between reformers and politicians when reformers engage in political activities in order to initiate reform. (SK)

Presents brief biographies of two men involved in prison reform: Thomas Mott Osborne (who allowed convicts to manage democratically every aspect of prison activity) and Austin MacCormick (founder of the Correctional Education Association and the Journal of Correctional Education). (CT)

Describes the life and work of John Howard, the great English prison reformer, who pioneered in exposing certain inequities of the English social system through his publications, his investigation of prison conditions first hand, and his appearances before Parliament. (CT)

This is the first of two articles about aspects of the correctional education (CE) professional identity issue. This article addresses the meaning of the CE/prison reform link, and discusses the lives of two 19th-century CE/prison reform heroes: Alexander Maconochie and Zebulon Brockway. (CT)

Peasants dispossessed by economic and social change in 16th-Century England created a crime wave in London. In response, Bridewell Prison was established on the premise of rehabilitation: teaching inmates a trade and developing useful work and social habits. (SK)

U.S. and European prison reformers influenced correctional education in Ontario in several areas: support for the common school movement, administrative practices, religious instruction, literacy training, and vocational programs. (SK)

Successive waves of immigrants were classified as criminal and ignorant by ethnicity in the 19th and 20th centuries. These stereotypes, as well as efforts of public schools and correctional education to assimilate these groups, may be compared to today's arguments to limit immigration. (SK)

In the 19th century, ministers would teach reading to prisoners on Sunday evenings, so-called sabbath schools. Expansion of these efforts into other subjects led to correctional education. Inadequate resources and facilities and resistance from administrators and prisoners parallel the struggles of today's correctional educators. (SK)

Suggests the need to understand how indirect social conditions shaped prison reformers' ideals and struggles. Examines the impact of prisoners' agency on the history of a key movement in prison education: the development of the Mutual Welfare Leagues. (JOW)