By Claris Campbell I appreciated the words of Barbara J. Brooks ("Former Jail Inmates Need Society's Help," Dec. 10, 2002), who described the value to society of using prison time to prepare inmates for when they are released.

I do volunteer literacy training at Orange County Jail in Santa Ana. The inmate with whom I'm now working has not only attended my class but is also taking advantage of many other programs within the jail, such as computer illiteracy, high school equivalency degree preparation, parenting classes and substance abuse classes.

The James A. Musick Branch Jail, near Lake Forest, known as the Farm, helps prepare those who wish to learn a trade. Inmates are also allowed to work on the facility's farm. Because of the greater freedom at the Farm, most inmates are lesser offenders.

But we have to realize there are some people in any jail who present too much of a threat to enjoy less structured settings. I hate to think of them sitting in a cell, but potentially violent inmates require close containment. They also would benefit from using prison time to prepare for a return to society. And that is why I am a volunteer teacher in the county jail.

My awareness of schooling programs in the jail began when I ran across READ Orange County, a literacy program. I volunteered for a few training classes and figured I was going to teach in a traditional tutoring program.

Then we were told about the possibility of tutoring in a local jail. This seemed interesting. As a teacher, I had worked with a lot of tough street kids who were in my special education classes. These people need help.

I eventually began meeting each week with a man from Guatemala whose aim is to speak better English.

Before being assigned to the jail, I had to have a security clearance. Naturally, there is caution used in permitting civilians in as teachers. I was uneasy my first day. An employee of the Programs Department always goes with me and returns at the end of my class. I wear the badge of a community volunteer at all times while at the jail. And I was reminded of safety rules.

I was introduced to my student when we reached the classroom. Once there, instincts developed during my years of teaching took over. I'm sure that volunteers who haven't taught school are comfortable too, because tutors receive training and inmates are given tests to determine the level at which instruction should start.

I found out right away that the inmate assigned to me enjoyed current events. The Los Angeles Times became one of the key tools from which we worked to improve his English. I brought my copy from home and we read about such things as U.N. Secretary-General Kofi Annan and Sherron Watkins, the whistle-blower at Enron.

We also use a wide variety of other materials, including children's poetry, the maxims of Benjamin Franklin and magazines.

He was able to print, having been schooled as a child, but I also taught him cursive writing. We were both amazed at his beautiful writing. I think he was quite proud of this.

One-on-one teaching gives both people a chance to work at whatever level the student needs to. It is a gratifying experience. I had the pleasure of helping a bright man who grew up in an impoverished home and had only six years of formal education. The student has time for conversation and sharing with a person who shows interest in him as a human and as a student.

My inmate student is unfailingly courteous. He thanks me each time I see him.

There are no behavior problems that I know of among the men going to and from classes. Privileges are revoked when there is any lapse in discipline. And a camera lets the desk deputy keep tabs on the classroom.

Perhaps the hardest thing was getting used to the physical nature of a jail. It is enclosed and not very inviting, despite being kept clean and painted. I must pass through locked doors and gates to reach my classroom. It was a startling experience at first because I've never been confined.

But I'm glad to say that a couple of visits put an end to the uneasiness.

I'm proud that Orange County gives inmates the opportunity for personal growth. Perhaps some will return to society with better living skills. Meanwhile, let's give credit to the system for all that is being done.

Claris Campbell is a retired teacher who lives in Santa Ana.

LETTERS TO THE EDITOR
Prison Reform: Put Gov. Davis on Notice

January 30 2003

Prison reform seems to make sense to every rational person except our governor ("Correctional System Needs Correcting," Commentary, Jan. 26). You'd think that the ever-expanding budget gap would compel him to seek out cost-saving alternatives, but instead he proposes even more spending on corrections. It's no big secret that Gov. Gray Davis has been made possible thanks to a generous contribution from the California Correctional Peace Officers Assn., which surely has a lot to show for its money in the way its budget was largely spared by the administration.

In the meantime, billions of dollars get filtered through the Department of Corrections, and all taxpayers have to show for them is inmates coming out of prison more violent than when they went in, with little money left to spend on the true deterrents to crime: education and social services. It is high time the governor and others who push the "lock-em-up" mentality were put on notice: Taxpayers can no longer afford to keep nonviolent inmates incarcerated just to benefit the few who profit, most notably the folks at the California Department of Corrections.

Sandra Austin-Herwerth

Los Angeles