The New York Police College
| Published date | 01 July 1930 |
| Date | 01 July 1930 |
| DOI | http://doi.org/10.1177/0032258X3000300303 |
| Subject Matter | Article |
The
New York Police College
By GROVER A.
WHALEN
1Lately Police Commissioner and President, Police College, New York City
THE
FUNDAMENTAL
PURPOSE
THE policing of New York or London is a business of
great magnitude.
The
public constitute the stockholders. As such, our
millions of citizens are entitled to know the conditions of our
business, its accomplishments, its weaknesses, and the steps
that are being taken to improve its efficiency.
A police department differs from a commercial institution
in only one basic respect. Its commodity is service rather than
merchandise.
Having appraised New York's police department through
the eyes of a business man and having taken an inventory of its
merits and defects, I have reached definite conclusions as to
how to improve its personnel, increase its efficiency and make
such enlargements of the service as the needs of the com-
munity require. Many of these improvements have been
put
into operation, their practical value has been demonstrated and
the appropriating bodies of our City Government have been
most liberal in granting funds for increasing their effectiveness.
It
is generally conceded that the fundamental weakness of
police service is lack of scientific knowledge and training.
Rule-of-thumb procedure cannot fail to produce an excessively
large percentage of error. While the gathering of information
is essential to the solution of crime, the collection, the organi-
zation and the evaluation of the same must be in accordance
with scientific methods.
Itrust this statement will not be misinterpreted, nor be
1
This
article was written before
Mr.
Whalen resigned his
post
on
the
zoth
May, 1930. 342
NEW YORK POLICE COLLEGE
343
construed as a reflection on the individual policeman, or the
department.
In
scholastic knowledge, natural brightness,
mental resourcefulness and other essential attributes, the New
York policeman ranks second to none. His courage, initiative,
zeal and integrity have always aroused admiration. He is
, faithful unto death.'
My precise meaning can best be illustrated by a specific
illustration.
Suppose a patrolman has distinguished himself by an act
of exceptional bravery and is promoted to a higher rank such
as that of detective which carries a higher rate of compensation.
This method of reward has been the traditional one in the
department.
What does the newly-made detective know about his job ?
In most instances his technical knowledge is the outgrowth
of limited experience gained as a patrolman.
Has such knowledge sufficient depth, variety and accuracy
to equip him for his new duties?
How much better it would be if the appointee were given
an intensive course of instruction, in which experts within the
department would demonstrate by means of interesting case
studies the modem technique of detection and apprehension.
Moreover, suppose that experts in other callings should give
him an insight into methods of detection based upon amodern
knowledge of law, ballistics, handwriting, explosives and
toxicology.
Would not the acquisition of knowledge and method,
through organized courses of instruction inclusive of such
features, be a great economy ?
Rather than compel the newly-appointed detective to
learn the essentials of his professional work in the costly school
of experience, why not equip him with much of this knowledge
before he assumes his new post as the foe of the underworld ?
My chief aim has been the improvement of men in
service by means of scientific knowledge and carefully-planned
training.
Modem business applies these up-to-date methods in the
interest of the employee and of increased production. Why
should not the police department do the same? Both should
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