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James A. Fagin
 School Crime Data 59
State Surveys and Self-Reports 59
Caution: Crime Statistics, Public Safety, and Predicting the Future 60
The Other Side of Crime: Victimology 60
The Demographics of Criminal Victimization 60
Situational Characteristics of Victimization 61
Theoretical Explanations for Victimization 61
Victim-Precipitation Theories 62
Lifestyle Theories of Victimization 62
Differential Association 62
Routine Activities Theory 63
Rational Choice Theory of Victimization 63
The Victims’ Rights Movement 64
Crime Victims’ Rights Act of 2004 66
Civil Remedies for Victims 66
THE CASE: Drug Addiction as a Victimless Crime 68
Summary and Key Concepts 69

CHAPTER 4 Criminal Law: Crimes and the Limits of Law 71

The Rule of Law: We the People 72
The Making of Law 73
Federal Criminal Laws 73
State Criminal Laws 74
Local Criminal Laws 74
The Limitations of Law 75
Elements of a Crime 77
Strict Liability 77
Incomplete Crimes or Inchoate Offenses 78
Criminal Defenses 80
Overview of Defenses 83
Crimes by Law 83
Criminal Law and Social Behavior 85
THE CASE: Cultural Values and LGBT Anti-discrimination Rights 87
Summary and Key Concepts 88

CHAPTER 5 An Overview of Law Enforcement: History, Agencies,

Personnel, and Strategies 91
Development of Policing 92
Contemporary Policing 92
Federal Law Enforcement 93
Federal Jurisdiction and Police Powers 94
Other Federal Law Enforcement Agencies 99
The State Police 99

Contents vii
 Highway Patrol 99
Criminal Investigation 100
County Law Enforcement Agencies 101
Administrative Structure of the Sheriff’s Department 101
The City Police: “The Cops” 102
Jurisdiction of Local Police 103
Roles of Local Law Enforcement 103
Administrative Structure of the Municipal Police 104
Selection of Police Officers and Career Paths 105
Law Enforcement Education Program 105
The Police Academy and In-Service Training 106
Career Paths 107
Unique Aspects of Employment in Law Enforcement 108
Geography and Shift Work 108
Stress and Danger 109
Special Police and Private Protection Services 110
Special Police 110
Private Protection Services 110
Operational Strategies 111
Team Policing 111
Community Policing 112
Conclusion: Beyond History 114
THE CASE: The Next Generation Identification System: Friend or Foe? 115
Summary and Key Concepts 117

CHAPTER 6 Oversight and Professionalism of Law Enforcement 120

Professionalism and Oversight 121
What Is Professionalism? 121
Strategies to Promote Professionalism 122
External Oversight of the Police 124
Rules of Evidence 125
The Exclusionary Rule 125
Fruit of the Poisoned Tree Doctrine 125
Application to State Courts: Mapp v. Ohio 126
Exceptions to the Exclusionary Rule 126
Search and Seizure 127
The Fourth Amendment and the Right to Privacy 127
DNA Searches 128
Search Incident to Lawful Arrest 129
Plain-View Searches 129
Consent to Search 129
Search of Automobiles 130
Search of Persons 131

viii Contents
 Other Exceptions to the Warrant Requirement 131
Public Safety Exceptions 132
The Good Faith Exception 132
Issues of Privacy 133
Arrest 133
Interrogations and Confessions 134
Waiver of Rights 134
Use of Physical Punishment and Pain 134
The Right to an Attorney 134
Delayed Court Appearance 135
Limits on Deception 135
Miranda Rights 135
Right to Remain Silent 136
Police Lineups 136
Juveniles 136
Law Enforcement Misconduct 137
Use of Force 137
Misconduct and Law Enforcement 139
Racial Profiling 139
Entrapment 141
Remedies for Law Enforcement Misconduct 142
Intelligence Gathering 143
Intelligence Gathering and the War on Terrorism 143
Interrogations and the War on Terrorism 143
Conclusion: Good, but Could Be Better 144
THE CASE: The Promise and Challenge of Police Body Cameras 145
Summary and Key Concepts 147

CHAPTER 7 The Court System 150

Foundation and Structure of the Judicial System 151
Dual Court System 152
Civil versus Criminal Law 153
Comparison of Civil and Criminal Courts 153
The Federal Court System 154
Overview of the Federal Court System 155
U.S. Courts of Appeal 157
Organization of the Federal Courts 158
The U.S. Supreme Court 158
Structure and Function of the State Courts 162
Courts of Limited Jurisdiction 162
Courts of General Jurisdiction 163
Appellate Courts 163
Courts of Last Resort 164

Contents ix
 Conclusion—A Framework for the Rule of Law 164
THE CASE: Judicial Independence 165
Summary and Key Concepts 166

CHAPTER 8 Courtroom Participants and the Trial 168

The Adjudication Process 169
Jurisdiction 170
Trials in Courts of Limited Jurisdiction 170
Trials in Courts of General Jurisdiction and Federal District Courts 170
Charges and Proceedings before Trial 171
Determining the Charges: The Police and the Prosecutor 171
Competency to Stand Trial 173
Bail 174
Excessive Bail 175
Denial of Bail 175
Discrimination Against the Poor 175
The Bail Bonds Agent 175
Bond Jumpers and Bounty Hunters 176
Alternatives to Cash Bond 176
Pros and Cons of Bail 177
Plea Bargaining 177
Time and Cost 177
Community Interest 177
Clearing Cases 177
Questionable Confidence in the Case 177
Initiation of Plea Bargaining 178
Sentence Bargaining 178
Effective Counsel in Plea-Bargaining Law 178
The Right to a Speedy Trial 179
The Sixth Amendment Right to a Speedy Trial 179
The Speedy Trial Act of 1974 181
Rules of Evidence 181
Duties and Rights of Participants 182
Power of the Judge 182
Bench Trial 182
Courtroom Security 182
The Defendant 183
Indigent Defendants 183
Jury Service 183
Conclusion: Justice Is the Goal 184
THE CASE: Exclusion of African–Americans from Juries 185
Summary and Key Concepts 187

x Contents
CHAPTER 9 Sentencing 190
Purpose of Criminal Sanctions 191
Sentencing Philosophies 192
Deterrence 192
Incapacitation 194
Retribution 195
Rehabilitation 195
Restorative Justice 195
The Special Case of Offenders with Mental Illness 196
Defining Insanity 196
The Insanity Defense Reform Act of 1984 197
State Courts and the Insanity Plea 197
Public Fear of the Insanity Plea 197
A Fair Sentence 197
Laws 198
Judges 198
Concerns About the Election of State Judges 198
Prosecutors 199
Defense Attorneys 199
Juries 199
Presentence Investigation Report 199
The Offender’s Background and Attitude 200
Sentencing Hearing and Victim Impact Statements 200
Sentencing Models 201
Sentencing Models 201
Determinate versus Indeterminate Sentencing 201
Mandatory Sentencing and Habitual Offender Laws 201
Sentencing Guidelines 203
Presumptive Sentencing 203
Truth in Sentencing 204
Sentencing and the Death Penalty 205
The Death Penalty and Abolitionists 205
The Death Penalty and Civil Rights 207
Challenges to the Death Penalty 207
Reconsideration of the Death Penalty 208
Conclusion: The Debate Continues 213
THE CASE: Lenient Sentence for Campus Rape? 214
Summary and Key Concepts 215

CHAPTER 10 Jails and Prisons 218

Development of American Jails and Prisons 219
Early Jail Conditions 219

Contents xi
 Reform at Last: The Walnut Street Jail 220
Bigger Is Better: Eastern State Penitentiary 220
The Auburn System 221
Southern Penal Systems 222
The Contemporary Correctional System 223
Highest Incarceration Rate in the World 223
Nonviolent Offenders 224
Causes of High Incarceration Rates 224
The Rising Cost of Incarceration 224
Jails 226
Short-Term Facilities 226
Municipal Jails 229
State Prisons 229
Prisoner Classification 230
Special Prison Populations 232
Mental Stability 232
Institutional Racism and Incarceration 234
Federal Prisons 235
The Federal Bureau of Prisons (BOP) 235
Federal Correctional Facilities 236
Privatization 238
Cost-Reduction Benefits 238
Criticisms of Privatization 238
Detriments to the Surrounding Community 239
State Liability 239
Escaped Prisoners 239
Prison Life 239
Sexual Violence in Prisons 239
Prison Gangs 240
Physical Health in Prisons 241
Mental Health in Prisons 243
Prison Violence 245
Conclusion: Prison—The Human Cage 245
THE CASE: Rikers Island: Culture of Abuse 246
Summary and Key Concepts 248

CHAPTER 11 Probation and Parole 251

States Turn to Diversion, Probation, and Parole 252
Diversion and Probation 253
Parole 253
Probation 255
Probation Services 256
Decision to Grant Probation 256

xii Contents
 Pros and Cons of Probation 257
Decision to Revoke Probation and Due Process Rights 258
Parole 259
Parole d’Honneur 259
The Mark System 259
The Irish System 259
Pros and Cons of Parole 259
States That Have Abolished Discretionary Release 260
State and Federal Parole Boards 263
The Parole Hearing 264
Conditions of Parole 266
Revocation of Parole 266
Supervision of Probation and Parole 267
Social Work and Rehabilitation Skills 267
Measures of Success 268
Conclusion: You Can Lead a Horse to Water, But . . . 269
THE CASE: Too Dangerous to Release? 270
Summary and Key Concepts 272

CHAPTER 12 Corrections in the Community 274

Early Release and Financial Crisis 275
Why Intermediate Sentences? 276
Huge Expense and Number of Prisoners 276
Record Numbers of Released Prisoners 277
Incarceration Fails to Prepare Offenders for Reentry 277
Concern for Community Safety 279
Intermediate Sanctions and Community Corrections 279
Intensive Probation Supervision (IPS) 280
Split Sentencing and Shock Probation 281
Shock Incarceration: Boot Camps 282
Home Confinement and Electronic Monitoring 283
Reentry Programs: Preparing Offenders to Take Responsibility 285
Faith-Based Programs 285
Work Release 285
Education Release 287
Halfway Houses 287
Day Reporting Centers 288
Reentry Programs for Drug Offenders 289
Adult Drug Courts 289
Tribal Drug Courts 290
TASC and RSAT 291
Conclusion: Try, Try Again 291
THE CASE: College Education for Offenders 293
Summary and Key Concepts 295

Contents xiii
 CHAPTER 13 The Juvenile Justice System 297
A Changing View of Young Offenders 298
Development of the Juvenile Justice System 299
Before There Was a Juvenile Justice System 299
Foundations of the Juvenile Justice System 300
The Jurisdiction of the Juvenile Justice System 302
Classification of Juvenile Offenders 302
Due Process for Juveniles 303
Kent v. United States—Waiver Hearing Rights 303
In re Gault—Due Process Rights 303
In re Winship—Burden of Proof 304
McKeiver v. Pennsylvania—Right to Jury Trial 304
Breed v. Jones—Double Jeopardy 305
Schall v. Martin—The Right to Bail 305
The Juvenile Court 305
Separation of Juveniles and Adults 305
Community-Based Facilities 306
Treatment of Minority Juveniles 306
Judicial Waiver: Abandoning the Great Experiment 306
Mens Rea and Youthful Violent Offenders 306
Adjudication for the Juvenile Offender 309
Classification of Processing 309
Intake 309
Deciding between Juvenile and Adult Jurisdiction 310
The Juvenile Intake Officer: Gatekeeper and Counselor 311
Formal Processing 312
Adjudication 312
Detention and Probation (Aftercare) 313
Juvenile Death Penalty 314
The Juvenile as Offender 316
Sociological Explanations 316
OJJDP’s Study Group on Very Young Offenders 317
Youth Gangs 319
Juvenile Substance Abuse 321
Schools and Juvenile Violence 322
Strategies for Safe Schools 322
Responding to Violence on School Property 323
Firearms and School Shootings 323
Reducing Bullying 324
Police Presence on School Campuses 325
Some School Safety Programs Create New Problems 326
The Juvenile as Victim 328

xiv Contents
Conclusion: Innocence Lost? 328
THE CASE: Native American Juvenile Detention Facilities 330
Summary and Key Concepts 332

CHAPTER 14 Homeland Security 335

Terrorism, Homeland Security, and the Criminal Justice System 336
What Is Terrorism? 336
Terrorism and the Criminal Justice System 337
Terrorist Tactics 337
Domestic and International Terrorism 338
September 11, 2001: The Tipping Point 340
Capacity of State and Local Criminal Justice Systems Questioned 341
The New Federalism for Counterterrorism 341
Department of Homeland Security: Building a Better Defense 341
Multiple Agency Coordination 344
United States Government Interagency Domestic Terrorism Concept of
Operations Plan 344
First Responders 344
Intelligence and Homeland Security 346
Historic Separation of FBI and CIA 346
Post–September 11, 2001, Intelligence Reforms 346
Joint Local–Federal Counterterrorism Task Forces 347
Informal Intelligence Networks 347
Fusion Centers 347
Local Law Enforcement Intelligence Units 347
Expanding Federal Law Enforcement Powers to Fight Terrorism 348
Enemy Combatant Executive Order 348
The USA PATRIOT Act 350
Fortress Urbanism: Terror-Focused Policing 352
Homeland Defense: Straining Police Resources 352
Terrorist Threat Advisories 353
Border Security and Immigration 353
Sealing the Borders 353
Immigration Control and Enforcement 354
State and Local Actions to Curtail Illegal Immigration 356
National Identification Card 357
Securing U.S. Cyberborders 358
Civil Rights and Homeland Security 359
Fewer Liberties, Greater Security? 359
Free Speech and Protest versus Terrorism 360
Denial of Due Process 360
Killing U.S. Citizens 362

Contents xv
 Conclusion: Turning the Criminal Justice System Upside Down 362
THE CASE: The Rise of the International Lone Wolf Terrorist 364
Summary and Key Concepts 365

Reference 367
Glossary 391
Name Index 406
Subject Index 408

xvi Contents
Preface
Introducing the Justice Series
and instructional designers come together
When
focused on one goal—to improve student
best-selling performance across the CJ curriculum—
authors they come away with a groundbreaking new
series of print and digital content: the Justice
Series.
Several years ago, we embarked on a journey to create
affordable texts that engage students without sacrificing aca-
demic rigor. We tested this new format with Fagin’s CJ2010
and Schmalleger’s Criminology and received overwhelming
support from students and instructors.
The Justice Series expands this format and philosophy to
more core CJ and criminology courses, providing affordable,
engaging instructor and student resources across the curricu-
lum. As you flip through the pages, you’ll notice that this book
doesn’t rely on distracting, overly used photos to add visual
appeal. Every piece of art serves a purpose—to help students
learn. Our authors and instructional designers worked tire-
lessly to build engaging infographics, flowcharts, and other
visuals that flow with the body of the text, provide context and
engagement, and promote recall and understanding.
We organized our content around key learning objectives for
each chapter, and tied everything together in a new objective-
driven end-of-chapter layout. The content not only is engaging
to students but also is easy to follow and focuses students on the
key learning objectives.
Although brief, affordable, and visually engaging, the Jus-
tice Series is no quick, cheap way to appeal to the lowest com-
mon denominator. It’s a series of texts and support tools that are
instructionally sound and student-approved.
Additional Highlights to the
Author’s Approach
Each instructor has his or her own teaching style and objectives and
introductory classes are offered in different formats, including ac-
celerated terms, hybrid and online classes. CJ 2017 is designed to
be flexible in order to be able to meet the needs of each of these for-
mats. Also, chapters in CJ2017 can be omitted without disrupting
the comprehensive nature and unity of the text. Thus, instructors
may choose to omit certain topics to meet their learning objectives
and still retain a smooth transaction from chapter to chapter.
New to CJ2017
CJ2017 retains the outstanding format and supplemental ma-
terials associated with the Justice Series. However, there are
some exciting changes in CJ2017. Among these changes are
the following:
• The supplemental materials associated with the Justice
Series have been enhanced, especially the alignment of
learning outcomes with text material and supplements.
• There have been significant changes in the field of criminal
justice in 2015 and 2016. And, as a result, it was necessary
to make over 500 changes and updates in CJ2017. These
changes have included such things as new U.S. Supreme
Court cases, new debate about the police and its relation-
ship with the minority community and new developments
in homeland security.
• While CJ2017 has been extensively updated, it has
retained the same core of instructional material for each
chapter. Thus, instructors will find that they can continue
to use instructor-produced PowerPoint slides, lecture
­outlines, and other instructional lecture material from
­previous editions with CJ2017. However, it may be
­necessary to update certain data and graphs to reflect the
most current data.
• CJ2017 is designed to provide an overview of the American
criminal justice system for the undergraduate student.
• CJ2017 is designed to facilitate different methods of learn-
ing by use of visual graphics and chapter features to help
students comprehend the material.
• Each chapter is carefully crafted so that the topics covered
can be customized by the instructor. This concept is
extended with various e-book options that allow the
instructor to customize the text.
• CJ2017 includes coverage of current issues that have been
incorporated by use of the Chapter Introductions, Think
About It boxes, and case studies.
• The Think About It boxes and case studies, drawn from the
most current media news, encourage students to go beyond
memorization to explore applications, conflicts, and ethical
issues. These features can be used for online discussion board
topics or in-class discussions or short critical thinking paper
assignments.
• Graphs, tables, and data have been updated to reflect the
most current data available. In some cases, new graphics
and figures reflecting more current concerns have been
added.
• Learning outcomes are clearly identified for each chapter.
This feature allows instructors to link the course learning
outcomes to department and university learning outcomes.
It also helps students retain the major ideas of the chapter.
Learning outcomes, glossary terms, and chapter summaries
are integrated to help students comprehend the important
points of the chapter.
• The timeline has been updated to include current events
that have impacted the criminal justice system. This
­timeline helps students understand the historical
­development of the criminal justice system and place
events in chronological order.
xvii
 Instructor Supplements
Instructor’s Manual with Test Bank Includes content outlines
for classroom discussion, teaching suggestions, and answers to
selected end-of-chapter questions from the text. This also con-
tains a Word document version of the test bank.
TestGen
This computerized test generation system gives you maximum
flexibility in creating and administering tests on paper, electroni-
cally, or online. It provides state-of-the-art features for viewing
and editing test bank questions, dragging a selected question into a
test you are creating, and printing sleek, formatted tests in a variety
of layouts. Select test items from test banks included with TestGen
for quick test creation, or write your own questions from scratch.
TestGen’s random generator provides the option to display differ-
ent text or calculated number values each time questions are used.
PowerPoint Presentations
Our presentations offer clear, straightforward. Photos, illustra-
tions, charts, and tables from the book are included in the
­presentations when applicable.
To access supplementary materials online, instructors need to
request an instructor access code. Go to www.pearsonhighered.
com/irc, where you can register for an instructor access code.
Within 48 hours after registering, you will receive a confirming
email, including an instructor access code. Once you have
received your code, go to the site and log on for full instructions
on downloading the materials you wish to use.
Alternate Versions
eBooks This text is also available in multiple eBook formats.
These are an exciting new choice for students looking to save
money. As an alternative to purchasing the printed textbook,
students can purchase an electronic version of the same con-
tent. With an eTextbook, students can search the text, make
notes online, print out reading assignments that incorporate lec-
ture notes, and bookmark important passages for later review.
For more information, visit your favorite online eBook reseller
or visit www.mypearsonstore.com.
REVEL™ is Pearson’s newest way of delivering our respected
content. Fully digital and highly engaging, REVEL replaces the
textbook and gives students everything they need for the course.
Seamlessly blending text narrative, media, and assessment,
REVEL enables students to read, practice, and study in one
continuous experience—for less than the cost of a traditional
textbook. Learn more at pearsonhighered.com/revel.

REVEL for CJ 2017 by Fagin

Designed for the way today’s Criminal Justice students read,
think, and learn
REVEL offers an immersive learning experience that engages stu-
dents deeply, while giving them the flexibility to learn their way.
Media interactives and assessments integrated directly within the
narrative enable students to delve into key concepts and reflect on
their learning without breaking stride.
REVEL seamlessly combines the full content of Pearson’s
bestselling criminal justice titles with multimedia learning
tools. You assign the
Author Explanatory Videos topics your students
cover. Author Explan-
atory Videos, appli-
cation exercises, and
short quizzes engage
students and enhance
their understanding
of core topics as they
progress through the
Point/CounterPoint Videos
content.
Instead of simply
reading about criminal
justice topics, REVEL
empowers students to
think critically about
important concepts by
completing application
exercises, watching Point/CounterPoint videos, and participating
in shared writing (discussion board) assignments.
Track time-on-task throughout the course
The Performance Dashboard allows you to see how much time
the class or individual students have spent reading a section or
d­oing an assignment, as well as points earned per assignment.
These data help correlate study time with performance and pro-
vide a window into where students may be having difficulty with
the material.
NEW! Ever-growing Accessibility
Learning Management System Integration
REVEL offers a full integration to the Blackboard Learning
Management System (LMS). Access assignments, rosters and
resources, and synchronize REVEL grades with the LMS
gradebook. New direct, single sign-on provides ­access to all the
immersive REVEL content that fosters student engagement.
The REVEL App
The REVEL App further empowers students to access their
course materials wherever and whenever they want. With the
REVEL App, students can access REVEL directly from their
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Visit www.pearsonhighered.com/revel/

xviii Preface
 Acknowledgments
The production of a major textbook
To be seen requires the talents of dozens of persons.
above the This is especially true of CJ2017 as it
crowd, stand is included in Pearson’s CJ Series and
includes numerous additional instruc-
upon the tional resources. As author I have pro-
shoulders of vided the fundamental input in the form
others. of text for CJ2017, but it took a team of
highly creative and talented persons to
turn that text into a highly sophisticated
textbook. The production of a high-quality text with many sup-
plements requires a sizable team of talented professionals, some
of whom I have never met face-to-face but whose contributions
are essential to the final product. I regret that I cannot thank every
person who contributed to the successful production of this text
by name. The list would be way too extensive. I do extend my
appreciation to everyone involved in this project. There are some
whom I would like to single out and mention by name because
of their continuous input and assistance. I am especially appre-
ciative of the assistance of Gary Bauer. Gary provided personal
support and encouragement that made CJ2017 possible. I can-
not express enough appreciation for the tremendous job done
by the production team. They took my words and added graph-
ics and a professional layout that is first-rate. Alexis Ferraro
and Patrick Walsh were instrumental in developing the quality
and visual impact of CJ2017. Also, I appreciate the talents of
Project ­Manager Joy Raj Deori, and Carter Smith for his efforts
matching video scripts to CJ 2017. ­Akilandeswari Arumugam
and Sohail Akhter did a magnificent job of image research and
matching images to the text. Eby Sebastian did wonders in trans-
lating my descriptions into effective art work and graphics that
provided visual illustrations of concepts. I am impressed by the
work of Melissa Welch at Studio Montage in the high-quality
artwork and cover design for CJ2017. I am grateful for the tal-
ents of Ratheesh P and Unnikrishnan Nair at ­iEnergizer Aptara®,
Ltd. for doing a great job of getting the text ready for publica-
tion. Of course, publishing a text is only the beginning of getting
the text to professors and students. I am especially appreciative
of the efforts of the marketing team including Jesika Bethea,
Product Marketing Assistant. While not with the project for its
entire length, I would like to thank Mayda Bosco, Tara H ­ orton,
and Susan Hannahs for their work in getting CJ2017 ready
for launch. The text was greatly improved by the input of many
other dedicated publishing professionals at Pearson and the
critical reviews supplied by Aaron Carver, University of Mount
Olive; Tyler Gayan, Georgia Northwestern Technical College;
James Grubisic, Richard J. Daley College; Gina Robertiello,
Felician College; Tim Robicheaux, The ­ Pennsylvania State
University; Diane Sjuts, Metropolitan Community College;
Jacqueline Smith, Kennesaw State University; Ted Wallman,
University of Northern Florida; and Cassie Walls, Greenville
Technical ­College. Finally, I would like to acknowledge the
contributions of Dr. Charles Brawner to CJ2017. Dr. Brawner
has provided valuable assistance to me in numerous previous
texts ranging from critical review to development. In CJ2017,
Dr. Brawner assumed a greater role as he developed all of the
end-of-chapter material and was the primary person responsible
for developing the glossary terms and learning o­ utcomes for
the text. In this role, he provided critical development assistance
in matching text with learning outcomes and developing peda-
gogical material to help reinforce learning o­ utcomes. His work
in this area is greatly appreciated.
Preface xix
 About the Author
Dr. James A. Fagin has taught in the criminal justice field since
1973. He has taught undergraduate and graduate classes and has
taught criminal justice classes for military officers at Command
and General Staff College. Dr. Fagin has authored over a dozen
criminal justice texts. One of the things that has helped
Dr. Fagin in producing an introductory textbook is the fact that
he has had the opportunity to be associated with the entire spec-
trum of the criminal justice system during his career. In addition
to his academic career, Dr. Fagin has been a professional
­consultant to local and federal law enforcement agencies, the
state courts, and local, state, and federal correctional facilities.
In additional to teaching university classes, Dr. Fagin has taught
at police and correctional academies. During his career, he has
been a professor of criminal justice studies and Program
Director at Lincoln College–Normal (LCN), located in Normal,
Illinois; professor and Chair of the Criminal Justice Department
at Chaminade University of Honolulu, the oldest and largest
criminal justice program in Hawaii; and assistant professor and
Director of Outreach Programs at Wichita State University. In
addition to his ­experience in criminal justice, Jim served as
Graduate School Dean at East Stroudsburg University and was
Acting President of Kima International Theological College, a
three-year ­college in Kenya, East Africa. Dr. James Fagin is a
pioneer in criminal justice education and has been involved in
innovative criminal justice education programs for over four
decades. He developed one of the early models of statewide
delivery of criminal justice undergraduate and graduate degrees
for Kansas. During the developing years of criminal justice
education, Jim worked as a consultant and instructor for the
Law Enforcement Assistance Administration (LEAA) to
develop model criminal justice curriculum in research,
xx Preface
a­ dministration, and planning to promote quality nationwide
education in criminal justice. Under the oversight of LEAA,
these model curriculums were developed by an elite team of
practitioners and educators and were field-tested throughout the
United States. Dr. Fagin wrote some of the classical literature
on computer crime, police bargaining and unions, presidential
candidate security, domestic disturbance resolution, and hos-
tage negotiations. His articles on international terrorism have
been translated and published in major criminal justice journals
in Japan. He received the American Society of Criminal Justice
Hawai’i chapter’s award for outstanding contributions to Public
Administration for his achievement in establishing a master’s
degree in public administration at Chaminade University of
Honolulu. He has received numerous other awards for contribu-
tions to hotel security, forensic investigations, and excellence in
teaching. These works emerged from active involvement with
federal, state, and local criminal justice agencies. Jim was a
commissioned deputy sheriff training officer and polygraph
examiner for the Wyandotte County (Kansas) Sheriff’s
Department and a Commissioned Reserve Police Officer in the
Kansas City (Kansas) Police Department. He served on
the Kansas Victims’ Rights Commission to help establish the
­charter victims’ rights legislation for the state. He assisted in
implementing the first domestic disturbance response policy for
the Wichita, Kansas Police Department. He received his
B.A. degree from the University of Nevada, Las Vegas, and his
M.S. and Ph.D. from Southern Illinois University–Carbondale,
Illinois. Textbooks such as this are an ongoing work in progress,
and the author welcomes communication and correspondence
about his work. Dr. Fagin can be contacted at jamesfagin@
gmail.com.
 Introduction to
1
Criminal Justice

1 Understand the concepts of limited government powers

and checks and balances.

2 Explain the difference between the crime control model

and the due process model.

3 Describe the five stages of the criminal justice system.

4
Describe the five meta-influences upon the criminal
justice system and their influence upon the criminal
justice system.

5
Explain how the academic field of criminal justice
developed and how it differs from closely related fields
such as sociology and law.
Findlay/Alamy Stock Photo
 INTRO First Amendment Rights Versus Institutional Inequity
During the “Amherst Uprising” in the fall of 2015, hun-
dreds of students protested racial injustice and victim-
ization claiming Amherst was an institutional legacy of
white supremacy. Student protestors issued a list of
demands that among other things called for students
who had posted “Free Speech” and “All Lives Matter”
posters to undergo racial and cultural counseling and
possibly discipline.1 Protests against racism and injus-
tice are widespread across American colleges. For
example, in 2015, student protestors at the University
of Missouri succeeded in ousting the school’s presi-
dent and at Claremont McKenna College (CA) the dean
of students resigned when she became the target of
protesters. Student demands at Yale resulted in poli-
cies regulating the choice of Halloween costumes. At
other colleges, play productions have been cancelled,
student newspaper defunded, and prominent com-
mencement speakers have been disinvited based on
the allegation that students would feel “aggrieved” or
“wounded.”2 Claiming to promote a “safe and nurtur-
ing environment,” some colleges have instituted poli-
cies regarding “trigger words” requiring professors to
issue warning or avoid discussion of issues that may
cause students to feel marginalized or victimized. At
other colleges, students have claimed to feel victim-
ized when presented with opinions contrary to their
beliefs and have demanded limits on free speech and
intellectual dissent.
Critics of this protest movement argue that these stu-
dents are trying to stifle exercise of First Amendment
freedoms and using the language of victimization inap-
propriately. Everett Piper, President of Oklahoma Wes-
leyan University, is harsher in his criticism saying, “Our
culture has actually taught our kids to be this self-
absorbed and narcissistic. Any time their feelings are
hurt, they are the victims.” In response to Yale’s policies
regarding the feelings of marginalized and minority stu-
dents, critics have protested that Yale’s policies
“threaten to undermine or destroy universities as a place
of learning.”3 Other critics ask, “Is Yale letting in 8-year-
olds?” Wesleyan President Dr. Piper’s response to stu-
dents claiming they “feel bad” or are “victimized” was
more direct: “This is not a day care. This is a university.”
What is the balance between First
Discuss
Amendment freedoms and
intellectual diversity and policies to
promote a safe environment for
marginalized students and eradicate
institutional inequity?

▶▶Government by the People

LEARNING Most people do not need laws
Understand the con- related to the alleged offense. Finally, most people have a sense
OUTCOMES or a criminal justice system to
cepts of limited gov- of what individual freedoms and rights they believe the govern-
1 ernment powers andknow that certain actions are ment should not infringe upon.
checks and balances.
wrong. Most people recog- Philosophers and politicians have long discussed the con-
nize that murder, sexual cepts of right and wrong and the role of the government. In
assault, robbery, theft, and violence against others are wrong. Two Treaties of Government (1690), philosopher John Locke
Also, most people have a sense of what is fair and just. They argued that all human beings are endowed with what he called
know that the law should not treat people differently because of “natural rights.” These rights are given by a power higher than
their socioeconomic status, race, religion, or other factors not government and he argued people cannot be deprived of them.

TIMELINE
Timeline of Key Events
1788 1789 1791 1865 1868 1870
The Constitution Judiciary Act The first ten amendments, The The Fourteenth The Fifteenth
of the newly formed of 1789 known as the Bill of Rights, Thirteenth Amendment Amendment prohibits
U.S. government is establishes are added to the Amendment guarantees U.S. the denial of voting rights
ratified by the the U.S. U.S. Constitution. These abolishes citizenship and is the based on race, color, or
States. federal amendments are the slavery. basis for the due previous state of servitude.
judiciary. foundation of the civil process clause of civil The Fifteenth Amendment
rights and due process rights. does not extend voting
rights of citizens. rights to women, only
to men.

2 Chapter 1 Introduction to Criminal Justice

Governments exist, according to Locke, to serve individuals.
People surrender certain rights with the understanding that they
will receive as much, or more, in other benefits, such as safety,
order, and preservation of property rights. Locke conceded that
the government must have the power of physical force to pro-
tect people and their property. However, this power was to be
balanced against the need to preserve individual liberty.
When these concepts of justice and fairness are perceived
to be violated, protests and even violence can result. For exam-
ple, in the late eighteenth century the American colonists
claimed that the British government exceeded its legitimate
powers in its governing of the colonies and in 1776 declared
their independence from the British government resulting in
the American Revolutionary War. After successfully over-
throwing the British government, the former colonists estab-
lished a new government. The founding fathers declared that
their purpose was to establish a “more perfect union.” The prin-
ciples of this “more perfect union” were incorporated into the
Declaration of Independence and the U.S. Constitution.
Thomas Jefferson authored the Declaration of Independence
and he was influenced by John Locke’s philosophy of “natural
rights.” Thus, the Declaration of Independence set limits on
government’s role and power.
▶ Order Maintenance versus
Individual Liberties
In the opening discussion of the “Amherst Uprising,” students
protested what they called institutional racism. These protests
are part of a larger movement across colleges and universities
nationwide. Some demands of the students include changing
the name of athletic teams that students allege reflect racism,
changing terminology used on campus, sanctions for academic
discussion and opinions that are deemed racist, offensive, or
hurtful, and warnings or prohibitions regarding “trigger
words,” especially by professors during lectures. Examples of
demands include the call for sanctions and cultural training for
persons expressing opposition to the Black Lives Matter move-
ment, the dropping of the name “house master,” and require-
ments that professors advise students in advance if his or her
lecture will include discussion of subject matter that minorities
1896 1920 1941
The U.S. Supreme Court The Broadcast
case of Plessy v. Nineteenth television
Ferguson establishes the Amendment begins in the
“separate but equal” extends voting United States.
doctrine of racial discrimi- rights to women.
nation that permitted the
legal separation of whites
and blacks.
or “victims” may find hurtful or offensive—especially if the
discussion puts forth opinions or facts contrary to beliefs held
by the students.
Those opposed to the movement and the demands of the
students argue that these demands seek to abridge First Amend-
ment rights of free speech and expression of ideas. For the
most part, the requests of students seeking these changes are
denied by college administrators. At times, even alumni express
strong opinions against the changes and threaten to withhold
donations if the college consents to the changes. As a result,
students hold protests and demonstrations.
At the beginning of this chapter, it was said that most peo-
ple have a sense of right and wrong—fair and just. What hap-
pens when there is a clash of opinions? What happens when the
concern is not so clearly right or wrong such as murder or vio-
lent crime? What happens when students hold an opinion in
good faith that is opposed and denied by those in power?
Society uses several means to balance conflicting rights
and social values. In general, these means can be divided into
informal and formal sanctions. Informal sanctions include
social norms that are enforced through the social forces of the
family, school, government, and religion. These social institu-
tions teach people what is expected for normative behavior. In
addition to teaching normative behavior, these primary social
institutions also provide punishment when people violate social
norms, that is to say the unwritten rules of society. In the infor-
mal system, parents punish children for disobedience, bosses
reprimand employees, teachers discipline students, and reli-
gious authorities call for offenders to repent of their sins.
The balancing of rights and public safety can also be
achieved through use of formal sanctions (such as laws) found
within the criminal justice system. Frequently, the norms and
values embedded in informal systems are reflected in the for-
mal system of order maintenance. The more homogeneous and
stable the people and their belief systems, the fewer the viola-
tions of social norms. In a homogeneous, stable society with a
common belief system, there is less need for reliance on a for-
mal system of social control to maintain order and regulate
interactions. Social control systems operate most effectively
and efficiently where there is constant and unified, overt and
covert, and cultural and social support from all control agen-
cies. However, contemporary U.S. society is not characterized
1954 1955
Brown v. Board of Education Rosa Parks is arrested and
declares state laws establishing convicted for refusing to give up
separate public schools for black her seat to a white passenger on a
and white students unconstitu- bus. Her arrest initiates the
tional. The decision overturned the 381-day Montgomery bus boycott
Plessy v. Ferguson decision of and many acts of civil
1896 that established the doctrine disobedience.
of “separate but equal” racial
segregation.
Order Maintenance versus Individual Liberties 3
 TIMELINE
Timeline of Key Events
1961
Civil rights workers attempt to
desegregate bus stations and
waiting rooms in the South. A
bus in which they are
traveling is fire-bombed, and
the demonstrators are
beaten. NAACP leader
Medgar Evers is murdered.
1963 1964 1964
Martin Luther The Civil Rights Act of 1964 bans discrimination on Martin Luther King, Jr.
King, Jr. (1929–1968) the bases of race by facilities that are open to the public, is the youngest person to
delivers his “I Have a such as hotels, restaurants, theaters, retail stores, and receive the Nobel Peace
Dream” speech in the similar establishments. Also, it extends greater protection Prize for his work to end
March on Washington. for the right to vote. The Civil Rights Act of 1964 does not racial segregation and racial
extend the ban on racial discrimination to state and local discrimination through civil
governments. Thus, state and local law enforcement disobedience and other
agencies and correctional agencies are not prohibited nonviolent means.
from racial discrimination.

by a homogeneous and stable group of people with a common
belief system. Rather, the United States is characterized by
great diversity in race, religion, ethnicity, and values.
When there is conflict, especially if the conflict threatens
or involves violence, usually the conflict is handled by the
criminal justice system. Thus, students protesting racism at
colleges and universities can attempt to have their demands
met by negotiations. However, if negotiations fail and the stu-
dents engage in protests, especially protests that may threaten
violence, the conflict will be resolved through the criminal jus-
tice system.
The criminal justice system is a complex and extensive
network of agencies, processes, and personnel. It is so com-
plex that few laypersons understand all of the workings and
interactions of the criminal justice system. Furthermore, the
criminal justice system can be contradictory, f lawed, and
biased. Finally, the criminal justice system is constantly chang-
ing. The criminal justice system of the twenty-first century is
not the criminal justice system of twentieth or mid-twentieth
century. While many people identify law enforcement—the
police—as the center of the criminal justice system, in reality
the courts are the center of the criminal justice system. The
courts have the authority to decide what the law means, which
laws are unconstitutional, and which social values and
individual rights will be upheld in law. Furthermore, the courts
play a central role. One of the important roles of the courts is
crafting the balance between government power and individual
rights and freedoms. This balance, which is normally a restric-
tion of government power, is frequently referred to as due
­process rights.
This chapter will provide an overview of due process
rights, discuss the organizational structure of the criminal jus-
tice system, discuss changes that have impacted the criminal
justice system, and will close with a brief discussion of the
academic discipline known as criminal justice. The following
chapters will discuss the various agencies and processes of the
criminal justice system in greater detail. A timeline of land-
mark events is provided to help readers relate to various events
that have impacted the criminal justice system. Throughout the
text in each chapter, the reader will find feature boxes labeled
“Think About It.” These boxes address contemporary events
and controversies that may have a significant influence on the
criminal justice system in the future. The reader is invited to
consider how these events may impact the criminal justice sys-
tem. Finally, at the end of each chapter is a case study that
explores an issue raised in the chapter in greater depth and the
reader is invited to answer questions regarding the issues raised
in the case study.

TIMELINE
Timeline of Key Events
1968 1968 1968–1982 1970
Martin Luther King, Jr. The Omnibus Crime Control and Safe Streets The Law Enforcement On the Kent State
is assassinated. Act is passed. The act establishes the Law Enforcement Education Program (LEEP), University (Ohio)
Administration Assistance (LEAA), which provides funding, under the Law Enforcement campus, National
training, and professionalization of the criminal justice Administration Assistance, Guard troops open
system. LEAA implements many of its standards through undertakes the mission of fire on unarmed
the power of the “purse strings.” Agencies lose LEAA raising the educational level of students protesting
funding if they do not adopt the standards advocated by criminal justice personnel by U.S. involvement in
LEAA. LEAA is abolished in 1982. funding grants and loans to the Vietnam War. Four
those seeking college degrees. students are killed.

4 Chapter 1 Introduction to Criminal Justice

Another random document with
no related content on Scribd:
Yo no sé por qué razón,
de mi tragedia, bufón,
te ríes... Mas tu eres vivo
por tu danzar sin motivo.
 ELOGIOS

CXXXIX
A DON FRANCISCO GINER DE LOS RÍOS

Como se fué el maestro,

la luz de esta mañana
me dijo: Van tres días
que mi hermano Francisco no trabaja.
¿Murió?... Sólo sabemos
que se nos fué por una senda clara,
diciéndonos: Hacedme
un duelo de labores y esperanzas.
Sed buenos y no más, sed lo que he
sido
entre vosotros: alma.
Vivid, la vida sigue,
los muertos mueren y las sombras
pasan;
lleva quien deja y vive el que ha vivido.
¡Yunques, sonad; enmudeced,
campanas!

Y hacia otra luz más pura

partió el hermano de la luz del alba,
del sol de los talleres,
el viejo alegre de la vida santa.
...Oh, sí, llevad, amigos,
su cuerpo a la montaña,
a los azules montes
del ancho Guadarrama.
Allí hay barrancos hondos
de pinos verdes donde el viento canta.
Su corazón repose
bajo una encina casta,
en tierra de tomillos, donde juegan
mariposas doradas...
Allí el maestro un día
soñaba un nuevo florecer de España.
Baeza, 21 febrero, 1915.

CXL
AL JOVEN MEDITADOR
JOSÉ ORTEGA GASSET

A ti laurel y yedra
corónente, dilecto
de Sofía, arquitecto.
Cincel, martillo y piedra
y masones te sirvan; las montañas
de Guadarrama frío
te brinden el azul de sus entrañas,
meditador de otro Escorial sombrío;
y que Felipe austero,
al borde de su regia sepultura,
asome a ver la nueva arquitectura,
y bendiga la prole de Lutero.

CXLI
A XAVIER VALCARCE

...En el Intermedio de la primavera.

Valcarce, dulce amigo, si tuviera
la voz que tuve antaño, cantaría
el intermedio de tu primavera
—porque aprendiz he sido de ruiseñor un
día—,
y el rumor de tu huerto—entre las flores
el agua oculta corre, pasa y suena
por acequias, regatos y atanores—,
y el inquieto bullir de tu colmena,
y esa doliente juventud que tiene
ardores de faunalias,
y que pisando viene
la huella a mis sandalias.

Mas hoy... ¿será porque el enigma grave

me tentó en la desierta galería,
y abrí con una diminuta llave
el ventanal del fondo que da a la mar
sombría?
¿Será porque se ha ido
quien asentó mis pasos en la tierra,
y en este nuevo ejido
sin rubia mies, la soledad me aterra?

No sé, Valcarce, mas cantar no puedo;

se ha dormido la voz en mi garganta,
y tiene el corazón un salmo quedo.
Ya sólo reza el corazón, no canta.

Mas hoy, Valcarce, como un fraile viejo

puedo hacer confesión, que es dar consejo.

En este día claro, en que descansa

tu carne de quimeras y amoríos
—así en amplio silencio se remansa
el agua bullidora de los ríos—,
no guardes en tu cofre la galana
veste dominical, el limpio traje,
para llenar de lágrimas mañana
la mustia seda y el marchito encaje,
sino viste, Valcarce, dulce amigo,
gala de fiesta para andar contigo.

Y cíñete la espada rutilante,

y lleva tu armadura,
el peto de diamante
debajo de la blanca vestidura.

¡Quién sabe! Acaso tu domingo sea

la jornada guerrera y laboriosa,
el día del Señor, que no reposa,
el claro día en que el Señor pelea.

CXLII
MARIPOSA DE LA SIERRA
A Juan Ramón Jiménez,
por su libro Platero y yo.

¿No eres tú, mariposa,

el alma de estas sierras solitarias,
de sus barrancos hondos
y de sus cumbres agrias?
Para que tú nacieras,
con su varita mágica
a las tormentas de la piedra, un día,
mandó callar un hada,
y encadenó los montes,
para que tú volaras.
Anaranjada y negra,
morenita y dorada,
mariposa montés, sobre el romero
plegadas las alillas o, voltarias,
jugando con el sol, o sobre un rayo
 de sol crucificadas.
¡Mariposa montés y campesina,
mariposa serrana,
nadie ha pintado tu color; tú vives
tu color y tus alas
en el aire, en el sol, sobre el
romero,
tan libre, tan salada!...
Que Juan Ramón Jiménez
pulse por ti su lira franciscana.
Sierra de Cazorla, 28 mayo, 1915.

CXLIII
DESDE MI RINCÓN
ELOGIOS

Al libro Castilla, del maestro Azorín,

con motivos del mismo.

Con este libro de melancolía,

toda Castilla a mi rincón me llega;
Castilla la gentil y la bravía,
la parda y la manchega.
¡Castilla, España de los largos ríos
que el mar no ha visto y corre hacia los
mares;
Castilla de los páramos sombríos,
Castilla de los negros encinares.
Labriegos transmarinos y pastores
trashumantes—arados y merinos—,
labriegos con talante de señores,
pastores del color de los caminos.
Castilla de grisientos peñascales,
pelados serrijones,
barbechos y trigales,
malezas y cambrones.
Castilla azafranada y polvorienta,
sin montes, de arreboles purpurinos,
Castilla visionaria y soñolienta
de llanuras, viñedos y molinos.
Castilla—hidalgos de semblante enjuto,
rudos jaques y orondos bodegueros—,
Castilla—trajinantes y arrieros
de ojos inquietos, de mirar astuto—,
mendigos rezadores,
y frailes pordioseros,
boteros, tejedores,
arcadores, perailes, chicarreros,
lechuzos y rufianes,
fulleros y truhanes,
caciques y tahures y logreros.
¡Oh, venta de los montes!—Fuencebada,
Fonfría, Oncala, Manzanal, Robledo.—
¡Mesón de los caminos y posada
de Esquivias, Salas, Almazán, Olmedo!
La ciudad diminuta y la campana
de las monjas que tañe, cristalina...
¡Oh, dueña doñeguil tan de mañana
y amor de Juan Ruiz a doña Endrina!
Las comadres—Gerarda y Celestina—
Los amantes—Fernando y Dorotea—
¡Oh casa, oh huerto, oh sala silenciosa!
¡Oh divino vasar en donde posa
sus dulces ojos verdes Melibea!
¡Oh jardín de cipreses y rosales,
donde Calisto ensimismado piensa,
que tornan con las nubes inmortales
las mismas olas de la mar inmensa!
¡Y este hoy que mira a ayer; y este mañana
que nacerá tan viejo!
¡Y esta esperanza vana
de romper el encanto del espejo!
¡Y esta agua amarga de la fuente ignota!
¡Y este filtrar la gran hipocondría
de España siglo a siglo y gota a gota!
¡Y este alma de Azorín... y este alma mía
que está viendo pasar, bajo la frente,
de una España la inmensa galería,
cual pasa del ahogado en la agonía
todo su ayer, vertiginosamente!
Basta. Azorín, yo creo
en el alma sutil de tu Castilla,
y en esa maravilla
de tu hombre triste del balcón, que veo
siempre añorar, la mano en la mejilla.
Contra el gesto del persa, que azotaba
la mar con su cadena;
contra la flecha que el tahur tiraba
al cielo, creo en la palabra buena.
Desde un pueblo que ayuna y se divierte,
ora y eructa, desde un pueblo impío
que juega al mus, de espaldas a la muerte,
creo en la libertad y en la esperanza,
y en una fe que nace
cuando se busca a Dios y no se alcanza,
y en el Dios que se lleva y que se hace.

ENVÍO

¡Oh, tú, Azorín que de la mar de

Ulises
viniste al ancho llano
en donde el gran Quijote, el buen
Quijano,
soñó con Esplandianes y Amadises;
buen Azorín, por adopción manchego,
que guardas tu alma ibera,
tu corazón de fuego
bajo el recio almidón de tu pechera
—un poco libertario
 de cara a la doctrina,
¡admirable Azorín, el reaccionario
por asco de la greña jacobina!—;
pero tranquilo, varonil—la espada
ceñida a la cintura
y con santo rencor acicalada—,
sereno en el umbral de tu aventura!
¡Oh, tú, Azorín, escucha: España quiere
surgir, brotar, toda una España
empieza.
¿Y ha de helarse en la España que se
muere?
¿Ha de ahogarse en la España que
bosteza?
Para salvar la nueva epifanía
hay que acudir, ya es hora,
con el hacha y el fuego al nuevo día.
Oye cantar los gallos de la aurora.
Baeza, 1913.

CXLIV
A UNA ESPAÑA JOVEN

...Fué un tiempo de mentira, de infamia. A España toda,

la malherida España, de Carnaval vestida
nos la pusieron, pobre y escuálida y beoda
para que no acertara la mano con la herida.

Fué ayer; éramos casi adolescentes; era

con tiempo malo, encinta de lúgubres presagios,
cuando montar quisimos en pelo una quimera,
mientras la mar dormía ahita de naufragios.

Dejamos en el puerto la sórdida galera,

y en una nave de oro nos plugo navegar
hacia los altos mares, sin aguardar ribera,
lanzando velas y anclas y gobernalle al mar.

Ya entonces, por el fondo de nuestro sueño—herencia

de un siglo que vencido sin gloria se alejaba—
un alba entrar quería; con nuestra turbulencia
la luz de las divinas ideas batallaba.

Mas cada cual el rumbo siguió de su locura;

agilitó su brazo, acreditó su brío;
dejó como un espejo bruñida su armadura
y dijo: «El hoy es malo, pero el mañana... es mío».

Y es hoy aquel mañana de ayer... Y España toda

con sucios oropeles de Carnaval vestida
aún la tenemos: pobre y escuálida y beoda,
mas hoy de un vino malo: la sangre de su herida.

Tú, juventud más joven, si de más alta cumbre

la voluntad te llega, irás a tu aventura
despierta y transparente a la divina lumbre,
como el diamante clara, como el diamante pura.
Enero, 1915.

CXLV
ESPAÑA, EN PAZ

En mi rincón moruno, mientras repiquetea

el agua de la siembra bendita en mis cristales
yo pienso en la lejana Europa que pelea,
el fiero norte, envuelto en lluvias otoñales.

Donde combaten galos, ingleses y teutones,

allá, en la vieja Flandes y en una tarde fría,
sobre jinetes, carros, infantes y cañones
pondrá la lluvia el velo de su melancolía.
 Envolverá la niebla el rojo expoliario
—sordina gris al férreo claror del campamento—,
las brumas de la Mancha caerán como un sudario
de la flamenca duna sobre el fangal sangriento.

Un César ha ordenado las tropas de Germania

contra el francés heroico y el triste moscovita,
y osó hostigar la rubia pantera de Britania.
Medio planeta en armas contra el teutón milita.

¡Señor! La guerra es mala y bárbara; la guerra,

odiada de las madres, las almas entigrece;
mientras la guerra pasa, ¿quién sembrará la
tierra?
¿Quién segará la espiga que junio amarillece?

Albión acecha y caza las quillas en los mares;

Germania arruina templos, moradas y talleres;
la guerra pone un soplo de hielo en los hogares,
y el hambre en los caminos, y el llanto en las
mujeres.

Es bárbara la guerra y torpe y regresiva;

¿por qué otra vez a Europa esta sangrienta racha
que siega el alma y esta locura acometiva?
¿por qué otra vez el hombre de sangre se
emborracha?

La guerra nos devuelve las podres y las pestes

del Ultramar cristiano; el vértigo de horrores
que trajo Atila a Europa con sus tartareas huestes;
las hordas mercenarias, los púnicos rencores;
la guerra nos devuelve los muertos milenarios
de cíclopes, centauros, Heracles y Teseos;
la guerra resucita los sueños cavernarios
del hombre con peludos mammuthes giganteos.
 ¿Y bien? El mundo en guerra y en paz España
sola.
¡Salud, oh buen Quijano! Por si ese gesto es tuyo,
yo te saludo. ¡Salve! Salud, paz española,
si no eres paz cobarde, sino desdén y orgullo.

Si eres desdén y orgullo, valor de ti, si bruñes

en esa paz, valiente, la enmohecida espada,
para tenerla limpia, sin tacha, cuando empuñes
el arma de tu vieja panoplia arrinconada;
si pules y acicalas tus hierros para, un día,
vestir de luz y, erguida: heme aquí, pues, España
en alma y cuerpo, toda, para una guerra mía,
heme aquí, pues, vestida para la propia hazaña,
decir para que diga quien oiga: es voz, no es eco,
el buen manchego habla palabras de cordura,
parece que el hidalgo amojamado y seco
entró en razón, y tiene espada a la cintura;
entonces, paz de España, yo te saludo.
Si eres
vergüenza humana de esos rencores cabezudos
con que se matan miles de avaros mercaderes,
sobre la madre tierra que los parió desnudos;
si sabes cómo Europa entera se anegaba
en una paz sin alma, en un afán sin vida,
y que una calentura cruel la aniquilaba,
que es hoy la fiebre de esta pelea fratricida;
si sabes que esos pueblos arrojan sus riquezas
al mar y al fuego—todos—para sentirse hermanos
un día ante el divino altar de la pobreza,
gabachos y tudescos, latinos y britanos,
entonces, paz de España, también yo te saludo,
y a ti, la España fuerte, si, en esta paz bendita,
en tu desdeño esculpes, como sobre un escudo,
dos ojos que avizoran y un ceño que medita.
Baeza, 10 de noviembre de 1914.
 CXLVI
Flor de santidad.—Novela milenaria,
por don Ramón del Valle-Inclán.

Esta leyenda en sabio romance campesino,

ni arcaico ni moderno, por Valle-Inclán
escrita,
revela en los halagos de un viento
vespertino,
la santa flor de alma que nunca se marchita.

Es la leyenda campo y campo. Un

peregrino
que vuelve solitario de la sagrada tierra
donde Jesús morara, camina sin camino,
entre los agrios montes de la galaica sierra.

Hilando silenciosa, la rueca a la cintura,

Adega, en cuyos ojos la llama azul fulgura
de la piedad humilde, en el romero ha visto,
al declinar la tarde, la pálida figura,
la frente gloriosa de luz y la amargura
de amor que tuvo un día el Salvador Dom.
Cristo.

CXLVII
AL MAESTRO RUBÉN DARÍO

Este noble poeta que ha escuchado

los ecos de la tarde y los violines
del otoño en Verlaine, y que ha cortado
las rosas de Ronsard en los jardines
de Francia, hoy, peregrino
de un Ultramar de Sol, nos trae el oro
de su verbo divino.
¡Salterios del loor vibran en coro!
 La nave bien guarnida,
con fuerte casco y acerada prora,
de viento y luz la blanca vela henchida
surca, pronta a arribar, la mar sonora;
y yo le grito: ¡Salve! a la bandera
flamígera que tiene
esta hermosa galera
que de una nueva España a España
viene.
1904.

CXLVIII
A LA MUERTE DE RUBÉN DARÍO

Si era toda en tu verso la armonía del mundo,

¿dónde fuiste, Darío, la armonía a buscar?
Jardinero de Hesperia, ruiseñor de los mares,
corazón asombrado de la música astral,
¿te ha llevado Dionysos de su mano al infierno
y con las nuevas rosas triunfante volverás?
¿Te han herido buscando la soñada florida,
la fuente de la eterna juventud, capitán?
Que en esta lengua madre la clara historia quede;
corazones de todas las Españas, llorad.
Rubén Darío ha muerto en Castilla del Oro,
esta nueva nos vino atravesando el mar.
Pongamos, españoles, en un severo mármol,
su nombre, flauta y lira, y una inscripción no más:
nadie esta lira taña, si no es el mismo Apolo,
nadie esta flauta suene si no es el mismo Pan.
1915 .

CXLIX
A NARCISO ALONSO CORTÉS,
POETA DE CASTILLA
 Jam senior, sed cruda deo viridisque senecta.
Virgilio (Eneida).

Tus versos me han llegado a este rincón

manchego,
regio presente en arcas de rica taracea,
que guardan, entre ramos de castellano espliego,
narcisos de Citeres y lirios de Judea.

En tu árbol viejo anida un canto adolescente,

del ruiseñor de antaño la dulce melodía.
Poeta, que declaras arrugas en tu frente,
tu musa es la más noble: se llama Todavía.

El corazón del hombre con red sutil envuelve

el tiempo, como niebla de río una arboleda.
¡No mires: todo pasa; olvida: nada vuelve!
Y el corazón del hombre se angustia... ¡Nada
queda!

El tiempo rompe el hierro y gasta los marfiles.

Con limas y barrenas, buriles y tenazas,
el tiempo lanza obreros a trabajar febriles,
enanos con punzones y cíclopes con mazas.

El tiempo lame y roe y pule y mancha y muerde;

socava el alto muro, la piedra agujerea;
apaga la mejilla y abrasa la hoja verde;
sobre las frentes cava los surcos de la idea.

Pero el poeta afronta al tiempo inexorable,

como David al fiero gigante filisteo;
de su armadura busca la pieza vulnerable,
y quiere obrar la hazaña a que no osó Teseo.

Vencer al tiempo quiere. ¡Al tiempo! ¿Hay un

seguro
donde afincar la lucha? ¿Quién lanzará el venablo
que cace esa alimaña? ¿Se sabe de un conjuro
que ahuyente ese enemigo, como la cruz al
diablo?

El alma. El alma vence—¡la pobre cenicienta,

que en este siglo vano, cruel, empedernido,
por esos mundos vaga escuálida y hambrienta!—
al ángel de la muerte y al agua del olvido.

Su fortaleza opone al tiempo, como el puente

al ímpetu del río sus pétreos tajamares;
bajo ella el tiempo lleva bramando su torrente,
sus aguas cenagosas huyendo hacia los mares.

Poeta, el alma sólo es ancla en la ribera,

dardo cruel y doble escudo adamantino;
y en el diciembre helado, rosal de primavera;
y sol del caminante y sombra del camino.

Poeta, que declaras arrugas en tu frente,

tu noble verso sea más joven cada día;
que en tu árbol viejo suene el canto adolescente,
del ruiseñor eterno la dulce melodía.
Venta de Cárdenas, 24 octubre.

CXL
MIS POETAS

El primero es Gonzalo de Berceo llamado,

Gonzalo de Berceo, poeta y peregrino,
que yendo en romería acaeció en un prado,
y a quien los sabios pintan copiando un
pergamino.
Trovó a Santo Domingo, trovó a Santa María,
y a San Millán, y a San Lorenzo y Santa Oria,
y dijo: mi dictado non es de juglaría;
escrito lo tenemos; es verdadera historia.
Su verso es dulce y grave: monótonas hileras,
de chopos invernales en donde nada brilla;
renglones como surcos en pardas sementeras,
y lejos, las montañas azules de Castilla.
Él nos cuenta el repaire del romeo cansado;
leyendo en santorales y libros de oración,
copiando historias viejas, nos dice su dictado,
mientras le sale afuera la luz del corazón.

CLI
A DON MIGUEL DE UNAMUNO
Por su libro Vida de Don Quijote y Sancho.

Este donquijotesco
Don Miguel de Unamuno, fuerte vasco,
lleva el arnés grotesco
y el irrisorio casco
del buen manchego. Don Miguel
camina,
jinete de quimérica montura,
metiendo espuela de oro a su locura,
sin miedo de la lengua que malsina.

A un pueblo de arrieros,
lechuzos y tahures y logreros
dicta lecciones de Caballería.

Y el alma desalmada de su raza,

que bajo el golpe de su férrea maza
aún duerme, puede que despierte un
día.

Quiere enseñar el ceño de la duda

antes de que cabalgue, al caballero;
cual nuevo Hamlet, a mirar desnuda
cerca del corazón la hoja de acero.

Tiene el aliento de una estirpe fuerte

que soñó más allá de sus hogares,
y que el oro buscó tras de los mares.
Él señala la gloria tras la muerte.
Quiere ser fundador y dice: Creo,
Dios y adelante el ánima española...
Y es tan bueno y mejor que fué Loyola:
sabe a Jesús y escupe al fariseo.

CLII
A JUAN RAMÓN JIMÉNEZ
Por su libro Arias tristes.

Era una noche del mes

de mayo, azul y serena,
sobre el agudo ciprés
brillaba la luna llena,

iluminando la fuente
en donde el agua surtía,
sollozando intermitente.
Sólo la fuente se oía.

Después, se escuchó el
acento
de un oculto ruiseñor.
Quebró una racha de viento
la curva del surtidor.

Y una dulce melodía

vagó por todo el jardín:
entre los mirtos tañía
un músico su violín.
 Era un acorde lamento
de juventud y de amor
para la luna y el viento,
el agua y el ruiseñor.

«El jardín tiene una fuente

y la fuente una quimera...».
Cantaba una voz doliente,
alma de la primavera.

Calló la voz y el violín

apagó su melodía.
Quedó la melancolía
vagando por el jardín.
Sólo la fuente se oía.
 PUBLICACIONES DE LA
RESIDENCIA DE ESTUDIANTES