Institutions for socially deviant youths must form their programs around principles of education and resocializatin. A team of researachers at the Institution for Social Prevention and Resocialization at the University of Varsovie developed a project of educational reforms for socially maladjusted children. This project aims to insert cultural, self-education, and resocialization aspects into its educational, vocational, and free-time activities. The objectives are tie together training for vocational ends, teaching for educational purposes, and organizing for leisure time in such a way as to provide continutiy between daily activities and to maximize the reeducative potential of all programs. Vocational training is provided because many of the youths in Poland's institutions are slow learners and the project backers felt that these students needed prepartion for work in the outsides world. This training is conducted paralel with school classes, and homework is kept to a minimum so as not to abridge leisure time. Each student is encouraged to carry his interests from school and cocational training into related hobbies during leisure time. Instructors guide the children in principles of self-education. The institution is to develop extensive additional activites both inside and outside the institution, witt field trips tomuseums, concerts, sports competitions, and movies. Leisure time acctivities are seen in the project as a way to complement studies in school and vocational training. Meetings are to be arrranged between and children and writers, singers, acctors, inventors, and painters so that the children can see their works and have direct contact with the cultures they a relearning. In all cases, leisure time activities are seen as educational tasks carried our in relaxed context harmonyizing with the education that takes place in formal classrooms. --French.