WHETHER OUR PRISONS ARE DOING THEIR JOB AND WHAT THAT JOB IS HAVE BECOME THE SUBJECT OF PUBLIC DEBATE. THE VARIOUS POINTS OF VIEW ON THE ISSUES INVOLVED ARE SET FORTH TO HELP HIGH SCHOOL STUDENTS UNDERSTAND THIS CONTROVERSIAL SUBJECT. SEVERAL OF THE ARTICLES POINT OUT THE HOSTILITY AND BRUTALITY WHICH ACCOMPANY PRISON LIFE AND ARGUE THAT PRISON CONDITIONS CREATE RATHER THAN REFORM ANTI-SOCIAL ATTITUDES. THE STUDENTS READING THIS VOLUME ARE ENCOURAGED TO QUESTION THE ROOTS OF CRIMINAL BEHAVIOR AND DECIDE WHAT PART, IF ANY, POLITICAL AND ECONOMIC DEPRIVATION PLAYS IN SENDING A MAN TO JAIL. OTHER AUTHORS ARGUE THAT MODERN THEORIES OF REHABILITATION AND CORRECTIONAL REFORM SHOW DISPROPORTIONATE REGARD FOR CRIMINALS AND LITTLE CONCERN FOR THE PROTECTION OF SOCIETY AND INNOCENT VICTIMS. THREE EXAMPLES OF PRISON ALTERNATIVES WITH WHICH PENAL REFORMERS ARE CURRENTLY EXPERIMENTING ARE DESCRIBED. THESE ARE A COED FEDERAL CORRECTIONAL INSTITUTION USING FEW SECURITY MEASURES, AN EXPERIMENT IN COMMUNITY-BASED CORRECTIONS, AND A PRISON REFORM PROJECT IN SWEDEN. VARIOUS STUDY EXERCISES ARE PROVIDED TO ASSIST THE STUDENT IN TESTING HIS ABILITY TO DISCRIMINATE BETWEEN DEGREES OF TRUTH AND FALSEHOOD, AND BETWEEN OPINION AND FACTS. QUESTIONS ARE ASKED AT THE START OF EACH ARTICLE TO GUIDE THE READER TO ITS MOST THOUGHT-PROVOKING POINTS. (SNI ABSTRACT)