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In his book Police Power Paul Chevigny maintains that academic training for patrolmen is largely irrelevant.l He offers three reasons and one example in support of his position: first, college education is unnecessary for patrol purposes; second, police academies provide adequate technical training; third, the authoritarian aspects of police work will, in any event, overwhelm any liberal impulses derived from a college experience; and, finally, by way of example, a hapless law trained police officer is brought on the scene as a paradigm of educational failure. The purpose of this article is to challenge Mr. Chevigny's assertion by examining: (1) the portrait of an ideal police oicer, inferred from Mr. Chevigny's criticisms of police conduct, (2) the nature of police functions; (3) professions engaged in making decisions similar to those made by police; (4) the conclusions of advocates for police education; (5) police education in the academy; (6) the values and attitudes developed in college, their enduring power, the impact of bureaucratic organizations on sucih values and the probable direction of organizational change resulting from an increased level of education among employees; (7) the validity of Mr. Chevigny's legally-trained officer as a paradigm. An ideal type of patrol oicer can be inferred from an examination of Mr. Chevigny's book. For purposes of discussion his criticisms have been divided into three broad categories: legal, nonlegal, and a third group in which both legal and non-legal elements play an important part. The obvious overlapping is unavoidable. The book catalogues police failures in non-legal interaction with the community. Racial slurs, police-mob violence, hothead tactics and behavior best described as foolish and provocative are common-place forms of police conduct. The police believe in conventional wisdom, are intolerant of

College Education for the Patrolman. Necessity or Irrelevance?