On a small street in Changhua County stands a low, off-white house, surrounded by tranquil gardens. The special family living in the house is headed by two young, unmarried women. The seven children, aged twelve and thirteen, are all boys. The home is called Juvenile House.

The boys at Juvenile House appear to lead the lives of ordinary children. They attend primary school in the day, and when school is out, do their chores and play in as innocent and lively a manner as other children. The difference is that these children are the products of broken homes and have committed crimes. They have been brought to Juvenile House, Taiwan's first experiment in educational reform, for correctional therapy.

The impetus for Juvenile House came from Li Yuan-t'su, the Minister of Justice, who noticed that reform school curriculum in Taiwan was not tailored to the needs of children under twelve. A family-oriented education was necessary for younger children, who need the love and care that a large, impersonal reform school cannot provide.

After considerable research and discussion, plans for Juvenile House were set forth in July of 1982. Juvenile House was planned and sponsored by the Department of Rehabilitation and Civil Liberties, and effected by the Taiwan After-Care Association, an organization which helps prisoners just out of jail to go to school and find work. The first major tasks before the Association were to locate an independent residence, eight students and several counselors willing to live together with them and take responsibility for their guidance.

Changhua was chosen as the site for Juvenile House. Because the boys at the House still belong to Taiwan's reformatory system, which provides them with uniforms, books, and daily necessities, the new house is conveniently situated in front of the Changhua Reformatory and Training School. Changhua's location also makes family visits possible.

Several candidates for counselors were recommended by the Christian New Life Fellowship. Women were chosen as counselors because of their patience, carefulness, and ability to fill the role of mother. Aside from caring for the children, counselors would also teach them the values and behavior necessary to cope with the outside world. Although growing children need a father figure as well, it was difficult to find men willing to take on the job.

Eight boys, representing Taiwan's three reform schools, met the requirements for Juvenile House. All were under twelve years of age, came from broken families, and had demonstrated good behavior in school, and the desire to reform.

Sung Pai-t'ao, the current supervisor of Juvenile House, feels that the boys committed crimes not out of depravity, but rather because of ignorance and a bad family environment. Juvenile House's purpose is thus to provide an environment of concern and proper guidance in the hopes of improving the boy's behavior.

Of the four female counselors originally chosen for Juvenile House, only two remain. It is difficult to keep counselors very long. The work is trying and the commitment is full time, depriving these young unmarried women of a social life. Today, the two counselors are both Christians, and single. Taking on the roles of mother and housewife, they have had to overcome numerous difficulties.

Discipline was the first issue to be dealt with. When the children first entered the home they were excited, curious, and obedient. But with the discovery that their counselors were gentle and kind, they became disrespectful of rules. As these women were not completely in favor of 'sparing the rod', the boys soon learned they could not always do whatever they pleased.

The next issue was values. The counselors felt the boys committed crimes because they lacked a clear sense of right and wrong. Coming from family environments which were both spiritually and materially handicapped, fighting, lying, and stealing had become a way of life.

A novel and effective system was introduced to correct the boys' faulty sense of values. Their actions were scaled on a gradient. 'Red light' actions such as lying, fighting and stealing were strictly prohibited and if committed, firmly punished. 'Yellow light' actions such as playing, if indulged in without permission, were punished only mildly. 'Green light' actions such as helping with housework or doing well in school, were rewarded with praise and treats. In this way, the children gradually came to perceive the difference between right and wrong.

Lessons learned by first-hand experience have proven most lasting. For example, the boys were awoken one night by dogs barking and men cursing. Armed with mops and brooms, they ran out to chase away the intruders and protect their home. The counselors later reminded them that since they didn't want to have their own possessions stolen, they likewise should not steal from others. The lesson was well taken, and most of the boys stopped stealing.

Because these children received little attention and love from their parents, they never learned how to care for others. In order to help them cultivate a sense of love and responsibility for others, the boys are allowed to raise dogs. They learn that loving a dog includes not only playing with it, but taking the responsibility to feed and wash it as well.

The children at Juvenile House tend to be less stable and more easily provoked than most children. In order to deal with periodic fits of temper, the counselors have taught them to pray whenever they feel anger. This calms them, and helps them to control their moods.

When school began, the counselors helped the boys with their lessons every night. The children were initially apprehensive about exams. But when they received high grades on tests, they were elated in a way that other children might not be. Their improvement brought them a new confidence and the realization that hard work can bring results.

With few exceptions, the boys maintain high grades, and their counselors continue to help and guide their efforts. They all tend to do well in math, yet struggle with language skills. Thus they are encouraged to spend time at night reading and telling stories.

While their elementary school teachers were initially skeptical and vigilant, they gradually came to realize that the boys from Juvenile House were not a threat, and sought ways to help and encourage them to develop their personal talents by displaying their art work and appointing them as class leaders. Parents of other students, who at first opposed the mainstreaming of problem children in public schools, also came to accept their presence.

Juvenile House still has its share of problems to overcome. The occasional depression or loneliness of a child who feels excluded by peers and their families, cannot be eliminated. Counselors lament their lack of formal training in child psychology. Yet despite these setbacks, Juvenile House answers real needs and represents new, progressive attitudes toward the reform of juvenile delinquents in the Republic of China.

Plans are now being made for a second Juvenile House. Perhaps this is the beginning of a new trend in correctional education.

(Jill Ardourel)

[Picture Caption]

The counselors at Juvenile House often take the children out to play.

1. A Christian counselor leads the boys in saying a blessing before dinner. 2. The students listen to music and to their lessons. 3. On the way home from a movie, the children discuss the plot with their counselor. 4. One of the boys, particularly fond of dogs, makes a red cape for his pet. 5. After finishing their evening lessons, the students gather in the living room to watch television. 6. When one of the boys becomes ill, a counselor takes him to the reform school clinic for treatment. 7. The children out to play.

1.Lin Jung-yao, the head of the Department of Rehabilitation and Civil Liberties, was responsible for planning Juvenile House. 2. Chin Yuan-chi, head of the Changhua branch of the Taiwan After-Care Association, is one of Juvenile house's two supervisors. 3. Co-supervisor Sung Pai-Tao, principal of the Changhua reformatory, is constantly concerned for the boys at Juvenile House.

1.2. The children help their counselors with the housework. 3. Every morning the oldest of the boys writes a verse from the Bible on the bulletin board and recites it for the others. 4. Preventing troubled youths from committing crimes is the main task of Juvenile House. 5. When a student misbehaves, the counselors kindly and earnestly correct him.

1. A Christian counselor leads the boys in saying a blessing before dinner.

2. The students listen to music and to their lessons.

3. On the way home from a movie, the children discuss the plot with their counselor.

4. One of the boys, particularly fond of dogs, makes a red cape for his pet.

5. After finishing their evening lessons, the students gather in the living room to watch television.

6. When one of the boys becomes ill, a counselor takes him to the reform school clinic for treatment.

7. The children out to play.