At least twice in its history, KDP’s flagship journal, The Educational Forum, has welcomed the commentary of Hoover on its pages.

The first time Hoover wrote for the journal was in its May 1950 edition, and his topic reflected current political concerns of the era. “Unmasking the Communist Masquerader,” was how Hoover titled his work that he said signaled the role educators played “in this vast ideological battle between the concepts of democracy and the doctrines of totalitarianism” (The Educational Forum 1950, 399).

According to Hoover, the task of education was to “unmask the Communist masquerader—to reveal Communism in its true light” (400).

He believed “the teacher is the spearhead of the spirit of free inquiry, the motive power which gives it strength and direction” (399). He urged teachers to take up their role to defeat Communism with truth—and warned against the temptations of complacency. He pointedly called out scholars who had a “blind spot” to the real threat of Communism to America.

“The educator must have faith in democracy,” Hoover said. “He should be ready to admit, as all of us should, that our contemporary society is not perfect, that serious defects impair its operation . . . (but) Democracy, like life itself, must be conquered anew each day” (401).

As the era of the 1960s dawned, educators and public policy leaders (such as Hoover) had turned their attention to what they viewed as a serious—and growing—problem: juvenile delinquency. Hoover’s comments, published in the November 1960 edition of The Forum, were titled simply enough: “The school and juvenile delinquency.”

In his remarks, the FBI director (who served in that capacity from 1924 until his death in 1972) began by telling the story of a 14-year-old girl who, along with other juveniles, had helped rob a bank. The story had a twist: The girl’s mother stood lookout outside the bank and drove the get-away car. Hoover called this a “blatant example of a home abrogating its responsibility to a young child. Not only did this mother fail to provide guidance, but she actually directed her youngster into crime” (The Educational Forum 1960, 19).

Hoover acknowledged what must have been the very unusual nature of a case such as this for its time—it was a more innocent 1960, after all—but added that the case was illustrative of how young people were “drifting into crime and juvenile delinquency because of the failure of parents to provide guidance toward good citizenship” (19).

The FBI director was convinced juvenile delinquency, if unchecked, posed a major threat to American society, and noted that year-to-year increases in juvenile arrests continued from the mid-1950s into 1960. He also worried about the cost of such problems—noting that for every $1 the U.S. spent to educate a child, it spent another $1.11 to address juvenile crime and delinquency.

“Just think of the schools which could be built, the teachers who could be hired, the textbooks which could be purchased for students with this money!” Hoover exclaimed (19).

Parents were not the only factor at play here, however. Hoover noted that schools and educators in them represented a “vital force” in combating youth problems. He suggested a two-fold approach: efforts to prevent future delinquency and strict response to existing delinquency.

“For many boys and girls, the school stands as their only symbol of law and order,” Hoover said. “The teacher’s influence must often replace that of the home in providing basic training for good citizenship. The teacher must develop practical methods in seeking to encourage students to have a healthy regard for the lives, rights, and property of others” (19).

Hoover believed teachers could help in the fight by enlightening their students about “wholesome channels” of activity, such as appreciation for the classics of literature, the lessons of history and service to their fellow man.

“Directing youthful energy into worthwhile activities presents another challenge to the teacher,” Hoover wrote. “School projects which stimulate the creative abilities of students not only prove to be deeply satisfying to the participant, but they also divert young talent from pastimes detrimental to themselves and society” (20). Of particular concern was Hoover’s conviction that vandalism was a gateway or threshold crime leading to more serious juvenile delinquency.

To conclude, Hoover called on a familiar theme: Close partnerships between schools and law enforcement officials (including enlisting teachers to notify the police if they hear rumors of any upcoming “rumbles”).

“Certainly this nation’s youth merit our most dedicated effort,” Hoover said. “All segments of the community—working together—can help to curb the blight (of juvenile delinquency) on our society” (20).

Sources:
Hoover, J. E. 1950. Unmasking the Communist masquerader. The Educational Forum 14(4): 399–401.
Hoover, J. E. 1960. The school and juvenile delinquency. The Educational Forum 25(1): 19–20.