No Crime Goes Unpunished: Child Criminals and Adult Sentences

The laws defining adult crimes are written clearly as to procedures and punishments. If you do the crime you must do the time. However, when those laws are applied to juvenile criminal offenders the words begin to fade and instantly prosecutors are not sure how to do their jobs. Forgetting the criminal act that placed them in that position to begin with and offering a "slap-on-the-wrist" punishment to juveniles who have committed serious violent acts. Juvenile delinquency is a serious problem in today's society and a major issue in America's schools. "According to the U.S. Department of Justice, crimes committed by juveniles have increased by sixty percent since 1984" (Collier 592). This is a problem that not only affects the victim and their family but all the lives involved. A lesson needs to be taught to all juveniles who participate in these violent acts and that means very real punishment, prison time. In essence, if a juvenile commits an adult crime the juvenile must serve the adult time in an adult facility.

In Philadelphia there has been a string of violent acts in the school system. Vile and violent behavior by students aimed toward their teachers that must be stopped. One of the worst of these acts are highlighted in "Phila. Cracks Down on Assaults by Students" in which "A fifteen-year-old male student at Germantown High in North Philadelphia broke Mathematics teacher Frank Burd's neck when he struck the teacher several times" (Maxwell). Another attack in a Philadelphia school left a teacher with a broken jaw (Maxwell). This type of behavior is unacceptable and has led the Philadelphia school system to make changes to their policies regarding the way that violent students are punished. The school system had decided that a "possible charge of felony assault" would be considered in addition to suspensions or expulsion when a student assaults a teacher (Maxwell). Such severe punishment is being put in place to circumvent the "reported 409 student assaults on teachers between September and January, (which is) up about four percent over those same five months in the 2005-2006 school year" (Maxwell). While Philadelphia recognizes the problem plaguing their schools and have taken an active stand on stopping it, other school districts around the country have not, causing school violence to skyrocket. The rest of the country must follow Philadelphia's example and punish juveniles like the violent offenders they are.

Nationally there has been a growing number of juvenile cases on trial in adult courts. The justice system has chosen to hold kids accountable for their actions. According to Laurence Steinberg, "...Society increasingly is opting to redefine (juveniles) as adults and transfer them to the adult court and criminal justice system" (586). This is a smart decision that not only teaches the juvenile who committed the crime a lesson but kids who would consider to commit such crimes themselves. It is shown that after serving hard adult time in a correctional facility many of the juveniles serving these sentences start to experience feelings of "remorse" for their wrong doings (Roche 599). Also reported are feelings of realization when the juveniles "come to terms with what they have done to their victims and what they have done to themselves" (Roche 596). These types of feelings are important and cannot be reached by sending a teenager to Juvenile Hall. As Linda J. Collier states, "Detaining a rapist or a murderer in a juvenile facility until the age of eighteen or twenty-one isn't even a slap on the hand" (594), it is a minor punishment for a serious crime. This cannot be the message being sent to America's youth. Strict punishment for juvenile's who commit adult crimes is the only way to deal with the rash of violence on American streets.

However, some people would disagree as to the issue of adult sentences for juveniles. People worry about the maturity level of juveniles's sentenced to prison life. What about their age and emotional growth (Steinberg 586)? But the fact of the matter is that children grow up fast in today's day and age. "Where juvenile delinquency was once limited to truancy or vandalism, juveniles now are more likely to be the perpetrators of serious and deadly crimes such as arson, aggravated assault, rape and murder" (Collier 592). It has also been said that "Many adolescent experiences have a tremendous cumulative impact. Bad decisions or poorly formulated policies pertaining to juvenile offenders may have unforeseen and harmful consequences that are very hard to undo" (Steinberg 587). While this statement in and of itself is true, the same argument can be said about taking a more moderate approach on punishment. If a juvenile perceives that they are special, that they can "get away with" criminal acts, the justice system as a whole becomes a joke to them. Something they can manipulate and get around instead of taking responsibility for their actions and excepting the consequences when they have done something wrong. For example: a child punches another child on the play ground; what type of punishment is given to teach a lesson? Should the child get to remain in school, do activities with the class and enjoy the day as a whole after a simple apology? Or should the child be sent home from school, suspended and grounded from friends, television and video games? The latter is obviously the reasonable approach to teaching the child that violence is not acceptable. The same idea is used to explain why adult sentences for adult crimes are effective. Lastly, the issue of "a fair punishment to an adult is unfair when applied to a child who did not understand the consequences of (their) actions" (Steinberg 587). To the contrary, Collier explains that, "Children who knowingly engage in adult crimes should automatically be subject to adult rules and adult prison time" (594). Juveniles who assault their teachers, commit rape or murder understand that there will be consequences. Granted they may not comprehend what a prison cell is like or how many years a person is given for violent crimes, they understand what they have done is wrong. Ignorance has never been considered an acceptable excuse to breaking the law and committing a crime. For example: When a person is pulled over by the Police for speeding on the freeway and is found to be driving with a suspended licence, their car is impounded and they are arrested. The fact that the driver did not know the licence was suspended is not relevant to the violation or the type of punishment that is given. The driver cannot argue that the punishment is not "fair" because he did not know. The same idea must be applied to juvenile law as well.

It is important to remember the serious nature of the crimes being committed by juveniles offenders not just their age. They rapidly are committing major crimes that take the lives or threaten the lives of other children and adults around them. Whether they are sixteen, eighteen or thirty-two cannot be an issue. If a person, juvenile or adult commits a violent act, that must be punished to the maximum extent of the law. America's youth must be taught the lesson they so desperately need to learn. Age is not an exception when it comes to adult crimes and the sentences given for those violent offenses.

Works Cited

Collier, Linda J. "Adult Crime, Adult Time." Patterns for a Purpose: A Rhetorical Reader. Ed.

Barbara Clouse. Boston: McGraw Hill, 2006. 591-594.

Maxwell, Lesli A. "Phila. Cracks Down on Assaults by Students." Education Week 26.28 (2007): 11-12, 2. Academic Search Premier. EBSCOhost.

University of Maryland University College Lib., Adelphi, MD. 03 April 2007 .

New York Times Editorial. "Little Adult Criminals." Patterns for a Purpose: A Rhetorical

Reader. Ed. Barbara Clouse. Boston: McGraw Hill, 2006. 581-583.

Roche, Timothy and Amanda Bower. "Young Voices From the Cell." Patterns for a Purpose: A Rhetorical Reader. Ed. Barbara Clouse. Boston: McGraw Hill,

2006. 596-602.

Steinberg, Laurence. "Should Juvenile Offenders Be Tried as Adults?" Patterns for a Purpose: A Rhetorical Reader. Ed. Barbara Clouse. Boston: McGraw Hill,

2006. 585-589.