The local prisons of the latter half of the nineteenth century refined systems of punishment so harsh that one judge considered the maximum penalty of two years local imprisonment to be the most severe punishment known to English law: "next only to death". This work examines how private perceptions and concerns became public policy. It also traces the move in English government from the rural and aristocratic to the urban and more democratic. It follows the rise of the powerful elite of the higher civil service, describes some of the forces that attempted to oppose it, and provides a window through which to view the process of state formation.

Prison Segregation: The Limits of Law explores the use of segregation in English prisons by examining how law is used and experienced, and how human rights are upheld. It draws on empirical research, through interviews with staff and prisoners, to understand how law ‘works’ (or not) in a site of the prison, which is traditionally characterised by real imbalances of power. The book draws on one of the first research studies of its kind: an in-depth ethnographic study of law, culture and norms within the segregation unit. It adopts a socio-legal perspective to explore: (i) how segregation is and should be used in prisons, and how the law sets the parameters of that usage (in theory); (ii) the complex web of laws and rules, as applies to segregation, and their relationship with the actors responsible for their implementation; (iii) how laws and rules can be undermined by the culture and context within which they are implemented. It relies on the voices of prisoners and staff, as well as observations and descriptions, to bring experiences to life. The accounts from staff and prisoners – sometimes joyous, sometimes harrowing – provide a rich and rare insight into the segregation unit. It provides access to, and insights into, parts of our criminal justice system which are typically impenetrable. Whilst it is an academic study of law and power in segregation units (and prison more broadly), it is also a very human account of lived experiences. The book is multi-disciplinary in nature and will appeal to those with an interest in law, sociology, criminology and psychology. It will also appeal to those seeking to understand socio-legal research methods in the field of criminal justice. However, the book is also pragmatic and has a number of recommendations which would be of interest to practitioners, lawyers, prison managers and policy-makers.

The nineteenth-century prison, we have been told, was a place of 'hard labour, hard board, and hard fare'. Yet it was also a place of education. Schemes to teach prisoners to read and write, and sometimes more besides, can be traced to the early 1800s. State-funded elementary education for prisoners pre-dated universal and compulsory education for children by fifty years. In the 1860s, when the famous maxim, just cited, became the basis of national penal policy, arithmetic was included by legislators alongside reading and writing as a core skill to be taught in English prisons. By c.1880 every prison in England used to accommodate those convicted of criminal offences had a formal education programme in which the 3Rs - reading, writing, and arithmetic - were taught, to males and females, adults and children alike. Not every programme, however, had prisoners enrolled in it. Illiterate Inmates tells the story of the emergence, at the turn of the nineteenth century, of a powerful idea - the provision of education in prisons for those accused and convicted of crime - and its execution over the century that followed. Using evidence from both local and convict prisons, the study shows how education became part of the modern penal regime. While the curriculum largely reflected that of mainstream elementary schools, the delivery of education, shaped by the penal environment, created an entirely different educational experience. At the same time, philosophies of imprisonment which prioritised punishment and deterrence over reformation undermined any socially reconstructive ambitions. Thus the period between 1800 and 1899 witnessed the rise and fall of the prison school in England.