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The Motives of Children Who Yield in Temptation to Steal Situations

THERE is growing concern in many quarters that crime and delinquency rates in every community are increasing at a disturbing rate. There is also evidence that most, if not all, "law abiding citizens" have at some time or other during their lifetime committed an offence to justify a gaol sentence (Geddes and Curie, 1948) (Short and Nye, 1966). When we view the preparation that is given to children to live in our community, we notice that each child is subjected to a fairly clear cut program in reading and language. skills, in mathematics, in social studies, in science, in art, in physical education and the like. We observe also that children spend some six hours every day being subject to this conscious and deliberate instruction in the desciplines just mentioned, which are considered essential for survival in the society in which we live. If one examines this program of educational development for children, it is strikingly obvious that for what constitutes one of the major concerns of life, namely the development of moral values, there is scant educational provision. Since the decline of formal religion and its attempt to produce goodness, by means of the doctrine of fear of eternal retribution, education for moral values has lapsed into "no man's" land. We presently see a generation of youth, many of whom have had no formal confrontation with principles of morality, who have never had to think about moral issues or discuss them with anyone, and yet who will shortly become parents, who in turn will not have the skills or insight to dtscuss moral issues with their children. The outcome of such a decline in the consideration of fundamental values can have nothing short of alarming consequences. The only education that many children gain in this area is when they are caught engaging in some misdemeanour such as cheating, lying, or stealing, and are caught by somebody in authority. They have had no history of preparation for considering the lawful strategies for meeting such temptations, nor have there been any explanations for the very sound reasons that underpin the prohibitions themselves. The result is a behavioural response which is governed by external controls and consideration but has little to do with morality as such. The morality referred to here has been defined as that which results when an individual makes a decision to behave in a particular manner after due consideratton of the consequences of his behaviour and of the rights of others. The person's thinking is likely to have been governed pretty much by what Baier (1958) has termed the law of reversibility. The law is simply the negative statement of the so-