u | -‘ z s .I COMPARISON OF SOCIAL SETUATIONS OF PROBLEM AND NONP‘ROBLEM‘BOYS IN AN INTERMEDIATE SCHOOL Thesis for the Degree of M. A. O R. Diqkerson "' 1935 190.23% 4.4:“ ‘(4 .W4; (2:. -.-~.- In? ‘\\ COMPARISON OF SOCIAL SITUATIONS Or PROBLEM AND ;; NON-PROBLEM BOYS IN AN INTERMEDIATE SCHOOL.§3 OL-R.~Dickerson A Thesis Submitted to the Graduate Faculty in Partial Fulfillment for the Degree of MASTER OF ARTS Department of Sociology Dean of Eraduate School Michigan State College 1935 THESH: ACKNOWLEDGEMENT The writer wishes to express his indebtedness to Dr. Eben Mumford, Dr. Hoffer and Dr. Thaden for their help and guidance in the preparation of this thesis. Chapter I. II. III. IV. V. VI. VII. INTRODUCTION HISTORICAL BACKGROUND AND PRESENT SOCIAL CONDITIONS OF THE MILLER SCHOOL DISTRICT HEALTH AS A FACTOR IN SOCIAL ADJUSTMENT HOME SITUATION Foreign-born Parents and Illiteracy Broken Homes Parental Age School Attainment of Parents Boarders and Lodgers Other Home Conditions Ownership and Renting THE LOCATION OF THE HOME IN THE DISTRICT AND MOBILITY OF THE FAMILY Railroad Property Distance from Business Distance from School Distance from Playground Distance from Church Mobility INFLUENCE OF MEMBERSHIP IN SOCIAL ORGANIZATIONS Church Membership Clubs and Lodges Gangs LEISURE TIME Cheap Literature, newspapers, movies Automobile, Police Records Other leisure time use VIII.OCCUPATION AND ECONOMIC STATUS OF PARENTS IX. Welfare Aid Boys Gainfully Employed Weekly Income of Family SUMMARY AND CONCLUSIONS BIBLIOGRAPHY Page 18 58 47 75 115 132 146 CHAPTER I INTRODUCTION As society becomes more and more complex and its demands on the growing child more exigent the problem of preparing the individual to meet the inevitable struggle for social, economic and personal success in life becomes increasingly difficult. The neighborhood has lost its old close-knit character which fre- quently served as a deterrent to the youthful experimentalist. The problem of juvenile delinquency is becoming more seriously considered every year in the United States. The scope of this problem is, of course, as wide as the country itself. The number of delinquent children in the United States is an indication of the importance of theproblem. The Children's Bureau of the United States Department of Labor, reports that in 1918 about 175,000 children's cases were heard, in 1955, 200,000 cases were heard, some of them classified as neglect or dependency cases, but four-fifths of them as delin- quents. Since many institutions detain children committed to their care for more than a year the number of delinquent children receiving social care during this period exceeds the number appearing in court. The following data which cover a period of only twenty days of activity in Detroit's Juvenile Court brings to us a vivid picture of the tremendous size and complexity to which the problem case has developed in one of our larger cities. (1) Juvenile Offenses in the City of Detroit ‘ November 26, 1928 to December 17, I928 Larceny 76 Truancy 34 Breaking and entering 31 Tampering and driving away autos 21 Violation of probation 18 Investigation 13 Destruction of property 13 Incorrigible 7 Robbery armed 6 Assault and battery 2 Carrying concealed weapons 2 Contributing to delinquency of a minor 2 Rape . l Forgery 1 The following figures show the ages and number of offenses at various age levels of these juvenile offenders: 8 years of age 1 9 years of age 8 10 years of age 12 11 years of age 14 12 years of age 22 13 years of age 35 14 years of age 45 15 years of age 39 16 years of age 56 Total 232 The average age of these Juvenile offenders was 13.7 years. The foregoing figures show clearly that the majOrity of these Juvenile offenses were committed by boys between the ages of 12 and 16 years. This is approximately the age range of the boys in this study. In addition to the cases for which there are institutional or probationary records, a large number of children are brought before the probation officers and their cases settled outside (1) Obtained from Juvenile Court Records, City of Detroit of court. Many such cases are being handled in the public schools in an attempt to help the young misfit to adjust him- self to normal social situations before he acquires a record for juvenile delinquency. This question of the problem boy is universal. City and rural districts, good and poor schools, have thein varying quotas of boys who are becoming misfits in their manner of reacting to social situations. The problem is serious and a great amount of study is being given to it by the forces which are working for better social conditions. Therefore, any material that can be added to their findings should be of value. Purpose In this study an attempt is made to compare the social situation of problem and non-problem.boys of the Miller Inter- mediate School, Detroit. It includes 32 problem and 32 non-problem boys of this school for the year 1928-29. In order to simplify the problem somewhat, the boys were matched with reference to age, race, nationality, and mental rating. The 32 problem boys were members of what is known as the coach- ing or opportunity room of which the writer had charge in the Miller district for four years; all members of this room were included in the study. The 32 noneproblem boys were those making socially acceptable contacts and were members of the regular classes of the school. The conclusions are Confined to this sample. From the close daily contact which the writer has experi- enced over a period of years with boys who have failed to fit into the normal social situation and to fulfill its requirements certain problems have presented themselves which must be answered before the re-conditioning of the problem boys Can be carried on effectively. The immediate causes of their assign- ment to the opportunity room are known but the deeper, underLying causes which may have been operating for years must also be diS- covered. Why have the boys run afoul of the law when other boys living in the same district, of the same age, nationality and mentality rating have continued to make acceptable contacts both within the school and outside? Case studies are, of course, essential in an attempt to answer this question. It, therefore, seemed worth while to study a typical group of these young misfits, not only from the standpoint of their home and neigh— borhood environments but in comparison with others of their own generation who, living in the same school district, manage to remain within.the realm of approved social conduct. 239 theory Underlying the Opportunity Room By segregating the misfit pupils into separate rooms it is thought more can be done for them than if they are scattered throughout the school system. The enrollment in these oppor- tunity rooms is small so that the teacher may do more individual 'work than is thought possible in a regular classroom with a large attendance. The coaching room teacher tries to attack the problem presented by each pupil from his individual standpoint, the aim being to adjust habits of work or conduct in such a way as to enable the child eventually to return to a regular grade and to do successful work. Since the boys come to the coaching rooms with all variations of abilities and from grades seven to nine inclusive each case must be treated necessarily more or less individually by the teacher. Approximately three-fourths of the boys in the special room under consideration have been brought before the Juvenile Court and are carrying probation cards that must be signed weekly by the teacher. 1‘he remaining 25% are on their way to a similar fate unless the school can help them. In this group are found pronounced cases of the extrovert and introvert types which re- quire a different method of handling. These boys remain with the coaching room teacher all of the school day with the exception of the lunch period and gymnasium class. The gymnasium period for these classes is put at the end of the school day and quite often the teacher of the coaching room takes them to the gymnasium, remaining with them through the period. This arrangement of school activities is made in order to keep the boys under closer observation and restrain them from getting into more trouble. When a boy is once placed in the special room by the Boys' Counselor he remains there until recommended by the coaching room teacher for transfer to another room. As soon as the pupils are thought by the coaching room teacher to be ready for regular class work they are passed back to a regular group. This shifting of pupils in and out of the room causes a conStant flow of students through the coaching room. Some of the pupils who come to the room need but little guidance before they are ready to go back to their regular class. Others take a longer time and there are those whom the teacher cainot seem to reach to any extent. The latter group will in all probability remain in‘the coaching room until they are eligible for permits to work. The room under consideration presents a complex problem. The teacher in charge has the problem of failing school work plus that of behavior difficulties. These behavior cases run the whole gamut of school discipline problems of the more serious kind, each case being one of long standing where the pupil has been in trouble time and time again. The aim of the teacher of this group is to produce socially acceptable conduct plus passing school work. Some data regarding the accomplishments with this type of boy will give a better understanding of the work done. Data concerning this behavior group in the Miller Intermediate School for the year 1928-29 follow: Handled through room 112 Average number belonging 28 Average attendance 21 Left school 10 Sent to continuation.school 5 Working papers obtained 5 In room for adjustment, passed back to grade 30 Located in correct grade 4 Sent to Smith-Hughes classes 6 Double promoted l Promoted 2 Put in regular grade on trial 13 Sent to better mannered group because of temperament and sensitiveness l The students in the Miller School rank considerably below the city median in intelligence tests and the two groups of boys in this study merely give a typical pictufe of a large part of the youth of the Miller district. Since the intelligence rating of the problem boy was, on the whole, below the average, the control cases were also of very mediocre ability. Chart 1 on the following page shows the nationality, age, intelligence rating, and race of the 64 boys to be considered. All names used are fictitious. The nationalities presented in the chart give a fair cross—section of the population of the district which is predominantly Negro with a fair sampling of Italians, other Southern Europeafis, and American Whites. It will be noted that 23 of the problem cases are Negroes, 5 are American white and 4 are Italian. 0f the 46 Negroes con- stituting 75% of the boys, 40 were from southern states and only 6 from northern states. The following list of the native states of the parents of the Negro problem and non-problem.boys shows that the great majority of them were from the South. This fact tends to make the two groups even more nearly comparable. CHART I. AGE, NATIONALITY, RACE AND INTELLIGENCE RATING OF THE PROBLEM AND NON PROBLEM GROUPS OF BOYS IN THE MILLER INTERMEDIATE SCHOOL DISTRICT. (The boys whose names are opposite each other are paired.) Pedro V. Italian Age 14 Int. C Anthony A. Dimmock T. " " l3 " 0- Mike B. Salvator D. " " 13 " E Marquis S. Petro C- " " 15 " C— Alberto c. Athur T. Am. White " 15 " D Glenn W.. Geo. L. " " " l3 " 0- Frank M. James s. " " " 14 " E Nardin B.. Cecil W. " " " l5 " C Roy T. Clyde _ R. " " " l4 " O‘THarvey C. Alex C. Negro " 15 ‘" E Lemuel J. Wm. B. n "*14 " D Roy R. Nathan W. " " 15 " E. Melvin G. Geo. S. " " l3 " D Ben D.- Paul . M. " n 15 " E Willie B. JaSper Q. " " l3 " C- Theodore R. Perry R. " " l4 " C Chas. B. Thomas E. ‘" A 14 U 'C Henry M. Saul 3- " " 14 " c Benj. . B. Terman 3. " “ 15 " C- Clarence F. Gaston J. " " 14 " D Robert Y. Wm. P. " " l3 " C-_Peter B. Melvin 3. fl " 14 " 0- Wm. H. Wm. M. " " 16 . " E Louis H. Alexis M. " " 15 " E Leon J. Junius L- " " 15 " D Arthur C. Norman E. " " 15 " E Charles R. Richard W. " " 14 " 0- Donald M. John S. " " 15 " C_ Terry B. Henry T. " " 14 " C Dale R. Alex M. " " 14 " D Glenn E.‘ David C. V , n 14 n D Virgil M. .Jonah E. " " 14 " C Ralph C. TABLE I. NATIVE STATES OF NEGRO PROBLEM AND NON-PROBLEM BOYS Southern States Northern States #7 Name of No. of families Name of No. of families State frgm_state State from state Alabama 4 New York 3 Arkansas 2 Pennsylvania 2 Georgia 14 Ohio 1 Kentucky 1 Mississippi 3 Missouri 2 North Carolina 1 Oklahoma 2 Total 40 Total 6 The letters C, D, and E in the column marked "Intelligence" shown in Chart 1 are the symbols used by the Detroit Public Schools to represent their relative intelligence rating on the Detroit Alpha Intelligence test. This test is a modification and adaptation of the army Alpha test. The range of gradations is from A to E with the addition of plus or minus when it is necessary for a finer classification. Since intelligence ratings are not wholly a measure of innate mental ability but are also influenced by environmental factors, they facilitate the comparison of problem and non-problem cases. Other factors which may help to create the difference between the problem and non-problem cases are not so definite or accurately measured as are age, nationality or intelligence tests. The age range of the boys shown on Chart 1 is from 13 to 16 years, while the normal age range for intermediate school boys is from 12 to 15. This condition is expliined by the fact that most of the boys in this study are from one to two years regarded in their school work. Incidentally, the age range is almost identical with the age range when rate of juvenile delinquency is greatest. . Method of SelectingIControl Group The following method was used in the matching of the~ cases: with the problem boy's age, intelligence rating, and nationality on a card, a search was made through the school files until a non-problem student who matched the problem boy in age, intelligence quotient, race and nationality was I discovered. This process was followed in the case of each subject until the 32 problem boys were matched and 32 pairs were obtained, one of which was the problem boy and the other a boy who apparently was making sufficiently successful social adjustments not to be a problem in school. At least the "check" boy was not in an organized problem group. Outstand- ing boys were not sought as "check" cases. This will be evi- dent from the fact that in mental rating they were the same as the problem boys. As long as the non-problem boy fulfilled the three requirements of age, nationality, and intelligence rating, nothing further was sought. Basis of Comparison Of the various factors which might influence the behavior of the boys in the two groups, those were selected for inves- tigation which the writer, from his previous experience, had been led to believe were closely related to the problems of delinquency. By matching the groups in age, nationality and mentality rating, these factors were made relatively constant. School progress itself was ruled out by the situation that limited the one group to boys who were not satisfactorily completing their school work. The comparison of school marks, which would measure the degree to which the boy was adapting to the school situation at the time of the study, was rendered value- less by the system of marking which was decreed for the coaching class by administrative ruling. The factors finally selected for analysis are indicated by the words or phrases listed below. Statements were given about them by the boys and where possible additional statements were made by the father or mother. Name Age Nationality Grade Reached Date Intelligence Accelleration With whom living Relationship Insurance: life, fire Number in family Occupation Church flember Magazines Foreign language How long in Detroit How long in community Attitude toward school Attitude toward teacher Attitude toward parents Subject liked best Subject liked least Self supporting degree Personal'habits Police record Semester marks Aim in life School record Cause for discipline Questioppaire Attendance Sunday School Clubs and lodges Teams Gang Trouble with neighbors Nickname Ever fight Length of working day Salary Speak English Read English What other language Newspapers Height Weight Tonsils Teeth Vision Hearing Posture Serious accidents Corrections What serious illnesses Subject to what Tire easily Baths per week Meals per day Hours sleep Clean clothes per week Leisure Time at Home Bedtime Eat breakfast Get up Read Write Working with tools Made with things Leisure Time Hunt Fish Camp Swim Skate Auto riding Dance Odd jobs Required work Pets Musical instruments played Radio, kind Dance Cards Games Away from Home Movies Band concert Lectures Pool room Visiting Playing on street, what do you do? Home Environment Address Type of home: wood or brick Condition of home Rent or own Kind of furniture Bath tub Toilet Lights Heat Number of rooms Persons in home where child lives Persons board, etc. Own a car, year, kind, who uses it Financial condition Get help from city Other charities Do you give to Community Fund Do you give to Community Church Back yard How long at present address How long in previous place Neighboghood Environment Railroad Church School Nearest playground Condition of alleys The foregoing items put into the form of a questionnaire were discussed in the problem boy's class room. Each item was taken.ap separately and explained fully by the teacher. Ques- tions which the boys could not answer were checked and were 13 later filled in when a home visit was made. As far as possible similar information was obtained about the father and mother. Through the cooperation of the school executives the boys, whose names had been chosen from the files to match the problem case boys, were called from their class rooms. The questionnaire was filled out by them in the same manner as described for the problem boy. Therefore, it is probable that the information as far as it goes is fairly reliable. These data were studied for each of the sixty-four boys, and their relation to delinquency as measured by their occurrence in the history was analyzed. Data on health and physical defects were obtained from the permanent record cards which are on file for every boy in the office of the school. Further information was obtained from the following sour- ces: 1. A home visit to check up on pupils' statements, and to obtain further data of a social nature. 2. Sociological maps of the school district. It was necessary to make use of the historical case and statistical methods used in sociological research in order to interpret the data gathered to the best advantage. Difficulty of Comparison of School Marks As an administrative measure to signify to the boy's parents that their children were not doing satisfactory school work while they were members of the coaching room group, the school mark- ings were arbitrarily changed. Instead of receiving the standard school grades of A, B, C, D and E it was decided that the marks for the coaching rooms should be S , S, S- and U. They were taken to stand for varying degrees of work from satisfactory to unsatisfactory. These marks were evaluated on the school records to compare with the regular school marks in the following way: rat: on!» \1 u (jg/303C!) This arrangement of marks appeared unfair to the writer but as they were established by the administration of the school nothing could be done about it. The idea behind this arbitrary set of marks was to force the boy to get all S marks before he could be a candidate for promotion.from the coaching room to a regular grade. The only conclusion to be drawn is that the system of marking practically precluded any comparison between the two groups as far as school marks were concerned. A boy once placed in the coaching room group was limited as to the highest marks which he could get, namely, S , which was equal only to a D in the regular school scale. Therefore, even if the teacher felt that the boy was worth a C or a B mark in some school subject the best that could be done about it was an S . Since this school is in the midst of a metropolitan slum area where under-privileged children — native whites, Italians and Negroes - are crowded together in unsightly and unsocial squalor, the neighborhood situation is ripe for the production of delinquency. The coaching room at the Miller School is an attempt to deal with this condition. The reasons given by the teachers who recommended these boys to the special room run the whole gamut of the more serious infractions of school rules. Disobedience, physical comaat and truancy rank highest among these. It is understood that these offenses merely mark the culmination of a long series of misdemeanors which the school has been unable to check or cor— rect. The coaching room teacher must deal, therefore, with the "hardened" school offender and attapt to discover the early and fundamental causes leading up to the later misdeeds. Other Studies of Sipilar Nature In searching for material of a similar nature, the writer was unable to find any studies Where the problem boy was matched with a non—problem boy for age, race, nationality and intelligence rating. The only contribution which came near filling these re- quirements was an article in The School Review, June 11, 1930, by C. T. Coleman, page 434. He matched the trouble cases for age and sex only. He found that: l. Nearness to school had no effect in trouble cases. 2. His non-trouble pupils received better marks. 3. Trouble cases were absent from school more times. 4. Non-trouble cases were more reliable and held more class offices. 5. Non-trouble cases had more executive ability. These findings, although worth while, are not sufficient to lead to the discovery of the causes which produce the trouble case, 16 m"? t *jv-rfl fi :-1»-— ' - ..-1 fr- ‘1 11”» \T‘ —|‘ U A—‘OOQ I; —.. 74...] - .s._-... . . . -’_. ~oL4 , .“. P - 1‘ ,‘1 . .' . ._1 . -‘_ ~ - v .,- A \ .—---1 1...: Co I" “11" II 111‘- 1.1.1.1. RISTO I3hL "‘II711TID AID 31333:? S GILL COIMITIO- N713 1.:1 r111"1 ' 1: rt) (F111 )AL DT-rrnfi’rr‘T A. .L-.—J -- L-LJ-J—L QVLL‘VV) *V-fi‘L-k—v (D (l) m P As a basi 18 for th ys of the prohlem.and non-problem pupils included in t1 1 m. the sis, this chapter gives a brief D history of Detroit, particularly as it relates to the Killer District, and a description of present social and economic con- ditions of the area. Much of the historical material of this chapter was gleaned from.the pages of "The History of Detroit" by Ca.tlin , and from "The Germanic Influence in the Making of Michigan” by Russell. In the strt'31e for supremacy in the new world, France decided to fortify strategic points about the Great Lakes region in order to keep out British fur traders. This led t ing of a French fort in 1301 by Count Antoine De La Moths Cadillac at the narrowest er 1d mos t advanta3eous point on the river connecting Lake Huron with Lake Erie. This fort was called Tiort Poncha ain in honor of the Governor of New France. The river named Detroit, which in French means narrow or strait. The town IIIlICh grew up around this fort was also called Detroit. Detroit became the center for a larzg e Iur trade and since the French commandants understood how to deal with Indians many distant Indian tribes brou3ht their furs to Detroit to exchange for knives, brandy, bla ml ets and trinkets. Several friend dly Indian tribes settled in the shadows of Fort Ponchartrain. q French settlers were induced to come to Detroit and seen fa wily was given a grant of land in the form of a narr w farm, beginning at the river and extending inlan’ approx imately tlm miles. The settlers built their homes along the river u ank for convenience in transportation, fishi-3 a11d protection. At this period waterways were the means of transportation. Therefore, the farms were laid out in long narrow strips, each strip hav water frontdse along the Detroit a ver. Roads , laid out be tween the narr w French farms later became streets in the city of Detroit, and were named after the first settlers. 9 Examples 01 these are the names of such well-kliown streets as 1 eaueien, St. Antoine, Orleans, St. Aubin, DeBois, Chene, Jos. Kg) 0 Q) -.-r« - I A. 10 0'1 :u, Lafayette and Gratiot. haps i and 2 which follow give an interesting reproduction of this early situation. These naps are copies from the originals in the Clements Library at the University of Kichigrn and are "I supposedly the work of Ionsieur de Lery OI France in about the b .49 year 1749. They are the oldest maps yet ~oun 1 this district 1. .d o and were but recently unearthed in France. The copies here shown are photostats obtained from a printing in an article about early Detroit in the Detroit Hews. The source of some of the aforementioned streets will be discovered by a perusal of these maps. The originals of the Clements collection from.which these photostats were made were traced and through other sources names were checked and reprinted So as to be le3ible to the lay reader. R. arent on this m ap is the Bloody Dun which river used to flow '1, 1,, 'In ' -1 o o . ’1 a o a tarouah th1s district and mention 0: wh1ch will be nade later. 3 M '. 3 7301560 , .— K'WQQ' @ 3‘ gIUU‘e ‘1'} \ ”CURROJ I 2719" c 3‘. ' - I ‘ chcér m.“ fiv q, _ ‘ “.. “a. .\‘\‘\\\‘ " ..\ a. z. 0‘ . ‘ W‘ “" a AM. I. amt. (In $656M; be-QQOhgg ’ . \“\\\\§‘\“‘ " 'a a ‘\\\\ eff. ‘ “:“‘\‘\ “3 ' . Jam. _.‘~‘:\\‘c.‘§‘L _- .,. ~ \\ \ \ o - '/ ‘ fi' . ‘\ \::“\~ N t -- J ‘ an: .- _- “‘ ‘\\\\‘5 f _~ o' 8 Q .42; " ‘~\ \“~“- *7 , ‘8 . Q... 0----“ “ H‘\‘\‘°“ if .~ ' I’ ‘ ”l". CO“..-..‘ “\\\‘\\\\“— _ d _ .’ “W ----- ?“{\\:\ \\\\\‘\o : ~ , s. ' ~ .. . W o \ b-J 1‘ ;‘ N . . Ws‘fisfixh -\ arvnf. _ _ . , 4:4 :3 \g \ ‘ . 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Q a" acuity“? “or .v’ N 1 “Ma w. )v v. .. -. av... f — . ... ’J ......um. . . \‘\)’I. t .t . f“ .u s —« ~_ u .u. .... fl 3 . 51:255.. . 3.5.:N.§C§ xx. s§¢c§ . , V . .uifl us.— EinuaD—u . .. . r w. .W ...—35 mania 8.8.3.599 . . boat—Q an $2.3 . \ ,\ , z... ._ .3 o. h. ‘II '1‘1 22 Little attention was paid to laying out eas st 3: d west streets and as the city grew the east and.west streets becaae short, irregular and poorlv connected. As the necessity arose in later years for better transportation facilities, many streets had to be stre rhtened an L2 widened at great expense ( In 1760, Iolloni r the treaty of peace closinw the French ad Indian War the British took possession of Detroit. The British comzua ders were not as well schooled in.methods of deal- ing with Indians, as were the French, and had considerable diffi- culty in holding the fort against Indian conspiracies and attacks. The conspiracyo Chief Pontiac almost succeeded in driving the Eritis h out of the Iorthwes Territory. During Pontiac's siege of Detroit an attacking force of 200 British soldiers, which sortied out of the fort to drive off the Indians was ambushed at the small stream, now called :loody Run, and wiped out by Indian toma1.awks. In the growth of the city, Bloody Run, as a stream, has disappeared Irom the map except for a part flowing through a Iwood.Cemeta -ry, whi chi in the school district under discussion. (See photograph, sages i4 ) From a school engineer, a man of sixty-nine, who lived in this district as a boy, it was gathered that the boys of his youth played in the stream.cakled Bloody Run, which at that time ran through the district then on.the outskirts of Detroit. The boys for eusement and excitenen t stole beer hogsheads from a brewery yard near Gratiot Avenue (see map of district, page ). .This brewery was on the banks of Bloody Run.and the boys having successfully eluded the watchrm '8 eye would roll these casks into the Run and ride them down to the Detroit River where they abandoned them to their fate. During this man's childhood and your: manhood the flun'was gradually filled in and drained until at the present time all that is left is a gully r fining along the side of Elmwood Cemetery. At this time the District was almost entirely German. However, the :ritish were able to win the allegiance of several Indian tribes about Detroit and to use t} em in attackin3 hmerican settlements in the Ohio Valley during the Revolutionary War. ailure of the colonies to keep promises made in the F5 Due to treaty of peace followin3 the Revolutionary “.a“ the United States did not take possession of the Iorthwest Territory until difficul- ties were settled by the Jay Treaty in 1796. In l787 Congress passed an ordinance to govern the Uorthwest territory. The Ordinance of 1787 declared among other things against slavery and favored schools and education. Hichigan territory was created in 1805 and the first seat of government was in a tavern near what is now the corner of Uoodbridge and Woodward.Avenues of Detroit. Soon flter the estaflol sIIIent of government in Detroit in 1805 the entire town was destroyed by fire. This fire ori;3' inated on a windy day from a Spark from a local baler's pipe. Judge Hoodward had a new plan drawn up for the rebuilding of the city. This new plan was an dep station of the plan 0: the City of Washington. The original streets as laid out by the French ran Horth and South, crossed by streets runnin3 East and L st. In th new plan Jefferson avenue was laid out parallel to the river and inter- secting streets were laid out at right an ml es to Jefferson Avenue. . 9 . 1 r A "\‘ ’0 4' I“ " ' ' _;_ This pl.n inc_uded also a Systen oi streets radiating out from a Onthobankotnloodym central focur at Ca pus Iartius. Iany of these radiating streets were not built as planned and others were discontinued after extending a few blocks. Had this plan been carried out as origin- ally intended the tre nspo; tation proole1n of the city would be fa 1r less serious then it is today. As early as 1716 while the £n3l lien and French were disputin3 the matter of fur tfiade in the Detroit area German families came 'to the Fort. Among the earliest of these was one Kichael fax brought here by the Indians and ransomed by the French. He was given land alon3 the river front. In 18 29 thirty-nine forei3ners not naturalized were residents of Detroit. The majority of these were Gennens. A goodly number of the Germans trouped them selves on the then eastern ed3e of Detroit, many ouyinr land from Louis Campau, one of the early Fre: 1ch 31 re nte-s and a trader O O Q ree tability. These Gerri lens, v iti 13 back to the fat -inted a 310win3 picture 0 .L friends to sell eve r; ning and come to the new country. By 1833 the German settlement an the east of Detroit was well established and the French who were selling their holdings were moving further out along the river to the nei3; hbo hood of Wm t is now called Grosse Pointe. The Germans who settled in the Liiller Di: trict entered into all phases of city and state life, politics, trade and reli3ions. The breweries in this district, one of which has oeen mentioned, were the property of this German element. Detroit's increase in population from about 2000 in 1810 to 1,5 W8 62 in 1930, reflects development of business, industry and transnoet-41on. In several decades the population has doubled as shown by the following census figures: [\x (j) 810 - ,85 182 - 1 ,422 1880 - 2,222 1880 - 9,102 1850 - 21,019 1880 - 45,819 1870 - 79,577 188 - 118,840 1890 - 205 ,878 1900 - 88 5 ,704 1920 - 998 ,678 1980 — 1,588,882 The map Io..3 which follows will show the Various annexed areas to the old 01 i31na1 Detroit. The Hiller School District with which we are being esaec ially concerned was annexed on or before the year 1875, most 0: it before 1857. The first date shown on the me p is 1888, more than a hundred years after the founding of the city. This mat is a print taken from a booklet published by the Detroit Times. Thus we see the original Tench of this district beii“ supplanted by the Germans. These Germans built their Lutheran and Catholic churches which were the cen+ers of their social as well as religious life, as both churches demand the close allegiance of the fanily. In this district, beginning about 1905, we find Jewish and Italian buyin3 out the old German residenses. From this time the invasion of the He3ro also occurs rapidly. The influx of the ne3ro to this part of Detroit is the result of a demand of man- ufacturers for common aoor. Len were needed for the heavier work about the factories, such as trucking and foundry work. The district under con31der atio11 was the natural residence place for this type of laborer. Once colored families started to 2'7 ' UnfOld for Mép of DETROIT’S GROWTH settle in this district the later arrivals of the race who were 0 H' S“ in the same finan wl circumstances natusally migrated to the same locality by reason of choice and pressure applied by the fimerican Uhite. m ' Maps 2, 8 and 4, which follow, made by H. J. Kaufman, Bure u of Statistics, Board of Education, Detroit, give a fine racial picture of this district in the year 192°. The school district is outlined in red and black. Present Distribution of Races and Yationalities in Detroit and in the Killer fistrict Hap Ho. 2 showing the distribution of the Anerican white amilies demonstrates the fact that the district is no longer predominantly white in pOpulation. Here is hown.the result of the pressure brought about by the influx of the Negro. On the weSuern edge of the district th re is a rooming house sectian. Some of the older and.more substantial homes have been changed into rooming houses. Thus on the northwestern edge is seen quite a grouping of Ameri an whites. Along the southern edge of the district will be observed another such grouping. This se tion is one of fine old residences which have been made over into rooming houses. In this section also are found many beautiful apartment houses which are built many stories high and therefore afford an excellent view of the Detroit River. This situation accounts for the American whites on the southern edge of the district. Another fairly good resi- dence area in the district is that along the western edge of Elmwood Cemetary which is indicated on the map of the district 0y a blank space. The rest of the district, other hen described‘ a»; P 29 ' ,. a9 «2,: 0"“ ' . '1 p r; O '9 has a lower type oi residences. Here we founl tie home Ol the re the problem and Q) under-privil«e zed whites, some of whose sons non-pr oblen boys of this study. hep Io. 3 gives the location of the Italian fanilies vdio reside in the city. It will be observed that the miller district su plies the places of res1dence for nost of the Italian families i p who live in Detroit. ine area in the soui h and south -central part of the district has come to be called Little Italy. In this area are found the homes of the so-called Italian sap gsters who H L‘ are in continual conflict with one ano he rand the police. The gang activities of this group malt es the formation of gangs by the adolescents of thi 0) district more si nificant, and the gene membership of boys in this study m re important. (See Chao . 6) p the patterns .I. H. U) The proximity of well organize d adult 0 ang sunel P 47.1. "' m for action and heroes for emulation to the adolescent. Map ho. 4 shows the location of the homes of the Iegroes in the city. As may be observed on the map the majority of Negroes living in Detroit are centered in this district. There is some ove rla_ Dingo of the Eegro and Italian f M'ilis es spe cially in tlw area at the lower part of the district known as Little Italy. The heaviest grouping of the Xeg-oes is in the central northwest portion of the district. Here the buildings are in a poorer state of repair than in any place in the district and living conditions are at the lows t level of any area in the itV. This condition is the result of the tendezm cy to shunt and restrict the colored iven up as a neighborhood unfit for occup ation. MAP #4: _ g ml c» e m m m S H m e m - n o a. % THU _. to e o r min/v V d ' v--. D I . 1 e , .1 r ..UJ ...- r ..-. . e _ . . 71 0 w.” u ... ,. e ...5. l t . +4 Cu. 0 C firm 0 o. _ 1; 8 ml. “4 I.... n.— r r . r. r. d ....u A... ,_, ._ e .1 an.” 3 P. a?“ 4.; FL n v r. ..tla V .1. 0— m H: .1 .. u 4%” Lb — 1% .111” r 1 S T .. . i. J .u H... u .1 an. m mu «um an.” UH“ L mu 1, .., .L .r. "...... l. h I - -lfl Amman? .w uF ’n - ‘ o.- '- q. ff. 0 7- fi',‘ fi ous1ness, hEldlflctUPlnv and residence. On this Ma? ere ouOttdd £21 ( -‘ .- -:' J—‘- -o- 1A ~. - r N- ' 1 “N ”.F» 1_ W" v. 1 f" «x . ~ 7 the homes oi the oroolen and Lon—proeleh oops woo are con 1 ereo (I) lL this study. Hap To. 6 gives the location of church es, sett e- ment houses and play gr unis. The 3as we -1Lark-et shown in Drown on Hap So. 5 is an Open me ket surrounded by wholesale ho ses. iere the school boy can find periodical ant Keohialiu enplo;me nt hcloin; the farmer or huckster to load or unload :arr produce. This uarket acts as a 1e ooy of delingue11t teio-nci s and truant officers of the district Tak this a startil n3 pol ce in their hunt for boys v-0 are truant from school. Ianr huclcs ters use boys of school age to help Lhem r edd le vegetables throughout the city since they have rogular rout: ( u U) in other parts fa r lemoved from the market. This offers the truant a chance to get far enough umaJ from scnool to feel comparatively safe Iron detection. Host of the churches shown on Lao lo. 6 vere guilt when & the district was predominantly Ce Jan Mit11 a sprinklin: of D ative born Americans. In the neighborhoods where colored - w 1 "~- . r~ ' ~1‘ '~ n. ‘ ‘ .‘ “Kn ~ “.r‘ ' 1 A" -- ~- “ 7 ..‘ 1—_.. people oreoominate these chuiches have oeen purChaseu or the . 1 -1 7-? ‘3‘ ‘O ‘\-" 4‘ ‘\ P“’ . VA Q. F‘, “A. nebro COE;TcuaulunS gnu are 30% use; U. 4.1.1 -.-- -. '1 . ... ., _" .3- 1 " I . . 1" 1 ‘YF . ‘\ 0 1“ .’ I“ x ‘3, '1‘ .' ' I" ‘ T“ .'-‘ fl .- n .‘ ‘p 'l- ' 1 In adCLi tion to ouJinU these churcnes tn: leproes sze rented nan* old Voodoo s"'ore build-'11 s so* one 10i~' 419w n~ “'th'+n+e 3 -J 5' ‘.&—I-~ k} Ll v ys J—J—L-L‘g {J‘s-KL C-J- ’u LQJ—llv Ll‘Lv.-; o.b 01.1w») 1 Jv U'v an 7,‘ ‘ 1." I: . .9: -. -"-\ . '9 -‘ vl- -’1 n a 1" ‘w . ‘ —: ._ . ~~ \ 1 ixxr church euiliCes. 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I“ \ ”VAT—.'...COC 611-} :3 1.1. e; \hen the 31th; ..ms t e: C’ :.1 int- -d toesioei “-3 tin: L. “hence I. . I q '1 1 U 0 l. a _.6 .‘- 4- ~ - r.- '- ‘- my ‘I * - : TV“ a "‘ ' "‘ t t A ’ " —3 t ' . .3 C . "'4 " 3 I" " oi e3 oatsieer. in eeiitioi 0 he ‘i-3c oi the soi-i t n x, .0 - '1_ - '4“ 1 ' +‘ a ". 4- '- --'4—r~‘~" 47‘ t «7‘ ”-1 v 1 7 r- 4 f - V) “ "‘ ,1 r l r! A 3 '1 I . _.l V '- " . ‘ ‘0 1 g a . - o .' w” " ‘ \ v.1 .'\ Q- 1 s . 1 1' ‘ -,o-\ 1‘ 'I . "-O - "J . ‘ 1" fl crowdin. no nous1n- Jfiuvlsmo unlCh tn» 'c’ln; outst causes. C.» J: J V U 1- ,:v #3, .f M 3 ,3 '4- _‘ ...' 1-\ '1. "w, Lneer these circuhstances is is 10.; al to assume that the . :1 :. Any.- ‘-.‘ -4:1 ‘- .q, A . ‘ ...- (K m a QMA . +1» "V '1 i'b ‘ scalal aidustMeht O; the chili ”Hose LOuc is ohus erQeneo Lust ' *0 r‘ ‘ ~ '- '1 . . J‘- N ‘. o ‘9 ‘1“: 1 3' T 4‘ y' g" r‘ J." 4'1“ * ...“ -. ,3 7 “F- be more ireo3h with Llii;CULbf than that 0L tie Chilo .hose 5... ' ° 5 : --_ -~. ' . ° I — n _. -. , : .mw r - ~ family Circle is ROb tu1s cohgliceteo i1 this Log. In ‘fesent- 1” u. n 4- - r- < ‘3 -~ - 1 7- r. 3" r: ’ ' 1“ 3‘; 4“ s faCbOf on the proolem Que non-9r ¢19Q r a) ir3 the infl ence 0 boys, Chrrt Lo. 4 shows the individua tevilies wh take in. boarders. Over fifty geficsnt of the :ro‘t leul cases come from 4 homes in which there are boardsrs or lo‘“ors; onlv shout thirty— three perc alt of the non-orobleh cases are faced.vith a similar situation. The'e are iorty extra p erszons in the seventeen homes from which too groolem boys cone. Jhile in tne h mes oi the hon-probl m'boys .gere are twent5~ei ht e: tra persons. Lore than on3—half of the groblem boys con3 from hon in which there are boM.r erS, where? s only one-t‘ird of he non-oroblem 0 w‘ ‘ v ' v’ .«.‘ - " “‘ 'V Q v eoys om; reg hozzes haviqo ooacders. 5%) Chart N0. 4 . BOARDERS AND LODGERS Italian D U T1“ Am. White E El]. u—J _ [j Negro LJ fIi EFD C] ' Each Square represents one lodger. LT RmMS PER HOURS AND NUMBER OF PERSONS PER ROOM 60 Table #2 Problem Boy's Yon-Problem Boy's Home Home Pair Rooms Family 13— Persons Rooms Family In- Persogs To. cluling Per eluding Per roomers Room roomers Room 1. 9 13* 1.4 8 9 1.1 2. 8 13 1.1 10 11 1.1 3. ll 10 .9 6 7 1.1 4. 5 7 1.4 6 8 1.3 5. 10 14 1.4 5 7 1.4 6. 10 8 .8 10 17 1.7 7. 7 4 .4 7 6 .8 8. 8 10 1.2 3 3 l. 9. 9 11 1.2 7 6 .8 lo. 12 5 .5 6 8 1.3 11. 4 4 l. 6 6 l. O. 6 14 2.3 6 7 1.1 13. l4 l2 .8 9 4 .5 l4. 5 7 1.4 6 7 1.1 15. 7' 9 1.2 5 10 2. l6. 5 4 .8 5 7 1.4 17. 7 6 .8 7 . 8 1.1 18. 8 10 1.2 6 7 1.1 19. 7 8 1.1 5 6 1.2 20. 10 6 .6 7 6 .8 21. 7 9 1.2 7 7 l. 22. 6 4 .3 10 7 .7 23. 9 11 1.2 7 8 1.1 24. 7 5 . .7 7 5 .7 .25. 6 6 l. 5 6 1.2 26. 9 11 1.3 6 7 1.1 27. 7 4 .5 6 6 l. 28. 6 5 .8 3 3 l. 29. 8 6 .7 7 8 1.1 30. 7 6 .8 7 6 .8 31. 3 6 2. 6 6 l. 32. 2 3 1.5 5 5 l. TOTfiL 239 251 205 224 61 a similar result is found. in Luzidre 3L and iifty-one penple were housed in the nroulem homes while in t.e roi-rrovl m .5 .9 homes t1 ere mere tvro hundrc d and five yersons, a difierence of forty—six peogle. The est ima_te from the Lnited States Bureau of Censu of 1928 gives for the city of Detroit, within the ei; ‘nt mile circle, an average nusber of pe0ple in the ho :ne as 4.16. In the case of the problem boy's familv this figure is approy°- mastely 7. 7 WLile that of the non-groblem 's 6.4 ,pproximately. Tshing the average of 4.16, both of these figures show over- crowding of the home, an’ the influence of a so-called slum district. -ne City of Detroit Board of Education census for 1925 hows 308,438 households, wi n 157,432 roomers. This is approximately one rOOLer to every two households. In the case of the problem boy's fanily this ratio was one and one-third roomers to each household and five- eightns roomers for each household of non-proslem ooys. These fi show the non- prohlem.LOV's family to approxiiate the city average for roomem 1"} while the non-pron em soy 's f anily nearly triples it. The averages tend to draw the attention from the specific case, nevertheless they give us a View of the probleL hard to obtain in any other way. The presence of boarders aim aloQ ers in these homes leads innediately to over-crowding. In a district where homes are filled beyond normal capacity certain loroolems are almost sure G3 [‘0 to develop. Complete lack of physical privacy seems to lead 0 O r . _ .. I ‘r ."4 ’<:_I-1 ‘ ’ + F " .1 r, '1 A almost lneVltebly to a lonerinv Li Loral sugnaargb, "I A ‘ ‘1.«— . Jhen on i cen 1d p l“ --- 93 (\1 (+- o m ,3 "3 v (‘f‘ *v’ (v 7’) ill \ in H o 9 {I \D C ’7.) (P >—) C c *3 0 exposure to sex relationship is always present. Thus too early contact with the fact of cohabitation.between the parents :\ nay-rxroduce eLotio n31 disturtance, which, in turn leads to anti- social. behavior. Or it me ;r simply establish in the child's rdnd a; lacL of respect for the vhole relationship. F mqtertly sex:pm?actices are found among boys ani girls in the sage family Innrn? such cor -di itions. If the problem is iurther complicated by the: loose conduct of irresponsible lod =er s, the chances that childrwn1vfidd.escape unscathed are slight indeed. funong the color ed roolcn cases in this study the condi tion is comgdicated by the fact that in homes uhere :any boarders or Iwomers are huused the boys are entirely ignorant of the where- abouts of their fa thers or step-fa thers OHI“Ie O‘ff’lg‘f“ W3 is V In.addition to the personnel of the family or home group, certain.other environmental factors are instrumental in the 5*1a “—fgg of social behavior patterns. Of these the grou up attrmides and.ideals exert perlyap US the stro riest influence. In an ogdexztive investig3tion it is, howeve1,possible to measure these iJLfluences only in terms of their concrete expressions. or thiAs reason, the facts of h'JLlE on ership and the physical s of the Lyme have been investigated in an atteLpt to de4‘a ' , . . .. . . ucrmlxie to what extent the llVln: conditions in the home are tGdin the social adjustment of the child 63 r a omarm: 3, ma ,1 A- OI—ILw -- v (....LLVL _.V..- .41.... A— The Detroit Board of Education Census 1915 shows: \ PerCent_ Single Owned Homes 99,202 21.4. Owned Flats 24,705 5.3 Apartments Owned 593 .1 Unknown Status 29,759; 6.4 Rented Singles 102,933 22.2 fiente d Fle;cw - 154,011 38.2 Rented fipar+1ents 53,815 11.4 ‘i The fast that some of the parents cf the boys in this study have oeen home loving or far-si;;. hted enou; h to attem: the purehase of a home is taken by th3 writer to ind cate a anily solidarity th at is in advance of those not making this attempt 31th the purchase of a home comes the feeling of permanence and responsibility to the parents. This feeling must be communi- ... caixed'by actions, words, or attitudes to the children of the household. The fact of home ownership in the studied district is a11.the more iriportant in the light of datd offered by jrnest 33.<3roves ”Socis: 1 Problem of the aLily”. He says, "One of the IMO t serious results of our h using situation is the falling off in home ownership; this decrease has been going on since 1900. The conditions in our cities of 10,000 or pOpulation have not been the sa «me everywhere; some have had an increase, some a decrease in home ownership; but it is stated that in every one of these cities there has been a strik- ing decrease in the number of persons owning their homes free from debt.“ (6) T33 truand is unfortuna e, for home Oinershio encour a‘ ses attitudes OI soczial value. He who owns his house has an incentive to be interessted in the community. Ownership also shows its influence 6 CflTDVES, Lrn3su n. ”Social Problems of the Family“ Page 233 Conference of Social Jork 1923 64 Chart No. 5. ‘HOME OWNERSHIP Italian Am. White __ I , J. I, j: I "W_#; .J.. - Negro+ ‘ r r]. E fl fif .1 v 1 i ;Mi L . lw _... V .L ] ‘1¢#mq- if": ' lfil “L J. E II I! ilA Each block indicates that the boy's family.bwfi their home. in subtle ways in family life; the children are more apt to be taught the value of property, neighborhood contacts are regarded more seriously, the home is more likely to reflect a sense of permanency and self respect than when the family merely rents. A decrease in home ownership tends toward greater social restlessness and instability. Chart No. 5 shows that seven of the problem boys were living in "owned" homes. If the previous generalizations are to be accepted, this may be interpreted to mean that almost twice as many of the non-problem boys had theadvantage of en- joying a permanent environment and of building up meaningful neighborhood contacts. That this home training should provide for the more fortunate boy a better type of social reaction in his school relations than would be developed under a more shifting home arrangement seems very probable. It is interest- ing to note that four of the seven problem cases from home- owning families were Italians, and that the four control noneproblem Italian boys also came from "owned" homes. Physical Conditions of the Homes Studied There are classic examples of great men who have spent their childhood in poverty-stricken hovels. But it is known also that the chances for the success of such a home or of the children growing up in it are comparatively slight. While it will readily be agreed that comfort and convenience are not enough to insure a good home environment, it is equally clear that in a heme where living conditions are not modern much energy which might go to the building up of ideals and social habits must be expended in the mere struggle for existence. When ventilation is poor, health is jeopardized. When sanitary plumbing is lacking, the family struggles both for minimum standards of decency and cleanliness and against poor health. The lack of facilities for working drains the strength of the mother and renders her less effective as a guide for her growing children. Unsightly surroundings not only serve as breeding places for germs but as destroyers of pride in order and cleanliness and of habits of neatness as well. Conditions in many of the older sections of our larger American cities are often appalling. Large families are crowded together into small quarters; houses built to accommo- date one family frequently house two or three with their boarders and lodgers. Beds are used to capacity day and night, and standards of decency and privacy violated. Modern building codes are powerless to improve conditions in these districts since most of the houses were built before the standard requirements for light, air, and sanitation were adopted, and the code laws are not retroactive. Many of the houses in the Miller district are without furnaces and without bathrooms. In these homes the social standards of cleanliness and decency are hard to maintain, and 67 Chart No. 6. HOMES WITHOUT BATHTUB. Italian i "' J Li' I [if . Y I} Ff Am. white m fij*_L"f ‘ "] [: i]‘ ‘ E __i 1 7 pg _. r7 —] . Negro [; 1 _ _f L I: 7 ‘[: , ‘1 . w [“1 :] r J ' Each block indicates that the boy has no bath tub in his home. 0'8 . I -1 .3 - ~ . . . \- s v . A , A / -. ' J ",3 ‘ fl . ‘us -‘.... .. -~...-_\v -bVVJ _. —‘J...‘ -- may conceivably add to the last and insurmountable burden to the boy who is already finding the problem of social adjustment difficult. Chart 6 shows that nine of the problem boys come from homes without bath tubs and that seven of the homes of non-problem boys lacked this facility. The majority of the houses in this district were built at the time when it was the accepted practice to build a small house with posts for a foundation and as many of these houses are forty or fifty years old these posts have more or less disinte- grated, letting the houses tilt at varying angles. This cer- tainly is not the type of home which would instill in either the parent or the child a sense of pride of ownership when returning from his work or his school. The post foundation precludes the advantages and improved environment of a modern basement. It Simply makes quarters still more crowded when all of the house- hold duties usually carried on in the modern basement must be Performed in an otherwise crowded living space. The homes haflng no modern basements are shown on Chart No. 8. Eleven problem and an equal number of non-problem boys come from homes without basements. The lack of basement space to do those household duties which are now relegated to ’the basement was brought clearly to the writer's mind upon the Qccasion of the home visit to Problem Case No. 19. At the time of this visit the mother was doing the washing in the kitchen with a hand power washing machine. The clothes were being hung in the combination dining and living room. The writer and the colored mother sat beside the drying lines of clothes and had their visit. The father and one of the boarders were at work, the other boarder who was a young colored woman was out doing housework by the day. A little colored pickaninny about three years of age was playing on the floor under the clothes line. The rug on the floor was old and had several holes in it. The son who was Problem Case 19 was not at home. The mother could not understand why her boy seemed to get into so much trouble. Although he did take things that did not belong to him now and then she did not seem to be over-interested in her wayward. son, and would be glad when he was old enough to stop school and get his working papers. The boy's own story follows. It is in his own words without corrections of any kind. In his story we get an idea of this "taking things that do not belong to him." Colored Boy's Story (16 years of age) 1. My first remember of my mother was when we come to detroit. We on the train and I ask how did it run. 2. I lived at little town atlanta. We lived down by a creak and it was sourrend by little tree and I always like to play in the creek in the summer time. 3. My first play a boy name Robert and his little sister Jessie and Inez. We were always down in the woods playing hide 31nd go see. We uster have swell time there. 4. The time Went to school was when we played tit tat toe {fl the kinedgard that way my first day one the second I got a 71 wi3:3in I hated school ev r" aftr. .‘. J. r— 1 .1. r '1- , . .' ~31 ,, ~ - o tile C” 94318“ that 1 (11(11‘311L. ll“: Leis .-.LSS _. . UCCQU‘e 0118 _ - : a ...- '1 " a - r ‘ i - ,l , .,. ..g ' ‘- ‘1 .. sla; me an: has my nose bleed LJ Lbob is one res .us. erorce tie reason why I like her because s 6. The first thing I did wr n; was whe- I stole sose whisky and drank it wens to school and the teacler smelto it and wanted to send me to the —--------- for it. 7. The fi at time I cot in trouole was when I skinned :ased me home very near anv next use when a drur store window glass was broken and we wer token to the oolice station. The hing I like d was pla"i3r an we er and ridding wagon and sliding down bank and plying marble “hd‘plying wi oh 5:113. . he -. ‘ ’ ‘v "' ~' V“ :1 - 1" 'v ",‘ ..-. ' ... - '4- 5" " w v 1 when I wor ea yea old i learned now b0 play oaseoall an socker ad lilzed to ply cards. i-i has whet was about 8 years old I seen a m n whio nis d. wife next was a aCCiIGHC a train ran ever a man and cut him Other data parts 1r ring to the home situation blifl? more clearly to the atten ion of the reader the fact that man obstacles must be overcama.by oroblem and Lon-oroolen cases , In the case of nine problem boys, back yards of the home premises were unsirhtly slid in oad co': 1dition. These svme facts held true in only foUr cases in control erouf. The reader must - l’l', V‘Lfi. :J 1 O a o. I a r-fi 0 W1 “ e ”-1- _.o p L}. A 7'1 1‘8 \’ n+ ) \J ”J 0* ,-~ ‘ P;-‘f:(l '3. v—I -v '7 f Q 54 - 3 ‘AV :es on t? e alley was .a‘ ‘- 1 5‘ ometi T1 5 All other hames .1. t A wl +L O E. S +U e .1 UL .'.. Ti \‘ e E C a i n O O c... t +o e T .s d O D” 3.1...“ C m .TJ m... 4 ~ 0 D. p l o. a.“ O ...-i. 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H C ’T; .33.: VA- F: 2.4. 11 1'4. _.t: v fj-j «a»- t llll. 2 r" x’rr: L #0.} 5.} S I ‘. p-J -~-‘v‘- ‘ V. v t—J J '1-.- l. l V q On) .. ’ lo; ."[3 .‘ '\ J " \ iv . '1") "'l — l A ‘L.’ .’.3 v 4. 9.4.; l q Lul to no“ fl .‘..JU .‘3 V r3 ‘ \v 4? J. q . ‘0 h. (. O'; "V _ h 1 ll AL ere bl 1‘. «(32' “LL—_..) \ .. . 5—1 I ' 1i. 7,. 7": -1. u .1- ‘9 slox 81110 to 18 olems no J1. 1911::- m N CA. u 'T‘« i. 'l .L '- .} 'r o . J Pro 1'1 . . L1 IjO;-L 1e bo . 1 v xvas eve Cozzclu: 73 . 37‘ ‘ . , ‘ ‘— _. 1'ivf"1 HEW-h C 0 11C .L 1 r1 _.-J- r“ CA. cert F»‘< s.) J 11011- of .— "-‘.L r "a ‘ f‘ Us-.. ‘;-l Lao -‘ * g05r “a .—J VA Illit" 1. es. 1'23“}. C 8.8 L3 ‘3 O .‘.. I‘y‘ “mm-P +1\ .3, , bJ‘l; A . -. '1 ‘. ~ g 8,40 ' :1 r‘,‘ r‘ ... U1- rm 4-..- JO LC)" ‘ I _ , .‘ I p 13' V .0ch _1‘0 ‘1 8 a. c; on O —1 0-;- " -v ,‘wqu .Lthl via. (.2 ”AV-flu];- r -~{3 wo‘V'.~.. J i ah I“ ‘7‘, 1., . I _n OI‘El‘ H * i O T. 5 3 _. V ,C O u .u .C Q .- u n e O 1; ,3 .3 0 .-w. T O U; LU _ a n O 9 a. M. p E n. . .3 O .3 V. 3 E .* v A: . . _ S a, _ .u w ‘ O C vb “ ... 4 w“ 3 3 ..II‘ tr; ..J -3 O I W. n v z 3 _ .l m u 1.0 AU 5» n C u n. L i O e S “I t 0 fi t w ‘ 3 3 Par; nor. 2. [5.15 \,.L . .1. 2 WM 1131‘. *~Q¢nv‘.-LJ C . U .. .L C 01 L140 J: b -371 V“ 7 r 7‘» *5 mes bro 1'0 u 1" on—“ 1W nu- A fir} U4. ‘r‘ ., ’17'1 ~‘c- Von flo .._~ .— ~11 ‘l‘lCE 1-43 h'n U; 0.3: ‘0‘ "W13“ Us— fl HP .— Vgt 0 ”t9“ V‘IL A‘ {_.A -1- " . bJQU ! Mc- r-q -‘ iv.-- .. b _‘ 7'“ no 'A‘: .'.!" NJ» - V u-L I lo~ - .1 C‘ 3' ‘ 2.....-“ ...) :1 f; ‘ 1 5 w .L E .I’!’ 130 q :5 0 .— ‘I‘ O’ I .’—‘ V J "\ ‘-‘”:‘ .‘.; -L L; > ‘C- a.-- 7 ”11" "t O 4 -],-- "CJ 0 V 5 I'- C 3;“ 01.3-1. " ,. .1 _J,. 11.1.» .‘I- :LO .'-x..--.'3 l‘ l C 5.11 r r‘ 1 cgld. ‘05? .'w .L r~ -- ’- *3 —L ndvfl- 2.41.9-4. Lg}. U i .1. Eu *ore can- ngucnc= l l g 8 0119173 -;‘3.Lb CO? ‘—_I ,- A .-. 4 Ln“! '3 *1 'n ‘5. “"')”’8 .u-‘5 -- r ,1 LI...“ awe.» .L '.-. .4- '18 1 .L T 7. Ifi.—“-“ YW‘I‘ \) L'"-—voo‘. 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'V \f): f" CHAPTER V THE LOCATION OF THE HOME IN THE DISTRICT AND MOBILITY OF THE FAMILY Some of the influences on boys in this study in their home surroundings have been discussed. Next in order comes the territory immediately surrounding the home or the neighborhood. These environmental influences affect both the problem and non-problem boy. Nevertheless, there are some distinctions to be made and some facts to be disclosed in the study of these environmental factors. The first part of this chapter relates to the distance of Problem and non-problem boys from railroad property, business, SChOOl, playground and church with the commonly accepted idea that the further away a boy dwells from any given factor the less influence this factor would have upon him. Several of the results of this study do not coincide with the commonly accepted idea. For instance, it has been discovered that near- neSS 130 school has nothing whatever to do with the matter of eliminating trouble cases. In fact, the opposite of the above Statement is often found to be the case. The facts are presented in the following order: 1- Location and railroad property. 2. Location and business. 3- Location and school. 4:. Location and playground. 5- Location and church. 76 .fi 'V". » J- v)» ‘I 1 "I of‘) ' ' I ‘f\ ‘ .) --._ ‘- h“-‘ ‘F -- “—A‘J -— .‘.— - . n n 1 o - w » ". ‘ r711- -; ;~ .‘ — .~ n-'- — r '1. -». 7 -f- .- —_~ _-,.-. .L i" , + - a ‘— .r “T-rI r ' 5 ‘ , l L to \‘ -—>_J ' — g-‘v 2' .— 5) 1. b .. --«"H U ‘— th \—' \J~ ‘5 (-‘U v’—- - '» .— .... '~ ~51.) d.- J— >\’ .... I ‘1 ~ 0 . . - fl"§fi‘."‘. -‘:T m‘FH‘U‘." r‘ " .1» WM-) "( I ['1 fl‘ ' ‘L_"" A "T ,1: fl ’ ,J ‘1‘ P "‘ ‘I‘ " ""O “ L‘ Ii: ;.,..‘.‘~—~I ... \‘._A-~ -__.__,_'_.. 'x"'.,t.- - Q --~ 5-) \J- -.‘v~-i_ ...— ..o -“ _ .- ubv -‘ V U u __.L 9..) 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I LU-.. gr. -‘. - . u. .é— dz, '. I.)— \l- on n J-‘A—V .. _.__._;.... ",-sa'-. .JA ‘_V-'\.as}.-.4 U&A~d-. _. D fl, T74 k-"‘“ v- -,-\ a. f‘. .- . ~. ' n _. -‘-.~. -_~ -.. -’— 4. u— A. 1 ~ ..\ -‘ .. .1- _- _ -—< . -—J- —. L“ I , . . ;__J __ r z , :7, «_1 a. . (‘1 r, ‘\ . ., ‘ "-‘L U 'V O -c \4:‘_'.,._..a. ‘0 ..L. V4. J—nb . V“ ‘v \J I‘ t.) a 'J‘-‘_ - !" (J.- --Caxo ext.) C. OJ. L) \J _. us. 1" ... -_ C l . q‘ o7 ,— -" ‘ ‘II - 0"" c. 1.1: -; ‘I' ' ’ " —. x‘i‘ \ - “5- . ,-/.-..~ 7- = -~. ' +~ an" I I va ‘ _.‘fl'u . -‘ uh .‘.. .— ~-' J ’ ..-“ ——— a V at — ~. 3.. ‘J _nb ‘J J-‘ .. -— v. V" .1 JV vjh‘ -- .L .0 O a- . . ' ‘ U . : .. :-.:. -:" — of‘(' ;;~ :1 ‘ “ ~ ‘—- v +‘ . ~. + ~ ~ xr - - - . ..+ 4- .w. wm mqbfla abu: 053 \l \l..‘. \C-I cl 1 - r 3‘ )0‘.‘ ‘u .I \p)‘ ‘ II CI ‘1 Dd i. 41 1‘ ‘O\\I \J In ‘ I. memuo ago L aroma mm .zfiu a): rfl i.opnu>-o miom n>cg {p otumn daflfio T.H-o:&1aoq mQB .mraz 1‘ .11 J \. .. c..1 0!) ‘1 I... l. I) ) \IJ ). I‘lfll . \z 4. \lll...‘ \I \l HZ» a. “DA d). «FWD POHQM mfiaru DAMP MO 00H... mHLJuu.OWL.Q,MU Hahmdct GEL. nmfiflra -_1 mmaarm. .r.~..H.\.,PJ.H.PQpH NH PH m ma .HmpoH 5 mm w.Hm— h mow m Mama w m.NH w m.HN D moNH w W m.md w EmHQohmldoZ mm m.o m o o .o m m.o m m.Hm OH o.ma m H.wm m amanopm wt OH R oh mm o.“ a oh «H OH 1 OH am oh mhwmh mmflaflfimm m pmbo manna m manna w mason m maven m pooh H, womb m *# <9 0 r4 g% U.) D. C) H C) 1n fleece mm b.mH w mom ‘L "3 .3 q n.o O rk «I... 0.] \ ..3H 3 an...) < O O C”) a H.am m Amamohm-mom mm m.mH e H.m a m.m m a.ma 0 LO (1) o H C\] L‘ (O (x. O Emanohm h.mH m. 0: , mawmm & oz & on & oh & u oz & N.oz & oz mmHHfiEdk O Qm>0 mhde m @9603 @ mhwvfi m mhmmb N fiwmb H ScafimUOH Pflmmmhm Pm MEHQ Mo £9fl¢md Ga :“1.‘;: " 0"1 - .n. '4 1., ‘J—- A. l I "u .5 a. ..D A. h—v L r-Y‘l- 1. A ‘I .1 V$i U '\‘. "‘ . _.\ - .. >4. ‘ a *._-- Litl n \a -J ‘ I -.\ ~4 ‘- K" V .‘ ‘ , . 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(.. a \l~‘--; I, ~ - if , ‘ a A 1 A 1 1 u. A.‘ :3. ."II .; to - The foregoing table and chart No. 9 showing length of residence at the previous address presents a better picture of the situation because it represents a finished incident; the present address is not complete and there is no way of telling how long our subjects will live at that address. In the preceding Chart No. 9 the non-problem boys lived longer at the previous address then the problem boys. While only nine of the problem lived at their previous address longer than their matching non-problem family. This indicates that mobility influences the problem and non-problem status of the cases here studied to quite an extent. Permanency of home con- ditions certainly tends to be reflected in the social reaction of the cases here reported. In summing up the items taken up in this chapter it is evident that unkempt railroad right—of-ways and the mobility of the family have considerable bearing on the making of problem case boys. The items of distance from business, schools, and churches, seems to have little bearing in this matter of problem case production. Distance from playgrounds probably enters to the degree in which the boys affected "hang around" the playground nights after the playground supervisor has left. The gang activities elsewhere described flourish from the time the playground director leaves until the various individuals, of a necessity, have to return to their homes for the night. J Lt- - ._ . J .. L .l _.L ' T~-~.1T Yw- 1- -.l" 1 . [fl -:1 - ‘- '—-. 1— I — -..—v _-- — ‘ f-‘nr— ' T >,\ A1 . «Ta 7 u 7.1—— r v 1 . ,\ . . A— .‘ .4- V _J \I o - J- — J- - l ..- n8 ._ .J V J - - I y‘ — - l - ~ —--¢-—l- ‘ .- ..n - ) —- 0 u I 1 .. I --1 c-g --““Q' (‘W ‘F 1'“ 4"» r: n- t -' -‘ ...-q inl- ~'l ._ . 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A' ' I LII ‘ ' ‘uJu '._-.. -,'~._J ...g. _. _‘ /-_.n '_ . ’_ . -..-- ~ -~ '~ '- -- .4-v . ubD * 0 ~ \"1 x1 0 1 .1 " 1 Ta . a “ .- ~.". ' ur- -. T x: "f " ‘L , ""‘ W‘s)" *‘ . 7 ‘- " ‘-“‘ ‘4' 1 r "l . _~ 4...}- \ _'_ ‘ b_\ _ "U" 2 -. .... Ask! _ -'-.- ‘, - .' L' v u . - _. 1 ..' L) Jn. . _a u... H , k_: _L. -. ii. 97 of many more clubs. Training in living and cooperating with one another is one of the elements Which needs great emphasis put upon it for the benefit of the children brought up in the environment of this school district. Reared with a background of quarrelsome families and neighbors, where better can the children learn a kindly forbearance toward the other person's Opinion and an amiable wurking out of community problems than in well organized clubs governed'by their own associates? A partial list of the recently organized clubs follows: Boys Clubs Girls Clubs School Service School Service Debating Debating Radio English Stamp Hathematics Mathematics History Aeroplane Sewing History Dramatic Dramatic Cooking Boat Housekeeping Fisher Coach Art Traffic Church Membership and Attendance in Relation to Problem and Hon-Problem Boys The efficiency of’the church in helping boys depends on HEKKY other environmental factors. In order to interpret the helgxfullness of the church to the boy we should know something armnxt the culture of the home, and the economic status of'it. The aattitude of the nationality to which the boy belongs, to- wazmi church.attendance is of greater importance than the fact of membership. .0 (. ’ '4? fl .1 _ _ . '1'" ‘ '1 - . . “'1 1\ f _ I ol _.....1- ‘ \-~-L _ - '. A}. v _ V U U u - a “ - - . -,' ’0. . ' - 1' fl‘l" . -.‘ ~ I- . 7 ~ I J .... - ‘fi — .. \— _— - - I. . A ‘J ._‘. 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V C; 100 4 H I} 1 'l 'v’bf‘l ..v..- a. V . A ... V S O 1‘]. o t .- ‘ I ’-~ _‘ 4‘1N LIL;::; 7 i U H .'1 l- L 1‘3 44.4.3.1“ "" C I a good hoalth. ‘ 2." L.AL. 0 col ..- 7‘ ‘.2 .L J- Tl- '\ .- + .‘.fi .'fi ‘v' A ‘JLLU - ' J 4;) J— - 0C2 -'. ViAV“ 'Y‘lf‘n "\ chu ‘. Q g IRP+ -+1- ;_ J 'JiA 1-. Q \o . r- . f\ ‘1‘ 13.1-31.1 C c... L; to O JACLQRC " l r- .r\_ LL L. ‘ ‘7 . ~ .4711: -L‘v.— kl I..;Ot' "y A tn: wrx 1 Q ff" " u; -----Q o ‘1 ..."T‘I‘fl 7‘. l --O A ”—4 V 4-“.- J..- 4:! 0* ._ ,V 4."- . :3 L‘;-e£‘s 011T]. C P- nil ll .1.— ....V .1 3V ?. .1 OJ. L: 9 I reli ious Y the “111‘ ' 'r' .L J U1. ,. .. 1 U- to c Situation. .3 w 1 ho: ‘ \fiV'HI“ ‘3 '— .' 12..- 3.. . .A _‘ _ yuan]? RRRRRRR . _ .RRRRR _RR. . .RR. 1") P—-‘ w I ”‘ 0 Q. L)..- Ur RRR.RRR._._.RR3_R. _ .3. .. ~.-‘ ‘1 ._J .L fi—u‘A—J“.\I “JUN. RRQ3“_RR. .... ..R.DA.._. ... ~‘ mix wrrq .-. I"- ct . n.“ A A "~ -RV-.. lol I fix nvrru J -1 Table - an? 7:) .Lk..J , I p. -. 01311:. 33.. _..... ..RRRQMZHRRQSim_ .R.___....R.RRRR..._P.R. _D‘R.fiu .“x .0“. . . ._ .“m _DgQ“. .aop“. . .3“.fim 0 o o o o o o o o o o o o o o o o o o o O _...uOuflw O cum/.QvaWpln/Un. 4 awn/“CuA.5€780¢lnlllllllln¢22&2 25. 26. 27. 28. :9. 80. 31. 32. n6 3 S 1‘ nC ml. Inst-{I‘. I . 102 , - i Low,. 94 I‘Vfil'u __ .. f! l .“ Cluh~ “gs to oelor 1 4'.'.:L.L"T rd q.f‘ (91": SO "I f‘ \..’.A. e mugber NI- " e h L; . ' I‘ u t éTCO I . 3 ._ 1.1L, flax an 1n is 1’ ’_ 1L2: Ieen t 9 I I ties be .’3 V ails t It t .1 as 01‘ J.. ~ 1 r two 0 fort" U to 5“. -a #k) 1 r L t 1 O 1’." S g (a ‘ S ILO 1’9 to two or '.‘Q 7‘ ff Ielo 1'18 0 111 1 r: u. it ‘ rs 8‘3. ‘1'; _l at 4‘31“ 15 I'B‘I- C‘ I" ‘ o I“ (" ¢L-[-Q .et t g_; JUNO . ) -lv 1% I.” "“17 4.311214 .L.Jr .. -.. Y. on w ho SLO r“ O igure ’0 -r‘ i, - hi .‘.-.L.) —'- follow“ _ a .....K, and A h. 9"‘1?"7'\"7‘-"n‘“"‘[""“u 1‘? CT Tran «---) , _. 'f ..‘ , 4 r »- v I ‘._.—J‘.__J_._J.L>_‘- ...-d _4 “hi... 0 17‘...- lC 1 .Ifi1'fi,‘ ' In . 'JJJ ‘. - "i'l |_ d O O m H O O O omwmmfiwmfi 0 ...! HHNHI |IODJUNI HHHwHHHHI NMHwHNHHw¢n lNl—‘HNle—‘Ui—‘l INwN'Nmill—‘HHCDNIHUIU L»: Q) (.0 .17! aflwhlil a. 51!..‘kv. J . [15 ‘ l I. (_ j (n Zenbershig in a numoer of div; rsified social organizations . l O u‘ g. 18 a mare 0: social consciousness, In a stu y ) (\. A. "v " .n 1 Inehngerfis111 r‘ . . “I" r3 ': . ~ '1" ' "‘ '7. ‘ " / 1‘4. r-l ' 4- “- anizations 't is necessary to Obtain not only the nunher but also the hind 11 activities car rir: .d on. The well rounded citizen will oelong to or3a11iza tions of various On the followin: gage is a list of the nanes of the anizations which are n aerated in the forecoin: table. p p U‘ (+- }_J . L3 O r. One very striking instance is crou ht out by the l' the names of the various O13 wize ti :3. Three of the fom Italian fa hers inthe ,rcolon rr3u1 elon‘ only to an Italian club, the other members of the family do not belon5 to any leisure time 3r7ifllzwfluhu. :" n obserV1n5 the non— problen list 0: clubs and lodges it I—i is found hat none of the four Italian fathers of non-problem \ 3 boys belong to Italian clubs. On the surface this seems to indicate that the Italian fathers of the non-problem boys have more coupletely given L9 the life of their fatherland and turned to really livin5; the life of their adOpted country. Inis would show that the fanily of the non-problem.fether was firmly established itself in the new country while the prob em boys' family has not thorou5hly made his adjustment. The Woodman Lod5e here listed and occurir: in a problem case list is an insurance or5c is tion without re5ular social meetings of any kind. one 01 the listed boy scouts on the r‘ro‘iolern case list was not active in scoutinx. If these de- f Q ductions are made from the boy's list of the Probleh cases, ...] ‘ A ‘ ‘ ' - 1' “I I" 1 ‘ ' ' '. I“ ' fl '. '- . .11," J. p" -. ' V'”‘"" ‘ 1" tne non-proolem boy's list 13 ShguTlOT oot1 1n MUmUEPS oe- . . 1" f‘ i (- . ~ ‘ ”'1 4' ‘r a. I“ . A. ‘\ . 3'1 1‘ . .'- q— 1‘ q lon:1n5 and in the quality 01 or5anlzat1ons 1n thiCn tney r1 . T‘I‘Y‘NI-“~." ‘7‘ .- have nBMDCTSLlQO IAILS OF LIES LID LCDGZS Iroll-n :JLQ Padil; To; ;ro112 05s 35.11; rather {other Boy Father Lother Boy 4 Lason l Zion 3 Young 1 YLCA 1 Church YICA l Hoodman 2 Uoodnan Woodman l Euilders Club 3 Eoy 3 Italian 1 Eastern YICA 2 Elk l Lo‘5e Scouts 3 K. of P. Star Boy Sc0uts l Lodge 1 3. Star 1 Yqung 1 31k 'eran 2 Lasonic Scribe l 1' i 1 K. of P. 1 Frank sand lin hoose H Hwa C‘ 1.1 (4‘ :3" Franklin St. Street Settlenent Shttle- A . 4. [Lens 13 4 10 9 3 ll n tne larger cities where the slum.area with its attend- ant poyerty nd isorganization exists the formation of 5-“£.n s of delincuents i (I) likely to occur. n this connection Thrac' her “an.s renresent th esyontaneous eifort of boys to create a society for themselves tn re none adequate to their needs exists. Uhat boys f"et out of such association that they 1o not get otherwis e under conditions that adult society im)oses is the thrill and zest of tart P in ccn.on into1ests, moie es3ecia11y in action, in hunt115 caoture, cooflict, 1 itht, and escape . 03111110t with other 5an5s and the J world about the“ furnishes the occasion for nany of heir group a.’.,1v111 s. "(12) One of the antisocial activit1es of the gang is truanc1 from school. Fe ctor r" locations, railroad ir05e1ty, and markets are fertile soil for fruency "nd gang dev elorn‘.en "is a rrle, tru: nc;¢ is little hought 01, but in actufl fact it is usuall; the first step on the downward st ir to crime, the first prenonit01y _ortent 0: far more desyerate mis- demeanors. The SLCCGOH*Q7 sta”es are self -evi— den If a. so; olays truant he has fro; the outset to cove r u_: his mavenents byl WPOlO red and he rdy lyin5. Having shirked one lesson with impunitg, he will think it no more he zardous to Shirk a second. The ney t fi;'1e def E‘V1r” 1.. - '1 1,. SlXLLLA. will deem when his us-“ , ed off by himself for a whole it wiser to lie low QnI‘SJtS are afternoon he until ni ht falls, tired and nerhets in bed. ” (13) If the truent is successful in his first truancy cause of favorab condition“ or lac of interest on the part of parents, he is well set on his way to further delinquencies. All of the problem cases lere studied have been truant free school many times, this bein‘ one of he reasons for their selection aQ members of the coach115 group. The writer has often gone out in the morning after school called an‘ ”picheC up" several of thel Iron the street corners. The car of the ‘wiiter espied, the truant usuall . ade no attempt to escape but came when called.with a ‘well 1': ca u 5ht, might as well 50 to school" attitude. Stealing is the leadi:5 activity of the adolescent gang. The writer by dint of Lreful guestionin: was initiated into '(18) Thrasher, Frederic 1 "‘he Gang” Pag= S7 (13) Burt, CJrul "The loung Del1nc1eut" Page 168 t11€3 mvstery of stealin; grom a luler's car . ”The way to dc) it," ear 3%., “is to Dick a ueduler who is old Cause he caaii't run so fact and the “ouh ones sock you harder. Thee ytoll see the olier ~ediler ;et Lack in the we; s after he has s:3iLd.som3thi24 ahd stzrt his horse, thrt is the ime to snitch s<31eething and run. I- the yeddler see you he will have to stogo T1i4e horse weTore he can Met out of his wa50L. That ives you ..L,- ~ . \uiJuu enouge to get away.“ "hen the family of the gas; member lives near a railroafl, 13118 stealing of fuel is often an activity of the gang. Parents 1 1:110 are hard pressed iamciall" are lit ole to overlook the -tAEKiLJ of articles frch a ler:e, impersonal corpor6tion and 2111 this way eacourc"e the boy to firrther ueored ation. This ESZituetion is un: 31 tun: te in that the deliniuent is further “b " <1 th t the thin; he is coir; is not really bad at all trut that he is :urth _ih“ he ihteres s of his pereets by W o o o o 0 q (Jrinrinr home waterial needed iq gain aihing the home. As a general rule boy members of a gang do Act coo ider it Miscohduct to teal when tre gflhfi is workihg to ether. The apgrotation of the rest of the gehg SGBHS to Lake up .9 -1 emir- 1 6 ”N J t +1‘1, "j‘f‘r N n 1‘7 :3 H '7 o '- t1 .3 *0 end uh; oc as,ec on, gals memocrs cau se- in no situation. Che of the favorite occugations of the boy gangs in the district stucied Is "Shootii“ Craps". The scene of this excitih" activity is usually a: alley wlere the 'lme can be protected e; the outjut 0” some Uuil‘lng. An alle Open at both ends 1' v3 ‘ ’\ r‘i 4" 1 . q- . J“ . '\ NI '._. ’4' . is chosen and d “in3 LLB dice shoot1h3 aCtLJlblES a. ILook-out is raintained at the ( ( O }. ‘5 1 4 .-I y... (I) O ' J (*- 53‘ (D f” J E’ \u #1 tr (I) (D (D ‘1 '3" ~ r 3“ fl -- - .-~ .> w -.or .. '0 1* I r- -‘-\ 'N .'. ILc><>&-outs are ‘laced ~o as to gch :r111 01 the arPToaCfi _C‘. .‘ (I - .N A,‘ _ '1 .'.. "“‘C‘ ' "__ h ,— r 4.3..- m .‘.-— OJ. a l'Cop OIt 8.4.1. 65115111., Quest-1Cluuo Clitfircxc L‘s“ he Su “lace Hz:- - - ., ._-‘-- a ° .'3' ol. UgammmensC1131r Stolen "‘r- terisl sol“ "“w- LlEMBd neans of provi‘ie" it. Lunch money 3ivei to the boy 13;; the parents for use in the sc chool lunch room contrihutes Zixts share. Stolen ticycles sold hr the thief is anoi her Escnute of income. anotie neans used by the ‘eng to get money is the " q. - -‘:' rq \ qr" . ' "H ‘: (x "'rs ' r- . n- zrollin. oi d?u“k8”. Tn1s lo a tJRlCdl 3an3 Operation and 1143 carr1ed out in the :ollowing manner The V1Kt1m, a man ‘flno has taken on nore anti-fol t:3 ad severe:e than he c. ell carry, is set ujon by the 3fn3. Several of the lar e" Elembers worii n“ _1l3 in unison tei;e hi :;1 down and hold him wh Cfther members 30 throu h his pockets and take what money 'they'find. Uhen this is accomgli hed the gang simply seurries away iron t1mintoxicated.one, leavih- him “ore trf. te on the gsround t1nus his money, but otherwise none the verse for h H. 0) I" H 93 D ,5“ (D *3 (4 (D '._.n '._.: U) (+- S‘o (+- C. U) C+ e situation in sayin3 the ”gang is a "Jheno mona of aeolescence.‘(l‘) * t“ )4 gang menoer be- comes older the g.n3 of his adolescent period ma3r li U) H. nter- .1. ' 4. +1 ... .‘I m.“ 3‘. 1.“ ° . ,1. .033 .3e into Ufle adult 3an3, out 1n ahJ ie in boyhood has-become one of the most dii ”ficult froblem. of society. The district covered in this study was the scene of as growth and uDVelojhent of Detr oit's faious ”Purele Gcng". Ori311ially the basis of this r>n3 was several “rothers whose name the gan3 tooh. This can? with additions -nd desertions was an out3roxth of an adolsecent grouo which carried over into manhooi. This one continuous 3roup has cost the State v, A v- .-v‘,- . - ;—\ f. ”—1 ~ ‘ . 4-1“ ‘ - . , .: QOHSJ ”nice 1as been Used in their prosecution as 11w V1olet- 3011011n3 are soue triical ran? names in the istrict ‘1‘ y. studied. Phantoms Chene Street Gang illy BL :ers Li3hte3in3s Va3aoonl Ui3ht Kawss Catherine Street Gals Black Riders of Aserice Red Circle "e'll GO Club Sshimos w Labaido ,01143 Club Bud Billihens TcDou3all Alley llipper Athletic Club Franhlin St. Settlement Hunt Am1letics he stnut Gan3 Kit Hats Laple street Fighting Yanks Chase L‘lood Grang “yrtle Gang " ‘1, s n no B1acs Ge Pea He: “icks Gan3 Red Arrows St. Aueil Busy Lees J \ *amir e.tion ot the aeove ans n31. es tends to show naoion- f alities and activities. Tne followigif Char To. 10 shows the eistri: V8113 membersiie anon3 the problem and non-problem boys. In (.4 .5 tle problem 3roup there are fifteen memeers of "13s well C‘t enogl h 0:3anized to have a name an’ i; the non-pr iohlem group 111 there are seven. These results show that gang memberships has a very positive correlation with problem.production, and that there is a fertile field for social workers who can take these gangs over and lead them gradually to become social rather than antisocial organizations. In referring'back to the discussion of the health chart in Chapter III, the fact is mentioned that non-problem.Cases 19 and 22 seemed to qualify for problem cases if health de- fects were taken as the criteria. Case 22 later became a member of the problem group and Cass 19 did not. In observing the foregoing chart we find that non-problem Cass 22 was one of the gang members of his group while Case No. 19 was not. This may help to eXplain why one of these boys later became a problem.case while the other, in spite of his health defects, seemingly made right contacts with society. It should be restated that the findings of this study in no way influenced the selection of boys for the problem case rooms. Conclusions 1. Church membership as considered in this study seems to have no effect in hindering or producing problem cases. 2. Non-problem boys belong to more and better social organizations than problem boys. 3. Gang membership is significant in that there are more than twice as many problem boys belonging to gangs than 112 Chart No. IO. G NG KEMBERSFIP i:: 1! Italian '11_nil_:1 L gci 1 1 11 Am. White F j 1 ' ] ft ‘j_ 1 L j 3.. Negro 1.._1 ff jw F ] ! J 3 ~ 1' r J} T: :1: :r 1 11 _ _1 f : L3 g 3 is? ' r? 3 _33] l_ .311 3] Each block indicates that the represented " boy is a member of a gang well enough organized to have a name. [‘1 “f3 0 J 00 1 181:1 ,rob TN L T1011- ., 8.0;; a. \J .1040 1".“ 9113 _0y Scouts .\ 1 .‘. u+fi_:; pro~ 1"113 AJ-V t 114 CI IAPTLSR VII L£ISUR£ T HE One of the valuable activities, if persued correctly, in.the use of leisure time, is that of reading. Literature may help to produce either a good or bad attitude toward society. This attitude is undoubtedly the result of the kind of literature supplied to the growing boy. I Cheap Literature One of the causes of delinguent behavior most eXploited now- adays is the pernicious printed story. The effect images, estab- lished by poor stories, have on the individual following unfor- tunate acquaintance with harmful literature, may be most powerful and frequently recurrent. The perusal of a connected story of an exploit is especially bad. Ordinary mundane happenings tend to be unintéresting to the habitual reader of cheap literature. Out of this sort of story comes the urge summed up in that expression of modern youth "to get a thrill". This attempt of the growing generation to "get a thrill" is the cause of many unsocial acts on their part. Newspapers Getting into print in the newspapers probably figures in sensational impulses to which many young boys as well as older ones are subject. Newspapers have this thing to account for in reporting crimes and robberies. The whole plan.of‘procedure of the malefactor is written up for the impressionable adolescent to read and use as a model is he is so inclined. In'Uthsstudy no effect of the newspaper was shown, but 115 Chart No If. PERIODICALS GOING INTO THE HOMES ' I ' I itiiiei'n’" .. dA—w..-’-o;—-Qo—---—.L - (ha-o. —V MV~*‘---q- -- -... ~ .p V’— v “" ‘m-v—r.¢ , - - *‘W‘—"-‘H ' k-*~w ....“a- .— -_-— m~-Negro. I I v I . . I .‘.—v.f~—~——»-O~ ~0H-o-q—_ .or .- v . 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C‘" Q ‘.- V 1 that wan . r cab. in deal id to literatur U- 1" .- LJ -I 'ter WI‘l gs t 111 '11 r h 1 116 J. ‘T a r‘ f‘ .L d rogb' ‘.3 cute 7-3 1T1 ‘ _— .1 .’\ H v the personal observation of the et alon“. prob ex a 3 O ., lOQ- d1 ‘1 1 I green, not r1 v C" 4 11011- fl the ne as per do the L) J." —§- _‘C‘ 4.1 7‘1 + 0 (1.. culture 1'3 11 most 0 Sliie a '7"! Le}. rw D g1 111 .'1 ON he i to t .5 I \V q C‘. I s. V on a: 11' WW 1 on t' 10 311, e. uere t dium or fi 'W" .‘ \- -0- O. t l pa 1«« A W D .L - . ‘bq 1x .1. :J Jr ,3" ., fl ; Ill\"l — ... v n I113 wt .3 .2 -0 -.f"! be .‘ 130 tio 11 '3 v v. (‘._..L. 1c ic '.J ..I If. ' .A. v uni—Iv Li- 1‘ _. \ ‘ w UL) l . --‘~A.&-AA._J 1 e ."I . ' _-&.-.—A‘-) O 30‘- v k- A --\—' .. .5 .L 7‘ een' (1‘) V h h.) J .‘. r. v" r, J 4.1. Kali '.L term poor h n D .1011 t "t .I 1 lem b0 inic D —' =I‘O v A there, from a very the t’pe O' dicals 81‘]. O | I t’ -.. nt. These J- of develonme \4 .g. n n ... AD .1 e ‘1 01’ .- P, .3 _7‘ 3 all;r ’- f. 91181“ I“ Q “.1 .. 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The Automobile The automobile is a new factor entering into the influence on family life. Much is being written on the subject of the automobile and its connection with delinquency. One set of educators(15) list as the six major causes of delinquency: (1) Automobiles, (2) Movies, (3) Dance halls, (4) Liquor, (5) Broken homes, (6) Magazines. The automobile affects the home in so many different ways that it is quite unsafe to make any definite generalizations about its influence. An automobile can do just as much on the side of home solidarity as it can do to produce delinquency. The way the car is put in use in the home and who is allowed to drive it have a great deal to do with its effect upon.the home atmosphere. There is no question about the fact that a parent who allows his child the unrestricted use of an automobile is very liable to be unconsciously contributing to the child's delinquency. But on the other hand an automobile that is the pride of the family and stands for higher standards of living in that family must be considered as a source of good influence in the home of its possessors. Chart No. 18 shows the ownership of automobiles by the prob— lem and non-problem boys' families. Here we find ten of the (lBj—Article in "Michigan Education Journal" April 1930, p. 491 hart To. 13 - C F 1") [A] FW" \P‘-V-F“ r‘stk ‘,‘ '_ ‘I I .1 ..., AA r— w . ._' I a 4".x.&'.wl. . .'3 .: + , a-.L. H..lL 4;. \T‘- . -. .. 1‘0 x.) I Y i I ' - i k1 t t _ A ..1 - a. 1 1 I _> 1 .0 J . _L‘A _L ‘7 , j 0 1 ‘ . t‘ | ,\ q r ,_ . A. n ‘ _ fi h I " ’ ¢-J'~.‘-CA.§ VA.‘ “V4. 1..-..-_‘.L'_1-LJJLJ 'J-Ak.,«.t bud i 8.4.Ll-~dl - ‘ w - - I — ‘ '* 3 ‘ V 1"“" h > f: “' ‘,""\v".“ 'lg’b ‘\)-n. V‘.‘\.¢ A- ‘4 d . .I. a-D :‘g‘- ...]VS ‘-’O---(J Ka‘...t-v . .0 f “ ... . , ’1 7' ‘ v - A ‘ '3 A - ‘ . . .'. . V . .. . .1- -~ .7 ‘ 3 " » . .7 i' —‘ -' . . J— r- . i ' ‘ ' A 7 *~I ‘ , YI‘) ’ I . 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G.‘ e 80:11 I see t "1 - .‘n a) \,i D ”1 .L 1., ‘ .LL .r LI: .5 J £0 to 1 ~ (“‘- Ca I n J... -‘-- a“ P ' I 011 u U 'u V‘- —< rfi+A _. u-DI’ JO; 7,- ‘1 . “.‘ - —,»‘ -. D -‘ 3" .-.. '3 v VCLQ' -v—‘ ’1 ‘ . a "‘ ‘1.) -.LL‘Jfi‘“. Q t” :rl n r3" '1. 4—. J lp‘l‘ :"‘ l ' O H were C v T- ‘ . TH |-< ho C 0‘ 4: “118 ‘l O 1" v .L ' I fik.‘ :3 18 >1 1". a. 5 4-1.5; S 8.1 E. - 1". In .L. La ..— O ' a —¥- u 1;; Italian Pro rs 1 .- b .’-- - r‘ , v-v v4.4. f‘ '5'\ .1 C... .Q. LJ4- -ble h _L a 3'1" I ‘I ‘9' J- L3 ‘Y 'lCLL‘. ii-- fl 1.»; t cars C "‘ L2) :3 \u‘ ‘J T ' I ..- a;U w t“. 1&4 13 ._' \J-. U- .... ". f .L T“ r ‘ J .n 4—- ‘ I ' *v‘....— x L: 's\ I _ V A “|‘.‘;‘ F 7'35! J- vnaAw a T r A. Ly t to C I f 5- .n -l- a- . 1" UVAA « 1“ f". . '4‘ .v'mu‘ '1 TO’ u tr d ‘3: :1. C .‘.-‘.V b.— 71- .r,. , Lb ed 0L1“ t O ‘ " 0‘: SO I “5‘ cm 3 VJ ~v-r— 1 ~‘-v- r~—‘J-L~ - .—-1 “- l.-- J. 1- ..‘9 _L‘ . .. .. ..j a, l ,: .5354 ~ A . - f‘ ~ t r rfi; “flat“. ‘1 J .ro. T I ALAV‘ U-le.‘- I: \J '\‘.L-\_.:. ‘v)-1 U K22: 0L] ‘J—S— DAL“; d LC’.-L w‘ . '1- I! .. .1 . L. ..‘m‘ . . .T- 4-1- , 131/ , l"! i Lee a CJoot. teachers rhea I mas -a the -i I n-v:r ige ”I“ r- t W O.“ ‘r A. l r) —, :1. ‘ Vr t a" n‘, I ‘ir‘ r‘ r 'I :1 "I a 7. fr.“ ":- fi ' -‘f‘ l I. "'."1 IN, .«0 Q0 x. uelAJQ z,-\l :4“ eC'-\4-.L'.C e; .35-.» ....L .J. LU pd :ClldO .'.0l 0. ~ -.~~'-‘. '1 . ... 1 ...'- . . . .V 2‘ hohtn Smenumlag;bnaix alsxccance. [N p . - fl+ + .— . ,1. ,1 . ya .u- .A_ c \h‘~ «1' y» '- _ -. -- — u v? I .'14‘ f‘ -\ 1:“ l \. The lire. o-ue ole 2,thQ zho-h U-¢-lv cool: a ma la l ( c '0 W1 -r~-;-' ‘2. 4- ~ . Ix-a 1w .3 3‘_ . ...-7 1 ~ . -‘- 9.. n. % ’.‘qu T _ > w x . - LTD; la mother aha I la “lag lo has sad ale l Sgpflt it all 1,. ' - .L .'.-t ,-. .. .'. .1. ---‘., ,. — ."fi . 1".1. “-1 -'. f .1. - the llrSu lee I got in tremole l all waj uloCA SbT€€b car ‘1 -. J ° - ’ " ' J. . _. .. aha I 908 ih.Ja;l lb lac a“ vuJ cats-. H) FTRA 1_-_.-- -. °w.__ - ,1.-. -r- , ° .. - . ,T ‘1..- in: th_ags I line to oo whee l pas iVe years oll I 113; o J- .'.- to ”o to scuool aid glay filo; 'irls tie think I like t when I was 70 years ole was I like to 30 Down town aha sell _- .-., 4. ,. . "" ,.. - ._ , .1. (j v, .4 i. ‘1 I- , .'. .'.- ' ‘_,, - page? aha then l H-L a .o to show age skeet all r— meth-r 'L) .nd I usinr to set ”china and then I s art to sell (\1 n H- .L ‘ w- n V" “,'~‘P' T .4— 4" ~u w-11 l’;+‘. 'Ucflb aooat a Jeers all i start t« mil: with a . ... .1. -. ..:+*. l . -,. t 1. 1- —,—,- 1‘1 ...-..,- 1.. 1 ;an; USlAQ b0 Lo hlu“ a wad s o e he feel are whee the’ usinr to cone 0; our sung L.) .‘.J_ *1. -.v. -.- "-.'. .. Waootu.;;.tehighj 3b? p t L (.‘. C) S“ 1 3 (n and me we were hicth eel all at one we saw some Cogs Come on the back of 18 iL Ford.so me an" my B’rhher Ta; awe? and he oter kid got Caught and then they Start Come af er us my brother was a haze 0: me so he got by but Coge Come right on the too of the side wolk with the car they try make me scar so thej tr"r to hit 3e but I "ot a; and the Coos C'ot k.) 130 . J ' '9‘, .'..“ -'..‘l-.‘L 4. 1 , ,L , 1.1.“ T . ll a:man.Caig,J;Lso an; “cJ’Lxmhi-ii ta o1: wa11i a Rods. m‘°- 1.- - .: - : nL A...: 1 M " ' .1. 1: . - lul- oo is a.L~Lput :ucu Cumucf little Itallafl buJ, «9 . *V ' J-QQ r — “.‘-. f.‘ - - —: YA v i l‘n._', :LoJ-zatored, sod scsginuld jollte. “a has trL:n from school often. Because of this he tLitrr fre- CUeRtlj called at his Lona for] 4L1 b: fore school. Th0 boy 1~ .’ L.f" f-v‘ .6 .A‘. _..”. J.-. o o A 0" to 310“ ois affTeClatlu“ oi clis, in all Sin or ty, sev:ral ) '.L‘ 1.1.9. L. L. *1 ., ' 1 _LT,‘ A times 0-1;rod the LIit; r, w; th bu: COLo ‘7 nt of his mother, :i. o -1.“ -,. ...: - 1.-” rm. .1 .09“- . r '1 : a drink 0; Iballgn.hmne or ths oficjo ills olisr was mgoe in ‘ r\1m r\ r~-'\ r‘ 1- 1 3‘ .1 r r _. . 'y‘ r‘ . ' 4'16‘ f‘"' ' 1"r " all sariot less Q“ can to we ce‘ligel a bus sclw Lluilsr‘ (x 2‘ -n ' . N ’i fl“ - - ‘1-\ .\ In (a «K' .. to 1void hu; +in tie Lewlinos o: the motls an; tho boy. r'T' . ... - .: . L L n ._ ° ,. ,L :LL LP, 4. 1-. L. ,L-..:., ins folloniL; ltho oi leisure til; sgcgo at uo1e lee o . '<~.—~ 1'" , ~- 1.3. 4- n- c N ~u 4:. 1 ~ - lur her com,erison oetteen toe LUO ¢r0ogs oi DCJS. - * '1 L r- .. r Proolcm moo—Brob em ‘2 9. +4. ,_u_ L 1 1 1 o oao t_me altLr e o'cloc L lo 7 fl - . _~ Iv \—'-.1— " r‘ s 'b'f‘ q “equirgd LoLn at hole 4 2o 3 ,7: n *3 “EQLOS o l; '5‘ 1% ”.Q '1 *° To 3 ‘o 1 w" : V»; q' r x a v P "0 mm LotL oi “c rgoios “le LpHC; “-1 \ re 03“; Loos. “roe Of t7~ «cu arm n ""1’1'3 “"1 "‘r';_) 1 t" ‘ W “‘2“ 7-. “-v" «w ‘ 'rfi r57“ ~— -A;’¥7 v I Is) LJLI ‘f‘jl‘ LU LL- LAA—o 4.\ ’—--BS 0: JLC ‘.‘f‘J‘L-p‘ OU—L;-‘l 00d! ‘3 Q.._OE.~I- . ... 1., ° L 4.1-- 1.. L... . l u .- _z) .L‘l‘ . ‘.-. 1 -L‘ ° _ ' _ in; that in chess cures Loous th lather 13o 84 avocation lfl vr'r '1 C h ‘L': ;.- Q0 w TVS? "23b. 0% r“ a La ‘.o hp “ .-.‘IQ-‘ NJ“- ‘- . 7: -~‘ I .‘ -~‘ -~ 3 - 'U 1 D N % P‘. \ . '— \ std Lima a_t~: en o'clocg as “sorzsentiu l4 tic 900J~ tLable shows a daci’ed sdvsc+a a to the r. 4- "" —— - . ‘7 p .4 v-f WV “‘5 "'J’f“.- I‘\ '1? seven of them mere omel to seed u; alter te; o'clock to 1":‘ \“ ‘3 'L-L‘ " 1" ‘1“ .p ‘1 -- r3 .--: x w “>"F111 thicteze 1or the uroolem ho 3 who were alloneu this octotiul uh. I" ‘ . ' ’ "I 4" “y L ‘ L ’h '*. . ‘ "‘ T -L 4 hsgtired mark at Lohe suozs 4TECthGllf no a'JGHUESC for €11“le STOMP Oi “5'3 . ?’ NH. ‘~ ... - 1-~~ - 4- IF' ...F '1 hrchzl I pt?» :13 ;le¢ec \ r‘ : A4- ‘/ n ’1.- ‘5‘ fi- —.r —L , a- .— \-L '14-- Th‘TKLJCal LLAJULGle‘JJV L 1,1Je bo/s 11t1 suigr .-l C. '.J 1;» L) O '._.J 1.1. S 01 i-J [\D 03 '4] O Ll 8 1 O3 m'k .- /‘ fl . -9~ —‘ . 1 ‘ F‘ -‘ ‘ r- 4-15 -1, ; '0 ‘1' .3 j Lste 11 ures VlVE us e4 iuee as to the euount 01 evocatioa- T . _— r» -’ al use musical ingoruments lend to the boys in this stud 1 L I ‘.A non-proble h.1 hO"s h: ve e: EQVELtETQ of two tn one in the s; ud— t1) (.'. B C) P. O 0 ii: of avocationel time These figures certainly are . f“ 4" h '-“ ‘1 . . . "T "’ I'“ 7'“. 1“ “ 1 . ': ‘ "' icent, es Scenoin leisure time at gleJiuQ "1d learning rs a . -. 1/ .'w . u -‘ r1 . r? .1 ‘0 4— q r o pluy misicel ins runeuts i~ cou~iuered to es one oi the O J- C t best habits that can'be develogeu. The s, time 1L bhlS mehuer Opens to the garticipcnt a wonderfu field for growth, culture and understandin;. Fu1t11er ueys o: Sjlel“7 leisure time b' the two groups AL. v d (‘2) of boys which seem to f vor the non-oroblem.boy are here list- ed. 1. ”‘0 Q n V 7‘ -‘- '3' r~- 1 re 118 111 113 11w: 0..) a.» rla” car 0 U) '._l CD 3 F). Orin: ch lureL (1 £110.:- "' AHA") lo fin C) Q: (D (1" OJ C}- 4.1,. ill to [JA -v.-bv work at home with tools 13 4. -‘ -, 4., ,fi- 1- ..., l :1. L“: .° . ..i p .- un1£3 SLKL f, Lrut LL2re .LIVeLJtl.C wee, .Loljxr : h- N “ - '- Q 1. - I - .'“l r‘""“ I',‘ ", ." L‘OLwan LOJ Lon—Proolem LoJ :Jver ~ “st 25 he ‘ ’u d- d; I .A , ~j -. '1 _ '1 W, 13 1.4 heronu to LeeLs o e 7-: 1A ‘1 A 4. Q, --'.~ - f. Lifi LL: IJO ,_)...' .41 C‘ O \ - . .1. n “-'g _o AUbO rises 4 4 r1 _ .--. _ r) r .' 1’7“, 3 - ll LO$“‘ C4"u- l-J 0 fl ' 1.. -‘ 1 .- n ‘ GO : lS-.al-lQ Ll a L "'5 ‘fij 7"“ CO_-C-1l «L1yl‘: r—IA- O—AW The lets nresented is this chagtgr ”make possiole tne 1011 Wii— statements: 1. A a rule the home of the control cases suascriLe to better re adin' materiel than is found in the problem case QCLSS. 2. Problem case boys sh=w the effect fV 'e v little re- striction in attendance to movies, some attendin as many as five and six per:orn:n es dui Wig one week. "I o. lne control group :anilies own more than one end one 13" Q) |,.J Vb ({- I *- .res as Len; cars as do the nroolem casev. 4 0“ —. q . , O - - -/ ‘ ;\ r -r y- —\ w—x -: 1 e. si-n een Or he TOch; bogs ha eoollce recore m ainst a record or five for the ontrol g‘roup 5. The problem bovs' bed time use less restricted. t. The centrol cares ple; tux ce as many musical i “nstru- Inerrts 7. Tt,nt”-un1 of the control group were allowed to bring children into *h home to glay a six 1st ei htee 1 for 8. Twenty of the control crouo torked at ho one with tools While only thirteen of the nroblem “rou en eded in this activity ’0 L *UU Y V ‘12: -.-r - -M-'x 1*", -42.;- - ”A..L C ‘ T‘ ‘1‘ ‘1'“?fo ;\.) :‘c’w 7'1ij '5 _ J.--‘_‘J A. -..L-J..-.‘ I. ‘ ‘ .— , _-.OZ I": SKI—I713 "H" r\_ - --JK.’~ ‘ .———-\ ~ J .... 5‘ ..4 O“fl“r‘fi:~ V'VKa-‘-.L k. ical stud 188. OF: 7 uh O 8001 ,3 .T“L_L US \J ‘- d- F H ‘.a ace 1"} I I‘d-Q led a. vlis J. 'v' e V i-' e C 0 113.7111le 1 fl- q sen VJ": ‘ 51"-.- 7' J ."v r31 \1 In 3" ., fl er, xi, beco; . -‘- R v r1 v 88011 I ”u d i d count? '1 '3. u.- .L. 2151113.]. 0 i? n ‘81 11 t 7 q :1— J, QC v»; W ‘L l , ;%h t V: 171 8 po 6... It.“ ‘- “n . 1 '7’? o ;"rfl - —'~_'.‘ ,A‘ f" rt ‘1- {:3 1 *—-D ,—~ ‘. a ,s a -‘ -\ L: 1 K.) ll K) \J n- ”t 41p. m1 .L e C OflOi.‘ . ’3 \J Lu" q rs ist- its ex 7") -3 .1. 0-. l aid -. ~Cu flux r-_ 3; L l , L . '.v- 4 e a on 37' \-‘ l—h— : t r V"‘ ‘I .-. fro f. f lC H cholew U sv ‘ 3118 .L 'J bu U -..) .‘T‘.; ’ I TTOUD —.0 112-111 . U .L .'.)3 I ('A ’ . -‘:.1;.-.L.g 2 A J ... D “If; 15.; w .t 4:." 4:) J. aVOI‘ OJ. A. _f: .L ‘3 largely o‘ e u; C; D Kr.“ 'U r. "1 .. Je elm '11 .1- Tho l V V. l a 5 ~\ J- L \- -. L4 {—0 .'er strUQQle I ‘-‘ -+- - -- O Vail LI 17 h- ”N v I C 138. "“ 2"‘- . '1’) f“ 4.1.“; 84 C) .5“ 8 ,fi '10 "'3- g.) f plum \ «J \ usuall 134 C. .C 0 3 e n. W C “C we.” nu - m1 O t r n S .1 1C 0 k e T _ r; 8 .1 .1 ..C .I d n O C h t e e .D S e V h a C u .01. _ 3 h a. mu 8 an :0 o e .11— .l +C ....V H .1 d u n m r .J b t .o. s . c r c .... .. O a .1... _-.. o .-.. 9 .J S ...C t O C. n e d a o ..-C .C .1 ...C -. .1 l ..J T 1C 8 ..C S h .1 O J .... fl .... S .1 A O l .L _.1. a d ... a C a .1 8. D. n . a O .. 0 e T. .n 1... . C u T u V b _..“ C l m U. ...C v a S +C d T .0 ..C ..L .l C 9 C C C .1 O l v. l ..C ..L. ..C e C ...C n .... a r d e _... 5 .C .1 C.. h . ... s ...C 0 . C C ...... n S e d ...C n r f .1 .... ..-C O T ...,“ .1 D t ..u .“C u n S .C t e f .1 a C C .11. E ...- . e h F... ...1. S .l 1.... T T a: E e R _... O f H. C. .T.C .TJ .. C e 1. u. _...C .1 8 11. e e .1 3 m E n .L. . O m. .C m .....u C .l X 11C . d E. C O r... a. d n S T S a 1. a S ..C C t .1 ....“ 1.. .. H... e ...u C ._ _ .0. .. .. ...... e .... O S -M m +V C C C C S p . C E .1 l n c . l .1 3 O .. C 1 O ... O m a DC . C. .. a d t l a .TC .1 s 1-. ...1. .1 p. .l ...... S .Q. t C T .l U +C “ l ... E .1 E .1. H O n. .-u -.C O O H u 3 T ....M O .l E r. C 1.. .CC 01 a a P S ..C n S C C a -M d .1 C... C e n r S T. I .CC .1 C C o. .C .1 C e b .. C a. n ..1 C ... C F E e 5 ...C I . - 9.. .1 .1“ S ..-. 3 3 e .1. a... ..C e .. n “C C ...C .-.. h & ... ...C .1 ...C S .1 S t . . S S Q h .C t S .1. n t ..C ...C 0... .1 r 11* +U ..-... n L “ +u Va w.“ .Tu V . ” Va 9 O a d :C T1 ._ . _.,. . .1 .. C C ...C S S t S t e e O r l f .r“ l .. C C ..C .Q .1. u e .L .1 W n S .D e ....u l O t C .... .....C _n. _...C ..C G. .1. C .... l 0 e O n ..-. l O. .. .. W V C ...u ... C .1 C..." I n a h h 9 O m. 4.. 1 _...“ S e t C V CC 3 C O .1 ..C C .L H 8 1C 3 c. e ..- 0 -TC 3 M . C ..C S. O ..C l r .1 C e ., a e l C. r. e d t .. h C S a S e . _....C .1 f .1 O C ......C S h ... C 9. ,TC . u a. t 1H. .T.C _.Q . :1.» a. C ’ +u O l b .1“ 0 .rd a; .u .1 l 1..“ 11 .r d S .3 C _ n 01 S a 5 .l c ...r. -.. C U l ”1. .TC 2 ... .-.. ...u. T r. ..C 1 .1 .1 u n 3 S ..-... m -T. .0. .1. d . .1 O ..C l C .. . C ..-. O _..m d .1. l u c... .....C _ ....C .1 1m S . w a H ..fl . .1 n: n a 0 .TC .1 11 .1. .3 i ....-. a d ... _ .....C S ...C .1 S .1. .C ..1 a n 1.. 1... -CC 3 a .0 X 0 . u .....C C +C e .1 t .-C ..C i .1 1... S S N C ... n. 0 e n .. .2 .... ......C e a ...C x r u h n C . ...C 2 .1 a r _ S .1 r ..-. m . ..C D . C a 3 1 J C n . 3 ._ .1 5 11.. 1 Wu .1-.. 3 w... m. 2 C .. _ 0 CC .. C “.1 W; .1 ”I... U 1 C fl... 8. a m ... C .11. ..-. Qu a C l ...1..C . S S O t ....C n . -_ ..C n .1 ..C O a ...-“ . O ......u n C _ru . S 3 .1 1.1 .1 . C C .. M 3 . .n O -m W _..... C t e F. ..C .1 C .....C t ... “ ... Y... ....C .1 a C Q .... . .C t h ... _- C h n .. .1 S ... C P r E. e .1 U a. ..C .1 t e ...u 0 . t . m. ...... t W. 3 w. a .1 1...... .C S I C. b a . a l O .r u r a . u .r a n.” . . S .n. C... .. u d d n n .... . ... _C C e t 0 f . C A 1... d O h r t ..C C... C J u .1 t O a e C r n... O 1 l O . h C a S O u n... 11.. l ... d a +C n... .1 .1 a 3 r ......C l ..C .l f w. n 3 S C u n e T. e e an .3 .... a .1 .1 a1 8 .2... m1. Cd. H u d O .l V d m 8 C E e ..H 3 TC n. V C. ..... S .1 “.... ..-. _ Q -T. n D. ...... +C E e .1 ... C .. C ..L .1 U 0 E l C d ... n C I e d l ..C ...C T .... e ..r .1 I _.-” n. a C S a h 0 l O -H h n. a u C. n P h n 8 ...1. O C r U . H 1C .1 l C O t u .1 l u e ..C e .w V f .1 _C. H .1 O ...i “1 .l C Q C f 0 e e T: _.|_ w!_ ... C . S C QC h C .3 C k S e a r a n. C... w h f e n e 7. u a h ...... t n i . ... s .1 b o g r .... S t .0 .... d O W l s v w t 135 are on a higher economic plane than either negro or American white neighbors. The negro situation presents a very different picture. The high degree of economic dependence of the problem homes makes its absence among non-problem families stand out sharply. It will be recalled that of the seven thousand welfare cases in this district seventy percent are negroes. The absence, therefore, of’relief records for the non-problem families stamps these homes as decidedly superior to the general negro pOpulation. The whole negro situation about which many volumes have already been written, is involved in such a situation. The following figures show extent of dependency for families studied. Families Receiving Helfare Aid Nationality and Race Problem Hon—Problem Italian 1 O American.White a l Negro 12 4 Total 17 5 The migration of the negro to the north.has created its own serious problems. Not the least of these grow out of the nature of the quarters in which the group has been compelled to live. In the north, as in the old south, the negro has been shunted into the older quarters of the city where buildings are antiquated and inadequate. In addition, restrictions have been set up which have limited the areas into which 136 I Lfi. the soon 0/3rcrou13d CCMWUnlolES Lay'exfa;d. he a result, ‘ 1‘ "‘ "I ‘ ‘ 1 .u ‘ l 't“ _. V ’ .1 +1. it “3 '."‘ f‘ ". ‘fir‘Q _r_1.:)/_;_f..,"\ ’.T' fl‘V‘I ','_:1 ‘\ '5 ‘.‘Jliefl '.zf‘...‘ OI 1.1-1:; 3.2...L. l- '.Ldlu c-"JCV...~.CJD .Lll»; L1...L*;...'. Lulu vs. OuJLLb‘U. ‘ , L 3.. ° , .. .1- . a ,- - . . .. 3? ,. its more LPOUTGSSlVB m3m33r3 Lav: recourse to one oi tho .' Po ' - A 1' t 1 ‘ *IO‘ _L ‘ . -"\‘ "L J‘ _\ ~ ~ ...- ,~ .‘.-a 4‘ .1." ~ - q -. .. ... CL? get—01-0 : lltdr 1"”:‘9‘17- E-'\J ‘J 7‘;1_.I.i/‘ L) bl) \J -‘b {.17.}.‘1L‘ ‘JA.'\: OO‘Q1.:1_L:..I—4-L- CS Oun- TJZn-Z -J 1:? I“ n‘t'f' lac-101" 'n J“ .1" ""r‘ 'r ~. ‘7'") ' A'F'Vno'n 1 "\"ILR‘ r... t‘“ ~". on + on. J “-...--t, O- ..Li-LJ' .'-LC- “Out. '50 k.) ulL‘JJ. C03. .LL, 0*. L-FL'Jl-K’..- ..S, T c: .'.—l. 12; .3 t 0 C) Q, (D m {an .3 (I) I“! '— o *5 (D (+- 3 O S13 O c+ <1 5-3 h” (D p: hJ r-‘L., , 1./ 'p-'~.\‘-“.~ C‘;« * v *3 - “:4‘ uetion to L3 "Land in the ci.; 0. Detroit. The ':i ed 3t1tes Lureau of Le oor in a study made in 1901 shows the economic instability of the ne r0. Statis— tics fron more than ao,OOS fanilies show that é9.8 oercent ies were idle during some oart of the year. . fl 4-1- , .../‘5” Q s - ~.~ -'- . w -"\- -—': "~‘ r~ J" .1 ~r v. . ~L - Q\ - J. _.O Oi the aeueral po;alation aogi nlnaoely twenty- 1.;0 pez°cen oi all gainfully employe‘ iniivido:ls su :ered from partial A. ...; ~ ,- '-L..,. w- 'fi .-., . L". .. a- '1 :4. meiplo 'ent during this Census dear. noon condl ions, as - P‘ 1, 4‘:-.‘ ' -- ..-.. ‘ - -v ’ w h ', . . -- ‘ fl . " P1 well as the LleanS repo:ted.in Cl Lrt 42 WOLlQ oi course be r e atly exaggerated in a study of the present economic on material collected in 1933, before the deereSSion set in. {fl 3 tho the economic ind foendence of the fa;ily is a s1?- (ld) Lureed oi Lamb r culletin, 1901 137 L I 0 d .. .u -.«b “L H v — a. .TL Li a: T. l n C S S O O i C 0 e O .1 .1 e u 0 r h 0 ”a h S C x L O r d h, _.J .1 L h a t S a l n .L .L LL. 8 u ,1. C 1r c C 1 f C t O S ...L n 1L. L ..-L S u t L .L S f O l u t O t O S .1 ”J S rL t t L L a. o .1 .0 a O i h S .L.V T l n n l i S S a O a e an .1 h t f C 1 )L 0 .Li H. a: M“ :1; L w fl. #0 a.“ V w u. T -“b AD C n .D 1L i h _.c h L e E t P n i t d. o 5. 5 LC “.1 X U .l f .‘..“ U 8 .L..V e M S l p L . -L W, a -L O a e e O n . O O O ..L L C e L L_ 1 L.TL .TL . 3 an. Va ” u C h l e .To 1 0 3% Ga n.L. RU ._I* «LL AD CL fix. ”dd _...“ riL Cu K L ). FL. ” .n O a _...L n v. V t O L. l n k a 1 f . O a- .1 C .L Ln.“ 0 .1 0 “ML. m n O mu. 3 1|. 0 Ln. T d t O T. .l S L L ..L 3 .‘...L. O O a 0 d To ... .L .1 U. .l S L a T -T.L S v. T f d W l a S a a r e e L .LL f .L. e 1 d O .7 n S J i f t .3. L L: LL L , C O _ L C e :L 6i a t E r l E Y n L... R C _C 3 A S a. X _ S O S u 0 h r r s S .L L LL.L_ h e i S 8. e l ...-L e m" a a O O t J .1 L...“ d L _ C +o t -L... ...--L d L F k h h L, C 9 L. L L. I .L S k .1 H S H i. 0 .TL T C 9 C h T S E l r. ._ L T ..o i .1 d S ...: .2. C e S S .L .1 L: t 3 S Q x , a e .r a C W e L J e u r. 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L1H Ccocsd ¢£T3¢ -n: tic Co a?) vised lDOH the in301imction iurn- 8116;" I", th3 .-.oys ‘tl'--;;-.;3el<.rss s to the total fianily 11301119, The follouis; table s1 us in tL3 first CD ml JLH.t]ie exam“; contributed by the boy each week, column tn 0 the ccntri1m1ti.a of he fathcs, and co.1rt“u t1ree the contribution .0 '3,N c 3.1-“ 0.. tile 1-10blinzl“. l t.;l i “7"“. ‘.‘v H- 31.39 8 er '3 ,1 Ru. 1 1 K; :1 ,4. U c+ in he IO 0 ;& column. 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The following conclusions can be drawn from the data presented in this chapter. 1. Poverty is a contributing factor to the production of the problem case boys. 2. long hours of work by boys outside of school tends to hamper good social adjustment. 3. Results of investigation as to family income although not accurate show that the incomes are low. 5. Quality of position held by boy's father has some significance. CHAPTER IX SUMMARY AND CONCLUSIONS The Miller Intermediate School district is in the oldest area en the city of Detroit, Michigan. It is now one of the areas being considered for reconstruction by the Federal Govern- ment and the City. Social conditions there tend to provide problem situations for growing boys. In matching the 32 problem boys in this investigation.the items of age, sex, race and na— tionality were used in selecting the pairs. In this manner two sets of boys were obtained, one group being the problem group and the other group were boys who were making acceptable social contacts. The method of matching pairs eliminated the elements of age, sex, intelligence and nationality. This elimination simplified the problem to some extent. There have been four waves of race and nationality movements over this area, French, German, Jewish, Italian and Negro, the two latter races occupying most of the district at the present time. Health defects herein investigated of the boys studied show that the problem boys were much more handicapped than the non-problem boys in the matter of physical defects. There were 16 cases of infected tonsils among the problem boys to 8 cases for the non-problem boys; 11 cases of adenoids to 4 cases for the non-problem; 8 with decayed teeth to 4 for the non-problem; 5 with impaired vision to none for the non-problem. These figures total 40 unfavorable health items for the problem group to 16 for the non-problem boys. The home situation of the non—problem boys is less vexing as they had more educational and social advantages in their homes than the problem boys. Illiteracy is slightly higher among the parents of the problem boys finan among the parents of non-problem boys. Parents of the non-problem boys averaged about a year more of education. Homes broken by desertion were more common in the problem group in that eight of the problem boys' fathers had left their families to shift for themselves to five for the non—problem. More of the families of the problem boys entertained boarders and lodgers. The totals showed 40 lodgers or boarders in 17 homes of the problem boys to 28 in 11 homes of the non-problem boys. No difference was found in age of parents, amount of trouble with neighbors, base— ments in home, or an irregularity of meals did not affect the situation. More problem than non-problem boys chose as the school sub- ject they liked best shop and gymnasium work. A greater majority of the non-problem boys made as their first choice a more physically restricted or so-called academic subject such as mathematics or English. Problem boys live nearer business places and railroad prOperty than non-problem boys. Nearness to school, church and playgrounds shows no apparent significance, the problem boys as a rule hiving nearer to these social influences than the non-problem. The neighborhoods in 149 the district offer comparatively few types of social and recreational activities of a high order. The problem boy's family moves about from place to place much more frequently than does the family of the non-problem boy. The proportion of church membership in this area for fami- lies of both groups was about equal. The same is true of church attendance. The non-problem boys belong to slightly more and a better class of clubs than problem boys do. Gang membership seems to be fairly significant since more than twice as many problem as non-problem boys belong to gangs. Boy Scout organizations do not reach the problem boys in this study. The non-problem boys' homes, as a whole, contain better reading material than the homes of the problem boys. Problem boys are less restricted in their attendance at movies than non-problem boys. The fami- lies of the non—problem boys own more than one and one—half as many automobiles as the families of the problem group. Bed time for the problem boys is less restricted than that of the non-problem boys. Non-problem boys play twice as many musical instruments. A larger proportion of non—problem boys were al- lowed to bring children into the home to play than of problem boys. The non-problem boys also more frequently had a place to work in the home and the opportunity to work with tools. Poverty is a contributing factor to the production of prdblem cases in this study. Long hours of work outside of school tend 150 to hamper good social adjustment. In making the investigation of family income the information given was apt to be unreliable. The occupational status of the boy's father or step—father has significance in that the fathers of the non-problem boys held, on the average, more responsible positions. The conditions investigated in this thesis together with the long period of teaching and observations on the part of the writer in the Miller School district and his experience with problem boys lead to the belief that there are many things which could be accomplished if the public in general understood the situation. first, the housing situation should be corrected. This could be done by a constructive program of parks and boulevards and the encouragement of the replacing of old and tumbled-down structures by sanitary buildings. This is now being considered. Meanwhile those boys who are being made into problem cases by this environment could be lifted bodily out of it and placed in a dormitory school where their life activities could be carried on under the direction of sympathetic and competent instructors. Such a plan is now being discussed by the Detroit Board of Education. Some such arrangement as this seems to be urgent in this community. When the problem boy becomes a _ hardened trouble case it is almost too late to do much to cor- rect his habits of reaction toward society. By the time the ordinary problem boy has been taken to court a sufficient number of times to warrant a court order to a reform school, -151- that institution has little left upon which towwork. In other words, we are attempting to make our corrections too late in the life of the boy who reaches the reform school. Some slight knowledge of this situation has been sensed in dealing with the liquor question. Public opinion lets the con- firmed addict go his way but is trying to prevent the younger generation from falling into such habits. The same situation holds true in the case of the problem boy. 'We are spending our time and dollars on him after he has become a problem instead of attempting to prevent such a career. All of these problem boys have been continuous failures in their school work, and these failures have a bad influence on their attitudes toward life. This "failure complex" can be overcome by assigning tasks to the boy that he can accomplish successfully and then praising him for his success. It is be- lived that mental stamina is developed by adjustment to oppo- sition just as muscular stamina develops when muscles lift a load. The intelligence of these boys is of a low grade but not too low to prevent them from being honest, industrious citizens. A high intelligence rating is not absolutely necessary for a helpful and socially efficient life. These problems are fair- ly well adjusted to a poor environment but if society wishes them to function in a socially efficient environment it should be supplied by society. There is a crying need on the part of such boys as here studied, both problem and non-problem, for organizations which will function at their social level. This calls for the leadership of a trained and understanding worker who knows boys of this type and who can help them to form and direct organizations that will aid them in preparation for a useful life. Something of this kind is now being accomplished in this district. The boys' director at Franklin Street Settle- ment is pioneering in this type of work, but much still remains to be done. Many other workers and boys' organizations are needed. They now have their gangs but these should either be supplanted by better types of organizations or supervised by social workers who make satisfactory contacts with the boys and gradually raise the level of their groups to socially ac- ceptable groups. 155 BIBLIOGRAPHY Burgess, Ernest W. The Urban Community. Chicago: University of Chicago Press, 1925. Burke Dorothy Williams. Youth and Crime. United States Government Printing Office, 1950. Burt, Cyril. The YounggDelinquent. New York: D. Appleton and Company, 1925. Catlin, George B. The History of Detrqit. Detroit: The Detroit News, 1926. Cavan, Ruth S. Suicide. Chicago: University of Chicago Press, 1928. Colcord, Joanna C. Broken Homes. Russell Sage Foundation, 1919. Ferris, Emery N. Sgcondary Education in Country_and Villag_. New York: D. Appleton and Company, 1927. Goodsell, Willystine. Problems of the Familg, New York: The Century Company, 1928. Groves, Ernest B. Social Problems of the Family. Philadelphia: J. B. 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