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I . . ..a.. . . . . 11 I I I . . .. .. .1. .1 . . .. . .1 ., - .. , 1 ., .1 1 . . 1 r \ I; .‘V. 4 .p) u I . .a. . . _ . n I . .‘ D p I . I. I L .. .. c c l a . - I . .. . . u. U... L .I ._ . n Aa. . If... I l «f. . . 1 .. . . o '. . \ O Q n \f . u! 1 . u . n.n.’v . .1 .1 r . 7 . . 1 . n . . i - . . ... I v.. I l O l .7 r| .I a . p I | 1 I . 1 § “I r v. Cu. . I v.I.I v I I . . I . .1 . .2 . v I II I l .’ . I: l I . . . s . I! I- s - . 1.. . - I - c 0 .w. «I... . . . . _. .. .. . 1 . . .x . ‘ P . or. I 1 — I. [-5 \.. \. m. .9311 .In _ 1 . I . (.5... .- .a.rsh...1....... ... . . _. . LI. I . r. .. . .JO . ~ \.' VI . o II . r v- I... A . 1 . \\1 .4 _ .. .. .V THE RELATION OF THE INTELLIGENCE RATING To THE SOCIAL ENVIRONNENT AND PERSONALITY OF STUDENTS OE THE FUCK INTERNEDIATE SCHOOL, DETROIT, MICHIGAN By Samuel J. Patterson A Theeie Submitted to the Faculty of Michigan State College in Partial Fulfillment for the Degree of’ MASTER OF ARTS Department of Sociology Approved Heia o? fiEflor Department Chairman of the Committee on.Advanoed Degrees liohigan State College 1930 THESIS ACKNOWLEDGMENTS. The author wishes to acknowledge the invaluable assistance of the following pecple in the preparation of this volume: To the Faculty and Pupils of the larshal Foch Intermediate School for their aid in collecting the data. To the Parents of the Children and Leaders in the Community. To Dr. Hoffer and Ir. Thaden, who read the manuscript and offered suggestions and points of view. To Professor Eben Mumford, who has been consulted constantly during the preparation of the manuscript. To my life, whose interest and assistance the author is indebted. B.J.P. 105337 I. II. III. IV. V. VI. VII. TABLE OF CONTENT S . INTRODUCTION A. Statement of the problem.... ........ . .......... ... 5 S. Main Divisions of the Problem. ............. ....... 6 1. Intelligence rating in relation to the Social Environment......... ....... .......... ......... .. 6 2. Intelligence Rating in Relation to Personality.. 6 C. Method..................................... ..... .. 8 INTELLIGENCE RATING IE RELATION TO THE SOCIAL ENVIRON; HINT AND PERSONALITY...................................11 A. History of Intelligence Testing...................1fl B. Native and Environmental Factors in Intelligence Tests................................. .......... ..19 C. Intelligence Tests and Other Traits of Personality23 THE POOR SCHOOL AND THE COMMUNITY.. ........ . ......... ..25 A. Historical Background... ...... ....................25 B. Ecological Factors. .............. .................29 C. The Foch School as a Social Environment...........47 INTELLIGENCE RATING IN RELATION TO THE HOME ENVIRONMENT6u INTELLIGENOE RATING IN RELATION TO OCCUPATIONS.........95 INTELLIGENCE RATING IN RELATION TO THE ONUROH AND ITs AUXILIARI ORGANIZATIONS...............................101 INTELLIGENCE RATING IN RELATION TO PLAY AND RECREATION; AL ACTIVITIES................................. ..... ...IIu vIII.INTELLIGENcE RATING IN RELATION To pERSONALITY........124 IX. SUIIARY................................. .............. 1&8 I. APPENDIXoeeeoooo‘OOso...oeooooeoe00.000000000000153 II. BIBLIOGRAPHY....... ....... .....................I56 laps and Illustrations. Distribution of the survey group......... ....... .... 10 Institutions and Recreations Hap......... ...... ..... #0 Civic Clubs and Lodges........ ............. . ...... .. #2 Flood District..... ......... ...... ................. . #5 lap of the City of Detroit, Michigan. ............ ... 3O Ecological nap........... ..... ............ ..... ..... 31 Industrial Relief Hap................. ........... ... 3% Views of the Factories........ ...... ... ...... ....... 36 Educational and Art Organizations................... 55 Population Shift in the City of Detroit, Michigan... 61 United States Census Zones.......................... 6} Churches and Other Religious Organizations... ..... ..112 CHAPTER 1. STATEMENT OF THE PROBLEM. This thesis is concerned with the relationship of the intelligence rating to the social environment and the per- sonality of students. The area included in the investiga~ ticn is the Marshal FOch Intermediate School District in Detroit, Michigan. The group selected for this survey consists of 404 chil- dren of whom 152 are in the 79 grade, 153 in the 7A, and 94 in the SB grade. All of these students were enrolled in the Fbch School in September 1928. The entire seventh grade and two sections, or classes, of eight B children were selected because it was their first year in this school and their prog- ress could be studied throughout the intermediate school peri- ed. The following table shows the I.Q. distribution of the children in the survey group of #0“ children. The left hand column of the chart shows the I. Q. symbol for each group. The heading for each column designates the half-grade repre- sented in the column. INTELLIGENCE RATING AND HALE—GRADE DISTRIBUTION OF THE CHILDREN. I _ 8 _ Par C A -21 33 25 79 19.5 B 32 23 12 67 16.5 0+ 20 31 s 59 Iu.6 0 38 37 I3 88 21.8 c— 27 I7 22 66 16.3 D 12 In 12 3s 9.n E 2 u I 7 1.8 Total 152 153 93 Non 100.0 The main divisions of the problem are: l. The intelligence rating in relation to the social environment. 2. The intelligence rating in relation to personality. Part one of the problem is concerned with the relation of the social environment to the mental rating or general intelli- gence.' It is also concerned with determining the differentiat- ing factors within the social environment which are largely re- sponsible for the success or failure in school work. The second part of the problem is concerned with the roles tionahip of personality to the intelligence rating. Personality from a sociological point of view includes the emotional, voli- tional, and sociality factors, as well as, intelligence or func- tions of the cerebral cortex. It includes all of the factors entering into the self-expression of the individual. From birth the individual has his beliefs, attitudes, habits, and behav- ior in general moulded through the process of interaction in the social environment. It is, therefore, necessary to deter- mine the extent to which the various factors within this envi- ronment socialize and develop the personality of the children and their parents. In studying the local community the factors that have been considered are the family, playgrounds, schools, churches, economic institutions, and occupational activities, membership and participation in organizations, and the interrelationship of all of these factors in community life to the intelligence and other factors of personality of the students. The insti- tutions were studied in their relation to the community and the degree to which they contribute or are of service in the develOpment of the personality and the socialization of the children and their parents. I Method - Three methods of sociological research were employed in making this study: 1. The Historical Method 2. The Case Study Method 3. The Statistical Method . l. The Historical Method was employed in tracing the school records of the children. From the school records, the mobility of the families was traced. They also reveal the health marks and citizenship of the children during their school careers. Historical community records show what changes have taken place in the environment with references to nationality and mobility. 2. The Case Study Method was used to make complete studies of children. Certain aspects of their behavior could only be stud- ied by this method. This was especially true in determining the factors which differentiated the problem cases from the normal behavior. 3. The Statistical Method was employed where a sufficient num— ber of like cases were available to indicate a trend or the ex- tent of a given attribute. This method is different from the other methods of research in that its major emphasis is placed upon the enumeration and measurment of certain selected attribut- es as found in a large number of cases. In order to obtain the very best results from the data available, it wao necessary to employ parts of each method in interpreting the results. The transition from one method to the other is not marked by a definite fixed boundary. The information concerning the organizations was secured by the interviewaschedule method and by questionaires, address- ed to the community leaders. The study of school progress was made by the use of the records of school accomplishment in the various subjects. Rec- ords of school progress through the elementary and intermediate school period, including teachers' marks, health, and citizen- ship were obtained from the files of the respective schOols and these used as a basis of comparison. The material relating to the children and the families was secured by the aid of questionaires and personal interviews with the children and their parents. The personal interview was used in connection with the home visits and school situation, bring- ing out relations which may affect the situation, and which can, not be gotten in any other way. Home visits were deemed neces- sary in order to obtain information at first hand, regarding the family and the true relation of this information to the school behavior of these children. This information relates to the types of homes in which the children spend a considerable por- tion of their time and which plays an important part in influ- encing school behavior. 10 \Ii‘. 0 O O S O O C . 0.. O. O .... . n C. O. I O O O . . OI 0. C O O O I. O. O O. o o e. I. O O. .. . n. O C . 0 one 0 e O ... .’ . e .. . _. A .. H .... O o O . . O O a 00 ac. s e e e e. eed . e 0 IO. 0 e. e e eeeeaee o 0.”. C d”. . ... n. e be we Dee-e to I .0. I ‘ ‘0 Sea. e - e e eeelae I 0‘ e to e ‘ 00¢ a i.” 0. If ‘0. ' e H 0 ee 0 I. Centre 00 O 0. “9.. 0.. e0. 0 00. 0 o. . a.“ . 4 C O? J . 0‘ ”I... 0. e _e u . . e . O . C. .C .n O b. . . 0‘. ,;.4-—1 -- LEGEND. The home of t. each child of W" I“. md.‘ ‘ represent: 0 4 - group 11 CHAPTER II. INTELLIGENCE RATING IN RELATION TO THE SOCIAL ENVIRONMENT AND PERSONALITY. Introduction, The mental rating in its relation to the social environ- ment and the personality of the children is the central theme of this investigation. All of the various factors of the so- cial environment are evaluated upon the basis of their contri- bution to the development of the intelligence and personality of the students. Therefore, with so much emphasis upon intel- ligence and mental rating, a short history of intelligence testing and definitions of terms used were deemed necessary. This chapere contains the following: 1. A statement of the Detroit Intelligence Test. 2. A brief summary of the his- tory of the development of mental measurement or intelligence testing. 3. Native and environmental factors in intelligence tests. 4. Intelligence rating and social environment. 5. Intelligence and other traits of personality. The Dgtrgit Intelligencg ngt, The Detroit Board of Education has all children tested prior to transferring them from the elementary to the interme- diate school, and the children who enter the intermediate school from other cities or from the parochial schools are given the Detroit Intelligence Test during their first semester 12 in the intermediate school. The children in the home room sections are segregated according to their mental rating and their fitness for the group. By fitness is meant certain outstanding traits of personality which promote or hamper the activity in the class room and other school groups. The intelligence quotient is the ratio of the mental age to the chronological age, based on the assumption that “Normal Intelligence“ would be represented by a large mass of persons who would test at age, therefore, have an I.Q. of approximately 100. The Detroit intelligence scores are expressed by letter symbols instead of figures for purposes of comparison with the uniform marking system used by Detroit teachers in recording student's scolarships. The letter rating scale used as intel- ligence quotient symbols in the Detroit Schools is as follows: DETROIT INTELLIGENCE RATING SYMBOLS USED TO DESIGNATE GROUPS. gmgbgl Egplgpgtion A Superior Intelligence Bordering on the mental capacity and ability of the genius. B High Intelligence Exceptional ability below the level of the genius. C+ Above Average The central group consisting of approximately 60 per cent of the Below Average Bordering on the [0103. Moron Level 13 children is designated as the average group. The range of intelligence is considerable and for this reason the three divisions, above average, average, and below average are made. A low level of intelligence. This group progresses more slowly than the normal group of children and requires special types of work to fit its needs. A very low level of intelligence. These children make very slow progress in school and are usually retarded and over age for their grades. They do best when placed in special classes adapted to their needs. ed; at beJEuglasn -_, to stun: sdT .IL QLJQI9bIEHWC at Q .‘J -,3- - 9914: ear nose): .egsrevc eve a '3‘ are Ejszevs Wu 9” é':-::-.:.-v - * E ‘ . eta? .eontgllieznt To and: zlwoio atom seese :1<{3“-a. ghas saiizrdo lo Duct} 1103 10 aqui tales v'.TSOSOafIIewai To ;evsi '2: ‘tois 113v star as: misses etc has looses Ilsa? Tc? ea: gave 1 q Haas dead at Vs 321,:31t‘liédf c: Derogbs eeraslo ‘1 14 Higtggicgl ngkground of Intelligence Tegting. A new era in American educational practices and procedure began in the latter part of the nineteenth century. This was largely brought about by the new philosophies of edup cational leaders, trained abroad. Scientific method had been entering the teaching profession for several years and was stirring the minds of schoolmasters to know more about new methods. The work of Cattell, at Columbia College in 1894, at- tracted wide attention at that time. As early as 1890, he published several articles on ”Mental Tests and Measurement”. In his writings, he made a plea for the standardization of methods and procedure. He early recognized the necessity of establishing norms. The work of Binet, during the years 1905 - 1911, served to focus attention of phychologists on his scales as the most practical means for the measurement of mental ability. Binet devoted fifteen years of study to the problem of develOping his scales which consisted of many simple tests, arranged in the order of their increasing difficulty. One group of these tests was adapted to children, one to two years old, and the others to children of, four to twelve years of age. 'In 1904 an educational measure in Paris required the selection of all the mentally defective children in the public schools, such selection to be made by means of individual examinations. There was at that time no definite method of 15 making such examination, and with the object of supplying one, Binet and Simon determined to standardize their scale of tests. In order to do this, selected groups of pedagogically average public school children were examined - ten each of the ages, three to six, and fifteen each of the ages, seven to twelve, . inclusive. The series of tests was finally arranged in age groups according to the results of these examinations and those previously conducted.“ 1 In 1908, Binet published his second scale. Here he group- ed the tests according to ages. He, also, introduced for the first time the idea of the mental age. The mental ability of any individual is expressed by the age that he reaches in the graded series of tests and this age is known as his mental age. Other psychologists had made comparisons of children's achievements on the tests with their age, but Binet was the first to incorporate the theory of mental age into his tests and to define the relationship between mental and chronological ages. Goddard was the first to introduce the Binet scales and to use them in this country. He had seen the work of Binet in France and was acquainted with his work~in the field of the fee- ble-minded. In 1906, Goddard was appointed director of the Vineland Home and Training School for Feeble-minded. This insti- tution Ts noteworthy as the first psychological labratory in this country devoted to this work. ‘Goddard adapted the tests to American conditions when he began using them and later standard- 1. Pintner. 'Intelligence TestingI page 15. ~80 t9 . T l I As 0 o ..-‘3 f’f'x V. l " - w ‘. ' aunTg 2i oléi ..1: . Lucas» ':’ Jan 15203 :-31; ,£'_l .I J .... . ‘. o - 0' e . . 24) -- . . ..c ”f .-Nis ,ef . ~ ‘3 :1: 20 YtlliUJ- o ..-.L: ‘00.: .31.: - J.’ .4 1'3 551.: - .. is: a e. and at sea::-I ea 7:2; 3 ' E -J'I - -:£z-; I .031 1533-2: I..‘; 7.31 ...:tma’ at z: -i-’ : 7=.- -- ,- I, Cc. - - . o ..‘J 3“ ‘ ..3AQUAC ’J‘ . .e~ $9 1:: this; Luff ‘24 a. v LillziT ed? as! JUUIE 2!, ,;'. :;o : sr'er JR. . ~ a,, IT 06 has 83393 min 03“: 938 issuer -* '2“ at °: a*,:c L'Aa; .285- lsclgolhuosdo it isiuem "sh-'3) .I.a- } w.’ i -h;¢, 9‘ bay 391303 seal; :1: souboz.m. ;: ; ..i ' L' - _ - . . Pe'l . “a »_ a: Tefllfi 1c 320w -x: ce=. him 2} .21-L'JJ 3:". 5 ““3 9 ti 3.1-3?!“ ‘ .. . . _ . at "uq§3.edi,ic bier: 'uJ .1 Eros srh A.-~ a zuitvn- a. ~ 3.. ’a33 lo To'oe:zb :=:.ir' v . : s;£-&0{ .c{:. : .Eehu-»~ niisni EIRT .b:mcIu-eilsefi In; .w,as; gain; 7 «an as. a. “I n: ITOJFTdni Isa! f;cfluva' :s23; 9rd :5 2":osezwn 2" no a: 9"32’3 5d: DJ». ' v3-1 -01. 93:07 5.3. ".7 b23v'.’9n"3 Vtifllh") 3 . .WMb32 :33- I ...A’ .585: ...;f"- Ja- .‘8‘i 9;“: .0.‘ ;° 1:: (93 O‘ ”.17. «...- —_--- ~O----oe..h-.r\-—-— 9—2. - *- .ei :an ”..-:EeT em.._zf;e:33“ .?.:‘AJT l6 ized Binet's 1908 scale on the basis of 2000 children. 2 At first there was considerable difference of Opinion among psychologists as to the validity of Binet's Scales and the possibility of measuring general intelligence in the man- ner. Some declared the whole procedure as unscientific and based on false premises. Others again accepted the measures as something sacred and evolved at the hands of a master mind. Between these two extremes were those who could see the value of the scales and by patient trial and error method revised and enlarged upon the work of Binet. In 1916, Terman published the Stanford revision of the Binet-Simon Scale. The Stanford revision added nothing essen- tially new to the idea of Binet. He did, however, work out more fully and accurately the method suggested by Binet. In the revision, Terman made one important contribution, namely: the adoption of the intelligence quotient, as suggested ear- lier by Stern. The use of the intelligence quotient brought this scale into more common use. It must not be forgotten that, meanwhile, numbers of other tests and methods of measures of intelligence were being developed. The work of Binet had stimulated wide interest in the subject. The most recent development in mental testing has been in the field of group intelligence tests. These tests are devised to test the intelligence of a group of children simultaneously. Thorndyke was one of the pioneers in this field. 2Ibid., page 41. 17 The entry of this country into the European War and the utilization of intelligence tests in the army attracted wide- spread attention to group testing. The Psychologicgl Concept 9f General IntelligenceI The early psychologists went about the matter of measur- ing general intelligence with a rather vague idea of intelli- gence. In fact, we still find a very wide difference of Oplnp ion regarding its nature and find practically all of the lead» ing psychologists differing in their definitions of it. The early work of Binet shows that he did not have a well-formup lated definition of general intelligence, but rather numerous descriptions of it. In 1903, Binet defined intelligence in a broad sense as equivalent to the higher mental processes. The psychologists had in every case a general working hypothesis upon which to base their procedure, but the meaning of general intelligence has been a gradual growth and did not start with a clear definition of what it consisted. Dgfinitiops of ngeral Intelligegcg. Stern defines IGeneral Intelligence” as the ability of the organism to adjust itself adequately to new situations. Many definitions of intelligence were published in a symposium in the Journal of Educational Sociology. Many of the writers have develOped short definitions of intelligence and then describe 18 what they mean by intelligence in greater detail. Following are some definitions: "we may then define intellect in general as the power of good responses from the point of view of truth or fact." Thorndyke. 3 I'An individual is intelligent in prOportion as he is able to carry on abstract thinking.” Terman” 'Intelligence is an inquiring capacity.” Woodrow5 Sperman's theory is based upon two factors: The first factor "All intellective activity depends in some degree on one and the same general fund of mental energy.‘ The second factor is on individuals ”Specific capacity for that partic- ular kind of performance."6 This definition by Sperman was not generally accepted, but it did lead to a great deal of discus- sion out of which we have a.much better understanding of gen- eral intelligence. Some of the psychologists referred to in the symposium, namely: E.L. Thorndyke, r.N. Freeman, S.S. Colvin, L.M. Terman, R. Pintner, V.A.C. Herman, and Sperman, were inclined to be- lieve that intelligence is determined more largely by training than by native ability. In 1917 and 1918, the wide application of group intelli- gence tests to the drafted men of the army revealed that the diagnostic values of the tests were negliable in detecting the differentiating factors between the criminal and the normal 3. Symposium, Journal Educational Sociology 12: 23-47, 195-216. 1921. 4. Ibid., p.125. 5. Ibid.,p.l29. 6 Ibid., p.129. 19 social behavior of adults. These results served to indicate that the superiority of certain children and adults was not totally due to innate abilities and must be determined large- ly by the differences in environment. This is well summed up in the following statement by Thomas. “There is evidence at hand to show that instead of the mental tests diagnosing dif- ferences in innate ability the 1.0. tends to diagnose, or to reflect strongly in its diagnosis, difference in environment.” 7 Thus we find the sociologists emphasizing the importance of the social factors in determining the growth of intelligence. ggtive and Egvironmental Factors in Intelligence Tests, Terman in his investigations realized that certain phenp omena could not be explained on the basis of nature alone. He made the suggestion that a series of investigations be made with very young children in order to determine the influence of nurture upon the growth of intelligence. The investigation, re- ported in the twenty-seventh yearbook of the National Society for the Study of Education 1928, was conducted for the purpose of determining the influences of nature and nurture upon ' achievement. Fellowing is a brief statement of the findings of the'study. Family similarity in Mental-Test Abilities. "In this study it was found that there was a very close 7. Thomas A Thomas. 'The Child in America“ p. 338. :01 ‘l '. w- I 'e u '1 20 correlation between the test scores made by the various members of the families tested. The author of this study R. R. Willoughby, Phd., makes this statement “Whether this is equivalent to saying that inheritance and environment are approximately equal determinants of mental-test ability is a question we only suggest here'. A Study of Parent Child Resemblence in Intelligence. 'No confirmation is found for the doctrine that the sup perior grades of intelligence are dominant to the inferior grades. To the extent that correlations may be taken as ev- dence, the inferior parent exerts the same degree of influp once as the superior parent, in determining the mental test score of the progeny.“ “In the tables, the mother's coefficient averages five points higher than the father's -- again an unreliable, but fairly consistent difference.‘ The Influence of Environment on the Intelligence, School Achievement, and conduct of Foster Children. The chief problem of this investigation was to determine whether the intelligence of the child is affected by the char- acter of his environment. 1. 'A group of children were tested before placement and then retested after several years of residence in a foster home. A comparison of their ratings on the two tests gave evidence of a significant improvement in intelligence (as measured by intel— - was 55: .f-P.‘ “litiwtu Iotvezzl ed: .3 Inc «vs as Gena: ed van a -u1:ui to es: a 3:5 3993 Idfnsw an? _.I evil sogsrsvs :n».:; F 7nd ,sidstf..au or edlmxezin «I er- A 3: {Y lands ad: 26 1473933: : f‘P‘Q Jtluwixfisf 9'1" 3 I} a! . f A .GMI‘N’ 24330.. :3 a! '.’ “.0 3379’ ‘P.’ 5'31:- Jar-H. «UN 0“ ) ‘.- 0. - . .0... s." 21 ligence test scores). A study of certain sub-groups showed that the children in the better foster homes gained consider- ably more than did those in the poorer homes. Furthermore, the children who were tested and adopted at an early age gain- ed more than those adopted at a later age. These facts appear to indicate that an improvement in environment produces a gain in intelligence.” 2. 'A comparison was made between the intelligence of sib- lings (brothers and sisters) who had been reared in different foster homes. The correlation between their intelligence was found to be lower than that usually found for siblings raised together.” 3. fTwOaunrelated children reared in the same home were found to resemble one another in intelligence.“ Influences upon Mental Development. ”By methods which have permitted the effects of environ. ment to be studied separately from those of heredity in con. junction with environment, this study has sought to evaluate the factors conditioning the intelligence of a group of white American School children, living in ordinary variable circum- stances.” The main conclusions thereby reached are as follows: 1. IHome environment alone contributes about 17 per cent of the variance in I.Q.; parental intelligence alone accounts for about 33 per cent.“ 2. 'The total contribution of heredity, ie. (of innate and heritable factors) is probably not far from 75 or 80 per cent.” E tilts ' \.J :‘3-1 sL‘g :A) i: I ass- ‘~;. ewaJT .e s sing :cubczn - - -.n —013 I. anegiiiern! L L 3n813.1;u ul Arena: 3 y— . sew son-:£5‘o:3£ slat' beefs! Bwfifidla 201 by: 9119‘" wft'ntt 31%: .-.’. .3 ".socontl "'75 Em. A 3 I'D t? ‘4! .-e " Q q 0 O ‘I ' berm: To a- ~~ ;. ea 4&00123 afiacftav (2 'NI’CAIC'I é. ' 2'21: .‘::3L: . - P l ’0 JIO‘ -..-i \- ..L U ‘ '1 All 0 a“;‘ ' .9 ‘AA 0‘ .... “Al“; 15' o ..f O ”.Vnon it “' 2T 7 a . 22 3. l'Measurable environment one standard deviation above or below the mean of the population does not shift the I.Q. by more than 6 to 9 points above or below the value it would have had under normal environmental conditions.‘ 4. “The maximal contribution of the best home environment to intelligence is apparently about 20 I.Q. points, or less, and almost surely lies between 10 and 30 points.” 5. ”With regard to character and personality traits, upon which the data presented are less reliable and less objective than those upon intelligence, the indications are that environ- ment is at least as potent as in the case of intellectual traits - possibly much more potent."8 Sociologists hold that intelligence based upon the func- tions of the cerebral cortex is but one of the elements of personality, and that the volitional, emotional, and social- ity characteristics are important aspects of personality. Sociologists point out that personality may be measured in a relationship in which the individual takes part in the process of interaction. ‘ The following statement by John Dewey, very fittingly, summarizes the relation of the individual in the social process. 8. .Twenty-Seventh Yearbook of the National Society for the Study of Education. Part One. Chapter IV, V, I1, and I. 23 uBut for an active being, a being who partakes of the conse- -quences instead of standing aloof from them, there is at the same time a personal response. The difference imaginatively forseen makes a present difference, which finds expression in solicitude and effort. While such words as affection, concern, and motive indicate an attitude of personal preference, they are always attitudes toward OBJECTS -- toward what is forseen. we may call the phase of objective foresight intellectual, and the phase of personal concern emotional and volitional, but there is no separation in the facts of the situation.“ 9 “Such a separation could exist only if the personal atti- tudes ran their course in a world by themselves. But they are always responses to what is going on in the situation of which they are a part, and their successful or unsuccessful expres- sion depends upon their interaction with other changes. Life activities flourish and fail only in connection with Changes of the environment. They are literally bound up with these changes; our desires, emotions, and affections are but various ways in which our doings are tied up with the doings of things and per- sons about us. Instead of making a purely personal or subjec- tive realm, separated from the objective and impersonal, they indicate the non-existence of such a separate world."10 Intelligenge and Other Traits of Personality, The sociologist is interested in the interaction of 9. Dewey, John. ”Democracy and Education”. page 147. 10. Ibid., p. 147. 24 personalities. The present tendencies are to study and explain the behavior of the individual in relation to the social situation. The general method used by sociologists may be called “situational” or the 'behavioristic“ approach. In the study of personality there is a growing tendency to consider emotional, volitional, and social factors, as well as, intelligence. There have been many tests devised to measure these traits of personality, but the general move- ment is hampered by the difficulty of accurately defining the extent and sOOpe of the traits to be measured. The work of Allport in this field is a noteworthy pioneer effort. 25 CHAPTER III. HISTORICAL BACKGROUND OF DETROIT. Detroit is located on the west side of the Detroit River about eighteen miles above Lake Erie; it has an area of eighty square miles, with a shore line of ten miles on the river. LaSalle sailed up the Detroit River on his voyage of dis- covery in 1679; he was very favorably impressed with the future of the locality. The site selected for the location of the city ‘was the most beautiful on the river. It is narrow at this point and has high banks on each side. This was the site of an indian camping ground and many of their trails had crossed the river at this point. Below Detroit the shore line is bordered by marshes on both sides and was not suitable for landing. The French originally claimed all of the land which is now the state of Michigan. They named the river, separating what is Detroit, Michigan and Windsor, Canada, “Detroit", a French word meaning strait or narrow, from which the city de- rived its name. The city was founded in 1701 by Antoine DeLaMothe Cadillac, with one hundred followers. They built a fort between what are now Shelby and Griswold Streets near Jefferson Avenue. This early trading post was named Ponchartrain, in honor of the French colonial Minister. ‘ In 1749 the French Government sent settlers to Detroit. Each settler was granted a farm of four arpents on the river h. Iv (A M L. {A} \ d f fl .0 h- 'l. I. M 83' ’3'2'...“ 'P .3. ;'- . .zsvtx eds 3P a E-r v -5 ”In To 9 LEVO‘.’ - ‘ 75V“- JI V... I F. 8" h- 9.} 0 w H 0., :3 It. '0’ 8.. F In n0 P 0 hi -£F g :‘a a. U (D u) re ’7 01 'J O‘ 3 a H 2; .J ‘4 i. '11 I4 16 Defected at on?! erlwt n- ‘! -:¢”Y .gaibnri 101 old ?I:z ' a QI-deidw half an: :0 -11 I: leis ydtiszeq: 3 ,Ievtr ed: Essen 25:? a ,‘itcfleC' stems!) ,Tf‘tL--£? no ? {DdicMeJeC sateen}. ":1 DEVI n S335 neewie 320% a Ilium Ted? gif551,i?§;3“‘ .acn*"A Rcethiisb .:-J "9: '93?” PI; "' . - . *‘ ’;~";*x~3~20 Inaon of ,nlaITIQR‘ 0i i ' . c .IIotdeu 0: 11:13:53 ins: :demuws 3 - 1! -mavlfi ea? 'c a::u*:e rum: 3 M.;. 1;! as. S! 26 front and forty arpents deep, an arpent being equal to approx- imately sixty yards. This plan gave each farm holder water rights for fishing and a means of communication; it also made possible the building of the farm homes close to each other for protection and companionship. Later, in the develOpment of the city, the north and south streets were named after the owners of the farms; this is es- pecially true of the east side from Wbodward Avenue to Townsend Avenue. The map on page 30 gives a clear idea of the plan of streets which grew out of this early plan. These streets were straight, running north and south, paralleling the farms. Some of the streets to which the French gave names are: St. Antoine, Hastings, Beaubian, Russel, Rivard, Riopelle, Dequindre, 8t. Aubin, Dubois, and Chene. The east and west streets were short and irregular, varying to fit the immediate needs of the subdivider. The process of straightening and continuing many of these streets is still being carried out. Until 1760, Detroit was a part of New France. In that year, the English took possession. By the treaty of peace in 1783, Michigan was ceded to the United States. In 1796, Detroit, then named Fort Shelby, surrendered to the United States, and in 1802 was incorporated as the town of Detroit. In 1805, lichigan was formed into a territory with Detroit as the capitol, and during the same year nearly every building was destroyed by fire. During the War of 1812, Detroit was again under the control $533!! zobior.’ ru‘. ..am -' . . .1 jgrim“! cum. :1 :n In. at '-u yum. , -. ... 8 43:13:: 395-: ca - cio 25w... -.. - \. ‘i'f _ .dzrucs 42:13 .‘.u‘£ua 3-: ,3?! ' :‘ °‘ ' ' a 98.0.31 cm: pm“ .~..; to ' - £633, Q'.__'mhno'i‘ 0: 9m: "IA hm» )0)? arr-z: able . ‘3:- H3851. o! 'F- :--§- ... was .331“: 0:5: fillblldlx'f ‘ - .3, as "'97: gangs“ .32 mm -amsn S‘Aad go; gm}: ‘6 675171~VUQ {31.9.0}; ‘- ‘3 .' .I’ " ~24: ' ~5399¢ :5 389m 9'~ "uwv E :-~Io C v “. Mfto sham 035;!193 .21 m: 1-: a: .i'. was: jnwmfisoo hm: .utnoa‘wiwzde 3‘4 :-‘._ _ ' ' .3349 I751?" '1' 311291 and: 9.1 .omfl '39}: to tuc- a «an Vi :0 $3593? -3” ‘ ,5 ¢fl.39t. ml“ 111" mama's}!!! ': =3: 0: ‘H ‘ E" 5,!39J289 15531an d:‘.’ ...? : ,2’3.’ "cam ;;-gt§f:.gigmva1 .310'133‘; 20 (Wt: * 515 653;” uwflfl’ n": . "10:1; 15: o o ' ham-7m!!! as?! ’5.- 5-133 '25V6 «4. u. _e 23?; tébrw :3"; 2'3?! I"-..°" ,J. 5‘ -‘ J 3‘ 4 5‘;- °-.0~ c“ n 3 v- 1, 27 .of the British and was restored to the United States by the- Treaty of Peace in 1815. The opening of the Erie Canal, the introduction of the steam boat on the Great Lakes, and the building of railroads, all within a period of twenty years were the main factors in the industrial development of the city. An abundance of raw materials, and a direct water route to the East were important factors attracting industrial enterprises to this locality. The Growth of Population and Industry. In 1899, the number of establishments doing business was 1,259 with 43, 320 persons employed, and a capital of 867,22#,000. It was then, as it had been for some years previous, the leading city in the country in the manufacture of stoves and freight cars, second in pharmaceutical preparations and had made a good start in soda ash and kindred alkalies. In 1910, the population within the city limits was u6s,766 and in 1920, it was 1,088,853. The present population is esti- mated at 1,242,044. 28 The principal factor in this remarkable growth is the expansion of manufacturing industries. A relief map of the industrial areas of the Foch School Community is on page 3#, In 1910, the report of the State Labor Commissioner showed 113,03“ industrial workers in Detroit, in 1920, it was 267,000 and in 1928, the number was estimated at 32,523 by the Detroit Manufacturers Association. The largest single factor in the growth of the city, however, is the manufacture of automobiles. In 1910, this industry gave employment to 30,000 persons and turned out llu,400 cars. In 1920, there were twenty-five companies assem- bling automobiles and one hundred sistybfive whose business was making auto parts and accessories. 1,250,000 cars were produced that year, which was 58 per cent of all the cars made in the country. At the present time, there are approximately ,1u0,000 workers employed in the automobile industry. within the city limits there are 1,536 miles of streets and alleys and 17 miles of boulevards; over ”00,000 trees, valued at about $1,500,000.00; 326 miles of street railways, on which ride daily an average.of 1,105,000 passengers, and 1,267 acres of parks, which wdll be more than doubled in area when condemnations are completed. Th; Foch School and The Community. The term community is loosely applied to towns, villages, and rural areas. Local areas within the cities are also called 29 communities. The term is applied to economic, political, and cultural communities. From a sociological point of view, the community is defined in terms of the common experiences of the group and only secondarily in terms of its interests. The most significant fact about the growth of modern cities is the conglomoration of various races and nationalities. The structure of modern cities is built around the framework of transportation, business organizations and industry, high- ways, rivers, parks, boulevards, and other significant fea- tures. All of these factors tend to break up the city into many areas. Natural areas are basic forces which determine the groupings of people in modern society, bringing them to- gether into various colonies and environments. ”The sociolo- gist is interested ultimately in the natural social area, but some of the other types of natural areas have an intimate re- lationship to the natural social groupings.” lgological Factorg, The Foch Intermediate School district is on the East side of the City of Detroit. The district extends east of McClellan Avenue, approximately two and one-half miles to the city limits which is wayburn Avenue. The northern boundary is irregular and is formed by Shoemaker and Mack Avenues. This area varies in width from one mile on the eastern half to two miles in width on the western half. The entire district is flat with a ; 11. Vivian Palmer. “Field Studies in Sociology“ page 6%. I“. o- '7 5* L MIL 1' . hIIIIIiHI WIIII ILII IIIFINfiII'I I I 1,3311% ILIII.II".1‘4I. I‘IIII‘ N I ”It”! II.‘ HUI”; I "IIII I r v 3.333;“ .2. IIIIIIIII alnlllIlIlmII . n " .. ‘3 Hill II)'II'|}|III'I’IIIIIII _ , . j _‘ um "II III , -2 In! J III-“:I'IIII II‘I'l _; ' if: " 1,, II’IIII‘IIFIII III Ian? ”M ....'..;I..I"“"'j" fl“ III "III I IIIIW 3“" Ifiéjjlllmi til 1 ..I’ IrIII L‘... , , . ’9‘?" ‘ I -'. “ 1 1. _. W ', WIWDJ 'I' '3‘ I. 1331?; i! ‘Tm‘t‘ ’ ““““ “'v I ' - . w" v“ "WIIIIIIIfi " "1 ~ . "" ‘1‘"? .... .“'I'I ‘ :7.- . 15-.531J 1 .a_ V114. It ..I+"" ."~ ‘_ I L,‘4:IL3‘ ‘ 7‘3”.” . , L» . . . .. 7 I .. ‘ I HI I I ,' I.) I. I w, "1 “NIP: y”! . «I 'a .pfl'fl’m‘i’.I *3 ' vz‘hd‘ " \(wzg'fi‘z' “tn" gttoengelé MAP OF THE .... _x.._._-..__L.! 1 {l 3O _‘-‘-- ..‘ .... _ _ l - -, J‘ a._ - I ”E .A '- :.:: . ‘5' r 3 J " 7:.“ r:- I I I5 .. f t3 ;. 7 ‘3'. Vii:- - III III _I.I,II.I_I“'.'.LL!' I I‘IIIIIHIIij.) ‘3! H "in .IIIIWI' 1.1-, _ __.‘ 31.335I.H3“l’fi I III .31. ~ "I 'IIMI'H'“ ‘flfllI-‘I ‘sI "mug”; ‘ in P.‘ v cu ' ... ..... . "\w‘ ‘I‘I\': _ \ ,\\\\ v \ _ I"! ";§\\\' ‘ . o l"“:. . . 1"; ‘q‘ \."\“.a.‘: \“‘ ‘ ‘I' I \ . \\\\\' \\ "_ \ ~ “ ‘ / I _‘, I I. ‘§"‘f;.. I . J l s. ,r-H— H... U . Q C O ‘ . DETROIT O BflSE MHZ) 0F - fl _ _ :-~ ~\>\\ \‘\ x l \ Whh- kn \ x \ Vii (UFQE h. »\ k T R ..WL. “fight. kaktkkv DRIL. fl§xu ch k. Ugh” h QQQK dig koflrxtuu 77/5 ram C’MMW/ 7 y GROSSC 730/” 7'6. I-I n19- .»det to ~36“. .mdxb WI“; WWQQ nv%\VQ\\ %\<\\\QQK l I k\ 93? 3Q hkbkmmxk I bzmtmfismm ESEE I . I .582 Skkmw 2&wa . were}! WAR 5. ~ ' .tvg'rabh-H ’_ 7 32 gradual slope back from the river. The map of the city, page 30 will help to locate the school district in its re- lation to the city. Remnants of two former creeks or drain- age streams run north.and south through the lower part of the district. These streams are indicated on the base map page :31 and on the flood district map on page 45. There are no marshy areas in the community, however, flood areas surround the Connors and Fox Creek basins below Jefferson Ave- nue; these creeks overflow their banks whenever heavy rains or spring thaws occur. The river is one of Detroit's greatest assets. It is one of the busiest rivers in the world from the standpoint of commerce. At the location of the city the river is about one- half mile in width and at its-greatest depth is fortyasix feet. It flows always in the same direction, toward Lake Erie, at the rate of one and one-half miles an hour. Every seven hours the entire river on Detroit‘s front is a new, clean, health promoting body of water. Several through arteries which cross the district east and west are Jefferson Avenue, Kercheval Avenue, Vernor High- way, Charlevoix Avenue, Mack Avenue, and Warren Avenue, run- ning north and south are McClellan Avenue, French Road, St. Jean Avenue, Connors Avenue and Chalmers Avenue. These are the principal thoroughfares and the majority of them are stop streets, or right of way thoroughfares. All of the north and south streets in the district are straight and many of them 33 continue on to the city limits on the north. The maps on page 39 and 31 indicate the street plan and the map on Inge 34 has the through traffic streets in relief. In its early development, the through highways consisted of Jefferson, xercheval, and Mack Avenues; they were the principal arter- ies of travel connecting with other parts of the city. Business and industry centered about these thoroughfares and residences grew up in the vicinity. The Detroit Belt Line Railroad extends north from the river and connects with all railroads entering the city. There are sidings and spurs extending to all of the large industrial concerns in the factory district. This railroad was construc- ted about twenty—five years ago, at which time, this territory was chiefly farm land. The enormous growth of industry in Detroit, from 1900 to 191%, was responsible for many factories and industrial establishments locating along the railroad. The industries attracted large numbers of factory workers and these combined factors were responsible for the rapid growth of this community. The factory district runs north and south on both sides of the railroad. It is bounded by Hart and St. Jean Avenues on the west and by Connors Avenue on the east. This area is occupied chiefly by automobile factories and factories making auto parts and accessories, with a sprinkling of coal yards,- lumber and building supply companies. This area is shown on the map. page 31+. 3M- me TIM”: an": r: ‘—-—~— (I ‘r! INDUSTRIAL RELIEF MAP . 35 The Pooh Intermediate School district is composed of two natural social areas. The factory district along the Belt Line Railroad divides the district into two parts. The area west of the railroad is fiftenn to twenty years older than that on the eastern side. The older portion of the community was developed by gradual stages from McClellan Avenue eastward to the belt line railroad. Th‘is district was subdivided during the period from 1890 to 1910. It is solidly built up with residences; the business and shops are on the east and west thoroughfares, namely: Jefferson, Kercheval, Mack, Charlevoix, and Warren Avenues. The dwellings average from fifteen to forty years in 380. and range from a very excellent type of single and double homes to those of average structure. The original population consisted chiefly of American born whites and northern EurOpeans. They were an aggressive people, the families rep- resenting professional and business interests of the day, as '61]. as, the highly skilled occupations. The first homes were built during the period when large frame houses and bungalows were fashionable. The early part 0‘3 this growth occurred during the large scale lumbering cper- 84310113 in Michigan when white pine was comparatively cheap. At that time, Detroit was the Mecca of the industry as a milling and shipping point. The principal residence streets extend north and south and. the majority of them are lined with beautiful American elm and maple trees.“ The east and west streets are chiefly occu- ' . r-o ' '1‘ w—vI '0-'- 9 a T... no: G ~ -14.. TYPICAL VIC-u: ‘1 (U? A'UT‘J-hC/Jzu; o 3‘. ~?-'\‘- «~- - b .143. a . &- ...... Ho bun Mv-an k.” (“mg-1m Hu-l‘nn \upor fill and Fist] ”5.: Jed-Hon Au- Deuml Plum 0‘ lbs Comments! Hot: n (‘orpulahum neon Jcflrlwn Ave. 37 pied by business and shops. The transportation facilities and through traffic lanes are routed abong these streets. These streets in many instances have undergone considerable change in recent years. They havebeen widened, extended, and straightened to keep pace with the increased volume of traffic which use. them. Beyond the belt line railroad to the east is Detroit's newer east side residential section. Here we find the success- ful business and professional men on a balmy summer evening giving expression to their hobbies, of immaculate lawns, fancy roses and flowers, pet dogs, swapping tales of the performance of their newest motor cars, of their games of golf, and their Prowess of fishing and hunting. There is considerable commun- ity feeling in this area, a feeling of more or less similar 8entiments and attitudes. This is especially true regarding civic matters. Numerous examples of this community feeling are evidenced in the hearty support of improvement associations, local business men's clubs, and civic organizations in general. The following is an example of the solidarity of feeling in the community where pride in home ownership and a desire to Inain‘tain the existing social pattern dominates and controls the behavior of its members. Recently a colored physician purchas- ed a. new home on one of the select residential streets in the °°mm11nity, through a real estate broker. There was immediate Mt7101:: in the community when news of the purchase leaked out. Attempts were made to purchase the home from the colored man, 38 but these efforts were useless because the colored man wished to make it his home. The city council was new appealed to and urged to act in behalf of the community, but the council was powerless. Court action was then resorted to and an in- junction secured to prevent occupancy by the colored family, and yet the family began to move into the home. This was more than the group could endure and mob action was resorted to, but the colored family was prepared for such an outbreak for the first indication of violence brought a fusilade of gun fire in which several citizens were injured or killed outright. Here we find a district social pattern; social position in the group is closely associated with success in a chosen costlpation. In the community the evening card clubs, the so- cial gatherings of the church, and the meetings and parties of the lodges are the major social events. School assemblies, Plays, and social evenings never fail to receive a hearty re- Bponse from the parents of this community. The parents of this community have a deep interest in the welfare and educa- tion of their children. In this area, the family is supreme. We find the majority of the most progressive and stable fami- lies concentrated in these outer residential areas surrounding the city. Recre tional Facilities in the Foch School Community, City Parks. This community is unusually fortunate in having an 39 abundance of city parks available for recreational purposes. Belle Isle, one of the most beautiful island parks found in and American city, is located in the Detroit River opposite Waterworks Park. It is reached by ferry or by the bridge at the Grand Boulevard. Chandler Park is at the northern cor- ner of the community and is accessible to a number of through streets. Both of these parks have facilities for golf, tennis, base ball, and skating, as well as, the less strenuous recrea- tional facilities found in city parks. Waterworks Park, at the foot of Cadillac Avenue, is very beautiful. The water Pumping station and filteration plant are located here and at- tract numerous visitors to them. Belle Isle and Waterworks Parks are the most popular because of their water sports‘facil- ities. Canoeing on the lagoons in summer and skating in winter are Sports which draw thousands from all over the city and 8‘11'1‘0unding towns. Every warm day the bathing beaches are crowcied with bathers from every station in life. Sailing is very POpular on' the river and we find a number of sailing °1ub8 in the community. The construction of sailing models is one Of the popular extra-curricular activities among the boys °f the Foch School. playgrounds. Playgrounds are popular in the community as evidenced by the number of young and old alike participating in play activ- ities. The department of recreation in cooperation with the 40 "u ' . . g:- ag «3f (*1 .r-‘qpvw-V‘FV 11331111131053 n:.~ FL’JRLATICZ. .‘JAP CF '1'...-. PC... 8 ...... 0-..“. .t. in?) .‘ ~7- " g. 2;. . T 'c l t . _ T - EOE " ° 1;: ‘ ' 1:. ‘ 42,51. H 73 H t .‘z u a, “can: B ’1 a~yground ll] Baseball m hckey 3]? Billiard a Pcol BC TE." m Tennis CEComnmnity Center . H ‘ u Bowling Alley II Dance Hall 3 w Ball Park rffifloving Picture - ' ‘I. Idbrary “PI Park “— L- - l+1 Board of Education, maintains a playground in connection with each public school. The Department of Recreation also main- tains three large playgrounds equipped with a shelter and a Play leader. The St. Clair Community center is on the largest Play field and provides recreational facilities for a large number. The play centers are well distributed over the commu- nity at strategic points. During the summer vacation, the swimming pools of the Foch School and the St. Clair Community Center are cpen for bathing afternoons and evenings. The de- Partment of recreation have play leaders at the larger play- grounds during the vacation period; these leaders direct and organize the play and promote cooperative games among the Child}: 811. The River Front . In the early develOpment of the city the river front in this community was of little value. It was very near water 1°"1 and the spring thaws flooded as far back as Jefferson Avenue, Rising land values tOgether with economic necessity led to its eventual improvement. The level of the ground was “-1866. and during the process extensive canals and lagoons '9“ built. The plan which developed in the process provided a 133'de street in front of the residences and a Venitian water- '9'? 8.1: the rear. In general the waterways are well kept and present a neat appearance. They are navigable to shallow draft 76 88318 and pleasure craft. ,‘vov ‘ gs to: ‘ r".- v f ' fl-‘ '9 Y" ‘1‘!“ Cy a": Quf ‘. fl "\/ww‘~ w: w I T . .‘ I- ’L: A. . . ' v a By .VCL VivJ-‘A"- “1“. Q7 1.0.0.1‘. Q7 Masons ® Kiwanis © Demolay © Lions (E Rebekah ® Business Men‘s Club © Eastern Star 6) Audubon Q7 Knight Templar © Improvement Association Q Rite Shrine 1”- ' .a-k" A 43 The Influence of the Greeks. Connors Creek extends north from the river and ends about two hundred feet below Jefferson Avenue. Formerly this creek originated north of the district above Gratiot Avenue and ran south to the river. This was an unsightly i. and unsanitary stream and in the course of the development of the city a large trunk line sewer has been constructed to which the drainage water of the area was diverted. The creek has been filled and considerable of the ground is now occupied by factories and the municipal airport. Much of the area surrounding the remaining portion south of Jefferson Avenue is below the river level at high water and on sever- 31 occasions the immediate‘vicinity is flooded. The sewage water and surface drainage is raised to the river by large °3ntr1fugal pumps, and this is one of the reasons for flood ”mu-tions. Fox Creek is a drainage stream originating above Mack A"9mm near the Wayne and Macomb county Line in Grosse Pointe. It has been dredged out by the County and the City of Detroit and forms a part of the county drainage system. It enters the l"Och School district from Grosse Pointe at Wayburn and MptOn Avenues, one block north of Jefferson Avenue and runs south between Ashland and Hanistique Avenues; it then crosses A “Illa-nu Avenue south of Jefferson Avenue and runs parallel f4- 4 '. '1 th Altar Road to the river. Below Jefferson the stream has be en widened and deepened forming a part of the canal system -~ 1 r ‘ Inn: in? q r . A A Ll nll’fiwL.’b » 1M of this area. It is connected with several other canals and lagoons in the immediate vicinity and is navigable for small pleasure craft . The Flood Menace . It is estimated that 30,000 homes are annually endan- gered by floods in this area. During the spring thaws, the Detroit River often rises four to six feet above the normal level and overflows its banks, flooding a considerable area of the lowlands. At times this flood condition becomes a menace to health and property. Basements are flooded, fires Put out and merchants in the basement stores suffer from dam- aged stocks. This condition has caused considerable com- plaint from property owners in the area and appeals have been made to the City Administration for relief. Due to the na- ture Of the situation the process of permanent relief will re- quire a thorough reconstruction in the area. The Department °f Public Works piled sand bags and earth along the banks of the Creeks and canals as a temporary measure this spring and intends to raise the level of the banks during the year to prevent a reoccuranoe of the condition in the future. See fl°°d map on page. ‘+5. The City Assessor's Office has attempted to readjust the ”unations on the property affected by the floods. The re- Bult Of this measure was to lower the value of prOperty affec- ta ‘1' three thousand dollars on the assessment rolls. (‘4 t I. -l‘i“- CNMNkNmN 21. :..:F: . ... i... .431... . - 1.4!.4v-VP...‘.:1‘J I \ \.4 "IIIIIIII 4494 S :1. r; 345.3. .-A km 4.6!.Nr‘Ionl . \ “Ii“ '14. C. 4|. 0 1.4 s .‘(§r. o. .. ' ‘ w n . 'u.... 0 «I e I ,0 . s . ... . v .e w . . n .. I . ' ' ~ '0' .. A. e0: w! 4 . .\ ..- . V . I . tau-F. o‘hmy... :0. . I .4} ‘\J.6.4.H..:r.. at”. ..‘l! \ .v....).«.- e.-\ so“. 0500.. Us"). Pt!” r/ ”2»: :KL. has. n... 64.5%.? m< MNQQDU. Areas of Deteriorat ion. On the borders of the factory district we find three areas of deterioration. One of these areas is on the east- ern side of Connors Avenue adjacent to the factories, ex—, tending from Mack to Kercheval Avenues. The noise of the machinery and hammers of the forge shop made it difficult to rent the houses on Connors Avenue and several of them were rented to negroes working in the factories. From this start the colony has developed to approximately 700 colored persons. This area is shown on page 31. At present, this colony is confined to parts of three north and south streets, but the number of colored persons is constantly increasing. Property Valuations in the immediate vicinity have been affected since the colony moved into the neighborhood. The second area is on the west side of the factory dis- triot. It is south of Jefferson Avenue and extends westward about one-fourth mile. ization, due to the expansion of the factories and unnumerable This area is in a state of disorgan- BInall industries located on the spur of the railroad at this Paint. Map page 31. Here we find a mixed element of population with a very low standard of living. The streets are dirty and disorderly. The buildings are illkept and grimy from the fumes of the factory. Many of the men work as laborers in the factories and other industries in the vicinity. Lt7 At night this area takes on a new role and we find large swift cars coming and going at all hours. For on the water front at this point large quanities of liquor are landed and distributed to quench the thirst of Detroit. A boarding house area is the third area of disorganization. It is also on the -west side of the factory district extending "from Jefferson to Warren, varying in width from one to six blocks. Here we find numbers of single men and women who work in the «industries of the immediate vicinity. Many of the room- ing-houses are large old fashioned residences and two family flats. Numbers of boarding houses are found here also and it is no uncommon thing for a home to be shared with four to six boarders. Map page 31. These areas are of vital interest to the school since the majority of the problem cases originate in this disorganized environment. The home conditions are poor and very often the Parents are reluctant to cooperate with the school. Truancy is usually the beginning of a more serious type of behavior leading to the juvenile court. 1h; Marshal Fogh Intermedigte School as an Environment, The intermediate school is a division of the public school System, embracing grades 7, 8, and 9. It is organized to con- duct more effectively and economically the type of education which the needs of present day society and the develOpment of modern educational knowledge indicates as suitable for the early adolescent child. Among the conditions which have pre- pared the way for such a school are the following: 1. The needs of modern urban society for a more diversi- fied and vital type of education. 2. The development of adolescent psychology, which has brought about a general recognition that the early adolescent child presents peculiar problems along social and educational lines, which can best be solved in schools peculiarily adapted to the purpose. 3. The growth of the psychology of individual differences, Ihich has made apparent the wide variations between pupils in abilities and aptitudes. A DETROIT INTERMEDIATE SCHOOL. 1 to of th Detro t nte ediate chool The history of intermediate schools in Detroit dates back ‘0 1911. At that time, a few classes of upper-grade pupils ‘Bre transferred to the Norvell School, of which Mr. B.A. Nolan ‘as principal, and teachers selected for their special ability Vere placed in charge of them. d'u‘l 1+9 The George School was opened in 1913 and the Condon School in~l915 as junior high schools. Vocational training and preparation for industry were emphasized in these schools. In September 1919, the Board of Education of the City of Detroit, acting upon the recommendation of Superintendent Cody and his staff, adOpted the following policy: 1. That the educational needs of children of the kindergarten and the first six grades be met by building large elementary schools with auditoriums and gymnasiums planned definitely to satisfy the requirements of the 'platoon' or 'duplicate' form 01’ organization. 24 That the pupils of the seventh, eighth, and ninth grades be provided for in large intermediate schools built to house at least twelve hundred pupils and equipped to care for the needs of three groups of pupils: 1. Those who are certain to leave school as soon as the °°mpulsory school law will permit; b- Those who are certain to continue their studies in the high school: °' Those whose future in school is uncertain. 3' That children of grades ten, eleven, and twelve be Drowned for in cosmopolitan high schools, equipped to meet the physical, social, intellectual, and vocational needs of various types of pupils. ‘30:: anization of the Intermediate School, The intermediate school is organized around the home room .50 as the unit of all school activities. The administrative staff of an intermediate school consists of a principal, an assistant principal, and a boys' educational counselor. The instructional staff consists of six department heads and the necessary teachers for carrying on the instructional program of the school. The operating staff is in charge of a chief engineer, who is responsible for the heating and ventilating of the plant, as well as, the supervision of the janitorial work. Broadly speaking, the duties of members of the administrap tive staff are as follows: Standard Rooms of an Intermediate School. with the development of the purposes and aims of the inter- mediate school, it was early found necessary to develop a building suited to its purpose if maximum efficiency were to be maintained. While it is possible to carry on the idea and pro- gram in an elementary or high school type of building, it is more advantageous to have a building designed to fit this particular type of education. With this purpose in view, the following standard rooms are built into each intermediate school of 1800 capacity, and in the same proportion for schools of other capacity. 26 Academic classrooms 2 Art rooms 1 Auditorium - 600 capacity. HNFN-FNHHNNHNHNNH llany of these 51 Bookkeeping room. Cooking rooms. Gymnasiums. Library - 100 capacity. Locker and Shower rooms. Lunchroom - 600 seating capacity. Mechanical drawing rooms. Music rooms. Office. Physician and nurses room. Rest rooms. Science Laboratories. Sewing Laboratories. ShOps - Auto - General - Machine - WOod. Swimming pools. Typewriting room. All instructional rooms are of 35 pupil capacity. special features, the library, auditorium, gymna-siums, and swimming pools, are located in the central unit °f 1ihe building, heated separately in such a manner that they may be used for community purposes, while the remainder 'of the sch001, classrooms, shops, laboratories, etc” may be closed Off at 1ihis time. Thus the building serves a double purpose, school in the day time and a community center at night. 52 Courses of Study. The Social Sciences Mathematics Commercial Subjects English Latin French Industrial Arts Mechanical Drawing Household Arts Art [11810 Health Education Articulation with Elementary Schools. Such pupils will be admitted into the 7B grade of the intermediate school: 1. as have completed the 6th grade. 2. as have not completed the 6th grade, but in the opin- ion of the principals of the elementary and intermediate schools involved may be better able to profit by the conditions 0f the intermediate school than those of the elementary school. Vocational and Educational Counseling. There is much loss incurred in educational and vocational activities because of maladjustment of individuals within these fields. It is the prime purpose of the boys' and girls' °°un3elors to lessen this loss through adjustment of, and ad- '1“ to the pupils who attend the schools, and who Will in future years assume the econOmic and social obligations connect- “ w1th maturity. enrcO . - 4 I ”a In. O 9 O a a O J. C - I ..0 ‘leIV‘ I. . 3"II'. 1 - -\ 9 1"% I ‘ 01". O .. y. . .. 1...! ...(f ..I. I . . - . t ‘. J a. .r‘ (a "\ rd A .. so. ‘ 4 . l n n. O ‘ I.“ A. ...v D 4 _ _ o d O . a L Q a O h 0 a - ‘ ~ . J 'l . I. u U . . — - ‘ . . s _ u. O . t I Q ~ a 53 Supervised Study. The aim of supervised study is to teach the pupil how to study economically, independently, and effectively. The Detroit Intermediate School has class periods sixty minutes long. This lengthened period makes it possible to have much of the studying done in the presence of the teacher, and fur- nishes an ideal condition for supervising study. These features are covered during the sixty minutes: 1. The review (recitation) 2. The assignment 3. The study period‘ No arbitrary division of time is made. The dividing of the Period is left to the discretion of the teacher, and the allOtment to each of these activities varies as the situation demands. The whole period might be given to one activity up— on Occasion. Auditorium. The auditorium is an instructional room set apart, as its name implies, for the accommodation of large groups of pupils. It differs in its instructional program from other departments by net following a defined course of study, but by including in its program all activities stimulated through the regular o15‘38 roomproc'edure. This comprises public speaking, drama- tize-t ion, debate, community music, and various types of visual “‘10 at ion. 51+ Library. In the modern method of training in the fundamental processes, the textbook loses its old significance as an in- fallible authority and becomes a tool in the search for knowledge. The search demands the use of many books, which for economy and convenience, must be centered in a room Presided over by someone who is familiar with their reference value and, through library instruction, can teach others how to use them. This constant and individual use of many books stimulates and makes interesting the learning process. Extra-Curricular Activities. ROOOgnizing the educational value in early adolescent life °f such organizations as clubs, musical, athletic, and civic 598001at10n3, 'school publications, and honor 8001813168 (80 “113d extra-curricular activities), the intermediate school takes Special care to encourage and promote them. hery intermediate school in the city has a long list of such organizations. They are under the supervision of teachers and mIder the direction of the department heads according to the following classification: 1. Health Education. All intra-mural and intra-school athletics and contests, athletic clubs and Boy Scout activities. 2- Language Education. All debating or cratorical clubs. All dramatic activities, school publications, language , q qw-t- -v0Q~-w, O‘.‘ -'\ ."'Q 3“ O'v. llv ‘A-y ‘ L: I "o . ‘ ~¢ -_ .. 0..“ u.- a also Av. .... n. ..4 l‘...‘ u..J.L. guess. a—. ‘4 n C R U. G hhhhh --. i ‘-w \‘54 ‘ I ’H — o -v Iv.- '--4-..-. -- . \ \ HIGH scz-a: ‘2. mParic-.id :3. Barn E 3122 CL'JZ‘: IR 3,.53, cHC-RAL D CECE‘ZZETFA @ 31'! SCCCTS DEALLATIC D ,tmr-rrz Q“ 3121; :32.‘.".‘5 @er new a (g) 35> 1 I J O l ‘J I: (W ('3 t“ 56 clubs. 3. Exact Science. Supervision of nature study or science clubs. #. Social Science. Civic clubs and all school activities of this nature, including participation in campaigns or drives. Pupil government organizations, such as student councils and service clubs. 5. Vocational Education. Supervision of all vocational clubs and activities, such as domestic science clubs for girls, aerOplane construction clubs, printing clubs, radio clubs, etc. 6. Fine Arts. Music and art productions. CoOperates with language education in the production of dramatic activities. lost of these organizations meet after regular school hours at any convenient interval. However, in the case of such grasps as school teams, orchestra, band, student council, school paper, and certain dramatic enterprises, time is often provided in the regular schedule and they become semi-curricular in the °°h°°1 Program. General Info rmat ion. The :intermediate school day begins in general at 8:30 in the morning, and provides for a home-room period or assembly pen“ of fifteen to thirty minutes, followed by six hour periods. The building is open at 8:15 in the morning. 57 A part of each class hour is set aside for pupils to study under the direction of the teacher, but it is necessary occasion- ally for the pupils of the seventh and eighth grades to spend some time at home in the preparation of the next day's lessons. Pupils in the ninth grade should spend at least one-half hour a day in home study for each of the major subjects. Experience has shown that the habit of home study is necessary if the Pupils are to learn to be independent workers. Each intermediate school maintains a lunch room or cafe- teria which serves hot lunches at noon. The school "special", Ihich consists of one protion of potatoes with gravy, meat or Vegetable or fish, and two slices of buttered bread, and one- half pint of milk, is usually sold for ten cents. Pupils may bring their lunches from home and buy soup, milk, hot vegetables, 108 cream, etc., at a few cents a portion. Each intermediate school maintains a bookstore at which Pup ils may purchase at cost plus handling charge all their ElOhool supplies and books. No free textbooks are provided for uBe in, the ninth grade. With one or two exceptions, textbooks in the seventh and eighth grades are furnished free.12 \ 12- This material was taken from a circular of information pmDliehed by the Detroit Board of Education, City of Detroit, “iohigsn. 1927. 58 PomQation Ed Ngtionality Changes Taking Place}; the Foo}; ommunit Communities in a large and rapidly developing city change their population by very definite stages. The original popu- lat ion of a community may be very homogeneous in its makeup. The members of the group may be represented by one or more dom- inant nationalities and present certain definite problems which are met satisfactorily by its social and business institutions, but as this community grows up and is surrounded by business and. industrial enterprises new types of individuals are attract- ed to it. These new individuals may affect the community in various “-78. Generally there is a tendency toward the fOrmation of distinctly new social groups within the community, with customs and social standards totally different from the original; these cManges present new problems for the home, the school, the church, and. the government of the community. A new. area of a large city may be settled almost exclusive- 1y by people of a single nationality group, who have migrated f1'0!!! one of the older and more congested districts of a city, 33 eVidenced by the Jewish migration of the City of Detroit, 'here the entire district has been taken over, almost exclusive- 1y, ‘by Jewish people in recent years. Synagogues and schools have been constructed and Jewish traditions and customs firmly ”13 alblished. 59 Business and industry are eliminating the original neigh- borhoods 'in the down town area of the City of Detroit.’ The entire district south of the East Grand Boulevard within the city limits is rapidly changing in pOpulation. A large por- tion of the close-in residential section consists of old build- ings and is occupied by a negro and foreign population, and this population is gradually moving outward as the residences are being replaced by business or industrial establishments. The shaded area of the map on page 61 shows the section which is losing population. The figures in the top of each area represent the population in 1925 and the one below represents the population for the same area in 1927. While during this two year period, the city as a whole gained 139,830 inhabit- ants, due partly to normal growth and partly to annexation, everyone of the close-in districts decreased in population, in some cases the loss amounting to approximately 30 per cent. In 1925, this area had a population of nuo,5oo and in 1927 the f1Sure was reduced to 339,561+ or a decrease of 23 per cent. The changes Taking Place in the Foch community. In the course of the outward movement from the down town area, the population of the Foch Intermediate School Community 13 changing in nationality, customs, and social standards. In Studying the influences of this change, the pastors and parish przlLests were interviewed, as well as, leaders of civic and °°°1al organizations. An attempt has been made to show the e x1‘ent to which the various religious organizations and other 60 social agencies are meeting the problem. The Original Population. The major portion of the original pOpulation which set- tied in this community 20 to 25 years ago consisted of native , born whites and immigrants from the countries of northern Europe. With the outward march of the city the older pOpulaa- tion is moving to newer residential areas and the colonies of southern and eastern Europeans which had centered around the downtown east side are moving further eastward, many families locating in the Foch Intermediate School Community. The Industrial Growth as a Factor in the Change. The growth of the industrial area along the belt line rail- road has been a factor in bringing about a part of the change in the pepulation of the community. This area is outlined on the relief map on page 3L}, Large numbers of industrial workers have been attracted by the opportunity for employment in the factories. The automobile industries employ large numbers of “Skilled workers, recruited from various sources. Since the '51 many negroes and southern whites together with whites from rural parts of the north have found employment in these plants, and have made their homes in the neighborhood. The Negro as a Factor in the Change. The negro population of Detroit has increased very rapidly a 11109 the war. In the course of develOpment, the negro colony 61 .15... $8.36 ”as 32525 9:3 Hm was 22 on enemas. ‘l‘l‘l’ .52.. photo . aw ! p o amass». K05. No.5 2 I no uuo ......»u as. no.6 a u... we . a 000 «\Vm u M L w .0 . so A8 $00. now 4. 3&0 wanes tau. N30 .00 W a - a 1 H s ..v 0 MmSmZ >22". 5 0850 /o m I. I» m :| QMMWS KOO «magma 0..be om. «00V W .9000. m W00. “0‘0.“ “roux n / Ma so No.0 m \00 ”we 50.00 a. 0.000 a «000m 012‘ 1000 . . «a... has . i .v V |L .n a... ...... ,N. a. A . .... v. a... ...... ... ...» awamfle + «use . as some n.» was: Wises . 83% 0.03 $0.00 0.00 ,. m a has. #98 nboo .18 was: m Names ho.ooo Rune goo. 93o .. a. a ”Swans 135 is at $2.3... as... ,n ..a 09000 . . - 29.. o3 «flaws u «00.x 0 N‘00 QN\ .QQN .. 1 on. . V908 3. mini s w L 02..“ .... o I R I I “b“o \ ~ \N” 1n. \$ t o b .\a\“ \u“: \..\\.._...\O {3%2‘ n48 >n..kn........ mqhsmmflc... N / “5.: AV sMavuca ”W a a... ......VN9VVH {oi/vi. .. .... .... ......» ...}. .... I no... 38.... can... ......a. at: ., . a as... . ._ “M0 mkui «hmv p 0.00 \0.V00 00.0! gas .. .... saw!» an. . .3»... 9 pk... . . ... .w................... . . “WGQQ _ . 0 V . ...“.sx .. g _. .. ......s n... ... a... mWOO ”08 n 3.3.». p. $50.00 .... .. agaed s . ......me _. ......hn9 . . X...» . .... .... ..\.. 02>...“ anaesthesia p m K r 1% Nuwx r. {is ...... _. . MM....H....W.r ....v ...? ”“0 s H “k I I S\ ... a ‘5! .... .. . . .....01 .\\.\..\.\. ...: $0.0. manna 0.0 .... . ...... ._ . .IJ. w . ... .. . . . .. S n 00 a“ 0...... .....V .. 5 .... .. . .l :79 \\...“.\ \\\ ......x. \ . . \9.» \\\\.b 4.. i x O a e .. i e as: a 3:0. H411 I I ‘1 ol— 62 has tended to segregate into the slum area, extending from the edge of the down town business district eastward to Chene Street. This district surrounds the freight yards, Grand Trunk Railroad, warehouses, and public markets. The history of this district shows that the once fashionable residential streets have become the heart of the rooming-house district; the rooming-houses be- came the red light district; and further change into a bleak area of deteriorated dwellings and tenements. The once fashion- able residence streets are now the home of darkey town. This segregation of the negro papulation affects the Foch School Community because of its influence in causing the migrap tion of other nationalities out of the area. Their proximity to the Foch School area has an effect in influencing the types of people who will settle near to their colonies. The more progressive and energetic families of other nationality groups have moved away from the down town district as the negro popula- tion increased. 63 ULTITED STATES JELLSUS ZLLISS FUCH Eliot/L '.:.‘--.....'.,'.I?‘1' ... "Wm "'51 ags II “III: ‘IIIII‘III'A SEMI; . 1 I'F3I. Isfahan :‘EfilII new; Note. The black and red lines separate the four areas of the community. 64 CHAPTER IV. THE INTELLIGENCE RATING IN RELATION TO THE HOME ENVIRONMENT. Much of the recent sociological research is directed to the study of the environmental factors in the development of the intelligence of individuals. The social environment is becoming generally recognized among sociologists as an“ im- POrtent factor in the development of general intelligence. The general intelligence of the individual is determined very largely by. l, the inheritance of a biblogical structure which hubeen moulded and shaped by countless generations of ances- tors and 2, the social environment. Among the factors contrib- uting the social environment the family is fundamental. The social environment of the home is determined very largely by the cultural attainments and financial status of the family. Definition of Family. The normal family defined briefly is one in which two adults, a man and woman, live together happily and give birth to an appropriate number of healthy and intelligent children, Whom they bring up to lives of usefulness. It is not possible t° define specifically the number of children that make up a normal family. In cases where both parents are defective certainly there should be no children at all. This does not 11°13 true, however, in general practice, for it is well known that the prosperous, efficient, and useful families are usually Bumller in size, while among the poor, shiftless, and feeble- m1711c1ed large families are common. In other words, peOple in 65 big houses have small families, and the people in small houses have big families. The personality of the child is largely formed during the first five years, of its life, and quite definitely the home is the dominating factor in the development of the intelligence and the formation of character traits, especially during the first two years of its life. The home nursery is the place of actual experience for the average child, while the-family table and the intimate associa- tion with the father, mother, brothers, and sisters afford concrete examples from which the immature individuals develop their behavior habits. Because individuals from a social group are like-minded they tend to act and control their behavior in a like manner under a given circumstance. On this basis, im- itation of the means of accomplishment is an intelligent act. ‘ Dowel family must promote the welfare of father, mother, and children. If it does so, it will also benefit society as a Whole. - In making a comprehensive study of the family certain out- B"Ii-nailang common aspects of family life have been selected as a “$18 of comparison. Each factor has been carefully considered before inclusion, for its value in contributing useful data bearing upon the subject. On this basis, the following factors are considered vital in determining the relationship of the lutelligence rating of the children to the home environment in 'hich he lives. 66 These factors are as follows: The intelligence rating of the child in relation to The type of home in which he lives. Years spent in the community. Home ownership and tenant families. Normal and disorganized families. Iduoational level of the parents. Nationality. number of brothers and sisters in family. Degree of socialization of the children. Degree of socialization of the parents. The types of homes are classified according to the degree in Which they contribute to the develOpment of the personality of its members. It is a well known fact that the home environ- ment differs in its contribution to the develOpment of general intelluigence according to its cultural atmosphere, well disci- plined and orderly operation or the lack of these qualities. Ill preparing a schedule for making home visits, homes were Olassiafied into five types or divisions, using a number symbol t0 identify each type of home environment. Rumbel. 1 Type of Home. This is a superior type of home. Attractive outside appear- snag, neat yard, and well kept lawn. The interior is inviting and pleasingly arranged. The housekeeping is excellent. Musical 1natili'uments of some form or other are provided. Good books, StaDle periodicals and newspapers form an essential part of the 67 regular reading material. The children are well behaved and are given training in correct conduct. Number 2 Type of Home. ll'his type of home should measure up very near the standards of number one home. The quality will be slightly less, and yet, contain all of the essential elements of the former. Number 3 Type of Home. The typical average Detroit home is of very good quality. The average Detroit home is usually a single or two-family house. The lots vary in width from thirty to forty feet and one hundred and twenty feet deep. Practically all have suf- ficient room for a lawn in front and a back yard; these are fairly well kept. Many yards have flower gardens and a few have a small vegetable garden. All of these homes have modern conveniences; electricity, water, gas, bathrooms, basements, and furnaces. This type of home is comfortably furnished, clean and Orderly. Phonograph or radio and often times other musical 1“BIN-"Lunents are provided. The daily newspaper and some period- 1“9‘18 are provided. Usually this type of home has a small °°1160tion of fairly good books. Mber II- Type of Home. This type of home is dilapidated in appearance. Shows the effect of neglect and abuse. The yard is dirty and the lawn un- kept. This type of home has the same conveniences as the time 68 three home. The daily newspaper and some periodicals are taken regularily. The radio and phonOgraph and in some instances other musical instruments are provided. The differentiating factor between the type three and four home is in the general tone throughout. The orginization is on a lower scale, less harmony prevails in the home and lower standards are set up. Number 5 Type of Home. This type of home is run down and dilapidated. The yard in cases, where there is one, is dirty and littered with rubbish and trash. The interior of the house is uninviting and dis- orderly in appearance. The walls are dirty, the plaster bro- ken off in spots. This type of home is characteristic of the slum districts where the buildings are old and run down. The housekeeping in this type of home is very poor and lacks organ- ization. The cultural background of these homes is very low and lacks the qualities which aid in character formation. Waggon of. the Intelligence Level of the Children with the T e of H me i w he Liv Visits were made to the homes of the I-I-OII children for the Purpose of classifying them according to the standard previous- 1y set up. Table 1 shows the relation of the type of home em”Sf-'onment to the intelligence quotient of the children. 69 TABLE I. RELATION OF THE MENTAL RATING OF THE CHILDREN TO THE TYPE OF HOME ENVIRONMENT IN WHICH THEY LIVE. Children's Types of Homes Pct. lental I 2 3 1+ 5 Type Rating Total N2 Pct, No Pct. No Pct, No Pct. No Pot. l .3. 2I A 79 18 22 35 an 27 3n 0 o o o 66 s 67 lo 15 20 3o 37 55 o o o o 45 0+ 59 u 7 12 20 #1 7o 2 3 o o 27 c 88 o o in 16 66 75 s 9 o 0 l6 0- 66 o o 3 I 57 97 5 7 l 2 I D 38 o o u 10 2t 63 6 17 I 10 10 E 7 o o in 6 86 o o o o 14 otal The figures on table I show that the home environment has a definite relation to the mental rating of the children. 17 of the A children, 10 of the B children, and II of the 0+ chil- dren have superior home environments. It also indicates that the quality of the homes is poorer where the mental rating of the Children is low. This trend follows very closely to the relation of the na- tiona-lity groups of the parents and the mental rating of the Children shown on tables 3 and 4. There appears to be a re- lation between the mental rating of the children and the home °nV1ronment in which they live. The children of the superior ”-383 do test higher than do those of inferior cultural sur- 1'0‘-111(3.ings. This is due to the difference in the opportunities for use of language and in cultural training- 70 Th; Relation of the Numggr of Years Spent in the Community to Home Ownership. There is a definite relationship between the length of time families have spent in the community and home ownership. The community is populated largely by workingmen many of whom find employment in the factories and industries. Many families live in rented homes during their first years in the community, or until they become established and have saved enough money to purchase a home of their own. Table 2 is an analysis of the ‘ number of years the tenant families have spent in the community compared with the nationality groups. 197 or 54 per cent of the 376 families live in rented homes in the community. A large Portion of the population is continually moving in and out of the community. This moving is caused partly by the seasonal demands of the factories and industries in the community. When work is plentiful numbers of families and single persons move into the Community and settle in rented quarters. As soon as the f"""tOIr-‘il.es begin laying off their help these people, who are omm times unskilled, are first to be laid off. If they do not find work in the nearby'factories, they move elsewere. Table 2 shows that 103 of the tenant families have lived in the community five years or less, while the average for the 197 families is 9.8 years. 71 TABLE 2. COMPARISON OF THE YEARS TENANT FAMILIES HAVE SPENT IN THE COMMUNITY BY NATIONALITY GROUPS. Nationality A Number of Years Spent in Community. Above Group 0 1 2 l h 5 19le 2O 25 30 30 Ave. —:-— 4:: Am. Born Whites at Canadians ll 6 12 17 10 5 17 18 11l- 2 2 9 10.7 British Isles 3 5 5 8 7 7 l 2 1|» 8.9 Northern Europeans 3 1 1202 7 2 3 5.5 Southern 3. East. Europeans 2 2 2. 3 3 1 13.0 Totals 16 12 18 2518 1h- 33 2h 22 3 2 13 9.8 Comparing table 2 and 3, it is found that the home owning families have lived in 'the community an average of 8.6 years longer than the tenant families. 179 or 1+6 per cent of the 376 families are home owners. A large portion of this group are American and Canadian born citizens and have lived in the commu- nity a number of years. The men of this group are employed for the most part in skilled occupations where their income is rath- 93 Steady and are less affected by the seasonal fluctuations of “19 factories in the community. Many of these families purchas- °h their homes when the community was first built up, or are relatives ofsthe original owners. Table 3 on page 72 is- a comparisOn of the number of years the home owning faulilies have spent in the community compared nth their net ionality. 72 TABLE 3. COMPARISON OF THE YEARS HOME OWNING FAMILIES HAVE SPENT IN THE COMMUNITY, COMPARED WITH THEIR NATIONALITY. Nationality Number {if Years Speng inethe Community. American born whites a Canadians 2 2 2 16 21 13 2 II» 214- 21.8 British Isles l 5 11 1 4 17.7 Northern Europeans 1 1 1 8 10 12 3 6 18.9 Southern 8. East. Europe 1 2 u 2 5 6 is 1 15.2 Total" 1 1 7 32 9 1i ’5 13.1.t 01' the home owning families 17 have lived in the community five years or less. The average number of years the different nationality groups have lived in the community is as follows: The American Born Whites and Canadians have lived in the com- munity an average of 21.8 years, those from the British Isles 17-7 Years, Northern Europeans 18.9 years, and the Southern and Eastern Europeans 15.2 years. The average number of years the home owning families have lived in the community is 18.4 years. Many of the American Born Whites in this community are persons who have migrated from the hill sections of the south and from the north central states due to the opportunity af- f°rded by the factories for employment. Since the war restrict- ed humigration has directed attention to this type of labor “he than ever before. This evidence tends to show that the families who have 73 lived in the community five years or more became home owners and the more recent newcomers are renters. It tends to indi- cate also that it takes a family approximately five years to adjust itself to the new surroundings in this community and accumulate sufficient capital to purchase a home of its own. On the basis of the facts presented on tables 2 and 3 on pages 71 and 72 the home owners among the 376 families would be orpected to have made a more satisfactory adjustment to the environment than the tenants and also to have reached a much higher degree of socialization. On this basis a comparison was made between the intelligence rating of the children and the number of years the fathers and mothers have lived in the community. TABLE ls. RELATION or THE INTELLIGENCE RATING or THE CHILDREN TO THE NUMBER or YEARS THE FATHERS AND MOTHERS HAVE SPENT IN THE COMMCNITY. Number of Fathers children Per Ct. Mothers Children Per Ct. years in total 1.6;. total I.Q W o to 5 135 3L1 25 130 31 23 5 " lo 58 22 3s 53 20 1+0 11 I 15 55 3s 1m 76 34 ”2 16 " so 85 ul 1&8 7o 39 56 Above 59 27 ‘IJ-I 32 15 I7 The number and per cent of the children rated A and B in intelligence tends to increase in proportion to the number or Years the family has spent in the community. In other words, 74 the parents who own their own homes are better situated and have a fairly stable social position, rear children with a higher mental level than those who are new to the community or are among the tenant families in this study. The population of the Foch School Community is rapidly changing in character with the outward growth of the business and industrial areas of the city. The older inhabitants are moving away and renting or selling their property to the newer inhabitants. The nature of the population change can be deter- mined by a study of the nationality of the newcomers to the community. Because the national backgrounds are important factors in determining the personality and the school behavior, therefore, '9 must know what racial and nationality groups are represented in the present school population, and an indication of the change 'hich is taking place at the present time with reference to these arm-1138. TABLE 5. THE RELATION OF THE INTELLIGENCE RATING OF CHILDREN TO THE NATIONALITY OF THE FATHERS. ggtionality Intelligence Rating of Children Per. Cent 4‘42 :AJWL— #1? Born ' 1"Essa! ians 55 A5 27 39 35 "16 2 209 as. British I. s s 10 15 13 1° 1 55 25- 1. Europe. 10 7 6 18 1h 6 2 63 27. 8' Euro 6. Mass? A 2 9 11 7 u 2 39 15. °‘ 8 77 5 ' 3 5 7 37 37. HI- '1 .—-..la 75 A study of table 5 shows 139 of the 376 or 37 per cent of the fathers have children whose intelligence rats A or B on the Detroit Intelligence Test. The figures on table 5 indicate that the children of American born whites and Canadian parents rank first, the Northern EurOpeans second, those from the British Isles third, and the Southern EurOpeans fourth. There are 33 per cent more A's and B's among the American born whites and Canadians than the Southern and Eastern Europeans; The next step in studying the nationality backgrounds of the children is a comparison of the nationality of the mothers and its relation to the intelligence rating of their children. TABLE 6. RELATION OF THE NATIONALITY GROUPS OF THE MOTHERS TO THE INTELLIGENCE RATING OF THEIR CHILDREN. Nationality Intelligence Rating of Children Totals Per Cent. ‘erou g, B__ _o ._ “D _ E _, .-. ' A B ‘7 Am. born 'hitea & Canadians 6I 5I I2 58 I5 25 6 29I IO. British 1. 5 6 5 612 3 O 37 30. Ne Europe. I 3 2 10 2 3 l 29 2I. g; EuIOpe. . " 3 5 s 10 a I O 36 22. “a 7 57 7 35 7 39 3 .5 A study of Table 6 shows 141+ of the 39h or 36.5 per cent of 1=he mothers have children rated A or B in intelligence. The “Suites of table 5 and 6 show in general the similar percentages °f 11‘ s and B's in the various nationality groupings. In table 6 76 the native born mothers ranks highest with 140 per cent A's and B' a and the Southern and Eastern Eur0peans lowest with 22 per cent of A's and B's. This tendency indicates that the children rate pr0portion- ately higher on the Detroit Intelligence Tests in the National- ity groups in which the traditions, customs, and standards resemble our own. Relation of the Intelligenge Rating of the Children to the Edugational Level 0; the Fathers and Mothers. The cultural backgrounds of the home depends on the educa- tion and early training of the parents. The well educated father and mother will be much better equipped to provide, fur- nish, and create the prOper atmosphere in a cultured home. On the other hand, the poorly educated and unskilled father and mOther will be handicapped in creating the proper home environ— ”ment. A comparison of the educational attainments of the 376 ' fathers with the intelligence rating of their children to deter- mine the influence of this factor upon general intelligence '33 made. Table 7 shows the relation of the intelligence rat- ing of the children to the educational level of the fathers. I. 1] AI v 1“ I d 77 TABLE 7. RELATIQN OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE EDUCATIONAL LEVEL OF THE FATHERS. School Grade of the Fathers. I-Q- Of No - Elementary High College Total School School I- A 3A 32 11 77 B 1 26 29 4 60 0+ 2 2H 26 1+ .56 0 2 56 16 S 82 0‘ 4 39 13 2 58 D ll» 24 7 1 36 L 2 5 7 Totals 15 209 123 30 376 “mun A. Of the fathers of A children we find a group of four left School at the completion of the fifth grade, twenty left at the °°mpletion of the eighth grade, nineteen left upon graduation from high school, eleven finished college, etc. Thirty-four of this group of 77 fathers were eliminated at the end of the 81811th grade, forty-three entered high school and thirty of the se finished the twelfth grade and eleven of this group fin- 13had four years of college work. This group of seventy-seven fathers belong to one-hundred {linety-one organizations or an average of 2.5 organizations. The average education level for this group of fathers is 11th grade. 78 Group B . 0f the group of sixty-two fathers with children of B intelligence rating the distribution ranges from one father with no school training, one each with a third and fourth grade training and others leaving school at the end of various grades to the end of the fourth college year, only three of the B children's fathers having finished college. Twenty-nine from this group finished the eighth grade and twenty-nine others finished the twelfth grade of school, four entered college and one 61’ these dropped out in the third year. This group of fathers belong to one hundred twenty-eight organizations or an aVerage of 2.1 organizations. Their average school grade 13 9. 1. Group 0. 0f the fathers of the C+, C, 0- groups of children, "18 hundred twenty-eight left school at the eighth grade or 65 per cent of the total, eight of these not having any school t1‘a-ining at all. Fifty-three of the remaining were eliminated by the end of the twelfth grade, five in the ninth grade, six in the tenth and three in the eleventh grade. Fourteen of this 3330111) of 196 fathers or 7.1 per cent have finished college and one other completed second year of college work. 6 The fathers of this group belong to an average of 1.6 Organizations and their average school grade is 7.6. ‘ 79 Group D. There are thirty-seven fathers in the group represented by the children of D intelligence. The majority of this group, or twenty-eight fathers dropped out at the end of the eighth grade, four of these had no schooling at all. Eight entered the high school, three of whom finished the twelfth grade and one of these finished college. The average grade for this group of thirty-six fathers is 6.7. These fathers belong to a total of fifty-four or an average of 1.5 organizations. Group E , The seven fathers of the children of E intelligence left school at the end of the seventh and eighth grades. They average 7.3 grade and belong to a total of nine organizations. .93 therg ' Educat ion. In comparing the educational level of the mothers with the intelligence of their children, I find a decided tendency f°r the mothers educational level to follow the trend of that °f the fathers. The mothers of the higher intelligence groups are better educated than the mothersqof the lower groups. Table 8 shows the relation of the intelligence rating of the children to the educational level of the mothers. 80 TABLE 8. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE EDUCATIONAL LEVEL OF THE MOTHERS. School Grade of the Mothers. I . Q No Elementary High Callege o 1’ School School Total Child Educ , Educ at ion Educ at i on Educ at ion In 35 31 7 73 s 34 23 3 6 5 0+ 1; 21 2 5 2 52 c 3 56 22 2 83 0-— 5 to 12 1 56 D 2 29 5 36 E 5 5 Tot a]. 1A 220 116 15 392 Group A. Of the 73 mothers whose children rate A in intelligence 35 had left school at the end of the eighth grade, 38 entered the high school twenty-seven of whom graduated from the 13"83|.:I‘.’th grade, seven of this group entered college six of whom completed the fourth year. The average educational level of the 73 mothers of the A children is 9th grade. “mun B . There are sixty-five mothers in the group whose children rate B in intelligence. Thirty-four of these mothers left sch001 at the end of the eighth grade, thirty-one mothers 81 entered the high school seventeen of whom completed the twelfth grade, three of the high school graduates entered the college, finishing the fourth year of work. The agerage educational level of the sixty-five mothers of the B children is 8th grade. Group C . Of the mothers of the 04-, C, and C- groups of children one hundred twenty-eight had left school on or before the end of the eighth grade, twelve of whom had received no school training at all, twenty-eight completed the twelfth grade, five or when finished the fourth college year. The average - educational level of the one hundred ninety-seven mothers of the c children is 6th grade. Group D , There are thirty—six mothers in the group represented by the children of D intelligence. Thirty-one or thirty-three per cent of the mothers had left school at the end of the 61811th grade, five of the eighteen who finished the eighth grade entered high school, one of whom finished the twelfth grade, The average educational level of the thirty-six “there is 6th grade. GIOup E . The five mothers of the children of E intelligence had left school at the end of the eighth grade. The average 82 educational level of the five mothers is 7th grade. There is a definite relation between the intelligence rating of the children and the educational level of their fathers. and mothers. The amount of education of the fathers and mothers is an important factor influencing the quality of the home environment which they create. t t t 1 once Ratin h h l ren t the P Size of the Families. The families belonging to the superior social class usually limit the number of their offspring. Among the mere- 17 well to do class, which is composed of the professional and business people, the ambition of the father to forge a- head and develOp his business is a frequent cause for limit- ing the number of children. The wife on the other hand is so engrossed in social affairs and in keeping up appearances, children interfere with social life in many ways so they are “0‘5 born to these families. Among the poorer classes there is less limitation of the 3129 of the family. The people of this class do not care a 3133-1: deal about learning, because they do not feel the burden of a fairly large family as keenly as do the maple in the higher social classes. In these families children are not “1°11 a handicap; it goes to work at an early age and con- tributes something to the family larder. Am0ng the higher social groups parents want to give their 83 children better opportunities than they themselves had, which means that the'child will have a longer period of education at a much greater total expense and probably will not make any financial return to the parents before his own marriage. From a common sense point of view the birth-rate among the superior class should be relatively high enough to re- produce its own members from generation to generation. The present tendency is for the birty-rate to vary inversely with the social position of the family. The number of children in the family unit affect the rela- tions of the children and parents. Several children in a home receive less individual attention from the parents than they do where there are only one or two children. Table 9 shows the distribution in number of brothers and sisters of the 401$ chil- dren arranged in the order of their mental rating. TABLE: 9. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE NUMBER OF THEIR BROTHERS AND SISTERS. "en-ta; Number of Brothers and Sisters. lltzaLMi o 1 2 u 6 a - 1011 Total Hedi ve ‘ 11 22 16 16 s 3 1 l l 79 1.4 2.1 B 12 21 I5 11 5 1 1 66 1.0 1.7 °"' 810206l+u3221 1611.62.e ° 11 19 22 is 7 3 u 2 l l as 1.6 2.5 °‘ 6 13 11+ 7 9 6 5 2 1 2 65 2.5 3.2 2 311633l+2321 38.1.8 3.3 \ 1 l l l l l 7 5.5 6.0 1'°ttm.:l.53a5893 62362116115613 401+ .n‘ u" l'! A . you ..A -J . a .d -..: 81+ There is a definite relation between the number of brothers and sisters these children have and their intel- ligence rating. The children with the higher intelligence rat- ing have fewer brothers and sisters than do those of lower intelligence. Of the A and B children, 1&6 per cent have but one or less brothers and sisters compared with 33 per cent for'the D and 1: groups. The average number of brothers and Sisters among the A and B groups of children is 2.0, while among the D and E groups the average is 3.4 brothers and sisters. The Relation of the Intelligence Ragga of the Children to the WT! or; the Members of the Family, There is a definite relation between the home environment, the intelligence of the children, and the degree of social- 1281: ion of the various members of the family. The intelligence of the family and its social adjustment in the community is bound to be related to the degree of partic- 1~138-13Zion in the social activities of a group nature. Man is fundamentally a social being and as such lovers to associate with others of similar interests and customs. There is in general a relationship between the number of D"L'ge-II'Jizations to which the father belongs and that of the mother, and children. There is a tendency for the children to belong t° More organizations and activities than do the parents, up to the point where the parents belong to five or more groups. This is true" largely because of the influences of the school i n at imulating the interests in clubs and athletics. .J 'I 35 The table below is a comparison of the similarity in number of the membership in organizations of the fathers, mothers and children. No organ- No. of Average no. of Average no. of izations to Fathers Groups to Groups to which which the which the the children gathers belom L lmothers belog belong,l 0 83 .5 2.0 l 111 1.2 2.3 2 82 1.6 2.8 3 11-9 2.6 3.7 4. 18 3.0 u.6 5 21 3.6 5.0 7 8 u.0 5.8 3 2 6.0 10.0 10 1 6.0 9.0 15 l 9.0 8.0 The stability and socialization of the family is related to its permanence in the community. Participation and group membership are dependent to a. considerable extent upon its 8“ability. Therefore, the families which have lived in the °°mmunity a considerable length of time are important factors in establishing the desirable customs and standards. The figures in the following table show the extent of part icipation of each group, arranged according to the intel- ligence rating of the children. The table shows the rela- “no ...- 4 a I'- P.II 3“. :v 9..., .O—v i": Iwu.‘ . ,Oflu In. :11] :NA‘ 0.9. 86 tion of the intelligence of the children to the fathers' membership in fraternal secret organizations. Name of the Mental rating of the children.Per Cent. r aniz tion B C C- D E A d B [soon 27 11 9 7 9 4 53 Odd Fellow 8 9 u 9 3 1 1 49 Miscellaneous 18 15 15 12 17 3 1 1+0 The fraternal organizations rank second to the church as a socializing agency among the men. 0f the fathers 1+7 per cent are members of a fraternal order, and of these 46 per cent of their children are rated A and B in intelligence. A large number of the A and B children's fathers are interested in some kind of a fraternal order and the number tends to decrease among the fathers of the children of lower: intelligence. The f011cmving table shows the relation of the intelligence of the chi1d:I':en to the fathers membership in art, educational, and °°°n0mic organizations. ggme of the Mental Rating of the Children Per Cent \_ z t n D E A B A— Parent Teachers 13 6 .5 h 2 3 56 Am. Auto Asso. 10 6 7 10 1|- 5 33 others 16 21 8 11 7 2 57 The larger portion of the fathers who belong to the above °rganizations are from the higher social levels. This is large- ly a. highly selected group, drawn from various walks of life. ,lo' ...l a ..e‘ A“ " 0". "u . my 1 0!. .VV 0-- '4. hi I Y I!“ 1- ‘q 87 Generally speaking, the men who belong to these groups have lived in the community several years and become members of the organizations because of the opportunities they afford for participation along lines of dominant interests. The children's mothers belong to fewer fraternal and civic organizations than do their fathers. However, it is found that the general tendency is for the mothers of children ranking high in intelligence belong to more organizations than do those of the lower intelligence levels, and correspond with the trend of the fathers in this respect. The following table shows the relation of the intelligence of the children to the mothers membership in fraternal, educational, civic, and nat io nal organizat ions. ggme if the .Mental Rating of the Children. Per Cent. Eavetern Star ~ 9 6 3 4 1 53 Rebekah 3 5 2 2 l 53 Parent Teachers 22 1M- 8 l6 5 ’4- 1 53 Women's Clubs 9 7 8 16 u 1 2.6 Others 9 1+ 8 ll- 2 3 1+0- 7“ The above figures Show that the mothers of the A and B c"hm-Ellen belong to 83 of the 171 or #8 per cent of the frater- Dal, educational, civic, and national organizations, the D and E children's mothers on the other hand belong to but 18 01‘ 10 per cent. Among the mothers, the educational organ- 88 izations rank second in membership, the church and its auxi- aries ranking first (page 90). 0f the mothers 69 per cent belong to one or more educational organizations and of these 45 per cent of their children are rated A or B. page 87. The mothers whose children are rated high on the test be- long to more organizations than do those whose children are rated low. Among all of the mothers belonging to organizations 52 per cent of their children are rated A or B in intelligence. Analysis of Fathers' Membership in Organizations. The data of this survey shows that there is a decided order in which it may be predicted that men may be expected to belong to certain organizations. In cases where men belong to but one organization, this one will usually be the church. If on the other hand, they belong to two organizations the ’ Ohurch and a secret fraternal organization are usually found to be the first and second choices. This is given in further detain of pages 89:, 90, 91, and 92. The length of time BDent in the community and home ownership are factors in influencing the degree of participation in the social and 011716 activities of the community. The educational level of the fathers is also very closely related to the number of organizations to which they belong, and is a factor in influencing their participation in community “'01? 1vities. By assuming the responsibilities of home ownership and rearing a family parents take a greater interest in the com- munity and participate in its activities both civic and social 89 to a greater extent than do the tenant families. 0n the basis of the returns of the 376 cases, an analysis has been made of the organizations to which men belong. First, the cases are arranged on the basis of the number of organi- zations to which each one belongs, with the following results. In table 11, column one gives the number of organizations the fathers belong to, column two the number of fathers belong- ing, and column three the per cent of the total number of cases. TABLE 11. NUMBER OF ORGANIZATIONS TO WHICH THE FATHERS BELONG. Number of Number Cases Per Cent ani tion of Total 0 83 22 l 111 29 2 32 22 3 “9 13 h 18 5 5 21 6 6 0 7 2 8 or__n_1_g;.;e 1 Total 376 100 The next step is to examine the cases, in which the father belongs to one group. There are 111 men who belong to one 8:01-11) and the following chart shows to what group they belong. I.“ I .e‘ 03" . on! e ..l‘ - HUI e-m ‘ I‘ll its! out buy 'u 90 Name of ’ Number of Per Cent of ggggiggtion Fathers The 111. Church 82 73 Fraternal (Secret) 23 21 Labor Union Recreational If you will notice that the church is outstanding, having 73 per cent of the cases, the secret fraternity being second choice or 21 per cent. The remainder are divided between labor union and recreational. The next step is a comparison of the fathers who belong to one organization with those who belong to two organizations, as 3110‘!) on the following table. There are eighty-eight fathers in this group belonging to a total of one hundred and sixty- four organizations. In cases where a father belongs to two organizations one of them is almost certain to be his church. TYPe of Number of Per Cent of Lgr Qiggtion Memberships the.l6’+ organizations, 82 Fathers. church 69 #3 Fraternal "-5 27 Recreational 18 11 Educational 10 6 Other Religious 9 5 Labor Union 8' ’+ M1117 7 A ”Mai 1611 100 91 In combination with other groups the church appears in 1+3 per cent of the cases, the fraternal organizations second with 27 per cent, recreation third with 11 per cent, and the remaining cases are divided among the other religious, labor union, and auto club. There are 48 fathers who belong to three organizations or a total of lit-N- memberships. Their order of selection and the per cent of each is shown as follows: Type of Number of Memberships Per Cent of r 10 the 144 or an Church A5 31 haternity 32 22 Auto Club 22 15 Educational 18 13 Recreational 15 ' 11 Pref'essicnal 7 5 other Religious 2 1 Patriotic 2 1 Anti n: 1 Total Ill-1+ 100. The church ranks highest as first choice in this group "1311 31 per cent of the cases, the fraternal second with 22 991' cent, the auto club ranks third with 15 per cent, the °du°ational fourth with 13 per cent, the recreational fifth With 11 per cent, the professional sixth with 5 per cent, 0| '1 v“ 4, u. l 0" 2., 92 and the other religious, patriotic, and art last with l per cent. There are 17 fathers who belong to four organizations or a total of 66 organizations. Their order of frequency of choice and the per cent of each choice is shown as follows: Type of the Number of Per Cent of Organization Memberships the 68 Organ! 17 Fathers. Church 17 25 Fraternal 17 25 Recreational 10 15 Educational S 12 Auto Club 8 12 Other Religious 3 4 Patriotic 3 M E2122 2 Total 68 100 The church and fraternal order rank first in this group with a frequency of 17 or 25 per cent each, recreation ranks second with a frequency of 10 or 15 per cent, educational and auto rank third with a frequency of 8 each or 12 per cent each, other religious and patriotic rank fourth witha frequency of 3 or 4 per cent each, and the union is last with two cases or 3 per cent. The cases above four organizations are not sufficiently represented to give an accurate trend although in general it may'be said that the order of selection remains practically the same where a sufficient number of cases are studied. V"' 53:94 It. now! all Inc. 0.. pt 5' A" UN .4 93 SUMMARY OF CHAPTER IV. The home environment has a direct influence in deter- mining the general intelligence of the children. The super- ior home has a tendency to produce a larger per cent of chil- dren with superior intelligence than do the homes of low cultural environment. Intelligent young men usually stay in school longer and train for the highly skilled occupations, because they find it profitable. Their work usually requires staying in one place in order to advance in their position, and as a result they are able to save money and to purchase homes of their own. These persons make good citizens and are an asset to the community. The study of the nationality of the fathers and mothers of the #0“ children bears out the hypothesis previously stated namely, that the new families moving into the commun- ity consists largely of Southern and Eastern Eur0peans. The children of these families rate lower on the intelligence tests than do the American born and Northern Europeans. The number and per cent of the children rated A and B in intelligence tends to increase in proportion to the number of years the family have spent in the community. Superior intelligence is a factor in making it possible for a family to remain in one community for a considerable period of time, because their employment is usually steady and their position 8801118 0 There is a close relation between the intelligence rating 94 of the children and the educational level of their fathers and mothers. The amount of education of the fathers and mothers is an important factor influencing the quality of the home environment which they create. ..u no! 0“ “V. 95 CHAPTER V. THE INTELLIGENCE RATING IN RELATION TO OCCUPATIONS. A man's occupation is a fairly accurate measure of his intelligence. As a rule, a young man of superior intelligence will rise from the ranks of the unskilled more rapidly than do those of inferior mental ability. Those of low intel- ligence do not often have the capacity to assume responsible positions or to train for highly skilled work. They seldom rise above the class of the laborer, where their work is shmple and they are not called upon to plan their activity beyond the mere manipulation of simple tools. The traditional social standing accredited to some of the various life occupations still persists to a certain extent. Thus occupation of the father still has a tendency to lend social distinction to the family. Naturally there is still, and perhaps always will be, a sort of vocational aristocracy coupled with those occupations which demand native ability of a higher order and a prolonged and eXpensive education, which thus excluded all but a comparative few who can meet their exacting requirements. On the other hand,.there are the mul- titude of occupations which require no special qualifications nor education and whose workers are termed unskilled labor, these occupations are generally overcrowded and naturally offer the least promise of social standing. The point of view of the family is influenced by the occupation more or less because the interests are centered 96 around the things with which they are occupied. This is particularily true among classes of persons whose training has not included an appreciation of good literature, music, and sports. The amount of the family income has a direct relation to the occupation in which the father is employed. Men in the lesser skilled occupations have smaller incomes than do those employed in the highly skilled trades and the professions. Highly skilled trades pay larger salaries because they require more native ability and a much longer period of training, common labor on the other hand is poorly paid because no extensive training is necessary and the supply of this kind Of help is plentiful. The father's occupation is a factor in determining the fatnily income and social status. Men employed in the skilled trades are better paid, therefore, are capable of providing better home environments for their families. The figures in 1Fable 12, arranged from the highly skilled to the lesser skilled °°°upations of the fathers, show considerable relationship between their occupational status and the intelligence rating 01’ their children. The majority of the higher intelligence groups are rep- reaeIl‘bed in the children of those fathers who are employed in the highly skilled trades and professions, and there is a trend toward the lower intelligence in children whose fathers are emPloved in the lesser skilled occupations. 97 TABLE 12. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE OCCUPATIONAL STATUS OF THE FATHERS. Fathers No. Sons and CHILDRENS'MENTAL RATING Occupations Daughters No Pct. No. Pct. ”NW“ Professional 6 ll- 66 O O lxecut ives “7 26 55 Transportation 27 12 ’44 2 7 Highly 81:. Total Trades 85 35 ’ 1+1 ll 13 Public Service 10 1F "-0 1 10 Merchants a. Salesman 67 25 37 10 15 Don a. Personal Service 22 8 36 3 13 Building Trades 17 5 29 2 12 Semi. 31:. Metal Trades 25 5 20 5 20 Laborers 25 O 0 12 49 Among the fathers employed in the professional occupations 66 Per cent of their children are rated A or B, the remainder 01’ the group are rated 0+ in intelligence. Of the fathers emplOYed in executive occupations 55 per cent of their children have an intelligence rating of A or B, while 8 per cent of their children are rated D or E. On the lower end of the scale it shows that among the fathers employed as laborers none of their °h11dren were rated A or B, while ’+9 per cent of their children were rated D or E in intelligence. Mental tests given to adults reveal differences in mental °fficiency according to occupational classes. Dr. Hornell Hart '1 a,- u ‘H ‘1 at II 98 in his study of the relation of occupational class to the intelligence level, found the following trend: "In the three cities in which are located the Universities of Ohio, Indiana, and Wisconsin, studies have severally been made by psycho- logists from the universities to determine the comparative abilities of the children of men of different occupational levels. In each of the three studies the children of pro- fessional men average by for the highest in mental ability, the children of business men next highest, skilled workmen's children next and the children of unskilled laborers lower than any of the above three occupational groups.“ 13 The results of this study compare very favorably with the Army Alpha Score of drafted men. Quoting from FJ. Free- man in his study of drafted men as follows: ”The relation 01' the intelligence to the occupation was brought out very clearly by the Army Alpha Tests given to drafted men during tho World War.“ 11" * 13.H&rt, Hornell. ”Occupational Differential Fecundity“ Scient1f10 Monthly, XIX 527-320 11"- F-N. Freeman. ”Mental Tests” 1926 page “'52- ...a t In 50! 99 THE MEDIAN SCORE IN ARMY ALPHA OF MEN CLASSIFIED AS BELONGING II CERTAIN OCCUPATIONAL GROUPS. WW Farmer 6886 “-8.3 Gamers]. Herchant 1251 62.8 Railroad Clerk 308 91d} Bookke eper l#58 100. 9 Accountant 202 117.9 Stenographer or Typist 1+02 115. Nechanical Engineer 1+5 109. Civil Engineer 51 116.6 Total Cases 9605 In Professor Freeman's study, the median scores for the farmer group ranks lowest with a median of 48.3, the General Merchant next, while the more highly trained group rank high- set with a median score of 116.8. Although the occupational grouping is not identical with that used in the present study there is considerable agreement in the tendency for the more highly skilled men to rank much higher than the unskilled. CONCLUSIONS. Men employed in the highly skilled trades and the pro- fe3310113 have children that rate higher in intelligence than ‘10 those who are employed in the unskilled occupations. The 100 children of fathers employed in highly skilled occupations usually rate much higher on the intelligence tests than do those whose fathers are employed in the unskilled occupations. There is a close relation between the occupational status of the fathers and the intelligence rating of the children in this survey group. The more highly skilled fathers have lived in the community a longer period of time and a large number of them are home owners. 101 CHAPTER VI . INTELLIGENCE RATING IN RELATION TO THE CHURCH AND ITS AUXILIARY ORGANIZATIONS. The churches are related to this study because of their part in the process of educating and developing the personal- ity of the children. Usually the church does not attempt to elaborate its program except under favorable conditions, the chief of which is the homogeneity of constituency. Its following must be, on the whole, of the same social level. A church generally achieves this condition either by moving away from the mixed neighborhoods, or by bringing its own people from long distances, neglecting the immediate neighbor- hood if its on inhabitants are radically different from the church's clientele. On the other hand, the socially adapted W99 of church is attempting to mould itself to meet the various phases of service to the city beyond its original c"3118";3|-1'-V.1ency and frequently adopts an entirely new membership on the grounds of its acute social need. The characteristic organizations and activities under- taken by the city church are a deliberate and confessed effort to a"113131y a substitute environment affording the same moral atmosphere that the home formerly was supposed to provide. The church wide range of new activities organized by age, sex- groups n and dominant interests, are in the main a good sign of the urbanization and of the larger adaptation to the city environment, In the city, to a degree formerly unknown to 102 village communities, social satisfactions are found outside of the home. Members of the family may seek the kind of recreation and social satisfaction best adapted to their own personalities. The pastors and parish priests recognize the distinctive life and atmosphere of the Foch School Community and are desirous of meeting its needs. They are very much interested in the moral and social development of their congregations' children. The majority of them believe that there should be a greater degree of 000peration among the schools and the churches and the other social agencies in the community. They realize that it is very often the children having no church or other guiding influence to direct their interests who most often become problem cases. Several pastors and parish priests expressed a desire to have the school, through its administrative staff and teachers, co‘1’13£=-6‘.‘L'a.1:e with them in solving problems of social adjustment. It is quite generally recognized that the spare time activities, either directly or indirectly have a vital influence upon the devoelapment of adolescent boys and girls. Therefore, under present conditions, the church and school are under moral ”1133-1: ion to teach the youth of the community worthy use of their leisure time. In studying the history of the Protestant Churches in the community, it is found that the older churches are among those “hose lIlemberehip is making the greatest change. This is 103 particularily true of the churches whose congregations are confined to one nationality. The pastors of the Luthern Churches, at Pennsylvania and Mack Avenues, and at Sylvester and Cadillac Avenues, report that their congregations have moved eastward to the newer section, recently develOped above Mack Avenue. The other Protestant Churches in this vicinity report a similar change taking place. The pastor of the Baptist Church at Hurlbut Avenue and Warren Avenue, reports that his congregation is now drawn largely from the area beyong Connors Avenue, north of Mack Avemxe, and has established a Sunday School on Harper Avenue near Beaconsfielf Avenue, with a prospect of moving the main unit of the church to this new location. Several of the Protestant Churches in the vicinity of McClellan and Cadillac Avenues, below Mack Avenue are affected by the change taking P1306, although they draw their membership from several different nationalities. A number of their membership comes 1’10!" the district to the east of their churches. The Knox Presbyterian Church has moved its church location from Jefferson and Hurlbut Avenues to Mack and Dickerson Ave- was: The new church was opened in April 1929. This move was considered necessary to meet the needs .of the congregation and the °hamging conditions of the neighborhood. 104 The Trend of the Catholic Churches. The Catholic Church population is rapidly increasing in the community. The newcommers are reported to be largely Southern Europeans. Many Italians, Greeks, Lithuanians, and Hungarians are among them. The following table shows the dates each church was established in the community. THE NUMBER 01" YEARS THE CHURCHES HAVE BEEN ESTABLISHED. Catholic Mack 8: Lillibridge 35 Presbyterian Cadillac 8. Goethe 34 Evangelical Lutheran Sylvester a. Cadillac 28 Catholic St. Paul 8: Parkview 24 Evangelical Lutheran Pennsylvania a. Mack 19 Catholic Lillibridge 8. Kercheval 18 31318001331 Cadillac 8: Kercheval l7 Baptist McClellan a. Kercheval 16 “9131011151; Mack 3. Le May 14 Evangelical Lutheran Jefferson and Phillip 14 English Lutheran Lakewood and Kercheval 14 Episcopal Manistique 3. Jefferson 13 Evangelical Lutheran Kercheval a. Lakewood 13 l“mod-lat 1 Jefferson 3. Marlborough l3 PreebYt erian Jefferson and Marlborough 13 hangs-.1108; Lutheran Vernor Highway 3. Lakeview 12 English Lutheran Meadowbrook .9. Jefferson 12 105 ghurch Location Yrs. In the Comm Catholic McClellan a Moffat l2 Methodist Jefferson a Garland ' l2 Baptist Lenox 8: Jefferson 12 Evangelical Lutheran Garland 3. Warren 10 Baptist Lillibridge 8: Vernor 10 church of Brethren Cadillac near Mack 9 Bapt 1 st Hurlbut and Warren 8 Catholic Wayburn a Hampton 7 Church of God McClellan a Graves 6 Catholic Lenox 8. Avondale 5 Catholic Lenox 8. Charlevoix 3 Church of God .Beniteau a. Goethe 3 Catholic LeMay a. Warren 3 Presbyterian Mack a. Dickerson 3 Months. The Catholic Churches located at Parkview and St. Paul, Kercheval and Lillibridge, were established 20 to 25 years ago. They were cpened when their respective parishes were settled. Their membership consisted chiefly of native whites and Belgians. 1'0“? Other Catholic churches were established approximately ten years ago and five church parishes have been established within the last three or four years. Originally the community was divided. among the three parishes and as the increase in member- ship required additional facilities; divisions have been made and new churches and parish schools provided. LL! ii 1'; ‘H -i 106 Recreational Facilities Provided by the Chugrghes‘ The Catholic Churches are able to offer many recreational facilities for the leisure time of their membership through the parish school auditoriums and gymnasiums. Social and recreational activities are sponsored and well attended in each of the parishes. The larger Protestant Churches are providing facilities for recreational activities, where space is available, although some few sects do not approve of other than religious services and prohibit such activities in their church building. In the main, the more progressive are encouraging a comprehensive socialized program. which will provide worthy use of leisure time. They are much concerned with the problems of keeping the young folks out of undesirable company and‘providing worth while activities for them under proper supervision. In studying the social life of the l£04 children it was found. that the church is one of the most important socializing agencies in the community. More peOple belong to the churches than any cther organization. It is the first organized 1“mm-"rtlizion with which children come in contact, outside the 11°”: and for this reason we find that a large number of Children are members of the church. CATHOLIC CHURCHES THE NUMBER OF YEARS THE CHURCHES The figures in each square represent the number belonging to the basketball, golf, boxing, bowling. WOmen's organizations repr' name will vary according to denomination. MEMBERSHIP IH - Name of Organization Years Church WOmenTs Young Choral in Membership Altar Ladies or QOmm, Families Society Society Alta; - Catholic St. Bernard Church Lillibridge a Mack 35 1200 600 500 300 Catholic Annunciation St. Paul & Parkview 24 1200 625 425 175 Catholic St. Rose Church . Lillibridge & Kerch. is 950 540 325 200 Catholic McClellan & Moffat 12 1100 650 uoo ‘ 175 Catholic St. Ambrose Church ~ Wayburn & Hampton 7 600 350 Catholic St. Martins Church Lenox & Avondale 5 1000 800 580 225 Catholic St. Philip Meri Ch. Lenox & Charlevoix 3 750 700 450 100 Catholic Le May a Warren 2% #60 340 230 125 Catholic ? Crane & Charlevoix l 300 120 75 50 --~ _ pale- 3‘_--. .. 107 {HURCE‘S i HAVE BEEN ESTABLISHED IN THE COMMUNITY. imgmtg- church and in active membership. Men's recreation includes: thmsmm‘ esent the official women's organization for the church, the 1 causes ORGANIZATIONS; rd 4 Young Usher Men's Men's Boy Boys' Parocial f Peeples Club Organization Recreation Scout Rec. School u Society 3% 160 110 400 125 1040 N5 . 100 65 330 200 375 950 no 175 100 350 125 19 125 800 ms 125 90 390 225 300 1000 60 570 125 280 750 m5 125 525 250 250 1200 mo 90 #0 #80 100 250 600 R5 60 45 240 180 #50 m 25 20 50 ”m PROTESTANT The figures in each square represent the number belonging'MJthe basketball, golf, boxing, bowling. name will vary according to denomination. Name of Organization Years in ' Community Membership Organ. Church THE NUMBER OF YEARS THE CHURCHES Women ' s organizat ions repr MEMBERSHIP IN Women's Home F oreign_ Miss. Miss. Presbyterian Cadillac & Goethe Evangelical Cadillac & Sylvester Evangelical Luthern Pennsylvania & Mack Episcopal Cadillac & Kercheval Baptist McClellan & Kercheval Evangelical Luthern Jefferson & Philip Methodist Mack & Le May English Luthern Kercheval a Lakewood Evangelical Luthern Kercheval a Lakewood Episcopal Manistique & Jefferson Methodist Jefferson & Marlborough Presbyterian Jeff. & Manistique Methodist Jefferson & Garland Baptist Lenox & Jefferson English Luthern Vernor & Lakeview English Luthern Meadowbrook & Jeff. Evangelical Luthern Garland & Warren Baptist Lillibridge & Vernor Church of Brethren Cadillac at Mack Baptist Hurlbut & Warren Church of God McClellan & Graves Church of God Beniteau & Goethe Presbyterian Mack & Dickerson 34 28 19 17 17 14 14 14 13 13 12 12 12 12 10 10 3 M0. 850 450 410 550 425 925 570 850 865 298 600 500 2900 800 275 725 201 250 390 250 375 350 550 350 75 95 210 190 100 216 145 so 135 160 1100 225 80 245 48 220 so 140 120 42 18 15 20 35 95 20 16 230 130 48 8O 15 24 35 4O 50 108' HMfllBEEN ESTABLISHED IN THE COMMUNITY. anumh and in active membership. Men's recreation includes. emnm the official women's organization for the church, the CHURCH ORGANI ZAT I was . 3233?? CW“ E‘é‘éfie $383312 322? 3322i 3???“ Rf°reati°n _ggnety Org_ Class Girl Boy Girl Boy 16 150 25 600 35 35 40 50 420 410 24 550 48 45 20 435 85 100 500 45 65 46 570 23 385 75 85 40 500 3o 24 70 25 20 420 28 33 20 60 \ 132 43 516 38 15 15 14 20 35 385 35 40 120 225 125 400 350 225 250 939 75 100 150 200 610 32 150 50 ~ 25 300 40 565 12 35 225 490 380 45 40 50 450 60 324 280 30 108 HAVE BEEN ESTABLISHED IN THE COMMUNITY. church and in active membership. Men's recreation includes: esent the official women's organization for the church, the CHURCH ORGAnggTIQN . g: Young Choral Young Ken's Men‘s Men‘s Sunday Scout Recreation Ladies Pe0p1e Org. Bible Rec. School Org. Sggietv Qggl C;§§§:: Girl Boy Girl Boy 16 150 25 600 35 35 40 50 420 410 24 550 48 45 109 TABLE 13. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE FATHERS' CHURCH MEMBERSHIP. Name of Mental Rating of the Children. Per Ct. Lutheran 10 7 4 4 3 5 33 1 Methodist Ep. 9 12 10 12 5 2 50 2 Presbyterian 7 4 4 5 5 1 1 2 41 Roman Catholic 7 2 4 9 6 6 3 26 Baptist 2 a 4 a 4 6 2 24 21 Christian 3 3 3 2 1 7 Church of Chr. Science 3 3 2 4 1 1 1 3 Eastern Orth. l l O Ev. Synod North Am. 1 l l 3 33 Evangelical 2 2 2 l l l 9 22 Jewi eh 1 2 3 1 7 43 Latter Day St. 1 l O Prot. Episcopal 2 3 l 6 86 United Brethren 1 1 0 Church of God 1 1 2 50 Other Activities Yellng Peoples 1 l l 2 5 20 Sunday School 6 4 3 3 4 20 O Y.M.o, A. 5 1 l 2 9 6 Home Mission 1 1 2 100 Foreign Mission 1 l l l 1 5 40 FIEUsher and Son 1 l l 3 33 A larger per cent of the fathers of superior children are °hu1‘ch members than are those of low intelligence. Of all the fathers belonging to the church z+0 per cent haze children rat ed A or B in intelligence. As a socializing agency, the church ranks first, the frat ernal orders second, and the other religious organizations “In: third among the men of the community. 27 per cent of the fathers belong to the other religious organizations, and 0.: these 51 per cent of their children are rated A or B in i In; «a lligence. 110 TABLE 14. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE MOTHERS' MEMBERSHIP IN THE CHURCH. Name of Mental Rating of the Children Per Ct. Chur h; 1 __ 11 _1 411 B _g+ ”C C- D E Total A d B Lutheran s 9 4 4 4 3 32 53 Methodist Ep. 13 10 14 ll 4 l 53 36 Presbyterian 9 4 6 5 6 2 32 40 Roman Catholic 8 3 3 11 14 8 47 23 Baptist 3 6 . 4 8 5 5 l 32 28 -Christian 4 3 4 6 5 4 26 27 Ch. Ch. Science 4 .2 2 5 2 15 40 Eastern Orthadox 2 l . 3 0 Disc. of Ch. Sc. 1 l O Ev. Synod N. A. l l 2 5O 'Evangelical 3 l 3 l 2 1 11 27 Jewish 1 3 3 l 8 50 Prot. Episcopal 6 3 3 1 13 69 United Brethren 2 2 100 Church of God 1 1 2 50 Other Religious Activities. Young Peoples S. l 2 1 l 5 60 Sunday School 8 7 5 2 4 1 27 '55 Y.N.C.A. 2 1 1 1 5 0 Home Missionary 3 3 1 7 86 Foreign Missionary 3 l l 5 80 Ladies Aid 8 -13 4 7 4 3 39 54 Ladies Auxiliary 3 1 4 75 Church Gym Class 1 1 100 A total of two hundred seventy-nine of the mothers belong to the church, one hundred-six of whom have children rated A or B in intelligence. Among the mothers the church ranks first, and the ether religious second as a socializing agency. 111 TABLE 15. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR MEMBERSHIP IN THE CHURCH. Name of Mental Rating of the Children. Per Cent. 011-4-. -_ _ A..._ --.. will" Lutheran 8 9 5 4 5 3 1 35 49 Methodist 15 l6 13 17 8 1 1 71 4O Presbyterian 10 11 9 6 4 3 43 49 Roman Catholic 9 7 13 14 s 9 2 62 26 Baptist " 13 9 4 4 8 6 3 47 51 Christian 6 4 5 3 2 l 21 38 Christian science 3 5 7 6 3 l 25 32 Congregational l l 2 50 Eastern Orthadox l 1 2 l 5 40 Disc. of Christ 1 l 2 5O Synod of N. Am. 1 1 2 50 Evangelical 3 2 5 2 2 14 36 Jewish 2 2 1 1 l 7 57 Latter Day Sts. 1 2 2 1 6 50 Prot. Episcopal 6 2 2 3 l 1 15 53 Reformed 1 l 2 0 United Brethren 1 1 2 0 Church of God 2 1 2 5 40 Other Religious Activities. , Sunday School 49 31 29 43 29 14 3 195 40 Young Peeples Soc. 7 2 3 3 3 3 21 43 W;M.C.A. Y.W.C.A. 5 s 4 2 1 l 21 76 Home Missions 2 2 l l 6 67 Girl Reserves 1 1 1 l 1 5 40 Foreign Missions 1 l 2 100 Campfire Girls 4 2 5 2 l 14 43 Choral 1 1 1 1 4 50 Sunshine Club 3 4 2 2 1 12 58 There is a close relationship between the church member- ship of the children and that of their partent. 92 per cent of 3...? -- “3.; I'-’ _ _ -T -7. 11:111-;3 C" . L T” 1.. . ... . 22 .s .. -1..T.‘. '3 --Z. I. 1‘;L"IT" O Lfia' , O YP L! c R Arc. ‘. a to tree @H _ no LU I 5",YP ,“ gig I? 9 Ru—“olclm Y, Li.“ 7' :?“t‘ 9.1: H: 3cm ‘ no ”CYH': m . ,, veg-’10 m- u H99 '1‘ or" L: cf,\ _ e1 - \9 9* @W us ”No A {‘1‘ 31“ LG YEBCLH “’g'fi ‘ HCQ ”he 1.65“" W a" @L" Hc© 9 ” Lg"? r? L_c q 3'." pk" I/Bfl)’ Q) C. ”17'" LC r"\-,. I, ,rp 8191”]:3 J5 "a 9 r? v H: . u ’ ‘ a 695.14 ”LU ""3316. H C: '1‘“; .L §*\. .M l. ' c: ., ”‘13" :fi' B L- (1'3" 112 113 the Children, 72 per cent of the mothers, and 62 per cent of the fathers belong to the Church. The home environment is a factor in influencing church membership to a certain extent. The larger portion of church membership is from families whose children rate high on the intelligence tests. 9 per cent of the D and E intelligence groups are church members, The fathers The compared with 41 per cent of the A and B groups. and mothers follow the same general trend rather closely. Children of 50 per cent of the fathers and 38 per cent of the mothers , belonging to the church are from the A and B groups. 11LL CHAPTER VII . INTELLIGENCE RATING IN RELATIsN TO PLAY AND RECREATIONAL ACTIVITIES. One of the cardinal principles of modern education is the worthy use of leisure time. The task of teaching the present generation how to use its leisure time is one of the cutst anding problems of educational and religious leaders. No generation in the history of the race has hed so much leisure time at its disposa. But the society which provides peeple with so much surplus time must also teach them how to use it wisely. ' Inhabitants of modern cities live amid arti- fical surroundings day and night. The larger portion of their activities is upon the machine-like basis and for this rea- son 1 1ttle Opportunity is afforded for active daily recreation. The leisure time activities of individuals are usually play activities. The child at play is an interested child. Interest, as well as, joy is an essential factor in genuine play- One may observe the countenance of children really play- 1118 and note that their attitude is one of serious absorption. The? are putting their whole heart into the activity because 1“ Sires them genuine satisfaction. It is the interest in the activity or game that awakens the attitude of spontaniety and self“1"O:l:-getfulness. In the main, real play is the most seri- °u9 type of occupation of which children are capable. 115 Dewey says, “A very early age, however, there is no distinction of exclusive periods of play activity, but one of emphasis. There are definite results which even young children desire , and try to bring to pass. There eager interest in An Interesting Activity. sharing the occupations of others, if nothing else, accomplish- “ this. Children want to (help); they are anxious to engage in the prusuits of adults which affect external changes; set- ting the table, washing dishes, helping care for animals, etc., in other ways, they like to construct their toys and appliences. With increasing maturity, activity which does not give back results of tangible and visible achievement loses its interest." 15 when an individual is doing what nature and his training have designed for-him, he is very apt to be happy, cheerful and °°nt exited. On the other hand, if his tendencies to action are 'b1°cked and he cannot give adaquate expression to his emotions', h 18 h3.1)piness and contentment vanish. In order to be most \ 15~ Dewey, John. "Democracy and Education" page 239- 116 beneficial play must take the physical, mental, and social capacities into account and provide a program which will aid in their development. Suitable play is always physically, A Gymnasium Class. mentally, and morally upbuilding. The play for the tot differs from that for the same child at fifteen years of age. It provides opportunities for the spontaneous and natural interests, desires, and impulses, to find expression in keeping with capacities or functions. It makes for the wholeness of life. It is recognized that it is difficult to investigate all phases of play activities, therefore, only those activities are considered which have a rather permanent organization, with a.regular time and place of meeting. The free play activities engaged.in by boys and girls are recognized as very important in.the development of the personality, but can only be studied intensively as individual cases. 117 The study shows the extent to which the )4014- children take advantage of the organized recreational facilities of the community. It shows the difference between the higher and lower intelligence groups in their selection of play places. This difference in the play activities of children rests in the quality of their associations. The children of superior intelligence have a tendency to spend more of their leisure time in and near the home and playground. They usually like reading and games requiring cooperative activity. On the other hand, children of low intelligence possess a shorter attention span and loose interest in activities where they must cooperate with a group for any length of time. The intelligence rating of the children is first compared with the places where they play in order to determine if children of superior intelligence and low intelligence play at the same places. To obtain this information the children were asked to check from a list of the possible play places, where they were accostomed to spend some of their leisure time. The results of this investigation are given in table 16. The major portion of the A and B children play in and about their homes, friends homes, playgrounds, and school yards; while the children of lower intelligence groups have a tendency to spend more of their time further away from home p0331k>1y because the home environment is not stimulating to “1°“- They want considerable excitement and a continual change of 3c3enery. 118 Children whose homes are located in the vicinity of great industrial areas, waterfronts, and canals spend their leisure time there. Often these children collect scrap metals and other materials to earn spending money. They play on the railroad cars, in old factory buildings, and boat- houses, on old boats, etc. Some of them become regular river rats and are leaders for good or evil, depending upon their direction and supervision. The data in table 16 shows that the children rated A or B in intelligence spend a considerable amount of their time in reading both at home and in the public library. They read many more books than do the lower intelligent groups. This reading habit influences school progress in studies Where abstract material is presented. It is a difficult prob- lem to stimulate children with low intelligence ratings to read good literature and especially when its quality is high. The 11number of children who draw books from the library is a good indication of the reading habits of these children. or the A group, 1«52 or 53 per cent draw books from the library, of the B gr0up 29 or 43 per cent of the C group 52 or 214- per cent, °f the D and E groups 10 or 18 per cent respectively. The organized recreational activities of boys and girls, in the community represent highly specialized environments. The individuals belonging to organized activities tend to have common interests, aims, aspirations, like-mindedness, because Of the common activity there is created an unconscious 119 TABLE 16. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE PLACES WHERE THEY PLAY. Mental Rating of Children Per Ct. Play Place; a B C- C C— 2_ E Total A & B Own Home 67 51 47 45 36 22 5 273 43 Own Yard 4s 32 41 31 35 2o 4 211 38 Friend's Home 64 44 38 54 34 23 5 262 41 Friend's Yard 53 4o 34 45 3o 20 6 233 42. Res. Playground 29 23 2O 3O 21 11 4 138 '38 Sch. Playground 35 32 2s 31 21 21 6 174 38 In the Alley 4 19 29 2o 29 21 5 127 18 On the Street 15 15 15 17 27 2s 5 122 24 Street Corner 5 6 7 13 19 19 5 74 15 River Front 3 5 4 4 11 7 4 38 21 Skating 3 7 2 6 ll 12 l 42 24 Fields 1 l l 3 3 1 10 2O Sidewalk 5 2 1 6 3 6 23 30 Reading -32 29 14 14 12 8 110 55 Canals 2 3 2 4 11 9 4 35 14 Bowling Alleys 2 1 2 6 2 13 15 Y.W.C.A. Y.M.C.A. 2 5 2 2 11 62 Front of Home 3 0 l l 2 7 43 Vacant Lots 3 6 3 3 4 3 l 23 33 Pool Rooms 2 3 4 1 2 l2 l6 Railroads l l 3 3 2 10 10 walking 1 1 0 Parks 3 3 100 Porch l l 2 Church Gym. 1 2 3 Garage 1 1 City Dump 1 3 2 3 1 10 10 Factory Yards 2 4 1 3 3 1 14 16 New Buildings 2 2 100 Sewing 3 4 7 Gang 27 3O 28 41 33 18 4 181 30 120 attraction to those of like abilities or specialized inte1-’ ligence. They afford Opportunities for individuals to work together on the basis of their common interests,.and for communication of ideas on the basis of their common experiences. The worth of any social institution is in its effect in en- larging and improving the eXperiences of those who participate in its activities. They are socializing agencies to the extent to which they provide opportunities for these same individuals to participate in some conjoint activity, and by doing his share in the associated activity the individual be- comes a part of the process. Recognizing the value of extra-curricular activities, namely: clubs, plays, grade assemblies, and parties, as social- izing agencies, educational leaders are encouraging their develOpment as an intricate part of their educational program. Table 17 is a comparison of the recreational activities of the 404 children with their intelligence. It shows the relation between those of superior and those of inferior intelligence on the basis of their membership in organized social activities. 121 TABLE 17. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE RECREATIONAL ACTIVITIES TO WHICH THEY BELONG. Name of the Mental Rating of the Children. Per Ct. Or anization A B C C- D E Total A&B Baseball 7 10 8 12 15 6 l 59 29 Dramatic 8 17 7 4 3 l 39 64 Glee Club 11 10 8 6 l 1 37 57 Boy Scouts 10 11 8 3 2 l 35 60 Football 4 5 7 8 10 2 35 26 Basketball 5 4 4 9 6 3 1 33 27 Orchestra 12 8 2 4 26 77 Safety Patrol 8 5 4 3 4 1 25 52 Volley Ball 6 5 3 1 2 1 18 61 Track 3 4 3 4 2 16 44 Jr. Humane Soc. 3 4 4 2 2 1 16 44 Hockey 2 3 l 3 4 1 14 36 Literary 14 10 9 4 4 2 43 56 Library 5 2 3 1 1 12 58 Tennis 3 2 l 4 10 50 Bowling 1 1 1 5 1 9 11 Country Club 3 1 1 l l 1 8 50 Band 3 2 l 1 l 8 62 Debating 3 3 l l 8 75 Golf 2 2 l 1 6 33 Discussion 3 3 100 Jr. P.T.A. 2 2 100 Rifle 1 1 2 O Quartet 1 1 2 5o 111 115 73 '76 61 22 2 4:— ~q H The A and B children belong to 48 per cent of the organized recreational activities while the D and E group belong to but 5 per cent. In practically all of the activ- ities requiring considerable skill and ability the more 122 intelligent children are most largely represented. The games and activities requiring physical prowess afford the better Opportunity for the children of lower mental ability to excell. Experience with the club activities program in the inter- mediate school shows that the well developed children of low mental ability usually choose one of the athletic or motor skill clubs in preference to those which involve abstract think- ing or the use of language ability. The various members of the family follow the same general trend in their membership in recreational activities. Although the father and mother belong to fewer of the organized activi- ties than do their children. This is partly due to the larger amount of time children have for recreation plus the influences of the school and other recreational agencies in stimulating their interests in these activities. A comparison of the recreational activities of the fathers and mothers is made in table 18. It shows the relation of their membership in organized activities compared with the intelligence of their children. TABLE 18. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THE RECREATIONAL ACTIVITIES OF THEIR FATHERS. Name of the Mental Rating of Children. Per Cent 1 _ 1:_' L B _C _C w C, gpmfl Eum_ggotal_ _Ar: B Bowling 1 ll 3 .1 39 Baseball 1 4 1 4 2 l 26 6 Card Club 5 4 3 2 1 53 This group Basket Ball 9 3 2 . 1 1 1 ER represents Country Club 6 3 4 ‘ 1 14 the Volley Ball 2 2 1 l 6 33 fathers Golf 4 1 1 6 66 of the Sailing 2 l 3 ' 66 404 Athletic 2 1 3 66 children. 123 The fathers of the A and B children belong to ninety- five of the one hundred forty-seven organizations or 65 per cent of the cases. The fathers who belong to this type of organization are a highly selected group. Most of these activities require the expenditure of considerable money, therefore, their incomes are larger than the average in order to belong to them. Relatively few of the mothers of these children belong to organized recreational activities. Of the fifty—seven mothers who belong to recreational activities of this type, thirty-six or 63 per cent have children whose intelligence is A or B, while two mothers have children whose intelligence rated D or E. Summary, Free play and recreational activities are important factors in the socialization of the individual. Wholesome playground facilities well located and properly supervised are essential to the development of the youth of the com- munity. There is a greater tendency for the children of low intelligence to spend much of their leisure time around the commercial and industrial establishments and in the vicinity of the waterfront and other places where a variety of excite- ment is to be found. 124 CHAPTER VIII. INTELLIGENCE RATING IN RELATION TO THE PERSONALITY. Personality is largely composed of attitudial sets. It includes all of the behavior systems and other traits of the individual. Certain of the aspects of behavior which function in a social relation are called traits of personality. These traits represent so many different dimensions in which indi- viduals are found to differ. Allport defines personality "as the individual's characteristic reactions to social stimuli, and the quality of his adaptation to the social features of his environment. Personality is a result of social behavior, but it is also a cause." The general biological structure, form and organization, are derived from the inherited patterns in the protoplasm. Our beliefs, attitudes, habits, behavior generally, are mould- ed primarily by the psycho-social environment; this process of moulding is going on continuously. It is greatest in infancy, childhood and youth, and decreases in quantity and intensity with maturity. The individual integrates his personality through the interaction with other individuals and his responses are stimulated by suggestion and imitation. Although the phys- iological basis of personality lies wholly in the individual, the traits themselves can be described and measured only by a scale standardized within the social group and applied by 125 social agencies. The chief differences which characterize the school environment from others is its controlled features. The school systematizes the personality building process. The character of the school environment is practically alike for all children before the period of differentiation takes place, although the stimuli effects children differently. The environment outside the school differs for each child and ranges from a very superior to a very inferior environment.16 In making the study of the personality of school children, the information was collected by means of a questionaire, which was given to all of the children in the group of 404 selected for this study who measured A on the upper end and D or E on the lower end of the Detroit intelligence rating scale. In refering to these groups, hereafter they will be called the upper or A group or the lower or D and E group. The children were studied and rated by the classroom teacher while under normal classroom conditions, during the process of interaction with one another. This process of interaction includes all of the combinations of group relations which are possible in the social development of the personality; The teacher considered one child at a time and checked each item on the basis of his or her reaction in relation to every other member of the social group to which he or she be- longed. Behavior patterns and traits which are carried on in __ 16, Allport, J. E.‘ ”Social Psychology” page 99. 126 the process of interaction in the school environment, of the classroom, and coridors of the building are evaluated and measured. A letter rating scale was used by the teacher in recording the reactions and the degree of participation of the child. Every trait or capacity of the child should be considered very carefully under suitable conditions. The situation and stimuli must be correct in order to stimulate a normal response on the part of the child. The questionaire was divided into three parts as follows: 1 Sociality 2 .Intelligence 3 Self-Expression 4 Temperment 5 Motility The facts were collected by the classroom teachers of academic subjects. They were given the copies of the question- aires with the children's names written on the tap of each copy; in this way it was not necessary to emphasize or speak of the matter of the intelligence level to the teacher, or pupil. All of the teachers were given identical instructions as to the method to be employed in marking each child. A large number of the 404 children were members of my classes and afforded amply opportunity for personal observation. All of the children were observed in other class rooms under as many school situations as possible. The homes of the children were visited and the parents were interviewed regarding the 127 personality of their children. Every child was interviewed individually as a further check upon the other sources of information. The results of this study have been arranged to show the relationships of the girls and boys with the corresponding totals for the two. The separation of the girls and boys in making comparisons was found necessary because of the tendency of girls to react differently in many situations. 1 Sociality. The child realizes his social consciousness in contact situations and develOps in personality to the degree in which he is able to respond to, or identify himself with the be- havior or personality of others. Sociality is the suscepti- bility of the individual to the influences of society. The individual possessing a sensitivity or susceptibility to social stimuli is usually alert and'willing to 000perate in joint activities. Intelligence, social participation, and drive will tend to create leaders. The active and socially minded person possesses qualities which draw followers to him. TABLE 19. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR TRAITS OF LEADERSHIP. A Group D and E Group No. Cases 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activit' - _ --- .. Pct.“ Pcts__P9t_ “P921. ESP:-_EEE“ l Eggiéiifigflfiti’ée 97 66 79 45 42 43 Mingles well with other children 97 72 63 6s 63 65 A Social leader in the group 42 39 40 29 19 25-4 Ave. Pct. for Trait ' 79 59 67 47 43 128 The A group excell the D and E children by 24 per cent on the average. The boys in each group show a higher per- centage than do the girls in each case. The trait of ascend— ency is much stronger in the children of superior intelligence than among the inferior. COOperation is one of the basic principles upon which our society is based. It is the business of the school and the home, as well as all other institutions to strive for the complete cooperation of all its members. Cooperation is the association, or collective action of persons for thier common benefit. On the basis of the interpretation of the data, it can be safely stated that there is a definite relation.between mental ability as represented on the intelligence rating scale and cosperation as measured by this study. TABLE 20; RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR COOPERATION IN JOINT ACTIVITIES. A Group D and E Group No Cases 38 54 92 38 54 92 _ Boys Girls Ave. Boys Girls Ave. tivity Pct. Pct. Petal. Pct. Pct. Pct, Taking part in class activities 97 83 93 6o 58 59 Willing and eager to recite 92 55 8O 42 66 56 Anxious to act as a class officer 76 33 62 26 3O 28 Assists teacher with note-books & papers 28 71 57 30 47 37 no Uncoordinated Move- ments or noises 77 97 87 55: 100 77 Not destructive to ooks or sch. ro ert 8 100__ 92 ‘g81 94 874_ AVERACEURERICENT—Ebr' '76" 73“ 79 ‘49 7o 57 the trait 129 The A group average 76 per cent coOperation for all items as compared with 57 per cent cooperation for the D and E group, a difference of 19 per cent better COOperation than the lower group. In general we find the girls have a higher percentage for the group than the boys. This relates very closely with the characteristic tendency which the children follow in the order of belonging to organized groups. We find the A groups belonging to the largest number of organizations and the D and E children to the fewest number. The characteristic attitudes of the child toward others in the group, the habits which he has formed in his association, and the drive behind the habits determine the expression of his emo- tional and social life. "Only recently have we realized the im- portance of the early influence of parents and other relatives in the formation of lifelong attitudes toward self and society.” 17 Table 21 is a comparison of the characteristic attitudes of children towards others in relation to their intelligence. TABLE 21. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR ATTITUDES TOWARD OTHER'CHILDREN. A Group D and E Group No. Cases. 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activit; ~ Pct, Pct. Pct. Pct. PctE Pct. Willingness to render assistance ‘ 61 9O 80 51 34 44 Answers other children's questions cheerfully 72 97 89 57 7O 65 Ready to share in Joint activities 94 97 96 7o 74 72 Participates in plays and programs 42 50 47 43 55 49 Not disagreeable in gontact with others 88 100 E4 48 51 48 Average Pct. for Trait 71 7 53 57 55 17. Op. cit., page 101. 130 The average rating for the A group is 29 per cent higher than that of the D and E group in their attitude toward other children; the girls averaging slightly higher in both groups. It is found that the girls of low intelligence usually are quiet and submissive, while the boys of low intelligence have a great- er tendency to become problem cases for the teacher. Children of the lower intelligence groups are generally restless, excit- able, and uncoordinated in their actions. They are difficult to work with in the subjects which require abstract thinking, because of their tendency to loose their self-control with the least change in the regular routine. It is very difficult for them to organize their class room activities on the basis of pupil leadership because of the difficulty of subordinating self for the good of the group activity. The D and E girls excell the A girls 5 per cent in their participation in plays and programs. Children of the A group have ample opportunity for expression and recognition in other activities and are, therefore, not as deeply interested in participating in activities where considerable repetition and practice is required. The disagreeable nature as displayed by children in their relation to others is partly due to herdity and partly to the home environment and past experience. According to Allport "the problems of personality and its distortion and defects are es- sentially social problems. Mental defects and insanity may be partially defined as inability to adapt one's self to the con- ditions of the society in which he lives.“ Of the A group 12 per cent of the boys are judged as being disagreeable, while among 131 the D and E group 52 per cent Of the boys are judged as being disagreeable in their relations with others, or a difference of 40 per cent. As a general rule, it is the unadjusted boy of low mental ability who becomes a problem case during the adolescent period. He has considerable difficulty in fitting himself to the school environment, as it is organized on the traditional basis. Ethical character is developed through service to others. Present day schools are organized to provide Opportunities for the develOpment on the part of the pupils, a sense of respon- sibility and initiative, and above all the spirit of service and the principles of true democracy. This spirit should per- meate the whold school, principal, teachers, and pupils. The relation of the intelligence of children to the spirit of service is shown on table 22. TABLE 22. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN ‘ TO THEIR SERVICE TO OTHERS. A Group D and E Group No. Cases. 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activit; Pct! Pct! Pcta Pcta PctE Pct, Ready tO do own share 100 100 100 74 89 80 Willing to share in group activity .100 100 100 66 79 _ 71 Efficient in perform- - ance of tasks 66 97 87 27 42 35 Adaptability 78 100 89fl‘ 19 42 30 Ready t9 ac . 66~ 97 87 " 44 63 _52 Ave. Pct. for Trait ’ 82 99 52 46‘ 63 53 132 In.service to others the A group rated 39 per cent higher than those of the JD and E group. The willingneww to partic- ipate and be of service to the group and the school is strong- est in the superior groups. The attention span of the higher groups is longer and of greater intensity, which is valuable in carrying out many activities. Reliability is very closely related to each of the other aspects of sociality. The truly socialized individual observes the conventions and laws of civilized society as a matter of principle rather than compulsion. He can be depended upon to assume his full share of the responsibilities of social life and citizenship in the community. Unstable homes with very poor environment have a tendency to develop personalities with an absence of sensitivity to the influences of the social environment. The self-seeking and selfish individual emerging from this type of home is usually intellectually inadequate and emotionally unbalanced. This self-seeking nature often becomes the dominant trait in the criminally inclined personality. TABLE 23. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR RELIABILITY. A Group D and E Group No, Cases. 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. fictivity - Pct, Pct, Pct, P03: Pct, Pct. Prepares home work regularily 72 w 97 89 3O 73 47 A reliable messenger 94 97 96 45 63 52 Trustworthy and Honest 72 84 80 45 84 6O Average 78 93 33 4O 73 53 133 Superior children can be depended upon to obey orders and assume responsibilities more readily than the inferior 'types. On this trait the A children are rated35 per cent higher in reliability than are the D and E. The girls of each group are rated considerably higher than the boys. 2 Intelligence. Intelligence is the capacity for solving the problems of life; it is the capacity for reasoning and implies memory and learning ability. ”It is the most important of all the individual powers in the adjustment of the organism to its environment. Intelligence is a very complex system of phe- nomena, comprising all sorts of capacities for adjustment and perceptual ability. The contrast between the different types of intelligence in individuals is between the ability to per- form hand skill work, and to perform abstract thinking with the mind. Capacity for observation or perceptual ability is, therefore, important. The factors of intelligence are problem solving ability, memory, constructive imagination, judgment, inventive ability, and initiative. The factors of intelligence are important in measuring the contribution of the intelligence to the development of personality. In order to understand the relation of intel- ligence to the whole personality, it is necessary to analize the overt behavior of the individual in its relation to the social group. The relation of the intelligence of the children 134 to their problem solving ability is shown in table 24. TABLE 24. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR PROBLEM SOLVING ABILITY. A Groufi D and E Group 8 5 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activity Pgt, Pct, Pct, Pct. Pct= Pct, Number of Gases. Ability to solve Prob. ‘78 89 85 22 33 26 Use of good method 66 84 78 22 52 _ 37 Average of Trait 72 86 82 22 43 31 There is a wide variation between the two groups in their ability to solve problems, and shows a considerable difference in the learning ability of the two groups. The average ability of the A group in problem solving ability is 51 per cent high- er than it is for the D and E group, as expressed by their scores. The more intelligent children make better use of their past experiences to guide their reactions in meeting new situ~ aticns than do those of inferior intelligence. Good memory is an essential part of the mental develcpment of the personality. Intelligence involves the use of past experience in meeting new situations. The acquisition of knowledge and skill depends on the ability to learn and rememb- er. The develcpment of the intelligence of the individual depends upon his ability to apply what has been learned and retained to new situations as they arise. The relation of the intelligence rating of the children to their ability to learn 135 and retain that which they have learned is shown in table 25. TABLE 25. RELATIQN OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR MEMORY. A Group D and E Group No. Cases. 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activity Pct. Pct. Pct._ PctA_Pct. Pct. ‘Hemcrizes quickly 66 92 84 37 37 37 Retain things learned 87 89 88 3O 47 38 Recall facts quickly 77 89 84 26 37 30 Average for Trait 77 9O 85 31 ”0 35 The A group of children rated 30 per cent higher in ability to memorize and recall facts than the D and E groups. The girls are rated considerably higher than the boys in both groups. The greater length and intensity of the attention span, together with the better coordinated activities of the superior children make it possible for them to memorize mate- rial more readily than do those of inferior mental ability. Constructive imagination denotes an ability to develop a plan or design an object which involves a new arrangement of elements. It is an ability to invent new methods of doing things. This capacity has had a very significant effect upon society as evidenced by the strides made by mankind in con- quering the elements of nature, and the adaptation of the nat- ural forces in the physical environment to their needs. The relation of the intelligence rating of the children to their 136 constructive imagination and inventive ability is shown in table 26. TABLE 26. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR GONSTRUCTIVE IMAGINATION AND INVENTIVE ABILITY. A Group D and E Group NO. Cases. 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activity, Pct, Pct, Bot. Pct. Pct. Pctae Ability to construct mental pictures 67 87 77 14 63 34 Ability to plan work from outline 72 82 77 15 37 26 Ability to make plan Of action 78 90 84 15 27 23 Ability to cOpe with new situation 83 68 75 19 37 28 Originality in const- ruction 78 69 74 l5 16 15 Original themes in composition 78 71 75 6 15 10 Average for the Trait 76 78 77 14 33 22 In the traits Of constructive imagination and inventive ability the average rating of the A group is 55 per cent high- er than Of the D and E group for the same traits. The wide variation between the two groups lies in their ability to perform abstract mental Operations. Judgment is the ability to make decisions after a careful study Of the facts in the situation. It is the ability to make the pTOper adaptation to the situation. It is an ability 137 to generalize from the facts and form a hypothesis. To possess Judgment is to be able to take a calm and mature out- look upon the real problems Of life. Age and maturity con— tribute to the original capacity for adaptation. The relation Of the intelligence rating of the children to their judgment. is shown on table 27. TABLE 27. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR JUDGMENT. A Group D and E Group NO. Cases 38 54 92 . 38 54 92 Boys Girls Ave. Boys Girls Ave. ,‘gtivity ‘ Pct. Pct. :gct. Pct. Put. got. Keen and discriminating 83 86 85 15 26 2o Ability to form Opinions from facts 77 86 81 19 52 35 Ability to discriminate wisely 78 95 86 12 34 23 Ability to reach con- » clusions quickly 67 9O 78 15 34 25 Ability to make worth- while suggestions in the classroom 62 76 69 19 37 28 Average for the Trait 73 84 8O 16 38 26 The average rating Of the A group in the trait of judg- ment is 54 per cent higher than that of the D and E group. In general, individuals Of superior intelligence have more ability tO make sound judgment than do those of low intelligence, how- ever, the mere possession of intelligence is no indication of sound judgment. 138 3 Self-Expression. The traits Of self-expression are ascendency, expansion, drive, compensation, and insight. The development Of the ‘traits of self-expression begin early in the life Of the in- dividual. They are built upon the usual learning processes and acquire a basic position in the action system. The devel- Opment Of the drive Often begins with an interest in the occupation of the parent. Allport defines drive as ”a pre- potent habit, or group of habits, which acquires a compelling power similar to that of the prepotent reflexes, and which controls the integration Of other habit systems in the indi— vidual's development.“ The relation Of the intelligence rat- ing of the children to their drive is shown in table 28. TABLE 28. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR.DRIVE. A Group D and E Group No. Cases 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. ?‘t1V1EU ’-,l P . Specific Aim 61 97 85 33 33 33 in view Coordinated act ivities 72 97 80 22 26 24 Average for the Trait 66 97 82 28 29 29 The children Of superior intelligence possess a more dominant drive than do those of low intelligence. The average rating Of the A group of children being 53 per cent higher than III.- C “L ‘I c 139 'that of the D and E group. Self control represents the modification of the original tendencies Of the individual in accordance with the necessities of'group life. This modification Of the tendencies is a part Of the socialization of the individual. Self control makes it ijssible for the individual to coordinate his activities and focalize them upon a single goal. TABLE 29. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR SELF-CONTROL. A GrOuR D and E Group NO. Cases 8 5 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Activit P t Pct Pct Pct Pct Pct Obeys school rules 89 100 96 82 9: 88 Does not concern self with disturbances Of others 55 6O 57 37 47 42 Considerate Of others 89 100 96 37 84 6O Punctual 97 100 98 63 95 79 Quiet and orderly 82 87 84 53 82 68 ‘Kverage 82 89 86' 54 ; 80 67 In self-control the A group excell the D and E group by an average Of 19 per cent. The girls Of both groups are rated higher than the boys. 4 Temperment. Temperment is the name applied to one of the general background attitudes which influences the character Of our behavior. It is based upon the feelings and emotions Of the individual. A large portion Of life activities for most 140 :individuals is performed on.the tempermental level rather ‘than.upon a rationalized basis. They do things because it is customary or because of the way they feel about it, rather 'ahan.an.appeal to reason. The behavior of the individual depends upon the emotional and volitional factors in the per- sonality. On the other hand, the characteristic behavior itaf the individual constitutes the temperment. Temperment is :not a.fixed thing, but is continually changing as the outer conditions and inner reactions Of the individual to the stimulus Of the environment. According to Woodworth the most important organic factor in temperment is probably the functioning of the endocrines or secretions Of the ductless glands. He says that "The excitable individual might be one with over-active adrenals. .And ... The strenuous individual might be one with an un- ‘usually active thyroid gland.....There are several other glands that possibly affect behavior in somewhat similar ways, so that it is not improbable, though still rather hypothetical, that chemical substances produced in these glands, and carried by the blood to the brain and muscles, have much to do with the elusive traits we class under temperment and personality." 13 18. L.L.Bernard. “An Introduction to Social Psychology” 1926. page 253. 141 TDABLE 30. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR EMOTIONAL TRAITS OF TEMPERMENT. A Group D and E Group 38 54 92 38 54 92 - NO. Gases Boys Girls Ave. Boys Girls Ave. Activity Est. Pct._ Pet. Pct.prct. Pcta_ .Feminine 17 92 67 4 94 41 lasculine 84 5 63 5 Cheerful 83 84 84 44 63 52 Happy 60 66 63 ‘ 22 37 29 Sympathetic 56 61 58 44 5 5 Dainty 5 47 34 O 21 11 Sweet 22 71 46 O 38 19 Frank 50 29 4O 15 5 IO Calm 39 42 4O 15 37 26 Average 33 16 25 22 . 42 32 Indifferent 5 8 7 22 5 l4 Restless 24 0 12 41 5 23 Sour 0 0 O 14 5 10 Gloomy 6 O 3 19 3 11 Morbid O 0 O O O 3 . Sullen O O O 7 5 6 The factors in the environment play an important part in the develcpment of the temperment and personality of the children. It has been found that the children of the lower intelligence levels do come from poorer homes than do those of superior intelligence. The A children are rated considerably higher in the types of behavior represented by cheerfulness, happiness, sympathetic attitude, daintiness, frankness, and calmness, while the D and E children are rated as being more indifferent, restless, sour, gloomy, morbid, and sullen. What a person is in the social situation depends upon what his interests are. The democratic group processes provide 142 and activities Of the group‘s life. The type and degree of interest determines the activities of the individual. An analysis Of the variation in the interests of the children compared with their intelligence rating is shown on the follow- ing table. TABLE 31. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR INTERESTS As TRAITS OF PERSONALITY. A Group D and E Group NO. Cases 38 54 92 . 38 54 92 - Boys Girls Ave. Boys Girls Ave. tivitm- M___ _ _Rgt: _Pct."_Pctw Pct. Pct _WR Conscientious .f' 72 95 84 22 79 5O Much.concerned with 4 school studies 45 82 64 7 53 30 Does things whole heartedly 72 92 82 15 84 49 Amiable 78 92 85 48 74 56 Average 67 9O 79 23 72 46 TO be interested in a project is to be absorbed in, wrapped up in, or carried away with it. The early training and environment have a decided bearing upon the develcpmnet Of the interests Of the individual, as well as, their trends. The superior children are capable of retaining an interest for a longer period because of the better Opportunity provided by his environment. The average rating of the A children is 33 per cent higher in the interest traits than are the chil— 143 dren of the D and E group. 5 Motility. Motility describes the general activity level Of the individual; it is the characteristic mode of his self-ex- pression. The characteristic attitude of the individual is a result Of the influences exerted on the nervous system and through it, on mental processes by the functioning of the bodily organs, and on the other hand, the general functioning peculiarities of the nervous tissues. The characteristics of motility are speed, control, steadiness, implusiveness, and skill. These traits always assume a prominent part in the social contacts of the individual. They determine his thresh- Old of response to stimuli in the environment and thus influ- ences his mode Of behavior. Various aspects of motility are described as hyperkinetic, taciturn, tenacity, and skill. The following four tables compare the aspects of motility with the intelligence rating Of the children. TABLE 32. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR TRAITS OF MOTILITY. Reliability A Group D and E Group NO. Cases 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave, Pct. Pct. Pct. Pct. Pct ' 9 9 . . Quiet settled and orderly '78 95 89 36 79 56 Can be given position of trust 8 97 95 I} 68 48 Average 5 95 93 32 71 144 Superior children in general have better self-control and as a result are quiet and orderly. In general, their home environment provides Opportunities for assuming responsibilities in.family affairs which makes it possible for them to assume positions Of trust in connection with school or club activities. The A group of children are rated 45 per cent higher on their reliability than were the D and E group for the same trait. Girls of low intelligence are more reliable than the boys. They are more quiet and trustworthy and generally are successful in occupations which may be reduced to a routine procedure. Table 33 is a comparison Of the intelligence rating of the children to their readiness to action. This shows the relation Of the threshold of response Of the two groups. TABLE 33. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR EXTROVERSION. A Grou D and E Group. NO. Cases. 38 5 92 38 54 92 Boys Girls Ave. Boys Girls Ave. Agtivit;a Pct5 Pct. Pcta Pct. Pct. Pcta Ready to start new type Of action 55 63 61 3O 42 35 Ready to assume leader- ship 50 74 66 26 37 31 Allows others to assume leadership 35 16 25 74 63 67 Children of superior intelligence enjoy planning a new type of activity. They will participate in the organization and share in the responsibility of it. On the other hand, children of low intelligence cannot visualize the steps Of the process as well and as a result do not cocperate in planning 145 new and different activities unless they are able to see more immediate ends to be derived from the activity. Children of high general intelligence are inclined to hold fast tO a definite aim or activity with much better success than those Of lower intelligence. Their association with members of the home and social environment provide ample patterns, stimuli, and experiences, which are factors in the development of the temperment and personality. Their superior home and social environment provides a superior stimuli for the evocation and direction of their capacities. A comparison Of the tenacity Of the children is shown in table 34. This table shows the re- lation Of the two groups in the drive which actuates their life activities, and the extent to which they are able to hold to a given aim or purpose. TABLE 34. RELATION OF THE INTELLIGENCE RATING OF THE CHILDREN TO THEIR TENACITY. A Group D and E Group NO. Cases 38 54 92 38 54 92 Boys Girls Ave. Boys Girls Ave. 1 _______ _ Pct. Pct‘. ,_ Pct. Pc Purposeful 61 76 71 8 37 26 Coordinated activity 78 82 80 22 37 35 Aim in Life 78 8 84 26 1 Average 69 79 74 2O 3; 28 In tenacity the A children are rated 46 per cent higher than the D and E children. The girls are rated from 10 to 13 per cent higher than the boys in this trait. 146 Conclusion. Certain of the aspects Of behavior that function in a social relation are called traits of personality, and rep- resent so many different dimensions in which the individuals are found to differ. At the present time, the school envi- ronment is the best laboratory in which to Observe and study the interaction of personalities. Sociality, as a trait Of personality, is the susceptibil- ity Of the individual to the influences of society. Children Of superiOr intelligence and home environment are found to possess greater ability in leadership, service to others, co- cperation, and reliability. These children display an even temper, are courteous to One another, ready to share in joint activities, and in general have a very good social attitude. Intelligence, as a trait of personality, is the capacity for solving the problems of life; it implies capacity for reasoning and implies memory and learning ability. Children Of superior intelligence possess greater ability to solve abstract problems. They have better ability to memorize mate- rial, better constructive imagination, and judgment. Self-expression, as a trait of personality, is the characteristic activity level or mode Of expression. Traits- Of self-expression are ascendency, expansion, drive compensa- tion and insight. Drive is stronger and much better develOped in children of superior intelligence. Their self-control is found to be well develOped for their ages. The desirable 147 emotional traits are better developed in the superior children, although the difference in the two groups is less marked. 0n the emotional level, the line Of demarkation is not definitely drawn between the two groups. Children of superiorintelligence have longer attention spans, and as a result have more enduring interests. They fit into the school curriculum, as organized on the present basis, more easily because of their ability to deal with abstract problems. The chief difference in the motility or activity level Of children lies in the differences exerted on the nervous system, and general functional peculiarities of the nervous tissues. The healthy individual is generally active, but usually the child of low intelligence wastes his efforts in random activities, uncoordinated and meaningless movements. On the other hand, the superior children through their envi— ronment and home training, usually have Opportunities to co- Ordinate and conserve their energy for the worthwhile activities. 148 CHAPTER IX. SUMMARY. This study shows a relation of the intelligence rating Of the students and following factors: 1. The type Of home environment has a definite relation to the intelligence rating Of the children Of those rated A or B in intelligence. Sixty-six per cent have excellent homes which are classed as type 1 or 2. The number of children living in the superior type of home environment becomes few- er among the children Of lower intelligence. Of those rated D or E in intelligence, twenty-four per cent live in type 1 or 2 homes. 2. The number of years the family has spent in the community is related to home ownership and the socialization of its members. The majority of families living in the community five or more years are home owners and belong to more organizations than do tenant families. The tenant families in this study have lived an average Of 9.8 years in the community, whereas, the home owning families have lived an average Of 18.4 years in the community or an average of 8.6 years longer than the tenant families. 3. The mothers and fathers Of the children of superior intel- ligence are better educated than those of lower intelligence. Eleven fathers and six mothers of children Of A intelligence are college graduates. The minimum educational level Of all mothers and fathers of the children of A intelligence is 149 fourth grade. Among the parents of the children rated D or E in intelligence, eight of their mothers and fathers have had no formal school education. One father of this group Of parents received a college training. 4. There is a negative relation between the intelligence rating Of the children and the number of children in the family. It is found that on the average the number of children in the family in the A group is 2.1, in the B 1.7, 0+ 2.8, while the average number Of children in a family in the D group is 3.3, and in the E group is 6. 5. There is a relation between the number of organizations to which various members of the family belong and the length of time the family has lived in the community. There is also a relation between the number of organizations to which each member Of the family belongs and the intelligence rating Of their children. The children of superior intelligence and their parents usually belong to more organizations than those Of lower intelligence. 6. Men employed in the highly skilled trades and occupations are capable of earning a larger salary and thus provide a better home environment than are those employed at unskilled occupations. The occupation of the father, the home environ- ment, and intelligence rating Of the children are closely re- lated. The children Of 66 per cent Of the fathers engaged in 150 professional Occupations are rated A or B in intelligence, 55 per cent of the children of fathers employed in executive positions are rated A or B; the children of fathers employed as laborers are rated lower than A or B in intelligence. 7. Churches in the Foch Intermediate School Community are 'undergoing a definite change. Many are elaborating their programs to meet changing conditions in the community. They are increasing the numbers and kinds of activities which they sponsor. The Protestant clientele is moving eastward to the newer residential areas. Many of these families consist of the O- riginal German and American born peOple that settled the com- munity and built the churches.. The Catholic Churches are increasing in mlmbership and in number as the newer pOpulation, consisting Of Southern and Eastern EurOpeans, move into the community. The number of Catholic churches in the Foch School Community has doubled in the last four years. The church and its auxiliary organizations rank first in the number of members, the fraternal orders rank second, the educational organizations, not including the school, third, and the recreational organizations fourth, as shown by the mothers', fathers', and children's memberships in these organ- izations. The fathers and mothers of children rated A or B in intelligence belong to a greater number of organizations than those Of lower intelligence. 151 8. The organized recreational activities for boys and girls in the community represent highly specialized environments. The children Of superior intelligence spend a much greater jpcrtion of their recreational time playing in and around their homes, schOOl playgrounds, public playgrounds, and parks than do those of lower intelligence. The children Of lower inte1-’ ligence spend much of their time in playing on the river front, factory and railroad yards, and in the vicinity of the commer— cial establishments in the community. 9. Children rated A or B in intelligence have more leader- ship ability than those of lower intelligence. They show a good spirit of cooperation and ability to get along with one another. Their attitudes are better because Of their ability to sympathize and see the other person's side of the question. The children of superior intelligence are reliable and can be trusted to do things correctly. The children Of superior intelligence solve problems, show gOOd judgment, and develop constructive imagination more rapidly and with greater case than do those of lower intel- ligence. The self-expression Of the superior children as measured by drive, self-control, emotional traits, and interests is better coordinated and develOped toward desirable ends than- children of lower intelligence. 152 10. The social status Of the home and family, as one phase Of the environment, is an important factor in stimulating the responses Of its members. The standards and values of the group in which the family moves determine to a consider- able extent the development of the general intelligence. It is found that children reared in superior homes have greater Opportunities for desirable social intercourse and are able tO meet life situations with greater ease than those of in~ ferior home surroundings. The result of this study indicates that to a considerable extent the differences found in the children's abilities are due largely to the differences in the immediate environment. That is to say, the hole training and social status. It is found in this study that home training and other factors in the environment have considerable influence upon the formation Of the character and personality Of the individual. They determine his attitude and habitual reactions to the stimuli Of social environment. 153 CHAPTER X. APPENDIX. TRAITS OF PERSONALITY. This scale is intended as a teacher's check upon the personality traits Of school children. It is hOped that a means may be developed by which a teacher will be enabled tO determine the factors which affect social adjustment among school children. Definitions. Personality consists primarily of the various roles which the individual plays in the groups to which he belongs. It is a product of associating with others. Temperment is the characteristic way in which a person re- acts tO a situation, upon the basis of his emotional feelings. Directions for Using. Take one child at a time and study him in the process Of interaction, Observe its responses to the stimulus of the other individuals in the group. On the basis of a letter rating scale A being excellent, B being above average, C average, D below average, E very poor. Write in your estimate Of the pupil in the space provided. Letter Rating Traits of Personality, Leadership ........Participates in social activities ........lingles well with other children ........A social leader in the group ........Average for Leadership COOperation ........Taking part in class activities ........Willing and eager to recite ....... .Anxious to act as a class Officer ........Assists teacher with books and notes ........Makes no uncoordinated movements or comments . ...... .Not destructive to books, pencils, or other prOperty ........Average Of COOperation Attitude Toward Other Children ........Willing to render assistance to other children ........Answers other children's questions cheerfully ........Willing to share in joint activities . ......Participates in plays and programs ........A very agreeable nature . ......Average for Attitudes tO Others 15% Letter ifiating Traits of Personalityi Service ........Ready to do his or her share ........Willing to share in group activities ........Efficient in the performance of tasks ........Adaptability ........Average for Service Reliability ........Prepares home work regularily ........Reliable messenger ........Trustworthy and honest ........Average for Reliability Intelligence, Problem Solving Ability. ........Ability to solve problems. ........Use of good method ........Average for trait Memory .......Memorizes quickly . ..... .Retain things learned ......Recall facts quickly .......Average for trait I Constructive Imagination and Inventive Ability ........Ability to construct mental pictures ........Ability to plan work from outline ........Ability to make plan of action ........Ability to 00pe with new situation ........Originality in construction ........Original themes in composition ........Average for the Trait Judgment ........Keen and discriminating ........Ability to form opinions from facts ........Ability to discriminate wisely ........Ability to reach conclusions quickly ........Ability to make worthwhile suggestions tn the classroom ........Average for the Trait Drive ........Specific aim in View ........Coordinated activities ........Average for the Trait 155 Letter Eating Traits of PersonalityI Self-Control ........Obeys school rules ........Does not concern self with disturbances of others ........Oonsiderate of others ........Punctual ........Quiet and orderly ........Average Emotional Traits of Temperment. ........Feminine ........Masculine ........Oheerful ........Happy ........Sympathetic ........Dainty ........Sweet ........Prank ......Oooalm ........Average ........Indifferent ........Restless ........Sour ........Gloomy OOOOOOOOHOIbid OOOOOOOOS‘lllen Interest ........Oonscientious ........School studies ........Wholeheartedly ......OOAm1ab1° ........Average Motility ........Firm upright in character ........Quiet settled and orderly ........Oan be given positions of trust ........Average Extrovereion ........Ready to stare new type of action ........Ready to assume leadership ........Allows others to assume leadership Tenacity ........Veratile individual ........Purposefu1 ........992rdinatgd activity 156 BIBLIOGRAPHY. 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THRASHER, FREDERICK M., "Social Backgrounds and School Problems", Journal of Educational Sociology, November 1927, page 121. ZELENEY, L.D., "A Guide for Social Interaction Studies of School Children“, Journal Educational Sociology. Vol. 2, page 239, December 1928. EMIGRANT. ABBOTT, EDITH, ”Immigration: Select Documents and Case Records", New York, Thomas Y. Crowell Company. FAIRCHILD, H.P., “Immigrant Backgrounds", New York, 1927. PARK & MILLER, “Old WOrld Traits Transplanted", Harper, 1921. THOMAS & ZNANIECKI, "The Polish Peasant in Europe and America", Alfred A Knopf, New York. (This represents the first attempt in the use of the case study as a method in sociological field research and is a very important reference.) 161 FAMILY. BUSHONG, E. M., IFamily Estrangement and Juvenile Delinquency”, Social Forces, Sept. 1926, page 79-83. BRECKENRIDGE, "Family Welfare, Case Records”, University of Chicago Press. BURGESS, E.W., ”The Family as a Unity of Interacting Personalities", Family, March 1926. COLCORD, J.C., "Broken Homes", Russell Sage Foundation, 1919. MOWRER, E.R., ”Family Disorganization", University of Chicago Press. GANG ANDERSON, NELS, l'The Hobo", University of Chicago Press. FURFEY, PAUL HANLY, "The caeg Age", MacMillan, 1926. PUFFER, "The Boy and His Gang”, Houghton Miffin, 1912. THRASHER, FREDERIC M., “How to Study the Boys' Gang in the Open”, Journal of Educational Sociology, Jan 1928, page 244. THRASHER, F.M., "The Gang", The University of Chicago Press, Chicago, 1927. HUMAN ECOLOGY. McKENZIE, R. D., ”The SCOpe of Human Ecology", Journal Applied Sociology, 1926, page 316-28. THRASHER, FREDERICK, "A Study of the Total Situation", Journal Educational Sociology, Vol. I. April 1928, page 479. NEGRO. NEGRO LABOR IN UNITED STATES, The Vanguard Press, N. Y. 1927. PERSONALITY. ALLPORT, F.H., "Social Psychology". Chapter V, Personality- The Social Man. 162 BERNARDé6”Introduction to Social Psychology", Henry Holt Co., 19 . - JORDON, E., "Forms of Individuality", C.W.Laut & Co., 1927. VALENTINE, P.F., "The Psychology of Personality", New York, D. Appleton Company, 1927. WILLIAMS, E. H., "How We become Personalities", Bobbs Nuville Co. YOUNG, KIMBALL, ”Personality Studies”, American Journal of Sociology, May 1927. pp. 953-971. ZORBAUGH, HARVEY H., "Personality and Social Adjustment", Journal of Educational Sociology, December 1927, page 179. ZORBAUGH, HARVEY W., "Personality and Social Adjustment", Journal of Educational Sociology, February 1928, page 313. RECREATION. LA PORTE, W., "Recreational Leadership for Boys", Welfare Council of New York City. 1927. RESEARCH METHOD. BOGARDUS, EMORY S., “The New Social Research", Jesse Ray Miller, Chapter IX, Los Angeles 1926. BOGARDUS, E.R., "Community Life Histories", Journal of Applied Sociology, pages 370-378. BURGESS, E.W., ”Statistics and Case Studies”, Journal of SociolOgy and Social Research, Nov.-Dec. 1927. pages 103-120. JUDGE BAKER FOUNDATION, "Case Studies of the Judge Baker Foundation, 40 Court St., Boston, Mass. GIDDINGS, FRANKLIN H., ”Scientific Study of Human Society” Chappell Hill Press, University of North Carolina 1924. pages 189—2ul. LUNDBERG, GEORGE A., "Case Work and the Statistical Method“, Social Forces, Sept. 1926, pages 61-65. NEW YORK UNIVERSITY, "Effects of the New Jefferson Park Boys' Club,” Journal Educational Research, Sept. 28, page 5”. RICHMOND, MARY E., "What is Social Case WOrkE New York, Russell Sage Foundagion, 1922. 163 SHEFFIELD, ADA E., "The Social Case History", Russell Sage Foundation. SHAW, CLIFFORD R., "The Sase Study Method", Proceedings of the American Sociological Society, XXI (1927) University of Chicago Press. STRANG, RUTH, "A Supplement to the Case Record", American Journal of Sociology, September 1927, pages 262-268. THRASHER, FREDERIC M., "The Study of the Total Situation", Journal of Educational Sociology, April 1928, page 477. "Three Problem Children." Narratives from the Case Records of a Child Guidance Clinic, Publication No. ", Joint Committee on Methods of Preventing Delinquency, New York. THOMAS, FRANKLIN, “The Environmental Basis of Society", Century 00., 1925. WOLF, A., ”Essentials of the Scientific Method”, Mac Millan Company, New York. ZORBAUGH, HARVEY H., "Reasearch in Educational Sociology", Journal of Educational Sociology, September 1927, page 18: SOCIAL LIFE AND SOCIAL WORK. DEVINE, E.T., "Social Work”, Mac Millan, 1922. DOUGLASS, HARVEY P., ”Social Life of the Junior-High—School- Age”, Journal Educational Sociology, Vol 2, May 1928. RICHMOND, MARY E., "Social Diagnosis", New York, Russell Sage Foundation. THRASHER, FREDERIC M., "Social Backgrounds and Education", Journal of Educational Sociology, Oct. 1927, pages 70-72-74. WEST, NATHANIEL G., "Some Social Factors in the Publio's ' Support of the.Sohools“, Journal of Educational Sociology, Vol. 1. Nov. 1927, page 157. SOCIOLOGICAL VIEWPOINT. BOGARDUS, E. S., "The New Social Research", Jesse Ray Miller, Los Angeles, 1926, ELWOOD, CHAS. A., ”Sociology and Social Research”, Sept. Oct. issues 1927, page 18. 164 HAYES, E. 0., “Social Process Relation and Structure", Sociology & Social Research, May June 1928. PETERS, CHARLES 0., "Foundations of Educational Sociology", Part II, Mac Millan Company. QUEEN & MANN, "Social Pathology", Thomas Y. Crowell 00., New York, 1925. RICH, STEPHEN G., "The Urgent Need for Sociology in Educational Measurements". Journal of Educational Sociology, Oct. 1927. page 86. SMITH, W. R., "Principles of Educational Sociology" , Chap XIX, Houghton Mifflin Co. 1928. ZORBAUGH, HARVEY W., “The Literature of Educational Sociology", American Journal of Sociology, No. 1927, pages 444-44. ZORBAUGH, HARVEY W., "The Task of Sociologists“, Journal of Educational Sociology, Sept. 1927, pages 19-22. URBAN COMMUNITY. BURGESS, E.W., (Ed), ”The Urban Community“, Chicago, 111. University of Chicago Press, 1926, Selected papers from the twentieth annual meeting of the American Sociological Society. ANDERSON, NELS, AND LINDEMAN, E.C., "Urban Sociology", New York, Knopf, 1928. Db 0a‘401'1“. I'll! .C ((111.1; . .. I... . ..y..n.1 .... . , J ,. . ... ..I. . ... a . ... c ,p .._. . v. . . ,.. ... .. . . 9 ,. . , v A .C a L ,. .. ....A a. A... o... ,4 . , , . .. . . , \ . ,.,.,1'J