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Factors associated with truancy in juvenile delinquency cases
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Factors associated with truancy in juvenile delinquency cases
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]?A{;TCÜ%S JlS S O C IjlT Iü) t%ITB TIRlAjKCY I I ? J T T V IB S IIJ B lÜ B L IB K am O Ü C ir C A 35E8 A Thesis Presented to the faculty of the School of Social Work University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Social Work by J. T. Foster Chambers September 1936 UMI Number: EP66048 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. . In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI O Issiïtatfon ftiblisM ng UMI EP66048 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 r This thesis, w ritten under the direction of the candidate's Faculty Committee and approved by a ll its members, has been presented to and ac cepted by the F aculty of the School of Social W ork in p a rtia l fu lfilm e n t of the requirements fo r the degree of MASTER OF SCIENCE IN SOCIAL WORK Dean Facidty Committee j ) i . L i j h J W ÏVLBIJS C8T GC%:TI3fTS CBULPTSBa ]&&G3S I. I5MMR(%mC1K[0B * . * . . . * . » » » . . . . . . 3 L S ta te m e n t of th e p ro b le m ^ . 1 Validation of the problem # . * . . # 1 Organization of the report 2 Present status of the problem 4 Method of procedure and source of data # . . 4 I I * 8(%:UUU 3 % 1 0 3 % X R 8 <)F S P R T N U K C T T * . .............................. 6 Truancy in relationship to dependency and Delinquency ....... . ............ J. 6 Definitions . . # . * . # » * . , . , * . * 8 Varieties of truancy and types of truants . 9 Conditions associated with truancy * , . . , 10 Extent and form of delinquency following truancy ....... 17 III* TEGS 8(%:I(%L0&IGAjL AjfPBKl&CB TO BIBI&TIOR , . . . 19 IV. 2HDG]DSTY*:S I)EW%WSD TIPCBS T&B PIBRSCBZ . . . , . , . 22 3M3E IDEIJÜKSglBBM» i>EBE10N . . . . . . . . * . . . 2? Definitions of a problem child . . * * , . . 29 TFI. 'TBGS SOCIOLCKlICaJL.GJU&B fEMJDY APPIKl&CB TO j i tHBKBIBS CF "TBRDUST GRIIJ%R%N........... 2)7 Case histories of: I* Lewis 8mitherman 39 CHAPTEH PAGE , II. John Day ....... 48 III, Marlon Miller ............. 53 IV. Mike Smith ..................... 59 T. Charles J........... ......... 65 VI. "Tommy"............. 7S VII. PIIÎDINGB......... 86 BIBLIOGRAPHY ..................................... 90 cm?TER I OF THB jPRCW&LEM Due to the extreme ooiaplexlty of modern society, adults often find themselves overwhelmed by problem# that aeem to have mo soiutloms. Instead of saying that modern youth is «going to the dogs,« It seems more Justifiable to say that modern civili zation Is rummimg amuck# Ho one person, group of persons or nation can provide all the solution# for the many uncon trollable factor# that arise in the life of an individual. statement of the problem# It Is the purpose of this research projects Factors Asaoeiated with Truancy In Juvenile Dellncuency Cases # to present as many causal factor# of truancy as will be of greatest practical value to those who have children In their charge# Validation of the problem# It is the duty of ell, who have taken the responsibility of raising children, to educate them to a most useful, worthy, successful and happy life# Vntil the adult provides himself with all the knowl edge and skills available, for such a gigantic task, he has not fulfilled his role In society* It is therefore essential to know what the fundamental factors are, that lead toward misbehavior# After knowing this, it Is necessary to try to determine the heat methods of approach in certain speolfio instanoes, toward leading the person to an adequate adjustment of his personality. The social case work approach is used by the author of this manuscript. This type of approach Is the most efficient here, because the problem has no limitations. Organization of the report* The rest of this thesis is arranged in the following way; Chapter two presents more directly the problem of truancy. In it, we have the following; 1. Truancy in Relationship to Dependency and Delinquency* 2. Definitions* 3. Varieties of Truancy and Types of Truants* 4. Conditions Associated with Truancy. 5. Extent and Forms of Delinquency Following Truancy. Chapter three is a brief consideration of behaviorism. This is necessary, in that, the study of behaviorism contrib utes generously toward the solutions of many personality problems. In chapter four, an attempt is made to show how difficult it is to adjust to many of society’s complex problems. There are so many adverse factors working against the forces for good that the youth fall easy prey to what may be called, irresistible temptation* s The purpose of chapter five is to show the meed of knowing that which goes to make up the personality con figuration of an individual# The one who has the capacity, ability and understanding of a normal personality may gain a fuller knowledge of the unadjusted. Certain traits are isolated and outstanding, therefore, easier to see and apprehend* Much rapid progress on a delinquent case, can usually be made by a person who is so informed* The sociological case study approach to a number of truant children is made in the sixth chapter* The cases are analyzed and the personal factors are noted and commented on* The cases with some of their most pertinent factors are arranged as follows: 1* Lewis Sraitherman Energy outlet* 2* John Day Loss of status and low Î * Q* 3* Marlon Miller Uncongeniality in the home* 4* Mike Smith Mother-son complex «only child.« 5* Charles J. Immoral family relationships. 6* Tommy Broken, poverty- stricken home. This is the method used by social workers and is thought by them, too, to be the most efficient method for gaining their desired ends. The final chapter is a summary, restating the find- lags of the investigation. Present status of . the problem. Few sociological case work approaches have been made upon the problem of truancy. In the past the methods of investigation have mainly been statistical, theoretical, questionnaire but seldom social work* It is thought, therefore, that much can be contributed toward the problem by the use of this approach. Misbehavior problems, committed by minors or adults, have been little studied from the personality view point. To the sociologist, this is most important. He believes that to know a person one must know not only hia psychologi cal, physical, spiritual make-up, but also his world of 800ial interaotion. Method of procedure and source of data, A review was made of all literature that was related to the problem. The social case work technique was used to determine further factors that might be fundamental in the cause of wrong behavior trends, Each ease was taken and thoroughly analyzed. The following form was used : I Social Situations Family Culture II Tensions III Behavior IT Type# Begaomallty Social Following the anaiys'ls a workable abstract was made of each ease, and comments were given on the factors that were most fundamental to the behavior trends of the persons involved * An Introductory statement was formulated to precede each study in order to prepare the reader, in a general way, to be aware of the most characteristic, involving traits when they appeared* This was done so that he may more clearly see their slgnifioance in the personal behavior trends of the individual studied* The cases used, were obtained from Dr# Erie Fiske Young, professor In the School of Social Work, University of Southern California# Of the one hundred and sixty un- selected cases of juvenile delinquency, the writer found the problem of truancy entering into fifty-five# From these fifty-five, six representative cases were chosen to present such factors that ware found to be most common among the total number# CHAPTER II SOCIAL FACTORS OF TRUAHCY It ia the aim of thia chapter to present various ^ factors in the behavior of youth that are often symbolized by the act of truancy# It will be noted that many of these factors are aynonymous with those of «dependency,« «neglect," "delinquency,« and general misbehavior* Someone has said th^t it is just a chance whether the youth will be charged with truancy or delinquency when apprehended. Now this leads us to various definitions that are and were given, the varieties of truancy and types of truants, the conditions associated with truancy, and the ^ principal offenses. I. TRUANCY IN RELATIONSHIP TO DEPENDENCY AND DELINqUmCY Just for convenience we shall take a dictionary de finition for a truant* He is one who absents himself or rune off from the place of duty; especially a child who stays away from school or home without leave; shirker (vagabond). The following comments are sufficient to clarify our topic, truancy in relationship to dependency and dellnquen- cy* Attention has been called to the fact that these children who offend against the rules of the school or refuse to attend the school sessions are brought before the same court that deals wlth delinquent and dependent children under the juvenile court law . , ♦ • Attention is called to the cases of truant children who had already been before the court, either as delinquent or dependent* But the cases cited here indicate that many of the truants and schoolroom incorrigibles share with the other two groups their essential characteristics, "lack of proper parental care*” The truant child may not have become technically delinquent, the home may not yet have reached the stage of unfitness which renders it imperative for the child to be placed under court guardianship as dependent# Leter he may become delin quent or dependent, but for the time being he remains under the educational authorities*! * $ . Wherever conditions are unfavorable to child life, the schools suffer from non-attendance, truancy, and the violation of school rules, which come with the presence in school of children from extremely poor, undisciplined, or neglected homes. Large numbers of children in the poorer districts of the city are in need of medical attention, are insufficiently clad, and are improperly fed or underfed; and many of these will be troublesome in school* Many others suffer from various physical discomforts and find the prospect of drifting idly and listlessly about the streets and alleys, instead of being subjected to the discipline of school, a temptation impossible to resist* A study of the homes from which the Parental School boys come makes it clear that the conditions which are producing these truant and incorrigible boys are conditions which also make for dependency and delinquency# The fact that truancy, dependency, and delinquency are the common results of such home conditions as have been described is suggested by the number of truant boys who, before being brought into court as truants, have already been in institutions for delinquency or dependent children*^ If we accept the definition of a "dependent" child as S# Abbott, and 8# P* Brackenrldge, Truancy and Hon-Arrendanee in the Chicago Schools (Chicago: University of Chicago Press, 1917], pp#163 f# ^ Ibid.. p. 189. it is found in the juvenile court law, it is clear that many of the truant boys might be correctly termed "dependent*" In the words of this statute, "dependent" and "neglected" are used synonymously, and a dependent or neglected child is: A child without-proper parental care or guardianship, or a child who has a home which by reason of neglect, cruelty, or depravity, on the part of its parents, guardian, or any other person in whose car© it may be, is an unfit place for such a child.3 The undisciplined undirected boy who plays truant to go to nickel shows and who "chases the streets" soon gets in with the gang that lies in wait like Satan him self in districts where children are so numerous and means of recreation so limited; the loafing on the streets leads to genuine marauding expeditions, and the boy is soon in court again and is technically no longer truant but has become delinquent.4 Educators, psychologists, psychiatrists, social workers and sociologists generally agree that: "Youth ful vagabondage— Truancy— is the kindergarten of crime. «° II DEFINITIONS Article XVI, of the California School Code defines a truant as: 1.303. Any child may be reported as a truant, in the meaning of this Article, who shell have been absent from school without valid excuse more than three days, any absence for a part of a day being regarded as a tardi ness* 1.304. Any child who has once been reported as a ^ Ibid.. p. 191. ^ Ibid.. p. 197. William Healy, The Individual Delinquent (The ^ Macmillan Company, 1926), p. W 0 . truant and who Is again absent from school without valid excuse one or more days, or tardy on one or more days may again fee reported as a truant* 1*506* Any child may fee deemed an habitual truant who shall have been reported as a truant three or more times* 1*306* Any child who has been declared an habitual truant end who, in a succeeding year is reported as a truant from school one or more days, or tardy one or more days, or tardy one or more days without valid ex cuse may again be declared an habitual truant*^ "Truancy, a violation of the compulsory education law * . * Truant: " 1. One who begs without justification on; a sturdy beggar; a vagabond; an idle rogue or knave* {Often a mere term of abuse.) S. A lazy. Idle person; exp* a boy who absents himself from school without leave; hence fig*. one who wanders from an appointed place or neglects his duty or business.® Ill VARIETIES OF TRUANCY AND TYPES OF TRUANTS usually think of truancy In association with the school, not so much with home and place of business or duty* Some commit the offense Just now and then, whenever an influence or temptation becomes too strong for the person’s power of restraint* This is casual but when these ^ State of California School Code (State Capitol, ^ — Sacramento, California, 1935), p* 19. ^ Henry Suzzallo, Editor, The National Kncyclopedia (New York: P* F* Collier and Son Company, 1932]" F J*- A. H* Murray, Editor, A New English Dictionary (Oxford: At the Clarendon Press, 1926TT 10 occasions become regular, at certain Intervals, the truancy Is known as periodic# The confirmed or habitual truant needs less stimuli to encourage the act and It becomes a matter of course with him. At this stage truancy Is chronic. It is a social disease and if not checked in time will lead to delinquency and crime. Some truancy is not wilful but technical* This may be due to ignorance on the part of those concerned. It may not be wilful on the part of the offender but the cause may be negligence on the part of the parent or guardian. There are certain indIvldual and personal character istics that appear in the personality configurations of a truant and hia personal type should be noted e.g. objective, introspective, psychopathic, psychic inferior, etc. It is necessary to know in which social class he is e.g. Philistine, Bohemian or Idealistic. One should know if the truant goes with another, a gang, or alone. IV. CONDITIONS ASSOCIATED WITH TRUANCY A Study of juvenile delinquency seems to show that truancy is one of the difficult and serious problems with which the school and society have to cope. This is because of the vast number of causative factors involved, and the absence of knowledge scientifically valid in the treatment n 11 and prevention. Social institutions, primary and secondary, such as the home, schools, juvenile courts have largely overlooked and disregarded what are now known to he symptoms of truancy and delinquent behavior; often only after distinct anti social acts have been committed are curative measures taken. The Visiting Teacher Movement works toward the solu tion in a most beneficial manner. According to a study made by liokley of 1,564 oases of truancy; the individual^ home, school and neighborhood contributing factors were, as follows: 1* Inherent or Subjective A. Violent temper or quarrelsome disposition.192 B» Propensities for fighting. ....... .110 c. Desire for natural and kindred companion- ship ..................87 D. Likes or dislikes of the pupil ...... 69 B. Physical defectiveness .......... 61 F. Results of heredity; (1) Nomadic tendency .......... 11 (B) Mental defectiveness ........ 49 G. Natural commercial tendencies. ...... 38 H* Animal love for play ........... 41 I. Venturesome disposition— love of gambling— allurement of riches ........ . 18 666 2* Environmental or A. Home I (I) Broken home: (a) Divorce or separation # . . (b) Death or desertion of parents (2) Parents: (a) negligent parents (b) Ignorant parents (c) Mercenary parents (d) Immoral parents . 69 # * » * I3) Poverty B# School: (1) Insufficient individual attention Inability of teacher to forgive past offenses . . . . . Inelastic courses of study Unfair markings .... .- Inadequate phygrounde * * Religious holidays . * » * (7) Excessive repression * » . C * Neighborhood; (1) Street trades ...... (2) Local gangs {3} Commercialized amusements (2) (3) (4) (5) 21 9 33 196 44 35 37 17 13 8 36 25 27 Total number of pupils . .1,654"^ It has been learned from reading the literature on truancy that the habitual truant is under more then the usual number of handicaps. Thia brings up the question of MEDICAL EXAMINATION FOR TRUANTS. In my opinion every chronic truant should re-. ceive a thorough medical examination to determine if his truancy is based upon some physical defect in need of immediate attention* This should be given prior to any drastic action on the part of the school authorities. Very excessive over-development for the individual’s age is frequently a cause of truancy. r Ernest Jameson Llckley, "A Social and Educational Study of 1,554 Cases of Truancy in the Special Schools of Los Angeles," (unpublished Master’s thesis. University of Southern California, Los Angeles, May, 1917), pp. 28 f. 13 A large amount of truancy is due, of course, to the influence of bad companions# In a good many of these case© extreme social suggestibility is present. The boy is easily influenced, especially by suggestions that fall in with his dislike for the work offered in the s c h o o l . It is necessary that we stress emotional conditions# With teachers trained to teach the students in our schools proper emotional and personal habits as well as intellectual skills, we shall have gone a long way toward solving the mental hygiene problem.ü Data regarding the emotional make-up of the person is usually the most important data of all* The lack of emotion al control is undoubtedly often the cause for many unsocial and anti-social acts* Functional psychoses seem to be char acterized most frequently by pathological emotional status# Most of these conditions come to attention in school first; some have their beginning in school* If there were adequate means and understanding there, much constructive work could be accomplished because here we have the first stages devel oping# ( Little can be gained by direct questioning of the individual. Most of the information regarding the emotion- al make-up must be secured from the case history* This in formation should be of great help to the social worker, school officials, employment manager, court worker, and any who desire knowing the person* ) Herbert D# Williams, Referee in Juvenile Court, Toledo, Ohio# John J# B# Morgan, The Psychology of Abnormal People (New York; Longmans, Green and Company," Ï931T, p. 28. 14 Am emotional condition may arise from some particular situation, for example, some humiliation during play may have reunited in loss of phyaioal self-confidence, and re spect of other children; an overhearing parent or an over hearing teacher* It la the work of the investigator to find and expoae, to worthy authority, any emotional "complexes" whloh may be operating* From the following comment, we see that intelligence ia an important factor for consideration* In this study eighteen per cent of the delinquent boys are in normal grades, udiile eighty-two per cent are retarded. These facts lead the writer to conclude that retardation is a direct factor in delinquency* Whether retardation causes delinquency or whether de linquency causes retardation ia a problem of its own* However, it is interesting to note that educational test results show that very few of these boys have average ability for the grades In which they are classified*!^ 8ullanger’s study of 1,941 cases of truancy and non- attendance, in Omaha for the school year 1931-1932, showed that mental status was a very important factor in truancy and non-attendance. "It was found that more than ei^ty per cent of the truants were dull or backward to definitely feebleminded* Ninety per cent of delinquency begins with truancy* Ruth H* Cordes, "Study of Fifty Delinquent Boys," Joumal of Applied Sociology* U.S.C*, May-June, 1923, p.273. ^3" T* Bari Bullenger, "Some Social Factors in School Non-Attendance * " School and Society, Vol. XLI, Feb. 16, 1935, p* 239. : 15 Sociologists agree that the home is the most important primary group of all, and that few social problems come from well regulated homes * It is this group that determines, more than any other, the fundamental behavior patterns of the child. The story of the truants I have studied is one of broken homes (overcrowded rooms), working mothers and dissatisfaction with school and attraction© outside. Poverty alone did not seem a cause of crime. The present New York study found that nearly half of the truants studied same from homes broken by death or Incompati bility. That a home where interests of childhood are secondary to those of business, pleasure, personal ambi tion, is potentially a delinquency producing home. De fective home conditions spell defective children, quarreling and other irrelative conditions are carried over to the school attitude and often causes the child to absent himself from school. Defective home life has shown in the extent of criminality among parents and brothers Is significant.!^ The child’s school attendance may be often compared to that of a sensitive barometer of the child’s home condi tions* Many factors such as: unemployment, insufficient income, widowhood, a broken home, ignorance, sickness, mental defect and other handicaps, all operate in the direc tion of irregular attendance and premature withdrawal from school. There are always fundamental reasons for all forms of behavior* There Is a growing realization that truancy and other infractions of rules are the natural, expected indications that the child in his environment is not having his fundamental needs met. The whole emphasis is shifting towards some type of social diagnosis that Miriam Van Waters, "Youth in Conflict," survey. January 15, 1989, p. 485. 16 comprehends and seeks to ameliorate those conditions that are the cause of infraction * • * * In studies of delin quency it is not uncommon to find stealing and sexual misbehavior associated with truancy* Prior to the passing of attendance laws, truancy as now interpreted was unknown* * * * The child’s whole environment must he considered. The child is a product of striving, needs, lacks and riches that grow out of the whole environment. Boys out nimher girls two to one. Twenty-five per cent between fourteen and fifteen years. The age desiring self-expresslon and rebels against external restraints. Truancy is merely his means of escape from a situation which to him is very undesirable. The greatest effort possible should be put forth to m|ke the school a vital part of the child’s social life.!'- Many of the complicating factors of truancy Include immigrant groups, with varying attitudes toward education, different cultural traits and all degrees of assimila- bility. Then there are the neighborhoods, some of which have traditions of school non-attendance and others which have attitudes of disrespect for school authorities* Disintegration of the physical characteristics of the neighborhood, and consequently lack of playgrounds or wholesome leisure-time activities* And, of course, all the pathological social conditions, especially poverty are extremely significant in themselves*!5 The teacher who has an adequate understanding of the unusual individuals will find the work more fascinating than he had ever thought possible* A little adroit handling will change what may seem to be a vicious personality into the T. lari 8ullinger, «Some Social Factors in School Non-Attendance,” School and Society, Vol. XLÏ, Feb* 16, 1935, p. 238 f. T* Earl Sullenger, op* clt*, p* 240* 17 most oharmlmg* It is often not the faot that a child Is intraotable* there are problems. It is usually the lack of knowing why people are different. The key to many of the worst problems is in this fast. V EXTENT AND FORMS OF DELINqUENCY FOLLOWING TRUANCY Truancy, in itself, can be successfully handled if , adjustments are started in time* When it is not carefully dealt with and stopped, it will lead on to greater forms of delinquency and crime * The family’s standard of conduct, as shown by the presence or absence of court records for other members, also shows a clear relation to the child’s behavior. A study of 201 truants from New York City Schools— a report recently issued by the Sub Commission on Causes and Effects of the New York State Crime Commission— states: 45 per cent of families of those who had been charged only with truancy had some criminal record, while for the families of those charged with juvenile delinquency as were the corresponding figure was 50 per cent; for the families for the mlademeanants 66 per cent, and for the families of felons 63 per cent. In all these young people truancies had begun young, usually the second or third grade* "The entire group became maladjusted to their school surroundings so early that preventative work could undoubtedly been carried out at that time with a great degree of success."!? Many of these families show a number of unfavorable and anti-social characteristics. The main ones being: delinquency, alcoholism, excitability, sexual immorality, nomadism, T* B., criminalism, and insanity. Two or more 17 The New York Sub Commission’s Report, "From Truancy to Crime," Survey, January 15, 1989, p. 485. IS of these jgnditlons are found in 907 of the truants ’ families* Gome principal offenses of truants have been found to be: burglary*, stealing and laroeay# These are the main ones Drinking* smoking and swearing are not considered major. Clark gives* as his findings for principal offenses the following: "Burglary* stealing* larceny* sexual immorality* truanoy* incorrigibility* %granoy* highway robbery* forgery and arson. "!^ Willis W. Clark* A stWy of 102 Truant Boys, University of Southern CalTfomia* Los Angeles, April* 1918, 19 Ibid. cmrrm iii THE 80CI0L0GIGAL AJPPBOACH TO BEHAVIOR la this chapter aa effort Is made to present some fundamental principles of the study of a person. An under standing will be acquired by gradually building up toward a clear conception of the subject under consideration. There are several approaches to the study of behavior, each of which has its own point of emphasis. In general, these approaches fall under the headings;- the psychological approach, the phys 1ologlcal-morpholog1cal approach, the psychiatric approach, and the sociological approach. It is quite apparent, however, that probably all factors,— structural, physiological, intellectual, emotional, Instinctive (tendencies), and social enter into delinquency, or any other form of behavior; since behavior in*itself Is a very complex affair, a condition for which a single factor can rarely be responsible. The differences among various approaches are largely matters of engphasis. The child is born into the world a physical organism endowed with certain physical characteristics, reflexes, capacities, and undefined impulses. Furthermore, he is always born Into a social world in which certain personali ties, traditions, cultural forms, activities, and social re lationships already exist* The social world thus precedes the child and has certain expectations with reference to him. ^ 20 Th©f© yet remains, however, the task of relating these social situations to the behavior of the person himself . In addition to the analysis of the social contacts of the person, it is necessary to know the inner personal world of the sub ject, his attitudes az&d wishes, his interpretations of the situation, and his conception of himself. The subjective factors arise in the process of interaction between the person and the social world in which he lives* Behavior traits have a natural evolution in the life history of the individual, developing in the process of in teraction between the individual and the successive situations in which he lives* The character of this process is deter mined both by the nature of the organism and by the conditions of the social and cultural situation to which the organism must make an adjustment# If the attitudes underlying be havior traits are found In the process of social interaction, it follows that an understanding of the behavior of the child necessitates a knowledge of the social world in which he lives* Children always live and act in association with other persons* It seems clear then that in the sociological approach to the study of behavior it is necessary to understand the culture,— the more general social norms, the local community, the family, the playgroup, the other groups in terms of the traditions, sentiments, and attitudes of each group; and the 21 relationships the ehlM has In each# For, through partici pation in these groups ^ the oh lid Is subjected to an Increas ing number and variety of personalities and social values to which he must make some sort of an adjustment. In this process of adjustment to the expectations and standards of his various social groups, the child*s attitudes end be havior trends are gradually built up# Behavior can be studied quite profitably in terms of the situation out of which it arises# In other words, be havior responses can be thought of as functions of situa tions# Analysis of the individual factors is Indispensable, but until the situations in Which the individual*s behavior has occurred are studied and analyzed, an understanding of his behavior must necessarily remain incomplete. A The situational approach, utilizing statistical methods and the life record, is capable of throwing light on many problems whose etiology remains obscure* For example, in the literature of delinquency we find under the heading "causative factors" such items as the following;- "early sex experience, 18$ for boys and 25$ for girls; bad companion ship, 62$ for both sexes; school dissatisfaction, 9$ for boys and 2$ for girls; mental defect, 14$; premature puberty, 5$; mental conflict, 6*5$; motion pictures, 1$; eto#"l W# I# Thomas, The Child In America (Hew York: Alfred Knopf, 1928), p# 5?3# CIÜUP'PER IV D3S&&AJMI) lOPOBT «11113 ]?I% E Ü 3()B An attempt will be made In this chapter to present the role that the person play a and is expected to play in society as it is now organized# Autocracy resorts to the use of fear and sham* This results ultimately in the loss of respect and confidence, thus evasion of regular social obligations. The impatient teacher (usually poorly qualified) Is autocratic In her modes of procedure in handling her dally tasks In the school room* This tends to arouse the defense mechanisms within the individuals of her class and the results are ultimately conflict or submission* The former is usually the case because it is unnatural for a person to consent to having his status so deflated* If he did not rebel, either inwardly or outwardly, he might be well con sidered abnormal* Outwardly, is the most normal way to compensate for the depression. The tension, is much less and the evil results are minimized considerably. The factors that tend toward selection and elimina tion of pupils from school might well be considered, direct ly or indirectly, factors leading to truancy or juvenile delinquency. The educational opportunity is a major essenti ality in the welfare of all youth. By this method, chiefly, are the concepts of wider and more thoroughly integrated 23 personality configurations established. The main object of education is to train people to live more wholesome and efficient lives together. The lack of adequate democratic leadership in the school systems foster manipulation of the many by the few. The few do most of the thinking while the others are driven along ahead, not a following mass (as would be), thus re sulting in monotony, drudgery and even routine. Thought provoking work is vary often absent and therefore only glum- ness within the schoolroom results, hence the pupil (perhaps unconsciously) feels that social Injustice Is imposed upon him* The consequences is that he becomes a victim of re pression and failure complexes are set up# This leads to revolt# Many a person who is responsible for the guidance and welfare of the youth is under the delusion that be has gained his coveted station in life through the school of "hard knocks." He fails to see that the environment Is rapidly becoming more complex for every new generation* He fails to see that he has succeeded and has set up a success complex or success pattern. His pupils are only part way along battling enumerable unknown odds, which may lead to failure for all they know# More than ever before this is facing them on every side* Truly, more so than ever before, the modern youth Is in the most direful need of protection 24 and tender sympathetic care. The social diatanoes that exist between pupil end teacher# between child and parent, and youth and adult In jg # n e % % a l i B iw a l; Ibe 1 % ) ( % < & c ; c q z q p : L : l a & t & aoolal neameea (Bogardus) one must establish an at-onebnese . spirit with youth# Much of the time indirect suggestion, in accomplish ing desired ends, must be used# This is a democratic method o3P aw)3)i»CMBj3ïi, iBlbicdb Ils S&01P, Ibulb 1:T iBSksttszTjuULLJLsr uuawBd mILjLJL create lasting results, Participation, action, and ways of expending the stored up energy have to be seriously consider ed when handling youth# The socialized recitation is one of the most effective methods now known to educators, but In most parts of our nation it is little used. The reason is that it Is too democratic, l»e* too much patience, tact and skill are required in its admini strati on. It is easier to drive than to lead. To many, it appears that there is too much time wasted (from fact getting); thus forgetting about the vibrant stimuli arousing and provoicing thought. Inter- est must be maintained to create mental alertness, Unless one has the power of imagination instilled into him, he cannot appreciate the worlds in which his fellows live. This trait should be nourished fr<m the very beginning ^f hie existence, thus the parents are largely responaible for the future of their child." i’ e mean by this. 25 the environment in which they place the child. This Is a very broad statement and big demand, but never the less it Is the responsibility that the parents have placed upon them selves. The responsibility has been too often thoughtlessly or ignorantly assumed. Herein, many of society*s problems are found# for the best positions in life we have many rigid qualifications* When one attempts to acquire the same, he finds himself impeded by his supposedly very close friends and even relatives* Society, in general, seems to be out wardly contradicting its wishes# Enthusiasm is apparently one very important qualification for a successful person but let him be enthusiastic and watch the results* Tou will see rebuff coming from all directions. The dilemma is the choice between inferior status and peace or recognized status and conflict* Society seems to ask for one thing and demand another. How is one regarded who has superior capacity and abilities? He is immediately set apart from the rest. There are some theorists (lomboroso, and others) that would have people believe the more advanced, mentally, are verging upon insanity* As a result of this comes isolation* Many of the brilliant adapt themselves profitably or constructively while some fail, thus they turn their keen minds to destruc tive and criminal enterprizes. They appear but to have from 26 two roads to choose: submission or conflict* Those who choose conflict are really to be admired. If it were in time of national strife they may be more than likely eoclaimed heroes end lauded with all the honor human beings could bestow* It seems that the person Is a victim of circum stances in society as it now is* A delinquent is an offender against the laws of organ!zed soclety* The basic fact to an understanding and control of the behavior of the criminal seems to be that the lawbreaker is a person, that is, an individual wlth the wishes common to all human beings and with a conception of hia role in group Ilfe.l Ly E. W. Burgess, "The Study of the Delinquent as a Person," The American Journal of sociology, XXVIII. May, 1923, p* 637* CmPTER V THE PEHSOM The purpose of this chapter la to make elear the eon- eeption of delinquency* A review of the literature on this subject will be necessary* Definitions of a problem child* Many other states formulated their laws after the Illinois law* A portion is quoted below* See "Illinois Revised statutes." Chap* 23, Sec* 169, In which the following definitions are found: For the purpose of this act, the words "dependent child" and "neglected child" shall mean any male child who while under the age of seventeen years or any female child who while under the age of eighteen years, for any reason, la destitute, homeless or abandoned, or dependent Upon the public for support; or has not proper parental care or guardianship; or habitually begs,or receives alms; or is found living in any house of ill-fame or with any vicious or disreputable person; or has a home which by reason of neglect, cruelty or depravity, on the part of its parents, guardian or any other person in whose care It may be, is an unfit place for such a child; and any child who while under the age of ten years is found begging, peddling or selling any articles or sing ing or playing any musical instrument for gain upon the street or giving any public entertainments or accompanies or is used In aid of any person so doing. The words "delinquent child" shall mean any male child who while under the age of seventeen years or any female child who while under the age of eighteen years, violates any law of this State; or is Incorrigible, or knowingly associates with thieves, vicious or Immoral persons; or without just cause end v d . thout that (the) consent of its parents, guardian or custodian absents itself from its home or place of abode, or is growlng up in idleness or crime; or knowingly frequents a house of 111-repute; or knowingly frequents any policy shop or place where any 28 gaming device Is operated; or frequents any saloon or dram shop where Intoxicating liquors are sold; or patronizes or visits any public pool room or bucket shop; or wanders about the streets in the night time without being on any lawful business or lawful occupations; or habitually wanders about any railroad yards or tracks or jUB#8 or attempts to jump onto (any) moving train; or eaters any ear or engine without lawful authority; or uses vile, obscene, vulgar, profane or indecent language in (any) public place or about any school house; or is guilty of Indecent or lascivious conduct; any child committing any of these acts herein mentioned shall be deemed a delinquent child and shall be cared for in the manner hereinafter provided.^ From the California Juvenile Court Law, we have some different provisions pertaining to delinquency. The juvenile court has jurisdiction over all persons under twenty-one years of age coming within the following portions of the juvenile court law: 1, Who is found begging, receiving or gathering alms, or who is found In any street, road or public place for the purpose of so doing, whether actually begging or ' doing so under the pretext of selling or offering for sale any article or articles, or of singing or playing on any musical instrument, or of giving any public entertainment or accompanying or being used in aid of any person so doing; or Zm Who has no parent or guardian, or who has no parent or guardian actually exercising such proper parental control and who is in need of such control; or 3» Who, being a minor, is destitute, or whose father, said person being a minor, does not or cannot provide for said person the necessities of life, and who has no other means, through his mother or otherwise, of obtain ing said necessities* 4* Whose home, said person being a minor, by reason of neglect, cruelty or depravity on the part of his parents or either of them, or on the part of his guardi an, or on the part of the person in who custody or care ^ "Illinois Revised Statutes," Chap. 23, Sec. 129* 29 he may be, Is an unfit place for said person: or 5# Who Is found wandering and either has no home or no settled place of abode or no visible means of sub sistence or no proper guardianship; or 6. Who is a vagrant or who frequents the company of criminals, vagrants or prostitutes, or persons so reput ed; or who is In any house of prostitution or assigna tion; or 7. Who habitually visits, without parent or guardian, any public billiard room or public pool room, or any saloon or any place where spirituous, vinous or malt liquors are sold, bartered, exchanged or given away; or 8. Who habitually uses intoxicating liquors or habit ually smokes cigarettes, or habitually uses opium, cocaine, morphine or other similar drug without the direction of a competent physician; or 9. Who, being a minor, persistently or habitually re fuses to obey the reasonable and proper orders or direc tions of, or who is beyond the control of, his parent, parents, guardian or custodian; or 10$ Who Is an habltual^from school within the meaning of any law of this state; or 11$ Who is leading, or from any cause is in danger of leading, an idle, dissolute, lewd or immoi%l life, or 12. Who is insane, or feeble-minded, or so far mental ly deficient that the parents or guardian are unable to exercise proper parental control over said person, or wikOBO mind is so far deranged or impaired as to endanger the health, person, or property of hlrnself or others. 15$ Who violates any law of this state or any ordi nance of any town, city, county, or city and county of this state defining crime. 14$ Who shall be declared free from custody end control of his parents, as more fully defined in section fifteen of this act.^ 2 The Juvenile Court Law, Department of Social Wel fare, Sacramento, 1929, Section I, cited by Pauline V. Young, Principles and Methods of Probation. University of southern California, Los Angeles, 1955$ 30 The Californie law de termines contributing to the dellaquehoy of minors, es follows: Any person who shall ooimlt any act or omit the per formance of any duty# which act or omission causes or tends to cause or encourage any person under the age of twenty-one years to come within the provisions of any of the subdivisions one to thirteen inclusive of section one of this act# or which act or omission contributes there to# or any pe%#on who shall# by act or omission, or by threats# or commands# or persuasion# induce or endeavor to induce any such person# under the age of twenty-one ysmrs# to do or to perform any act or to follow any course of conduct# or to so live as would cause or mani festly tend to cause any such person to become or to remain a person coming within the provisions of any sub division one to thirteen of this act shall be guilty of a misdemeanor* The si#erior court# sitting as a juvenile court# shall have original jurisdiction over all auch misdmieanors# As a condition for any probation of said parties# the court may require a bond in such sum as it may designate*^ In The Young Delinquent. Cyril Burt writes: • A child is to be regarded as technically e delinquent when his anti-social tendencies appear bo grave that he 'becomes, or ought to become# the subject of official action. . * . • There is# however# no sharp line of cleavage by which the delinquent may be marked off from the non-dellnquent. Between them m deep gulf exists to ,separate the sinner from the saint# the white sheep from the black* It is all a problem of degree# of a brighter or darker gray. * * * * The line of démarcation is thus an arbitrary line# not a natural line; and delinquency ils at the bottom# a social rather than a psychological concept.^ Hot only criminality# but all social problems# indeed the entire area of group behavior and social life# is The Juvenile Court law, op* clt*# Section 21. * . # * Laws Relating Department of Social Welfare. In eluding th©"' Tuvenile Court Law# Department of social Welfare^ Sacramento # 1929, %/'Cyril Burt, The Young Delinquent (Hew York; Appleton Century Company# 1925}# pp* 14-15. 31 being subjected to sociological description and analysis. The person is conceived in his inter-relations with the social organization, with the family# the neighborhood# the community# and society. Explanations of his behavior are found in terms of human wishes and social attitudes, mobility and unrest, intimacy and status, social contacts and social Interaction, conflict, accommodation and assimilation.® Mo matter how much these definitions differ all agree that the individual is maladjusted and is in conflict with the environment in which he lives* To make a true and complete study of the problem of delinquency we must use the research method In order to get at the fundamental causes. It is therefore necessary for us to go to the literature already written to help in our task of finding the basic causal factors leading toward the social problems* The person, as previously defined, is the individual with status* Personality may then be regarded as the sum and co-ordination of those traits which determine the role and the status of the Individual in the social group. Certain traits of the individual— as his phy sique, mentality, and temperament— definitely affect his social standing. Primarily, however, his position in the group will be determined by personal relations such as his group participation, his character, his personal be havior pattern, and hie social type* . • . *6 Park and Burgess state, "We are socially nothing with- (5 ^'Bobert E* Park and Ernest W. Burgess, Introduction to the Science Sociology (University of Chicago Press, 1921), cited in E* fu Burgess, "The Study of the Delinquent Person," The American Journal of Sociology. XXVIII (May, 1923), p. 679. 9 E. W. Burgess, "The Study of the Delinquent as a Person," The American Journal of Sociology, XXVIII (May, 1923), p. 665. 32 out status* It is better to have a negative status than to have none at all for negative statua means that somebody notices you* Behavior patterns are not biologically transmitted as temperament seems to be# Hor are they derived by Imitation of others as is the social type or the philosophy of life of the person* The personal reaction of the individual to his social world is the resultant of the play of social forces in infancy and early childhood* The prototype that the youth selects is the personas realization of his ardent wishes* — -— — So far there has been Inadequate understanding and very little investigation of crime and delinquency from the personality point of view* Hot punishment but responsibility and understanding develops power which leads to higher expression and achley^ ment.------------------------------------------------- ---- In the study of personality the sociologists do not / claim to have all the knowledge and skills that are required to solve the problem but must seek the coopera tion of the psychologist, psychiatrist, psychoanalyst, physician, educator, religious teacher, social worker and any others who have the opportunity of acquiring a keen in sight into processes of human behaviorism. B* E# Park and 1. W* Burgess, Introduction to the Science of Sociology (University of Chicago Press, 1921X7" p. 55* 33 study of individual behavior falls into the fields of paycfeology and. psyohiatry whlle^the study of the person, an individual with status, comes primarily into the field of sociology— soeial inter action with his fellows* Some of the observations in the past were made by Lombroso, Tarde# and Ferri# lombroso^s theory relied entire ly upon hereditary factors* Tarde took just the opposite point of view and said that the environment was all important. Ferrl avoided both extremes and said that behavior was a result of many causes : individual or anthropological, physi cal or natural, and social* william Healey, a physician, psychologist and psychia trist, found that there were too many facts for the theories formulated so he set out collecting all the available facts for each case brought to his attention* He emphasized the intensive study of each and his conclusion was that a thorough analysis of each case was the only solution* "The dynamic center of the whole problem of delinquency and crime will ever be the Individual offender. That which is of the most value to us is the concep tion that the individual is the product of conditions and forces which have been forming from the time of unicellular life* The case work technique Is an Invaluable method of William Healey, The Individual Delinquent (Boston: Little, Brown and Company, 1925T7**P* 15* 34 gaining Insight into one^s personality* In studying the person we can say without hesitancy that status largely controls the personas behavior* Status I means position In society# Every person consciously or un- ^ consciously has a desire to be rated# in his social group# j \ as high up the ladder of social approval as possible# He wishes to maintain a desirable standing within this group end he will do everything within his power, right or wrong, and with little deliberation on the consequences. The older youth becomes restless due to his maturation. At this time he has reached the last stage of maturity name ly# that of the emotion# He wants to be independent now that he is fully developed. One of the strongest wishes is for reoo#iltion and in order to attain this satisfaction he must have money so he may buy that which he is expected to provide# It is much easier for one to maintain status with a reasonable amount of spending money than with none# Every one is inferior in some traits* Unless he is able to conceal these from his fellows successfully# he will undoubtedly acquire an inferiority complex in some degree. This lowering of status makes him rebel against such conflicting factors* Money is an easy means of hiding the deficiencies. The wish for new experience is also very apparent among healthy robust youth as seen from the statistics collected by the Federal Transient Bureau In Los Angeles* 35 "Most of the boys that were attracted to Southern California# particularly to Los Angeles and Hollywood, came to satisfy their spirits of adventure and eurloslty*"^ The wrong behavior tendencies will show that one or more of the person’s wishes, i.e. new experience, recognition, response and security, have been suppressed. It is obvious that to solve the difficulty one must find out which wish or wishes are subdued and work for readjustment. Since a young person is more or less unstable and un- oriented, he is apt to do unsocial acts. Sex is a very im portant factor and must be seriously taken Into consideration* Data regarding the emotional make-up of the person must be known. The lack of emotional control Is obviously the funda mental factor in many anti-scolal and criminal acts. Some emotional perversities originate in the schools. Formalism and disorganization are closely related, by this we mean that rigidity tends toward dlslntlgration. The getting away from a strict-subject school is the greatest step forward that education has taken# Bducation is a socializing process* It is best to make school like life Itself rather than build for society to come. Most psychoses develop from childhood and adolescent situations. Some humiliating episode which results in the (3 Uaorge E. Outland, "Sources of Transient Boys,7 Sociology and Social Research (May-June, 1935), p. 4E9. 36 loss of physical self-confidence and the respect of others* Sarcasm is too often resorted to by adults. A child should never be ruthlessly deflated. The sudden loss of status or the collapse of one’s social world is perhaps the greatest catastrophe that could happen to a person with perhaps the exclusion of death in some instances. Perverted behaviorism may be more easily counteracted by the person taking a spirit of optimism and by disregarding painful emotional conditions. Religion has for a long time tended to infuse that spirit and to provide those emotions that are conducive towards good health. Many use the power of suggestion, which to some extent fills the gap created by loss of religious faith. |^Th©_Iibido, life’s energy, may be displayed psychically, physically, socially or spiritually. ( There may arise some criticism for stressing person ality so extensively but at the same time one must be aware of the fact that the delinquent Is primarily a person, and to understand the delinquent the person must first be known. This is a study of individual differences. In those who find it difficult to adjust readily to the demands of society, we have these differences somewhat Isolated. "Childhood is the period in which we form our personal ity. The observation of children in this formative period yields us a natural experimental laboratory."^® _ : _______ ^^^John B. Morgan, The Psychology gf^Abnormal (Hew York; Longmans, Green and Company, CHAPTm VI THE 80CI0L0GIGAI, CASE STUDY APPROACH TO A MmmER OF TRUANT CEIlDRm The object of this chapter is to present several ease histories of truant children* By this method the study of problem will be more concrete, interesting and enlightening. It is less difficult to determine the deep-seated, underlying causal factors of the behavior problems that have arisen, e^eolally, if the investigator has been trained in social case work procedure* This procedure is an ingenious method of making theory paractlcal. These are representative oases taken from one hundred and sixty juvenile dellnguenoy cases that were picked-up at random from Dr* Brie Fiske Young’s collection of the past four years* DOcmmn« 2 9 The following case of a Negro boy, Is one that clearly illustrates the point given in the comments at the end of the history. Truancy was committed as an energy outlet often: THE CASE OP LEWIS miTHERMAN "My parents were born and educated in Texas. They both taught in the state for a short time and finally my father, after taking correspondence courses in law, passed 38 the Texas bar examinations. I was the fifth child in the family, the only hoy and the youngest child. My family worshipped me from the start and I became supreme ruler of the household. .... I can remember that m early as four years of age I would take all the toys of my playmates from them and stand in the middle of the floor holding them in my arms and screaming wildly if any attempt was made to take them from me# .My parents and slaters rather encouraged my selfishness by laughing at me or calling me selfish— always petting me of course. .... I was sung to sleep every night by my mother with many lullabies# Stories were told to me and rhymes taught. .... This practice was kept up until I was eight years of age. My delinquencies started at a very early age* about five years old. One Incident stands out In my mind clearly; it centers about a desire for a baseball glove# One of my playmates had a very nice baseball glove.which cost one dollar and twenty-five cents* I asked my father to buy me a glove like Tim’s# He merely laughed and said that I could get a twenty-five cent glove, but such an expensive one was out of the question# This attitude of his hurt my pride and I was determined to get the glove of my fancy* My mother sent her clothes to be washed weekly, and the cost of the laundry amounted to one dollar and twenty-five cents irre - 59 spectiT© of the size of the bundle# On Saturday evening I was given the price of the laundry and sent in my express wagon . . ♦ # to bring the clothes back homo#' The money was placed in my trouser’s pocket, a paper dollar and a quarter* Hero was the price of my baseball glove# When I got out of sight of my mother I cut a hole in the pocket of my trousers* • * * • I confessed that I had lost the laundry money, • * * She searched my trouser pockets and found the hole* ’No wonder the money was lost, there is a big hole in your pocket,’ she remarked* She then tied up a dollar and a quarter in a handkerchief and gave it to me* This time the laundry was brought back* My father always carried around a large roll of money with him* At night when he came home he would carelessly throw it on the dresser while he went to eat, dress, etc. I was in the room when he came home on this particular occasion and after he had placed the money in its usual place and stepped out, I stole a dollar and went to my room* * . * * I intended to show my friends that I could have a two and a quarter glove# later in the day when my gang had assembled for the usual game of hall I took them down to the store with me and purchased my two dollars and twenty-five cent glove* How all the fellows envied meI Each one wanted to catch with my glove* 40 I was considered very mischievous and unruly at school, annoying tooth teachers and pupils# I threatened to fight the teacher and cursed her on several occasions* finally when I was in the fourth grade I had to toe taken from the public schools and placed in a private church hoarding- school* I was absent from school very often, maintaining that I was sick and my parents toellaved the lies which I told, I also stayed away from the boarding-school on several occasions under the pretext of spending the night with an aunt in the city* In spit© of my extreme selfishness, at times I was very generous * I was reprimanded on many occasions for giving away my toys. If I were kindly disposed 1 would give away my most expensive things, although when I became angry I took them back* I was always disobedient as it seems that it was my desire to do just the opposite thing that my parents asked me to do. * . . # I was sometimes wild and boisterous; at others was silent and generally repressed confiding in no one, . . . # I had every kind of a pet imaglnatole, goats, chickens, birds, cats, dogs, a shetland pony, a donkey, and even a skunk whose musk organism had been removed* My greatest sport was to tease the animals end make them fight each other* My father often commented on the fact that I would stare for long periods of time into space'and seemingly 41 forget in a minute what was told me# I was often told that I was nervous* I began school when I was five years old, hut I did not like the kindergarten* As my mother thought that I had plenty of time to go to school I was permitted to stop after two weeks attendance# The next year at the age of six I was sent to enter the first grade* I was promoted each year but my behavior was deemed unbearable by my teachers* I would spill ink, destroy anything that came into my hands, pinch and teas© children, write notes, sleep and create any kind of excitement just to be noticed. Sometimes I left school at recess disappearing for the rest of the day and sometimes would remain away altogether* I was reported by the school authorities to be very brilliant but was restless and unable to concentrate on any thing for more than ten minutes at a time. . * * * Finally because of my bad influence and unruliness I was expelled. My disposition on the whole was considered as cheer ful; that is I sang, whistled and danced, and helped to do many of the household chores* I got along well with my family. . . . . I am restless and talkative in my sleep, so X am told, as I was then. Attempts to control me were undertaken at the time I stole the laundry money by various methods. I was given a small weekly allowance and everything I asked for was bought 42 for me Inorder to lessen the temptation to steal. I was given rewards for doing well in school and when these failed to have any effect upon me I was reasoned with, scolded, deprived of pleasure, sent to bed, and finally severely whipped* Nothing, however, was effective. .... Throu^out my childhood I was very healthy, suffering only mildly with childhood diseases* . . * I was taught sex affairs at an early age by larger companions. . . . . We never approached girls at all. . * . As I mentioned before I was expelled from the public school at the end of my fourth year and sent to a church school# This school was very distasteful to me because of the mechanical routine and rigid discipline# I did not like the meals or the teachers* I became very nervous and rest less* .... One night with two other companions many years my seniors I slipped out of the building. We took only a few articles of clothing but as many watches as we had been able to accumulate# We walked off the campus and spent our first night in a freight box car# , . * . I came home after two days weary and hungry. My parents were glad to see me. They attempted to put me back In the public schools but the principal who had expelled me emphatically refused. My father went to another district and the principal who was a friend of the family consented to take me in his school, 45 but said that on my first bad offense, I would be sent to a reform school to remain until I became of age. This man took a great interest in me and did more to shape my life than any other individual I know. I was given music lessons in school; I was chairman of the good citizenship committee and a member of the safety committee. As he had entrusted me with so many responaibi11ties, I was determined to prove that I was worth his consideration. Everyone■ noticed the change in me; I even attended Sunday-school. I remained the good Lewis until I was in the eleventh grade. Then the old traits reappeared. The restrictions and close supervision which had been profitable and necessary at first caused me to become rest less and more freedom more companions end greater opportuni ties should have been provided. My chief offense during this time was stealing. I stole several musical instruments from the school orchestra and attempted to sell them. . . . . When I attempted to leave the building with the third instru ment I was stopped in the door by a plain clothes detective, the principal and. my father. My guilt was confessed, and I was immediately taken to the Juvenile court* .... The judge was very kiadhearted, and after getting all of the available information on me gave my father the proposition that 1 would either have to go to a reform school and stay three years, or leave the state for 44 two years# My father chose the latter course, and In two weeks my mother and I were on our way to Tuskege© Institute in Alabama, where I was to complete my high school education. Tuskegee offered many interesting and new things to me. Although I detested the routine, the religious activities and the food, I found much that was novel. .... Coming in contact with so many energetic and studious boys of my own age, I decided to utilize my time to an advantage. I was placed on the football team, played in the high school orchestra and sang in the Institute’s Jubilee quartet. This is the first time that I had to sing and felt proud of my ability. I participated in all forms of student activities as, literary clubs, debating societies, end oratorical contests and was generally accepted as a leader. My activities continued for two years; then I finished high school and returned-home. I had been greatly stimulated and influenced by my Southern companions and had decided definitely to study law. .... One month before school opened my old friends had to plan a wholesale cigar factory. They met me and gave me the details and steadily maintained that there was no way to be caught......... I agreed to drive the truck, but just as we got the goods on, the vice-squad apprehended us* I was given three years. Heedless to say, I am willing to give up my former 45 traits, oompanîon® and ideals. At twenty-one I see many rash and foolish things that I could have avoided# # # * # In my early life I was allowed to have my own way and consequently formed habits which were hard for me to break# However, my parents tried later to place severe restrictions which I did not feel significant and refused to obey. . * . * We have never had any serious economic diffi culties as all of my sister bold very good positions, two of them teachers, one a stenographer, and the other a pharmacist. All contribute a certain portion of their salary to the home# My mother was considered a very splendid woman, cheer ful and popular. She was active in Women’s Clubs until my last offense which embarrassed her so much until she gave up all public social contacts. My father, however, continued hia usual habits apparently forgetting that I had disgraced the family. Outwardly my sisters appeared to forget me also, though I received very encouraging letters from them, # , . # Both families (grandparents) were very religious although my paternal grandfather drank heavily# There are no instances of insanity in either family and as far as I know no court records." It takes an untold amount of patience, sympathetic understanding, knowledge, careful planning and supervision to bring on© from a doiiaquent life to a life of good citizenry* The effort required depends upon the individual case* Lewis*s first Important advancement toward a success ful life was when he was put into the school whose principal was a friend of the family* At this time he was in the fifth grade# This was his first real association with one who understood human behavior* Immediately Lewis's confi dence was gained and a sympathetic understanding was shown him. From then until the twenty-first birthday we find many advancements and retardations# We still find him too weak to be left alone, at the end of his high school career* At this age the "older boy" is a "dare devel*" He thinks little of danger and its ultimate result* New experience is the most important wish to be considered at this stage of maturation* Throughout this whole history we see a struggle toward the fulfilment of the four wishes that Thomas claims to be fundamental in the control of human behavior* The The wish for security is not as strong as the others because he gets almost everything for which he asks# Lewis's home environment provides for him adequately, this wish* The wish for response may be easily recognized in the instance where he got his greatest sport out of teasing the animals end making them fight each other. The wish for recognition 49 is apparent in the episode where he stole money to buy a better baseball glove than any of the gang had. Many other Instances for each wish or desire may be cited from this case history but the ones given are representative. Personal behavior problème like egocentrism, eccentricity, instability, secretlveness, take form and become set in the social interactions of the primary group* The personal reaction of the individual to his social world is the resultant of the play of social forces in infancy and early childhood. Mental conflict may find expression in truancy from home and school, various types of stealing, display of temper, stubbwness, selfishness, fabrication, deceit, disrespect, inconsideration for the rights and property of others, etc, A considerable number of "spoiled" children resemble the post-encephalitic. Apparently there are constitutions with a chemically determined basis of excitability. Borne contrediotory characteristics of the post-encephalitlc are: sociability and beertlessness, courage and cowardice, fidelity and treachery. According to the findings of anthropology, psychology, psychiatry and sociology the home is coming in for criticism as the place where the child is spoiled. Social influences go a long way in regulating constitutional factors, therefore we must use caution In the 48 recognition of heredity* Conflicting situations in the home such as; undue dependence on parents, habits of domination or helplessness, inoonsiatent dicipiine, the lack of sympathetic understanding of human; behavior* anxiety* etc*, often result in perplexities among the members of the household* A child of nervous disposition may make any particular experience the cause of a behavior trend, especially if parental attitudes are inclined to foster bad habit formation* This analysis fbllows the behavior sequence of the boy from the beginning to the end of the case history* It illustrates how complex a personality is* Much more could be said* but other oases will be used to make further person ality characteristics more specific* DOCUMENT 41 This case shows how a fight for status was conducted by an extremely tempermental self-respecting boy* He has a relatively low abstract reasoning ability and* in addition, a tremendous energy supply: THE CASE OF JOHN DAY "John Day, at the time he came to my attention, was a freshman student in a large city high school* . * . . It may be well to state that John was never accused of any serious delinquencies outside the school situation. 49 However, he was a terrific problem to all those teachers In whose classes he was* ***..■ In school he was sent to the principal quite regularly, and was expelled from school twice* John had a most attractive personality and appearance# He was a little old for his grade, being fifteen at the time he entered high school# He was distinguished by a very fine physique, unusual for a boy of his age* His countenance was frank, open and friendly. Any psychologist would select him at a glance as an outstanding example of the extravert type. John was primarily interested in athletics, and possessing some skill, fancied that he was a superman# In the matter of intelligence, John would rank as average, or a trifle below average* It was difficult, if not impossible for him to grasp abstract ideas presented in connection with hia school work# His I.q# was around ninety, and an objective system of grading used by the teacher verified this finding, as John usually came about twenty- three or twenty-four in a class of twenty-five# He had difficulty in using the Intelligence he possessed, for being of an extremely nervous temperament it was difficult for him to focus his attention long enough to complete any lesson. . . # . So far as was observed there was no outstanding conflict in the home situation, both parents seeming to be rather proud of their only son. . . . * so John was a queer mixture. In the classroom he was able in five minutes to cause more disruption and uproar than any other twelve students that have com© to my attention# Things might he progressing well until John had one of his spells. He would begin by turning around and simply looking at another student or students# Ela facial contortions, and bodily ones as well, would soon draw attention, and in a minute or two the entire class was watching him to see what would develop# If the teacher did not step in, the situation would become worse, and if he did the situation would also become worse* . , * • Mow there was apparently no way of avoiding an argument with him * . # * if the teacher tried to talk with John the latter staunchly, vigorously and pic turesquely defended himself, and soon the class was laughing and joining in# Her© It may be said that a teacher's frown or displeasure meant nothing to this lad; he thrived upon them. The school situation provided a background and an audience that allowed John to display his tremendous ego# # . . . I believe that the boy honestly wanted to do the right thing, but that his temperament simply wouldn't permit it# If any lad ever had the jitters and the jimmies he had* He was unable to sit still for more than a minute or two, and was filled with tremendous energy, seemingly never tiring of any sort of athletics he could enter, and always desiring to be on the go. » * -9 61 , Outside the class John seemed to like the teacher and the latter liked the boy#" In the outside situa tions John was always the soul of courtesy, friendliness and consideration# There was not a more polite or considerate boy in the school than John was outside class hours* He was never accused of any delinquencies outside the school situation* . * * # John took pride in the clean life he led* * * * * The only outside trouble that John had, centered around truancy and Hallowe'en pranks, and because of these acts the police kept an eye on him* Everyone in the section of the city where John lived knew him, and liked him. He was the greatest mixer I have ever seen* * * * * John was the target of a good deal of criticism by other students* They united in saying that he was conceited and full of wind# His boasting about his athletic prowess in particular got him into disfavor with his contemporaries. He nursed every small Injury incurred in athletics to the utmost, displaying it before the girls, etc# This practice also brought down on his head a storm of ridicule from his fellow students* In spite of these things they seemed to enjoy him, and at heart thought of him with a friendly feel ing* 52 Truancy was the result of the lack of ability to do the required school work. Many of John's actions are truly Justifiable for his age and experience# In order to maintain a suitable place in hi© social world, he must use some means other than by mere abstract intellectual achievement# John ha© much © tored up energy that must be released * Hi© sense of self-respect demands that he be noticed* John feels that if he cannot be famous he will be infamous* Outside of school he gets all the attention he craves, thus causing no trouble* John's low abstract mental learning facilities makeb it difficult for him to acquire this desired recognition in class. His social Intellectual age is apparent ly above average* - This is detected from the fact that even though John does, knowingly, many undesirable acts at school, that are not approved of by his fellow class mates and con temporaries, "In spite of these things, they seem to enjoy him, and at heart thought of him with friendly feelings." DOCmŒNT 57 The following case is one of uncongeniality in the home due to: cultural differences, tempeimental and person ality abnormalities and general emotional instability. As time progresses, the home becomes a degenerate one* Truancy results because the boy has lost his status. In the home and in the community* He is "unwanted" by his parents and ade- 55 quate provislona were not made for his needs: . THE MARION MILLER CASE "A survey shows that Marlon, age fifteen years and one month, was "born of colored American parents at Sedalia, Texas* He has always been phyaloalXy strong and very much over weight for his age. Hi© mental eondltion is normal# • * , . Later his delinquencies which consisted of stealing, truancy, wandering, sex habit, began to be excessive while attending the B« School* The teacher says, 'Marlon is a good boy but has poor self-control, that is he is easily led.' Has repeated the eighth grade. Boy's own story: "Ever since I can remember my life has been unhappy. My father has violent fits of anger and at such times he is cruel and abusive to Mother and me* We have never had a home like other people* The boys often laugh at me because I never have a lunch or wear clothes that fit me. I am so large for my age that I have to wear men's sizes, and my parents often make me squeeze into my old suit ho matter how ridiculous I look* I always went to school regularly before Î came to Los Angeles and never thought of stealing althou#i I don't see now why I didn't, because we have never been respected, and I have never had 64 proper food and clothes* My dellaqueneiea began about two years after we moved to Los Ange lea# My mother began having some kind of despondent spells and at this time I began to stay away from home and school# It. made me feel badly when she had these spells and she often remarked that she would be ashamed for any of her old friends to visit her. Sometime® she would cry far into the night# Father would get up and swear at her and tell her that she was going crazy* Hot long after this I began staying away from home regularly. It was at this time I met a fellow, George, but the gang called him ♦String Beans' because of his lanky appearance# He is eighteen years old, but does not attend school nor any of his gang# He told me how he used to suffer from want of food and clothing until he began stealing, and 'How,* he added, ’I have everything I want# Of course I work a little#' He also told me many vulgar stories about girls which set up a train of ideas and induced an unrest and temptation which lay training was unable to cope. My father did not discus® sex matters with me, and mother only told me to be a good boy. # . # # I began to steal from nei^bors and the grocery stores. My mother's mental condition is alarming a© a result of the cruel treatment of my father. The first time father found out I stole he beat me severely* Mother was hysterical and said that she wished that I had never been born. Father also threatened to kill me if I told anyone 56 about the beating he gave me# I did not aay anything to him, but I have made up my mind to fight back If he ever attempts to beat me again* Soon after thia I began staying away from home almost entirely, and Î began to steal more than ever* Finally 'String Beans' and I began to viait prostitutes# I could have been easily taken for eighteen beoauee of my over developed condition# At times now I seem to be entirely void of principle# I have no one to talk to but the gang# Ho one ever visits my family but some of my father's tough friends who play cards far into the night# Mother is despondent all the time now# I can never get any decmit work because J have no one to protect or recommend me, and yet sometimes I wonder how I came to enter into this social lapse# Two weeks ago I was taken to Juvenile Court for stealing fogty^&^lverdoiiars from the pocket of a strange man# I fought but found that he was much too strong for me to get away# The Justice talked to me in a friendly manner, and I was finally placed on probation for one year, providing I report every day of my whereabouts and what I had been doing each day# The authorities are planning to have my mother placed in the psychopathic ward as her mental condition is becoming worse* Father only works part time now# He doesn't seem much disturbed over mother's condition and says it ia the best place for her# I wish l could get work and be respectable, but I have no friends and my reputation as a thief is 56 generally known in the neighborhood, I see the gang only oecaslonally now, but I always feel better after talking with George even though I know he is a thief because he is so sympathetic with me. But I know if I continue with that gang I will continue to steal* The Justice told my mother she was selfish and that she could have given more time to my train ing rather than thinking of her own loss of status continual ly* I liked the Judge's talk better than any one else but George, and I do wish to change my bad habits* I think my mother could have helped me greatly if she were not so completely dominated by my father*" Marion is a poor lonely, thwarted, dejected victim of society, groping in an unwise, immature way toward a happy successful life. As we read his life's story, it appears that fate Is against him and his chances are few# In this instance, truancy was used as an escape from: unhappiness and misery In the home; and the lack of status at school* The delinquencies of steallag, bad sex habits and truancy were used as compensatory means* Marion was not ready to give up, as the mother did* Re was too much alive* Of the three roads that seemed to be open to him, fighting, accommodation and resignation, he chose the fighting road* It was the most natural and expected for one of his age and 57 opportunity, Marlon was aware of his delinquencies and their dangers. He wanted to do what was right,, but he lacked the proper adult counsel and guidance which should be the heritage of every civilized person. It seems that society was at fault in this ease more than the child, "He was more sinned against than sinning," Due to his lack of training Marion became a follower type, thus, easily lead by the more informed. It was the result of this that his most serious delinquencies were formed, Marlon fell an easy prey to all who wished to manipulate the lives of others. It was only in these bad companions that Marion was able to get the desired response and recognition that he was so devoid. It was only here in this gang that he could relieve his mind of inner conflicts. To the gang he could confide hia innermost troubles and receive response, Ee craved attention that he never got at home unless discourteously. The mother was too upset over her own losses to be bothered about the troubles of Marion, Bhe showed her selfish inconsiderateness when she said that she wished he had never been born. When a father will threat to kill a child. It is not hard to see the amount, of affection and love life associated. Thus a family so disorganized and degenerated results in the obliteration of the home upon which our civilization rests. At school Marion's social world was crashed, one of 58 the worst things that can happen to a person♦ Through no fault of his, Marion was laughed at and made an object of ridicule by his fellow school mates. Again, to compensate for this loss of status, Marion played truant and committed other delinquent acta. They Increased in degrees of severity as the pressure was brought stronger to bare on him by the primary causal factors. It seams Marion was doomed to be a victim of circum stances over which he had no power. The only thing he could do to keep his balance was to continue as he was, with the hope that some time someone would come along and show him the right way out. We can verify this last statement by his own comment where he said; "I liked the Judge's talk better than any one else but George, and I do wish to change my bad habits." Parents cannot afford to lose their perspective of life* The mothers must realize that through the complexities of scepticism, cynicism, and materialism they must lead the way. They must help the fathers to see that no child's life is complete unless mother and father share jointly the burdens of the family cares and the anxieties and difflcul- ties that go with the raising of a modem family. In the above Instance the father and mother had too little in common to make a success of married life. Their personali ties were too different and their interests were too varied. 59 DOGUMmr 95 Here Is a record of a mother^son complex * The hysterical, widowed mother lavishes all her love life oa the "only child," at home* The story shows how a child under such circumstances may react to such over-indulged, parental control and super vision# THE RECORD OF MIKE SMITH f t Mike is a freshman In college and intends to enter the school of dentistry next year# . . * * There Is a barrier between him and his mother which makes for many conflicts and a great loss of energy and emotion. He has at times stolen small sums of money from his mother, and continually lies to her, and at one time has run away from home leaving his mother in a hysterical state of mind for several days. The mother and son live in some of the better resi dential districts of south-west Los Angeles in a beautifully furnished home with a large lawn and backyard where the boy has been forced to play by himself, or with a hand-picked group of friends his mother has chosen for him. Five years ago his father, who was then a well known dentist, died of heart trouble. As a result of his death, the mother has 50 over done the process of being both 'Father and Mother' as is most generally the case in which one of the parents die while the youngster is being raised to maturity. Mike has never been allowed to leave his own yard, and even as late as his Junior year in high school be has been made to wear the most ridiculous clothes in school, at home, and at Sunday school and church, as well as at the few social engagements he has been permitted to participate in# Then too, his name has been a continual bug-bear to him, as his full name is Urstel Christopher Smith. The kids have nicknamed him 'Oyster,* and they are always kidding him about his lack of freedom and the way hia mother keeps him tied to her apron strings* When his mother would go visit ing or when a neighbor would happen to drop in the home# she would always trot out Mike and have him recite a poem or tell a dull Joke. .... All of these things irritated Kike beyond reason, yet in spite of them he has carried his burden probably as well as could be expected. She has one married daughter who is living in the other half of their built-over mansion, who is married to an Olympic Athlete whom the boy worships as his ideal. . . # ♦ Mike has an aunt on his mother's side who ia always trying to butt into Mike's affairs, and this is another source of annoyance to him. 61 Mike is six feet tall, an attractive and good looking young boy. His physical traits are all above normal.except for a slightly weak heart (mother has never permitted him to be come ' a regular fellow because of fear of straining his heart# although this was not the doctor's orders). Mike la the average student, high enough that he was able to enter college after taking a make-up examination* Mike's leadership traits are very sadly stunted by his en vironment, and even after a great deal of encouragement he has failed to show any responses along this line of endeavor. Emotionally he Is high strung because of his environ ment* His habits of punctuality and response are very poor. Mother's story: 'You know Mike is a good boy, but he is not responsi ble* Why the other day I sent him to the store to buy some butter and meat, and be didn't even bring home the right change. He allowed that butcher to cheat him out of eight cents* . * . *' 'May be Mrs, Smith, he could find m job so that he could learn to be more responsible, and know the value of money?' 'Oh no I I could never see him running around the 62 streets like most of the hoys do# I don't see %hy some mothers oen't watch their youngsters more carefully.' Last year before Mike entered college I had another long talk# ’OhI the fellows he has been going around with are pretty decent fellows from all that I know about them. * ♦Yes, but the whole bunch are girl crazy, and I don't want Mike to start going with any girls until after he has finished college# Why, Just the other day I found this bunch of letters that a girl has been writing to him# Why the first thing I know he'll skip out and get married# Well he has promised me he wouldn't write to her any more#' (After that Mika had all his letters sent to his boy friends ; after discussing it with me# I told him I thought he had better take his sister into his confidence# and he did# ) During last Christmas vacation (1933) Mike crawled out of one of the upper story windows and ran away and did not return for three days# The mother was nearly overcome by hysteria and has never been herself since# # # # . As soon as I got home she came running to the house in a hysterical manner and between incoherent sobs she told me the story# ♦Mike went away and got married, and he knows how nervous I am# The doctor says anything like this is liable to kill me, oht can't do aomethlng* Do you know where he has gone! Do you know the girl he ^ee with?' ^ell# the next afternoon Mike oame home end Mrs* Smith received him like the prodigal eon's return# Never- tho-leee ah# made him promise not to go with the girl again, unless she went with him in the car whenever ha took her any place* Just before this escapade he had been stealing email sums of money from his mother's pocketbook (a nickle dr a dime) to play the 'baseball game' across the street, which ia a form of gambling# And for a month he had been taking deposits from his safety fund in the bank to spend on gambling and bets with the fellows* * * * * Two months ago his mother came to me with another tale of woe- 'Mike is going with a girl tïmt used to room and board here, and she's at best six years older than he is; why he's just an infant yet and she's a grown woman# And here are some more letters I have found under his mg# Vihy she's liable to marry him and make him support her for the rest of her life*' • • • * * ■ » ■ # # * * * ' ♦ # * ■ * * # « » • # ■ * » * -. * * ♦ - * * * The last talk I had with Mrs# Smith was about two 64 weeks ago* She Is In utter dispalr and does not know which w ay to turn for help# She has pleaded with the girl and then finally has told the girl what she thought of her# However, Mike slips out as many times as it ia possible to visit the girl, who lives In a nearby city, aided by a few of his high school pals# He has.refused, to help around the house and lies to her at every opportunity» His grades for the last semester were very poor, two flunks and the rest in the 'C' and column." The widowed mother is getting compensation by lavish ing her affection on her only child, at home# She Is over anxious conceding the welfare of her son. Not being educa ted to child-care and human behavior, she is making many grave errors# The boy ia s t a n d i up under the situation as well as can be expected# It is only natural for him to crave company with girls at this age# His gambling helps to satisfy his wish for new experience# He runs away only to get relief from the pressure that his mother has him under constantly# Everything is too formal, no room for self- expression and personality development# Freedom is desired. The mother has been fairly successful in controlling the boy by her hysterical episodes# By this means she works on his feelings# For a time it works, but when it wears off, he 66 Gommlts another act resented by her* Mike has not had the gregarious tendency satisfied sufficiently, and he will do delinquent acts in order to win status and .recognition from lookers-on* Docwmr 66 Inconsistent, faulty discipline and defective family relationships result In various forms of delinquent behavior, truancy included * THE CASE OF CHARLES J*— AGE 16 In part, the ease history of Charles J* is as followst "I. q* 134* School work no effort, always ahead of his grade and graduated from high school (California Junior . Republic, equivalent) at 16* Health and Medigel History* Health normal - no pathological physical history* Slight frame, five feet seven inches tall, weight about 138* Excessive sexual development* Special Abilities or Disabilities* quite musical* Played uke and sang at an early age. Has radio broadcasted. Loves the limelight* Good in all his subjects. School very easy# Unusually fond of all sports, especially football* Can give you full information on every spectacular football player since the history of football, being very specific as 66 to date, college, feat performed, etc# Has contradicted Ms father and others flatly more than once and found to be rightî The Boy's Story; ♦About the first thing I remember was Mother, Randall and I meeting Dad In San Francisco. I didn't know what it was all about then, because I wasn't three years old but I learned later that Mother had left Bad and he had coaxed us to return to him# Anyhow, this man took me up in his arms and kissed me a whole lot end I hugged him good* The next I remember we were living with 'Marna' (this is what he calls his parental grandmother) and Grandad* I loved Grandad right off but there was something about 'Mama' I didn't like* She was all Bad had said she was and more* She was always ■ praising us In front of people and raising hell when we were alone# 'Mama' and Dad had awful arguments and Mother would cry# I was glad when we moved out of there and went to Long Beach to be by ourselves. I started right away being a little devil# I drove Mother and Bad crazy but I didn't ear©* Oh, sometimes Dad would lick me or Mother would but most of the time Dad would just cuss and holler his head off and tell me he’d break me to pieces if I ever did that again, but I soon learned Bad was mostly ’noise#’ I'd steal money from Mother’s purse, or Bad would leave it around where I could get it and I’d beat 67 It to the Pike. I was only five years old when I went down to the Pike one afternoon and the police didn't find me until four in the morning. Mother cried and Bad cried and didn't do a thing to me and they made such a fuss over me 1 had a swell time. I used to steal money out of the milk bottles and mother always blamed it on the neifiber's kids*. I got to where if I didn't like a kid. I'd tell mother I'd bet he was the on© that stole the money* Mother'd always agree with me* Mother was young and pretty and I was proud of her looks but she sure was easy* Ban (his brother, Randall) and I could put anything over on her* She used to play with us a lot tho', and that was swell* We’d sit at the table and I’d say, ’Mother, let's get silly** Bad would start to holler and tell us not to dare to start anything like that but it didn’t do him any good* W© three would start getting silly and pretty soon we’d all be laughing and screaming at the tops of our voices* All but Bad. He’d sit there getting madder and madder* Then he’d give us a damn good cussing end leave the house* We didn’t care* Re was never home much anyway* One night I flipped a knife full of mashed potatoes across the table at Ran and he got it full in the eye* Mother end I laughea ourselves siok but that time Ran was mad I When I was about six Mother left Bad and took me and 68 Ran South* Boy, did I start getting Into things then* I played with niggers and what I didn't know wasn't worth learning* By nine years I was shooting eraps, going.over to the fraternity houses and monkeying around with the fellows* If I wanted money I'd put my cap on the sidewalk and dance and sing* They'd throw in lots of money* I began to like the girls, too. When I was ten there was one girl I liked so well I used to plan on kidnapping her* I was only thirteen when 1 got in with my first woman* She was older than my mother but Î didn't care. Mother would try to make me mind and she'd tell Uncle Howard (her brother) on me, but I didn't care* I did as I pleased anyway* Mother was so busy with beaus, most of the time, she didn't pay much attention to me anyway* %"hen she did get after me she'd always say she didn't see why I had to be so bad, when Ran was so good* Ha.never gave her any trouble* ^%ell, all he cared about was books and reading# I used to think he was a .'sissy' In those days but I don't now* He's awful smart. One night Mother told me if I didn't get in by mid- night, she'd lock me out* I got in at three in the morning end when she wouldn't answer the bell, I put my fist thru the glass and broke my way in* It was raining and 1 wasn't going to stay out In it# That made Mother mad and she horsewhipped me and I was nearly fourteen. That made me 69 * I could have hurt her but she is so tiny, I couldn't bare to# î ran away and had a swell time for four days# I stayed with a nigger kid In a box car two nights and the other two the frat fellows let me sleep on the floor# I fixed up a swell story about Mother going away for a few days and leaving me with an Uncle who hated me and beat me* They liked me anyway 'cause I played the ukulele and aang dirty songs. They taught me a bunch more. I finally went home tho’ ’cause I know Mother would be crying. When she saw me she cried and cried and had one of her queer spells and I promised I%d be good# But I’m funny# I want to be good and I mean it, but I just can’t# The only way I can have a good time is to do as I please and when I please and If the other people don’t like it, it’s Just too bad, ’cause I’m going to do it anyway* Finally things got to where Mother couldn’t stand me any longer end she sent me to Dad# That was swell# I like anything that’s a change# Dad was married again and I liked his wife# She was dark-eyed and pretty# Looked like that first woman I told you about# She didn’t like me hanging around her wanting to kiss her all the time# I used to sneak out my windows nights and get in around two# I was rooming with my step-mother’s nephew. He was a swell guy and didn’t squeal on me, but my step-mother didn’t sleep well and she caught me several times. I started having hysterical fits at the table Just 70 to Bee what they’d do, and Dad threatened to kill me hut I didn’t care* I’d heard that before* I didn’t have to take any money ’oause Dad gave me plenty# My step-mother had a daughter a little older than me# I tried to get in bed with her one night and she slapped me down. I always liked her tho’# I had better auooeas than that with moat ’women,’ (He was about fifteen when he told this.} My Dad got awful sore at me one nl#it and grabbed me by the hair# I told him to go to hell and he let go and walked away* He’s not a little shrimp and I’m not afraid of him* I’m sorry for him now, because he hasn’t any money, no job and has heart trouble* 1 was shoved around a lot after I joined Dad* Ho sent me to ’Moms’ (grondzm#er) and I only lasted a short while ’till I had her down, then Uncle Pop took mo and after I threatened to knock him flat he sent me back to Eîoma and from there Dad put me into boarding houses* That was swell because I didn’t have anyone watching me there and I sure got into trouble * Got into the hands of both the juvenile and federal authorities, but when the ’feds’ found me I was In the.Republic (California Junior Republic, Chino, Calif ornia), and making good, so they let me stay there* That sure scared me, tho’. I’ll admit# I was willing to help ’cause I wanted the fun* I threatened to commit suicide a whole lot, but that is only to see if they’ll lay off fuss- 71 lag OT let me have mj own way* I don’t teow what is the matter with me. Born had* I guess* and I oan’t help that. That’s Dad ’a and Mother’s fault* Wh©a I grow up I’m going to gamble# I bet I oan make my living end have all the money I want* I’ve always been lucky that way* and It’s the easiest way to get by that I know. ’ ” Pent up emotions in a highly dynamic intellectual person finds expression in truancy. The lack of temper- mental control on the part of father encouraged instability in Charles* The boy’s desire for response* attention* love and affection was not satisfied; he thus had to go outside of home to have these wishes fulfilled* The feeling "not being wanted" resulted in great emotional conflict and rather than yield* he fought* This is shown where he would spill his coffee in order to get response and then when rep- primanded* would say he would kill himself* etc* Hysterical episodes were another means of getting response that he craved. His highly sexual nature may be one of the reasons for his great desire for attention. His superior mental power may be another cause for his instability and lack of patience with the daily routine of life. 72 Docmmr 4 2 This case presents enumerable problems that arise In a broken# poverty^strleken borne# Also result of a social world that has been badly upset# the boy has disguised himself* Hot until the nervous tension bad been ba^oken and Inhibitions destroyed was he himself* Truancy was used mainly as a means ■ of escape from the unpleasant a ituations # s s B B c i w s m O F "TTBoar » ? The school involved was a grammar school In a small beach town located somewhere between Ban Diego on the south and Santa Barbara on the north and having an enrollement of about five hundred pupils# chiefly American. * , * . The playground equipment was complete in every detail* there being azaple room for full expression of physical activity# The class of children was above the average of that of the ordinary beach tom, and a spirit of Mrmony and good will prevailed throughout the school# The village itself was alive to the highest types of improvement# a thoroughly fine place for a normal boy’s borne# There was no apparent reason why the year just in view should not progress as smoothly as that of the four years just past, except that entering the seventh grade a 73 week after the opening of the school year came Tommy. . * . ♦ He was at first * to all appearances# as courteous and refin ed a child as one would wish to meet, hut he was an insurrec tionist, and almost before his teacher was aware of it, had stirred up the beginnings of a revolt to duty and obedience among several of the children in the neighborhood of his desk. He was sly and had, therefore, fairly successfully masked his trickery, but the seriousness of his influence was revealed one day by accident when a scrap of paper picked up from the floor revealed the following: ’School is the bunk, and so are the teachers; if we will all stick together, we won’t have to work*’ After what I thought was careful consideration on my part, Tommy and I had a talk, but the teacher did most of the talking* , * . * He did, however, half-heartedly agree to join the boys in baseball. . # • in a few days his absence at the noon game became noticeable, a survey of the grounds revealing him involved in the lowly occupation of teasing some of the younger children, greatly to him delight. Engaging him in conver sation in a casual way, I found he had lost interest in the game because as he said# ’Aw, I wanted to be pitcher, and they asked the other guy. I don’t care much ’cause I don’t like games anyhow, only that dumb guy can’t pitch. I bet I could beat him playing the saxophone.’ By a special re- 74 quest an already over-crowded orchestra was crowded a bit more to accommodate Tommy* In two weeks time the director proclaimed him a nuisance, and In no uncertain terms Invited him to go* He had been spending a good bit of his time pinching his next-door neighbor just for fun— he enjoyed the jerky blasts the horn emitted, and why shouldn’t he be allowed to do what pleased him: * ♦ . * One day shortly after his dismissal from the orchestra he was discovered intimidating some of the lower grade children. «... This last discovery was ’the straw that broke the camel’s back. ’ This time the ’conference* was held after school* . . . * A letter was sent to his mother# it being already known that the father was not living. The next day# early before the letter had had time to reach its destination, the irate mother made her appear ance, and without warning the storm broke. Tom had been humiliated by being kept after school; his teacher was not fit to be handling children. .... ’I won’t stand for it {here she turned to the principal) and if you don’t fire her, {meaning me) I’ll take the law in my bands.’ .... Ho Tommy graced his accustomed place for eievearf&jL a<&3r % ) thei'eaifbei'* I W k a i i j r Idz^ecn sfei'e ziot reticent in audibly registering their approval of hie absence; they didn’t like him, and hence a new problem was presented. These children, somehow, must be made to feel 95 that they would be doing him am Imjuatice to take sides againat him# Children are naturally fair# and I felt I could win them over. He did return in the course of a few days with a very decided ’bravado air’ that fairly defied me to do anything# and whereas before he had done little work, he now did none,, but there was one hopeful sign of better times; the children now paid no attention to him# Under this new tz^atment he became sullen and morose* Another factor that contributed to this newly acquired attitude became visible a week later# His mother attempting to make good her threat had, somewhat slyly, been circulating a petition to remove the offending teacher from her position, but failing for want of signers had carried her plea to the County Superintendent with just as unsatisfactory results, for she had no proof of her accusations# For some time there were no further activities on the part of the mother, and the boy receiving no encouragement, from the pupils, to misbehave became down-hearted and crest fallen# Frequently from this time on the boy would be absent for a half day or would be forthcoming, only the boy’s rather glum, ’Mother is sick#’ ’I was helping Mother,’ or ’Mother couldn’t get up this morning#’ In school now Tom was rarely disobedient; he was often taciturn, mentally. 7ô dazedly* oooupled# At recess he walked around the school yard with his hands in his pockets, saying little or nothing to the other boys and girls. . • * . when he came to school in the morning# he was pale and hollow-eyed# About this time there were innumerable complaints from the children that parts of their lunches were gone, sometimes entire lunches. I had suspected, and now I was convinced. Tommy was taking food each day before he left to go home at noon. My suspicions were verified #ien he lingered about the room longer than usual one day after dismissal for lunch. .... I took extra sandwiches and fruit to school and rather skeptically at first asked him to take some home to his mother, that perhaps she would enjoy them* The first day he fairly grabbed the proffered lunch from my hands and left without even a ’thank-you*’ For many days one of the other teachers and I provided substantial lunches which were given him each noon in the same unostentatious manner, and with the exception of the first day there was always a timid, grateful response# Tom was on my mind half my working hours now, and I suppose that was why I couldn’t longer resist the urge one evening to drop around by bis home, a dreary little house on a sandhill, • , . , There, was no sign of a light as I approached the house, but Tom sat huddled on the worn steps. I knew he had been crying, but he put on a brave front. He 77 was not inclined to talk at first* just answered my questions. They had taken his mother away to a sanitarium that after noon# Ho, he wasn’t afraid. Mrs# Harvey, who lived just down the hill, was going to stay with him. .... Just then Mrs* Harvey appeared around the corner. .... She was always’ looking out’ for children in her neighborhood» The evident reserve so noticeable before Mrs. Harvey’s approach was slowly melting until with her motherly pat on his knee the ice thawed, and he moved nearer. Her arm went around his shoulders, and for a few minutes a soft sobbing ensued* Words would have been useless then; for many minutes there in the dark not a word was uttered# When the soft crying ceased, Mrs* Harvey said, ’All right. Tommy, you can tell us; we are your friends* ’ That little cry and that little motherly caress did the work* Without the slightest hesitation his story came forth. ’I’ m sorry I’ve been so mean in school; I don’t know why I am; I just can’t seem to help It. It makes me feel good for a while, and then I’m sorry. The other kids wouldn’t be so bad if I was good* I don’t think I’ve always been this way, but I have for a long time. I made so much trouble in the other school that mother had to leave,’— Just here there was a pause for a few minutes,— ’You knew I took the other kids’ lunches, didn’t you? * * . . You were a good sport not to tell on me* I wouldn’t 78 bave taken iunehes just for me. but my mother was sick again# She wanted some fruit; some lunches had grand oranges and apples. I knew which ones they were. # # * * i%ther told me to buy fruit with the money in her purse, but when I looked* there wasn’t any money there* end mother had to have something to eat# I didn’t want to steal# 1 guess it’s a good thing they have taken her away# She won’t have to work hard now* end that’s what made her so cross and elck# Che wouldn’t let me do hardly anything ’cause she said I wasn’t strong enough# but I could carry bigger pails of water than aha could, and once I scrubbed two shirts on the washboard so hard they got holes in them, and then she wouldn’t let me do that again. I used to get supper once in a while, but that wasn’t hard ’cause no one ate but me; mother was always too tired. Sometimes she was so tired she would go to bed with her clothes on, and then she would talk in her sleep all nl#it till I couldn’t sleep, but I didn’t know what she said. I worried about her and wanted to get her a doctor, but she wouldn’t let me. I can remeiBber when my mother was awful good looking, Mrs. Harvey; she sure was before Daddy died. Some day I’ll show you a picture of her she gave me to keep* It soared her so when she found him hanging by a rope upstairs in our other house* T/hen X asked her why Daddy did that, she just cried; she didn’t want to tell me, but I think may be he liked somebody else better, because 79 lots of days I never saw him at all, and one day I heard him tell mother he loved laura* After that mother was so blue I couldn’t ask her who Laura was, I believe Daddy was good to mother when he was home, She always talked nice about him to me, I didn’t tell mother the truth about what happened at school, I was mad ’cause you kept me after the other kids had gone, I thought they’d make fun of me* I knew mother would be mad if I’d just tell her how you made me stand in the hall. My mother does just about what I want her to do. I’m sorry I did that, I thought I could make all the boys in my room do mean things too, but when they found how I shoved everybody on the slide* and kicked the marbles and pinched kids* they stopped playing with me* said I was jealous ’cause I wouldn’t be pitcher on the team. After that I didn’t care what happened. I’d sneak off nights after mother had gone to bed* I usually went down by the ocean. It didn’t seem so lonesome down there with the bright lights, and so much to see and everything. There was always some boys ’just looking’ same as me, I don’t think we ever did anything wrong. Some of the boys used bad language, and smoked, and talked a lot about girls * but Dave and I always walked on. We got tired of that* Dave is .still a pretty good pal, but he isn’t very smart. He never can think of any new subject. He just says the same things we do, but he is a good kid and keeps me company. 80 I think I’d like to quit school and get a job. That’s what D a v e wants to do. It’ll cost a lot of money for mother to stay, at the sanitarium, and I Ml have to earn it# I’m the only man in the family now* I’d like to come hack to school, long enough to make up for being bad. When I was a little kid, I always cleaned the erasers and sharpened the pencils for my teacher every night* She said she didn’t see how she could get along without me* Mrs, Harvey, do you think I could get a job somewhere? I can do lots of things.’ Mrs* Harvey assured him that Mr* Harvey would like some one to mow the lawn and look after the flowers* . . * , Tommy could stay with her and then he would be handy when he was needed. * . . . If he stayed with her, he could go to school. When I left them at t h e corner. Tommy was visibly delighted with the prospects for work and school and called out a cheery good-night* From Mrs* Harvey’s own lips I learned later that the father in a fit of despondency had committed suicide, that ' ' there was no money, and that the mother in earning the living by laundry work was forced to be away from home all day* After school and Saturdays he roamed the streets and fell into bad company* The few hours mother and son were together were spent in nagging and chidings on the mother’s part and stormlngs on the pert of the child. Ha threatened to run away from home--to kill himself if not allowed to 81 have hi8 own way# The poor mother was distracted. Her constant nagging changed to exaggerated pampering and fondling, the result being that the boy did just as he pleased# He was not crossed in anything— was not refused the money he asked for# In her loneliness he meant every thing to her, and his least wish was law# If he didn’t want to be scolded, to be kept after school, he shouldn’t be, and to her sick mind there was just one way of preventing it— the method she was using. The Monday following the unburdening of Tommy’s heart found him in his accustomed place* His hair was neatly combed, his shirt was ’epic and span,’ and in his eyes In spite of a somewhat hollow appearance there was a distinctly happy gleam that I had never seen before# That cheerful good morning of his compensated for all the grief of the previous months. . * * * As a result of his close application in the school and his new activities in his temporary home, Tommy was ready for real play when recess came, and thus became a different Tommy, a livable, likable boy, and by the time school closed in June, . . . * he was a changed boy and changed he remained for the remainder of his grammar school days, at the end of which time he moved with his mother to their old home (baby-hood home) in one of the middle western states. When he left, he told me of his high school plans, and while I have not heard directly from him 82 for some time, I have every reason to believe that.he Is measuring up to his best# It seems to me now as I look back over those months, that the greatest factor in his readjustment was the kind but firm mother-heart of the woman who befriended him when of all times he needed a friend* It was largely because of her sympathetic Interest that the teacher was able to con tinue in the school the readjustment she had begun in her home# Tommy’s mother had been greatly in need of the long, quiet, and complete rest, mentally and physically, which she had received in the sanitarium, and life had an entirely different outlook for her as a result* The incidents that had brought about the suffering on the part of mother, child, and teacher proved to be blessings in disguise*" An analysis of the situation has, in a way, accompa nied the story* In order to further emphasize some problems that arise from broken, poverty-stricken homes; a few comments will be made upon specific instances in the history. Here, truancy Is a result of a defective home— im plying emotional instability, which results from the lack of security and mental conflict {shock)♦ The mother pores 83 forth her affeetlon too lavishly on her only object of love left, as a result, the boy is "spoiled" and undisciplined* He has his own way always. %hen he is crossed by anyone, he oannot control and govern himself as orderly human beings have to do in an organized society. In order for him to achieve man’s most coveted goal— "status," he schemes unwisely, as must be expected by undeveloped end inexperi enced minds# when his social world cola passe, he throws up his hands as it were and delves further into delinquencies perhaps less thoughtfully and with less fear of the ultimate outcome. All healthy human beings have the natural dynamic energy to fight for their survival. This is what Tommy is doing but he is going about it in a clumsy manner. It is a pitiful situation and any one placed under the same condi tions, at that age in development, would do much the same as he did. If we didn’t, we would have only from two other paths to choose. I.e. surrender entirely or accommodate# The accommodation comes usually later depending upon the training and opportunities we have previous to this time in our earlier childhood. The mother Is almost as dominant a figure as the boy in this record# She is his influence toward delinquent behavior patterns# After the suicidal death of the father, the mother made poor adjustmenta in the life of the home. Tommy’s every act has been highly colored by his mother’s 84 attitude. Because of the hi# nervous tension and her falling physical condition, she has fostered faulty behavior in Tommy# We might well call the mother and Tommy victims of circumstances. Life’s problems have overwhelmed them and without outside help they are lost. This statement is varl- fled in the story; where Tommy’s Incorrigibility at school steadily increases ; where he begins stealing parts of various lunches; where truancy is practised; where the mother has a physical and mental or nervous breakdown, and has to be taken to the sanitarium, thus leavlBg Tommy to shift for himself. We have a very clearly illus luxated case of how one can be won beck to normal behavior through skillful management on the part of those who are interested in the welfare of others. Mrs# Harvey’s motherly attention and sympathetic under standing gained Tommy’s confidence and loyalty* His nervous tensions were released and the mental conflicts became less. The real Tommy became visible. He had been there all the time, but due to inhibitions he had been hidden from observ ers. This series of illustrative cases might be almost in definitely prolonged. An adequate number of examples has, however, been given to emphasize the fact that conditions in 65 the home that lead to neglect of the children, whether the causes of neglect be immorality, drunkenness, incompetence. Ignorance, or extreme poverty, are likely to lead to inter ference by the state with parental authority* Whether the child is said to be delinquent, dependent or truant is largely a matter of accident* In any event, the child becomes the ward of the state, and parental control over the child is supplemented or superseded as the child’s needs may dictate. CK&PTEH VII FINDINGS It is the aim of the final chapter to restate the findings of the preceding chapters and to emphasize the most important ones. There is to he found in every neighborhood children whose behavior is perplexing, and #iose personalities mani fest traits that give cause for much concern. These children are often serious discipline cases. They are un- reaponslble, repressed or unhappy. The trouble frequently points toward mlsmanagement rather than to the fault of the child. A significant change in attitude toward childhood problems has taken place during the last few years. A greater effort is now made to understand the child’s nature and factors in his environment which lead toward difficulty. The old forms of repressive discipline and blind compulsion are gradually vanishing. The problems are largely due to unsuspected factors for which the home, the school, or community influences are responsible. In the light of this understanding, many of those hidden causes of difficulty are now presented. ^ The findings give conclusive evidence that chronic truancy was the first step in a delinquent career. The trouble sometimes lies within the child himself. His intelligence may be classified as dull, normal or feeble 8? minded# ■ He may have physical disabilities# The child’s attitude may tend toward any of the following: antagonistic toward school, indifferent toward schoolantagonistic t o w a r d f a m i l y , indifferent toward family, antagonistic toward companions, indifferent toward companions, shyness, and excessive fears# Wrong behavior patterns may have been formed, such as: sex maladjusteient, stealing, lying, smoking, d r i l l i n g , d r u g a d d i c t i o n , a t t e n d a n c e ( f a u l t y ) , m i s b e h a v i o r in class, and incorrigible at home# These are all adverse factors to be found in close relationship to the individual h i m s e l f # S o m e a r e e a s i l y d e t e c t e d i n m a n y t r u a n t s # The s t u d y shows t h a t the home conditions are probably the factor of first i m p o r t a n c e in t h e p r o b l e m of truancy# The findings f o r home liabilities a r e : f i r s t , the attitude toward the child e . g . too I n d u l g e n t , too s e v e r e , partiality to particular children, and lack of supervision; second, the a t t i t u d e toward t h e school e . g . lack of a m b i t i o n , over ambitious, and lack of co-operation. Other conditions in t h e home that lead toward t r u a n c y and d e l i n q u e n c y are: lack of h a r m o n y , b r o k e n home, alcoholic parents, immoral condi- ' tions, lack of opportunity for s t u d y , inadequate o p p o r t u n i t i e s for sleep, l a c k o f opportunitles for play, and improper diet# The status of t h e f a m i l y Is v e r y important In some Instances e . g . the e c o n o m i c condition matters to' some children more t h a n to others# If p o v e r t y is c h r o n i c then all 68 ara affected in their ways of conduct. Haladjustment, due to f o r e i g n b o r n parents, i s decidedly an important factor i n c e r t a i n s e c t i o n s o f o u r c o u n t r y * N e g l e c t i n t h e h o m e d u e t o p o v e r t y , d e a t h o f t h e father, invalidism of t h e mother when there are a l a r g e number of small children, will .almost I n e v i t a b l y have a disastrous effect upon t h e school attendance of t h e c h i l d r e n . ^ . School is the agency that contacts more c h i l d r e n than any other, therefore, a tremendous responsibility rests i n it f o r the general welfare of o u r future citizens. Some o f the unfavorable factors, in t h e school system, that lead toward misbehavior and m a l a d j u s t m e n t a r e : limited curriculum and equipment, lack of co-operation with t h e h o m e , u n s y m - p a t h e t l c t e a c h e r , g r a d e p l a c e m e n t ( f a u l t y ) , p o o r d i s c i p l i n e , o v e r c r o w d e d c l a s s , i n d i f f e r e n t t e a c h e r , a n d u n c o o p e r a t i v e p r i n c i p a l . T r u a n c y is a sympton of s o m e fundamental maladjust ment, in other words, it is m e r e l y a means of escape from an undesirable situation. The greatest e f f o r t should be put f o r t h to make the school a vital part of the child’s social l i f e . The child often says he doesn’t like school b u t the u n d e r l y i n g causes are r a r e l y revealed. Most truants cannot g i v e their real r e a s o n s f o r m i s c o n d u c t b e c a u s e r e a l causes E d i t h A b b o t t , a n d S . P . B r e c k i n r i d g e , T r u a n c y a n d Non-A11endanoe in the Chicago Schools (Chicago: The Univers! t y o f Ghicago Press, iHtTTp. 1 5 7 . 89 are hidden by complex factors not known to themselves or the teacher. T h e child’s whole environment must be considered. T h e study shows that t h e conditions are similar to those t o which t h e underprivileged group in any community are subjected. , Some adverse conditions to be found in c o m m u n i t i e s that f o s t e r v a r i o u s f o r m s o f d e l i n q u e n t b e h a v i o r a r e , a s f o l l o w s : l a c k o f s u p e r v i s e d r e c r e a t i o n , u n w h o l e s o m e r e c r e a t i o n a l f a c i l i t i e s , u n w h o l e s o m e c o m p a n i o n s h i p s , i m m o r a l p r a c t i c e s i n t h e c o m m u n i t y , i n a d e q u a t e p o l i c e s u p e r v i s i o n , b a d h o u s i n g c o n d i t i o n s a n d s h i f t i n g p o p u l a t i o n . T h i s c o n s i d e r a t i o n of t r u a n c y s h o w s that m a n y factors a r e at w o r k producing t h i s form o f delinquency. It a l s o shows that most factors w e r e I n f l u e n t i a l only as general factors. It f u r t h e r s t a t e s that without careful, scientific consideration of all factors obtainable, no successful treat ment can be made. It shows t h e e r r o r o f treating all cases alike. It points to the necessity for t h e early recognition o f c o n d i t i o n s o f m e n t a l d e f e c t i v e s a n d v a r i o u s m i s f i t s i n t h e schools before delinquency occurs. It calls our atten tion to t h e f a c t that d e g e n e r a c y and delinquency are closely r e l a t e d . I t s h o w s t h a t t r u a n c y a n d d e l i n q u e n c y c a n n o t b e solved b y any one agency b u t all must w o r k toward the same goal through harmonious co-operation. - ■ ' Recourse to c o u r t action should be, o n l y , when a l l o t h e r e f f o r t s a t a d j u s t m e n t h a v e f a i l e d * BIBUOGHAPHY BIBLIOORAPHY A. Boom v^Abbott, E*, and 8* R* Braeklnrlà m # Truancy and Hon-attend- anoa im the Chicago Sohoola. 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Adolescence and High School Problems, Chicago; D, GT*HiatE'’ "Sd Company, 1922. pp. 386* Proceedings of the Mid-West Conference on Character Develop ment, Building Character* Chicago: The University of Chicago Press, Î9§8T~3¥5 pp. * * * *, The Child’s Baotlons* Chicago; The University of Chicago Press, 1950, 406 pp. Puffer, J. Adams, The Boy and His Gang. Chicago: Houghton Mifflin and Company, 1912. 188 pp* Beeder, Rudolph H,, How Two Hundred Children live and Leam. Hew York: Lloyd Adams HoSIeT'TubS^ierF"1WI9T 247 pp. x^Rleoiardl, Nicholas* The Soy and .Hie Future* Hew York: D. Appleton and Company, 1925, 119 pp. Hugg, Harold, Culture and Education In America, Hew York: Haroourt, Brace and Company, 1951* 404 pp* Saxby, I * B., The Education of BehaviorI Hew York; 0, P* Putnam’s Sons, The Knickerbocker Press, 1925. 259 pp. Sayler, Mary B*, The Problem Child In School. Hew York: Joint Committee on Methods of Preventing Delinquency, 1925* 587 pp. 94 Schoff, Earniah, The Wayward Child. Indianapolis: The Bobbs- Merriil Company,'TOTST” 274 pp. Smithies, Elsie M*, case Studies of Normal Adolescent Girls* New York: D. Appleton and Company, 1933# 284 pp# t^Sutherland, Edwin B#, Criminology# Philadelphia; J. B# Lippineott Company, 1924# 643 pp# ^ Thom, B. A#, Normal Youth and Its Everyday Problems. New York: D# Appleton and Company, 1932#"' 368 pp, \ Thomas, W# I#, The Unadjusted Girl* Boston: Little, Brown and Company I ""Ï923# 261 pp. # # . #, The Child in America# Hew York: Alfred Khopf, 1928# ^-Van Waters, Miriam, Youth In Conflict# Hew York; Republic Publishing Company, 1935# 293 pp. White House Conference on Child Health and Protection, Special Education, the Handicapped and the Gifted# section III, "Education and Training," 64 pp. Young, Pauline V., Principles and Methods of Probation. University of Southern California, Los Angeles, 1935. B# PERIODICAL ARTICLES Anderson, 7# , and C# M. Leonard, "The Study of Physical Conditions of a Thousand Delinquents," Journal of Criminal Law and Crime. 10: 82-89, 1919# y/ Burgess, E# ##, "The Study of the Delinquent as a Person," The American Journal of Sociology, 20: .657-80, May, 1925. t/Cordes, Ruth B#, "Study of fifty Delinquent Boys,” Journal of Applied Sociology, 267-74, May-June, 1925. Eohns, s* C#, "Economic Conditions," Journal of Juvenile Delinquency. 1: 118-25, 1916# Lun^pkln, K» Du Pre, "Factors In Commitment of Correctional School Girls In Wisconsin,” American Journal of : Sociology. September, 1931# 9S * • • "Parental Conditions of Wisconsin Girl Delinquents,” American Journal of Sociology# September, 1932. Mathews, 1., "Study of Emotional Stability in Children," Journal of Juvenile Delinquency. 8: 1-40, 1923* McCord, C* P., "Physical and Mental Conditions of Delinquent Boys," Journal of Juvenile Delinquenoy. 4; 165-85, 1919. Hew York Sub Commission’s Report, "From Truancy to Crime," Survey. 485, January, 1929. i^OvLtlanûf George JS*, "Sources of Transient Boys," Sociology and social Research, 429, May - June, 1935* u^Sullenger, T* Earl, "Some Social Factors in School Hon- Attendance," School and Society, 41: 238-40, February* it):55. Van Waters, Miriam, "The Delinquent Attitude - Study of Delinquency from Standpoint of Human Relationship,” National Conference of Social Work, 51: 160-65,- 1924* . . * "Unwanted - and Delinquent," Survey, 54; 228-29, 1925. • » "Youth in Conflict," Survey, 28, January, 1929* Williams, H* D*, "The Problem Girl and Her Problems,” Welfare Magazine, 20: 157-60, 1929. Woodruff, R., "Classification of Causes of Crime," Journal of Criminal Law and Criminology. 12: 105-9, 1921. Young, Erie F., and Pauline V* Young, "Getting at the Boy Himself through the Personal Interview," Social Forces, 6: 408-15, March, 1928. Young, Mrs* Pauline, "Jim’s Own Story," Survey, 59: 777-78, 1928. C. ENCYCLOPEDIA ARTICLES ^Murray, J. A. H., Editor, A New English Dictionary, Oxford: At the Clarendon Press7 1926* Suzzallo, Henry, Editor, The National Encyclopedia* New York: P* F. Collier and Son Company, 1932. 96 GJLEtirü:, %%] UL3.a » T P . * Study i g r f ; Truant Boys. Mas ter * s thee is'. Uni verel ty of ■ ■ Southern. Call f ornla, Los Angelest California, 1918. 44 pp* liekley, Ernest J., A Social and Educational Study of 1*564 Case© of Truancy^In the Special Schools of lo'a Aii^i'les*» ' - Unpublished Master^s thealo# tKlverslty. of Southern California, Los Angeles, California, 1919# 101 pp. Sullinger, T. Earl, Social Determinants in Juvenile Delin quency. Doctor of Philosophy dissertation, University of Missouri, Columbia, Missouri, 1929. 89 pp.
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Creator
Chambers, J.T. Foster
(author)
Core Title
Factors associated with truancy in juvenile delinquency cases
School
School of Social Work
Degree
Master of Science
Degree Program
Social Work
Degree Conferral Date
1936-09
Publisher
University of Southern California
(original),
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OAI-PMH Harvest,social sciences
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application/pdf
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448245
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Chambers, J.T. Foster
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