FOREIGN BORN PARENTAGE AND SOCIAL
MALADJUSTMENT By Joseph Miller Director
of Guidance, City
Schools
of Willces-Barre, Pennsylvania ''
1
and Two recent studies of delinquency, Delinquency Areas, ''Five Hundred Criminal Careers,' 2 again demonstrate that certain factors in their environment cause children of foreign born parents to become delinquent more frequently than children of American born parents. but there are
of these factors have been studied thoroughly, are most obvious to the psychologist who the maladjusted school child of foreign with contact often there is a lower standard of living in
Many some
in daily born parentage. the homes of the
comes
which
Very foreign
born and a different cultural background which may make the child feel out of place in his community and cause him to rebel. Perhaps the most important of these factors, is however, the lack of knowledge of the English language in the home.
1
v
The lives of many of these parents are confined to their own national group and they are too busy earning a living and raising a family to learn the language of the country to which they have come to live. So it happens that they live in America for decades without becoming members of the American English speaking community. They continue to live the life of the country from which came, keeping its language, customs and feasts. The child of such parents often does not learn an}7 English before entering school. Knowing little or nothing of the language spoken by the other children and the teacher, lie begins to feel out of place, lost and bewildered. This is his first step into the life of organized society and this step is a stumble. From the beginning lie
they
feels different, inferior to the group, and a stranger among his mates. At the same time he comes to expect that allowances will be made for him. The teacher of course cannot expect at the start the same quality and quantity of work from him as she does from his English
fellow pupils. Whether these experiences will frighten the child into being retiring and shy or whether they will cause him to assert himself by becoming boisterous and a bully, depends on his
speaking
1
1
Clifford E. Shaw and Frederick W. Forbaugli: Delinquency Areas. Sheldon and Eleanor T. Glueck: Five Hundred Criminal Careers.
20
THE PSYCHOLOGICAL CLINIC
and training and on his physical condition. Either of these attitudes will make it difficult for him to make friends. He may come to feel resentful toward the school as a whole. He does not feel at home there since he achieves little of either academic or social success because of his language difficulties. Little is therefore necessary to make a truant of him and truancy
previous experience
He feels different course easily leads to other delinquencies. from the group in any event, and consequently does not mind increasing this difference by uneonformed behavior. of
Many children of course overcome their first language difficulin ties school, become good students and take an active part in all school activities, but later the language problem enters in another form. The children have learned to speak, read, and write in English. They begin to feel superior to their parents because they speak a language which the parents cannot understand. The normal parent-child relationship becomes reversed. Whereas normally the parent interprets the world to the child, in these families the child has to interpret all the important happenings to the parents. Often he is even called upon by neighbors to interpret for them. This gives the children an idea that they are very important and superior in their own social group. They have no one to respect, no authority to guide them. They realize that in many ways they know more than their parents. If the child learns to respect authority at home, he will the more easily comply with the rules can
and laws of the school and later with those of the commonwealth. The child who feels he is the intellectual superior in his family and knows that he can outwit his parents by such simple devices
misinterpreting a communication, will naturally later sneer at authority and try to outwit other laws and rules. These two factors, the feeling of superiority and power in his own group on the one hand and the feeling of inferiority which results in resentment toward the outside alien world 011 the other, form the basis for the mental attitude of the gangster. He can bully his own world and he also wants to impress and bully the people whom he considers superior and of whom he is really afraid. Such delinas
other kinds of
quent children of foreign born parents form one of the most difficult problems for the psychologist. So many links are missing in their upbringing that it is difficult, to re-educate them. They have to be given a new point of viewr, a new sense of proportion, a new attitude to life. Either their whole families have to be readjusted
FOREIGN BORN PARENTAGE or
they
21
have to be taken out. of their home and placed in
a new
environment. Two cases described below may illustrate the points already stated. The first is a girl, Catherine, thirteen years old, in the eighth grade of public school.
to
Problem. Sex delinquency. Family situation. The family is Russian. The parents came this country nineteen years ago. The father is a grocer and also
works in the mines. The mother is a woman. Both parents understand and
only very moderately. greatly concerned about
suspicious, frightened little speak the English language are quite intelligent, however, and They children. their They have a nice home in
rather good section of the town. The parents seem to be in a constant state of confusion and fear. They have lost their European standards but, due to their poor knowledge of English, are unable a
to acquire American standards. They are unable to give their children any real guidance, and communicate to them only a fear of everything strange and new. Every suggested change, even one which ought to be pleasant, is met by shrinking fear. Catherine resents this fear and tries to be like other American children.
As her parents cannot associate with American born parents and there are few Russians in their neighborhood, Catherine is forced to pick her friends among boys and girls whose parents do not care or are unable to supervise their activities. The mother nags persistently and complains in an ineffectual way, and Catherine responds with growls and such remarks as, Vou don't understand anything anyway." The father seems to let things run their own course in his of over "
time, looking
family
long periods
rather helplessly, and then suddenly gets into a frenzy of "trying to do something about it,'' punishes the children excessively and does many rash things which he later regrets. on
School report. The permanent record card shows consistently good work in practically all subjects. Recently she began to fail in two
subjects because, according to the teachcr, her mind was not on her work. She was reported to be by far the most sophisticated pupil in the class. She was definitely the leader of a small group of girls, but was principally interested in boys. In the classroom she was
always writing notes, usually to boys. She played in the school orchestra and was captain of the girls' volleyball team. She expressed a desire to become a teacher.
THE PSYCHOLOGICAL CLINIC
22
On the Binet-Simon test, Catherine obtained an a non-verbal test, the Healy Picture Completion Test II, Catherine scored twenty years or over. The difference between the very high score on the non-verbal scale and the mere average on the Binet-Simon test illustrates the language Mental test.
Intelligence Quotient of 97. On
handicap. Personality.
The girl is a well developed, strong child, always clean and well dressed. She wears much cheap jewelry and makes an effort to appear sophisticated. She is frank to an extreme. She seems to be easily bewildered and frightened but takes care not to appear so and assumes instead an air of bravado and uses vile language whenever she is afraid. Her English vocabulary in matters not connected with school work is poor and there is a suspicion
that she often uses obscene language simply because it is the only kind she has at her command to express herself. She is a "good sport." She takes all the blame and is anxious not to cause her boy friends any trouble. She will never tell a lie to protect herself. She can be very resentful when treated harshly but is friendly and responsive with the person she likes. In Kenneth, her present boy
friend, she
was
age and name. spell it?"
Events
most
impressed by his indisputably American parentname is Kenneth," she reported, "can you
"His
leading
discovery of delinquency. A few months Kenneth, eighteen years old. He was an insignificant looking boy, weak, smaller than Catherine, and most of the time out of work. The two became friendly and at one time Kenneth took Catherine in his car to a neighboring state for a weekend trip. The girl's parents knew nothing of this trip. They knew only that she had stayed out two nights and punished her for it. A teacher who went through Catherine's desk found notes telling of this trip and other proposed trips. These notes also indicated sex experiences. The matter was referred to the guidance department. up to
ago Catherine met
The girl was seen and admitted sexual intercourse since the age of She was given a thorough explanation of sex and it was arranged that one of the visiting teachers should keep in close touch with her. While the investigation was still in progress the parents who were alarmed but obviously failed to grasp the interest of the guidance department in this matter, found a note in the girl's desk,
nine.
which they thought indicated a plan to run away again with Kenneth. They called in the police. The girl was taken by the police to the
FOREIGN BORN PARENTAGE
23
detention ward for women. After this experience it was felt that it would be best to send Catherine to Sleighton Farms particularly as the girl preferred this solution to a return to her parents' sus-
picions and the strained school atmosphere. Recommendations for treatment. That Catherine be given such instruction as would encourage a serious attitude in sex matters. That effort be made to correct her mistaken idea of American customs. That, in consideration of her good school grades, her school activities, and her expressed interest in the teaching profession, she be given as much opportunity as possible to continue academic
training. The second case is a boy, David. the sixth grade of public school.
He is eleven years old and in
at home and unruly in school. The father owns two drygoods stores. One of these is connected with the family's home. The home is clean, well furnished but is situated in a poor neighborhood on a busy thoroughfare. The father is an extremely religious man, a Russian
Problem.
Family
Stealing
situation.
Jew. He is intelligent and tries hard to do all he can for his children. The mother is a very nice and friendly woman, but rather weak. Both parents speak fairly good English. There are four other children in the family, all older than David. The next child is six years David's senior and one brother and one sister are married. All the members of the family seem very fond of each other. The parents insisted on strict religious observance and all the
always
children attended Hebrew school regularly after public school hours. Many of the habits and customs of the parents are still those of rural
Europe. For example the father's favorite hiding place for his money is under his pillow, the mother's in a cup on the pantry
eastern
shelf.
Mental test. David's Intelligence Quotient is 104. The boy lacks concentration, makes little effort and tries to "bluff." School report. He is generally very poor in his school work; is
failing
in several
subjects.
not pay attention and is very
The teacher complains that he docs disturbing in class. Talks constantly.
Personality. The boy is a tall, thin, weak looking youngster. He is usually unHis features are race. very characteristic of his and friendly, he retidy in appearance. His manner is pleasant to acts quickly, is likes play little jokes good at "repartee" and His even with very new jokes are ne\ er acquaintances and teachers.
24
THE PSYCHOLOGICAL CLINIC
malicious or impertinent. However he is obviously used to being the center of attention at home and to being admired and coddled and nagged and scolded constantly. He has been ill with asthma since he was a baby, which of course tended to increase the importance of his position in the family. Problem. The parents asked the guidance department for advice, because, as they said, they felt helpless in solving David's difficulties. He was considered queer in both the public and Hebrew school, because he talked incessantly and behaved childishly. At home he was disobedient, often came home as late as midnight and if at home, he could not be induced to go to bed before eleven o'clock or later. If the parents remonstrated with him, he would
even
out books to his aid to show that authorities stated that he did not need as much sleep as his parents thought he did. Recently the parents discovered that he had taken money from them, several times in small amounts, and twice as much as twenty-six and twentyThe twenty-six dollars he took from under his seven dollars. father's pillow, the twenty-seven dollars from the cupboard. He
bring
spent all of the money treating other children to sweets and other presents, as his mother put it, "If you would at least buy things for yourself with the money, perhaps ties or something like that. But you spend it on children that are nice to you as long as you give them things and tomorrow they will hit you." own
David threatened suicide twice when not allowed to have his way and once was found to carry a bottle of iodine.
Causes of problem. (1) Feeling of inferiority based on the foreign origin and customs of parents, (2) the boy's position in the family which led to his being pampered and made dependent? weak parental control, (3) his poor personal appearance and poor
health, (4) lack of free time for recreation due to Hebrew school after public school hours, (5) poor understanding of the value of money?David was never given any allowance. following factors had to be considered when (1) David's inability to associate with the other children due to his personality difficulties, (2) his great desire for the companionship of these children, which led him to stealing, (3) Treatment.
planning
The
treatment:
his lack of free time in which to acquire a more successful social method, (4) his irresponsibility and lack of systematic eating and sleeping habits. The parents were co-operative and with their help it was ar-
FOREIGN BORN PARENTAGE
25
boy be required to go to Hebrew school only twice For the remaining afternoons supervised recreation uas in which clubs and co-operative games were included. planned David was transferred to another school, where there were more children of foreign born parents and where he would be made to feel more at home. Finally a definite schedule for the whole week was devised, which included some time which David might spend as he wished. A rating card was given to David, to his parents, and to the teacher. The teacher was asked to report weekly 011 David's
ranged a
that the
week.
progress and so were the parents and David himself. David's rating card included his whole schedule even to the bedtime and he was asked to report how well he followed it out. The boy was co-operative and seemed to consider the rating a rather interesting game. He was proud when he could show a perfect score. An improvement
in school was soon marked and although he still voiced objections from time to time, he did go to bed on the hour agreed. There lia\e been no serious complaints about David since then and he seems to be improving steadily even in his social adjustment. What remedies would then be suggested to improve the situation
The ones which the author Give these children better insuggests are outlined below. 1. formed parents. This can be accomplished by using the immigrawill tion laws in such a way that 110 larger number of immigrants flock in than can be successfully assimilated and educated, and then, too, an extension of schemes of adult education, including the teaching of the English language. 2. Educate the community. Gi\c the American community and particularly the teachers a new point of view toward the foreign born and instruct children about the importance of the cultures and the meaning of the customs of
of
children of foreign born parents?
the various countries from which the immigrants come and the contributions they can make to American life and culture. Ilien the child of foreign born parents would be made more welcome and it would be easier for him to feel himself a full member of the community into which he has been born. 3. AVatcli for the fiist signs of social maladjustment in school and from the very beginning enlist the help of the school psychologist and the visiting teachei in order to make the child feel at home in school and well adjusted in his own home. 4. Restrict the number of hours spent by children in national schools after public school hours. has often been found to cause difficulties.
The added stiain
MALADJUSTMENT By Joseph Miller Director
of Guidance, City
Schools
of Willces-Barre, Pennsylvania ''
1
and Two recent studies of delinquency, Delinquency Areas, ''Five Hundred Criminal Careers,' 2 again demonstrate that certain factors in their environment cause children of foreign born parents to become delinquent more frequently than children of American born parents. but there are
of these factors have been studied thoroughly, are most obvious to the psychologist who the maladjusted school child of foreign with contact often there is a lower standard of living in
Many some
in daily born parentage. the homes of the
comes
which
Very foreign
born and a different cultural background which may make the child feel out of place in his community and cause him to rebel. Perhaps the most important of these factors, is however, the lack of knowledge of the English language in the home.
1
v
The lives of many of these parents are confined to their own national group and they are too busy earning a living and raising a family to learn the language of the country to which they have come to live. So it happens that they live in America for decades without becoming members of the American English speaking community. They continue to live the life of the country from which came, keeping its language, customs and feasts. The child of such parents often does not learn an}7 English before entering school. Knowing little or nothing of the language spoken by the other children and the teacher, lie begins to feel out of place, lost and bewildered. This is his first step into the life of organized society and this step is a stumble. From the beginning lie
they
feels different, inferior to the group, and a stranger among his mates. At the same time he comes to expect that allowances will be made for him. The teacher of course cannot expect at the start the same quality and quantity of work from him as she does from his English
fellow pupils. Whether these experiences will frighten the child into being retiring and shy or whether they will cause him to assert himself by becoming boisterous and a bully, depends on his
speaking
1
1
Clifford E. Shaw and Frederick W. Forbaugli: Delinquency Areas. Sheldon and Eleanor T. Glueck: Five Hundred Criminal Careers.
20
THE PSYCHOLOGICAL CLINIC
and training and on his physical condition. Either of these attitudes will make it difficult for him to make friends. He may come to feel resentful toward the school as a whole. He does not feel at home there since he achieves little of either academic or social success because of his language difficulties. Little is therefore necessary to make a truant of him and truancy
previous experience
He feels different course easily leads to other delinquencies. from the group in any event, and consequently does not mind increasing this difference by uneonformed behavior. of
Many children of course overcome their first language difficulin ties school, become good students and take an active part in all school activities, but later the language problem enters in another form. The children have learned to speak, read, and write in English. They begin to feel superior to their parents because they speak a language which the parents cannot understand. The normal parent-child relationship becomes reversed. Whereas normally the parent interprets the world to the child, in these families the child has to interpret all the important happenings to the parents. Often he is even called upon by neighbors to interpret for them. This gives the children an idea that they are very important and superior in their own social group. They have no one to respect, no authority to guide them. They realize that in many ways they know more than their parents. If the child learns to respect authority at home, he will the more easily comply with the rules can
and laws of the school and later with those of the commonwealth. The child who feels he is the intellectual superior in his family and knows that he can outwit his parents by such simple devices
misinterpreting a communication, will naturally later sneer at authority and try to outwit other laws and rules. These two factors, the feeling of superiority and power in his own group on the one hand and the feeling of inferiority which results in resentment toward the outside alien world 011 the other, form the basis for the mental attitude of the gangster. He can bully his own world and he also wants to impress and bully the people whom he considers superior and of whom he is really afraid. Such delinas
other kinds of
quent children of foreign born parents form one of the most difficult problems for the psychologist. So many links are missing in their upbringing that it is difficult, to re-educate them. They have to be given a new point of viewr, a new sense of proportion, a new attitude to life. Either their whole families have to be readjusted
FOREIGN BORN PARENTAGE or
they
21
have to be taken out. of their home and placed in
a new
environment. Two cases described below may illustrate the points already stated. The first is a girl, Catherine, thirteen years old, in the eighth grade of public school.
to
Problem. Sex delinquency. Family situation. The family is Russian. The parents came this country nineteen years ago. The father is a grocer and also
works in the mines. The mother is a woman. Both parents understand and
only very moderately. greatly concerned about
suspicious, frightened little speak the English language are quite intelligent, however, and They children. their They have a nice home in
rather good section of the town. The parents seem to be in a constant state of confusion and fear. They have lost their European standards but, due to their poor knowledge of English, are unable a
to acquire American standards. They are unable to give their children any real guidance, and communicate to them only a fear of everything strange and new. Every suggested change, even one which ought to be pleasant, is met by shrinking fear. Catherine resents this fear and tries to be like other American children.
As her parents cannot associate with American born parents and there are few Russians in their neighborhood, Catherine is forced to pick her friends among boys and girls whose parents do not care or are unable to supervise their activities. The mother nags persistently and complains in an ineffectual way, and Catherine responds with growls and such remarks as, Vou don't understand anything anyway." The father seems to let things run their own course in his of over "
time, looking
family
long periods
rather helplessly, and then suddenly gets into a frenzy of "trying to do something about it,'' punishes the children excessively and does many rash things which he later regrets. on
School report. The permanent record card shows consistently good work in practically all subjects. Recently she began to fail in two
subjects because, according to the teachcr, her mind was not on her work. She was reported to be by far the most sophisticated pupil in the class. She was definitely the leader of a small group of girls, but was principally interested in boys. In the classroom she was
always writing notes, usually to boys. She played in the school orchestra and was captain of the girls' volleyball team. She expressed a desire to become a teacher.
THE PSYCHOLOGICAL CLINIC
22
On the Binet-Simon test, Catherine obtained an a non-verbal test, the Healy Picture Completion Test II, Catherine scored twenty years or over. The difference between the very high score on the non-verbal scale and the mere average on the Binet-Simon test illustrates the language Mental test.
Intelligence Quotient of 97. On
handicap. Personality.
The girl is a well developed, strong child, always clean and well dressed. She wears much cheap jewelry and makes an effort to appear sophisticated. She is frank to an extreme. She seems to be easily bewildered and frightened but takes care not to appear so and assumes instead an air of bravado and uses vile language whenever she is afraid. Her English vocabulary in matters not connected with school work is poor and there is a suspicion
that she often uses obscene language simply because it is the only kind she has at her command to express herself. She is a "good sport." She takes all the blame and is anxious not to cause her boy friends any trouble. She will never tell a lie to protect herself. She can be very resentful when treated harshly but is friendly and responsive with the person she likes. In Kenneth, her present boy
friend, she
was
age and name. spell it?"
Events
most
impressed by his indisputably American parentname is Kenneth," she reported, "can you
"His
leading
discovery of delinquency. A few months Kenneth, eighteen years old. He was an insignificant looking boy, weak, smaller than Catherine, and most of the time out of work. The two became friendly and at one time Kenneth took Catherine in his car to a neighboring state for a weekend trip. The girl's parents knew nothing of this trip. They knew only that she had stayed out two nights and punished her for it. A teacher who went through Catherine's desk found notes telling of this trip and other proposed trips. These notes also indicated sex experiences. The matter was referred to the guidance department. up to
ago Catherine met
The girl was seen and admitted sexual intercourse since the age of She was given a thorough explanation of sex and it was arranged that one of the visiting teachers should keep in close touch with her. While the investigation was still in progress the parents who were alarmed but obviously failed to grasp the interest of the guidance department in this matter, found a note in the girl's desk,
nine.
which they thought indicated a plan to run away again with Kenneth. They called in the police. The girl was taken by the police to the
FOREIGN BORN PARENTAGE
23
detention ward for women. After this experience it was felt that it would be best to send Catherine to Sleighton Farms particularly as the girl preferred this solution to a return to her parents' sus-
picions and the strained school atmosphere. Recommendations for treatment. That Catherine be given such instruction as would encourage a serious attitude in sex matters. That effort be made to correct her mistaken idea of American customs. That, in consideration of her good school grades, her school activities, and her expressed interest in the teaching profession, she be given as much opportunity as possible to continue academic
training. The second case is a boy, David. the sixth grade of public school.
He is eleven years old and in
at home and unruly in school. The father owns two drygoods stores. One of these is connected with the family's home. The home is clean, well furnished but is situated in a poor neighborhood on a busy thoroughfare. The father is an extremely religious man, a Russian
Problem.
Family
Stealing
situation.
Jew. He is intelligent and tries hard to do all he can for his children. The mother is a very nice and friendly woman, but rather weak. Both parents speak fairly good English. There are four other children in the family, all older than David. The next child is six years David's senior and one brother and one sister are married. All the members of the family seem very fond of each other. The parents insisted on strict religious observance and all the
always
children attended Hebrew school regularly after public school hours. Many of the habits and customs of the parents are still those of rural
Europe. For example the father's favorite hiding place for his money is under his pillow, the mother's in a cup on the pantry
eastern
shelf.
Mental test. David's Intelligence Quotient is 104. The boy lacks concentration, makes little effort and tries to "bluff." School report. He is generally very poor in his school work; is
failing
in several
subjects.
not pay attention and is very
The teacher complains that he docs disturbing in class. Talks constantly.
Personality. The boy is a tall, thin, weak looking youngster. He is usually unHis features are race. very characteristic of his and friendly, he retidy in appearance. His manner is pleasant to acts quickly, is likes play little jokes good at "repartee" and His even with very new jokes are ne\ er acquaintances and teachers.
24
THE PSYCHOLOGICAL CLINIC
malicious or impertinent. However he is obviously used to being the center of attention at home and to being admired and coddled and nagged and scolded constantly. He has been ill with asthma since he was a baby, which of course tended to increase the importance of his position in the family. Problem. The parents asked the guidance department for advice, because, as they said, they felt helpless in solving David's difficulties. He was considered queer in both the public and Hebrew school, because he talked incessantly and behaved childishly. At home he was disobedient, often came home as late as midnight and if at home, he could not be induced to go to bed before eleven o'clock or later. If the parents remonstrated with him, he would
even
out books to his aid to show that authorities stated that he did not need as much sleep as his parents thought he did. Recently the parents discovered that he had taken money from them, several times in small amounts, and twice as much as twenty-six and twentyThe twenty-six dollars he took from under his seven dollars. father's pillow, the twenty-seven dollars from the cupboard. He
bring
spent all of the money treating other children to sweets and other presents, as his mother put it, "If you would at least buy things for yourself with the money, perhaps ties or something like that. But you spend it on children that are nice to you as long as you give them things and tomorrow they will hit you." own
David threatened suicide twice when not allowed to have his way and once was found to carry a bottle of iodine.
Causes of problem. (1) Feeling of inferiority based on the foreign origin and customs of parents, (2) the boy's position in the family which led to his being pampered and made dependent? weak parental control, (3) his poor personal appearance and poor
health, (4) lack of free time for recreation due to Hebrew school after public school hours, (5) poor understanding of the value of money?David was never given any allowance. following factors had to be considered when (1) David's inability to associate with the other children due to his personality difficulties, (2) his great desire for the companionship of these children, which led him to stealing, (3) Treatment.
planning
The
treatment:
his lack of free time in which to acquire a more successful social method, (4) his irresponsibility and lack of systematic eating and sleeping habits. The parents were co-operative and with their help it was ar-
FOREIGN BORN PARENTAGE
25
boy be required to go to Hebrew school only twice For the remaining afternoons supervised recreation uas in which clubs and co-operative games were included. planned David was transferred to another school, where there were more children of foreign born parents and where he would be made to feel more at home. Finally a definite schedule for the whole week was devised, which included some time which David might spend as he wished. A rating card was given to David, to his parents, and to the teacher. The teacher was asked to report weekly 011 David's
ranged a
that the
week.
progress and so were the parents and David himself. David's rating card included his whole schedule even to the bedtime and he was asked to report how well he followed it out. The boy was co-operative and seemed to consider the rating a rather interesting game. He was proud when he could show a perfect score. An improvement
in school was soon marked and although he still voiced objections from time to time, he did go to bed on the hour agreed. There lia\e been no serious complaints about David since then and he seems to be improving steadily even in his social adjustment. What remedies would then be suggested to improve the situation
The ones which the author Give these children better insuggests are outlined below. 1. formed parents. This can be accomplished by using the immigrawill tion laws in such a way that 110 larger number of immigrants flock in than can be successfully assimilated and educated, and then, too, an extension of schemes of adult education, including the teaching of the English language. 2. Educate the community. Gi\c the American community and particularly the teachers a new point of view toward the foreign born and instruct children about the importance of the cultures and the meaning of the customs of
of
children of foreign born parents?
the various countries from which the immigrants come and the contributions they can make to American life and culture. Ilien the child of foreign born parents would be made more welcome and it would be easier for him to feel himself a full member of the community into which he has been born. 3. AVatcli for the fiist signs of social maladjustment in school and from the very beginning enlist the help of the school psychologist and the visiting teachei in order to make the child feel at home in school and well adjusted in his own home. 4. Restrict the number of hours spent by children in national schools after public school hours. has often been found to cause difficulties.
The added stiain
