New Homes for Old

by Sophonisba Preston Breckinridge

Abandoning the old system without substituting something better is probably the least frequent reaction to the situation, but it is one that is especially dangerous in immigrant groups. The native-born parent who relaxes all discipline has this advantage over the foreign born; in general he can at will demonstrate his superior knowledge, and the child looks up to him and takes his advice, while the foreign-born parent is peculiarly helpless because the child thinks that his own knowledge, demonstrably superior in some things, extends to all fields.

The relative frequency of these different modes of reaction would be a difficult matter to determine. They were all evident from the facts about discipline obtained from the families visited in this study. To some extent the maintenance of the old system intact may be judged by the prevalence of corporal punishment as a method of enforcing obedience.

A doctor of a Lithuanian district said that one thing he was very anxious to see disappear was the strap, which could now be seen in almost every home. Fifty-four of the eighty-seven families from whom information was obtained said that they used whipping as a method of punishment. In most of the cases there was nothing to indicate with what the child was whipped, but in five it was definitely stated that a strap was used. In very few cases was there any attempt to punish the child in private. It was usually stated that the whipping was done before all the other members of the family. Two or three families stated that they did not whip the children on the street.

A significant fact was the frequently repeated assertion that the children were whipped because they were too young to understand anything else. An interesting state of transition was seen in some of the thirty-three families who had abandoned whipping but had not given up the idea of absolute obedience. It is evidenced in comments like the following: "They are not whipped. Father threatens with a strap." Or, "It [whipping] is not necessary. Father speaks, and children obey." Some families had relaxed the discipline sufficiently to be apparent to our investigators, who made such comments as "Children are making a terrible noise, but nobody seemed to mind."

It has already been said that whatever the reaction, the training of the children usually takes place without visible disaster to the family group. This is especially true while the children are young. As they grow older the dangers that are inherent in such a situation become more marked. The figures on juvenile delinquency show that an unduly large proportion of juvenile offenders are children of foreign-born parents. This subject will be discussed more fully at a later point in the chapter in connection with the problem of the older boy and girl. It is important to emphasize here that the foundation for later trouble is often laid while the children are young, and hence consideration of the effect of modern ideas on discipline and training should begin with the very young child.

LEARNING TO PLAY

One of the needs of the growing child that is much emphasized in modern ideas of child culture is an opportunity for wholesome play. The foreign-born mother, from a rural district in Europe, where children were put to work helping the parents as soon as they could be in any way useful, frequently does not recognize this need, and hence does not even do those things within her power to secure it. From some opportunities which she and the children might enjoy together, she is cut off by lack of knowledge of English. A Bohemian woman, for example, said that she did not go with her husband and the children to the moving pictures, as she could not read the English explanations and often did not understand the pictures.

Even when the need is recognized it is still a very difficult problem. In the old country, when the child was too little to work, he could play in the fields quite safe, in sight of his mother at her work. In the city, however, especially in the congested districts, which are the only ones known to immigrants when they first come, the child cannot play in his own yard, for there is nothing that can be called a yard. The alternatives are the city streets with their manifold dangers, or the public playground. From the point of view of physical safety as well as in giving a place for more wholesome play, the public playground is obviously the more desirable.

The provision of playgrounds, however, is everywhere inadequate, in some places much more so than in others. In Chicago, which is probably better equipped in this respect than most cities, there are large districts that have no easy access to a playground. Many of the women that were asked where their children played said that they played on the streets, not because the parents thought it safe, but because they could not go to a playground alone and the mother had not time to take them. It was interesting, too, to learn that some of the parents who preferred the playground, and whose children played there, did not think the children should be left there alone. In one Bohemian family the grandmother took the two little boys to the playground and stayed with them as long as they stayed.

In part, then, the problem of play space is a problem in housing reform. All the newer housing projects make provision for a space for this purpose, either by the individual yard or where the multiple house is used, by one playground for every three or four families. Housing reform, however, comes slowly and immediate relief could be given by the provision of many more public playgrounds. It is obvious that these must be so directed and supervised that children can be left with perfect safety.