The aim of this study, therefore, is to trace the principal influences which have formed the West Side boy; to consider some of the means which have heretofore been employed to counteract these influences; and to picture him as he is, exemplifying the results of circumstances for which not he but the entire community is responsible.
TABLE OF CONTENTS
| CHAPTER | PAGE | |
| Introduction | ix | |
| I. | [His Background] | 1 |
| II. | [His Playground] | 10 |
| III. | [His Games] | 24 |
| IV. | [His Gangs] | 39 |
| V. | [His Home] | 55 |
| VI. | [The Boy and the Court] | 79 |
| VII. | [The Center of the Problem] | 141 |
| [Appendix.] | ||
| [Tables] | 165 | |
| [Excerpts from Report of Children’s Court,County of New York, 1913] | 177 | |
| [Index] | 201 | |
LIST OF ILLUSTRATIONS
Photographs by Lewis W. Hine
LIST OF TABLES
APPENDIX
CHAPTER I
HIS BACKGROUND
The influence of environment on character is now so fully recognized that no study of juvenile offenders would be complete without a consideration of their background. In the lives of the boys with whom this study deals this background plays a very large part. One-third of the 241 families studied, 82, are known to have lived in the district from five to nineteen years, and a somewhat larger number, 88, for twenty years or more.[4] This means that the boys belonged almost completely to the neighborhood. Most of them had lived there all their lives, and many of them always will live there. If they are to be understood aright, this neighborhood which has given them home, schooling, streets to play in, and factories to work in must also be pictured and understood.