Introduction: Orientation to Juvenile Delinquency and the Schools

Alexander Paul W. “Some Tested Techniques in Teaching Delinquency,” Educacational Forum, VIII (November, 1943), 17–21.

A cleverly written article in which a juvenile judge, from his side of the fence, finds fault with the schools. Burt, Cyril. The Young Delinquent. London: University of London Press, 1944 (fourth edition).

The whole volume has been revised and the bibliography enlarged and brought up to date. More detailed evaluation of the Children's Act and of the Child Guidance Clinics has been included. Especially valuable is the new appendix describing methods and results of numerous recent investigations of juvenile delinquency. A section is also included on the effects of the war and the needs of postwar reconstruction in this field.

Cabot P. S. de Q. (Compiler). Juvenile Delinquency: A Critical Annotated Bibliography. New York: H. W. Wilson Co., 1946.

The 972 references included in this bibliography have been selected from a much more extensive list of books and articles published between the years 1914 and 1944. Each entry has an abstract or comprehensive annotation. References have been included reporting research and dealing with the prevention and treatment of juvenile delinquency. The references are arranged alphabetically by authors and a detailed subject index is included.

Healy William , and Bronner Augusta . “How Does the School Produce or Prevent Dlinquency?” Journal of Educational Sociology, VI (April, 1933), 450–70.

Although written more than ten years ago, this article presents a point of view that teachers and administrators should read today. It includes brief case studies showing how the school has both prevented and produced delinquency.

Jones Vernon . “Character Development in Children: An Objective Approach,” Manual of Child Psychology, pp. 707–51. Edited by Carmichael Leonard . New York: John Wiley & Sons, 1946.

A comprehensive review of research on many aspects of character development: individual differences; methods of measurement; factors related to character development; influence of home, associates, church instruction, schools; relation of knowledge and will to conduct; and practical principles. The importance of early continuous training is emphasized and the role of satisfaction—social approval and self-approval—is made clear.

Lesser Edith K. Understanding Juvenile Delinquency. U.S. Children's Bureau, Publication No. 300. Washington: Government Printing Office, 1943.

This publication replaces Facts about Juvenile Delinquency, published by the Children's Bureau in 1932. An excellent discussion of the causes of delinquency shows how its numerous and interrelated sources are to be found in the family, the school, and the neighborhood. The school must meet emotional as well as intellectual needs. Truancy, so frequently found at the onset of delinquent careers, stems from school failures, poorly adapted curriculums, rigid or weak discipline, and various “sins of omission.” One problem of the rural community is the lack of suitable recreational resources for youth. The school's responsibility for prevention demands a curriculum suited to practical needs, administered by adjusted, ingenious teachers. The importance of early detection of behavior difficulties is stressed, and the significance to the child of his teacher's personal interest is mentioned. The present tendency of able teachers to leave the profession presents a real danger. The school is viewed as a true community center.

Merrill Maud A. Problems of Child Delinquency. Boston: Houghton Mifflin Co., 1947.

This most recent book on juvenile delinquency deals with problems of child delinquency from a psychological standpoint; through the study of individual children, the author throws light on the dynamics of delinquent behavior; through a study of two groups, differences and similarities between delinquents and non-delinquents show up.

The National Conference fob the Prevention and Control of Juvenile Delinquency. Summaries of Recommendations for Action. Washington: Government Printing Office, 1947.

Here are practical suggestions, drawn up by various panels, for community action. The functions of all agencies concerned with juvenile delinquency are considered: community councils, institutions including the church, juvenile courts, detention homes, police authority, and child guidance clinics; there are also sections on case work, citizen and youth responsibility, the home and the school. The panel on the school and the teacher insists that there must be co-operative action in deciding how extensive local programs are to be and the form they are to take. It is the responsibility of the school administration to plan and execute surveys, to evaluate efforts, and to provide supplies, equipment, personnel and in-service training programs, and to promote a program of special clinical, remedial, and pupil personnel programs. The responsibilities of citizens’ groups, district or city boards of education, state departments, and teacher-training institutions vary in accordance with their legal scope in different communities.