largely be governed by their own attitudes and reactions,--in
short, by their own character and the resultant examples and
teaching. It is true that the native character of the child may
make him resistant to the teachings of the parents or may even
develop counter-prejudices, to react violently against the
gardening. This is the case when the child is of an opposing
temperament or when in the course of time he falls under the
influence of ideals and traditions that are opposed to those of
his home. Unless the home combines interest and freedom, together
with teaching, certain children become violent rebels, and,
seeking freedom and interest outside of the home, find themselves
in a conflict, both with their home teaching and the home
teachers, that shakes the unity and the happiness of parent and
child. Like all civil wars this war between new and old
generations reaches great bitterness.

In studying the cases of several hundred delinquent girls, as a
consultant to the Parole Department of Massachusetts, it was
found that the family life of the girls could be classified in
two ways. The majority of the girls that reached the Reformatory
came from bad homes,--homes in which drunkenness, prostitution,
feeble-mindedness, and insanity were common traits of the
parents. Or else the girls were orphans brought up by a
stepmother or some careless foster mother. In any case, through
either example, cruelty or neglect, they drifted into the
streets.

And the streets! Only the poor child (or the child brought up
over strictly) can know the lure of the streets. THERE is
excitement, THERE is freedom from prohibitions and inhibitions.