The rough, harsh and crowded lives of the Harlem slums and discrimination against Negroes are just a few of the many results of the urbanization of America. Negroes moved to the city, away from their farm lives, to work in factories as America industrialized. With all the Negroes and other immigrants coming to Industrialized parts of America Negro communities, such as Harlem, were formed. With the slums came discrimination for the Negro migrants. The white people, who had occupied industrial cities first, s

Negro children in Harlem often led disrupted and harsh lives from the earliest years of their existence: "Testimony has been given before us as to the moral conditions among children, even of tender age which is not to be adequately described by the word horrifying" (McClenahan 311). These conditions were obviously reflected in high rates of juvenile crime but more subtly, and worst of all, in loss of respect for oneself and for life in general. Harlem youngsters developed a sense of subcordination , of insecurity of lack of self-confidence and self-respect, the inability...to stand on their own feet and face the world with open eyes and feel that they've a good as right as anyone.

I have no prejudice against the colored people. I have always had colored servants and nurse girls for my children and I like them. I have never known them to be dishonest. My husband employs seven colored men and his experience has been the same as mine. I don't care to live next door to a colored family or across the street and if they do come to this side of Raymond, I certainly will move out.

Working Mothers had little time to care for their children. Youngsters "with keys tied around their necks on a ribbon" wandered around the streets until families came home at night. Substantial portions were products of broken home, families without a male head. One Harlem school principal testified that 699 of his 1,600 pupils came from families whose fathers were not living at home. Nor did the majority of Harlem schoolchildren ever have time to accustom themselves to the regularity of school life; many families were rootless. Three-fourths of all the Negro pupils registered in one Harlem school, for example, transferred to some other before the end of one school year; some schools actually experienced a 100 percent turnover. Pupils from the South were seriously deficient in educational training: "They are at times 14 to 15 years of age and have not the schooling of boys of eight," a Harlem principal wrote. "We cannot give a boy back seven years of wasted life" (Robbins 215). The typical Harlem school of the 1900's had double and sometime triple sessions. The "usual class size" was forty to fifty and conditions were generally "immensely over-crowded": "The school plant as a whole is old, shabby, and far from modern" (Theobald 89). In some schools 25 percent and more of the children were overage or considered retarded.

The creation of a Negro community within one large and solid geographic area was unique in city history. New York had never been what realtors call an "open city", a city in which Negroes lived wherever they chose, but the former Negro sections were traditionally only a few blocks in length, often spread across the island and generally interspersed with residences of white working-class families. Harlem, however, was

Some common words found in the essay are:
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Approximate Word count = 1920
Approximate Pages = 8 (250 words per page double spaced)