East Liverpool High School - Keramos Yearbook (East Liverpool, OH)

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ZZ Ilivramnu lesson of team work, of concerted effort. That is no true home for the child where- there is no play and every means should be encouraged which aims to give an opportunity for the free expression of his natural spontaneity. Stevenson says: Happy hearts and happy faces, Happy play in grassy places, This is how in ancient ages Children grew to men and sagesf' Now picture to yourself the familiar groups of dirty children, playing in the dirtier streets. Only through the public playground can the little outcasts of humanity know the joy of happy play in grassy places. Should we begrudge them this imperfect substitute? One of the first means designed to relieve the distressing conditions incident to childhood, in the cities, was the Juve- nile Court. It would appear that including the courts among the agencies for the good of the child, would give the category an ironical and melancholy cast, for it would seem that this would be the last resort instead of one of the first. It has resulted in great good, however, in pun- ishing the real criminals, those who are responsible for the wrong doing of the helpless little ones. The serious aim of the Juvenile Court is to guide these small offenders rather than to punish them for their trivial offenses. It was through the instrumentality of the Juvenile Court that a new offense was tabulated in Colorado, that of contributing to the delinquency of children. But as Judge Lindsey, the founder and greatest advocate of the Juve- nile Court, says: We shall make progress just in proportion as we appreciate the absurdity of limiting our remedies to the court, the hangman, and the jailer. A few years ago a wave of public sen- timent swept our country, condemning child labor. This outbreak finally crys- talized into several laws, laying some restraint upon the employment of chil- dren. The warfare of their enforcement has become one of the multitude of tasks for the social reformer. The child labor crusade is a vital thing-for child labor can do the Republic immeasurable harm. It is not the exclusive duty' of individ- uals, nor of committees to take up this matter of protecting and conserving outr' children, it is the duty and privilegeof the State. The State, in caring for its children, cares for its future self and it is only true to itself in so far as it is true to its children. For the child is not only the trustee of the past and the hope of the future, but it is the living present, entitled to every protection and security which man grants to man, and as much more than man grants to man as is required by the defenselessness of the child. In natural resources we are a wealthy nation. We are only beginning to realize the latent possibilities in our wide tracts of land, in our mountains, forests, lakes, and in the climate that stimulates us to make the most of our national endow- ments. On every hand we hear much of conserving our natural resourcesg agri- cultural colleges are telling us how to make our lands more fruitful, all states are conserving their wild animals, and wide tracts of forest region are being reserved as public property. The out- come of such conservation seems hopeful. But resources alone can never provide the ballast necessary for the equipoise of a nation. The vital forces in a nation are human, not material. In the economics of nation-building, the greatest concern centers about boys and girls. The Repub- lic has much to expect from its children and ro should they be conserved as our most precious possession, which shall, in the coming years, render the richest returns to the state. This is the children's hour -between dawn and daylight-the dark- ness of the children's wrongs, which is passing, and the daylight of fairness and justice that is dawning. Aucr: Brook, '11 5 .fl f s X l i.

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Y six j, Ilteramna 21 Conservation of Childhood Oration that won tirst place in Oratorical Contest between East Liverpool and Steubenville, Ohio, High Schools T WAS only after the Pied Piper had mysteriously enticed their children away, that the people of Hamlin fully realized their selfishness ii 'and neglect. Our American people are only beginning to appreciate their short- comings, in not protecting and guarding the defenseless little ones from the vices and evils which surround them in their struggle for existence. Instead of attempt- ing to uplift and elevate the surroundings of our children, they have been permitted to grow up uneducated, stunted in mind and soul, It seems absurd to punish men for crimes which are but the outgrowth of their early environment, for which they can by no means be held responsible. Handicapped though they were, the child- ren were expected to become citizens, as worthy of citizenship as those reared in happy homes. But now the American people are awakening to the fact that they are a wasteful people, more profiigate of their children than any other posses- sion. A Child's Welfare Exhibit, held in New York, tells a story, not chiefly of wrong and wretchedness, but of a struggle to se- cure for all children a fair beginning in life's race. Before the entrance to the exhibit, a beautiful piece of statuary ably illustrates the condition of children in the larger cities. A group of four figures rep- resents a family. On the left is the aged grandfather, bent and exhausted beneath the incessant burden of life, which even yet he is struggling to bear upon his shoulders. On the right are the father and mother, supporting the heavier part of the same burden that is weighing down the grandfather: the husband endeavoring to make his wife's part lighter by raising his portion with his straining right arm. Underneath the tent formed by the huge burden is a frail little child, and, although he carries no weight, as yet, upon his tiny shoulders, he, too, is stooped and bent in an expectant attitude, waiting to receive the responsibility, the weight of which he is already beginning to feel. For him a part of this burden will be due to heredi- tary influences, part to natural weak- nesses, but a much larger portion will arise from his evil environment. Who would presume to say that the slum chil- dren of our great cities are not almost hopelessly handicapped, in comparison with children reared under healthy, happy surroundings ? No single remedy will suffice to relieve the suffering of the children: but none is more directly practical than the public playground. The plea for the public play- ground is a plea for justice to our boys and girls. Carlyle says that there is a grega- rious tendency in mankind, an innate desire to associate with his fellow beings. This tendency in childhood means play. The undeniable right of a child ir to child- hood and play. It is while still young and at the playtime that the child learns some of the greatest lessons of life. In the daily games, his mind is alert to grasp the pass- ing opportunity, his eye sharpened, his hand steadied, and strength is stored up for the cares of later life. Not only mental and physical but moral obligations are enforced, for there is always a code of honor established among playmatesg and here, too, the child first learns the great

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,. Krramnn Z3 The 'Dress Mr. Haverleigh Mrs. Haverleigh Pauline, their Daughter Paul, their Son ,Carl, the littlest Boy Scene-mLibrary Time-Evening Characters Mr. H., reading at table. Paul, lounging on the couch. Polly-Well, mother, you know I don't want a lot of' frills and furbelows, but just something simple and pretty. Mrs. H.-Yes, I know, dear, but we have looked through all these books, and you can't find anything to please you. Polly-I know just how I want it made, but I can't describe it. Paulwflazilyj Oh, I say, sis, why don't you draw it, and send it to the dressmakers that way? ' Polly-Now, Paul, don't be silly. How would you like to make a dress from a drawing that I made? Paul-I wouldn't even try it. fReads.J Polly--I know I don't want a fiounce or rufiie on the skirt, because they are not fashionable. Carl-Muzzer, tan't I has a new druess too? ' Paul-Say, sonny, you thank your lucky stars that you aren't a girl. Carl-Yes, but I is a durl just now, till I grow up. Polly-You are just a dear, sweet, little boy, who can't tease as big brother can. PaulWI'll tell what, sis, you get me the goods for your dress and get me a paper of pins and I'll show you something great. It will be the prettiest dress you ever had. ' Polly-Oh, Paul, please do be sensible. Don't you know this is a serious matter? Paulvirolling overj Ha l Ha l Serious? Oh, I say, that's a good one. Why, you look as if everything depended on your dress. Youlre pretty enough to make a hit in a plain gingham or calico dress. Polly-fblushingj Oh, Paul, do you think so? Mr. Hgflooking upl Say, what is all this talk about? I have been trying to read, but it's simply impossible. Polly-Oh, Father, you know what is pretty. Can you tell me how to have my dress made? Mr. H.-What color is it? Polly-White Mr. H.-Well, I don't notice dresses very much, but don't you think it would be nice just to gather it at lu... .. the top and tie a ribbon around the waist? What do you think about that, Paul? Paul-flaughingj Why I think that would be first- rate. Polly-That just shows how much men know about dresses. Carl-Me's gwine draw a dress. Paul-Here, sonny, you musn't trifle with such a serious matter as a coming out or leaving dress. PollyAWell I'm sure of one thing, and that it must be Baby Irish Embroidery. Paul- Say, what's that? You know we aren't Irish, so it wouldn't do for you to wear a green dress. Polly+I told you that it must be white. .Is it so long since you graduated that you can't remember the girls dresses? Paul-Oh, that reminds me, one of the girls had a dandy white dress on at our last banquet at College. It looked as though it was just filled with little holes, and I still remember how it was made. Polly-Oh, tell me quickly. Paul---I can't just tell you, but I think I can draw a pretty fair example of it. You see the waist was fixed something like this and the skirt comes up like this and the belt was fastened this way. How do you like it? This isn't exactly right, but- s Polly-Why that is a perfect dress. I'm sure I would like it made that way. You know more about dresses than I thought you did. Mr. H.-Oh, listen, here is something that I'm sure will interest you all. The School Board has adopted the caps and gowns for Commencement this year at- Paul- Say that would be a gooi idea to adopt them here. What do you say, Polly? Polly-Well, I don't think so. That subject has been mentioned at school, but no one seemed interest- ed enough, so it was dropped. I'm certain they will never be used here-I think I will call Vi up and see what they accomplished in class meeting this after- noon. Yon know, mother, I couldn't stay ileaves the room.J Mr. H.-I'm afraid she will be disappointed. For I feel certain that the caps and gowns will be adopted here. So you needn't bother any more about the dress, mother. Polly-Centeringl Oh, mother, now they have decided on those horrid caps and gowns. I know they will spoil everything. Paul-And such a mistake too. -F. B. 1911