Cleveland High School - Beacon Yearbook (St Louis, MO)

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CDUI2 CCDUNTIQVMEN ARE ALI. MANKIND DOROTHY SUMPTION Democracy is based on the rights of the people. The essence of democracy is expressed in the old proverb, My rights end where yours begin. This statement needs no explanation for it is seen in practice every day on the streets and in the oflices of our progressive nation. Our form of government is based on the freedom and equality of the common man. It has been proven in other countries as well as our own that democ- racy based on these ideals can really be made to work. A nation is made up of society, that is, any number of persons living together and dependent upon each other in their daily life. Society is con- stantly changing. Under the democratic system this change is brought about gradually through open discussion and frequent expressions of the will of the people. When this gradual change is not permitted, change is brought about periodically by revolution. Any democracy, if it is to remain such, must anticipate and welcome change, politically, socially, and economically. If it does not, it ceases to be a democracy, for a nation which stagnates cannot remain entirely free. The world progresses and to be a functioning government democracy must progress also, so that it may meet the challenges continually placed before it. The basic essentials of the democratic wayof life are freedom of speech, freedom of the press, freedom of assembly, and freedom of reli- gion. These freedoms go for making an intelligent, decision-making society which can guide its own destiny. An example of democracy in action is any classroom in the United States. Here partisanship and bias are much less in evidence than other places, and scientific techniques of attack on social, political, and economic problems are not only used but their uses are likewise taught. We have today in our country a working democracy,-a beckoning light to all those who would have the security and opportunities offered by a real government by the people. I do not mean to say that our system is perfect-strikes and labor disputes prove that this is not true-but we here have the opportunity to make it so. We are on the way to a really stable and enduring form of government if we can but find that one illu- sive link in the chain of progress which hampers us. The qualifications of self-government are not innate. They are the result of habit and long training, and for these they will require time and probably much suffering. -Thomas J efferson. 15

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In the schools the Negro must develop socially as well as mentally. Cleanliness Cmental and physicalj, homemaking, government participa- tion, and learning to adjust themselves to a new social status of living among and sharing with other races and creeds are important things which have to be learned. After he has mastered these things the Negro is entitled to the social equality he desires. The sad mistake was made after the Civil War when social equality and the right to vote was lavishly bestowed upon the poor ignorant Negro. Of course, he did not know how to act. How could he suddenly become a fine, upright, and understanding citizen when he had been kept in poverty and ignorance for centuries? That old error has cost the white man and the Negro much unnecessary suffering. However, it is not too late to right the folly, at least part way. We should begin now to make the Negro what he should have been for many years, a true American in every sense of the Word. After we have accomplished this, I believe we will reap many benefits. Fear of stabbings and race riots will lessen to almost an imperceptible degree. One of the greatest organizations lbeside the public school systemh to help readjust the Negroes to the new social living is the Church. This powerful organization has done little to break down race prejudices, yet it constantly teaches that we are all God's children. When the white peo- ple and Negroes can attend church together we will enter into a fellow- ship which will prove to be invaluable. The problem of the Negroes' social equality is greater in the South than in the North. The Southern people will have to change their whole code of ethics and this change must be made very gradually. As I said before, what to do with the Negro is a problem of great scope. Then, after we educate them, we must give the Negroes economic freedom. It is nonsense to argue for better educational opportunities for the Negroes and then not wish to give them a chance in employment. Allowing the Negroes to have jobs requiring more responsibility will increase his incentive to work. Several business executives have already hired competent Negro girls as secretaries. Of course, this means greater competition for the white people. I feel that competition will stimulate the whites, and that the new social system would not cause much commer- cial strife. There are and still will be many Negroes who will be glad to keep their present lowly jobs. If we have a true democracy, we will allow the Negroes social and economic equality, and, after all, the United States is supposed to be the ideal example of freedom for everyone. If we choose to keep the right of equal opportunities from the Negro, we, indeed, have a miniature feudal system with the whites as masters and the ignorant Negroes as serfs. 14

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SEARCH FDR VALOR LUCILE FRIEDLI Prize Winning Short Story The sun shone brightly through the window, casting its rays on the drab school room. As I looked out into the freshness and beauty of the countryside, I could not help but wish I were at home roaming the spa- cious grounds of the plantation. I thought of walking through the orchard where the fruit trees were in bloom, filling the air with a soft, sweet smell, of the fresh green sprouts shooting through the grass, and of a beautiful cloudless, blue sky. The quick rap of a ruler brought me back to the grim reality of Dan- ville's Female Seminary. It wasn't that I didn't like school, the routine was monotonous. The school stood on a high bluff, overlooking the river. In passing one could probably have considered the school quite attractive with its large trees, circular driveway, and wrought iron fence. However, to me it was this very fence I found most unbearable. It was not so much the fence as it was the idea, contrary to my free nature, that we were com- pelled to stay behind it. The fence also surrounded a small ivy-covered chapel where the girls gathered every day for announcements. Everyone eagerly awaited chapel as the daily announcements now included the latest news of the approach- ing war. War-with its unendable ghastly meaning. I prayed sincerely that this horrible impending thing might be avoided, but I knew that it was drawing closer by the moment. Suddenly, without warning, a horse bearing a messenger clattered noisely up the gravel path. Whatever in the world could this be? I wondered. A sharp pang shot through my heart as I realized it had come, as quickly and surely as I knew it must, War! The quiet decorum of the school room was upset immediately. My best friend, Susan Draper, rushed from her place across the room to my side. Anne, I'm scared! came her hurtled words. I tried to appear calm and serene, but there was a slight tremble in my voice as I spoke, Don't worry, Sue, everything will be all right. We'll show those-those-those Yankees. I hope so, Anne, I hope so. rf Everything was not all right. The war had brought a problem to our school. The girls were divided, some for the North and some for the South. I6