Iooays Rights For Tomorrows Trustees
The "boy who lives at our house" started back
to school this week and talk at our 4 able has sud
denly turned from fi.shing, ;S^j.r\.iing and hiking to
arithmetic, geography ajnd spelling, along with who
else had to stay in after school for 'talking and
how "so and‘•so’^ was caught-chewing gum.
‘'1^ ji. ' ft' i . 'I *\.«
This same change of events has taken place in
numerous homes throughout Seldovia now that the
familar • sound of-the school bell echoes over town
once again, and perhaps most of us view the open
ing of school with a sense of relief. In discuss
ing school .all to often this phrase has come up
"well it111 keep ‘em busy anyhow". It is Sad that
a Jtown the size of Seldovia has no other means of
keeping her children busy then merely sending "em
off to school". \ . _
Seldovia, who*-feels- proud of her growing pos
ition on the Kenai pennsulia sheuld hang her head
in..shame at her neglect of her Children.
To feel, as many of Seldovia apparently do*
that "kids can always play", is not the right att
itude. True, "kids can always play", but whether
that play is constructive or detrimental de °nds
a great' deal upon the citizens of the community.
At present we of
Seldovia are not provid—
ing constructive recreat
ional t facilities .for* our
children ni* our neighbors
children and whether they
become a credit or,a* ^iet?-:
riment to* our community '*
depends upon the direct
ion or misdirection of
their spare time activit
ies.
Let’s not forget that
the students who sit beh
ind the desks in Seldovia
school rn.ll soon be the
trustees around the coun
cil table in City hall.
WHERE
H AM I
J GONNA
1 PLAY ? ?
CHILDREN’S BILL OF RIGHTS \\ J
For each child regardless of race,
color, or creed:
1% The right to the affe-cticrp and intelligent,
guidance of understsnoing parents, M -
2. The right to be raised, in a decent hone in
which.he or she is adequately fed, clothed
and’ sheltered.* ' : •* -
3. The right to the • benefits of religious
guidai.se and training. .
1, The rignt co receive constructive‘discip
line for the proper deveiopnent of good
charaotei', conduct ana habits,
5. The right to a school program ’Wiich, in
addition to sound academic training, offerJ
maximar.' opportunity for , inar^idual. devel
opment and preparation for living
6. The right to be _ecure in his or her com
munity against all influences detrimental
to proper and Wholesome development*
\v
7. .The right to live in a comra
•'* hnity phose adults practice
the beliet that the welfare
e .. . of their cniluren is of pri
* * nary importance
8. The rigiit to the individual
selection of f^ce and whole
sene Ttcreation.
9. The right to rocieve good
examples of behavior with an
enamg to that old subter
> fugei ,lDo as I say — not as
I cf"" '
10. The right to early diagnosis
and treatment of the physic
ally and mentally handicapp
ed and the socially maiadju
ted at public expense when
ever -necessary.
«
- National Humane Review.
Let's give our kids a break. — Tl7rite your letters of
suggestions to The Frontiersmen,