The indescribable eyes of a young child look into one’s soul, and
the first feeling any rational heart should recognize is love—pure,
unrestricting, captivating love. Humans discover that gazing into a child’s
enlightened eyes is like staring into the universe’s heart and discovering
that, maybe, it is not completely sculpted from darkness, but, rather, that the
darkness is molded by the absence of starlight. Subsequently, there stands a
100 percent chance that those curious eyes are those of a young one that will
carve our future. Their fingertips will brandish the clay that forms the
destiny of the human race. Upholding their right to unbound freedom, we must
ensure that their lives do not involve the task of remolding the frame we have
already set for them. As access to education is sickeningly denied to children,
and hundreds of young ones are exploited or abused every day, the children of
the world should be encouraged to strengthen their liberty of learning and their
entitlement to childhood innocence with the help of all adults, especially
parents and teachers.
Accordingly, as a unified species of intellectual capacity, it is
our inherent right to unearth the beauties of the world around us; however, a
number of children are denied this right, especially in foreign lands. As indicated
by Susan Aud and her fellow authors, America boasts a 90 percent rate for
adults ages 25 through 29 to have a high school diploma, and 33 percent have a
bachelor’s degree or higher by this point in their life (1-2). Therefore, in
America—a country so known for its indescribable liberty and freedom—there is
nearly ten percent of a fairly recent age group whom do not even possess their
high school diploma. Encouraging children to be free, adults must reassure them
to engage in learning as modern grown-ups evidently did not have the dedication
or ability to do so. In a Malaysian study on 26 working children, 20 did not
even realize their right to a proper education and 16 longed for schooling
(Rahimah Abdul Aziz 1). If a child does not know of his or her rights to
education—to learning about the entrancing, free
world around them—how does anyone expect this world to enrich itself? Ten
did not desire school because they had most likely never been taught what an
education’s value is. Being free and enlightened unto liberty means partaking
of the opportunity to indulge in both sides of an argument because you know
both sides; consequently, youngsters cannot control this freedom because they
are not given the opportunity to obtain schooling. A child being denied access
to school illustrates just how much freedom is removed from his or her life.
Additionally, abusing and exploiting children because of their
lack of education is common in many third world countries. Christina Thurston
alleges that other counties horrifyingly subject their children to the
workforce because they appear easy to abuse, manipulate, or exploit in their young,
presumable helplessness (54). Because of their small stature, a child’s
strength is minuscule and that makes their minds, as well as bodies, an easy
target. By educating even a tiny increment more of the population every year,
perhaps a child can genuinely learn to defend him or herself and develop a faultless
future. Encouraging a child to manage high self-image, strong communication
skills, and positive morals allows a child to be unburdened from fear as well
as discrimination (Thurston 57). Each of these traits sustains a young one’s
self-confidence. Being free permits them to delegate themselves and allows them
to discover pieces of life that they might never have known because they were restricted
by society’s pressures and frustrating psychological chains. Supporting
children in everything they do, adults will help kids develop a halo of freedom
they can cherish their whole lives. The entire world oppressing young ones
validates the idea that children should attain their long-awaited freedom.
Furthermore, people believe that children need strict rules and
regulations. Children, conversely, are innocent and uncorrupt until they are
bantered by reason and the stress of the world: Our youngest ones are
inherently good. Echoing the victories of our history, their necessary freedom
reflects those trespasses of the African Americans, the Israelites from Egypt,
and humans from sins. They do not need more discipline; they need chances to
discover and learn and love and be just plain children again. Indulging in
their freedoms as much as humanly possible under this pressurized society,
young ones are forced to accept what little freedoms they have and be content…they
must sit while the fumes of poisonous restrictions churn around them. They do
not know they are restricted. They do not know they are bound. They do not
realize how much of life is taken from their tiny palms in order to sustain our
reins of control and order. In this daunting universe we live within, these
acts of constraint flood society, but they are corrupt, for they limit human
existence’s expression of life and of learning.
Thus, children are strong and they are courageous; we are the ones
who are so weak that we feast on their insecurities to make ourselves feel
powerful. When envisioning the future, the human race should glimpse equal
opportunity and glowing understanding of all generations that transcends time.
Encouragement from adults for children to establish their own creativity and
ideas of “perfection”, as well as the forming of organizations and laws (like
the “No Child Left Behind Act of 2001”) to encourage children and protect them
from abuse should be enacted (Aud 1 and Randolph 6). Brilliantly, these effects
start one adult at a time…change how a parent views their child and their view
will slowly influence the world. Hence, in “What Can Parents Do to Help?”, studies
indicate that students 15 years of age today showcase higher test scores when it
is proven that their parents read to them as children (1). If schools could
enact parent’s meetings bi-annually starting in a child’s first year of
schooling that provide ideas for aiding the kid’s education and require a
pledge to proper parenthood, a parent’s heart and ideas of parenthood will be
upgraded. Because these meetings are infrequent, many adults will have the
necessary time to attend each of these. Influencing one area, one parent,
and–therefore—one child at a time, the world will begin to glow with the
incomprehensible light of true understanding. Earth itself will become a
beautiful, knowledgeable, and truly “free” place for everyone, big or small.
Liberty will finally reach our truly littlest minority.
Aud, Susan, and et al. “The Condition of Education 2013.” National
Center for Education Statistics (2013): 1-3. EBSCOhost.Web. 3 Dec.
2013.
Randolph, Kelli; Wilson-Younger, Dylinda. “Is No Child Left Behind
Effective for All Students? Parents Don’t Think So.” Online Submission (2012):
6. EBSCOhost.Web. 4 Dec. 2013.
Thurston, Christina. “Child Abuse: Recognition of Causes and Types
of Abuse.” Practice Nurse 31.10 (2006): 51-57. EBSCOhost.Web. 4
Dec. 2013.
Aziz, Rahimah Abdul; and Iskandar,
Suriati “Working Children and
Knowledge of Right to Education: A Study of ChildLabour in Sabah, Malaysia.” Asian
Social Science 9.8 (2012): 1, 31. EBSCOhost.Web. 5 Dec. 2013.
N.a. “What Can Parents Do to Help Their Children Succeed in
School?” OECD Publishing (2011): 1. EBSCOhost.Web. 5 Dec. 2013.
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