South Bend news-times. (South Bend, Ind.) 1913-1938, 1915-04-13

Where do bad children come from?
That is perhaps the most important
inquiry in the while world
These officially delinquent children,
children trapped 10y the law. appear
for while in the light Of the police
court and the reformatory
But IL is not the merciful police
court that most concerns us, nor the
excellent reform school. We want 10
know why the children are here. and
what will become Of them
When the starving wolf met the fat
watchdog he heard an alluring tale
OF life within the law lie would be
kindly treated on the farm and have
plenty to eat.
There was just one little drawback,
the mark of the collar on the dogs
neck.
Aesop had slaves bitter knowledge
Of that collar mark. and so have the
children in our philanthropic reform
schools
We visited reform school We saw
there,a very handsome, intelligent boy
of u.
What are you in for?" asked the
guide.
"Robbing a postomce." He wasn't
bit ashamed of it,
But you're only a baby" we pro-
tested. Indignantly. You ought to be
at home with your mother"
MY mothers dead he explained
without emotion.
His father is a car Inspector, mot
round home much" His I6-year-old
sister was supposed 20 look after him
Can't You picture the pretty sister,
wouldn't have much time for mis-
ChevOus little brother.
So he is branded for life
And we cannot blame her. Ia isn't
exactly her business at 16 10 be caring
a.. IA 80
and mine, al least as much as hers.
There is another reason why chill
dren are bad-a bad environment.
The state does not concern itself
with a good childs environment. He
must turn bad before it Will notice
him.
For the erring child if provides able
and conscientious courts. costly and
| hygienic reform schools scientific SUI
peryisiCn. There are clean beds IN
/ the reform school. wholesome food.
careful attendance for the sick.
What kind Of a teacher has your
good little son at public SCHOOL, Isn't
she underpaid2 40 ambitious person
seeks an ul-paid job that does not
offer promotion. That sort Of place
/ serves chiefly for shelving needy rela-
tions Of people with a pull
And what does your boy learn2
Is ne is a tame, mild little soul. and
/ goes 20 school regularly he viii be-
come expert at such useful arts az
diagramming sentences The boy -
studious," for instance. "Studious" IS
an attribute complement. they viii in
struct him.
But studsous is not the attribute
| complement ~ most American boys
Why should il be? Who wants 10
know anything about an attribute
complement
In the public schools they teach
your good, little boy 10 make raffia
mats Don't they? And wood carv-
ing In the reform school ne can
build houses. install plumbing, make
bricks. work in iron
Are YOU willing 10 label your boy
I iailbird2 Incorrigible2 That d. the
| price of his learning anything really
useful while our present school 81 s.
I tenn exists Just the cost Of his self
| respect
So. whenever he can, the compass
! sionate judge valves technicaAties
| and sends the turbulent. peace break
l ing boys who come before him back 90
| the attribute complement. 10 the
/ French and Indian war 20 the raffia
! baskets and all the false and futile
| round OF their dreary school days, be-
/ cause ne does not want % brand your
| little sons.
Some day when we all get tired q
6 tpplying wooden legs and crutches,
| 4 red OF glass ewes and artificial teeth.
and straightjackets and jails and the
| brand OF cain and an the failures thar
/ come from neglect - possibly among
! other reforms we shall begin 20 take
GOOD care OF good children