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A $15 Minimum Wage for all Working Americans

By Amelia Christensen, 16, Minnesota.

Raising the federal minimum could will save millions of Americans from financial burden and stress!

As a working high school student, I get paid $11 an hour, which is $3.75 above the minimum wage in America (currently at $7.25 per hour). My paycheck for two weeks covers a few meals at a fast-food restaurant, one small grocery bill, and maybe a few miscellaneous items. Now imagine a single mom living on a $7.25 per hour wage with kids, a mortgage, grocery bills, and student debt to pay. To put this in perspective, she would need to work 139 hours a week to meet her expenses. This would translate into working almost 20 hours a day, seven days a week!

A $7.25 hourly wage would mean earning about $15,080 per year. This pay is extremely low, leaving an individual living barely above the poverty line, surviving paycheck to paycheck. A full-time worker living on federal minimum wage would even qualify for food stamps. It’s extremely hard to comprehend how an individual can live on this paycheck, but imagine a whole family living on a yearly salary of $15,080. Quality of life goes down, mental health issues increase and basic needs aren’t met.

Money and financial problems play a huge factor in increased suicide rates. The American Journal of Epidemiology found that financial stressors like unemployment and low income might make someone 20 times more likely to attempt suicide.

Fortunately, there is a solution to the problem. According to a 2020 study published by the American Journal of Epidemiology and Community Health, raising the minimum wage by even one dollar an hour would cause suicide rates to drop. As shown in these statistics, people living in poverty don’t just struggle financially, but also have mental health issues. Many low-income workers are struggling to make ends meet, provoking them to have extreme stress, anxiety disorders, depression, or other mental illnesses. Raising the minimum wage could not only help the quality of life for many struggling Americans but it could also save thousands of lives.

Raising the federal minimum is a long process and doesn’t just happen overnight. Biden has proposed to raise the minimum wage to $15 per hour by 2025. If his plan is successful, he would pull 900,000 people out of poverty, increase pay for 17 million workers, and help narrow the chronic economic gap between white Americans and Black and Hispanic Americans. The minimum wage has been stagnant at $7.25 an hour since 2009, but with the Raise the Wage Act the federal minimum wage would go to $9.50 an hour in June. Then it would continue to rise until it hits $15 in June of 2025. The Liberal Economic Policy estimates that 31 percent of African Americans and 26 percent of Latinos would receive a raise if the minimum wage was increased, which would play a crucial role in reducing racial economic disparities.

Some concerns about raising the federal minimum wage are: it would take a toll on the economy and take away millions of jobs, as employers are required to pay their employees more. Two economists from Princeton University, Card and Krueger surveyed 410 fast-food restaurants and found that with higher minimum wage, job openings increased rather than decreased. Professor Arindrajit Dube of Univ. of Massachusetts at Amherst, a leading minimum wage researcher, points out that companies would benefit from a wage increase because employees would be less likely to quit, which would save time, money, and resources.

Raising the minimum wage will not completely solve all financial problems for an American living on federal minimum wage, but it will provide some financial freedom. If we start to raise the minimum wage gradually, even by a dollar an hour, it would relieve financial stress and anxiety, and even save lives for struggling individuals living paycheck to paycheck.

References:

https://livingwage.mit.edu/articles/19-new-data-calculating-the-living-wage-for-u-s-states-counties-and-metro-areas

https://www.healthline.com/health-news/how-raising-the-minimum-wage-can-be-a-win-for-mental-health#Suicide-rates-drop

https://www.pbs.org/newshour/health/how-economists-see-bidens-15-wage-proposal

Erwin: A Holocaust Survivor

By Maggie Satterthwaite, age 16, European American, Massachusetts.

MUNKACS, CZECHOSLOVAKIA, MAY 1944. The German soldiers trampled, raided, and forced his family out of their house and onto a train, which led most of them to their death. This was the moment when World War II confronted Erwin Forley and his family. They watched flames swallow their IDs, while simultaneously feeling their own lives burn to nothing. The happy life that Forely knew as a Czechoslovakian teenager was stolen from him, and soon enough his existence would mean nothing more than a tattoo marking A-9957 on his arm.

Mr. Forely, 92, tells his story to reflect on and share his experiences during the Holocaust, but also to warn today’s society about what may happen if we continue to choose violence over peace and hatred over love.

Before the Nazis arrived in his town, life was normal. For most of his childhood, there was no sign of anti-Semitism or war.

“Life was good. We had parties, we went swimming, we went ice-skating, and we had normal lives… until the end,” says Forley. “Until they took us.”

Forely grew up in Czechoslovakia with a loving and honest family—his father, mother, brother, sister, grandparents, and eight uncles and aunts. By the end of the war in 1945, there were only three survivors in his family—his sister, mother, and himself.

After their capture, Forely’s family was sent off to a ghetto, where they survived off of little food for three weeks. Then, already weak, they were thrown into cattle cars, where one hundred other people were crammed, and were shipped to Auschwitz. At the concentration camp his grandparents and young brother, deemed useless, were sent to a gas chamber. The father of a girl Forely had known in the ghetto told him to “take good care of my daughter,” as he was not optimistic that he would survive.

Forely and his father remained together, but they had to hide their relationship. If an SS (Schutzstaffel in German, meaning Protection Squadron) guard knew that two men were family, one would be beaten to make the other suffer. To avoid this, Forely called his father by his name.

Although he was not beaten in front of his father, he was often threatened with attacks from German Shepherds. These vicious dogs were used by the SS guards for their ability to maim or kill prisoners who misbehaved.

Because Forely and his father were farmers, they continued to work as farmers in Auschwitz for six months. In many ways, this work on the farm saved their lives at first, as they had a purpose in providing for Germany. Although it helped them avoid the gas chambers, it was still extremely dangerous and took place in brutal conditions. Forely, for instance, was hurt while cutting trees and had to go to the hospital, getting separated from his father.

Later, his father was taken to another camp, where he eventually died of hunger.

Just days after Forely was treated for his injury, the Russians liberated Auschwitz on January 27, 1945.

Erwin Forely was free.

Today he says, “I have faith. I am a believer, and that is why I survived.” He explains that his hope and resilience saved his life.

Once Forely left his worst memories behind and reentered life outside of the camp, he found his way back to his childhood home in Munkacs. However, a Russian captain had occupied the house. Forely explained that he used to live there and asked if he could enter his home to move some furniture. The Russian approved.

Inside, Forely pulled out a pair of earrings his father had given his father, earrings he had hidden before being sent to the camp. The earrings were also survivors of WWII, and they now belong to Forely’s granddaughter.

Later, Forely rang the doorbell to his house again, but this time his mother and sister opened the door. Previously unaware that they had survived and returned, he was grateful to reunite with his only living family members. Together they moved around Europe, and Forely went on to study textile engineering at university.

One day, they received a special package. It was from Forely’s uncle, who was in New York. He sent them papers, and soon enough they were on a long journey to America.

Although he would always hate every German his age or older, Forely was able to be positive and optimistic when beginning his new life in New York.

“I didn’t feel out of place,” claims Forely. He was happy in America and felt welcomed.

Forely was once surrounded by death. Now, however, he lives contentedly with his wife of 67 years, with whom he has children and grandchildren.

“She is always helping me. She is my light,” says Forely, as he mentions his wife.

Seventy-five years ago, the only light that Erwin Forely saw was from deadly flames. Now, he sees it instead in the warm, kind faces of his family.

By Maggie Satterthwaite, age 16, European American, Massachusetts.

Dare I Say / Y Me Atrevo a Decir

 Dare I Say
 By Cassandra Martens Diaz, Mexican-Canadian, 17, Manitoba, Canada
  
 I do not pronounce it with familiarity 
 I do not read it
 I do not spell it
 Dare I say I speak it at all 
  
 Pepper burns my tongue 
 I turn away from the heat 
 I do not take the spice
 Dare I say I have a taste at all
  
 The Jalisco too small 
 Tucked away, unused, unworn
 Body stiff, and still 
 Dare I say I can dance at all 
  
 Though in my blood
 Though in my citizenship 
 It is not to be found in me
 Dare I say I am Spanish at all
 
 
 Y Me Atrevo a Decir
 por Cassandra Martens Diaz, 17, Manitoba, Canada
  
 No lo pronuncio fácilmente 
 No lo puedo leer 
 No lo puedo deletrear
 Y me atrevo a decir que lo hablo
  
 El ají quema mi lengua 
 Prefiero alejarme del chile
 No tolero el picante
 Y me atrevo a decir que lo saboreo
  
 Mi traje de charra me queda chico
 Alzado, sin usarlo ni vestirlo 
 Cuerpo rigido, e inmóvil
 Y me atrevo a decir que bailo 
  
 A pesar que está en mí sangre
 A pesar que está en mí ciudadania 
 No lo he podido encontrar en mí
 Y me atrevo a decir que soy Latina 

  Cassandra adds: "My family immigrated to Canada from Chihuahua, Mexico when I was 
very young. Since I was raised in a country that was culturally very different from Mexico, I have always felt detached 
from my extended family because I lack a lot of the experiences that they’ve had. It is important to me that 
I continue to work on my Spanish and learn more about my mom's culture.. I am just beginning to submit my work 
for publication. I was inspired by Jessica Wang’s heartfelt story submission, Xiang Xiang, 
published by Skipping Stones."

Sri Lankan (Sinhalese) New Year

By Seja Kularatna, Age 10, Wisconsin.

Hi my name is Seja. I am 10 years old, I live in Wisconsin, and my parents are originally from Sri Lanka. I will tell you about the Sri Lankan New Year. Sinhalese New Year, called Aluth Avurudda in Sri Lanka, is celebrated on April 13^th or 14^th each year.

Sri Lanka is an island country that is just south of India. The temperature is always warm in Sri Lanka.

This year, the Sri Lankan New Year is on April 14th. Before this special day, people make preparations that include cleaning and redecorating our houses, making of Kevum (our traditional sweets) and Kiribath (milk rice) and engaging in religious observances.

Every year, here in the United States, we have a Sri Lankan New Year Celebration with friends and family. We have lots of yummy dishes, games, and entertainment.

Ladies wear Sarees and the girls wear Lama Sarees. Lama means kids in Sinhalese, so they wear kid’s versions of the Sarees. The men and boys wear traditional clothing. They have long sleeved shirts and sarongs. Sarongs are like long skirts for boys and men. The kids wear their white clothing to sing the Sri Lankan National Anthem.

For the New Year celebration, the kids perform dances or sing Sinhalese songs. Our parents begin training us a few months prior to the celebration. Usually, we do group dances with other kids, so we go to each other’s homes to practice. The parents make our dance costumes.

On the Sri Lankan New Year, there are different types of food. Lots of people like to make something at home and bring it to share. We usually eat rice with other side dishes, and when we’re done, we eat sweets.

The adults plan games for the kids. We usually play games like Tug of War, Draw the Eye on the Donkey, Musical Chairs, and more.

The Sri Lankan New Year is an occasion to pay homage to our elders and receive their blessings, to renew our relations with friends and relatives. It is time for great fun and enjoyment for the kids. My favorite part is practicing the dances with our costumes and props.

By Seja Kularatna, Age 10, Wisconsin.

Way of Hand and Foot

 
  Way of Hand and Foot
  By Beau Heese, grade 7, Missouri.
  
 The judges call my name, and I walk to the ring.
 As I stretch, kicking the open air in front of me,
 I look at my opponents,
 and I analyze their technique. Some are flexible, strong,
 or quick, but we all have one constant—we have trained
 for years. The judges call my name, and I step forward.
  
 I nervously step into the square ring, and they call in
 who I will be sparring.
 As I see my opponent, my nerves... leave.
 Why now, right before the match?
 As I meet the eyes of the person across from me,
 I see a child, a student, me. We are equals.
  
 We bow, always keeping eye contact.
 And when the judges say go, we begin.
 But it is not a disorganized fight. It is a dance,
 a tango, of sorts.
  
 As we shift around the red mot,
 striking, kicking, blocking, I forget
 about the world outside.
 The judges, the scorekeepers,
 the other competitors, all melt away.
  
 I enter into a new world, a world born out of our dance,
 a world in which we are the only two beings,
 and where our fight is the only truth.
 A new reality.
  
 Suddenly, a buzzer sounds,
 and I am pulled away as quickly as I arrived.
 The match is over. But I am not satisfied.
 And when I return to my seat, all I can think about is
 my next trip to this strange new world.
  
 By Beau Heese, grade 8, Missouri. Beau adds, "While writing this piece, I realized how everyone can see the 
world so differently, especially in their teenage years. I hope the poem will show them that everyone has their 
own blessings and problems. Perhaps, it will help others accept different views better."

Early Bilingual Education

Taking it One Baby Step at a Time: Why We Need Early Bilingual Education

By Michelle Lo, 17, New York.

If you’re like any typical American high school student, this is how your language-learning journey will go: you spend three years blazing through vocabulary and learning all of the tenses, grammar, and tones of the language, only to forget everything that you’ve learned by the time you’ve graduated (except for maybe how to ask to use the bathroom or where the library is).

Meanwhile, with the rise of globalization over the last century, bilingualism and multilingualism have become some of the most important skills to have as an individual. Some of the many benefits to bilingualism include a communication advantage in the world’s competitive job market, the ability to communicate and connect with people from a variety of social settings, and a wider global perspective. So, if being bilingual or multilingual is that important, how might we improve the way we teach language such that our students can actually become fluent in them?

The solution, as simple as it may be, is to have our students start early.

One of the clearest benefits to learning a new language early is that the younger you are, the easier it is to pick up the language. In a linguistic study done by a research team from Boston-based universities, researchers aimed to pinpoint the age at which our ability to learn a new language disappears through a short online grammar quiz. Individuals were asked about their age, language proficiency, and time studying English. The study concluded that children up to the age of 18 are proficient at learning a new language, while children up to the age of 10 can achieve the level of grammatical fluency of a native speaker. There are many reasons why children generally have an easier time learning a new language. Younger children are less fearful of making mistakes than adults and teenagers, a hurdle that one must overcome in learning a new language. Certain brain structures in children also make this process of language learning easier. One study conducted by researchers at UCLA observed rapid growth in the parts of the brain that are responsible for developing language skills between the ages 6 and 13, but a sharp decline in growth after age 13.

Contrary to what some may believe about bilingualism, learning a second language during a person’s most formative years will not affect their ability to speak their primary one nor will it confuse a child. As a matter of fact, numerous scientific studies have concluded that being multilingual can offer numerous cognitive and intellectual benefits for children. A 2004 study by psychologists Ellen Bialystok and Michelle Martin-Rhee found that the brains of bilingual children had better executive functioning than those of their monolingual peers. This meant that bilingual children were better at planning, solving problems, etc., which stemmed from their ability to switch from one language to the other. Various studies have also proven that bilingualism can lead to higher intellectual performance and higher creativity.

Yet, despite the overwhelming evidence supporting early language learning, the U.S. is falling significantly behind other countries in foreign language learning. As the American Councils for International Education reported in 2017, out of all 50 states and the District of Columbia, only 20% of K-12 students are enrolled in foreign language classes, compared to the European median average of 92% thanks to the national-level mandates for foreign language education. In addition, many European students begin to take foreign language classes from the ages 6 to 9, whereas most American students begin in their high school years. Unlike many European nations, many states lack requirements regarding foreign language education or the age at which students should start in place, causing more lag for American students.

In order to make up for this lag, we need to start taking steps in emphasizing foreign language education, beginning in early childhood. That could mean implementing a more standardized system in the state where all students can begin to get some exposure to foreign languages from kindergarten. We could also expand dual language programs, one of the many great ways early childhood foreign language education can tap into a child’s language learning potential. Although dual language programs vary in form, most are designed to teach students in two languages in order to foster bilingualism and biliteracy. Usually, one half of the instructional day is taught in a foreign language and the other half in English. Many of these dual language classes are immersive. For example, children are encouraged to learn through play, song, and social interactions with their peers, which, over time, can help to foster their interests in learning the language and culture. These programs are great for English-learners and native English-speakers alike. For English-learning students, a bilingual classroom allows them to build friendships with their native English-speaking peers, a relationship that would not have been possible if it wasn’t for their mutual understanding of each other’s languages. For native English speakers, sharing the classroom with non-native speakers and immigrant students will help normalize the diversity in languages and cultures in the classroom.

If we expect our coming generations to build a future that is diverse and multicultural, we need to first construct the foundation: an improved and earlier foreign language education system for all students. Students, teachers, administrators, families, and change-makers of any form can all contribute to this cause by recognizing this need and advocating for better early bilingual education, whether that be writing to your local representatives or spreading awareness within your community. That way, we’ll just be one baby step closer to a truly globalized future.

—Michelle Lo, 16, New York. She adds: “I’m an American-born-Chinese, or ABC, that has always been interested in language and culture. Growing up, I spoke only Chinese as a young child but after rigorously studying only English during my childhood years, I lost my ability to speak Chinese. This is something that I deeply regret as I felt that it created a barrier between me and my culture. As a result, I hope to spread awareness about the importance of bilingualism in our multicultural society to prevent cases like mine from happening.”

Sources:

American Councils for International Education, 2017, The National K-12 Foreign Language Enrollment Survey Report, www.americancouncils.org/sites/default/files/FLE-report-June17.pdf.

“Benefits of Learning a Second Language at an Early Age: Ertheo Education & Sport.” Benefits of Learning a Second Language as a Child | Ertheo Education & Sport, 10 June 2020, www.ertheo.com/blog/en/learning-a-second-language/.

Bhattacharjee, Yudhijit. “Why Bilinguals Are Smarter.” The New York Times, The New York Times, 17 Mar. 2012, www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html.

Devlin, Kat. “Most European Students Are Learning a Foreign Language in School While Americans Lag.” Pew Research Center, Pew Research Center, 6 Aug. 2018, www.pewresearch.org/fact-tank/2018/08/06/most-european-students-are-learning-a-foreign-language-in-school-while-americans-lag/.

Smith, Dana G. “At What Age Does Our Ability to Learn a New Language Like a Native Speaker Disappear?” Scientific American, Scientific American, 4 May 2018, www.scientificamerican.com/article/at-what-age-does-our-ability-to-learn-a-new-language-like-a-native-speaker-disappear/.

Talukder, Gargi, et al. “Brain Development Study May Provide Some Help for Educators.” Brain Connection, 9 Dec. 2016, brainconnection.brainhq.com/2000/09/20/brain-development-study-may-provide-some-hel

Umama, Khujista. Personal Interview. 18 Dec. 2020.

Zhang, Jingyu. Personal Interview. 16 Dec. 2020.

Our Buddhist Meditation Class

Hi my name is Seja. I am 10 years old. I live in Wisconsin, and my parents are originally from Sri Lanka. I will tell you about our meditation classes.

My meditation class is usually held once a month, on a Sunday. I get to see my family friends. The class takes place at one of the homes. A Buddhist priest comes to meditate with us and teaches us Buddha’s teachings. We call the priest a Sadhu.

When everyone arrives, we start the meditation. First, we take refuge in Buddha Dhamma Sangha. The first three lines are: “Namo Tassa Bhagavato Arahato Samma Sam Buddhassa.” And we repeat that three times.

After that we recite the five Buddhist precepts, which are:

I shall not kill.
I shall not steal.
I will not be greedy for worldly pleasures.
I shall not lie.
I will not take intoxicating substances.

Then we do a compassionate meditation. To begin, we say: “May I be well, happy, and peaceful. May I be free from hostilities. May I be free from afflictions. May I be free from distress. May I be capable to overcome all the difficulties in my life. May I live happily and in peace.” We start with ourselves and then wish the same for our parents, siblings, relatives, teachers, friends, and finally, for all the living beings.

After all of that I feel relaxed, calm, and happy. The priest also asks some questions. For example, he asks us to think about other kids around the world, and how hard it is for some of them to get food, clothes, go to school, and so much more. He says that we should feel fortunate for having food, clothes, a good school, etc.

I sometimes think that since I have resources that some people don’t have access to, I should take care of what I have and not waste anything. I should be grateful and not waste what I have, and also donate and help others in need whenever possible.

The priest sometimes gives us books to read. There is one he wrote that I really like. It is called, “Why Mama wasn’t worried.” It is a great story.

After we’re done with the formal part, we serve the priest Sri Lankan food. Until he is done, us kids play a little bit. When the priest is done, we eat next, and then the adults.

When everyone is done eating, the parents and the priest talk a little bit and then we all bow to the priest before he leaves.

This meditation class is very helpful to me. I learn a lot about many things. My favorite part of the class is serving the priest and doing the compassionate meditation.

Art and writing by Seja Kularatna, Age 10, Wisconsin.

What’s it Like to Be a Teen with Social Anxiety

By Mehek Azra, age 15, New York.

When you’re a teenager, you may find yourself worrying about how others perceive you. You are pressured to fit into several norms. There is always a right and a wrong thing to do if you want to make friends or be liked by your teachers. And all of these expectations can be extremely overwhelming, especially to a kid. But many teens grow into having social anxiety. Social anxiety is a response to trauma. And I know that the word “trauma” gets thrown around a lot but regardless of how “small” or ”big” it is, but it is still a trauma.

Some of the experiences (trauma) that often lead to social anxiety are: being bullied, being humiliated in a social situation, or being pressured to participate in class. But the sad reality is, that society acts blind when it comes to teenage mental health. Teens with mental illness are being neglected because they are too “young” to be facing any issue.

Teachers or parents don’t really notice when a student has social anxiety because they think they are “shy.” Being shy and having social anxiety are not the same. Shy kids can gradually come out of their shell at one point but those with social anxiety don’t. They have a constant fear of being judged harshly by others. So when they are told, “Don’t be shy! We are all here to help,” it doesn’t necessarily help.

I was generally a very quiet kid who did not speak much in school. You can also call me an introvert because that’s what I am. Being an introvert is already a stressful factor about myself that makes every day things hard, such as school. And having social anxiety, on top of that makes it even more horrifying. Since I have extreme social anxiety, I will mention some of the things that trigger my anxiety, and if you can relate to these, you may also have social anxiety.

1. When a teacher randomly picks on you to read out loud, you sit there in silence and you panic. You’d rather get a zero than participate because you are afraid your classmates will secretly laugh at you.
2. You’re at the mall and a group of teenagers walk by and they start laughing, and you think they are making fun of your outfit.
3. Your mom asked you to make an order at McDonald’s, and you start to sweat. You plan out the conversation in your head multiple times before you actually speak because you’re scared they will judge you.
4. You constantly avoid going out with people because you’re not sure they will like you.

I will share one of my own personal stories. When I was in 4th grade, one of my teachers would often call out on me during class in front of my classmates, either to read something out loud or just to participate. According to her, she was just trying to help me speak up. But she didn’t realize that she was promoting quite the opposite. It made my social anxiety worse. One time in my freshman year of high school, we had a project that we were then required to present. I kept getting anxious about it way before the due date. When it was finally my turn to present, my hands turned cold, sweating excessively. My heart was beating so fast, it seemed like it could burst out of my ribcage anytime. Although the presentation seemingly went well, it was dreadful. And that is just one of the many terrifying experiences.

If you have social anxiety, you may feel more comfortable expressing yourself through writing. You may prefer text over calls. No matter how much you love them, you are not going to respond to that FaceTime call. It gets to the edge in school, or at least it did for me. The madness about constant group work and participation made me despise school. Though classes are all online now, social anxiety does not go away. You may still be afraid to unmute yourself to answer so you just don’t join your classes anymore.

Many suggest therapy to overcome social anxiety. But not everyone has that option. So what can you do? First of all, know that nothing is wrong with you! You are not alone. Social anxiety is not always recognized or spotted easily by others. So that kid in your class who you think is confident, not afraid to speak, and answers questions effortlessly, might have a fear of social judgment. You can’t tell. Some are just better at hiding it.

One of the methods that seemed to help me with my social anxiety is self-talk. Since I am afraid to let anyone know about my issue, I became my own therapist. Talk to yourself the way you wish others would talk to you. Never disrespect yourself. Remind yourself that as much as you may think others are judging you, most of the time they are just busy with themselves. The teenagers in the mall laughed because one of their friends made a joke. That one girl laughed when you were reading out loud because she and her friend were making inside jokes that did not involve you. We stress too much about how others see us. But you need to see yourself for who you are. Be aware of your triggers. Avoid situations that will make your anxiety eat you up. You do not need to do things to please others. Use your preferred way to share your thoughts and let others know about your issue. Please pay attention to yourself!

I want to let teens like me know that they are not “weird.” They don’t need to “fit in.” I am speaking up on behalf of those who struggle to express their thoughts. And I also want teachers to be mindful of how their students are and not pressure them to do presentations. They should offer alternatives in which the students can contribute their ideas without increasing their social anxiety. I shared my thoughts but will you take them into consideration?

By Mehek Azra, 15, high school sophomore, New York. She is Bengali (from Southeast Asia).

Ten Square Feet

 By Beau Heese, grade 7, Missouri.
 
 Ten Square Feet
  
 Weeds brush at my side,
 crack!
 a twig breaks,
 croak!
 a frog bellows.
 And the birds, musicians
 from a time long before man,
 begin to sing.
  
 I sit, looking at the color around me.
 Bright white flowers sit to my right,
 swaying in the morning breeze,
 while vines dangle from an oak tree to my left.
  
 My eyes wander, staring at the life around me.
 I cannot look away.
  
 I am freezing,
 tired,
 and it is still dark out,
 but I am in awe.
  
 The beauty of our world,
 is absolutely incredible, more colorful
 than anything we could ever create.
  
 And all of this in just
 ten square feet.
  
 By Beau Heese, grade 7, Missouri.