Rights are statements of claim. The very conception of human rights cannot be understood without reference to the aggressive disposition to invade, violate, or override them. When socially sensitive leaders rise to the acceptance of these rights,... gradually such expressions of social conviction are either set aside due to some less idealistic pressure or are enacted into codes, laws, and statutes and then implemented with means and measures for enforcement. Even then they seldom achieve the status of inalienable rights, for laws and institutions have jurisdictional limits. The parents who migrate to new countries or communities are often unconsciously alienating the rights of their children. How then, can civilized, adults cope with the social problems implied in the conception of children's inalienable rights? Where do adults stand and what can be done as members of a professional organization devoted to the developmental and educational needs of children? This article presents a discussion of these questions as it attempts to make more explicit these questions already suggested to readers who have a mature sense of democratic social responsibility and an intelligent insight into developmental needs of children. [Excerpts from this article are reprinted from "Childhood Education" v21 n7 1945 in celebration of "Childhood Education's" 125 year anniversary. To view the original article in ERIC, see EJ379151.]