South Bend news-times. (South Bend, Ind.) 1913-1938, 1913-11-06
PARENTS RETARD
CHILD s PROGRESS
Children Are Frequently Harm
ed by Parents Who DO for
Them What They Can do for
Themselves.
BY LAURA KINGSTON.

between a very small baby and the
prOportiOnately small nurse-maid
who had it in charge. BaDy was
sitting in his pram happily trying
with all his might TO button one Of
his shoes. The young nurse, seeing
his efforts, promptly buttoned it for
him. Was baby pleased. Not the
least in the world; he yelled with in
dignation, unbuttoned it again, and,
with a broad smile, started hard at
work on this new game Of trying to
push a round red button into a mar
row slit of a hole.
Once more the nurse-girl fastened
it for him. once more the baby yelled
and deliberately pulling il open, start
ed afresh on this fascinating amuse-
ment.
IN the end the baby won, the nurse
tired OF continued buttonings-up, lei
it alone. merely remarking that he
was "a naughty boy" until, with a
final mighty and triumphant effort
the small person accomplished his
task, and with a contented chuckle
lay back on his pillows, kicked his
fat legs in the air, the better TO ad
mire his handiwOrk. and with a fina
sigh of satisfaction, fell into a
peaceful slumber with all the air of
a strenuous worker, who something
a
earned a nights repOse."
Now. in this case the baby was q
fine example Of an important fact
that few parents and teachers realize
to its full eXtent-the fact that each
time we do for a child what it is
capable of learning TO do for itself,
we are harming it, arresting in
small degree It's natural develop
ment How many mothers and nurses
INN liz fiji.
tons. continually try to check SOME
more closely studied would be seen
TO be a good one?
Learning to Do.
We are so apt to think that be-
cause a child is still mere baby
is too young to be allowed to try tC
do things of it's own accord; we check
it's first attempts at dressing or feed
ing, laughing at the half-comic et
forts of the small brain TO grasp son
definite idea.
A child should always be assisted
in it's endeavor to start some new
work or play, for each fresh effort
means q gradual opening up of the
mind, a mental as well as a physica
development.
Take the children at home. The!
see their elders working, cooking.
busting, sweeping. undertaking all
the numerous duties of homework
Well they want to do the same. too.
How often do childish voices cry,
Let me help, too" to be perhaps
stilled with the retort, NO. you can't
do this. Run away and play" II
far wiser TO let them join in, and BY
so doing take another step on the long
road TO knowledge.
Busy people say, IT haven't time.
There is so much to do, and the
children get in the way" but ia
more important is their training, the
progress they will make if allowed &c
follow these instincts, than the
punctuality of a meal or the rapid
routine of the daily life.
You will see a child play with a
puzzle, patiently fitting in the blocks,
finding it ever so difficult to make it
come right, but when an elder offers
help it is Indignantly refused. So
much the better. Leave the small
person alone, and it will eventually
accomplish its object in its own way
In developing the body, too, child
will of itself show the right way this
should be set about. The old i'm
mortal games of skipping, hoops
jumping, dancing, racing, all are Of
definite value. and should be careful
ly encoura ged, never checked.
Effects Of Training.
A clumsy child can be trained to-
graceful movement a careless one
taught dizziness and dexterity. though
themselves unconscious that the hate
full word lesson" has even appeared
on the horizon.
Invaluable lessons can be learned
from the law of possession. Give a
child it's own corner of the room. its
own little garden to dig in. its own
particular shelf OF cupboard quite
apart from any one else, and il is a
big step in the right direction.
Watch it arranging it's belongings.
taking care of them. adding to them
Why, quite a tiny mite can be taught
to value its own things. tidy its toy
cupboard. and look after its pos
sessions If let alone.
That is where the secret lies-leave
a child alone. Teach IT, but let it be
Independent. Remember il is a def
mite personality. il has an individual
mind and will. however small il may
be, and that il does not need your
constant mana cement or incessant in
reference with its own ideas and
ways.
Try always to develop the character
that is there. finding out the good and
the bad points and acting according.
but do not work on stereotyped lines.
and say that because such and such
a thing IS right fer one II must neces-
sarily be right for another.
Remember your child is a distinct
personality. and. as such. deserves as
much consideration and sympathetic
und ersta nding as any full-grown man
or woman in the wide world
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