The Daily Ardmoreite. [volume] (Ardmore, Okla.) 1893-current, 1918-12-15
BY Mrs. Gertrude II. Campbell

Many mothers have asked me, Dc
you find that your kindergarten
training really helps YOU when you
are dealing with problems in your
home;" My answer is invariably
"Nes."
Two years OF thorough and stimu-
lating training in Froebel's wonder
ful methods for teaching little chill
dren and several years oi trying to
put those methods into practice,
could not fail to give a mother a
more intelligent and spiritual grasp
OF the meaning OF her chidrcn'S ac-
tivities.
Thinking back over the past years
have been trying to formulate some
OF the practices that have helped me
over the hard places. and offer the
following to the mother who wishes
to make OF her chiIdren's carly years
period that they and she will re-
member with great JOY.
|. When it is necessary to re-
strain child from doing something
wrong or harmful, always suggest
something else he may do. Never
issue a don't without proposing a
do.
, In giving a child permission to
play take care that his activitjc, do
not develop into license. For ne will
be happier if some Imitation, are
imposed to test his powers and help
him Concentrate. For instance. if he
is playing with block, or cutting
from paper, giving him permission
TO do anything he pieases often re-
suits in aimless or destructive actiy-
ity. Some suggestion from the
mother to make something--to fur
nish house, for instance Stimu-
lates and directs his mind. while |
leaving him free to express himself. |
3. Before command is given al |
ways consider whether it is going |
TO raise an issue. Ii a child refuses
to obey, do not always insist upon
implicit obedience; your command |
may not have been an entirely wise |
one. Punish for diSobedience, If nee
essary, but do not raise avoidable
"Breaking a child's will' is
cruel and most harmful.
4. When a child is naughty, al
ways be sure that the cause is not
a physical one, ior fatigue and hun
ger come easily TO little people.
Many problems that are unsolvablc
before a meal are no longer prob
ems afterward.
s. Try to follow your children's
activities and to understand the in
,tinctS and inner laws from which
hey proceed. View what they do in
he light OF your intelligence and OF
'our spirit. Such a habit Of watch
ulness and care prevents nervous
irritation and enables You to enter
nto and to encourage sympathetic
lily activities which are pleasing.
3. BE consistent in what YOU ap- {
rove and disapproyc Do not one
lay, because YOU are tired, rcprove /
child for Somcthicg he had DONE
nd the next day ignore the same t
hing because You are rested. /
!. Answer questions truthfully. t
child'S mind does not always crave S
etails. Give him only broad state
tents, Build a strong foundation of Il
nth to which details may be added
ter As regards the vital question c
t the origin OF life be careful not
, give the child more than he asks
,r. Do not force your buds to open
70 early. The life OF flowers and
rds is analogous to human life and -
i'll tell YOU how to answer this
uestion. (
s. Avoid useless negations. If I
ere is no real reason why a child 5
lould have his requests denied, do (
OF deny them. )
9. In regard to children's inter I
options, consider whether what :
ey want you to do is not more {
lportant than the special activity J
III had planned for that moment. {
the last analysis, why do we Y
others exist at all il not TO give -
our best to our children and to
eet their needs as they show
10. The care Of child's body is
portant, but it should not monop- >.
ze the mothers attention at the +
pense OF mind and spirit. D
II. Cultivate a sense Of humor in Il
'urself and in your child. 1t is C
'nderful how many trying situa- T