Milford chronicle., 1923-02-09
BOATS FOR BABY
By Martina Gardner Owen

There are two classes of mothers
who need to utilize kindergarten prin-
ciples in the home; those who have
children in the kindergarten, that they
may cooperate with the teacher in
her methods for development of those
children; and those living where no
kindergarten is yet established and
who realize the need of making the
most of the golden, quickly speeding,
formative years, while still endeavOr-
ing to secure a kindergarten at the
earliest possible moment. Too much
stress cannot be laid upon the impor-
tance Of this pre-schOOl period. Some
child psychologists tell us that the
trend Of the child's character is de-
termined during the first six years. In
any event the problem of keeping the
runabout baby happy and busy is the
largest one which must be confronted
in the home. The average mother has
no training for this job. She does one
of three things; mandates her child
with flood of "don'ts"; devotes her
self to his amusement to the detriment
of his character; or leaves him absO-
lutely to his own devices provided he
does not bother her. By the use of
kindergarten methods the mother can
so direct legitimate child activity that
the child's character will be strength
ened while she is left with uninter-
rupted periods for her own interests
and for household duties.
By way of illustration, consider the
picture resultant from a rainy day in
the average home. It's high lights show
tired whining children, fretful,
nerve-frazzled mother, and disorder
ly rooms. Contrast that picture with
this of the home in which the mother
has a working knowledge Of kinder
garten plans.
Drizzle! Drizzle! Drizzle! Drip!
Drip! Drip! Mothers eyes searched
the horizon in vain for tiny speck
of blue. Undoubtedly this early morn
ing shower was the beginning of an
all day dOwnpour, and baby Marjorie
was wailing:
NASTY old rain! Keeps baby in the
house. No, don't like my dOllies.
Tired of my tea-set. Please read me
lots and lots of stories"
Mother, keenly conscious Of heaped-
up tasks, restrained the impulse to ex-
claim: "Stop bothering me or I'll put
you back to bed"
She knew that Marjorie was not
naughty, that she merely needed to
have her activities wisely directed.
She knew, too, that she could easily
afford to devote ten minutes to this
purpose. She cuddled the disconsol-
ate midget on her lap and read a
three minute story. Then she said
firmly:
mo more, now dear. Mother is
very, very busy. She must shell the
peas for dinner and you may have the
pods for boats. See, here is a shiny
pan of water on the oilcloth. Here is
your rubber apron. And there are
toothpicks. Open the pod, so. Put
a bit of the toOthpick in for seat
and to hold the sides apart. Away it
goes across the ocean. Now another.
Where is it going and what does 1t
carry?"
Mothers fingers few nimbly while
they talked. They decided that the
first boat was loaded with presents
for poor children; that the next was
bringing oranges for Marjorie's break
fast. The morning harmony was re-
stored. Baby was busy and happy.
She was learning to conquer condi-
tions. Her imagination was being
trained, as well. And the difference
between an unframed and trained
imagination is the difference between
the man who is content to remain
hod-carrier and the one who could
visualize and plan the Panama Canal
before a spadefUl of earth had been
turned.
If you find these articles on Home
Education useful, you may obtain 81
similar articles by sending Is cents
in cash to the Superintendent of
Documents, Government Printing
Office, Washington, D. c. Ask for
Bulletin No. 80, 1919, entitled
"Training Little Children"