The Washington times. [volume] (Washington [D.C.]) 1902-1939, 1928-08-31
Encourage Your
Child's Urge
To Write
" Constance Cameron

Have you ever seen the whirl-
pool rapids just below Niagara
EnAalIs9 lmpetuous, unrestrained
waters rushing feverishIy around
in nm abandon % uncaring about
eiviliEation "a when Indians drew
nicture messages on skins or
aarved them on tree trunks. Prim'
tive! I remembered the red
skinned men then. as we see IN
moving pictures, they faded out
md exactly in their places stood
lGo-calIed civilized, cultured people
8pe our white race and supposed
sra of intelligence, carving their
names on the dignified trunks OF
trees which had watched the
gorgeous. swirling waters for CEN
turtles. / wondered just how far
W. had progressed. Yet, these
same young folk win have fam
MES probably In few years, and
hsaven help the first Of their
I offspring who stealthily acquires
crayOn or pencil and makes
marks upon the bedroom wall.
while I have AZ much respect
~ any one for beautiful surround
ings and do not for a moment be-
lieve that the scribblings OF
youngsters should be condoned,
nor that they enhance the beauty
oe q wall, still, the only way we
Ecsn combat that perfectly natural
desire Il to dig back into tie
cause of 1t and substitute another
place and time for the efforts u
our children to establish contact
NTH other things through the
means Of pictures and letters.
Each stage of development in
the human race is repeated Dy
ehiIdren, and each race at some
period arrived at the moment of
its progress where 1t desired to
make itself known by putting
loWp characteristic figures or
seizures. So, with almost every
khild, there Is q period where It
Z Will mark on anything or every
thing with sweet disregard OF ths
Ultimate effect.
i =
lhis marking" period. all in your
bower should be done to encOur-
kee, not discourage 1t. 1T is self
expression and needs an outlet.
Blackboards are inexpensive and
are excellent for chiIdren's use as
their size encourages freedom OF
Iina which ID impossible ON small
paper. Let your child make lines,
crude pictures, or masses OF white
with his chalk. If he shows an
inclination to do 50. let him ex-
plain what each means 10 you.
At first, he may try to convey no
meaning whatever through his
: markings, but with q slight sug-
Restion from you once in while,
he will ultimately strive to put
= particular meaning or thought
into the lines he makes.
Save heavy wrapping paper,
and get q set OF colored crayons.
The smaller crayons are more
easily handled by young children
than the larger sizes. Let him
.acribble at win for q while. Then.
sne day, when with red crayon
ne hiss made q round splotch,
ask him IL that is an apple? He
may say eyes" although you
rightfully suspect that it was
naVer intended for such. This
II not an untruth he 10 telling
10 you. Your hint has made the
red daub q picture of an apple
10 him, and he will make the next
With = definite goal in mind.
save old envelopes, clean paper
INA let the child play write let
Eers. Heavy envelopes which
bring magazines through the
nails make fine bags when he
plays postman and delivers let.
era to you. Let him put up an
smpty box, with slit made in
me top for a letter box. Play
read the letters he brings 10 you.
Here IL q good opportunity TO
| develop correct English.
| Uncolored pictures cut from
! magazines may be colored by
your busy "scribbIer," keeping
the home walls unsullied the
while, and incidentally develop
Ing in him q good sense of color
4 harmony.
In short. WREN your child gets
10 the scribbIing and marking
3aga, let him mark and scribble to
his hearts content. If You give
him proper ways Of doing this,
Tou need have no fear Of his de-
facing doors and walls. Allow
him to make marks on the
< PROPER PLACE for marks.
a