The Waterbury Democrat., 1936-08-05
.RARENrs-
.RARENTS
 Your Children
By Olive Roberts Barton

The weakness of old methods ih teaching lay chiefly in the first grade Children got of to Q bad start and some of them never understood the why's and wherefores until they stepped out of elementary school eight years later, if then.
 Now, 1t is encouraging to note that new ideas have centered around the first year in school.
 Tn her new book called "A Day at schoop (Dutton), Agnes NC: CreadyS teacher and supervisor ot a well-known progressive school has made Q splendid attempt t0 show parents, by context and phos tographs, just what it's all about.
 And 1t is about plenty.
 The little fellows and girls arO shown doing every sort of develop. ing activity RELATED TO THINGS THEY ALREADY KNOW. They carry 1t a bit further, however, and learn responsibility toward pets, other people and themselves. They construct objects in sand and clay. paint, and learn to read clocks and thermometers, as well as chartsi cook in Q small way; learn cleanli- ness and order, and so on.
 Not Universally Followed Yet
 Everything is done for . definite reason and toward definite end.
 Now, except in occasional cases, 1t is not possible for the average public school to handle its begin- ners thus. But in general, most of the first grades of our big cities are working along such progressive lines, and have adopted the more practical of the ideas. Tn short, our first grades are entirely different from the routine of @ decade ago.
 I have. always felt that the old way of catapulting the child from home life into one of almost mili- tary precision, strange surround ings and the world of pencil and books was @ shock. It paralyzed his confidence and set up inward rebellion and unhappiness. The en- suing obseSsion against all school life that followed was not due to anything half 50 much as the early distaste set in his first two months.
 Every child needs "regirnenta- tion." To conform is good for him. To learn the lessons of stoical environment is absolutely rleces- sary if he is to be worth his salt.
 Some Changes Are Too Radical
 And If 1t were not for the effects of pitching him headlong just past babyhood, into Q life that his whole being IS unready for. would think the old system the best.
 And for this same reason. I am heartily glad that things arc changing.
 My criticism of the too-radical- ly experimental or progressive school, has been (and still is) that instead of withdrawing the forina- tive plays and privileges gradually after they have served their pur. pose in the first year, they are con- tinued into later grades to Q harm- ful degree. Self-development is one thing, but conformity to strict rule is another. If over-done, the first policy can soften, and lose sight of the word MUST. All life consists of doing that which we dislike. This Is as much c part of training as any, thing else.
 However, we are getting there. New school ideas arc re-vamping their patterns. old ones shortening their horns. Transitions from carly to later grades take into account these very things I speak of
 The beginner hos 8 bright day ahead, at any rate. end dawn is here. Copyright, 1886, NEA Service, 1ne.)