Evening star., 1938-07-20
Destructive
Child Must
Be Curbed
If Tendency Is Not
Outgrown in Time,
Study the Cause.
BY ANGELO PATRI.

THERE is = time in the life OF a
child, early in his career, when
he is destructive. He seems to take
delight In destroying what others have
painstakingly built. He throws down
his playmate's castle; he kicks apart
the little houses the girls have made;
he throws his cup on the floor: sends
his toy through the window; cuts his
mothers clothes with the scissors
Hes like a plague of locusts"
Most children grow out Of this stage
very soon If they are helped q little.
We find that the most destructive
children are the most eager to create
to do, to stand high in the family
group and among the playmates OF
his neighborhood. When he could
not feel powerful by the work of his
hands he could feel 30 by destroying
things with those hands. II he could
create he would cease to destroy be-
cause creation gave him the feeling
he longed to have-power.
bit1Ic S-y ycdi -oiu Clllui Gil dlc usually
the ones who need this help. When
they begin to pound things with 4
hammer it is time to set apart a
corner with pounding equipment. One
of the best l ever saw was a dis
carded butchers block set under a
tree. The child was given a light
hammer and box Of broad headed
brass nails and told he could trim
this block with those nails After
that he paid no attention to tables and
chairs. but did his pounding in the
right place, where he could show 4
result and win admiration.
As soon as child indicates that he
feels choked of from active partici-
patton in the world he knows, give
him something to do. something he
can show proudly. Stringing wooden
beads, knitting horse lines on spools,
making mud pies and selling them,
cutting pictures and making scrap
book. hitting q target with a ball,
digging well, sweeping a clear space
on the walk-any activity that is at
hand and which will win a word of
praise, will charm him into creative,
cooperative work and away from de-
struction.
Occasionally we find children DWELL
ing too long in this destructive stage.
They remain childish in this partic-
ular. There is the boy who races over
and smears the good drawing of the
lad in front of him; the one who
pushes line into disorder; the one
who breaks the quiet Of the study
hall with a whistle or a grunt: the
one who pushes books from under
girls arm and sends them clattering
down the stairs; the one who marks
walls.
Such children have not developed
as they ought. and they know their
weaknesses even though they are hid
den from others. They feel their own
hadequacy, their lack of creative
power and, consequently, their lack
of cooperative power; they take this
way to even things up little and
make themselves feel bigger, more
powerful.
Don't bother about disciplining
them. Begin = study OF their mental
and physical abilities. Chart them
and watch carefully how they vary
and when they fall. Search for the
cause, get expert help If possible, and
try to put strength into this weakling.
He longs to be intelligent, cooperative
and successful. Help him. His de-
structiveness is his call for assistance.
Mr.. Patri will give personal at
tention to inquiries from parents
and school teachers on the care
and Development Of children.
Write him in care Of this paper.
inclosing . Scent stamped, SELF
addressed envelope. for reply.
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