Evening star., 1939-08-08
1nnaginations
Stimulated
Correctly
Direct the Child's
Play, but Never
Dominate 1t
BY ANGELO PATRI.

We give blocks to the children to
amuse themselves with, and usually
they seem to work we'll. Most chill
dren, especially the little boys, love
to build. But there is a catch in
this as in all set schemes for child
rearing. Along with the blocks must
go creative imagination or the blocks
will soon be discarded.
A block is bit of dead wood until
it is touched with the magic of the
child's Imagination. Then it be-
comes anything or everything, ac-
cording to the image in the child
mind. Now all children have some
creative Imagination. Every child
has a moment when stick is a
prancing steed, swing fairy ship,
scooter magic carpet that carries
them far and beyond. But the time
comes when imagination must be
stimulated, must have fresh start,
and that Is where mothers and
teachers come In. 1t is theirs to sup
ply the stimulus that starts a new
idea in the child's mind. Once that
is started the child goes ahead hap
PLY on his own. This is the reason
that underlies many a box of fine
blocks that lie unheeded on the
toy shelf.
Give the little child, who is build
ing, story to build on, if he seems
to be tagging The story of Three
Little Pigs" makes a fine starting
place. The Fables" suggest many
more. Don't be direct and authori-
tative about this. Don't mention
the building, but tell the story and
the child will make his own deduc-
ton. His creative Imagination will
begin work.
This sort Of Imagination is what
feeds the desire, taste and skill for
work. The work that is worth while,
that holds beauty, interest, success
for the worker must be supported by
this element. When creative imag-
ination is lacking in a job that job
falls fiat on its face. The worker
fails in creation and his spirit
droops.
1t is important that this quality OF
mind be cultivated In the early days
When a child first begins to play his
imagination Is keen. 1t Is easy for
him then to use it, develop it and
make it a force in his thinking and
behavior. But he usually needs the
support and stimulus of suggestion
leadership, encouragement and
praise.
1t is not enough to give a child a
pile of blocks, or a wagon, or a set
Of mechanical toys and say, Now 20
play" One must see that there is a
creative idea at work in the play
Good playmates are invaluable here
One child stimulates another and
the combined power increases the
power of each. Lets play pirates,
shrieked by another child excited by
the idea, will move the other child
to action more quickly, with more
enthusiasm and effect than the
same call issued by a grown-up
Let the playmate serve when pos
sible, but don't neglect your owr
end Of the job.
OF course it is a mistake te
dominate child's play. When
mother lays hands on her daughter.
plan for a benefit fair, or father
takes over the hammer and saw
when his son is deep in his boat.
making, the child's creative imag.
ination is routed and the loss is ir.
remediable. Direct, stimulate, pro-
vide, suggest, lead, push and pull
and drive the child into creative
effort through play, but don't take
over his job.
Mix the blocks with Imagination
and they will serve endlessly tt
stimulate the best qualities Of .
child's mind.