Evening star., 1940-02-05
Rules Applied
ToChildren
Not Fixed
Sticking Rigidly to
Plan May Stunt
Their Growth
BY ANGELO PATRI.

Man, say the sciensists, is rea-
soning animal. Experience may
sometimes cast a doubt on that
pronouncement, but on the whole it
seems true. We have the power to
reason. We have intelligence and
sometimes we do use it. But how
we hate to use it. How we wiggle
and squirm, work and worry, to
avoid the strain of thinking things
through for ourselves.
have great deal to do with
children, their parents and teachers.
think that in all the world there
Is no more exacting task than that
of rearing children. Each differs
from the other; differs all through,
even the differences change from
hour to hour. To be really intelli-
gent about child's growth one
must keep steady and clear-eyed
watch on these differences and their
changes And that requires rea-
soning animals full time and energy
directed by the full force of his in
telligence. Which means grilling
work for today, and tomorrow, and
for years to come.
Our intellectual powers are COM
paratively young, measured by the
physical skills. Prolonged use of
these powers is not possible because
they fatigue very quickly when con-
centrated on a situation. This may
be the reason for our dread Of
using them often, but it is no excuse
for us whose duty it Is to serve
children. We must think, and think
fast and cleverly.
Man discovered that laws. rules,
plans and schedules make thinking
less of a necessity. One could fol-
low the law and be safe. That Is
true on principle, but unfortunately
for us principles are very broad and
totally lacking in exceptions, varia-
tions and adjustments. A living
child is a composition of exceptions,
variations and shifting adjustments.
Uncertainties are the only certainty
to depend upon. Starting with a
principle one can soon be lost among
the variations the living child i'm
poses. Then what?
The book says-to state an accept
ed principle-that child needs
nap in the afternoon. But this child
won't take that nap. Then one must
find why this child differs from an
other, and decide whether or not he
actually needs the nap. Maybe he
does and maybe he does not, but the
chances are he does not or he would
have taken it when it was offered
him. One child needs rest, another
needs harder play; one needs eggs
and another dare not have any eggs;
one needs gentle suggestion, another
needs sharp, smart orders; one needs
hand work for development of his
intelligence, another needs only
books. All children require nourish-
ing food for body and mind. That
is the principle on which we all work.
But, just what food nourishes what
child?
We make laws and rules and plans
for the great group in order to save
time and energy. but we stand to
lose out in the end if we do not
guard the growth of the individual
child by attending to his varying
needs. Wise men teach, but wiser
listeners salt their teaching with the
grains of hard-earned wisdom gath
cred by experience. Mothers and
teachers must have that saving
pinch of salt, that precious grain or
two of common sense in applying
laws and rules to living children.
Each dictum must be questioned:
How does this affect John? How
about this for Sally?
Hold to the principle but never
stunt a child to fit rule or plan.
Stretch them to fit the needs of the
child, for it is the child's needs that
are to be safeguarded and fulfilled.
Rules are for guidance; they are
not props for lazy minds.