Milford chronicle., 1941-09-05
Do M0ME EDUCATION
"The Child'J First School is The
Famiiy'=FRoEBEL
Issued BY the National Kindergarten
Association, 8 West 10th Street,
New York City
DO WE SUPERVISE TOO MUCHg
EMMA GRAY WALLACE


EMMA GRAY WALLACE
We are all familiar with the
story of the mother who said to her
little boys nurse, go and find
out what Johnny is doing, and tell
him he mustn't"
Very many times that's about
what our supervision amounts TO-.
We keep watch of the child, only
taking part in what he is doing
when we want to give a negative
or adverse suggestion. That is
always to be regretted for it tends
to check initiative and spontane-
ity.
When our children go to school,
they are expected to sit, to stand
and to march in the same man
ner and at the same time as the
other children. They are practi-
cally regimented, that is, brought
into sort of military routine. Lit
tie by little, they become accus-
toned to this procedure and do
what the others around them do
as nearly as they can-no more
and no less. They are constantly
supervised and they know it.
DR.. Harold Ellis Jones, Director
of the Institute of Child Welfare,
University Of California, made
seven-year test of 200 school chill
dren. He tells us that an interest
ing phase of the study was the
maintenance of a club house very
near the school grounds. The school |
children patronized this with great !!
pleasure and enthusiasm. He says,
They fiocked there to read, to
play checkers, to lounge about,
and to do nothing. We found this
free play situation an extraordi-
narily interesting one and most in
formative as to factors which are
important for social adjustment"
AS a result of his seven years
study, DR.. Jones reached the con-
clusion that the classroom with it's
regimentation does not afford the
best system for the education of
youth.
Comparing results of such regi-
mentation with those obtained
from methods used in good nur-
sery schools and kindergartens, he
came to the final conclusion that
the child learns more and develops
more rapidly where he is free and
active. The good nursery school
and kindergarten encourage the
child to exercise his natural incli-
nation to make various tests and
trials on his own account.
The mother of the pregrade child
can gain a good deal of benefit ,
from these findings.
First, children need a very large
measure of non-interference in ,
their play, from the very begin
ming. Naturally they will make mis- )
takes. Don't scold and don't pity
them. Many attempts may, at the :
be necessary before
even three blocks can be placed Sc =
curely one on the other.
Second, nursery school and kim 7
1ergarten methods are far better h
han those usually used in the Or Z
iinary grade classes. If attendance
Is a possibility, no child should n
Miss the opportunity to begin \
school in the atmosphere of coop
grafton and freedom that these r
classes provide. n
Third, if when the child is at 8
he right age, a nursery school or
is not available, the n
Darent should see that as many as n
possible of the conditions that
would be enjoyed there shall be fl
provided at home. Very important
s the cOmpanionship of other chill M
lren of his own age. Each child m
hould have a choice of occupation
nd be free to proceed with his T
hoice without interference as long m
s he allows the same privilege to II
ther people. This does not rule out N
ccasional constructive sugges- C
ions when a problem appears dis T
difficult. But even p
hen too much help or supervision
hould not be given or the child h,
7ill be robbed of his feeling of m
riumph or victory over an OBJ bl
tacle. Children can be weakened df
made dependent and gullible-by b
eing given too much assistance. 1t ia
, better to encourage them by 81
raising them for what they have fe
hown themselves able to do, un- W
ided, or almost unaided. And one be
the most valuable outcomes of gl
very finished project, if encour- 81
ged, will be the ehild's own judg- be
tent of its measure of success. L,
his will be another opportunity re
,r the parent to learn to be al
lod listener. IT.