The potters herald. [volume] (East Liverpool, Ohio) 1899-1982, 1941-09-11
DO WE SUPERVISE
TOO MUCH?
By EMMA GARY 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 negative or adverse suggestion.
That is always to be regretted for it
tends to check initiative and spontan-
city.
When our children go to school,
they are expected to sit, to stand and
to march in the same manner and at
the same time as the other children.
They are practically regimented, that
is, brought into a sort of military rou-
tine. Little by little, they become ac
customed to this procedure and do
what the others around them do as
nearly as the can-no more and no
less. They are constantly supervised
and they konw it. 81.
DIR. Harold Ellis Jones, Director Of
the Institute of Child Welfare, Uni
versity of California, made a seven
year test of 200 school children. He
tells us that an interesting phase of
Of the study was the maintenance of
a clubhouse very near the school
grounds. The school children patron
lied this with great pleasure and en-
thusiasm. He says, "They flocked
there to read, to play checkers, to
lounge about, and to do nothing. We
found this free play situation an ex-
traordinarily interesting one and most
informative as to factors which are
important for social adjustment" AS
a result of his seven years study, DR.
Jones reached the conclusion that the
classroom with it's RECOMMENDATION
does not afford the best system fol
the education Of youth.
Comparing results Of such regimen.
tation with those obtained from meth.
DDS used in good nursery schools anC
kindergartens, he came to the fina
conclusion that the child learns more
and develops more rapidly where he
lS lICC cIlu clSClNS. lIlC SOou llul oSl }
school and kindergarten encourage the
child to exercise his natural inclina
ton to make various tests and trial!
on his own account.
The mother of the pregrade chilC
can gain a good deal of benefit from
these findings.
First, children need very larg'
measuer of non-interference in thei
play, from the very beginning. Natur
ally they will make mistakes. Don
scold and don't pity them. Many at
tempts may, at the beginning, be nee
essary before even three blocks cal
be placed securely one on the other
Second, nursery school and kinder
garten methods are far better thai
those usually used in the ordinar.
grade classes, If attendance is a pos
sibility, no child should miss the op
portunity to begin school in the at
mosphere of cooperation and freedom
that these classes provide.
Third, if when the child is at tn
right age, nursery school or kin
dergarten is not available, the paren
should see that as many as possibl
of the conditions that would be enjoye
there shall be provided at home. Yer
important is the companionship O
other children of his own age. Fac
child should have choice of occupa
tion and be free to proceed with hi
choice without interference as long d
he allows the same privilege to othe
people. This does not rule out occa
sional constructive suggestions when
problem appears. discouragingly dit
ficult. But even then too much help O
supervision should not be given or tn
child will be robbed Of his feeling c
triumph or victory over an obstacle
Children can be weakened made dc
pendent and gullible-by being give
too much assistance. 1t is better
encourage them by praising them fC
what they have shown themselves abl
to do, unaided, or almost unaide'
And one of the most valuable ou
\ comes of every finished project,
encouraged, will be the child's ow
judgement of its measure of success
This will be another opportunity fc
the parent to learn to be goo
listener.