Image provided by: University of Oregon Libraries; Eugene, OR
About Medford mail tribune. (Medford, Or.) 1909-1989 | View Entire Issue (Sept. 1, 1957)
several days before classes began. The chil dren got to know the new school building and met their teachers as they would old family friends. They met their future schoolmates, too, and discovered them to be not frighten ing, but exciting. "Most of these children," says the teacher, "took the first awkward days of school in stride. The pity is that only half the parents troubled to take advantage of this help for their children." Each year this teacher and thousands of others contend with the same parental apathy. They face scrubbed little faces, fresh clothes, shiny pencil boxes and a sea of children totally unequipped emotionally for the transition from home to school. Janie, stiff and wet-eyed in the corner, has been told by her mother that she "must be a big girl now." Yet, up to this moment Mother has never let Janie even button her own clothes. And Matthew, restless in his front row seat, was instructed by his mother, "Be nice now." But why should he? At home he was never required to observe even the rudi ments of politeness or respect. There are others, too, whose parents have forgotten that education begins at birth and that learning should be regarded as a privi lege, not a terror. These children will find first grade a misery, and probably all the grades that follow. But it doesn't haye to be that way. Hazel F. Gabbard of the U. S. Department of Health, Education, and Welfare points out that the normal child will have no difficulty in school if he already is used to learning as he should be. But home learning, she adds, no longer means memorizing the ABCs or counting up to 10. It is the ability to get on with others socially, adjust to youthful emotional problems, and take an exploratory interest in the world around us. The parent develops these basics of edu cation; the teacher only polishes them. Rather than shelter the preschool child, for example, parents might encourage his social growth by holding parties or opening the basement for rainy-day "get-togethers." A classroom, no matter how crowded, will hold no fear for the child of such parents. By age five or six, a youngster also should feel confident enough to meet the outside world without clinging to Mom and Pop. Visiting overnight with playmates or spend ing a week end with a favorite aunt and uncle will dispel' the strangeness of those first school hours far from home. It's up to parents, too, to instill an appreci ation for the wide horizons opene'd by education. They can whet a child's appetite for learning through trips to the airport, farm, and museum. For the youngster who has seen a zoo, the primer tale about ele phants is not a collection of dry words but a stimulating recollection of an exciting moment in the child's life. Certainly the first grader should be able to dress and undress, pick up after himself, and take care of toilet needs. Many can't, however, and they find themselves helpless in a group that can be cruel to the helpless. Experts remind parents that school is active participation, not passive acceptance. Even this is impossible for some untrained chil dren. Miss Gabbard cites the case of a four-year-old girl who would plead, "Let me help you, Mother." Mother was too busy to let her child "help," however, and the result was a school child who was always on the side lines, unable to perform ordinary tasks and without confidence to try them. Comes September and many parents re alize they've failed to prepare Junior and Sis for school. It's too late for a complete rem edy, but at least some groundwork can be laid for a happy school life. The time has come, for instance, to drop the remnants of baby talk once and for all. Now begins a daily routine of life geared to make the school schedule more understand able. Family .discussions begin to include school and teachers ' in terms that make learning the adventure it is but parents should avoid making school sound like a picnic; teachers have enough disciplinary problems already. School authorities recommend that parents walk their children to school and back home several times before classes begin. The youngster thus learns the route and the safety rules; equally important, he can be left on his own more quickly. This is a good time to meet the school staff, too, and learn how modern schools operate and what teachers expect from the home. Most parents will be surprised at the changes in education since their own school days. For one thing, the teacher hopes each parent will take an interest in what happens to his or her child during his school day. Helping him with reading and other studies may be helpful in some cases, but every parent should take time to notice his young ster's achievements and express pride in his continuing efforts. As for failures well, they happen to everybody, and the remedy is always the same: kind encouragement. Teachers stress that every child is an individual. He will develop at his own pace, and comparing him with other youngsters helps nobody. Even the right clothing can help the child in those first days. Simple, sturdy togs are . the most practical, and they won't cause run ins with other children. Clothing should have large buttons and buttonholes, allow freedom for active play, and not bind legs, arms, or waist. In addition, clothes should be labeled for identification and easily managed for toilet habits. Clothing problems can be adjusted over night, but not those that stem from neglected preschool training. Yet parents who wake one bright September mom to the realization their children are ill-equipped for school life still can correct the shortcoming. As Miss Gabbard says, "Each age brings different phases of growth and requires un derstanding adults to help a child over the bumps. As children grow, parents also grow in planning for their offspring." The guidance lacking in early years often can be adapted to school needs with the teacher's help. With more understanding and interest at home, the child who falters will catch up and prove what teachers mean when they say a child's success is really the parents' success. ) Scratching makes it worse -may cause ) infection! S s r v- i ' i Hew Antiseptic Qmir Rems INTENSE mtiin SECONDS! FIGHTS INFECTION! SPEEDS HEALING I Now new antiseptic Nozain acts in 3 seconds to relieve that mad dening itch and thus ends that dangerous urge to scratch ! Greaseless Nozain discovered by Noxzema skin specialists works 3 ways at once : 1. It's anesthetic I Relieves pain of itch. Ends misery in seconds ! 2. It's antiseptic I Fights germs and helps prevent agonizing itch from spreading! 3. It's medicated I Soothes irrita tion. Speeds healing. Nozain is ideal for cuts, burns, scrapes, severe sunburn, too the perfect first aid cream for all th family. Greaseless. Invisible. Only 75f and $1.25 a tube. Get relief ... or return unused por tion and get your money back. r guaraniaa Satisfaction d by Noxzema aacr C3CU1 a CD o nnu ggugd o $2.00 retail value. Big, beautiful clear! SO 33 inches, printed on heavy map paper in eight (B) gorgeout colon! Eiquitite detail helps you put your linger on unfamiliar, hard-to-locate places in the news. Valuable for schools and colleges in business offices and broadcasting stations as a decoration for home office or rumpus room. And a Complete Map Library Continental United States Map Superior Map of Europe Superior Map of Asia Superior Map of Canada Superior Map of Africa Superior Map of South America C.tinrinr Mo nf North America Superior Map of Australia-Pacific Family Weekly, September . 1957 13 These biq Hammond Standard Maps are each almost 12 square feet, expensively printed in full color, and very specially priced. $2.00 value, only $1.00 each. 3 maps for $2.7S . sii (&) for $5.00 all nine, a complete map series for only $7.50 . postage prepaid. No C.O.D. Please enclose payment with your name and address. Satisfaction guaranteed. BASIC BOOKS, INC.. 151 No. Michigan Ave., Chicago 1. Illinois
