Milk of Magnesia 1
is the laxative
doctors recommend
Mrs. Greenwald follows her husband's advice.
ane nrsi reaa to ineir son avan at nve monuw.
m !
and,
umi tin
mi
IS
Lou of people think the tangy
mint flavor in Phillips' Milk of
Magnesia is the best thing that's
happened to laxatives in a long
time. It makes the world's best
laxative the best tasting, too.
Kven more important, doctors
recommend milk of magnesia. We
asked thousands of doctors. "Do
you ever recommend milk of mag
nesia?" The overwhelming ma
jority said, "Yes!"
Like regular Phillips', Mint
Flavored Phillips' is both a laxa
tive and an antacid, it relieves
both irregularity
and acid indiges
tion, so gently it's
ideal for all ages.
So get Mint H.i
vorcd Phillips'
Milk of Magnesia
and prove to your
self, the world's
best laxative is
best tasting, tool
Ellltl II
Mini FIM8III
PHILLIPS'
MILK OF
MAGNESIA
BUY BONDS
EAT ANYTHING
WITH FALSE TEETH !
Trouble with loose plates that ilip. rock or
t'auie lore Rumi f Try Brim mi PUitiLtner.
One application makes nlaies fit imngb u ilb
it pmu Utr, frnlt orraufoatfi. Brimms Plain
Liner adhere permanently to your plate;
rrnli the bother of temporary applications.
With plates held firmly hy Plain-Liner.
YOU CAN CAT ANYTHING I Simply lay
...i. ....... f Pt.iri.lmrr itn troublesome
upper or lower. Hue and it molds perfectly, jjj
rj tasteless, odorless, harmless to m
you and your plates. Removable as directed, jg
Money-back guarantee. At draft stores. 3
mi t f m j W j H WT7T ;
Start Reading
to Your Child-
Now! Don't wait till Baby
utters his first words you and he will be
missing a key time in learning and enjoyment
By HOWARD M. GREENWALD
IN marshalltown, Iowa, two young mothers
were enjoying a neighborly chat when the
sound of a passing train drew their two-year-old
boys to the window.
Little Greg pointed and said: "Choc-choo."
David said: "Look at the locomotive, Mommy."
In New Shrewsbury, N. J., accountant Bill Grossman
proudly showed his guests the accomplishment of his 17-month-old
daughter. He flashed a set of alphabet cards and
called off the letters one by one. With only one error, Fran
nie named the object pictured on each card.
David and Frannie have this in common : they have been
read to regularly by their parents since they were nine
months old. Child-development authorities believe their
early facility with words may have been a direct result of
this reading. Research indicates that exposing children to
pictures and words on a systematic basis, starting long be
fore they seem able to understand or are ready to talk, can
have a dramatic impact on their speech development.
This advice comes from Dr. Orvis Irwin, research pro
fessor at Wichita's Institute of Logopedics and formerly
with the University of Iowa child-welfare research station.
"Don't wait until your child utters his first words or sen
tences before you begin reading," he says. "As early as the
sixth or seventh month, start showing him pictures of
things he sees around him. Recite rhymes. Get illustrated
storybooks and pictorial magazines splashed with color.
Mail-order catalogs are excellent; they contain pictures or
drawings of almost every article used in our civilization.
But whatever materials you choose to use, make an early
start. Then stick to it"
Dr. Irwin has measured the effects of systematic read
ing to infants. He selected two groups of 13-month-old
babies from nonprofessional families. The mothers of
24 infants, the experimental group, were instructed to
spend 15 to 20 minutes each day reading stories and de
scribing pictures from children's books which Dr. Irwin
supplied. The second group of infants was not read to sys
tematically. The result: several months after the program
started and for a year thereafter until it ended, the speak
ing ability of those children who had been read to regularly
consistently exceeded that of the second group.
"We often consider," says Dr. Dorothea McCarthy, pro
fessor of psychology at Fordham University, "that children
who talk and read very early are specially gifted. But
many other children may have similar abilities which go
undeveloped because no one bothers to present a stimu
lating environment soon enough. Reading to children in the
12 romilv Weekly. October 2. 19C2
very early months and years of their lives is an important
part of that environment."
Even if exposure to words and pictures does speed an
infant's speech development, why push him? What's the
rush? some parents ask. Child-development authorities do
not think this constitutes "pushing." They say that bright
pictures and simple words are fun for children, not work;
that the sooner a child can understand and communicate
with the world around him, the greater will be his capacity
to enjoy it and learn from it; that children will be better
able to get across their needs to their elders.
Parents may also ask what reading can do that talking
cannot. Spontaneous conversation lacks visual aids. It is
subject to a mother's moods, her work schedule, the de
mands of other children; a father's time with his young
sters generally is limited.
What time of day to read to a child and for how long
are matters of choice. Some parents may set aside a few
minutes early in the morning, before the entire family
awakens. Others will convert a morning or afternoon play
period into reading time. Most parents, however, will find
it convenient to read to their children at bedtime.
THE LENGTH of each session will vary widely with a
child's attention span. Quit when he gets restless or
stops looking. If you don't, he may soon consider the whole
business a chore. How you read also matters.
"If you mumble the words or speak shrilly," says C. K.
Thomas, speech professor at the University of Florida,
"your child may imitate that when he begins to talk. If you
read pleasantly, distinctly, and are relaxed, his voice will
pattern itself after yours."
A final suggestion from the experts: don't arbitrarily re
ject reading material because it seems "too advanced." Re
searchers have found that when they returned to
"advanced" books which children had been exposed to
before they were verbal, the children recognized and were
able to identify material they had not seen or heard since.
When you begin reading to your infant, don't expect an
immediate reaction. There may be none. But very soon
much sooner than you expect you will know that your
time has been well-invested. Your child's hands and feet
will move excitedly. He will mimic a facial expression of
yours or of a storybook character. Some pictures and word
rhythms will provoke delight, others puzzled frowns.
Before you know it, your child will point excitedly to the
picture of a saucy little terrier, you will be saying delight
edly "Doggie, bow-wow," and the wonderful process of
learning will be under way.