Your Child in Today's World
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CHILDCRAFT YOUR CHILD
IN
TODAY'S
WORLD
*t
IN
VOLUMES
FIFTEEN
VOLUME FIFTEEN
IN
YOUR CHILD TODAYS WORLD
)
FIELD ENTERPRISES EDUCATIONAL CORPORATION Chicaqo 54-, Illinois Merchandise Mart Plaza •
3 1
Childcraft
VI
PAGE
You Can Still Keep How Can You Give
in
80-
Touch
Security
:
8l
Home Lite
M Dowley
Edith
.
.
.
Without Father
B2
85
How
B6
Do
....
...
Children Respond?
New Down
Planning
Your Role
92 93 96
Choosing
a
9"
Sitters
Sitter
97
Do
99
....
Need Briefing A Start on Human Relations
Sitters
....
$7
139 140
M' 142
IOj
Action
in
Parent E.T. McSwain 145
as a
Parents Create a
New Times
Have an Influence .Marion Lowndes
What
Parents
91
Less Strange
Sharing Heightens Solidarity
Sitters
1
Much?
Parents Expect too
90
Roots
the
Putting
"35
90
.
Make
134
What About Table Manners? Growing in Mannerliness Feelings Mold Manners
the Family Moves Gladvs Gardner Jenkins in
•34
.
Manners Are Contagious Children Learn Manners
They Remember Papa Making Up for Father's Absence When Father Comes Home
Everybody Shares
—
128
Kind of Manners for Our Children? Rose H. Alschuler 135
84
How Do
Are Together
PAGE
What
Preparing for Separations
When
We
The More
Some Fathers Must Be Away from
....
When Neighbors Work Together Do Away with Red Tape
"Climate"
New
Bring
14=5
Customs
147
...
Spurs to Learning
147
Reading Stimulates Thinking Using Language Accurately Thinking About Ideals
Home
and School Are a
[51
151 151
Team
Bess B. Lane Taking Stock
What
Living with Your Neighbors Paillette K. Hartrich
.
107 1
How Are Older Ones Affected How About Bad Examples? How— Not Where — You Live
109
no
Children Learn About Other People Wanda G. Robertson Attitudes We Strive for .
for
Someone
to
Blame
Differences Are Interesting If
Your Child
What Can
.
.
...
.
"Picked on"
Is
.
.
Do? Good Feeling
Parents
Schools Foster
Each Family
Is
Creating
Neighbors Can
Together Neighbors
— Modern
i
Relations
115 116 117 1
S
.
TroubleHilda Taba 121 121 .
...
122
123
:
163
Where Do You Find Counseling?
165
:
165
166
Vi>ur Responsibility
.
.
Of Course. You Will Make Mistakes Achieving Happiness for Our Children Life
Is
167
' .
'
f >7
168
Living
Educating Your Child Mental Health
Is
.
1
.
7
Important
Passing on the Torch
A Healthy Child What
Is
Personality for Every Leonard W. Mayo 173
a Health>
Personality?
Living out Conference (deals Miilcenturx
....
White House Conference Pledge
173 175 179
123
Reading for Pari
Work Ernest G. Osborne \z~ Style
162
.
.
;
120
Different
Friendl)
i
118
"What Will the Neighbors Say?" What About Standard-. :
Needed
Qualified Counselor
Is a
Your Greatest Gift to Your Child M. F. Ashley Montagu
— Dictators,
makers, or Friends
Who
Is
Guidance Clinics Work The Parent's Part in Treatment
1
1
Cultivating Understanding
Your Neighbors
1
.56
Robert L. Sutherland l62
.
Signs That Help
How Do
1
154 161
1 1
'54
Family Guidance Services
"7
108
Families Are the Bulwark
Looking
....
Ways of Co-operating Challenges to Teamwork
Babies Feel the Influence
What About Troublemakers
...
Ask?
Practical
Neighborhoods Influence Personality
We
Questions Shall
12-
Index
Your Kia
n
is
.... 10
Childcraft
181
183
289
.
These Are the Authors Rose H. Alschuler points out the difference between
and ok
artificial
manners
in
Oik Children?
i
how
courtesy can be
This
is
What (page
made
courtesy
Kind of Manners She suggests
135).
part of family
a
which she
a subject to
true
lias
devoted
versity. California.
life.
much
attention while bringing up Eve children. Among the author's books are Children's Centers, and
and Personality
Painting
wick
La Berta
(with
can take his rightful place with the children on his return. The author has made a special stuck of the effects of Father's absence from home. She is Associate Professor of Psychology at Stanford Uni-
Hatt-
)
Sidonie Matsner Gruenberg Special Consultant, Child Study Association of America in New York City, and for main yean was its Director. Her Chapter Our Chancinc is
World
k'rech. discusses
Children Learn to Handle Money (page
in
64
1
discusses
.
gives
practical
allowances,
and
pointers for helping children
who
question
the
of
tend to be spendthrifts or hoarders. The author is Director of Manhattan ville Dav Nursery in New York City and has written Grow ing Together, All in the Family,
is
Day Care Consultant
for
family
life
the fruits of her
Personality
intensive
studv
of
in a
\n
page 107). The author, fonnerlv Discussion Leader for the Association for Familv Living. Chicago, has made use of experiences in meeting with hundreds of parents.
to work,
Child Welfare League of America. In Some Mothers Go Our to Work (page -5 she suggests a number of helpful ways for making the separation she
written
neighborhood problems to bring parents help down-to-earth way in Neighborhoods Influi
and Your Child and Other People.
knows what happens when mothers go out
5).
how
Paulette K. Hartrich has applied
Dorothy H. Beers for
(page
with Hilda Sidney has altered in the last fifty years and how we can turn the changes to good. Among Mrs. Gruenberg's books are We, the Parents, and Our Children Today.
Rhoda W. Bacmeister
the
1
I
James
easier for the child.
L.
Hymes,
points out in
Jr.
Becoming Resourceful
(page 58) children can be given appropriate experiences that help them deal with situations that require know-how and initiative. The author. Professor of Education at the University of Man land. College Park. Md.. is author of Understanding Your Child
how
Edgar Dale in
The Child and
i
Movies (page 19) makes
mi
available to parents the results of his research
children's reactions to movies.
He
on
suggests practical
and Effective Home-School Relations.
ways that movies can be made an asset rather than The author is Professor of Education at
a liability.
Ohio
State University,
Gladys Gardner Jenkins
Columbus.
explains
Harry is
F. Dietrich,
the author of
M.D.
many
accidents to children.
articles
In
Your Responsibility
on prevention of
1111
winv
1
\I0v1s
page go)
borhood. The author also has written, with others. These Arc Your Children.
Accident Prevention (page
51) he recommends steps parents should take to teach children sensible safety measures. The author is a wellknown pediatrician at the Beverly Hills Clinic. Beverly Hills. Calif. Is
m Winn
the effects of moving on children. She tells how parents can help them feel at home in a new neigh-
Hilda Sidney Krech is
co-author with Sidonie
Changing World (page discuss
Edith M. Dowley in Somi Fathers \Icsi Be ^wai ko\i Home (page 82) discusses how family ties can be kept strong during such separations, and how Father
how
families can
M. Gruenberg
of
Ock
3). These two authors use the new machines,
gadgets, and customs that help so
much
to enrich
and strengthen family life. She is also coauthor with Mrs Gruenberg of The Main Lives of Mud
1
cm Women. Vll
.
Childcraft
Vlll
Bess
B.
Lane Home and School Are
Together (page 127)
a Team (page who 153), outlines definite steps parents and teachers can take to support one another's efforts in helping children grow up. The author has also written Your Part in Your Child's Education.
wrote
Marion Lowndes wrote Sitters Have an Influence (page 9She discusses how you can select a good sitter and plan with her for the care of your children while she is with them. She suggests a convenient form for listing the information that every sitter needs. She also wrote Manual tor Baby Sitters. 1
discusses simple, practical, concrete undertakings that benefit everyone.
Wanda
G. Robertson
Children Learn About Other People (page 113) how the example, the attitudes, and the experiences we give our children can make for better feelings between families of different backgrounds, and why such good relationships are important. She is Professor of Elementary Education at the University of Utah in Salt Lake City.
suggests in
Robert Lewis Shayon in
Radio and Television (page 10), presents the
and the negative possibilities for children and viewing programs, and suggests definite steps parents can take to improve programs. He has been author, producer, director, and critic of radio and television programs. positive
McSwain
E. T.
Your Role as how vou can help in
in listening to
a Parent (page 145) suggests your child take his place in his
school and his community, as well as in his home. He presents constructive ideas for bringing about
good relationship among homes, schools, and communities. He is Dean of the School of Education, Northwestern University, Evanston, 111. a
Mayo
Leonard W.
was Chairman of the National Midcentury Committee for Children and Youth, formed to earn' out the recommendations of the Midcentury White House Conference on Children and Youth.
A Healthy
Personality
for
Every Child
shows how parents can earn' out these recommendations in day-to-day family living. He points out how the guidance volumes of Childcraft aim to put these principles into effect. (page
M.
F.
Ashley Montagu
Your Greatest Gift to Your Child explains how vou provide the foundations for a healthy personality in your children. He is Chairman of Department of Anthropology at Rutgers University, and has studied, written, and lectured
the
human
relations in
many
parts of the world.
Ralph H. Ojemann in Family Life Is Preparation for Adult Life (page 43) how home situations can
discusses
gradually
lead
children
into
the
responsibility
need to take in later years. The author is Professor of Psychology and Parent Education at the State University of Iowa, and has had a leading part in the distinguished studies from the Iowa Child Welfare Research Station, Iowa
which they
will
City, Iowa.
Ernest G. Osborne is
Interpreting the News (page 33) points out relationships and activities at home can keep children from feeling overwhelmed by the violence, tragedy, and confusing values they hear and read about. Ways of highlighting helpfulness, humaneness, and courage are also suggested. The author is Chairman of the Department of Education at Adelphi College, Garden City, N. Y. in
how
Arensa Sondergaard
173),
in
about
Agnes Snyder
Professor
Columbia
pamphlets and
articles.
Bronxville Public Schools, Bronxville, N. Y.
Robert
L.
Sutherland
Family Guidance Services (page 162) what counseling services can offer when problems arise in family relations or in bringing up children. The author also points out the marks of a good counselor, and how to find your community's counseling resources. He is Director of Hogg Foundation, and Professor of Sociology at the University of Texas. Austin. explains
in
Hilda Taba Professor of Education, San Francisco State Col-
—
San Francisco, wrote Your Neighbor:, Dictators, Troublemakers, or Friends (page 121). She shows how neighborliness adds to children's healthy personality development, and how
lege,
a family can be friendly with neighboring families
Teachers College, of author many \i ighbors Can Work
Education, and University, of
in Comics (page 26) how the effect of the comics can be balanced by creative activities and by reading. She presents clearly both advantages and disadvantages in the comics. This author is a member of the Elementary School Staff of the tells
/
and vet hold fast to beliefs and customs of their own. She has written many books to help teachers improve human relations in the classrooms.
THE WORLD COMES TO OUR CHILDREN
T.ois
Hobart. Gushing
1.
OUR CHANGING WORLD
2.
RADIO AND TELEVISION
3.
THE CHILD AND THE MOVIES
4.
COMICS
5.
INTERPRETING THE
NEWS
Machines and gadgets have brought about way of living during
revolutionary changes in our
the last
fifty years.
How
can we use these changes
good advantage? Today's world offers splendid opportunities for the development of responsibilitv, resourcefulness, and the kind of interest in others that gives our boys and girls healthy personalities.
to
The world comes through
radio,
to
television,
our
children
and motion
todav
pictures.
These
are not in themselves a hazard, but the place they take in our children's lives determines whether they will be a constructive or a destructive force.
We want
our children to find satisfaction in vigor-
ous, creative play; not just in passive looking
and
listening.
Often, too. newspapers, magazines, and comic books portrav life in ways that are frightening and overloaded with violence. It takes time and thought and patience to explain the world to our children
wc hope thev will grow up to be kindly themselves and others.
so that thev will acquire the values
cherish.
Only then
will they
courageous, with faith in
OUR CHANGING WORLD SIDONIE MATSNER GRUENBERG Special Consultant, Formerly Director, Child Study Association of America, New York, N. Y.
and
HILDA SIDNEY KRECH,
B.A.
Co-author with Sidonie Matsner Gruenberg, "The
Many
Lives of
Modern Women;"
Words bring up
like
Berkeley, Calif.
a picture of
an old fam-
homestead that has stood on the same farm or the same street for generations. But people do not live like that any more. The attic with its odds and ends, the large family with grandmother and grandfather, uncles and aunts, and children of all ages are all as rare today as the horse and buggy. Often today we find one older relative living with the family, but not groups of them.
Most families today houses or in apartments. everything it stood for, that are
new
to
Making
"home" and "family"
ily
voung couples
from where thev grew up. What's more, you who are the parents of today's children did not grow up in such picturebook homes yourselves. You, too, for the most part grew up in small families and small houses or apartments. You, too, had parents who had moved great distances from their old homes.
live
The is
in attic,
gone.
small
with
Most
towns them, often many miles
live in cities or in
It is
davs.
the Most of the Present
no use
We have
to long for the
in the present as fully
possible.
and
We must hold on
values of the past. in
If
as wisely as
sound any have been lost to the
wc must find means them in new ways.
the shuffle,
recapturing
good old
to live with our children
of
Where Are Our Roots? Chief among the values wc want to hold fast is the feeling of belonging and of having "roots." Main voung parents fear that their children will never really have this feeling if thev must move from place to place, and arc far away from grandparents and cousins. But the im-
Childcraft mediate family matters most to a
Whether whether
it
or to shift
that family
child.
large or small,
its
home, mother and
father,
are the ones
who
The
near by.
clan gathered at least
on
holidavs and for family celebrations.
Many
continues to live in one place
and brothers
sisters
is
families
away from
who
are
living far
demand
occasions that
festive
now
relatives join friends for those
They
a large
family feeling
reallv count.
family.
Living in different towns, making a place among new groups of people may be pleasant or difficult, but it is a shared
having a warm, close group with several
experience. In
moving and making
justments, each gains
member
experiences and memories
share together.
ad-
of the family
Moving makes
thev
clearer
than ever the fact that while neighbors and friends may change, the family stays together. And it is the goings-on in the
adults
among
spiritual
development.
It
is
these close relationships that the
roots spread and draw their sustenance.
May
Replace Aunts and Cousins
once knew that bevond Boys and the immediate family circle was a larger family group. The cousins, the aunts and uncles, and the grandparents all lived girls
way
children. In this
Christmas can be given the proper
cele-
bration that brings full enjoyment to
all.
Birthday parties can be partly private affairs and will seem all the more "special" in contrast to the larger gatherings.
Community
Life
Gives Roots
Happenings within the larger family widen a child's sense of belonging
circle
to include others besides his
brothers,
on Friends
and many
be-
the big holidavs like Thanksgiving and
intimate family circle that nourish a child's
get a
and
sisters.
From
this
parents,
he goes
to understand his family's part in the
larger
community. Many children
when
their family has to
moves, for thev
suffer
make frequent
feel their parents are
out
of step.
If
You Are If
A Newcomer
you move
new town, even for become part of the means a great deal to
to a
a short time, try to
community.
It
your child if vou join the P.T.A., for example, and attend meetings with the teachers and the other mothers. It does not matter to a child that it was that P.T.A. last year and this P.T.A. this year. It is no harder for him than to adjust to this teacher this year after that
teacher last year. But he needs to feci that his family belongs.
The same Brownie and
No
applies,
Cub
of
course,
to
troops and other or-
matter what else changes, values in shared family experiences are eternal.
Machines can be your allies, but, like any friends, they must be chosen to fit in with
your family's
way
of living.
ganizations the children join. Granted,
being an active part, with a role to plav,
up with the same schoolmates and the same Scout troop. But if this is not possible, you can make
in the
pleasant to grow
it is
it
easier for
vour child bv taking part in
school and Scout activities, as well as in
volunteer
you
are.
community work, wherever can make your adjustments
You
along with your children's. If
You Are an Old
Settler
vou are settled in a communitv, you really have a double responsibility. You
communitv.
You have an obligation also to those families who are new to the community If the newcomers are to be kept from feeling lost and rootless perhaps even resentful or unfriendlv the permanent members need to make them feel a welcome, vital part of the communitv, whether for one year or for many.
or are there just temporarily.
— —
If
can give vour own children a feeling that the family belongs to and has an obligation toward a wider circle.
Your
child
not care about each meeting you attend and each project you work at. Whether it is Communitv Chest, library board, or acting as "watcher" at the will
polls
makes
slowly,
little
difference to him.
But
over the years, he will absorb
through your example the feeling of
Machines
—Enemies or Allies?
Todav's living
offers
advantages to
bovs and girls that their parents and grandparents never knew. The most striking changes in our way of life have resulted from the many inventions. Cars
and buses, washing machines, and frozen foods are but a few of the many things that make our whole way of living different from the ways of our grandparents. While most machines and
Childcraft gadgets
make
life
easier in
some way,
you may have noticed that they
also
bring problems.
Some
persons claim that there
is
less
when people
feeling of self-sufficiency
were
formerly
means
there
help
to
her.
It
mother has to call in a "sitter" if she wants to go on an errand. Once upon a time, relati\es were on hand to mind the baby while continuing that the
depend on machines for e\er\thing. Boys and girls, in particular, ha\e less
with other household
feeling of contributing to the life of the
Are the
family in a city apartment where the
But machines are here to stay and there is no sense in fighting them. Perhaps you do not think them good allies for improying family life. You might as well make them into assets, and recognize that in many cases the machine need not spoil the essential value of an
work
is done mechanically than on a farm where the necessary chores inyohe
their personal efforts.
Other persons
you that the
will tell
helped to build children's character and nothing takes their place. Riding in the school bus instead of walking to school makes children "softer" and takes away one more old-fashioned
chores
"character-builder."
Today, children watch telexision or when they might be playing games outdoors. These perprofessional athletics
sons will say this tends to
make
children
more passixe, less creati\e. Liying in complicated towns and cities, children cannot understand the meaning of their father's work (or even their mother's work, sometimes On farms they soon learn to understand the meaning of )
.
the yarious chores and routines, and the relation of the yarious actiyities to life
Both these situations tend to separate children from real experiences so runs one argument. itself.
—
The mother,
many
Human
Values
tasks.
There?
Still
experience.
A
child
who
takes care of his
little
on the school bus is showing much the same kind of respon-
brother or sibility as
sister
the child
who
took his brother
or sister to school on foot.
The boy who
mow
same kind
to
furnishing the
is
boy who mower. He
of service as the
pushes the
may
power mower
uses a
the family lawn
old-fashioned
exert less physical energy but, once
has worn off, he is exersame kind of responsibility. He must remember to do it and he must do it well. He must often give up doing something else that he would the
first
thrill
cising the
rather do, such as playing ball with his friends or reading a book.
The same
applies to the girl
who
runs
modern machines, may be busier and more tied down than the mother of two generations ago. This does not mean
the family dishwasher. At first it is fun but after a while it, too, is a chore that must be done, and usually at a time when she would rather be doing some-
that she actually works harder, for the
thing
blessed with so
machines do lighten her does
mean
that she herself
for all kinds of tasks that
by several
women
sisters-in-law.
the
in
labor. is
But
it
responsible
once were done
the family.
maiden
aunts,
older children and, perhaps, a hired
The
else.
All
among
these
the
jobs
can
members
still
be divided
of the family as
they once were. Children need the experience of being helpful and contrib-
the
uting to the
girl
more,
there
family is
often
welfare.
too
Further-
much
for
Our Changing World Mother
to
do alone, whether or not she
has the machines.
How
Children Develop Responsibility
was not so much the
It
specific task
that "taught" responsibility to a child in
knowledge
things
of
and
processes
through their tasks and hardships in past generations. Most important is what they learned through taking part in the daily work of the household, farm, or shop. In constantly being with others, they acquired the ability to get along with people of various ages and kinds.
was working with people Respect for the necessity and value of the task he was expected to do made it more important to him. Wlien children are expected to do
They
learned consideration, perhaps pa-
tience
and tolerance. Thev also learned up for their rights and to be
their share, they see the value of their
fair.
the past, as
and
it
for the group.
work and can
some
see, too,
the meaning of
parents and other adults seem
to fear that today's children will have
because thev have no
moral chance to share the hardships endured bv the pioneers and immigrants of the past. Or thev fear that because children spend more time in school and less "at work" whether at home or as newsboys or factory hands they are deprived of valuable lessons we and our fiber
less
—
own
—
parents acquired during childhood.
Certainlv children learned
New Skills Not alone through brooms and snow
Children Learn the
of their parents' work.
Manv
to stand
skills
and a
shovels, caring for animals or
weeding
the garden, do children acquire
Thev
can also learn useful
standing, chines.
skills,
skills.
under-
and ingenuity through ma-
Dishwashers,
heating systems,
and vacuum cleaners require dexterity and alertness to operate. Cameras and a hundred other devices can teach skills just as intricate, just as valuable, as those
needed for the spinning wheel or the old oaken bucket. Nor is it only in a large family or on a farm that children learn to work and play with others.
They can
learn through
their contacts with other children in the
cighborhood and in nursery school. and on the playground.
Later, in school
When the for
wood-chopping era ended, organized activities began, children had more free time. the
age
of
and guide is the boy who represents
Protector patrol
kind of children must the
and through various group projects find out
how
Concern
for
the}'
Is Still
Strong
From understanding and
accepting purposes of the common effort comes the need to see things through. the
The
tractions,
comes to persist against disboredom, and even against fa-
He
learns to be dependable, to be
child
tigue.
and sometimes even ingenious. Modern living in some ways gives children more of a chance to contribute, to be of use. A dramatic example is the foresighted,
who
"patrol" boys
traffic
are doing a
splendid job of preventing accidents at crossings
street
near
schools
teaching other children streets.
This
is
had an upset stomach. His elevenhad taken her home. The parents knew the apartment was locked and hurried home. When thev got there, they found that the boy had taken his sister home on the bus. He sister
year-old brother
to pull together.
Others
responsibility
assume today.
how
and to
of
cross
not "made" work, but
a
asked a neighbor to let him go through her apartment, so that he could go up to his
and
own home bv way in
through
a
of the fire escape
window.
locked the front door to
and put her to bed.
It
He
then un-
let his sister in,
had
also
been
his
decision to leave the eight-year-old be-
hind to explain the situation to their parents and to save them from worry. Here was an example of initiative, re-
and resourcefulness right in Those who bemoan the loss these virtues must not blame it all on
sponsibilitv, a large citv.
of
and children have
the removal of our children from the
han-
routine of feeding the chickens, water-
for resourcefulness in
Three
and sheltering the animals against the cold. Resourcefulness and responsibility
children were taken to a Sunday School
also flourish in the midst of our time-
vital
responsibility,
proved dling
themselves
capable
of
ing the cows, bringing in the firewood,
it.
There city life
is
room
and our children use
party by their parents. called for later.
When
it.
Thev were
to be
the parents came.
the youngest and the oldest were not there.
But the middle one, an
eight-year-
old bov, explained that his five-year-old
saving gadgets. They spring from the example we, as parents, set in dealing with unexpected situations, and in man aging the routines of daily living. These desirable qualities are rooted in our
at-
Our Changing World titudes ships
and
we
in the quality of the relation-
build
up with our
children.
Machines Need Not Boss You
The important thing is to feel -that you are running machines not that they are running you. You can choose between the machines you need and those you do not particularly need or want. Even when you decide to invest in a machine, you need not feel obliged to use it all the time. Constant use is not necessarily the best way to get your money's worth. Many women feel that if theY have a washing machine, for example, they must do all their washing
—
and ironing
home. Of machine is
at
pose of this
to take
all
the
ironing seems to be the last straw,
the one thing that keeps
them
tired
and
keeps them from catching up with their household tasks. Many do not feel that way. The point is that a woman should feel free to send some of her wash to the
laundry if she can afford it, and to use her machine chiefly for the things that do not have to be ironed. Using Machines with Discrimination
Television
is
another machine that
does not have to be used constantly once it is in the home. Families can still play
dominoes or
in hobbies or sports, and to spend some of their time out of doors. They do not have to condemn television programs any more than the parents of a "bookworm" have to condemn books.
They want fresh air try
chess, or read aloud.
The
TV
their children to get
and
to
make some
some
friends, to
out a variety of interests, and to
cover
new
dis-
The many possimake it necessary
possibilities.
and pressures weigh carefully the relative values of the different ways of spending our time. We must help our children so bilities
for us to
how to use their time in the most satisfying way. that they learn
New Ways
course, the pur-
work out of washing, to leaye only the ironing. But for many women the family
terested
iences.
for
New
Settings
the modern convenMother and Father are still the
In spite of
all
ones to guide the family in recreation, as in work and in most other matters. After all, the purpose of the many machines is to lighten labor
and
to save time.
The
thought we give and the decisions wc make about the use of that saved time are important. What we do with our free time makes a big difference in our life as a whole. When parents do nothing but watch sports on television or drive around in their cars to pass the time, neither the machines nor the younger generation are to blame. Parents can take the lead and look into the possibilities of camping, sports, games,
and hobbies. You may
handicrafts,
find
time for viewing depends on the programs and on the family's convenience. Certainly no child should spend all his free hours before a television set. He probably will not want to after the
your children and for yourselves, that enable you to share actively with others. The many changes that have come to
novelty has worn off
sider the values of
arc
—especially
enough counterattractions
if
there
for his
time.
Parents want their children to play with other boys and girls, to become in-
that there are ways of having fun, for
the
home
must use
challenge parents to reconfamily living.
Wc
our ingenuity and imagination to get for ourselves and our children what seems most worth while. must find new ways of living. all
We
MM
RADIO
Admiral Corp.
AND
much
nate adults as
as children.
It
is
only natural that children imitate that
TELEVISION
fascination, just as they imitate almost
ROBERT LEWIS SHAYON
parents talk about
Producer and Director of Radio and Television Shows; Author, Critic; Westport, Conn.
pect children to do less?
everything thev see grown-ups do.
TV
how
man\- hours at a time, Television,
it
If
for
can they ex-
is moving pichome! For three- to
actually,
tures right in the
ten-year-olds
and watch
who
still
have trouble with
much
clamor over television's effects on children is a good thing. It awakens us to a problem that many parents and teachers thought had been
words, the pictures are follow and understand.
solved
Fixed concentration on the screen can produce a sort of hvpnotic trance. Evervthing disappears except the images, flowing on with a falselv satisfying, sometimes habit-forming effect.
The
—
the
came
into the
home,
its
challenges have not been entirelv met.
Thev have onlv been compromised
Now
with, put out of mind, forgotten. that television
is
mind
reminding us on children. With our
How Do
aroused thinking,
we can make
use his imagination to
are getting cannot help
ress
on both
Why
TV
real prog-
so Compelling?
some
time, and actually
the
novelty of radio has not yet worn
off.
Both
for
arc
still
like
not
at
all.
new
toys.
Thev
the Effects of
TV and Radio
Differ?
some
must picture the
characters
the scenes thev are
in,
and
extent.
He
speaking,
their actions.
This requires effort, and not all children have their imaginations developed to a similar degree. This extra effort partly explains the fewer hours that children listen to radio in comparison with the
Television will continue to be a novelty
work
to
tire,
is
In listening to radio, the child must
fronts.
Is
it
here, the shaking-up
of radio's effects
we
easier to
the eves
not. Actually,
necessary for the
radio. Actually, in the genera-
tion since radio
mind does
If
fasci-
10
Radio and Television time thev spend watching television. It explains, too, why the smallest ones arc
among the most eager TV viewers. Whether it is music or words he
is
11
ment, sensitivity, curiosity, or intelligence in the children. In ancient huts or medieval feudal
when
castles,
clan or tribal storvtcllcrs
hearing, the child can shut off the intel-
gathered the children around them and
ligence content of
what is on the radio, stream of sound in the background. Instantly he can tunc himself, as well as the instrument, to what
thrilled
and
the
he
just feci a
selectively
stantly,
same things.
w ishes to hear. Just
he can tune out again, time concentrating on
The
as in-
at the
other
extraordinary capacity
children to do their listening to the radio
homework is
a
while
good example
Are Radio and TV Similar
in Effect?
hypnotized by pictures or can mentally tune in and out of words and music at will, the child's relationship it is
adventure, terror,
most tender
is
is
essentially the
to radio.
Both
same
to
TV
are endlessly flow-
ing fountains of psychological sensation,
bubbling up
in his living
are utterly impersonal
or fear to
suit
the
sensibilities of the smallest
child in the circle.
make no such Thcv speak alike to assuming some general
Television and radio
kindly distinctions. children,
all
type,
But whether he
as
that they did, soften the sharp edges of
of
of this.
How
them with myths and legends, knew their audiences personally. They could, and we guess storytellers
attributing
tics
to
are,
the
all.
identical
What
TV
characteris-
those characteristics
and radio producers
arc
never quite sure. The chief challenge
presented by both television and radio, then, is howto respond to their impersonal invasion of the home and turn it to good account for children, each of whom is unique.
room. They
The Case
and recognize no
individual differences of age, tempera-
Parents
TV 7 and
who
for
arc
TV and Radio enthusiastic about
radio sav that the screen
and
the loudspeaker open the door for their children to a world of information that children in past times never knew. This true. But what is the nature of this opencd-up world? Will it affect the is
child for better or for worse?
Undeniably, the range of
a
child's
knowledge and the picture he gets of the broad life around him on the earth cannot help being widened. But facts and things as they appear on the surface arc only the beginning of living satisfac-
Children use their imaginations when they transform radio voices into vivid scenes and lively characters.
Childcraft
12
The important
torilv.
thing
is
the mean-
with cheap
serials
and soap
operas.
ing of the facts, their arrangements, and
will adjust to television as well.
the values people give them.
an old storv and things are not as they seem."
What Values Do Radio and TV Uphold? Radio and TV affirm, in the great majoritv of their programs, the laws and rules of conduct that most Americans
common.
hold in
In this thev are ren-
dering a useful service to parent and teacher. is
One
of the tasks of the adult
to train the child for the world he will
Teaching him its ways and tracommunicating a societv's heritage has always been the core of education and upbringing. Any help from radio and TV is most welcome. live in.
ditions,
The Case Against Radio and TV
TV
But radio and
also cater to
what
they believe to be the majoritv tastes of the public in entertainment. All parents and teachers do not have, nor do they pass on to their charges, the same tastes and preferences in music, drama, comedv, variety, sports, or quiz. Why must children look at programs whose chief
element ings,
is
crime or horror, endless
or offensive
or
jokes,
just
killsilly,
producers of
TV
and radio pro-
grams and the advertisers who sponsor them are not deliberately doing harm. They are in business, and they want cus-
A
means more tomers. what they for out reach Thev customers. of
large audience
common denominator mass appeal." This lowest common
call
"the lowest
denominator
is
is
bad
the Risk to Character?
Is
The
as
is not that vour children will turn out to be "delinquent." and
risk
TV
and of themselves could hardlv
radio in
produce the emotional illnesses that are in the term "delinquencv." The danger is that these children will grow up dependent on TV and radio (and the movies, comics, and newspapers) for the goals thev pursue and the included
Thev
opinions thev hold.
will lose the
and thinking. They will become passive "lookers" and "listeners" who take no active part in life. That is not a good thing. The need of our time is for persons who can think for themselves. We need persons who can make up their own minds and thrive on the freedom to do so, even if it means not doing as others do. A child needs to spend some of his joy
of
doing,
creating,
time in constructive plav, using
his im-
making
things,
agination, being active,
trying out ways of getting along with
people. Such a child has a better chance
pointless noise?
The
What
We
This
responsible for
features of radio
and
TV
all
the
that parents
and teachers find objectionable. There is real risk to vour children
if
vou saw with many others, "In my childhood we read dime novels and wc outgrew them. We also have learned to live
of growing
than one dio. This
up able
who is
and radio
to think for himself
just soaks
up
TV
and
ra-
the real danger in heavy
TV
danger that
sur-
diets. It
is
a
immediate ones parents often worn about. Listening and viewing do keep children indoors. They may even interfere with homework, and perhaps with practicing music lessons, but, in passes the -
the long run, these are secondary
Can
The
We
risks.
Use Radio and TV Wisely?
day-to-day problems that arise in households over listening and viewing can be solved more easily if par-
most
Don't
TV
let
overdoses of your
or radio rob
child of that priceless gift
—ability
to lose
him-
self in creative play.
Century Photos
ents will
first
count it an inevitable, harmless passage through blood-and-thunder-land in growing up. The best protection against harm is no easy formula. Your child's protection here, as in cverv emotional hazard he meets, is a good relationship with vou and confidence in himself and the world around him.
consider the child's basic
needs and the quality of their own relationship with the child. A child needs his parents' respect. He needs consistent love and consistent limits. He needs to have a share in his family's problems, fun, responsibilities,
and
activities.
He
needs to have his curiositv easily and naturally satisfied and his imagination stimulated.
He
Can You Regulate
needs plenty of outdoor
tion without tension. his parents will love
He
needs to
know
him whether he
is
needs to have time alone with Mother or Father frequently. The child who has these will not be, year in and year out, what is called "an excessive
TV
and radio
and Viewing?
TV
He
good or bad.
Listening
Unless there arc some unusual circumstances, forbidding a child to look or listen is not a satisfactory solution. and Acquaintance with certain radio programs is almost essential as a password among children who go to school. He who has never heard of the current hero of the air waves could be at
play in an atmosphere of mutual affec-
listener-looker."
can see a zoo show or a circus program, enjoy it and forget it. He can even go through a spell of
lected programs has proved of practical
Westerns or "private-eye" programs and
value in
Such
a distinct
a child
disadvantage
Working out
13
a
socially.
compromise on
some homes. But
if
vou
se-
trv to
Childcraft
14 regulate vour child's listening
making
ing,
to give her a
and viewvou must take the trouble to find out what programs are to be seen and heard. That is not easv, for schedules are constantly changing.
Few
teachers have time to keep
parents or
up with the
latest thriller.
Rules Must Be Tailor-Made
A
program
at
mealtime
individual parent. So
is
is
up
to the
sending in a box
friends.
The
TV programs seem
common bond
other children in her
class.
with the
Recently, on
most afternoons, she has brought them to watch TV. For the present, TV seems to be serving a useful purpose. This six-year-old's mother is waiting until her daughter is a bit more sure of herself. Then she plans to bring out some "dress-up" material and suggest that the little girls might like to be the actors
home
Shall cantering cowboys replace conversation at your dinner table? The an-
swer depends on your own routines. Lucien Aigner
top,
or
balancing
playtime,
bedtime,
Bovs between six and eleven enjoy having close friends, having secret codes and hobbies. It emphasizes their growing independence from their parents. Some of the TV and radio badges and clubs that require the box
and
listening.
top cater to this desire in even a wholesome way. General rules do not
a
harmless or
with her in their own play. She has already managed on one occasion to involve them in cookv making with gratiis an absorbing but fying success.
TV
probablv
temporary
for
this
In another family, three times a
week
interest
youngster. five-year-old
Henry wants
to
watch
a
program that starts while the family is at dinner. Henry gets restless at the tabic
a fit
individual
families or individual children. In
one
familv a shy six-year-old has had trouble
before the other finish their
members
meal anyway.
of the family
No
great
harm
Radio and Television seems to be done by letting him take his and watch his program. If he hears the family laughing, he is likely to come in to sec what he is missing. dessert
Eight-year-old Barbara's parents feel strongly that the family should eat din-
ner together, no matter what program on. Barbara's father
home
for several
best, the
is
weeks
dinner hour
is
is
often away from at a time.
At
the only time he
sees his children or that the family gets
concern over short-time ones. The essential matter is to sec your child's listening and viewing against the back-
ground of everything else in his life. Is there a good balance between his work and his play? Has he time to choose what he wants to do, as well as having some planned and organized activities? Is TV or radio just one of the activities he enjoys, or is it the central point in his life? Is he worried about something, per-
But because her parents know somewhat resentful at missing her favorite program, thev make a point of making the meal as pleasant as possible. Slips in table manners and grammar go
at
uncorrected at that time.
is
together.
she
is
In each family, that elusive quality,
uncommon
sense,
must be the
guide.
15
haps his school work, perhaps his standing with his friends, or even his standing
home with you? Maybe radio or
television help him escape from a disagreeable situation. It
even possible that the disagreeable does not need to exist. Do something about it if you can, and the situation
and looking may diminish. voung chronic TV and Many radio addicts "get that way" because life
listening
TV Are Not Tools for Discipline Some parents wonder whether pro-
Radio and
grams a child enjovs should be a reward for good behavior. To use these programs to enforce any kind of discipline is to miss the point entirely. If you have good reason for feeling your child is spending too much time looking or listening, then you need to work things out with him. There is no sense in the attitude "I don't want you to do it, so I'll only let you do it if you are good. Then vou won't do it so often." His good behavior reallv is a bribe to you. Let us assume that a child is listening or looking onlv a reasonable amount and with other desirable Then the programs he likes should not need to be purchased with extra good behavior, any more than is
balancing his
life
activities in his play.
are his other leisuretime activities.
See the Child, Not
There
Just the
Program
tendency for parents to overlook the larger problems in their is
a
of the
is
too hard, or perhaps too uninterest-
may need to be relaxed them. Rather than concentrating on specific ways of limiting the looking and listening, try to see the larger picture of your child and his dailv life. A child may be failing in school because he watches TV too much. But don't overlook the fact that, instead, he may be watching television so much because it is the only way he can escape from his worries about school. Too much TV and radio may be the result, not the cause, of his troubles in any direction. He needs to be helped to find a better way to meet his problem. It is just possible that when he gets along better, he will have the desire and the energy to do something besides sit and gape at the magic screen ing. Pressures
for
or listen to the radio. It is
well to consider, too.
what
effect
the programs have on a child. Obviously
Childcraft it is
poor judgment to expose a nervous, frightened child to programs
easily
whose chief appeal
are
violence
and
ideas to
and helps to develop some ability and weigh the merits of
criticize
programs.
crime. In such a case, a clean-cut decision to keep issue. It
sion
is
is
away
is
a
no-compromise
better, of course,
the deci-
if
arrived at with the child's under-
standing and agreement, than
handed down It
is
as
it
is
effort to find
out what
ing the child to be fearful and
the child
is
Is
"Too Much" Radio
The agreed-upon
is
caus-
unstable.
of school age, the teacher
should be consulted.
Often it is a good idea to watch the programs with vour voungster. Then vou can tell when he is getting too keved up and provide something else that he likes to do. Just your presence may be enough to keep him from being frightened bv a program. If vou are a viewer or a listener, vou know what vour child is taking in and vou can talk it over with him. Discussing programs helps straighten out the children's mistaken
TV?
or
and
evils are excess
TV
allowing the children's demands for
Too
to tyrannize over the household.
manv hours
an ultimatum.
better, too, in such a case, to
make an If
if
What
TV
spent regularly watching
or listening to the radio to the ex-
clusion of reading, romping, and other
wrong. There can be no question that a child's taking all his meals with TV is a danger signal. Excess distorts reality for the child enjoyable activities
and
capacity for reading or
dulls his
creative play.
is
Too much
tends to lower his
TV
radio or
grades
in
school,
deepens his passive acceptance of the cheap, the tawdry, the sensational. excess that testifies to a in the child's life.
The
vawning
crater
may
criticism, nagging,
tween ridges of
It is
crater lie
be-
and
a
sense of failure; or between peaks of an
overbusv,
overprotected
overplanned,
life.
If
there
petite for
is
no
TV
insistent, unrelieved ap-
or radio, then the child
can pass safelv through the valley of their shadows with relative immunity. other resources that he enjoys and that his parents provide for his growth will outweigh the objectionable pro-
The
What
he sees or hears needless will be dissolved in the of desirable values and standards to him from the fountains of school, church, and good books. grams.
that
is
streams flowing family,
TV Hurt My Child's Eyes? Eve specialists seem to agree that TV does not harm eyes, provided the child Will
observes the normal, reasonable condi-
"My
report
card
— and
I'm
watching television anyway."
tired
of
tions for viewing.
A
set in
order, so that the picture
good working
is
bright, clear.
Make
the most of radio
and
TV.
your
Encourage
child
things up children's dia when
a good
encyclopeideas
new
come from and hearing.
and steady,
look
to
in
is
tecting eyes.
listening
a
requirement in pro-
first
Have
a light in the
at night, preferably
The
ideal thing
is
to
springboards
for after-program discus"looking things up," is an excellent custom. More important than the listening-viewing experience in fam-
room
sions, for
behind the viewer. sit at least one foot
away from the screen
for every inch of
If the size of the room makes the last condition impractical, the child should not watch too long at any single sitting
—and that
is
a
good idea under
all
listing in a
and
radio
trouble with eyesight that has
realistic.
grams ture
The
unfortunate aspects of radio and can be done away with better if practiced.
Even the poorest programs may then be used to teach good the
better
taste.
more out programs. Using them
un-
for children in the foreseeable fu-
is
not a result you can hope persons
are
vitally
for.
con-
TV
sonablv and cnjoyably. Then, as in life vou can accomplish a great
Family looking
also helps get
is
production of perfect pro-
cerned to embark on such a crusade. system roots of our radio and go deep down into our business life. "Work" means setting no alarm clocks for results, but taking a normal, balanced, long-range view of what an individual parent or teacher can do rca-
What About Family TV and Radio?
and listening
crusade to revolutionize the
The
The
is
it
television industrv, that
Not enough
then advised.
listening-viewing
Programs
work for depends on what you mean by "work." If you mean en-
a side angle.
family
for Better
Parents and teachers can
gone unnoticed before, the specialists say, is likely to be brought out bv watching TV. Examination and treatment are
TV
the feeling the child gets
better programs, but
con-
He should rest his eyes frequently and avoid watching the screen Any
is
Working
ditions!
from
TV
ily radio,
of sharing his parents' world.
its size.
of
generally,
as
deal.
17
If
any parent or teacher,
in
an
Childcraft
i8 othenvise
full
and
active
life,
does one
or another of the things suggested here,
he
is
doing his share. The degree of his
contribution depends on the intensity of his interests
and the time he can
What Can a
Parent Do?
him
directly, or to
teachers,
give.
parent-teacher
groups can join listener-councils. There are
many such
local councils.
The Na-
Radio and Television, 882 Victoria Avenue, Los tional Association for Better
Angeles
5, Calif.,
helps
them
organize.
Joining a listener-council puts you in touch with other persons who care
about better radio-TV for children. Together you can study radio-TV facts and help gather important data. You can make your ideas officially known to your representatives in government, as well station-owners, and as to networks, sponsors. It is the best step to take if you are interested in group action. Through vour group, or individually, you can support the efforts of the Joint Committee on Educational Television, 1785 Massachusetts Avenue, N.W., Washington 6, D. C. This committee is leading the campaign of universities,
and municipalities in creating noncommercial educational TV stations. These stations are dedicated to the highest program standcolleges, public schools,
ards for children.
Individually or with others, you can support the efforts of the commercial
broadcasters to
lift
their
own program
You
can write your station a letter of approval when you think a program serves your child's best interests, or a letter of rebuke when it docs not. You may stop buying a sponsor's standards.
you object to his program or to his advertising. If vou do, it would be better if you took the trouble to write
product
if
make
Either would appreciate the informa-
Teachers Help?
you are a teacher, vou mav do
If
or
letter or
tion.
How Can Parents,
send a
a telephone call to your station-manager.
much
as,
or
more
lis
than, a parent to guide
children in the development of higher
radio-TV standards. You can take a what the children are seeing and hearing on the air if you can hear it yourself. You can show a sympathetic understanding of their likes and dislikes, even if they do not happen to be the same as your own. This, plus a friendly, critical appraisal of programs in group discussions in the classroom adds up to a really important contribulively interest in
tion.
Good
Citizens
Can Make Good TV
Parents and teachers together can help root a child's character in the good soil of affection and dignitv. They can maintain a wholesome respect for the
own pace of development, and democratic participation at home,
child's
of
school,
and
at play.
A
child's character
so rooted will thereafter
healthfullv
and without
grow of
itself,
distortion, into
who is not a "least denominator." Such a child will be nourished by the
a self-reliant person
common
many helpful qualities of radio and TV. Make no mistake, we have not even begun
to
draw on
their potentialities for
good! Such a child will tend to screen out naturally what could be destructive influences for
him
in
Also, such a child will
who The more adult cles
casts good seed about him. such parent-teacher-child cy-
there arc,
come
radio and TV. grow up to be an
the nearer
to better radio
and
wc
will
television.
all
Lucien AJcMt
ten good than unfortunate. If parents,
THE CHILD AND THE MOVIES
and the community are willing and effort into the
teachers,
to put thought, time,
question
of
movie-going, a
children's
great deal can be accomplished.
EDGAR DALE,
more, often it can be without pitched battles.
Ph.D.
Professor of Education, Ohio State University, Columbus; AuthoT of "How to Appreciate Motion Pictures" and "Audio- Visual Methods in Teaching"
What
Effect
What
is
accomplished
Have Movies?
Movies may be more exciting than radio or television, because children of-
ten see
When motion
we
them when they
Moving
on some children today, we wonder what can be done to develop wider, wiser tastes. Neither complete easy-goingness
contagious.
nor ovcranxictv
reassuring adult around.
true that
all
pictures have
is
the answer.
It is
are in a large
group. Excitement in such a group
see the strong hold that
pictures
can
is
be
frightening at times, because they are
seen away from the familiar surroundings of home, and main times with no
not
The way motion
children can take unlimited
pictures
affect
a
parents can take sensible steps to
depends on his age, his experiences. Ins needs, and his thinking and feeling at the time of exposure. I lis background and personality determine what the picture will say to him. Ilie real question for an indi-
sure that strong impression
vidual parent
movie-going in their stride. Neither can the movies almost overnight wipe out the excellent teaching of
doses
child's behavior
of
the church, home, and school. Motion pictures
make
a strong impression,
is
but
and
feelings
r
make more of19
is
not,
"Is
this
picture
Childcraft
20 good?" but "Is
this picture
good
child?" Just because a picture
on
a fine
book
or play, or has
cational features, docs not is
for this
based
is
some edu-
mean
that
it
suitable for a five-year-old or even an
eight-year-old.
The
moral or
visual presentation of a
immoral
act
mav have
a varietv of
mean-
there, many start going in babvhood. At an earlv age thev are often sent along with older brothers and sisters. Sometimes they start going because other children in the neighborhood go. Ideallv, children under eight would go onlv to those rare films they could rcallv enjoy
and
profit from. Actually
most
par-
ings to a child. Actually, films that can-
ents sometimes use the motion-picture
not be understood clearlv bv a child mav be harmful, because they can be deeplv
theater as a parking place for their chil-
no
The less this is done, the better chance vou have of developing more
horror and no sordid love storv does not
constructive interests and of avoiding
confusing. assure
The
fact that a film has
you that
five-vear-old
it
or an
is
"all right" for a
eight-vear-old.
The
same incident mav frighten one child and be ignored by another.
dren.
the undesirable effects of movie-going
on children.
How
Often Should Children Go?
If a child
When
When some
Should Attendance Start?
voung children
regularitv
to
a
are taken with
theater,
parents
should remember that a taste and a habit are being formed. In selecting the phvsical diet
we
ask: "Is this a healthful
harmless?" We would do well to use the same reasoning in
food?" not "Is
it
connection with motion-picture going. Children can get along without seeing anv commercial motion pictures until the age of seven or eight. But, because
mothers
Make a
and
fathers
seek
recreation
restless
is
irritable, overexcited,
after sitting
through a feature
then he is not ready for frequent motion-picture attendance. "How often" depends, too, on what is being shown. The once-a-month rule or once-a-week rule can defeat its own film,
purpose.
If
two
really
good features ap-
pear within a short time, it would be too bad to denv a voungster the chance to see both. If nothing good is in the
neighborhood for weeks, it is hardly worth going just to make use of the privilege
of
attending.
more
Clearly,
special treat of the rare movie
that is really suitable, not less, for children
under
merely harm-
eight.
and
I
I-
:
!T
is a child's way of many movies mean less
Constructive play learning.
Too
and
time,
flexibility
often less appetite, for
would make better
it.
sense.
How
often a child should go to the movies
must be decided in the light of his age, and the offerings at available theaters. The effect movies have on him, as well everything else he
as
is
doing needs to
be considered, too. Using Motion Pictures Wisely If
motion pictures are
his only source
of enjovment, then the answer
make more
to
tive activities available.
why he
sider
movies.
A
Lucien Aigner
We need to conChoose the Good Movies
and onlv balanced recreational diet and craves movies,
the capacitv to enjov tivities are
mav be
constructive and attrac-
many
the goals. There
Movies can be kept as something of a That means you must supply something else to give your child satisfaction and a sense of achievement. If you can provide play space, materials, excursions, and an atmosphere of friendliness and acceptance at home, the movies do not become an escape.
kinds of ac-
is
no need
treat.
to
be concerned about the child who gets along well with his friends in school, has
many
constructive
interests,
and
still
goes to the movies once a week.
A is
part of the answer to this question
matter of relative values. WTiat this child be doing if he were not the theater? He might be plaving on
would in
how vour children are know what they arc see-
In order to see
a
reacting ing,
and
to
probably you should go with your
crowded city street. But he might be building something at home or taking a
children before thev reach the age of
hike with his friends, or just resting.
ing,
a
vou keep
in
mind
this goal of a
eight. If the film does prove
If
good
vour presence
anxiety. If
overwhelm-
may
prevent excessive you are taking a small child
what
balance, vou will not go far wrong.
to see a particular feature, find out
Sometimes, if evervone else in the neighborhood has seen a film, vour voungster is practicallv an outcast if he has not seen it. Without succumbing totally to the pressure of "but everybody else does," you may occasionally need to let your child do as the others
time it begins and get there for the beginning of the feature. Avoid confusing previews and other shorts. It
is
good
for
your children to get the
feeling that you are not against
tion pictures.
all
mo-
They can know vou
are
against the dubious ones, but in favor
The effect of always feeling left out can be as unfavorable as the effect of seeing one or two poor movies.
of the excellent ones.
do.
movie-going makes
Your example
a difference in
in
our
children's attitudes. Graduallv children
21
Childcraft
22
should be able and be allowed to take
re-
de ;
sponsibility, as their discrimination
velops, for film selection.
How Can You Cultivate Taste? The taste of vour child probably
will
eventually be a reflection of your
own
taste.
mind to bear on what he sees on the screen. This does not mean that he is always picking things to pieces or that he does not enjoy himself. It means inquiring
that
This means that you must develop
absorb everything. ject
some
You
tion for films. It means, also, that you
asking
must help your maturing children grow
think
an awareness of suitable standards
in
this field.
Good
taste in family
movie attend-
ance can be fostered as your children learn to select their entertainment. They must not passively accept what comes along. People carefully select their books, their children's stories, their
vacation spots, their
with
You all
the
all
skill
home
and
furnishings,
taste thev have.
can build the ideal of excellence in The family attitude can be
fields.
that you go to a film because
thing vou want to
see.
You
it is
some-
don't go just
can't think of anything to
because vou do at the moment.
Good
means not only wise selecmeans active rather than passive viewing of the film. Even a small person can bring an active, critical, and tion.
It
taste
also
is
critical-minded
He doesn't He may and must re-
rather than sponge-minded.
discrimination and a critical apprecia-
in
he
general
in
things.
can stimulate discrimination bv occasionally,
made
that
"What do vou
movie
good?" or
so
"Why
did you like the last one better?" or "Let's all tell what we thought was
the best part of the picture."
How
Shall
You
Criticize?
Children over distinguish fanciful trouble.
five or six usually
between
and the
The
facts,
the
can
out-and-out
without too
much
heart of the problem
is
want vour movie-going children to accept as true values and standards that in real life would be conthat vou do not
sidered false.
For example, it is not true, as the movies suggest, that romantic love in real life solves all difficulties. It is not true in real life that the crime problem is solved bv punishing individual criminals. The intelligent movie-goer does not permit the highly persuasive movie Press Syndicate
Communities put effort and money into developing children's fondfor topnotch books. Let's have such
ness
efforts to cultivate
taste in films!
good
beg to go "because everybody else does," for moviegoing means being one of the gang and in the know. Children
L
him so that he suspends judgment of what he sees. These points you can discuss as a family with critical
school-age
children.
You can
explain
and in what wavs departure from reality enhances or takes awav from their value. To help children develop good taste, you must start where your children's taste is, not where you think it ought to be. You mav be bored bv Westerns. So may vour fourteen-year-old. But vour films are often not factual
eight- or ten-vear-old
mav not
be.
I
than
is
the best.
You can
plan to get
some
member
of
the
in
the director's or
You must remember
always that vou
are trving to help vour children develop their
own
standards and tastes. Some-
times those tastes will differ from vours.
This
lie
is
not a bad
sign. It
may be
a sign
of thinking and of growing independence. tastes
children get other types of films, and as well as
each
writer's place.
vour job to see that your
read other books
expected,
would have done
his onlv standard for judging It is
.V^T.er
family might suggest what he or she
best thing a person has seen. read, or
heard
*---
contributes to good photography, music, and sound. Social values, and strengths and weaknesses of plot are worth discussing, too. If the movie was poorer
to influence
why
.
It is
even possible that children's better than
mav sometimes be
those of the parents.
Westerns.
Good Movies
of the best
movies into the diet of vour child. You can help him to develop his own standards of good acting, direction, and casting. You can help him understand what
— A Community Problem
There are two approaches to the problem of the child and the movies. One approach is from the standpoint of "my child and the movies.'' You, an indi23
Give the children a chance to see interesting and artistic films, and they will develop more discrimination.
Cushing
must do the best you can But there is
vidual parent,
good reading
will build
taste unaided.
to protect your children.
On
the contrary, people tax themselves
another approach that of "our children and the movies." The co-operative
for
public
trained
—
activity of all parents
the movie problem.
needed to solve as an individual good pictures are
tion regarding
is
The
You
parent
Thev
libraries.
children's
hire
librarians.
good books
who wants
is
well-
Informaavailable.
his child to de-
parent can do little if almost never available for children at
velop good reading tastes has an allv in
the theater.
be easier to get good books for children than to get poor ones. If a child merelv selects what he likes without guidance, his taste will not im-
It
must be
the librarv. Indeed, in
realized also that group
standards have a great deal of effect on
Group opinion regarding
children.
all
movie-going
mav be
far stronger
the pressure that you exert alone. are constantly
than
If
A
prove.
you
ing
met with such statements
many
mav
cities it
recent studv of children's read-
mav have important
a child's movie-going.
implications for
This studv found
"But other kids can go" and "Why are you so strict with me? Other parents aren't so strict," you face difficulties in
out that children may read the same kinds of materials over and over again.
getting your children's co-operation.
thev will probablv read onlv that kind.
as,
That
If
something else is available for all the children, you are not likely to be looked on as a severe parent.
if
is,
they like Western
Unless
guidance
readers
readily
They can
is
fall
stories,
provided, into
voung
reading ruts.
as easily fall into film ruts.
Parents have an ally as far as movie-
What Guidance
in Selection?
going
Perhaps parents can get some help by turning to another field. What is the
No
concerned in some of the
ganizations.
some
good taste in readone assumes that each parent
situation in regard to
ing?
is
lists
supplied bv reliable magazines and
These
usually
or-
give
indication of suitability for differ-
ent age levels, too.
24
lists
The Child and the Monies members community must shoulder responsibility in this field. Thev must deParents as individuals and
tal
own
ef-
They must look
motion-picture
ccr-
and group
:: § nilv solidarity often make up for unfair. lings ties for
.
.
ME MOTHERS :-GO OUT TO
\
WORK
3
DOROTHY
H. BEERS,
MA.
Day Care Consultant, Child Welfare League America,
New
whether her working will result in happier child and greater satisfaction
sider a
of
York, N. Y.
for herself.
her husband
A (if
better relationship with
she has one
harmonious home
)
and a more be points
life will also
to consider.
One
of the
in
most debated questions
Different mothers will arriye at this
the twentieth
The needs of your child, your temperament, family
familv
century
life
in
"Should
is
decision in different ways.
mothers
work?" There is no single, simple anSome mothers should work and some should not. "Why" and "how" you decide to go to work largely determines whether or not it is the right an-
and the material situation will inEach child reacts differently, depending on his own personality and his experiences. There are certain basic facts you can use as a yardstick in measuring the validity of your values,
fluence your decision.
swer.
swer for you.
decision.
Shall Mother If a
sible
mother
may ha\c
she lives
in
to
Work?
Why Do
alone and solely respon-
for the care
child, she if
is
Go
a
and support
of her
Until
a child
readies his
he needs someone
to work, particularly state
Babies Need Their Mothers?
who
first
birthday,
considers
him
the most \ital piece of humanity ever
where go\crn-
mental allowances for the care of children are inadequate. If a mother does not ha\e to work, she will want to con-
brought forth. lie needs to this all-important
person
feel close to
who
will play
with him. cuddle him, and sometimes
75
Mother's departure
is
never easy, but
more readily endured when one is feeling well and reasonably contented. it
is
nonsense to him. This is the way human being capable of establishing relationships with others. The younger the child, the more he needs his mother. Most of what we call talk
he develops into a
character and personality fore the child
is
six.
mother should have in
possible
as large a role as
developing that character.
she does not
If
formed be-
is
Therefore, every
fill
that role,
someone
(whatever mother-substitute she chooses ) will fill it. A child learns about the world around him through the people who take care of him. His attitudes toward people, his friendliness, trust, or
else
mistrust,
are
sible,
familiar parent just at this time, even for
daw may be too much of a shock and too fear-provoking for a child. He needs consistent handling bv loving people as he tests his independence and
formed by the way the
adults in his earlv
life treat
then, mothers will
their children
Elizabeth Hibba
most
him.
want
If
part of the
pos-
to be with
of the time, in at
least the first three years of their lives.
his
What Do Mothers Mean
to
a mother whom he has already learned to trust. By the time he is three, a child has usually found his place in his own family. He is ready to include in his world other adults and children of his own age. A good nursery school at this time can further his deyelopment and teach him
Toddlers?
By the time a child is a year old, he is aware of a mother, a father, and perhaps brothers and sisters in his life. Finding his
own
place in the family
is
most
easily
accomplished if the people to whom he looks for comfort and reassurance are there when he needs them. A child needs familiar surroundings.
Around the age to sense their
own
a
of two, children begin
The
they
great
come from
deal.
that
is
It
free
may
also proyide a time for working, if
necessary.
powers. Every parent
When
familiar with the
his parents.
if
mother with
sudden contrariness of the previouslv sweet and docile child. But this toddler is still dependent. He shows it often bv apparcntlv forgetting how to do something that you were sure he had learned last week. He is testing his independence, and his security with is
Restrictions are easier to
security.
bear
Should You Stay Home?
If you are considering working outside your home, try to choose a time when things are going smoothly, not when a youngster is going through a difficult period. There arc many signs that you can recognize as distress signals, even if nothing is said. If your youngster cries
loss of the reassuring
76
Some Mothers Go Out to Work gone back to babyish ways, such as wetting after he has been toilet-trained, or if he refuses to eat, it may be a sign he is troubled. Vomiting, nail-biting, temper tantrums, or just plain whining on the part of a normally good-tempered small child may be a danger signal. If any of these symptoms are persistent, you can be rather certain that all is not well. This is not the time to start working away from home. persistently, or has
kind of discord between parents, can make a child uneasy and anxious. Young working mothers often have to withstand the disapproval of their own parents, their husband's parents,
present, whether you work or But one thing is certain. Your work-
may be
and the doubly important parents know where thev
So
neighbors.
both
that
it
is
stand on the subject and are in agree-
ment.
What
these signs of distress
It is true that
77
over Mother's working, like any other
The
Substitutes for Mother?
and it may make it worse. If your child shows such symptoms persistently, you will be wise to seek advice from someone
work or not to work by what arrangements you can make for your child's care while you arc gone. The needs any child has, as well as the special needs your own child has at this moment, can be taken into
trained in dealing with behavior prob-
account, too.
not.
ing probably will not help the situation,
lems of children.
The
Guidance Seryices, be helpful
in
Family
Volume
15, will
to the
consider the needs of
Job will
as well as those of the child. It
is
im-
portant that mother's working be a part of the family plan for the future.
band's attitude
When
is
A
hus-
especially important.
the normal problems of
management and
child
In communities with a population of
more than
rearing,
home
cil,
local office of the State
usually a
is
—
is
no Coun-
Department
of
Welfare, or a recognized children's or family agency can give this information. Remember that they may only be able to tell vou what services exist, not if these services are good.
Some
plus
have licensing laws reguconduct of all agencies and in-
states
lating the
well-being of your children are multi-
least,
you waste your energies worrying, "Is this what I should be doing? Tilings might be different if I had stayed home." Such feelings of guilt are decreased if the whole family, particularly your husband, have agreed that your working is the best solution to the problems confronting the family. Discord
are
if
there
the local department of welfare, the
competition in the outside world, are complicated by worrying about whether your husband approyes of the job, everyone involved suffers. Anxieties about the plied
30,000,
ices for child care. If there
want to the whole family,
you go to work, you
decision to
also influenced
Council of Social Agencies the place to find information on the various serv-
in this connection.
The Family Must Agree If
chapter,
is
dividuals caring for children.
If
that
is
true in your state, you can get information about licensed programs. These, at
have minimal standards. If there no licensing laws, you will have to judge for yourself what kind of care your child will get. Your understanding of what all children need, as well as what your
own
child in particular needs, will
influence your decision.
What in
The
chapters
Children Need from Life, Volume 12, and What Nursery
Childcraft
78
Groups Offer, in Volume 13, can help you make an estimate of the place. . National organizations have established standards for nursery schools, and publish material explaining these standards.
Among
the sources you might look
to for this information are the United States Children's Bureau, 4th and Independence Ave., N. W., Washington, D. C; Child Welfare League of America, Inc., 130 East 22nd St., NewYork, N. Y.; National Association for Childhood Education, 1201 16th St., N. W., Washington, D. C; National Association for Nursery Education, Education Office, Roosevelt College, 430 South Michigan Ave., Chicago.
family-service agency responsible for in-
specting and supervising the day-care home. If no agency offers this service in your community, the state department of welfare
Nursery Groups
When
fered by a
For the infant, an individualized and mothering kind of care is needed, if he cannot be with his own mother all the time. A motherly kind of person who can accept and fit into the ideas of the household, and who will come into your home by the day, or live there, is the
fer, in
the
question,
such a person
a
foster-family
home is a good alternate The safest way to find a day-care home is through a
is
licensing responsi-
Small Child
over three years of age, he probably will enjoy the fun and opportunities for social experiences ofery school.
If
for the
a child
Individual Care for Babies
best solution.
may have
and may be able to direct you to licensed homes. Those who have studied babies carefully consider day nurseries, or any form of group care, unsatisfactory for the infant, for the child under two, and, in most cases, for the child under three. bility
is
good day-care center or nursWhat Nursery Groups Of-
Volume
13, explains the differ-
ence between these types of care, as well as their programs. Teachers and social workers in such programs are ready to help you with problems that come up because you are working away from
home.
out of
day-care
solution.
foster-family child-care or
What Arrangements
for the
School Age?
Children between six and twelve years sometimes appear to get along without supervision. These children also of age
Usually, three-year-olds are ready to be away
from mother intervals
for
short
and enjoy
the
nursery school routines.
The care others give may be as good as Mother's, but only she can give the comfort that speeds recovery.
need to have a sense of belonging. They need a sense of responsibility to one or two adults who are interested in them, and who know them well enough to provide guidance, as well as to give
the phvsical care required.
communities are
them
Main
larger
that
these
realizing
children are not as self-sufficient as they
seem, and are providing day-care pro-
grams
for this age.
Some
tiuzam
of these centers
provide care and supervision before the elcmentarv school opens in the morn-
hot lunch
ing, as well as a
There
is
supervised play in
come! You can try to plan, too, so that the time you have with the children will find vou refreshed.
noontime. the afternoon at
mother gets home no such facilities exist,
after school until the
from work.
If
again the foster-family day-care
the neighborhood tion,
even for
may be
a
home
good
When Do
in
It
Own
my own
Needs
quite readily discover the times
be lived." The job of the working mother has been described as "a job-and-a-half." It often seems like two jobs! Mothers need recreation, but the schedule that many employed mothers set for themselves allows scant time for this. When vou are really fed up. weigh the relative advantages to vour family of spending an evening grudginglv reading stories to the children and doing the mending, against getting in a responsible baby sitter and going out to have some fun with vour husband. He would probably like to feci that he still has a wife, as well as a
and
to
mother
a partner in
is
when
it
important for you to be
especially
with vour children. In general, mealtime
when vour small He may enjoy lunch
times
is
one of the
child needs you. in
the
nursery
school where he eats at a small table
with other children. But he wants also the time with his own family at the dinner table when family activities and ideas are shared. It is hard for him to be given supper alone before the adults cat.
when he
has been out in the larger world
of the nurscrv school
all
day on his own.
The beginning and end of the day arc also times when your children need your
for his children
providing family
cannot be emphasized too often
and security is not dependent so much on the number of hours you spend with them as it is on the quality of the relationship when vou are together. You can
You may well ask at this point, "What about me? I. too, have needs and a life of
You Most?
that your children's sense of belonging
solu-
a school-age child.
Mothers Have Their
Children Need
reassurance. forting,
in-
79
Going to bed can be a comand welcome experience
safe,
Childcraft
8o
when
accompanied bv a good-night before-bedtime story, and a fond tucking-in. It can be dismal and lonely if night after night the child is left in it is
kiss, a
interests of the children with the interests of the adults in the family.
Excur-
Young Children, in Volume Adventuring and Through Excur13, sions, in Volume 14, may have helpful sions for
the hands of an indifferent baby sitter, whose main desire is to get the youngster bedded down and out of the way.
suggestions for you. Let your children
A
Sick Child Needs His Mother
plans and decisions are
When
you
children are sick, they need
mothers
their
especially.
They
feel
strange and less able to cope with the
challenges of
someone
life.
They want and need them, to make deci-
discomfort.
and
The
make up to the
child at this time for his need of
mother
sympathy, and comfort. There is certain to be some illness in every family. If you can plan your job so that you can be at home with your child when he is ill, you will find that your youngster is less demanding and happier when he is love,
well.
Shared Occasions Are Happier
Your own
You Can
hygienic but usually
of a strange nurse will not
sensitiyity to
your child will
guide you in knowing
how and
you on hand. his parents around young child wants A birthday parties and on such occasions as school. your As Christmas programs at youngster grows up a bit, you will be well rewarded if you follow his interests. If he is absorbed in airplanes, for instance,
together,
that.
to ease their physical
comfortless atmosphere of a hospital or
when he
made
have more fun as a family. The Family Council, in Volume 12, describes some practical ways of doing will
to comfort
sions for them,
also
how your time together can best be enjoyed. When participate in planning
If
you are
a
Still
Keep
in
Touch
working mother, you have
a special responsibility for
becoming
partner with your child's teacher. will
want
to
a
You
exchange information with
her and hear her suggestions for helping your youngster get along with the least possible conflict at
A
home and
at school.
nursery-school child especially needs
know
his mother and teacher are and are in agreement. Johnny can be torn in two if Mother says, "Afternoon naps make you stay awake too long at night," and if his
to
friends
teacher says, "All the children at nursery
school take naps after lunch."
particularly wants
become acquainted with airThe fact that you know
planes yourself.
be an added be a sign to the youngster that you care about him.
one plane from another
bond between
you.
will
It will
too.
You can
plan family holidays and excursions with an c\e to combining; the
Consistency and Co-operation
When
his
mother works, two
or three
adults unayoidabh" are responsible for a
grows older, he learns that different people respond differently and have different ideas. But it is better for his peace of mind, especially when he is very young, if the important persons in his life have similar ideas about most points that concern his bchayior. Mothers and teachers both can be prechild.
As
a child
pared for the "testing" the young child docs in his effort to find out whether the adults around him mean what they say.
Your touch, the tone of your voice, the way you listen to him tells a youngster more of your love than costly gifts.
You may trouble
save yourself a great deal of
you find out what the
if
policies
and routines are at the nursery school. You, in turn, can help the teacher. Let her know as much as possible about your youngster usually reacts, and
how how
you usually handle the routines and discipline at home. If you and the teacher keep in touch, your three-year-old or five-year-old will not be able to play one of you against the other bv insisting, "We never have to do that in school" or "My mother doesn't make me do it this way." Children change both physically and emotionally almost from month to
month
Korling
through breakfast that he is not in the way. He feels better if he knows that taking him to the nursery is not trouble for you. Try to make it a time when vou and he can be together and share some experiences. He wants to know by vour smile and your manner as vou call for
these early years, for rapid
in
growth brings change with it. If you and vour child's teacher work together, each of you can help the other understand vour child's changing needs and growing skills. Then your handling of him can keep pace with his needs. In the rush and pressure of your work and your responsibilities at home, you might sometimes
lose
sight
of
some
of
him
It is a
these
Give Security?
temptation to try to make up to
child
To
your child, this wants to feel does not your through vour love and affection his comb his face and touch as you wash through your security hair. He gains warmth and sympathy as he comes to vou with problems. He wants to know in the morning as you and he hurry of
them.
spell security.
who
has
become
These problems
lavishly of material things, or by requirlittle
—
and angry. mothers. They are common to all children and parents. But the working mother must
vour children for your absence by giving ing
home
evening that vou are truly glad to see him not just hoping that he will not cause any trouble! Patience is a virtue to be cultivated bv the working mother, for it will bring innumerable rewards. Children cannot be hurried or put aside or ignored. The hurry and the putting-aside of todav will require many more hours of time later to woo back the once lovable and loving
changes.
How Can You
at the nursery or the day-care
in the
He
afraid
face working
be especially aware of them, because she has fewer hours with her child. Since the quality of the time together counts for more than the quantity, children whose mothers work need not be the losers, if their mothers plan carefully. 8
4MI
H. Armstrong Roberts
SOME
ment, even though their fathers are ab-
FATHERS
sent during
MUST BE AWAY FROM HOME EDITH M. DOWLEY,
Ed.D.
Associate Professor of Psychology, Stanford University, Stanford, Calif.
There
have always been,
many
as there are
whose work has taken them away from home. today,
New
fathers
understanding
of
impor-
the
tance of fathers in the development of
made
children's personality has
more thought
to the
way
us give
lather's ab-
sence and his return are handled.
It is a
distinct advantage for children to live
and grow
in a
home where
Mother together
give
Father and
them loving
healthy
personality
Life
Mothers
are
of their childhood.
Without Father
bound
to feel that they
earning an extra burden of responsibility when fathers are away, even if the absences are short but frequent. Decisions ordinarily made bv Father must now be made bv Mother. But caring for the lawn or watching the budget, coping with the vagaries of the family car or the furnace, may seem simple compared with the responsibility of rearing the children alone. A woman cannot be both father and mother to her children, and she need not try to be. Being as much as possible the same kind of mother you were before Daddv went away will give vour children a feeling of confidence in your unchangcablcncss. This is the confidence they need when so much else in their lives may have changed. are
care
and guidance day after day. But children can grow strong and happy, enjoy a life rich in experiences, and satisfying achieve
some
Mothers Are Lonesome, too
you arc alone with your children much of the time, you are bound to feel lonclv. It is neither necessary nor wise If
develop-
82
Some Fathers Must Be Away from Home
8?
on to disguise vour feelings of lone-
was separated from her husband because
Children might be Mother did not miss Daddy. Without burdening the children with your fears and anxieties for Father's safety, you can tell them of your loneliness. You can stress how happy you will be when he conies home.
of war, explained her little boy's later
for
\
liness
completely.
troubled
It
is
if
they thought
reassuring
to
children
to
hear
grownups express feelings that arc like their own, providing grownups do not frighten or worry them by exaggerating those feelings.
may feci down and isolated from your friends when Father is away. His going is likely In addition to loneliness, you
tied
your opportunities for adult companionship. More than ever you need the relaxation, the fun, and the stimulation of friends of your own age and with your own interests. Your children will be better off if you can keep in touch with your friends. One mother, looking back on the to limit
time when she, with her first-born baby,
Daily good-byes serve as practice for longer separations, and bring reassurance that Daddy will return again.
dependence on her. She said, "When your husband is not around to give your affection to, you give it all to your child. hen he expects to have you all to himI
self forever."
Mishaps Are Not
Mothers
All
Due
to
Separation
blame themselves when things go wrong while Father is away. If a child becomes ill or is badly hurt, and, most of all, when problems in discipline arise, a mother often feels, "This wouldn't have happened if my husband had been here." She may worry about what he will say, or how angry he will be. If a mother has taken reasonable precautions, she should not blame herself for accidents. Children can and do often
when both parents with them. Remember, too, that children got into mischief before Father went away, and probably will when he get sick or badly hurt
are
comes home
again.
Even when Father
Childcraft
84
and Mother together
mav
job, children
good
are doing a
still
occasionally mis-
behave and experience growing up.
in
difficulties
time about Daddv's leaving, and about Julie and Mommy will do when
what
Daddy
is
tell this
away.
It is
usually necessary to
over and over, as
favorite story, before
Here Today and Gone Tomorrow
Long absences
so
months or even vears are more dramatic and get more attention. But when Father is constantlv at home again and gone again, is
often
lost.
In this situa-
both Mother and Father need to guard against Father's becoming a guest or an onlooker, rather than an active tion,
mav
take a
Mother not
to as-
participant in family
conscious effort for
sume
all
she
the one
It
is
may
life. It
the responsibility, just because
take
who
some
is
steadilv
on the
job.
careful planning to ar-
range family events with Father taking the lead during the times he is at home.
Preparing for Separations "Julie's
ship next
mother selor.
daddy must go back month," three-year-old
to his Julie's
said to a child-guidance coun-
"How
can
I
prepare her for his
She is so fond of him and he adores her. She waves to him until he is out of sight when he goes to work each
leaving?
morning.
I
am
afraid she will miss
him
terriblv." Julie's
preparation for Daddy's leaving
has already had a good start. Her dailv good-bv's will make it easier to understand
separation
and reunion after a It would be well
longer period of time. for
Mother
Pictures
to let Julie
know ahead
of
and postcards can go back and
forth to let the children
not forgetting them, feel closer to
if
repeating a
has meaning for
a child.
that run into
the continuitv of his relationship with the children
voung
it
know Daddy
and
to
them while he
is
help him is
away.
How Can
a Child Take Part?
might "help" Daddv pack his things. She will notice that he packs faJulie
him use at shaving equip-
miliar articles she has seen
home: the
fascinating
ment, the clock he often held to her ear so she might hear it tick. Mommy's picture and Julie's picture. She will also observe some things he leaves behind: his old slippers, perhaps, and his work and play clothes, to wear when he comes back. If it is possible, she might watch him go away in the train, airplane, bus, or ship. She will realize this is different from the way she has watched him leave for work each morning. Letters, post cards, or pictures from
The story in pictures will be welcomed from those who are too small to write.
her daddy telling of his arrival, what he is doing, where he sleeps and eats and shaves, will help her to accept his being away. If Julie asks for him after he has gone, Mother might suggest "writing" a letter
which
Julie
would
dictate.
A
walk to the mailbox to mail it will help. Because she was so close to her father, Julie
may
little
children find
him
miss
greatly at
many
But
first.
interests in the
world about them. Thev can be distracted. They find pleasure in everyday events. The greatest comfort of all, of course, is the confidence in Mother and her love.
They Remember Papa
The whole
family will usually take
pleasure in talking about Father.
It
is
fun to recall the things he used to do, the songs he used to sing, and the stories he could tell. Such conversations make
him seem closer and help the vounger children remember him. This holds true even
if
Father's absences are only a mat-
ter of weeks. If
Father
is
to be
gone
a long time, take care to picture
him
for as
high for them. Children are children and should not be expected to take Father's place with
Mother.
"Doing what Father would want you to do" may be the magic phrase to tide
not too perfect, too demanding, or too awe-inspiring. Living up to such a father
the family over in an emergency, but
can be difficult for the older children. After all, Father, even though he is
advantage of
away,
is
onlv human.
his little weaknesses
incidents about
him
Knowing some
of
and hearing funny will
endear him to
his children.
Sometimes, without thinking, adults tend to point out to the oldest boy of the family, "When vour father is away, you arc the man of the house." Some children take such statements literally and trv to live up to standards far too
can be overdone.
It is
not
fair to
and
loy-
make
his
a child's affection
alty to his father, simply to
it
take
behavior conform to the wishes of another adult. Some children
who
miss
Father
keenly find it hard to talk about him even when he is away for short periods of time. It often helps these children if
Mother
tells
them
that
it
is
all
right
if
they do not want to talk about Daddy now, and that she understands how thev feci
because she misses him. too.
Childcraft
86
What Kind
of Letters?
Father will look forward to hearing about what happens at home. "Susan took her first steps," or "Johnny mastered the two-wheel bike," "Mary's two front teeth are loose," "Billy
is
now
a
Cub
Scout." These items are big news
to a
man
far
to keep the
picture of each family member changing with the growth and deyelopment that come with time. You may find it difficult to ayoid writing things which might worry your husIt is
usually a
good idea
to
omit
unpleasant, disturbing items which he
could not change from a distance. At the same time, it is important that Father should not feel you can do without him altogether. If his opinion is asked sometimes, he feels closer to the family
and
more important to its welfare. Eyen the younger children will enjoy dictating messages to Daddy and making pictures to send to him. Children
who have
only recently learned to write
usually prefer dictating their letters, too.
They can put say
if
the}" are
their
minds on what
to
not hampered by their
limited spelling yocabularies, or by the difficulties
so
many
small fingers meet in forming
letters.
When
they do write,
more important than spelling, punctuation, or neatness. Samples of their school work give Father an
what they
idea of
He
say
how
ther.
When
away from home. Such
homely incidents help him
band.
growth of his children more easily. He might also enjoy hearing their voices. If an occasional telephone call is possible, it can be a real treat. Recordings of Mother's and the children's voices can sometimes be made and mailed to Fa-
is
his children are developing.
an occasional paintnumber work, or a story written by an older child. will appreciate
ing or drawing, a page of
Pictures Tell the Story
Snapshots arc always a good way to keep in touch. A picture can tell so much, and if snapshots arc sent frequently Father can keep up with the
letters
come from
Father, they
can be shared by all the family. Mother can suggest to Father that children enjoy receiving mail addressed to them. A small person will often carry a post card or letter with him every place he goes, even to bed! A picture of Father in such a letter is an added source of joy. Be careful that a toddler does not get the idea that the picture
Making Up There a
is
is
"Daddy."
for Father's
no substitute
Absence
for Father,
mother's cheerful attitude and her
many
but in-
both inside and outside the home, can be reassuring to her children. It is important to them that Mother keep herself and the house looking as nice as she did when Father was at home. The children will appreterest in
things,
she makes interesting converand plans some of her special dishes for them, as she did for Father. There is real danger, in a home where Father is at home week-ends and away during the week, that the Mondav-toFridav interval will become lean and meager in every way. Mothers can make a point of keeping life pleasant and interesting, even if Father is not at home.
ciate
it if
sation
An
occasional
lift
to everyone's spirits.
midweek
treat
is
a great
Providing Masculine Companionship If
Father
tive,
ing
noisy,
little
away
for a
long time,
may develop
into an ac-
is
the baby bov
rough-and-tumble, fun-lovA household of women is
boy.
Some Fathers Must Be Away from Home apt to forget that little boys arc going to
be men, and that thev should be somewhat rougher than little girls. Boys of all ages need contacts with men and other boys. From them, small boys learn how to grow and behave in masculine ways. One lead comes from what nursery
schools
often
do.
Many
nursery
schools try to find high-school bo\
where
lege
men,
the
nursery-school
s.
col-
men
87
who encourage
in charge
the roughbovs seem to need. Girls, too, need friendly masculine companionship. If there is a choice, it
and-tumble
activity
might be well to find there are arc old
men
enough
where
a school
teachers.
If
the children
camp,
to go to
select a
camp that includes bovs as well as girls, or a camp where there are some men as
gives little bovs.
Bovs can benefit from a A group near home where organized activities arc led by men may be the solution in some in-
portunity to
stances
or,
practical, fathers of
children,
who can
participate in their daily programs. This
and girls, too, the opknow men as well as women of warm, helpful, protecting
in the role
counselors.
camp
for
bovs.
when
Churches
father
is
far
away.
of all faiths provide inspira-
members
the
teachers. It also provides opportunities
tion
for yigorous active play where boy-be-
Mothers often look to the Church for the help and guidance they especially need when Daddy is away.
ha\ior
way,
is
accepted and approxed. In this
little girls
and
their
mothers learn
for
to understand boys' behavior, too.
Sometimes you can secure bovs or young men as baby sitters. You can find a playground for school-age bovs with
all
When The
Father
of
family.
Comes Home
circumstances
of
Father's
dilip
For
warm
and
happy
welcomes reunions,
don't picture Father as a stern disciplinarian or
some kind
of
superman,
during his absences.
ab-
sence will determine to a large extent Geri'lrMU
Childcraft
88 the way children will react to his
home-
coming. So much depends on the length or frequency of his absences, and on the children's recollections of him. If the absence has not been too long, or if Father's going was an unusual event, there will probably be great rejoicing on his return.
To many
children
Daddy
is
Mother, who hoped so much for a happy reunion. For little children who do not remember Father at
all, it
to get acquainted. to
easy
see.
may take a long time The reason why is
Cautious
approaches
strangers are a healthy protection
children
develop.
The
to
most
newlv-returned
hero and model, \\lien Larry's father was allowed a day at home after four months of treatment for a paralyzing attack of polio, Larry was overjoyed. He insisted on spending the entire time on
more threatening than other strangers. He moves right into the house and demands much of Mommy's
day long this normally active four-year-old wore his pajamas and his bathrobe "like Daddy." He ate, napped, and played at his father's side until his daddy returned to
If
his daddy's bed. All
the hospital.
Nancy brought her
father to kinder-
first day home. She wanted him to meet her teacher and see all her friends. She tried to tell him everything at once and share with him all the new experiences she had had while he was gone.
garten with her on his
Getting Re-acquainted with Father
Such
a
thunderous welcome
Mothers
forthcoming.
always
husbands missed the
first
many
not
whose
years of their
children's lives because of tion, reported
is
war separa-
difficulties for their
when Father returned. "Even though I spoke of Daddy often, I was never quite sure Jimmy knew what I
children
was talking about. stand
who Daddy
Even
He
just didn't
may
leave a gap
that needs bridging. If Father's absence
runs into
many months
or years, a child
need time to get re-acquainted. Father may not be as he remembers him, and he may feel shy or ill at case with him. Often this is a disappointment to will
is
often
time.
a Child
Some
Angry
Is
children
at
Father
may
feel angry with Father for going away, and mav be rude to him when he returns. Often children imagine that a parent has gone awav because they were "bad," or because he did not love them. Such a child feels punished and resentful. He may be re-
lieved
when Father comes
shows
it
It
is
back, but he clumsy ways. probably good for a confused in
child to find expression for
all his angry thoughts and for all his worries and fears, even though the outburst sounds rude and unfriendly. Scolding or pun-
ishing a child for such behavior only
makes him
An
ever.
feel more pushed-out than acceptance and understanding
of his feelings,
and repeated
friendly,
why he away and what he did while
patient explanation by Father of
had
to go
with
mav help to make Daddy smoother.
How
Reunion Looks
gone,
the reunion
under-
was."
brief absences
father
to
Father
A man who
expected a father's welcome may feel hurt when the children turn to Mother for everything. It is hard for him to remember that while he was
gone Mother has been making all the decisions, bandaging all the hurt knees. and drying all the tears. Children are
man
"This
Can
I
trust
once.
left
him now?"
That question in a youngster's eyes is a signal that he needs time to make friends with Daddy again.
reluctant to accept such services from
the family.
anyone
make
long as she is available. Mother may need to prepare Father for this tactfully, so that he will not feel shut out. Father will be accepted sooner else, so
handled alone
thev will
Mother can avoid unloading too many problems on Father the minute he returns. She can do her utmost to sec that situations which create tension with the children do not arise during the first few days. Father needs time and help in making his adjustment to homecoming, too. Mother can give the children and Father a chance to get acquainted again if
un-
accustomed to children to understand a child whom he did not see growing and developing. Here again, an explanation from Mother may be helpful, for a man forgets that shvness
common
is
dependent judgment, learn to respect him, too.
to little
and that time and patience will win their love and affection. Anger and rudeness, or apparent indifference, need children,
them together for a part of a lets them go off on an interest-
she leaves
daw
or
not be taken as personal insults or evidence that a child does not care for Father. Often it is because a child cared so much that he found Father's going away
ing excursion without her.
so hard.
in a successful reunion.
Accepting the fact that things cannot be
just the
same
for the family as
ther had never been
time and patience
Dad
Is Still
Head
of the
Mother can make is
the
man
House it
to a close
clear that Father
of the house,
and the head
is
his
of her
dren.
man
in his absence, and, as the
on Father and respects
he does not trv to force himself on them. It is especiallv unwise to be stern and demanding or angrv with the chil-
now
she together
children observe that she
if
It is especiallv difficult for a
He and
decisions about matters which she
away
is
a
if
first
1
ci-
step
Confidence that
will insure a return
and happy family group
will
usually bring the realization of that goal
before too long.
of
89
H. Armstrong Roberta
WHEN THE FAMILY MOVES GLADYS GARDNER JENKINS,
M.A.
Bethesda,
Md.
Author of "These Are Your Children"
How
many
families
children do vou
day. Thoughtful parents often wonder whether all this moving is hard on the children in the long run, or whether it
with growing
know who
live in
the neighborhood, let alone the house or apartment, where the mother and father settled as a newly married
can give them a rich variety of experience and a greater ability to adjust to
new situations. You can take steps to help children of different ages over the rough spots as they become acquainted in a new neighborhood. You can even
couple? The search for a new home; the packing of boxes and barrels; the wait for the van on moving day are all too familiar to
some
youngsters.
night in a strange,
new
The
first
make
place; the curi-
from new playmates; the unfamiliar ways of a new school are experiences
many
have before they are ten years
How Do
a
good thing out of
this
moving
about.
ous, but interested, advances
It is difficult
show up
old.
how or when new home will
to predict
the effects of moving to a
children
in a particular child.
How
a
bov
or girl meets such an event depends on
Children Respond?
how
Moving from one home to another has become part of our way of life to-
secure he
is
at the time,
and on
the other experiences he has had. children
90
who
are
quite
all
Many
self-confident
When
the Family Moves
and well-adjusted may have difficulties when they must leave their friends and familiar surroundings.
and
out
more
find
the
Others blossom
new neighborhood
satisfying than the old. 'Hie
way
responds depends, too, at least in part, on the family's situation in the a child
community. Some moves others.
are easier to
The Clintons had
make than
lived in several
medium-sized towns in the Middle West. These communities were much alike, and the Clinton children had found it fairly easy to make places for themselves and fit into the life of each neighborhood. But when the family moved to a really big city, it was a different story. There were many new customs to learn, and the attitudes of the
are often
9i
communicated
to the children,
even though no word is said. It would be impossible and unnecessary for you to hide yo'ur feelings completely. But you can balance the effect of vour doubts by your willingness to go ahead because this change is necessary. Your acceptance of the move, and your anticipation that as a family you will "make a go of it" will give the children courage and build family morale. If you can manage
make
to
the
move
take on the character
and girls will be helped to weather more readily whatof an adventure, vour bovs
ever difficulties
mav
arise.
Everybody Shares All but the smallest
in
Planning
members
of the
family can understand the reasons for a
people seemed different.
move. They should be told about it as soon as a decision is made. It is best to
Your Feelings Set the Pattern
tell
Although you cannot know ahead of time what a move will mean to any one
Then
of vour children, vour own feelings about it will have a decided influence on their responses. Moving is not always
easy for parents. If
parents
feel
move, and anxious will like the
Conrad
new
about a whether thev
uncertain as to
location, their feelings
them why the move a youngster
who
is
is
necessary.
happy
in his
group of friends will not feci that he has been "made to go and live in that old town just because Daddy wants to." Children generally can accept a reasonable explanation of even such an upheaval as a move. If there is to be a great deal of conversation between Father and Mother and other relatives while plans arc afoot, it is better to let the children know what
Kiger. Black Stat
is
in the wind.
The
older children can
take part in the family discussions of reasons for and against moving. ter less
what the
facts
may
No
mat-
be, they arc far
disturbing to a child than half-fin-
ished sentences, an air of mystery, and
To some children, a new neighborhood means being a stranger and afraid, but Mother and Father take the new if
home
in stride,
they are reassured.
Childcraft
92
halted by his appearance in the room.
more secure if Father or Mother can go ahead and choose the new home. Then the children know that
Should Worries Be Expressed?
a
the dead silence of a family conclave
Boys and a
who
girls
are anxious about
move should be allowed
their doubts. Talking ries
help the children to accept
will
them
to express
about their wor-
as natural. It
is
reassuring to be
Mother or Father, "Yes, we all that way sometimes. We don't like
told by feel
and the places move is necessary. As
to leave our old friends
we know, but this soon as we are settled, we to look for other persons like,
will all begin
whom we
can
too."
Sometimes, part of the
the
if
town
plans can be
move
is
to another
or to a place near by,
made
for returning to visit such promises are made, the plans should be carried through soon after the move has been accomplished.
old friends.
Make If
If
the
move
the
New is
Less Strange
to a near-by
commu-
nity, it helps to let the children see the
new home
and,
if
possible,
feel
they
have a share in choosing it. Often this is out of the question, but the whole family can still have fun poring over maps of the
new home town and
something about "If
we
learning
it.
take the Chestnut Street apart-
near Dad's work, but how far would Bob and Ellen have to walk to
ment,
the family feel
house or an apartment will be waiting them. A house in a community of man}- children is the wisest selection for most families. An advance visit by Mother or Father also makes it posfor
sible for
them
to describe the
new home
to the youngsters.
Disappointments may be avoided if between the new home and the old one are explained. "The new house is not as large as this one, but it has a sun porch that'll make a good playroom." Or, "The new school may look a bit old-fashioned and ugly to you. This is an old town we are going to live in. differences
I met some of the teachers, and they seemed very nice."
But
If
things in the
new location
to be reallv difficult,
it is
are going
better to pre-
pare the children. "It may be sort of hard getting used to things for a while, but we'll all be together and that is much better than letting Daddy go alone." If a youngster knows about what he can expect, he is likely to be better able to accept a necessary situation, especially
he knows
if
stand his troubles.
his parents under-
He
feels the
family
is
sharing the experience, and that gives
him
support, too.
it's
school?"
Mother
asks.
How About
Separations?
Sometimes
it
seems desirable to leave
"There'd be good places to picnic if we lived in that old house out on the County Line Road," suggests Ellen. "Say, it says here on the map 'Indian mounds.' Pop, can we explore around there?" asks Bob.
the children with friends or relatives
Each member of the family feels more at home as he finds something desirable to look forward to. It may make
staving with them, a visit during the
while the
move
is
being made. Such a
decision should be weighed against the values of the family remaining together. If a child
is
or relatives
happy with particular friends and always looks forward to
moving period may be a sensible solution. But some children, particularly the
When
the Family Moves
93
Where
the treasure is, the heart is. Take pups and other valuables, and children will feel more at home.
their
smallest
ones,
find
being away from
Mother and Father at the ment an added adjustment.
mo-
crucial
On
this ac-
count many parents decide to keep the family together.
Older boys and
move
better
if
girls
in dismantling the old
tling in the
usually take the
thev are allowed
help
tv.
home and
new one. There
is
set-
real value
to an older child in having active
and
responsible participation in such an im-
ures" and an accumulation of "things."
The and
children can be
shown how
to pack
and few belongings can be taken and others must be stored, prioritv should be given as far as possible to those which the children use label
at
least
their
smaller
lighter treasures. If onlv a
and
cherish.
Even the
smallest
child
he has his own crib and other familiar objects about him.
seems to adjust best
if
portant family project as a move. Putting
What Treasures Go Along? The question of what to take and what to leave behind is important to the voungsters.
Let the children keep
as
Down
Roots
Begin putting the family roots into new community as soon as possible. At best it takes a little while for a famthe ilv
its place among new neighSome communities arc more wel-
to find
many of their treasures as possible. It may seem nonsense to take that old col-
bors.
lection of bottle tops, but
the wise family begins to show
prized
it
is
really
had better go along. The
bi-
the doll's house, the family of
cycle, dolls,
if it
the chemistry
set,
and the
favorite
help a child feel at home in a strange place. You can talk over to-
books
gether
will all
the
difference
between
"treas-
coming
to
newcomers than
others, but its
in-
tentions of "settling in" as soon as the furniture
Try
is
unpacked.
to get the "feel"' of the
new com-
munitv. Find out about its special customs and ways of doing things. Interest, instead of dislike or alarm over the "dif-
Childcraft
94
may find, smoothes the and vour children, for the you way children will follow your example. "This is our community now and we want to get to know our neighbors," is a friendly feeling that will soon be felt and usually will be appreciated. It is only human to look back fondly at the old home sometimes, but don't let these backward glances become the family's ferences" you for
chief topic of conyersation. It
helps to talk with the neighbors
nity to
new
become
better acquainted with
families, too.
should be necessary for a child
If it
to repeat a grade, because of differences in
the material presented in the two
careful explanations will be needed to ayoid disappointments and schools,
Your
heartaches.
talk with the principal
might lead to the conclusion that your child should be placed in a more ad\anced grade than in his old school. In this way, he might ayoid the boredom
possible. Go to church and to P.T.A. meetings. Enroll the children in
and restlessness that set work offers no challenge
Sunday school. Boy Scouts, Girl Scouts. 4H, or whatever organized groups are a\ailable. Such groups can help the whole family get acquainted. But re-
youngster.
whenever
member
it
takes time to put
roots again,
down your
and do not expect
to feel
completely settled too soon.
How Do
Start in
a
New
School
Getting acquainted with the school, the boys and girls, the teachers, the new ways of doing things is at best somewhat confusing to most youngsters. Some children are able to tackle the situation
on
their
own, but most of them need
support from Mother or Father to help them through the red tape of enroll-
ment.
You
can almost always arrange to talk with the principal before the
have a day the children start school. Xo two schools correspond exactly in the subject matter taught in comparable grades. It may save your children considerable discouragement if you straighten out the question of the grades they will be in before they enter the school.
You can invite your child's teacher to your home so that your child and you both get to know her as a person. Teachers appreciate any kind of an opportu-
when
to an
the
eager
Teachers Give a Welcome?
How
well a child oyer six years old
new community
adjusts in a
to a great extent
will depend upon the welcome the
school giyes him.
If
the school looks
one more child who has to be giyen a place in an o\ercrowded building, his feelings of loneliness may be increased. If the principal and teachers are warm and welcoming people, who understand that a child needs to be helped to belong, the first lonely, and often frightening, minutes and days in a new school can be made
upon him
A Good
in
as just
easier.
Miss Gross had a particularly happy way of introducing new boys or girls to her class. She always made a point of discoyering something about the new-
comer that would dren. "Joan
cordion.
bring
it
is
interest the other chil-
learning to play the ac-
Wouldn't to
it be fine to have her our Friday Assembly?" or
"Fred has li\ed in a big city and perhaps about riding in subways and on elevated trains." She would try to pair off the newcomer with one of the friendlier youngsters m some activity, casually throwing
he'll tell us
When
the Family Moves
95
The world may seem sad and dreary to a little girl who misses her old home. Not scolding, but constructive help in friends will banish the sulks.
making
•/ Ju^
-.-V
Triangle
out a hint about some interest that might draw them together. New children received special help and encouragement in Miss Gross's class. They usually found themselves entrusted with jobs
such as dusting the blackboard,
feeding the goldfish, or serving on
a pro-
gram committee. These activities made them feel comfortable as a part of the
pants can tragedy if long ones happen to be the rule in the neighborhood. Short spell
group.
him-
by doing poorly in his school work. He may flare up in rebellion against Mother and Father, or quarrel with brothers and sisters at home. As parents, you can help vour schoolage bovs and girls by understanding that the move may have been upsetting to them. You can sec the reason behind
part of the group than he was
their behavior instead of simply setting
Make Friends School-age bovs and girls are usually interested in new places and new surroundings. At first they may be quite
Help Your Child
enthusiastic about a move. Often such a child It is
may seem onlv
self less a
later,
to
have adjusted
when he may
find
well.
home, that a child may become disturbed and anxious about his acceptance by the other children. This is esat
pecially true at the
"gang" age, when to
the eight-, nine-, or ten-year-old, being a
member
of the
"gang"
is
all-important.
Sometimes an older child shows his concern bv being irritable or moodv, or
them down
as stubborn or unco-opcrcan help by welcoming new friends to the home. You can make it casv for vour voungsters to invite sonicone over after school or for supper. You can even suggest thev have a group in
You
ative.
for a
meeting or
You
a party.
can help, too, by noticing how
Childcraft
96
other bovs and girls are dressed, so that your Youngsters will not need to feel different in appearance from the other
new community.
children in their
If
the
nine-year-old boys wear blue jeans to it mav be unnecessary to insist on more dressed-up clothing, even if blue jeans were frowned on "back home." Sometimes you have the feeling there should be a few specific steps you can take to help Your older boYS and girls
school,
"belong."
A
constructiYe attitude
mav
do more than you
realize. If vour children are having difficulties, you can let them talk about their troubles. You can help them understand that most boys
and
girls
who
are indifferent or incon-
newcomer are not deliberatelv unkind. Thev just do not think about how it feels to be a stranger in a siderate to a
You can help vour children keep their confidence in themselves as people who are likable. "I know you feel badlv because you aren't asked to that birthday party. strange place.
Things
new
happen when you are Other girls and boys have
like that
in a class.
through
lived
It's
it.
nothing against
you ever were and you are the kind who will make friends. Give yourself a fewmonths more and vou'll be in the swim again." Encouragement like this from one father helped his daughter OYer some bad moments in a new third grade.
you. You're
How Do
A
as likable as
still
Preschoolers Take a
small child
is
new surroundings way
of
doing
New Home?
or changes in his usual
He
responds
mother and
He
more than
ever.
youngster
may
needs their attention A baby or preschool show the anxiety he feels
by clinging to his mother or father and not wanting them out of his sight. He may return to baby behavior such as thumb-sucking, or bed wetting, or wanting to be fed or dressed. It is usually best to give the preschool youngster the extra reassurance and attention he
wants. Give
him
a chance to learn grad-
ually to feel comfortable
and
It is not wise to put a child who is showing such anxiety into nursery school
or kindergarten right away.
Some
small children
make
tricycle
Sharing Heightens Solidarity
During the period of adjustment to new community, the family can help each other bv doing interesting things together. Sightseeing, exploring the new neighborhood, and family picnics serve to familiarize evenonc with the lav of the
the land. Decorating the
house,
aloud, or watching a radio or television
program together, can help to fill the gap until new friends are made and new If
there
is
under-
standing and a feeling of unity, an even greater sense of family strength can be
Accepting the problems arising move and working together to
built.
make
a
reinforce family solidarity
and act. If they are tired and and perhaps irritable from the moving, he may become more fussy and
new
plaving games in the evening, reading
tense,
fa-
friends easih'
crowd.
ther feci
his
until
with the youngsters on the block, but others are happier if Mother is near bv as they try to get acquainted with the
a
way
Wait
he is more settled. Unless it is essential, do not leave him with a strange neighbor or a sitter until he is more at ease.
from
quickly to the
safe in his
new home.
interests discovered.
sometimes upset by
things.
demanding.
home
out of
a
strange place can
and heighten
the sense of sharing and belonging.
SITTERS
HAVE AN INFLUENCE MARION LOWNDES, Author, "Manual
New
Palisades,
Baby
for
B.A.
Sitters"
York Uruody. Three Lions
One newour
helper, the sitter, has
into
recently.
lives
come More
often than not, this helper, the teen-age
or boy, or the older
woman,
into the references of any sitter
you do not know true,
we
well.
whom
Sometimes,
arc afraid of hearing
it
is
some un-
comments. It is so difficult anyone that it is a temptation
favorable
to
is
get
to
ideas about the world
oyerlook the obvious disadvantages in a candidate. As for looking farther and
girl
the one most familiar to the children, and plavs a big part in shaping their
it.
If a
people
voung
and the people
in
child's experiences with
who come
into his
home
arc
pleasant, his confidence in the world
expands.
He
begins
to
feel
that
the
world is safe, and that the people he meets in it will probably be kind to him. Eyerything that holds true in the selection
and the
briefing of sitters ap-
plies equally to other helpers, part-time
or full-time, working in the house or outside. It holds true for
may be
left
anyone who
with your children at any
time.
finding out all her faults, that seems to be inviting trouble! But you cannot afford to take chances. The risks are too great. Whether it is an adult or a young person, man or woman, be sure to find out about him or her from someone who knows and will give vou an honest opinion. If you use a sitter's guild or agency, check on its reliability, too. Don't be satisfied with an agency recom-
mendation
of
someone who
extra careful about the people
Choosing a Sitters
Sitter
need to be chosen
You cannot be
carefully.
too careful in looking
will
stay
with your children. Even though the agency looks impressive, it may not be
mends. There of
is
a
double reason for
investigation.
You want
it
recom-
this
to
kind
know
Childcraft
98
But if you are particular and thorough, you are about vour
of course.
sitter,
impress the agency or the
likeh" to
herself with the fact that
you
will
sitter
not be
with a slipshod job. No one who comes into Your home for a few hours will be more painstaking than she thinks you are. You set the standard for anyone who comes into your home. satisfied
Know Your
Sitter
"Ernestine
so
is
sloppv,"
another
mother sa\s, "but she was all I could get and we had tickets for the game and we haYe hardh" done anYthing together since the babY was born. Bill would haYe been broken-hearted if we'd missed it. So I just took a chance and left him with her." girl who took a chance on Erneshad been, before her marriage, a full-fledged nursen-school teacher. She might ha\e been expected to know bet-
The
You Can't
Trust to Luck
tine
carefulh- and check caresounds obvious. Yet time and again, because "it's only for a few hours," or "there's nothing to do but sit there," sitters are hired more casually than a
"Choose
fully,"
cleaning "I'll
woman would admit
that
be.
has
girl
mean
a
ter
than to
found Ernestine deep in a movie magababY in her lap. One in-
hand held the bottle for him. Formula was dribbled out of the corner of his mouth and OYer his face. Luckih it had not run down his nose or choked attentive
Tommv
him.
bed mother
So
anyway."
in
to
Tommy's
says
Tommy's
father, as they shut
the front door and go out. Behind their backs the "brain" sho\es
TommY's
him and goes off shiny brown hair
traY at
wash her IoycIy
TommY's
mother's
doesn't hear
when
to in
She that he
bathroom.
Tommy
calls
wants his traY taken away. He tries to put it down himself and spills the milk all OYer the blanket. \\ nen the sitter does come back, too late, and sees what has happened, she scolds him for an accident that was her fault. He turns o\er and pretends to sleep in the sloppy bed, while she settles comfortably in the living room with a fashion magazine and his mother's electric hair dncr. is
still
awake when
home. He
is
a
blotched face
up again.
TommY
mother gets miserable little boy with a and a temperature going
Sitters
his
have an influence!
helper like Ernestine
zine, with the
mouth, pretty as she is, but she's supposed to be the 'brain' of the freshman class. I suppose she can be trusted to keep things on an eYen keel and see that gets his supper, since he's sick
let a
come near her babY. She and her Bill were luckY. When theY came back theY
"My/'
said
Ernestine,
giggling,
didn't notice he was asleep.
How
"I
long
has that milk been pouring OYer him?"
There have been other times when young parents have been careless, with far more serious, actually tragic, results.
You cannot
take a chance "just once, few hours," on a sitter you do not know about or do not really like. just for a
Where
Shall
The
best
I
Find a Sitter?
way
of
all
to get a sitter, of
with good judgment who has had occasion to emploY the sitter herself. In the absence of a friend, a mother needing a sitter would do well to consult: Boy and Girl Scouts, Campfire Girls,
course,
is
through
a friend
solid
other Youth organizations
Doctors P.T.A.
Y.W.C.A.
A
Community Center Sitters'
agencies (references should be
carefully checked)
Council of Social Agencies or Wel-
good
sitter
keeps a baby happy as well as safe .
.
.
fare Council, in cities oxer 30,000
Home
Economics
classes in schools
Health Departments
The National
Keystone
Safety Council has put
out a "Baby Sitter Safety Packet," designed to
make
and
their sitters. It gives the Council's
list
of
community
the
S3 ,ttkH
sitting safer for children
con-
agencies
and
is
She
tries
give
him
to
his
favorite kinds
cerned with this subject. These agencies should be able to help a mother find a responsible sitter in anv community. In some communities, the American Red Cross sponsors courses in Baby Sitting,
l
,
of
food
.
.
.
Elizabeth Hihhs
a likely source of talent. Vis-
iting nurses
can often supply informa-
and sometimes will come themselves to sit. The student-employment offices of colleges and universities can
tion
often provide sitters for evening hours
and over week-ends. The chapter Neighbors Can Work Together, in Volume 1 5, suggests some ways in which parents have banded together to sit for one another, but that is
She takes it when easy dresses
she
him
.
.
.
a different story.
What It
is
Sitters
essential to
Do
have a
sitter
with
She reads the
good references as to health, honesty, and capability. For the child's sake, these references should be carefully checked before the sitter is engaged. It is
a
stories
equally essential that the sitter have
warm, understanding, human "Keep them happy, keep them
heart. safe,"
these are the duties of a sitter according to Mrs. Gladvs Citv,
who
Feelings
them
come
safe,
Romanoff
of
New
York
has trained scores of them.
Boys, too, will
"Keep
often
keep them happy/' but the
good
first.
It
is
not
he likes
to hear.
make sitters.
Childcraft
100
No
other way around, and rightly.
child
have his mother leave him, but it makes it ten times worse if the person with whom he is left is unfriendly. The character of the sitter is of real importance to the child, who is doing his best to manage by himself without his mother. likes to
Thev don't get what I want them to. Thev don't read what I want them to." to.
There seems to be another suggestion mothers here. Why not plan with the child what he will do when the sitter comes? Choose what thev will have for supper, what the sitter will read. Put the instructions in writing for the sitter. She for
is
Sitters
A
Children Like
clear case for the sitter with a heart
was made in a survey held recently in a small suburban public school. A hundred pupils, from kindergarten through fifth grade, were asked wha: they liked about sitters, and what they did not like. They were asked also whether they pre"old ladies," to use their own girls. Their answers,
ferred
words, or boys or
and simple as they are, show what a sitter should, and should not, be. The answers also show that this
brief
plainlv
7
family helper to the child
Even the
a
is
who
matter of real concern is left with her.
four-year-olds in the kinder-
from
little
scolds.
She
is
he
said.
"Thev
read lots of stories." sitter
a boy," a small, stout
is
partv volunteered. "He's nice. lie plays
games." possibilities of
here for mothers. The bovs as sitters arc not to
be overlooked.
What
There
is
possible.
Constant
vigi-
The
sitter
who
asked to cook, wash a lot of dishes, and do other distracting chores cannot watch the children as she should. is
Hcril
the Elderly Sitter!
In the primary grades, in the survey
mentioned above, there was a considerable body of opinion in favor of "old ladies" as
"When doesn't do reads to
sitters.
Freeman comes she homework," Alex said. "She Mrs.
me when
I
go to bed."
way of saying that Robin feels neglected and disturbed when she is left with
a girl," said Janev, scowl-
ladies are nicer,"
"My
if
the answer to keeping voung
boy named Brett looked up
is
his coloring.
"Old
is
children out of trouble.
"I
cushion."
A
lance
an old pin-
"My sitter "She
cooked, too,
Mommy gets Mrs. Bean," Robin agreed. "She keeps the house nice and tidy/' This is another
garten had firm ideas on the subject. ing.
not likely to remember rapidly-given Leave most of the supper
directions.
a hint
seven-year-old like a
looks to a
voung girl. "You know what I don't
acceptable than
five-
or
man may be more like
about
baby sitters?" another little boy joined in, stammering in his eagerness to tell all. "They don't cook what I want them
it
when
breezy high-school sitters who pull back the rugs and clutter the living room with cokes, books, and sweaters. Robin does not like to be told to be a good girl and
"go off and play," out of sight and out of mind. Lucy, in fourth grade, said, "Sitters should not telephone so much. Sitters should not have all their friends in when
Mother and Daddy
A
a
like
loud
arc away."
chorus
of,
shouldn't," greeted
this.
"Yeah,
thev
"You should tell vour mother to get Helen," said Sam. "She comes by herself,
and she reads and plays cards and
Nothing like the beloved picture book to break the ice when a
new
sitter
takes over!
S&odra from Monkiueyer
Leave in writing: Telephone number where you can be reached
docs anything yon want. She's neat!" Children know a good sitter when
Thev should be consulted
thcv get one.
more often when you make Sitters
The
sitter
Need
who
is
The doctor's number The number of a friend
a choice.
Briefing
to
them happy, keep them safe" deserves to be backed up in even way. You will
this chapter sec
if you what you want
find vour sitter does a better job
her to do. Take time to explain in a friendh" but definite way what you consider important. It is your rcsponsibilitY
most
sitters.
Young or
remember
"What
to
Do
in
telephone.
Caution the sitter about special hazShe should know the places where
ards.
that
the children arc not allowed to plaY.
old. are untrained
Be
emergency
an EmergcncY." TcJJ the sitter, and any older child, what time you will return, and stick to it, or check with them in ad\ance bv
-
to set a standard, but
or neighbor
in case of
In this connection, at the end of
qualified to "keep
giYe her a clear idea of
be called
but don't frighten them b\ gi\ing them too
Tell her about keeping small, hard foods
manv
smaller children. She should
in following directions.
explicit,
-
like
instructions at once.
Here is a check list of things a mother should do before she goes out the door.
ThcY she
is
will benefit the sitter
and the child
leaving behind.
101
popcorn and nuts away from the know any
peculiarities of the house. If the screen
on the window of the children's room is loose, if the water pipes have a tcndcncY to gurgle in an alarming way, or if the
—
.
Childcraft
102
INSTRUCTIONS FOR THE SITTER Our Name: .Telephone
Address:
:.
Children Name:
Nap
Age:
Time:
Bedtime:
Special Notes:
i
i.
I
am
Telephone l
at:
Telephone you have any questions and cannot reach me or my husband, you can
Children's Father:, If
:.
Mrs.:
Telephone:
Mrs.
Telephone:
:
Care
oi the
call:
Baby
Feeding:— Sleeping:-
Playing: Clothing:.
Bathing :_
Care
of
Other Children
Food: Play:.
Clothing:. Sleep:
Baths :. Places they
may
not go:
Keep outside doors locked from outside only.
Our
children's special
Be sure to
call
me
if
word
for
is
you have any questions or
,
if
for-
is
anything does not seem right!
Sitters
Have an Influence
WHAT TO DO I.
IN
AN EMERGENCY
Sickness or Accidents Telephone me
at:
or at:
:
If
you cannot reach me, telephone
If
you cannot reach
my
husband:
either, telephone:
Mrs.: or Mrs.
at:.
at
:
Our Doctor's Name: Telephone If
.
you cannot reach him is
Hospital.
call:
.
:
Fire 1.
2..
3.
III.
:.
:
The number
II.
Get the children out of the house. Telephone Fire Department at: If you cannot get Fire Department, ask the telephone operator to have
them come
at once.
Fire alarm
box
Gas and
located at:
is
Electricity
Should anything go wrong with the gas or Also
electric light, call
call or dial
operator and ask her to help you
reach the number.
If
You Need 1.
t.
to Call
Police:
Janitor or Apt. Supt.
V. In case the
baby
:
or a small child
Call First Aid Squad
or First Aid Squad
me.
Light Company:
call Electric
Gas Company: If you need help you can
IV.
103
is
FIRE DEPT. at:_
POLICE DEPT.
at:
Choking
Childcraft
104
bathroom door sticks if it's closed too tightly, remember to tell her about it. A panicky
sitter
can scare a child!
Show Her Around
The first time a sitter comes, always engage her for well ahead of the hour you will be leaving. Show her around carefully. Even your baby should have a chance to get to know her while you are still there. You will have a chance to see her off guard. If vou have a dog, let him get acquainted with the sitter in your presence. The extra half hour's pav is good insurance against preventable mishaps and mistakes. Take time to tell the
where to
and extra bedBe sure she knows where the lights and telephone are. Show her bedrooms and bathrooms, how to light the covers.
how
to regulate the heat. "All the
one pediatrigood burglar might want to
you can to make your child sitter.
Plan a favorite meal, get out the books he wants her to read. Tell him something about her if he hasn't seen her. One mother reports she had great success when she dramatized the situation.
She took the part of the child and he was the sitter; when his sitter really came he "did as he would be done by." Do not trv to leave without saying good-by. It is better for your child to see you go, and make a scene, than to find you have disappeared. When that happens, he is likelv to take his outraged feelings out
sitter
find the children's clothes
stove,
Do what
look forward to being with the
on the
sitter,
and that hardlv
starts things off well.
Remember, whatever vou can do help your
A
sitter will
Start
Through
on
Human
sitters
to
help vour child. Relations
and through other
things," in the words of
family helpers, too, a child gets some of
cian, "that a
his
know."
What Can
Make light
Sitters
Expect of You?
the sitter feel at home. Provide
refreshment and
place to
sit.
Be
definite
comfortable about rates of
a
pay and plans for getting her home. Do not ask teen-agers to give medicine. Take five minutes to put Yourself in the sitter's place. Trv to imagine what she would want and need to be told about vour child, vour house, your way of doing things. Advise her, for instance, to bear in
mind
that
if
the child
may be because he mav want to go to He
naughtv tired.
it
is
is
getting
the bath-
room, or need a drink of water. Explain that he may be too young to put his wants
first
beings.
in words. All
these possibilities
would occur automatically not ncccssarilv to the
sitter.
to you, but
impressions of his fellow
He
human
can learn, through your ex-
ample and the way you set the stage, to be friendly and considerate to the persons who help him and his family. He is storing up confidence and experience when he savs "Good morning" to a smiling milkman. He is learning respect for a job expertly done when he gasps with
wonder
at the strength of the
garbage man who can toss heavy trashcans around as if they were made of feathers. When a carpenter honors a small person by asking him to find a pencil,
he makes him
feel
that he
is
being included in the serious business of living. His family's helpers help him to learn how to meet the world. Among the busy figures that break, so welcome, into his ordered, uncrowded day. the sitter, cspcciallv the sitter with a heart,
can be "one to grow on."
LIVING WITH
YOUR NEIGHBORS
^
'
E
V
¥~ 1
J
^
»
mm
1
^J
*44*
->x
14.
NEIGHBORHOODS INFLUENCE PERSONALITY
15.
CHILDREN LEARN ABOUT OTHER PEOPLE
16.
YOUR NEIGHBORS— DICTATORS, TROUBLEMAKERS, OR FRIENDS
17.
NEIGHBORS CAN
18.
WHAT
WORK TOGETHER
KIND OF MANNERS FOR OUR CHILDREN?
Feeling you are part of the neighborhood
good
young and
is,
in
This feeling of belonging helps to deyelop a healthy personality in the general,
for
old.
child
Yet, the relationship of any family to neighboring families poses mam- questions. How can we
be part of the neighborhood and still keep our own ways, our own values, our own individuality as a family?
Will neighborhood customs and manners undo Mother's and Father's teachings? How shall we compromise between the demands other parents make and the freedom we feel our children should
How shall we maintain our own standards when neighborhood ways seem too free and easy? have?
What of
many
effect will playing with
different religious,
racial,
bovs and
girls
or nationality
backgrounds have on our children? What effect will their "own kind" of people have? can often go a long way toward resolving these ques-
knowing only tions
if
Wc
wc make common cause with our neighbors
II.
Armstrong Roberts
NEIGHBORHOODS Marion
INFLUENCE
PERSONALITY PAULETTE Former
Staff
K.
thev
they work
— the
better
as parent.
Babies Feel the Influence
HARTRICH, M.A.
Member,
how
arc,
you can do your job
I'alH
\\Tiat
Association for Family Living, Chicago, 111.
make
a
neighborhood
little direct
is
like
will
difference to a baby, a
one-year-old, a two-\ ear-old, or even a three-year-old.
The
force of neighbor-
hood customs and standards on these davs of much moving about,
INall
parents search for the ideal neigh-
our search we usually find that the "ideal" does not
borhood. After
all
Almost every neighborhood has advantages and disadvantages. Some neighborhoods may even be good for one of our children but not good for
exist.
another.
You can help vour children find what best in their own neighborhood, no matter where vou live. You can do this most effectively when you are able to is
weigh the importance of neighborhood influences against the other influences in your child's life. The more vou understand about neighborhoods what
—
10-
smallest children
Neighborhoods
is
are
these
apt to be indirect. filtered
to
these
youngsters through vou, their parents.
Suppose vou live in a neighborhood where everyone keeps children neat and clean at all times, where babies arc toilet trained at a young age, where perfect manners even for toddlers arc prized. In such a setting you may well have stricter rules for youi babv or vour twoyear-old. Even without vour knowing it, vou mav be more demanding than if you lived in a more easygoing community. The neighborhood influences you. The result can be that your small children
—
may be almost
—
afraid to get dirty, to be
noisy, or to express their feelings freely.
Childcraft
lo8
But suppose that you move to a neighborhood where standards arc not so rigid. EYeryone on all sides of you understands that two-year-olds are not ten-year-olds. Here you will not be worried
if
your children are
lively, spirited,
and sometimes even grubby and quarrelsome. You know that no one will write you down as a bad parent. Your young children get relaxation because your neighborhood lets you relax.
How With
Are Older Ones Affected? older children this indirect in-
But the
fluence, through you, continues.
neighborhood begins to exert a force on the youngsters themselves. Your nine-year-old, for example, wants to be just like all the other fellows on the
fully
game
and George is angry. He mother because he is left out
over,
is
blames
his
of the gang's plans.
The Grays
eat early, too, but
urdays their dinner
is
on
Sat-
a half-hour later.
This lets Max be with his friends. Mrs. Carlsen puts Van's dinner on a plate
and he eats when he comes home after the game. Van and Max feel that their mothers are good sports. When their families insist on something, Van and Max try to comply. They know that their parents do not insist unless the matter reallv is important. The Carlsens and the Grays rightly do not worry that neighborhood influences will disrupt their familv
on
or have too strong an effect
life
their
children.
block.
Because the neighborhood
is
portant in the school-age child's
so im-
life,
you
When
the Others
Have More Toys
want as many and toys as the other the neighborhood. Here vour
School-age
children
have to be careful not to make your child feel set apart or different. If he is
clothes,
denied privileges all the other children are allowed, he runs a double risk. Not only is he likely to feel different and uncomfortable, but also he may be teased by the other Youngsters. "Johnny is a sissy. His mother won't let him cross the street." Perhaps it would be wise to teach
attitudes have a great influence. If par-
Johnny to cross the street properly. If you do not teach him, the day may come when, just to prove he is not a sissy, he will
run across without looking.
treats,
children in
ents are worried because they cannot keep up with the Joneses, children are quick to sense it. Parents who do not place such great importance on material possessions
— parents who give their — find that
chil-
dren love, security, fun
will
their children can accept not having all
the toys that they might want.
Sometimes
a
little
ingenuity helps.
Gloria does not have a walking doll or
an elaborate dollhouse, but
all
the other
children want to play at her house.
When
Are Compromises
in
Order?
box of old clothes her mother
lets
The the
Sometimes minor adjustments arc the solution. The neighborhood gang plays baseball until six o'clock on Saturday night. Mrs. Hansen has supper at five-
children use for "dress up," the finger
She feels that the family should not be influenced by what other people do. George has to come home before the
sive toys.
thirty.
paints they can use in the kitchen, the
packing boxes they can build with in the back vard arc more exciting than expen-
Tim but he
docs not have an electric train visits the real railroad with his
Neighborhoods Influence Personality
He
father.
about
has read
trains and,
all
kinds of books
when he
goes to the
roundhouse, the engineers sometimes give him a ride. The other boys all envy Tim's knowledge of trams. railroad
How Some
from parental standards toward neighborhood standards
is
in healthy eight-,
larly
turning-awav
normal.
You
expect this particu-
nine-,
and
ten-
Do
not let this worn you. As children grow, thev meet all kinds of year-olds.
persons and arc exposed to behavior. This
One way About Bad Examples?
log
is
all
kinds of
way children
the
learn.
to get your child ready for
this time is to encourage him, from the beginning, to take responsibility for his
own
Suppose vou do not allow vour no matter what anyone else does. Forbidding her to go with Susie because Susie plays with matches will not teach Man responsiacts.
Man
to play with matches,
Or, just because the other children run into the street without looking is no excuse for Henry to do so. If you blame his behavior on the example of others, and do nothing about it, he is bility.
not
likely to
chapters
much sense of reown conduct. iTie
develop
sponsibility for his
Discipline
for
Volume 12, and Go Wrong, in Volume ance, in
Self-Reli-
When Things 14,
have more
to say about handling this question.
Development
or Imitation?
you watch your child and other children, to keep this in mind: It helps, too, as
"Everybody else has a need not be a plaintive theme song if trips to station and roundhouse with Dad make a boy familiar train"
with the real thing.
)
->
Let your
home be headquarters
for
a
2
group, and you will be able to make the most of the good and to counterbalance the weaknesses in the neighborhood.
WTiat the others do
is
i/S:*3?..
•l\
UOtt
£&/
lit
will
54}
TOT
\
Mv-
H
4
$viw
Friendlier
attitudes of-
with discussions where feelings are aired, for then truth can replace prejudices. ten
start
Loii
they actually practice these attitudes in
see these
and on jobs that count. Children do not learn these things bv just sitting quietly side by side in the classroom. Thev learn them on the playground, in the hall, and on their way to and from school. But they learn them best when they work together in the classroom on jobs that matter for themselves and their classmates.
sue's,
real situations,
— A By-Product
Learning About People
When
the second-graders take a trip
Mr. Smith's farm, thev learn a great deal about farms and farm life. But they also learn about people. They find out how people work, what they like or dislike about their work, and how they respond to other persons. to
They may not put the
feeling into
words but the idea sinks in: children and adults from different backgrounds have ideas and suggestions to offer. This realization can lead them to take a new look at the mothers and fathers of the children in their room. They begin to
H abort
from Cufhioc
mothers and fathers as Mitand Tommy's parents,
Angela's,
and not necessarily
as Japanese, Italian,
or Negro.
Children learn that people respond different ways,
and
be
underlying
important
also that there
these ways of behaving.
reasons
They
in
may for
learn that
Mexicans, Jews, government workers, and farmers may do different kinds of work. But they also learn that the Mexicans, the Jews, the government workers,
whom
or the farmers
alike as a group.
members
they know arc not
They
discover that the
any group do not all fit into the same pattern, but differ among of
themselves.
'ITiat
people
of
different
races or nationalities or religions, but of
and
similar tastes
much
in
common
discovery. In a
interests, may have can be an important
good
situation, children
learn these tilings without
ing to
them from
anyone
a lofty height
talk-
about
"tolerance."
Fostering familiarity with people of
many 119
kinds
is
no guarantee against
prej-
Childcraft
120 udice.
But
it
unfamiliarity
does help to eliminate the and strangeness that feed
prejudiced ways of thinking.
How Do Stories The lonely,
Help
in class a story
about another child
also
Cultivating Understanding
Adults who work closely with children know that all bovs and girls have some problems in getting along with others. If these become extremely severe, the children will tend to become full of hurt or hate. Sometimes these problems can be observed in outward conflicts. Johnnv argues with his father. Man and her sister quarrel. Children tease the shoemaker and gangs wage their warfare. But other problems, often more serious, are the unvoiced worries of children. Jake wants to be on the football team, Sue wonders if she will -
be invited to the of her size,
Tom
part}-,
Alice
is
ashamed
worries about
how
to
make his teacher like him. While some of these problems can be identified
require
and discussed
more
directly, others
subtle treatment. Often,
through the study of family life, the child who worries because his home seems inadequate can learn that people live in manv different ways and have done manv things to improve home liv-
He
ing.
learns that there are
terns of familv
life,
many
and that
pat-
make a child own familv.
his
In
a
similar
better able to accept
way,
discovers
that
was lonclv and pushed aside.
another worried
some
"working" when thev are
people
arc
sitting at a
desk or standing in a store. Other people working when they arc wielding a paintbrush or a pickax. Still others are
arc
haved to get sponded.
The
and how others
it,
ing whether the class
who have
people
re-
teacher takes part by ask-
knows about other
suffered similar un-
happiness, and whether anything like
happened to them. The children sometimes find it easier to talk about personal problems through the this ever
experiences of others.
Children's problems and attitudes toward others are also revealed in their
own and
writing of stories, autobiographies, diaries.
Sometimes
may wish
a story
a
group hearing
the storv had a
differ-
ent ending. Let the youngsters write it as they would like it to be. Let them their own feelings and connect them with the wavs other people feel in
examine
similar circumstances. In this wav, their sensitivity to the likenesses
ences
and
differ-
among people everywhere
be-
comes greater. Their sympathies arc more than likely to deepen and expand as their knowledge widens. Understanding Begins It is
too
much
at
Home
to expect
any child to if he
a capacity for friendliness
constantly feels himself inferior.
It
is
unreasonable to expect him to develop fine ideals of brotherhood when he lacks security in his own living. Understanding among groups and among nations begins in the home. Schools and churches can build on the start that
working when they talk or write. Schools can help children sec that each of these
homes have made. On
and many other
tion rest.
jobs are good.
who The
youngster has a chance to talk about what the chief character in the story wanted and did not have, how he be-
develop
child learns about differences in jobs.
He
Others?
families
vary in size and make-up, too. All this helps
Them Accept
pushed-aside child hears
this
base, world understanding
fundamental and co-opera-
Lucien
Aim"
'
PreMS>"dicat.
YOUR NEIGHBORS— DICTATORS, TROUBLEMAKERS, OR FRIENDS HILDA TABA,
Ph.D.
Professor of Education, San Francisco State College, San Francisco, Calif.
step toward having good The neighbors to be a good neighbor first
is
yourself.
This
is
You need make a com-
a fine art.
to sense the right time to
promise between your ways and the ways of the other families on the block. At times, you have to stand firm about your own way of doing things. You have to strike a healthy balance between keeping to Yourself and letting your children overrun the neighbors' houses, or letting the neighbors' chil-
dren take over yours. The fine art of being a good neighbor
is
not easy, but
Good
takes.
who
it
is
worth the
relationships
effort
with
it
those
near you can make life infimore smooth and pleasant for you and your children. Being a good neighbor and having good neighbors live
nitely
bring real satisfactions and rewards, particularly in these days
when we
all live
closer to each other.
Each Family
\o
Is
Different
matter how friendly you are. there be times when difficulties of one kind or another arise. Some of these dif
will
121
Childcraft
122
Acuities arise because families are differ-
you do not believe each family
ent. If
has
own
its
group of in
peculiarities,
five-vear-olds.
Anne,
kindergarten.
a
They
a
are playing
John,
and
and
serve
Shirley are pretending to cook breakfast.
to
listen
"Let's put the table in the
That is where we eat breaksays Anne. Shirley insists that
way
to eat breakfast
and to say good-bv.
You
can do this kind of "talking over" with your children at home, too. Out of the feeling that it is all right for families
how
to differ in little ways, such as serve breakfast, can it
is
all
right
if
thev
grow the feeling that
families differ in other
kitchen.
ways, too.
fast,"
Children need this kind of underif thev are to live comfortablv with their neighbors. Our attitudes and our discussions can give it to them.
breakfast should be eaten in the dining
room. John joins the argument bv suggesting that no one in his right senses would eat breakfast in any place but the breakfast nook. Now John he is the "father" leaves the pretend family for work. He wants to kiss Shirley, the pretend "mother." This makes Shirley mad and she slaps him. Surprised and rebuffed, John says
—
—
mother
that his father always kisses his
when he
work
leaves for
in the
morning.
Shirley replies that her father just slams
the door
when he
goes.
Anne
savs her
standing
"What Will It
is
easy
the Neighbors to
Say?"
become overanxious
about neighborhood opinion. You do have to take into consideration what the neighbors think. Yet, if you worrv too much about this, there is the danger that vour children will never do anvthing wholeheartedlv and freelv. Thev may have to consider evervthing from the standpoint of neighbors' opinions.
father always waves good-by from the street.
Agreeing upon time and place
No Danger These children live in the same neigh-
Differences Are
for vig-
orous, noisy play can ease tensions
when neighbors demand more
guiet.
borhood. In spite of the fact that their families are quite alike, there are differ-
Philip
Gendreau
ences in their stvles of living. It is
natural for five-vcar-olds to feel
wav is followed in their homes is the right way. It
that whatever particular
takes real maturity see
that
there
and understanding
may be
several
to
"right
ways." Differences in tastes, in interests, in customs, in opinions need not be threats.
more
They can
contribute to richer,
satisfactory living in the
nity as well as in the
commu-
home.
In this instance, the teacher helped these children talk over the differences.
Even the
five-year-olds
that there could be
began to
realize
more than one good
&-
You want your
youngsters to develop
standards and principles of their own.
Too much
talk
about what the neigh-
bors will say can
make
children fear
people, or follow blindly
what others
expect of them.
Nor
will this
anxious bowing to neigh-
bors' opinions teach true consideration. It sets
up blocks to sincere, spontaneous and behavior. Your children will
feelings
not be helped
in getting
along with the
be more likely to learn to look on them with suspicion.
They
neighbors.
will
What About Standards? Parents
who
are rigid about their
"We're the reason why the people who used to live here moved."
own
and expectations go to an
standards
equally unfortunate extreme.
what
They
are
right for their children
association
have different ideas about child training. Perhaps your children are lively and like noisy games. They gather in the thickest
feres
clusters
so sure of
is
that they are continually disturbed
when
with other children interwith the practice of any detail of conduct. Often they completely disregard their neighbors' convenience,
feel-
and wishes. "If Mrs. Burke doesn't care to
ings,
let her daughter climb trees with mv son, whv doesn't she keep her at home?" "If the football games in front of Mrs. Keen's
window bother her, why doesn't move where there are no children?"
youngsters and
Creating Friendly Relations In differences like this
ences of opinion
of course, right
romp and
resents noise in her back yard.
she
and natural to have some standards. Yet inflexibility in standards means making an issue of every difference. This is not a good examIt is,
of
shout at will. But Mrs. Keen, across the street, objects to noise. She is bothered when her daughter gets into rough plav, and she
—bear
— in
in all differ-
mind
that
children need to learn about differences,
ple to set for youngsters
compare different ways. Variations in neighborhood standards can be a laboratory in human relations for them. The old saying. "When in Rome do
live in a
as the
who have to world where there are differences galore. This question is discussed in Neighborhoods Influence Personality, in this volume.
to
Romans
good sense
in
do," has a great deal of
it.
Respecting Feelings
Feelings arc facts to be reckoned with. Difierences in Discipline
In any neighborhood, there are to be differences in
bound
what children
permitted or expected to do. Parents
arc all
Other people have the same feelings as vou do about the Tightness and reasonableness of their ways.
It is
wise to take
these feelings into account as vou ap-
12 3
Childcraft
124
proach vour neighbors. Your first step is to be sufficiently easygoing that you grant other people their right to differ
from you. Once you do this, it is likely that they will meet you halfway. A second step is to want a good solution yourself.
"How
can
we handle
this so
eyeryone
"How
can the differences between us be turned from liabilities into assets?" "How can we stand by our principles and yet let our neighbors stand by theirs?" Your answers to these gains?"
questions will to a great extent deter-
mine whether you regard your neighbors as dictators, troublemakers, or friends.
The
lazy way, of course,
is
to cut your
whose
atti-
tudes are different from your own.
You
children off from eyeryone
can forbid them to associate with a particular group, or with one or two children, but this seldom accomplishes anything. Children are dependent on the company of their own age-group for their
good times. They need the com-
pany of other children if they are to grow wholesomely in every direction.
Studies children
show
that schools are full of
who have no
less skillful in getting
along with others.
They usually have difficulties in meeting new people and in venturing into new situations.
Children can learn, gradually, to behave in the homes of the neighbors according to the rules of those homes. Thev can learn to respect the neighbors' requirements just as they are learning to respect the requirements you make. "Burt's mother sure makes a fuss over anybody bringing mud into the kitchen.
We gotta be careful over there. I'm glad vou aren't mud-happv like she is. There are enough other things we have to watch out for here," says eight-year-old Ted, matter-of-factly. The
ability to
accommodate
actions
customs of the country or the house is the beginning of wisdom! It is a way of learning consideration and true respect for others. to the
rules of the
Your example, Lucien Aigner
friends because
mothers overprotect them, or set too narrow limits on their choices of playmates. These children usually arc their
of course, helps vour
children develop this flexible,
dating attitude.
You have
share in interpreting people
Your words can help vour good about
Even
his
the
growing
most
accommo-
to
do vour
who
differ.
child
ability to
inconsiderate
feci
fit in.
and
troublesome persons respond better if vou grant that there may be something to their side of the issue.
tend to co-operate
if
Thcv
the problem
is
open to alternative interpretations and solutions. The most cold and distant
Youngsters who are fenced off in every sense are usually unhappy and less able to get along with others.
'
Common
goals. in or play, can bring together children as well as adults in
work
a
neighborhood
and
build friendliness.
Schaub, Cushing
persons thaw
if
thev have the chance to
participate in finding a solution.
If your contacts with vour neighbors are not limited to occasions
conflicts.
where problems are dealt with, Talk
A
It
over with the Neighbors
third step
is
to
know vonr
ion neigh-
bors and their children firsthand.
Do
not try to know them through the filter of your children's enthusiasms or complaints. Especially, do not depend on your children alone to interpret any conflicts. Youngsters are not the most impartial reporters of what happened.
Your neighbors' children have probably also "interpreted" the situation to their parents, tion!
If
but
in the opposite direc-
peace and good will are to be
preserved, neighborhood difficulties over conflicts
among
children are better dealt
with bv involving all parties in the interpretation. An impersonal description of actual events usually cools tempers,
and makes
A
a
workable solution possible.
solution formed co-operatively helps
prevent future difficulties, because everyone has a better understanding of the cause of the trouble. Co-operative planning for some com-
mon
project
such as a neighborhood beach, or a picnic,
party, a trip to the
often goes a long
way toward preventing
is
a cush-
and for Neighbors Can-
built for understanding
preventing
difficulties.
Work
this
gests
of co-operating.
Together, in ways and means
The Children Work
Even
It
volume, sug-
out
young children have good about sense ways of solving problems of fairly
relationships, provided thev get help in
analyzing the situation and can feel free to express their real feelings
buff
or
without
immediate moralizing.
teachers
involve
children
in
re-
Good solving
neighborhood problems, and perhaps mothers could, too. This discussion in a third grade illustrates how wise children can be in these matters. The class, under the teacher's leadership, was talking about how mothers help them. Frank said that his mother helped him bv letting no one hurt him. "I run home, and she savs, 'You let him be' Marion:
Yes.
Miss
k'enncv.
that's
what he does. lie always runs home. Lots of times we don't
i-5
mean nothing
Childcraft
.26
but he runs home and tells his mom we pick on him. Then she dares us to hit him. Ethel: He's an awful tattletale, Miss Kenney. Just like he was to you in the first part of the year, but now he don't tattle because you always ask him what he did. He don't like to tell that. I think his mom would help him more if she did
what you do instead of always thinking we're mean and that Frankie didn't do nothing. Teacher: Frank, what do you think
about it? Maybe your mother would help you more if she helped you meet your own problems instead of protecting you. Carl: She's afraid Frankie
would
get
He
would, too, because he can't fight worth nothing. Frank: That's right, Miss Kenney. I
hurt.
always get beat up. Teacher: But would Frank have to
hold his place with you? Jean: Maybe if Frank didn't do things to make them pick on him he wouldn't fight to
them. Regina: Well, I don't think his mother is helping him, letting him run
have to
fight
home
to her. He'll never learn to play. Ralph: Frankie, why don't you come over and play with me and Dick for a
while?
Then maybe
the boulevard except
forget
to
when
cross
she's with
me, or to come to school. Dick: Would she let you come if we went and got vou? Frank: Mavbe. Ralph: Then let's do that next Saturday.
Dick: All right, Ralph.
Do
want
3011
us to, Frankie?
Frank:
I
guess
so.
Frankie's mother did let him go with Dick and Ralph, and the way was opened for Frank to be part of the neighborhood group. This could not have happened if the children had not been helped to work out the problem
themselves. Perhaps in a
it
takes the children
neighborhood to make friends of us
all.
Every neighborhood problem one tainly worth a good try. so readily solved, but every
The one who runs home Mother does not always prove to be the one who has been wronged. to
they'd
you when you went back. Frank: My mom won't let me
fight
is
not
is
cer-
Public .School-
NEIGHBORS CAN WORK TOGETHER ERNEST
G.
OSBORNE,
"good old different meaning
in
the
had a from what it has today. When our country was a nation of farms and small communities, people pitched in to raise the barn or husk the corn. days"
Neighbors
—Modern Style
acquaintanceship in the elevator. Even smaller communities have changed.
There, too, social-service agencies have taken over manv jobs that people who
At
least,
it
once
did.
looks that
way
we
on
rely
\Yc look
department, or emergencies. Neighbors no longer seem as important as thev used to be. fire
social service for help in other
Yet we are
still
neighbors.
Our way
of
yet neighbors can
living has changed,
and do still help one another: thev still work together. The kinds of jobs they do together may be different from the oldfashioned ones. Methods of co-operating may not always be as simple as they were seventy-five or a hundred years ago, but the
need
for
things done
is
common
effort
just as great.
mutual aid and changed as much
No
of us
lived close together
illness strikes,
The
friendliness as
to
get
spirit of
has
not
vou might think.
Putting Co-operation into Practice
who live in apartments may not even know our next-door neighbors. We may have just a nodding Today those
When
to the police, the
Ph.D.
Professor of Education, Teachers College, Columbia University, New York, N. Y.
Neighbourliness
glance.
trained nurses for nursing care.
at
first
alike,
one
two neighborhoods are exactly any more than persons are. So no
right
result
way
of developing a plan will
neighbors working together.
in
But some
basic
operating
principles
have been found helpful in practice. In one way or another, these principles usually come into the picture when people try to
127
work together.
Childcraft
28 Friendliness Is Essential
Ask Young People
Rarelv will neighbors work together unless thev know and like one another.
Far too often, in homes, in schools, and in communities, younger members of the group are ignored. One of the real social problems of our highlv-organized
may demand
The
situation
and
action, but these
if
co-operation
seldom take place
people stay strangers. As you get acquainted over the card
game
you share hints on gardening, as you hear about neighbors through children's reports, as in a hundred other ways you become acquainted with the people around you, you almost or
table, as
automatically establish a basis for co-
Sometimes, of course, a neighborhood problem say the threat of an arterial highway cutting through
operation.
—
residential property
—
people
will bring
together in spite of themselves. Gen-
communities
Take Part
to find active roles these
is
can
youngsters
to
play
the
in
What is more natural than to include young persons in planning and in working out details? They will gain from the we
has to be a groundwork
experience, but so will
Then
can forget their immediate personal con-
and
cerns and find satisfactions in working
dren than are
together.
eight- or ten-year-old looks
erallv, there first
of
friendliness.
individuals
all.
Older boys
Give evervone who shows interest in any neighborhood project the opportunity to be in on the initial thinking
and planning. Manv worth-while
effective in
working with younger
many
up
men
of
good
Most people
all
intelligent
would follow them.
will
are
that
human enough
to re-
sent being "left out." In spite of them-
people find the "tag end." selves,
it
hard to come in at
When
Neighbors
Today, when the paired,
we
Work Together
streets
many possibilities for among neighbors. Some
a great
tion
hood. Others perhaps brief description of
sible,
may move more slowly many persons as pos-
try to use as
what
but
plished
is
is
much more
will the project fold
leader
bow
eventually
accom-
likely to stick.
up should
out of the picture.
Nor
a single
co-operaof
them
appropriate to vour neighbor-
indi-
you
re-
go to work. That is the responsibility of the street department. But there are still
what
if
need to be
don't shoulder shovels and
no one
goes on. Tilings
half-
father.
vidual or small group dominates
that
The
engineer, doctor, dentist, or bank-clerk
may be
You must beware
to the
ac-
have come a cropper because a small group has enthusiastically pushed
They assumed
chil-
The
of us adults.
back on the high-school football team is often more admired than the lawyer,
tivities
ahead.
more
actually are likely to be
girls
sixteen- or seventeen-year-old.
Everybody
Invite
project.
Things are usually done foi them. Thev are seldom given the chance to participate, to contribute, and to be partners. The very intimacy of neighborhood co-operation makes it feasible for young persons to play an important part. Often, we adults are working on a job in which they are the center of concern.
A
just
do not
fit.
some
of the
many
things on which neighborhood groups have worked together can start your thinking. As you read these examples, ask yourself: What can you and the folks on your street do to bring more satisfying living to your neighborhood?
Neighbors
Cw
Lending Schools a Helping Hand
Work Together Group,
We don't run the schools for our children. We leave that to the Board of Ed-
in
129
Volume
erative play groups
how
13. tells
co-op-
and nursery schools
can be organized.
But we can work together with school people in a Parent Teacher Association for the development of better schools. In many a community, mothers
gether, too. to provide informal super-
help with the supervision of children during the noon hour at school. Thev
children.
ucation.
also
take turns on the plavground so
children have a better recess time. a
Thev
sus of the children
ing school for the
This information
who first is
administrators.
school
time
helps
voungsters get off to a better liclv
ers,
Barnes welcomed the eight- to ten-year-
in
vinity fudge,
these
simple foods.
start, too.
a
Monday
after-
took delight
girls
making cupcakes, gingerbread, and many other kinds
to
few communities have pubsupported nursery schools for chil-
Onlv
one community, for inand Saturday activiwere conducted bv a group of mothwith a few fathers joining in. Mrs. In
noons. Both boys and
value
to-
stance, after-school
be attendin the fall.
worked
vised play activity for the neighborhood
olds to her kitchen on
real It
of neighbors have
take a cen-
will
of
Groups
ties
Committees from the PTA conduct summer roundup each year in thou-
sands of communities.
Providing Organized Activities
On sters
Wednesdays, joined Susan
studio she had fixed
a
di-
of
group of voung-
Snow up
in
in
the
little
the attic of
Though not a professional Mrs. Snow knew how to let chil-
dren four years of age and younger. In the last ten years, parents have
her home.
started
hundreds of co-operative nursery Bv working together, fathers and mothers have made possible group experiences for their younger children.
dren use paints and clav to express their
schools.
ideas.
The
Saturday morning, Tom Taggart who were interested to come to his basement shop. He was
chapter
If
You Want
a
Play
artist.
On
invited any children
PuMit S
Hot
soup
balls give
and meatadded vigor
only but study, mothers' help makes hearty lunches possifor
ble in
many
schools.
The
man who
and
children
good with both tools a neighborhood asset.
is
is
on hand to help them make toys and simple household equipment out of wood. Now and again, one of the neighborhood fathers or mothers organized a Saturday afternoon excursion to visit the museum, to hike along the river looking for birds, or to go on an "exploring trip." This informal recreation program was a lifesaver for both voungsters and parents. As Billv Thompson said, "Gee, it's swell to be able to do all those things! I never even knew what a band saw was
aunts or grandmothers on tap as babysitters, and few can pav what it costs to hire a sitter.
One
sitting exchange.
solution
The
is
idea
the babv-
is
a
simple
A
group of families living close together, either in an apartment house or in one section of a community, pool one.
their baby-sitting resources. If the Joneses want to go to the movies, the} ring the Browns next door -
and Mr. or Mrs. Brown takes over
for
the evening. Later, the Joneses will do the same for the Browns. When a group
Mr. Taggart asked us to come mother expressed the feeling of all parents in her neighborhood
of ten or more families co-operate in this way, any one of them can be pretty sure
when she wrote her mother, "You don't know how much it means to have Billv
one. In
until
over." Billv's
busv and interested. It's such a relief! And I can get a lot of things done when I'm not worrving about where he is." Developing a Baby-Sitting Exchange
to find a "babv-sitter"
some
instances,
when
thev need one of the group
acts as secretary or dispatcher. All ar-
rangements are cleared through
her.
She
keeps a record of the amount of timecredit that has been built up, so no one family gets far out of line in using the service.
Another increasingly common kind of neighborhood co-operation is the development of a baby-sitting exchange. Few of todav's families have maiden
Acting as Youth Leaders
Some like
130
parents are working with groups
the
Bov
Scouts,
Girl
Scouts,
Neighbors Can Y.M.C.A.,
and
Y.W.C.A. The Cub
Scouts, of course, have long had
Den
Now other arrangements.
Mothers and Den Dads. groups
have
Youth
leaders
vinced that,
if
similar arc
much
better
131
ten such neighborhood or
Halloween
community
continue just because everyone has such a good time at the block party or the art show.
But
con-
increasingly
families pitch in, the chil-
dren in the groups have a
Work Together
this
happen.
It
celebrations
co-operation does not just
some planning on the
takes
part of those
who
can see the value of
time.
working and playing together.
Celebrating Special Holidays
Providing Outdoor Play Space
Here and there in neighborhoods, groups are working together to make
more
on holidavs. and children together go about the streets on Christmas Eve singing carols. The families in one neighborhood pool their fireworks on In
of the various customs
many
places parents
the Fourth of July. They have an im"show" that no one of them
pressive
More and communities band Halloween celebrations.
Yes,
largest back yard in the neighborhood. What is more, they enjoy having children around. The result?
Several fathers got together
equipment that yard. a
Many
for
times the original goal here
is
forestall possible destructive pranks.
If
to
Of-
it,
still
They have the
more
together
stop to think about
numerous ways in which neighbors can work and play together. The Trcnts illustrate one more idea.
alone could possibly afford. frequcntlv, too,
when you
there are
fits
and
built
into the Trent back
Now that yard has actually become
kind of neighborhood center. In one suburban community, families living near a large vacant lot secured permission to use it. Together parents
—
Mother and Father are active and interested in Cubs, Brownies, or Blueboys and girls are more likely to be enthusiastic participants, too.
birds,
Dennison Mfc. Co.
A &*l
Secret passages, ramps, nooks
and crannies make
invitation to imaginative play. Fathers built
and
children
graded
— thev
cleaned
it
up.
and equipped it simply and for neighborhood play.
it,
usefully
it
new
playground structure an
this
in their
families
spare time at small
moved
cost.
into the neighbor-
hood where the Wagners
lived.
One
af-
ternoon, as thev were watching their
Wagner and Mrs. few houses down the street, got to talking about the newcomers. "You'll never know," said Mrs. Wagner, "how much I appreciated vour children at play, Mrs.
Toy and Clothing Exchange
Mrs. idea.
had
another
The neighborhood
Marches dren.
March
On
live
is
filled
bright
which the with growing chilin
their limited incomes,
many
of
the families have a difficult time keeping
welcome I
Most
friends
of these things are
worn
out.
outgrown be-
With
of her next-door neighbor,
the help
and with the
co-operation of most of the neighbor-
Mrs. March set up a and tov exchange. Through this exchange, outgrown clothes and tovs arc exchanged for usable ones.
hood
families.
clothing
lived a
when we moved into the Lila, why don't vou and
neighborhood.
youngsters in clothes, skates, and tovs. fore the\ are
who
Levine,
more of our welcoming com-
get together with a few
and organize
a
mittee?"
From then on, no one moved into the neighborhood without a visit from a neighbor bringing flowers, a hot dish to piece out moving-day meals. Doing
Away
with Safety Hazards
After a minor epidemic of accidents
Welcoming New Neighbors
Newtown
is
a
in
rapidly-growing com-
munity. Almost even week three or four
132
the neighborhood.
ther of
Cub
Tom.
Scouts,
Jr..
Tom
Xorris.
fa-
and Den Dad of the
suggested
that
the
boys
trm
Can Work Together
\i [CHBORS
make
a survey of all the things
around
133
fanfare, this "share-the-father" plan be-
the neighborhood that were not safe.
came common
Before long some of the parents became interested, too. In a few weeks, shaky
preciated.
uneven pavement, unsound tree branches, broken glass, and a variety of other hazards had been spotted and eliminated. In the homes, too, whole families tended to become safety con-
Summer Camp The families on the west side of I Iartston were on friendly terms with one another. Their neighborhood school gave them all a warm welcome and this had much to do with the high morale of the group. They had also shared the use of a large vacant lot where they could
steps,
scious. Pinch-Hitting for Absent Fathers
The Boontown PTA was
discussing
the importance of fathers to family
life.
During the discussion, someone brought out the fact that
many
fathers were not
home. Some were serving in the armed forces. Others were working on at
defense jobs or traveling in connection
with their regular business.
"I'm sure," said one father, "that the whose dads aren't around miss a good deal. Wouldn't it be a good idea
kids
for
some
of us fathers
regularly to invite
who
are
home
them along when we
take our youngsters to the movies, to
the park, or on an auto ride?"
The
idea took hold.
fuss or
and much ap-
Sharing a
raise vegetables.
The Bostwieks had house
farm-
a big old
out of town. Mrs. Bostwick was chatting with two of her friends one sunny June afternoon: "I wish you folks could come out on the farm with us this summer. It would be swell for Timmy to have children to plav with. And we have loads of thirty-five or forty miles
room."
The
idea took hold.
The
first
summer,
onlv four families in the neighborhood spent time on the farm. But they had such a good time that others were interested.
Without
practice,
At the end
of three years, sev-
eral families joined together to
bin an
adjoining old and run-down farm.
Out
Vacations, neighborhood style, may be the happy results when families are willing to share their resources with each other, and to pool their talents. Barbara Morgan
'
•ft
m
9
c
>*%
'
^2£Jj^Mk..
-
K
^ -*'+Jh A
tgh^sR^JS^fc ..
.
c
_
Childcraft
134
of Mrs. Bostwick's idea grew an informal family camp, which meant wonderful vacations at
minimum
ent co-operative nurserv school taken, experts in the care of
degree of organization. are a great people for organiza-
and committee chairmen But here is some-
natural to us.
thing to watch. This kind of organizational red tape can get badly in the
way
manv neighborhood
plans,
groups are small enough, the
the
activities
simple enough that it is possible to operate in friendlv. informal ways.
scratch, or attempting to get every job
If.
entirelv
on
its
for instance,
own. there
We
it
would be
foolish for
parents to organize an unofficial officers'
traffic
group. Instead, bring the matter
to the attention of the police depart-
ment
or citv council. Should other recognized communitv services such as garbage disposal, pest control, or fire protection be inadequate, the task of a
neighborhood organization
is
to
make
the regular agencies responsible for such services
still
together
aware of the hazards.
Use the Experts It
is
wise,
give
ourselves
out from the cities into semirural communities. In these communities, sometimes as far away from the job as thirtv
much
the same
way
that their grand-
parents once did.
There still are opportunities for neighbors to work together to mutual advanSuch working together brings the
understanding friendliness that much more worth living. There is deep satisfaction in being part of a group of people who mean somesort of
•makes
life
Working
together takes practice. not always go smoothlv. Some people may suspect your motives. Others may be cantankerous. You will
Things
will
meet some
failures
and
rebuffs.
to
use
consultants
planning and earning out projects which will be the major responsibility of the neighborhood group itself. If a par-
But
this
not characteristic. For the most part, a little friendlv initiative can change a is
mere
collection of families living side
bv
side into a real neighborhood.
Children
who grow up where
families
enjoy being neighbors, where families share their lives in a variety of ways, are
children
who have
greater feelings of be-
These boys and
girls
better able to get along with too,
a
Of late, there has been a considerable movement of voung families
chance.
longing.
in
enjoy working and plaving
we only
if
thing to one another.
an unpro-
is
tected and dangerous crossing in the
neighborhood,
Are Together-
Times have changed, but people have
tage.
Work with Other Groups There is no particular merit in a from starting group neighborhood done
We
or forty miles, folks share together in
of effective functioning.
In
The More not.
tion. Constitutions, rules of order, by-
come
chil-
mistakes.
Except in unusual circumstances, neighborhood co-operation such as we are thinking about does not need a high
laws, officers,
under-
dren in school, or a social agencv can do much to help the group avoid common
cost.
Do Away with Red Tape
We
is
voung
Thcv that
will is
and to there
is
be
others.
have the knack of co-operating
essential to personal
happincs
working democracy. no more worthy goal. a
will
Surely
Parma. Publix
WHAT
KIND OF MANNERS FOR OUR CHILDREN? ROSE
H.
ALSCHULER
Author of "Painting and Personality," Tempe.
Howyoumany looked
modified language and behavior in many One did not talk or behave
times have vou said, as disapprovingly at the
households.
wav before the help." Today most people do not have "help." and radio, television, and paper napkins have
young people of today. "Well, manners have certainly changed since I was the
And moment you
a child."
"that
indeed they have! If at are not concentrating
largely replaced conversation, correct ta-
on the lack of manners of some particular child, it may be amusing to think over the changes of manners that have
bic manners,
As
end of the Vicmanners were, from our pres-
Fifty vears ago, at the
ent
point
Twenty to
of
view,
thirty
far
help living in the house tain
amount
too
years ago,
made
of formality,
and
fine linen.
Manners Are Contagious
occurred during the past half century. torian era,
Ariz.
former ovcrcon-
a reaction to the
cern about manners,
when
many
of us
remem-
domestic
was considered quite unnecessary and even unwise to teach children any social forms. TTioughtful. conscien-
for a cer-
tious
formal.
ber
it
parents
believed
manners would come
and no doubt i
3>3
that
desirable
naturally to chil-
—
i
Childcraft
36
dren brought up together
lived
in
among people who courteous
fashion.
Manners were thought to be contagious, somewhat like measles. Teaching of manners, at that time, was not onlv out of fashion, but out of favor. Whether or not we teach them, everv group young, old, rich, and poor has its own variety of manners, accepted and used by its own group mem-
—
—
Bad manners
bers.
among
adults as
are as usual
communication, and if we agree that good manners will probablv result in making us nonacceptable in groups where we might long to feel accepted, we still have certain fundamental questions remaining. What manners shall we teach our children? When and how shall they learn them and is there a difference between manners and courtesv? cial
lack of
among
gangs of bovs. Adults
Courtesy
—Manners. Any Distinction?
them, failure to recognize people thev wish to keep out of their charmed circle is a common form of bad manners that all too often is passed on
Most manners are acquired by example. Some additional ones can easilv be taught over a period of time, if undue pressure is not felt or used. For the purpose of this discussion, let us distinguish
to children.
between the
frequently use bad manners to promote
snobberv.
Among
Manners as a Social Asset
Manners, whether good or bad, are automatic ways of communicating with one another. Phrases such as "would vou please?" and "thank vou" are a needed part of the machinery' of life. Readilv
and pleasantly used, they help keep the machinery of life running smoothly.
Even
little
children can get great
satis-
and practicing
faction out of learning
manners.
dren arc not
know how
to greet people or
do with themselves. holds, children
offer a
what
to
other house-
In
friendly smile.
They may even show you
their favorite-
toys, or with great satisfaction they may pass cookies or help serve a meal. Manners under the latter circumstances help
children to feel socially secure.
When
children learn to serve guests with poise
and
friendliness, they are at the
time learning to If
we
"please"
and
We
thev will respect others and enter into their lives
standing.
with sympathy and underas thev have faith in
Only
themselves can thev have faith in others,
moment, homes where childen. In some of them, chilobviously ill at ease. They do
Picture, for a
there are
superficial
"thank-you" variety of manners and that deeper courtesv springing from inner feelings of good will toward other persons. can expect this deeper courtesy to grow in children as our understanding and deep-felt appreciation help them to value themselves as good human beings. If thev have self-respect,
define
same
as a
form of
other persons.
Unfortunately,
so-
many
parents
privileged to "veil" at their children to order
them about.
ill-tempered,
feel
and
It is likely to
be the
parent
who
dictatorial
"Where's vour tongue? Can't you thank say you?" But good manners and courtesy do not come from orders given in a disagreeable way before other persnaps,
sons.
If
parents speak rudely to their
children, children are sure to snap back.
and
feel socially at case.
manners
and extend to them the true courtesy and manners that come from liking
in
turn are likely to be punished for
their discourtesy.
Ivan HoltzinRe-
Never mind what books of etiquette say when toddlers face a birthday cake! Good manners can wait until the wonder of fluffy frosting has worn off.
How
Children Learn Manners
be expressed naturally everyday Suggestions are more effective than
Courtesv only life.
it
if
demands
will
is
or
a routine part of
commands.
'Wouldn't you
like
much more
to
Mae?"
is
results
than a surly order.
A
friendly
thank
Aunt
apt to get desired
A
suggested
"Mother wishes you would help her clear the table," or "Wouldn't you like to get Daddy's newspaper for him?" are far more likely to secure mannerly and happy co-operation than are abrupt commands to help Mother or wait on Father.
From
their birth
Hands, arms, eves, and voices communicate our feelings to our children. From our flow of love to them, our children's capacity for love grows. relationships.
on, our gentle or
From their love and feeling for people, their own deep-felt courtesv and the best kind of consideration and manners
will
develop.
Do
Children
Have
to
Be Rude?
Unfortunately, knowing all this and tiring to live accordingly docs not mean that
we have who
We
a
sure recipe for having
be mannerly. have to take into account the ups
children
will always
not-too-gentle handling of our children,
and downs that are
our friendly or hostile eves, arms, and voices begin to set the pattern of human
dren's development.
Young
by nature somewhat
selfish, jealous,
137
a part of all chil-
children arc
and
Childcraft
138 fearful.
They anger
readily. If
express their feelings
as,
allowed to
of course, they
should be, thev will periodically have spells of being rude and resistant. If they are to grow up to healthy, independent
it is
wise,
if
possible, to by-pass the situa-
tion until a
more favorable time comes
for quiet discussion.
A
great
many
par-
ents arc overanxious to have their chil-
maturity, they have, from time to time,
dren behave correctly. They feel that their children's manners, good or bad,
to talk back, especially to those figures of
reflect credit or discredit
authority, their parents
and
teachers.
Conscientious parents, struggling to their children mannerly, should find comfort in the fact that little children who always are polite and well-
make
mannered
are
more
likely to
guidance than are the childen
on them.
Accordingly, too large a proportion of our children suffer from parental pres-
Although occasional spells of bad manners are to be expected, when our sure.
children
become
sullen or ill-mannered
need
later
over quite a long period of time,
who
peri-
to analyze our
The neighbors' may be givdo not know how to
own
Let us ask ourselves
we
odically sav "I won't."
theirs.
invariably polite youngsters
pecting too
ing in because they
more unhappy with grownups
defend their rights. In our world, where sturdiness and friendly give-and-take are needed tools for healthy survival, everyone needs to learn how to withhold as well as to give,
and how to say
"No"
as well as "Yes."
Until they are quite mature, children of various ages will from time to time have bursts of seemingly
tivism
and
unmannerly nega-
resistance. if
need to be exercised. WTien we are shocked and baffled by their "I don't want to," or "Nuts," or by their sullen resistance, we must keep reminding ourselves that these are but natural expressions of healthy development. "will's"
Rudeness If
May Have
Deeper Causes
guests or other adults are present,
manners will particuannoy and embarrass parents. But, if possible, children should not be reprimanded before other people. If the child has put his worst foot forward, he is undoubtedly as uncomfortable as are the adults. Even at the expense of pride children's lack of
larly
if
are ex-
of the child. Is
he
or with
he generally unhappy? After it and of trying to make fewer demands, it may be well children?
Is
a bit of thinking about
to secure the child's help in planning his daily
program so that he has
less to do.
We will probably soon find that we have a happier child
who
is
more ready
to re-
spond courteously to the lessened
de-
mands made upon him.
They somehow
they are to be upstanding characters their "won't's" as well as their realize that
much
we need
behavior as well as
Manners Are a Two-Way
Affair
Because mannerly habits, like other ways of behaving, are most readilv imparted if the child's co-operation is secured, it is unwise to force "How do you do?" "Thank you," and other like forms on unwilling children. Learning desirable manners is part of a two-way process. The arrangements we set up and the kind of atmosphere we create can make learning pleasant social behavior or manlearned
ners a
When
happv experience
for children.
they fetch something or in some
way try to be helpful and we, in turn, say "That was very nice of you" or "You did that very well," the child usually beams with satisfaction, and will do the same
Fine points of dining in company mean nothing to the high-chair set. Don't expect them to sit guietly at the table until they are a few years older.
Copyright 1953 by the Curtis Publishing
thing again ents
when
occasion
arises.
Par-
and teachers who remember that
children retain behavior that provides success
and
satisfaction can,
by provid-
ing friendlv. happy, learning situations,
help children develop desirable feelings, habits,
and manners.
Do Parents Expect
too
Much?
Parents and teachers who know what can reasonably be expected of children
Company
of different ages can graduallv and without undue pressure help children acquire manners. Learning, during the early vcars, is not onlv a gradual process,
but often means three steps forward and one step back. If we suit our requirements to their developing but uneven responses, and if we arc prepared to accept children and sometimes laugh with
them and never into difficulties,
39
them when they get we can as a rule help
at
Childcraft
140
and friendly ways the}" want. where and what of getting
them
find courteous
up and down while the family
What About Table Manners? sit
For children under six, it is difficult to through leisurely adult meals. In
nursery schools, chairs, tables, childlike
and plate service with descoming as soon as they are ready for it make mannerly eating far easier than in most homes where tables, chairs, and conversation, sert
conversation are at the adult
level.
Advance Planning Avoids Trouble in homes can often be by thoughtful advance planning. A hungrv child cannot wait patiently for food. But if milk, buttered bread, or jellv sandwiches can be in place when he sits down, the child can get started. His whole main course can be readied and set before him before the Difficulties
forestalled
To
through a meal geared to adults.
avoid the bedlam of children's jumping is
eating,
the child can be given the alternative of sitting at the table as
long as he wishes,
or of going off to play
when he has finBv prearrange-
ished his main course.
ment, his plavthings can be waiting for by, but not too near to the dining table. Choice also may be given him as to whether he wants his dessert as soon as he finishes his main course or wishes to be called back to have dessert with the family. Both the advance planning, about which the child should be informed in a careful, leisurely way, and the chance to exercise choice in two situations when to leave the table and when to have his dessert served will help the child behave in a mannerlv way.
him near
—
If
—
tensions at dinner are usual despite
planning, fifteen-minute lying-down rest
adults are served.
periods before dinner foi tired fathers,
than five to seven years Children of age cannot be expected to sit quietly
for children,
less
sible)
often
and
for
mothers
make evening
(if
pos-
dinners far
Elizabeth Hibbs
Enjoyment, not ness, is the
polite-
watchword
for a small child at mealtime, never so mind if she turns up her nose at a new food, or even if she pushes it away determinedly.
—
ten-year-olds to not practice what they preach, but they Six-
may are
highly
any lapses
of
critical
in
manners
on the part younger ones.
the
of
pleasanter than thev wise. Relaxation does
would be otherimprove manners.
and development. With one ing
may
ordination; with another,
Can
We
Good Table Manners? months, many children sav
Expect
At fifteen "Ta-Ta" for "Thank you." Around that time, many parents are concerned as to how their children eat. At first, if allowed, hands will be used altogether children will get food
all
over their faces
petite, as well as
manners,
feels quite able to
may be
When
paired by adult pressure.
im-
a child
handle his spoon and
fork with ease, he will take pleasure in
showing sympathetic adults how nicely he can eat. But this may take several years. Meanwhile, parents need patience. Three-year-olds spilling.
can
drink
without
But young children, more
inter-
ested in lots of things other than eating, will often spill.
individual
One
also has to allow for
differences
in
co-ordination
mav be
slow to anger.
It is
care-
should be
better to let a plastic
punishment rather than the child. Understanding adults will keep a "mopper-up" at hand and use it tablecloth take
without fussing.
when new foods are make faces or com-
tried, children will
ments or
spit out the food. If it is understood that children will take three bites of whatever food is served, without dis-
approving comments, and that they need not take more than three bites, most children will in time learn to like practically all foods. This will not work, of course, if the adults at the table have food dislikes and discuss them.
Growing
in
Mannerliness
Although the feelings that underlie what we think of as "good manners" and "true courtesy" usually do not begin to solidify until children are between four and seven, desirable manners of social
141
it
lessness. In either case, adults
Occasionally,
and the surrounding territory. Before long, hands and spoons will be used alternately. But just because he can hold a spoon and sometimes connect it with his mouth, let us not expect the child always to eat nicely with his spoon. Ap-
child, spill-
indicate poor small-muscle co-
give-and-take, like desirable eat-
Childcraft
142
But parents should guard against
ing habits, can gradually be initiated
ters.
among younger
giving the older children such responsi-
children. If the two-and*
he does not get what he wants by hitting, screaming, and temper outbursts, but is successful when he says "Please" or "Could I have a turn next?" he has begun to learn from his own experience that manners are an a-half-year-old finds that
important part of getting along with
Manners and Consideration to time
great deal of patience
for
and
I
will"
become mana-
bossv, while the vounger ones
become overdependent.
If this happens, both the bossy older child and the overdependent younger child will be at a so-
cial
disadvantage.
Every so-called advance
in civilization
own
problems. Children are frequently so absorbed bv television that thev ignore or refuse to
Others
we have when the
four-year-old says "Yes, I
gerial
apparently
other persons.
From time
often that they
bilities so
brings
its
Such incidents should,
to use a
greet guests.
three- to
possible, be ignored at the
and "No,
won't" in the same breath. The child
of that age is often in inner conflict, because he strongly desires to remain a
baby, but he also wants to be grown up
and independent. In his more grown-up moments, he will be glad to help with
occur.
But
some
at
if
moment
they
non-television
mo-
ment, parents can discuss friendliness and courtesy as a two-way relationship in which children who wish under all circumstances to receive love and friendliness should be willing to extend friendly greetings even when to do so is incon-
housework. His help is frequently a hindrance. But if time is taken at this age to show him how to do things properly, he is much more likely to be more com-
venient.
petent and helpful later on.
expressed by parents undoubtedly form
A
child's willingness to
help set or
clear the table indicates a
good begin-
Feelings Mold Manners
Real love and sincere consideration the soundest basis for learning pleasant
manners.
The
exact what, when, and
ning of his feeling for social responsibility. If his help is refused, he may feel
how
cut off and rejected. Sowing the seeds of
Manners among the Eskimo differ from our own. But "our own" in Boston differ
helpfulness, like
most planting,
is
a lot
of trouble, but the harvest a bit later justifies the earlier effort. Five-year-olds
can
take a great deal of responsibility for
Their growing participation in daily household tasks helps children to feel that they are an important part of the household. As they help around the house, they develop a growtable-setting.
ing sense of social interrelatedness and
concern for others. Both are basic to good manners. Children from six to ten occasionally like to care for younger brothers and sis-
will
be pretty
much
a
matter of the
parent and child personalities involved.
from "our own" on a ranch in Arizona. In manners as in other aspects of life, as the twig is bent so will the direction of the sapling be set. Children's real manners, as previously stated, derive from a real consideration of others. Children who consistently get real love and thoughtful consideration will naturally want to be helpful. They will, in other words, be basically considerate persons who have real "know how" in manners, because they understand how other persons
feel.
PARENTS
Suzanne BzaBI
IN
ACTION
19.
YOUR ROLE AS A PARENT
20.
HOME AND SCHOOL ARE A TEAM
21.
FAMILY GUIDANCE SERVICES
22.
A HEALTHY PERSONALITY FOR EVERY CHILD
Communities today offer families many kinds up their children. But commuresources in education, recreation, health, and
of help in bringing nity
welfare are not designed to relieve parents of sponsibilities.
Nor do they
re-
take over any of the fam-
ily's vital tasks.
Some community
resources like our public
schools are well established. Some, like family coun-
and child-guidance services, are still rather new and not yet to be found in all communities. seling
But, in any case, only
if
parents are willing to
co-operate by giving real time and effort can any
community agency do its best job of helping a child grow up. That means, too, that teachers and other professional persons working with children need to look on parents as members of their team.
you use the resources of your community you are likely to find yourself drawing closer to your children. You will be more interested in and more understanding of what they are doing and learning. You will probably, too, find parenthood more rewarding and family life smoother. If
wisely,
V / Yivienne Lapbsit,
YOUR ROLE AS A PARENT E. T.
McSWAIN,
Ed.D.
Dean, School of Education, Northwestern University. Evanston,
111.
Parenthood is life's most interesting and challenging opportunity. As a parent, you are your child's first and most influential
teacher.
Your home
the
is
school where vour son or daughter ceives his
first
lessons in
aspects of living.
He
all
re-
important
learns to observe
and explore in order to establish facts, and to put together what he knows to revise ideas and acquire new ones. As vou trv to be an understanding, resourceful, and stimulating parent, you help your child grow up. This may seem to be a large order, for, like most parents, you are probablv pleased if, at the end of the day, your children have not quarreled with the neighbors or fallen stairs. It is
reassuring to
down
remember
that
you make your greatest contribution to a child just bv being there and being an understanding parent. The continuing, affectionate, dav-to-dav care mothers and fathers give from the time a child is born assists the child in building a sense of his own worth and of trust in his parents. These feelings, in large part, arc the foundation for the desire to learn
and
to
be fricndlv that
living with a family
Throughout
is
so necessarv in
and with playmates.
his childhood, just
know
ing vou arc there, that vou are interested in
him, and willing to
stabilizing influence
listen to
on vour
him.
is
a
child.
Parents Create a "Climate"
You want of right
to give vour child the sense
and wrong that
will
make him
an intelligent, responsible citizen in his own generation. This he will get more from what vou arc, and from what vou c/o from dav to daw than from any hidi 4=;
Childcraft
146
sounding speeches that you may make. Your children tend to follow vour
Time
lead.
after
thev discover
time,
from your behavior whether one tries to "get by" or whether one tries to do his best. From vour attitudes, thev learn in countless situations whether "it won't matter because nobodv
will
know
the
whether one does the decent, honorable thing because one's selfdifference," or
respect
demands it. the way vou
From
tackle a problem,
how to get to a question, how to do and how to be resource-
your children can find out the bottom of first
things
ful in
in
first,
using what thev have to work with
manv
You
situations.
are
teaching
your children every dav, without
real-
up, he wants to be like vou. As he develops his ideas and his ways of behaving, you are his most frequent adult companion. He will develop with vou as a model, in spite of your faults. Your child would be discouraged in trying to follow your leadership if you were everlastingly perfect. If he observes how you overcome your mistakes, he finds encouragement and help in learning to overcome his.
Just as the climate of a region
is
made
up of the shifts from warmth to cold, and from sun to rain, so the customs and the prevailing attitudes in a home create an emotional climate. It
is as important that this emotional climate be favorable to your children's develop-
mental and moral leadership. You are
ment as that they have the proper food, comfortable clothes, and bodv-buildine o
helping each child develop the person-
recreation.
izing that these small events
alis that
is
uniquely
You may make Everyone does, but,
add up
to
frequent as
As you strive to provide the makes it possible to grow,
setting that
his.
mistakes.
your child grows
your child receives valuable assistance for doing his own growing.
and material
H. Armstrong Roberta
When you
tackle prob-
lems courageously and treat others kindly,
you
give moral leadership to your youngster, for you are indeed his hero
and
his model.
Your Role As
you have the opportunity
a parent,
to live with your child, but life
quires
him
to
do
his
own
still re-
living
and
learning.
Parent
as a
munity or the society you knew
When He
Is
Ready
great task as a parent
is
to offer
your child the opportunity to take new steps when he is readv, whether it be in walking, holding a spoon, reading, or being friendly. In that way you can cooperate with growth. A parent is more like the gardener who tends and waters the plant that will grow in
its
own way
than like the potter who shapes the clay to conform to the shape he has decided it should take. Just as you enrich the soil
growth of your plants, so vou must enrich the "living soil" in which for better
the child finds the spiritual nourishment for developing his mind.
Supplying a good setting or "climate" growth includes giving the kind of guidance that lets him know what he may and may not do. Your child depends on your affection and guidance in learning the ideas, meanings, and values he needs to get along with himself and with other persons and to feel comfortable in the world as it is for a child's
today. You make it clear that there are some things expected of a three-year-old, some things expected of a six-year-old, and different things again expected of a
When you set reasonable you give your children something to hang on to, just as the strings the gardener ties up for his sweet peas to nine-year-old. limits,
climb give the vines a sense of direction and keep them from running riot.
New
Times Bring
You mav
New Customs
enjov reliving in
memory
the days of vour childhood, but vour
boys and
He
of today's world.
Give Him a Chance
girls
do not
live in
the com-
as a
can only move forward. Your son or daughter thinks and feels as a part child. Life
how Your
147
is
learning dailv
to belong to that world,
she)
is
at
home
and he (or
with airplanes,
televi-
and similar inventions. The machines a child encounters in his daily life have an influence on him. During your child's lifetime, more machines will undoubtedly further increase his need for good emotional balance, sion,
for
as
mechanical inventions often create
many problems
as they solve.
Courage Comes from Your Faith
Your tunities
child cannot escape the opporand requirements which will be
associated with adult citizenship in the years ahead.
He may meet
far greater
changes during the next twenty-five to fifty years than you have witnessed since your early childhood.
No
one
is
able to forecast with accu
racy the scope
and speed
of
change
in
community life within the next half century. Of course, no one can tell what will happen, but you can be sure that vour interest in and courageous attitude toward probable changes will be a source of securitv for the voung citizens living with you. Children need the example of vour faith and vour belief in the future. Nobody is optimistic all the time but, if you are usually confident, vour children can draw courage from vour attitude to
use their minds frcelv and productively
now and when
they arc grown.
Spurs
to
Learning
To meet the problems of his time, vour child needs to use controlled imagination. He needs to have his curiositv about the world around him satisfied. He needs opportunities for free and un-
The small child who is encouraged to try out creative,
constructive,
original ideas is actually learning to think.
H. Armstrong Roberts
restricted conversation.
You
an
are
and companion
in-
you valuable ally inspiring and hours spend enjoyable challenging your children to use their minds creatively. Children will exercise surprising and enthusiastic interest in as
the future of jet-propelled planes as they are adapted to
commercial
travel.
Your
with radio and newspapers makes them respond to local and national developments. Children are actually fascinated by the almost miraculous development of television. Its frequent use brings them into contact with people in their own state and nation, and also with people and happenings in different countries all around the world. Children need to develop minds capable of separating facts from opinions. The rapid changes children's
familiarity
taking place in business, industry, and agriculture as man's energy
edge expand his
and knowl-
civilian use of
atomic
energy
may be
the source of
many
ques-
As the annual increase in population forces more and more adults and children to live in crowded villages and tions.
cities,
the requirements for democratic
be of concern to you As you help children find
citizenship should as a parent.
answers to questions touching these topics, you will further the development of constructive attitudes toward the problems of living together. Even the conditions and requirements for international co-operation and peace may come in for discussions as you talk with the children.
An Atmosphere That Fosters Thought Nobody would attempt to predict where children's intellectual curiosity and certainly nobody would expect you to be able to answer even half of the questions an eager, growing child will ask. "I don't know, but let's find out" will be your frequent answer. As will lead,
148
Your Role long as your child knows that he has a right to think about remote events and possibilities and to dream fine dreams, and that vou will help him find the information he wants, you are giving good guidance. If he is told rcpeatedlv that thinking about great questions must be put off until some distant day when he is grown up, then he is not receiving the help his developing mind demands. Hours shared with your children in
studving the heritage of the past, the
achievements and problems in the present, and the probable trends in the future represent vour investment in their
and preparation to face the tomorrows with faith, courage, and intelligence. Being a parent and watching readinesss
your child develop can become an
excit-
ing and companionable adventure, as you share the resources of your mind and the maturity of vour personality with your son or daughter.
Combining Ideas
Each
in
New Ways
unique individual with growth and development. Each child learns about the world around him and gets his feelings and attitudes through his five senses from books, objects, and situations he encounters in daily living. He uses what he has already learned to make child
is
a
different potentialities for
sense out of
How of
well
new
ideas or impressions.
he understands the world of people depends on
\s
\
Parent
M9
But chilmental vision when parents provide the experiences and the guidance that stimulate new ways of learning, greater self-confidence, and clear thinking. The sections in Childcrait on Sharing Pleasures and Refor faulty psychological vision.
dren
may improve
sponsibilities, in
in
Volume
12; Firsi
I
Ex-
Away irom Home and What Can Do Now, Mother?, in periences
I
Volume
and Children Need to Create and Widening Horizons, in Volume 14, give you some of the de13;
and specific ways you can provide such experiences and guidance. You cannot do the learning for vour child. Independent, informed, critical, tailed
and confident minds are custom-made by each individual. You set the stage by providing encouragement and the materials and experiences that provoke creative thinking. Sometimes you will suggest to Your bov or girl what books may be helpful. Sometimes vou will be able to suggest he talk with someone in the communitv who knows a great deal about a subject. Again, you may know where a Youngster can find an answer for himself through observation
and exploration. Different children will respond diffcrcntlv to the experiences that
way.
mind
You
will, of course,
come
their
need to keep
in
the age and the personality of the
child with
whom
you are
talking.
things and
what might be
called his psychological
vision.
Children have physical vision. They two eyes, but they get meanings from what they see bv using
Conversation
Can Be Education
Mental
is
building a
curiosity
mind and
a
powerful asset
a personality,
in
and
psychological vision, or the eves of the
encouraging a his curiosity. child to use Children gain new ideas and information by question-
mind.
ing, observing,
see with their
glasses
Parents if
arc
quick
to
provide
children do not sec well.
fortunatclv, there are
no
Un-
similar glasses
you can be resourceful
inquisitive
and exploring. They arc
when they
more about
in
are ready to learn
situations
thev
have en-
me why you
"Tell
story"
this
like
a good
is
lead in helping the children become careful listeners
and readers.
Myelie
When your child asks queshelp him to think for himself. Let use what he has already learned as
countered. tions,
him
you and he together search for an answer. At least, he can often use what he already
knows
to decide
how
to find an
read.
How
cussed in
My
for First Grade?,
dis-
is
Child Be Ready
Volume
in
You
13.
itv to read, in their rate of reading,
answering
Skillful
is
not
difficult
if
you are patient, if you let a child know you welcome his curiosity. You can suggest he observe carefully. You can aid him in learning how to use maps, dictionaries, and encyclopedias in finding answers to
manv
Common
an eleguiding your children, and common sense will warn vou to let a child's interest be vour guide in answering questions or opening up new subjects. You can sometimes avoid a bad case of "informational indigestion" if you resist the temptation to tell a youngster all you know about a subject, or to read him everything vou can find on it. sense
is
in their interests
interest in critical reading
are essential in developing an informed.
active mind.
vour child needs to
formation, to find enjovment, and to
expand and enrich for
mental world.
his
Learning
Varied experiences
and community
to
Read
in
both
family
develop a child's readiness for reading. Friendly conversation about
community
life
home, animal, life will
and more
nature,
give a child
meanings which he ties up with words. As vou read interesting stories and poems to vour children, and share discussion of what has been read, you show them that it is worth while to listen attentively.
and
and
for read-
find satisfaction in reading to gain in-
essential
Reading Stimulates Thinking
and purposes
ing. In the first stage,
Foundations
of his questions.
in
Ability
children learn to read
Will
will find that children varv in their abil-
answer.
ment
access to books and other materials which develop a readiness for learning to
You
can urge them to talk
about what they have heard, and to
ex-
press their likes or dislikes for the selections.
At home, children can have
Through reading 150
aloud, you have the
Your Role opportunity to expand your child's terest
in
reading,
to
improve
his
they have a chance to report an incident or to
munities.
Using Language Accurately is our most useful means thought and communication. The young child first uses words and sentences for the sheer fun of talking. Soon he is able to connect meanings and feelings with words. The next step comes when he discovers that language makes
Language
of
him to communicate with with other children. and his parents child does not easily underA young of his language on othstand the effect ers. Only gradually, through your patient possible for
explanations, will a youngster develop
the accuracy that
we
151
in-
and to extend his understanding of, and attitudes toward, peoples in near and distant com-
call
Parent
ap-
preciation for literature,
it
as a
being honest,
tell a
story, they find
out about
shades of meanings. Their reliability in using words increases with practice. If you are a good listener, your child is more likely to become a good talker. You can encourage a bov or girl to think about the ideas he wants to share, and to find the most effective and interesting way of organizing and expressing what he has to say. Cultivate Critical Listening
Careful listening is another ability needed for a well-disciplined mind. Children need assistance in learning early that there can be a difference between the thought of the speaker and the meaning the listener gets. Friendly
conversation between parents and chil-
dren
may
assist
young
listeners in dis-
covering that hearing correctly
is
as im-
and the consideration for other people's feelings that we call being courteous.
portant as reading or speaking correctlv.
A richer vocabulary comes about as children have varied experiences. As
ing
Children need guidance in discoverhow faulty listening can lead to misunderstanding, to confusion, and even
Your attitude and example do much to help vour child develop appreciation for and skill in listening.
to criticism. will
Thinking About Ideals All parents
want
their children to un-
derstand and to be loyal to the ideals and values inherent in our government and in our own way of life. Through selected reading, friendly conversation,
and
travel,
when
that
is
possible,
vou
have the opportunity to assist vour chil-
"I'm not glad to see her, so there." Using language considerately and accurately takes understanding beyond the
power
of the five- or six-year-old.
Childcraft
152 dren in learning about the
women whose the
faith
and
men and
vision achieved
unprecedented progress we have
example and the understanding vou have given them as they mature into informed, intellectually
witnessed in business, industry, and the various professions. You can encourage
citizens.
and help vour children to
Of
realize
the
importance of getting along with and understanding peoples of all races and creeds the human relations of one toward the other.
—
Spiritual
free,
and
loval
Values
An informed mind and
a healthv personalis need the support of moral and spiritual values. As a parent, vou can offer the example, the guidance, and the
experiences which will help your chil-
Of
Human Relations Advancement in human relations is possible onlv when men and women
dren discover the meaning and importance of respect for the worth and dig-
possess informed, critical minds; only
of
when
thev believe that the barriers to international understanding and goodwill
among
peoples can be eliminated
through education at home, in church,
and
in school.
By
practicing respect for
nity of each individual.
workmanship; respect
High standards for freedom of
choice in worship; accepting responsibility for
the consequences of one's be-
havior toward others; and the need for religion
and
faith in
God,
are
the values your children learn
among first
own homes. The way vou
in
the freedom of other persons, and by
their
having the will to be free intellectually, vou can inspire and assist vour children to live so that thev will practice a high
about these values will be a powerful influence on your children's attitudes. Reading about the lives and achievements of men and women who found strength in moral and spiritual values is a rewarding familv activity. Parenthood, then, is a job second to none in its influence and importance. Being a parent takes interest,
quality of
human
relations in their
own
generation.
Your children must
live in a
world
that has been reduced greatly in time
contact distance by the rapid changes in transportation and communication. Thev will have to demonstrate by thought and action an understanding of the needs, customs, and governments of peoples of all nations. Loval and intelligent citizenship needs to be rounded out with an understanding of international affairs and trends. Industrial and commercial prog-
and
feel
humor, good deal of endurance. But vou can be human, and you can make mistakes, and still be the best of parents for patience, humility, a sense of
and
a
your child. to
You
can
grow up able
still
help children
to tackle a
problem
with reasonableness and clear-headedness, to be children who can think straight. Through such family life vour
dependent on minds sufficiently and well-disciplined to rise above narrow prejudices, minority discriminations, and traditional bias. The real problems our children will have to meet will be in the field of hu-
dence in themselves, and will be able to have confidence in and respect for others. In our children, and the way we help them grow up, we place our hope
man
for the future.
ress
is
well-informed
relations.
Your children
reflect
vour
children will gain respect for and confi-
HOME AND SCHOOL ARE A TEAM
per with his family, does his homework,
and watches
affects
BESS
B.
LANE
Author of "Your Part Swarthmore, Pa.
in
television.
other
even-
Each experience experience.
Your Child's Education'
pearance, the necessity for
teamwork
tween home and school, on earlier times, it was thought that education of a child could be
before experienced,
INthe
Homes and
home and now convinced that
neatly divided between school.
We
are
whatever a child does fects what he does in
in all
one place
af-
to get
sister
be-
a scale never
came along with
it.
schools learned that they
in touch, for the child's best
interests.
success in
may help him
along better with his older
home.
must keep
other places.
We believe, for instance, that arithmetic at school
Tire
home's interests, purposes, and problems overlap and intertwine with those of the school, and vice versa. When the idea of the "whole" child made its ap-
There is no school that is not on the move. Most schools, while using the wisdom of the past, are mixing it with new knowledge and new insights. 'Ilicsc schools arc
at
We
own
all
moving forward, each
at
have learned that trouble with his father may make for a poor apresentment toward his petite, for
its
teacher, or for failure in reading or base-
carefully interpreted to parents. If con-
ball.
We have come to accept the idea
It is
school's
the "whole" child goes to school, plays
with his friends, comes home, has sup-
desirable that the changes in a
methods and curriculum be
are to be avoided, home people need to meet frequently with school people to learn of changes and to help make changes that affect the child. flicts
that
rate.
153
Childcraft
154
Homes and schools need always to keep in mind that the "home child" and the "school child" are the same child, even though he acts differently in one place from the
way he
acts in another.
Many problems may be avoided and
and his special talents found and developed more
missioners, the chief of police,
com
and the
chairman of the board of education, to find answers
may
find
some
to
You
questions.
superintendent of
the
that
him,
schools, the principal, teachers, parents,
may be
or pupils hold the key to other problems.
for
skills
ences with the mayor or the countv
effectively,
other individuals with special inter-
Still
from such home-school co-operation, but also groups as a whole may benefit. For instance, by means of such teamwork, racial problems in the group may
knowledge mav need to be on from time to time. Then vou can call meetings to report upon the findings and to discuss the situation. There may be meetings of small groups in the homes, medium-sized groups in the school librarv or the communitv cen-
be reduced, interest in the
ter,
when
the adults in his
gether, plan together,
Not
onlv
mav
meet
to-
and work together.
individual children profit
and the health
thered,
life
arts
level of the
fur-
group
ests or special
called
or large groups in the grange or in
the town
hall.
You may want
raised.
Taking Stock In their efforts to go forward together, number of communities that have
in a
realized the importance of
parents and teachers
make
it
teamwork, a practice
from time to time to get their bearings. Thev want to see where thev are, what they have already accomplished, what they should do next, and how thev should do it. They search for to stop
to prepare a question-
your survey, as some groups have done. This kind of survev does not require lists of statistics, counting machines, and complicated averages. An informal survey, just a lookingnaire to help
you
in
around, questioninglv, with the wellbeing of children in mind, may be all that
is
needed.
What Questions
Shall
Your questionnaire
We
Ask?
to guide the group
answers to such questions as the follow-
might include such questions
ing:
our street crossings well policed? Is the local movie theater providing pictures our community needs? Our school of these needs are most pressing? kinds of teamwork are possible in our
WTiat needs?
are
Which
What
that are suitable for children at
day matinees?
communitv
Is
as:
its
Are
Satur-
the school librarv or
library well stocked with
situation?
the
What means do we have at hand for carrying on teamwork? What means could we develop? What are the difficulties we have to face, and
books for children? Are our textbooks
how
without bias and prejudice? Are the resources of the school building and grounds being well and sufficicntlv used for communitv purposes after school and at week ends?
can we overcome them?
Where
Shall
There
We
many wavs member of
are
interested
Find Answers?
that you, as an
parent-teacher
groups, can go about finding answers
(temporary ones, at least) to questions such as these. You can arrange confer-
up
to date?
Do
thev present the facts
After you, the parents and teachers gether, have looked at vour
to-
community
and your school, and have selected ques-
Bbhu
No
i
•
Bma
last minute flurry, hurry, or worry for these youngsters! Considerate parents send children to school on time, relaxed, and in a good mood to learn.
Childcraft work on, have a program for teamwork. This program is usually directed and guided by some group which emphasizes parent participation in its work. Such working groups include parent-teacher associations, home-school astions to
parents'
sociations,
clubs,
parents'
as-
sociations, mothers' clubs, fathers' clubs,
and
committees.
parents'
Sometimes
these groups increase their effectiveness
bv joining forces with council or
some other
a
community
themselves constitute that real partnership. If a partnership between parents and teachers has been established, thev
meet as equals to learn together, and to work together on their common problems toward common goals. To these common problems each father, mother, and teacher contributes from his special knowledge and special experience. Each gains in ideas and understandings, and the child gains three times over.
civic organization.
Playing Together Practical
Ways
of
Co-operating
\\ nether your group
There are manv kinds, or levels, of home-school teamwork. All communities have made a beginning. Sending notices of changes in the school's routine to parents
When or
is
one kind of teamwork.
a teacher writes a friendly letter
makes
is
furthering co-operation.
Other ways may include sending bulletins to parents from time to time, to give
them them
begin-
its
Square dancing
a helpful telephone call to a
parent, she
just
is
teamwork or is well on its way. one of the best means of bringing school people and home people together and furthering teamwork is through plav. In play, you join hands both figuratively and literally, and that is good. ning
is
well received
some communities, bridge others.
An
in
or bingo in
informal tea in the school
li-
brary each month, to which teachers in-
few parents
by getting your children to school on time. You co-operate if you keep children out of school when they seem to be coming down with a cold. You mav be
works well and teachers to a home for a Sunday evening snack is popular with others. The parents need not always be hosts. Teachers enjov sharing their homes, too. Some parent-teacher groups like to write and put on plavs. Some like to
able to share your resources with the
plan a stunt night for parents, teachers,
certain school news, or sending invitations to an art exhibit or an
assembly program.
You may
school
—
give
co-operate with the school
talks,
lend costumes, or
buv equipment. These samples of co-operation show interest, friendliness, and good will. They are all good in themselves, and good, too, because they mav lead to the kind of partnership so necessary in even-
community if children are to we wish them to thrive. While such friendly and helpful acts may be and usually arc continued when
school
thrive as
a real partnership exists, they
do not
in
vite a
in
some
and
groups.
pupils.
Fun and sions
are all
good
activities.
laughter tend to remove ten-
and smooth rough
Home and In
These
at a time,
Inviting parents
places.
School Visiting
many communities, one
of the best
approaches to the formation of a sound partnership seems to be the exchange of visits. Parents go to the classroom and teachers go to the homes. When Mrs. Cox visits Fred's classroom, she sees her child in relation to
"Team play" may be starting
work."
a cup
A
the
"team square dance or
point
of coffee,
for
games
or
conversation, lay the foundation for a new project.
how he works with them and for them. She noother children. She discovers
tices his special interests, his strengths
and his weaknesses, and makes plans to supplement the teacher's efforts. She observes the materials that arc being used,
and how they tices
are being used.
She no-
the teacher's weaknesses and thinks
home might fill the doesn't sing too well, "Miss Hart gap. father has a good voice. Fred's but should sing with Fred more Maybe he of ways in which the
often."
When
Miss Hart
visits
the
Cox home
and uses her learning, in the same way. She notices that the three bovs have to occupy the same bedroom. "What a good idea it was," she thought she learns,
"to give ?.
them the
largest
room
in the
Ewing Galloway
When is
children feel teachers and parents stand shoulder to shoulder, their morale considerably higher, and they tend to like school much better, too.
house and then divide it into three parts by sliding curtains, tov cases, and bookcases built high, so that each child reallv
has
some privacy
—almost
a
room
of his
own." Miss Hart notices with interest homemade equipment, and gets some good ideas for her classroom. But she feels that it is too bad that no one has ever helped Fred organize his books and tovs. It occurs to her that perhaps she can help him bv giving him charge of the school supplv closet.
This exchange of
visits
by parents and
teachers usually leads to greater under-
standing
of
each
other's successes,
other's
and each
goals,
each
other's prob-
Some-
lems, and to greater co-operation.
times these visits do not accomplish what vou had hoped for. This does not mean that vou should discontinue them. It does challenge vour ingenuity in making future
Can Children Be
Some children
the Connecting Link?
make the most
schools as
the
building good and school.
The day filled
pleasant and profitable.
visits
at
greatest
relations
school
of the
resource
for
between home
may have been
with interesting and fruitful ac-
which parents would be deeply interested. Rut when Father asks, "What did you do in school today?" tivities
58
in
Home and School Are Bill's
answer
likely to be,
is
"Oh, noth-
ing much." Bill does not have any idea that this answer gives a of his school
and
bad impression
his teacher!
Some teachers are using the last few minutes of each day to help the children recall what they did during the day, why they did
it,
and what came
of
it.
Parents
himself such questions as the following:
What
news. They are also urged to suggest to the children certain home news that
school
might be of
his life
Such items as getting a new puppy, meeting interesting people, and tapping maple trees for sap are all helpful in "telling"
time in the early grades. Certain kinds of homework assignments can help bring home and school together. For instance, the teacher can
159
works in the chapter Reports and Promotions, in Volume 14. A conference of this kind, to be at its best, must be planned carefully in advance by the child's father, his mother, and his teacher. The conference will be more fruitful if each of you has asked
are urged to ask frequently for school
interest to the school.
Team
a
them?
the
are
child's
home
and
What are his
Are meeting
interests?
together
needs, his concerns,
problems? Are school and home helping him solve his problems? In what ways does the teacher need help? The parents need help? How can each help the other?
These parent-teacher conferences, held under a tree in the park, over a tea table in the home, in a drugstore booth,
the children about her early school
or in the quiet of the classroom after
She can then ask them to interview Mother, Father, or Grandpa, and
necessary for parent, teacher, and child
tell
days.
report such interviews to the class. It can be suggested that they ask such questions as, "Where did you go to school when vou were in fourth grade?"
school hours, have
development.
A
many
of the qualities
conference of parents
"What
and teacher in behalf of a child can be an experience in friendliness, openmindedness, mutual searching, common agreement, joint planning, and mutual
like
satisfaction.
did you learn?" "What did you and what did you dislike?" An interview with some neighbor, particularly one with a special interest or a background in another country, can be equally helpful.
This exchange of news and informa-
How About
Discussion Groups?
Common
interests
may
bring parents
and teachers together for study and discussion. The group may be mutually in-
tion through child reporters tends to
terested in such topics as child behavior,
and the home curriculum to bring home and
educational legislation, a consolidated
unify the school curriculum
school closer together.
school, great books, or
These
By adding the
child to the parent-teacher
team when-
first aid.
joint study groups, in addition
to arousing interest
and increasing
in-
greatly
formation, have tended to erase those
Parent-teacher conferences arc being
imaginary lines sometimes drawn between parents and teachers. They have also, at times, led to the formation of joint committees, organized to make
ever
the
possible,
team
is
strengthened. Conferences
substituted schools.
Fill
a Need
for
You
report cards
can read
how
in this
many plan
certain studies or to
or
community
do certain school no way can the
jobs. In
.
Childcraft
:6o
importance of teamwork be better demonstrated than in the work of parentteacher committees.
of the class. Usually, before the close of each meeting, plans are made for the next meeting.
Through Meetings
for
"Classroom Parents"
many communities
In
today, parents
and teachers meet by classes. The parents and teachers of kindergarten children meet together, the parents and teachers of first-grade children meet together, and so on throughout the school. In general, discussion in your class
around the school work or school problems of your group. But a teacher often uses this opportunity to learn from parents the children's home interests and home problems. She meetings
is,
these
parent-teacher
class
meetings, you usually find good will
centers
of course, particularly interested in
those problems originating in the work
is
furthered, friendships formed, information gained,
and important work done.
Have Large Meetings a Place? Public meetings of yarious kinds
may
spread information and promote co-operation.
Forum
or panel discussions by
parents and teachers on any topic of
common
haye been found useabo\e ways. Talks on special school subjects art, music, health by the teacher in charge are enjoyed and found helpful. Opening school-board meetings to the public has been found interest
ful in the
—
—
Associations for parents and teachers bring together men and women with Mutual respect grows as they discuss common interests.
different points of view.
Public Schools. Madison, Wis
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3
Home and School Are be a wise and useful move in a number of communities. to
Challenges
to
Teamwork
Perhaps you have the impression that, means for developing and
given certain
carrying on teamwork between home and school, good teamwork just naturally follows. But it doesn't. Under the best conditions, teamwork, particularlv a genuine partnership, makes progress slowly.
Under the worst
progress
may be
conditions,
scarcely perceptible.
In order to grow and develop in any community, teamwork requires much careful nourishment and understanding care bv the persons involved. Homeschool teamwork is complicated because there are
manv
involved.
All
different kinds of people ages,
economic
various
manv cultural groups, manv communities, a number
and, in
groups,
and
religious groups
together.
The
job
is
need to be brought not easy and that
something of an understatement! These various groups tend to have different ideas about education. Some groups and some individuals in each group are likely to be greatly attached are willing to
follow blindly the newer ways.
The
great
majority have special mixtures of the old and the find the
new which
common
thev cherish.
To
goals of the various
groups, and to use the resources of to
work toward these
goals,
is
all
a chal-
lenge to parent-teacher leadership.
The
pressures of social
demands con-
another challenge to our ingenuity. If we have accepted the importance of teamwork with our heads only, and not with our hearts, our main pressures are likely to prevent our putting it into practice. It is onlv when we feel deeply that our children may be handistitute
101
capped without school-home co-operation in thinking, planning, and working, that we are able to put aside other things and make a place for it. Perhaps the greatest challenge to our ingenuity lies in overcoming the drawback of lack of preparation for homeschool teamwork. Our schools, colleges, and adult-education programs must help with this by providing their students with wide experience in the practice of democracy. Real teamwork can thrive only in a democratic atmosphere. Because of this lack of training, mam school people and many home people
humps
lack the skill to get over the
or
out of the hollows, of which there are
many
in
home-school teamwork. And,
lacking this
skill, it
takes unusual cour-
age to inaugurate a teamwork program on other than a surface level.
A
—
Some
Team
of racial
is
to the older ways.
a
Hope
Time
of
The
challenges to vou to
make
prog-
home-school teamwork are many. But, if you feel at all hopeless about the progress being made, you have onlv to
ress in
look about you. are
now
A number
of colleges
taking a genuine working
in-
terest in this all-important partnership
between
home
and
School
school.
boards, superintendents,
and
principals
are studving the question in their
own
communities. Teachers are experiment-
and other citizens are rapbecoming alert to the problem, and are discovering new and practical ways of contributing their ideas and other reing. Parents
idly
sources to the school.
as
As parents and teachers partners on common
common engaged ture.
learn to interests
work and
problems, they find themselves an exciting, satisfying adven-
in
In respect to
work, our time
is
a
home-school teamtime of hope.
Public Schools. Madison, Wis.
FAMILY GUIDANCE SERVICES ROBERT
L.
SUTHERLAND,
Ph.D.
Director, Hogg Foundation, and Professor of Sociology, University of Texas, Austin, Texas
Everyone
solves
some
ing with emotional and behavior prob-
of his prob-
lems every day. But when
lems
a single
problem looms large, when it troubles you most of the time, when the solution seems bevond you, then outside
Signs That Help
Needed
most of us meet perplexities working out the best relationship with our marriage partners, or in guidoccasionally
that a counselor or guidance center aids onlv families who arc in serious trouble. But that is not so. Psychiatry, case work, and counseling
in
a
stress
Is
We live at such high speed todav that
may be needed. Some people think
help
now
as they arise.
ing our children.
Most people
take these "problems" in
their stride, but their stride docs not al-
the advisability of securing
ways earn them
a problem becomes serious. Workers in these fields help individuals and families live more satisfying lives by aiding them in understanding and deal
help before
Danger In family
show .62
in the best direction.
signals life,
that help
warn of road hazards.
too, there arc signs that
may be
needed.
If
things
—
Family Guidance Services seem to be going along badlv over a is one sign. If a child's behavior and development are
who,
constantly baffling,
to child
period of time, that
own marriage short
or
if
the parents'
has
relationship
what they had hoped
of
in the
home
a
is
barom-
members
rela-
He may be a social case worker who. following two years of graduate studv,
The emotional climate is bound to be tense (or chilly) occasionally. If it if
development and family
for
eter.
hits freezing often,
further experience in problems related tionships.
in order.
is
Atmosphere
in addition to several years of pro-
fessional stud\ after college, has gained
fallen
these are signs that a trained person's
help
.6,
of the
family get on each other's nerves con-
and always about what they do, then something is wrong. Steps toward improving things should be taken. tinuously, always concealing
defensive
has had additional training in a childguidance clinic or a family service agency.
Or he may be
headed
directly
a person who has toward family counseling. If so, he has drawn from the previous fields mentioned, and has had work in home and family-life education, human development, and the so-
cial sciences.
What Does a Counselor Do?
Who
Is
a Qualified Counselor?
Counselors
help
people
deal
A
with
counselor
friendly.
is
He
or she
takes time to listen to your problems,
eral of the professions are trained to give
you find your own solutions. The counselor docs not pry, he does not hurry, and he docs not jump to con-
counsel and guidance to others. Here
clusions.
the word counselor
tion of the family situation, or of the
problems in their
lesser or greater
re-
lationships with others. People in sev-
is
used to refer to
in the professional field who does counseling or guidance work in family relationships, or emotional or so-
anyone
cial-adjustment problems of children.
A
psychiatrist, a psychologist, or a social
may be a counselor in some The term itself does not de-
and
to help
He
how vou
He may
saving, or to see
or
training
The
qualifica-
is
descrip-
especially inter-
and later in how about the matter.
make
cer-
he understands what vou are
mation
how he
own
ask a few questions to
tain that
case worker
anvone's
is
feel,
the child himself feels
agencies. scribe
and
child's behavior,
ested in
your
listens to
if
other helpful infor-
available.
counselor
may
give a child
—
— espe-
clinic," in a "family-counseling service,"
voung child an opportunity to express through normal play activity his underlying attitudes and emotions. The
or in a "family service bureau," whether
child
or not he or she bears the title "coun-
dolls, blocks,
tions, or exactly
The worker
in
selor," has usuallv
ough professional
a
works.
cially a
"child-guidance
had long and
training.
A
thor-
worker
in
child-guidance clinics or family service
bureaus
may be
a doctor
who
has spe-
ized
still
seling.
more
He
in
or she
room
outfitted with
and other children's equipobserved while he chooses
a setting can, over a period of time, usu-
at
may be
some
a psychologist
taken to a
ment, and is and plays with the materials. A counselor trained in working with children in such
and then specialchild and family coun-
cialized in psychiatry,
is
ally learn
enough about the child
to get
the cause of the difficulty and. to extent, to
work
it
out through play.
Childcraft
164
Whether
the counselor works with
the child and parents through interviews, carries on treatment through plav. or uses psychological tests, he strives first
for
an understanding of the present
difficulty.
the counselor
assists parents in understanding the beliefs, values, and moral
principles they alreadv have, the
gious leader
is
the one
who
reli-
teaches per-
sons what beliefs they should have, and what moral values represent societv's best experience.
Do Counselors
The
Tell
You What
counselor gives
vice, especially
to
little
during the
Do? or
first
no
ad-
confer-
Some churches are so aware of the need for both religious teaching and psychological guidance that they have
National Institute of Mental Health
A
counselor often learns what makes a child angry, whom he fears and whom he from the way he plays with toys. With the aid of this important knowledge gained while watching a child at play, emotional tangles can be unraveled.
trusts,
ence.
He
helps parents think about and
interpret the aids
them
meaning in
seeing
courses of action
may
of a problem,
where
and
different
lead.
Counseling is not a substitute for reguidance and teaching. While
ligious
added
a
counselor to their
staff.
These
counselors help families and individuals
understand
themselves,
part religion
is
Counselors
including
playing in their often
help
the
lives.
overanxious
parents relax and gain a broader perspec-
Family Guidance Services tive by showing them that "one mistake docs not make a problem child," and bv helping them understand problems that
to be
do need attention.
Recognizing a
In the counseling set-up, the parents
and the child gradually decide the way thev want to go. Hie counselor gives them encouragement as they make their decisions and their plans, This approach takes time, but it is more effective and
There arc found
.6;
also well-trained counselors in private practice.
Good Counselor
Each of the professions engaged in counseling has standards and wavs of accrediting of
Social
quickly let
members. The local Council and Health Agencies can vou know if a certain coun-
member
in full standing of his
selor
is
lasting than giving people cut-and-dricd
own
accrediting group.
advice.
vou
Where Do You Find Counseling?
A
counselor
mav be found
in a family-
a
It can also tell an individual has passed the "specialtv boards" in his particular field of work. A qualified person would be a full if
member
of his
own
professional organ-
counseling service, in a family service agencv, in a marriage and familv-coun-
such as American Psychiatric Association, American Psychological As-
seling center, in a child-guidance clinic,
sociation,
or in a
community guidance
center.
You
ization,
can find out about counseling services by
telephoning the Council of Social and Communitv Health Agencies, the Council, or the
Council,
if
than 30,000.
Community Welfare
vou live in a city of more If none of these is listed in
the phone directorv,
the
Communitv
Chest office, if there is one in vour may know. In some places, there
city, is
a
counselor in the child-welfare agency, the public school's counseling and guid-
ance
office, or
It is
important that the counselor be
No
diplomas or written qualifications substitute for real interest and warmth. If the counselor starts to give advice before he has the facts; if he seems impatient, hurried, unfriendly, or "preachy"; or if he blames you immediately for the problem that has arisen, he is not among the good counselors. At can
he
least,
is
not good for
you.'
the visiting-teacher serv-
How Do Guidance
In a small communitv where there is no Council of Social Agencies, it might
be well to ask through the nearest representative of the State
Department
of
Health, the State Department of Edu-
Department of Welfare for persons and agencies in the locality who arc accredited to do child and family counseling. In larger communities, some churches have employed welltrained marriage and family counselors. industries have such workers in
their personnel departments.
Clinics
Work?
When
adjustment problems are comstaffed by specialists from different fields may be the most helpful, if there is such a one within plicated, a clinic
reach.
The
cation, or the State
few
Association of
friendly to the person seeking assistance.
ice.
A
or American
Psvchiatric Social Workers.
clinic
team usually
consists of
;i
and psycholThese three individuals are a work
psvehiatrist. social worker, ogist.
ing unit their in
who have
wisdom
in
personal relationships.
trist.
who
how
learned
to pool
dealing with problems
The
psychia
generally serxes as director of
the clinic, has had special
training in
Childcraft
66 understanding,
observing,
explaining,
and interpreting the behavior
of chil-
dren, as well as in handling children
A
the one parents.
who The
who
worker is often spends most time with the
are disturbed.
social
psychologist
is
especially
and
helpful in determining by tests characteristics of the child.
three confer with one another as
their understanding of the child devel-
ops.
One
or
all
confer with the parents.
In practice, this teamwork
complicated than
it
ing with the family. Visits to the clinic
mav be made once a week, or more frequently. The length of time vou conon the progress
mav be known
clinic,
give
you
as a child-
mental-hygiene
community guidance
center, or
a
list
York
19,
N.
Y.,
is
establishing
can
It
of accredited clinics.
The Parents' Part
clinic,
mental
in
Treatment
You are always a vital part of the plan. You have lived with vour child and know him well. Also, since vou are the ones who can do the most to bring a change in the family relationvour desire to help is important. No counseling service ever takes the place of the responsibility, the good judgment, and the love of parents. The counselor merely helps persons who are intimately involved to see more clearlv
ships,
tinue to go depends
New
organization
standards for this kind of work.
about
and clinic staff have attained mutual confidence and a clear picture of what is needed, any one member of the team may play the leading part in work-
clinic
national
less
far
ents, child,
made. Such a guidance
1790 Broadway, the
sounds. \\ nen par-
is
Associa-
tion of Psychiatric Clinics for Children,
in-
terviews the ability and the personality
The
The American
health center.
and objectively what the problem is, and what can be done about it. The continuing, affectionate understanding and consistent guidance of the parent, and the trust of the growing child in his mother and father, are still the greatest forces in shaping a child's future.
A good
counselor
good
listener.
a She
is
helps parents get problems out in the open, so they can use their
own
abilities
and
strengths to meet them.
YOUR GREATEST GIFT
TO YOUR CHILD Ewim
M.
ASHLEY MONTAGU,
F.
feeling of belonging in the
Ph.D.
Then
Chairman, Department of Anthropology, Rutgers University, Brunswick, N.
New
Galloway
community. and family sense
this individual
of belonging will extend to the nation as a
J.
whole, and eventually, perhaps, to
other
all
human
beings.
Your Responsibility
Childhood its
own,
of the is
made up
asm and
has a special quality as far as the
human
race
is
Children find courage to face the world today largely in the security which they gain from satisfying human relationships. Their confidence to meet the demands of the world grows as they
all
development concerned.
It
of that wonderful enthusi-
which give embarking upon
become
children the feeling of
an adventurous voyage of discovery. For this reason, an understanding of your child, of how he grows, and of what he needs is all-important. This understanding, plus a warm, loving rela-
competent
themselves,
spirit of curiosity
in
learning
in
thinking to
use
hands, and in acquiring know-how for
our complex modern world.
Family
life
help
that
provides the relationships
the
child
become
tionship with him, est gift
past
child's
foundations for his relationships with all
others.
Each individual needs to feci loved, and to enjoy a sense of belonging in the family. Each family, in turn, needs that
more
acutely aware of the importance of
Such awareness develops ents pass on to him the heritage
is perhaps the greatvou can bestow upon him. Your relationship with you lays the
for
their
dition.
such
in
fields
tra-
as par-
of the
as
literature,
and
science.
art.
This helps the child to identify himself with the world of human beings of which he music,
is
technology,
a part.
Actually, this rearing of a ing
67
who
is
human
be-
so dependent on you should
Lilting folk tunes,
stir-
ring ballads, and inhymns old spiring make children aware of the
great traditions
that are theirs.
be a delightful responsibility. But there will be times when it mav strike you as an awesome task. This need not be the case. Perhaps the best help anyone can give you as a parent is to suggest that you relax, and then get you to do so. The word does not mean that you should do nothing. It means action with a minimum of tension. Your child wants to have faith in you. He wants to trust you. It is through this trust and faith and confidence in you that he deYelops those qualities in himself. These volumes of Childcraft are intended as a compass bv which parents may, in the light of the best knowledge, steer their course through the reefs and shoals sometimes encountered in bringing up children. If it were not for such occasional obstacles, family
life
would
not be the exciting institution that reallY
needlesslv guilty about vour mistakes or the mistakes of your children. This is
sponsible for
may
dren
selves,
It is
natural for you and Your children
make
mistakes.
You may
often feel
you can
mistakes
is
learning.
A
understand yourvour children. Making an important process of trv to
amount
certain
of frustra-
unavoidable and even desirable as a part of everyday living. But it is comforting to know that one can learn from one's own mistakes and from those of others. It can be said truthfully tion
is
the
that the historv of civilization
is
historv of fruitful errors
which
—
errors
have been converted into creative
ac-
tion in the right direction. It
is
helpful to
remember
that
to err. In spite of your best
it
is
and
you will make misThe important tiling is not to worry unduly when you do. The best course of action is to benefit from hav-
most
to
have.
selves as well as
human
Of Course, You Will Make Mistakes
if
feel that
Instead of chiding and blaming Your-
it
is.
you occasional^ have you are solelv rewhatever faults Your chil-
understandable
been made to
takes.
.68
careful efforts,
Your Greatest
Gii
made
i
Your Child
ro
169
mistakes so that you can do better the next time. Your example will help your children to learn from their
later health
mistakes, too.
the good in others and helps
ing
Achieving Happiness
Our Children
for
As parents, one of our major objectives
is
tional
to achieve physical
and emo-
and happiness
health
for
our-
and for our children. What then do we mean by health? In the broadest sense, it is the ability to love and the ability to work. Each child is born with selves
the potential capacity to realize both objectives. It
is
up
help develop those
to us as parents to skills
and
first
years of his
life,
to good,
warm, loving human beings. Parents are usually the first such beings a child knows. They provide the experiences which largelv lay the foundations for his
To know the joys of creating, tinkering,
and puttering have a gift of
is
to
lasting
value, no matter where you may find yourself.
to
be
be a
and even
for his happiness.
human being means happy person who brings out a healthy
An
them
be their own best
selves.
factor in
love, for love
tive
all this is
the best of
is
of
its
own
substitute.
for
Xo
is
crea-
for the
educational
all
fluences. It has a firmness
and
to
important
both for the receiver and
giver. It
in-
discipline
which there can be no child can ever be spoiled
by the right kind of genuine love, and there arc few if any problems which cannot be efficiently solved by its application.
Love
talents
which are a part of his birthright. Even- child is born not only with the need to be loved, but also with the need to love others. Everv human being learns to become a good, warm, loving person bv being exposed, cspeciallv during the
To
is
is
reciprocal. Like happiness,
experienced
fullv
freelv given. is
onlv
Our major
when
them
express
it is
task as parents
to help our children realize this,
to help
it
it
in
their
and
own
and behavior. To love means communicate to another that von arc "all for him." It means that you arc deeplv involved and interested in his welfare, and that you will stand by him attitudes to
when he needs Love
is
you. the environment in which hu-
Far more than gardens flourish
when boys and
discover advantages in co-operation by working with father.
girls
The day, as well as the peas, has finer flavor
when you work
man and
together.
beings flourish most healthfully,
which they learn
in
best. It
is
the
principal factor in developing the individual's capacity for being
human.
Life Is Living
Life
is
theory. It
a practice, not a thought or a is
a
work of
art, for it is
made
which follow on up As parent, vou will other's heels. a each find more satisfaction in your family relationships if vou provide vourself with helpful materials that have been tested bv experience. Parents and children are involved toof a series of acts
gether in the educative process.
mav
the beginning, children
From
be invited
to participate activelv in the process of their
own development. Let your
child
and learn nurserv rhymes and songs which have come down through
listen to
the years! Let
him hear
which peoples of
the wonderful
nations have Let him learn to play games and explore the world around him! Encourage him to do and make things with his own hands, to use his ingenuity, and to applv what he has learned! stories
written!
all
Let him read about the great discoveries in technology and in science! And give him, through the study of great works of art, the opportunity to express himself naturally.
Broaden vour
child's horizons.
him an understanding
Give
of other times
Encourage him to take part around him so that he will develop wide interests and main hob170
and
places.
in the life
W
The
children benefit the dogs,
much as when caring as
for pups becomes a concern of
the entire family.
a *^«f J* bies.
Help him achieve skills through and interests. This is the true
his play
path
of
education,
for
such a back-
ground stays with a child as he grows, and he will find it useful under any conditions he may meet. Educating Your Child
You,
as
a
foundation for your child's education by keeping in mind that education should not be confused with instrucis
furnishing the indi-
vidual with information,
him
in
such
skills as
The purpose and tion
and training
the three "R's."
Education goes much deeper. It draws out the individual so that his skills and talents are developed for his
is
human
to prepare boys
and
girls for liv-
harmony with Knowledge in and
other
human
beings.
not of much use unless put to wise use. As a parent, you of itself
helpful to
it
offer
is
remember
your child love, you
best of
all
that
offer
if
it
is
will
you
him the
educators.
Mental Health
Is
Important
Before vour child can
live
in
peace
and harmony with others, it is of the utmost importance that he enjoy sound mental health. To achieve this, your child will always need such essential emotional vitamins as Jove, acceptance,
own welfare and for that of his fellow human beings. The quality of being a warm, loving human being cannot be
security,
emphasized too stronglv. No matter how competent a child may be at the three "R's," he is not successful as a human being unless he is competent at the fourth and most important of the "R's." This most important "R" is his
his parents love, want,
171
beings.
function of educa-
ing in creative peace and
find
parent, can best lay the
tion. Instruction
relations with other
faith,
protection,
independence.
guidance, and control.
Love. Every child needs to feci that and enjoy him. He needs to feel there are people near
him who
what happens
care
Acceptance.
know
Every
needs to for himlie wants them
that his parents like
self, just
the
way he
is.
to him.
child
him
1-2
Childcraft him
when
need them
just as
he acts according to their ideas of the
well-being.
If
way
the benefit of these psychological vitamins, you will learn from him a great deal about being human. The child who
to like
all
the time, not just
a child should act.
Every child needs to know that his parents will be on hand, especially in times of crisis when he needs them most. He needs to feel that he beSecurity.
longs to a family or group; that there is
a place
where he
fits in.
No
one can
much for emotional your child has received
has been treated with the respect and affection that
his birthright will cast
is
about him wherever he goes, and especially on his parents.
his bright light
give another person security all the time,
Passing on the Torch
but you can give your child enough security to make the moments of inseProtection. Every child needs to feel that his parents will keep him safe from harm; and that thev will help him when he must face strange, unknown, and
frightening situations.
up,
that his parents
want him
to
grow
and that they encourage him to
try
He
needs to know that thev have confidence in him and his ability to do things for himself and by himself. Faith. Even" child needs a set of moral standards to live by, and a belief in the human values. Among such val-
new
ues
things.
are
kindness,
generosity,
and
courage,
honesty,
democracy
of
what
Control. Every child needs to that there are limits to
what he
know is
per-
mitted to do. and that his parents will hold him to these limits. He feels safer
when he knows
though it is all and angry, he cannot with impunity be allowed to give that,
right to feci jealous
You
can readily sec that,
if
children
need vitamins for physical health, they
ethnic, or
belong.
It is this
—
give them.
Almost two thousand years
ago, the Master said: Except ye ... become as little children, ye not enter into the Kingdom of Heaven. .
shall
Nothing
is
more important than
ing the best parent vou
You
are the
will imitate.
know how
models that your
What
are to your children
what your children
is
beto
chil-
you, as parents,
likely to influence
will
be to their
dren. This will not apply in
chil-
all respects,
it will in many ways that are basic. You make your greatest gift to your child as you make your home the happy place it can be, and as you make the
bosom
of the family the
model
for all
way, you social comyour home, your help to make will healthy and your country munity, and imsuch an To participate in strong. relationships.
portant program
these feelings.
may
parents, in the past, too often failed to
but
this guidance.
the most
which parents of today can offer children respect which many
their
how
others, supply
is
religious,
political,
respect
dren
to get along with
craft
respect for the indi-
is
other group he
Guidance. Every child needs to have friendly help in learning how to behave toward persons and things. Grownups around him, who show him bv example
full rein to
Child
vidual worth of the person, no matter
be.
justice.
the most important job
is
important of all the crafts in which you as a parent can participate. The basis
to
Independence. Every child needs to
know
Parentage
in the world.
curity bearable.
There
is
no
your child.
is
In
this
a privilege
indeed.
greater gift you can give
A HEALTHY PERSONALITY FOR EVERY CHILD LEONARD W. MAYO,
S.Sc.D.
>uz*nor
White House Conference
of 1950 based concern for children on "the primacy of spiritual values, democratic practice, and the dignity and worth of every indiand on how we can develop vidual in children the mental, emotional, and its
.
Was Chairman century
Executive Committee. Mid-
White House Conference on Children
New
and Youth.
York.
New York
>uu
.
.
spiritual qualities essential to the indi-
vidual happiness
and
to responsible
citi-
zenship, and what physical, economic,
and
social conditions arc
deemed
neces-
development." Appropriations from Congress, grants from foundations, and contributions from individuals, made the Midcentury Conference possible. About one hundred thousand individuals participated in preparing for the Conference, and more than 5,000 delegates attended, insary to this
vour child develop a healthy That personality matter of vital imis
a
portance to you as a parent. Indeed, it is a matter of equal importance to you that even child have the opportunity to develop a healthy personality. On this -
basic principle, in the last analysis, de-
pend the well-being and strength of our and national communities.
cluding 500 teen-agers.
local, state,
No uals
nation
is
and families of which
it
is
a Healthy Personality?
the term personality is defined as "the thinking, feeling, acting human be-
terial,
great importance of a healthy
personality for every child was national!}
Is
In the Midcentury Conference ma-
com-
posed.
The
What
stronger than the individ-
recognized
when
the Midcentury
ing,
who, for the most
part, conceives
of himself as an individual separate
173
from
Childcraft
174
other individuals and objects. This hu-
man
being does not have a personality;
he
a personality."
is
The requirements for the development of healthy personality are set forth in the White House Conference factfinding report, Personality in the Making, edited by Helen Leland Witmer and Ruth Kotinsky. These requirements
make up
his world. Studies of mentallv persons and observations of babies deprived of their mothers, particularly ill
months, show how important the development of trust is to mental health. These studies show, too, after the age of five
how
development sudden shattering, may the whole personality.
seriously the lack of
of trust, or affect
its
are supported in the four guidance vol-
umes
of
Childcraft. You
will recog-
nize these principles as the essence of
what you have been reading Basic Trust
In the
Is
first
here.
Self-Coniident Independence Is Essential
About the month comes
twelfth or the fifteenth
the development of the
the Foundation
year of
life,
a sense of trust
growing out of the child's relationship with his mother, and later with his father and others who should
emerge,
The toddler who becomes aware himself as a person, able to act on own, has taken a forward step.
child's
a baby has learned in his first year Mother is to be trusted, the foundation for a healthy personality in the future has been well and truly laid. If
that
of
his
awareness of himself as an inde-
pendent human being. Much of his energy during the second or third year is directed toward asserting that he has a mind and will of his own. If he succeeds, he develops self-control without loss
of
self-esteem.
doubt and shame.
Failure
leads
to
A
Healthy Personality for Every Child Courage
Act on His
to
175
Own
The development
of a sense of initia-
follows the establishment of the
tive
child's sense of
independence. At the age
of four or five, his enterprise
nation able to
and imagi-
become important. He regulate his own conduct
is
now
to
some
degree, through a developing sense of
conscience. that care
The
sense of initiative
is
one
must always be encouraged, and must be taken to sec that children
do not have to
guilty for having
feel
dared to dream. Sense
of
Achievement Furthers Growth
The foundations
of healthv personal-
through the building of trust, independence, and initiative. At about the time he enters school, the child should be able to develop a sense of industry or accomplishment, based on real experiences rather than make-beity are laid
have the powers and use their imaginations, you can be satisfied that their growth is good. If
four-
courage
and
five-year-olds
to try out their
lieve.
Under average circumstances, the
early school years are a period of steady
Children
growth.
and
skills
that
knowledge good workman-
acquire
make
for
ship and the ability to co-operate, to play fair,
The
and
to follow the rules of the
chief danger
is
game.
that the child
may
develop a sense of inadequacy or inferiority. Then he may become rebellious or aggressive, in order to deal with this
problem. Living out Conference Ideals
Even- parent and every teacher can
work toward
a healthy personality for
the children in his or her care, in dayto-day living. It docs not take special
equipment or
training,
but
it
docs take
understanding, affection, and patience.
Self-assertion
may
venient, but, in is
not always be conmoderate amounts, it
also part of a healthy personality.
Adults must learn to know and control if thev wish to understand
themselves
and influence children. These volumes of Ciiildcrafi can help vou be more
Childcraft
176
understanding, and make it possible for you to give the affection your children need.
You
can carry forward, in your
home
and community, the recommendations and spirit of the Conference if you realize that the relationship you establish between yourself and Your children is the key to success.
An
attitude of con-
fidence in and respect for as people,
together with
\
our children
warmth and
interest in their affairs, goes far
toward
making them your friends. This mutual respect between children and adults is essential for a wholesome human relationship. It is
important to keep the relation-
ship with Your children enriched and lively. Interesting activities that you and your children can enjoy together are worth looking for and trying out. Every parent should budget some time for
volunteer work with the local school, church, or social agencv, the White
House Conference Committee in the some other organization working to make the community a better state, or
place for
all
children.
Following up the Conference
Even before the Midcentury Conference was held, plans were in the making to carry its message back to the grass roots. It takes courage and audacity to talk about a healthy personality for each child. So manv countries cannot provide even the bare necessities of life for large numbers of children that they can give little thought to anything beyond that. Here in the United States we have the wealth, the security, and the facilities
which should enable us to give attention to such basic things as personality devel-
opment, and get
real results. Lura Briscoe Owen
MIDCENTURY WHITE HOUSE CONFERENCE
Pledge to Children TO YOU, members
on your
relying
who hold within you our most cherished hopes, we the Midcentury White House Conference on Children and Youth,
out children,
of the
full
response,
make
this pledge:
We
From your earliest infancy we give you our love, so that you may grow with trust in yourself
and
dice
we may
in others.
will work to lift the standard of living and to improve our economic practices,
so that vou a full
We will respect your right to be yourself same time help you
at the
may
encourage your curiosity and
We family
will
provide
your social
conditions
w ill work
to conserve
and improve
and, as needed, to provide foster care according to your inherent rights.
We
will intensifv
our search for new
knowledge
in order to guide
add to your learnexperience, and to your
fectivelv as
you develop your
will
you more
adult, establishing a family life of your
will illustrate
We
will
ef-
potentialities.
As vou grow from child to youth
happiness.
We
in
life
for
wholesome play that ing, to
the
de-
We will protect you against exploitation and undue hazards and help you grow health and strength.
your pride in workmanship, so that you may have the satisfaction that comes from achievement.
We
may
velop vour talents and contribute to a better world.
opportunity freely to create. will
the material basis for
cational opportunities, so that you
We will help you to develop initiative and imagination, so that you may have the We
mav have
life.
We will provide vou with rewarding edu-
to under-
stand the rights of others, so that you experience cooperative living.
achieve a truly democratic societv.
We
We
will recognize your worth as a person and we will help you to strengthen your sense of belonging.
and
will work to rid ourselves of prejuand discrimination, so that together
to
own
and accepting larger social responsibilities, we will work with you to improve conditions for all children and youth.
by precept and example the value of integrity and the importance of moral courage.
that these promises to you cannot
Aware
encourage you always to seek
be
the truth.
fullv
met
in a
world at war, we ask you
to join us in a firm dedication to the build-
We ties
will
provide you with
possible to develop vour
all
opportuni-
own
ing of a world society based
faith in
justice
God:
We
SO
your understanding of
MAY YOU
God and
open the way for you to enjoy and to use them for deepening
will
the arts
and mutual
all
— 1
grow in joy, in faith man, and in those qualities
in
of
and of the spirit that will sustain us and give us a new hope for the future.
vision
life.
in
on freedom,
respect.
WHITE HOUSE CONFERENCES The
First
White House Conference
Goal:
A
specific objective
provement was called into session by President Theodore Roosevelt in 1909. Goal: To stimulate higher standards of child care, to set
new
goals,
schools,
all
was the im-
child-welfare
recreation
agencies,
programs, and health
facilities.
Acfion Taken: Data on Child Health and Pediatrics produced by this Confer-
and to em-
phasize America's responsibility for
of
her
ence are
children.
still
being used by medical schools
and public health groups both here and
Action Taken: The United States Chil-
abroad.
dren's Bureau established bv Congress in
1912.
Child founded voluntary
Welfare League of America 1920 to work with private or
in
child-welfare
agencies
for
the
improvement of their programs. Subsequent White House Conferences have had the same general purposes as the first one, and in addition rather specific
The Fourth White House Conference
objectives as well.
the effect of economic and social factors on the welfare of children, with emphasis on housing, wages, unemplovment, and
was convened bv President Franklin D. Roosevelt in 1940. Goal: A specific objective was to explore
the standard of living.
The Second White House Conference
Action Taken: While the entrance of the United States into World War II made it impossible to carry on the program as
was called into session by President Woodrow Wilson in 1919. Goal: A specific objective was to find ways and means of keeping homes intact
originallv planned, the Conference was held and inclusive data on the economic and other phases of child care were made available and given wide circulation. This
when death
of the father created an eco-
nomic
for the surviving
crisis
widow and
children.
Action Taken: First A /others' Pension drafted, eventually adopted in one form or another in various states. These ultimately led to the Aid to Dependent Children Act which is part of our Social Security Program.
Laws
Conference emphasized the need
for spe-
education for parenthood. The Conference also stressed the fact that the family has the most influence in shaping the life of the child.
cial
The Midcentury White House Conference on Children and Youth was called into session by President Harry
Truman
The Third White House Conference
S.
was called into session by President Her-
ganize
bert
Hoover
in
1930.
Goal:
A
and
and action
178
in
1950.
was to orcontinued interest state and local committees
specific
objective
stimulate in
ON CHILDREN AND YOUTH ^ oJiiggg'
on children and youth, and to collect a solid bod}' of scientific knowledge on what constitutes a healthy personality.
Action Taken: the
participation
Among of
the results were
100,000
citizens
in
preparation for the Conference, including
numbers of young persons. Active committees were organized in every state and territory, and valuable scientific materia] on what constitutes a healthy personality was collected. The six White House Conferences have increased the awareness of the American people of the special needs of children and large
youth.
They have helped
to
build
and
strengthen public and private programs for children and young persons. They have emphasized the importance and the sane titv of the American home, and the primacy of spiritual values. They have given added status and prestige to parents and teachers. They have demonstrated that
children
and
its
are
the
nation's
total wealth.
greatest
They have
assets
indirectly
influenced needed legislation. And they have added substantially to the literature on the development and rearing of children and vouth.
From all parts of the world, they came to the Midcentury White House Conference, concerned about the hope for humanity children's welfare, health, and education for the future of the world lies in a healthy personality for every child.
—
—
179
Childcraft
8o
The Sixth White House Conference was convened by President Dwight D.
enhower
Eis-
in i960. Participating in the five-
day conference were more than 7,500
indi-
These came from every state in the Union, with 500 representatives from viduals.
-2 other countries.
Among
the participants
Action Taken: The deliberations of the 210 work groups, each group consisting of 30 persons, resulted in a total of 1600 resolutions. These had to do with eight broad areas: children and vouth as individuals, social environment, physical environment, values
and
ideals,
human
rights, religion,
personal services, and particular agencies.
workers,
Delegates urged a Department of Edu-
parents, the clergv,
and young people. Goal: The main objective of this Golden Anniversary White House Conference on Children and Youth was "to promote opportunities for children and vouth to real-
cation with full cabinet status, guidance
ize their full potential for a creative life in
programs for students, a nation-wide study of school dropouts, and reciprocal arrangements among states in teacher certification. Xational, state, and local committees were to be set up throughout the country to
freedom and dignity."
promote these
were
educators,
doctors,
social
goals.
READING FOR PARENTS In connection with a study group, or for
vour
own
pleasure and information,
you mav want to read more about child guidance and getting along in the family. The following are just a few of the many simple, readable, excellent books and pamphlets available. This list has been compiled with the
to Everyday Problems ot Bovs and Helping Your Child from , to 12. Random House. 1958.
Guide Girls;
IIvmis. James L„ jr. Understanding Your Child. Prentice Hall. 1952. A Child Development Point of View. 1955. Jenkins, Gladys Gardner, and Others. These Are Your Children, expanded cd.: with a special section. "Studying Children."
assistance of the staff of the Association for Family Living under the direction
of Dr. Freda S.
Gruenberg, Sidonie \l. We the Parents; Our Relationship to Our Children and to the World Today, rev. cd. Harper. 194S. Parents'
Kehm.
Whitman.
Aldrich, C. Anderson and Mary. Babies Are Human Beings: an Interpretation of Growth, id. cd. Macmillan. 1954. Bacmeister, Rhoda. AH in the Family. Appleton. 1951. English, Oliver Spurgeon, and Foster, C. }. Fathers Are Parenfs Too; a Constructive Guide to Successful Fatherhood. Put-
nam. 1951.
W. How to Live Through Junior High School. Lippincott. 1959. Larrick, Nancy. A Parent's Guide to Children s Reading. (Cardinal ed. C 314. Pocket Books. 195S. 1
Neisser, Edits G. Brothers and Sisters. Harper. 1951. The Eldest Child. 195".
Spock, Benjamin McLane. Baby and Child Care. rev. and enl. cd. Giant Cardinal ed., GC 40.) Pocket Books. 19s 1
Iraiberg, (Mrs. Selma II. The Magic Understanding and Handling the Years; Problems of Ear/y Childhood. Seribner. 1959. Frank. Mary (Hughes) and Lawrenci K. How to Help Your Child in School. (Signet Kcv Book, Ks 314.) New American Librarv of World Literature, Inc., 501 MadiY. 1954. son Avenue. New York 22. Your Adolescent at Home and in School. Signet Kcv Book, KD 3-2.) 1959Gesell, Arnold Luther, and Others. Youth; the Years from Ten to Sixteen. 1
-
Stone, Lawrenci Joseph, and Church, Joseph. Childhood and Adolescence; a Psj choJogv of the Growing Person. Random House. 19".
V
Harper. 1956.
Cruenberg, Benjamin Charles and Sidonie (Matsner). The Wonderful Ston of You; Your Bodv. Your Mind, Your Feel ings.
1953.
Johnson, Eric
Garden Citv Books, i960.
181
Wolf, Anna W. M., and Helping with
Your Child's
introduction
h\
S/\s/. Suzanni
/.'motional
Milton
).
Growth; E.
Senn.
Doublcdav. 19s 4Pamphlets
These pamphlets mav be obtained from the Association for Family Living. ^2 West Randolph Street, Chicago 1. Illinois, or from the publishers.
Childcraft
82
A kin. Edith L. "Aggressiveness in Children." Child Studv Association of America. "What to Tell Your Children About Sex." cd. bv Adie Suchsdorf. Perma Books. 1958.
Menninger, William C, M.D. "Grow-
i
Frank. Josette. "Television: How to Use It Wisely with Children." rev. cd. Child Studv Association. 1959. Grossman, Jean Schick. "Brief Encounters in Faniilv Living." Play
Schools Associa-
Grlenberc. Sidonie M.. and Krech. Hilda S. "Your Child's Friends." Public Pamphlet =285. 1959. L.. Jr. "Being a Good Parent." Teachers College, Columbia UniverAges 1, 2. sitv. 1949. "Enjoy Your Child and 3." 16th ed. Public Affairs Pamphlet #141. 19=58. "Three to Six: Your Child Affairs
Hymes, James
—
to
Up
sociates.
Emotionally." Science Research As19 5".
Xeisser. Edith G.. with sociation for Familv Living.
School."
8th
cd.
Public
of the As-
staff
"How
to
be
a
Good Mothcr-in-Law and Public Affairs Live with
to
Associates.
Grandmother." Pamphlet =1-4. 1951. "How Children."
Science
Research
1950.
Walter
Xeisser,
tion. 1959.
Starts
ing
and Edith G. "Making
the Grade as Dad." Public Affairs Pamphlet = 1 5-. 12th ed. 1958.
Ernest
Osborne, Partnership."
G.
Teachers
"Parent-Teacher
Columbia
College,
Universitv. 1959.
Ross, Helen. "Fears of Children." Science Research Associates. 1951. "The Shv Child." Public Affairs Pamphlet =239. 1956.
Affairs
Pamphlet =163. 195". Jenkins, Gladys G. "A Guide for Family Living." Science Research Associates. 1956.
Addresses
of Publishers:
Kehm, Freda S. "Ten Commandments for Parents." The Association for Family
Child Studv Association of America. 9 East 89th Street, New York 28. X. Y. Bureau of Publications, Teachers College,
Living. 19^9.
Columbia Universitv,
L.
Krug, Othilda. M.D.. and Beck, Helen "A Guide to Better Discipline." Science
Research Associates. 1954.
Lambert. Child
— from
phlet
= 144.
Clara.
"Understand
Your Pam-
6 to 12." Public Affairs 19th ed. 1957. Le Shan, Eda J. "The Onlv Child." Public Affairs Pamphlet =293. i960.
New
Plav Schools Association.
York
19,
X. Y.
41
West
Inc.,
5-th Street. New York 19. X. Y. Pocket Books, Inc., 630 Fifth
Xew
York
Public Street.
20,
Pamphlets, 22 16. X. Y. Research Associates.
Affairs
Xew
Avenue,
X. Y. East
38th
Inc..
2^9
York
Science East Erie, Chicago 11.
Illinois.
INDEX
This material in
It titles,
complete Index in one alphabet to 1-1 5 of Childcraft.
a
Volumes
gives
listings
subjects,
It
poetry, songs,
is
and
under authors,
first
illustrators,
lines of poetry.
includes such types of material as games, stories,
and
child care,
of famous people, pictures, on various phases of family living,
lives
articles
and primary education.
The customarv practice of indexing has been followed in using the volume number, followed bv a colon and the page numbers on which each reference will be found. For example, Billy Boy, song, 11:86 means that the song BiJJv Boy will be found in Volume 11 on page 86. Cross references are also made to other parts of the Index. For example, Ant Cows: see Aphids, means that material concerning ant cows will be found in this Index under the heading Aphids.
1
INDEX Camps and Camping by
He Roy
Abbott,
L. in the
birdie with a yellow
book,
think,
I
Abraham
is
bill,
very
Lincoln's
Ground, 7:163-174
Organized
1:68
like, 2:1
Boyhood
as
Addams,
A
Your
Is
by
Jane, 6:128-134
Clothier. 14:270-
Adopted Child. The, by Sherwin, 12:231 Adoration of the Magi" by Bosch, 10:26g Adventures in Handwoi\ by Parkhill and Spaeth,
sec Safety
Achievement due to self-reliance, 14:42-44
8:210 Adventuring Through Excursions by Olsen and
needed for healthy personality, 15:175
—
Olsen, 14:236
A, E,
I, O, or U, game, 8:67 Aerodynamics, 9:183 A. E. (Russell, G. W.)
Stories
Albert Schweitzer by McNeer, 6:207-212
Alexander Graham Hell by Tait, 6:159-16(1 Babe Ruth's Own Story by Ruth. 6:135-139 George Washington Career by Ross. 6:103-109
Frolic, 2:45
Aesop
Louis Braille by Martin, 6:161-166
Belling the Cat, 3:232
Luther Bur bank by Bragdon, 6:187-195 Map That Came to Life, The, by Montgomery,
Crow and the Pitcher, The, 3:233 Dog and the Bone, The, 3:236 Farmer, His Son, and the Donkey, The, 3:230-
6:110-112
New
Bright World for fenny Lind, A, by Benet.
231
Fox and the Stork, The, 3:234 Goose That Laid the Go/den Egg, The, 3:240 Hare and the Tortoise, The, 3:239 Lion and the Mouse, The. 3:235 Maid and the Milk Can, The. 3:237 Town Mouse and the Country Mouse. The,
6:64-68
North to Labrador, a story of Wilfred Grenfell by McNeer, 6:178-186 Robert Fulton Makes the Paddles Work, by Judson, 6:54-59
Rosa Bon h cur Breakj Her Needle by Roberts,
3:228-229
6:95-102
Thomas
Wind and the Sun, The, 3:238
Alt a Edison by Wise. 6:118-123
True Story Brooks.
oj
Benjamin
Franklin,
The,
A
by
fairy
went a-marketing
When Mark Twain Was
Information
a Boy. 6:89-94
on
the
1:174
.
be
of
affection
found
in
a
throughout
12, 13, 14, 15
Affection" by Zorach. 10:2
^
Africa
animals: see Animals
Art
art: see
Acting
diamond mine
South Africa, 9:129
in
plants: see Plants
— Africa —
— Africa
— Africa
Acrobats. 10:64
Playmaking and Play Acting by Smith. 8:130-
place
growth may Childcraft volumes
child's
Wright Brothers Learn to Fly, The, by Cottier and lafTe, 6:113-117 Young George Washington by Baldwin. 6:29-33 Achievement Tests: see Testing Programs
— Africa
Folk Tales Talk by Courlander and Herzog, 3:1 1^-121
Africa
148
Trips:
—
Affection
6:
Will Rogers by Garst, 6:196-206
Activities:
Osborn,
276
Dietrich, 15:51
Achievement
bv
dillar, a dollar, 1:47
Looking Toward the Teens by
Responsibility
Accidents: see First Aid
—Prevention:
Children
Adolescence: see also Puberu
Acceptance of Age, 13:207-208; 14:48-49 Prevention
Groups for
organized neighborhood groups, 15:129-130
Told by Himself,
Acceptance, Group: see Group Acceptance
Accidents
and Toys by
14:241-246
6:69
Accident
Haskell, 14:255-263
.Utilities
Peller. 13:65-70
Animals That Live
A A
Through
Learns
see
also
Carpentry:
Handicraft:
lobs;
Drawing:
Field
Painting:
Play:
Pictures:
Egypt
Plavs
l8 5
see
— Pictures
Congo
River
— Pictures;
Childcraft
86 Africa
—
African Violets
my
After
—
Aldrich,
"My
Fisher, 1:72
A
bath, 1:72
Afternoon on a Hill, poem by Millay, 2:49 "After the Bath" by Cassatt, 10:26d-26e
A
Age-Mate
of, 13:207-208;
Relations:
14:48-49
Friendship;
see
Gangs:
Group Play
Age
"Me-Can-Do," The, by
of
—
Agriculture: see also
Ilg,
Gardens; Seeds;
13:73
Pictures, 9:181
Farm and Farmer
in this index;
Is
Surrounded by
Air
Realr, 9:92
Us in Some Machines, 9:209 The, poem by Bennett, 1:103
for
Airplanes, 9:183, 213, 264 jet airplanes,
9:210
Airplanes— Models, 8:188-189; paper, 9:184
— Airplanes —
Pictures, 9:94, 259, 264
Stories
JafTe,
man
of the sea, 1:162
All along the backwater, 1:157 All
around the cobbler's bench, 11:47
Carmen Stone Young Children, 13:226-230 Allen, Frederick H. When Things Go Wrong, 14:45-51 Allen,
a Boy, 6:89-94
Mary Louise First Snow, 1:148
Allen,
Zipper Suit, 1:73
Alligators, 7:185-187
Allingham, William Fairies,
The, 1:176-177 1:133
on earth do dwell, 11:155
All people that
All the birds have
All Things Bright
come again, 11:134 and Beautiful, song, 11:154
All
Through
I
went and went,
1:81
the Night, song, 11:36
Alphabet Games For Dinner I Like, 8:37 In the Zoo, 8:37
Herbert the Helicopter, 4:226 Hinckjey, Space Explorer, 4:222 Wright Brothers Learn to Fly, The, by Cottier
and
old
Aboard the DeWitt Clinton by Nolan, 4:184
All through the garden
service to mothers, 13:229
Airplanes
little
Swing Song, A,
for Us, 9:94
Airplane,
A
My Is
What Makes Air Mover, 9:97 What Makes Our Weather:, 9:98 Works Works
to Eat!' 13:177-184
Mitten Song, The, 1:73
Air, 9:95
Has Weight, Too, 9:93
How Do We Know
U\e 2:37
When Ma>\ Twain Was a Blanket of Air, The,
9:91
Fun with
elf,
Allen, Margaret Ford
Aerodynamics
Air on the Move, 9:96
Earth
gypsy
Traveling with
Soils
Ahoy and ahoy, birds!, 2:25 Ail^en Drum, song, 11:56 Air: see also
Mary M.
Child Doesn't
letter is a
All
Agricultural Machinery
1:140
Alexander Graham Bell by Tait, 6:159 Alexander Mackenzie by Shore and Oblinger, 6:34 Alice's Supper, poem by Richards, 2:58 A little light is going by, 1:98
furry coat has the bear to wear, 1:91
Age, Acceptance
I?,
Winter, 1:148
Pictures, 7:223
poem by
After a Bath,
Am
What
Stories
Eggs for Sale by Campbell, 5:219-225
6:113-117
Minister's Cat, The, 8:3
Alschuler, Rose
What Kind
H. Manners
of
for
Our Children?,
15:135-142
Air Pressure used in some machines, 9:210
Aladdin and the Wonderful Lamp, from the Ara-
Amberg, William, illus. 9:260, Ambulances Pictures, 9:286
261, 262, 264
—
America, poem by Smith, 2:196
bian Nights, 3:199
America, song, 11:143
Alaska animals: see Animals Alcott, Louisa
—Alaska
May
Louisa Alcott's Childhood, 6:75-79
Dorothy Brooms, 1:126 Hiding, 1:78-79
Aldis,
Ice, It
1:148
Was,2:\l
Utile, 1:66 Picnic. The, 1:80
—
American Flag
Stories
Star-Spangled Banner Girl by Bailey, 5:32-39
—
American History Poems: sec Colonial Period in America Poems: Pioneer Life Poems; Revolutionary War in America Poems; United History Poems States
—
—
—
—
—
—
American History Stories: see Colonial Period America Stories; Pioneer Life Stories:
—
United States
—
— History — Stories
American Indians:
see Indians.
American
in
Index
18-
Animals
Americas, Children of the, 5:77-172
America the Beautiful, song by Bates, 11:144 A Mighty Fortress Is Our God, 11:150 Amphibians
—
Africa:
see
army ass,
ants, 7:132
chameleons, 7:183; 9:39
Toads, 7:119-120
chimpanzees, 7:21, 22
An An
Play:
Toys
angel, robed in spotless white, 2:20
ostriches, 7:28-31; 9:41
snakes, 7:181
Clothes, The, 3:87-92
Animals
Real Princess, The, 3:110-111
army
Steadfast Tin Soldier, The, 3:112-117
Ugly Duckling, The, 3:213-226 Anderson, Catherine Corley, illustrations, 8:242245, 247, 249-260
Sewing /
for Fun, 8:241-261
Can Be a
218
ostriches, 7:28-31; picture, 9:61
Animals
Crackers,
sheep, 7:84
Siamese
poem by Morley,
1:71
Friends, 4:7-170
Animal Houses:
Animals: see also
c,
tigers. 7:14-17; picture. 9:42; color plate,
—
d
ostriches, 7:28-31
—Houses Animals— Care; Birds: Animals
Insects; Pets; Reptiles;
make
Fishes;
and names of animals,
Animals
— Stories,
and names
ot
ground, 7:163-174
that live in water, 7:150-162
work
all
for
winter: see Hibernation
man.
—
—
Animals Canada Pictures Canada geese, color plate. 7:108g
mals, as Cats, Dogs, Horses
that
108
lark. 7:104-105 moose, 7:42-44; 9:40
of zoo, 7:1-31
that sleep
geese. 7:91,
meadow
pocketbook animals, 7:17-19, 44-45
that live in the
koala,
kingfishers, 7:108-110
and woods, 7:32-56
stories: see
picture, 9:41
— Australia —Pictures 7:30 Animals—Canada Canada
stuffed. 8:244-245, 2M
for traveling,
from waste
to use toilet, 13:47-54
materials, 13:67-70
interest in. 13:286
letthandedness, 13:28 love, 13:31-3, 64, 69, 80; 15:166a, 168
traveling, 13:226-30
mental growth. 13:27
weaning, 13:44
mother, attitude toward, 13:9
weight
relationship with, 12:82-3; 13:14. 60-4; 15:168
who
week. 13:12
well-being of, 13:40
Babies
works, 15:75. 76, 78
13:6
at birth.
loss in first
recognition of, 13:60-4, 41
—Care:
see also Feeding
music, 13:298, 301
hospital rooming-in. 13:15-19
naps, 13:187
Keeping a Baby Comfortable by Montgomery and Suydam, 13:32-39 mother's and father's parts in. 12:^2-84 newborn, 13:9- 14 newborn and the father, 13:23-24
needs, 12:69; 13:31, 40; 15:168
comforting, 12:14-15 to
be near mother, 13:29
newborn,
and the
13:6-8, 9-14: see also
Newborn Baby
father. 13:23-4
arrival of in family, 13:I'» S
jealousy of, 12:132. 133, 134: 13:198-9, 224 noises
made
by. 13:59
9:9 — Red Chair." Babies — Poems: Babies
"Baby
Pictures, in
Artist
Unknown.
10:24
see also Lullabies
Here All
We
See by
by Aldis.
personality development, 12:102
Little
play, 13:68-70. 286
What Docs
De
la
Mare. 1:66
1
Little Birdie
Say? by Tennyson. 1:92
Childcraft
194
—Sculpture Babies— Babies
Teacher
"Rocking Chair" by Moore, 10:25
Ball, 8:5-6
Tenpins, 8:11-12
Stories
Tether-Ball, 8:60
Christmas in the Piney Woods by Simon, 5:68-
poem by
Ballad of China, A,
Baboons, 7:23
Baby Animals—Pictures,
9:8, 11, 12, 13, 14, 16-17,
19,48,61; 10:31 "Baby in Red Chair," Artist 18,
Unknown,
10:24
Have an
Poems and, illustrations,
Joyce,
94,
95,
108,
105,
109,
100,
98,
97,
128,
130,
2:109-200 5:18,
101,
131,
20,
133,
21,
6:103-
103;
135,
137,
139
Balloon Man, The,
poem by Fyleman,
1:111
Balloons, 9:93, 210
exchange, 15:130 Sitters
Ballads, Storytelling
Ballantyne, 24,
"Baby Owl" by Durer, 10:31 Baby Sitters Influence by Lowndes, 15:97-
Balloons
—Poems
Balloon Man, The, by Fyleman, 1:111
104
Baby Talk, 14:188-189
Balls for baby's play, 13:69-70
Bach, Johann Sebastian
The Boy Who Couldn't Be Discouraged,
11:162-
Baltimore Orioles, color
plate, 7:108e
Bands (Music), 11:18;
163
Little Elf,
illustrations, 5:164, 166, 167, 169,
171, 172
Barbers, 9:211
Barefoot Days,
Barges
Pictures, 9:48
—
poem by
Field, 1:131
Pictures, 9:268
Bark (Tree), 7:227 Bark (Tree)—Pictures, 7:230, 231 Barker, Roger C. and Louise S.
Badminton, game how to make, 8:60-61 Bailey, Carolyn Sherwin
Personalities
Need
Balancing, 14:37-44
John James Audubon, 6:60-63 Star-Spangled Banner Girl, 5:32-39
Barnum,
Teeny, Tiny Lady, 3:28-29
Barnyard Song, song, 11:80
J.
Hyde,
illustrations, 1:104, 105; 2:38,
Barrows, Marjorie
Bain, Katherine for Health, 14:70-75
"White-Headed Eagle," by Audubon, 10:39
Barton, Clara, 6:83-88
Baruch, Dorothy
Balder by Cooke, 6:234
W.
Divorce and Separation
Baldwin, Alfred L.
Your Child Moves Beyond the Family
Circle,
14:3-9
,
12:215-221
Merry-Go-Round, 1:82 Stop— Go, 1:100 Baseball
Baldwin, James
Boy Lafayette and the Wolf, The, 6:40-43 Story of William Tell, The. 6:245-246
Young George Washington,
Cric\et, The, 1:93
Bardett, William F., illustrations, 2:50-53, 64, 65
Bald Eagles, 7:105-106
6:29-33
Baldwin, Louise E. Silver Pesos for Carlos, 5:164-172
Basketball, 8:60
Instru-
The, 1:170
Bannon, Laura,
Badgers
game
Musical
Bangs, John Kendrick
Bactrian Camels, 7:12
What Your Child Needs
also
Banging Heads, 13:33
Rhoda W. Children Learn to Handle Money, 15:64-72 Bacon, Peggy Cub and the Crocodile, The, 4:25-29 Bacteria: see Germs Bacmeister,
—
see
ments; Orchestras
Back-Yard Play Groups, 13:239-241 Back Yards, 8:50-65
Ball,
Richards, 2:116
Ballads, Folk Songs and, 11:73-108
76
Babe Ruth's Own Story by Ruth, 6:135-139 Baseball—Pictures, 9:186, 222 Basketball, game, 8:60 Bates, Katharine Lee America, the Beautiful, 11:144 Baths
equipment
for baby, 13:38-39
of baby, 13:35-37
—Poems
Clock Golf, 8:57-58
Baths
Croquet, 8n^)-57
Ping-Pong, 8:13-14
After a Bath by Fisher, 1:72 Bath Time, song, 11:68
Sidewalk Tennis, 8:7-8
Bats, 7:51-53
39
Index
195
Bayeux Tapestry Famous French Tapestry, A, 10:62-63 Beanbag, game, 8:12 Beanbags, bow to make. 8:244
Beethoven, Ludwig van
Beans, 7:217
Beetles—Pictures, 9:22,
Beans—Pictures,
The Boy Who Heard fireflies..
7:215, 216: 9:24-25
click.
Beets
Bears, 7:1-6
9:4S; — Polar Bears — Bears —
Bears
Pictures:
color plate, 7:28c; see also
—
Bear Goes to School, A, by
Behind him
Belling the Cat by Aesop, 3:232
Frog, The, 1:97
Becoming Resourceful by Hymes, 15:58 Bedding
Rebecca,
Summer, poem by
Yak, The, 2:87
Stevenson, 1:166
"Lady Jean." 10:22
—
Belonging: see Group Acceptance
Benda,
Bedtime
Daniel Boone, 2:187
should be quieting, 13:186
Western Wagons,
stalling with questions, 13:154
Dreams
see also
—Poems;
Lulla-
Was by
Dusk by De
the
De
la
la
Mare, 1:167
Mother Goose,
1:22
2:100
by Fyleman, 2:46
Dorothy H. Some Mothers Go Out
Boats, 1:105
Bergengren, Ralph Berry, Elizabeth, illustrations. 14:S4, 123, 136, 202,
Beers,
to
Work,
15:75-81
Bees
honeybee colony, 7:122-127 Pictures, 9:4.
Bastin
Kite Whither. 2:26-27
Beef Cattle: see Cattle
— Bees—Poems What Does Bees— Song
Rowena
Flight of Icarus. The, 6:222-225
worry. 14:49-50
Beech Tree, The, poem
Bennett,
Benson, Sally
Bed-Wetting, 13:54,200
Bees
in confident tones,
Airplane. The, 1:103
Mare, 2: IS
Willie Winkic, from
to
Benjamin Jones
Ingenious Little Old Man, The, 1:162
Aldis, 2:13
Through
Sleepyhead by
due
2:1 MO- 101
Pictures, 9:42
Bennett, John
1:22
Wee
—
2:100
by Stevenson, 1:166
Diddle, Diddle, Dumpling, from Mother Goose,
Now
Bengal Tigers
Benjamin Jones Goes Swimming, poem by Fisher.
bies
//
for Jenny Lind, A, 6:64-68
Benet, Rosemary and Stephen Vincent
13:189-190
Summer
T., illustrations. 6:222-224, 220-231
New, Bright World
handling resistance, 13:94
in
W.
Benet, Laura
parents', 13:89
—Poems:
W.
Bellows, George
"Bedroom, The," by De Hooch, 10:26c Beds Poems My Bed by Scott, 1:67
Bedtime
IS!
Vulture, The, 2:86
of baby, 13:34-35. 39
Bed
Belloc, Hilaire
Elephant, The, 1:161
8:175-190. 192
rituals,
gray Azores, 2:178
Be kind and tender to the Frog. 1:97 Alexander Graham, 6:159-160
color plate, 7:44d
is
lay the
Bell,
Picures, 7:49, 50
decision
F.tiquette:
Temper Tantrums
Tattling; Teasing;
Sickels,
Beck, Guilford L., illustrations, 7:95. 191. 214, 265;
in
Pictures, 7:223
Spoiled Child; also such as Biting; Dawdling;
Beavers, 7:48-51
Bed
Pictures, 7:218
Behavior Problems: see Discipline;
4:68-74
—
52, 59
Before the Baby Arrives by Del Solar, 13:3
Goldilocks and the Three Bans, 3:15-18
Beavers
—
7:140
9:23
Begonias
Pictures
Stories
Little Black,
the Trees Sing, 11:170-171
BeeUes, 7:136-137
l
\
>.
64; color plate. 7:124d
244.
2^»1
Better beans
and bacon
Between the
Scissors,
in peace.
Betzner, Jean
Reading Together, 12:189-194 the Bee
The Fly and
Do
by Rossetti, 1:65
Beverages
eggnog. 8:1^5 the
Humble
Bee, 11:59
3:229
game. 8:70-71
milk shakes, 8:194-195
Childcraft
196
What Does
M.
Beyer, Evelyn
His Language
Is
Rich and Fluent, 13:111-J16
Wings and Wheels by Turner, 2:25
Biber, Barbara
What
—Protection 7:104-105 Birds—
Play Means to Your Child, 14:93-100
Birds
meadow
Bibliographies
After chapters in Volumes 7 and 8
Bird Cage with Tassels, A, by Parrish, 4:90-103 Spoonbill and the Cloud, The, by Hudson,
4:82-89
Bicycles
they work, 9:193
Bicycles
lark,
Stories
Books for the Family Library, 12:197-204 Reading for Parents, 15:181-182
how
Birth: see Childbirth; Reproduction; Sex Educa-
—
Pictures, 9:188
tion
pedal, 9:199
Birthdays
menu and
Bidushha Lays an Easter Egg by Jones, 4:37
dinner for Dad,
Biers, Clarence, illustrations, 4:21-24, 159, 160, 164-
in the family, 12:170-172
Birthdays
170
Big and Litde Bears (constellations), 9:149 "Big Apples, The," by Cezanne, 10:26h
Bischoff,
Stories
Use,
Bison
illustrations, 9:20, 21. 24. 25, 27, 30,
Cow, A, 10:32
Biting
Bitterns
Biography
—
Pictures
least bittern, color plate,
Persons, Adventures of, 6:7-160
—
Bitterroot
—Pictures
color plate, 7:204b
Pictures
Blacl{
color plate, 7:236c
and Gold, poem by Turner,
Birdbaths, 8:228-229
Black-Eyed Susans, 7:196
Birdbaths—Pictures, 7:103; 9:250
Blackstock, Josephine
Black
Birdhouses, 8:224-228
Birdhouses
Pictures, 7:109
Blake, William
Laughing Song,
Audubon, John James
banding
birds, 7:96, 97
making
birdhouses. birdbaths. and feeding
Bland, Jane Cooper sta-
of the Bird
World by Hausman,
—Care
canaries, 7:69
Sense of
Birds— Migration, 7:95-96; Canada geese, 7:108 Birds
—Nests— —
chart, 7:97
Pictures, 13:124
Blocks
names
of birds, as Robins
—Poems Once
I
Saw
to Rise
how
to
make. 8:183-184
tin-can building blocks, 8:214-215
a Little Bird, from Mother Goose,
Blough, Glenn O.
by Stevenson, 1:68
"Blowing Bubbles,
Discovering the
1:40
Time
Cannot See by Lowenfeld,
2:122
inflight, 9:91, 133
see also
Who
Blindman's Buff, game. 8:26; picture, 8:81 Blind Men and the Elephant, The, poem by Saxe,
Pictures, 9:10
—Poems:
Children
12:267-269
color plates, 7:108a-108h
Birds
Drawing, and Modeling, 14:217-223 William E. Family Council, The, 12:115-120 "Blessing. The," by Chardin, 10:26a Blind: see also Dogs for the Blind; Touch, Painting,
Blatz,
7:93-112
Birds
2:81
Spring, 1:118
tions, 8:224-229
Birds
Spiders, 7:148
Bladderworts, 7:205-206
Woodpecker, The, by Roberts, 1:99
Our Friends
Widow
Bladder Control: see Toilet Training
— —Poems
Birds: see also
1:141
Friend of Greece, 5:191-201
Bird Cage with Tassels, A, by Parrish, 4:90
Birdhouses
7:108h
Bitterroot, 7:202
Birch Trees, 7:236
Birch Trees
3:144-148,
control of anger, 13:202-203
36, 40, 45, 54, 63
Billy Boy, song, 11:86
Famous
2:168-173;
illustrations,
150, 151
Big Tall Indian, The, song, 11:58
A. K.,
—
recipes, 8:206-209
Hare's Birthday Party by Kozisek, 4:15-20
Big Dipper, The, 9:148-149 Bilder,
Say? by Tennyson,
Little Birdie
1:92
World 15.
>v."
of Science,
14:196-201
by Manet. I0:58f
—
1
1
Index Boo\, A, poem by Love, 2: Bookbinding Pictures, 9:276
Blow, Wind, Blow, from Mother Goose, 1:39 Bluebells,
poem by De
Bluebirds
Pictures
—
la
1
—
Mare, 2:33
Book
Bluebonnets, 7:197-198
—
Book
Stories
Luanda by
Bluebonnets for Blue Crabs, 7:154
—
Famous Boo\, A, 10:47 Books: see also Authors; Illumination of Books and Manuscripts;
—Sculpture Boastfulness—
history, 9:276
kinds. 9:277
Reading Together by Betzner, 12:189-194
Stories
Tortoise,
The, by Aesop, 3:239
Boats: see Steamboats
9:267,
Pictures: Ships
268;
see
also
Canoes
—Pictures
kayak, 9:74
—
—
Borja,
—Poems
Boston
Phillips, 4:184-191
Botany: see Plants
and Co-ordination by
Stolz, 14:63-69
Own Body
by McCune,
Botde Feeding, 13:44 "Bottle of Suze" by Picasso, 10:76 Bottles, Musical, bow to make, 8:266 Botts,
13:5=5-59
A.,
illustrations,
147, 148, 149, 150. 151. 152 Bill, illustrations.
9:144. 154
— 9:221 Bonfires — Poems Autumn by Stevenson, 1:138 Bongos— Pictures Pictures,
Fires
t l
Bonheur, Rosa, 6:95-102 Bonnard, Pierre "Landscape
at
Stories
5:57-67
in Size, Strength,
color plate. 7:2S
—
Christmas Eve on Beacon Hill by Cavanah, Boston Tea Party, game. 8:87
Robert of Lincoln by Bryant, 2:52-53 Body, Human: see also Sex Education
Bonfires
218; 15:61.
Bossy Cow, song, 11:49
Ocean Travel— Stories America by Judson, 5:174-18(1
Steam Comes Upriver by
Boggess,
210,
232, 233;
192,
10:44
11:65
Edward
129,
"Adoration of the Magi," 10:26g "Temptation of Saint Anthony (Detail), The."
Stories: see
Discovers His
12:209,
illustrations,
14:11,
84, 95
the Boats? by Stevenson, 1:106
—Songs Tugboat, The. Boats —
Connie,
Bosch, Hieronymus
Boats
Boehmer,
make, 8:177-178
—
13:34, 69;
Ferry Boats by Tippett, 1:104
He
2:1
a reason for excessive questions, 13:153-154
rowboat and motorboat, 9:188 Poems: see also Sailing Poems Boats sail on the rivers, 1:127 Bobby Shafto, from Mother Goose, 1:34
Boats
Growth
to
Poems Cumberland Gap by Carmer, 2:186 Daniel Boone by Benet and Benet, 2:187 Bo-Peep, Little, from Mother Goose. 1:58 Boredom Boone, Daniel
boat, 8:189
balsa boat, 9:75
Bobolinks
how
Boone, Daniel, 6:44-49
Pictures,
Journey to
—
Bookshelves,
Bennett, 1:105
Boats
Where Go
values, 9:278
Books Poems Boo\, A, by Love,
Story of Kattor, The, by Travers, 4:104-111
—Models paddle-wheel Boats—
Library by Duff, 12:195-204
collecting, 8:1 17-1 IS
"Wild Boars" by Warneke, 10:126
poem by
Home
Building a
Boars
Hare and the
Illustrators; Libraries; Liter-
ature; Paper; Storytelling
Pictures, 9:4: color plate, 7:108a
Boa Constrictors, 7:180-181 Boarding Schools by Hamilton, 14:264
Boats,
of Kells
Picture from a
Savers, 5:78-85
Blue Jays, 7:99
Blue Jays
Lists
Books for the Family Library, 12:197-204 Reading for Parents, 15:181-182
color plate, 7:108a
Bluebonnets
197
Vernon," 10:122d
9:135,
136,
Davi,
illustrations,
11 frontispiece,
title
page. 89, 107, 132. 133. 151; 13:13. 31, 43, 138, 15s, 208, 252. 274, 276; 15:23. 64, 73, 99, 157
Bounce-Ball, game. 8:56
—
Bow and Arrow Bowel Training: Bowman,
Pictures, 9:186
see Elimination: Toilet
Training
Chariot, illustrations, 1:90, 91, 140, 141.
1%. IT "Row, Wow," Says the Dog, from Mother Goose. 1:20
Boxes used in handicraft, 8: 75-1 89, 1
2l
i
Childcraft
98
Box
Brink, Carol Ryrie
Turtles, 7:177-178
color plate, 7:60b
"Boy Blowing Bubbles" by Manet, 10:58f Boy Blue, Little, from Mother Goose, 1:27
Boy Lafayette and the Wolf, The, by Baldwin, 6:40
—
Boy Scouts
1
—
Pictures
Muffin Man, The, by Richards, 1:112-113 Three Plum Buns by Rossetti, 1:69
Little
Red Hen and
the Grain of Wheat, The,
retold by Hutchinson, 3:8-10 Mill{ for Breakfast,
poem by
poem by
Stephens, 1:69
True Story
2:64
Benjamin Franklin, The, 6:24-28
of
Brooks, Phillips
Everywhere, Everywhere,
Christmas
Tonight,
2:77
O
Little
Town
of Bethlehem, 11:127
Sometimes
Rivals,
Sometimes Friends by Neis-
12:131-140
ser,
Brotherhood of Man: sec
Human
Relations
Brother-Sister Relations skills of
opposite sex, 15:48-49
Building Friendlier Feelings by Lasko, 12:141-
Sometimes
Little
demand
feeding, 13:14
Rivals,
Sometimes Friends by Neis-
12:131-140
— —Poems Relations —
Pictures, 12:102-103
by Aldis, 1:66
Brother-Sister
Stories
Silver Pesos for Carlos by Baldwin, 5:164-172
13:12
weaning, 13:44
Two, and Three, The, by Rowe,
Brothers One,
5:226
of water animals, 7:150
Brown, Beatrice Curtis
Bremen Town Musicians, The, by Grimm and Grimm, 3:43 Brevannes, Maurice, illustrations, 1:148, 149; 2:58,
59,66,67,70,71,
made from
clay,
and punishment)
— Pictures
Little Black
V"g. 1=95
Brown and
furry, 2:60
Browning, Robert Pied Piper of
Bright Children: see Gifted Children
Year's
Brill,
Hard
Sing about Jonathan Bing, A,
to
Paul Bunyan's Christmas, 6:253-256
9:245, 248
Richard G. Children Who Are
Song
2:93
Brown, Taggert Ted
9:123
Pictures, 9:266; 10:104-106; see also
Natural Bridge
Jonathan Bing, 2:92
New
Brown, Margaret Wise
104, 105
Bribes: see Discipline (rewards
Bricks—Pictures,
a Special Challenge by
12:149-156
Liss,
Brother-Sister Relations
Breathing, 9:29
272
Reptiles, 7:175-188
S.
Brother-Sister Relations
nipple care, 13:12-13
schedules versus
—
and Other
poem by Tennyson,
Brooks, Elbridge
ser,
Breast Feeding, 13:10-11
Bridges
Brool{, The,
148 Rossetti,
1:68
Bricks,
S.
Turtles, Lizards,
appreciating
Stories
of,
by
148
Supper by Richards, 2:58-59 Blow, Wind, Blow, from Mother Goose, 1:39 Hot Cross Buns, Old English, 1:64
value
Bronson, Wilfrid
Some Combinations Arc
Alice's
Breakfast Time,
Away from Home
Dowley, 15:82-89
Building Friendlier Feelings by Lasko, 12:1419:232, 235
—Poems
Bread and
Through Death by Franklin, 12:207-214 Fathers Must Be
Brother-Brother Relations
Bread—Pictures,
—
value, 14:265
Brooms, poem by Aldis, 1:126
Stories
jungle, 9:72
Little
may have
Divorce and Separation by Baruch, 12:215-221 Losses
— — Courage— Brazil —
Bread
boarding schools
Some
Pictures, 15:131
Brahms, Johannes The Modest Genius of Music, 11:178-179 Brahms' Lullaby, song, 11:38 Braille, Louis by Martin, 6:161-166 Brann, Esther Nanette Visits the Chateau, 5:202-210 Braque, Georges "Musical Forms," 10: 22f Bravery Poems: see Courage—Poems Bravery Stories: see Achievement Stories;
Bread
Rare Provider, A, 4:112-121 Broken Homes
of Hearing,
12:270-
tit
I
fame/in, The, 2:126-135
the Spring, The, 2:40
Brown Thrashers
—Pictures
color plate, 7:KISb
3
Index Brueghel, Pieter, the Elder "Children's Games," 10:58j
Robert of Lincoln, 2:52-5
—
Burrowing Owls, 7:172-173 Burton, Virginia L., illustrations, 2:36, 37, 94, 95 Buses— Pictures, 9:259, 260 school bus. 15:155
Pictures, 9:119
Buckeye Trees, 7:240
Money poem by Da vies, 1:128
Budget, Family: see
Busoni, Rafaello, illustrations, 2:152, 161
Buds (Tree), 7:229-230, 231 Buds (Tree)—Pictures, 9: 36 108,
3:15-17,
109;
51;
4:15-18,
20;
Buffaloes
—
Water
poem by
Richards, 2:86
Pictures
Butterflies
—Pictures;
Building
Materials; Carpentry: also kinds of buildings,
Houses
Building a
Library by Duff. 12:195
Building Friendlier Feelings by Lasko, 12:141 Building Machines, 9:179-180 Building Materials, 9:245-252
Buddings— Pictures,
9:179: 10:109-114, 117
Building the Strong Family by Lindeman and
to
game
—
how
to
1:95
Button, Button, game, 8:20
Buzz, game, 8:69 Bye, Baby Bunting, from Mother Goose, 1:16
braes,
9:46, 53 Cadel. John M.. illustrations.
6:253. 255
Bull in the Ring, game. 8:27
Cain, Leo F.
Bull Snakes, 7:180-181
—
Pictures, 9:46
Handicapped Child in School, The, 14:139-144 Award Winners Aulaire. Ingri and Edgar Parin d'. 2:2, 3. 122,
Caldecott
Bully: needs help. 14:17
Bumblebees, 7:127 Bumblebees Pictures. 9:64 Bunn. Harriet
—
Wapple's
Rossetti, 2:60
Cacti— Pictures,
Pictures, 7:119
Bull Thistles
by
Fuzzy Wuzzy, Creepy Crawly by Schulz, White Butterflies by Swinburne, 2:60
make, 8:178
Bullfrogs, 7:117-118
—
—Poems
Caterpillar, The,
Pictures. 9:17*
Bulletin Boards,
Bullfrogs
monarch, 9:16-17
11:100
make, 8:58
Bulldozers
Pictures, 9:7, 64
By the shores of Gitche Gumee, 2:174 By yon bonnie banks and bv yon bonnie
Glasser, 12:289
Bull Board,
—
color plate, 7:124b
Butterflies
Home
Moths
cabbage, 9:22
Architecture
see
in family. 7:204
collecting, 8:123-124
buffalo, 9:207
Building:
how
in family, 7:202
Butterflies, 7:133-136; see also Caterpillars;
Bugs: see Insects
as
columbine
Roberts, 1:81
hepatica in family. 7:198
marsh marigold
5:2,3 Buffalo, The,
poem by
Butterbean Tent, The, Buttercups
Buehrig, Rosemary, illustrations. 2:22. 23. 56, 57, 73,
The," by a
Burros, 7: v
Bryce Canyon National Park
72,
(detail),
Japanese Artist, 10:53
Bryant, William Cullen
Buds,
199
"Burning of the San jo Palace
123: 6:1
Index Dalmatia
—
Dear Lord, for these three things pray. 1:146 Death Leading Causes, chart, 15:53 Losses Through Death by Franklin. 12:2117-214 Death Stories Spoonbill and the Cloud, The, bv Hudson. 4:
Stories
1
Journey to America by Judson. 5: 174-1 SO
D'Amico, Victor Magic of Art, The, 10:v Dams, 10:100-101
Dams— Pictures,
209
—
9:114, 211, 250
Dancing, 13:300-301
89
an outlet for energy. 13:108
Debussy, Achille Claude
informal training, 13:31 10-31 II
The Composer Who Broke the Rules. 11:188-189 Dechmann, Louis, illustrations. 4:131-141, 143.
—
Dancing Poems Cock-a-Doodle-Doo
Round
from Mother Goose, 1:46 Now We Dance by
,
May
the
Pole
—
to
Stories
Cinderella, retold by Gibson, 3:177-l sS
Madelon Dances by
—
Pictures, 9:5
owcroft, 6:44
Darters
—
volumes
De
Creeft, Jose
"Picador." 10:Sl
Deer, 7:42-44
Deer—Pictures,
7:42. 43: 9:14
Daugherty, James H., 6:44. 46, 47. 49
and Edgar Parin
Cupboard. The. 1:70 see
Aulaire,
d'
Here All We See, 1:66 Huntsmen, The, 1:77 Mary, 2:22 Miss T., 2:23
Buds, 1:128
Now
Day
Sleepyhead, 2:1s
before April, The, 1:119 of the Rain. 1:123
2:20
Delphiniums
Find North During the Day, 9:85-86 :
.
9:133
9:156
Children in Trouble, 14:52-60
Day and Night, 9:78-79 Day before April, The, poem by
Del Solar, Charlotte Before the Baby Ami
es,
1
\
Persephone by Cooke. 6:229-233 Davies. 1:119
"Dead Bird" by Lippold, 10:81 Deaf Children Who Are Hard of Hearing by
Denmark art:
set Art
Denmark Brill.
— Denmark
— Fairy Tales
Emperor's
New
Clothes, The. by
Anders
3:87-92
12:270-272 tree that
—Pictures
color plate. 7:220a
"Demanding" Children, 13:136 137 Demeter, Greek Goddess
Day, A. Whittier
little
73
Delivery: see Childbirth
What Can You See in the Daytime Sky Where Do the Stars Go in the Daytime?,
Dear
1:1
the Dusk. 1^167
Delphiniums, 7:222
Dawn, poem by Dunbar. Day to
Through
Some One,
Snow!, 2:71
Dawdling. 14:51
How
Pieter de
Bluebells, 2:33
Mary Carolyn
at the
"
Dandi, the Deer by Coates. 4:42-52
De Hooch, Pieter: see Hooch, De la Mare, Walter
illustrations,
D'Aulaire, Ingri and Edgar Parin:
2:1 s
Stories
retold
by Dasent, 3:72-76
Look
12, 13. 14. 15
—Poems Deer—
Pancake, The, 3:30-34 Dashing through the snow, 11:116
Drums
allowing children
be found throughout
Daniel Boone by Benet and Benet,
Webbe Lad Who Went to the North Wind, The.
Ingri
in
may
Deer
Pictures, 9:51
Dasent, George
Davies,
decisions
color plate. 7:44c
the river. 1:106
is
make
Chii.ik raft
Dandi, the Deer by Coates, 4:42 Danger: see Safety Daniel Boone, poem by Benet and Benet. 2:187 Daniel Boone's New Home in Kentucky by Mead-
Dark brown
of
Deck Tennis, game how to make court, 8:60-62 Dec\ the Halls, song, 11:124
Phillips. 5:146-153
Dandelions, 7:190. 192-193
Dandelions
Making
Information on problems
Turner, 1:129
Dancing
145. 146
Decisions,
we
plant today, 1:130
Real Princess. Tin. by Andersen. 3:1
III
1
I
1
4
Childcraft
210
Steadfast Tin Soldier, The, by Andersen,
Ugly Duckling, The, by Andersen, 3:213-226
how
frequent, 13:257, 265-266
—
Pictures, 9:286:
Difficulties in
lies
animals: see Animals
—
Deserts
scolding, threats are ineffective,
—Deserts
Pictures, 9:73; see also Cacti
—Pictures
Destructiveness, 14:57-58
Development Information on the phases of a child's develop-
ment may be found throughout Childcraft
the
DeWitt
12:44-45
in the situation.
parents disagree, 12:23, 38, 40
Radio and
TV
Are not Tools
—
self-assertion and achievement, 12:70-72 Should Good Marks Be Rewarded?, 14:158
should show fairness, 14:47-49
when
Clinton, by Nolan,
12:72-73
to say "no,"
Discipline by
Stories
Howie, 14:147
Discipline for Self-Reliance by
also
names
of inventions, as Telephone
Discovering the World of Science bv Blough, 14:196
Diapers
commercial services, 13:38 washing, 13:38
Discovery
Donald J., and Palk, Helen King of the Fur Traders, The, 6:153-158 Dickinson, Emily
Dickie,
Period
America:
in
based on
TV
programs, 15:17, 18
Morning, 2:20
Family Council, The, by
and His Cat, by Hill, 3:62 Diddle, Diddle, Dumpling, from Mother Goose, 1:22
Food Harry
F. Is
Your
Responsibility,
15:51-57 in
Blatz, 12:115-120
parents, 12:48
informal neighborhood planning. 15:125-126
12:2M
parents of handicapped,
Learning:
see
Learning,
Difficul-
Discussion Groups
—
friendlier attitudes in
Living with Others bv
Omwake,
13:201
Pictures
on human
relations fostered,
15:119 Dishonesty: see Honesty
Digging Machines, 9:178, 213 Dillar, a Dollar, A, from Mother Goose, 1:47 Corinne, illustrations, 2:20, 21, 74, 75,
188, 189
Ding-a-ling ding-a-ling!, 11:64
Ding, Dong,
mothers, 13:17
pregnant mothers. 13:6
ties in
Dillon,
modern
for
new
nursery school, 13:234-236 on child development, 12:9 parents and teachers, 15:159-161
Accident Prevention
Difficulties
Columbus,
Discussion Groups
doctors with
Dicl{ Whittington
see
Christopher; Mackenzie, Alexander
Autumn, 2:66
Difficulties
Washburn, 12:107
Discoveries in Science, 9:288: see also Inventions;
Diamonds, 9:129
Dietrich,
15:15
taking the consequence, 13:138
4:192-200
Diet: see
for,
related to planned activities. 14:123
rewards and punishments, 12:105; 14:154 rewards for accepting medical care, 13:258, 260
Designs, Space: see Space Designs
Aboard
Omwake,
of groups, 14:244
Design Art for Children, Childcraft, volume 10
volumes 12, 13, 14, 15 Dew, 9:105 DeWitt Clinton (Locomotive)
Living with Others by
13:201-208
13:256, 265
Deserts
All
commands,
democratic methods, 14:8-9
Child's Teeth by Sillman, 13:261-266
Dentists
two-parent job, 12:123-124
14:39-41
Dentistry
Your
a
causes tension, 12:14-15
3:112-117
Bell,
from Mother Goose, 1:37
Dingey-Bird, The,
poem by
Field, 1:190
Directions, 9:84-90
Traveling by the Stars, 9:155 Disappearing, game. 8:^.39 Discipline: see also Crying; Rules; Spoiled Child;
Temper Tantrums
Disney, Walt, illustrations. 1:94, 95; 2:S2, ^3 Disobedience: see Obedience: Reason
Diverting History of ]ohn Gilpin, The, Cowper. 2:152
poem by
Divorce and Separation by Baruch, 12:215
Dixon, Rachel Taft,
illustrations,
1:58,
59.
1
24-
127
Doctor and the Dentist—Your Child's The, by Richmond,
1 .3
:
Friends,
2^
Dr. Dolittle's Pushmi-Pullyu by Lofting, 4:151
Doctors: see also Medical Care
Index Doctor and the
Dentist— Your
Child's Friends,
211
Dowley, Edith M.
Some
The, by Richmond, 13:254-260 Doctors Pictures, 9:2X6
Fathers Must Be 15:S2-89
—
Dog, The, poem by Herford, 2:84 Dog and the Bone, The, by Aesop, 3:236
Down
Dogs
"Down cellar," said the Down! Down!, poem by
care
and
Dog's
Rights,
The 7:59
kinds and characteristics, 7:58-62 Tribute to a Dog, A, by Vest, 7:58-59
Dogs
—
Pictures, 9:5; see also Puppies
Dragonflies
—Poems
Chums
by Guiterman, l: s 7 Dog, The, by Herford, 2:S4 Lost Pup, The, by Mead, 1:198-199 Old Mother Hubbard, from Mother Goose,
Smith, 14:224-228
Playmakjng and Play Acting by Smith, 8:130-
Egyptian Bronze Dog, An, 10:30
148
—Songs
Drawing, 10:12-14
Oh Where, Oh Where Has My
Little
Dog
materials. 8:150-153; crayons, 8:43
14:217-223
Raggle, 11:62
what
Stories
Christopher by Flack. 4:21-24
Dog and the Bone, The by Aesop, 3:236 Meals for Mickey by Dalgliesh, 4:122-130 Dogs and Cats, game. 8:67-68 Dogs for the Blind, 7:60-61 Dogwood, Flowering, 7:230, 232, 240
to
8:118-119
for baby, 13:70
stocking dolls, 8:246-250
—Songs
This
Is
the
8:149
"Dream Ride" by Glackens, 10:43 Dreams nightmare from chance remark, 13:308 nightmares. 13:192
—Poems
Cave-Boy, The. by Richards. 2:^» 31 Dinkey-Bird, The. by Field. 1:190-191 Now Through the Dusl{ by Dc la Mare. 1:167 Rock-a-bv Lady, The. by Field, 1:184
Way My
Dolly Wal\s, 11:69
Dolls. Kachina, 10:87
Domestic Animals: see Farm Animals; Pets; and names of animals, as Cats, Dogs, Horses Dominoes, game, 8:17-18
Sugar-Plum Tree, The, by Field, 1:182-183 Wynken, Blynk.cn. and Nod by Field, 1:180-181
Dreams
—
Stories
Bird Cage with Tassels. A. by Parrish,
4:90-103
Donatello "Statue of a Brave Soldier, A," 10:52
Donkeys, 7:80 Don't count your chickens. 3:237 Don't wriggle about any more, my dear'. 2:96 Doorbells,
draw, 8:153-159
Drawing and Painting by Howlett and Smith.
Dreams
Dolls
make
Drawing, and Modeling by Bland,
Painting.
Gone, 11:62-63
to
Games
Creating Through Language and Dramatics by
Dogs
Dolls
24a
Last of the Dragons, The, by Nesbit, 4:159-170
—Sculpture
how
1
Dramatics: see also Festivals;
"Affection" by Zorach, 10:23
collecting,
.
Pictures, 7:122: 9:22
,
Dogs
—
2:110
Farjeon, 1:139
—
1:50-51
Dogs
—
color plate, 7:
9:207
sleds,
cricket,
Dragons Costumes to Make Believe, Grown-Up People also Wear, 10:89 Costumes We Wear for Ma\e-Believe 10: Dragons Stories
Eskimo's, 9:66
used to pull
Meadow, poem by Turner,
Down on a farm in Arkansaw, 11:96 Down the Ram Falls, poem by Coatsworth, 1:123 poem by Wegert, 1:75 Do You Know .
—Pictures
color plates, 7:60a, 60b, 76b
Dogs
Easter
1:121
training, 7:62-64
Bill of
Sunny
a
Away from Home,
poem by
Field. 1:108
Dots and Lines, game, 8:72 Dove, Arthur "Goin' Fishin'," 10:75
Doves, 7:99-100
Feast
Eat-Everything,
of
The,
by
Marshall,
6:145-152
Dressing at 2': years, let
13:77-78
kindergarten 144.
child
choose clothes.
146 147
Dressing Up, 13:157-158, 284 Pictures, 13:285
—
Dressing I'p
"Lady Kan" by Bellows, 10:22
13:143-
Childcraft
212 Up Up
Dressing Dressing
for Fun, 10:90
Earth
Loo\ Important,
to
curvature of, 9:76-77
10:91
Has Changed
Drinking: see Table Etiquette
Man,
Drinks: see Beverages
movement
Drin\ to Me Only with Thine Eyes, song, 11:106 Dromedary, an Arabian camel, 7:12-14 Drop the Handkerchief, game, 8:28 Drums, how to make, 8:263-264
Drums
Du
poem by
of the Rain,
William Pene,
Bois,
2:28,
77;
100,
29,
around the sun, 9:80-82
What What
Is
the Earth
9:130
Wind and
101;
3:30-32,
34,
87-89.
We
Earth
poem by
Lear.
Easter
7:88, 91
—
Pictures, 9:4, 58
—Poems
Down
Ducks
a
Sunny
the Kangaroo, The, by Lear. 1:192-
Ducks' Ditty by Grahame, 1:157 Ducks' Ditty, poem by Grahame, 1:157
Turner,
—Song Easter—
poem by
Is
Risen Today, 11:156-157
Stories
Bidushl^a Lays an Easter
Duckweeds, 7:206
Egg by
Jones, 4:37-41
Eating: see also Table Etiquette Field, 1:188
Duff, Annis
Home
Ubrary, 12:195-204 Dunbar, Paul Laurence Dawn, 2:20 Duncan, Carl D. Insects and Spiders, 7:122-149 Dunsire, Marion, illustrations, 5:104, 105, 108,
between meals, 13:179 how much, 13:249-50
"My
of convalescents, 13:278 regularity, 14:72
Edelman, Katherine Saturday Shopping, 1:74 Edison,
"Baby Owl," 10:31 Dushkin, David Maying Musical Instruments, 8:262-272 Duvoisin, Roger, illustrations, 1:158, 159, 184-189: 3:23-27, 35; 6:8,
Child Doesn't Like to Eat" by Aldrich,
13:177-184
109, 112 Diirer, Albrecht
165,
Meadow by
Easter
Christ the Lord
Building a
Easter
1:121
193
Duel, The,
the Surface, 9:119
Easter, party for, 8:88-90
Ducks, 7:89; mallard, 7:108
Duc\ and
9:115
food for robins, 7:95
game, 8:9
—Poems
Change
Ice
of?,
Live on Means to Us,
Live On, The, 9:67
Earthworms
Ducks—Pictures,
Made
We
Earthworms, 7:163-166
the Kangaroo, The,
a Rock,
the Surface of the Earth, 9:1 IS
the Earth
Davies, 1:123
1:192
Duck on
travels
the Surface, 9:120
9:78-79
of,
Water Changes
illustrations, 1:50, 51, 76,
92-94, 96-99, 101
Duc\ and
too,
Thomas
Alva, 6:118-123
Education: see also Books; Character Education;
Consumer
Education;
Discussion
Groups:
Field Trips; Learning; Libraries: School Prob164,
10-12.
14,
lems; Sex Education for safety, 15:53-54, 55-56
of cerebral palsied child, 12:276-277
15, 17
Columbus Finds America, 6:8-17 Dwarfs Stories Snow-White and Rose-Red by Grimm, 3:162-
—
of deaf, 12:272
of the blind, 12:269 of the crippled, 12:274 of the epileptic, 12:280
171
of the handicapped, 14:139-144
parents can lay foundations for, 15:171
Each Child
Is
Different by Faegre. 12:90
Eagles, 7:105-106
pro and con effects of radio and television. 15:10-18 records of schools attended, 12: SS 1
art
from wood, wire, and cornhusks. 10:85
Eagles
—
Pictures, 9:40
"White-Headed Eagle" by Audubon, 10:39 Early Growth Is Swift and Dramatic by Perce,
Eells,
Eleanor P.
Handicapped Child and Your Child, The, 12:253-257
13:27
Ears
examination
Eels, Electric: see Electric Eels
of.
14:7^
Egg and Spoon Race, game, 8:24 Egg Beaters Pictures, 9:193
—
Index Eggs
213
Egypt
alligator
and
crocodile. 7:
-
ant, 7:128, 130
Egypt
7:136-137
beetle,
bird,
101.
100,
103,
104.
105,
Tombs. 10:115 Egypt, Ancient Stories Egyptian Bronze Dog, An, 10:30
and moth. 7:133-134
chicken, 7:87-89
Eichenberg,
cod, 7:155-156
7:140
Fritz,
illustrations,
earthworm, 7:166
telephone, 9:214. 224
frog, 7:114-115. 117
television, 9:218
goose, 7:91
Electric Appliances
grasshopper, 7:138, 139
Fans
Electric
housefly. 7:142
7:154
—
Pictures, 9:1*4
Where Does Electricity Come From?, 9:215 Works for Us. Too. 9:214
newt, 7:120
Electric Lighting, 9:22"
7:28-30
Electric Lighting
owl. 7:1 73
—
Electric
Power
7:160
Elephant, The,
poem by
spider. 7:144. 147. 148
Elephants
—
color plate, 7:2 8b
toad, 7:119
Prince
tropical fish. 7:71
Blind
7:176
Eletelephony,
7:129: color plate. 7:1 24d
Elf
2: s 3
by Richards.
2.
the
Dormouse, The, poem
bj
1
lerford,
1:171 El Greco: see Greco. El
7:177
Elimination: see also Toilet Training
9:13
difficulties
water bug, 7:137
between
2
!
and
4
years, 13:77
of baby. 13:37
—Poems
Ellenwood, James Lee
Humpty Dumpty
sat
on
a
wall,
Goose. 1:4^ for Sale by Campbell. 5:21"
game,
8: s(
egrets, color plate. 7:
from Mother
Family Ups and Downs. 12:22:
Elm
Trees, American. 7:235-236
Elves
— Poems:
Elf
>
—Pictures
snowy
and
2
frogs. 9:1 S
Egrets
poem
Elevators, 9:210 211
47
in a Basket,
The. by Saxe,
Elephant.
the
Eletelephony by Richards.
Pictures
chick hatching. 9:1
Eggs Eggs
—Poems
Men and
2:122-123
water animal. 7:150
Eggs
Mughal
Riding on an Elephant from
Elephants
turkey. 7:90
turtle hatching,
66
illuminated manuscript. 10:34
trout. 7:161
turtle.
Belloc. 1:161
Pictures, 9:42,
sunfish. 7:161
bird. 9:10.
by Wise,
Distribution, 9:216
Elephants, 7:6-11
.int.
Scientist,
"Elephant" by Flannagan, 10:33
7:155
snake, 7:181
—
Young
6:118-123
salmon. 7:157-158
Eggs
Stories
Thorn. a Alia Edison.
7:153
salamander. 7:120. 121
turtle,
Magnetism
Electricity: see also
mosquito. 7:142-143
snail,
Pictures, 9:251
Electric Heating, 9:219
mantis, 7:141
sea horse,
—
Electric Eels, 7:15S
honeybee. 7:123. 126
oyster,
S5;
9:183
electric fan.
kitchen appliances, 9:214. 219
ostrich.
84,
Electric Appliances
duck, 7:89
lobster.
1:60-63,
3:62, 63, 66, 67. 70, 71. 84, 85, 86
54
1
cricket,
— Egypt
Pictures, 9:71
—
106, 107, 108, 109, 110. Ill
crab. 7:
—
Nile River. 9:71
7:94, 98, 99,
butterfly
Art
art: see
1
—
Poems see also Fairies and the Dormouse The, by Herford. 1:171 The. by Hangs. 1:170 House. The. by Godley,
Little Elf.
lush
Little
I
Childcraft
214 Elves
—
Man — Influence
Environment: see
Stories
Shoemaker and the
Elves, The, by
Grimm and
When
Grimm. 3:48-50 Embroidered Picture, An, 10:58h Embryo, growth of. 13:4-6 Emergencies First Aid in case of accidents, 14:84-85 Emerson, Ralph Waldo Mountain and the Squirrel, The, 2:124 Emotional Health and Development: see Love, Anger, and Other Feelings Emperor's New Clothes, The, by Andersen, 3:87
Have More Toys. 15:108-109
the Others
Epileptic, Children
Equipment
for
Who
Play:
ment: Playrooms Erosion
—
Pictures,
Are, by Tenny, 12:278
Playgrounds
see
—Equipment 119
9:118,
art: see
Eskimos
—Eskimos
Art
—
Pictures, 9:55, 56,
Etiquette: see also Invitations; Letter-Writing in the library, 14:233
Telephone manners. 9:273 toward parents, 12:45-46
—
What Kind
Manners
of
Our Children? bv
for
Alschuler, 15:135-142
when Hill.
3:62-71
visiting.
Etiquette
—Poems
14:254
Tunney by McCann, 2:98-99 Rebecca by Belloc. 2:97 Little foe
]ac\ and the Beanstalk, retold by Craik. 3:52-61
Master of All Masters, retold bv Jacobs, 3:152153
Old
74
Esley, Joan, illustrations, 1:114, 115, 166, 167
bowel training, 13:52 Engines, 9:261. 265 England art: see Art England England Folk Tales Diel( Whittington and His Cat, retold bv
—
Woman and Her
Pig, The, retold by Ja-
cobs, 3:11-14
To
the Little Girl
Who
Wriggles by Richards.
2:96
Europe plants: see Plants
—Europe
Teeny. Tiny Lady, retold by Bailey, 3:2S-29
Evaporation, 9:99-102, 105, 112
Three Little Pigs, The, retold by Jacobs, 3:l c'-22 Three Wishes, The, retold by Jacobs, 3:84-86
Everest,
Tom
Tit Tot, retold by Jacobs, 3:77-83
—Legends
England
oj,
by Farjeon, 6:240-
244
Hood and Maid Marian
bv Harvey,
—Songs
I
Sat on a
,
Drink, to
Me
Fly and the
O
Only with Thine Eyes, 11:106-107
Humble
Bee, The, li:59
No, John!. 11:102
Sally
Go Round
Three
Pirates,
Warm England
the
11:108
iump
into
my
little
tub, 11:68
black and gold, 1:141
is
poem by Exceptional
Brooks, 2:77
Children,
Exercise: see
Young Children by Kunkle,
Games: Play
Expectant Mothers: see Pregnancy
Last of the Dragons, The, by Nesbit, 4:159-170
Experiences with
Experiments,
Writing Our Thoughts, 8:163-173
7S-79.
Numbers by Harding, 14:190 9:24-26, 27.
Scientific,
81,
82.
83,
85-S7, 92.
93,
5:104-112
223: see also Aquariums; Insects
Entertainment for Convalescents, 8:42-47
Terrariums
listening, watching, play materials.
to worry.
14:49-50
95.
36, 63, 97,
99,
184. 189, 195. 196, 197. 202. 210. 217. 220.
Entertaining: see Parties
Enuresis, 13:54. 2(H)
?i^.
102. 105, 106. 107. IIS. 121. 140. 166, 183,
Enright, Elizabeth
due
13:173-174;
12:247-286;
Handicapped Challenging Rapid Learners, 14:176 see also
13:304
Stories
In,
have such fun, 11:62
I
Excursions for
Engle, Paul
Locked
I
Ev'ryday
Excursions: see Field Trips
Moon, 11:47
Kitty, 11:53
—
Ev'ryday
Everywhere, Everywhere, Christmas Tonight,
Sunny Bank, 11:122-123 Coc\-a-Doodh-Doo 11:50
As
cypress. 7:242
pine, color plate, 7:236b
Everything
6:247-2=52
England
— —
Mount Pictures, 9:69 Evergreen Trees, 7:240-241 Evergreen Trees Pictures Monterey
King Arthur, The Story Robin
— Equip-
Eskimos
Enemas in
Environment
of
Envy
13:279-280
learning through. 14:1
(
>
( >
—Collecting;
200
Explanation of the Grasshopper, An, Lindsay, 1:97
poem by
Index Explorers
215 Tune, The, by Fyleman, 2:33
Little
Our
Columbus, Christopher, 6:8-17
Over
Mackenzie. Alexander, 6:34-39
Sleepyhead by
—
Poems Columbus by Miller, 2:178-179 Exploring the World Around Us, Chii.ix
Hill,
Dale by Shakespeare, 2:01 Mare. 2: IX
IJc la
Sometimes by Fyleman,
Explorers
2:
raft, \nl-
ume 7
in play,
15:45-46
not evident in marks, 14: 155- 156
Expression, Creative: see Creative Expression
taking turns, 15:48
Eyes
to each child in family. to stepchildren, 12:243.
co-ordination, 13:28 effect of television,
examination
of,
may
pcx>r sight
due
strain
-52
Fairness
to
12:142-143 244-240
Fairs
15:16-17
County Fair
14:73
Fairs
cause truancy. 14:57
—Poems
Party. 8:00
Oh, Dear, What Can the Matter Be?, from Mother Goose, 1:47
poor lighting, 13:277
—
Songs Oh, Dear! What Can the Matter Be?, 11:84-85
Fairs
Fables
—Aesop
Fairy Tales
Crow and the Pitcher, The, 3:23 ^ Dog and the Bone, The, 3:236
Fairy Tales
Sun, The, 3:238
— the Brave by Mukerji. 4:8-14 Fables — Poems
Fats
Our
Fall: see
Autumn
Falling Leaves, song. 11:112
Families Shape Personality by Stolz, 12:00
Family Keeps Records, The, by Reynolds, 12:1^2
the Elephant, The, by Saxe,
Family Life
Manufacturing
^
14, 15
Family Ups and
Faegre, Marion L.
Fair,
Preparation for Adult Life by Oje-
Family Relations: see also Home Life Information on family relations may be found 13, 12, throughout Chii.imrvft volumes
Pictures, 10:118
Failure: see
Is
mann, 15:4
2:124
Each Child
Fathers, song. 11:149
Family Guidance Services by Sutherland. 15:162
Mountain and the Squirrel, The, by Emerson.
—
song, 11:34
Faith oj
2:122-123
Factories
74
Do Do,
Family Council. The, by Blatz, 12:115
Runny
Factories: see
Went A-Marketing, A, poem by Fyleman,
1:1
Family Budget: see Money Family Celebrations by Wright. 12:107
3:228-220
Men and
—
Sleeping Princess. The. 11:67 Fairy
231
Fox and the Stork, The, 3:234 Goose That Laid the Golden Egg, The, 3:240 Hare and the Tortoise, The, 3:239 Lion and the Mouse, The, 3:235 Maid and the Milk Can. The, 3:237 Town Mouse and the Country Mouse, The,
Blind
Is Different,
Stevenson. 1:170
Folk an(l Fairy Tales. 3:51-226 Songs
Farmer, His Son, and the Donkey, The, 3:230-
Wind and the Fables Hindu
poem by
Fairy Bread,
Belling the Cat, 3:232
Downs
by Ellenwood. 12:222
Family Vacations by Puner. 12:175
12:90-96
Family
Promotions
by
The, by Seredy. 5:181
Who Had
Never
Had
Roller Skates. The.
Woodward. 4:178
Fairies,
The, poem by Allingham, 1:176
Famous French Tapestry, A, 10:62-63 Famous Persons, Adventures of. 6:7-160
Fairies,
The, poem by Fyleman, 1:168
Far
Fairest
Fairies
Lord
Jesus, song,
—Poems:
Ariel's
11:159
see also Elves
— Poems
the
wheat grows green.
poem by
Stevenson. 1:200
Farjeon, Eleanor City Streets
Fairy Bread by Stevenson, 1:170
175
meadow
Farewell to the Farm,
Song by Shakespeare, 2:61 De la Mare, 2:33
Went A-Marketing, A, by Fyleman,
in the
2:58
Bluebells by
Fairy
down
1:174-
and Country Roads, 2:35
Down Down!, 1
1:139
Mrs. Peck-Pigeon.
1:
Childcraft
2l6
Night Will Never Stay, The, 2:19 King Arthur, The, 6:240-244 Farm Animals, 7:75-92; see also Pets, and names of farm animals, as Horses Farm Animals Pictures Story of
—
13:114
Farm
—
Buildings
young
textures for
children,
a trip to the library with child, 14:232
demands
of
importance
modern family
living,
12:46-47
bedtime, 13:251
at
upset. 12:15-16
is
part in reproduction explained to child, 13:126
Pinch-Hitting for Absent Fathers, 15:133
Farmer, His Son, and the Donkey, The, by Aesop, 3:230
Father and
I
and
I
Fath'r
Father
in the Dell,
calls
me
William, 2:147
—
game, 8:32-33
Father-Daughter Relations Stories Rosa Bonheur Breaks Her Needle bv Roberts,
pictures, 13:160
Farmer's Boy, A, poem, Author Unknown, 2:82 Farm Life: see also Farm Animals: Ranch Life
Harvest Party, 8:96-97 windmill, 9:94
Farm Life—Pictures,
and 4-year-old, 13:110 went down to camp, 2:185 went down to camp, 11:137
relationship with 3-
Pictures, 10:117
barn, 9:194
Farmer
and the newborn baby, 13:23-24
importance when mother
color plates, 7:76a-76d
new sounds and
Father
6:95-102
Father in the Family, The, by Smart, 12:121 Father of
all,
in
Heaven above, 1:146
Away from Home, Some,
Fathers Must Be
9:70, 229
Harvesting Scene, A, from
The Tomb
by
Dowley, 15:82-89 of
Me-
We Thank Thee, poem, Author Unknown, 2:74 Father we thank Thee for the night, 1:147
Father,
nena, 10:65
Machines on the Farm. 9:181
Farm
Life
—Poems
Supper by Richards, 2:58-59 City Streets and Country Roads by Farjeon, 2:35 Alice's
Farewell to the
Farm by
Stevenson, 1:200
Father William,
Farmer's Boy, A, 2:82
Boy Blue, from Mother Goose, Mary by De la Mare, 2:22 Milling Time by Roberts, 1:88
Little
changing the tempo of of toddler, 13:78
1:27
Riley, 2:142-143
Thanksgiving Day by Child, 1:142-143 When the Frost Is on the Punkin by Riley.
affects child's eating, 13:182-184
as
—Songs
Life
—
causes nervousness, 14:45-51 causes panic. 12:13-15 causes setback in toilet training, 13:199-200
concerning death, 12:207-214
Barnyard Song, 11:80-81 Old MacDonald Had a Farm, 11:60
Farm
evidenced by questions of 5-vear-olds, 13:154155
children's worries cause illness, 14:74-7^
2:68-69 Life
play, 14:104
Fear: see also Security
Pasture, The, by Frost, 2:56
Farm
Carroll, 2:106
Forestalling Trouble, 12:140
Hayloft, The, by Stevenson, 2:57
Raggedy Man, The, by
poem by
Fatigue: see also Bedtime; Overactivity; Sleep
due due
to loss causes
antagonism, 12:240, 242
to real events
and new experiences, 13:215-
217
Stories
Christmas in the Piney
Woods bv Simon,
expectant mothers are afraid, 13:7-8. 21-22 fathers help
5:68-76
them overcome. 12:124 punishment. 13:165-166
Freddie the Great by Weir, 4:53-59
5-year-olds', of
Gone
imaginative plav to express and overcome,
Gone, retold by Gag, 3:154-161 Hoosier Barbecue by Wilson. 5:113-121 Maid and the Milk Can, The, by Aesop, 3:237 Music of the Scythes, The, by Zobarskas, 5:211Is
13:120 mother's fear affects child's
toilet training.
13:195-196 of baby, for baths, 13:36-37
218
of epileptic seizure explained to child,
Rare Provider. A, by Brink, 4:112-121 Sugar Snow, The, by Wilder, 5:122-128 Farm Machinery: sec Agricultural Machinery
of
Fashion
of old age, 12:64
—
Stories
Emperor's 3:87-92
New
Clothes, The, by Andersen,
257
new
experiences, 13:257-258, 265
of school. 13:315-316; 14:132
of the dark, 13:214-215
12:256-
1
I\ DEX reassuring child about headlines,
nightmares, 13:192
results in
When
15:35-37
Are
Children
Anxious
Langmuir.
by
13:209-218
217 contribute to reading readiness, 14:172-173
in social studies,
Feast of Eat-Everything, The, by Marshall. 6:145152
suggestions. 7:31, 56. 92. 112. 121, 149. 162, 173174, 188. 209. 244
canned foods, 13:46 change in appetite of baby, 13:44
Filling Stations
food habits of school-age child. 14:7''
Filmstrips, 9:281
Filling Stations, 9:21
loaned by
formulas, 13:44, 46
new
introducing
meaning
—
for library books. 14:233-234
self-feeding, 13:92-94
Finger Painting,
when
Finland: see
traveling. 13:226-227, 229, 230
—Pictures
dangers. 9:2*4
Many Meanings
by Wolf,
13:41)
Ferry-Boats,
Ferryboats
—
Fireflies
—
Fireflies
Pictures, 10:103
poem by
To
Tippett. 1:104
names of Halloween
!
7:140
— —Poems
Pictures, 9:221
a Firefly by [ones. 2:45
Firefly,
Pictures, 9:267
Festivals, 8:145-148; see also
Christmas, Easter,
9:>
Fire Engines by Clymer, 4:216-221 Fireflies,
Pictures, 9:10. 27. 57
Wheels
52
1
Fire Departments,
by adult. 13:183
Feeney, Joyce, illustrations, 9:210
Ferris
8:
Art— Finland
Fire
baby, 13: ISO
—
see Directions
Fines
schedules, 13:41-43
Feeding Has
14:235
libraries.
Fine, Stan, illustrations. 13:28
to baby. 13:40-41
tired child
Pictures, 9:261, 262
Finding Directions:
foods, 13:43-44
night feeding. 13:42-43
Ferns
14:203, 204-206, 208
studying science. 14:201
in
Feeding: see also Breast Feeding
Feeding
Young Children by Kunkel,
Excursions for 13:304-308
poem by
Fireplaces holidays, as
—
Roberts,
I:
Pictures, 9:25s
First Aid, in case of accident, 14:84-85
First Noel, The. song. 11:129
Festivals— Songs,
1 1
: 1
(
19-
1
34 First
Fibers— Synthetic, 9:241 Fiddle-de-dee, Fiddle-de-dee, 11:59 Field,
Eugene
Snow, poem by
First Snowfall,
Allen. 1:148
The. poem by Lowell. 2:70
Fir Trees, 7:240-241 Fish: see Fishes
Christmas Song, 1:151
Fish as Food, 9:230
Dinkey-Bird, The, 1:190-191
fresh-water fishes, 7:160-161
Duel, The, 1:188-189
ocean
Jest
Tore Christmas. 2:147-149
RockrA-By Lady, The, 1:184 Sugar-Plum Tree The, 1:182-183 Wynken, Blynhen, and Nod, 1:180-181 Field, Rachel
Animal
Store, The, 1:85
5s
[60
Fisher, Aileen
After a Bath, 1:72
Benjamin fonts
(Iocs
Swimming,
2:100-101
Shelling Peas. 1:74
Fisherman and His Wife, The, by
General Store. 1:84
Grimm
lee-Cream Man, The, 1:110
Be a Lighthouse, 1:107 Merry-Go-Round, 1:83 Summer Morning, .1. 2:4^ to
Taxis, 1:101
Field Mice, or
1
Silver Trees. 2:70
Doorbells, 1:108
Like
7:152-155.
Otherwise, 1:98
Barefoot Days, 1:131
I'd
fishes. 7: 155-
shellfish,
— Fishermen —
Poems Wynken, Blynken, and Nod by
Fishermen
Meadow
Mice, 7:37-39
Adventuring Through Excursions by Olsen and Olsen, 14:236-240
Field, 1:180-181
Stories
Ghost of the Lagoon by Sperry, 5:232-240 Fisherman by Dalgliesh, 5:140-145 Fishes: see also Aquariums; Goldfish, Shellfish; Y.chcdce,
Field Trips
Grimm and
3:93
Starfish
cod. 7:155-156
curious ocean lishes. 7:155
Childcraft
2l8
Flowers
fresh-water fishes, 7:160-161
salmon, 7:156-158
—
Flowers
Pictures, 9:13, 29
brook stickleback, 9:47 catfish, smelt, whitefish,
pompano,
salmon, trout, mackerel,
and the Humble
Flying
Flying
—
Pictures, 9:38
Flyways: see Birds
Stories
Star-Spangled Banner Girl by Bailey, 5:32-39
—
— Flanders
poem by Sandburg,
and Fairy Folk Songs and
Folf(
Flannagan, John B.
—
Flea, The,
by Sawyer, 3:125
volume 3
Ballads, 11:73-108
—
Pictures, 9:221
and fairy tales, 3:51-226 Follow the Leader, game, 8:28 folk
—Flanders
Flemish Art: see Art
(Sari), illustrations,
2:67
Tales, Childcraft,
Folk Tales: see also Nursery Rhymes; also subhead Folk Tales under names of countries, as England Folk Tales
"Elephant," 10:33 Flashlights, 9:215
Flashlights
—Migration
Fly, white butterflies, out to sea, 2:60
Fog,
Pictures, 9:144
Flanders Art: see Art
1:152,
153,
162,
163, 190, 191:2:196, 197
Food: 9:30; see also Cooking; Fish (refreshments)
ties
animals useful
Pictures
"Anything
color plate, 7:108c
to
to
as
Food; Par-
Picnics
;
man,
7:80-91
Fat in This House?" by Lowen-
berg, 14:76-81
Flies
basic foods, 13:249; 9:235
housefly, 7:141-142
Cooking Up Fun bv Rombauer and Torno,
— Songs
Fly and the
Humble
Bee, The, song, 11:59
"Flight into Egypt, The," by Fra Angelico, 10:26f Flight of learns. The, retold by Benson, 6:222
Flounders, 7:155
Flowering Dogwood, 7:230, 232, 240
Wild Flowers to seeds,
—Frozen, 9:233 9:65 — Pictures,
cereals,
7:190
parts of a flower, 7:189-190
7:232
—
Food Food
animals useful to man, color
collecting, 8:123
Flowers
plants as food, 7:217; vegetables -easy to grow.
to build teeth, 13:262
Flowers: see also Gardens; Plants; Seeds; Weeds;
from pollen
8:193-209 farm products, 9:229 pioneer days and now, 9:228 7:217-219
Flour, 9:232
tree,
Stories
Flying Fishes
Christopher, 4:21-24
Flies
—
225
Flack, Marjorie
—
—Poems
Flight of Icarus, The, retold by Benson, 6:222-
Five-in-a-Row, game, 8:18
Flickers
Bee, The, song, 11:59
Pictures
Goose, 1:41
Pictures, 9:230
Anne
—
Swing Song, A, by Allingham, 1:133 There Was An Old Woman, from Mother
Fish Pond, game, 8:12-13
Fleur,
Sayers, 5:78-85
Kite Weather by Bergengren, 2:26-27
sunfish, 9:51
Flags
Luanda by
Flying: see Birds
shiner, 9:51
—
as
color plate. 7:108e
flying fish, 9:38
Day
flowers,
Stories
Flycatchers
haddock, 9:60 porcupine fish, 9:43 Portuguese man-of-war, 9:45
Flag
names of
Fly: sec Flies
Fly
haddock, 9:230
sole,
darter, 9:51
—
also
treatment of teeth, 13:265
catfish, 9:51
Fishing
—
Bluebonnets for Fluorine
archerfish, 9:45
cod,
see
—Poems
Buds by Da vies, 1:128
sea horse, 7:155
Fishes
—Poems:
Daffodils
Pictures, 7:223; color plates, 7:22()a-d
parts of a flower, 7:191
fish
rice,
and
plates,
7:76c-76d
meat, 9:232 shellfish,
9:230
bananas, coffee, lemons, brazil nuts,
oranges, sugar, vegetables, fats.
fruits,
9:235
tea,
pineapples, 9:231
milk products, meat, cereal,
——
—
1
Index Food
—Poems:
see
also
of food, as Bread
—
—
Cooking Poems: names Poems; Potatoes Poems
—
Animal Crackers by Morlcy, 1:71 Bread and Milk, for Breakfast by Rossetti,
1:68
1:29
Miss T. by
De
la
Pictures
Arctic fox, 9:39
France Art
art: see
France
— France
— Biography
Bonheur, Rosa
Rosa Bonheur Breads Her Nee-
dle by Roberts. 6:95-102
The Composer Who
Debussy, Claude Achille
Broke the Rules. 11:1SS-190 Lafayette. Marquis de The Boy Lafayette and the Wolf by Baldwin. 6:4(1-43 France Folk Tales
—
1:88
Cinderella, retold by Gibson, 3:177-185
Mare, 2:23
Popcorn Man. The, by Smith, 2:29 Queen of Hearts, The, from Mother Goose, 1:44 Saturday Shopping by Edelman, 1:74 Simple Simon, from Mother Goose, 1:57
—Preservation. 9:233-234 — Songs Aiken Drum. 11:56-57 Food — Food Food
Woman
Old
Clever
Pease Porridge Hot, from Mother Goose, 1:19
Chamoud.
—Songs
France
FaisDoDo,
Lune, 11:87
11:34
Frere Jacques, 11:52 Friendly Beasts, The, 11:120 Marionettes, Lis. 11:88
Twinbje, Tmnkje, France Stories
—
Feast of Eat-Everything, The, by Marshall, 6:145-
Carcassonne, The, by
of
3:122-124
Alt Clair de la
/'elites
Stories
Nanette
Visits the
Little Star, 11:4'.
Chateau by Brann. 5:2u2-2l0
"Francesco Sassetti and His Son" bv Ghirlandajo,
152
Hare's Birthday Party by Kozisek, 4:15-20
10:26d Frank, Lawrence K. and Mary H.
Indians for Thanksgiving bv Heiderstadt,
5:47-56
Lad Who Went told
—
color plate, 7:44a
Cupboard, The, by De la Mare, 1:70 Curly-Locks, from Mother Goose, 1:30 Ice-Cream Man, The, by Field, 1:110 //, from Mother Goose, 1:35 Jack Sprat, from Mother Goose. 1:28 Little Jack Horner, from Mother Goose, 1:29 Little Tommy Tucker, from Mother Goose,
Mary by De la Mare. 2:22 Milling Time by Roberts,
219
Foxes
to the
North Wind. The.
re-
by Dasent, 3:~_
Parents Are Important, 12:1(1-17 Frank, Mary H.
Stepparents and Stepchildren, 12:2
Pancake, The. retold by Dasent, 3:30-34
Franklin, Adele
Persephone by Cooke. 6:229-233 Town Mouse and the Country Mouse. The. by
Franklin, Benjamin, 6:24-2^
Aesop. 3:22S-229 Wappie's Surprise Cake by Bunn. 4:7^
Freddie the Great by Weir. 4:53 Freezing, 9:1 19
For Dinner
I
s
l
Like, game. 8:37
Forestry, 7:243-244; see also Trees;
Freight
Wood
For Fathers Only by Olmsted. 13:20 game. 8:23 For flowers that bloom about our teet. 2:74 For the Beauty of the Earth, song. 11:153 Fortune-Telling Games, 8:98-100 Foster, Robert G. // Three Generations Lite Together, 12:57-M Foster, Stephen Forfeits,
Oh
Susanna.
"Four Horses.** Fourth of July
1 .1
—
Persian drawing. 10:56
Star-Spangled Banner Girl by Bailey. 5:32-39
Foxes, 7:40-41
—
French
Pictures, 9:2'^
Trains— Pictures,
9:2(16.
—
265,
America Stories Victor and the Pirate by Radford. 5:12'M35 in
Frere Jacques, song. 11:52
Fresh Air, 13:251-252
Fresh-Water Animals, 7:16(1 [61 Friday came and the circus was there Friend, Esther, illustrations. 1:38, 39, 133:
93,
mi. 81,83, 111, 116, 117, 120 Friendly Beasts, The, song, 11:129
Friend of Greece by Hlackstock. Friendship: see also Gangs
among 3:2 ^4
''2.
.is
132,
11:29. 40. 41. 47. 49. 59, 62. 70. 71. 75,
5:l
(
Friends Are Important by She\ iako\
Stories
Fox and Geese, game, 8:27. 71 Fox and the Storlfj The, by Aesop,
Through Death, 12:297-214
Losses
Freight
Forest Fires, 7:242-244
^'
neighbors, 15:123-126
result of
camp
life,
desirable. 14:19-21
14:2"
'l
.
14:18
Childcrai
220
Furnaces, 9:25^
5-year-olds. 13:169-170, 171-173
Handicapped Child and Your Child, The, by 12:253-257
Eells,
I
—
Furnaces
Pictures, 9:251. 257, 258
Furniture
lasting school friends, 14:128-129
bookshelves, 8:177-178
of gifted children, 12:250-251
for baby, 13:39
of handicapped, 12:260-261
playhouse, 8:182-183
of nursery child, 13:133-134
small chair. 8:180-181; small table, 8:180
and promotion, 14:23-25 Sometimes Friends by Neis-
parents' interference
Sometimes
Rivals,
—
Cub and
1:95
Stories
the Crocodile, The, by Bacon. 4:25-29
Juan, the Yaqui. by Harrington. 5:86-93
Beech Tree, The, 2:46 The, 1:168 Fairy Went A-Ma>\cting, A, 1:174-175 Little Tune, The, 2:33 Mary Middling, 1:65 Sometimes, 2:32
Lion and the Mouse, The, by Aesop, 3:235 Pogo Goes to Sea by Xorling, 4:201-208
Fairies,
and ]a\e by Benton, 6:167-169
T.P.
—
Pictures
color plate, 7:204c
Frog, The,
poem by
Belloc, 1:97
He Would A-Woomg
Frog,
Go, A, song, 11:82
Frogs, 7:113-119
— 9:18 frog and toad 7:114 Frogs —Poems Twenty Froggies by Cooper, Frogs— Songs Frogs
Gag,
1
Frog
Frolic,
He Would A-Wooing
poem by A.
Wanda
Gone
Is Gone, 3:154-161 Hansel and Gretel, translated from Talcs from
Pictures,
orchestra.
A
Fyleman, Rose Balloon Man, The, 1:111
Fire Engines by Clymer. 4:216-221
Fringed Gentians
Gn mm, :
1
Game
59
Games: Go, 11:82-83
3:186-198
game, 8:67
of States, The,
see also Parties
year)
;
5-year-olds. 13:159
Frost, Bruno, illustrations, 1:82, 83, 100-103, 160,
for a rainy day, 8:36-40
192-195; 2:46, 47
for
ple
or fruits, as
Ap-
—Pictures
Fuel: see Coal: Petroleum
Fulton, Robert, 6:54-59
Fun: see Games: Play Fun, poem by Jackson, 2:82
—
Fun Poems Fun and Fancy, 1:153-200 Humorous Poems, 2:81-108
—
Stories
Zcbcdce, Fisherman, by Dalgliesh, 5:140-145 Funerals
should children go?, 12:214
Funny Animals, poem by New ell, 1:160 Funny Old Man and His Wife, The, poem by Thompson. 1:162 Fun with Sound and Rhythm. 11:1-26
for Indoors
and Outdoors by Horowitz.
8:1-34
party or group games, 8:20-24
Quiet
bananas, lemons, oranges, pineapples, 9:231, 235
Fundy, Bay of
one player, 8:40-42
Games
Pasture, The, 2:56
Fruits
of the
for a shut-in, 8:42-47
Frost, Robert
names of fruit trees Trees, Orange Trees
month
card and table games, 8:14-20
E. (Russell), 2:45
Fruits: see
(for every
Sportsmanship
Frost, 9:105
161,
by Dickie and
Fuzzy Wuzzy, Creepy Crawly, poem by Schulz.
undesirable, 14:21-23; 15:111-112
Friendship
of the,
Palk, 6:153-158
12:131-140
ser.
Fur Seals, 7:158-159 Fur Traders, The King
Games
for
Sixes
and Sevens. 14:112-113
Quiet Play by Murphy, 8:35-47 races, 8:29
running games, 8:24-29 sidewalk, porch, and backyard games, 8:3-9 singing games. 8:29-34: see also Nursery Rhymes: Nursery Songs with homemade equipment. 8:9-14 Games Indians of North America hoop and stick. 10:S6
— Games — ball
Pictures
team helps make good
"Children's
citizens. 15:111
Games" by Brueghel.
10:5Sj
place for noisy play, 15:122
Playing a Touch
Came.
10:71
playing together. 15:12^
"Snap the Whip" by Homer, 10:5Sj-5Sk
— ————
1
Index Gaines for Indoors and Outdoors by Horowitz, 8:1 Games for Travel by Pease, 8:66
Gangs Friends Are Important by Sheviakov, 14:18-25
"Us Kids" by
Stolz, 14:10-17
Garbage, 9:286 Gardens: see also Flowers; Plants; Seeds;
Soils;
earthworms
in soil,
7:166
kinds of flowers, 7:219-224 planning and planting, flower, 7:210, 219-220
sponge garden, 8:46 vegetable, 7:210-213
—Pictures
Geography: see Maps; Peoples of Other Lands Geology: see Earth George Washington Carver by Ross, 6:103 Georgy Porgy, from Mother Goose, 1:27 Geraniums Pictures
—
in the United States Bluebonnets for Lucinda by Sayers, 5:78-85
Germany
Watering Can" by Renoir,
"Girl with a
art: see
Germany
10:frontispiece
—Poems
—Germany
Art
—Biography
The Boy Who Couldn't Be Discouraged, 11:162-163 Beethoven, Ludwig van The Boy Who Heard Bach, Johann Sebastian
Fires by Stevenson, 1:138
Butterbean Tent, The, by Roberts, 1:81
the Trees Sing, 11:170-171
The, by Fyleman, 1:168
Brahms, Johannes
Mistress Mary, from Mother Goose, 1:24
Organ Grinders' Garden, The, by Meigs, 2:104-
sic,
The Modest Genius
Homes by Sandburg,
—
Humperdinck, Engelbcrt
Stories
Garden Spiders, 7:144-146 Garden Tools
—
era.
in
the
The Fairy Tale Op
1L1S4-1S5
—
Germany Folk Tales Bremen Town Musicians, The, by Grimm and Grimm, 3:43-47 Grimm, 3:93-101 Gone Is Gone, retold by Gag.
rake, 9:199
spade, 9:206 illustrations, 9:10, 49, 82, 83,
102,
118, 153, 163, 186, 187, 188, 234, 239, 240, 241.
Grimm and
3:154-161
Hansel and Gretcl, translated by (">.ig from Tales from Grimm, 3:1S6-198 Rapunzel by Grimm and Grimm. 3:144-151 Shoemaker and the Elves, The, by Grimm and
Grimm,
283
3:48-50
Sleeping Beauty by
Garter Snakes, 7:180
Grimm and Grimm,
3:172-
176
Gas, 9:127
Gasoline
Where Does Gattamelata
the Gasoline
Come From?,
9:262
Monument
"Statue of a Brave Soldier, A," by Donatello,
10:52
Gauguin, Paul "Tahitian Mountains," 10:122b
—
Pictures, 9:38
Geese, 7:91
Canada
The Music
Fisherman and His Wife, The, by
sprinklers, 9:21
Garden Tools Pictures lawnmowers, 9:205
Gazelles
Mu
Chapel, 11:164-165
1:99
Tale of Peter Rabbit, The, by Potter, 3:37-42 Garden Scamp, game, 8:28
Garland, Lois,
of
11:178-179
Handel, George Frederick
105
Small Gardens
Aesop, 3:240 General Store, poem by Field, 1:84 Generators Pictures, 9:215
Germans
Pictures
flowers, 7:223; color plates. 7:220a-220d
Fairies,
Bluebonnets for Lucinda by Sayers, 5:78-85 Goose That Laid the Go/den Egg, The, by
color plate, 7:220c
vegetables easy to grow, 7:217-219
Autumn
geese, color plate, 7:108g
Stories
color plate, 7:204c
growing things indoors, 8:45-46
Gardens
Pictures, 7:90
Canada
Gentians, Fringed
garter snakes useful in, 7:180
—
— Geese —
Geese
—
Weeds crystal garden, 8:46
Gardens
221
geese. 7:108
Snow-White and Rose-Red by Grimm and Grimm, 3:162-171 Wolf and the Seven Little Kids, The, by Grimm and Grimm, 3:23-27 Pied Piper of Hamelin, The, by Browning, 2:126-135
—
Germany Songs More We Sing Together, The,
My
Pony, 11:61
Christmas Tree, 11:121
11:45
Childcraft
222 Baby .Rest, 11:39
Rest,
"Gobble gobble gobble gobble," 11:114
God
Spring's Arrival, 11:134
Germs, 9:62-63 Gershwin, George The Music That Stopped a Ball Game, 11:192 Gesell, Arnold Guiding Him Tactfully, 13:90-96 Geysers
—
—
173,
by Craik, 3:52-61
199, 200,
107, 165, 171, 188, 199, 279. 290, 291: 14:8, 21,
Goff, Harper, illustrations, 6:50, 52-54, 56-58
"Room
at Aries," 10:26b
"Starry Night," 10:42b
"Goin' Fishin'
Going
Cinderella, 3:177-185
"
by Dove, 10:75 game, 8:23-24
to Jerusalem,
Gold, 9:129
Gifted Children
may need boarding
14:265-266
school,
Gifted Children by Zorbaugh, 12:247 Gifts, 8:210-224; see also
Toys
Golden Eagles, 7:106 Golden Gate Bridge Pictures, 10:105 Golden Goose, The, play outline, 8:141-143
—
Gila Monsters (lizards), 7:184
Goldenrod, 7:196-197
Gilbert, Paul T.
Goldenrod
Animals of Zoo and Circus, Gilt Bronze Pin, A, 10:38
7:1-31
— Goldfinches—
Pictures
color plate, 7:204c
Pictures
color plate, 7:108b
Giraffes, 7:25-26
Pictures, 9:61
Goldfish, 7:70
Goldfish
color plate, 7:28b
"Girl with a
197,
Gogh, Vincent van
Pictures
Gibson, Katharine
—
183,
30, 75, 117, 126, 151
Beanstalk^, retold
color plate, 7:28c
Giraffes
174,
37, 67, 151, 166, 177, 184, 274; 15:3, 5, 14, 27,
Stories
—
172,
275, 280; 11:78, 94, 96, 97, 143; 13:61, 88, 96,
Gibbons, 7:22
Gibbons
Fathers, song, 11:147
218, 219, 222, 227, 250, 251, 252, 253, 266, 274,
II
and the
Our
92, 93, 97,
Ghost of the Lagoon by Sperry, 5:232 ]ac\
of
Goessl, Marvin, illustrations, 9:82, 84, 85, 86, 87,
"Francesco Sassetti and His Son," 10:26d
Giants
House, The, 1:172
Little
God
Pictures, 9:117
Ghirlandajo,
Love, 1:146
Is
Godley, Elizabeth
Watering Can" by Renoir,
—
Pictures
color plate, 7:60d
Goldilocks and the Three Bears, 3:15
10:frontispiece
"Give Us This Day" by Hartley, 10:122h
Goldsmith, Cornelia
Glaciers, 9:119
Other Children Become More Important, 13:130-134 Gone Is Gone, retold by Gag, 3:154 Goose: see Geese Goose That Laid the Golden Egg, The, by Aesop,
Glaciers
—
Pictures, 9:74
Glackens, William
"Dream Gladioli
—
J.
Ride," 10:43 Pictures
3:240
color plate, 7:220a Glass, 9:245, 252, 253
Gophers, another name for
handwork, 8:215 made from sand, 9:123 Glasser, Melvin A. Building the Strong Family by Lindeman and
Gorillas, 7:22
Glasser, 12:289-296
Glass Snakes, 7:185
Glassware
—
Pictures, 9:253
Globes—Pictures, 9:287
—Pictures 7:76d Goats— Goats
color plate,
Stories
Three
Billy
Goats Gruff, The, retold by Thorne-
Thomsen, 3:35-36 Wolf and the Seven Little Kids, The, by Grimm and Grimm, 3:23-27
Go Go
tortoises.
7:1/8-179
to sleep, Colas, little Brother, 11:34 to sleep,
Grace
(at
my
little
one, 11:35
meals)
Prayers for Every Day. 1:146-147 Pictures, 12:295 (at meals)
—
Grace
"Blessing. The," by Chardin. 10:26a
Grace,
Katherine,
illustrations,
11:73,
109,
135,
145. 193
Grades: see Report Cards
Graham, Richard, 117,
124,
155,
illustrations. 9:32, 33,
185,
11:12. 13
Grahame, Kenneth
Duck/
Ditty. 1:157
201,
204,
206.
101.
26S,
116,
269;
Index Grain—Pictures, Grand Canyon
9:229. 232 of the
Colorado River
—
Pictures,
--3 Snow-White and Rose-Red, 3:162-171 Wolf and the Seven Little Kids, The,
Grindstones
9:71
Grandpa Dropped His
Glasses,
poem by
Jackson,
2:94
Grandparents // Three Generations Lire Together by Foster, 12:57-64
Grandparents and Other Relatives by Grossman, 12:49-56
—
Grizzly Bears, 7:6
Grossman, Jean Schick Grandparents and Other Ground-Hog Day, 7:171-172
Relatives, 12:49-56
—
Groundhogs Pictures, 9:4s Group Acceptance: see also Gangs at nursery school, 13:234
Grasshoppers,
7:
1
37- 1 39
4-
— 7:124a Grasshoppers— Poems
5-year-olds, 13:134 to children of
belonging in a
color plate,
in kindergarten, 13:145-147
Explanation of the Grasshopper, An, by Lind-
of the handicapped. 14:142-143
say.
not always the best reason. 13:207
related to school activities, 14:135, 138
1:97
—
Stories
Lion and the Mouse, The, by Aesop, 3:235 Great Horned
Owb
Men and Famous ume 6
15:93-96
—
else does,"
15:21; illustration, 15:23
color plate, 7:lH s g
Great
Deeds, Childcraft, vol-
Group Discussions: Grouping
see Discussion
Groups
of children in classes at school, 14:159-160
Great, wide, beautiful, wonderful World, 1:68
Group
He
Greco, El
Play, 13:100-102; 239-241
Gets Along Better tilth His Playmates by
Heinig, 13:169-174
Martin and the Beggar," 10:58b
of nursery-school-age child. 13:132-133
Greece myths: see Myths
Greece
when moving to new community, Group Acceptance Pictures, 12:4 movie-going 'because everybody
Gravity, 9:82-84
"St.
com
munity, 15:4-5
Pictures, 9:7. 23, 29
Grasshoppers
and
importance
katydids, 7:139
Gratitude
3:23-2;
Pictures, 9:192
—
—Greece and Rome
Other
Friend of Greece by Blackstock, 5:191-201 Greediness
—
Become More Important by Offer by
Horw ich,
Groups
for Children, Organized, by Osborn,
14:241-246
Growing Flowers and Vegetables by McKcnny,
3:93-101
Goose That Laid the Golden Egg, The, by Aesop, 3:240
Midas and the Golden Touch,
What Nursery Groups 13:231-236
Stories
Dog and the Bone, The, by Aesop, 3:236 Fisherman and His Wife, The, by Grimm and Grimm.
Children
Goldsmith, 13:130-134
Stories
retold by Pyle,
7:210
Growing Growth
in the Vale,
poem by
Rossetti. 2:40
Information on the phases of a child's growth
6:22
mav
be found
throughout Childcraft
vol-
Greek Vase. 9:2^5 Greenaway, Kate Pipe Thee High, and Pipe Thee Low, 1:77 Grenjelt, Wilfred by McNcer, 6:178-186
umes 12, 13, 14, 15 Growth in Size, Strength, and Co-ordination by
Grief
Gruber, Franz
Losses
Through Death by Franklin, 12:20,-214
Silent Night, 11:126
Grubs
Grieg, Edvard
From the Land of the Midnight Sun, 11:1 Grimm, Jakob and Wilhelm Bremen Town Musicians, The, 3:43-47 Fisherman and His Wife, The, 3:93-101 Hansel and Gretel, translated by Gag, 3:! Rapunzel, 3:144-151
Shoemaker and
Stolz. 14:63
the Flies, The, 3:4^-50
Sleeping Beauty, 3:172-176
-
ant. 7:128. 130 beetle, 7:136, 137 firefly.
7:140
honeybee. 7:126 -
Grubs
—
Pictures, 9:19
Gruenberg, Sidonie Matsner, and Krech, Hilda Sidney
Our Changing World.
15:3-9
^
Childcraft
224 Guidance: see also Etiquette
Children
every child needs, 15:172
Family Guidance Services by Sutherland, 15:162-166
Guiding
Him
Who
Are Epileptic bv Tennv, 12:278-
Who
Are Hard
Who
Are Mentally Retarded by Mar-
280 Children
of
Hearing by
Brill,
12:270
Children
Tactfully by Gesell, 13:90
tens, 12:281-283
Guilt feeling of, 12:208-209, 242-243
may
feeling of,
Who Have
Children
cause child to ask no questions,
With Rheumatic Fever bv
Children
14:32
Guinea Pigs, 7:73 Guiterman, Arthur
Cerebral Palsy by Shriner,
12:275-277 Josselyr:.
12:284-286 library service to, 14:235
Chums, 1:87 Pet Show, 2:24
Handicapped
—
Stories
Warm
Chief at
Springs, The, by Weil, 6: 140-' 44
Handicapped Child and Your Child,
Gulls, 7:110
Gulls—Pictures,
7:111
Eells,
Handicapped Child
Guppies, 7:70-71
The,
by
12:253 in
The,
School,
by
Cain,
14:139
Handicapped Child in the Family, The, by Stern and Castendyck, 12:258
H Habits
Handicraft: see also Boxes; Musical Instruments;
not to worry about, 13:80-81
Haddock—Pictures,
Hader, Berta and Elmer,
Hail— Pictures,
Parties, also types, as
Adventures
9:60, 230 illustrations, 2:192-195
9:104
and
How How How
Parkhill
and
leather ornaments, 8:215-219
Make a Five-Pointed Star, 9:146 Make a Paper Airplane, 9:184 to Make a Water Wheel, 9:212 Making a Wheel Toy from a Spool, 9:190
Halcyon (kingfisher), 7:110 Hale, Sarah Josepha
Mary's Lamb, 1:55 Halfway Down, poem, by Milne, 1:144
to
to
making
birdhouses, birdbaths,
and feeding
sta-
tions, 8:224-229
Halibut, 7:155
Halloween, party
making games,
for, 8:97-100
—
shellcraft, 8:219-223
Halloween Poems Blac\ and Gold by Turner, 1:141
Theme in Yellow by Sandburg, What Am I? by Aldis, 1:140
8:1-2
play for a shut-in, 8:42-47
Halloween, song, 11:111
—
Paper Work, Sewing
Handwor\ by
Spaeth, 8:210-230 felt
Hair-twisting, 14:45-46
Halloween
in
suggestions, 7:31, 56, 74, 92, 112, 121, 162, 173, 188, 225
2:66
with with
raffia,
tin
yarn, sequins, 8:223-224
and
glass, 8:214-215
Stories
Handling Genitals
]ac\-o -Lantern by Colby, 5:40-46
baby, 13:59
Hamelin Town's
Brunswick, 2:126
in
Hamilton, A. E. Boarding Schools, 14:264-269 Hamlin, Paul, illustrations, 6:145-149,
Handwriting: see Penmanship
151-155,
157-159
Hammers—Pictures,
9:187, 199, 204
Handball, game
how
to
left-
play, 8:55-56
and
right-, 13:28-29
Handel, George Frederick
The Music
in the Chapel, 11:164-165
Handforth, Thomas,
illustrations, 2:116-121; 4:90-
95, 97-103
Handicapped: Children
see also Blind
Who
objective of parents for children. 15:169
Are Crippled by Shover, 12:27
—
Poems Happy Thought by
Happiness
make and
Handedness,
Hansel and Gretel translated by Gag from Tales from Grimm, 3:186 Hanuhjiah Song, The, song, 11:114 Happiness
Stevenson, 1:63
Miller of the Dee, The, by Mackay, 2:140-141 Happy Thought, poem by Stevenson, 1:63
Harding, Lowry
W.
Experiences with Numbers. 14:190-105
Hare and Hounds, game. 8:26 Hare and the Tortoise. The, by Aesop, 3:239 Harebells, 7:203; color plate. 7:204d
\
I\
Hay
Hares, 7:36
Han's Birthday Party by Kozisek, 4:15 11:128 Isis
L.
Juan, the Yaqui, 5:S6-93
Harrison,
Haydn, Joseph The Father oj the Symphony, 11:166-167 Hayes, Nancy M. Shiny Little House, The. 2:16
poem by Head Banging, 13:33 Hayloft, The,
13:107
Bill, illustrations,
Hartley, Marsden
"Give Us This Day." 10: 22h Influence
Personality,
15:107-
112
Harvester Ants, 7:132
Harvesting
cal Care; Mental Health; Posture: Rest: Sleep Doctor and the Dentist Your Child's Friends. The, by Richmond. 13:254-260 helping to keep us well, 9:2^6 Keeping Your Young Child Healthy by Pro-
—
vence, 13:247-253
hay, color plate. 7:76a
Harvesting
—
may
Stories
Harvesting Scene, A, from
The Tomb
Your
13:261-266
always comes on market days, 1:111
Hearing, 13:27-2^
Who
Hearing, Children
14:255-263
Are Hard
oj.
bv
Brill,
12:270
Hearing Aids
chick, 9:12
for children, 12:271-272
9:13
—Pictures turban, 9:55 Hats—Poems
Hearts, game, 8:19
Hats
He 1:
I'M 105
Hauge, Carl, illustrations, 4:151-153, 156, Hauge, Mary, illustrations, 1:80, 81: 2:80,
81; 3:7,
135,
13:149
67, 69, 90, 93,
112,
118,
129,
131:
:
11:36, 38,
names of
He He
12:18, 20,
Hausman, Leon Augustus Our Friends of the Bud World. 7:93-1 12 Have you ever heard of the Sugar-Plum Tree 1:182
red-tailed, color plate, 7:108g
—Pictures
color plate, 7:70 all,
3:240
the
Nature Study
making puppets and of father
abilities,
14:136-137
marionettes, 8:231-240
and son together, 12:127-128
Hoben, Alice M. Puppets and Marionettes, 8:231-240 Ho, for taxis green or blue. 1:101 Ho, for the Pirate Don Durk of Dowdee!, 2:138 Hogner, Dorothy Childs Animals That Work for Man. 7:75-92 Hogs: see Pigs Holidays: see also names of holidays, as Clirisunas
Hewitt, Ruth E. 14:231-235
craft;
important in developing
sewing, 8:241-261
Herzog, George
Learns
Hobbies, 8:109-113; see also Collecting; Handi-
selecting a hobby. 8:129
Herring Gulls: see Gulls
Maying
Hickory Trees, 7:238 Hidden Words, game, 8:41 Hide and Seek, game, 8:25 Hide the Thimble, game, 8:22-23
Hilliard, Pauline
—
Herding Stories: see Shepherds Stories Here All We See, poem by De la Mare, 1:66 Here Come Three Dukjes A-Riding, song, 11:103 Here Goes Up for Monday, game, 8:56 Here We Go!, game, how to make, 8:190-191 Here We Go Round the Mulberry Bush, from Mother Goose, 1:54 Here We Go Round the Mulberry Bush, game,
Still
1:21
Hickory, Dickpry, Dock, song, 11:56
Hill, Sister Veronica, C.S.J.,
7:175
woodchucks. 7:171 Hickjety, Picl(ety, from Mother Goose, 1:21 Hickory, Dickson, Doct{, from Mother Goose,
Hill,
loveth well, by Coleridge,
Herbert the Helicopter by
He
1
Most
of
Your
Public
Library.
Family Celebrations by Wright, 12:167-174 neighborhood celebrations. 15:131
—
—
:
1
Index pageants and
227
Home
festivals, 8:1 45-1 4^
parties for, 8:83-104
Holidays
—
Stories, 5:7-76
Holland, Janice,
H. C, 86, 87,
84,
illustrations, 1:30, 31, 48, 49, 134,
119,
123
122,
—
Pictures
color plate, 7:220d
Holy God, We Praise Thy Name, song, 11:152 Home and School Are a Team by Lane, 15:153
Home Home
Library, Building
a,
by Duff, 12:1^5-204
Parent; Peoples of Other Lands
Up Fun
by Rombauer
and Torno,
8:193-209
Machines
Maying
in the
Home.
9:177
Home
the
Most of Your
for
Fun by Anderson,
Star-Spangled Banner Girl by Bailey, 5:32-39 Story of fane Addams, The, by Wagoner, 6:12^134
Teddy by
Ickis, 8:4 s
Roosevelt, the
Boy
Naturalist, by Weir.
6:124-127
and fake by Benton. 6:167-169 Tramp, The, by Locklin, 5:25-31 Victor and the Pirate by Radford, 5:129-135
T.P.
Life
—Poems:
—Poems;
Poems; Houses
8:241-261
—Poems: Bed —Poems; Food Morning— Poems
see also Babies
Clothing
time
—Poems;
After a Bath by Fisher, 1:72 Alice's
Supper by Richards, 2:58-59
Camel's Clocks,
Hump,
The, Author Unknown, 1:64
Down
the Rain Falls by Coatsworth, 1:123
Drums
of the Rain by
Da vies,
1:123
Land Little
Christmas by Field. 2:147-149
of Counterpane, The, by Stevenson, 1:178 Girl Next Door, The, by Wing. 1:117
in
We
How
House
a
changing
in.
9:244-252
Is Built.
9:256-258
policies today, 14:160-161
admitting ignorance or mistakes. 12:125
1
Mother
due to adult conversations, 13:201-202 do not respect other's property,
2-4-vear-olds
13:2n5
Goose. 1:31
The, by Aldis, 1:80 Prayers for Every Day, 1:146-147
Picnic,
Rebecca by Belloc, 2:97
There Was a Little Girl by Longfellow, 1:164 Three Guests by North. Time to Rise by Stevenson, 1:68 1
the Little Girl
Live
Homework
lack often
the Shoe, The, from
10:5sj-5vk
Pictures, 9:56, 65
Houses
in
Tietjens, 2:17 Scott,
—
5-year-olds, 13:148
Mother's Song, A, by Rossetti, 1:67
Woman
Homer, Winslow "Snap the Whip,"
Honesty, 14:52-56, 59-60; see also Imagination
Mist and All, The, by Willson, 1:139
Moring by My Bed by
Home on the Range, A, poem, 2:198 Home on the Range, song, 11:92
Homes
Halfway Down by Milne, 1:144 Hiding by Aldis, 1:" Jest 'Fore
Will Rogers by Garst, 6:196-206
Wolf and the Seven Little Kids, The, by Grimm and Grimm, 3:23-27 Zebedee, Fisherman, by Dalgliesh, 5:140-145
The, by Kipling, 2:88-89
Doorbells by Field, 1:108
To
and the Three Bears, 3:15-18 Gone, retold by Gag, 3:154-161 fack^-o'-Lantern by Colby, 5:40-46 Journey to America by Judson, 5:174-1^0 Louisa Alcott's Childhood by Alcott, 6:75-79 Meals for Mickey by Dalgliesh. 4:122-130 Miserable Merry Christmas, A, by Steffens, 4:60Is
Sugar Snow, The, by Wilder, 5:122-128
65
Sewing
Old
—Stories
67 Life: see also Appliances, Families; Family:
Cooking
Home
Relations
76
Gone
Holly, 7:239
Hollyhocks
Brother-Sister
Father-Daughter Relations
Goldilocks
12"
126,
Stories: see also Brother-Brother Re-
Bidushka Lays an Easter Egg by Jones, 4:37-41 Christmas in the Piney Woods by Simon. 5
illustrations, 6:40-43, 69-71, 73, 85,
124,
—
—Stories;
Stories;
135, 138, 139, 200; 6:1, IIS,
Holling,
Life
lations
Who
Wriggles by Richards.
2:96
Vespers by Milne. 1:145
What Does the Bee Do? by Rossetti. 1:65 When Young Melissa Sweeps by Turner, 2:15
—
Honesty Stories Eggs for Sale by Campbell, 5:21^-22=5 Music of the Scythes, The, by Zobarskas. 218
Honey, 7:125-126, 127
Honey
Ants, 7:132
Honeybees, 7:122-127
Honeysuckle
—
Pictures
color plate. 7:220d
Hooch. Pieter de "Bedroom. The," 10:26c
5:21
Childcraft
228 Hoopes, Harold Dexter,
illustrations,
4:172-177,
208, 210, 211, 213, 215, 226. 227. 229. 231, 232,
234
77,
124,
Horwich, Frances R. What Nursery Groups Offer, 13:231-236 Hospitals
125. 150, 151
poem by
Hoppity.
have ambulance
Milne. 2:43
Hopscotch, game, 8:4-5
Art of Spelling, The, 14:177-183
Hospital by Mercer,
nurseries. 13:15
—
Horowitz, Caroline Games for Indoors and Outdoors, 8:1-34 "Horse and Zebra on a Beach" by Chirico, 10:58a Horse Chestnut, or Buckeye, Trees, 7:240 Horses kinds and history, 7:75-80 7:79:
Pictures,
9:3.
41:
10:50: see also
—Pictures; Ponies—Pictures
"Burning of the Sanjo Palace (Detail), The," by a Japanese
rooming-in, 13:15-19
Hosts and Hostesses, 8:76-77
Hot Cross Buns, poem, Old English, Hot Lands Pictures, 9:72, 73
—
1:64
Houseflies. 7:141-142
Household Budget: see Money "House of Cards, The," by Chardin, 10:58g House of the Mouse, The, poem by Mitchell, 1:94 Houses, 9:244-249, 251, 256-258
care of, 7:76-77
Colts
to the
13:267-272
Hornbooks Pictures, 9:276 Horned Lizards, 7:184 Horned Lizards, or Toads, Pictures, 7:183: 9:60
—
service, 9:286
Your Child Goes
//
Horn, Ernest
Horses
Mil-
2:34
lay,
Hoosier Barbecue by Wilson, 5:113 Hopkins, Hildegard, illustrations. 2:76.
—
Poems Wonder Where This Horseshoe Went bv
Horseshoes
artist,
— —Poems
Houses Houses
Pictures, 9:56, 65, 244, 245
Do You Know. ... by Wegert, 1:75 House That Jac1{ Built, The, from
10:53
Mother
Goose, 1:60-62
color plate, 7:76a
Johnny Fife and Johnny's Wife by Meigs. 2:95
"Count of Galves, The," by Pablo de Jesus and San Geronimo, 10:54 Cover of an Indian Shield, The, by a Sioux In-
Shiny
dian, 10:56-57
"Four Horses," a Persian drawing, 10:56 "Horse and Zebra on a Beach" by Chirico.
Song Houses
known, 10:55 "Me on a Horse" by Doris, 10:57 "Merry-Go-Round Horse, A," by Louff, 10:58 "Page from a Sketch Book, A," by Toulouse-
2 A6 Hovey, Richard Sea Gypsy, The, 2:39
— —
—
De
How Do Children Grow? by Langmuir, How Doth the Little Crocodile, poem bv do you like Howie, Hillis L.
12:74 Carroll,
to
go up
in
.a
swing, 1:132
Discipline, 14:147-154
Brave Soldier. A." by Donatcllo,
Stories
Miserable Merr) Chnstnu/s.
I.
by StefTens. 4:60-
67
Pulling Bee, The. by Henry, 4:131 137
Horseshoe Crabs, 7:1^4
Howlett, Carolyn
Drawing and
How Many How
Creeft, 10:81
10:52
—
m
Howlers, 7:20-21
Poems: see also Ponies Poems Milkman's Horse, The, Author Unknown, 1:89 Horses Sculpture, 9:255
Horses
E.
Loveliest of Trees,
2:89
10:58b
"Statue of a
Stories
How
George and the Dragon" by Crivelli, 10:58c Martin and the Beggar" by El Greco,
"Picador" by
—
Housman, A.
Lautrec, 10:55
pony, color plate, 7:60c
Horses
House, The, by Hayes, 2:16 House by Morley. 2:14
1:60
on a Wooden Horse" by Monet, 10:58d "Man Riding a Long-Necked Horse," Un-
"St.
Little
for a Little
Three Little Pigs, The, retold by Jacobs, 3:19-22 House That Jac\ Built, The, from Mother Goose,
10:58a "Jean
"St.
House, The, by Godley. 1:172
Little
S.,
and Smith,
Isabel
Painting. 8:149-162
Miles?, game. 8:67
many
valentines,
pretty
red
valentines,
11:133
How Science and Industry Help Us. 9:225 How the Camel Got His Hump by Kipling. 4:147 How We Live Together by Michaelis and Shaftel, 14:202
H'Suan Tsung "Kittens." 10:30
!\ DEX
Hudson,
W. H.
229
Spoonbill and the Cloud, The, 4:82-89
153
Hughes, Toni "Children on the Beach," 10:125 Hull-House, Chicago Story of lane Addams, The, by Wagoner, 6:128-
Humperdinck, Engelbert The Fan) Tale Opera, 11:184-185 HumptyJ Dumpty Bean Game how to make. 8:185-186
Humpty Dumpty
134
Human
Relations:
see
Family
also
Group Acceptance; Neighbors; names of national groups in the United States, as Germans in the United States Children Learn About Other People by RobertFriendship;
son, 15:113-120
contributions of other nationalities, 14:237-238
customs learned through
visiting,
14:253-254
Hundreds Hungary
Together
Live
by
171; 5:136.
138,
139,
[91,
194.
43, 105,
198, 199, 201
—
Pictures, 9:96
Husband and Wife: Hush,
Little
Marriage
see
Baby, song, 11:31
Hush-a-by, Baby Mine, song, 11:40
helping child meet injustice, 15:39-40
How We
Stories
Hunt, Stan, illustrations, 12:121 Huntsmen, The, poem by De la Mare. 1:77 Hurford, A. F. and M. S., illustrations, 4:42.
Hurricanes
12:253-257
from Mother
The, by Sercdy, 5:181-190 Hungry Horse Dam, Montana, 10:101
Feast of Eat-Everything, The, by Marshall, 6:145-
Eells,
wall,
Fair,
45-49. 52,
Handicapped Child and Your Child, The. by
a
of stars in the pretty sky. 2:12
—
explaining adult errors, 15:36-38 152
on
sat
Goose, 1:48
Relations;
also
Micbaelis
and
Shaftel, 14:202-208
Hush-a-bye, Baby, from Mother Goose. 1:16 Hush! the waxes are rolling in, 1:1 *5
Hutchinson, Veronica
part of loyal citizenship. 15:152
Little
scapegoats, 14:15-16
S.
Red Hen and
the Grain of Wheat, The,
3:8-10
schools foster, 15:118-120
understanding differences, 13:160-161; of other family practices, 15:121-126
—Poems Ring Around the World by Human Relations— Human
of All Masters, retold by Jacobs, 3:152-
Mastet
Hyacinths
—
Pictures, 7:223
Hymes, James L., Jr. Becoming Resource Jul 15:58-63 What Children Need from Life, 12:67-73 Hymns, 11:145-160 .
Relations
Wynne, 2:37
Immigration and Emigration Stories; Regional Stories Indians for Thanksgiving by Heiderstadt, 5:47 Stories: see also
Cradle
—
Hymn, Author Unknown,
1:150
56 Silver Pesos for Carlos by Baldwin, 5:164-172 I
am am
I
Am
I
Hummingbirds, 7:100-102 Hummingbirds Pictures ruby-throated hummingbird,
—
the sister of him. 1:66
I
Thinking of Something, game. 8:36-37 came to Alabama wid my banjo on my knee.
/
Can Be a
I
can't
color plate, 7:108f
Humor
11:76
used correctly
Humorous
is
beneficial, 12:294
Pictures
"Manypeeplia Upsidownia" by Lear. 10:45 "Men Shoveling Chairs" by a Flemish painter. 10:44
Humorous Poems,
2:81-108
The,
by
Covvper, 2:152-161
Fun and Fancy, 1:153-200 Snow Man, The, by Meigs,
I
Last of the Dragons, The, by Nesbit, 4:150-170
1:1 In
Marguerite the
Most
of
Your Home, 8:4^
'.5
climbed up on the merry-go-round. 1:^2 come from haunts of coot and hern. 2:64
I'd
Lihe to Be a Lighthouse, poem by Field.
I'd
like to
2:73
Stories
by Anderson. 1:76
The Flight of. 6:222-225 poem by Aldis, 1:148 Ice-Cream Man, The, poem by Field.
I
Tragic Story, A, by Thackeray. 2:120
poem
Ice.
Makjng Gilpin,
Tiger,
go walking, 1:76
Icarus,
Ickis,
Antonio by Richards, 2:121 History of John
Diverting
Humorous
fevered with the sunset. 2:V>
1:107
have
was dreamed If, from Mother 1
I
a
garden. 2:46 a cave-boy.
(loose. 1:^5
2:30
Childcraft
230
the world were apple pie, 1:35 had a hundred dollars to spend, 1:85 Three Generations Live Together bv Foster,
If all If
I
//
Your Child Goes
the Hospital by Mercer,
to
13:267
I
/
/ I I I
I
a cat
a Little
Nut
me, 11:80
cat pleased
Mother Goose, 1:38
a Little Pony, from
a little
150,
Borja,
and out with
12:209,
218;
210,
13:34,
69;
15:61, 84, 95
192. 232, 233;
129,
132,
151;
133,
13:13, 31, 43,
138,
158,
209,
Chariot, 1:90, 91, 140, 141. 196, 197
Boyd, Jack, 4:234, 236, 237, 238, 239 Brevannes, Maurice, 1:148, 149; 2:58,
13:73-78
70, 71,
II
Buehrig,
59, 66, 67,
105
104,
Rosemary, 2:22,
23,
56,
57,
72,
73,
108, 109; 3:15-17, 51; 4:15-18, 20; 5:2, 3
I
like the fall. 1:139
I
like to
meet the popcorn man, 2:29
I
like to
move. There's such
I
like to shell peas,
I'll
9:144, 154
Connie,
Bowman,
like little Pussy, 1:86
When
151
252, 274, 276; 15:23, 64, 73, 99, 157
Ghirlandajo: see Ghirlandajo,
Illness: see also
150,
Botts, Davi, 11 frontispiece, title page, 89, 107,
in
cupboard, 1:70
"Me-Can-Do" The,
of
3:144-148,
A., 9:135, 136, 147, 148, 149,
152
Bill,
14:11,
Frances L.
Age
244,
202,
136,
160, 164-170
159,
Use, 2:168-173;
151,
Boggess,
Tree, song, 11:51
had a little tea-party, 1:80 have a little bed, 1:67 have a little shadow that goes me, 1:179
II I
and the
had
know
123,
45, 54, 63
Boehmer, Edward
Group by Woods, 13:237
a Play
Had Had
Ilg,
14:84.
Biers, Clarence, 4:21-24,
Bischoff,
You Want
//
Elizabeth.
261
Bilder, A. K., 9:20, 21, 24, 25, 27, 30, 36, 40,
12:57 //
Berrv,
Burton, Virginia L., 2:36, 37, 94, 95 Busoni, Rafaello, 2:152, 161
a feeling, 2:17
Cadel, John M., 6:253, 255
1:74
Caplan, Irwin, 12:37; 13:81
Health; Medical Care
Carbe, Nino, 2:34, 35, 136, 137, 186, 187, 200
Children Get Sick by Work, 14:82-90
12:190
Cavalli, Dick,
sing of a band that used to play, 11:98
Couri, Dorcas, 1:68, 69, 86, 87, 110, 111; 2:16,
Illumination of Books and Manuscripts
17
Page from an Old Book, Made by Hand, A, 10:27
Craig, Muriel, 12:67, 72, 73
Daugherty, James H., 6:44, 46, 47, 49
Picture from a
Famous Boo\, A,
Dechmann,
10:47
Mughal
Prince Riding on an Elephant from
il-
luminated manuscript, 10:34
Louis, 4:131-141,
143,
145,
146
Dillon, Corinne, 2:20, 21, 74, 75, 188, 189
Disney, Walt, 1:94, 95; 2:82, 83
Dixon, Rachel Taft, 1:58, 59, 124-127 Du Bois, William Pene, 1:50, 51, 76, 77: 2:28.
Illustrators
Algminowicz, Paula, 4:230, 231, 232. 233 Amberg, William, 9:260, 261, 262, 264 Anderson, Catherine Corlev. 8:242-245.
29,
247,
249-260
100,
101; 3:30-32, 34, 87-89, 92-94, 96-99,
101
Dunsire, Marion, 5:104, 105, 108, 109. 112
Armstrong, Samuel, 2:18, 198, 199: 6:34, 35, 38,
19.
110-115, 190, 191,
39
2:23-27, 35; 6:8, 10-12, 14, 15, 17
Augustiny, Edward, 6:113-115 Aulaire, Ingri and
Duvoisin, Roger, 1:158, 159, 164, 165, 184-189:
Edgar Parin
d',
2:2, 3,
122,
123: 6:18, 20, 21, 23
Eichenberg. Fritz, 1:60-63, 84. 85; 3:62, 63, 66, 67. 70, 71. 84, 85, 86 Esley, Joan, 1:114, 115, 166, 167
Babcock, R. Faverweather, 7:49. 114, 129, 131,
Feeney, Joyce, 9:210
133, 156, 157, 167
Ballantyne, Joyce, 5:18, 20, 21, 24, 94, 95, 97, 98, 100,
101,
103;
131.
133.
135,
6:103-105, 137,
108,
109,
Guilford
L..
7:95,
Fine, Stan, 13:28
Fleishman, Seymour, 4:201, 202, 204. 206, 207
Fleming. Stan, 6:178,
191.
214:
192
Benda,
130,
139
Bannon, Laura, 5:164. 166, 167, 169. Barnum, J. Hyde. 1:11)4. 105; 2:38, 39 Bartlett, William F.. 2:50-53. 64. 65 Beck,
128,
171.
172
188,
Fleur,
189. 190,
Anne
(Sari),
191; 2:196,
8:175-190,
T., 6:222-224. 229-231
181.
184.
185,
186,
187,
162.
163,
190,
192, 193
1:152,
153,
197
Friend. Esther, 1:38, 39, 92, 93, 132, 133; 11:29, 40, 41. 47. 49.
W.
191,
111,
116,
117,
59,
120
62.
70.
71,
75,
SO, 81, 83,
Index Frost, Bruno,
1:82,
100-103.
83,
160,
192-
161,
195; 2:46, 47
186,
187,
83,
102,
118,
153,
Kuhn, Robert,
239.
240,
241,
283
Kwiatkowski, Gordon, 9:59,
82,
234,
188,
Goessl. Marvin, 9:82, 84, 85, 86, 87, 92. 93, 97, 172, 173, 174, 183, 197, 199, 200, 218, 219, 222,
227,
250,
142,
144,
161,
162,
163,
62.
IDS.
109,
146.
99,
147-
165, 166
Garland, Lois, 9:10, 49, 163,
231 Krcsin, Robert, 6:140,
251,
252,
253.
266.
274,
275,
280;
1:52, 5
249,' 258, 259, 276,
Latham, Mary,
s
277 2".
2:26,
98,
89,
88,
149
11:78, 94, 96, 97. 143: 13:61, 88, 96. 107. 165,
Lathrop, Dorothy. 2:24, 25, 174-177
171, 188, 199, 279, 290, 291:
Lawrence, Bob, 12:
151,
166,
177,
274;
184,
14:8, 21, 37, 67,
15:3, 5,
14,
27,
30,
75, 117, 126, 151
GorT, Harper, 6:50, 52-54, 56-58
Martin, Bernard, 4:104. 105, 107 109. Ill
Grace, Katherine, 11:73, 109, 135, 145, 193
Graham, Richard. 155,
185, 201,
^,
9:32,
116,
101,
117.
11:12,
204, 206, 268, 269;
60; 13:21. 23, 115
5. 58.
1
Lawson, Robert, 2:92, 93, 106, 107 McCloskey, Robert, 2:40-43 Mackenzie. Garry, 1:46. 47. 154-157
124,
13
Mastri, Fiore. 4:75. 77. 79,
Merry weather. John.
Hader, Berta and Elmer, 2:192-195 Hamlin, Paul, 6:145-149, 151-155, 157-159
2:68, 69.
Mary. 3:177, 180,
Miller.
120; 5:1, 8, 10, 11, 14,
Hansen, Roy, 4:222, 223. 224, 225
66,
Harrison,
272, 273, 278, 287; 11:3, 4,
13:107
77-79;
75.
68,
Harvey, Laura, 3:1; 6:110, 112
157:
13:29,
132,
Hauge, Carl, 4:151-153, Hauge, Mary, 1:80, 81;
310;
14:28.
42.
156,
157
2:80. 81; 3:7, 132, 134.
135, 138-140, 142, 143; 5:78-85, 226, 227, 229-
231; 6:226, 227; 9:88, 228; 11:37, 38, 67, 69, 112,
90, 93, 168,
118.
HI;
129,
12:18, 20, 21, 67.
55,
53,
84,
104,
105,
153; 12:27, 35, 64
Tom,
3:186,
188,
Holland, lanice, 1:30, 139, 200; 6:1,
Holling, H.
C,
118,
189,
192,
194,
195,
198
31, 48, 49, 134, 135, 138,
119,
122,
73,
83,
84,
86,
Harold
Dexter,
4:172-177,
184.
186,
Hopkins, Hildegard, 2:76,
77,
124.
125,
150,
74-76,
125,
128,
9:frontispiece,
180. 305.
154,
226;
15:7,
11.
130,
29,
page; 11:6,
title
48,
172.
131,
7.
50.
72.
175;
174.
9
8,
Movers, William, 1:36, 37 Naylor. Ramon, 12:24, 26. 36
Neebe, O. William, 4:122.
123.
127,
129.
217,
220.
157,
160,
126.
130. 147-150; 5:219-223. 225; 9:14, 15
Gregory,
3:37-42,
216,
213,
221, 224. 226; 4:30-36;
5:154.
156.
163; 6:240-242. 247-249. 251
Pearson, Charles D., 15:37
Lou, 3:152, 153; 5:7.
Peters,
Petersham, Pit/.
151
Hunt. Stan, 12:121 Hurford, A. F. and M.
32,
34,
35.
38-43.
S..
4:42. 43, 45-49, 52. 194,
195,
198,
199,
201
Irwin, John D., 13:92
Elizabeth
Orton,
1:136,
137,
146.
14".
Al. 12:171;
14:43
Reamer, 13:183 Key, Ted, 12:178; 14:5 Bill.
Leo. 11:27
Price.
Harold
118,
120,
116.
1:96-99,
Priscilla.
Politi.
143;
142.
3:102.
Lee,
41
107,
109.
Norman.
6:29.
32.
13,
81
Prickett, Helen. 4:2 6. 217, 2 IS. 220. 221; 8:77. 1
79.
ss,
84,
106;
86,
B7,
11:32.
63. 225-22S. 249;
15:123
106.
103,
181
180.
117.
121. 227 240; 4:8-12. 14
89-91, 93, 95, 97, 98, 4s.
3s.
56,
101, 114, 141: 12:5, 43, 122;
Kotora. Hal. 6:196. 197. 198. 199. 200. 203. 204, 205, 206
Pointer,
103,
Keller,
Koering, Ursula, 1:40,
Miska. 2:162-167
1:34, 35, 44. 45, 56, 57.
Poe, Frances, 7:125. 145
Price,
151; 4:37-41
Jones, Lloyd, 6:24. 25, 28
Kaufman.
Maud and
Henry,
3:11-14, 43, 45-47: 6:2. 3
191,
139,
171; 5:136, 138,
King,
153. 126.
224.
121-123.
11,
46-50, 52, 53, 55-64, 66, 68-76
226
150,
10,
Moore, Phoebe Hansen, 3:28,
162.
187, 189, 190, 191, 193, 195, 197, 198, 200, 215,
Jones,
145, 108,
164-166.
158, 5,
173: 6:64.
77,
17,
113
20, 49, 90,
OrlorT,
123
6:40-43, 69-71,
87, 124, 126, 127
Hoopes,
135,
91.
185; 4:112-
184,
MordvinofT, Nicolas, 11:43
169
Henderson, Ann, 11:51. Hill,
15.
9:156,
179
[78,
181,
Handforth, Thomas, 2:116-121; 4:90-95, 97-103 Bill,
5:232. 2 35, 237,
SI);
239, 240
Rendall. Erwin is.
21. 23,
C,
27,
65,
13:16,
98,
$9,
101, 100,
^
14:65. 101. 224, 228,
7:195; 8:2.
2 32.
Roth. Salo. 14:159
57,
2
3 3.
3.
5-7.
235-239
10-12.
14.
Childcraft
232 Royt, Mary. 1:64-67. 74. Rudeen, Herbert, 4:53, 115.
118,
119,
Scott,
198,
54,
56,
5:113-
59:
5:25, 28, 29, 31
Ward. Lynd. 2:180-185;
12:222. 227
3:110,
177;
111,
162,
163,
130,
131,
Weber,
166-168,
170,
Weisgard, Leonard
171; 6:214, 215, 218, 219, 221
Seward, V.
A,
Thomas
Wilson,
118,
119
W. N.
2:48, 49 138,
2:32, 33, 90, 91,
Jr.,
159
158,
1:16-19, 22-27. 42, 43,
Spackey, Shirley, 3:19-22 J.
155,
2:12, 13, 44, 45, 62, 63, 96, 97
Smalley, Janet, 1:120-123, 128, 129
E.,'
154,
Wilkin, Eloise
201
Slobodkin, Louis, 6:245, 246
Starbuck,
29
Wiese, Kurt, 1:88. 89, 170, 171
L., 5:86, 87, 89-93
Helen Edell, 12:197,
15, 20, 21, 28,
3:8-10,
103
102,
3:122, 124
169
1:168,
2:30, 31, 86, 87
210-226, 228, 263-269. 271-272
Sloan,
Nettie,
1:2, 3,
7:97, 109, 134; 8:49, 52, 63, 64,
Siegel, Jack, 2:54, 55, 84, 85,
Sinnickson,
208, 210, 211
4:82, 83, 85-87, 89
148, 149, 152, 153
Marguerite Klinke, 1:106-109,
176,
Wagener, Paul, 6:207, Walker, Ora
199 57,
125-127
123,
122,
Ruud, Herbert, 5:146, Scott, Jane,
75.
139,
142-145
5:140,
142. 143
Stein,
Winter, Milo
Harve
1:1, 4-14, 32, 33,
4:60-62, 64-68, 71-73
2:1, 4-10,
5:174, 178, 179
6:4-7,
7:227
34,
19,
77,
50,
35,
78,
79,
53,
52,
51,
95,
81,
80,
98,
56,
99,
Winter, Milo Kendall,
65,
145,
160,
162,
165,
172,
173,
175,
180,
183,
184,
190,
191,
194,
195,
202,
203,
209,
212,
215,
216,
217,
220,
221,
225,
229,
230, 231, 232, 233, 235, 242,
243,
254,
257,
5:181-183,
Wool way. 100,
104,
106,
111,
119,
123,
130,
134.
137,
138,
139.
140,
161,
167,
168,
177,
179,
189,
205,
236,
244, 245, 247. 279, 284, 285, 286, 287
Pat.
Wu, Kong,
107.
110,
228,
229
178,
179: 2:78,
I
119
12:3,
6:170, 173, 175, 176, 177
love to see a lobster laugh, 2:82
Imaginary Companions, 13:120-121 Imagination: see also Dreams
11:34, 45, 67
dangers, 13:122
12:110, 111, 118,
187.
215, 247, 289
13:3. 74. 75, 79, 80, 82, 83. 96, 99,
226,
232,
14:1, 59, 75, 80, 33,
227,
1:70-73,
79; 4:178-183
9:28, 29, 37, 47, 90, 91,
15:1,
190
187,
1:78, 79, 174, 175; 2:11, 14, 15
Womack, Fred, 4:226, Woodward, Hildegard,
Tiedeman, Berthold
217,
186,
Wohlberg, Meg,
270, 271, 288
123,
Jr.
3:112, 113, 116, 117
113,
131,
121,
89-91, 94, 213, 234, 235, 238, 239
8:53-55
8:39-42, 56-59, 70-74 18,
182, 183
173,
5:4-6, 211, 212, 214, 215, 218
6:167, 168, 169
76,
172,
141
4:1-7
4:209, 211, 212, 214, 215
67,
113,
140,
3:2-6, 52-56, 58-61
Teason, James G.
9:1,
112,
126-135,
268,
199.
269,
121.
130,
174,
13:172
He's a Great Pretender by Collard, 13:117-122
298
206. 215, 239, 250 109,
34, 70, 93,
5-year-olds, 120.
Imagination Elves
175
—Poems:
— Poems;
see
Fairies
iilso
Dreams
— Poems;
—
Poems; Nonsense
Rhymes
Tobey, Harney, 15:16
He Thought He Saw
Tobin, Don. 13:78, 191; 14:74
by Carroll, 2:90-91
Can Be ii Tiger by Anderson, 1:76 Moon's the North Wind's Cool{\, The, by Lind-
/
Tucker, Marjorie, 2:60, 61, 144-146
Tudor, Tasha,
1:54. 55,
144,
145 say,
Turkle, Brinton 3:77-79, 81,
199. 202, 203, 206, 207. 209, 212 I
4:25-29 5:202, 203, 206-208,
met
a
little
I'm
132,
134, 135
nomg
1:133
Elf-man, once, 1:170
I'm glad our house
2 in
6:60, 61, 63, 95, 97, 98, 100-102
Turzak, Charles, 5:129, Ho,
1:137
Swing Song. A. by Allingham, is
a little
house, 2:14
out to clean the pasture spring, 2:56
I'm hiding. I'm hiding, 1:78
3
:
Index Imitation the
of
place
imitation
in
growth may be found throughout Childcraft volumes 12, 13, 14, 15 Immigration and Emigration Stories Journey to America by Judson, 5:174-180 "Improvisation No. 30" by Kandinsky, 10:4S to the seas again, 2:38 I must go down
—
In a great big
wood
—
Pictures
Indian Wall Painting. An, 10:46 Individual Differences
on
Information
differences
individual
given
throughout Childcraft volumes 12, 13, 14, 15 Industries
Science and Industry. Chii.ix
in a great big tree, 1:172
In an ocean, 'way out yonder, 1:190
(Jack-in-the-Pulpits)
color plate. 7:204c
a
child's
Industries
— Pictures
How Do We Use Sand and
Aprils Sweet Month, poem. Author Unknown,
kah. volume 9 Clay?, 9:123
mining. 9:126-129
1:119 In days of yore,
from
Britain's shore. 2:197
a Purple
Cow. 2:^7
Infants: see Babies
—
Independence Day Stories Star-Spangled Banner Girl by
Saw
never
I
Independence: see Self-Reliance
Infection: see Contagious Diseases Bailey, 5:32-39
Ingenious Little Old Man, The, poem by Bennett. 1:162
India
animals: see Animals India
Turnips
Indian
on
Information
/;/
233
—Folk
— India
//;
what and when. 14:74 Insect-Eating Plants. 7:204-206
Indian Paintbrush, 7:200-201 Indian Paintbrush
—
color
Pictures;
plate.
7:204c
Art
— Indians
North America
of
making an Indian costume
Powwow.
party, Indian
for boys. 8:254-256
8:106-10,
to
tell
use of dogs, 7:58 Indians,
— American — Poems
Pictures, 9:55. 56
American
Hiawatha's
Childhood by
American
John Broun
see
— Songs
Had
American
a Little Indian. 11:66
—
Insects,
Mosquitoes trees.
— — walking —Poems
7:24
Insects
Collecting, 9:20-21
Insects
Pictures, color plates, 7:124a-d
9:39
Butterbean Tent, The. by Roberts. 1:81
Longfellow. 2:174-
Big Tall Indian, The, 11:58
Indians.
Injurious:
names of insects, as Bees also names of insects, as
Insects
177 Indians,
Interdependence of Plants
also
Beneficial:
stick.
tepees. 10:1 15
Indians,
see
and Animals;
enemies of
time, 9:161
7:1 22-1 4'^
pets. 7:72-7.-?
Flies,
used animal skins, 9:242
moon
and Spiders by Duncan,
unusual Insects,
curios, 8:128
used
Insects Insects
American
art: see
needed tor healthy personality. 15:175 Inoculations, 13:252-253
Stories
Hoosier Barbecue by Wilson. 5:1H-12I
Indians,
Pollock, 5:154
Injuries: see First Aid: Safety
by Babbitt. 3:102-109
—
Gaucho by
of a
Initiative
Tales
Prince Wicked and the Grateful Animals, retold
Indiana
Honor
Stories
Feast of Eat-Every thing, The, by Marshall. 6:145152
Indians for Thanksgiving by Heiderstadt. 5:47-
56 ]ac\-o '-Lantern by Colby. 5:40-46 Juan, the Yaqui. by Harrington, 5:86-93 Pocahontas and Captain John Smith by Aulaire.
6:18-23 Indians for Thanksgiving by Heiderstadt. 5:47 Indian Totem Pole. An, 10:40 Indian Turnips (Jack-in-the-Pulpits), 7:199
Cricket, The, by Barrows. 1:93 Firefly
by Roberts, Black
Small
Homes
To
a Firefly
Insects
Flea,
Insects
by Sandburg. by Jones, 2:45
—Songs Humble —
FA and Insects
i
Bug by Brown.
Little
the
1:95 1
Bee. The. 11:59
Stories
The. by Sawyer, 3:125
and Spiders by Duncan. 7:122
Instruments, Musical:
set
"Intelligence Quotient."
Musical Instruments 14:165-166
Intelligence Tests: see Testing Intercultural Education: see
Programs
Human
Interdependence, 9:112. 121: see also Life; Co-operation;
of plants
and animals.
Human 9:
>t)
-35,
Relations
Community
Relations
64
—
8
Childcraft
-34 Interests: see
Childcraft volume
8,
Creative Play
outside the family. 12:7
Human
Intergroup Relations: see
Relations
Interplanetary Flight: see Space Travel
News
Interpreting the
from
Corn,
saw you toss the kites on high. 1:124 See Something You Can See, game. 8:68-69
I
spot the
I
United States Christmas Ere on Beacon 5:57-67
Italians in the
Mother
Goose, 1:24 In the evening moonlight, 11:87 In the /;;
fall
I
saw some
art:
Rossetti, 1:119
Italy
In the winter, in the winter, 2:104
names
of inventions, as Telephone
Alexander Graham, 6:159-160
—
Italy's
Great
Composer
Alva. 6:118-123
Franklin, Benjamin, 6:24-28
in the Bag,
// It
It
Invitations, 8:80
odd
a very
It's
I
Christmas Party. 8:102. 103
I
Circus Party, 8:95
I
keep up. 3:231
wiser to take care of your own. 3:236
It's
Wright, Orville and Wilbur. 6:113-117
thing. 2:23
game. 8:39-40
queer about my L'ncle Frank, 1:109 Was, poem by Aldis. 2:13
was six men of Indostan, 2:122 was the time when lilies blow. 2:170 wandered lonely as a cloud, 2:47 w ill be the gladdest thing, 2:49 wish, how I wish, that I had a little house. 2:16
Party. 8:96
Easter' Party.
89
8:88,
I
Halloween Party. 8:97-98
and fill, from Mother Goose, 1:32 and the Beanstalk, retold by Craik, 3:52 facl{ Be Nimble, from Mother Goose, 1:19 fac\ Horner, Little, from Mother Goose, 1:29
Harvest Party. 8:96, 97 Indian Powwow, 8:106
fack.
]acl{
January Party, 8:83
June Travel Party. 8:93 May Party, 8:90
Mother Goose
Jack-in-the-Pulpits, 7:199
Party. 8:105
Jack-in-the-Pulpits
party for a two-year-old. 8:/7-78 St.
Patrick's
Day
Party. 8:87
]ac\-o' -Lantern by Colby, 5:40
Jack Rabbits, 7:36
Valentine's Party. 8:85. 86
Jack Rabbits
Washington's Birthday Party. 8:86 when you are four or five. 8:/
Jackson, Edith B.
Ireland
I
get
— Songs
Sleep,
O
up
at night.
1:166
Pictures, 9:38
Rooming-] n, 13:15-19 Fun, 2:82
Babe, 11:32-33
Iroquois Indians
—
Jackson, Leroy F.
Grandpa Dropped His
Iron, 9:126. 251. 268
—
Glasses, 2:94
Jacks or Jackstones, game, 8:3-4
Stories
Feast of Eat-Everything, The, by Marshall. 6:145-
]acl{ Sprat,
from Mother Goose, 1:28
Jackstraws, game, 8:19
152 Irrigation
—
Pictures,
9:120: also
Dams— Pictures
John D., illustrations. 13:92 saw above a sea of hills, 1:135
Irvvin, I
—Pictures
color plate, 7:204c
Thanksgiving Party. 8:100. 101
In winter
proud, mysterious
of
—
It's
Fulton. Robert. 6:54-59
County Fair
Guiseppe
It is futile to try to It is
Inventors
Thomas
Italy
easy to propose impossible remedies, 3:232
It is
Inventions, 9:225-226, 236, 2SS; tee also
Edison,
—
Bridges Pictures, 10:104 Italy— Pictures, 10:110, 114
Italy
go, 2:, 2
In the Zoo, game, 8:37
Bell,
Art
see
Operas, 11:176-177
In the other gardens, 1:138
we
bv Cavanah,
—Biography
Verdi,
In the morning, very early, 1:131
In the wintertime
Hill
Italy
trees. 2:7(1
Meadow, poem by
the
2:66
hills.
Cradle Song, song, 11:35
Italian
by Snyder, 15:33
Cutery
Mintery,
Intery,
I
2:^5
I
saw
a
/
Saw
a Ship A-Sailmg.
I
saw dawn creep across the sky, 2:48
cat,
Old Rhyme, 1:158
Jacobs, Joseph
Master of All Masters, 3:152-153 Old Woman and Her Pig, The, 3:1 1-14
Three Little Pigs, The. 3:19-22 Three Wishes. The. retold by Jacobs. 3:84-86
Tom
Tit Tot, retold by Jacobs, 3:77-83
Km \ Haym
Jaffe,
Wright Brothers Learn and Jaffe, 6: 3 1
to Fly,
The, by Cottier
1
Jakuchu, Ito
Jones, Elizabeth Orton, illustrations. 146.
January brings the snow, 1:114
Jones, see Art
art:
—
— Japan
Pictures, 9:72
To
causes unhappiness,
baby. 13: 197-199
Wooden Horse"
by Monet. 10:5vl
Pictures, 9:59
Fore Christmas,
poem by
Field,
—
"Flight into Egypt," by Fra Angelico. 10:26f
—Poems
Christmas Foll{Song, A, by Reese, 2:76 Christmas Song by Field, 1:151
Hymn, Author Unknown. 1:150 Songs: see also Hymns Jesus Christ Away 111 a Manger, Author Unknown. 11:125 Cradle
—
Hark! the Herald Angels Sing, 11:128-129
O
Little
Tonn
of Bethlehem,
11:127
and Disappointments
of Being a Parent by
Jesus our brother, kind
5:1 s
Journey to America, 5:174-180 Robert Fulton Makes the Paddles Work. 6:54"higgler. The." by Chagall,
10:42d-43
Jumping. High, 8:60 Jumping Spiders, 7:147 June Beetles, or Bugs, 7:137 Jungle Animals: see Animals
— Jungles — Jungles
— Jungles
Pictures, 9:54. 56, "2
Stories
Bunny
the Brace by Mukcrji. 4:^ 14
Juniper Trees. 7:241 Jupiter (planet), 9:168
Juvenile Delinquency
11:126
Silent Night,
Jet
Joys
59
Pictures
"Adoration of the Magi" by Bosch, 10:26g Jesus Christ
2 s
M.
Judson, Clara Ingram
2:147
Pablo Ignacio de: see Pablo de Jesus, Friar
Jesus Christ
Jesselyn, Irene
Juan Brings a Valentine by Rushing. Juan, the Yaqui, by Harrington. 5: s '>
Gardner When the Family Mores. 15:90-96
Jesus,
a Firefly, 2:45
Clifford. 12:3
Jenkins, Gladys
Jest
Morris
Children with Rheumatic Fever, 12:2 s -
7:151
—
137,
Journey to America by Judson, 5:174
of other children. 13:213
Jellyfish
J.
Jones, Lloyd, illustrations. 6:24. 25.
12:13
of half-brothers and half-sisters. 12:219-22(1
"Jean on a
1:136,
151: 4:37-41
Utile Old Truck. The, 4:172 -177
Jealousy
Jellyfish,
150.
Christmas Day, 2:79 Christmas Fie. 2:~ s
Javanese Sarong, A, 10:36-37
new
147.
Bidushka Lays an Faster Fgg. 4:37-41
Japan
of
Johnny Fife and Johnny's Wife. 2:95 Johnny Morgan, song. 11:98 Jonathan Bing, poem by brown. 2:'*2
10:28-29
•Roosters."
Java
235
and good. 11:120
Children in Trouble by Day, 14:52-60
What Dangers
Propulsion, 9:264
in
Comics
1
15:29-30
Jewelry
Bronze I'm. A. 10:38 from Pent. A, 10:38 Jews Religion Songs Hannkkn" Song, The, 11:114-115 Gilt
Silver Neckjace
—
—
Jigsaw Puzzles
make, 8: S4 Jimson Weeds, 7:207
how
to
Jingle Bells',
1
poem by
l
— Kangaroos— Poems
Kangaroos Pierpont, 1:152
Jingle Bells, song. 11:116
Pictures, 9:41, 61
color plate. 7:2Sl
Duck and
home
should be appropriate. 12:159-166 fellow. 11:70 Joe Johnson was John Broun Had a Little Indian, song, 11:66 .1
John Gilpin was
a citizen.
10:4S
Kangaroos, 7:17-19
s5
Jobs at
Kachina Dolls. \()>~ Kandinsky, Wassilj "Improvisation No. 30,
2:152
John James Audubon by Bailey. 6:60 Johnny and His Mule by Credle, 4:1 58 Johnny Appleseed: see Chapman, John
the Kangaroo, The. by Lear. 1:192-
193
Kano, Yutoku "Chinese Children
Kansas rich
—
at
Play."
10:58i
Pictures
wheal lands, 9:70
Katydids, 7:139
Kaufman,
Al, illustrations,
12:171:
14:43
Childcraft
236 Kayaks
—
comic books, 15:26-32
Pictures, 9:74
toy, 10:86
conscience, 13:162-8
Keeping a Baby Comfortable by Montgomery and Suydam, 13:32 Keeping a Convalescent Child Happy bv Osborne.
convalescent, care of, 13:273, 276-80
conversation, 15:149-50 co-operation, 13:143-5. 207-8; 15:41-5
co-ordination, 13:160
13:273
Keeping Your Young Child Healthy bv Provence,
courage, 13:224 daring, 13:147
13:247
Kehm, Freda
death, attitudes about, 12:207-14
S.
Things Aren't the Same, 12:43-48
dentist, visits to, 13:254-60, 265-6
Mary Elizabeth Caution— Toddler at
differences, individual. 13:309-10
Keister,
lVorl(
Here, 13:79-84
discipline.
What School Means Keller, Kells,
Reamer,
Book
Kentucky
—
to the Child, 14:125-132
doctor, visits
Famous
—
13:254-60
dreams, 13:192
Stories
New Home
in
dressing, 13:143-4
Kentucky by
excursions, 13:172, 301-8 failure,
Key, Francis Scott Star-Spangled Banner, The, 11:140-141 Key, Ted,
to,
drawing, 13:153
Bool{, A, 10:47
Meadowcroft. 6:44-49
Kids
acceptance
of,
absence
illustrations, 12:178: 14:^
of, 15:84-6, 87-9
fatigue, 13:251
Wolf and the Seven Little Kids, The. by Grimm and Grimm, 3:23-27
13:209-18
fears,
come out
in play, 13:216
Kindergarten Child, 13:141-174
of animals, 13:216
Kindergartens
of dark, 13:224
in,
of
13:303
new
experiences, 13:216
of real events, 15:34-8
Kindergartner, 13:144-5, 173
of school, 13:315-16
accidents, 13:253; 14:84-5: 15:51-7
righting, 13:170-1
achievement, 12:71-2 activity,
first
13:147
grade, preparation for, 13:309-16
food, for health, 13:249-50
adoption, 12:236-7
fresh air, 13:251-2
13:204-5
adults, relationship with.
friends, 13:169-74
allowance, 15:69 anger, 13:202-3
choosing, 13:171-2
anxiety, 13:209-18
difficulties in
make
about events in the world, 15:35
making, 13:174
for security. 13:170
games, 13:159
appetite, 13:177-84 in convalescence. 13:2
15:46
father, 12:121-8; 13:163, 173, 251
Stories
music
112-14; 13:143-8.
divorce, questions about, 12:215-20
of
Daniel Boone's
107-10.
disputes, 13:167, 172, 173
13:183
illustrations,
Picture from a
12:44-5. 80.
203-5
Keliher, Alice V.
v
losing, 15:146
grandparents, 12:50-3. 62
attitudes
hair twisting, 13:215
toward differences, 15:121-22 toward events in the world, 15:33-44
health, signs of, 13:24N help, for disturbed children. 13:217-18: 15:162-6
toward other people, 15:114-15, 116 babyishness, 13:208
helpfulness, 12:159-62: 13:168
boisterousness, 13:147
honesty, 13:148, 201-2
brothers, relationships with. 12:136-9, 141-8
hospitalization, 13:267-9, 270-2
characteristics, 13:141
ideas,
children, relationships with other, 169-74; 15:117-18
growth
of,
13:151, 160
about other persons, 13:152. 160-1; 15:113-20
cheating, 13:166 12:
1SII
:
13:
independence. 13:143-5; 15:58-9, initiative, 13:143-5; 15:169
choices, 13:143-5
inoculations, 13:252-3
clothes for outdoors, 13:252
jealousy,
12:131-3;
13:197-9, 213
60. 61
Index language, 13:159,
171);
15:151
relationship with. 12:136-9,
sister,
learning, 13:310-15
through play, 13:156-61
with. 13:186-9
difficulties
snacks, 13:179
13:164, 209, 218
spoiling. 13:135-40
manners, 13:169-70, 202: 15:135-40, 141-2 money, 15:64, 65, 66
stammering, 13:111
mother, 13:22-3, 163
stories,
who
works, 15:75, 78-81
motion
13:290-6
Sunday
pictures, 15:20-1
13:215
school, 13:222
nervous habits, 13:215
on
sweets, effect
teeth of. 13:262
taking things, 13: 4S 1
13:165
tattling,
neighbors, relationships with. 15:108-12, 121
new new
stepparent. 12:240-2. 246
stuttering, 13:111
moving, 15:92-3, 96 music, Childcraft volume 11; 13:297-303 nail biting,
teeth, care of,
13:261-6
fluorine treatment for. 13:265
baby, 12:132-5; 13:224
television, 15:10-18
experiences, 13:143-8, 221-5
toothache, 13:266
nightmares, 13:192, 200
toys, 13:158, 283-6,
nursery groups, 13:231-6, 237-44
traveling. 12:175-S();
other people, concern for, 13:206-7
about being bad. 13:165-6
parents, 12:85-6 feelings about illness of, 12:227-8 feelings about remarriage of. 12:219
interferes with eating. 13:182-3
Kindness
—
Stories
Own
parties, 8:77; 12:171
Babe Ruth's
play, 13:156-61, 171-2
Story of fane
in groups, 13:145-6
with other children, 13:159
—
questions, 13:149-55 radio, 15:10-18
Little
reading, 12:189-91, 193, 195, 199
Pussy by Taylor, 1:86 Lamb by Hale, 1:55
Mary's
foundations for, 15:150-1
Kindness to Animals
readiness for, 13:312-15
Wicked and
Prince
13:166
12:45-6
for different opinions, 13:204 for property, 13:205
King,
toward grandparent, 12:50-1
King Arthur:
—
rudeness, 13:201-2; 15:137-9
King Crabs, 7:154 Kni^
13:145-6, 150. 166. 212-13. 222-3
13:161
who
Fur Traders. Tin. by Dickie
does not ask about, 13:127
—
learning about differences
—Songs Kings—
Kings
Old King Coh. 11:48-49
curiosity about, 13:128
sharing, 13:160
anil P. ilk.
Kings Poems Old King Cole, from Mother Goose. 1:45 Sing a Song of Sixpence, from Mother Goose, 1:56
sex, 13:123-9
child
of the
6:153-158
13:144-5
self-confidence, 13:224
self-understanding,
King
Pictures, color plate, 7:108e
Kingfishers, 7:108-110
15:47-54
school, 13:222, 309-15
security,
by Parrish, 4:90-103
15:123
see Arthur,
Kingbirds
to,
.1.
the Grateful Animals, retold
Bill, illustrations,
responsibility, 12:159-62; 13:164-5; 15:7-9
go
Stories
by Babbitt, 3:102-109 Rare Provider, A, by Brink. 4:112-121 Steam Comes Uprirer by Phillips. 4:184-191
resourcefulness, 15:56-63
refusal to
—
Bird Cage with Tassels,
reasonableness, 13:171, 206-7, 225
safety, 13:147, 166;
Story by Ruth, 6:135-139
Addams, The, by Wagoner, 6:128
North to Labrador, a Story of Wilfred Grenfell by McNeer, 6:178-186 Kindness effects more than severity, 3:238 Kindness to Animals Poems Frog, The, by Bel loc, 1:97
alone, 13:161
respect,
13:228-30
13:228
illness in,
worry, 13:154-5
overfeeding, 13:178
reliability,
141-8
sleep, 13:250-1
leaving home, 13:221-5 love,
237
in.
13:128-9
Stories
Flea, T/ie.hy
Sawyer, 3:125-131
Childcraft
2 38
Prince Wicked and the Grateful Animals, retold
by Babbitt, 3:102-109
Tom
Hump,
Lafayette, Marquis de, 6:40-43
The, 2:88-89
Camel Got His Hump, 4:147-150
the
Kitchen
how
to
— Kites —Poems
make, 8:191-192
Pictures, 15:146
Kites
Kite Weather,
poem by Bergengren, 2:26 7:66; 9:3,
—Poems
Lamps
Little Kittens,
from Mother Goose,
—Songs
Stories
King Arthur, The, by
Farieon. 6:240-
244 Knives, 9:204
Koalas
—
Vernon" by Bonnard, 10:122d
Children
Need Space and
Langmuir, Mary Fisher How Do Children Grow?, 12:74-81 When Children Are Anxious, 13:209-218 Language: see also Reading; Speech; Spelling; Words; Writing
development during
growth through hearing,
Kresin, Robert, illustrations,
6:140. 142. 144
Measuring Achievement and
Ability,
14:162-
168 illustrations. 1:52, 53
Kunkle, Ethel Wright Children, 13:304-308
illustrations, 9:59, 62, 108,
109, 146, 249, 258, 259, 276,
seeing,
etc.,
14:226-227
How Do
Comics Affect, 15:30-31 Languages Are Spoken at Home, 14:188 practice in talking and listening, 15:151 promotes sociability in 5-year-olds, 13:170-171 rudeness and impoliteness is misinterpretation If
Young
13:29-30
handling vulgarity, 14:31-32 His Language Is Rich and Fluent by Beyer, 13:111-116
Krugman, Morris
Excursions for
first year,
^year-olds, 13:159
Hare's Birthday Party, 4:15-20
Kwiatkowski, Gordon,
Play Materials,
14:106-114
correct sex vocabulary, 13:124-125
illustrations, 1:40, 41
Kozisek, Josef
Kuhn. Robert,
at
•bad" in small child, 13:114-115
Pictures, 7:30
Koering, Ursula,
Stevenson,
Home and School Are a Team, 15:153-161 Langdon, Grace
—
Story of
poem by
Lane, Bess B.
H*Suan Tsung, 10:30
Poems Lady Clare by Tennyson, 2:170-173 Riddling Knight, Author Unknown, 2:168-169
—
of Counterpane, The,
"Landscape
Kitty, 11:53
"Cat and Bird," 10:42
Knights
Pictures
1:178
Klee, Paul
Knights
—
kerosene lamp, 9:221
Land
1:52-53
Warm
1:55
Rare Provider, A, by Brink. 4:1 12-121 Lamplighter, The, poem by Stevenson, 1:134
8, 11
color plate, 7:60c
"Kittens" by
Pictures,
Stories
Kittens—Pictures,
Kittens
and the Pirate by Radford, 5:129-135 Lambert, Clara M. Choosing a Hobby, 8:109-129 Lambs: see Sheep
— 7:85 —Poems Mary's Lamb by Hale, Lambs—
Kittens, 7:67-68
Three
Jean
Lambs Lambs
Kite Weather by Bergengren, 2:26-27
Kittens
Lafitte,
Victor
using kitchen utensils, 8:193-194, 197-198 Kites,
Pictures, 9:6
Lady Clare, poem by Tennyson. 2:170 "Lady Jean" by Bellows, 10:22
Tit Tot, retold by Jacobs, 3:77-S3
Camel's
—
color plate, 7:124a
Kipling, Rudyard
How
Ladybirds, or Ladybugs
277
Two
of adults, 13:201-203
undesirable, 14:189
Wilting and Speaking the Language by Schuyler,
14:184-189
Langurs, 7:23 Labor: see Childbirth
Lad Who Went
to the
Larkspurs, 7:222
North Wind, The, retold
by Dasent. 3:72 Ladybird, Ladybird, from Mother Goose, 1:39 Ladybirds, 7:136-137
Larkspurs
—
Pictures
delphinium, color plate, 7:220a Larvae: see Caterpillars; Grubs; Maggots; Wigglers
Index
—
He
Larvae Pictures moth, 7:134 Lasko, Joan Kalhorn
How
illustrations, 2:2, 27.
88,
see
—Costa Rica;
Art
made 89,
*>s.
174-177
—Central America; Mexico; Plants —Central
Animals
America; South America Laughing Song, poem by Blake, 2:81
wash on the line, 9:194 Henri de Toulouse-: see ToulouseLautrec, Henri de
pulleys carry out the
Lautrec,
Lawnmowers, 9:205
modern equipment, 9:2S7
living, 14:121-124
illustrations. 12:15. 58, 60; 13:21,
Lawson, Robert,
Difficulties in
language
Reading, 14:174-176
difficulties, 14: ISM
Parents Foster
Good
social sciences,
14:2US
Spelling, 14:181-183
Thank You
for the
world so sweet, 1:146
Leather clothes
made from,
9:242
shoes, 9:243
115
23.
easier by
through
Learning Ability: see Testing Programs Leathan, Mrs. E. Rutter
Pictures
Lawrence, Bob,
Leather Work, 8:218-219
Leaves illustrations. 2:°-2. 93,
1U6,
107
Laxatives
colors, 7:234-235; 9:37 tree.
7:233-235
work of, 7:215-216 Leaves— Pictures, 7:214.
usually avoid, 13:77
Lead, 9:128 Leadership, 12:30-31
tree,
231, 234; 9:36-37
7:231,234
by organized groups, 14:242-244 camp directors and counselors, 14:257
Lee, Dorothy
independence, 14:3
Lee, Robert Edward, 6:80-82
learning to use judgment, 14:8
Left-Handedness, 13:28-29
tomboy, 12:150-151
Legends Myths and Legends, 6:214-256 Tied Piper of Hamelin, The, by Browning,
Leaf: see Leaves
Leaning Tower of Pisa
—
Pictures, 10:110
Edward Duc\ and the Kangaroo, The,
Sharing the Work, 12:159-166
2:126-135
Lear,
1:192-193
"Manypeeplia Upsidownia," 10:45 the Pussycat, The, 1:186-187
"Lehigh Canal" by Pickett. 10:122f-122g Leisuretime: see
Chiuhrakt volume
8,
Creathc
Play and Hobbies; also Reading: Storytelling
Owl and
Quangle Wangle's Hat, The, 1:194-195
nature study: see Childckaft volume 7
Table and the Chair, The, 1:196-197 There was an Old Man who supposed, 1:165
use by
There was an old man with a beard. 1:165 There was an old person of Ware. 1:165 Learning, 9:14-15; see also Arithmetic; Discussion
Groups; Field Trips; Language; Reading; Science; Social Sciences; Spelling
and imagination, 13:117-122 Challenging Rapid Learners, 14:176 constructive conversations and ideas, 15:147-152 from
Pictures, 9:280-281
reading: see
Lemons
—
Lei
Pctitcs
Marionettes,
a
French
Folk
Song,
11:88
Letter
Learns Through .Utilities and Toys by Peller, 13:65-70
— Pictures
Leopard Frogs, 7:114-117 Leopards Pictures, 9:39, 42 Lesemann, Maurice Mockjng Bud. The. 2:5oSi
He Askj 155
volumes 1-6
family. 15:9
Leo, the Lion, 9:1 52
Lessons
Endless Questions by Ridenour, 13:149-
Ouux raft
modern
color plate. 7:236d
Gifted Children by Zorbaugh, 12:247-252 graduallv at home, then at school. 12:84-89
He
in,
Learning, Difficulties in
America:
—
Children Learn Manners, 15:137-142
14:175-176
99, 147-149
Lathrop, Dorothy, illustrations, 2:24, 25,
Laundry
Learns Through His Play bv Stone,
how parents can help young school children
Last of the Dragons, The, by Nesbit, 4:159 Late lies the wintry sun a-bed, 1:149
Latin
Still
13:156-161
Building Friendlier heelings, 12:141-148
Latham, Mary,
2 39
Who
from Special Lessons. 14: H>4- 10^ Gypsy Elf. .1. poem by Wynne, 2:v
Benefits Is
a
Letter Writing, 8:166, 167; see also Invitations
an aid in spelling. 14:180-181, 182-183
when
father
is
away, 15:i4-b6
1
1
Childcraft
240 with children at camp, 14:262-263
Lion and the Mouse, The, by Aesop, 3:235
with children away
Lions, 7:14-17
14:269
at school,
Lettuce, 7:218
I., and Seligmann, Jean H. Learns About Differences Between Boys and
Girls, 13:123-129
Libraries: see also
Maying
the
Most
"Dead
Library by Duff, 12:195-204 of
Your Public Library bv
Hewitt, 14:231-235 Libraries Libraries
— —
Pictures, 9:278 Stories
Many
Challenge,
Listening to music, 11:25-26; 14:216
to radio, 9:274
with pulleys, 9:194-195
Listening
Light: see also Color; Electric Lighting; Eves:
Rainbows; Sun from many sources. 9:221 Putting Light to Work. 9:222
What Makes the Sky Bluer, Where Do the Stars Go in
—Poems
Listen,
—
my
9:136 the Daytime?, 9:156
Lightning Beedes, or Bugs: see
Fireflies
—Pictures
shall hear,
Life in
Many
Poems
for Every
telling
2:180
Books
Animal Friends and Adventures, Folk, and Fairy Tales, 3:8-240 influence on child, 14:275-276
Poems
Myths and
4:7-240
Lands, 5:7-240
Day; Humorous Poems; Story-
Poems and
Ballads, 2:11-200
of Early Childhood, 1:15-200
use with nursery child, 13:115-116
tiger lily, color plate, 7:220a
Limericks
Lithuania
Man who
and you
Adventures of Famous Persons; Legends, 6:7-240
Li\e to Be a Lighthouse by Field, 1:107 Lightning, 9:106-107, 215
There was an Old
Pictures, 9:270
children,
Literature: see also Authors;
I'd
Lilies
make some machines work, 9:21 Edward Some Combinations Are a Special
"Listen, children, listen," 2:44
Lands, Childcraft, volume 5
levers, 9:196-197
Lighthouses
Bird," 10:81
Liquids
12:149-156
Lifting, 9:179
with
the Crocodile, The, by Bacon, 4:25-29
Liss,
Locked In by Enright, 5:104-112 Life in
Stories
Cub and
Lippold, Richard
Reading
Home
Building a
Pictures
color plate, 7:28a
Levine, Milton
He
— Lions— Lions
Levers, 9:196-199
supposed, bv Lear.
—
Stories
Music of the Scythes, The, by Zobarskas.
5:21
218
1:165
There was an old
man
with a beard, by Lear.
poem by
Little,
Aldis, 1:66
Lttle Black Bear Goes to School, A, bv Sickels.
1:165
There was an old person of Ware, bv Lear.
4:68
poem by Brown,
Little
Black Bug,
Little
Bo-Peep, from Mother Goose, 1:58
thor
Little
Lincoln,
Little
Boy Blue, from Mother Goose, 1:27 Boy kneels at the foot of- the bed, 1:145
Little
by
1:165
There was
a
young maid who
Unknown, 1:164 Abraham Abraham Lincoln's Boyhood self,
Lincoln,
said.
as
"Why." Au-
Told bv Him-
6:69-74
poem by Turner,
2:189
Lind, Jenny, 6:64-68
Lindeman, Eduard C, and
The, poem by Bangs, 1:170
Little fairy snowflakes, 1:152 Little friends
Glasser, Melvin A.
Building the Strong Family, 12:289-296 Lindsay, Vachel
"Little
Little Girl
Little
Magnanimous Sun, The, 2:108
Little
Little
great friends. 3:235
of Paradise" by
Unknown German
Next Door, The, poem by Wing, 1:117
House, The, poem by Godley, 1:172 Jack Horner, from Mother Goose, 1:29 Joe Tunney, poem by McCann, 2:98
Land, The, poem by Stevenson, 1:153 Miss Mu{}ct, from Mother Goose, 1:26 Little Muffin Man, The, poem by Richards. 1:112 Litde Nancy F.tticoat. from Mother Goose. 1:48
Moon's the North Wind's Cooky. The, 1:137
Little
Mysterious Cat, The, 2:S5
Little
Yet Gentle Will the Griffin Be. 2:19
may prove
Garden
Painter, 10:122d-122e
Explanation of the Grasshopper, An, 1:97 Little Turtle, The, 1:96
Potatoes' Dance, The, 2:110-112
does the trick, 3:233
little
Little Elf,
1:95
Index Little
Old Truck, The, by
Little Pussy,
Little
poem
Jones, 4:172
Louff, Charles
by Taylor, 1:86
Red Hen and
Little
Little Little
Little
Little
re-
Louisiana
Robin Redbreast, from Mother Timothy Tim-o, 11:68 Tommy Tucker, from Mother Tune, The, poem by Fyleman, Turtle, The, poem by Lindsay. Woman, The, song, 11:78
Goose, 1:40 Goose.
1:2°-
2:33 1:96
—Pictures
Stories
Pirate by Radford, 5:129-135
Book, A,2:\\ Love and Affection Information on the place of love and affection in a child's growth may be found throughout Childcraft volumes 12, 13, 14, 15 Love Is Blind, game, 8: v. Loveliest of Trees,
color plate, 7:204d
—
me
Living Things, 9:1
Love
Lizards, 7:183-185
Lowell,
— 9:47 Llamas— 9:66 Lobsters, 7:153-154 Lobsters — Lizards
—
and the
Victor
Love, Adelaide
Liverworts (hepaticas), 7:199 Liverworts (hepaticas)
Merry-Go-Round Horse. A," 10:SS Louisa Alcott's Childhood by Alcott, 6:7^ '
the Grain of Wheat, The,
told by Hutchinson, 3:8 Little
=4i
I
poem by Housman,
love you,
2:4^
1
Amy
Crescent Moon, The, 1:136
Pictures,
Sea Shell, The, 1:107
Pictures,
Lowell, James Russell First Snowfall, The. 2:7n
Pictures, 9:59, 230
Locomotives, 9:213
Lowenberg, Miriam E. "Anything to Eat in This House? ," 14:76-81 Lowenfeld, Berthold Children Who Cannot See, 12:267-269 Lowndes, Marion Sitters Have an Influence, 15:97-104
Locoweeds, 7:208
Lucas, E. V.
"Lobster Trap and Fish Tail" by Galder. 10:96
Loch Lomond, song, 11:100 Locked In by Enright, 5:104 Locklin,
Anne
Tramp, The.
Litdefield 5:25-31
Cat's Cleanliness, The, 1:75
Locusts, 7:139
Lofting,
Hugh
Lullabies, 11:27-42
Baby Bunting, from Mother Goose, 1:16 Hymn, Author Unknown, 1:150 Hush-a-Byc, Baby, from Mother Goose. 1:16
Dr. Dolittle's Pushmi-l'ullyu, 4:151-158
Logging Lo,
It Is
—
Pictures: see
Lumbering
Bye,
—Pictures
Cradle
Gone, game, 8:39
Lombardy Poplar Trees
—
Mother's Song, A, by Rossetti, 1:67
Pictures
Old Gaelic Lullaby, Author Unknown, 1:185 Wynken, Blynkcn, and Nod by Field. 1:180-181
color plate. 7:236a
London
—
Stories
Dick Whittington and His Cat. retold by
Hill,
Hiawatha's Childhood,
~~
2:1 74-1
Paul Revere's Ride, 2:180-184
—
Looms
—
Hush.
Little
Italian
Cradle Song. 11:35
2:71
Pictures, 9:270
Scottish Lullaby. 11:30-31
Clothier, 14:270
Losing: see Sportsmanship
Through Death by Franklin. 12:20" Lost Pup. The. poem by Mead. 1:198
Lotto, game. 8:l
(
>-20
O
Babe. 11:32-33
Swedish Cradle Song.
Pictures, 9:239, 240
Losses
Baby. 11:31
Rockabye. Baby. 11:29 Schubert's Cradle Song, 11:42 Sleep,
Looking Toward the Teens by "Look it up," 13:151
the Night, 11:36
Rest, Baby. Rest. 11:39
Little Girl, 1:164
Look at the Snow!, poem by Davies, Looking at Television, 9:2" Looking
Through
Brahms' Lullaby, 11:38-39 Fas Do Do, 11:34 Hush-a-by. Baby Mine. 11:40-41
London Bridge, game. 8:31-32 Lone Wolf, game, 8:40-41 Longfellow, Henry Wadsworth
There Was a
Lullabies (with music) All
3:62-71
11: ^7
Lullaby and goodnight. 11:38 Lullaby,
mv
little
one. 11:37
Lulla, lullaby, 11:42
— —
Lumbering Luna Moths
Pictures, 9:2^
Pictures
color plate, 7:124c
Lupines (blucbonnets).
7:l
,,s
Childcraft
242 Luther, Martin
Malting the Most of Your
Mighty Fortress Is Our God, A, 11:150-151 Lying: see Honesty
Maying
Most
the
Home
by
Ickis,
8:48
Your Public Library by
of
Hewitt, 14:231
Malting Toys and Playthings by Turpin, 8:174 Mallards, 7:108
M
Mammals:
Macaques, 7:22-23
Mammals
Macaws
Man
—Pictures
color plate, 7:28d
Own
Body, 13:55-59
MacDonald, George Wind and the Moon, The, 2:144-146 MacDowell, Edward The City Boy and the Wild Rose, 11:186-187 Mace, David R. Parents Are also Husbands and Wives, 12:32-40 Machines Enemies or Allies?, 15:5-9 Need Not Boss You, 15:9 Machines We Use, The, 9:1" Mackay, Charles Miller of the Dee, The, 2:140-141
McKenny, Margaret Growing Flowers and
—Influence
of
Vegetables, 7:210-225
MacKenzie, Garry, illustrations, Mackerel Pictures, 9:230 McSwain, E. T.
Mann, Georg Our Pets, the Animals
1:46, 47,
154-157
—
Your Role as a Parent, 15:145-152 Madelon Dances by Phillips, 5:146 Madison, Dorothy Payne Todd, 6:50-53
10:55
Mantes, 7:140-141
Mantes
—
Pictures, 9:59
color plate, 7:124a
Manufacturing, 9:225-227, 236-243, 251-254, 263,
not for under
six,
13:308
—Poems —
of Art, The, by
D'Amico, 10:v
Magnanimous Sun, The, poem by Lindsay. 2:108
Maple Sugar Stories Sugar Snow, The, by Wilder, 5:122-128 Maple Trees, 7:238 Maple Trees Pictures
—
color plate, 7:236b
Maps, 9:88, 280 How to Use a Road Map, 9:89
Maps
—
Pictures
Make
Move Things. 9:217 Work. 9:218
Electricity
Putting Magnets to
the Milt{ Can, The, by Aesop, 3:237
— Mail Service—Poems Mail Service
Is
to
The, by Montgomery.
Life,
6:110
Marching Song, song, 11:72 Marionettes definition,
Marionettes
and how
to
make. 8:238-240
—Songs
Petttes Marionettes. Les, 11:88
Magnetism
Letter
of products
Marbles, game, 8:6-7
Ballad of China, A, by Richards, 2:116-119 Magic Stories: see Fairy Tales
Maid and
names
"Manypeeplia Upsidownia" by Lear, 10:45 Maple Leaf Forever, The, poem by Muir, 2:197
Map That Came
Magic
to
Best, 7:57-74
globes, 9:287
Maggots, 7:142
How
We Know
Manners: see Etiquette Manners and Customs: see Childcraft volume 5; also Folk Tales; Holidays Planning a Party by Carlson, 8:75-108 "Man Riding a Long-Necked Horse," Unknown,
—
Mackenzie, Alexander, 6:34-39
Magic
Environment, 9:65-66; 12:24
276, 282; see also
Wild Flowers, 7:189-209
Magic
as Bats
2:108
J.
Discovers His
mammals,
Manet, Edouard "Boy Blowing Bubbles," 10:58f Man in the Moon, The, poem, Author Unknown,
Utile foe Tunney, 2:98-99 McCloskey, Robert, illustrations. 2:40-43
He
of
Pictures, 9:61
Mandrills, 7:23
McCann, Rebecca
McCune, Donovan
names
see
—
a
Pictures, 15:62, S4
Gypsy
Elf,
Mariposa
Make-Believe: see Imagination
Make-Up, for plays. 8:138 Maying Musical Instruments by Dushkin, 8:262
7:202-203
—Poems
Went A-MarkeUng,
Fairy
A. by Fyleman, 1:174
175
To A. by Wynne, 2:37
Lilies, or Tulips,
Marketing
Markjet,
1:36
Marketing Little
Marks:
To Market, from Mother Goose,
— Songs
Woman. see
The, 11:78-79 Report Cards
Index Marmosets, monkeys, 7:21 Marriage: see also Sex Education
Mayflies
Parents Are also Husbands and Wives by Maee, 12:32-40
Stepparents and Stepchildren by Frank, 12:239-
246
H. E.
Feast of Eat-Everything, The, 6:145-152
Marsh Marigolds, 7:204 Marsh Marigolds Pictures
Arbutus,
Trailing;
Apples
poem by
Teasdale, 2:49
W.
Healthy Personality for Every Child, A, 15:173
Maypole Embroidered Mead, Stella
Picture,
An, 10:5sh
Daniel Boone's
New Home
;n Kcntncfry,
Larks, 7:104-105
Larks
—
Pictures
color plate. 7:10Se; nest. 9:47
Who Are
Mentally Retarded, 12:281-
S3
Martin, Bernard, illustrations, 4:104, 105, 107-109,
Meadow
Mice, 7:37-39
Meals for Mickey by Dalgliesh. 4:122 Measuring Achievement and Ability by Krugman, 14:162
111
Mary, poem by De
la
Meat—Pictures,
Mare, 2:22
Doctor and the Dentist
Mary! Mary! Mary', 2:22
for child
Child's Friends.
13:193-194
toileting difficulties,
who
doesn't eat, 13:1 77
1
~s
for epilepsv, 12:27s
for the blind, 12:269
(for the face)
Up for Fun, Up to Loo\
10:90
hospital rooming-in, 13:15-19
Important, 10:91
//
Master of All Masters, retold by Jacobs, 3:152 Mastri, Fiore, illustrations. 4:75, 77. 79. SO; 5:232.
Your Child Goes
to the
Hospital by Mercer.
13:267-272 in childbirth. 13:6-7
of expectant mother. 13:6, 8
235. 237. 239, 240
of handicapped, 12:262
Masturbation
of the crippled. 12:273-274
causes, 14:32-33
Maternity Care: see Hospitals (rooming-in);
Pregnancy Matisse, Henri "Mimosa Rug," 10:49 "Purple Robe, The," 10:122a Matterhorn Pictures, 9:69 Maturation Information on the phases of a child's maturation may be found throughout Chii.ixraft
—
volumes 12,
certain
for
Sea Fever, 2:38
Dressing
— Your
The, by Richmond, 13:254-260
1:65
Masefield, John
Dressing
9:232, 235
Medical Care: see also Dentistry
a little lamb, 1:55
Mary Middling, poem by Fyleman, Mary's Lamb, poem by Hale, 1:55
Masks
Night,
Meadow Meadow
7:204a
Martens, Elise H.
Mary had
May
6:44-49
—
color plate,
2
May
Anemones;
see
Hepaticas;
Lost Pup, The, 1:198-199 Meadowcroft, Enid LaMonte
(planet), 9:168
Children
Pictures, 9:7
Mayo, Leonard
12:57-64
Mars
—
Mayflowers:
Divorce and Separation by Baruch, 12:215-221 // Three Generations Live Together by Foster,
Marshall,
243
with doctor regarding pregnancy, 13:23
Until the Doctor Comes. 14:83
while traveling, 13:22S-229
"Meeting of Saint Anthony and
St.
Paul"
by
Sassetta, 10:5sl-59
Meigs, Cornelia
Ringing
in the
New
Year, 5:8-17
Johnny Fife and Johnny's Wife, 2:95 Organ Grinders' Garden, The, 2:104-105 Pirate Don Dur\ of Dowdee, 2:1 J8-1 J9
—
Snoie Man, The, 2:~ J Test, game. 8:24
Memory
—
Turner. 1:129
regular checks, 14:72-74 talk
Meigs, Mildred Plew
13, 14, 15
May Apples, 7:200 May Apples Pictures, 7:201 May Beedes, 7:137 May Day May Festival, 8:146 May Party, 8:90-92 May Day Poems Round the May Pole Now We Dance
prevention of infection, 13:252-253
by
Menagerie. The, song. 11:70 Mendelssohn-Bartholdy, Felix, composer the Herald Angels Sing by I Lnl ! x
11:128-129
Wesley,
Childcrafi
^44 Menninger, William C.
You
Men
Mexico
as a Person, 12:24-31
Flemish Painter,
10:44
Mental Health: see
also
Entertainment for ConResourcefulness;
Personality;
valescents;
Se-
curity; Self-Confidence
ills,
15:162-166 Personality
Every
for
A, by
Child,
Need Balancing by Barker and
Personalities
Barker, 14:37-44 related to health, 14:74-75
Schools Influence Personality by Prevey, 14:133-
138 Special Family Situations, 12:229-286
What Children Need from
Hymes,
by
Life
What Play Means
to
Your Child by
Biber, 14:93-
What School Means
to
the Child bv Keliher.
14:125-132
When Things Go Wrong
by Allen, 14:45-51 Menninger, 12:24-31 Your Role as a Parent by McSwain, 15:145-152 Mentally Retarded, Children Who Are, by Martens, 12:281-283 as a Person by
Pictures, 9:38
City
Mouse and
the Garden
Mouse, The, by
Hickory, Dicf(ory, Doc\, from Mother Goose. of the Mouse, The, by Mitchell. 1:94 Three Blind Mice, from Mother Goose. 1:21 Mice Songs Hickory, Dickjory. Doc\, 11:56 Mice Stories Lion and the Mouse, The, by Aesop, 3:235 Town Mouse and the Country Mouse, The, bv Aesop, 3:228-229
— —
and
Michaelis, John U.,
Shaftel,
Fannie R.
Live Together, 14:202-208
Midas and the Golden Touch,
bv Pyle,
retold
may be a cause of toilet "Me on a Horse" by Doris, Mercer, Mary E. Your Child Goes
13:194
difficulties.
10:57
to the Hospital,
13:267-272
Merrily swinging on brier and weed, 2:52
Merry-Go-Round, poem by Baruch, 1:82 Merry-Go-Round poem by Field, 1:83 "Merry-Go-Round Horse, A," by Louff. 10:58 Merry-Go-Rounds Pictures, 10:103 Merryweather, John, illustrations, 2:68, 69, 178. ,
—
M.
for
New
Experiences. 13:143-148
1:89
— 7:204b; — 9:153-154 Milky Way— Milky Way—Poems
Milkweed Milkweed
Pictures; color plate,
seed. 7:
( 1
>5
Pictures; color plate. 7:124b
Butterflies
Pictures,
Man Millay,
in the
Moon,
Edna
St.
FA*?,
2:108
Vincent
Miller, Joaquin
Miller,
Meteors, 9:158, 159 of Teaching: see Arithmetic: Language:
Science;
—
Milk and Milk Products Pictures, 9:235 Milling Time, poem by Roberts, 1:88 Milkman's Horse, The, poem. Author Unknown.
Columbus, 2:\7X-\7s Mule by Credle, 4:138-146
illustrations. 11:43
Morley, Christopher
Morning
tain ballad,
Mountain Life Songs She'll Be Comin' Round the Mountain, 11:75 Mountain Life Stories
8,9
Pictures, 9:40
Moral Standards:
Mountain Goats Pictures, 7:55; 9:38, 54 Mountain Life Poems She'll Be Comin' Round the Mountain, a moun-
128, 130, 131. 172.
Moose, 7:42-44
Moose
poem bv Emer-
white goat. 7:53-54
1
Moore, Henry "Rocking Chair." 10:25 Moore, Phoebe Hanson, 50.
Squirrel, The,
2:124
Mountain Goats
Nicholas, A, 2: 1 50- 5
St.
Pictures, 9:17
son,
Moore, Clement Clarke
from
—
color plates, 7:124c
Lindsay. 1:137
Visit
—Poems
Mother's Song, A,
146 Yet Gentle Will the Griffin Be by Lindsay. 2:19 Moonbeam, poem by Conkling. 1:169
Moonbeam
Beers, 15:75-
Mother's Song, A, by Rossetti, 1:67
Conkling. 1:169
1:137
Wind and
Woi\ by
to
81
Moon's the North Wind's Coolly, The, by Lindsay.
newborn, 13:60-64
should balance restrictions with leeways. 14:9
165
Moon
to
important to toddler, 13:97-99
Pictures, 9:134, 163
huge mirror which
a
is
tell
Wolf,
bv
13:9
The Wonder Boy and
Mud
the Empress, 11:1'
Turdes, 7:176-177
Mother Goose, from Mother Goose, 1:15 Mother Goose and Nursery Rhymes, 1:15-62
Muffin Man, The, song. 11:52 Muffin Man. The Little, In Richards. 1:112
Mother Goose Party, 8: 105-1 Of. Mother Hubbard, Old, from Mother Goose, 1:50
Muir, Alexander
Maple Leaf Forever, The, 2:197
—
Index Mukerji,
Bunny
Dhan Gopal
for you to play. 11:17
the Brave, 4:8-14
of other lands. 11:14-15
Mules. 7:80
percussion family. 11:24
Mules
string family, 11:21
—Pictures 7:76a Mules— color plate,
woodwinds, 11:22
Musk
Stories
Johnny and His Mule by Credle, 4:138-146 Murals Indian Wall Painting, An, 10:46 Murphy, Ruby Bradford
Lind. Jenny.
throwing things, 13:92
My
Bed,
My
Bonnie, song. 11:104
"My
My
value of toys, 13:66
Music for the of between
relaxing children
2
tea
is
the skv.
left
Star Pictures. 9:149-152
—
Flight of Icarus, The, retold by Benson. 6:222-
14:213-214
225
Midas and the Golden Touch, retold by
of recordings, 11:193-198
11:27-42
Pandora's Box by Hawthorne. 6:214-221 Persephone by Cooke. 6:229.2^
11:135-144
Myths
practicing. 14:214-215
songs of the seasons and
—Northmen
Balder by Cooke, 6:2^4-23
singing games, 8:29-34
11:109-134 Stories About the World's Great Music Makers, festivals,
(
>
Myths and Legends, 6:214-256 My Uncle Came Home, game. 8:-
My
11:161-192
Young Children and Music by
Zipper Suit, poem by Allen, 1:73
Sheeliv. 13:2
303 Music Poems
N
—
Tune, The, by Fyleman. 2:33
Nail-biting, 14:45-46
Old King Cole, from Mother Goose. 1:45 Musical Chairs, game, 8:23-24 "Musical Forms" by Bruque, 10:1 22£
Nanette
Musical Instruments
Naps. 13:77. 251
Nails, 9:204
Nancy
choice important. 14:212-213
group music. 14:2
1
from Mother Goos Chateau by Brann, 5:2o2
Etticoat, Little, Visits the
daylight doesn't interfere, 13:1
and
3-
2
v
1:48
~
4-year-olds. 13: 108
Nasturtiums, 7:224
history. 11:12-13
Maying Musical Instruments by Dushkin, Musical Instruments
Pvle,
6:22'
nursery songs. 11:43-72
for early
Lindsay. 2: v 5
Myths Greece and Rome anemone. 7:200
listening to. 11:25-26; 14:216
Little
poem by
nearlv ready and the sun has
Myths
8:135
patriotic songs,
Aldrich,
1:134
hymns. 11:145-160
lullabies.
by
song, 11:61
Mysterious Cat, The,
ballads. 11:73-108
helps head off trouble. 12:140
list
Fat"
to
Shadow, poem by Stevenson. 1:170
My
fun with sound and rhythm, 11:1-26
lessons,
M\ Pony,
My
3 years, 13:77
for plays.
Li\e
Mynas, 7:70 11,
Family; also Musical Instruments
and
Doesn't
country, 'tis of tbec. 2:1%; 11:143 Heart's Desire, game. 8:^6
My
—
folk songs
Scott. 1:67
13:177
Museums: see Collecting Mushrooms Pictures, 9:27. 57 Music: see Childcraft, volume to
poem by
Child
2-year-old, 13:87
and
6:'
Music of the Scythes, The. by Zobarsk.is. 5:211 Musk Turdes, 7:1 ~7
childhood, 14:64-69
conducive
1
Musicians
Quiet Play, 8:35-47 Muscular Control and Development, 13:27-29 in later
for Children by Sheeby, 14:21
Music for the Family, Chilwraft, volume 11
—
8:262-
Natural Bridge
—
Pictures, 9:110
Natural Childbirth. 13:7 Pictures, 8:262 -272: 11:26
Nature
— Poems:
brass family. 11:23
2
families of instruments. 11:20
see
see
Chimxraft. volumes
wide variety; tor Birds Poems; Flowers
for
a
—
selected
— Poems;
1
and
groups,
Trees
Childcraft
248
Poems; April
also
names
—Poems;
of
months and
seasons, as
Autumn— Poems
Nature Study, 14:129-130
Neisser, Edith G.
nature collections, 8:121-125 suggestions, 7:31, 56, 74, 173, 188, 209, 225,
— —
Sometimes
112,
Nervous Child, 14:45-46 When Children Are Anxious bv Langmuir, 13:209-218
Who Loved
Birds
Nesbit, E.
Last of the Dragons, The, 4:159-170
Luther Burban\, Plant Magician, 6:187-195 Teddy Roosevelt, the Boy Naturalist by Weir.
Nests alligator, 7:187
ant, 7:128, 129, 130
6:124-127
Will Rogers, Immortal
Cowboy Humorist,
6:196-
bird, 7:94, 96, 98-101, 103-105, 107-111
burrowing owl, 7:172-173
206
Navaho Indians
—
meadow
Stories
Ramon,
illustrations,
mice, 7:38
orangutan, chimpanzee, and gorilla, 7:22 ostrich, 7:28-29
Juan, the Yaqui by Harrington, 5:86-93 12:24, 26. 36
Neatness: see also Baths; Dressing; Posture, 14:6-7
penguin, 7:28
Nebraska Capitol Pictures, 10:111 Neebe, O. William, illustrations, 4:122, 123. 126.
rabbit, 7:35-36
—
129,
127,
147-150;
130,
5:219-223,
225:
salmon, 7:157 spider, 7:147 squirrel, 7:33
9:14, 15
—
Needle and Thread Poems Old Mother Tuitchet had but one eye, from Mother Goose, 1:49 Needles and Pins, 9:204 Needlework Embroidered Picture, An, 10:5Mi Famous French Tapestry, A, 10:62 Needs Children Xeed Time for Play and Hobbies by Prendergast, 14:101-105
sunfish, 7:161
wasp, 7:148 Nests
—
Pictures
bird, color plates, 7:108a-108f.
eagle, 9:47
grebe, 9:47
meadow
wasp. 7:126: 9:49
mental needs, 15:171-172 Personalities Xeed Balancing by
Netherlands Barker
and
Barker, 14:37-44
Needs
of
9:47
lark,
squirrel, 9:64
Netherlands
Special
108h
brook stickleback, 9:47
Friends Arc Important by Sheviakov, 14:18-25
—Art: —
see
Art
—Netherlands
Pictures, 9:70,
94
Newborn Baby, 13:6,9-14 acceptance by other children, 12:133-134
Various Handicaps,
12:253-
257
and the father, 13:23-24 Growth Is Swift and Dramatic by Perce.
Early
What Children Need from
Life
by Hvmes,
What Your Child Needs
13:27-31
New, Bright World
12:67-73 for Health
by Bain,
14:70-75
Negroes
for Jenny Lind, A. bv Benet,
6:64
Newell, Elizabeth
Funny Animals, 1:160
Albert Schweitzer, Jungle Doctor, 6:207-212
George Washington Carver by Ross, 6:103-109
Neighborhoods Influence Personality bv Hartrich. 15:107 Neighbors, 14:15
—
Neighbors Dictators, Troublemakers, or Friends, Your, by Taba. 15:121 Neighbors Stories Story of fane Addams. The, by Wagoner, 6:128-
—
134
Sometimes Friends, 12:131-
Rivals,
140
121, 149, 162,
244
Nature Study Pictures, 7:106 Nature Study Stories John James Audubon, the Boy by Bailey, 6:60-63
Naylor,
Neighbors Can Wor/^ Together bv Osborne, 15:127
New New New
England Mexico
Asters, color plate, 7:220a
—
Orleans
Victor
Pictures, 9:73
—
Stories
and the
Pirate by Radford. 5:129-1 35
News, Interpreting the, by Snyder. 15:33-40 New Song to Sing About Jonathan Bing, A. poem by Brown, 2:93 Newspapers, 9:279 Newts. 7:120-121
New
Year. The,
poem by
Craik. 1:116
—
—
Index
New
— —
Day
Poems Tomorrow by Thompson, 2:80 New Year's Day Stories Year's
Norway
New
York City
New
—
Year by Meigs, 5:8-17
,
Pictures
Rockefeller Center, 10:113
tunnel under
New
Hudson
Nicholas, Saint
Sea,
Pictures,
:
.
— —
—
Poems and Nightingale by
Scotia
Now Now
Day
the
Over, song, 11:151
Is
Through
poem by De
the Duslt,
Mare.
la
1:167
Noyes, Alfred
Highwayman, The. 2:162-167 see also Counting Poems Experiences with Numbers by Harding.
—
Numbers:
14:190-
195
Nursery Rhymes, 1:15-62:
Nonsense
see also
Rhymes music
in,
13:303
and
maintaining
a
co-operative.
13:237-244 readiness, 13:236
2:19
What Nursery Groups
"Night Wind" by Burchfield, 10:42c
—
13:231-236
Pictures, 9:71
Noise
baby experiments with, 13:59 curtailing, 13:1 U>
activity,
Nolan, Jeannette Covert
Aboard the DeWitt Clinton, 4:192-200 Nonsense Rhyme, A, poem by Riley. 2:102 Nonsense Rhymes: see also Nursery Rhymes Ftm and Fancy. 1:153-200 Humorous Poems. 2:M-108 use with 4-year-olds, 13:1 13
of,
12:2
adults, relations with. 13:204-5
anger, 12:138, 202-3 anxiety, 12:210; 13:209-18 appetite. 13:177-81 s in convalescence, 13:2~
approval. 13:110
North, Jessica Nelson
toward other people. 15:114-15, 116 awakening, 13:106. 190-1 attitudes
Three Guests, 1:80
North America: sec Canada: Mexico: North America: United States Northmen: see Myths Northmen
Plants
—
Star, 9:1 4S
babvishness of, 13:208
bedtime. 13:189-90.2^1 biting, 13:203
books
Find North
at
Night:, 9:87
North to Labrador by McNeer, 6:178-186 North Wind Doth Blow, The, from Mother Goose, 1:39
13:105, 106
adoption, explanation
All
We
—
accidents, prevention of, 13:253; 15:51, S4
5-year-olds, 13:147
Can
Offer by Horwich,
Nursery Schools Pictures, 15:78 Nursery Songs, 11:43-72 Nursery Stories, 3:7-50 Nursery Years
Nipples: see Breast Feeding
How
Stories
organizing
Night Will Never Stay, The, poem by Farjeon,
North
—
Zebedee, Fisherman by Dalgiiesh. 5:140-145
Nursery Schools Rossetti, 2:48
Nightmares, 13:192, 308
Nile River
retold
by Dasent, 3:72-76 Pancake, The, retold by Dasent, 3:30-34 Three Billy Goats Gruff, The, retold by Thornc-
Nova
from St. Nicholas, A, by Moore, 2:150-151 Nickel, 9:128 Night How Can We Find North at Night?, 9: s 7 What Can You See in the Sky at Night 9:13-1 What Makes Day and Night?, 9:78-79 Night Pictures "Starry Night" by Van Gogh, 10:42b Night Poems May Night by Teasdale, 2:49 Night Will Never Stay, The. by Farjeon. 2:19 Slrylar/(_
—
Norway Folk Tales Lad Who Went to the North Wind, The.
Notre Dame Cathedral Stone Cartings from, 10:41 Nourishment: see Feeding
Stories
Visit
Nightingales
the l^tnd of the Midnight
Thomsen. 3:35-36
River, 9:266
— 4:201-208 — 9:69 —Poems
York City Pogo Goes to New York State
From
Sun. 11:182-183
5:226-231 in the
—Biography
Grieg, Edvard
Brothers One, Tito, and Three, The. by Roue,
Ringing
249
for. \2:
brothers
and
sisters,
relationship with,
141-8 characteristics of, 13:104
constipation. 13:195
12:136,
Childcraft
2^0 contagious diseases. 13:253; 14:89 convalescence, care for, 13:273-80 co-operation, 13:105-6, 207-8
co-operative nursery school, 13:232
imagination, 13:117-22 stimulates learning, 13:117-18
independence, 13:105-6, 140; 15:58-9, 60 in convalescence, 13:280
co-ordination, 13:106
individual differences, 13:106
counseling services for, 15:163-4
infection, prevention of, 13:252-3
courage, 13:334-5
initiative,
crossing streets, 13:106; 15:55-6
inoculations, 13:252-3
crying, 12:5; 13:258
jealousy, 12:131-3; 13:131-2, 197-9, 213
dancing, 13:108, 300-1
kicking, 13:203
dawdling, 13:202
language, 13:112-16; 15:151
15:169
demandingness, 13:136-7
baby talk, 13:111 improving, 13:116
dentist, 13:254-60
individual differences
death, questions about, 12:209-10
discipline, 12:44-5, 80,
107-14; 13:134-40, 201-8;
in,
parents affect development
15:109 divorce, explaining, 12:215-16
doctor, visits
13:256-7
to,
love,
13:134
excursions, 13:304-8
manners, 15:135-40, 141-2 mother, relationship with, 13:110, 140
13:277
father, relationship with, 12:83, 127; 13:110, 251;
in illness, 13:267-8
separation from, 13:222-5, 267-8
15:84, 85, 86
who
fatigue, 13:251 fears, 13:214-15, 215-17
cause toilet
difficulties,
13:199-200
works, 15:76-8, 79
motion pictures, 15:20-1 moving, 15:92-3, 96
of animals, 13:216
nail biting, 13:215
of dark, 13:214-15
naps, 13:108, 187, 251
of events in the world, 15:34-6
neatness, 13:110
of losing love, 13:210, 213-14
new
experiences, 13:216
of separation
worked out
13:111
13:184,209,218
loyalty,
eyes, care of,
of,
learning, through imitation, 13:110
dreams, 13:192
of
13:111
objectionable, 13:113-15
from
parents, 13:199, 224
in play, 13:1 12
feelings, expressed in play, 13:120
12:132-3; 13:224
13:221-5
contribute to language, 13:113
nightmares, 13:189, 192 night wetting, 13:200
food, 13:177-84 afreets teeth, 13:262-3
for health, 13:249-50 in convalescence, 13:262-3
preferences, 13:179-80, 182
nursery groups, 13:231-6, 237-44 co-operative, 13:238-43
when
to start,
13:236
overindulgence, 13:136 overprotection, 13:140
fresh air, 13:251-2 friendliness, 13:112, 221
friends, 12:180; 13:130-4, 205
grandparents, visiting, 12:50-2
group, influences
nervous habits, 13:215
new baby affects, new experiences,
of,
13:134
parents, relationship with, 12:85-6 parties, 8:77; 12:171
play, 13:113, 118-22
equipment
for, 13:106, 108
furthers understanding, 13:133 hair twisting, 13:218 in convalescence,
health, 13:247-8, 250, 254
examination, 13:253 in traveling, 12:179
hitting, 13:202-3
home, reluctance
in
13:279-80
groups, 13:132
outdoors, 13:106 parents' part in, 13:122 relieves tension, 13:133
to leave, 13:223-5
honesty, 13:202; 15:151
space for, 13:107
with other children, 13:130-4
hospitalization, 13:269-72
politeness, 13:202, 204; 15:135-40
imaginary companions, 13:120-1
radio. 15:10-18
—
11
Index reading. 12:189-91. 193. 195. 197
251 traveling. 13:226-
language improved by. 13:116
=50
wakefulness. 13:186-9
recordings, 11:163; 13:301-2
wheedling. 13:1
respect, 12:45-6
worry. 13:210. 224-5
for property. 13:205
$6
comes out in play. 12:2 Is Nursing Mothers: see breast Feeding
toward grandparents, 12:50-1 13:108 rewards, 13:25s
Nutrition, 9:235; see also Eating; Feeding;
rest,
Nuts
routines, 13:138
—
Food
Pictures
Brazil nuts. 9:231
Nylon, 9:241
in convalescence, 13:277-8
rudeness, 13:201-2; 15:137-9 safety, 13:253; 15:51-7
security. 13:212-13
Oak Trees, Oak Trees
self-confidence. 13:221-5
self-reliance, 12:1
sex, attitude
to
in,
O 13:128-9
about, 13:127
beautiful for spacious skies. 11:144 Obedience: see also Co-operation based on loyalty. 12:44
Obedience
sharing, 13:131-2, 205
13:185-92,251
and the Pirate by Radford. 5:120-135 M. M. Alexander Mackenzie by Shore and Oblinger,
Oblinger,
snacks, 13:179
speech, 13:111-16
6:34-39
spoiled child, 13:135-40
stammering, 13:1
Observation children like to watch. 13:304
1
stepparents, attitude towards, 12:240-2 stories, 13:290-6: sec also
Nursery Stories
Seeing and Discovering, 10:119-134 Observatories. 9:170-171
to understanding. 13:202
O
fears, 13:291, 295-6
Occupations
parents
make
Stories
Victor
singing. 11:29-42. 43-72; 13:297, 299, 301
add and
—
Pandora's Box by Hawthorne. 6:214-221
shyness, 13:22-5
sleep,
8:33-
34
toward. 13:123-9
tell
and Barley Grow, game,
Oats, Peas, Beans,
13:189
learning about differences
what
Pictures
white oak. 7:237
1
separation from parents. 13:223 affects sleep,
7:23^.-237
—
selfishness, 13:138
up, 13:293-5
Canada!, song. 11:142
— Poems:
see
also
names of occupa-
— Poems
Peddlers
tions, as
stuttering, 13:111. 215
Cobbler, The, by Chaffee. 1:109
Sunday
Lamplighter, The. by Stevenson, 1:134 Miller of the Dee, The, by Mackay. 2:140-141
school. 13:222
swapping, 13:134 sweets, affect teeth. 13:2^2 table
manners, 13:181-2: 15:141
tantrum, 13:205-6 taking things, 13:205 tears, 13:206,
215
Uncle Franl{ by Monica Shannon. 1:109
—
teeth. 13:249, 261-6
care of. 13:263-4
injurv
to,
Ocean
toileting, difficulties in, 13:103-200
influenced by feelings. 13:194-5 staying dry at night, 13:54, 200
toothache. 13:266 toys, 13:283-9
for outdoors, 13:286
— Travel —
Stories
Journey
13:266
timidity, 13:217
—
Pictures
fluorine treatment for, 13:266
thumbsucking. 13:190, 215, 218, 263
—
Stories: see names of occupations, as Cowboys Stories: Fishermen Stories Ocean Life: see Water Animals Ocean Travel Pictures, 9:250; see also Ships
Occupations
to
Pogo Goes
America by ludson. 5:174-180 to Sea, 4:20]
O
Christmas Tree, song, 11:121
O
Columbia, the
O Come
All
Octopuses
—
Ye
gem
of the ocean. 11:1
^
s
faithful, song. 11:130
Pictures, 9:5^
Of speckled eggs the birdie sings, 1:122 O God, Our Help in Ages Past. song. 11:157 o Hanukkah, O Hanukkah, 11:114
Childcraft
252
Oh, Dear, What Can the Matter Be?, from Mother
One, Two, Buckle
Goose, 1:47
Oh, Dear! What Can the Matter Be?, song, llrN4 Oh, do you know the Muffin man, 11:52 Oh, give me a home where the buffalo roam, 2:198; 11:92
Oh, hush
thee,
my
baby, thy sire was a knight,
11:30
Oh
Susanna, song by Foster, 11:76 Oh, where have you been, Billy Boy, 11:86
Oh Where, Oh Where Has My
Little
song, 11:62 Oil Industry, 9:262; see also Tankers
Dog
Gone,
—Pictures
Wells—Pictures, 9:126 Is
One, Two, Three, Four, Five, from Mother Goose, 1:23
Onions, 7:218-219
Only Child, 12:155-156 Only One Mother, poem by Cooper, 2:12 O No, John!, song, 11:102
On On
die top of the Crumpetty Tree, 1:194
Preparation for Adult Life,
—
Old-Fashioned Valentine, An, 10:77 Old Gaelic Lullaby, poem, Author Unknown,
yonder hill there stands a creature, 11:102 Opossums, 7:44-45
— Oranges—
Hundredth, The, song, 11:155 King Cole, from Mother Goose, 1:45
King Cole, song, 11:48 MacDonald Had a Farm,
Pictures
Orange Trees, 7:239 Orange Trees Pictures, 9:122
—
Orangutans, 7:22 Orchestras, 11:19; see also Bands (Music); Musi-
Mother Goose, 1:49 Woman and Her Pig, The,
—
in
the
Shoe,
Town
2:104
Organized Groups for Children by Osborn, 14:241
—Pictures
Baltimore oriole, color plate, 7:108e
Bethlehem, song by Brooks,
Edward G. and Pauline W. Adventuring Through Excursions, 14:236-240 Eveline B.
Saw
Orloff, Gregory, illustrations, 3:37-42, 213, 216, 217. 156.
221, 160,
224, 162.
226;
163:
4:30-36;
6:240-242.
5:154,
247-249.
251
O
say! can
you
see.
11:140
Osborn, Hazel
Organized Groups for Children. 14:241-246
Living with Others, 13:201-208
a Little Bird, from Mother Goose,
220, 157,
Osborne, Ernest G.
Neighbors Can Wor\ Together, 15:127-134 You Had a Family. Too. 12:18-23
1:40
Once there was an elephant, 2:83 Once upon a time, in a little wee house, 1:162 On Christmas Day the snow. 2:79
Osborne, Mary R.
One bad turn deserves another, 3:234 One day the snow man. Sir Benjamin buzz. 2:73 One Misty, Moisty Morning, from Mother Goose,
Ostriches, 7:28-31
1:35'
Pictures
Orion, the Mighty Hunter, 9:1 50 of
Olsen,
Difficulties in
—
color plate, 7:220c
11:127 Olmsted, Richard W. For Fathers Only, 13:20-24
Omwake,
04-
Singing by Stevenson, 1:122
from Mother
Goose, 1:31
1
Organ Grinders' Garden, The, poem by Meigs,
Oriental Poppies
The,
2:
105
Orioles
Woman
Little
organ grinder's monkey, 7:20 Organ Grinders Poems Organ Grinders' Garden, The, by Meigs,
retold by Jacobs,
3:11
I
Instruments
cal
song, 11:60
Maid, game, 8:15 Mother Goose, when, 1:15 Mother Hubbard, from Mother Goose, 1:50 Mother Twitchet had but one eye, from
Once
Pictures, 7:45; 9:61
Organ Grinders
1:185
O
1:131
color plate, 7:236d
Jonathan Bing, O Bingathon Jon, 2:93 Older Parents, first child, 12:156 Old Faithful (geyser) Pictures, 9:117
Old
poem by Armstrong,
color plate, 7:44b
O
Old
hot, 1:89
the Hill,
15:43-50
Old Old Old Old Old Old Old Old
it's
On
Opossums
Ojemann, Ralph H. Family Life
Shoe, from Mother Goose,
On stormy days, 1:126 On summer mornings when
Oh, Johnny Fife and Johnny's wife, 2:95
Oil
My
1:23
Keeping a Convalescent Child Happy, 13:273280 Ostriches
O
the
—
Pictures, 9:41
Raggedy Man' He works
Eer
I'.i.
2:142
1
1
Index Other Children Become More Important by Goldsmith, 13:130 Otherwise, Otters
—
poem by
Painted Cart, The, by Tenney. 4:234-240 Painted Cups (Indian Paintbrush)
Painting, 8:149-162;
making
causes trouble in classrooms, 14:15(1 of a 2-year-old, 13:83-84
in schools,
14:152-153
Over Dale, poem by Shakespeare, 2:61 Meadow, poem by Wadsworth, 1:154
Overprotection: see also Self-Reliance
Art for Children, CHILDCEAFT, volume 10 Paintings— Study, 10:122 Palk, Helen King of the Fur Traders, The, by Dickie and Palk. 6:153-158
Palmer, E. Laurence
by parent can be overdone, 14:46-47 is spoiling, 13:140 of only child. 12:155-156
Our Frog and Toad
Helpers, 7:113-121
Palms, 7:240
—
Over the mountains. 1:102 Over the river, 1:104 Over the river and through the wood. 1:142 Owl and the Pussycat, The, poem by Lear, 1:186
Palms
Owls, 7:107-108 burrowing, 7:172-173
Pandas
Pictures, color plate. 7:236c
Who Hare
Palsy, Children
Cerebral, bv Shriner,
12:275 Pancake, The, retold by Dasent, 3:30
— Pans— Pansies —
Pictures, 7:30
Pandora's Box by Hawthorne, 6:214 Pictures, 9:254
Pictures
"Baby Owl" by
Diirer, 10:31
Pansies, 7:222. 224
great horned, color plate, 7:108g
—Poems Pussycat, The, by Lear, Owl and Oxen—Pictures Owls
the
Pictures, color plate, 7:220c
Paper 1:186-187
how
it is
uses,
color plate, 7:76c
made, 9:282
9:283
Paper Work, 8:210-214; 10:92-93; see also Parties
Oysters, 7:152-153
—
and Modeling by Bland.
Paintings
in the
Oysters
8:153-159
14:217
Overcrowding Hill,
to paint,
Painting, Drawing,
Overactivity
10:6-11: see also Pictures
better pictures, 8:159-161
materials, 8:150-153
what
7:57
—
—Pictures
color plate, 7:204c
Painted Turtles, 7:1 7s
15:3
Our Friends of the Bird World by Hausman, 7:93 Our Frog and Toad Helpers by Palmer, 7:113 Our Pets, the Animals We Know Best by Mann,
Owls
14:223
Paint, kinds.
Painted Cups (Indian Paintbrush), 7:200-201
Fisher, 1:98
Pictures, 9:48
Our Changing World by Gruenberg and Krech,
Over Over
253
cut-outs
Pictures, 9:43,
230
and scrap books, 8:44-45
games, 8:71-74
making pictures with colored paper, "Mimosa Rug"' by Matisse. 10:49
10: In
pinwheels, 9:95
Pablo de Jesus, Friar
"Count of Galves, The," by Pablo de San Geronimo, 10:54
Jesus
and
Pace, Mildred Mastin
Clara Barton, the
Young
Schoolteacher, 6:83-88
Art
Pacific Islands
Pacific Islands
Parasol Ants, 7:132
—
Parasol Ants
Pictures, 7:
1
3
Parent Education
Pacific Islands art: see
—
Songs Marching Song, 11:72
Parades
— Pacific
— —
Islands
Pictures, 9:55, 56
Stories
Ghost of the Lagoon by Sperry, 5:232-240 Paddle Tennis, game. 8:60-62 Pageants, 8:145-148
Page from an Old Bool{ Made by Hand, A. 10:27 "Page from a Sketch Hook. A," by ToulouseLautrec, 10:55
may
Information on parent education
be found
throughout Childcraft volumes 12, 15
—
Parent Interviews
Pictures, 14:12
13,
14,
3
Parents influenced by
Your Greatest
own
childhoods, 12:
Gift to
v
Your Child bv Montagu,
15:167-172 Parents. Reading for, 15:181 182
—>
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Pear Trees.
fw«£.
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of toddlers. 13:97-1
1
also
—Production:
hand puppet 12
Goldsmith. 13:130-134 quiet, 8:35-47
13:130-131
room and equipment. 13:107-108 sports. 8:55
narionette stage.
Playthings:
Plows— Pictures.
Safety at Play. 15:^
Costumes
Play Schools. 13
Plodding wins the
out-of-doors. 13:10'-
readiness to play with others.
also
set
stage. s
8:240
on auto trip. 13:22 ^ Other Children Become More Important by
games and
set
Group by Woods. 13:237
244
special
1
Playpens, 13:29
13:156-161 // Yoit
— Playgrounds—
Equipment. Playgrounds— Materials. 14:11
Playmates:
'
5-year-olds with others. 13:169-174 Friends Arc Important by Sheviakov. 14:1 s -25 He's a Great Pretender by Collard. 13:11" 122 Still
Games: Teeter-
Pirate
Prendergast. 14:101-105
dramatic. 8:1
He
also
and 4-year-olds. 13:11^-119 Poems Playing House
Langdon. 14:106-114 Children
set
Playgrounds
5-vear-olds.
nursery school. 13:234
Children
10:2'>
3-
Rutherford
Play: see also at
7:235
9:241
Trees and
on playgrounds. 10:H>7
Totters
Playing Boat
^
Plants
deciduous
160,
Play and Hobbies, Creative, Childcraft, volume 8
how
Plants— Reproduction. 7:189, Tree Pollen. 7:
Plants
157.
15',.
Playhouses
—Protection. 9:46 1
14\
147.
Maude and Maxine Meyer de Schauen-
Playgrounds, 8:52-62;
7:210-225
violet. 7:1
Plav" by Kano. 10:5n
at
13:14'..
— Pictures
16
]
and Murrin. The." by Watkins.
see
Growing Flowers and Vegetables bv McKennv,
Plants
Games
also
13:2
interesting shapes
Plants
—
Biber.
161. 17n. 172. 173
zinnias. 7:22 1-222
Plants
Pictures.
'Chinese Children
2
7:22n-221
Trees and
Your Child by
building shapes. 10:1ns.
express tree, 7:2 rose,
to
14: >3-100
violets, color plate,
Plants
-->
Plums
race,
9:l s
—Pictures
color plate. 7:2 36d
Plum
Trees. 7:2
Pluto (planet). 9
l
3:239
—
—
Childcraft
2 58
Pocahontas and Captain John Smith by Aulaire
and Aulaire, 6:18 Poe, Frances, illustrations, 7:125, 145
Poems, Humorous, 2:81-108
Fun and Fancy, 1:153-200 Poems, Storytelling and Other, Childcraft,
Poplar Trees vol-
ume 2
Carolina or cottonwood, 7:237
—
Poplar Trees
Poems and Ballads, 2:109-200 Poems for Every Day, 2:1 1-80 Poems of Early Childhood, Childcraft, volume Poetry: see Childcraft, volumes
1
Lombardy
Pogo Goes
—
to
Pictures
poplars, color plate, 7:236a
Poppies 1
and 2
California poppy, 7:194, 196
Poppies
by children, 8:172-173 writing, 8:168-170 Poinsettias
Poor Johnny was bended well-nigh double, 2:192 Poor old Jonathan Bing, 2:92 Popcorn Man, The, poem by Smith, 2:29 Pop! Goes the Weasel, song, 11:47
—
Pictures
Oriental poppy, color plate, 7:220c
Porcupine Fishes, 7:155 Porcupine Fishes
Sea by Norling, 4:201-208
—
Pictures, 9:43
Porcupines, 7:53
Pictures, 7:223
Pointer, Priscilla, illustrations, 1:96-99, 116, 117,
Porcupines
—
Pictures, 9:45
Poison Ivy, 7:208
Boy" by Caroto, 10:15 Portuguese Man-of-War, 7:151
Poison Ivy
Portuguese Man-of-War
180, 181
—
"Portrait of a
Pictures, 9:46
remedies, 14:85
Postal Service
—
Poland Biography Chopin, Frederic
The
Patriot
Composer
of
—
Pictures, 7:6; 9:14, 54
Helping Our Policemen
—Pictures
Help Us, 9:285 youngster's contact with the protection comto
munities provide, 15:35
—
Pictures, 9:144
Leo, illustrations, 11:27
Pollination: see Plants
— Reproduction
Polliwogs: see Frogs; Toads of a Gattcho, 5:154-163
Put the Kettle On, from Mother Goose,
Polly,
1:30
Polyphemus Moths
—
Pictures
color plate, 7:124c
—
Pompano
Pom Pom
Pictures, 9:230
Pullaway, game, 8:25
ponies, 7:78
polo ponies, 7:78-79
— Ponies— Poems Had a Ponies — Songs Ponies
My
Little
health, 14:68-69
Potatoes' Dance, The, by Lindsay, 2:110-112
poem by
Potatoes' Dance, The, Pots, Pans,
Lindsay, 2:110
and Dishes, 9:254
Potter, Beatrix
Tale of Peter Rabbit, The, 3:37-42 Miriam Clark
Potter,
Pottery: see Clay
Modeling
Poultry: see Chickens; Ducks; Geese; Pigeons;
Turkeys Power: see also Dams; Water Power for the future, 9:288 Prairie Dogs, 7:169-170 Prairie
Dogs
—
Pictures, 7:168
Father,
Prayers
We Than\
—Poems
Thee, 2:74
Vespers by Milne, 1:145
Pictures
color plate, 7:60c
/
good
—Poems
Potatoes
Prayers: see also Grace
Ponies, 7:76, 79
cow
of preschool child, 13:248 related to
Mrs. Goose's Wild Christmas, 4:30-36
Pollock, Katherine G.
Honor
Posters
Acrobats, 10:64
Police: see also School Police
Policeman
Pictures: see Mail Service
Posture
Polar Bears, 7:5-6
Polar Bears
—
Pictures
Poland, 11:174-175
In
Pictures, 9:45
collecting, 8:119-121
Poisons
Politi,
—
Postage Stamps
Poison Oaks, 7:208
Prayers for Every Day, 1:146-147
Praying Mantis: see Mantes Pony, from Mother Goose, 1:38
Pony, 11:61
Pony Stepping High, 11:61 Pony Stepping High, song, 11:61
Pregnancy, 13:3-8 father's responsibilities,
hospital
13:20-24
management, 13:17
Prejudices: see
Human
Relations
Prenatal Growth, 13:4-6
In DEX Prendergast, Joseph
Need Time
Children
important for overanxious children, 13:2 is importance of how you handle events, 12:13-14
and Hobbies,
for Play
14:101-105
of expectant parents, 13:'>
Preschool Child
Information
found
in
on the preschool child may be Childcraft volume 13
Presents: see Gifts
Pretending: sec Imagination Prevey, Esther E.
Harold Lee,
107,
120,
227-240; 4:8-12,
121,
Norman,
illustrations. 6:29, 52, 33,
80-82
Prickett, Helen, illustrations, 8:77, 79, S3, 84, 86,
89-91, 93, 95, 97, 98,
87,
101,
103,
106;
11:32, 33, 48, 56, 57, 65, 98, 100, 101, 114, 141;
12:5, 43,
13:16, 39, 48, 49, 63,
122;
225, 226, 227, 228, 249;
14:65,
101, 224,
228, 269 Pride
—
Grimm and
Grimm, 3:93-101 il-
Princesses: see Fairy Tales
Prince Wicked and the Grateful Animals, retold Printing Presses
—
Pictures, 9:279
wagon up hill, 9:200 by animals, 9:26
]ac\-o' -Lantern by Colby. 5:4(1 46
Property, Respect for, 13:205
Animals
Pumpkin-Eater, from Mother
Halloween, 11:111 Halloween Song, 11:111
Pumpkins
12, 13, 14, 15
Promotions, 14:158-159
tection; Fire
—
—
Pumpkins
Protection: see
Mountain Lions
see
Theme in Yellow by Sandburg, What Am I? by A Id is. 1:140
14:266-269
Information on problems in
Why Do
9:194
Goose, 1:25
Problems
umes
pulley,
Pumpkin Blossoms Pictures, 7:140 Pumpkin, pumpkin round and fat. 11:111 Pumpkins Poems Peter, Peter,
game, 8:25 26
Private Schools
may
Pulling
Blac\ and Gold by Turner, 1:141
by Babbitt, 3:102
of,
Pulleys, 9:194-195
Pulling Bee, The. by Henry. 4:131
Mughal
luminated manuscript, 10:34
choice
Most of Your Public Library by
the
Prince Riding on an Elephant from
Prisoner's Base,
the
Hewitt, 14:231-235 Public Schools: see Schools
nails, 9:1
Stories
Fisherman and His Wife, The, by
with
Water Supply Public Libraries
Making
14
Price,
Mental Health; Personality Family Guidance Services by Sutherland, 15:162-166
3:102, 103, 106,
illustrations,
US,
109,
s
Psychological Tests: see Testing Programs Psychology: see also Adolescence: Imagination;
Puberty, 14:33-34; see also Adolescence Public Health: see Contagious Diseases: Hospitals:
Schools Influence Personality, 14:133-138 Price,
2 59
Who
.he Mentally Retarded by
Martens, 12:281-283
Pupae
—
Pictures, 9:19
moth. 7:134 Puppets and Marionettes by Hoben, 8:231
Puppet Shows
on
—Pictures
television.
9:275
—
Childcraft
»6o
— Rabbits—
Poems Bunny Romance, A, by Herford,
Puppies, 7:62-64
— Puritans— Puppies
Rabbits
Pictures, 7:61; 9:11
color plates, 7:60a, b Stories: see also
Pilgrim Fathers
]ac\-o -Lantern by Colby, 5:40-46
Purple Cow, The,
poem by
Tale of Peter Rabbit, The, by Potter, 3:37-42
Burgess, 2:87
Purple horses with orange manes, 1:83
"Purple Robe, The," by Matisse, 10:122a
Raccoons, 7:45-46
Raccoons
—
Pictures, 7:46; 9:14, 61
color plate, 7:44b
Racial Understanding: see
Purses
make, 8:216-219, 252-253
to
Pussywillows
Willow
—Poems
Cats, The, by
Widdemer, 1:120
make, 8:184-185
Pyle, Katherine
Mul as and Pyramids
—
Relations
backward, 8:29 bear, 8:29
egg and spoon, 8:24
and
heel
8:29
toe,
hopping, 8:29 peanut, 8:24 potato, 8:29 sack, 8:29
three-legged, 8:29
walking, 8:29
wheelbarrow, 8:29 Racing Stories
—
Hare and the Tortoise, The, by Aesop, 3:239 Radford, Ruby Lorraine Victor and the Pirate, 5:129-135
Puzzles: see also Riddles to
Human
Racing
Pushing air through a straw, 9:209 heavy objects, 9:189 pedals pushed by legs on tricycles and bicycles. 9:182, 188 propeller pushes airplane forward, 9:183 propellers push ships through water, 9:182, 188 Pussycat, Pussycat, from Mother Goose, 1:20 Pussycat's Whiskers, game, 8:21 Pussywillows, 7:237-238
how
the Brave by Mukerji, 4:8-14
Hare's Birthday Party by Kozisek, 4:15-20
Stories
how
Bunny
2:1 13-1 15
Stories
the Golden Touch, 6:226-228
Pictures, 10:115
Radio broadcasting a play, 9:274
sound
Pythons, 7:181
effects,
9:274
Values, 9:274
Radio— Pictures,
9:270, 274
Radio and Television by Shayon, 15:10 Qiian gh Wangle's Hat, The,
poem by
Lear, 1:194
Radishes, 7:218
Quarantine: see Contagious Diseases
Raggedy Man, The, poem by
Quarreling
Raggle, song,
among
children
of
same family, 12:137-140,
—
—
Pictures, 9:124,
Quebec Stories Madelon Dances by
248
Ragweed, 7:207-208 service to mothers, 13:229-230
Railroads— Models, 8:187-188 Phillips,
5:146-153
Rain, 9:101. 142
Rain Rain
Queen ant,
Riley, 2:142
:62
Railroads, 9:265; see also Locomotives; Trains
146-147
Quarrying
1 1
7:128-130
— —Poems
Pictures, 9:133
April Showers by Stephens. 2:41
bee, 7:123-127
Queen Anne's Lace, 7:194 Queen of Hearts, The, from Mother Goose, 1:44 Questions, of children: see Curiosity
Quiet Play by Murphy, 8:35
Down Drums
the Rain Falls by Coatsworth, 1:123 of the Rain by Davies, 1:123
Umbrella Brigade, The, by Richards, 2:62-63 Rain Songs
— Rain —
Timothy Tim-o, 11:68 Stories
Hoosier Barbecue by Wilson, 5:113-121 Rabbits, 7:35-37
Rabbits— Pictures, 9:11,
Rain, 34; 10:69
color plate, 7:60d cottontail, color plate,
7:44b
poem by
Stevenson, 1:122
Rainbow, The, poem by Rossetti, 1:127 Rainbows, 9:13^-140 Rainbows Pictures, 9:133
—
Index Rain, Rain,
Go Away, Old Rhyme,
Records: see also Books; also kinds, as Writing
1:122
Rainy Day Fun: see Childcraft volume tive Play and Hobbies
8,
Crea-
7:83-84
Home
—Poems —
Sam
—
Art;
see
Entertainment
Clubs;
for
Convalescents; Experiments, Scientific; Games;
Handicraft; Hobbies; Holidays; Leisuretime;
on the Range, A, 2:198-199 Ranch Life Songs Home on the Range, 11:92-93 Yippi Ti-yi-yo, Git Along, Little Dogies, 11:90-91
Ranch Life
12:182-188
Recreatidn:
sheep, 7:84-85
Ranch Life
Family Keeps Records, The, by Reynolds, Records, Phonograph: see Phonograph Records
Ranch Life cattle,
26
Stories
Volney, Cowboy, by Stong, 5:136-139
Rands, William Brighty
Music; Parties; Play: Puzzles: Reading: Storytelling;
Vacations
Redbirds: see Cardinal Birds
Redheaded Woodpeckers: see Woodpeckers Red leaves falling down, 11:112 Red-Spotted Purple Butterflies
—Pictures
color plate, 7:124b
World, The, 1:68
Redwoods, 7:241
Ransome, Arthur
Redwoods
Salt, 3:132-143
—
Pictures, 9:7
Reese, Lizette
Rapid Learners: see Exceptional Children Rapttnzel by Grimm and Grimm. 3:144 Rare Provider, A, by Brink, 4:1 12
Woodworth
Christmas FolkjSong, A, 2:76 Refrigeration, 9:234, 251
Regional Stories
Rattlesnakes, 7:181-183
Bluebonnets for Luanda by Savers. 5:7^ Christmas Ere on Beacon Hill by Cavanah,
Rattleweeds, or Locoweeds. 7:208
Rayon, 7:235; 9:241 5:57
Read, Dr. Grantly Dick, 13:7. 17
Christmas
Readiness
in the
Piney
on the place of readiness in a development may be found throughout Childcraft volumes 12, 13, 14, 15
Information child's
Reading: see also Books; Literature
Hoosier Barbecue by Wilson. 5:113-121 Juan Brings a Valentine by Rushing, 5:1^-24 Juan, the Yaqui by Harrington. 5:86-93
Locked
In by Enright, 5:104-1 12
beginning, 13:314-315
Sam
Comics by Sondergaard. 15:26-32 Maying the Most of Your Public Library by
Will Rogers. Immortal
Hewitt, 14:231-235 stories for oral: see
Childcraft volumes 3-6
5:94-
Ye Pure
Rejoice,
in Heart, song. 11:158
to a
Child by Artley,
Grandparents and Other Relatives by Grossman, 12:49-56
Reading—Pictures,
150
9: 2 70; 15:119.
can read aloud to children, 15:99,
101
Reading for Parents, 15:181-182 Reading Readiness. 12:76; 13:313-314; 14:171-174
Reading Together by Betzner, 12:189 Real Princess, The, by Andersen, 3:1 10
—
Grace: Hymns; Myths Greece and Rome: Myths — Northmen; Prayers; Spiritual
Religion:
Values church records. 12:183 Religion
— Pictures
child at prayer, 12:292
Religious Art: see also
Cathedral: Notre
Reason
Can They Understand Reasons 5
.
13:206-207
5-year-olds, 13:171
He Grows More Reasonable. What About Disobedience 1
.
Rebecca,
206
Relatives
14:171-176
sitters
Cowboy by Stong, 5:136-139 Cowboy Humorist. 6:196-
103
the newspaper, 9:2,9
What Reading Means
Volney,
Young Mountainx Singer by Simmonds,
Stimulates Thinking, 15:150-151
babv
Woods by Simon.
5:68-76
poem by
14:5
14:47 4^
Belloc, 2:97
Recipes, suitable for children, 8:194-20')
Recording Machines
—
Pictures, 9:270
Book
Dame
of Kelts:
Chartrcs
Cathedral
"Blessing. The." by Chardin. 10:26a
Indian Wall Painting, An, 10:46 "Little Garden of Paradise" by
man
Unknown
Ger-
Painter. 10:122d-122e
"Meeting of Saint Anthony and
St.
Paul" by
Sassetta. 10:581-59 "St.
George and the Dragon" by
Crivelli, 10:58c
Childcraft
262 'St.
Martin and the Beggar" by El Greco,
"Temptation of Saint Anthony by Bosch, 10:44
Erwin C,
Rendall,
illustrations,
(detail),
7:195;
The,"
8:2,
3,
10-12, 14, 18, 21, 23, 27, 232, 233, 235-239
5-7,
Renoir, Pierre Auguste
"Claude
12:284-286
Rhinoceroses
at the Easel," 10:21
"Girl with a Watering Can," 10:frontispiece
Report Cards, 14:155-157 Reports and Promotions by Shane, 14:155
Reproduction, 9:8-13; 13:4-5, 7-8; see also Plants
—Reproduction;
Rice
names of reptiles, as Turtles Lizards, and Other Reptiles by Bron-
Reptiles: see also
—
Pictures,
—
Pictures, 9:72
Richards, Laura E. Alice's Supper, 2:58-59
Ballad of China, A, 2:116-119 Buffalo, The, 2:86
7:175-187
Resourcefulness
Becoming Resourceful by Hymes, 15:58-63 of modern children, 15:8-9 Respect: see also Self-Respect
Grandparents and Other Relatives by Grossman,
Cave-Boy, The, 2:30-31 Eletelephony, 2:83
Utile Muffin Man, The, 1:112-113 Mrs. Snip^in and Mrs. Wobblechin, 1:163 Talents Differ, 2:51
12:49-56
To
Respect for Property, 13:205
Why Do
Pictures, 9:40
Antonio, 2:121
son, 7:175-188
Reptiles
—
Rhymes, Nonsense: see Nonsense Rhymes Rhymes, Nursery, 1:15-62 Rhyme Time, game, 8:69 Rhythm, 11:9-26 Exploring the World of Music, 13:298-301
Sex Education
explaining to a child, 14:28-31
Turtles,
—
War in America Songs Yankee Doodle, 11:137 Rewards and Punishments: see Discipline Reynolds, Marjorie K. Family Keeps Records, The, 12:182-188 Rheumatic Fever, Children with, by Josselvn, Revolutionary
10:58b
Children Steal
2 ,
14:53-56
Respiration: see Breathing
Who
Wriggles, 2:96
—
Responsibility
Accident Prevention
the Little Girl
Umbrella Brigade, The, 2:62-63 Richmond, Julius B. Doctor and the Dentist Your Child's Friends,
Your
Is
Responsibility by
The, 13:254-260 Riddles
Dietrich, 15:51-57
aim of good discipline, 14:148-149 assumed by child as he grows, 14:51
Do You Know. ...
5-year-olds, 13:164-165, 166-168
from Mother Goose, 1:48-49
for library books, 14:233-234
Riddling Knight, The, 2:168-169
What Ami? by Aldis, 1:140 Riddling Knight, The, poem, Author Unknown,
for time, 15:49-50 in
household
in
modern
tasks, 12:163-165
life.
15:6-9
2:168
of a child for his acts, 15:109 of older children for
younger ones, 12:136
of 6- and 7-year-olds for time, 15:49-50 decisions are for parents,
12:118-119
Rest, Baby, Rest, song, 11:39
Who
Are Mentally, by Mar-
—Poems War
in
This
Riding
Paul Reveres Ride by Longfellow, 2:180-184 Revolutionary
Cow-
2:162-167 1:77
Is
the
Way
the Ladies Ride,
from Mother
Goose, 1:43
tens, 12:281
Revere, Paul
Diverting History of John Gilpin, The, by
Paul Revere's Ride by Longfellow, 2:180-184 Ride a Cockhorse, from Mother Goose, 1:17
4-year-olds, 13:108
Retarded, Children
13:149-155
—Poems
Highwayman, The, by Noyes, Huntsmen, The, by De la Mare,
children's needs, 14:71
rooming-in and, 13:17-18
and
Asl^s Endless Questions,
Riding
per, 2:152-161
Rest: see also Sleep
3-
Ride a Cockhorse, from Mother Goose, 1:17 Ridenour, Nina
He
of parents, 15:167-168
some
by Wegert, 1:75
Flea, The, by Sawyer, 3:125-131
America
—Poems
Paul Revere's Rule by Longfellow, 2:180-184 Yankee Doodle, Author Unknown, 2:185
— Songs
Here Come Three Dukes A-Riding, 11:103 Rig a Jig fig, song, 1 1 '5 James Whitcomb Nonsense Rhyme, A, 2:102-103 (
:
Riley,
1
!
Index Raggedy Man, The, 2:142-143
When
on the Punkjn, 2:68-69 Ring-Around-a-Rosy, from Mother Goose, 1:18 Ring-Around-a-Rosy, game, 8:29-30 Ring Around the World, poem by Wynne, 2:37 Ringing in the New Year by Meigs, 5:S the Frost
Is
Ringlety-jing!, 2:102
how
make, 8:1S J
—
Sometimes Friends by
Neis-
Pictures
Myths: see Myths Greece and Rome Rombauer, Irma S., and Torno, Jane Crawford Cooking Up Fun, 8:193-2(1'.'
Roosevelt, Franklin Delano, 6:140-144 drill,
Roads—Pictures,
Roosevelt, Theodore, 6:124 127
9:210
Roosters: see Chickens
9:259, 260
"Roosters" by Jakuchu, 10:28-29
clover-leaf crossing, 10:106
Road Scrapers
—
Roots
Pictures, 9:178
Robert Fulton Makes the Paddles
Work by
Jud-
son, 6:54
function tree,
poem by Madox
Robert of Lincoln, Roberts, Elizabeth
Roses
—
Pictures, 9:46, 57
color plate, 7:220b
color plate, wild rose. 7:204a
Firefly, 1:98
Milling Time, 1:88 Woodpecker, The, 1:99
Ross,
Mary Newlin Rosa Bon hew Breaks Her Needle,
Ross,
Helen
Parents Play
Roberts,
6:95-102
Wanda
M.
Mam
Parts. 12:S2-89
I.
George Washington Carter. 6:MH-109 Rossetti, Christina
Learn About Other People, 15:113-
120
Robin
7:214-215
Roses, 7:220-221
Circus, The, 2:28
Children
of,
7:227-228
Rosa Bonheur Breaks Her Needle by Roberts. 6'95
Bryant, 2:52
Butterbean Tent, The, 1:81
Robertson,
—
Roman
Rooming-ln by Jackson, 13:15
color plate, 7:108h
Roads pneumatic
Never Had Roller SkjOes,
Romp, The, poem by Turner, 2:54 "Room at Aries" by Van Gogh, 10:26b
Pictures, 9:71, 72
—
Stories
The, by Woodward, 4:178-183
12:131-140
Road Runners
6:196-206
(iarst,
Who Had
Family
River Horses: see Hippopotamuses Rivers
Rogers, Will by
— Roller Skates —
13:76
Rivals,
Rocky Mountain Goats: see Mountain Goats Rodents: see names of rodents, as Chipmunks
Skates— Pictures, 9:1 S3, 191 Poems Wings and Wheels by Turner, 2:25
Rivalry: see also Jealousy
ser,
1
Roller Skates
at bedtime, 13:189-190
Sometimes
:
Rocks, 9:124
Roller
(
to
8:10-1
Rituals
at 2'/2 years,
"Rocking Chair" by Moore, 10:25 Rock of Ages, song. 1 1 60
Roller Coasters, 9:202
Ring-on-the-Nose, game, Ringtoss, game,
263
Hood and Maid Marian
by Harvey, 6:247
Bread and Mi/{ for Breakfast. 1:68 Caterpillar, The. 2:60 City Mouse and the Garden Mouse, Tin. 1:94
Robins, 7:93-95
Clouds. 1:126
Robins
Growing in the Vale, 2:40 //; the Meadow, 1:119 Mix a Pancake, 1:64
7:165 — 7:10Xa Robins— Poems Pictures,
color plate,
Robin
Little
Redbreast,
from
Mother
Goose,
1:40
North
Wind Doth Blow,
The, from Mother
Goose, 1:39 Talents Differ by Richards, 2:51
Robinson Crusoe's Story, poem by Carryl, 2:136
Rockefeller Center
Rockets
—
—
Rocking Beds, 13:33
Field. 1:184
Pictures, 10:113
Pictures, 9:173
Skylark and Nightingale, 2:4s Three Plum Buns. 1
What Does the Bee Do° 1:65 Who Has Seen the Wind?, 1:125 .
Roszak, Theodore
Rochabye, Baby, song, 11:29
Rock-A-By Lady, The, poem by
Mother's Song, A, 1:67 Rainbow. Tin. 1:127
J.
"Spatial Construction." 10:80
Roth, Salo, illustrations. 14:159
Round
the
Turner.
May
Pole
1:12')
Now We
Dance, poem by
Childcraft
264
— Safety —
Poems Stop— Go by Baruch,
Rousseau, Henri
Safety
Waterfall, The," 10:42-42a
Routines
change between 15 and 18 months, 13:94 changes affect sleep. 13:188-189
1:100
Stories
Juan, the Yaqui by Harrington, 5:86-93
Town Mouse and Country
for convalescents, 13:277-278
Mouse, The, by
Aesop, 3:228-229
Home,
too rigid, 13:138-139
Safety at
while traveling, 13:229, 230
Safety at Play, 13:233; 15:56-57
Rowe, Dorothy
morning, 13:190-191
in early
Two, and Three, The,
Brothers One,
5:226-231
and
3-
13:81, 82-83; 15:52-54
4-year-olds, 13:106
Royt, Mary, illustrations, 1:64-67, 74, 75, 198, 199 Rub-a-D lib-Dub, from Mother Goose, 1:34
Safety in Travel, 12:179-180; 13:227; 15:54-55
Rubber, 9:263
Sahara (desert)
—
Rubber Trees Ruby-Throated
Pictures, 9:263
Safety Patrols: see School Police
Said the
Hummingbirds:
see
Humming-
Duck
Kangaroo, 1:192
Wind
to
the
Moon,
will
"I
Sailing— Pictures, 9:94, 267
5:113-115, 118, 119, 122, 123, 125-127
Sailing
—Poems
Bobby Shajto, from Mother Goose, 1:34 Ingenious Little Old Man, The, bv Bennett.
Matisse, 10:49
Rules, 13:82 are necessary, 12:291, 293
1:162
Saw
a Ship A-Sailing, Old Rhyme, 1:158 Rub-a-Dub-Dub, from Mother Goose, 1:34 Sea Fever by Masefield, 2:38 Sea Gypsy, The, by Hovey, 2:39 Sing Me a Song by Stevenson, 2:125
co-operative planning, 12:44
/
of camps, 14:262 of getting along, 13:203-205 of libraries, 14:233
on vacations, 12:178
—
Running Pictures, 9:188 Running Away, 14:56-57 Running Games, 8:24-29 Run, Sheep, Run, game, 8:24-25
Sailing, song, 11:94
Rural Schools discipline, 14:153-154
Day, party for, 8:87-88 St. Valentine's Day: see Valentine's Day Salamanders, 7:120-121 Salamanders Pictures, 9:52, 60
"St.
—Poems
Saint Nicholas: tee Nicholas, Saint St. Patrick's
—
fuan Brings a Valentine, 5:18-24 G. W.: see A. E.
Sally
Russell,
see
Art
—Union
of
Soviet
Socialist
Re-
U.S.S.R.— Biography. U.S.S.R.— Folk and U.S.S.R. Stories Ruth, "Babe," George Herman, 6:135-139 Ruud, Herbert, illustrations, 5:146, 148, 149, 152, publics;
—
Tales,
George and the Dragon" by Crivelli, 10:58c Martin and the Beggar" by El Greco, 10:58b
"St.
Rushing, Lilith Sanford
Russia:
blow you
out!", 2:144
illustrations, 4:53, 54, 56, 57, 59;
Rugs "Mimosa Rug" by
Pictures, 9:73
Said the Table to the Chair, 1:196 Said the
birds
Rudeen, Herbert,
—
to the
Go Round
the
Moon,
song,
11:47
Salmon, 7:156-158
Salmon Salt
Sam
—
Pictures, 9:230
9:127
Salt,
by Ransome, 3:132 Volncy, Cowboy by Stong. 5:136
Sand
153
and play, 10:99 Use Sand and Clay?, 9:123 Sandboxes, how to make, 8:181-182 Sandburg, Carl for building
How Do We
Safety: see also
Dogs
for the Blind: First Aid:
Fog, 2:67
Playgrounds; Police; Traffic
Accident Prevention
Is
Your
Responsibility by
Dietrich, 15:51-57
neighborhood, 15:132-133 of toys, 13:67
Safety
—
Pictures
small child needs protection from danger,
13:167
Small Homes, 1:99
Theme
in Yellow, 2:66
San Francisco, California Golden Gate Bridge, 10:105 San Geronimo, Father "Count of Calves, The." by Pablo de Jesus and San Geronimo, 10:54
Index
—Poems: Nicholas, Santa poem, Author Unknown. Santa Claus — Songs Santa Claus
see
Saint
Claus,
new
—
experiences
Pictures
mav
be challenging or frighten
ingi 13:311
Anne
readiness to be left alone, 13:223, 224
Sassetta
Schools
"Meeting of Saint Anthony and
Paul."
St.
10:581-59
poem by Edelman,
1:74
Saturn (planet), 9:168
Men and
for the
Sayers, Frances Clarke
Need Time
and Hobbies by
for Play
TV
viewing
and
listening to radio,
the Language, 14:184-189 Schweitzer, Albert by McNeer, 6:207-212
Childcraft volumes 7 and 9
14:196-201
A, from Mother Goose, 1:47
and Industry, Childcraft volume 9
Scienct
Scientific
by Hale, 1:55
Experiments: see Experiments. Scientific
Scientists: see also Inventors
Stories
Johnny and His Mule by Credle, 4:138-146 Juan Brings a Valentine by Rushing, 5:18-24 Little Black Bear Goes to School, A, by Sickels,
George Washington, 6:103-109
Carver. Scissors
are levers, 9:198
Scorpion, The, 9:151
—Pictures
School Problems: see also Kindergarten Child Information on the place of school problems in
growth may be found volume 14
a child's
co-operation
with
of children of
home
in
standards,
Childcraft
Scott, Elizabeth
My
recently, 15:94-96
Manson
Hid, 1:67
Scott, Jane, illustrations. 12:222. 22" Scott,
13:204-205
working mothers, 15:80-81
who have moved
—
Songs Loch Lomond, 11:100-101
Scotland
responsibility of children, 15:8
of children
1:95
Ruby Writing and Speaking
Discovering the World of Science by Hlough,
—Poems
School Police
Schulz, Lillian
Science: see
Responsibility for Time. 15:40-50
rooming-in, 13:18
4:68-74
14:135
of Songs, 11:172-173
Fuzzy Wuzzy, Creepy Crawly,
15:13-16
—
also
Schuyler,
feeding baby, 13:41-43
School Life
Create Atmosphere,
The Great Writer
Prendergast, 14:101-105
Lamb
and groups of parents help, 15:1 2'-* Schools— Equipment, 9:287; 14:119120; see Playgrounds Equipment
Schubert's Cradle Song, song, 11:42
Schedules: see also Routines
Mary's
PTA
Schubert, Franz
color plate, 7:108d
Dillar, a Dollar,
Schoolteacher, bv Pace.
Schools Influence Personality by Prevey. 14:133
Pictures
Scenery, for plays, 8:136-137
School Life
i
handicapped, 14:143-144
Buildings
Calls?, 2:44
for child's
a
—
Blucbonncts for Luanda, 5:78-85
—
in
Cmiux.rai
161
the Elephant, The, 2:122-123
Tanagers
Young
in
George Washington Cairo by Ross. 6:103-109 Home and School Are a Team by Lane, 15:15 3
The, 3:125-131
Children
the school
6:83-88
Saxe, John Godfrey
Blind
the place of
growth may be found volume 14
Clara Barton, the
Money; Thrift Sawmills: see Lumbering Sawyer, Ruth Saving: see
Flea,
Information on child's
Saturday Shopping,
Who
Child Be Ready for First (hade? by
Stendler, 13:309-316
School Problems
Sapsuckers, color plate, 7:108c
Scarlet
My
Will
1:152
Christmas Eve, 11:118-119 Sari, pseud.: see Fleur,
265
Marguerite Klinke,
130,
131,
176,
Scrapbooks, 8:44-45 Screws, 9:203
alone, 13:221-223
reason for kindergarten child's dislike of school, 13:144-145
teacher can help second-best child, 12:144
\Ul.
1:106 109, 163,
166-
Scottish Lullaby, song. 11:30
of the gifted child. 12:251-252 left
111.
I6S, 170. 171: 6:214. 215. 218, 219, 221
of mentally retarded, 12:282-283
readiness to be
illustrations,
177; 3:110.
Scrolls
"Burning of the Sanjo Palace (detail). The." by a Japanese Artist. 10:53 "Kittens" by H'Suan Tsung, 10:30
I
Childcraft
>66
"Spring Festival on the Yellow River," part of a Chinese scroll, 10:60-61
Sculpture: see Clay Modeling; Space Designs
from commendation, 13:311-312 from pleasurable feeding, 13:40-41, 43-44 given troublemakers by teachers
Sculpture, Bronze
"Egyptian Bronze Dog, An," 10:30 "Rocking Chair" by Moore, 10:25
News
Interpreting the
12:10
problems of children of divorce, 12:215-221 problems of separation during hospitalization,
Sculpture, Stone
"Elephant" by Flannagan, 10:33 Picture Carved in Stone, A,
from The Chartres
Cathedral, 10:28 "Statue of a Brave Soldier, A," by Donatello,
13:267-272
problems of twins, 12:150 What Leaving Home Means
Stone Carvings from Notre
Dame
Cathedral,
When
"Three Jaguars" by
Unknown
Costa Rican Art-
Children Are Anxious by Langmuir,
Column, 10:59 "Wild Boars" by Warneke, 10:126 Sculpture, Wire: see Wire Sculpture
Seeds
Trajan's
flower, 7:189, 190
how
—
Anemones Pictures, 7:151, 152 Sea Fever, poem by Masefield, 2:38 Sea
Seed Dispersal, 7:193, 194 Seed Dispersal Pictures, 7:195
—
10:127
plants grow, 7:213-214
planting, 7:211-212 tree,
7:232-233
Sea Gulls: see Gulls
Seeds—Pictures,
Sea Gypsy, The, poem by Hovey, 2:39
Seegmiller, Wilhelmina
As white
Sea Horses, 7:155
poem by
— Seashore— Poems Seashore
Daw, from Mother Goose,
See-Saw, Margery
Lowell, 1:107
See them dance, so!
Pictures, 9:280
so!,
Lilies,
7:202-203
Self-Confidence
Seasons, 9:80-8
sounds, 11:7
—Poems:
Seasons
see also
of seasons, as
—Poems
Weather
—Poems;
Autumn —Poems;
also
Spring
Months, The, by Coleridge, 1:114-115
Seasons— Songs,
1 1
: 1
09- 1 34
Camps and Camping by
Haskell, 14:255-263
gained through telling a
story,
in toilet training,
14:185-186
13:54
needed for healthier personality, 15:174 needed to accept others as equals, 15:114-120 through creative expression, 14:124 Self-Expression: see Creative Expression
Stories
Persephone by Cooke, 6:229-233 Sea Turtles, 7:178
Selfishness: see Sharing
Self-Reliance
Gangs: Mental Health: Safety:
Security: see also
Self-Confidence
aim
of
at
year. 13:31
1
good
discipline, 14:148-149
Adopted Child, The, by Sherwin, 12:231-238
at 6
crying for needs, 13:32-33 doctor inspires confidence, 13:255-257
Becoming Resourceful by Hymes. 15:58-63 Can We Let Them Be Daring 13:147 148
early emotional growth, 13:31
children need independence, 15:172
every child needs, 15:172
Discipline for Self-Reliance by
Family Life
1:18
11:88
See the pretty snowflakes, 2:78
Sego
Picnic, The, by Aldis, 1:80
names
as milk, 1:48
Seeing and Discovering, 10:1 19-134
Pictures, 9:14
Sea Shell, The,
7:195, 215, 216; 9:24-25
See here comes the big procession, 11:72
Seals, 7:158-159
—
Small Child
13:209-218
10:41
Seasons
to a
by Stapley, 13:221-225
10:52
—
by Snyder, 15:33-40
Parents Are Important by Frank and Frank,
"Affection" by Zorach, 10:23
Seals
find time,
lack of: see Fear; Separation; Spoiled Child
Sculpture, Marble, 10:124
ist,
who
14:152
Ojemann, 15:43-50 Family Ups and
Downs
by Ellenwood, 12:222-
,
working mothers, 15:79-81
Washburn,
12:107-114
encouragement of, 14:42-43 endangered by excessive TV viewing, 15:12 for
228 for children of
1
Preparation for Adult Life by
Is
months, 13:62-63
grandparents,
in dressing at 2'
.
12:2 (>4
vcirs. 13:77
8
Index in is
first
grade, 13:312-313
267
Service to Others: see Doctors; Fire Departments:
self-assertion necessary?, 12:70-71
Helpfulness; Police: Social Service
Seward, V. A.,
of adolescents, 14:272-274
illustrations. 7:97.
109,
134: 8:49.
52, 63, 64, 210-226, 228, 263-269, 271-272
of convalescent, 13:280
Sewing
of handicapped, 12:260, 261
of 3-year-olds, 13:105-106
aprons and bolero, 8:257-25*) beanbag and stuffed animals, 8:244 246
of kindergarten child, 13:143-148
of toddler, 13:97-100
caps, 8:250-251
of 2-year-olds, 13:85-89
common
self-feeding, 13:92-94
Indian costume for boys, 8:254-256
Traveling Alone and Visiting by Burgess,
purses and bags. 8:252-253
stocking dolls, 8:246-250
14:249-254
Your Child Moves Beyond the Family
Circle by
—
Self Reliance
Crow
solving
—
problem,
Fun by Anderson,
8:241
Sewing Machines, 8:256 257 Sewing Machines Pictures, 9:192 Sex as a Part of Life by Vander Veer, 14:26
Pictures
—
4-year-old solving problem, 12:113 2-year-old
trimmings, 8:253-254 Selling for
Baldwin, 14:3-9 Self-Reliance
seams, 8:259-260
12:110-111
Sex Differences
Stories
cause differences in activities, 14:66
and the Pitcher, The, by Aesop, 3:233
Sex Education: see also Reproduction
Self-Respect
He
through self-expression, 14:131
Learns About Differences Between Boys and by Levine and Seligmann, 13:123-129
Girls
Self-Understanding
of adolescents. 14:275 5-year-olds, 13:161
Seligmann, Jean H. He Learns About Differences Between Boys and Girls by Levine and Seligmann, 13:123-120 Senn, Milton
J.
E.
Sex as a Part of Life by Winder Veer, 14:26-34 trend toward mixed groups, 14:13-15 Sex Play dealing with. 13:59; 14:32: 15:112
Sexual Relationship in Marriage, 12:34-35
Some Children Have Trouble
Sleeping, 13:185-
192
Shadows— Pictures, Shadows
Senses: see also
Touch, Sense of
kindergarten child's use
of,
My Shadow
13:158-159
Shaftel,
of newborn, 13:27-31
tel,
used by blind, 12:268
Ariel's
Boarding Schools by Hamilton. 14:264-269 Divorce and Separation by Baruch, 12:215-221 Losses Through Death by Franklin, 12:2(17-214 of family during moving, 15:92-93
who
differed, 14:274
13:267-272
School Means Leaving
Home, 14:131 Away from Home
Over Dale,
2:61
Shane, Harold G. Reports and Promotions. 14:155-161
Shannon, Monica Shapes, 10:97-1
a
by
IS.
123-130. 132-134
home
with parents. 12:5$
by nursery
child, 13:131-132.
creative dramatics to
Woi\ by
Beers, 15:75-
Ms
with the family. 14:22^ -22o
easier for older children.
12:14^
family jobs. 12:120
81
What Leaving Home Means by Staplcy, 13:221-225 Sequoias, 7:241
Sequoias
—
Pictures, 9:7
Seredy, Kate Fair,
Song, 2:61
Hill.
Sharing: sec also Co-operation
Fathers Must Be
Dowley, 15:82-87 Some Mothers Go Out
Over
Uncle Frank. 1:109
problems of separation during hospitalization,
Some
Live Together by Michaelis and Shaf-
14:202-208
Shakespeare, William
Separation
of sisters
by Stevenson, 1:179
Fannie R.
How We
toddler learns through, 13:80
10:129
—Poems
The, 5:181-190
to a
Small Child
handicapped share the work. 12:264-2
Some Children Have Trouble
-
Sleeping Beauty by
Singing: see also Songs
Sleep,
216 Cannot Carrv
Who
Helping the Child 14:215 Singing
—
1
Tune.
a
5:
(
M
poem by
Ballads; Nursery
Sing
poem by
song of
a
Sinnickson,
Rhymes
Dance, The, by Lindsay. 2:110-112
a Song,
Thomas
is
gone, 2:125
L., illustrations, 5:86, 87. 89-
set
Brother Sister Rela-
la
Mare. 2:1
s
Helen Edell, illustrations, 12:197, 201 Slobodkin, Louis, illustrations, 6:245. 246 Sloan,
see Learning, Difficulties in
Smalley, Janet, illustrations. 1:120-123,
128,
129
Small Homes, poem by Sandburg, 1:99 Smart, Mollie S. likes to Be Busy. 13:105-1 10
Smart, Russell C. Father in
Family. The. 12:121-128
tin
of. 13:6]
Shumway
Popcorn Man, The. 2:2"
Sister-Sister Relations
Building Friendlier heelings by Lasko, 12:141-
Smith, Isabel
Drawing and Painting by Howlett and Smith.
148
during adolescence, 14:273-274 Sometimes Rivals, Sometimes Friends bv Neisser,
Smiling, development
Smith, Fredrika
tions
Hate an
Influence by Lowndes. 15
Moyne
Creating
1
Rice
Through Language and Dramatics,
14:224-228
Playmaking and Play Acting. 8:130-148 Smith, Samuel Francis
Size, 9:6
Skating, Roller: see Roller Skates
Skates
8:149-162 Smith. John, Captain. 6: Smith,
12:131-140
Choosing a Sitter. 15:97-98 Sitting Up, 13:29
— Poems:
Roller
—Stories
see also
America,
2:
( l
>6
Snacks
Arithmetic; Drawing; Language:
Painting: Reading: Solving Problems; Speech:
why and what?, Snails,
Snails—Pictures,
l
611
9:4. 43, 51, 52
Snakes, 7:1 79-1 83
related to real life. 14:123 Skinny Mrs. Snipkin. 1:163 "Skipping"
boa constrictor. 7:180-181 garter, 7:180
disadvantages to school child. 14:158-159 Skipping Rope, game. 8:8-9 Skunk Cabbages Pictures, 9:46
—
nonpoisonous, poisonous. 7:1
pythons.
Snakes
Skunks, 7:46-47
—
Skunks Pictures. 9:45 Sky Poems Wynken, Blyn\en, and Nod by
14: s
7:152
freshwater. 7:1
Spelling
necessary to living. 12:159-161
—
poem by De
slumber. 11:36
Smelt—Pictures, 9:230
Sister-Brother Relations:
Skills:
Sleepyhead,
He
Stevenson, 2:125
a lad that
93
Sitters
my babe, lie still and O Babe, song. 11:32
Slow Learner:
Stevenson, 1:122
Singing Games, 8:29-34; see also Folk Songs and
Me me
3:172
Slipping softly through the sky. 1:136
Stories
Potatoes'
Grimm and Grimm,
Sleeping Princess, The, song, 11:67
Sleet—Pictures, 9:104
103
Sing
Sleeping bv Senn.
13:185
Sleep,
5.
Young Mountainy Singer bv Simmonds. Singing,
25(1-251; 14:71
bed, 13:191-192
Simon Says Thumbs Up, game, 8:2 Simple Simon, from Mother Goose, 1:57 Sing a Song of Sixpence, from Mother Goose. 1:56 children sing at play, 14:2
Rossetti, 2:4s
baby. 13:34-35
Simmonds, Martha F. Young Mountainy Singer, 5:94-103 Simon, Charlie
and Nightingale, poem by Naps
Sleep: see also
—
7: s
l
coral.
1
n
s
7:1M
Pictures, 9:44
copperhead. 9:44 Field, 1:180-181
s 1
9:44
garter. 9:44
1
^
v
I
1
Childcraft
270
Some day I'm going to have a store, 1:84 Some days are fairy days, 2:32 Some Fathers Must Be Away from Home by
rattlesnake, 9:44
water moccasin, 9:44
Snapping Turtles, 7:177 "Snap the Whip" by Homer, 10:58j-58k Snip, game, 8:69 Snow, 9:103
Snow
Dowley, 15:82
Some holly in the doorway, 11:118 Some Mothers Go Out to Work by Beers, 15:75 Some One, poem by De la Mare, 1:173 Some one came knocking, 1:173 Sometimes, poem by Fyleman, 2:32
—Poems
Christmas Eve by Jones, 2:78
Snow
First
by Allen, 1:148
First Snowfall, The,
Look
Snow Man,
Sometimes
by Lowell, 2:70
Snow! by
at the
Davies. 2:71
The, by Meigs. 2:73
Sondergaard, Arensa
White Fields by Stephens, 2:72 Wittier by Aldi's, 1:148
Snow
—
Comics, 15:26-32
Song Song
Stories
Juan, the Yaqui by Harrington, 5:86-93
Old
Little
Ringing Snowflakes
Truck., The, by Jones, 4:172-177
in the
—
New
Year by Meigs, 5:8-17
Pictures, 9:103 1:1
4S
Snow-White and Rose-Red by Grimm and Grimm, 3:162
Snowy
Egrets
—
color plate,
hymns, 11:145-160
selection.
14:215-216 festivals,
11:109-134
Sorrow
Through Death by Franklin, 12:207-214 see also kinds of sounds and means of reproduction, as Music; Telephone
Losses
Manners and Cus-
see
Human Relations: Manand Customs; Peoples of Other Lands We Lire Together by Michaelis and
Shaftel. 14:202-208
Sound,
Chicago Family Guidance Services by Sutherland, 15:162-166 Erosion
—Pictures
around you, 11:3 and country, 11:8
all
city
How
Sound Works
9:122
for Us.
in 3-
for Us,
9:224
4-year-oId's use of language. 13:113
and
sent by radio. 9:274
is
not
all
the same, 11:4
sounds you
Made, 9:121
Works
11:1-26;
indoor and outdoor, 11:6
Social Service: see also Hull-House.
Soil
11:135-144
patriotic songs.
toms
Soil Is
11:27-42
nursery songs. 11:43-72
Social Sciences: see also
How How
ballads, 11:73-108
—
News, 15:33-40
and Customs:
Soils: see also
and
folk songs
Songs of the Seasons and Festivals, 11:109-134 Soo Canal Pictures, 9:114
Social Graces: see Etiquette
How
Games
Songs: see also Singing
Songs, Nursery, 11:43-72
7:108h
Interpreting the
ners
poem by Morley, 2:14
Wa\eupworld, poem by Cullen, 2:2
songs of the seasons and Pictures
Snyder, Agnes
Social Life
for a Little House,
of the
lullabies.
Snow makes whiteness where it falls, Snow Man, The, poem by Meigs, 2:73
Sometimes Friends by Neisser,
Rivals,
12:131
11:5
like,
through the year, 11:7 What Is Sound 2 9:223 .
importance of earthworms. 7:166 preparing for planting, 7:21
Sound
!
home
for
Soldiers
—
Sound
Pictures, 9:230
Some Children Have Trouble
Resist the Toilet by Weinfeld.
13:193
12:149
1:118
11:190-191
—
Sleeping by Senn.
13:185
Liss,
flute!.
The March King.
aids growth, 14:137-138 basic to citizenship. 14:204
Some Combinations Are
the
Sousa, John Philip
Solving Problems
Some Children
dramatics. 14:228
Sounds, Animal: see Animal Sounds
Lee. Robert Edward. 6:80-82 Sole
Effects
a Special Challenge by
South America: see also Art Peru animals: see Animals South America South America plants: see Plants
—
—
mined in. South America tin
9:
—
/;;
Honor
of a
5:154-163
1
_S
Stories
Gaucho by Pollock (Argentina),
Index South Dakota
Spiritual Values
gold mined
Sowbugs
—
271
in,
9:129
from
transition
in
Pictures, 9:52
childhood
Sows: see Pigs
pari of healthy personality. 15:152
Space Designs, 10:78-84, 93-96, 125 Space Travel, 9:172-174; story 4:222-225
Spitalny,'
Spackey, Shirley, illustrations, 3:19-22
Spoiled Child: see also
Terry
What Does He Like
Do
to
Best'.',
care of convalescents, 13:275-276
Adventures in Handwork by Parkhill and Spaeth, 8:210-230 Spain art: see Art Spain Spain Folk Tales Flea, The, by Sawyer, 3:125-131 Spanking, 12:1 12
Do
—
Grandparents Spoil a Child 1 12:53 do not allow handicapped to be. 12:2^1-262 tense and misunderstood, 12:14-15 When Are Children Spoiled? by Momyer, ,
13:135-140 Sponges, 7:151
— 9:58 Spoonbills— Pictures Spoonbills — Sponges
Pictures,
Spoonbill and the Cloud, The, by Hudson, 4:82
Sparrows, 7:98-99
—
Sparrows Pictures Gambel's sparrow, color plate, 7:108c "Spatial Construction" by Roszak, 10:80 Special Needs of Various Handicaps, 12:266 Speech Children Who Are Hard of Hearing by Brill, 12:270-272 development in newborn, 13:29-30 How to Use the Telephone, 9:272-273 improving that of 3- and 4-year-olds, 13:111-
roseate spoonbill, color plate,
of cerebral palsied child, 12:276
response of toddler
Spoonbill and the Cloud, The, by Hudson, 4:82-
89
— —Poems:
Spores Sports
Pictures, 9:10,
Sports
ter
to,
being Spring,
Spring
13:94
Are Some Babies Slow in Talking?, 13:30 Writing and Speaking the Language by Schuy-
27
Roller
Skates
— Poems;
a
good
poem by
—Poems:
April
loser,
15:46-47
Spelling
Down
Art of Spelling, The, by Horn, 14:177-183
names of months,
Pictures, 7:21
before April, The, by Davies, 1:119
Sunny Taster Meadow by Turner,
a
1:121
//;
the
in the Vale
Meadow
by Rossetti, 2:40
by Rossetti, 1:119
Spring Morning by Milne, 2:42-43 Who Calls? by Savers, 2:44
Willow
Cats. The, by
Widdemer, 1:120
Year's at the Spring, The, by Browning, 2:40
Spiders, 7:143-149
"Spring Festival on the Yellow Ri\er," part of
Spiders— Pictures, 9:10, 59
Chinese scroll. 10:60-61 Spring Morning, poem by Milne, 2:42
golden garden, 9:23
—Poems
Miss Muffet, from Mother Goose, 1:26 Spider Wasps, 7:148-149
Spring of the Year. The. song, 11:132 Spring's Arrival, song. 11:134
Spiderwebs, 7:143-146
Spruce Trees, 7:240 241
Little
— Spindles— Spinning— Spiderwebs
Squirrels, 7:32 J5
Pictures, 9:105
7:^4: — Squirrels — Poems Whisky Frisky, Author Unknown. Stagecoaches — Pictures, 9:207 Squirrels
Pictures, 9:238
Pictures,
9:'>4
color plate, 7:44a
Stories
Sleeping Beauty by
as
— Poems
Growing
Armstrong
Ghost of the Lagoon. 5:232-240 Spider Crabs, 7:154 Spider Monkeys, 7:20
—
1:118
Daffodils by Wordsworth, 2:47
Day
Monkeys
lilakc.
see also
Buds by Davies, 1:128
Speed with machines, 9:188
Grimm
and Grimm, 3:172-
176
Tom
Win
— Poems
Crocus, The, by Crane, 1:128
14:184-189
ler,
Spiders
see
Sportsmanship
Why
Spider
7:108h
Stories
learned in organized groups, 14:244
112
Sperry,
13:97-102
Temper Tantrums
Spaeth, Dorothy
—
adulthood,
to
15:40
Tit Tot, retold by Jacobs, 3:77-83
1:90
a
2~2
Childcraft
Stagecraft: see Plays
—Production
—
Living
mov-
15:21-25 15:31-32
Reports and Promotions by Shane, 14:155-161 begins to develop his own.
6-year-old
14: 5-6
vary in different families, 15:123
Breakfast Time, 1:69
Starbuck,
J.
to a
Small Child,
E.. Jr., illustrations. 2:32. 33. 90. 91.
and Castendyck, Elsa Handicapped Child in the Family, The. 12:258-
Van Gogh. 10:42b
We
Find Nordi Stars— Pictures, 9:134, 169
—Poems —
Lamplighter, The, 1:134
Land at
Twinkle, Twinkle,
Night-, 9:87
Land, The, 1:153 Shadow, 1:179
My
Little Star
by Taylor, 1:135
Ram, 1:122 Singing, 1:122
Little Star,
11:46
Me a Song, 2:125 Swing, The, 1:132 Sing
up on high. 2:45
Star-Spangled Banner Girl by Bailey. 5:32 "Statue of a Brave Soldier. A." by Donatello,
10:52
Time to Rise, Where Go the
1:68 Boats?, 1:106
Wind, The, 1:124 Wintertime, 1:149
Statue of a Javanese
girl,
9:255
Statues: see Sculpture. Bronze: Sculpture. Marble:
Suck
Steadfast Tin Soldier, The. by Andersen. 3:112 Stealing, 14:53-56. 59-60: see also Honesty
Stolz.
Pictures, 9:47
Herbert R.
Growth
game. 8:6
— Steamboats—
9:39
—
in
Size.
Strength,
and Co-ordination,
14:63-69 Stolz. Lois
Steam. 9:102, 213 Steamboats
Robert Fulton Makes the Paddles Judson, 6:54-59
Insects,
Sticklebacks
Sculpture. Stone
Meek
Families Shape Personality, 12:99-106
Work by
Pictures, 9:259: see also Ships
"Us Kids," 14:10-17 Stone
—Pic-
Collecting Stones, 9:125
Stone— Pictures,
tures
Stories
Pogo Goes to Sea, 4:201-208 Steam Comes Upriver by Phillips. 4:184-191 Steam Comes Upriver by Phillips. 4:184 Steam Shovels— Pictures, 9:178. 199 Steel.
of Counterpane, The, 1:178
Little
Star-Span gled Banner, The, song by Key, 11:140
Steamboats
1:63
Pirate Story, 2:109
Twink}e, Twinkle, Stars Songs
Steal Sucks,
Fairy Bread, 1:170
Hayloft, The, 2:57
9:144-158
Stars are twinkling
Autumn Fires, 1:138 in Summer, 1:166
Happy Thought,
Pictures, 9:59
"Starry Night" by
Stars
Pictures, 13:45
Stern, Edith M.,
Farewell to the Farm, 1:200
7:152
Can
and Stepchildren by Frank, 12:239
—
Sterilizing
Bed
138, 139, 142. 143
How
Fields, 2:72
Stepparents
Stevenson. Robert Louis, 6:110-112
13:221-225
Stars,
Child Be Ready for Fust Grade?,
13:309-316
265 Messenger
What Leaving Home Means
—
Mx
Will
Standing. 13:29 Stapley. Virginia
Starfish
1-73:
Stendler, Celia Burns
White
reading depend on presentation.
Starfish,
,
April Showers, 2:41
choosing, criticizing, developing taste for
in
illustrations. 4:60-62, 64-68,
5:174. 178, 179
Stephens, James
Standards
ies.
Harve,
Stein,
Stamens (Flower), 7:190 Stamens (Flower) Pictures. 7:191 Stamps: see Postage Stamps Standard of Living: see Cost and Standard of
9:251
Steffens, Lincoln
Miserable Merry Christmas, A, 4:W>-(>~
9:245. 24S; 10:130
Stone, L. Joseph
He
Still
Learns Through His Play. 13:156-161
Stone Callings from Notre
Dame
Cathedral.
10:41
Stone Sculpture: see Sculpture. Stone Stong, Phil
Sam Stop
Volney,
Con
— Go, poem
boy. 5:136-139
by Baruch, 1:100
—
Index
—Pictures —
What Does His "No, Wo"
Stores
Grocery store, 9:228, 235 Stores Poems: see also Shopping
Animal
— Poems
Achievement
how
— Stories;
Courage
Sugar Maple Trees, 7:238 Sugar Maple Trees Stories
birds, 7:93-112
—
3:227-240
Sugar Snow, The, by Wilder, 5:122-128 Sugar-Plum Tree, The, poem by Field, 1:182 Sugar Snow, The, by Wilder, 5:122
favorite nursery. 3:7-50
and
Stories
Sucking: see Breast Feeding: also see Thumb-sucking
animal, 4:7-170 biographies, 6:7-212
fairy,
—
Adventures of Famous Persons, 6:8-212
adventure, in our country, 5:77-172
and
Submarines, 9:185 Subways, 9:266 Success
adventure, in other lands, 5:173-240
folk songs
make. 8:244-245. 246
to
Stuttering, 13:111, 215
Stories
folk
Mean* by
Stuffed Animals
Stoic, The, by Field, 1:85
Stories: see also
Really
Chittenden, 13:85
General Store by Field, 1:84
fables,
273
3:51-226 ballads,
11:73-108
Summer
holiday, 5:7-76
—Poems
myths and legends, 6:2 14-256
Balloon Man, The, by Fylem.in, 1:111
pets, 7:57-74
Barefoot Days by Field. 1:131
realistic,
4:171-240
writing
stories,
Bed in Summer by Stevenson. 1:166 Ice-Cream Man, The. by Field. 1:110
8:166-168
About the World's Great Music Makers,
Stories
11:161-192
Young Children by Hilliard, Many Lands, 5:173 240
Stories for Stories of
Storks
—
13:290
composition and value, 9:137
the Stork, The, by Aesop, 3:234
Storms: tee Weather
size
Madison, The, by Monsell, 6:50 Story of fane Add.ims. The, by Wagoner, 6:128 Story of Kattor, The, by Travers, 4:104 Story of King Arthur, The, by Farjeon, 6:240 Story of Do//\
Burnham, 6:80
Story of Robert E. Lee, The, by Story of William 6:245
Tell,
The, retold by Baldwin,
4, 5,
Young Children by
Hilliard. 13:290-
Sunflowers
—
Pictures, 9:5
Sunlight
What Makes and Other I'ocms. Childcraft
Storytelling
ume 2 Storytelling
vol-
Sunsets
—
Sky Blue?, 9:136
the
Pictures. 9:
^
1
Suppositories
Poems and
Ballads, 2:109-200
'Picador" by
De
in
bowel training. 13:52
Susie Stocky Car by Konkle, 4:209-215
Stovepipe Sculpture Creeft,
10:81
Strangers
Susquehanna River
—
Pictures, 9:71
Sutherland, Robert L.
baby's attitude toward, 13:62-64
Straw
Animals Made
in
Finland, 10:84
Stringed Instruments to
Pictures, 9:51
color plate. 7:204b
296
how
—
Sunflowers, 7:197
of recordings. 11:193-198
Stories for
Sundials, 8:229
Sunfish
6
gives self-confidence in speaking, 14:185-186 list
and distance from the earth, 9:138
— —
Sun Poems Magnanimous Sun, The, by Lindsay, 2:108 Sun Stories Wind and the Sun, The, by Aesop, 3:238 Sundews, 7:206 Sunfish, 7:161
Childcraft volumes library program, 14:234-235
Storytelling: see as a
Tunc, The, by Fyleman. 2:33
On the Hill by Armstrong. 1:131 Summer Morning, A, by Field, 2:48 Summer Morning, A, poem by Field. 2:48 Sun
Stories
Fox and
Little
make. 8:27(1-272
Stubbornness
Family
Guidance
Services,
15:162-166
Suydam, Margaret Jane Keeping a Baby Comfortable by Montgomery and Suydam. 13:32-39 Swallowtail Eutterflics
— Pictures
Tiger Swallowtail, color plate, 7:124b
—
Childcraft
274 Swamps- -Pictures, 9:75 Swans Pictures, 9:60 Swans Stories
Hide and Seek, 8:25
— —
Pom Pom
Ugly Duckling, The, by Andersen, 3:213-226 "Swapping," 13:134 Sweden Biography Lind, Jennys A New, Bright World for Jenny
—
hind, 6:64-68
—
Sweden Songs Around the Christmas
Tree, 11:119
Tidler's
Ground, 8:26
"Tahitian Mountains" by Gauguin, 10:122b
George E. Alexander Graham
Tait,
Talents Differ,
Sleeping Princess, The, 11:67 Swedish Cradle Song, song, 11:37 Sweet Potatoes Pictures, 9:26 Sweet Williams Pictures, color plate, 7:220c Swifts (lizards), 7:184
— —
—Poems
Bell, edited by,
6:159-160
poem by
Richards, 2:51
Tale of Peter Rabbit, The, by Potter, 3:37 Tall{ by Courlander and Herzog, 3:1 18 Talking: see Speech
Tambourines, how to make, 8:264-265 Tanagers Pictures
— Tankers—
scarlet tanagers, color plate,
7:108d
Pictures, 9:268
Benjamin Jones Goes Swimming by Fisher,
Tantrums:
Temper Tantrums
see
Tapestry
2:100-101
"Swimming Pool, The," by Sally, 10:134 Swinburne, Algernon Charles White
Tom
variation of, 8:26-28
Taking Turns, 15:48
Christmas Eve, 11:118-119
Swimming
Pullaway. 8:25
Prisoner's Base, 8:25-26
Butterflies, 2:60
Famous French
Tapestry, A, 10:62-63
Unicorn Tapestry, 10:35 Tarantulas, 7:146-147
Swine: see Pigs
Tattling
Swing, The, poem by Stevenson, 1:132
—
Swinging Pictures invokes co-operation, 15:44
5-year-olds, 13:165
how Taxis,
Swing Song, A, poem by Allingham,
1:133
Swing, swing, 1:133 Switzerland Switzerland art: see Art Switzerland Folk Tales Story of William Tell, The, by Baldwin, 6:24^ Sycamore Trees, 7:238
—
—
14:23
to deal with,
poem by
Field, 1:101
Taylor, Jane
Cow, The, 1:89 Little Pussy, 1:86
Twinkle, Twinkle, Tchaikovsky, Petr
The Land Teacher
Little Star, 1:135
Ilich
Sugar Plum game, 8:5-6
of the
Ball,
Fairy, 11:180-181
Teachers aid children in personal relationships, 14:138
T.P.
and Ja\c by Benton, 6:167-169
Taba, Hilda Your Neighbors
—Dictators,
Troublemakers, or
Friends, 15:121-126
Table and the Chair, The, poem by Lear, 1:196 Table Croquet, game, 8:14 Table Decorations: see Parties
Table Etiquette, 15:140-141 of child in high chair, 13:181-182 Table Etiquette—Pictures, 15:139, 140
how
foster friendship, 14:25
keep on learning, 14:124 make the school, 14:126-128 personality is important, 14:134-135 promote friendliness. 14:13 qualifications, 14:119, 120
Teachers
—
Stories
Clara Barton, the
Teaching Methods:
Tag Games
Teams:
—
to
Schoolteacher, by Pace,
Johnny and His Mule by Credle, 4:138-146 Little B/acl{ Bear Goes to School, A, by Sickels,
make, 8:180 Table Tennis, game, 8:13-14 Tadpoles: see Frogs; Toads Tadpoles Pictures, 9: 3, 18 Tables,
Young
6:83-88
4:68 see Arithmetic;
1
Blindman's Buff, 8:26, 81 Fox and Geese, 8:27
Hare and Hounds, 8:26
Language;
Reading: Science; Social Science; Spelling see
Teamwork:
Games see Co-operation
Teasdale, Sara April, 2:41
Index Autumn Dus\, 1:135 May Night, 2:49
275
Tennyson, Alfred Hrook, The, 2:64 65
Teasing
Lady
other children, 14:15-16
James G.,
Teason,
Clare, 2:170-173
What Does
of older brothers, 12:137-138
Little Birdie Say?, 1:92
Tenpins, game, 8:1 1-12
illustrations,
7:227;
8:39-42,
Terrariums, 9:52-53
56-59, 70-74; 9:1, 18, 19, 34, 35, 50-53, 56, '65,
Testing Programs
67, 76-81, 95, 98, 99, 113,
225, 229-233, 235, 242, 243, 254, 257, 270, 271,
How Is Progress Measured?, 14:124 Measuring Achievement and Ability by Krugman, 14:162-168 Tether-Ball, game, 8:60
288
Texas,
162,
165,
175,
195,
202,
203,
180,
183,
209,
121,
145,
[60,
190,
191,
194,
215-217,
220,
221,
184,
212,
131,
s;ilt mine. 9:127 Texas Stories Bluebonnets jar Luanda by Savers, 5:78-85
—
Teddy Roosevelt by Weir, 6:124 Teen Age: see Adolescence
Sam
Teeny, Tiny Lady, retold by Bailey, 3:28 are levers, 9:198
how
Textiles: see also Cotton
make, 8:178-179 Teeter-Totters— Pictures, 9:186, 198 Teeth eruption of permanent, 14:63-64
wool, cotton,
to
Your Teeth
Tragic Story, A, 2:120 party for, 8:100-102
Child's Teeth by Sillman, 13:261-266
—
How
10:66
— Telephone — Alexander Graham 9:170, Telescope —
Bell, ed.
by Tait, 6:
15').
160
171
Television, 9:270, 275
Television, Radio and, by Shayon,
15:10
Temperature: see Climate; Heat; Thermometers;
Weather Temper Tantrums, 13:75 77 cause and prevention, 13:205-206 "Temptation of Saint Anthony (Detail), The," by Bosch, 10:44
game
Badminton, Deck Tennis, and Paddle Tennis, 8:60-62
Sidewalk Tennis, 8:7-8 Table Tennis, 8:13-14
W. Who
Tenny, John Children
Are
Pilgrims Came, 'The, by
— —
Wynne, 2:75
Thanksgiving Day Songs Come, Ye Thankful People. Come, 11:112-113 Thanksgiving Day Stories Indians for Thanksgiving by Heiderstadt, 5:47Thanksgiving Day, poem by Child. 1:142 Thank you. pretty cow. that made. 1:89 Thank You for the world so sweet, by Leathan, 1:146
eyes, 15:16-17
Tell, William, 6:245-246
Tennis,
Unknown,
56
Stories
Pictures,
—Poems
Thanl( Thee, Author
2:74
Use the Telephone, 9:272-273
Elete/ephony by Richards, 2:83
on
We
Father,
knowing how to use is an achievement, 15:60 Where Does Your Telephone Reach?, 9:271 Telephone—Pictures, 9:270, 271-273, 279 Telephone Poems
effect
I
Thanksgiving Day
works, 9:224
to
Thanksgiving Day Pictures "What Did on Thanksgiving Day" by George,
poem by Wynne, 2:36
Telephone it
Rayon,
Thanksgiving Day
Thirty white horses, from Mother Goose, 1:48
how
— Pictures;
synthetics. 9:236-241
silk,
Thackeray, William Makepiece
—Poems
Telegraph, The,
Volney, Cowboy, by Stong, 5:136-139
Texas Bluebonnets, 7:197-198
Teeter-Totters
Epileptic, 12:27*
280
Thaw, poem by Tietjens, 1:116 The buds have come to town, 1:128
The The The The The The The The The The The The The The
Buffalo, the Buffalo, 2:S6
Bunnies are Camel's
a feeble folk, 2:1
hump
is
13
an ugly lump. 2:^*
children were shouting together, 2:45 city has streets. 2: $5
city
mouse
coach
at
is
lives in a
house, 1:94
the door at
last.
1:200
dav before April. 1:11')
dog
is
drum
black or white or brown. 2:S4 is
our big window pane'. 1:123
fog comes, 2:67
gingham dog and
the calico cat. 1:188
golden crocus reaches up, 1:128 Grasshopper, the Grasshopper, 1:97
2-6 The The The The The The The The
Childcraft green bug sleeps in the white
lily
ear.
1:99
was paved with buttercups. 1:131 house of the mouse, 1:94 Kangaroo said to her son, 1:160 hill
leaves are fresh after the rain, 2:41 litde girl
who
lives
next door. 1:117
came to town. 2:76 the Moon. 2:108
little
Jesus
Man
in
Theme in Yellow, poem by Sandburg. 2:66 The mocking bird is the talkingest bird. 2:50 The moon: It is a griffin's egg. 2:19 The moon's the Xordi Wind's cooky. 1:137 The more we sing together. 11:45 The morns are meeker dian they were. 2:66 The mountain and the squirrel. 2:124 The night was diick and hazy. 2:136 The night will never stay. 2:19 The Owl and the Pussycat went to sea. 1:186 The Painted Cart, 4:234-240 The Pilgrims came across the sea. 2:75 The Queen of Hearts. 1:44 The rain is raining all around. 1:122 There are 1:11
at die
fairies
bottom of our garden!.
There dwelt a miller, hale and bold. 2:140 There is something in the Autumn. 2:67 There lived a sage in days of yore. 2:120 There must be magic. There's nothing by a cat desired. 1:75 There was a boy of other di 2:1 There Was a Crooked Man. from Mother Goose, 1
1:33 a little boy. 2
There Was a
Little
Girl,
poem bv Longfellow,
1:164
There was
steamboat
litde
ll: _s
woman.
is
a slowpoke. 1:105
street cars are,
Sun.
sun
2:
always in the sky. 1:69
is
tulips
1:148
-
now
are pushing up. 1:121
Vulture eats between his meals. 2:S6 is warm. 11:152 wind came dashing from the wood. 2:54 wind is out with a leap and a twirl. 1:125 wind was a torrent of darkness. 2:162 w ires spread out far and w ide. 2:36
weadier
woodpecker pecked out
round
hole.
The world is so full of a number of things. They call them pussy willows, 1:120 They chose me from my brothers. 1:140
1:63
year's at die spring. 2:40
They strolled down the lane together. 2: s 2 They went with axe and rifle. 2:190 Things Aren't the Same by Kehm, 12:43 T/iirt\ Days Hath September, from Mother Goose. 1:115 Thirty white horses, from Mother Goose. 1:48
This
is
how
This
Is
My
This
is
die house that Jack built. 1:60
the big
Man and He Was Mad. song. man lived in the moon, 11:56 There was an Old Man who supposed, bv
This
Is the
This
Is
Way My Way
the
Dolly
11:81
11:
Thomas Aha
Young
Edison.
Scientist
bv Wise.
6:118
a
Lear.
Thompson. D'Arcy W. id
man
Walk^s, song.
the Ladies Ride, from Mother
1:165
with a beard, bv Lear.
1:165
There was an old person of Ware, by Lear. 1:165 There Was an Old Woman, from Mother Goose. 1:21
His Wife, The. 1:162
Thompson. Dorothy Brown Tomorron 2: v Thorne-Thomsen. Gudrun Three
Goats Graff. The. 3:35-36
Billy
Billy
Goats Gruff. The. retold by Thorne-
Thomsen.
3
5
There Was an Old Woman, from Mother Goose.
from Mother Goose. 1:21 by North. 1:8
1:41
em
There was an old
woman who
lived in a shoe.
1:31
"Three Jaguars" bv
Unknown
Costa Rican Artist.
10:12"
There was There was thor
Indian. 11:58
tall
Nose. game. 8:69
Thisdes. 7:206-207
There Was a
There was an old
a little
1:99
Goose. 1:43
a litde turde. 1:96
There was a
There was
The The The The The The The The The The The The
The
B
There was
There were three sisters fair and bright. 2:16S Thermometers. 9:109-110 The Rock-a-By Lady from Hush-a-By street. 1:184 The roofs are shining from the rain. 2:41 The snow had begun in the gloaming. 2:70 The snow is soft, and how it squashes!. 1:116 The spring is fresh and fearless. 2:49
a pretty Princess, 11:67 a
young maid who
Unknown. 1:164
said.
"Why," Au-
Three Three Three
jolly
gentlemen.
Little
Kittens,
Little Pigs.
1:
from Mother Goose, 1:52
The. retold bv Jacobs, 3:10
Index Three of us
meadow
afloat in the
by the swing,
2:109 Three Pirates, song, 11:108 Three Plum Buns, poem by Rossetti, 1:69 Three Wishes, The, play outline, 8:139-141 Three Wishes, The, retold by Jacobs, 3:84
277
Tippett, James S.
Pern -Boats, 1:104 Trains, 1:102 Tiskct,
A
Tas\et, A, song, 11:54
Tit-Tat-Toe, game, 8:73 Tit-Tat-Toe, Circle, game, 8:2-3
Thrift
Toads, 7:119-120
What About the Spendthrift, 15:69-71 Through all the pleasant meadow-side, 2:57 Throwing Things
Toads—Pictures, Toadstools
as exercise in self-control, 13:92
Thrushes
/://
—Pictures
To
in the
thumb-place, 1:73
Thumb-Sucking
and
—Poems
Dormouse, The, by Herford, 1:171
the
a Firefly,
Tobin, Don,
on teeth, 13:263 early months, 13:57-58
poem by
Jones, 2:45
—
illustrations.
13:78,
191; 14:74
Toddlers: see also Two-Year-Olds
effect in
60
Tobacco Worms Pictures, 9:2 ^ Tobey, Barney, illustrations, 15:16
color plate, 7:108a
Thumbs
7:1 13; 9:52,
frog and toad orchestra, 7:1 14
accidents, 13:253
Thunder,' 9:106-107
prevention
of, 15:51-6,
57
Tick, tock, tick, tock, 1:64
activity, 13:83-4, 93-4
Tiddly winks, game, 8:18-19
adults, relationship with, 13:204-5
Tiedeman, Berthold, 90, 91,
100,
illustrations, 9:28, 29, 37, 47,
104, 106, 107, 110,
119,
111,
123, 130, 134, 137, 138, 139, 140, 161, 167, 168,
179,
177,
189,
205,
236,
244,
affection, 13:73-4, 84, 97
anger, 13:86. 96, 202-3 anxiety, 13:83-4, 209-18
247.
245,
help
279, 284, 285, 286, 287; 11:34, 45, 67; 12:110. Ill,
118,
187,
215,
232, 268, 269, 298; 215, 239, 250: 174,
289;
247,
79, 80, 82, 83, 96, 99.
120,
13:3,
121.
74,
14:1, 59, 75, 80,
15:1, ii, 34, 70, 93,
199, 206. 130.
109,
175
13:217-18
sources of, 13:213-14
75.
123, 217, 226.
for,
signs of, 13:215
appetite, 13:74-5, 177-81 in
convalescence, 13:278
approval, 13:97-8
awakening, 13:97
Tietjens, Eunice
early, 13:190-1
April, 1:121
away from home, 13:221-5
Moving, 2:17
babyish ness, 13:208
Thau; 1:116 Tiger Lilies
bedtime, 13:189-90, 25]
—Pictures
biting, 13:203
color plate, 7:220a
books
Tigers, 7:14-17
—Pictures Tigers— Tigers
12:197; 13:74
child care centers, 13:2 ^2
children, other. 13:100
color plate, 7:28a
2.
202-5
choices, 13:76, 86, 87-8, 89, 96
Stories
Story of Kattor, The, by Travers, 4:104-1
Tiger Swallowtail Butterflies
—
Pictures
1
1
clothing for out of doors. 13:2^2 constipation, 13:195
contagion, 13:253: 14:89
color plate, 7:124b
contrariness, 13:75. 85-9
Tile
made from
for,
characteristics, 13:73-4
clay,
convalescence, 13:273-80
9:123
Time: see also Calendars; Clocks— Picture-. For new experiences, 13:143
courage, 13:224 -5
planning: see Schedules Responsibility for Time, 15:49-50
Time to Rise, poem by Stevenson, Timothy Tim-o, song, 11:68
1:68
crying, 13:75, 206. 258
dancing. 13:300-1
dawdling. 13:96. 202
Tin, 9:128
Tin-Can Building Blocks, 8:2 Ting ting, tinkle, ting!, 11:4''
co-operation, 13:76-7, 78, B5-9, 90-6, 207-8
co-operative nursery school. 13:232
dentist. 13:254. 260. 265-6 1
4-2
1
5
discipline.
12:80,
107-14;
84, 85-9, 90-6, 203-4,
13:"'
I,
82,
4
1
Childcraft
278
separation from, 13:222-3, 267-8
diseases, contagious. 13:253; 14:89
who
disobedience, 13:85-9, 90-6
choosing
music, 13:77. 297-303
13:255-6
a,
examinations by, 13:253 visits to,
13:256
works, 15:76-8, 79
moving. 15:92-3, 96
doctor. 13:255. 257-8
naps. 13:77, 187, 251
negativism, 13:85-89
1
dreams. 13:192
nervous habits, 13:215
dressing, 13:77-8
new baby and.
excursions. 13:3048
new experiences. 13:221-5
family, relationship with, 13:75-6, 83-4, 95 in convalescence,
13:2~3
12:132-3, 197-8, 224
nightmares, 13:189. 192
5
night wetting, 13:54. 200
nursery groups. 13:231-6, 237-44
father. 12:S3: 13:95,99, 251
fatigue. 13:251
advantages
fear. 13:214-15, 215-17
fathers participate in, 13:242-4
causes toilet difficulties, 13:199-200
nursery school, 13:222. 232
advantages of for parents, 13:234-5 discipline in, 13:234
of animals, 13:216 of dark. 13:214 -15 of losing love. 13:210. 213-14 of
new
music
prevention
from
parents, 13:199, 224
in
x
overfeeding. 13:1
9
parties. 8:77; 12:171
13:92-3, 182
food, for health. 13:249-50
and
13:233-4
other children, relationship with, 13:100-2
feeding, 13:177-84 self,
13:303 of,
starting in, 13:236
13:216-17
of,
at,
program
experiences. 13:216
of separation
of. 13:231-4, 236, 240-1
play, 13:93, 97-8, 99, 100 in convalescence. 13:279-80
teeth, 13:2(>2-3
convalescence, 13:2~S
overcomes
preferences. 13:~4-5. 934, 179-SO, 182
fears, 13:2, 2
place for, 13:100
fresh air, 13:221
play group, organizing. 13:23,-44
friendliness, 13:221
play school. 13:232
playing alone, 13:99
grabbing, 13:102 grandparents, 12:50-3.
politeness. 13:202-4: 15:135-42
(>2
growth, 12:74-81; 13:90-1, 24S
punishment. 13:96
hair twisting, 13:21^
reading
health. 13:247-53, 254 60
recordings. 11:163: 13:77. 301-2
examination. 13:253 in traveling. 12:1"°
to.
12:189-90. 195. 197; 13:74, 290-6
respect for property, 13:205
rewards. 13:258
helpfulness. 12:159-60; 13:74
rituals.
hitting, 13:102. 202-3
routines, 13:94-5
home, reluctance
to leave. 13:223-5
in convalescence. 13:2
honesty, 13:202
B
rudeness. 13:201-2
hospitalization, 13:2t>~
independence.
13:76
12:111;
2
safety, 13:81, 82
13:77-8,
85-9,
92.
95.
at
221-5; 15:58-9
\ 253: 15:51-7
home. 15:52
3
at play. 15:56-7
inoculations. 13:252-3
in
automobile. 13:227-8; 15:54
instability, 13:75-6
security. 12:102-3; 13:212-13
jealousy, 12:131-2; 13:197-9.213
self-assertion. 12:70-1: 13:S5-9; 15:168-9
kicking, 13:203
self-confidence, 13:221-5
language. 13:/
self-reliance. 12:1
learns through senses. 13:80
sharing. 13:102
love. 13:169-170, 1S4. 209, 218
shvness. 13:222-5
mental development, 13:90-1 mother, relationship with. 13:81-2, in illness, 13:267-8
1
separation from parents. 13:189, 199, 222. 224
leaving home. 13:221-5
95, 97-100
singing, 13:297, 2"". 301 si
e,
13:24