LESSONS FOR GROWN UPS.

Gisborne Times, Volume XXVII, Issue 2592, 28 August 1909, Page 4 (Supplement)

LESSONS FOR GROWN UPS.

Was there ever yet a mother who has not at some time or other been assailed by the question: “Mother, what’ll I do ?” asked in a dreary tone- on. a wet day. Sometimes, the question is answered in practical form, and the mother, throwing down her hook or sewing, joins the child in some fresh game, and by her interest and imagination gives zest to the play, and causes the dreary day, to pass joyfully and all too soon. But there are many other mothers who meet the everlasting child question by the answer: “Go and play.” “But what’ll I play ?.” asks the child, whereupon she is told to look at the pictures or read a book, or dress her doll. But the cliild is tired of her books, and it is dull work playing “dollies” all alone so she wanders aimlessly about, anc. finally gets into mischief and disgrace. With the majority of mothers who meet the everlasting question “What’ll I do?” in this manner their.failure. to supply the child with some interesting occupation is not from disinclination,

but from inability, There are hundreds of mothers, incredible though it seems, who know no fairy tales or child stories, and who simply have not the imagination to invent a new game for their little ones. And the child . who is possessed of such a mother does not , have half the chance in its development as the child whose parents can join in its games and encourage and stimulate its imagination and observation, This is a fact which has been acknowledged by scientists for some years, and in Germany,' that land of marvellous education, schools have been formed where mothers arid elder sisters are trained in the ait of amusing children. The Froebel Society’s schools give three-month courses of lessons three times a week. The classes, which, are held in the ordinary schoolrooms after lesson hours, are mostly taught by voluntary teachers, and many wellknown artists gladly give their services in teaching the art of picture drawing for little children. . It is astonishing how few mothers and elder sisters can draw, and while some soon learn, others never show much talent; for them there are classes in silhouette drawing, aud in the grouping and .arranging of figures and scenery cut out of illustrated papers, whieh- they learn to develop’into .pictures, correct in' perspective and other details./., Some of ‘ the teachers are past-mast-ers in the art. of making paper objects, and their classes are rushed by parents whose children have an insatiable cray--,ing for paper boats, boxes,, slippers, aha other ingehjphs little toys which can. be. made from paper. / At the beginning of each session the mothers undergo a simple; examination, and those who have any knowledge of or taste for drawing are. formed into a special class where such simple pictures as a laughing son or a cottage with a smoking chimney are made. But one of the most important classes in the school is that for teaching story telling. Few people can recite even a nursery rhyme with spirit, while the very best stories of Anderson or Grimm become dull as told by many grown-ups. The first .thing the-adult 1 pupil learns in this class is to look at

the story from a child’s point of view, pick out the features which are most likely to appeal to the listener, and add color of action and right emphasis to what, is only too often,-a, dry narrative. In addition to these classes for mothers, there are* in Berlin, schools where nursegirls are trained, and simple lessons are given in the first principles of playing, and where the charming kindergarten figure steps and dances arid many artistic little games are taught. /-; ■ .