School Holidays.
A Problem for Mother.

Harking back to the December issue, to the problem of the woman who dreads holiday-time, one can suggest methods of making the holiday, at home or away, pass pleasantly for both parent and child.

Once the mother realises how easy it is to rouse and direct the interest of her children, a new relationship will begin. Mother will no longer be regarded as the person who says “Don't!” with father in the background as a menace to the disobedient. Billy and Mary will no longer be regarded as naturally obstreperous and permanently out-of-hand.

To this end, mother must plan for the holidays, just as school-teachers do for the term, with due regard for the varied interests of the child. We will assume that rest, clothing and diet present no difficulties, but that the problems are occupational.

Just as a school-teacher encourages all children to have tidy desks, to put away apparatus neatly, and to help with dusting, flower-arrangement and room decoration, so the mother in the home assumes that the child is interested in his environment and willing to make it tidy and attractive. That is where the possession of individual drawers, table and wardrobe helps a child. The wise mother, especially with older children, encourages the child to help plan any change in these surroundings. Perhaps the room is to be repapered, the furniture painted, or new curtains and bedspread chosen. That is the time to allow the child to help choose—and not merely nominally. Take note of the child's preferences and show that you value his or her opinion. A thing self-chosen induces pride of ownership, and the problem of “tidying the bedroom” becomes simple.

In holiday time, especially, a child needs space for himself and his belongings. If possible, allow a child space, and facilities in the way of table and/or drawers, in bedroom, workshop or shed, where he may keep his “things” in his own way without danger of interference from adults. Of course, if bits of Billy's meccano set or Mary's paper dolls stray into the drawing-room or kitchen, then mother has every right to tidy them away; but if they are where they should be—in the child's own corner—no adult must interfere. Recognition by both parent and child of the fairness of this division of space goes a long way towards mutual understanding.

The next important step is to realise that the children like doing things, and that they don't have to be forced to “do.” The only difficulty is to keep them supplied with material sufficient for their avid interest and busy fingers. Most children, if given space in a house, soon collect all sorts of interests round them. The clever page 58 mother is the one who realises when material is running low, and who, at the right moment, quietly presents modelling clay, a building set or paints to the younger ones; a frock length and pattern, and the promise of help, to big sister; a simple book on amateur photography to big brother who has been given a camera for Christmas and who wants to save up for materials to develop and print his own “snaps.” With boys to-day, remember their amazing interest in technical matters. Even a ten-year-old often shows astonishing knowledge of motor or radio engineering. Help him with simple books and with apparatus. He will tell you what he wants.

You will notice that all the gifts mentioned lead to the development of the children. The “toys” are not “dead-ends.” The young modeller, if encouraged and helped, may reach the stage where he wishes to have his efforts properly baked in a kiln. The painter, after happily daubing for a while, wants to know a bit more about it, and “Mother couldn't I possibly take my paints with me when we go to the beach next Saturday? And will you show me about clouds? The sea's easy.” The big sister is probably ready to share, and help with the youngster's hobbies, while continuing with her own dressmaking efforts. Big brother is well on the way to an absorbing interest in photography. Where is the boredom of the holiday period? Gone! When school starts, they'll be hurrying home in the afternoons to carry on with their spare-time hobbies. And if each child has been presented with a garden of his own, home happiness and busy-ness will be complete.

Of course, the bored child does not respond to treatment right away. There is the problem of the child who plays with his new “toy” for a few minutes and then comes to mother.

“What'll I do now? I'm tired of that.”

The unwise mother says, “Your beautiful new paints! Be a good boy and go away and play with them some more. Mother's busy.”

The wise mother says, “What have you been doing? Show me. Oh, yes. That's the tree in the garden. Look, we'll put the shadow on the trunk like this. How about trying the willow-tree? Peter has some paints, hasn't he? Why not call Peter (Peter lives next door) and ask whether he would like to paint, too?”

The two resultant very weepy willow-trees receive due praise, and it is suggested that the boys bring their painting materials along on an afternoon walk to a nearby reserve. The boys try various kinds of trees, and Peter suddenly discovers that the painting in of a small boy he has seen playing round his tree, adds to the interest of the scene. The mother suggests that the boys keep a folio of their holiday paintings. Perhaps they can even interleave their paintings with a written record. The boys are engrossed in a worth-while hobby for the rest of the holidays.

It sounds easy, doesn't it? All that is required is a little understanding and consideration, and the provision of simple facilities for child activity.