The Mischievous Child by MRS. LUELLA B. PRIDDY

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Oct 13, 1910

The Mischievous Child

By MRS. LUELLA B. PRIDDY

MRS. LUELLA B. PRIDDY

THE mischievous child is not necessarily a worse child than others, but he may be more troublesome.

There is, first, the energetic child, who always wants to help, but has not yet learned how to work. In his eagerness to do things, he is likely often to do the wrong thing.

Again, there are children who might be called animated interrogation-points. They have a keen desire to know the why and the wherefore of things, and are ever seeking to learn the secrets of the world of mystery about them. In their attempts to find out how things look on the inside, “what makes it go,” etc., more or less damage is often done to the objects of their investigations.

Then there is the nervous child, who is always moving about, never quiet. He has a craving for excitement, although excitement is more harmful to him than to his more calm, sedate brothers and sisters. Nervous children need constant and special care. They soon tire of whatever they are doing, and often lack the ability to entertain themselves. If wholesome food, fresh air, and quiet surroundings are essential to the well-being of the normal child, they are doubly so to one who is frail and nervous, that he may develop vitality. This restless, nervous state makes him prone to mischief. Sometimes he will destroy things with no apparent motive but to be doing something.

Much mischief may be avoided by providing suitable employment and amusement for the busy little hands. Have something planned ahead. When the child loses interest in one occupation, suggest another. It is far easier to arrange amusement or work than to be continually getting him out of mischief and rectifying his mistakes.

If the child is too small to work, the simplest playthings will satisfy him. If one can not have kindergarten material, a liberal quantity of plain blocks, spools, buttons, or beans of several colors, can be utilized in forming a large variety of patterns that are interesting to a child.

At first teach him to form some simple pattern, as a straight line or a rail fence. When he has learned to do these without help, or when he becomes tired of them, a few moments’ attention, or suggesting a new pattern, may hold his interest for a longer time. Lay the buttons or beans in the form of a square, a circle, a house, or some article of furniture. When these are mastered, lay a large picture on the table, or on the floor, and show the child how to form its principal outlines with his buttons or beans. When he gets the picture idea well in mind, he will readily learn to invent pictures without a pattern.

To develop the child’s taste in the arrangement of color, take a large piece of wrapping-paper, and with a ruler mark it off into two-inch squares. Show him how to lay one color of beans on the lines, then to vary the pattern by laying a row of another color around the edges of each square. Put a bean of a third color in the center of each square. Vary the pattern by arranging the different colors cornerwise in the squares. As he develops skill and invention, the child will return with pleasure to such play as this. He is learning something, instead of aimlessly tearing things to pieces.

When he is old enough, the child should be provided with a box or a drawer or a shelf, where he may keep his playthings. They are his, and should not be appropriated by others without his consent. In teaching this lesson it is well to guard against the development of a selfish spirit. If properly taught, the child will learn to put away his toys neatly, and to respect the property rights of others; he will be honest, and not inclined to help himself to that which is not his.

The inquisitive child should be helped in his search after knowledge by honest answers to his questions. A careful explanation of the working of an instrument or a machine which interests him, may prevent his making an investigation that might result in great harm and damage. It is cruel and unjust to answer his honest questions by ridicule and deception. Under such treatment, he may cease to ask questions at home, and it will be small wonder if, with his immature judgment, serious mistakes are made.

The child will learn something. If he does not receive in his home the help that he should have, rest assured that he will seek for knowledge from other sources. Evil companions are ever at hand, ready to instruct him in the ways of sin. In the place of mischief which is the result of childish ignorance, traits may develop of which the parents have no knowledge.

Children love to do what they see others doing. As far as is reasonable, indulge this liking, and keep them by your side. Let them feel that they are a help to you, and that you could not get on so well without them.

The little busy children require much care and attention; but Christ died for them, and they are worthy of the best and most tender regard and training that we can give them.

Ellesmere, Ontario.