Lethbridge Herald, The (Newspaper) - October 1, 1971, Lethbridge, Alberta
Friday, October 1, 1970 THE LETHBRIDGE HERALD Non-reading youth lives in a vacuum By LOUIS BCRKE To a great decree, the adol- escent non reader is like a creature in the wilderness. Un- like the animal which is pro- grammed and protected by na- ture, the non reading youth, however, exists quite berserk in an emptiness or vacuum. The human life is unique in that we experience it only on-ce, though some believe this to be untrue. Generally, a. hu- man life is ordinary, filled only with day to day living and quite unexciting from begin- ning to end. But through the reading of books, every person can indi- rectly experience a thousand worlds and lives; thereby flesh- ing out into something rici: and rare, the very commonness of a single existence. Books are new worlds, ere- Good health important A healthy child, with all phy- sical defects corrected and with good health habits, will get along happily and make the best progress in his school work. The school will do its best to protect your child and guard his health. You may help your child by: 1. Having all physical defects attended to well before school starts. Consult your family doc- tor about any defects. 2. Immunizing him against Learn to listen Most children are able to hear but many do not 1'sten. Par- ents can do much to improve the listening habits of their children. 1. Read stories to your chil- dren even before they have learned to speak. In a recent experiment, mothers were paid to read aloud to their infants for 15 to 20 minutes a day. By the age of one and a half, these children showed significant ad- vances in language develop- ment as compared with others who had nor. been read to. 2. Reading to children encour- ages them to listen carefully. 3. Try getting the child tc re- tell favorite stories or describe what he has heard on radio or TV. 4. Give directions in a polite firm tone of voice. Nagging can result from repeating directions which in turn leads children to "tuning out." Constant nagging builds up resentment and en- courages day-dreaming. Chil- dren who listen at home are more likely to listen to the tea- cher at school. 5. Avoid making a sudden re- quest when your child is very interested in something he is doing such as playing with a toy, looking at a book or watch- ing a good TV program. 6. Encourage children to Its- ten for sounds around them. Make this listening into a game by having the child close his eyes and tell you what he hears. It may be a clock ticking or a tap dripping. Training in lis- tening should enable the child to hear the sounds in words when he be gins to lea rn to read. Partners in teaching You and the teacher are part- ner? the important task of teaching your child to read. An interested, relaxed, helpful parent is a most valuable co- worker. Children learn to read by reading. The more they read the better readers they usually become. Listen to your child at home. He should be reading an easier book than the one he is reading at school. Do not ex- pect him to read the book grand mother sent him for Christmas! Remember reading is a difficult task. Praise your child. Do not expect him to know the word when you tell it to him once or twice or even 10 or 20 times. Some very nor- mal children need to see a word 60 or more times before it is their own! Tell him the word if he is in the beginning stages of read- ing- Help him to analyze, "work it out' if he is in the later stage. Help him to become in- terested in words and enlarge his vocabulary if he is in the upper grades. Take him on short trips, point out interest- ing things, and give him new words and meanings for words. Read stories to your child. Buy books for him when you can afford their.. Show a real interest in school. The parents' attitude is usually the child's attitude. Vis- it a reading class. Observe your child. Discuss the lesson with the teacher and ask questions. Warning! If you are a par- ent who has a tendency to worry or become tense about your child's reading, you had better leave all the reading to the scliool. "A letter to par- ents." By Eleanor G. Robison, Oakland Public Schools, Oak- land, California. It's a serious problem Here are just a few facts re- ported in a special report com- pleted for the National School Public Relations Association, Washington, D.C., U.S.A. Many school administra- tors have no idea how serious the reading problem is in their schools. The typical teacher, even in elementary school, ha.s little idea of bow to teach reading. About one half of unem- ployed youth are functiona 11 y illiterate. It goes on to ?ay that the na- tion's long overlooked rending crisis has heon out of fine print and p-jt in! r. bold tvpc where it cannot be isnored. This new rr-me from tho U.S. Office of Education's new federal crusade against read- ing failure. In spite of all the talk abenit educational progress, the office pointed out, a deadly serious fact remained: masses of young people leave schools deficient in basic reading skills; unable to function effectively in an adult society. What is true of the United States is no less true of Can- ada. The pattern there usually repeats ifself this side of the border, too. Our casualtv rcte is equally high and such cnsunltics live more m a i mod t ban t hose re- turning from wars. Tboy arc a monumental mockery "of the very idea of progressive, qual- itv educational systems so- called. Smallpox, Diphtheria, Whoop- ing Cough, Tetanus, Poliomye- litis and Measles before he en- ters school. 3. Keeping him at home if he has a fever, cold, or signs of a cc-ntngious disease. Good health is more important than a perfect attendance record. 4. Informing his teacher, if lie has some unusual health condition such as defect i v e hearing or some aftermath of rheumatic fever, infantile par- alysis, or other disease. 5. Developing regular habits of cleanliness, rest, and eating. A neat appearance, clean hands and face should be habitual. Little children need a balanced diet, particularly a good break- fast. They should 'have from ten to twelve hours of quiet sleep each night. 6. Taking advantage of the public health service provided by the Health Unit. by M. Landry, director, elementary education, Lethbridge Separate School District and Mrs. M. Al- biston. reading consultant, Leth- bridge Public School District Learn to talk The child who has a good lan- guage background at home has an advantage at school. Par- ents can do much to build their child's vocabulary and to teach him to speak in simple sen- tences. 1. You can teach him nursery rhymes, songs and stories. 2. Names shapes are school. 3. Has the child outgrown baby talk? 4. Does he understand 'down', 'around', 'below' 'be- tween', 'greater', 'or', etc? Just because a child uses a word, it doesn't mean that he under- stands what the word means. 5. The child should know what is i. teacher, doctor, fireman, policeman. G. A child should understand family terms such as 'grand- father', 'uncle', 'cousin', 'son', 'daughter'. for colors and useful words in a ted by sensitive minds, into which every reader may jour- ney merely by opening the cov- ers. Every book read enriches the individual. That being so, the non reader dooms him- self to a poverty stricken exis- tence characterized drabness. The skills and the habit of reading books are essentials in a world somewhat chaotic and full of noise. Reading to some may be an escape, but it is more optimistic to look on it as a liberating force which nourishes the being of each human.- The adolescent non render is condemned to a superficial form of existence. He has only one life and cannot: experience another even indirectly. He is like the water spider scittering frantically on the sur- face. He has time on his hands, restless energy surging through his and some power in his brain But he lacks the skills and iiabita designed to utilize these forces and enrich his life thereby. Therefore, this young person is forced to rush from place to place, person to person, ac- activity to activity seeking superficial satisfactions. Usual- ly, he will join the motorcycle gang, take prematurely to to- bacco and alcohol, and even- tually, boast about his experi- ences in crime, drugs and sex. All too frequently, the adol- escent non-reader belongs to the 'diploma' stream in the school population, or is simply a 'dropout.' Whatever the situation, he is a serious casualty, a drain on society which is growing rapid- ly, and a terrible drag on him- self. The non reading adol- escent needs treatment, but prevention is .better than cure. It is up to educators and edu- cational systems to solve the problem of the reading casual- ty at the grade one and two level. Develop responsibility Developing responsible beha- vior in children is a gradual and continuous process. It takes years of childhood to progress from self feeding to dressing himself, to doing homework regularly, and to becoming a responsible member of society. Nothing will teach a child re- sponsibility better than to scrve, day by day, adults around him who are respon- sible persons, who do necessary and important tasks uncom- plainingly. You can tea-ch responsibility by: 1. Allowin g your child to make some decisions for him- self and then expecting him to accept the results, e.g. spend- ing money and free-time activ- ity. 2. Insisting that he takes care of his own toys and clothing by putting them away after using them. 3. Putting him in charge of a pet, showing him that it de- pends on his care. 4. Involving him in house- hold routines and duties, giv- ing him to understand that he is growing up to be a working member of the family, that oth- ers depend on his share of work as lie is dependent on theirs, e.g. setting the table, drying dishes, making beds, cleaning up the yard. 5. Allow him to expand his area of activity, e.g. going to store, learning to go to play- school or to the playground. Duties and responsibilities must, of course, be carefully assigned. A child may rebel be overwhelmed if he is held accountable for too many things too soon, nor should his duties lack variety in order to avoid unnecessary boredom. The child will develop a posi- tive attitude and a feeling of selfworlh if he feels himself growing up, able to accept re- sponsibility, and receiving rec- ognition for his progress. Landry and Albiston. Separation nearly complete Separation of the University of Lethbridge and the Commu- nity College is almost complete. This summer most of the of- fices and classrooms were va- cated, as the U. of L. moved to its new campus, west of the river. For at least another year, the university will use the college's Science Building and operate the art programs in the old Fort Whoop-Up centre near the main entrance to the college campus. During the university's move, everything went without a hitch. Student crews man handled furniture, books and supplies Child must have confidence The young child must feel se- cure in his environment at home and at school. At home his feeling of security is de- veloped when parents show the child that they earn about him. He depends on his parents for comfort, food, clothing and for someone to share his joys. Self confidence develops as the child learns new skills how to say a new word, how to use crayons, scissors or paste and how to dross himself. Those skills are now mastered on the first try, but the child looks for praise as he struggles to succeed. The confidence can be fos- tered in tire home if parents follow these suggestions: 1. Encourage your child to do things for himself. 2. Encourage him to work and play with other children. 3. Accept his ijiis Lakes and encourage him to try again to tie his shoes or to make his bed. The child who has confidence in his ability to do things and get along with others, is mere likely to succeed. Landry aud Albistoa. into trucks supplied by all local moving firms. Just as soon as offices were empty, renova- tion crews from the college began tearing out temporary walls. These porLa-walls were de- signed to carve up large areas to provide necessary office space for university faculty and staff. During the lapj two years college administrators and staff also had to work in cramped quarters. But, now a return to the ori- ginal master plan in the Col- lege Administration Building. Purchasing, bursars office and accounting has been set-up in one area. Student services, counsel] ing offices, the registrar and book store in another area while our printing shop, maintenance and continuing education comprise the ground floor. Upstairs, new faculty offices, as well as of- fices for the directors and soon- to-be-appointed academic vice- president. Some space is vacant but de- signed for future expansion, while one block of. offices has been rented to the regional of- fice of the department of edu- cation. The Ad ministrn t ion Building is very functional. With separa- tion from the university almost complete, the College will now bejrin to structure its own ideii- tity m Uw community.