The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

Section Two The Canadian Statesman. liowmanville. March 15. lfififl 5 OFF TO "THE NATIONALS" DOUBLE HEADER MAR. 16TH PRODUCT OF CANADA ■TURKEY! COLD SPRING FARMS FROZEN YOUNG OVEN READY UTILITY GRADE 2 18 kg 1 BIRD LIMIT | (6-16 LB. AVG.) BEESB Bucks FROZEN YOUNG OVEN READY UTILITY GRADE .PRODUCT OF CANADA VAC PACU:HHji'IUTILITYGRAOE ^fOOKCORNISH 373 ' kgv 18-20 OZ. AVERAGE LB. 1 BIRD LIMIT (8-12 LB. AVG.) KING COLE FROZEN YOUNG OVEN READY UTILITY GRADE 2 BIRD LIMIT I (4-5 LB. AVG.) OCEAN SPRAY WHOLE OR JELLIED CRANBERRY SAUCE 14 oz. TIN 99 NEW" MARLBORO BATHROOM TISSUE LARGE 8 ROLL PKG. ZEST VALUE 6 BAR PACK 540 g PKG. DEODORANT 0 ÛÛ BAR SOAP 6.39 G. H. WOOD 85g TOILET BOWL HQt FRESHENER IÏ 3 PKG. LIMIT DIRECT FROM MEXICO CANADA #1 GRADE CUCUMBERS LARGE SIZE SELECT YOUR OWN LIBBY'S • PASTA • BEANS • "NEW" IOU ASSORTED 14 OZ. 398 mLTIN LIPTON ALL VARIETIES Upton • CHICKEN NOODLE SOUP 2 POUCH BOX • CUP-A-S0UP20R3 OR 4 POUCH BOX • RECIPE & SOUP MIX 2 POUCH BOX • ALLIGATOR OR BIG FOOT 2 POUCH BOX PRODUCT OF U.S.A. BRUSSEL SPROUTS IAYLMER TOMATO I KETCHUP H LARGE 1 LITRE BOTTLE • SQUEEZABLE OR • GLASS PRODUCT OF U.S.A PRODUCT OF U.S.A. *1 GRADE CELERY SELECT YOUR OWN LARGE SIZE 24's STALK MIX OR MATCH OMs 3/*l PRODUCT OF U.S.A. BRUSSEL SPROUTS FILL YOUR OWN BAG 15 69 LB. Hflp PRODUCT OF ONTARIO #1 GRADE SELECT YOUR OWN CABBAGE - 79 ■ PRODUCT OF U.S.A. 10 OZ. CELLO BAG SPINACH m 79 It 55: /J7k PRODUCT OF BRITISH COLUMBIA EXTRA FANCY GRADE RED DELICIOUS APPLES FILL YOUR OWN BAG 1 52 kg 69 t LB. PRODUCT OF U.S.A. CALIFORNIA pill YOUR OWN BAG ~ >2 kg t'MUUUU I ur U.3.H. V ttSunWst. !» coc MANDARINS LARGE SIZE 69! PRODUCT OF U.S.A. CALIFORNIA SELECT YOUR OWN SSunklst. choice LEMONS LARGE 95's fl PRODUCT OF U.S.A. CALIFORNIA DIAMOND BRAND HARTLEY VARIETY FILLYOUROWNBAG 18 DIAMOND BRAND HARTLEY VARIETY QJg A A , WALNUTS - 99 c FROM THE TROPICS SELECT YOUR OWN IK0MTS89 0 EA. POST CEREAL ^WTH THIS COUPON"[ fp •COCOAPEBBLES ' - 1 ,r •FRUITY 375 g BOX COUPON VALID UNTIL CLOSING SAT. MAR. 18/89. LIMIT ONE BOX ONE COUPON PER FAMILY. IN-STORE RETAIL 2.19 CHEESE FOOD WITH THIS COUPON j •VELVEETA/I M j i i i j 500 g SINGLE SLICES .COUPON VALID UNTIL SAT. MARCH 18/89. LIMIT ONE COUPON, ONE PACKAGE PER FAMILY. IN-STORE RETAIL 3.59 Handling It... By Lloyd Scott According to the late John Ilolt, well-known educator and author (in Freedom and Beyond and other books), the word discipline discipline has three meanings. A child growing up will meet and learn from each one. The first is the discipline of nature or of reality. If a child doesn't pile the blocks evenly on top of one another, his lower will collapse. collapse. If he hits the wrong key on the piano, he'll hear the wrong note. If he doesn't hit the nail squarely on the head, it bends and he has to pull it out, straighten it, or start with another. If lie closes his eyes when he swings, he won't hit the ball. If he doesn't measure properly properly what he's trying to build, it won't fit, stand up, fly, float, open and close, or do whatever he wants it to do. As Holt puts it, this form of discipline is a great teacher. The learner doesn't have to wait long for the evaluation of his efforts. From what happened - the collapsed tower, the wrong note, the bent nail, the missed ball, the machine that doesn't work - he can see what he did wrong and can learn what correction he needs to make. Finally, the discipline of nature or reality gives the lesson impartially. In each of the above everyday circumstances, circumstances, the grade is given without fault-finding. There's no blame for missing missing the hall or piling the blocks crookedly. There's no praise for doing it right either. Doing it right is its own reward. The process of learning through trial and error doesn't, in itself, accumulate accumulate penalties or hold grudges for past mistakes. Each trial is a fresh start. A child meets this kind of discipline discipline every time he tries to do something, That's why it's important for children in school to have lots of opportunities opportunities to do things, instead instead of just listening (or pretending to listen) to a teacher talk. The second form of discipline discipline is imposed by our culture. It's that network of customs, habits, rules and agreements that bind us together together in a community, in a society. Children generally arc eager to understand and be part of this network. They watch carefully what people around them do and want to do the same. They rarely misbehave seriously in church, for instance. They're aware that a mysterious mysterious ritual is going on 1 and, in their way, they want to be part of it. Even at concerts, concerts, little children, though they may fidget a little little or take a nap, rarely make any big disturbance. The grownup example of sitting still is contagious. Surrounded by adults who behave courteously, children will learn to behave behave courteously. Surrounded Surrounded by adults who behave behave discourteously, children children will behave that way, regardless of how often they're told it's wrong. Such is the discipline of culture. The third discipline is the one that most people mean when they use the word discipline, discipline, This is the discipline discipline of superior force. "Do what I tell you or I 'll make you wish you had." There's bound to be some of this in a child's world, for his own protection. For example, adults can't allow children to learn by trial and error about the dangers of playing in a busy street, or of fooling with the pots and pans on a hot stove, or of eating the pills in a medicine cabinet. So, along with other precautions, we say to a child, "Don't play in the street, don't touch things on the stove, don't go into the medicine cabinet or I'll punish you." A child can't possibly have a clear idea of what it would he like to he hit by a car, or burned by a hot stove, or made sick by medicine. But lie can imagine imagine being shouted at or punished in some other way. Therefore, he learns to avoid these punishments until he can understand the greater dangers and avoid them for their own sake. John Holt argues that adults should use the discipline discipline of superior force only when it's necessary to protect the life, health and safety of children or other' living creatures, or to prevent prevent damage to things that people care about. Unfortunately, Unfortunately, we adults tend to assume assume for too long a time that a child can't understand the real nature of the danger from which we want to protect protect him. Faster than we give them credit for, children children learn to avoid the danger, not merely to escape escape our punishment, hut as a matter of good sense. Holt illustrates this point by describing pre-school age children in Mexican cities walking and playing unattended on the streets. They've learned very young about the dangers of fast- moving traffic and know what to do to he safe. In contrast, contrast, children whose lives are full of the threat and fear of punishment arc locked into babyhood. There's no room for them to grow up, to take responsibility responsibility for their lives. In our particular culture, we mistakenly assume that having to yield to the threat and discipline of adults' superior force is good for a child's character. It's not. It's never good for anyone's character. Bowing to superior force makes people ofall ages feel impotent impotent and cowardly for not having the courage to resist. It also makes them resentful resentful and vengeful, eager to make someone else pay for their humiliation. "Yield to my superior force as I was made to yield to another's." Many adults carry the discipline discipline of superior force to extremes because it gives them power, particularly over children. Here's what it sounds like, stripped of its niceties. "Do whatever you're told to do without questioning or resisting. Do what you're expected to do without having to he told. If you don't, you'll be punished and you'll deserve deserve to be. Take your medicine, your punishment, punishment, whatever people above you do to you, without resisting. Accept your life without complaining, even if you gel very little of what you want, even if your life hasn't much joy, meaning or satisfaction. That's what life is." Those words express what people mean when they say, "We can't give children children freedom because they'll never learn discipline." discipline." In our culture, those who say that the discipline ol superior force isn't put into practice enough with children children are wrong. It's put into practice too much. Angry, rebellious kids of all ages today aren't so much a sign of too much permissiveness as they are of, among other things, loo much adult control control far beyond the age when it's needed for children's children's protection. "We've been keeping Bowmanville and area residents warm for over 60 years!" • Top quality Imperial Oil products for Domestic, Industrial and Rural use. • Automatic delivery maintained by a fleet of modern tanker trucks. • Dependable 24-hour service. ASK US ABOUT OUR TOTAL HOME COMFORT PROGRAMME Telephone 623-5516 Esso F PRISON FUELS 12 Sturrock Road Bowmanville