ves a shower
bath to a whole group of children at once, thus making a more frequent
bath possible. Perhaps for very small children of the Nursery School age
separate baths are more suitable. This is a question for future
experience on the part of teachers. There should be plenty of time for
the children to learn to wash and dress themselves.

In the school-room there should either be tablecloths, or the tables
should be capable of being scrubbed by the children after each meal.
Their almost inevitable lack of manners at table gives an invaluable
opportunity for training, and again in such a case there should be no
question of haste. The meals should be laid, waited on and cleared away,
and the dishes washed by the children themselves, and they should be
responsible for the general tidiness of the room. This involves
tea-cloths, mops, dusters, washing bowls, brushes and dustpans.

In the Transition Classes and Junior School the furniture and apparatus
can be to a great extent very much the same, their difference lying
chiefly in degree. It is a pity to bring the age of toys to an abrupt
conclusion; in real life the older children still borrow the toys of the
younger ones while there are some definitely their own: such are, jigsaw
and other puzzles, dominoes, articles for dramatic representation,
playing cards, toys for games of physical skill, such as tops, kites,
skipping ropes, etc. Such prepared constructive materials as
meccano--and a great mass of raw material for construction, generally
termed "waste." There should be a series of boxes or shelves where such
waste products of the home, or of the woods, or of the seashore, or of
the shop, might be stored in some classified order: the collective
instinct is stronger than the more civilised habit of orderliness: here
is an opportunity for developing a habit from an instinct. There should
also be materials for expression, such as clay, paper, chalk, pencil,
paints, weaving materials, cardboard, and scenery materials; and such
tools as scissors, cardboard knives, needlework tools, paste brushes,
and others that may be necessary and suitable. The rooms should be large
and suitable for much moving about: the most usual conditions should be
a scattered class and not a seated listening class. This means light
chairs and tables or benches where handwork can be done; low cupboards
and lockers so that each child can get at his own things; broad
window-sills for plants and flow