ill play their boards and chalks for a
at this. They could draw a cat definite drawing, and they should
and say "miauw," and a duck and have had the time to use them
say "quack." They could also freely and discover their use. I
imitate the wind. got very little information about
their vocabulary.

_Language Training_ (_another I found that many children
day_).--I shall try to induce the pronounced words so strangely
children to speak to me about their that I could only with difficulty
homes, in order to discover any recognise them. One said she
difficulties of pronunciation and had a "bresser" with "clates"
to make them more fluent. on it and "knies" Others spoke
of "manckle," "firebrace," "forts."
One child speaking of curly hair
called it "killeyer." We had no
time for the story.

_Playing with Toys._--The Noah's arks, dolls, and bricks
children will choose their own toys, were used, and I found that the
and as far as possible I will put girls who had no dolls at home
a child who knows how to use them were delighted to be able to dress
next to one who desires to sit and undress them and put them
still. to bed. One little girl walked
backwards and forwards before
the class getting her doll to
sleep; the boys were making a
noise with their arks and she
remarked on this, so we induced
them to be silent while the dolls
were put to sleep. The boys
arranged their animals in long
lines. The bricks were much more
carefully put away to-day.

THE TRANSITION AND THE JUNIOR SCHOOL PROGRAMME

Even after the Nursery School period much of the curriculum and subject
matter is in the hands of the children themselves, though the relative
proportions wil