ad
the child to react with a _water-color sketch_ of the dance of the
Goat and her Kids about the well. For here you have all the elements
needed for a simple picture--the sky, the full moon, the hill-top, the
well, and the animals dancing in a ring. After finishing their
sketches the children would enjoy comparing them with the illustration
of _Der Wolf und die Sieben Geislein_ in _Das Deutsche Bilderbuech_,
and perhaps they might try making a second sketch. This same tale
would afford the children a chance to compose a simple tune and a
simple song, such as the well-taught kindergarten child to-day knows.
Such are songs which express a single theme and a single mood; as,
_The Muffin Man_ and _To the Great Brown House_; or _There was a Small
Boy with a Toot_ and _Dapple Gray_ in _St. Nicholas Songs_. In this
tale of _The Wolf and Seven Kids_, the conclusion impresses a single
mood of joy and the single theme of freedom because the Wolf is dead.
The child could produce a very simple song of perhaps two lines, such
as,--

Let's sing and dance! Hurrah, hurrah!
The Wolf is dead! Hurrah!

(d) It is a little difficult to get down to the simplicity of the
little girl who will play her own tune upon the piano and sing to it
just the number of the house in which she lives, repeating it again
and again. But the child can _compose little songs_ that will please
him, and he can use, too, in connection with the tales, some of the
songs that he knows. The first-grade child could work into _Snow White
and Rose Red_, "Good morrow, little rosebush," and into _Little
Two-Eyes_ a lullaby such as "Sleep, baby, sleep." Later in _Hansel and
Grethel_ he may learn some of the simple songs that have been written
for Hansel and Grethel to sing to the birds when they spend the night
in the wood. In _Snow White_ he may learn some of the songs written
for the children's play, _Snow White_. In connection with music, the
kindergarten child learns to imitate the sounds of animals, the sound
of bells, whistles, the wind, etc. All this will cause him to react,
so that when these occur in his stories he will want to make them.

(e) One of the forms of creative reaction possible to the child as a
variety of expression, which has received attention most recently, has
been handled by Miss Caroline Crawford in _Rhythm Plays of Childhood_;
and by Miss Carol Oppenheimer in "Suggestions Concerning Rhythm
Plays," in the _Kindergarten Review_, Apri