Sharpley, Miss F.,
Shinn, Miss,
Sleep, provision for,
Slum child’s experience,
Somers Town Nursery School,
Speech and vocabulary,
Spiritual life and stories,
Spontaneity in play,
Staff question, training, etc.,
  See also Teachers
Stevenson,
  nursery songs,
Stokes, Miss,
Stories and story-telling,
  fairy tales,
  how to tell,
  illustrations,
  made by children,
  moral teaching,
  religious teaching,
  repetition or “accumulation” stories,
  selection,
  “true” stories—­history, legend, geography,
Story of a Sand Pile,
Suburban child’s experience,
Supernatural, the child’s acceptance of,
Surroundings. See Equipment and Surroundings

Table manners,
Teacher—­
  function,
  personality question,
  religion,
  training,
Thornton-le-Dale Kindergarten,
Time-table thraldom,
  instance from a teacher’s note-book,
Tools,
Touch, sense of,
Toys,
  transition classes and Junior School,
  Wells, Mr., on,
Traherne,
Transition classes and Junior School,
  bridge between freedom and timetable,
  curriculum,
  discipline,
  equipment, etc.,
  freedom and class teaching,
  handwork,
      help, methods of,
      imitation,
  nature work,
  play spirit,

Ultimate Belief,
Uniformity in Infant Schools,
Unity of aim and unity in experience,
  cases illustrating problem,
  previous experience of the child, basing curriculum on,

War, effect on Nursery School movement,
Warne, illustrated stories for children,
Water, attraction of,
Water-Babies,
Wells, Mr.,
What is a Kindergarten?,
“When can I make my little Ship?”,
Wiggin, Miss K.D.,
Wilderspin’s Infant School,
Windows,
Wordsworth,
Wragge, Miss Adelaide,
Writing. See Reading and Writing

THE END