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 will vary according to the children’s experiences.  It is pretty evident to the honest-minded teacher that the subjects are, in school terms, nature work and elementary science, mathematics, constructive and expressive work, literature, music, language, physical exercise and religion.  The business of the younger child is with real things and activity, not with symbols and passivity, therefore he is not really in need of reading, writing, or arithmetic.  We hear arguments from ambitious teachers that children are fond of reading lessons because they enjoy the fantasies in which these lessons are wrapped, or the efforts made by the teacher to create interest; we hear that children ask to be taught to read; they also ask to be taught to drive a tram or to cook a dinner; but it is all part of the pretence game of playing at being grown up.  They do not need to read while stories and poetry can be told or read to them; they are not ready to make the effort of working for a remote economic end, where there is no real pleasure in the activity, and no opportunity of putting their powers to use.  No child under six wants to sit down and read, and it would be very harmful if he did; his business is with real things and with his vocabulary, which is not nearly ready to put into symbols yet.  If reading is delayed, hours of weary drudgery will be saved and energy stored for more precious attainments.