each child, nail brushes, plenty of towels, and where the district needs it, baths.  The type provided by the Middlesex Education Authority at Greenford Avenue School, Hanwell, gives 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 flowers and a bookcase for reading and picture books.  Here again good picture-books are as essential as, even more essential than, readers in the Transition Class.  They will be a little more advanced than in the Nursery School, and will be of the type of the Pied Piper illustrated, or pictures of children of other lands and times.  Some of Rackham’s, of Harold Copping’s, of the publications by Black in Peeps at Many Lands, are suitable for this stage.  Readers should be chosen for their literary value from the recognised children’s classics, such as the Peter Rabbit type, Alice in Wonderland, Water-Babies, and not made up for the sake of reading practice.