carrying out the doll's washing, her personal requirements as well as
her clothes; some little tea-things and pots and pans. A doll's house is
not necessary, and can only be used by two or three children, but will
be welcomed if provided, and its appointments give practice in dainty
handling. Trains and signals of some kind, home-made or otherwise;
animals for farm or Zoo; a pair of scales for a shop, and some sort of
delivery van, which, of course, may be home-made.

There must also be provision for increase of skill and possibility of
creation. If the Kindergarten can afford it, some of the Montessori
material may be provided; there is no reason, except expense, why it
should not be used if the children like it, and if it does not take up
too much room. But it has no creative possibilities, and even at three
years old this is required. Scissors are an important tool, and an old
book of sample wall-papers is most useful; old match-boxes and used
matches, paste and brushes and some old magazines to cut. Blackboard
chalks and crayons, paint-boxes with four to six important colours, some
Kindergarten folding papers, all these supply colour. Certain toys seem
specially suited to give hand control, _e.g._ a Noah's Ark, where the
small animals are to be set out carefully, tops or teetotums and
tiddlywinks, at which some little children become proficient. The puzzle
interest must not be forgotten, and simple jigsaw pictures give great
pleasure. It is interesting to note here that the youngest children fit
these puzzles not by the picture but by form, though they know they are
making a picture and are pleased when it is finished. The puzzle with
six pictures on the sides of cubes is much more difficult than a simple
jigsaw.

All sorts of odds and ends come in useful, and especially for the poorer
children these should be provided. Any one who remembers the pleasure