The Child under Eight

stival, a mournin

vocation were en

een hundred years ago in the Syrian market-place, where the children complained of their unresponsive companions: "We have piped the

Froebel found for this will now be generally accepted, viz. that only by acting it out can a child fully grasp an idea, "For what he tries to represent or do, he begins to understand." He thinks in action, or as one writer put it, he "apperceives with his muscles." This explanation seems to cover imitative play, from the little child's imitative wave of the hand up to such elaborate imitations as are described in Sta

t delightful "Play T

is a curious satisfaction in being "in it." And though the experiences they desire may be matters of everyday occurrence to us, children probably feel the craving even more keenly. "You may write what you like," sai

h the child's nearest environment. Too often, indeed, the realities to which Froebel referred were not realities to English children, but that was recognised as a defect, and the ideas themselves were suitable. Chickens, pigeons and farmyard animals; the homely pu

for "unity" even for the tiny child, and tell us to link together his baby finger-games or

in such words as "unity," "connectedness" and "continuity," while the Herbartians called it "correlation." Under these terms much work has been, and is still being, carried out, some very good and some very foolish. Ideas catch on, however, because of the truth that is in them, not because of the error which is likely to be mixed with it, and even the weakest effort after connection em

and a re-ordering of ideas gained was natural and right. Connectedness, however, meant more than this, it meant that the material itself was to be treated so that the children would be helped to that real understanding which comes from seeing things in their relations to each other. As Lloyd Morgan puts it, "We are mainly at work upon t

d's no bl

eans intensely

aning is my me

of all intellectual growth, the sense of continuity." The Herbartian correlation was designed to further that well-connected circle

idual things in their relationships"; morally, the idea of unity is that we are all members one of another. The child who, through unhindered activity, has reached the stage of se

thing positive, and reinforces older doctrines by telling us to integrate behaviour. "This matter of the unthwarted lifelong progress of behaviour integration is of profound importance, for it is the transition from behaviour to conduct. The more integrated behaviour is harmonious and consistent behaviour toward a larger and more compr

as to be widened, his scope has to be enlarged to sympathy with the thoughts, feelings and desires of other selves. "The sane man is the man who (

he Freudian Wis

he Freudian Wis

ost important task as teachers. Froebel emphasised the "crying need" for connection of school and life, pointing out how the little child desires to imitate and the older to share in all that, as Professor Dewey puts it, is "surcharged with a sense of the mysterious values that attach to whatever their

of the home life while there is abundant variety, since daily life may bring us into contact with all the life of the city or of the country, yet, because th

r accustomed reproduction of home surroundings, more or less on the lines of the Primary Department of his experimental school. They have extended their scope, and in addit

to play with a doll's house. But the play must be play. It is not enough to use the drama as merely offering sug

nursery days, when the actors were the men and boys supplied by tailors' advertisements. Many and varied were the experiences of these paper families, families, it may be noted, none of whom

a child to his unguided fancies, or controlling his activities by a formal succession of dictated directions." It

, who is remarkably successful in meeting and stimulating, without in any way forcing the "striving for utterance" mentioned by Dewey. On this occasion Miss Payne produced a doll about ten inch

o business," and after much deliberation he became a grocer. His shop was made and stocked, and he attended it every day, going home to dinner regularly. One day he appeared to be having a meal on the shop counter, and it was explained that he had been "rather in a hurry" in the morning, so Mrs. Bird had given him his breakfast to take with him. The Bird family had various adventures, they had spring cleanings, removals, visited the Zoo and went to the seaside. One morning a little fellow sat in a trolley with the Bird

careful to send the answers through the real post, properly addressed to Mr. Bird with the name of class and school. Mr. Bird hired labourers, the children grew corn, and thrashed it and sent it to the mill. A miller had to be produced, and the children, now his assistants, ground the wheat, and Mr. Bird came in his cart

haracters accustomed to modern civilisation and deprived of all its conveniences. Miss Payne is careful to give the children full opportunity for suggestions-one dull little boy puzzled his mother by telling her "I made a very good 'gestion' to-day"-so though she had not contemplated the renewed appearance of Mr. Bird she said, "What do you want him to do?" "Let him go out and shoot bears," cried an embryo sportsman. Somewhat taken aback, Miss Payne temporised wit

aining, show another kind of play where the children themselves act the drama. The no

t ready with plans, I meant to suggest building a railway station, tunnel, etc., and la

ll. Marie had left the baby doll from the other room in the cot, so Dorothy and S

e and so did we. Cecil said, "But what is the name of the road?" Mrs. Harry chose 25 Brookfield Avenue, and Mr. Harry 7 Victoria Street, but he gave in and Mrs. Loo took his name for her house. We had to put numbers on the houses; Sylvia could make

and dressed, and then Mrs. Harry asked for clay to make a water-tap for her house. That made all the children want to make things in clay, so we made cu

leave my class in Miss Payne's charge, and they spent the

ow the House was built." Then we all pretended to bake, making rolls and cakes as next day was

s from their own garden, but the grass was too wet, so we pretended. The shop was on the edge of the g

all the guests invited to the part

ey give her the less attractive occupation. I think too that the food question has played too large a part, so if the children suggest more coo

ions, painting pictures, and making kni

the blackberry bushes were in flower and in bud, and the runner-bean was in flower, and the red flowers looked so pretty in the green leaves. We looked at the hollyhocks, because I have told the children that they will grow taller than I am, and they are always wondering how soon this will be. The children found some cherries w

greed that curtains at windows were usually alike. Mr. and Mrs. Harry nearly quarrelled, as one wanted green and the other pink. I suggested trimming the green with a strip of pink, and they were quite pleased. Mrs. Loo and Nurse chose green which was to be sewn with red silk. Sylvia said, "A pattern," and I said, "You saw something red and green to-day," and she called out, "O

o be any real separation in the lives of the children. Their lives are wholes and they continually pass from one "subject" to another, because life and its circumstances are making new demands. I