If this is what life means to the young child, and Traherne only records what many of us have forgotten there is little need for interference: we can only spread the feast and stand aside to watch for opportunities. The following extract is given from a teacher's note-book: it shows how many possibilities open out to a teacher, and how impossible it is to keep to a time-table, or even to try to name the activities. The children concerned were about five years old, newly admitted to a poor school in S.E. London. The records are selected from a continuous period, and do not apply to one day:-- PLANS FOR THE DAY WHAT ACTUALLY HAPPENED _Number Occupations._--This will The children played, freely be entirely free and the children chalking most of the time; those will choose their own toys and threading beads were most put them away. interested. Again I noticed the lack of idea of colour; I found one new boy placing his sticks according to colour, without knowing the names of the colours. The boys thought the soldiers belonged to them, and laughed at a little girl for choosing them. _Language Training._--I have I realised this was a failure, discovered that they love to for I asked the children to use imitate sounds, so we will play their boards and chalks for a at this. They could draw a cat definite drawing, and they should and say "miauw," and a duck and have had the time to use them say "quack." They could also freely and discover their use. I imitate the wind. got very little information about their vocabulary. _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.