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 derived from coloured envelope bands, from transparent paper from crackers, and from certain advertisements, will save these for children to whose homes such treasures never come. A box containing scraps of soft cloth, possibly a bit of velvet, some bits of smooth and shining coloured silk give the pleasure of sense discrimination without the formality of the Montessori graded boxes, and are easier to replace. Some substitute for "mother's button box," a box of shells or coloured seeds, a box of feathers, all these things will be played with, which means observation and discrimination, comparison and contrast, and in addition, where colour is involved, there is aesthetic pleasure, and this also enters into the touching of smooth or soft surfaces. Softness is a joy to children, as is shown in the woolly lambs, etc., provided for babies. A little one of my acquaintance had a bit of blanket which comforted many woes, and when once I offered her a feather boa as a substitute she sobbed out: "It isn't so soft as the blanket!"