"The occupations pursued in the Kindergarten are the following: free play of a child by itself; free play of several children by themselves; associated play under the guidance of a teacher; gymnastic exercises; several sorts of handwork suited to little children; going for walks; learning music, both instrumental (on the method of Madame Wiseneder[5]) and vocal; learning and repetition of poetry; story-telling; looking at really good pictures; aiding in domestic occupations; gardening; and the usual systematic ordered occupations of Froebel. Madame Schrader is steadfastly opposed to that conception of the Kindergarten which insists upon mathematically shaped materials for the Froebelian occupations. Her own words are: 'The children find in our institution every encouragement to develop their capabilities and powers by use; not by their selfish use to their own personal advantage, but by their use in the loving service of others. The longing to help people and to accomplish little pieces of work proportioned to their feeble powers is constant in children; and lies alongside of their need for that free and unrestrained play which is the business of their life." [Footnote 5: From certain old photographs, I suppose this to have been what we now call a Kindergarten Band.] "The elder children are expected to employ themselves in cleaning, taking care of, arranging, keeping in order, and using the many various things belonging to the housekeeping department of the Kindergarten; for example, they set out and clear away the materials required for the games and handicrafts; they help in cleaning the rooms, furniture and utensils; they keep all things in order and cleanliness; they paste together torn wallpapers or pictures, they cover books, and they help in the cooking and in preparations for it; in laying the tables, in washing up the plates and dishes, etc. The children gain in this manner the simple but most important foundations of their later duties as housekeepers and householders, and at the same time learn to regard these duties as things done in the service of others." It is worth while to notice the order in which the necessities of this place are described. First comes a kitchen and next a bathroom, then an out-of-doors playground with abundant material for gaining ideas through action--sand, pebbles, pine-cones, moss, shells and straw. Then comes the garden, and only after all these, the rooms and halls for indoors games, handwork and instruction. It is worth while also to note the prominence given to play, music, poetry and story-telling pictures, domestic occupations and gardening, all preceding the "systematic and ordered occupations" which to some have seemed so all-important.