In Chapter II. we quoted the biologist educator’s ideal conception of the surroundings best suited to bring about right development.  Let us now visit one or two actual Kindergartens and see if these conditions are in any way realised by the followers of Froebel.

The first one we enter is certainly a large bright room, for one side is open to light, with two large windows, and between them glass doors opening into the playground.  There is no heap of sand in a corner, nor is there a tub of water; for the practical teacher knows how little hands, if not little feet, with their vigorous but as yet uncontrolled movements would splash the water and scatter the sand with dire effects as to the floor, which the theorist fondly imagines would always be clean enough to sit upon.  But there is a sand-tray big enough and deep enough for six to eight children to use individually or together.  As spontaneous activity, with its ceaseless efforts at experimenting, ceaselessly spills the sand, within easy reach are little brushes and dustpans to remedy such mishaps.  The sand-tray is lined with zinc so that the sand can be replaced by water for boats and ducks, etc., when desired.

The low wall blackboard is there ready for use.  Bright pictures are on the walls, well drawn and well coloured, some from nursery rhymes, some of Caldecott’s, a frieze of hen and chickens, etc.  Boxes for houses and shops are not in evidence, but their place is taken by bricks of such size and quantity that houses, shops, motors, engines and anything else may be built large enough for the children themselves to be shopkeepers or drivers, and there are also pieces of wood to use for various purposes of construction.  There is no cooking stove, but simple cooking can be carried out on an open fire, and when a baking oven is required, an eager procession makes its way to the kitchen, where a kindly housekeeper permits the use of her oven.  There is a doll’s cot with a few dolls of various sizes.  There are flowers and growing bulbs.  There are light low tables and chairs, a family of guinea pigs in a large cage, and there is a cupboard which the children can reach.

Water is to be found in a passage room, between the Kindergarten and the rooms for children above that stage, and here, so placed that the children themselves can find and reach everything, are the sawdust, bran and oats for the guinea pigs, with a few carrots and a knife to cut them, some tiny scrubbing-brushes and a wiping-up cloth.  Here also are stored the empty boxes, corrugated paper and odds and ends in constant demand for constructions.