Roughly classified, the raw experience of this stage may be divided into the experience of the natural world of living things, the world of inanimate things, and the social world.  For the natural world there should be the garden outside, with its trees, grass and flower beds; with its dovecot and rabbit hutch, and possibly a cat sunning herself on its paths; inside there will be plants and flowers to care for; the elements, especially water, earth and air, are very dear to a young child, and it is quite possible to satisfy his cravings with a large sand-heap of dry and wet sand; a large flat bath for sailing boats and testing the theory of sinking and floating; a bin of clay; a pair of bellows and several fans to set the air in motion.  There is always the fire to gaze at on the right side of the fire-guard, and appreciation of the beauty of this element should be encouraged.

The world of inanimate things includes most of the toys that stimulate activity and give ideas.  The chief that should be found in the cupboards, round the walls, or scattered about the room, are bricks of all sizes and shapes, skittles, balls and bats or rackets, hoops, reins, spades and other garden tools; pails and patty pans for the sand-heap; pipes for bubbles, shells, fir-cones, buttons, acorns, and any collection of small articles for handling; all kinds of vehicles that can be pushed, such as carts, barrows, prams, engines; drums and other musical instruments; materials for construction and expression, such as chalks, boards, paints and paper.

For experiences of the social world, which is not very real at this individualistic period, come the dolls and doll’s house, horses and stables, tea-things, cooking utensils, Noah’s ark, scales for a shop, boats, soldiers and forts:  a very important item in this connection is the collection of picture-books:  they must be chosen with the greatest care, and only pictures of such merit as those of Caldecott, Leslie Brooke and Jessie Wilcox Smith should be selected.  Pictures form one of the richest sources of experience at this stage, as indeed at any stage of life, and truth, beauty and suggestiveness must be their chief factors.

The toys should be above all things durable, and if possible washable.  Broken and dirty toys make immoral children.

Besides the material surroundings there are opportunities, the seizing of which gives valuable experiences.  These belong to the social world, and lie chiefly in the training in life’s social observances and the development of good habits.  This side of life is one of the most important in the Nursery School, and needs material help.  The lavatories and cloakrooms should be constructed so that there is every chance for a child to become self-reliant and fastidious.  The cloakrooms should be provided with low pegs, boot holes, clothes brushes and shoe brushes:  there should be low basins with hot and cold water, enamel mugs and tooth brushes for