e some notes showing children's numerous activities in a suburban
garden where they were allowed to visit a hen and chickens.

"_Monday_[24]--To-day the children took up their mustard and cress, dug
and raked the ground ready for transplanting the lettuces. After their
rest we went to see the chickens at the Hall (the Students' Hostel), and
the Hall garden seemed to them a wonderful place. They watched the
trains go in and out of the station at the foot of the garden, and
explored all the side doors, going up and down all the steps and into
the cycle shed. They helped Miss S. to stir the soot water, then they
went to the grassy bank and ran down it, slid down it, and rolled down
it. They peeped over the wall into the next garden, they peeped through
holes in the fences and finished up with a swing in the hammock. Each
child had twenty swings, and they enjoyed counting in time with the
swaying of the hammock, and swayed their own bodies as they pushed.

[Footnote 24: These notes are part of those already given on pp. 68-71.]

"Another example of love and rhythm was when they went to say good-bye
to the hen and chickens, and kept on repeating 'Good-bye, good-bye' all
together, nodding their heads at the same time.

"I did not know if I should have let them do so much, but I was not sure
that we should be allowed to come back and I wanted them to enjoy the
garden.

"_Wednesday_.--First we watered the lettuces we had transplanted, and
transplanted more. Then, as we had permission to come again, we took
some of our lettuces to the chickens. We saw the mother hen with one
wing spread right out, and the children were much surprised to see how
large it was. We looked at the roses, and saw how the bud of yesterday
was full blown to-day. The children again ran down and rolled down the
bank, and had turns in the hammock, this time to the rhythm of "Margery
Daw" sung twice through, and then counting up to twenty. Very often
they went to watch the trains. Cecil is particularly interested in them,
and wanted to know how long was the time between. He said three minutes,
I guessed nine, but we found they were irregular. In the intervals while
waiting for a train to pass, we played a 'listening' game, listening to
what sounds we could hear. A thrush came and sang right over our heads,
so the listening was concentrated on his song, and we tried to say what
we thought he meant to say. One child said, 'He says, "Come here, come
here,"'