laid aside.
We need variety, but everything must be good of its kind, and verses
about children are seldom for children. Because children love babies,
they love "Where did you come from, baby dear?" but nothing like
Tennyson's "Baby, wait a little longer," and especially nothing of the
"Toddlekins" type has any place in the collection of a self-respecting
child. It is doubtful if Eugene Field's verses are really good enough
for children.

All children enjoy singing, but here, as in everything, we must keep
pace with development, or the older ones, especially the boys, may get
bored by what suits the less adventurous. In all cases the music should
be good and tuneful, modelled not on the modern drawing-room inanity,
but on the healthy and vigorous nursery rhyme or folk song.

Children also enjoy instrumental music, and will listen to piano or
violin while quietly occupied, for example if they are drawing. One
Nursery School teacher plays soft music to get her babies to sleep, and
our little ones fidget less if some one sings softly during their
compulsory rest.

"The Kindergarten Band" is another way in which children can join in
rhythm. It came to us from Miss Bishop and is probably the music
referred to in the description of the Pestalozzi-Froebel House. The
children are provided with drums, cymbals, tambourines, and triangles,
and keep time to music played on the piano. They can do some analysis in
choosing which instruments are most suitable to accompany different
melodies or changes from grave to gay, etc. A full account was given in
_Child Life_ for May 1917.

Several years ago, knowing nothing of M. Dalcroze, Miss Marie Salt
began an experiment, the results of which are likely to be far-spreading
and of great benefit. Desiring to help children to appreciation of good
music, Miss Salt experimented deliberately with the Froebelian "learn
through action," and her success has been remarkable. Because of its
freedom from any kind of formality, this system is perhaps better suited
to little children than the Dalcroze work, unless that is in the hands
of an exceptionally gifted teacher. M. Dalcroze himself is delightfully
sympathetic with little ones.

Miss Salt tells her own story in an appendix to Mr. Stewart Macpherson's
_Aural Culture based on Musical Appreciation._

Good music is played and the children listen and move freely in time to
it, sometimes marching or dancing in circles, sometimes quite freely
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