the
children to set the plates one upon the other and lay them on the
table without making any noise.

The children learn easily and show an interest and surprising care in
the performance of these actions. In classes where there are many
children it is necessary to arrange for the children to take turns in
the various household duties, such as housework, serving at table, and
washing dishes. The children readily respect such a system of turns.
There is no need to ask them to do this work, for they come
spontaneously--even little ones of two and a half years old--to offer
to do their share, and it is frequently most touching to watch their
efforts to imitate, to remember, and, finally, to conquer their
difficulty. Professor Jacoby, of New York, was once much moved as he
watched a child, who was little more than two years old and not at all
intelligent in appearance, standing perplexed, because he could not
remember whether the fork should be set at the right hand or the left.
He remained a long while meditating and evidently using all the powers
of his mind. The other children older than he watched him with
admiration, marveling, like ourselves, at the life developing under
our eyes.

The instructions of the teacher consist then merely in a hint, a
touch--enough to give a start to the child. The rest develops of
itself. The children learn from one another and throw themselves into
the work with enthusiasm and delight. This atmosphere of quiet
activity develops a fellow-feeling, an attitude of mutual aid, and,
most wonderful of all, an intelligent interest on the part of the
older children in the progress of their little companions. It is
enough just to set a child in these peaceful surroundings for him to
feel perfectly at home. In the cinematograph pictures the actual work
in a "Children's House" may be seen. The children are moving about,
each one fulfilling his own task, whilst the teacher is in a corner
watching. Pictures were taken also of the children engaged in the care
of the house, that is, in the care both of their persons and of their
surroundings. They can be seen washing their faces, polishing their
shoes, washing the furniture, polishing the metal indicators of the
pedometer, brushing the carpets, etc. In the work of laying the table
the children are seen quite by themselves, dividing the work among
themselves, carrying the plates, spoons, knives and forks, etc., and,
finally, sitting down at the table