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 This does not mean that order and plan are not necessary. It does mean, however, that too great rigidity should be avoided; that allowance should be made for spontaneity; that the program should include opportunities for freedom of movement, informal conversation, and other forms of expression, and that it should be sufficiently elastic to meet the unexpected.

It is needless to say that the program of the Beginners' Department should be interesting. These little people have not the power to give voluntary attention. Their attention must be called forth by the teacher, and this is possible only through interest. Knowledge of the child's general interests and recognition of any immediate interest, such as Christmas or Valentine's Day, will aid the teacher in planning her program.

Certain things in a program bear a relationship to certain others. This relationship will be felt if the parts of the program are properly articulated. When they have been thus put together, the program should proceed in an orderly, natural way, without sudden transitions or loss of time and energy, and with a smoothness and deliberation which give a feeling of rest. When things are done in the right order and in the right way, there is always a sense of leisure and quiet. It is the program whose parts are illogical in their placing and wrong in their execution which produces unrest and confusion in the room.

III. A Suggestive Program

The following program is suggested as a type of those adapted to a Beginners' Department. It is presented first in outline—as the Superintendent of the department would arrange it prior to the session, and then elaborated—as it might be used with the children.

1. Program outlined.


 * Pre-session preparation.
 * Quiet.
 * March with chairs to circle.