ool. The part of the teacher is to enable him to
make use of this habit with reference to new ends. One who has not
learned through experience the value of this art is scarcely in a
position to realize what a stimulus it is to the growth of definite
images of geographical forms. When based upon observation, as it always
should be, it is unsurpassed as a mode of developing and communicating
adequate conceptions of topographical features. Sand pans should be
provided so that there will be at least one pan for every two children.
If each child can have a pan, the conditions will be still more
favorable. Whether sand pans are available or not, every primary
school-room should be supplied with a large sand box--two or three if
there is room for them. Excellent results have been attained in many
schools by modeling typical areas and representing in a graphic way the
life of the place. If the sand box is lined with zinc, rivers and lakes
may be represented with ease. In case there is no zinc lining, water may
be represented by the use of tin foil, or by glass which may be laid in
the bottom of the box, leaving only such portions uncovered as are
needed in order to represent the water. Moss, twigs, grass, stones, toy
animals--all help to make the scene more lifelike. By sprinkling the
sand with lime water it hardens so as to keep its shape for a long time.

_Clay Modeling._ Although clay does not respond so quickly to the touch
as sand, it preserves its shape more easily. The more skill that the
teacher has in clay modeling the more freedom she will feel in the work,
but she should not hesitate to make use of this mode of expression even
though she has to learn with the child. The aim is not so much to secure
finish in details, or a result similar to that reached by other people,
as it is to secure the growth of the image and freedom in expression.
Only by leading the child to compare the result of his work with the
image in his mind does the image grow. By so doing, and by referring to
the real object when present, the child gradually gains control over
this mode of acquiring and communicating ideas.

It costs but little to supply a class with clay, for the same material
may be used again and again. It is desirable, however, to have a
sufficient supply to permit the preservation of the best work for some
time. Clay may be bought ready mixed at art stores and in kindergarten
supply stores. The common gray clay costs two or thre