inting directly
upon the finished surfaces, or the coloring matter can be worked into
the mass. In either case, there is a pleasing relief from the gray or
green of clay and its preparations. Now the child can model in natural
colors what he sees on his nature study rambles. Now he can make roses
in their natural colorings and shadings, and buds that are not wholly a
dull, dead green! Moreover, potato fondant can be modeled so as to have
clearer outlines than clay. There are two disadvantages, however, which
should be stated: first, potato fondant must be handled with moderate
quickness in order to give the best results, and, second, it is so good
that there is danger that the pupil will prematurely eat his lesson!

Because the finished product is good to eat as well as to look upon,
potato fondant as a modeling medium adds to the teacher's resources
another incentive for the child. In work with defective children, it has
been found, again and again, that the more senses to which appeal can be
made, the better. Do not the same principles apply to the normal child,
although with somewhat lessened force? In art work with vegetable candy,
sight and touch are not the only senses in operation; taste and smell
are in full play.

Often, teachers of both art and household arts are perplexed when it
comes time for the annual school exhibition. "What can we do," they ask,
"that will be properly illustrative of our work and, at the same time,
of appeal to the popular imagination?" It is hoped that vegetable candy
offers an answer to this question. Its novelty and hygienic value are
such that parents of the children are interested in it. Moreover, the
unusual interest of the children themselves has been known to react
upon the parents.

Suggestions for the details of working out the school use of vegetable
candy will be found in the pages which precede. The teachers should read
with particular care the chapter which refers to decorative candy, and
particularly the division relating to modeling. They will find many
hints as to how it can be successfully applied to their own school work.

THE END

INDEX

INDEX

Abel, Mrs. Mary H., on value of sugar in diet, 48.

Accuracy, necessity for, 3.

Almonds, Celtic, 86.

Angelique, dried, 135;
preserved green, 135;
plant, 133;
rings, 132.

Apples, red, as decorative candies, 70.

Bars, for forming masses, 14-15.

Bars, chocolate,