tacks or small brads. This is a very easy fence to
make and gives some good exercise in measuring.

_Rail fences_ may be made from toothpicks or burnt matches.

_Picket fence_ for the dooryard may be made on wooden foundation with
cardboard pickets.

_Hedge fence_ should be made from some fine-leafed plant. Cedar twigs
serve well.

_Chicken fence_ may be cut from paper as per illustration. Fold paper
several times, lengthwise. Cut across the fold as indicated by arrows.
Stretch lengthwise as shown in Fig. 40, _a_ and _b_.

=Buildings.=--The class should decide on the buildings needed. Each
building should be assigned to a group of two or three workers. Each group
should be held responsible for its contribution and should work out its
problem with as little help as possible. If the children are able to plan
a barn and make it, even though it is a very crude affair, more has been
accomplished than if a very cunning structure had been made after plans,
dictated and closely supervised by the teacher.

_Wood_ is the best building material for general use.

_Pasteboard_ serves well, but it is less substantial. It is also harder to
cut and paste heavy cardboard than it is to saw and nail thin wood.

_Clay_ may be used for all buildings which are commonly made of concrete.

=Stock.=--The different kinds of animals needed on the farm and the number
of each will furnish profitable subject matter for class discussion. The
animals may be modeled from clay. While the animals will of necessity be
very large in proportion to the acreage of the farm, attention should be
directed to the relative proportions between horses and hogs, cattle and
sheep. Differences of this sort do not trouble little people, as their
work is sure to show. The point should be stressed only sufficiently to
help them to see a little more clearly and express their ideas a little
more adequately each time they try. The accuracy of the result is
important only as an index that the children are steadily developing in
power to see and do, and gaining self-reliance.

_The Modeling Process._--The best method seems to be simply to _begin_,
and, for example, model as good a horse as possible; then discuss the
results, note a few serious defects, and try again, endeavoring to correct
them. Encourage rapid work which gives the general proportions of the
animal in the rough. Beginners are apt to waste time in a purposeless
smoothing of the clay, in mere tactual e