njoyment. Discourage the tendency
to finish the details of a horse's head, for example, before the body has
been modeled. Repeat the process as often as time and the interest of the
children warrant, but be satisfied if the children are doing the best they
can, even though the results are crude and not so good as some other class
has produced. The children should always feel that the work is their own.
For this reason the teacher's help in clay modeling should be through
demonstration rather than by finishing touches to the child's work.
Imitation is a strong instinct in little children, and watching the
teacher model a better horse than he can make will help a child to improve
his own. One thing to be especially avoided is the attempt to bring every
class to a uniform degree of excellence according to adult standards. Such
an ideal encourages the giving of help in a way which hinders real
development though it may produce immediate results.

=Trees.=--This topic will call out a discussion of the uses of trees;
which trees are shade trees, which are cultivated for their fruit, the
distinguishing characteristics of the different varieties, and the ones
best suited to this particular farm.

Twigs from the real tree should be used wherever possible. In other cases
the trees may be cut from paper. If a good green paper is not at hand, use
drawing paper and color with crayons. A realistic effect is gained by
cutting the tree from folded paper. (See Fig. 41.) Cut three pieces for
each tree and paste together at the fold, then open out. Make the trunk
long enough to be driven an inch or more into the sand.

[Illustration: FIG. 41.--Detail of paper tree.]

The making of the trees will furnish material for both art and nature
study lessons. As far as circumstances permit the real trees should be
studied, giving the children first-hand experience whether it be much or
little. They should test the trees they cut by comparing them with real
trees of the same variety. If this is impossible, the best pictures
available should be used. (See notes on paper cutting.)

=Crops.=--When the various parts of the farm are about ready, the fields
may be sown. The sand should be made very wet before the seed is put in
and sprinkled frequently (twice a day), as the top dries off very quickly.
After the seeds have germinated little sprinkling need be done, as the
roots will find enough moisture in the wet sand underneath, and it is
desira