ttle
clearing on the shore.

Flags.--The Spanish region was identified by a Spanish flag, while
the stars and stripes waved above the Indian village.

_Values._--The project being on the level of the children's experience,
they worked freely and with intense interest. The characters in the story
were all very real to them. They literally swarmed about the table
whenever opportunity was given, moving the figures about as they told the
story over and over again. Mr. Columbus sailed across the sea many times.
Many boats were made and named for one of the three, according to the
preference of the maker. They peeped into the forest and shuddered in
delightful fear "lest a bear get me." They made and remade the scene as
new ideas suggested themselves during several days of Columbus week.

[Illustration: FIG. 47.--Two little knights of Kentucky. Fourth grade.
Columbia, Missouri.]

[Illustration: FIG. 48.--How Cedric became a knight. Fourth grade.
Columbia, Missouri.]

[Illustration: FIG. 49.--A sugar camp. Built late in the spring by a
third-grade class. They enjoyed the green grass, though it suggests an
overlate season.]

Several discrepancies existed which are mentioned here because they
troubled some overconscientious visitors. The stars and stripes did not
come into existence until centuries after Columbus died and therefore
never waved over the Indian village which he found. But chronology does
not trouble the first grader very much, while "my country" and "my flag"
are ideas which are developing together. And when he is singing, "Columbus
sailed across the sea, To find a land for you and me," the red, white, and
blue forms the most fitting symbol in his representation of that land. The
wild animals which infested the sand-table forest are not all mentioned in
the histories as found on San Salvador, but they did exist in the child's
idea of the wild country which the white men found on this side of the
Atlantic. The children having truthfully expressed their ideas, the
teacher had a basis from which to develop, correct, and emphasize such
points as were of real importance, while the unimportant features would
fade out for lack of emphasis.

[Illustration: FIG. 50.--A western cattle ranch.]

On the occasion of the supervisor's visit the members of the class vied
with each other in telling the story and explaining the significance of
the various illustrations. The supervisor expressed a wish to o