cupied in reading it and dramatizing it. During this time there
were frequent discussions about how it was to be worked out on the sand
table. Contributions in great variety were brought in: straw for the straw
house, twigs for the house of sticks, bags of brick dust to make a roadway
different from the sand, rose hips to be tied to a small branch to
represent the apple tree, and various other articles.

[Illustration: FIG. 51.--The story of Three Little Pigs. First grade.
Columbia, Missouri.]

[Illustration: FIG. 52.--A Japanese tea garden. Third grade. Columbia,
Missouri.]

[Illustration: FIG. 53.--A coal mine. Fourth grade. Columbia, Missouri.]

The houses were built as suggested by the pictures in the reader. The pig
and wolf were modeled in clay, each being shown in the several different
positions described in the story. Over and over a little clay pig rolled
down the hill in a paper churn and frightened a clay wolf. One group, not
having wherewithal to build a brick house, used a wooden one made by
another group. Another class made the brick house out of blocks, and built
in a fireplace with its kettle ready to hold the hot water whenever the
wolf should start for the chimney. (See Fig. 51.)

(4) =Japanese Tea Garden.=--A third-grade class used the sand table to
illustrate what they had gleaned from reading several stories and
descriptions of life in Japan, in connection with elementary geography.
The sand-table representation included a tiny bridge across a small stream
of "real" water. The "real river" was secured by ingenious use of a
leaking tin can which was hidden behind a clump of trees (twigs). A thin
layer of cement in the bed of the river kept the water from sinking into
the sand. A shallow pan imbedded in the sand formed a lake into which the
river poured its waters. (See Fig. 52.)

(5) =A Coal Mine.=--The sand table shown in Fig. 53 was worked out by a
fourth-grade class in connection with the geography of the western states.
Descriptions and pictures were studied with great earnestness to find out
how to fix it, and the children made it as they thought it ought to be.
The actual making occupied very little time, the various parts being
contributed by different pupils.

Problems of this sort develop leadership. There is usually one whose ideas
take definite shape promptly and whose suggestions are willingly followed
by his group. If there is one pupil in the class whose ability to lead is
so