strong that the others are overshadowed, it is sometimes well to let
the work be done by small groups who use the table turn about. This plan
stimulates a wholesome rivalry and discourages dawdling.

(6) =Stories.=--Illustrations for two stories are shown on page 94. In the
first (Fig. 47) part of the class made a representation on the sand table
while the rest prepared a poster from paper cuttings. In the second (Fig.
48) empty shoe boxes were used in making the castle. Very little time was
spent on either project.

[Illustration: FIG. 54.--A chariot race. Second grade. Pasadena,
California.]

CHAPTER VIII

ANIMALS AND TOYS

The circus and the zoological garden are always centers of interest to
little children and may be used to great advantage to furnish the point of
departure in the study of animal life. Making the animals in some form
crystallizes the interest in the animals represented, and awakens interest
in their habits and home.

The handwork may be used as an illustrative factor connected with
geography and nature study, or the making of the circus may be the
starting point, and incidentally furnish subject matter in several fields.
For example, geography and nature study grow out of the search for facts
concerning the animals themselves, _i.e._ size, color, food, home, value,
etc. The desire for such information gives purpose to reading. Oral and
written descriptions supply subject matter for practice in English.
Reducing the actual proportions of animals to a definite scale and
problems relating to their commercial value make practical use of the
knowledge of number. Art enters into the making of free-hand sketches,
cuttings, and patterns for wooden models.

[Illustration: FIG. 55.--A circus parade.]

A good circus or "zoo" may be worked out in a variety of materials. Paper,
cardboard, clay, and wood all serve well.

To get the best value from the problem it should be as free as possible
from copy work. The children should consult the best sources of
information at their disposal, which may range all the way from ordinary
picture books to natural history and encyclopedia descriptions. They
should find out, unaided, as much as possible concerning the animal in
question: his size, color, food, home, values, etc.,--the teacher
supplementing with interesting and necessary items not at the disposal of
the class.

Free-hand cuttings and pencil sketches should be compared with the best
p