ork in the lower grades, it is desirable to have, from time to
time, projects which seek a definite result from each pupil. In the
community problem it is possible for the strong pupil to monopolize the
values of the work by imposing his ideas upon his fellows and by doing all
the work while the slower pupils are getting ready to begin. In the same
way it is possible for the lazy pupil to shirk much of his responsibility
through the eagerness of his companions. It is therefore necessary to
maintain a balance by the use of individual problems of a more definite
type. These may often be specific parts of the community problem, but this
will not meet all the needs of the case. The special days offer excellent
occasion for work of this sort in addition to the cooperative problems
which are undertaken by the class as a whole.

CHAPTER X

GENERAL SUGGESTIONS AND SUMMARY

=Modification of Outlines.=--All the projects outlined in the foregoing
pages are capable of modification and adaptation to the needs of several
grades. For this reason, in nearly every problem, many more suggestions
are offered than will often be applicable in any one instance of its
development. The directions are, for the most part, given from the
standpoint of the first grade, on the principle that it is easier to add
to the detail of a problem than to simplify it. On the other hand, the
directions are not generally specific in detail, in order to prevent as
far as possible a mechanical copying of any project.

=Emphasis on Self-expression.=--It is desired to place special emphasis
upon the point that each project undertaken, if it is to reach its highest
value, must come as fully as possible from the children themselves and be
to the very fullest extent _their self-expression_.

_Not any house described in this book, nor any house seen in another
schoolroom, nor even the house which I, as teacher, plan in detail, will
be most valuable to my class_; but rather _our house_, which _we, teacher
and pupils_ working together, evolve to suit our own needs and fancies,
using suggestions gathered from every available source, but adapting them
to our own needs.

=Self-directed Activity and Discipline.=--The terms "self-directed
activity" and "self-expression" must not be confounded with the idea of
letting the children do as they please in any random and purposeless
fashion. If one were to start out to escort a group of children to a
certain hilltop,