ny bears were modeled in clay, each child making the set of
three many times.

[Illustration: FIG. 28.--House for the Three Bears. First grade. Columbia,
Missouri.]

The children laid off spaces on the table for individual Bears' houses and
made furniture for these as their fancy prompted. The furniture was made
of wood after the general style described above. Later, carpets were
woven for these individual playhouses. Each carpet was woven to a given
dimension, making it necessary to use the rule. This was their
introduction to the rule as a tool for measuring. Every child in a class
of forty made one or more pieces of furniture and wove one or more small
carpets from rags. Nearly all made some bedding.

[Illustration: FIG. 29.--Cornstalk house. Built by second-grade class.
Franklin, Indiana.]

Later, four boxes were secured and arranged as a house. The openings for
doors were marked off during school time, but were sawed out by a few
children who remained during the noon intermission. This is the only part
of the work which was not done during regular class time. The papering was
done by two or three of the most capable children, while the rest were
deeply absorbed in weaving. All made borders. Certain borders were
selected for the house, and several children worked together to make
enough of the same pattern for one room. Selections were then made from
the carpets and furniture already made by the children.

The roof was made chiefly by one boy who "knew a good way to make it." The
porches were also individual projects by pupils who had ideas on the
subject and were allowed to work them out.

The children became very familiar with every phase of the story and
attacked any expression of it with the feeling, "That's easy." They wrote
stories, _i.e._ sentences about bears. Each child at the close of the year
could write on the blackboard a story of two or more sentences. They made
pictures of bears in all sorts of postures with colored crayon and from
free-hand cuttings. They modeled the bears in clay over and over again,
keeping up a large family in spite of many accidents.

=Cooperative Building.=--Figures 11, 12, and 13 show three rooms of a
four-room house built by the first and second grades working together. The
living room and bedroom were furnished by first-grade children. The dining
room, kitchen, and bath were furnished by the second grade. Four boxes
were used. (See diagram, page 35, Fig. 14.) E