ach room, except the bath,
was a separate box. After a general plan had been agreed upon by the
teachers, the boxes were carried to the several rooms and each class
worked quite independently. When the rooms were finished, they were
assembled on a table in the hall and the roof put on.

[Illustration: FIG. 30.--A flour mill. Built by fourth grade. Columbia,
Missouri.]

=The Flour Mill.=--The flour mill, shown in Fig. 30, was built in
connection with a study of the general subject of milling by a
fourth-grade class. The class visited a flour mill. They were shown the
various machines, and the function of each was explained to them. They
made hasty sketches of the machines and a rough diagram of their
arrangement on the floors. They got the dimensions of the floors and
height of the ceiling. An empty box was remodeled to approximate the
dimensions of the building. Small representations of the machines were
made and placed in the proper relation to each other. No attempt was made
to show more than the external proportions in the small representation.
The work served its best purpose in keeping the children thinking
definitely about what they had seen. The attempt to express their thoughts
in tangible form deepened the mental impression, even though the tangible
results were crude and lacked many details.

The conveyer being of special interest, two boys worked out a larger model
which illustrated the band-bucket process. This is shown in Fig. 30, at
the right of the mill. Small cups were made of soft tin and fastened to a
leather strap. The strap was fastened around two rods, placed one above
the other. The lower rod was turned by a crank fastened on the outside of
the box. Two or three brads driven into the lower rod caught into holes in
the strap and prevented slipping. The machine successfully hoisted grain
from the lower box to one fastened higher up, but not shown in the
picture. The model was very crude in its workmanship, but it showed the
ability of fourth-grade boys to successfully apply an important principle
in mechanics, and it gave opportunity for their ingenuity to express
itself. The work was done with such tools and materials as the boys could
provide for themselves, and without assistance other than encouraging
suggestions from the teacher. This bit of construction accompanied a broad
study of the subject of milling, including the source and character of the
raw materials, the processes involved, the