ncidental to all the affairs
of life and should receive corresponding emphasis.

ILLUSTRATIONS

Figure 32 shows about half the stores built by one third-grade class. Some
of the subject matter drawn from the various stories was as follows: in
connection with the grocery, a study of the source of various articles of
food with oral and written descriptions of processes of manufacture; the
common measures used in the grocery, and ordinary amounts purchased.

In connection with the meat market, the names of various kinds of meat,
the animals from which they are obtained, and the part of the animal which
furnishes certain cuts; as, for example, ham, bacon, chops. The current
prices and approximate quantity needed for a meal made practical number
work.

The bakery called for an investigation of the processes of bread making
and a study of the material used. In all of the processes the teacher had
opportunity to stress the necessity for proper sanitation.

In connection with the dry goods store, the distinguishing characteristics
of cotton, wool, linen, and silk were emphasized and illustrated by the
samples collected for the store and by the clothing worn by the children.
Common problems in measuring cloth enlivened the number lessons.

The millinery store disclosed considerable ingenuity in the field of hat
manufacture, and a lively business in doll hats was carried on for some
time.

In connection with the post office, registered letters, dead letters,
money orders, rural free delivery, etc., were discussed, and the
advantages of cooperation touched upon.

[Illustration: FIG. 35.--A dry goods store. Third grade.]

The other stores of the village street offer further opportunity for
becoming better acquainted with the common things which lie close at hand
and touch our daily lives.

[Illustration: FIG. 36.--Home in a hot country.]

[Illustration: FIG. 37.--Home in a cold country.]

CHAPTER VII

SAND TABLES AND WHAT TO DO WITH THEM

A sand table should be considered one of the indispensable furnishings of
every schoolroom. Its possibilities are many and varied. It may be used
merely as a means of recreation and the children allowed to play in the
sand, digging and building as fancy suggests. Or it may be used as the
foundation for elaborate representations, carefully planned by the
teacher, laboriously worked out by the children, and extravagantly admired
by the parents on visitors' day. While