Part 3 (1/2)

[Illustration: FIG 12--House arranged on a table Side view Built by second grade Columbia, Missouri]

=Tools=--The tools actually necessary are few A class can _get along_ with one saw and still do good work, though there will be tiress Some tools are needed only for a short time and sometimes may be borrowed from the homes It is more satisfactory to have the school provided with the essential tools whenever possible The essential tools include:

_Brace and auger bit_, for boring holes in doors and s Needed for a short ti out doors and s

_Crosscut saw_, for sawing off lumber School should own at least one

_Miter box_, for holding luh for children's use, will frequently be contributed by a carpenter The miter box should be fastened firmly to a low table or box

[Illustration: FIG 13--House arranged on a table Back view Built by second grade Columbia, Missouri]

_Hammers_, several of mediu right angles, provided the teacher and pupils kno to use it

=Arrangeoverned by his resources and his site Considering the number of boxes as resources and the table or shelf on which they are to stand as the site, the sa problem control the size and style of the schoolroom playhouse What sort of house is desired? What sort of house can be built from the materials at hand? What sort of house can be built in the space at our disposal?

[Illustration: FIG 14--House plan]

The boxes ed on a shelf with all the open sides toward the class, as in Fig 9 This economizes space, and all of the rooms are visible at once A two-story house is easily built on this plan If economy of space is not necessary, the boxes may be placed on a table with the open sides of the boxes toward the edges of the table, as in Figs 11, 12, and 13 This per

14)

The responsibility in grouping the boxes should be thrown as fully as possible upon the children, the teacherwhere necessary

It should be their house, not the teacher's The planning should not be hurried but ties of different plans and reach an agreely their ideas will become clearer--a factor in the development of the children which is much more important than any of the actual details of the house itself Whether the class decides to have one or two bedrooms in the house is ain power to appreciate conditions and reat consequence Their decisions when h standard at which the teacher is ai, but if they have really estion, and if their independent selections froreater refineenuine growth upon a sure foundation

[Illustration: FIG 15--Arrangement of s]

=Doors and Windows=--The size and arrangement of doors and s should be freely discussed Various possible arrangements may be sketched upon the blackboard by the children For exa 15, _a_ and _b_

When a plan is adopted, the doors and s should be carefully drawn on the _outside_ of each box, using the try-square to get right angles

Bore holes in the corners of the doors and s and saw out with keyhole or compass saw In order to avoidfor a door in one box, to place the two boxes together and test theA mistake of this sort, however, is not fatal, butthe workers with the necessity of careful measurement

=Walls=--The decoration of the walls will furnish material for several art lessons The discussion should turn first to the suitability of different styles for different purposes, such as tiling for kitchen and bathrooht papers for dark rooms, etc The division of wall space will be the next point to be settled, _ie_ the height of the tiling or wainscot, the width of a border, or the effect of horizontal and vertical lines in breaking up wall space These questions may be discussed as far as the imgest

The question of color combinations demands special attention Unless the children come from refined homes their ideas of color will be very crude, and if contributions of audy impossibilities in flowered paper are apt to be presented If so, it may require considerable tact on the part of the teacher to secure a satisfactory selection without casting any reflections on the taste of soree by providing all the h, however, to cause the children to select good coestion while in their hearts they are longing for the gaudy thing she has frowned upon It is better to get an honest expression froh it is very crude, and endeavor to educate their taste to a love for better things, so that each tiher level of appreciation Immediate results ress may be slow, but only by some such method can a real appreciation be developed which will prevent the return to the crude expression as soon as the teacher's influence is withdrawn

[Illustration: FIG 16--Detail of hollow square]