Part 6 (1/2)

_Hats_--Hats may be made for the millinery store froirls to develop their ingenuity and resourcefulness

_The Store Front_--The front of each store may be made of either wood or cardboard, the spaces for doors and s being left open that the merchandise may be conveniently handled Brick or stone fronts, second-story s, offices, etc, may all be indicated as artistically as the capacity of the class pern is an important feature and should sti

=Additional Projects=--In addition to representations of retail shops, various industries, such as the carpenter shop, blacksmith shop, flour mill, ice plant, and other familiar industries, may be represented

Cooperative institutions, such as the post office and fire department, should be included in the study

[Illustration: FIG 33--A grocery Fourth grade]

=Excursions=--Wherever possible, the plant should be visited by the class

Beforethe visit, the class should discuss what they expect to see, and go prepared to find out definite things Each child should have at least one question which he is to ask, or one item of information for which he is to be responsible to the class on the return Often the visit is more worth while to the class after they have tried to make a representation from what they already know and from what they can read on the subject They are then more conscious of their needs and more alive to the i which is to a great extent foreign to their experience If they make the visit first, they are apt to feel the need of another when they attempt to work out their representation If they make a representation first, they are quite sure to be dissatisfied with it and want to make another after they have made the visit In either case their consciousness of need is aof a store is in progress the study of the sources and processes of manufacture of the various articles of merchandise will supply valuable subjectinformation on the subject will be read with a definite purpose and roupto the class interesting ite their particular part of the work

These narratives and descriptions lish and will be of the sort Dewey characterizes as ”having so”

_Geography_--This study raphy as the developraphy of a vital sort How these things are brought to us touches the field of transportation, creating an interest in shi+ps and railroad trains, pack ons

_History_--The study of the process of manufacture opens up the field of industrial history, and in this, as in the geography, the study is limited only by the capacity of the class

_Number_--In the field of nu the weights and measures used for different cos, and the usual quantities purchased

Playing store will involve theofas salesmen or cashi+er The common practices of business life should be followed as closely as possible, only in this case each purchaser should ht from home and used in number lessons

An inventory of the stock may be taken and will supply excellent practice in addition and multiplication After the exa sale at reduced rates may be advertised The writer answered such an advertiserade and asked how much could be purchased for one dollar Pencils were busy at once, and a variety of coested One pupil was quickly called to account by hisonly ninety-five cents' worth of merchandise for the dollar By these and nuest themselves to lively children and wide-awake teachers a vast amount of vital subject matter may be dealt with in a natural way, quite on the level of the child's experience and interest

[Illustration: FIG 34--A grocery Third grade Columbia, Missouri]

_Art_--The art side alsoand arrange of certain features fro of labels for boxes and cans, in the writing of signs and advertisements, and in the color coreat extent incidental to other probleood taste is incidental to all the affairs of life and should receive corresponding eure 32 shows about half the stores built by one third-grade class Some of the subject matter drawn frorocery, a study of the source of various articles of food with oral and written descriptions of processes of rocery, 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 nuation of the processes of breadand 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 distinguishi+ng characteristics of cotton, wool, linen, and silk were emphasized and illustrated by the sa worn by the children

Co cloth enlivened the number lessons