Suggestions for Details of Representation.—Clay Modeling.—Clay may be used to model fruits and vegetables, bottles and jugs for the grocery; bread, cake, and pies for the bakery; different cuts of meat for the butcher shop; horses for the blacksmith shop and for delivery wagons. Clay representations may be made very realistic by coloring with crayon.
Canned Goods.—Paper cylinders on which labels are drawn before pasting serve well for canned goods. Cylindrical blocks may be cut from broom sticks or dowel rods and wrapped in appropriately labeled covers.
Cloth.—Rolls of various kinds of cloth should be collected for the dry goods store. Figures may be cut from fashion plates and mounted for the "Ready to Wear" department.
Hats.—Hats may be made for the millinery store from any of the materials commonly used. This is a good way for girls 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 windows being left open that the merchandise may be conveniently handled. Brick or stone fronts, second-story windows, offices, etc., may all be indicated as artistically as the capacity of the class permits by the use of colored crayons. The sign is an important feature and should stimulate an interest in well-made lettering.
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. Coöperative institutions, such as the post office and fire department, should be included in the study.
Fig. 33.—A grocery. Fourth grade.
Excursions.—Wherever possible, the plant should be visited by the class. Before making the 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 important elements than when they are merely seeing a new thing 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 a measure of growth.