ing to teach this lesson.

_Lesson XIV._ Supplement this lesson by facts which the child has
observed regarding bees, or by pictures and stories that are almost
universally available.

_Lesson XV._ Wild horses usually associate in large herds sometimes
numbering several hundred. This large herd is subdivided into several
smaller herds, each of which is led by the handsomest and strongest
stallion of the group. The younger and smaller horses keep on the
outskirts of the herd.

If the paper animals which the children cut are mounted in groups upon
the blackboard or on a large sheet of manilla paper it will greatly add
to the vividness of the child's image. (See _The Wild Horse_, p. 146.)

_Lessons XVI. and XVII._ The fact that we possess the records which
reveal the story of the evolution of the wild horse while the complete
account of many other species is not yet made, accounts for the frequent
allusions to the horse when discussing the history of physical
development. Read the suggestions here offered and as much of the
suggested reading as possible before teaching this lesson. Notice that
the four-toed horse the size of a fox lived not when the Tree-dwellers
did, but at a much earlier period. It is not necessary for the child to
get a clear conception of the time required for the changes pictured in
these lessons. No adult can have a perfect conception of this. But even
the child can get an _idea of development, of change_, which will
prevent the formation of such static conceptions of life as are still
only too prevalent in many of our institutions of learning. (For further
information regarding the wild horse, see p. 146.)

_Lessons XVIII. and XIX._ Before the child is able to use tools, he
deals with objects through a direct use of the various organs of his
body. No better preparation can be given the child for an intelligent
use of tools and machinery than to let him practice a great variety of
activities that furnish him with the muscular sensations necessary to
interpret the more complex processes.

Encourage the child to collect natural forms in wood, stone, bone, horn,
shells, and other materials that may be available, and preserve the best
of them, thus forming the nucleus of an industrial museum.

References: Katharine E. Dopp, _The Place of Industries in Elementary
Education_, pp. 19-21, 32, 33, 134-140; "Some Steps in the Evolution of
Social Occupations," III., _The Elementary School Teacher_, March