sly mars the pleasure of all the other children. If he willfully
leaves the circle, a link in the chain is broken which can only be
mended when he repents his folly and pleasantly returns to his place.
Thus early he may be made to feel that all lives touch his own, and
that his indulgence in selfish passion not only harms himself, but is
the more blameworthy in that it injures others.

The songs and games cannot be happily carried on unless each child
is not only willing to help, but willing also to give up his chief
desires now and then. All the children would like to be the flowers in
the garden, perhaps, but it is obvious that some must remain in the
circle, in order that the fence be perfect, and prevent stray animals
from destroying what we love and cherish. So there is constant
surrendering of personal desires in recognition of the fact that
others have equal rights, and that, after all, one part is as good as
another, since all are essential to the whole.

In cooeperative building, the children quickly see that the symmetrical
figure which four little ones have made together, uniting their
material, is infinitely larger and finer than any one of them could
have made alone. If they are making a village at their little tables,
one builds the church, another workshops and stores, others schools
and houses, while the remainder make roads, lay out gardens, plant
trees, and plough the fields. No one of the children had strength
enough, time enough, or material enough to build the village alone,
yet see how well and how quickly it is done when we all help!

The sand-box, in which of course all children delight, lends itself
especially to cooeperative exercises. They gather around it and plant
gardens with the bright-colored balls; they use it for geography,
moulding the hills, mountains, valleys, and tracing the rivers near
their homes; they arrange historical dramas, as "Paul Revere's Ride,"
or the "Landing of the Pilgrims:" but no child does any one of these
things alone; there is constant and happy cooeperation.

It is the aim of one day's exercise, perhaps, to retrace with the
child the various steps by which his comfortable chair and his strong
work-table have come to him.

Across one end of the sand-box, a group of children plant a forest
with little pine branches which they have brought. The wood-cutters
come, fell the trees, and cut away the boughs. Another party
of children bring the heavy teams, previousl