conversational. There is no distinction between experimental science for little children and the work done in the carpenter shop. Such work as they can do in physics or chemistry is not for the purpose of making technical generalizations or even arriving at abstract truths. Children simply like to do things, and watch to see what will happen. But this can be taken advantage of, can be directed into ways where it gives results of value, as well as be allowed to go on at random.
And so the expressive impulse of the children, the art instinct, grows also out of the communicating and constructive instincts. It is their refinement and full manifestation. Make the construction adequate, make it full, free, and flexible, give it a social motive, something to tell, and you have a work of art. Take one illustration of this in connection with the textile work—sewing and weaving. The children made a primitive loom in the shop; here the constructive instinct was appealed to. Then they wished to do something with this loom, to make something. It was the type of the Indian loom, and they were shown blankets woven by the Indians. Each child made a design kindred in idea to those of the Navajo blankets, and the one which seemed best adapted to the work in hand was selected. The technical resources were limited, but the coloring and form
