(3) The instinct of construction. In his industrial work the very youngest child is daily exercising his active tendency to make things. In the kindergarten he may make the toy with which he plays, the doll-house and its furnishings, small clay dishes, etc. In the first grade he may make small toy animals, baskets, paper hats, card-board doll-furniture, little houses, book-covers, toys, etc. Self-expression, self-activity, and constructive activity would all be utilized, and the work would have more meaning to the child, if it _expressed some idea_, if after the story of _Three Bears_ the child would make the Bears' kitchen, the table of wood, and the three porridge bowls of clay, or the Bears' hall with the three chairs. In the Grimm tale, _Sweet Rice Porridge_, after the story has been told and before the re-telling, children would like to make a clay porridge-pot, which could be there before them in the re-telling. Perhaps they would make the rice porridge also, and put some in the pot, for little children are very fond of making things to eat, and domestic science has descended even into the kindergarten. After the story of _Chanticleer and Partlet_, children would enjoy making a little wagon and harnessing to it a Duck, and putting in it the Cock and the Hen, little animals they have made. In the first grade, after the story of _Sleeping Beauty_, children would naturally take great pleasure in making things needed to play the story: the paper silver and gold crowns of the maids and Princess and the Prince's sword. After the story of _Medio Pollito_, we have noted with what special interest children might make a weathervane, with Little Half-Chick upon it! (4) The instinct of artistic expression. This is the instinct of drawing, painting, paper-cutting, and crayon-sketching, the instinct of song, rhythm, dance, and game, of free play and dramatization.