Criticism.—An important feature of all self-directed activity is the ability to judge one's efforts and intelligently measure one's success. This ability is a matter of slow growth and must be cultivated. It is not enough for the teacher to pass judgment upon a piece of work and grade its quality. The worker himself must learn to find his own mistakes and how to correct them. Class criticism offers the best means of developing this power, but must be tactfully conducted.

Little children are brutally frank in expressing their opinions and need to be taught how to be truthful and yet not unkind. They need to be taught what to look for and how to find it, and how to compare one thing with another and discover why one pleases and another displeases. The first essential in the training is emphasis on the good rather than the bad. It is a gospel of "do" rather than of "don't." The earliest efforts of the class may well be confined to comments upon the features they like and, if possible, the reason for the liking. This will forestall any tendency to call undue attention to the poor efforts of weak workers. At first many children will scarcely discriminate between their admiration for a piece of work and their love for the worker and will be apt to praise the work of their special friends. This tendency will gradually disappear through the development of a real basis of appreciation.

The second essential concerns the improvement of the things which are not good. Criticism which merely points out what is bad is of little value. Helpful criticism must point out what is good and why, and what is weak and how to make it stronger. If, for example, the class is considering the success of their efforts to illustrate the story of the Three Bears, they should be encouraged to make such comments as, "John's chairs look too small for his table," "Mary's bowls are all about the same size." The criticism should direct the thought to its possible remedy. It is generally better to pass over defects for which no immediate remedy can be suggested.

Standards of Workmanship.—The standard of excellence by which acceptable work is measured must always vary according to the ability of the class. The best the child can do, alone and unaided, should be the only standard of measurement, and his best efforts should always be accepted, no matter how crude. In no other way can real growth be observed and genuine progress made.

In schools where arbitrary standards are set either by supervisors or by the rivalry of teachers, the tendency to help the children by doing part of the work for them for the sake of the apparent results, offers the teacher's most serious temptation to selfishness. In a few cases it is helpful for the teacher to add a few strokes to a drawing or adjust some detail in construction, that the child may see the value of certain small changes in the place where they will mean most to him. Such work should not be exhibited as an example of the child's accomplishment, but should be treated as practice work. As a rule the teacher's demonstration should be made on other material and not on that used by the pupil. In no particular are primary schools open to greater criticism than in the too common habit of setting arbitrary standards of excellence and attempting to force all children to reach them. Such standards are usually too high for honest attainment and tempt or force the teacher to use methods which cannot be defended by any sound principle of pedagogy.

Values change with the purpose of the work. A thing is well made when it serves its purpose adequately. Toys must be strong enough to permit handling. Mechanical toys must work. Sewing must be strong as well as neat. In illustrative problems, in which effect is the chief consideration, technique needs little emphasis, and workmanship may be of a temporary character.

Each thing made should establish its own standard in a way to appeal to the child's common sense.