The various holidays which come during the year mean so much to little children that they should receive special notice and should suggest the form of handwork to be done at the time.

Thanksgiving suggests attention to harvest products, to be modeled in clay, cut from paper, or drawn with crayon; the making of sand-table scenes showing early New England life in various phases; the making of various utensils and commodities of the primitive home which differ from our own; as, for example, the making of candles, the hour glass, and the sundial.

Christmas suggests the making of toys and all sorts of things suitable for gifts. If the work centers around the Christmas tree, it offers opportunity for coÖperation in making trimming such as paper chains, pop-corn strings, etc., as well as individual gifts. If a tree is not obtainable, a box may be dressed up in imitation of Santa's sleigh drawn by cardboard reindeer. Whatever else is done in honor of the visit of St. Nicholas, the spirit of giving should be cultivated by making gifts to some younger or less fortunate groups. Picture books may be made for sick children, doll furniture and other toys for the orphans' home or some family of unfortunates. A sack might arrive a week or two before Christmas accompanied by a telegram from Santa requesting contributions to help him out in some specific way and stating that it would be called for at a certain time. When a "real Santa" calls for the sack, he may leave in its place another containing some unexpected treat for the children themselves. The gifts which the children contribute should be of their own making, that they may have a full sense of real giving and not merely the pleasure of delivering the parcels mother has provided.

Valentine's Day offers an opportunity for developing appreciation of a higher form of art than the shop windows frequently offer, and also investing with pure, sweet sentiment a day which means, in some quarters, only vulgar sentimentality and coarse jests.

Easter offers a similar opportunity for emphasis on the fine things in color and subjects for greeting cards. The season also suggests emphasis on study of budding plants and young animal life by means of cutting, painting, and modeling.

Hero days suggest a variety of forms of handwork, such as picture making with crayons or cuttings, or pictures in three dimensions on the sand table, for intensifying important phases of the hero's life; illustrated stories in booklet form; and the making of "properties" for dramatic representations. These things offer a welcome change from the stereotyped "Speaking day," and stimulate originality and self-reliance.

So much has been written and so many suggestions are constantly being offered in school journals that specific suggestions for things to make seem superfluous here.Individual Problems.—While community problems must form a large part of the handwork in the lower grades, it is desirable to have, from time to time, projects which seek a definite result from each pupil. In the community problem it is possible for the strong pupil to monopolize the values of the work by imposing his ideas upon his fellows and by doing all the work while the slower pupils are getting ready to begin. In the same way it is possible for the lazy pupil to shirk much of his responsibility through the eagerness of his companions. It is therefore necessary to maintain a balance by the use of individual problems of a more definite type. These may often be specific parts of the community problem, but this will not meet all the needs of the case. The special days offer excellent occasion for work of this sort in addition to the coÖperative problems which are undertaken by the class as a whole.