lessons coming at a definite time. They are, rather, a
series of suggestions to be used wherever and whenever they will serve a
worthy purpose. They are not to be regarded as a _special_ subject,
having little or no connection with the regular class work, but rather as
an illustrative method of teaching the regular subject matter whenever the
teaching can be done more effectively by means of concrete illustrations.
It is proposed to make greater use of construction as a medium of
expression, and place _making_ more nearly on a par with talking, writing,
and drawing.

Any of the projects outlined may be modified to suit varying conditions,
and the emphasis placed according to the needs of a particular class. All
the suggestions are given in very simple form, chiefly from the standpoint
of the first grade, for the reason that it is easier to add to the details
of a simple problem than to simplify one which is complex.

It is not the purpose here to emphasize the training of the hand or the
development of technique in handwork processes to the extent commonly
expected of a course in manual arts, though considerable dexterity in the
use of tools and materials will undoubtedly be developed as the work
proceeds. While careless work is never to be tolerated in construction any
more than it would be tolerated in writing or drawing, the standard is to
be only such a degree of perfection as is possible through a child's
unaided efforts. It is proposed to provide him with things to do of such
interest to him that he will wish to do his best, and things of such a
nature that they will please him best when they are well done, and so
stimulate a genuine desire for good work. To this end the suggestions
relate to things of immediate value and use to the children themselves,
rather than to things commonly comprehended in a list of articles which
are useful from the adult point of view.

The work is to be kept on a level with the child's experience and used as
a means of broadening his experience and lifting it to a higher level. It
must also be kept on the level of his constructive ability in order that
he may do things _by himself_, and develop independence through feeling
himself master of his tools. Neither patterns nor definite directions are
provided for the details of the projects outlined, for the reason that it
is desired to make every project a spontaneous expression of the child's
own ideas. To this end the outline serves o