activities of the school are to be appraised only by their effect upon
the after-school life of the pupils, the details of school and class
management may well be left to their individual initiative.

HANDICRAFT.

It is not considered advisable to elaborate a definite programme
for each class or division of the school. The arrangement of a
graduated programme of work may well be left to the discretion
of the teachers concerned. Any programme will be accepted provided
that it shows that the work is systematically graded to suit
the developing abilities of the pupils, and at the same time is
directed towards the production of articles for actual use either
in the school, the garden, the playground, or the home. It will
therefore be plain that the making of samples in needlework or
model joints in woodwork is not required. This is not meant to
preclude the production of samples for purposes of illustration,
but to emphasise the fact that these must always be subsequently
embodied in some useful article. It is upon the articles and not
the samples that the efficiency of the work is to be judged.

DRAWING.

The essence of the work in drawing is that it shall not be
regarded as an isolated subject, but shall be closely correlated with
the other subjects of the school course. Opportunities for such correlation
are innumerable. In the lower classes the conversation
lessons, as well as the reading and nature-study lessons, should
provide abundant opportunities, while in the upper classes opportunities
will be provided by the reading, the gardening, and naturestudy, as well as the handicraft. Indeed, the relationship of
drawing to other subjects is so close that drawing might conceivably
be given no separate place on the time-table, but be included in
the time devoted to the subject with which it is correlated. This
does not mean that less, but rather more, time than usual should
be devoted to this means of expression and illustration.

No nature-study lesson should be considered complete unless it
is associated with drawing, while the illustration of the compositions
by drawings, where such are possible, should be fully
encouraged. The designing should always have reference to some
article to be decorated, and should never be for the mere purpose
of producing a pretty drawing. The actual decoration of the
object—book-cover, mat, table-centre, &c.—is the important thing,
not the drawing.

MORAL INSTRUCTION.

The moral instruction should aim at instructing the children
in the conventions of modern civilized life, and should result in
the formation of right habits of conduct. The following topics are
suggested: Order and tidiness—at home, in school, on street—of
dress and person. Punctuality and regularity. Industry—in
school, at home, in play. Cleanliness of person, clothes, house,
school. Clean talk and clean thoughts. Truthfulness and honesty
—in word, deed, work. Self-control, patience, moral courage.
Duties to others—parents, family, those in misfortune. Respect
for and obedience to parents, teachers, those in authority. Good
manners and courtesy to others. Kindness, unselfishness, selfdenial, gratitude. The golden rule, forgiveness and forbearance,
cheerfulness, self-reliance, modesty, courage, prudence, thrift.
Loyalty and patriotism, respect for law. Kindness to animals.
Teachers might well learn from the Boy Scout movement and
encourage the formation of clubs for well-doing.

HEALTH.

In the lower classes cleanliness should be the principal topiccleanliness of hair, hands, face, teeth, nails, and clothing.
Children should be told to eat slowly; avoid injurious drink; not
to eat anything the nature of which they do not know; not to
waste food; to play games; sleep sufficiently (ten hours).

In the upper classes the conversation should be somewhat more
definite. They should deal in a general way with the various foods
the children consume; the need for simple, wholesome, plainly
cooked foods; the dangers of preserved foods, overeating or too
frequent eating.

Simple lessons should be given concerning the main parts or
organs of the body, including the head, trunk, brain, heart, lungs,