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.
CHAPTER X
GENERAL SUGGESTIONS AND SUMMARY
Modification of Outlines.—All the projects outlined in the foregoing pages are capable of modification and adaptation to the needs of several grades. For this reason, in nearly every problem, many more suggestions are offered than will often be applicable in any one instance of its development. The directions are, for the most part, given from the standpoint of the first grade, on the principle that it is easier to add to the detail of a problem than to simplify it. On the other hand, the directions are not generally specific in detail, in order to prevent as far as possible a mechanical copying of any project.
Emphasis on Self-expression.—It is desired to place special emphasis upon the point that each project undertaken, if it is to reach its highest value, must come as fully as possible from the children themselves and be to the very fullest extent their self-expression.
Not any house described in this book, nor any house seen in another schoolroom, nor even the house which I, as teacher, plan in detail, will be most valuable to my class; but rather our house, which we, teacher and pupils working together, evolve to suit our own needs and fancies, using suggestions gathered from every available source, but adapting them to our own needs.