t never had either back or front and resembled some
seen in Early English pictures.

Any kind of cooking that can be done is a most important kind of making;
even the very little ones can help, and they thoroughly enjoy watching.
"Her hands were in the dough from three years old," said a north-country
mother, "so I taught her how to bake, and now (at seven) she can bake as
well as I can."

Children delight in carrying out the processes involved in the making of
flour, and they can easily thrash a little wheat, then winnow, grind
between stones and sift it. Their best efforts produce but a tiny
quantity of flour, but the experience is real, interest is great, and a
new significance attaches to the shop flour from which bread is
ultimately produced.

Butter and cheese can easily be made, also jam, and even a Christmas
pudding. In very early Kindergartens we read of the growing, digging and
cooking of potatoes, and of the extraction of starch to be used as
paste.

Special anniversaries require special making. We possess a doll of 1794
to whom her old mother bequeathed her birthday. The doll's birthday is
a great event, and on the previous day each class in turn bakes tiny
loaves, or cakes or pastry for the party.

Christmas creates a need for decorations, Christmas cards and presents,
and Empire Day and Trafalgar Day for flags, while in many places there
is an annual sale on behalf of a charity.

It does not do to be too modern and to despise all the old-fashioned
"makings," which gave such pleasure some years ago. Kindergarten
Paper-folding has fallen into an undeserved oblivion. The making of
boats or cocked-hats from old newspaper is a great achievement for a
child, and to make pigs and purses, corner cupboards and chairs for
paper dolls is still a delight, and calls forth real concentration and
effort.

Making in connection with some whole, such as the continuous
representation of life around us, and, at a later stage, the
re-inventing of primitive industries, or making which arises out of some
special interest may have a higher educational value, but apart from
this, children want to make for making's sake. "Can't I make something
in wood like Boy does?" asked a little girl. There is joy in the making,
joy in being a cause, and for this the children need opportunity, space
and time. There is a lesson to many of us in some verses by Miss F.
Sharpley, lately published (_Educational Handwork_), which should be