Thirdly, use the incidents as the basis of discussion. Let children tell what they think of moral situations. Often they will quote the opinions of teachers and others. Always you will secure under these circumstances the unreserved expression of what they actually think. A free, informal conversation of this sort where opinions are kindly examined and compared is the finest kind of teaching. Fourthly, do not forget the grace of humor. To see the odd, whimsical, startling side of the incident or experience trains one to see the interplay of life, to catch a ray of light from all things, and to moderate our tendency to permit our tragedies to pull the heavens down. Fifthly, use this period to strengthen the consciousness of family unity by recounting past happy experiences and discussing plans of family life. In one family there are few meals from October to Christmas that do not include reminiscences of the summer in the woods and by the water, or from Christmas to June without plans for the next summer in the same place. Then, too, if you are contemplating something new, a piano, a chair, an automobile, talk it all over here. Let each one have his share in the planning. The effect is most important for character; the children acquire the sense of a share in the family community life. They get their first lessons in citizenship in this group, and they thus learn social living. Then when the chair, or what not, is bought, it is not alone the parents' possession; it belongs to all and all treat it as the property of all. Sixthly, introduce great guests who cannot come in person. It is fine fun to say, "We have with us tonight a man who loved bees and wrote books." Let them guess who it was; help, if necessary, by an allusion to _The Life of the Bee_ and _The Blue Bird_. They will want to know more about Maeterlinck and they will joyously imagine what they would say to him and how he would answer, what he would eat and how he would behave. In this way we may enjoy knowing better Lincoln, Whittier, Florence Nightingale, and an innumerable company. Seventhly, this is the place to remind ourselves that table-manners are no small part of the moral life. By the habituation of custom we can establish lives in attitudes of everyday thoughtfulness for others, in the underlying consideration of others which is the basis of all courtesy. Children's questions on table-etiquette must be met, not only by the formal rules, but also by their explanation in the intent of every gentle life to give pleasure and not pain to others, so to live in all things as to find helpful harmony with other lives and to help them to find and be the best. It is not only impolite to grab and guzzle, it is unsocial and so unmoral, because it is both a bad example and a distressing sight to others. It is irreligious, because whatever tends to make this life less beautiful must be offensive to the God who made all things good.