=Project 4. War programs.= A war opening exercise program could be worked out by the children of a given school. This could be done by having children collect war posters and war pictures made during the recent world war and arrange them in such a way that they tell a connected story. A group should be held responsible for presenting each story or part of a story. A sand-table should be provided if necessary. An excellent war program could be provided by having the emphasis placed upon the various men who have led or are leading in our own national life. Pictures of these men should be secured and children called upon to tell what important work each man has done or is doing. This same device could be carried a step further and a special program arranged, centering around the pictures of the different men who led the allied forces. The older pupils of any school ought to be able to do this work. An additional way by which our schools may help in the work of patriotism is to have an opening exercise by the children whose immediate relatives were at the front. Such a program ought to have for its purpose the idea of service to one's country. Another helpful device would be to have at an appropriate time former soldiers come to the school and talk to the children concerning the meaning of the war. The teacher who plans her opening exercise periods in keeping with the foregoing presentation will make these periods inspiring and helpful to herself and her children. She will be putting across the gospel of good cheer, and cooperation in the new kind of school which offers opportunities for participation in life's present day activities, not preparation for future activities. OPENING EXERCISES LOUIS H. BURCH, PRINCIPAL BANGS AVENUE SCHOOL, ASBURY PARK Play is one of the first manifestations of the child in self expression. As the child grows older this play is made up in part of the imitation of the doings and sayings of the older persons and playmates with whom he is associated. The child reflects the life of his parents wherever it comes under his comprehension. The stick horse gives as much pleasure to the boy as the well trained saddle horse gives to the father. When the child enters school much of the play element of his life is left behind, and teachers have often failed to use to advantage the experience and knowledge the child has in "living over" the actions and sayings of others. The ordinary child has observed the animals and birds around him and can imitate them. He can personify the tree, the flower, or the brook, and gain a clearer knowledge of the purpose and function of the thing personified by so doing. Under the proper direction of the teacher nearly all the common occurrences of life may be dramatized by the children in the ordinary schoolroom and with few so-called stage properties.