This article is mainly concerned with how teachers can help children to value the special contributions that individuals with different home ways-that is, children whose families still practice the customs of some other cultural group-can bring to life in the schoolroom. Author Margaret Mead emphasizes that when it is possible, it would be valuable to stress the idea that race and culture are only transitorily and unimportantly connected. Children will know that this is true if they are shown the difference in the home ways of black children from the South and from the North, or of Northern and Southern Italians, or of Jewish children from different European countries. In this way, children learn that every group of people has a way of life, compact of tradition and delicate in adjustment to the surrounding physical world, which they carry with them in their words and gestures, their hopes and fears, wherever they go. Mead suggests ways for teachers to bridge many sorts of cultural barriers using ordinary things such as songs, food, stories and games--noting that children who join hands in a new game today will be prepared to take an active and responsible place in the work of orchestrating cultures of the world so that each may contribute fully to a world culture. [Excerpts from this article are reprinted from "Childhood Education" v20 n8 1944 in celebration of "Childhood Education's" 125 year anniversary.]