|| Under the post-war education reforms, the pre-war subjects of 'drawing' and 'handicraft' were combined into a new subject called 'craft'. Handicraft, as technical education in the regular curriculum, has been thoroughly investigated. However, since it came to be part of 'craft', the contents of the subject handicraft have tended to fall within the fine arts category. This neglect of its technical roots has led to criticism from those writing from a technical education background. The contents of contemporary 'craft' textbooks too have shown an even greater tendency to make light of handicraft's technical roots. It is thought that the technical element of craft should help kids learn the technical foundations in which pupils work upon objects around them and interpret the world. As the forerunner of what is known today as 'craft', handicraft has a long history. Drawing on the accumulated fruits of this history, this paper constructs and considers the contents of a practical 'hands on curriculum' as appropriate for 'handicraft education' in a rich elementary school's natural environment.