The making of booklets forms a valuable accompaniment to almost every phase of school work. Even simple exercises, when put into book form, take on a dignity otherwise impossible and seem more worth while. It is impossible to work with much enthusiasm and care on exercises which are destined only for the wastebasket.

The chief value in the making of booklets is lost when they are made for display purposes only. Many difficulties are sure to arise when the teacher, for the sake of her own reputation, sets an arbitrary standard and tries to force every member of the class to meet it. Because of these difficulties many teachers dread and avoid work of this sort, but the trouble lies in our false standards and poor methods rather than in the process itself. When the exhibit idea is uppermost, each page must be examined with great care, done over again and again if need be, until the standard is reached or the patience of both teacher and pupil exhausted. In such a case the work practically ceases to be the child's own. Instead of expressing an idea of his own in his own way, he tries to express the teacher's idea in the teacher's way, and it is not surprising that he fails so often.

The booklet serves its best purpose when it combines both value and need; that is, when it is something which seems worth while to the pupil and when he feels responsible for its success. He should feel something akin to the responsibility one feels in writing an important letter; that is, that it must be right the first time because there is no opportunity to try again and that he cannot afford to do less than his best because what is done will stand.

To "express his own idea in his own way" does not mean that his work is to be undirected or that poor results are to be accepted. It does mean that when an idea and a means of expressing it have been suggested to him, he shall be allowed to do the best he can by himself, and that when he has done his best, it shall be accepted even though imperfect. Under no circumstances should his work be "touched up" by the teacher. If he is not asked to do things which are too hard for him, he will not make many serious errors. If these are wisely pointed out, they will not often be repeated. If his attention is held to one or two important features at a time, each effort will mean some gain.

The making of a booklet in the primary grades should really consist in making a cover to preserve pages already made or to receive pages on certain topics as they are finished. The making of an animal book, for example, might be a continuous process. Whenever a new animal is studied and a cutting or drawing of it made, the new page may be added to the book.

The first books should be picture books only, collections of cuttings, drawings, and mounted pictures. As the children learn to write they may add first the name and then short descriptions of the pictures, the development proceeding by easy stages until their composition work takes the form of the illustrated story.

Books which are a collection of single sheets are, as a rule, most satisfactory in the primary school. The single sheet is much more convenient to use, and there is always an inspiration in beginning with a fresh sheet of paper. It is more difficult to paste cuttings into a book, and if pages are spoiled, the book is spoiled. If separate sheets are used, a poor one may be done over or discarded without affecting the rest.

The making of booklets and posters offers an excellent opportunity for developing artistic appreciation. It is not enough for the teacher to provide only good colors from which the children may choose, and to supervise the spacing of pictures and then flatter herself that because the results are good that the children are developing good taste. Unless they really want the good things, little real gain has been made. Unless they see some reason for the arrangement of a page, other than that the teacher wants it that way, little has been accomplished.

The first attempts will show little or no idea of balance or good spacing. The early color combinations are apt to be crude. If the best things they do are praised and their attention is constantly directed to the good points in things about them, they will begin to want those things. They will begin gradually to feel a greater pleasure in a well-balanced page than in one on which big and little pictures are stuck indiscriminately. If they are given all possible freedom in matters of choice, it will be possible to measure their real progress and to know what points need emphasis.

The more accustomed the children are to tasteful surroundings, the easier will be their progress, but whether they come from tasteful homes or the reverse, the process is the same. Real progress will undoubtedly be slow, but it should be upon a sure foundation.

SUGGESTED TOPICS FOR BOOKLETS

Stories.—Series of illustrations either cut or drawn for any of the stories read by the class.

Animal Book.—Cuttings or sketches of animals. The name and short statement of some characteristic may be added by children who are able to write. Trees, flowers, fruits, etc., may be treated in the same way.

A. B. C. Book.—A page for each letter of the alphabet to be filled with pictures and names of objects having the same initial letter.

House Book.—A page for each room, upon which may be mounted pictures of things appropriate to the room. Newspaper advertisements and catalogs furnish abundant material for this problem. The work not only helps the children to classify present knowledge, but offers opportunity for judgment as to arrangement and relative proportions.

How People Live.—A book of pictures of houses in different countries.

Famous Houses.—Pictures of famous buildings and homes of famous people.

What we Wear.—Pictures showing materials from which clothing is made, the methods of production and manufacture.What we Eat.—Vegetable foods may be grouped as roots, stalks, leaves, seeds, etc. Animal foods may be classified according to the animal from which they are obtained and the part of the animal from which they are cut. Suggestions for cooking may be added.

How we Travel.—Pictures showing vehicles and conveyances of all sorts, classified as ancient and modern, or according to the countries in which they are used, or the motive power, as horses, electricity, steam, etc.

In connection with elementary geography and history, booklets and posters may be made up from pictures cut from discarded papers, catalogs, and magazines, as well as original drawings. A great variety of topics may be profitably illustrated in this way. As, for example, land and water forms, famous mountains, lakes, rivers, etc., products and processes of cultivation and manufacture, famous people, costumes and customs of other times and places, utensils and weapons of earlier times.

Fastenings.—The simplest method of binding single sheets is by means of paper fasteners and eyelets. Though these are not expensive, some schools cannot afford to buy them. Cords may be used in several ways and serve as part of the decoration.

The Simple Tie.—Punch three holes in the margin, at least one half inch from the edge to prevent tearing out. Insert the cord in the middle hole, carry through one end hole, then through the other end hole, then back through the middle and tie. (See Fig. 7.)

Japanese Sewing.—Punch holes at regular intervals, as one inch apart. Sew through first hole twice, making a loop around the back,—repeat the process until a loop has been made for each hole,—carry the cord in and out through the holes back to the starting point, filling in the blank places and making a continuous line, and tie ends together with a small knot. (See Fig. 8.)

Fig. 7.—Pamphlet sewing.