ages of development. For
example, a chart on cotton might show raw cotton, cord, thread, cloth of
various sorts, lace, paper, and other materials made from cotton. Such a
chart might also include pictures of cotton fields, spinning and weaving
machinery, and other related features.

=Materials.=--Too much can scarcely be said in favor of much cutting from
an unlimited supply of common wrapping paper, newspaper, or other waste
paper, in which the children are entirely unhampered by such injunctions
as, "Be careful and get it just right the first time, because you can't
have another paper if you waste this piece." The possible danger of
cultivating wastefulness is less serious and more easily overcome than the
very probable danger of dwarfing and cramping the power of expression.
Here, if anywhere, the rule holds good that we learn to do by doing, and
abundant practice is essential to success.

_Black silhouette_ or _poster_ paper is most effective when mounted, but
is too expensive for general use in large classes.

_Brown kraft_ paper and _tailor's pattern_ paper serve well for both
cuttings and mounts. Both of these papers may be had by the roll at a low
cost. The tailor's paper comes in several dull colors, which make good
mounts for cuttings from white scratch paper or the fine print of
newspaper.

_Bogus_ paper makes an excellent mount and is very inexpensive.

=The Pasting Process.=--To a large number of teachers the pasting lesson
is a time to be dreaded and its results a cause of discouragement.
Especially is this true if the class is large and the teacher attempts to
have all the class pasting at one time. In many phases of school work it
is so much easier to control forty or fifty children if they all act in
unison that we are prone to use the method too often and apply it to forms
of work much better managed by groups. The process of teaching little
folks to paste is greatly simplified by the use of the group method.

[Illustration: FIG. 6.--Free cutting. Fourth grade. Columbia, Missouri.]

If the room affords a large table at which a small group may work, the
teacher can easily supervise the work of the entire group. If there is no
table, the teacher can work with one or two rows at a time or have very
small groups come to her desk. The secret of the success of the group
method lies in having the rest of the class busy with some occupation
sufficiently interesting to prevent impatience while waiting