for turns.
The command to "fold hands and sit still till your turn comes" is sure to
cause trouble, because children are physically unable to obey it.

The most important factor in successful pasting is a liberal supply of
waste paper. Each child should be supplied with a number of single sheets
of newspaper torn to convenient size, to paste on, each sheet to be
discarded as soon as used. This decreases the danger of untidy work. With
the cutting laid upon the waste paper, the paste may be spread with brush,
thin wood, or thick paper, well out over the edges. As soon as the pasted
cutting is lifted the waste paper should be folded over to cover all wet
paste and lessen the possibility of accidents. After the cutting is placed
upon the mount, a clean piece of waste paper should be laid over it and
rubbed until the air is all pressed out and the cutting adheres firmly.
The waste paper overlay may be rubbed vigorously without harm, whereas a
light touch of sticky fingers directly upon the cutting will leave a
soiled spot, if it does not tear the moist paper. If children are
carefully taught in small groups to follow this method of pasting, in a
fairly short time all but the weakest members of the class will be able to
paste neatly without much supervision.

CHAPTER III

BOOKLETS

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, a