I. Introduction ....................................page 11

The purpose of the book is to arrange typical paper constructions in sequence for class use,-there is an evident need for this handy form,-simple paper cutting should accompany the construction here outlined,-illustrative constructions not appropriate to paper are omitted,-unusual shapes are not recommended,-four kinds of work in paper are given for each of the first four grades and classified by numbers,-extra work is suggested for schools having time for it,-a standard size of stock is to be used,-it is shown that the teacher must make careful preparation before presenting a new problem.

II. Book problems .................................page 15

Sequences are suggested but detailed directions may be omitted,-books may be made as an aid to other studies,-art teachers find many uses for small books,-problems here are limited to 9"x 12" stock,-an arrangement by grades is suggested, -a definite arrangement of information is made for each problem.

The following groups are given to show the scope covered:

Folders:-Two, three, and four fold; booklet folder.

Portfolios:-Single paper, paper with lap, cloth covered, with cloth corners, note-book covers.

Paper Files:-pocket and desk files.

Pamphlets:-For notes, drawings, and mountings; glued, tied, sewed, and with reinforced back.

Bound Books:-cloth covered, with cloth corners, bound ■ magazines, rebinding.

III. Box problems .................................page 65

Box making as an industry is important, many uses of boxes in schools suggest themselves,-devices for repeating processes are omitted here,-box problems are arranged by grades.

The following groups are given to show the scope covered:

Open Boxes:-tag board, bristol board; covers lapped, reinforced corners, trays.

Folding Boxes:-tag board, bristol board; with laps, with fitted fastenings.

Covered Boxes:-strawboard, box board; reinforced corners, lining, covering.

Sliding Box:-box board, fitting of box and case.

IV. Card problems.................................page 91

Card mounts furnish a good opportunity for a study of color and design,-various illustrative materials may be mounted for use,-card problems give good drill in measuring and cutting to line,-a sequence of difficulty is shown for all card problems.

The following groups are given to show the scope covered:

Card Mounts:-for drawings, and photos; folder picture mounts.

Book Marks:-simple outline, punched and cut with tab.

Tag Board Work:-glass cover, post cards, shipping tag.

V. Envelope problems ............................Page 110

Envelopes are thoroly suited to paper work,-a variety of envelope problems may be introduced with profit into the lower grades,-many uses are obvious,-an arrangement is shown for each grade.

The following groups are given to show the scope covered:

Mailing Envelopes:-square, medium, long.

Filing Envelopes:-paper envelope holder, pocket for clippings, tag board filing envelopes.

Envelope Files:-flat envelope file, book envelope file.

Paper Bags:-flat and with folds.

VI. Planning of courses ...........................Page 131

The book is planned to be suggestive for a variety of systems and requirements,-fundamentals in planning include the adjustment of problems to fulfill stated aims and the suggestion of method,-the numbering system is explained.

Courses in primary handwork may be planned with an emphasis upon sequence of processes, upon grouping of types of construction, or upon the thought side of the subject,-the work may be considered from the standpoint of the technical and art value of the subject itself or from that of the whole elementary school course,-the analysis of the course may center around the handling of the work in classes or it may concern itself first with a study of children's interests.

Different arrangements by grades are suggested and others may seem desirable in certain localities,-the first arrangement provides for all of the book problems in a given grade to be followed by all of the box problems, then the card problems and envelope problems,-the second provides for a succession of one of each kind of problem, followed by a succession of another of each kind, and then another, for the sake of the interest which comes from variety,-the third provides for a selection from each of the groups arranged in order of difficulty for the entire scheme,-the fourth provides for a study of one group more carefully in either the third or fourth grade.

VII. Equipment and supplies ......................page 149

Simple equipment is needed in the class room but it should be properly cared for,-a good stock room equipment for the supervisor makes for efficiency,-several kinds of paper and cardboard are desirable,-a table for ordering paper, gives materials, kinds, sizes, costs, and quantities,-other supplies are easily obtained,-kinds of supply houses are indicated for reference,- a second table arranged by grades gives the kind and amount of stock required for each problem.

VIII. Hints to teachers and supervisors.............page 165

Careful preparation requires that a teacher shall analyze a pioblem thoroly before teaching it,-the proper care of equipment and supplies requires that things shall be instantly available, properly counted, and in usable condition,-good teaching requires that materials shall be distributed quickly and without confusion, that directions and other information shall be given in a clear, pointed, and interesting way,-good management requires that pupils shall be kept constantly busy at understood problems, that work shall be collected and cared for systematically, and that all details shall be made to fit into a complete scheme in the mind of the teacher.

A supervisor must find suitable occasion for getting necessary directions before teachers,-he must see that supplies are ordered, prepared, and deliverd to schools on time,-he must visit classes and in other ways test the character of the work of teachers,-he must find some way to train such teachers as are not handling the subject successfully,-he may arrange for exhibitions of school work,-he will constantly study the various aspects of his specialty and make it of more value to his community.

IX. Bibliography .................................page 170

A list of books and magazine references is given for the benefit of students and public school officers and teachers.

X. Index .........................................page 175

A complete index is given to make it possible to refer instantly to each particular problem, and each topic discussed.