While the preceding chapters describe what may seem to be desirable sequences for use in schools, the authors do not wish to recommend that all teachers who use the book shall follow such an arrangement, but prefer to have the book suggestive to any one who may have the work of planning courses in paper and cardboard construction. Such courses will vary as the point of view varies. The educational ideals of a community, the requirements of a superintendent, or the particular interests of the supervisor may affect the whole scheme of organization. After an analysis of the fundamentals in planning a course and a brief statement of some of the recognized points of view, four schemes are given as typical outlines of courses of study.

Fundamentals In Planning

In planning a course of study in any subject, the first matter demanding attention is the formulation of definite aims which may be accomplished by means of the course. The more definite and specific these become the better can a course be adjusted to meet them. The ideals of the local school system may form the background for this determination, the point of view of its officers, and the training and experience of the special supervisor must all be considered; the details of the regular course of study and of the school administration and the wishes of teachers in the lower grades all affect the purpose and scope of the course, but these are only a starting point for a systematic statement of such particular aims as can reasonably be expected to have a place in a rational course of study.

The supervisor's first duty then is to determine the purpose of the course as a whole and the purposes of the different parts of such a course, either by grades or by principal divisions of the subject. Some of the purposes for the course as a whole are named on pages 134 to 137 as "The Point of View". The purpose back of this book is indicated in the introduction. Purposes for the principal divisions of paper and cardboard work as described here are given at the beginning of chapters II, III, IV and V.

The next matter requiring attention is the determination of the things which shall be made and what information shall be acquired in the progress of instruction. On pages 137 to 148 different arrangements of the course are indicated, and steps in the making of each problem are given on pages 19 to 130. This detailed analysis includes the number and name of each problem, the material and equipment needed by the pupil, a working drawing, directions for making the problem, and supplementary notes.

The planning of a course should at least be suggested by the supervisor altho many details may be left to the individual teacher. When it comes to methods of handling the work in the class room, they should be left largely or entirely to the teacher in charge of the room. The relations of the supervisor to the teacher are indicated in chapter VIII. It is important to remember here that as far as the planning of a primary handwork course is concerned, the supervisor must: (a) determine the purposes of the course, (b) outline the content of the course in its best arrangement of detail, (c) see that such methods are used as will bring proper results.

The Numbering System

In order that the supervisor may be able to indicate briefly the various problems in a course, it is desirable that some simple symbol be used, and a numbering system has been selected for use here. The numbering system thruout the book is as follows: There are three numbers employed for each problem and they read from the left as follows: 1 2 1 (one-two-one) square box. 433 (four-three-three) desk pad.

The first number, at the left, represents the grade in school:

1 (one) referring to the first grade.

2 (two) referring to the second grade.

3 (three) referring to the third grade.

4 (four) referring to the fourth grade.

Planning Of Courses

The second number, in the middle, represents the group from which the problem is selected:

1 (one) referring to the group of book problems.

2 (two) referring to the group of box problems.

3 (three) referring to the group of card problems.

4 (four) referring to the group of envelope problems.

The third number, at the right, represents the intended sequence of the group in each grade:

1 or 2 or 3 referring to the first or second or third problem of the selected group and in the particular grade.

The following table represents the arrangement by grades and by groups.

Variations from this order are suggested on pages 142 to 148 but the numbers may still be used for purposes of classification.

The Point Of View

In the determination of purposes for the handwork course, the following points of view are significant:

The point of view in planning a course in primary handwork may be that of a logical arrangement of processes of handling materials so as to bring in a progress from easy to difficult, and to have each exercise prepare for the next. The use of the projects may take a secondary place or may correlate by running in a parallel direction, the work being modified so as to give the desired sequence and at the same time meet the uses which appear from time to time. Information regarding industrial phases of the work may be given in connection with the sequenced problems.

The point of view may be the grouping of types of construction with the emphasis placed upon a logical arrangement of processes as before or upon the meaning of the subject matter. The general arrangement of the problems in this book is of four groups distributed over the first four grades. Within each group there are sequences arranged in order of difficulty. There seems to be an advantage in this arrangement in the printed book as it enables the teacher to follow each group of problems from beginning to end. In a course of study, such an arrangement gives the child enough of each kind of problem to keep up the interest and to give an adequate view of the type of work.