The value of careful daily preparation in the work of teaching need not be emphasized here. It is no less important in the teaching of handwork than in any other subject. In some ways it is different. More materials and equipment are involved than in other work and the successful handling of these requires thoro organization and systematizing of the details involved.

Before attempting to teach an exercise in paper and cardboard construction the teacher should have made it. This is the first essential to a successful lesson. After having made the exercise a careful study should be given to the various steps in the process of construction and the order in which these should be taken up. A few minutes spent in this way will be the means of avoiding many mistakes later on. The making and the study of an exercise should reveal to the teacher what process in a given problem needs special attention and emphasis when it comes to teaching. The analysis of each problem as given in this book is intended to be suggestive and helpful but the teacher must work out each one for herself and make the analysis her own before she can teach the work easily and well.

It is very desirable to have wall cabinets, or cases, or shelving in which to store materials and equipment, and if such storage be provided, the materials and equipment can be kept in order and readily accessible. All such materials and equipment used in this work should be distributed, collected and cared for very largely by the pupils under the direction of the teacher. This kind of training which is brought about by having pupils keep things in place, orderly and neat, - is valuable and should not be omitted. Many good systems are in use for the handling of materials and every teacher will be able to find that certain methods are adapted to her conditions better than others. One good way is to have the first pupil in each row act as monitor to pass materials for that row. The last pupil in each row may collect materials. This passing and collecting should be done quickly and quietly and is usually done at the signal of the teacher. Another method is to select for monitors pupils whose behavior has been good during the lesson and who have worked well.

In connection with many of these lessons, it may be profitable to spend two or three minutes some time during the period in showing the relation of the problem in hand to those preceding it, and also to the work which is done outside the school. The various kinds of boxes, card problems, paper sacks, envelopes, pamphlets, and bound books may be shown and their construction explained. In this kind of study there will arise suggestions for original work which may be worked out by the pupils at home or as supplementary work during the regular period.

When directions are dictated to a class they should be brief and clear. No more words should be used than are necessary to convey the proper information but as a rule these directions should take the form of complete sentences. Certain forms of expression are apt to be used repeatedly and hence become monotonous. The teacher should make an effort to vary her forms of expression from lesson to lesson, which will not only relieve the monotony, but it will be the means of enlarging the pupil's vocabulary and broadening his powers of expression. The blackboard and chart are freely used in this work and are not only valuable aids in the giving of directions but are essential to the broad development of the powers of the pupils in receiving information. In blackboard drawings a dotted line or a very light continous line may be used to represent folds and a full line will show where the material is to be cut. Another valuable method for first and second grades especially, is to actually go thru every process and make the complete exercise before the class. Sometimes this is done before the pupils begin work, and during such a demonstration the pupils are expected to notice exactly what the teacher does and to remember this,

Hints To Teachers And Supervisors so that when the signal is given to begin work each pupil will be able to make the exercise completely from his own knowledge. At another time the teacher may make the problem step by step and have the pupils make it at the same time. Sometimes an exercise is given completely by dictation. This trains pupils in power to receive impressions thru the sense of hearing. A good lesson in this work is marked by strict attention to directions, concentration and earnestness while at work, and a spirit of cheerfulness and enjoyment thru the whole lesson.

The supervisor of primary handwork should have his course well organized before the beginning of the school year in order that he may show his teachers the substance of the whole course and the importance and relation of the several parts. He should have studied the subject thoroly with reference to class room conditions and the benefits that may be derived by the average pupil. His study of the subject should continue and may be most profitable during the time he has supervision of the work. His association with teachers and pupils should reveal the good in the work and enable him to eliminate such as is of less value. The opinions of the teachers who are handling the work successfully should be of much help to the supervisor.

In order to present the work, the supervisor usually holds teacher's meetings once a month or as often as seems necessary. Sometimes these meetings are held on Saturday, but usually after school hours during the school week. If it be possible, arrangements should be made to meet the teachers before four o'clock in the afternoon, because good results can not be accomplished if the teachers are weary and exhausted after a hard day's teaching. Teachers of the same grade may meet at one time or if the city is not large, the teachers of several grades may come together to study the work. At these meetings the supervisor should have for each teacher, outlines of the work, which may be in the form of typewritten sheets, blue-prints, or printed matter. At each meeting the details of the course should be carefully considered, and in some cases where the grade teachers are inexperienced in this work, the supervisor should have the material at hand and give each teacher an opportunity to make, under his direction, several or all of the exercises which she will teach. But whatever the means employed, the supervisor must see that each teacher understands the work thoroly and has some power to execute the various processes involved.

Methods of handling the work in the class room should be suggested, but each teacher ought to be allowed freedom in using her own ideas on how to teach any problem. The work of the supervisor is to show what is to be done and several ways in which it may be done. The grade teacher determines for herself very largely how the work is to be done. If a teacher is not doing good work, it is the business of the supervisor to show her where she is failing and indicate clearly certain lines of procedure which will make the work more successful. Construction work can be carried on in an orderly way, and whenever it is not, the supervisor should call attention to this matter and demonstrate, if necessary, what is desirable in the management of a class.

Chapter VII takes up the selection of equipment and supplies, methods of calculating amounts needed, and the placing of orders. A word remains to be said here regarding the routine handling of these materials for the school system. A matter of first importance is to remember that several weeks should be allowed for orders sent away so as to assure delivery in time for preparation and distribution to teachers. Frequently, a delay on the part of the school board causes embarassment for the supervisor, and must be guarded against by allowing extra time. It is the business of the supervisor to watch things thru, and make sure that no form of office system prevents work in the class room being done properly. Duplicate records of all orders should be kept for following up orders, for checking deliveries, for approving bills, for summarizing the work of the department, and for making estimates for the following year.