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, and it is not surprising that he
fails so often.
The booklet serves its best purpose when it combines both value and need;
that is, when it is something which seems worth while to the pupil and
when he feels responsible for its success. He should feel something akin
to the responsibility one feels in writing an important letter; that is,
that it must be right the first time because there is no opportunity to
try again and that he cannot afford to do less than his best because what
is done will stand.
To "express his own idea in his own way" does not mean that his work is to
be undirected or that poor results are to be accepted. It does mean that
when an idea and a means of expressing it have been suggested to him, he
shall be allowed to do the best he can by himself, and that when he has
done his best, it shall be accepted even though imperfect. Under no
circumstances should his work be "touched up" by the teacher. If he is not
asked to do things which are too hard for him, he will not make many
serious errors. If these are wisely pointed out, they will not often be
repeated. If his attention is held to one or two important features at a
time, each effort will mean some gain.
The making of a booklet in the primary grades should really consist in
making a cover to preserve pages already made or to receive pages on
certain topics as they are finished. The making of an animal book, for
example, might be a continuous process. Whenever a new animal is studied
and a cutting or drawing of it made, the new page may be added to the
book.
The first books should be picture books only, collections of cuttings,
drawings, and mounted pictures. As the children learn to write they may
add first the name and then short descriptions of the pictures, the
development proceeding by easy stages until their composition work takes
the form of the illustrated story.
Books which are a collection of single sheets are, as a rule, most
satisfactory in the primary school. The single sheet is much more
convenient to use, and there is always an inspiration in beginning with a
fresh sheet of paper. It is more difficult to paste cuttings into a book,
and if pages are spoiled, the book is spoiled. If separate sheets are
used, a poor one may be done over or discarded without affecting the rest.
The making of booklets and posters offers an excellent opportunity for
developing artistic appreciation. It is not enough for the teacher to
provide only good colors from which the children may choose, and to
supervise the spacing of pictures and then flatter herself that because
the results are good that the children are developing good taste. Unless
they really want the good things, little real gain has been made. Unless
they see some reason for the arrangement of a page, other than that the
_teacher wants it that way_, little has been accomplished.
The first attempts will show little or no idea of balance or good spacing.
The early color combinations are apt to be crude. If the best things they
do are praised and their attention is constantly directed to the good
points in things about them, they will begin to want those things. They
will begin gradually to feel a greater pleasure in a well-balanced page
than in one on which big and little pictures are stuck indiscriminately.
If they are given all possible freedom in matters of choice, it will be
possible to measure their real progress and to know what points need
emphasis.
The more accustomed the children are to tasteful surroundings, the easier
will be their progress, but whether they come from tasteful homes or the
reverse, the process is the same. Real progress will undoubtedly be slow,
but it should be upon a sure foundation.
SUGGESTED TOPICS FOR BOOKLETS
=Stories.=--Series of illustrations either cut or drawn for any of the
stories read by the class.
_Animal Book._--Cuttings or sketches of animals. The name and short
statement of some characteristic may be added by children who are able to
write. Trees, flowers, fruits, etc., may be treated in the same way.
_A. B. C. Book._--A page for each letter of the alphabet to be filled with
pictures and names of objects having the same initial letter.
_House Book._--A page for each room, upon which may be mounted pictures of
things appropriate to the room. Newspaper advertisements and catalogs
furnish abundant material for this problem. The work not only helps the
children to classify present knowledge, but offers opportunity for
judgment as to arrangement and relative proportions.
_How People Live._--A book of pictures of houses in different countries.
_Famous Houses._--Pictures of famous buildings and homes of famous people.
_What we Wear._--Pictures showing materials from which clothing is made,
the methods of production and manufacture.
_What we Eat._--Vegetable foods may be grouped as roots, stalks, leaves,
seeds, etc. Animal foods may be classified according to the animal from
which they are obtained and the part of the animal from which they are
cut. Suggestions for cooking may be added.
_How we Travel._--Pictures showing vehicles and conveyances of all sorts,
classified as ancient and modern, or according to the countries in which
they are used, or the motive power, as horses, electricity, steam, etc.
In connection with elementary geography and history, booklets and posters
may be made up from pictures cut from discarded papers, catalogs, and
magazines, as well as original drawings. A great variety of topics may be
profitably illustrated in this way. As, for example, land and water forms,
famous mountains, lakes, rivers, etc., products and processes of
cultivation and manufacture, famous people, costumes and customs of other
times and places, utensils and weapons of earlier times.
=Fastenings.=--The simplest method of binding single sheets is by means of
paper fasteners and eyelets. Though these are not expensive, some schools
cannot afford to buy them. Cords may be used in several ways and serve as
part of the decoration.
_The Simple Tie._--Punch three holes in the margin, at least one half inch
from the edge to prevent tearing out. Insert the cord in the middle hole,
carry through one end hole, then through the other end hole, then back
through the middle and tie. (See Fig. 7.)
_Japanese Sewing._--Punch holes at regular intervals, as one inch apart.
Sew through first hole twice, making a loop around the back,--repeat the
process until a loop has been made for each hole,--carry the cord in and
out through the holes back to the starting point, filling in the blank
places and making a continuous line, and tie ends together with a small
knot. (See Fig. 8.)
[Illustration: FIG. 7.--Pamphlet sewing.]
[Illustration: FIG. 8.--Japanese binding.]
=Decoration.=--Only the simplest decoration should be attempted. A plain
cover of good color tied with a cord of harmonious color will have
elements of beauty without further decoration. A single border line well
placed may be used and offers opportunity for developing a nice sense of
proportion by studying the results to see which borders are neither too
near the edge nor too far from it.
A well-printed, well-placed title is often the most satisfactory
decoration. Printing should be introduced early, and the children
encouraged to make good plain letters. In order to get the title in good
proportion and well placed, it is helpful to cut a piece of paper the
desired size and lay it on the cover, moving it about to see where it
looks best. Until the children have learned to do fairly neat work it is
often helpful to print the title on a separate piece and paste it in
place. It is discouraging to spoil an otherwise good cover by a bad
letter, and this process lessens that danger.
Before the children learn to print, a simple border or band across the
cover may take the place of the title. The border may be drawn in crayons
or be free-hand cuttings.
Too much emphasis cannot be laid upon the beauty of simplicity in
decoration. Children are inclined to think beauty means fanciness and that
beauty increases with the quantity of decoration. It is necessary to begin
early to develop a taste for good design.