Part 2 (1/2)

Whatever , it is now lost in obscurity It is almost certain that the earliest foryptians and that they were the first to use it as a writing material They manufactured it from the stem of the papyrus plant, from which the name _paper_ comes

It is also known that the Chinese were versed in this art before the Christian Era, and that they made paper from the bark of various trees, the soft part of bamboo ste on dried palm and other leaves still obtains It is probable that the eether with observation of thewasps and other insects, led tothem out

As the Chinese seereat inventions, so also they appear to have been the inventors of this art

From the Chinese the Arabians learned, in the seventh century, the craft ofpaper from cotton, and they established a manufactory at Samarcand in 706 A D Here the Moors learned the art, and through theht that the Moors used flax and hemp in addition to cotton in their manufacture of paper The products of their mills are known to have been of a most superior quality, but, with the decline of the Moors, paper- passed into less skilled hands, and the quality of the paper becah the other countries of Europe, and as factories were established further north, where cotton was not a product nor easy to i some other s; but when they began to be used is uncertain England was far behind the other countries of Northern Europe in introducing the industry of paper-

[Illustration: SCREEN--SIX-BY-NINE-INCH CONSTRUCTION PAPER]

In the United States to-day paper in all varieties is manufactured to an enoretable matter The book and newspaper trades dereat types--writing, printing, and wrapping paper

Writing paper ispaper is old rope, and in so papers, however, are s From these as staples, all other varieties are developed, and we have paper for every use to whichis not an ancient occupation, but a modern device, yet to the child it has a utilitarian value not to be overlooked His nature dee of occupation is conducive to his happiness Nothing is quite so restful to hi with his hands; therefore, with his blocks he builds a house, fences it around with his splints, and strews the ground with iinary trees and animals He lives in this nursery play, and in it he is happy

When he enters school, should he have only books? No, his hands still demand employment He is now led to fashi+on from paper what he has already made with his blocks and toys He is occupied, he is interested, and he is cultivating concentration and industrious habits

Is this worth while?

Begin the lessons with a talk on the manufacture and uses of paper By a story, an association or the suggestion of a future use the child should beworth while This will accentuate the interest and deepen the iiven may be increased or decreased in size if the proportions are adhered to, but the dimensions stated are those commonly used

A MODEL LESSON

_Aim_--To construct a windmill or pin-wheel

Each child should have a five-inch square, a slender stick five inches long, a pin, a ruler, a pair of scissors, and a lead pencil

The children are supposed to know that every piece of paper, laid in position, has a back edge, a front edge, a right edge, a left edge, a right-back corner, a left-back corner, a right-front corner, a left-front corner, and that, in tracing, the forefinger of the right hand is used

Three questions after each direction will be sufficient The questions aim to have a complete statement in answer, and to develop an unconsciously correct use of the verb This may appear slow at first, but soon the replies will coiven

[Illustration: WINDMILL, A]

_Teacher_: ”Children, lay your papers on your desk parallel with the front edge of the desk--John, where are you to lay your paper?”

_John_: ”I ae of my desk”

_Teacher_: ”Mary, where did you lay your paper?”

_Mary_: ”I laid e of my desk”

_Teacher_: ”Willie, where has Mary laid her paper?”

_Willie_: ”Mary has laid her paper on her desk, parallel with the front edge of her desk”

_Teacher_: ”Trace the back edge of your paper--Anna, what are you to do to your paper?”