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.