Samarcand in 706 A. D. Here the Moors learned the art, and through them it was introduced into Spain. It is thought 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-making passed into less skilled hands, and the quality of the paper became inferior.

From Spain the art spread through the other countries of Europe, and as factories were established further north, where cotton was not a product nor easy to import, the necessity of substituting some other material probably led to the introduction of linen rags; 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-making.

SCREEN—SIX-BY-NINE-INCH CONSTRUCTION PAPER

In the United States to-day paper in all varieties is manufactured to an enormous extent, and almost exclusively from vegetable matter. The book and newspaper trades demand an untold quantity.

There are three great types—writing, printing, and wrapping paper. Writing paper is made from rags and wood pulp. The staple for wrapping paper is old rope, and in some cases jute. The best writing and printing papers, however, are made from rags. From these as staples, all other varieties are developed, and we have paper for every use to which man can apply it.

Paper folding and modeling is not an ancient occupation, but a modern device, yet to the child it has a utilitarian value not to be overlooked. His nature demands that he be employed, and change of occupation is conducive to his happiness. Nothing is quite so restful to him as to do something with his hands; therefore, with his blocks he builds a house, fences it around with his splints, and strews the ground with imaginary 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 fashion 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 be made to feel that he is doing something worth while. This will accentuate the interest and deepen the impression.

All models given may be increased or decreased in size if the proportions are adhered to, but the dimensions stated are those commonly used.

A Model Lesson

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 come quickly and the answer will be correctly given.