cardboard. These cardboard easels may be used on individual desks,
on tables or on the floor. One long easel saves space and six children
can work at one time. Beaver board 2 feet high and 6 feet long is a
good size. Gummed tape works well in fastening the paper to the
blackboard when no easels are available. Newspapers spread on the
floor will help keep the room clean, rags should be on hand for use
in wiping up spilled paint. Children should be reminded that acci-
dents may accur to anyone and that everybody appreciates help in
cleaning up. If the brush is wiped against the side of the glass or
pan, paint will not be dripped where it is not wanted. Aprons made
from father's old shirt (worn backwards), old pillow cases, sugar
sacks, pieces of plastic shower curtains, etc., are useful in protecting
the painter.

* The number of children painting at one time depends upon the
amount of space, the amount of materials and control.

* At first young children are interested in manipulating the paint and
are satisfied with just putting color on the paper. Older children will
require more direction, and the teacher may want them to begin
on practice paper to "see what the brush will do"-how many kinds
of strokes and textures can be obtained.

* The first problem may begin by painting in an interesting shape
near the center of the paper, repeating sizes. Do the same thing with
a second, third or even fourth color until the space is filled. Work
large and try to balance the colors; variations from plain color may
be obtained by using dots, stripes, dashes or stippling.

* To carry this idea a little further, the colors may be put on by
changing from one color to another without washing the brush.
This blending will show the children that green is obtained if blue
is used after yellow.

* When recognizable objects are being painted, the teacher can do
much to stimulate and encourage expression. This may be done by
a few minutes of discussion at the beginning of the period; recent
trips, stories from history or reading class, the baseball game, hap-
penings at home-all these will supply impetus. Intermediate and
older children enjoy painting portraits of themselves and their
friends in this medium. The teacher can stimulate the children so
that they are anxious to put down their own interpretation. Chil-
dren should learn to think and concentrate as they work. Observation
and memory are important factors in learning to put ideas down
clearly.