_Step 2._—After getting from them as much as possible, explain to them that a design is not a mere copy from nature, although it should be true to nature; make them see this by simply copying a plant in a required space to be designed (let this space be for a book cover). It will look meaningless and uninteresting, and does not fill the space, therefore it will not be ornamental. Then show the girls that a design requires thought and invention in arranging it to ornament the object. In the case of the book cover the flower must be designed to fill the space in some orderly pattern, and should be massed in good proportion. Give a few examples of this by illustrations on the board, and show them a book with a design upon it. _Step 3._—Point out to them that the most beautiful designs and those that have had the most thought spent upon them are the most simple. Show examples of this in Greek Ornament—Greek Honeysuckle, Egg and Dart Moulding. _Step 4._—Tell the pupils that you wish them to make a design for a linen book cover, 7 in. by 5 in., and if they have not time to finish to go on with it at home; if they like to carry the design out practically, to transfer it to linen and work it. _Step 5._—Show the girls the flower from which they are to take their design, and point out its characteristics—the general growth of the plant, the curves which it makes, the form of the flower and leaves, and the way the leaves are joined to the central stem; these characteristics should not be lost sight of, but be made use of in giving character to the design, and treated as simply as possible. _Step 6._—Let them begin their designs first of all by construction lines, and then clothe them with flowers and leaves, seeing that the masses are in good proportion. If time permits the design could be tinted in two colours, one for the background representing the linen, and the other for the pattern upon it. _Step 7._—Suggest to them different ways in which they can make use of design in making simple patterns for their handicrafts, such as leather-work, wood-carving, and brass-work. _Subject: Leather-work (Embossed)._ Group: Handicrafts. Class IV. Age: 16½. Time: 40 minutes. OBJECTS. 1. To cultivate the artistic feeling in the pupils. 2. To train them in neatness and in manual dexterity. 3. To give training to the eye. 4. To introduce them to a new handicraft. 5. To work, as far as possible in the time, the top of a penwiper. LESSON. _Step 1._—Show the pupils a shaded drawing of the design, also a partly finished penwiper top, with the same design on it. When they have compared the two, they will see that the effect of light and shade is obtained in the leather by raising the light parts and pressing back the dark ones. _Step 2._—Let the pupils trace the design on the leather with a pointer. Remove the tracing-paper and accentuate the lines with a pointer. (This is best done with a wheel in a large design.)