3.14.1 Three Kinds of Illustration Material

Having discussed the organization of a lesson together with the formulation of the aim, let us now turn to the problem of illustrating and supplementing a lesson. In organizing a subject for teaching we drive the nails of major thoughts—through illustration we clinch those nails so that they will be less likely to pull out of the memory.

The three chief classes of illustrative and supplementary material are:

Maps, pictures, incidents—actual, imaginary.

It is clear that in the lesson outlined on math, in chapter fourteen, we should have little occasion for the use of a map. We can, however, in connection with that lesson, point out the force of pictures and incidents.

Maps naturally are of greatest service in lessons with historical and geographical background. The journeyings of Israel mean so much more to us when we can follow them from place to place on a good map.

Pictures make a wonderful appeal, particularly so to children. It is impossible to measure the inspirational appeal that a single masterpiece exerts on a class of boys and girls.

More generally applicable and more easily available, of course, is the Incident. The ability to tell a story is one of the finest attainments of the teacher—particularly if he will take the pains to find vigorously wholesome and appropriate ones.

May we repeat the warning that stories ought not to be told merely to fill out the hour, nor to tickle the ears of the class, but to intensify and heighten the truths contained in our lessons.

Included under the heading Incident may be listed short poems and all kinds of literary bits that fit in appropriately as spice to a lesson. On the subject Math, the following are some possibilities:

Related posts:

1. 3.7.2 Typical Illustration
2. 3.13.3 The Essentials In Outlining
3. 3.9.4 How To Secure Attention
4. 3.9.5 Why Interest Is the Key to Attention
5. 3.12.2 How to Prepare a Lesson