x TO THE TEACHER. 



3. If a good model of the arm can be obtained, it will prove 

 a fair substitute for the muscle of some other animal. (To 

 show muscle action use a frog.) 



4. In the absence of a muscle, or a model of a muscle, a 

 drawing may be used. This is good as a review, especially as 

 the parts, properly labeled, are all before the eye at one time. 

 The teacher should always keep a supply of colored crayons ; 

 as color is a great aid, especially where there are several parts 

 to be shown having different colors. Good physiological 

 charts are very desirable, but often a rude drawing made by 

 the teacher will serve a better purpose. The completed 

 drawing, as shown in the chart, especially where many parts 

 are shown, is apt to be confusing. Whereas, if the teacher 

 makes the drawing, bringing out one point at a time, and 

 labeling it as he draws it, the object seems to grow under his 

 hand, and there is none of the confusion that comes when the 

 whole thing is thrust upon the sight and mind at once. 



5. Mechanical contrivances aid the teacher. The bones 

 of the arm may be connected by rubber to imitate the 

 action of the muscle. (See directions in Chapter II.) 



6. The microscope may be used to show the minute struc- 

 ture of muscles. 



7. The chemistry of many of the actions of the body may 

 often be illustrated by very simple experiments. 



The teacher and the pupil should work together to find the 

 answer to the questions raised, to solve problems which the skill- 

 ful teacher will make to appear to present themselves. 



The above are some of the most helpful modes of proce- 

 dure. In some cases one mode of procedure may prove more 

 helpful, in another case another way. 



So far as possible get the pupil to thinking, " How can I 

 find out about this ? " Probably some pupil in the class will 

 suggest a good way of trying to find the answer. In this way 



