METHOD OF TEACHING. 



THE best method of teaching by means of these diagrams, is 

 to spread them before the pupils in the course of their lessons, 

 and then to leave them to examine them. 



If they are shown the whole series at the commencement, they 

 will look at them at first with interest, and read the names of 

 the objects, but having much to see and to read, they will not 

 be able to remember everything accurately, and as their curiosity 

 is no longer stimulated by novelty, they will soon forget all. 



On the contrary, by showing them those which form the 

 subject of the lesson, they will always look upon them with 

 great '^interest. Having less to read and examine at once, they 

 will do so with more profit, and will remember them more 

 easily ; and then, when the teacher has expla ined to them those 

 points which they do not quite understand, and they fully com- 

 prehend everything, the diagrams can be left at their disposal 

 without fear. Children are fond of reading again what they 

 already know ; and the figures and names will then be firmly 

 fixed in their memory without any fatigue, and even without 

 knowing it. 



Every time that the teacher can procure actual specimens to 

 complete his illustrations, it will make the lesson still more pro- 

 fitable for the pupils by making the definitions more striking. 

 It is often very difficult to procure the necessary types in the 



