326 OUR BODIES AND HOW WE LIVE 



2. The Use of a Blank Book. Every teacher of physiology will 

 find a blank book of great service. Into this may be copied a great 

 variety of working memoranda, apt quotations, lists of special topics 

 and subtopics, additional practical experiments obtained from other 

 teachers and text-books, examination and test questions, blackboard 

 sketches, etc., gathered from many and varied sources. Everything 

 should be numbered and labeled for quick reference, and cross refer- 

 ences should be made to the home text-book. 



An extra copy of the school text-book should be kept for home 

 use. Insert blank paper leaves or utilize blank margins of pages to 

 insert catchwords and cross references to all sorts of illustrative mate- 

 rial which may be collected and arranged from sundry notebooks, 

 scrapbooks, and newspaper clippings. 



3. The Use of a Scrapbook. A well-kept and indexed scrapbook 

 is also extremely useful to the busy teacher of physiology. Clippings 

 of odd and interesting facts and instructive matter pertaining to 

 physiology and health, which have been culled from newspapers, 

 magazines, and periodicals generally, may conveniently be preserved 

 in this manner. An old geography or a discarded account book will 

 answer every purpose. Cross references should be made to the home 

 text-book and to the blank book. 



4. How Teachers may utilize the Blackboard. The blackboard is 

 very helpful in teaching physiology. It should be utilized for health 

 maxims, golden texts, topics for oral and written work, review analy- 

 ses, tables, and references of various kinds. The teacher can readily 

 learn to make the necessary sketches rapidly and correctly on the 

 blackboard. Sketches which take much time and pains should be 

 made before or after the school session. Offhand sketches should 

 be used every day and should be drawn in the presence of the class 

 to illustrate sundry points in the text. 



5. How Pupils may utilize the Blackboard. The pupils themselves 

 should be taught to do a goodly amount of work on the blackboard. 

 Sketches of bones (Fig. 12, p. 19), diagrams of the circulation 

 (Fig. 92, p. 149), tables of bones (p. 42), etc., should be put upon 

 the blackboard by the pupils with as much confidence, neatness, 

 and rapidity as they would use in writing out an exercise in language 

 or in doing an example in arithmetic. Sketches which demand extra 

 time and labor may be drawn before or after the regular session and 

 allowed to remain on the board as long as convenient. 



