Suggestions and Course of Study 145 



more than the pupil can out of even an unfamiliar 

 subject. In the second place, she is assumed to 

 have a more general store of knowledge than the pupil, 

 and the ability to see the relation of things in a truer 

 light. Hence she is supposed to be able to arrange 

 the material gathered in the preceding work into a 

 logical and consistent whole. 



Most pupils enjoy a lecture by the teacher when 

 adapted to their needs and properly presented. In 

 the primary grades the lecture should resemble a 

 story; in the grammar grades statements should be 

 more concise. If facts are properly arranged they 

 are usually interesting in themselves. The baby-talk 

 of the kindergarten and the primary grade is not 

 necessary and should never be tolerated in the upper 

 grades. The teacher in these grades should find the 

 source of interest in the facts themselves, not in imagi- 

 nary and fictitious resemblances, and should endeavor 

 to awaken in her pupils a delight in truth for truth's 

 sake. This often requires effort and careful prepa- 

 ration. 



The amount of matter to be presented orally in 

 this way must depend on the grade, or rather the general 

 maturity of the pupil. After an intensive study of the 

 Bean Plant for several weeks, including the first seven 

 steps, as prescribed in the course of study for the 

 eighth grade, the teacher might give the following 

 summary of The Principal Facts in the History of a 

 Plant (See Plants, Part II, Chap. I). 



VIII. DRAWING. 



In Step Eight the pupil makes his first attempt to 

 express in part, either by pencil, crayon or colors, the 

 ideas he has gained in the preceding work. He is at 

 once confronted with the question whether to make a 

 pretty picture as it seems to him it ought to be, or 

 whether to represent the real thing regardless of its 



