ILLUSTRATIVE AL-VTERIAL 



35 



Since so much depends upon Ihem, it behooves the 

 teacher to select and prepare good and sufficient illustra- 

 tions. Nothing shows more the diligence and ability of a 

 nature-study teacher than the material prepared for illustrat- 

 ing the matter of the lesson. It is an index of the ^teacher. 

 Fitting and enough illustrations show forethought and under- 

 standing; scanty or poorly adapted material or the entire 

 lack of it indicate shiftlessness, want of providence, or an 

 uninventive mind. 



A'arious kinds of illus- 

 trations should be used 

 in nature lessons. The 

 ideal way to teach nature- 

 study would be to take 

 the class out into the 

 meadows and woods, to 

 the brook or the lake, to 

 the orchard or the flower ^""- " *^""^" ^'«=- 



garden, or to the farm fields, and there study nature un- 

 adulterated and under natural conditions. Field lessons will 

 be referred to in a later chapter. The point emphasized 

 at present is that the natural object under natural conditions 

 is generally the ideal illustration for a nature lesson. School- 

 room lessons should be illustrated by the actual object when- 

 ever possible or desirable. A living, growing plant, a live 

 squirrel or a live toad, a cage-ful of live ants, etc., all these are 

 possible and desirable. In case the object cannot be brought 

 into the school, let the scholars go to it. Where the live animal 

 cannot be got, then killed and preserved specimens must do. 

 Stuffed birds, mounted insects, specimens in alcohol or forma- 

 lin, herbaria, etc., come under this head. Parts of the plants or 



