38 NATURE-STUDY 



which is connected with the pump handle; in the piston is 

 a valve opening upward, and there is another valve at the top 

 of the pipe leading from the cylinder to the water, and this 

 also opens upward, etc.''; probably long before reaching 

 this point the hsteners would have given up as hopeless the 

 attempt to imagine the appearance of the pump. How much 

 better it would be to make a simple rough sketch or diagram 

 of the parts referred to, as the oral description progressed. 

 Through the aid of the eye some sort of image would be 

 formed, which would come a great deal nearer the reality 

 than that derived from the oral description alone. 



There are several other advantages to be gained by such 

 sketches. Children like to see the teacher draw the object 

 studied, and they become more interested in the study of it. 

 Again, by shortening a lengthy description we make it more 

 effective, so that it does not need so much repetition. Thus 

 time is saved, another important item. 



Nearly every lesson in nature-study affords opportunity for 

 the use of black-board drawings. These may be either dia- 

 grams and sketches, or more elaborate drawings. The latter 

 require more care and time, and should be drawn before the class 

 period. But sketch outlines and diagrams should as a rule 

 be drawn during the recitation, when they are needed. They 

 lose much of their effectiveness and usefulness if drawn 

 before. This applies especially to pictures intended to show 

 construction (of apparatus), development (of a plant), or 

 gradual formation (in geology or geography). 



Diagrams, though more symbolical than pictures, are 

 highly useful, especially with the older pupils. The picture 

 shows the external appearance of a thing as the eye sees it. 

 The diagram shows what the mind sees in it. Diagrams 



