so complex that again the essential point is lost in the
mass of detail. No perspective can be obtained because of the
complexity--witness work with principles of machines in physics and the
circulation of the blood in biology. Sometimes the diagram or word
explanation with nothing of the more concrete material is the best type
of illustration. A fresh application of the principle or lesson by the
teacher is another means of illustration and one of the best, for it not
only broadens the student's point of view and gives another cue to the
material, but it may also make direct connection with his own
experience. Illustrations in the book often fail to do this, but the
teacher knowing his particular class can make the application that will
mean most. Telling a story or incident is another way of illustration.
The personal element is nearly always present in this means, and is a
valuable spur to interest.

Illustrations of all kinds, from the concrete to the story form, have
been grossly misused in teaching, so that to-day teachers are almost
afraid to use any. The difficulty has been that illustrations have been
used as a means of regaining wandering attention. It has been the
sugar-coating. The illustration, then, has become the important thing
and the material nonimportant. The class has watched the experiment or
listened to the story, but when that was over the attention was gone
again. Illustrations should not be the means of holding the attention;
that is the function of the material itself. If the lesson cannot hold
the interest, illustrations are worse than useless. Illustrations, then,
of all kinds must be subordinated to the material--they are only a means
to an end, and that end is a better understanding of the material.
Illustrations, further, should have a vital, necessary connection with
the point they are used to make clearer. Illustrations that are dragged
in, that are not vitally connected with the point, are entirely out of
place. If illustrations always truly illustrated, then children would
not remember the illustration and forget the point, for remembering the
illustration they would be led directly to the point because of the
closeness of the connection.

Fourth, telling or lecturing is the best way to get appreciation. This
was discussed in the chapter on appreciation, so need only be mentioned
here. The interpretation by the teacher of the character, the picture,
the poem, the policy, or what not,