we not find something other than such illustrations, and bring to the
thought of the children love of home and country, and a reverence for
those who gave their lives for their protection?

[Illustration: Plate 17]

I have seen Plate 18 used in a schoolroom and feel sure it performed its
mission.

[Illustration: Plate 18]

Plate 19 will perhaps suggest its use. In these drawings the board is
slightly covered with either chalk or charcoal. In A about ten strokes of
the chalk and the charcoal outline finish the drawing of the lantern. B is
done almost entirely with charcoal, the chalk being used only in a few
gray tones and the touches of light in the distance. C is produced by
using the chalk in horizontal strokes and wiping out the trees with a
cloth. A few touches of charcoal will give the foliage, and the bridge is
added with simple strokes with the side of the chalk.

[Illustration: Plate 19]

[Illustration: Plate 20]

Plate 20. This was taken from a Kindergarten room in which the children
were celebrating Froebel's birthday. The drawings upon this plate were
made by the use of the simple strokes given or suggested in the plates
shown in the first part of this article.

There are other days of local interest which are celebrated in various
localities and the grade teacher will find that the use of illustrations
will appeal to the children, hold their interest and impress upon them a
central thought in the lesson.

Whether teaching drawing or some other study in the curriculum, the
teacher aims to make his work effective, and if he should once try
blackboard illustration, he will find it an invaluable aid towards making
clear or emphasizing important points.

[Illustration]

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