Second, the lecture method is valuable as a means of explanation.  Despite the fact that the material given may be adapted to the child’s level of development, still it often happens that it is not clear.  Then, instead of sending the child to the same material again, an explanation by teacher or fellow pupil is much better.  It may be just the inflection used, or the choice of different words, that will clear up the difficulty.

Third, the telling method should be used for illustration.  Very often when illustration is necessary the lecture method is supplemented by illustrative material of various types—­objects, experiments, pictures, models, diagrams, and so on.  None of this material, however, is used to its best advantage unless it is accompanied by the telling method.  It is through the telling that the essentials of the illustrative material gain the proper perspective.  Without such explanation some unimportant detail may focus the attention and the value of the material be lost.  It has been customary to emphasize the need for and the value of this concrete illustrative material.  Teachers have felt that if it was possible to have the actual object, it should be obtained; if that was not possible, why then have pictures, but diagrams and words should only be used as a last resort.  There can be no doubt as to the value of the concrete material, especially with little children—­but its use has been carried to an extreme because it has been used blindly.  For instance, sometimes the concrete material because of its general inherent interest, or because of its special appeal to some instinct, attracts the attention of the child in such a way that the point which was to be illustrated is lost sight of.  Witness work in nature study in the lower grades, and in chemistry in the high school.  The concrete material may be 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.