e enriching of these
sub-headings in illustration, incident, etc., so that we may link up
these thoughts with the experience of our pupils. We may think of so
much stimulating material that during the ordinary class hour we can
cover well only one of these questions. Our purpose and the needs of the
class must determine the extent of our detail. The actual material that
could be used to enrich this lesson on prayer will be given in the
chapter on illustration.

_Step five_ involves the problem of application, or "carry-over into
life"--a subject to which another chapter will be devoted. Of course, we
ought to say here, in passing, that application is not something added
to or "tacked on" a lesson. It may be emphasized at the close of a
lesson, but in reality it pervades and is inherent in the whole lesson.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XV

1. What is meant by calling teaching a composite process?

2. Point out the essential advantages in outlining lessons.

3. Show how outlining is not in conflict with inspiration.

4. Name the essential steps in lesson organization.

5. Choose a subject from one of the manuals now in use in one of our
organizations and build up a typical lesson.

HELPFUL REFERENCES

Those listed in Chapter XIV.

CHAPTER XVI

ILLUSTRATING AND SUPPLEMENTING A LESSON

OUTLINE--CHAPTER XVI

The force of illustrations.--Three kinds of illustration material:
1. maps; 2. pictures; 3. incidents.--The force of maps and map
drawing.--The appeal of good pictures.

ILLUSTRATIONS

Illustrative material for a lesson on prayer.

Having discussed the organization of a lesson together with the
formulation of the aim, let us now turn to the problem of illustrating
and supplementing a lesson. In organizing a subject for teaching we
drive the nails of major thoughts--through illustration we clinch those
nails so that they will be less likely to pull out of the memory.

The three chief classes of illustrative and supplementary material are:

Maps, pictures, incidents--actual, imaginary.

It is clear that in the lesson outlined on prayer, in chapter fourteen,
we should have little occasion for the use of a map. We can, however, in
connection with that lesson, point out the force of pictures and
incidents.

Maps naturally are of greatest service in lessons with historical and
geographical background. The journey