Suggestions on Illustration by Bessie Wheeler

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Dec 6, 1906

Suggestions on Illustration

By Bessie Wheeler

The value of illustrations in teaching children is a subject so well discussed that it will hardly be necessary to dwell upon that phase of the subject, but a few suggestions on the “how” may be helpful.

The blackboard is one of the best means of illustration, as pictures and maps are expensive, while the blackboard may be a whole series of maps or pictures. It is an essential article. An inexpensive one may be provided by using blackboard cloth, which costs only thirty cents a yard. It may be tacked on a smooth wall or on a frame. A neat molding improves the appearance.

Many may not have had instruction in drawing, and may feel that they have no natural talent, but this is not to be considered as an obstacle.

The illustration is valuable only when it aids in making clear or impressive the truth to be taught. An elaborate drawing takes the attention to the drawing instead of to the lesson, and is often nearly useless. Light, horizontal lines will represent water, a half-dozen strokes will make the rude outline of a boat, a crooked line will indicate the shore line, sloping lines will outline mountains, short vertical lines will represent people. For trees block out the branches and leaves with the flat side of the crayon, add a heavy vertical line for the trunk. Two short curved lines (~~) will represent birds flying. Colored crayon, if used at all, should be used sparingly. These simple marks appeal to the child’s imagination, and he will at once proceed to clothe them with life.

Avoid absurdities. It is much better to represent people by short vertical lines than to attempt to add lines to represent limbs, head, etc. The ability to use the blackboard in this work can be cultivated by earnest and persevering effort.

An interesting review can be conducted by placing upon the board a picture suggesting the lesson to be reviewed. For example, the angels’ visit to Abraham. Two slanting lines for the tent, trees as previously described, placed about it, perhaps mountains in the distance, a group of dots in the distance representing a flock of sheep feeding, short vertical lines for the shepherd, Abraham, and the three travelers approaching. There will be no disorder in the class while the teacher is doing this, as all eyes are upon the board. Before the picture is finished, up flies the hand of each child, eager to tell the story.

It is much better to draw even the rudest sketch on the board before the class than to place before them a well-finished picture. There is something about the motion that arrests attention and creates interest. The illustrations given in the Sabbath School Worker are very helpful in teaching those lessons.

The first efforts may bring very crude results, and be somewhat discouraging, but don’t give up. Perseverance will be rewarded.

Although the blackboard is one of the best means of eye teaching, it is well to vary the mode of illustration occasionally, as it adds interest, and many times an object-lesson will make a truth clearer than a blackboard illustration will.

Christ, the master teacher, our example in all things, drew illustrations of from the objects about him, and from circumstances with which the people came in daily contact, to illustrate the truths of the kingdom of God.

The precious truths of God’s Word can be made clear to the minds of the little ones by simple illustrations. Let us not neglect them.

BESSIE WHEELER.