=The advantage of using illustrations.= As for the advantage of using illustrations whether in the form of pictures that are distributed and passed around the class or in the form of stereoptican views, we have already suggested one advantage in that they help define for the child the meaning of some of the concrete terms not yet in his vocabulary, but they perform a still more important function in helping him to visualize the narrative. For what we see seems always a more intimate part of our experience than what we have merely heard. When Job wants to express the deeper intimacy of his new knowledge of God after God had appeared to him he declares, "I had heard of Thee by the hearing of the ear, but now mine eye seeth Thee." (Job 42. 5.) =When to use illustrations and what illustrations to use.= Though the use of illustrations, particularly of stereoptican views, which have the advantage of focusing the attention of the class on one thing, are a decided help, they should be used only in reviewing the lesson. The reasons for this are: 1. that the picture distracts the attention of the class from what the teacher is saying, 2. that it prevents the smooth flow of narrative by the necessity of explaining details of the picture that are often irrelevant, 3. that the interest in the dramatic dialogue of the characters which reveals their motives and, in most cases, the actual moral of the story is sacrificed to the interest in picturesque details of dress, scenery, etc., 4. that the teacher is at the mercy of the artist's conception of the Biblical narrative which rarely does it justice from a Jewish or from an artistic point of view, and often does violence to the nobler conception of the story that the unaided imagination, stimulated by the teacher's narrative, would have constructed. Pictures that represent God in human form should of course not be allowed in a Jewish school. Nor should the school use such pictures as represent anything of a mystical character in images so definite and familiar that they dispel the whole mystical atmosphere. When, for instance, the revelation on Mount Sinai is represented by two tablets of stone falling from heaven into the waiting hands of Moses, as in one familiar picture, it is hardly likely to instil the highest form of reverence. Or when, as in another picture, the ascension of Elijah is represented by a chariot drawn by horses of a brilliant red, meant to suggest fire but too definite in outline to permit of such suggestion, the child will in all probability merely be amused at the peculiar color of the horses and the picture will not have illustrated the story for him at all. It is therefore apparent that the teacher must exercise some sort of censorship over the illustrations used in teaching.