The educational screen (c1922-c1956])

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g The Educational Screen MUCH has been written about visual education but relatively litti has had the weight of competent and impartial scholarship behinc it. Many of the "proofs" offered with loud emphasis by visua advocates are producing effects quite opposite to the ones these advocates fancy they are producing. The glow of the headlong enthusiast is ver) warming to the enthusiavSt himself but it is often decidedly chilling to th< thinking individual who feels and appreciates the profound meanings of th< great word "education," the subtlety and complexity of the educationa process. It would be a terrible thing, he thinks, if some of the presen promoters of visual education were allowed to have their way in Americar classrooms. But there is no danger of such disaster. Blacksmiths are no 1 allowed as operatives in a watch factory nor do the men who paint circu! posters find entree for their work in art museums. However, such unrestrained activity by a few ill-advised propagandist* has already had an unfortunate effect. It has. provoked a reaction in th< minds of a multitude of American educators which has led them to discredi entirely the whole visual instruction idea. In general it is the most emi nent and influential element that has been so affected. The visual move merit will never come into its own until the whole educational field is read) to give it unprejudiced attention ; to listen to arguments presented in san< and scholarly fashion by qualified advocates and to pass upon their validity Until the case is put in better form and until evidence comes from mon authoritative sources which can command respect, thousands of thoughtfu men and women outside the schools and educators from grade teachers t( college presidents, will maintain their present attitude of contemptuous aloofness or outspoken disapproval. The Educational Screen hopes to do something toward overcoming thii indifference and aversion. We shall begin an article in the March issu< which will be the first of a series to deserve particularly careful reading b} any educator or interested layman who has been disaffected by argument: he has heard so far. The article is written by an experienced educator, i psychologist of attainment, a believer in visual education but one who recognizes limitations in this as in all other means and methods evei devised by man. We believe our readers will share our opinion that Mis: Castro's article entitled "Some Psychological and Pedagogical Aspects o Visual Education" is one of the most penetrating and valuable discussion: of the question that have yet appeared anywhere. □;;, Did you read the Important page? (No. 1)