Visual Education (Jan 1923-Dec 1924)

January, 19 2 3 ment of movement to the "still" diagram greatly expands the usefulness of what is conceded to be a most important device for stimulating clear thinking. THE moving picture, as the term is usually understood, has also important possibilities in this connection. Even if it be true that the pictured drama has so far fallen far short of the positive and beneficial influence that many people have hoped it might exert, there is no reason to believe that the net result of its development so far is not on the credit side of the social ledger. There can be no doubt that thousands of men and women have been stimulated by screen versions of literary and dramatic masterpieces to read books that they would not have read otherwise, and while other thousands have not been stimulated either to read or to think, the two groups in the aggregate in all probability far outbalance the number (admittedly too large) upon whom the pictured drama has had an unwholesome influence. CERTAINLY in as far as the use of moving pictures in the school is concerned, the pictured drama may easily be made to stimulate an interest in the kind of literature that promotes real mental growth. Through this means it is possible to touch and quicken some of the pupils whom the teachers of literature, in spite of all their efforts, often fail to reach. From the point of view of social welfare, every little gain here is clear profit. Illiteracy — a Blot on Our Nation IT does seem that we all need waking up when it comes to educational matters. For the past four or five decades our census figures have shown about the same percentage of illiteracy. Illiteracy, however, is a relative term and affects only a small proportion of our population — say, about fifteen million (U. S. Census figures), or approximately 14 per cent. Yet on the army draft basis, 56.6 per cent of the total vote cast for President in 1920 was illiterate. Here are some significant figures broadcasted by the National Education Association during American Education Week: 1. In 1920, 5,000,000 persons confessed that they had had no schooling •whatever and could not read in any lan guage. 2. One-fourth of the men who responded to the draft call could not read an American newspaper or write a letter home. 3. Of our illiterates, 62 per cent are native-born. Over 1,100,000 of our illiterates are white and the offspring of white native-born parents. 4. The number of illiterates increased between 1910 and 1920 in twelve states. Every state in the Union numbers its illiterates by the thousands — North as well as South. Number x>f Illiterates, 1920 Northern States Southern States New York 425,022 Georgia __ 328,838 Pennsylvania 312,699 Alabama ._ 278,082 Illinois 173,987 Mississippi . 229,734 Total _ 911,708 Total _ 836,654 We are a queer people here in America. We spend a great deal more on pigs than we do on children, in spite of the fact that children are incomparably more important economically. To put it mildly, children produce vastly more wealth than pigs. Outside of educational circles there are few who realize that of the twenty-two million boys and girls going to our schools, 85 per cent will never attend school after they leave the eighth grade. How many of the eighth-grade children you know are equipped to make their own living? As a matter of record, eighth-grade graduates who enter the business and industrial worlds are a drag on the community until they have learned, through experience and hard knocks, to make a place for themselves. THE man who says we are too poor to increase our taxes for education is the perpetuator of poverty. . . . Even if you could respect the religion of the man who objects to the elevation of the forgotten masses by public education, it is hard to respect his common sense ; for does his church not profit by the great enlightenment and prosperity that every educated community enjoys? This doctrine smells of poverty — poverty in living, poverty in thinking, and poverty in the spiritual life. — Walter H. Page.