Visual Education (Jan 1923-Dec 1924)

January, 192 3 arise. Shall the film and the slide be used at the beginning or at the completion of the study of the classic itself? On the one hand, entering upon the study by means of the picture may so vitalize the characters and the setting that all future work will be entered into more enthusiastically, and a broader understanding of plot and underplots may give a background for detailed study which is not easily gained otherwise. However, my own experience leads me to believe that it is a mistake to introduce the classic by means of the picture. Such procedure curtails the individual's own interpretative and imaginative powers by setting up for him definite ready-made opinions as to character, ideals and motives. These opinions he should form for himself rather than accept from an outside source. Again, since it is utterly impossible to observe all of the details of a picture as the film unwinds, the student should be prepared in advance to look for and to evaluate certain important features. This can only be accomplished by a pre-study of the original work. The plan of using the film as a climax to the study seems to offer Courtesy Goldwyn Pictures Corporation. A SCOTCH VILLAGE Such pictures as this, showing a typical Scotch village built to order for "Bunty Pulls the Strings," will re-create for every pupil the scenery, the quaint people, homes, costumes and customs of the bonnie land o' the loch and the thistle. fewer handicaps than that of using it as an introduction. It must be admitted that there is danger of encouraging inactivity on the part of the student, due to his feeling that he can get all he wants when the picture is shown. However, this situation can be avoided if the teacher properly motivates the work and holds the student responsible for certain individual tasks, such as special reports on the setting and the customs and manners of the people; an outline of the work ; character sketches ; the Courtesy Lea-Bel Film Company FROM THE FILM VERSION OF "RICHARD III*' A five-reel film based on Shakespeare's historical play, "Richard III," pictures vividly for the student the architecture and costumes of the age in which the scenes of the drama are laid. Such a film should be used to follow, not precede, the study of the classic itself. dramatization of various scenes, and other assignments of similar nature, requiring thought and research. When and How to Use Slides The above suggestions regard films entirely. Should slides be used, the pictures may profitably be introduced after certain blocks of work have been completed or in connection with certain phases of the course. For example, the background study leading up to Scott's works may prove more effective if given through the medium of slides. The slide lends itself to detailed study because it can be retained on the screen for an indefinite time, thus allowing explanation and discussion. This last advantage, it should be mentioned, is likewise shared by the film when projected by types of motion-picture machines having a device which makes it possible to stop the film at any point and show what to all intents and purposes is a still picture. How About Lectures and Comments? A second question pertaining to presentation arises : Shall a prelecture be given when the film is screened, and shall a lecture accompany the display of slides? In answer to the first query, I may suggest that the prevailing and