Visual Education (Jan 1923-Dec 1924)

Visual Education Courtesy Fox Film Corporation. A SCENE FROM "EVANGELINE" Scenes like this, from a carefully produced motion picture, will make the characters of the poem something more than mere names to boys and girls who are studying Longfellow's famous epic of the hapless Acadians. doubtless the most advantageous method is to give a very brief outline of the study just before the picture is thrown on the screen, taking time to call particular attention to certain points which should be especially noted. If slides are used, the best results are obtained through the combined picture-lecture method, devoting sufficient time to each slide to impress the important features. Also, a discussion period at the close of the "picture lesson" may prove an aid in clearing up any misunderstandings and will give opportunity for student evaluation. Should Students Participate in the Screening? There arises the question of student participation in screening. Should the class be made responsible for operating the projector and for any of the lecture work? This is largely an individual school problem and the answer to it will depend upon the age and ability of the students. If they are responsible, if they realize the necessity for careful manipulation of the machine, there is every reason why we should entrust its operation to them. Furthermore, if the lecture work is within their grasp, there is no reason why they should not do a certain amount of it. Here, as elsewhere in the educational field, we should take advantage of every opportunity to develop initiative and responsibility. However, we must not lose sight of the fact that pictures are shown for serious educational purposes and not for mere observation. They are not to replace either teacher or textbook ; they must rather be used as aids and supplements to these two standard media > of instruction, for the purpose of increasing student information and ability. Demand Will Insure Production Some one has said, "If there is a better way to do a thing, let us do it that way." So, in the teaching of literature, if — as statistics show — learning can be increased twenty-five per cent where pictures are used, let us unite in demanding the right sort of pictures and in determining the best methods of using them. Perhaps the greatest handicap to the general use of visual instruction in literature at present is the rather limited supply of. films and slides suitable for pedagogical purposes. The tendency in some schools seems to be to use whatever is on the market. This policy cheapens literature and certainly defeats its fundamental aim. If worth-while results are to be accomplished in this new field, we must demand films of the right kind. That is, we must not be satisfied with films that, for commercial advantage, misinterpret the author. If the motion picture is destined to a permanent place in literature study, then it must be a true reproduction and produced with the utmost care. Demand, we believe, will insure production. Therefore let us as schools combine our requests for the continued and effective filming of masterpieces of literature. Let us not judge the films of the future by those now available, for we are passing through an experimental stage and many improvements are imperative. It is to be hoped that in time to come the long film will be replaced by one not more than 500 feet in length. This would allow more than one screening; in fact, such a short picture might be projected several times if the development work warranted it. With the long film too much time is now given to mere observation, so that the teaching is perforce neglected. Financing the Film Service Another difficulty which presents itself is the rental price of the films. Many schools have not provided for such expenditures in their budgets and so must either do without motion pictures or meet the expense in some other way than through school funds. Some schools make the "movie" a student-body project; that is, the school as a whole co-operates in advertising and boosting the "show" and charges a modest admission price of fifteen or twenty cents — just enough to cover the cost of the films. This plan always proves successful and is certain to be splendidly supported by students and patrons alike. Again, the "movie" may be a class project, conducted on the ( Continued on page 26)