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January, 192 3
concerned, was absorbed in helping schools find suitable pictures to show for entertainment purposes. This was a part of the Better Film Movement, prominently stressed from the years 1916 to 1921 inclusive. At the present time, however, we are not encouraging this type of work so much. Instead, we are anxious to get the teachers interested in using shorter lengths more intensively for classroom instruction, and to encourage the use
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widely-known men as Wells and Edison cannot make the fallacy of an exaggerated position any less harmful.
The fact is, visual education is nothing more nor less than the use of pictures to make concrete impressions that can only be abstract so long as words are used exclusively. The Los Angeles County Department tries to use pictures as a means of giving a deeper and more vivid meaning to the words
HOW THE SLIDES ARE PACKED FOR SHIPPING A series of photographs showing the construction of the unique and practical container devised by the Los Angeles County Visual Education Division. Above — the container strapped, labeled and ready for mailing. Left — container with strap and cover removed, showing how slides are quickly and easily inserted into slots formed by bending corrugated paper. Right — the container disassembled, indicating the different parts and showing how they are put together.
of films for teaching purposes exclusively.
Film distribution from this office is by mail, and bookings are made for one week, as in the case of slides. The containers used are wooden boxes made by our technical department.
What Is "Visual Education"?
The department deplores the use of the term "visual education," for it has an unhappy way of suggesting that there is such a thing as visual education. If those who use
the term understand that it means nothing more nor less than the use of pictures to provide types of indirect experience, little harm is done ; but if it is thought that visual education is a new and improved method — something which will enable schools to do away with the services of textbooks and teachers — then we protest vigorously, for such can never be the case. Great harm has been done to this method of instruction by excessive enthusiasm. Even the names of such
used by the teacher and the textbook. The value of pictorial instruction is limited almost wholly to the subjects of geography, history, civics and the sciences. The use of pictures in such studies as arithmetic, reading in the first six grades, grammar, foreign languages, spelling, penmanship, and the like, is decidedly supplementary and can never be a substitute for skilled instruction and persistent drill.
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The wave is breaking on the shore, — The echo fading from the chime — Again the shadow moveth o'er The dial-plate of time!
WHITTIER: The New Year.
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