Visual Education (Jan 1923-Dec 1924)

February, 19 2 3 51 Motivation is thus the keynote of modern education. The child takes an active part in the process. He learns through doing, and the facts thus assimilated certainly become a far more lasting and intelligent part of his existence than those learned by rote and having no apparent personal application. Visualizing, Practicing and Recording the Habits To illustrate, one might mention the recent publication of a little book for the recording of health habits, prepared by C. E. Turner, Assistant Professor of Biology and Public Health at the Massachusetts Institute of Technology. It is the outcome of rrmch experimentation, and it is intended both to supplement health teaching and to provide the means for putting into effect the knowledge gained in the classroom. Only by constant practice can such knowledge become habit, and not until then have we gained the goal for which we strive. Take, for example, a lesson upon the various foods necessary for the building of a healthy body. A list of carbohydrates, proteins and sugars, of fats and vitamine foods, may be learned by heart according to the old method of teaching — and that is the end of it. On the other hand, the teacher may explain each class of foods in simpler terms (for instance, labeling bread, cereal, milk, macaroni, etc., "energy foods"), summon to her aid her powerful ally — visualization — make very sure that the child understands each point developed, and then ask him to keep a record of such of these foods as he himself uses daily. Care is taken not to attempt too much at once. For perhaps two weeks a record is kept of one type of food; when that has had a chance to become a regular item on the daily menu, another group is explained and recorded in the same way. This plan, it is clear, is not the mere tabulation of dietetic items, but the actual building of health habits. The "proof of the pudding" is shown in increase of weight, as evidenced in the monthly heightweight takings. The children are impressed with the fact that this, rather than a perfect record, is what is desired and that a true record brings this as a reward. So long as the aim of the pupil is limited to more rapid growth and better health, there is no temptation to make a dishonest record. Utilizing the Comprehending Eye So much for motivation. This is indeed a great stride in education. But we have made another discovery equally vital. In the past we have limited ourselves chiefly to the ear as a means of reaching the brain. We have tried by repeated attacks on the auditory nerve to impress our information on the memory, too often without first making sure that the child understands what it is all about. We are realizing more and more fully each day that the eye is an equally important channel to the brain; that vision may instantaneously photograph upon the memory facts which we have labored, with perhaps indifferent success, to instil by less normal and natural methods. It is here that a hitherto untried field is opening to us. The booklet mentioned above, and from which the accompanying cuts are taken, illustrates the new procedure in health education. It is based on the fact that seeing and doing are both superior to hearing as learning processes. Each specific procedure is clearly visualized for the child, and then he registers his progress in its adoption as part of his program of health development. The child watches the effect upon his growth record of such fundamental habits as cheerfulness, cleanliness, proper eating of right foods, play, rest, drinking enough water, removing heavy clothing indoors, and the like. Surely this is a more practical pro THE "GROWTH" AND "REPAIR" FAIRIES If you want to grow strong and be fair And renew every part that gives way, You must learn about Growth and Repair And the milk and the eggs where they stay.