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The Status of Audio-Visual Instruction 3
those things or representations of things which aid in clarifying thought — in making objective the abstract.
One factor which has served to retard the normal development of the use of visual-sensory aids to instruction has been the narrow interpretation of some of the most active workers. Some have thought of visual instruction as being the use of motion pictures for instructional purposes; others have thought of the glass slide or filmslide; and still others have thought only of the excursion or of museum materials. There are those who have argued that the talking or sound motion picture is the acme of perfection in visual instruction. Some have had the feeling that the silent motion picture is more valuable in many situations. Some have considered that the glass slide offered more educational advantages than any other type of projected picture. Some have not given the filmslide fair consideration, because of its size, while others have found it to be extremely valuable in many situations.
These extreme claims for one type and criticisms of other forms of audio-visual aids have done much to place the novice in a quandary, wondering if there is any true value in any of the materials mentioned. This is an unfortunate situation, and might be eliminated by giving each type fair and careful consideration. The school journey is one of the most effective of all teaching tools, if applied properly. Similarly, the exhibit, the photograph, the stereograph, the glass slide, the filmslide, the 2" x 2" slide, the silent motion picture, and the sound motion picture will produce extremely satisfactory results if applied when, where, and as they should be applied. Each has its place and there is a place for each in nearly every teaching situation. In certain situations, some will be found to be better than others. Combinations of types are frequently desirable.
Another factor which has tended to retard the more extensive use of visual-sensory aids to instruction has been the overstatement of facts relative to certain findings. If one is in the market for an automobile and an enthusiastic salesman represents his type of car as being twice as speedy; capable of giving twice as much mileage on a gallon of gasoline; twice the mileage on tires; and twice the mileage without repairs or adjustments, as compared with other cars of similar type and price, it is quite probable his veracity would be questioned. The same feeling has developed relative to certain statements issued by those who have become super-enthusiastic about the instructional possibilities of certain visual-sensory aids.
The late noted scientist, who predicted more than twenty years ago that we should be able, soon, to throw away our texts, discharge the