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The Status of Audio-Visual Instruction 19
and school texts on a scale heretofore unimagined.
(b) The microscope and telescope have revealed the existence of worlds that were unknown a short time ago.
(c) Stereographs and stereoscopes have brought the illusion of three dimensions to the classroom.
(d) The motion picture, with and without sound, has become a major factor in modern life for the dissemination of information, knowledge, and ideas.
3. The introduction of visual materials into the modern school on a broad scale has enabled teachers to learn something of their use and value through experience. Some of the more general notions which have been developed as a result of actual experience are:
(a) That visual aids are most effective when closely correlated with the course of study or curriculum.
(b) That visual materials will not supplant the textbook, or teacher, but will supplement and increase the effectiveness of the teacher and text. Hence the term "visual aids."
(c) That the most effective visual lesson is one that is treated as any good lesson should be handled. The mere exposure of children to visual materials will not, by some mysterious process, teach them. Teachers must prepare for the visual lesson in advance.
a. Organized units of visual materials are desirable.
b. Teachers should be familiar with visual aids before presenting them.
c. Pupils must be held responsible for material presented.
(d) That the organization and administration of visual materials must be such that they are available at the precise moment when the teacher wants them.
(e) That the inherent nature of visual aids — their concreteness — is such that they should be excellent in quality and accurate in detail. Misinformation obtained through a visual aid is inexcusable.
(f) That a few pertinent illustrations are better than a score or more of less related ones. For example, the intensive study of a few excellent slides and stereographs is, in most instances, better than a succession of unrelated pictures.
(g) Visual aids should make accessible in the classroom that which is inaccessible. Visual aids are valuable also in re-creating in the classroom familiar subject matter.
(h) No one type or class of visual aids should be used to the exclusion of others. Each has its own value and use.
4. Actual experience in the use of visual aids has taught us much