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30 The Audio-Visual Handbook
to the historical museum of the state for information and assistance. Other pupils went to the libraries for stories of the early history of that section. Still others went to the homes of the oldest settlers of the community for information and for stories of the early days. The various records, readings, and stories were then compared to determine the probable true course of events. Incidentally, these pupils found that several of the scenes in the pageant had been incorrect in their interpretation of events, even though all information had been checked carefully in preparation.
But the greatest value was not that of securing an accurate pictorial record of the history of that section. Instead, the greatest value was to the students in the history classes of that city's schools. The teachers in charge of the history classes were positive in their statements that the students learned more state history in the period of six weeks required to edit the film than the same group of students would have learned throughout the school year under the usual teaching procedure.
Objects, Specimens, Models
The best explanation and suggestions concerning the use of objects, specimens, or models are found in Dr. Hoban's monograph, on "Visual Education and the School Journey."* They are generally considered to be of great value in educational procedure.
"The object is the thing itself — plant, fruit, vegetable, bird, animal, etc. — that can be brought into the classroom for study. The specimen is a sample, a part intended to show quality, one of several things which represents all — for example, a piece of coal, wood, cloth, etc. The model is a small-size representation, as for example a building, engine, heart, lungs, globe, etc.
"The best place to study cotton would be at a cotton plantation. But . . . children cannot go to a cotton field. The cotton plant, however, with its flower and fruitage, can be brought to the schoolroom where the children, in addition to seeing its arrangement in the boll, can handle the cotton, feel the fibers, pick out the seeds, go through the process of combing it and twisting it into strands. This exercise, supplemented with photographic material — showing the cotton field, method of planting, stages of growth and cultivation, and the process through which the cotton passes from the boll to the manufactured garment — will enable the child to understand the relationship between cotton as a plant and as an article of clothing.
*Hoban, C. F., "Visual Education and the School Journey," Department of Public Instruction, Harrisburg, Pennsylvania, 1930.