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Types of Visual Aids and Their Uses 33
the school and advisable for one of the teachers or the principal to write the letter. The majority of the exhibits will be furnished to the schools at little or no charge. The industrial organizations are anxious to have these exhibits placed in the hands of those who will make intelligent use of the materials, but are not interested in providing playthings for the pupils in classes.
All museum materials available in the school — including every type of visual aid — should be cataloged and classified carefully. A copy of the classified list should be given to each teacher, so the teacher may know which of the materials listed pertains to his or her field. A simple mimeographed list would be inexpensive and satisfactory.
The school museum can be adapted to almost any situation. It can be of any size — housing the materials for a single-room rural school, or for an entire city system as in Cleveland, Buffalo, St. Louis, and other cities. It could contain any number of specimens, from one to one hundred thousand, or more. And it should become a definite part of every school unit or system.
Those who may be interested in preparing special exhibits for effective instruction concerning local or general matters will find many helpful concrete suggestions in the book, The A B C of Exhibit Planning, by Evart G. Routzahn.'"' Dr. Routzahn has published smaller pamphlets on exhibit and chart making, which are available at low cost.
Graphs
Graphs are extremely important in presenting many kinds of information in a way that may be understood readily and clearly. It is hardly necessary to devote any great amount of space in this book to the technique of preparing graphs of various kinds.*""" The chief requirement of graphic representation of all kinds is unquestioned accuracy. Instructions for making accurate graphs of all usual kinds can be found in any text on elementary statistics. Students in the upper grades are able to construct very satisfactory graphs and should be given elementary training in graph making at an early age. Statistical tables are hard to read, tiresome, and often unintelligible to the reader, young or old. In nearly every instance, the same information can be presented graphically, which will broaden the appeal and should meet the usual requirements for accuracy.
Mrs. Dorris*'"" * lists the following general rules to be observed in
* Routzahn, Evart G., and Mary Swain, The A B C of Exhibit Planning, The Russell Sage Foundation, New York, 1919. **Some simple graphs appear on pages 12, 48, 123, 133, and 141. ***Dorris, Anna V., Visual Instruction in the Public Schools, Ginn & Co., 1928.