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54 The AudioVisual Handbook
Everyone remembers scenes depicted in stereographs he saw long ago. These facts are at the bottom of the educational urge to make a larger use of stereographs in education. At the same time, a careful analysis of these possibilities makes reasonable the suggestion that only a few stereographs, rarely more than one or two, should be presented at a time. In this way, vivid impressions will not submerge each other and the whole activity become confused, nor will the child get only the superficial and fleeting ideas that so often characterize his reactions to educational pictures of other types. To the stereograph can well be delegated in educational procedures the responsibility of conveying one definite and vivid impression at a time.
"Let us suppose that a half hour is set aside for the study of the geography lesson. The class is studying about Mexico. Certain references have been assigned for reading in connection with problems raised in a previous class period. The teacher has decided a certain two stereographs would be helpful. A pupil may be assigned to get these two stereographs from the cabinet. After inspecting them briefly and confirming her opinion that they will be helpful, the teacher puts them in stereoscopes and lets them pass around the room from hand to hand in some predetermined order. This is a matter of day-by-day practice and routine.
"While two pupils are looking at these views, the rest of the pupils are continuing their reading and study. Each member of the class in his turn inspects these two stereographs which contribute greatly not only to his actual information on the subject but also to his attitude toward it. Each pupil spends one minute looking at both the views, one half minute to each. This will permit sixty pupils to see each view during a thirty-minute study period. This is a greater number of pupils than the average teacher has to deal with in a study or recitation period. The class as a whole hasn't changed its normal procedure at all. And yet the whole activity has been marvelously vitalized by the real visual contacts each individual has had with the subject matter in question.
"This procedure can be varied as local conditions require. Some teachers prefer to have the views placed on a reference table and used by each pupil in turn as opportunity permits. The use of the stereograph need not be confined to the study period in which it functions definitely. It is difficult, however, to devise a simpler and more convenient, more effective method to use than the one described above.
"The stereographs may be used in the library by individuals, just as any other reference material is used. The views may be included in