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Types of Visual Aids and Their Uses 101
the country. The majority of those producers did not seek or receive the counsel of educational authorities, so many of the films produced were of little or no value in the school. The first use of the motion picture in schools was largely for the purpose of entertaining the student body.
The period of enthusiasm for the application of motion pictures to the instructional field, from 1914 until about 1920, was followed by a decided slump. Those who had purchased elaborate projection equipment, largely upon the representation of enthusiastic salesmen that unlimited quantities of highly educational films would be available at little or no cost, found that the supply of films was not as extensive as had been represented; that many of the so-called educational subjects were not increasing pupil achievement to any measurable extent.
During the early period of enthusiastic use of educational pictures and the period of the slump which followed, certain experimental psychologists and educators had given attention to the possible uses and values of the motion picture in educational procedure. Experiments were conducted in various parts of the country by such pioneers in the field as Weber, Freeman, Johnson, Roach, McClusky, and others. It was found that there were certain definite values to be expected from the proper use of the motion picture, and these findings were instrumental in causing larger and more stable organizations to undertake the production of strictly educational films.
One of the first creditable moves in this direction was made by the Society for Visual Education, with its science and geography films. The next major project was started by the Yale University Press when it began the production of the Chronicles of America Photoplays. These pictures are among the finest historical subjects ever produced, and are used extensively by schools throughout the United States. The Yale production program was followed closely with the announcement of the Eastman Teaching Films to be produced and distributed by a subsidiary of the Eastman Kodak Company, an organization which had gained its financial strength through the development of the motion picture. Other producers came into the field, particularly those who were interested in producing industrial films of an educational nature — films which would give a true story of the various industries and their products to interested groups.
The development of the educational picture in the United States was paralleled to a certain extent by similar development in the European countries. Although the United States is the leading producer of mo