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184 The Audio-Visual Handbook
inaugurate and maintain an audio-visual program. The importance of this problem seems to warrant its consideration on a par with the problem of securing funds for salaries, buildings, coal, library supplies, or textbooks. It is true that it is sometimes difficult to convince school officials of the need of new and hitherto untried equipment.
The best argument for securing needed funds to conduct an adequate audio-visual program is to demonstrate its effectiveness in a small way, and use the results as a basis for extending the service to other classes or school units. There is no school which cannot make some use of school journeys, exhibits, specimens, photographs, phonograph records, stereographs, and other simple but effective teaching tools. Many of these good aids are available at little or no cost. Expansion of this small start to include fihnslides, glass slides, motion pictures, radio, school radio-sound equipment, and other effective aids should be a logical procedure, fostered by favorable results from the use of these simpler and less expensive aids.
Training teachers to use these teaching aids properly, is important. There are certain audio-visual aids, such as motion-picture programs of general interest, radio programs of world importance, materials for teaching safety and health, and aids for the teaching of music appreciation which may be applied to an entire school or school system with highly favorable results. On the other hand, the more extensive and usually more effective use of audio-visual aids lies in classroom teaching aids which have been selected to increase the rate of learning in certain subjects or to broaden knowledge of those subjects. This means that teachers in service as well as those in training must receive advice and actual instruction in applying aids to the teaching of the subjects assigned to them.
Teachers in training in many of the teacher-training institutions are given opportunities to learn the techniques of using visual aids. Some are given training in the use of phonograph records, radio, and audiovisual aids. More than 200 institutions are offering visual instruction courses regularly and many others demonstrate the use of audio-visual aids in teaching science, history, music, speech, language, geography, vocational guidance, health, physical training, commercial, and other subjects. Some institutions require evidence of such training before graduation.
Training teachers in service is more difficult. A number of solutions have been offered. Some of the larger school systems have organized training courses which are attended by employed teachers. Extension courses have been made available through leading universities and teachers' colleges. Visual instruction directors have organized special