Educational film magazine; (January-December 1920)

TEACHING SOUTH AMERICA WITH SLIDES By A. W. ABRAMS Chief Visual Instruction Division. New York State Department of Education, Albany, N. Y. INDEX NtnVIBERS OF SLIDES Venesuela Fk LcZ—RaiUoad Along Mountain- side. Near La Guayra. Fk Mc9—Pile Dwellings in Lake Maracaibo. Fk X24—River Boat on the Orinoco. Fk X2—Boat Taking on Cargo. San Fernando de Apure. FkXl—Transporting Supplies over the Llanos. Fk X3S—Llanero Crossing Flooded Country. Central Venezuela. Fk X85—Carib Indians. On Bank of the Orinoco. Fk Z2—Salt Gatherers. Isle of Coche. Fk Z22—Native Women Carrying Bags of Salt. Fk Z24—-Loading Bags of Salt onto Steamer. Fk CrX—Soldiers. Cristobal Colon. Nu Cm I—Condor. Trinidad EuTY—Pitch Lake. EuTY2—Digging Asphalt. Nn Ca64—Cacao Tree Trunk. Nn Ca7#—Husking Cacao. Nn Ru7—Rubber Plantation. De P15—The Pan American Union Building. Washington. Maps Ez 3—Trade Routes Shortened by Panama Canal. F 1—South America—Relative Size or Brazil and United States. F 2—Physical Map of South Amer- ica. F J—Annual Rainfall and Winds in South America. F4—Political Map of South Amer- May of South and Uru- Extremity, Magcl- Bolivia, Eucador and Pan- ica, F 43—Railroad America. F 45—Argentina, Chil< guay. F 5—Southern lan's Route. F 55—Peru and F 6—Colombia, ama. F 65—Venezuela and Guiana. F67—Relief Map of Venezuela. F 7—Portion of La Plata Drainage Area. F 42—Drill Map of South America. Argentina Fa BH—Government House, Buenos Aires, fa BG—Capitol. Buenos Aires, De H13—Capitol. Washington. Fa BC—Plaza del Congreso. Buenos Aires. Fa BG6—Custom House. Buenos Aires. Fa BB—River Boats at Dock. Buenos Aires. Fa BS—Retiro Station. Buenos Aires. Fa BR—Railroad Clearing House Building. Buenos Aires. Fa BP—Plaza Hotel. Buenos Aires. Fa BDl^Avenue of Royal Palms. Buenos Aires. Fa BES—National Monument. Bue- nos Aires. Fa BD9—Recoleta Cemetery. Buenos Aires. Fa BX—Emigrants from Northern Europe. Buenos Aires. Fa PoA—Posadas. Fa PoB4—View across the River. Posadas. Ff CcA—Panorama of Canar. Fa PoY—Piles of Oranges on Ground. Posadas. Fa Pc2—Steamer near Shore; Trav- elers. Upper Parana River. Fh Pc2—Boats Coming to Meet Steamer. Paraguay. Fa Pn3—View down Iguazu River, Junction of Three Countries. Fa Ig—Map of Iguazu. Fa Tg2—Icuazu Falls. Fa Pa2—Pampas and Foothills of the Andes. Fa Pa7—Supplies Hauled across the Pampas. Fa X3—.An Ona Archer and Fam- ily. Tierra del Fuego. Fa X4—An Ona Woman and Huts. Tierra Hel Fuepo. Fa Yl 2—Huge Piles of Wheat. Near Buenos Aires. Fa Y14—Herd of Cattle Grazing. Province of Buenos Aires. FaYIS—Barn and Windmill on Large Estate. FaYie—Viewing Prize Bulls. Fa Yl 7—Beef Cattle on Pampas Plains. Fa Y21—Hauling Wood over the Plain. Fa Y3—Loading Lighter with Bales of Wool. Fa Am5—Train at Station. Trans- Andine Railroad. Fa Am3—Beginning of Cog Road. Trans-Andine Railroad. Ecuador Ff X9—Donkey with Pack Saddle. Ff InG—Ruins of Inca Fortress. Ff X2—Boy and Little Sister on Way to Market. Ff X4—School Girls. Quito. Fd SN—National Museum. Santi- ago. Fd SR—Private Residence. Santi- ago. Fd SZl—The Central Valley be- tween Santiago and the Andes. Fd SZ—Plantation Residence. Near Santiago. Fd Am6 —Train Leaving Tunnel. Trans-Andine R. R. Fd AmS—"The Christ of the An- des." Trans-Andine R. R. Fd LoY2—Coal Mine. Lota. Fd Mb3—Mountains along Straits of Magellan. Fd Sm2—Guia Narrows. Smyth's Channel. Fd PuA2—Panorama of Punta Are- nas. Fd PuA—Roadstead of Punta Are- nas. Fd X3—Hut of Araucanian Indians. Fd Ao.\—Panorama of Antofagasta. Fd IqA—Panorama of Iquique. FH y2—Blast in. Nitrate Fields. Fd Yl—Diagram of Nitrate Bed. Fd Y3—Man Working in Nitrate Field. Fd Y34—Hauling Carts Filled with Nitrate. Fd y36—Portable R. R. in Nitrate Fields. Fd Y4—Settling Pans of Nitrate Factory. Dutch Guiana Fgc .^X—Dutch Commandant and F.-'mily. Albina. Fgc X2—Bush Negro Making a Canoe. Fgc X6—Carib Indian Village. Venezuela means "lillle Venice." What is the application? Let pupils leam about dwellings on piles in Lake Maracaibo, Fk iMc9. What does the picture tell of present civilization? ."^im to give a clear impression of the Orinoco drainage area. Gel extent not by reciting figures, but through an interpretation of the map, F 67. With the map discuss the delta. What kind of vessels are used on the river? See Fk X24. For how many miles is the river navigable? Use Fk X2, showing San Fernando, and locate on map. How wide does the river appear here? Compare with some stream known to pupils. Fk XI, Fk X35 and Fk X3 present some characteristics of the llanos. Give ideas presented a significant tropical grouping. What evidences do these pictures present of lack of transportation facilities? What is the usual relation of population and easy means of travel and transportation? The picture of loading hides, Fk CuY. illustrates not only a poor harbor, but represents a cattle product. What is the life of the more wealthy inhabitants of Venezuela? Base the topic on Fk X7. Fk X7.5 and Fk X77. How far do these conditions prevail through the continent? Compare life among the lower classes, using Fk CuB and Fk X85. The backward state of agriculture is illustrated in Fk X4. First analyze the picture—the kind of plow, the oxen, the bare-footed plow- man. From their reading let pupils learn how far the scene is typical. What a row of soldiers is seen in Fk CrX! This is a good picture with which to associate some facts about the government of Venezuela. If the views of salt gathering on the small Isle of Coche are used, have pupils class the product as a mineral resource and ascertain the method of procuring it, namely by solar evaporation. Who are doing the labor? Trinidad belongs properly with the Lesser .Antilles but may be considered here. Get as clear an idea of the asphalt industr>- a? pos- sible, distinguishing what is learned from the pictures from what is acquired through reading and from obsenation of the uses of asphalt. Locate a district in Venezuela that produces asphalt. Note that this is a mineral resource. The picture of rubber trees ser\es to review the rubber industry and introduces the idea of a plantation. The two views of cacao should be observed here, but pupils need to go to their books to learn which of the countries are the chief producers of cacao. Note that cacao pods, like apples, var\' in color according to variety. Why do the pods grow on the trunk of the tree? How large are they? The Guianas are of little commercial importance and do not require much attention. The five pictures offered are. however, significant. What is the meaning of the white clothes worn in Fgc .\X? Do not begrudge the time required to locate the scene on a map. Associate those white clothes with latitude. The pictures of Indians and of the negro are good studies of races in the Guianas and of their food, clothing, shelter, etc. But even with these countries make full use of the maps. Interpret them. Tlie three pictures for Uruguay, however, are significant and introduce factors not already presented, Fj M.\2 A breakwater—wbal it is, when needed; the generali question of harbor improvements, Fj AL\1 Note name of vessel. \K'hat nationality? Competition of Furope and the United States for South .American trade. Fj \2 Rural versus urban population: an agricultural country.. Note the natural advantages of Paraguay, its undeveloped resources, its favorable conditions of soil and climate, its possibilities of river transportation. Compare the Plata drainage area with that of the Mississippi, Southern End of the Continent Obsene the boundary line (F 41 between .Argentina and Chile, but otherwise disregard political divisions, Obsene map F .5 closely especially for the Strait of Magellan and Tierra del Fuego, From what ocean does the strait begin on the east? the west. The strait may be represented by three straight lines.! What is the relative length of each? What the direction? Make thifi erercise a test in observation. Have some pupUs draw lines on board. Note whether he has observed the relative position (latitude) of the eastern and the western ends. From an inspection of the map the class can see that the north-and-south section is about a degree long,i Convert into miles. Teaching points of Fd PuA2, Punta .Arenas, In which direction is the obsener looking in the picture? If there is any hesitation, project F S again and note location of city. Lead pupils to see snow. In what month was the picture made? What season? Where is the sun with reference to the observer? Determine by noting shadows made by the houses. The aim is to teach concretely that the position of the sun in the southern hemisphere is the opposite of that in the northern. Fd Pu.A. Kinds of ships; number. A port of call—why needed? .A coaling station—where is the coal obtained? Strait of Magellan belongs entirely to Chile, but it is free to all commerce—freedom of waterways. Name other ship passages that are free. The most southern city in the world, L'se map Ez 3, Compare latitude of 22