Educational film magazine; (19-)

5eattie Public l,,btaty. or three days before the films are shown. In addition to the titles the digest gives the length of the film, approxi- mate time of showing, what subject or subjects it links up to and six or more suggestive questions. I realize that each film will appeal differently to each teacher viewing it, and that some teachers, in their classroom reaction on the film will frame up a set of questions very much better than those contained in the digest. The principal of the school keeps on file in his office the digest and supplies his teach- ers with as many copies as they need. I have watched with a great deal of interest the develop- ment of teachers in charge of auditoriums in our alternat- ing schools. In these schools comparatively few teachers outside of those having charge of the auditoriums see the films. So it rests upon the auditorium teacher to create the most favorable atmosphere for the film showing. Some teachers equally successful in apparent results do it one way and some another, and some are more successful than others who work along the same lines. I have always been skeptical of a textbook that set apart so many lessons for this chapter and so many for that, and one that gave too nuch detail to the steps to be followed by the teacher, rhis type of textbook may be necessary for some teachers Jut certainly not for the great majority. The skilled teach- 5r organizes her subject matter and is by no means con- ined to one source of information or one textbook and presents this matter in such a way that nothing is told a jupil that he can find out for himself with reasonable ef- ort. Now the film if rightly used will constitute but one source )f information. The subject matter of the film must be issimilated by a proper classroom reaction. This will equire thinking, both on the part of the teacher and pupil. After seeing the film the pupil will be able to read into he text something he had not before. The best films for Jucational work will be those that stimulate the greatest mount of thinking. The educational film must be good n photography as applied to both pictures and titles. The itles should be the guide-posts of the film, turning the raveler here and there to the road that leads to the des- jination. Along with the film there should be available or the teacher a digest or pamphlet containing the titles, he teaching aims, and suggestions how best these aims may « realized. Opinions will differ as to what constitutes a ':ood film for instruction. Those who are at work in trying 0 supply the schools with films that link up to the sub- set matter of the curriculum are entitled to the support and o-operation of educators whether we agree with them in 11 points or not. 1 6. Will the film prove to be a panacea for many of our ducational ills? , There are many extravagant claims made as to what will |e accomplished through the use of the film in education. irst of all we must master our tools. We have the prob- . ;m of training our teachers how to use the films in their , iassrooms. I want to emphasize this point. This training innot be done in a day. It requires vision, experience, and ^ rowth on the part of the teacher. There are those who , aim the film will reduce retardation to a minimum in our hools. Others claim its use will shorten the course for ementary and secondary schools at least two years. I >preciate the fact that it requires optimism and enthusiasm A. G. Balcom One of the Country's Leaders in Visual Instruction Work T>ORN am] reared on a farm in Central New York, A. G. ISalcom has gone far since those early days when he was the star pupil at the Union Free School in Hartwick, a village three miles from his home. He taught for two years, graduating from the Albany Normal School in 1887. For two years he was principal of the largest school in Kearny, N. J., where he re- mained for six years during the last year of which he was made local superintendent. He was principal of Franklin School, Newark, N. J., for twenty-three years. This school he supplied with slides, stereographs and other visual aids. For seven years, while principal of Franklin School, Mr. Balcom was in charge of the Newark evening schools. He organized the system of free public lectures for the people which has become very popular and has grown in ten years from six centers to thirty, with a yearly attendance of 200,000. Extensive use of the slide and the film has been made with various types of audi- ences. In 1918, Mr. Balcom was appointed assistant super- intendent of public schools of Newark. He organized a system of visual instruction in addition to supervising the work of twenty schools. He gave to this task optim- ism, faith in his fellow-workers, tact and judgment, will- ingness to compromise individual opinion when import- ant issues were at stake; desire to get opinions from associates before definite policies were fixed; ability to organize; initiative to get things started and persistence to carry them to a finish. Mr. Balcom has made a study of the physical side of visual instruction—projection equipment. He believes all of the factors that constitute high class projection must be reckoned with. He has no sympathy with the idea, "Any equipment is good enough for the schools." J to carry out any plan, and particularly this plan of har- nessing the film for educational use, but let us not dlow our enthusiasjn and optimism to warp our judgment, so that our expectations reach beyond the bounds of reason. Let us keep in mind that the film, if used arighr, will be- come an efficient aid in the school, that it will bring to our pupils the atmosphere of distant people through picturing their habits and customs, and that it is already a powerful medium for propaganda work in health and Amerioan- ization. It gives a touch of reality to many of our great industrial processes and shows the wonders and beauties of nature in animal and plant life. Ml Dili DEPARTMENT OF SUPERINTENDENCE PROGRAM TJURAL education will receive special consideration at the meeting of the department of superintendence of the National Education Association, which is to be held at Atlantic City, N. J., February 26 to March 3, 1921. One session will be given over to a discussion of the probable future of education in the United States and the policies and programs needed to insure that future. Special ad- dresses will be made by Sir Auckland Geddes, ambassador from Great Britain; Congressman H. M. Towner, of Iowa, who introduced into the House of Representatives the bill to create a Federal Department of Education; President Nicholas Murray Butler, of Columbia University; Dr. John H. Finley, commissioner of education for the State of New York; Dr. Henry Van Dyke, of Princeton University; and Dr. P. P. Claxton, United States Commissioner of Educa- tion.