Educational film magazine; (19-)

C. From county superintendent's office 1. Costs 2. Rentals 3. Bookings and circulation D. From state institutions 1. Bookings and routing aid 2. Rental charges 8. Film and library service E. From the United States Government V. Picture Projection, Problems in A. General Problems 1. Observance of fire regulations 2. Use of electricity 3. Procuring the necessary adjuncts a. Booth for projector b. Screens, shades, etc. c. Store-rooms 4. Care of apparatus B. Problems in projection of lantern slide pictures 1. Types of lanterns used a. Arc lanterns b. Electric lamps c. Reflectoscopes 2. Mounting slides 3. Manipulation and care of slides C. Problems in projection of moving pictures 1. Types of projectors a. Standard b. Portable 2. Types of pictures a. Standard width film b. Narrow width films c. Disc prints 3. Mending films 4. Threading film into machine 5. Care of projector VI. Methods of Visual Instruction A. Supervision of Visual Instruction 1. Supervision and training teachers in use of aids 2. Classroom supervision B. General methods 1. How to use still pictures a. How many at a time? b. Before, during or after a lesson? c. Amount and nature of questioning d. Pupil response: oral and written work 2. How to use the stereograph a. How many at a time? b. Before, during or after a lesson? c. Circulation of stereographs among class d Time, questioning, and response 3. How to use lantern slides a. Number, time, questioning and response b. Methods and pupil activity 4. How to use motion pictures a. In the auditorium or assembly b. In the class room c. Length of "shot," repetition, etc. d. Time questioning and response 5. How to use diagrammatic aids a. In the manner of the still picture b. By means of the reflectoscope 6. How to use models, specimens and exhibits a. Time, accessibility, etc. b. How to make some of them C. Special Methods in 1. Social sciences i». Geography b. History, civics c. and related subjects 2. Linguistic studies a. Language b. and related subjects 3. Biological sciences a. Botany b. Zoology c. and related subjects ' 4. Physical sciences a. Physics b. Chemistry c. and related subjects 8. Mathematics a. Aritlimetic 1). Geometry, etc. 6. Writing, Drawing, etc. 7. Hygiene, health, etc. VII. Research in Visual Education A. Principles; for example— 1. Can one learn with less experience when pictures used? 2. Is the motion picture more effective than the lanti slide or any other still picture? 3. Can the abstract thinker get as great gain out visual instruction as the "thing thinker?" 4. Does visual instruction lielp the backward child m( than the superior child? How much? B. Studies in the administration of visual aids 1. What is the best way to develop a visual aid partment in a small school? 2. Can a system of film exchange and portable machin be operated for rural school with the county as unit? C. Studies in the methodology of visual instruction 1. To what extent is the efficiency of visual instructio dependent upon the expertness of the teacher givin the demonstration? '" I CLASSROOM FILMS MEET AN ECONOMIC NEED I f I ■'HAT it is essentially un-American for school authorities let the question of finances stand in the way of building rrn schoolhouses or installing modern teaching methods such a visual education, is the stand taken by E. E. Lewis, superintendei of schools, Rockford, Illinois, in equipping the grade schools wit motion picture machines which are capable of projecting hot films and slides. "Not so very long ago school boards the country over wi solemnly declaring there was no money to pay for manual trail ing departments or science laboratories. But the need was th and all the reactionaries in the country could not keep that m from being met. Today we have about the same situation to fac in the introduction of visual education—motion pictures for th classroom, the swiftest educators known. It would be absi^ for any board of education to take the position that it 'cannot ford' to introduce visual education because of the condition of treasury. In education, as in everything else, money can alw be found when there is a genuine need to be met." Mr. Lewis referred to visualization as the most important fai in education since the world began, and declared it is just be| ning to come into its own. "Everywhere educators are discussing, not the value of vis methods, but rather their right use and co-relation. For a n ber of years the visual education movement was retarded so-called 'educational films' which started nowhere and arrivt nowhere. Today teachers and school authorities generally discriminating between such merely informational or recreati pictures and bona-fide educational films. A real teaching brings out clearly the relation between cause and effect. Su( school films, used to supplement the textbook, teach pupils i think. They enable students to learn more in less time andtl remember it because it has been stamped on their minds throiB powerful visual images behind which is sound pedagogic nietho' We want such films in the schoolroom because they meet a rci economic need." Mb IDi ' ;^g SCHOOL CLASSES TO SEE "THE FOUR SEASOnI^ ARRANGEMENTS have been made with scliool superintendent] have pupils of high sdiools and grade schools in many coiiu ties attenil theaters showing The Four Sennovs, tlie Urban Pop| Classic which was reviewed in tlie Novemlu-r issue of this maga Tlie educational value of the film has l)ocn universally recognized. Kineto Company has arranged througli the distributors that thea, wliicli play The Four Seasons will give special matinees and SatuB morning perfoimances so lliat school classes can attend in a at a low price of admission. 8