The educational screen (c1922-c1956])

Record Details:

Something wrong or inaccurate about this page? Let us Know!

Thanks for helping us continually improve the quality of the Lantern search engine for all of our users! We have millions of scanned pages, so user reports are incredibly helpful for us to identify places where we can improve and update the metadata.

Please describe the issue below, and click "Submit" to send your comments to our team! If you'd prefer, you can also send us an email to mhdl@commarts.wisc.edu with your comments.




We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.

Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.

Visual Instruction at Kansas University 13 E University campus inventory of visual aids The work of extension divisions Fire and storage regulations Types of screens and costs ion to the foregoing projects, called committee projects and most of them completed, each student is working on an individual project. This constitutes a limited elaboration of some special methods in the field which happens to be the student's college major—English, history, chemistry, biology, or any other subject. The present course in visual instruction is drawing to its close. But it will be given again next summer, and, we are confident, to a still bigger class and with much more assurance. Then we shall have what has already been done as momentum. We plan to investigate some specific problems in con- nection with the comparative values of the various visual aids. The aids to be considered will be : 1. Chalk and the blackboard 2. Models, exhibits, devices 3. Photographs, sketches, etc. 4. Maps, charts, graphs, diagrams 5. Slides, lanterns, reflectoscopes 6. Stereographs and the stereoscope 7. Moving pictures and projectors 8. Diagrammatic moving pictures In connection with these aids Ave shall consider briefly the soundness of each of the following theses: 1. Chalk and the Blackboard. The blackboard and-chalk in the hands of a skilled and resourceful teacher constitute the handiest and most economical visual aid to instruction. They should be utilized to the full extent of their possibilities before any other visual aid is resorted to, for they have the great advantage of animation—the presence of a living personality. The most effective stimulus in learning is the teacher; and the most stimulating quality in a visual aid is the illusion of living reality. The black- board sketch has the full effect of the former and a fair approximation to the latter in the gradual evolution of plane linear form. All this being so, no teacher should be considered adequately trained who can not adeptly visualize with chalk the thought relationships he or she is trying to create and establish. 2. Models, Exhibits, Devices. Models should be used whenever it is obvious that they save time and make for clearer notions. The model of a canal lock may save hours of futile explanation and probably years of vague-