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.
Editorial . 165 The good or evil consequences of the pursuit of novelty may affect 1 individual only and hence be a relatively unimportant matter in the irch of time. If an orphan-bachelor seeks to conquer an Alp, and ps—the consequences are pretty largely his own. On the other hand a velty of the dimensions of the South Sea Bubble can pauperize thou- lds and disrupt the finances of an empire. The significance of a novelty, jrefore, is measured by the value of its results and by the number of tividuals affected by these results. A N educational novelty—whether it be a method, a machine, or an A idea—can be particularly potent, because of its ultimate range of influence. The kindergarten is an example. Again, the novel idea Uber Ailes," embodied in a national education, was able to bring out a world cataclysm. In less than a quarter of a century the motion picture has swept the >rld as nothing ever did before in like space of time. It has captivated i feeble fancy of unthinking millions and fascinated the imagination of 2 strong. Within a decade it has grown swiftly into a formidable educa- nal novelty. Numerous educators have already given it unqualified lcome as the long awaited and all but all-powerful tool of their pro- sion. But they have done so without knowing the facts, for no one ows them yet. Great values for education are wrapped up in that strip celluloid—there can be no doubt about it—but what they are we have 11 to learn. So far we have been dreaming, not studying. It is high time for mere enthusiasm to have run its course. It should /e place to research and investigation. It is plainly the business of rious scholars, who recognize the latent possibilities of the new thing, settle sternly to the task of determining its scope and limitations for i high purposes of education. A start has been made by some of our iding educators and this magazine exists primarily to emphasize, encourage d assist in the fulfillment of this task. "\ UT what of the stereopticon and slide? It follows from what has "^ been said above that much of our space must be given to the motion picture. That is the great unsettled question—the value of the slide s long since been proved. The advent of the film, with its inevitable peal of novelty, has served in large measure to stimulate new interest the slide, and that is one of the best services to education performed ' the film so far. Not a few educators have already tried the new and ne back with renewed confidence to the old. (We shall have the easure of printing the experiences of such men, in forthcoming numbers.)