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.
Department of The Visual Instruction Association of America This department is conducted by the Association to present items of interest on visual education to members of the Asso- ciation and the public. The Educational Screen assumes no responsibility for the views herein expressed. What Is the Visual Instruction Association of America? By Ernest L. Crand'all, President PROBABLY no single principle in- volved in the educational process, no single phase of educational meth- odology, has ever found its way to gen- eral recognition among practical educa- tors quite so imperceptibly and with so little professional foreheralding as visual instruction. Nearly every educational innovation has grown out of some one signal experiment or has been promul- gated by some distinguished educational theorist, in short has been in some sense handed down and passed on to class room workers in more or less complete form. In contrast to this it may be safely stated that whatever professional consciousness exists among educators to- day on the subject of visual instruction has been the result of slow organic growth without special guidance or stim- ulation. Nevertheless the central idea involved in visual instruction is now widely recognized and utilized, no matter how crudely, and there exists a vast and growing army of teachers who are eager for guidance in its extension and applica- tion. The whole story of the gradual evolution of its conception would merit an entire article, but we must confine our- selves to very narrow limits in this pres- entation and shall therefore content ourselves with adverting to the very con- crete facts coming under our own imme- diate observation. With the gradual recognition of this phase of school work there came about in i New York City, as in a iew other school systems, a certain degree of official recog- nition. For some time that amounted here to nothing more than the allotment of a very small fund specifically dedicated to visual instruction purposes. This meant no more than that this fund was expended in the purchase of various types of projection apparatus and in the spo- radic rental of film. When the writer was asked to take< charge of the Public Lecture Service in. the New York City school system, he was also requested to assume the super- vision of visual instruction in the schools. I presume that the conditions found here were and still are pretty generally dupli- cated in various localities throughout the country. We had had for some time two public sources for procuring slides, namely the 320