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June, 1923
247
The Use of Visual Instruction in the Educative Process*
H. B. Wilson
Superintendent of Schools
Berkeley, California
THE problem of the school is to educate and socialize its pupils through promoting economic, effective learning on their part, and through affording opportunities for living in accordance with their learning. The most the school can do is to create for each pupil successive educative socializing situations and stimulate him to that degree of self -activity vs^hich will insure the maximum of learning in each situation.
The best current thinking seems to agree that that teaching is most valuable which secures the greatest amount of desirable learning on the part of each pupil. The* teacher's problem, from the standpoint of method, therefore, consists in creating successive situations in which the pupils go about doing work. In their efforts to work, they meet important problems requiring solution, fundamental questions which must be answered, significant difficulties and obstacles which must be removed, and outstanding needs which must be satisfied. Solving their problems, answering their questions, removing their difficulties and obstacles, and satisfying their needs necessitate all sorts of efforts on their part. They must read in text books, consult libraries, interview people, go on excursions to see things, make things, drill themselves to improve their skills, conduct experiments and the like. Working in all of these ways extends their knowledge, improves their habits and skills, establishes right attitudes — all of these results maturing them and increasing their power and ability to do the things
which they try to do as pupils. If what they are gaining is of general social value, it is adding to their equipment to function in practical life situations outside of the school. The ultimate effect of all of the efforts of the school to educate and socialize its pupils is to equip them in accordance with the time spent and the ability of each for service in life, vocationally, civically, and avocationally, and to minister to their physical and moral development and maturity.
It will be noted that the primary factors in this process of education and socialization are ( 1 ) educative, socializing situations giving rise to meaningful problems, fundamental questions, significant difficulties and obstacles, important needs and (2) effortful responses resulting in such prolonged strain and application as are necessary to solving the problems, answering the questions, removing the difficulties and obstacles and satisfying the need.
What is the place of visual instruction employing visual (visual is here used to include all types of materials making sensory appeals) materials in securing the thoroughgoing operation of both of these factors so essential to learning with resulting education and socialization?
This question can be answered most satisfactorily by first asking and answering another question, namely, "What is the fundamental nature of human personality in harmony with which good teaching must work in educating and socializing children ?" For today's purposes the most satisfactory
♦Partial reprint of address delivered before the National Academy of Visual Instruction at the fourth annual meeting at Cleveland, February 27, 1923.