The educational screen (c1922-c1956])

September, 1923 National Academy of Visual Instruction 337 of the different school rooms of teachers taking courses seemed quite remarkable. The rooms became real living workshops with attractive illustrative material on the walls, the library table and in the cabinets. Boys and girls were beaming with interest and enthusiasm because they were learning to solve real life's problems in a natural, interesting way. In the Berkeley City schools, our problems have been somewhat different. For several years various schools in the system have been using visual materials such as stereographs, slides and films along with the older types of visual aids, but as in all systems, the material was too often misused by teachers and principals who had not thought seriously of the total needs and uses. So there was a growing desire on the part of many to see the work organized, guided and encouraged. It was felt that before much new material and equipment was placed in the various schools, the teaching staff should be guided as to its proper use and application. Accordingly a committee was appointed about three years ago, to formulate some sort of handbook or guide in the use of visual materials. It fell to my lot to become chairman of that committee. The various members of the committee were chosen because they were specifically interested in some particular field of work. Each took the work seriously from the outset. The first year was spent in studying, experimenting and investigating with methods and materials. The second year we began to compile our findings in the form of a monograph. In this guidebook we have attempted to give concrete help regarding available materials and how they may be used to enrich all types of subject matter. A few months before the monograph appeared, a visual instruction center was established with a part-time director and an attendant in charge. During the year that center has been in existence we have collected for circulation for class room use: 3,049 slides (90% being colored) 1,118 stereographs 2,519 well mounted pictures 75% colored 875 illustrative booklets 184 exhibits 1 stereopticon lantern 1 moving picture projector A special budget is set aside each year to increase the visual equipment. As a means of training teachers special meetings are held for different groups and concrete demonstrations of class room work use given by teachers and pupils. But a small beginning has been made thus far, but we have purposely gone slowly and carefully. We never circuit films or any other material. The request must come from the teacher that material is needed to solve some definite problem or to enrich some subject matter. The last few years we have all been aroused to look upon public education with a new meaning and significance. Our objectives have somewhat changed and we now realize that if we perpetuate the high ideals of our great American democracy, we must cast aside educational tradition and meet the specific needs of this new complex life. We must make learning more appealing, more concrete and meaningful, so that it may be attained by all the various types of minds and that the knowledge gained may actually function in daily living. The modern school cannot be apart from life; it is life. With this in view, we are not so much concerned with imparting an accumulation of facts which are bodies of information especially in the elementary grades, as we are in developing right habits, attitudes and ideals in the minds and hearts of our on-coming citizens. If we are able to guide students toward right thinking and living and inspire a desire or real hunger for knowledge, we have certainly paved the way to self-education. Visual aids are a valuable means toward this end. Modern psychology makes.it clear that for the most part we gain our knowledge thru a series of experiences which leave a wealth of images and clear concepts in the mind. Books can only interpret experiences and are not a substitute for the actual experience. Words are mere symbols of ideas. The language of the printed page can but suggest mental images, and unless the individual has had something in his past experiences with which to compare and out of which to build correct concepts, the true interpretation is not possible and accurate knowledge cannot be gained. It is only thru a wide and systematic use of the various visual materials to supplement {Concluded on page 353)