The educational screen (c1922-c1956])

October, IQ23 Visual Instruction Association of America 401 particularly with younger children. It is virtually the only means of introducing the little folks to certain geographical concepts, such as land forms, water forms and points of the compass. At this stage it has the great advantage of bringing into play the motor impulses so strong in the young child. Later, naturalist hikes, museum visits and shop and plant excursions may and should be added. If you cannot take your children from the building, there are two recourses (1) the mental excursion, i:eminding the children of objects and scenes known to be familiar, and (2) the class room excursion. For example, if you are studying a group of states, have the pupils label certain desks, suitably grouped, as states. They may then distribute specimen products brought from home — an ^gg for Ohio, any steel object for Indiana, a jar of bacon for Illinois, a picture of a Ford for Michigan, etc. Finally let selected pupils conduct interstate excursions. The essential point is to elicit self activity, particularly of the motor type. {b) Specimens Speaking of specimens, every class should have its own specimen collections, especially an industrial collection, for geography is largely a study of the sources of the great primal necessities, food, clothing and shelter. Do not aim at gorgeous, immaculately labeled collections securely locked behind glass. Let each class make its own collection, which it can handle freely. This provides an outlet for the hoarding or collecting instinct, induces self activity and furnishes an excellent class project. Under the general heading of specimens, one may also include models of various sorts. It scarcely need be added that where practicable these should likewise be made by the pupils and preferably through co-operative effort, (c) Experiments Of the experiment little need be said. It is firmly entrenched in modern school practice. My own observation is that the elementary general science teacher uses it more effectively than most high school physics and chemistry teachers, for he invariably makes it the initial step of the lesson— which it should be. Loose Pictures Under loose pictures may be designated (a) the illustrated text; (b) photographs and their reproductions, chiefly available to the teacher in the form of post cards and illustrations clipped from current periodicals; (c) posters; and (d) stereographs. (a) The Illustrated Text The illustrated text is perhaps the oldest of visual aids. It is still badly made and badly used, however, because neither author nor teacher builds the lesson around the pictures. Examine a real illustrated text, such as those put out by the American Viewpoint Society and you will see what I mean. {b) Post Cards and Newspaper Illustrations Like the specimen collection, the iriaking of a model scrap book to which each pupil contributes post cards, illustrations and clippings, is a suitable class project. Here the teacher again utilizes the rather troublesome collecting instinct, so strong in boys at a certain age, and socializes it by applying it to the common good. Another effective use of post cards and small pictures applies equally to posters. Both should be used to dress up the bulletin board and classroom walls. The girl's instinct for self adornment, usually appearing at about the same age as the boy's collecting craze, can thus also be sublimated and made to serve a useful and a social purpose. Many valuable industrial posters are obtainable. Also, every teacher should know the National Child Welfare Association's wonderful posters, which are sold at cost. Everything thus posted should also be vitalized for the pupils through some class exercise, preferably conducted by a member of the class. {c) Stereographs Among loose picture devices must be reckoned the stereograph and stereoscope. The illusion of reality conveyed by this marvelous little instrument makes an indelible impression. A well indexed set of stereographs should be in every school library, for the use of the upper grades. In the lower grades the best usage is to leave two 'scopes, with two or three pictures each, on each window sill for two or three days. This enables the youngsters to examine them at their leisure. Then whip the whole series into a coherent weekly or bi-weekly lesson, by reproducing the same objects on the screen. If this is impracticable, review the series by question and answer. Thus the motor impulse is utilized by having the children leave their seats and handle the pictures themselves; and mental co-ordination of retained visual images is effected by the review. Stereopticon Views This brings us to the slide or stereopticon view, which must always remain the staple among