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Why Put tpie Reel in Religion? The Educational Screen
to organize separate producing companies to make "religious" pictures. Most of the ones I have seen are hopelessly inartistic, poorly acted, and, with few exceptions, insipid. It will rather have to be in the "conversion" of the already established methods of producing to filling the great need.
Where is the man with the vision as well as the experience, with the heart as well as the head, with the passion for service as well
as for coin who will come to the aid of organized religion ? He it is who, in company with the ministers who would serve their day and generation, may make motion pictures a vital force in making religion real to thousands of people who are now seeking blindly and not finding the goal of their desires. Him I would hail with glad heart and call him "Brother in the service of God."
The Stereopticon in the Classroom
Clarence H. Boden Public Schools, New York City
EDUCATORS have been slow in following the advice of great teachers like Comenius (1592-1671) and Rousseau (1712-1778)— so slow indeed that those eminent men can hardly be called "pioneers" of visual education. They were merely prophets.
"If the objects themselves cannot be procured," says Comenius, "representations of them may be used. . . . For every branch of knowledge similar constructions should be kept in schools ready for use. . . . True that expense and labor will be necessary . . . but the result will amply reward the effort."
In the following Comenius is telling us pretty clearly why children in present-day schools "grow dull, and wry themselves hither and hither out of a weariness of themselves." . . . "The senses (being the main guides of childhood, because therein the mind doth not as yet raise up itself to an abstracted contemplation of things) evermore seek their own objects; and if these be away, they grow dull, and wry themselves, hither and hither out of a weariness of themselves; but when their objects are present, they grow merry, wax lively, and willingly suffer themselves to be
fastened upon them till the thing be sufficiently discerned."
Rousseau says, "I like not long explanations given in long discourses ; young people pay little attention to them and retain little from them. The things themselves! The things themselves! I shall never repeat often enough that we attach too much importance to words : with our chattering education we make nothing but chatterers."
It is generally recognized that the stereopticon offers the best means of presenting pictures to a class. The nature of the light, together with the large size of the image, gives to the pictures a peculiar sense of reality not found in the text-book or other small-size illustrations.
There are several reasons why the stereopticon has not come into more general use in the teaching process. Until recently its use was inconvenient and somewhat dangerous, unless carefully handled, because of the necessity of using hydrogen and oxygen gases. The new development of the high candlepower incandescent electric light has made the stereopticon a very simple, easih manipulated machine. Yet teachers, includ ing principals and superintendents, arc ver\