The Educational screen (c1922-c1956])

262 The Educational Screen ber of boys who cannot read the rule correctly. Considerable time is spent here to be sure that the principles are thoroughly driven home. We are now ready for the first exercise which consists of three parts, horizontal, vertical and diagonal ruling. The spacing is one-half inch. While the photograph showing how to hold the tools is on the screen the teacher passes around the room to give individual help where needed. When this exercise is completed the pupil can test his own accuracy by observing whether the horizontal, vertical and diagonal lines cross in points. The extent to which they do not determines beyond all question the amount of error. Since the pupil can and does test himself it brings out one rule for successful drafting; i. e., always check everything put on paper before and after drawing. After a discussion of the various kinds of lines, and how each is made, a new sheet of paper is placed on the board and the margins and title block layed out as indicated. The first problem consists of a plain block of size shown, and forms the basis from which each of the four succeeding problems are developed. We use a model here in connection with the picture in order to more quickly and thoroughly drive home the analysis of the block into three views. Considerable time is spent on this, for, if well taught, much trouble will be avoided later. In making the working drawing of this and other problems, we have divided it into four steps ; (1) horizontal layout, working from bottom to top; (2) vertical layout, working from left to right; (3) the penciling in step, and (4) the finishing step. The pupils carry out these steps. working from the screen picture. The numbers in circles indicate the order in which the lines are drawn. When completed the drawing is compared with the alphabet of lines to determine whether the graduation has been right. A new sheet is used for problem 1-B and block 1-A is redrawn. Then, with this as a base, necessary changes are made for 1-B. Likewise, 1-C is drawn from 1-B as a base, 1-D from 1-C, and 1-E from 1-D. After each problem, the alphabet of lines is shown for purpose of comparison of lines. When the problems are all finished a little lettering practice is given and then all title blocks are filled in. Throughout this film there is an abundance of repetition which is fundamental to the learning process. The construction steps are the same in each problem, and in fact, the whole procedure is such as can be applied to any problem. We have tried to emphasize to the pupil the fact that every drawing, no matter how simple or complicated, is built up, one line at a time. The film must be supplemented by additional problems of the teacher's selection. Since we have used this film there has been an increase in both quality and quantity of drawings. There has been a decrease in the use of models, indicating that the pupils learn to visualize earlier from the picture. There has been an increase in the time allowed for individual help from the teacher in spite of the larger classes. But more important, we feel, is the tremendous increase in enthusiasm and interest in the subject of mechanical drawing, and the great decrease in the number of failures. The Motion Picture as an Effective Teaching Aid {ConcludeA from page 260) tionless educational films have little value in the classroom, hence we find the modern school film to be short on captions and still shots, and long on pertinent action. The past ten years, then, have taught us much about the more effective organization and construction of the classroom cinema. We now have inexpensive films and projectors, and projection which is simple in operation. The films, too, are being organized as aids to teaching, not as teaching entities in and of themselves. The new school films are also more closely linked with child experiences and are thus better adapted to fit into the modern child-centered curriculum. (To be concluded in December) IN THE NEXT ISSUE ■WT E ARE pleased to be able to an"^ nounce a unique series of articles, beginning in the December issue, under the general title "Visual Aids in Europe". The series is by W. M. Gregory. Director of the Educational Museum, Cleveland Public Schools, and will present comprehensively and in detail the results of the author's extended visits at every large institution in Europe which is engaged in noteworthy visual work. The series is planned to include seven articles, as follows : I A General Survey II London, Oxford and Brusseb III Berlin, Frankfort, Leipsig IV Vienna and Budapest V Zurich and Berne VI Munich and Jena VII Paris Throughout the series particular attention will be paid to sources of material that might well be utilized in schools and colleges of this country, new methods of service that it would be of advantage for our own institutions to consider, and still other activities upon which we should not risk entering. The series will run from December to June, inclusive, and will be of exceptional interest and value to all students and teachers in the visual field.