The Educational screen (c1922-c1956])

i June, 1935 Page 153 Chart Intelligence for All THE PICTOGRAPH from \-ienna has started a real vogue for pictorial charts in this country. This vogue promises to engulf the public and the educator with a deluge of "Americanized" picto- graphs produced by the trial and error method. Little figurines simulating men have been rubber- stamped in monotonous rows and labelled charts. Such attempts catch the eye only because of the oddity of the technique, not because of chart-con- tent. A chart should be simple, clear and accurate —not a picture puzzle. Why depart from the simple, clean-cut picto- graphs made with so much restraint by Doctor Xeurath of Vienna? Neurath, in his manner of illustrating social trends, has rendered a service to education. He has done this not so much by per- fecting one type of chart—the pictograph—but by dramatically focusing attention on the chart form as an efifective medium in education. It remains for all educators to intensify their interest in chart types and, by experimentation, to determine audi- ence perception of charts. Countless charts are be- ing produced in this country but do they really fit the specific need of the educator in subject mat- ter and technique? An analysis of chart needs in education -has been undertaken by the Graphic Standards Project at Teachers College, Columbia University,*^' as a necessary introduction to an extensive experimental program to grade the chart-reading ability on dif- ferent ages. This analysis has guided the group constantly in their preliminary experimentation and in the production of educational charts. "Machine-made" charts or "artistic" creations are useless in education. Charts should be built around the auflience requirements and the charac- ter of the data. In fact, we believe that a chart for educational purposes should never be produced unless the final chart portrays the essentials more exactly and more effectively than any other medium can portray them. The Graphic Standards Project set up tentative standards for the production of all types of charts. As our experience with school groups broadened, these standards were revised slightly from time to time. Certain fundamental methods of procedure were alwavs followed however. Since charts need By MARGUERITE E. SCHWARZMAN Teachers College. Columbia University New York City, New York to be built around definite projects widely used in education, our first step was to decide on a num- ber of such projects on different levels. A trans- portation project has wide appeal on elementary school level. Because of this we made a preliminary survey of various approaches and techniques gen- erally followed in working with classroom groups. Any aumber of pamphlets, colorful readers, posters, activity suggestions, etc., are available to schools on this subject but we discovered much important developmental and statistical data which might serve to cement many vivid experiences and point out significant trends. Little of this sort is avail- able. Many words, or a host of spotty pictorial flashes, could not do what a well-constructed chart might accomplish. When a chart seemed the one medium which could best give the desired informa- tion in impressive form the production of the chart was started. The required data was hunted for and found sometimes with much difficulty. Un- less this data could be obtained from a reliable source, the chart was abandoned. Correct informa- tion should be the primary requirement. With the project limits and the data in hand, the next step was to consider the age and approximate "chart in- telligence" of the prospective audience. Determin- '** A department of Public Works project of the City of New York, sponsored by Doctor Ralph Spence and Doctor Helen M. Walker of the Teachers College staff. Origin and Development of the Wheel A developmental chart useful in a transportation project, on lower elementary level ing chart intelligence is of necessity largely a matter of conjecture as yet, although we did test certain techniques in typical school situations at regular intervals. Generally it may be stated that young and imma- ture audiences need to have a chart "dressed up". Formal bar, line or pie charts don't register, many feel, because the method of presentation is un- familiar to the audience or the human element is