The educational screen (c1922-c1956])

Page 336 The Educational Screen as she told them of China and traced important places on a map. And tliere was the exhilaration at the sight of the group of o\-er a hundred attending our forum on Russia, unmistakable evidence of the current in- terest in our great ally. In that audience was a young soldier from a nearby Militarj' Police Post who had dropped in very casually and stayed to take part in the discussion. His comments and freshness of view- point brought heartening reassurance that, despite many comments to the contrary, our young men in the armed forces are really thinking. Ranking high among our impressions will always be the .splendid forum on Minority Groups, which for some marked the high point in our program. It was not that the forum decided anything, or that miraculously we caused the problem to melt away. We remember it because of the fine spirit in which we discussed our number one minority problem, the Negro, and because of the con- tribution, greatly .strengthening our discussion, of a Negro member of the group. As one woman remarked afterward: "If you had had no other meeting save this one it would have justified the series." Enthusiastic comments from forum attendance proved that there is a real desire for a program of this type. Many expressed the hope for a similar series another year and one constant attendant remarked sadly as the series drew to a close, "I hate to liave them over. Couldn't you possibly extend them?" "If I had known they were as good as this, I would have come to them all," was the comment of one mill-worker. Another said, "We are just beginning to catch the idea—it was rather new at first." Our leaders showed like enthus- iasm, one of whom recently wrote, "I think that this experiment has worked out exceedingly well . . . It seem to me to have opened the way for more of this same kind of education in Andover another year." Was it worth doing? Decidedly yes! And this despite the lack of startling statistics of new borrowers attracted to the library, of more books circulated, of further serious reading undertaken—all of which some might consider absolutely necessary as proof that time and effort were well spent. Some new borrowers were acquired and books did circulate as a result of the forums, but the statistics are not impressive. Yet our film forums brought results, intangible perhaps but results nevertheless, some of which we have tried to suggest. In addition, our program has achieved a spirit of renewed friendliness toward the library and a growing realization of its part in community adult education. Our minds are already tantalized by the prospect of a program for another year. We have learned much from this year's experience and we are the richer for the existence of a nucleus of interested men and women to whom the forum method is an ac- cepted idea. Visual Instruction in Elementary Schools (Concluded front page 333) visual aids have been found to be excellent tools for jiromoting better public relations. Evaluation It is natural, of course, that the first evaluation of the audio-visual program should be in terms of pupil progress in actual class work. All experimental stud- ies show that good aids, well used, increase interest, add to retention, and result in greater factual knowl- edge. We may then expect less retardation, a greater interest, and usually more supplementary reading in the specific courses in which the aids were used. The increased interest also is frequently reflected in other related subjects, and a general improvement often is noted. However, there are other aspects in the evaluation of a planned visual-sensory program. Enlisting the resources of the community helps both the school and those who make contributions. Children tend to isolate school from normal activities outside. Here is an op- portunity to utilize a natural social situation and de- velop desirable habits. Why not let the children write letters asking for permission to visit these local organ- izations? Then be sure that a note of thanks for the privilege is .sent. Respect for property, desirable con- duct on the streets and in public places are but two of the many social attitudes which may be developed in the children. Interest in the schools naturally de- velops on the part of those who are extending the favor. Another problem confronting the schools today is the better use of leisure time. Motion picture appreciation clas.ses and movie clubs tie into a program of audio- visual aids very closely. Children go to the movies so why not make them an educational tool as well as a good use of leisure time. If well handled, appreciation classes should increase the enjoyment rather than other- wise. Motion pictures, however, are but one item in the problem of leisure time. In written reports of teach- ing with various aids, one is forcibly struck with the number of hobbies developed and completedly new abilities demonstrated by the children as a result— making models, new interest in phases of nature study that result in collections and wide reading, photographic activities, hidden artistic talents—to name a few of the many that have been reported. All of these may result in hobbies and lifelong interests which constitute valu- able uses of leisure time. Many students go through their school life without ever experiencing the satisfaction of doing a thing well and receiving recognition therefor. A feeling of in- feriority frequently handicaps such students all through life. When we see the number of misfits around us daily, we all realize the desirability of doing something about it. A well organized and executed program of sensory aids will help enormously to this end. It is incumbent, therefore, on all principals to promote the wider and better use of all types of perceptual aids, not only to speed up and enrich learning but to encourage democratic participation by all members of the classes (and it will do just that). We must recognize that these aids actually can contribute to a better citizenry because of better training in schools—a training based on modern principles of the psychology of education for developing a well-rounded, integrated personality. Elementary school teachers and principals throughout the nation have a great responsibility in laying the foundation for this development.