Educational screen & audio-visual guide (c1956-1971])

\ itli the person we wish to interview. How con(11 lent this arrangement is for him is often illusrated. "But I couldn't possibly come to the cliool at 2 o'clock Monday. I have a management nci'ting at 2:30. . . Oh, you mean just over the )li()ne from my own desk? That presents no )r()blem. I'll be glad to do it." A few, who somehow believe high school stuIciits might embarrass them by their questions, ire a bit reluctant at first and ask for samples. Alien it is apparent from these that they will be iskod only for their opinions and the knowledge gained from their experience, none hesitate. Our calls are made only when directly related () the unit at hand. We have never called anyone \ ithout prior study of the matter since our need or an interview is a product of that study. The iiterviewer, who is always a student, must be ainiliar enough with the subject to discuss it inclligently. Questions have been submitted by ncnibers of the class and sifted by a committee 11 advance. Consequently they may be penetrating. "Is subiininal advertising morally defensible?" caused I .iood deal of hedging by an advertising man. Do vou approve of the Federal Reserve's tight iioiiey policy?" gave us a thoughtful answer from I t)anker. Questions inevitably include the naive, too. What do you have to do to start a small busiicss?" brought a laugh from a retail store owner aIio said, "Well, son, I'd say the first thing is to 4(1 a loan." "Can you get rich in penny stocks?" (■suited in a lengthy warning from a broker who ^|^■prised them with the information that his firm .\ill not buy unlisted stocks selling for less than i2.()() for any customer. In addition to prepared questions, spontaneous )iics arc encouraged. As the conversation de velops, the interviewer should not stick too closely to his plan. Quite naturally an answer may draw impromptu questions from the interviewer, other members of the class, or the teacher. There is no doubt that through this device student horizons were broadened. Their eyes were big as they heard the vice-president of a company with resources of over $14 billion speak of anything up to $6 million as a "small loan" and say they keep about $200 million in the bank "just to run the company" from day to day. The school superintendent was asked to explain why the price of milk in our cafeteria is at its present level and what the cost of a new gymnasium would be per family tax bill. To "Is advertising worth all the money spent?" the reply started with "I prefer to use the word invested" and went on to present a viewpoint novel to them. When an importer talked casually of tramp steamers, African and Asian ports, average elapsed time from order to delivery, and how Belgian steel wire can undersell American, he spoke a magic tongue. They were intent as a Congressman told of his typical day, of the favors his constituents expect, and how much his mail influences his actions. It was to be expected that he would take the chance to speak of their responsibilities as future voters just as an insurance broker took the reckless teenage driver to task in discussing rate making. Though still in the experimental stage, our phone has been a success. It has stimulated student interest, varied routine, helped to bridge the gap between books and experience, and utilized parental talents with minimum effort. If such a device is used with discrimination, its potential is limited only by the imagination of teacher and students. Glen Ridge High School seniors using telephone, tape recorder and loudspeaker to interview valuable members of the community on questions under study in their social studies class. Educational Screen and Audiovisual Guide — Apuil, 1960 181