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102 THE EDUCATIONAL TALKING PICTURE cation, a committee reporting on curriculum-making 1 deprecates the tendency in the school curriculum to divide human knowledge into sharply differentiated subject matter and states that "such concentration leads to a narrow view of the world which is not sat- isfactory." It goes on to show the importance of naturalness of the learning situation in breaking down these subject barriers by stating: The chief reason for the criticism of existing subject divisions is that, as now organized, some of the barriers between school subjects hinder true learning, rather than promote it. From the study of industrial, political, and social life, illustrations abound of the fact that the present divisions of the curriculum tend in some cases to isolate meanings, principles, movements, and forces which, to be really understood, must be studied in the close rela- tionships of their natural settings. 2 Talking pictures promote forcefully those phases of the learning process upon which the modern philosophy of education places much emphasis. The results of experimentation and the judgment of teachers using the pictures show that the medium can be very effective, not only in the direct education which is seemingly the primary purpose of the picture, but also in challenging the student to think critically and to desire to carry his study far beyond the picture into many related fields. Dorris 3 stresses this result in ref- erence to visual instruction as follows: All that educational means can do is to make problems and their solution more full of meaning to children and to provide more means and sources of help in their solution. Visual materials are of value in stimulating thinking, in clarifying the factors involved in the solution of a problem, and in render- ing more thorough the mastery attained. The use of visual-instruction ma- terials will not eliminate work; they will not set aside nor lessen the use of textbooks and libraries. On the contrary, visual aids will furnish the stimu- lus to go to textbooks and library sources of information for such help as the visual materials themselves cannot give. 1 The Twenty-sixth Yearbook of the National Society for the Study of Education (Bloomington, 111.: Public School Publishing Co., 1926), Part II: "The Foundations of Curriculum-Making," p. 21. 'Ibid. 3 A. V. Dorris, Visual Instruction in the Public Schools (New York: Ginn & Co., 1928), p. 35.