Film and Radio Guide (Oct 1945-Jun 1946)

May, 1946 FILM AMD RADIO GUIDE 9 selections brought to her by the shopper, the rejected items are returned promptly to the stores. A stock girl in the wardrobe department is in charge of keeping track of returns, which are usually made in a studio motorcycle or truck. Each hour during the day, the shopper phones back to the studio to find out if there are any changes in their requirements. For a scene in The Stranger, it was suddenly decided one day that Loretta Young should wear a trench coat, instead of a suit. In the middle of the day, Dorothy had to change her plans and start scouting for a trench coat, on which altera tions were made that night, so the coat could be ready on the set at nine the next morning. Most Hollywood shoppers have had several years’ experience in the motion-picture business, and have worked up to the job of shopper through other jobs. Dorothy has been in show business most of her life, having started as a child actress, and gone on to modeling. She has been in wardrobe work for ten years now, and worked as a stock girl and “set girl’’ (wardrobe worker on the set who does mending and ironing, sews in shoulder pads, and does other odd jobs that arise) for several years before becoming a shopper. Another Hollywood shopper got the job after working in the studio department of a department store. Another one used to be secretary to a producer. She had such good taste in her own clothes that the studio designer offered her the job of shopper. There ai'e so many different jobs within the wardrobe department that Dorothy suggests that anyone who would like to learn about them should write to the Motion Picture Costumers’ Local in Hollywood and ask what material they have available on the subject. Copyright, 1 946, Helen Colton What Can Secondary Schools Learn from Educational Experiences of the Armed Forces? Some time ago, a group of secondary-school educators came to visit the training unit at which I was stationed. They had heard much of the success of the armed forces’ training programs and had come in the hope of discovering the ways and means whereby that success had been achieved. When I spoke to some of them afterwards, it was evident that they were disappointed. They had not found anything basically new. The armed forces had better facilities, better equipment, and more money to spend than was generally available to them in the public Reprinted from "High Points," March, 1946. BY ALEXANDER TAFFEL Textile High School, N ew York City schools, but, essentially, the teaching and training methods they had seen were the same as those used by competent teachers everywhere. They were puzzled. What accounted for the success of the armed forces’ training programs? What could the public schools do to emulate it? Two Misconceptions I was especially interested in the remarks and attitudes of these educators because they reveal two prevalent misconceptions concerning the educational efforts of the armed forces. The first is that the armed forces developed utterly new and different teaching and training methods. The second is that the armed forces have somehow achieved objectives in mass education that the public schools have never been able to achieve in the past and are generally failing to achieve in the present. The purpose of this article is certainly not to belittle the superb educational accomplishments of the armed forces, but rather to establish in better perspective some of the lessons and implications of those accomplishments for public secondary education. As for the first misconception, it may be stated that the success of the armed forces’ training programs was not due to the discovery of anything fundamewtaJJy neu' in educalional principle or practice hut rather to shillfid combinations