Film and Radio Guide (Oct 1945-Jun 1946)

12 FILM AND RADIO GUIDE Volume XII, No. 8 Announcing . . . New Subscription Rates FILM & RADIO GUIDE Effective July 1, 1946 ONE YEAR $3.00 TWO YEARS 5.00 THREE YEARS 6.50 Enter or Renew Your Subscription NOW at Current Low Rates: ONE YEAR $2.00 TWO YEARS 3.50 THREE YEARS 5.00 In Canada, Add 50c; In Foreign Countries, Add $1 "What Shall We Read About the Movies’’ or "Course of Study in Radio Appreciation” FREE With 2-Year Subscriptions. BOTH FREE With 3-Year Subscriptions. from a state of war, it must devote itself most seriously to a realistic justification of its program that will be understood and accepted by teachers and pupils. Its program must have a sharp sense of direction, and must seem to be moving in that direction with energy and selfconfidence. To make this possible, the first requisite is a clarification of basic objectives in the simplest and most specific terms. Of course, this is a more difficult task for public education than it was for the armed forces, but the educator cannot expect intelligent human beings to move rapidly in a vague direction in search of a vaguer goal. Only to the degree to which objectives can be reduced to terms that both pupils and teachers clearly understand can the mechanisms for achieving those objectives be planned with confidence. Here, then, is a pivotal problem in modern secondary education. The objectives are hazy and confused. The educator has not clearly decided what he is trying to achieve. Individual teachers are particularly aware of this, for they find themselves teaching their special subjects without any conscious sense of the connection between their work and the objectives of the secondary school at large. And if the teachers are confused about the objectives of the highschool program, how much more confused are the students! Yet the students are most often the final arbiters as to what course or elective they shall undertake. To Sum Up Three great losses of faith seem to plague the modern edu cator : a loss of faith in the ability of the learner, a loss of faith in educational method, and a loss of faith in the worth of the educational process. The armed forces’ training programs have provided a basis for restoration of faith in the first two : faith in the learner, and faith in educational methods. However, the loss of faith in the worth of the educational process can be remedied only by a clear evaluation and restatement of the aims of the educational process and a zealous re-dedication of educators to the achievement of those aims. ★ Correction In our March issue, the article entitled “Motion Pictures Useful for the Study of Literature” was credited to Robert E. “Schneider” instead of to Robert E. Schreiber. We deeply regret the error, which was not caught in time. We also regret that Mr. Schreiber’s listings of sources of the films was incomplete. For example. Adventures of Tom Sawyer, As You Like It, Count of Monte Cristo, Last of the Mohicans, Little Lord Fauntleroy, Little Men, Of Mice a}id Men, and Prisoner of Zenda are available not only through Films Incorporated but through Bell & Howell Company and other leading film libraries. Likewise P>ack Street, Great Impersonation, Hoosier Schoolmaster, House of Seven Gables, Keeper of the Bees, Mother Carey’s Chickens, Swiss Family Robinson, and When the Daltons Rode are available not only through 1. T. & T., but through Bell & Howell Company and other leading libraries. Things To Come has been withdrawn from circulation and cannot be had anywhere just now.