We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
1352 —
but it is a necessity, even if the teacher is exceptionally well qualified for his job and familiar with visual methods of instruction.
Teachers may be classified, according to the means they employ, in these three groups:
those who expound a lesson (explanatory method); those who comment upon the school manuals (text-book method); those who make a constant call upon the pupil's faculties (active method).
Film teaching involves the third method only, but the method is reinforced by the perfect representation of the subject of the lesson.
A teacher who relies mainly upon the explanatory method talks too much. In most cases he only requires of his hearers that they should listen. As soon as their attention begins to flag, the teacher loses his grip over them and is talking for his own edification alone. His ideas, however well coordinated they may be, fall on empty air, and he will have to change his method. But he will use the aptitude he has acquired of composing a lesson, arranging its different parts and extracting the essential ideas requiring to be emphasised.
A teacher who resorts chiefly to the text-book method, has the text read aloud; he breaks it up, explains it, extending or enlarging its meaning. He effaces his own personality too much; he is imprisoned within his author's text. He will relinquish this method, but not before he has realised the need for associating and coordinating ideas.
The teacher who is skilled in the active method has almost reached
in schools, to which specific reference was made in connection with M . Ange's article.
The first results of the Institute's appeal to teachers in elementary, secondary and vocational schools and colleges in various countries, exceed all expectations. Its questionnaire to teachers has already brought in nearly four thousand replies, many of which — opened at hasard pending systematic analysis of the whole material — constitute detailed reports and careful studies of the question. It is an inexhaustible mine of suggestions, the results of first-hand experience, observations and also wishes expressed by teachers. The information is all the fuller since, as our readers will remember, the questionnaire covers not only instructional, but entertainment films with all their possibilities of influencing children for good or ill; it deals, in fact, with the cinema as a social factor.
This flood of replies to its questionnaire furnishes the I. E. C. I. with what is possibly an unparalleled supply of study material. Strong in its determination, which greatly exceeds its financial resources, the Institute will lose no time in systematically sifting all this material, the essence of which it will extract and place before readers of its Review under the heading, beginning with the present number, " The Institute's Enquiries. "