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VISUAL AIDS IN CLASSROOM TEACHING
Various types of visual material have been used in teaching for centuries. Old time pedagogues were quick to see the value of the chart, the map, and illustrations. More and more the educator today is employing the " seeing experience " in his instruction. First on the list of " seeing experiences " of visual aids is the excursion. Many people think only of the stereograph, stereoptican slide, and moving picture as visual aids. But the most vital of all is the one that gives the child first hand contact. The children, who only read about the fire station cannot be as interested in it as the group that has visited it, talked to the firemen, watched them scale their long ladders, and examined the fire apparatus.
An art class was studying and painting sky and water. Had this class not visited the water front and made actual observations, their paintings would have been merely photographic reproduction of the teacher's work.
I never see a valley without thinking of my own first impression of the word " valley " — a very regular depression between two steep and regular inclines — the teacher's hasty sketch. In this day of automobiles and school busses such inaccurate ideas need never be formed. Now we can take our classes to see this work of nature and our children will have correct mental images of a valley. So I shall repeat, the excursion, the living experience, is the most complete visual aid to instruction.
There are, however, many times when it is impossible to make use of this aid. What then will be used to round out and make accurate concepts of the information given by the printed page ? Photographs, prints, exhibits, charts, maps, globes, stereographs, stereoptican slides, and motion pictures are the visual aids commonly used in schools today.
Many of these have been used for a long time, while others such as the motion picture are quite new to us.
There can be no doubt that more correct mental images are formed when the " seeing experience " is added to instruction. This is not the only advantage. There is a great deal to be taught during the first six years of a child's school life, and we must use such technique and tools as will economize time. Bonds of learning are more quickly formed where instruction is accompanied by definite, accurate, clear cut mental images. New reading systems recognize this when they make as part of their primer material pictorial dictionaries of the entire vocabulary to be taught. The illustrations accompanying such words as many, news, on, of, are very interesting and certainly help in making more meaningful such difficult words.
Thus by the use of such visual aids as excursions, photographs, prints, exhibits, charts, maps, globes, stereographs, stereoptican slides, and motion pictures a definite saving of time is made and the child's mental images are accurate.