International Review of Educational Cinematography (Jan-Dec 1934)

364 EDUCATIONAL CINEMATOGRAPHY (3) The teacher also should be fully prepared, " three times as well prepared as the pupil. (4) Present the lesson so as to arouse interest to stimulate to greater endeavor. (5) More material than can be well assimilated should not be given at one time. (6) Utilize materials of instruction so as to develop all the faculties of the mind. (7) Present lessons in an orderly and systematic way so as not to cause confusion or a complexity of impressions. (8) Vary the methods of teaching and the teaching materials used, in order to utilize such methods and materials as are best suited in each instance to accomplish the purpose of efficient instruction. (9) Dramatize the lesson, visualize it. (10) Repetition is an important practice in memory training. Vary the method of repetition. (1 1) Discussion drives home the lesson. By oral review the teacher can discover which pupils are deficient in the power of observation. (12) Written review fixes facts in the pupils' minds. Types of visual instruction. There are at present several types of visual aids, those most used are : bulletin, exhibition and black boards, films, slides, maps, charts, globes, field trips and excursions, samples, collections, pictures, relics, specimens, demonstrations, dramatization, museums, sand tables, school gardens, socialized lessons as living persons. Several of the above may be used in one lesson or one may cover several lessons : the greater the number of different angles from which, the subject can be approached, the more certain it is that learning will take place. Here again the method and material depend upon the subject and the teacher. Visual aids give many advantages, among the most important are the possibility of stimulating adequate imagery, to the point where it becomes sensory. The pupil has a chance to study the thing itself or a picture of it, and in many cases can hear or feel the thing or even smell it, by this procedure the image naturally will be more accurate. Fast moving objects may be slowed down to a point where the movements can be studied and slow moving objects accelerated. The movie has the advantage of transporting a whole class to the scene of action so that the student actually feels the atmosphere of the setting. Slides present objects and materials in a natural state and in colours, so they may be studied at leisure from every angle. In spite of the advantages of visual aids they still are subject to objections. All objections may be summarized under the following seventeen heads : (1) Films cause eye strain. (2) There are too many mechanical difficulties and projection problems, including proper wiring, current, etc. (3) Fire hazard. (4) Too great expense for equipment and films. (5) Films make learning too easy. (6) Films make superficial thinkers. (7) Films reduce reading. (8) Films destroy the sense of perfection in language. (9) Films dull the imagination. (10) Films distract from the lesson. (11) Films tend to replace the teachertext book method of instruction. (12) Slides and still pictures are better. (13) Proper films are not available. (14) Films are inaccurate. (15) Films are too rapid. (16) The benefits to be derived are uncertain and unproven. (17) There is no established method of use. Beneficial use of films may be summed up under the following the headings : (1) Films should be used in all branches of education. (2) Films should not replace the teacher, but should be used as auxiliaries. (3) Films are of proven value in the demonstration of experiments. (4) Films are valuable in the analysis of industrial processes.