Moving Picture Age (Jan-Dec 1922)

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m ic 'ii Vol. V No. 6 Moving Picture Age JUNE 1922 VISUALIZED GEOGRAPHY COURSES Miss Katherine Terry Director of Visual Instruction, Franklin School, Port Arthur, Texas [In a most detailed and interesting letter preceding the receipt of this article, Mr. Leonard Power, president of the National Association of Elementary School Principals, and principal of Franklin School, comments: "Miss Terry is expected to carry three-fifths of the auditorium programs — the entire program three days out of five. We believe that the visual-education periods are worth at least two teachers to the school. We pay one teacher, and with the monev we would pay the other teacher we buy our films. We make it the place in the school lor one teacher to show her creative genius; it is part of our plan to magnify the work of the teacher so that she will do her best. We think our plan the most worthwhile means of teaching certain kinds of material to children. We know we can handle the children in large groups more effectively through visual education than through any other present known means." The possibilities of the course outlined would seem to warrant the enthusiastic tone of Mr. Power's enjoyable communication.— The Editor.] FRANKLIN School is one of the six ward schools in a town of 22,000 inhabitants. It is a modified form of the Gary System and accommodates 2,800 children, with a faculty of 67 teachers. Three teachers are assigned to the auditorium, carrying no other work. One of these teachers is in charge of general information, current events, and vocational guidance. He holds conferences with older boys and girls and brings community leaders to the school to address the children. He places children in the local industries, which have an understanding with us that our advice and recommendation will be sought for all children who are or have been enrolled with us. A second teacher is in charge of dramatic art, including school plays, debates, and declamatory contests. The major portion of her time is spent in dramatization of stories with small groups of children in primary grades. These and other forms of entertainment are then given in the auditorium. It is her aim to make children able to appear and talk before the public. These two teachers carry two-fifths of the auditorium programs. The remaining three days are given to visual instruction. Ordinarily I use moving pictures two days each week, and lectures illustrated with slides on the third day. We are using two machines, a Power's 6B and a Zenith. We also have a Balopticon, which we are using for slides with our new Trans-Lux screen. This screen is a boon to us here. With such large numbers of children in a room thoroughly darkened, ventilation is a problem. Placing the machine on the stage back of the Trans-Lux screen, there is no necessity for drawing curtains. The children come into the auditorium daily by grades, each grade having a separate period of forty-five minutes. With this excellent arrangement we are able to correlate the pictures with our course of study. Through conferences with the teachers, academic and special, I become familiar with what the children of each grade are studying in each subject, and then schedule the pictures accordingly. We have the Keystone set of 600 slides. These we find very helpful. In showing a film on a subject there is time for but little discussion. I find children keenly enjoying a lecture illustrated with these slides after they have seen the same subject in motion pictures. There was a time when the children registered disappointment at seeing films other than features. Now they see purely educational films more or less intelligently and enjoy them. We believe they are stimulated to greater efforts through keener interest in subject-matter. The best work we have done in visual instruction has been for our classes in geography. Below is a course we have outlined and followed in part. The films marked with an asterisk are those we have shown ; sources of films are printed in full the first time mentioned, and abbreviated in all following references. In case of failure to secure the proper film we use slides from our Keystone set. GEOGRAPHY A. New England States I. General * 1. New England States (Society for Visual Educa tion) II. Lumbering 1. Conquest of the Forest (Southwest General Electric Co.) 2. Romance of the Hardwoods (Texas A. & M. College) III. Quarrying 1. Marble Industry (Carter Cinema Producing Corp.) 2. Nature's Armor (Bureau of Commercial Economics) IV. Fishing 1. Cod Fishing in the Atlantic (Beseler Educational Film Co.) V. Manufactures : Textiles 1. Cotton Cloth (Amoskeag Mfg. Co.) 2. A Woolen Yarn (So. Gen. Elec. Co.) VI. Leather * 1. Shoe Making (Daniel-Williams Shoe Co.) 2. From Pelt to Welt VII. Paper * 1. A Tale of a Thirsty Towel (American Red Cross) VIII. Silverware 1. The Old Man at Home (A. & M. Col.) B. Middle Atlantic States I. General 1. Middle Atlantic States (S. V. E.) II. Fishing 1. Oyster Industry (Carter) * 2. Baltimore and the Oyster Industry (Ford Educa tional Library) III. Dairying 1. Concerning Cheese (Y. M. C. A.) IV. Mining Coal 1. Coal Mining (Y. M. C. A.) 2. Northern Coal (A. & M. Col.) V. Salt 1. Taken with a Grain of Salt (Ford) VI. Petroleum 1. The Story of Petroleum (A. & M. Col.) VII. Iron 1. Iron and Steel (American Steel and Wire Co.) 2. Iron and Steel, Parts 1, 2 (Ford) VIII. Glass 1. Sands That Serve (Bur. Com. Econ.) IX. Pottery 1. Magic Clay (Selznick Pictures Corp.) X. Water Power * 1. Niagara Falls — slides C. Southern States I. General *1. Southern States (S. V. E.) II. Agriculture : Cotton * 1. The Land of Cotton (So. Gen. Elec. Co.) * 2. Ginning, Marketing, Manufacturing (U. S. De partment of Agriculture) III. Sugar 1. How Sugar Is Made (A. & M. Col.) IV. Rice 1. Rice Industry (Harcol Film Co.) V. Lumbering: Soft pine * 1. Story of a Stick (Long-Bell Lumber Co.) VI. Ranching * 1. From Texas Trail to Your Table (Armour & Co.)