Moving Picture Age (Jan-Dec 1922)

MOVING PICTURE AGE December, 1922 in the entire twelve grades of the primary, intermediate, and junior and senior high schools can be found in the list enumerated above. Perhaps every one of these screen versions is full of anachronisms ; no doubt but that the director overemphasized certain dramatic situations, ignored others more important, and possibly introduced some scenes and situations in the picture that never entered the mind of the author nor could possibly be found in the original text. These incongruities may prove to be the very things that will provoke class discussions and bring out original interpretations of the pupils themselves. The chief merit of film studies may repose not so much in their immediate cultural value as in their power to motivate and vitalize the recitations. James N. Emery, Supervising Principal, Potter District, Pawtucket, R. I. — In our own experience we have found four principal methods of using slides with satisfactory results. A judicious combination of several or all, according to the makeup of the class, the time available, or the character of the work, is more satisfactory than rigid adherence to any one. First among these is the conventional lecture plan. In this the teacher or principal lectures to the class as the new slides are shown. This method makes for economy of time and a clearly developed and logical presentation. In the hands of a speaker who knows how to fit his own knowledge to the picture and the class, it secures some very satisfactory results. It also presents the added advantage of reaching large numbers at one presentation. A speaker can ordinarily talk to an auditorium filled to capacity as well as to a small group. This year, with three eighth-grade rooms and pressing demands upon my own personal time, I have found it almost necessary to do my own teaching in this way, to avoid needless duplication of work. A second method, which we have found in moderation to work excellently, is the use in the classroom or hall of a good geographical reader, such as Huntington's Asia or South America, or Carpenter's texts. Pupils in turn are called upon to read various paragraphs, and, as they read, the appropriate picture is flashed upon the screen, and if necessary discussed further. We find this possible either by using a small reading light and base plug in one corner of the room, or by opening the door of the lantern from time to time and letting its light out sidewise upon the class (unless your lamphouse ventilation is good, I would caution special care for the sake of your condensers). If part of your hall lighting system can be controlled by a central switch near the lantern, the lights can be flashed on and off for this purpose. Both of these last two plans, however, might be criticized as causing undue strain on the eyes. In making use of this method it is necessary for the teacher to annotate her own copy of the textbook with marginal numbers of the appropriate slides. For my own and the teachers' use I have a copy of nearly every geography and geographical reader annotated in this way. Some fairly effective results may be obtained through the use of this method. A third plan used in many schools is for each pupil to learn the facts about some one picture and then recite them to the class when the picture is thrown upon the screen. This method is most effective when preceded by the study of the stereoscopic views of the same subject. Several of the manufacturers supply printed sheets or slips upon which the more important facts about each picture are printed. In many respects this is the easiest method to handle, especially for the novice teacher. It presents the advantages of a rapid drill, with few lagging places, and makes an excellent showing, especially before visitors. We have used this plan to some extent, notably on one occasion when a selected group of upper-grade pupils gave a demonstration before a gathering of business men, where it was important, to save their time and ours, that the pupils should know exactly what they were talking about. The plan I like best of all is the use of the lantern for a development recitation in the class. Assume that the class is studying Japan. We have on the screen a picture of the city of Tokio, a bird's-eye view looking out over the wilderness of roofs. We see that the houses are nearly all of the same height, pattern, and size. We can see that the houses in the picture are all of flimsy construction. Why? We have already studied the mountains and volcanoes, and know that there are numerous earthquakes in the country ; and a boy volunteers, "Because of the earthquakes." Good as far as it goes. Not satisfied with that, we draw out that if the houses are built of such flimsy materials there is . little danger of people being hurt if the house is shaken over ; that it will not cost much to rebuild in the case of disaster; that skyscrapers would not be practical under such conditions ; that the climate is warm and they do not need such protection from the winter cold as in this country ; that it is damp, and they need abundant ventilation to prevent things from mildewing, etc. We notice that the roofs, in spite of the light construction of the houses, are heavy and firmly built. Gradually we draw out that they are built that way to avoid having the roof blown off by the heavy winds which infest that section. Then we take up the jinrikishas standing in the street ; the dress of the coolies who draw them ; the paper parasols the men and women carry ; the wooden clogs and the need for them ; the curious signs ; the almond eyes ; the queer way of carrying babies on the back ; the burden-bearers who carry their loads suspended from a long pole balanced on their shoulders ; and a score of other details, until the pupils unconsciously and of themselves have absorbed a quantity of colorful details of Japanese life. This takes time ; it needs careful preparation before-hand by the teacher, a thorough knowledge of her subject beyond a perfunctory skimming over the book, and constant watch lest the class be drawn away to unimportant side-issues. On the whole, however, it is the most satisfactory method of the four, and holds the interest of the class most closely of all. W. O. Stark, formerly with Department of Visual Education, Kansas State Normal School, Emporia. — It has not been the policy of the department to purchase films as permanent property, but to secure the loan of the best educational films for periods ranging from two weeks to one year. Securing the films from these sources has made it possible to place this motion-picture service, without cost to the schools, within reach of every school in the state. At present 80 Kansas schools are making use of this service. Formerly a circuit was planned and the films kept moving on this circuit, but this did (Continued on page 18) An Americanization Clr.ss at Lafayette Evening School, Newark, N. J. Mr. Balcom, Assistant Superintendent of Newark, Discusses This Work in the Accompanying Article