Moving Picture Age (Jan-Dec 1922)

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18 MOVING PICTURE AGE December, 1922 The Ideal Equipment For Non-Theatrical Users Flickerless"5AFETY 5TANDARD"Motion~ftcture rYojectpr WITH NEW LAMPHOUSE FOR LARGE AUDIENCES The new Premier Pathescope embodies the successful experience gained in the world-wide sale and use of over 10,000 former models. The New Premier is as great an improvement over the former models as the modern self-starting, high-powered limousine is superior to the auto of ten years ago. So simple that anybody can operate it. So exquisitely built that its pictures amaze and delight the expert critics. No Enclosing Booth nor Licensed Operator Required No Insurance Increase nor Fire Hazard Incurred Adopted by the New York Public Schools after careful investigation of the merits of other portable Projectors. Send for Booklet " Safety Standard Reasons" The Pathescope Co. of America, Inc. EDUCATIONAL DEPT. AEOLIAN HALL, 35 W. 42n<TSt., NEW YORK Agencies and Branch Exchanges in Principal Cities (MEMBER) <5F Using the School Screen (Continued from page 8) not prove altogether satisfactory. Under the present plan a catalogue of the film library has been very carefully developed, listing the film subject, number, and reels, with a grouping as to subject-matter, such as Cities, Industries, Good Roads, Agriculture, History, etc. Schools and other organizations desiring the films order from the catalogue and receive the films directly from Kansas State Normal. After the films have been used they are returned directly to this department, where they pass through film-inspection and repair rooms before they are sent out again. In this way they are always in good condition when sent out, prompt service is rendered, and in case the film asked for is out a substitute can be easily selected. J. V. Ankeney, Associate Professor of Visual Education, University of Missouri, Columbia, — There will be a place for the textbook, for written work, for hand work, for study, and for discussion. There will be a problem-solving with good hard reasoning. If we, therefore, wish to see the intelligent use of visual aids, we must recognize that one of the biggest problems the visual educator has to facetoday is that of method. Too many teachers conduct excursion lessons that have no plan or purpose. The class is not prepared before-hand for the excursion or observation lesson. Perhaps the teacher has not gone over the ground or has not seen the animal or object to be visited and studied. The plan and purpose of the lesson are not definitely worked out by pupil and teacher previously. There is a lack of systematic, careful procedure and study while on the ground, due to lack of purpose, lack of plan, lack of organization, and lack of definite problems to be solved, and for which the pupil knows he is to be held accountable. On the return to the school and home too many teachers fail to follow up and make definite use of the lesson. Much of the knowledge gained may possibly require organization. Comparisons may have to be made, values weighed, etc., on the return to the classroom. If the class has been taught to use the kodak effectively, prints, lantern slides, or reflected images will be available for reference. Lack of correct method determines whether an object lesson in the form of an excursion shall be a lesson or a pleasure trip. The same situation prevails when using preserved materials as well as when using lantern slides, charts, motion-picture films, etc. One teacher says : "Children, we have a film on poultry. We will now go to the auditorium to see it." The entire school gathers in the auditorium and the film is run ; the teacher may casually refer to it afterward, or may not. Obviously the greatest good cannot be obtained from a film by this method, or lack of it. This same teacher gets a set of slides and shozi's them to her class in much the same way that the film was presented. Certainly there is a better way. Usually there is not the problem of using the film alone, or slides alone, but the problem of using one or more of the visual aids in conjunction with and as a part of the teaching process. Visual aids may legitimately be used (a) as part of the class exercise, (b) as part of the summary, (c) in making the assignment, (d) in the supervised-study period, (e) in home study, (/) as part of the review, or (g) in the introduction to the lesson. Not always will the teacher use them — more often the pupil. There will be wall maps, desk maps, charts, blackboards, graphs, pictures, slides and motion pictures, models, etc. — not all in one lesson, of course, but the teacher will have a use for them at different times during the year. W. M. Gregory, Curator, Educational Museum, School of Education, Cleveland. — The final educational picture must give the stereographic effect of depth and distance, and its coloring must be natural without the crude imperfections of our present efforts. Staining, tinting, fading, and other camera technique must be improved. The flicker and flare will be eliminated. The animation of maps and scenes will get away from the jumpy cartoons, and the places, journeys, countries, and other geographical information of value in history will be given emphatic meaning through animated maps produced by new technique and skill. Titles will be given scientific preparation in design and execution. They will be properly planned by experiments with the groups where the film is to be used. The title if used at all will be an inseparable part of the picture and not a chunk of literary junk. The real educational picture will have no title. The Chinese theatre's method of holding up a title for a scene is to be short-lived, for there are beginnings of something better. Explanations, titles, and the words of the historical characters will be spoken in exact synchronism with the picture. We have instruments perfected, and titles on films will not be an educational question in five years. If films were of high standard and created for something more lasting than a pleasing fancy they would become standard in character, similar to textbooks, and their circulation would gradually increase as the material becomes known. The bulky form of the film Please sav, "As advertised in MOVING PICTURE AGE," when you write to advertisers.