See and hear : the journal on audio-visual learning (1945)

sive study of the qualifications of a good business letter, we were ready to start on our venture of actually writing real business letters. Each student brought three stamped envelopes and se^eral sheets of business-size paper. Addresses of people and concerns had been procured beforehand. Interest and enthusiasm was more How Would You Do It? NO SUBJECT is devoid of values which can fire the imagination of siiulcnts. For example, we once studied the subject of water. I placed a drop of stale water beneath a microscope. The students walked by and one at a time they looked through the microscope at the small, living, moving organisms within. The comments of the first student who looks through tlic microscope is really the firing of the imagination and interest of the other students. Each succeeding student tries to sec more tlian the preceding one. If he was a good observer he did see more. They were rcaily to attack the subject. TRY this the next time you introduce the study of our forests. Place two pieces of wood about a foot square on ihc table. Ask a girl or boy to hold tliese up before tiie class. Tlie idea is not primarily to see tiie wood, but to have the student express his surprise bccuusc of the fact that one piece of wood is light, soft wood and tlic other very hard. The dillcrence in weight is definitely noticcal)le and this is the first thing to be spoken of— that some wood is harder and heavier than others. An inspection of the grain of the wood follows, and then tlie reason whv one piece is heavier than the other is evident. Ihc class is then asked wliat they wouUl like to find out about families" of trees and types of forest crops. I he unit is lainiched. —Norman L. Wittkop Pag* 64 Norman L. Whtkop Mr. Wittkop has had an unusu background in business and teaching c periencc. He has served with utiliti' and with business firms producing pr jeciion equipment. After gradualit from Marquette University, he has spei thirteen years in tlie teaching professu which has allowed him to do pionceril and experimenting in the field of audi visual learning. At present Mr. Wiltkc is vice-principal of McKinley School Milwaukee. than evident. During several classroom pe ods, the pupils* letters we worked and reworked. No letl was considered eligible to mailed out unless it was in i ceptable form with respect English, punctuation and contei Then the letters were mailc Within two or three days repli began to come in. Each mornii the class would gather around long table and look over all I mail. Both iiiicrest and a critic eye were developed by having t entire class examine the lelte Then the letters were passed o to the individual students v.hom they were addressed. AH letters were opened befc the class, read and discussed the basis of what a good biisirletter should be. Margin, lu iiig, inside address, saluiaii' complimentary closing, contcn letter, good English, good oj)cni; and closing sentences were (j cussed and the decisions learnl by everyone. Expectation alwJ December— SEE and »