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

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iih in filinstrips. Many siu h iil)jc((s luid urgently the liglu I toi tluiirht discussion in schools, hurches. civic groups, hihor orani/alions, etc. Fihnstrips on {oil' Pafxr Is Made and Scenes of )ld Holland, for example, will A special course might well be set up ) train people to make filmstrips who lrca«lv have some competence in tlic elii of social studies. Just filmstrips. ach student niiglit be reciuircd to prouce as his "thesis" or final test, a filmrip for which he or she had written (le text and chosen the pictures. In ny such class of from 12 to 20 persons, here would be probably several who new quite a bit about taking pictures nd about doing art work and labora>ry work: they could perhaps do certain arts of the job for other members of he class, who in turn could help them 1 other ways. In the last days of the ourse. each member could project his trip for the others to criticize. Some trips might be only rough diamonds, ut others might be practically ready to e put into production and be distribted throughout the country.— William I. Gary, Jr. lot help prepare Americans to deend democracy against its enmies, who have by no means disippeared with the coming of miliary victory. They will not show IS how to establish a lasting peace. Vnd if we educators don't help )eopIe to find their way through :ontroversial subjects, we may ind ourselves with plenty of time o reflect about education— behind )arbed wires. We used the pre-test largely to )uild enthusiasm. Most of the questions were factual. However, (EE and HEAR — December one or two attitude (juestions were i'.uluded. Although we could not chaw sweeping conclusions from this sample, we find five students among the 9G who indicated that their inclination was to be highly suspicious of the Soviet people. A week later, the same test was given after the showing, and after the filmstrip had been studied. Their scores jumped up markedly and several attitudes were changed. "If I were either an administrator or a teacher, I would make the reading of this magazine a 'must' for myself, and urge it upon others as well. If I were a parent, I certainly would be interested in promoting teaching, as set forth in these articles, in the schools my child attended. "The articles, which are well written, show how, what were abstract concepts in teaching, and therefore dry and not too meaningful, can be concretely related to actual and real life as the children experience it. "I like the fact that articles are continuous until completed, and not 'continued on page so and so.' The brief qualifying characterization of the authors is a splendid idea, as it gives the reader a basis for confidence in his or her authority to write on the subject." —John I. Felsher, Simon Bros. Co., Inc. "May I say that I am most enthusiastic concerning SEE and HEAR. Your stated purposes point toward the bringing out and exchange of tangible and functional training ideas among all of us interested in the improvement of instructions; something which is of great need at this time. -Lt. R. E. Denno. USNR Officer-inCharge, Training Aids Section San Diego, California. Page 81