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

V«' A Ulc MimMf ^\m... m C(M Then aod Now in the Dnited States by Clarence W. Sorensen A unique contribution to the teach- ing and learning of geographical, historical, and social understandings. 12 Strips now ready Each strip is a useful teaching instrument by itself, correlating history and geography with other fields of knowledge which contribute to the child's understanding of the people, the resources, the problems, and the interrelationships of a region. Artwork by Milo Winter Mr. Sorensen is one of ttie authors of the geography series, Man in His World. for lull information write to Silveiy{ii?dett NEW YORK, 45 East 17 Street CHICAGO, 221 East 20 Street DALUS, 707 Browder Street SAN FRANCISCO, 604 Mission St. Your Audio-Visual Dealer Gives Professional Service . A MESSAGE TO EDUCATORS • 'y HERE'S A NATIOXWIDE family of profes- sional audio-visual dealers located in towns and communities throughout these United States and Canada who are more than qualified by ex- perience and specialized facilities to serve your school's audio-visual needs. Representing the best in nationally-known, fairly-priced merchandise, they subscribe to the NAVA Code of Ethics, train their personnel in modern maintenance-service methods, and con- sider our schools (and related institutional users such as churches and business firms) as their selected fields of specialized activity. To maintain your audio-visual program at high standards of performance consult the Na- tional Audio-Visual Association dealer member in your community or in the nearest center. WATCH FOR THE NAVA EMBLEM It's Your Sign of Professional A-V Service! The Budget and YOU by Charles HofT, Omaha Municipal University AS 1 STOOD. 1 WATCHED—1 could not but be im- pressed with the many fine cars on the paved high- way—cars zooming in both directions at from 50 to 75 miles an hour, cars with all the conveniences man s mind could conceive. My mind took me back to another day twenty years ago when I came to Kearney in my high-wheeled Model-T Ford from mv home at Neligh. It was a day remembered because of sandy roads, high centers, a hot radiator, and. if I were lucky, only two flat tires. But through the years our state has had an organization known as the Good Roads Association. Other states have similar groups. Through their efforts and the efforts of many private citizens in educating the public, properly informing the legislators, insisting that our automobile manufacturers, service agencies and highway contractors keep abreast of the motoring needs of our state, no ont- need be too ashamed of our highway systems today. So it is with our audio-visual program in the schools. The use of such aids is not new. Every teacher in the country has used maps, charts, globes, phonographs, field trips, museums, etc. Manv have used movie and slide projectors. But just as we have gone through a period of pioneering and development with our vehicles of trans- portation, we are now in an era of special attention to a "new vehicle" for learning. Teachers must learn where to find films and slides for specific learning situations. They must learn how to use those films and slides most effectively to reach their ob- jectives. But furtlier, teachers must continue to be com- munity leaders—to inform the public of the value and the efficiency of film for classroom teaching. The teacher- must here tajje the place of the Good Roads Association. Teachers must explain the need to provide a better vehicli' for better education. Our communities look to our teachers for leadership. Citizens cannot all be educational specialists. School board members cannot be expected to keep informed on good teaching methods unless school administrators and teachers provide the '"know-how'' and the community leadership. School boards and communities will provide the finances for better education if they understand what is needed and how it will help. Audio-visual aids can be seen and touched. The proof of their value is evident in many schools of our country as well as in our successful war training programs. The job of convincing your com- munity is not difficult if you yourself learn the values and the proper usage of audio-visual aids. But it is your pro- fessional duty to guard your community against visual education racketeers. A sound visual education program for your school cannot be "sold"' to your school board by an equipment dealer who completes his job when he has the signature on an order. The purchase of equipment does not guarantee good usage. When teachers are ready and know that they need physical equipment, it next be- comes their responsibility to explain that need for visual education equipment and materials to the connnunity. • SEE and HEAR