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Our pool is to equip classrooms lor a-v u/ilizalion: ichen finances or jatiliHe.-) Jo not permit, an auilio-visual center such as this installation at the Elroy School serve', both school and community. Visual Education Room: Community Center bv 0. H. Engli*h of Brentwood's Eirov School. Pitt^lmr'rli. Pa. THE Al DIO-VISI AL EDLCATIOX ROOM that h pictured was- reconstructed for educational purposes from two idle, unattractive basement rooms. This special room, which in reality is a model auditorium with a miniature stage, serves nianv purposes. It contains 153 seats w ith folding tablet arms and will acconmiodate one or more classes, or will serve as an ideal meeting place. The hea\ y velour pull draperies not only beautif\ but enable the room to be darkened for visual education pur- poses in about a half a minute. It was converted last winter, and since that time it has become the headquarters for a functional program of vis- ual education in the Elroy School as well as a center for community participation. It becomes automatically a Community Service Center that is an integral part of the school program, serving the needs of the children as well as the adults.. The room is designed to utilize all phases of audio-visual education— motion pictures, slides, opaque projection, electrical trans- criptions, radio, public speaking, dramatics, music pro- grams, music instruction, and assembly programs of vari- ous types. .\11 parent-teacher activities. Boy Scout and Girl Scout work. local Y.M.C.A. projects, civic forums, and countless reciprocal school-community relationships prevail within this ser\ ice center. Many programs originate here that are built around the community idea. In addition, the long corridor running along the outside of this room has been remodeled and in one corner kitchen fixtures were provided bv the P.T.A. for use by teachers, pupils, and parents. The name "Community Ser^■ice Center" was probably first emplo\ed by Teachers College, Columbia Lniversity to bring to focus the idea that education is a community force. "As such, schools should be working in. uith. and for the communit) and not apart from the community.' Audio-yisual education takes on a very broad meaning in a center such as this set up to help students and educa- tional workers develop ways and means by which the) may serve their school and community better. Brentwood points with pride to the establishment of this vitalizing service center created from idle rooms and stored equipment. It has motivated finer pupil-pupil and school-neighborhood relationships: has inspired more home-school relationships: has increased participation in activities that influence children and has placed greater emphasis upon use of the school building b\ thf lon)- munity. Others may profit by our experience. • The Audio-Visual Journal