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CRITERIA For the Placement of Visual Materials by Henry W. Embry Supervisor of Visual Education, Dallas Public Schools, Texas IT IS WELL CONCEDED that the variations of interests which exist between the pri- mary- and intermediate-grade chil- dren are great. If we are to select teaching materials wisely, it is the responsibility of the intermediate- grade teacher to select those mate- rials in specific terms of the child's interests, maturity level, and sub- ject accomplishments typical of the intermediate stage of formal edu- cation development. In order to lend some uniformity to the thinking in terms of which the intermediate- grade teachers will estimate the use- fulness of the materials of instruction which are being made available to them through the central library of the Dallas Public Schools, these cri- teria for the placement of visual materials have Ijecn prepared for those teachers. They are currently being asked to estimate the teaching worth of visual materials in terms PART II of the sections of this list of criteria. Criteria for Choosing Visual Materials for Your School /. Do they fit the psychological de- velopment of the child? 1. Do they appeal to interests that are wide but rather short-lived? 2. Do they appeal to an interest in mechanical things rather than in persons and personal relations? 3. Do they appeal to an interest in facts (how things work) rather than in laws (why things work) ? 4. Do they appeal to an interest in natural science and woodcraft? .5. Do they present stories of adven- ture that have a good plot? (i. Does the social emphasis avoid large social problems and mature moral judgment? 7. Do they make boys and girls feel that they are needed and wanted and are contributing to effective social living? //. Do they fit the educatioiuil ma- turity of the intermediate child? 1. Are the written and spoken vocab- ularies within the reach of the child? 2. Are the factual materials presented within the comprehension of the child? 3. Are the scenes long enough for a comprehensive grasping of import? 4. Is the quantity of factual material presented limited sufficiently to pre- vent confusion? 5. Is the expected reasoning ability of intermediate nature? ///. Do they answer the curriculum needs of the intermediate child? 1. Do they develop a balanced under- standing of the attitudes and prob- lems of people in other lands? 2. Do they promote a balanced un- 38 SEE AND HEAR