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

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. have inherited a building, in reasonably good repair, but not yet finish~* vitalising PRACTICAl pairioiism by William H. Hartley Stale Teachers CnUeire. Towsnn. Miiryla ud SHORILV AFTER WORLD WAR I, a wave of reaction swept our country. This leadion a])ijlied not only to ilii' economic and political activities of the United States, but to its moral ami spiiitiial lite as well. It became "smart" to speak in derogatory phrases when referring to the crusad- ing spirit and zeal for democracy whidi accompanied oin- entraiKe into the war. The slogan, "Make the World Safe for Democracy," became a jeer, and those who spoke with pride concerning any aspect ol .Amer- ica's past were labeled "Hag wavers" and "professional |)atriots." Depre- liation was the style and cxnicism flourished. It took a second World War to teach us the value of practical pa- triotism. .\.s our way of life became threatened by power-mad dictators and foreign-fxjrn "isms", there came to us a realization that the ad\an- lages which we possessed were worth lighting for. The close of the wai with its international chaos has l)i<>ughl home to nianv .\miii(ans the del einii nation lo hold last lo their helitage of freedom. So the Kieedom Train rolls and in its wake lea\es an aroused interest in our (ountrv's past, present, and future. Realizing the need for youth to be ledeilicated continuously to the ideals of freedom, the National Ed- ucation .Association's Department of SeeondaiN Teachers api)i()ached a national publication* with a jjlan lor a series ol lilmslrips to tell the storN ol how we concei\ed and won oiu lights and what must be tlone if we aie to retain them. Enlisting a group of outstanding educators and historians, six authoritati\e lilm- slrips called Our Ameruan Herii- ai:,r** have been produced. One might very properly raise the tpiestion: How can the presentation of a series ot projected ])ictures as- sist in the maintenance and exten- Reader's Digest Our American Heritage, scries of six Tcach-O- Kilmstrips. about 45 frames each; prite. SI9..'>(I. Popular Siience Publishing Company. .1.53 tourth Avenue. New ^'ork. N. Y. siou ol tkiiioii<iii( ideals"' I he an- swer lies in the nature of the filmstrip as a teaching tool. In the light ol the ediuational objective under con- sideration, the lilmsirip possesses the following potentialities: 1. It presents a series of dramatic pictures, charts, cartoons and maps to l)uild uj) a background of under- standing concerning our traditions and institutions. Presented in logical or chronological order, these visual rejjresentations help to tell the story ol lieedom's progress. They furnish students with a basic minimum of lads upon which they may base their thinking. 2. The pictures should arouse in the students a feeling of pride in their heritage. They should not. however, leave the class with a be- nign feeling that a state of perfec- lion has been reached and all that the present generation needs to do is to relax and enjoy the fruits of their ancestors' labor. Democracy must be realistically presented with (c; C) N I 1 .\ f F D ON P A G li 3 0) Tlie cues III top oiul hdllinii nf //i/\ piifii ini- Irum (lit Ann i ii nil Ihriliiiic liiiislril>s notril ahnve. FEBRUARY 19 4 8 21