Visual Education (Jan-Nov 1920)

Why the Society for Visual Education ? THERE are enough organizations now attempting to minister to the needs of public education. A new organization has no right to come into existence unless it has a new function to perform or has a better way of performing some function which already exists. There is no virtue in increasing the number of organizations nor in adding one whose excuse is found in "just being different.'" There are motion pictures galore and motion picture theatres open at every corner. School children throughout the country are already attending motion pictures in large numbers. Many schools are endeavoring to make some kind of use of motion pictures within the school walls. The school's business is serious, however, and, while most of us desire to make school life interesting and pleasant, we must never forget that it is serious and that it must relate to the training of people so that they may be more effective citizens. Therefore, when motion pictures are introduced into the school or when school children attend picture theatres we must ask ourselves whether a contribution is being made to the serious work for which the schools exist. This question cannot be asked merely "in the large," but must be asked either with reference to the specific subjects that are included in the school curriculum or with reference to social or community service or personal ideals which we expect the school's activities to develop. Furthermore, when this question is asked we are at once led to the conclusion that a very vital interest has been used essentially as a means of superficial entertainment rather than as a means of fundamental education. It is highly desirable, therefore, that experienced and thoughtful school people shall turn their attention to a thorough study of the correct place of motion pictures in modern education. There exist fundamental educational reasons for the use of motion pictures. It is a matter of common experience that we learn more rapidly and retain longer when our learning is based upon first-hand contacts with materials and processes. Our thinking is very much more secure if it rests upon our own experiences rather than upon reports by others. It is often said, "I have seen it with my own eyes," and because of having thus seen, our judgments are better, and we can more readily understand and judge the arguments of others. The eye, as a means through which knowledge comes to us, is second to no other one of the senses. There are innumerable experiences which we need in order to understand the busy world in which we live, and most people cannot have a large number of these first hand. In order that learning may be as nearly correct and as extensive as possible, it is desired to increase to the maximum the opportunity of observing occurrences from real situations which may not be visited. There is no better way of putting these situations before the learner than through motion pictures, for, if properly made, these pictures tell the truth of things because they portray the movements, expressions, processes, etc., which really occur. If seeing through motion pictures, as suggested above, were the only thing that is done, it would be scarcely worth while. The development in class instruction of the fundamental ideas that are related to the things seen is entirely essen 7