Visual Education (Jan-Nov 1920)

38 Visual Education by over $50. In order to obtain this for use during the winter and before the lyceum course closed, the superintendent advanced the money for this and a high class release of general interest — "Evangeline." The two upper grade and high school pupils were shown this during the afternoon, and the parents and the guarantors were invited for the evening. (The general public could not be invited, owing to the small capacity of the H. S. Assembly — 180.) Phonograph records particularly adapted and skillfully handled helped to make the venture an astonishing success. After the program the ladies were invited to refreshments in the domestic science room while the writer explained his project to the men. In eight minutes an informal H. S. club was organized and a presiding officer and a hustling secretary-treasurer elected. This club is composed of practically all the progressive men of the community, ranging from millionaires to artisans and miners and from university graduates to men of meager education. After each program every member pays his dues in advance so that there is always enough money to pay for the next two. Everybody comes unless sick or out of town, and brings the adult members of his family. Everybody is eligible to club membership. The dues are only 50 cents for each program. This is preferable to the admission fee plan for each of these men feels that he is doing something to make the best in film possible for the boys and girls. After all it is the men who must become imbued with school spirit to accomplish the utmost. The instrument for this end must be of general interest and attractive enough to sustain that interest, and lead to greater ends. In the writer's opinion, nothing can equal the high class screen portrayals of the best of the world's literature suitable to visualization, for this dual purpose. If such, properly produced, cannot secure and hold the interest of youth and adult public, the power and influence of literature has been grossly exaggerated and curriculum reconstruction is imperative. If the artistic portrayal of the highest ideals of the human race fail in inspiration of intellectual uplift and social betterment, what will produce these? How well will this lend itself to the Americanization and universal brotherhood efforts? Not that the screen shall displace the intensive study of the classics, but that it shall supplement and intensify these ideals. Taken in this order there need be no fear of stultifying the imagination nor of dull English classes. ISTor shall the literary program displace the specialized and technical matter vitally needed despite skilled instructors. Bather it shall pave the way for its general introduction through the awakening of the general public to the economy of visual instruction expertly planned. In closing, let no one delude himself that funds for the proper development of this work are trifling and readily obtainable generally without this school interest. Unfortunately, screen portrayals of literary masterpieces are often exceedingly expensive to produce and difficult to obtain. In a search practically nation wide, the writer found but five of the desired type. His pupils and patrons clamor for more. The interest of the latter will decline as the school house becomes more rarely the center of social gathering for them. Charles B. Klingelhoefer, Superintendent Public Schools, Mascoutah, III.