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VISUAL EDUCATION
pictures outlasts all other forms of instruction possible in school.
The infinite details that might go to make up a child's concept of, say, life in India, would be gained only after hours of reading, while possibly fifteen minutes would be consumed in portraying the same information on the screen. Moreover, there is less likelihood of untrue and false impressions being gained by the visual method. Difficulties of language interpretation are overcome; pictures have a universal language and a common appeal to all grades. Furthermore, the number of pupils who can be instructed at the same time by this method is limited only by the capacity of the auditorium.
As to History and Literature Films What is true of geographical material is likewise true of that in industrial studies, and to a lesser degree, in films covering civics and hygiene. However, when it comes to historical and literary material, the imaginative element plays a very important part. Scenes portraying historical events must be dramatized apart from their original setting and the characters, costumes, incidents, etc., must be reproduced from individual impressions gained from a study of the past. Obviously, it is likely that a very varying interpretation will creep in and there is danger of distortion. Nevertheless, the careful teacher can readily correct these impressions by judicious comment and supplementary instruction. Probably the danger from this form of historical teaching is no greater than from the study of the common textbooks in use in schools today, since they are all more or less colored by
the limitations of the authors. This naturally leads to the observation that all films used for educational purposes should be edited by authorities in the several fields of school instruction.
In the field of literature, possibly the greatest danger lies in substituting the picture for a study of the work gained through reading. This can be obviated by showing the picture only after the book has been read in class or through assignment. In no case should the visual presentation be used as a short-cut to cover a wide range of literature. A valid use of the pictures would be for supplemental review and illumination, or for the purpose of stimulating an interest in the work preparatory to reading.
Sources of Film Material
One of the most perplexing problems in dealing with motion picture instruction is to finance the film supply. Whether film is secured from sources of free distribution or from regular distributors of commercial film, there is considerable expense to be met. Transportation charges in both directions must be paid by the borrower. In the Blaine School, an organization of the parents mentioned earlier in this article takes care of the costs. Since the pictures are used in the regular' school work, no admission charges can be collected from the pupils. However, by permission of the Board of Education after-school paid entertainments can be held in the auditorium, when funds are accounted for to the school authorities, and expended for legitimate school purposes. Last year our annual play and dance netted sufficient funds
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