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VISUAL EDUCATION
through picture, sketch or model. Only after such correlated presentation will the word — the conventionalized symbol — mean more to the child than a mere aggregation of letters.
Eeal objects, and not their symbols, should be the foundation for elementary study, whether in primary or secondary educational procedure.
Objects, models, maps, charts, pictures, stereographs, lantern slides and motion pictures are all essential to secure the best results. No real educator claims that the study of the printed page should be omitted; but it is insisted that by a wise use of the abovenamed aids so much light may be turned upon that page, that what was formerly a drudgery becomes a task of delight.
It is not criminal to make the process of acquiring an education one of pleasure. It is devilish to make it one of punishment and torture, even though our barbaric ancestors practiced that art.
How to Correlate Visual Materials
Experience and pedagogic science, backed by definite experimentation, urge the adoption of some such program and sequence as are embodied in the following suggestions for correlating visual materials in classroom teaching :
1. Topic — Something essential and worthy of study.
2. Objects — Eeal and alive if possible; if not, then neatly prepared and mounted specimens.
3. Models — Where nothing better than models is available.
4. Charts or Maps — To show locations and relationships.
5. Pictures — In as large a variety and as good a quality as means will permit.
0. Stereographs — To be related to the lesson topic and used by individual pupils in connection with the textbook during the study period.
7. Slides — For the entire class to study, and intended to centralize the thought of the lesson.
8. Motion Pictures — To be used especially where action or motion in processes is an essential factor in the lesson.
9. Eeview — To mass the experiences of pupils and to round out the thought of the lesson.
10. Expression — Eesulting from above cumulative impressions and to include these three forms :
(a) Oral — To develop versatility and clearness in expression.
(b) Written — To cultivate correct diction and neatness in writing.
(c) Pictorial — To furnish opportunity for developing means of expression through brush, pencil or pern
KEEP the heart in education as well as the head. —FRANK E. SPAULDING, Department of Education, Yale University: