Visual Education (Jan 1923-Dec 1924)

88 Visual Education vice that materially broadens the field of the blackboard's usefulness by increasing its flexibility. A pantograph makes it as simple as A, B, C for any teacher or pupil, however unskilled in drawing, to enlarge any desired illustration upon the blackboard for general classroom study. Let a school put such an everyday instrument to active use, and every lesson — whether language, history, geography, nature study, current events, seat work, or any other branch in which pictures can implant vivid impressions — takes on new interest. Visualization insures concrete, accurate ideas and promotes understanding. Visualizing Language Lessons In language teaching, for example, how often does a teacher assign the writing of a composition, with only the vaguest of suggestions as to what topic shall be discussed? Choosing the first and easiest subject that pops into mind, pupils deal with it in the most banal and "surfacey" way, and miss ninetenths of the potential values of the exercise. Yet we know that a child's imagination can be so trained and quickened that he will find something new to observe and write about in the most commonplace object or experience. The wise teacher appreciates that a trained imagination is a real asset in our matter-of-fact world. She knows that by placing interesting objects before her pupils and guiding their observation she is stimulating their imagination ; that she will gather the fruits of that quickened thought and fancy in the themes they submit. When the actual object itself is not available, pictures are always to be had, and blackboard enlargements enable all to see and study. The child, grown familiar with these objects or with their images, is eager to tell all he knows about them and to carry on outside research which will add to his little store of knowledge. The inevitable outcome is improvement in oral and written composition. The writer has used "The Drawing Master" as an enlarging tool even with a class of first-graders, who developed surprisingly worthwhile and original stories around their picture texts. With older students the possibilities are practically unlimited. Simplifying Map Study Some years ago, when intensified map study was introduced into the schools, teachers spent many wearisome hours copying maps on the board. Unless the teacher was exceptionally clever at drawing, the results were frequently disappointing. Today she meets the map problem in a new way. A class studying the resources of the United States, for instance, selects a map from its geography text and delegates one student to copy it on the blackboard in enlarged form. As each section is studied, pupils write into the board map the special industries and resources of that particular region or state. By the time the project is completed, each child knows pretty definitely where the wealth and resources of our country lie, for these things have been visualized for him step by step. The resourceful teacher bears in mind, too, that enlargements may also be made on heavy drawing paper ; so that in time there is built up a complete collection of charts A SEAT WORK PROJECT Pupils enlarged their own pictures and composed their own jingles. One of the strongest arguments for visualization is its effect on the work in English. It gives a child something interesting to write about. which can be stored and used over and over again from year to year. The Blackboard in Teaching Current Events Visualization in connection with current events is a great source of enthusiasm. Children take a fresh hold on their school work when they know that should their reading produce something of general interest they can bring the item to class, put a picture on the blackboard, and tell their classmates all about it. It is surprising to find how all types of boys and girls will grow, under such a plan, in intelligence, resourcefulness and selfconfidence. Even the backward child forgets his timidity. Recently, in a class of sixthgraders where current events are taken up daily for ten minutes, one child brought to school and enlarged on the board a picture of Coue. At the time this distinguished man was visiting our city and was the center of interest. The class discussed his doctrine, decided it could be applied to themselves, and resolved that "day by day, in every way, they would get better and better." Should such a result crown the brief consideration given to this topic, the teacher will assuredly feel that the time was well invested. A Seat Work Project As an index of the average child's delight in pictures, it is interesting to note that twenty students out of my class of thirty-four have voluntarily joined the Drawing Master Club and are enthusiastically working with the small enlarging boards which membership has brought them. I have found that these junior outfits lend themselves admirably to seat work. A short time ago we worked out a profitable seat work project which lasted over an entire week. Pictures brought to class were enlarged and then colored with crayons. There followed a lively discussion as to which pictures were best adapted for original jingles. Several were selected, and the next day the class (Continued on page 95)