l?|l^'?li!!^!'l!!Hyini!fil^'iiHii>^m;>;:;r IGibrama of J^urftitp IntitrrBtty (EIlafiB 37/335 Hook v^^BSt^f r I 11-47-lOM From the collection of the ^ m o Prelinger V Xjibrary San Francisco, California 2008 ICtbrama nf ^urJtxif IntnrrBtly CHlaBfi 37/335 Haoh frmM ^^m n-47-10M fcf-^-. See'VHear //leyOuA/ncdcrn September - 1945 ^"^■^ m^' tooc ^'ntfnmo "Learning Unlimited" contains valuable, war- proved suggestions for those using or contem- plating using movies in teaching. It is based not only on study of the use of mov- ies in training warworkers and fighters, but also on years of study of school applications. To get your copy simply pin the coupon to your letterhead. No cost, no obligation. Remember, too, the success of your motion picture program depends on the excellence of your projector and films. Filmosound l6mm. sound film projectors excel... in performance, dependability, coolness, and ease of operation. And the lilmosound Library offers thousands of films covering a wide range of subjects. Bell & Howell Company, Chicago; New York; Hollywood; ^^"ashington, D. C; London. Established 7907. OPTI-ONICS- products combinln( the sciences of OPTIcs • electrONics • mechanics Filmosounds Now Available to Schools Filmosounds are now being buil for the uses of peace. Accumu lated school orders are beinj filled rapidly, in sequence of re ceipt. To avoid unnecessary de lay, anticipate your needs anc, order now. Send the coupon fo. details. Keep Buying and Holding Victory Bonds HKI.I. & HOWKLLCOMI'ANY 7184 McCurmick Koad, Chicatro 45 IMcftnc send, without obliinition: I ) "Learning Onlimitrd"; <_► Informa- tion on riimosound I'rojectorK; ( ) FilmoMound Library Catalog of (educa- tional Fitou. A'am* . . . AddrtAM, City. . SeevHear No. 1 SEPTEMBER 1945 Vol.1 !^ iiblished each month f the school year— epiember to May in- chisive, by SEE and HEAR A Division of E. ^r. Hale and Company FAU CLAIRE. WIS. Price $3.00 Per Year $4.00 in Canada Printed U. S. A. Copyright 1945 See and Hear Eau Claire, Wis. ^■Klm% '?> "The Teacher Evaluates Films" John Hamburg 41 "Camera Hunt— Profect for Every Classroom" O. A. Hankammer 46 "Survey of Audio-\isual .Mds Used in ^Visconsin Schools" L. Joseph Lins .5.^ "Objectives of Dept. of Visual Instruction N.E..\." Boyd B. Rahestraw .5<) "Films for Adults" (Housing in Scotland) John L. Hamilton 63 "Bibliographically Speaking- Films on Intergroup Relations" Esther L. Berg 71 "Bringing the Library Into the Curriculum" Ruth A. Hamilton 75 "Viewing the New in Audio-Visual Education" Paul Wendt SI "A Filmstrip of Gulliver's Travels" A. M. Saunders 87 "Some .Answers" ir. A. Witlirli and J. C Fojflkes 93 "MUST" IGmm SOUND SUBJECTS FOR YOUR CLASSROOM For sale and for rent exclusively through " IDEAL PICTURES CORPORATION. ; SYMPHONIC FEATURETTES Symphonic Featurette No. 1 I FIRST MOVEMENT OF THE VIOLIN CONCERTO in B MAJOF By Beetlio\en Symphonic Featurette No. 2 SECOND MOVEMENT (Unfinished) of SYMPHONY NO. 8 By Schubert Symphonic Featurette No. 3— SLAVINKA KODACHROME 2-Reelers on Canada RIVERS OF CANADA TOMORROW'S TIMBER PEOPLES OF POTLASH PAINTERS OF QUEBEC PORTAGE Write for particulars. FREE TO YOU 1st — Our 1946 Educational Catalogue 2nd — Our 1946 Catalogue Supplement 3rd — Our Catalogue of Religious Subjects Address nearest office IDEAL PICTURES CORPORATION 28-34 EAST 8th STREET, CHICAGO 5, ILLINOIS Ideal Pictures Corp. Ideal Pictures Corp. 18 So. Third St., Room 1 — Lobby F"loor — Reliance Blcig. Memphis 3, Tenn. 926 McGee Street, Ideal Pictures Corp. ^^"^^^ City 6, Missouri 2408 W. 7th St., Ideal Southern Pictures Co. Los An^'eles 5, Calif. 440 .Audubon Hldg. New Orleans 16, Louisiana Ideal Pictures Corp. tj , r, , «. r^ 2024 Main St., I^^^al Sou thern Pictures Co. Dallas 1, Texas 9^36 N . L 2nd Ave., Miami 38, Honda l^^f 1^,'J'^'f!;*? ^**''P' Weal Pictures Corp. yiSS.W. 10th Ave., 714-lSthSt., I'ortland 5, Oregon Denver 2, Colorado Ideal Pictures Corp. Stevens-Ideal Pictures Corp. IV) !•:. Main St., 101 Walton St.. N. \V. Richmond 19, Va. Atlanta ?>, Georgia Bertram Willoughby Pictures, Inc. Suite 000. 1000 Broadway, New York City 19, N. Y. ! IS NUMBER ONE OF ^;-° IN PRESENTING the first issue of S,ee and Hear your pub- lisher looks forward to developing a publication on audio- visual learning that will be of outstanding practical value and interest to all school administrators and teachers. The tremen- dous future possibilities in this comparatively new art of teaching are a challenge to our entire school methods, and the release of facilities by the cessation of war demands now makes it possible for great forward strides to be made by all schools from the "little red school house" to our largest universities. It will be the cndea\or of See and Hear to be a leader in such progress. Personally I wish to express my apprecia- tion to all those whose efforts have made this publication possible. Your comments and suggestions will be appreciated. Sincerely, E. M. Hale Publisher Publisher 1 THANKS to Victor's World Wide Servu new chapters of ^'Maintenance'' haJ been written . . . keeping prewar ar wartime projectors at the gruelhn vital war job of training and entertaij ing on the Fighting Fronts. At ho- too, Projectors were kept running. The various branches of the Servfij Schools, Industry and Churches hai learned the value and importance ot U! outstanding service . . . have learnl that the word ''Sold" does not carryj finality of interest m the dj namic job that Victor Projij tors are doing throughout t, world. Yes, even 10-year-^Home Office and Facfory: Davenport, H ^"^^ New York (18)— McGrow Hill BM 330 W. 42nd St. Chicago (1)— 188 W. Randolpl SINCE 192 September— SEE and HSi Sttm/ S(W*pSi({uim:f ^Mvic! What IS Audio A'isiial Learnins:? I'loiii tlic time \\c fust aAvakeii in the nioinitio ^ve are infliicnied hv our ability to learn ^sith oiu' eyes and Avith oiu ears. This is the means throiioh which we can effec- lively iniderstand our environment. When we apply this means of learninsj to oiu" formal classroom situations we learn most effecti\'ely, because Tvhen we see and when we hear— AS'e kno^^^ The current war has siiown to us the possibilities of enriching om^ learning situations Avith equipment and with materials which will allow us to see more and to hear more about oiu" environment ^vhich must be made meaningful to oin- children if they are to be educated. Todav thinkino; administrators and teachers realize that we must do more to make the social and natural environ- ment meaningful to the children w^e educate. Anything we can do to bring knowledge of that en- vironment into the classroom \\\\\ assist in establishing more valid understandings. To do this we must investi- gate the contribution of the mounted picture, the black- board, the bulletin board, the filmstrip, slides, models, exploded vie^vs, and the more spectacular visual equip- ment Ashich too often Ave alloAv to occupv the center of the stage— the modern soimd motion pictiue projector and the films it carries. It is oiu- aim to investigate the extent to which the presently accepted materials of visual instruction can help to make more graphic, more easily retained, and more interesting those socially desirable learning experiences we as teachers wish to bring to the children of America. Pupils of the old Greek philosophers were taught h\ means of the Ptole- maic map of thf ancient countries. In the Columbus seamen navigation Portitian the knovsi; vironment. Maps BASIC THROUGH THE CENTURI^ From the days of the luud maps of Babylonia, man has used map s^ boHsms to represent the surface of the earth and matters pertamingi location and distribution. Map reading skills and map use were ne. so important as today. Modern geography, .vith its complex patt^ of natural and cultural factors, requires many map symbols to presi Ihc relationships of environments to man. Send for new map oatalos U> would be pleased to «end you a copy of our ';^;- j;*;;;/;;*:;J"«,„i'. copy. Name. . Sclioiil. Address. City. .State. 3333 Elston Avenue Paga 6 A. J. NYSTROM & CO. CIIICVGO 18, ILLINOIS NYllTIMni -I ■All n September — SEE and HI We are well past the time when we slioiikl formulate plans for audiovisual education in terms of free materials. Audio-\isual counnunication via good teaching ecjuijv mcut is here. It is here to stay as a working part of our classroom environment. W^e, therefore, have passed beyond the point of emer- gency appropriations. P. T. A. gifts, service club sponsor- ship, scrap paper drives and other precarious policies of fmanciiig audio-visual education. Now that audio-visual materials must become an integral part of teaching tech- ni(|ues. more solid budget provision must be made. On'y insofar as audio-visual materials enjoy a budgetary status comparable to that which other school equipment enjoys can the program of audio-visual learning ajjproach full effectiveness. Isn't it, then, high time that we also examine the finan- cial cost of a well-coordinated program of audio-visual education in oin- schools and make necessary budgetary provisions for it? These are the purposes of SEE and HEAR. \\'ai.ter a. W'ittich C. J. Anderson John Guy Fowi.kes CEILINC iUlumM Sr Teachers who plan courses with the aid of slid films and 2" x 2" color slides arc practically unrestrict. as to subject matter. Because of the greater convenience of 3S mm. slid films and 2"x 2" color slides in visualizing daily Icssoi S. V. E. has pioneered the production of this effeai teaching material for many years. FREE CATALOGS .\r« iJl^logl of projtllioH eifMifiiMrnl.filmUriliiaMJl'xi tlitlti an jiaiUblr. Br surt to i;>r Fclucatioii Sliuly, Dcdoil LI . I AMKS \V. BROWN. In Charge. I raining Aids Section. Great Lakes MISS MARCARF!" J. CAR IFR. National Film Roanl of Canada C. R. (.RAK.FS. Fchuational Consultant. l)c\ ry Corporation JOSEI'II F. HICKMAN. Chicago rnblic .Sdiools DFAN F. noit.I.ASS. Fdiuational Dcpt.. Radio Corp. of America GLEN G. EYE. University of Wisconsin LESLIE E. FRYE. Cleveland Public .Schools I.OWEI.I. P. GOODRICH. SniKMintciuIcnt. Milwaukee Public Schools lOHN L. HAMILION, Film Officer, Uritish Information Services MRS. RUTH A. HAMILTON. Omaha Pnblic Schools O. A. HANKAMMFR. Kansas State Teachers College JOHN R. HEDGES, University of Iowa MRGIL E. HERRICK, University of Chicago HFNR^' H. HILL. President. George Peabody College for Teachers CHARLES HOFF. I'niversity of Omaha B. F. HOLLAND. University of Texas MRS. WANDA AVHFELFR JOHNS! ON, Knowille Public Schools HEROLD L. KOOSFR. Iowa State College ABRAHAM KRASKER. Boston University L. C. LARSON. Indiana University GORDON N. MACKENZIE, Teachers College, Columbia University CHARLES P. McINNIS, Columbia (S. C.) Public Schools EDGAR L. MORPHET. Department of Education. Florida HERBERT OLANDER, University of Pittsburgh BOYD B. R.\KESTRA"\V, University of California, Berkeley DON C. ROGERS, Chicago Public Schools W. V. ROWLAND, Superintendent, Lexington (Ky.) Public Schools OSCAR E. SAMS, Jr., Office of Inter American Affairs E. E. SECHRIEST. Birminghain Public Schools ll.\ROLD SPEARS, New Jersey State Teachers College (Montclair) ARTHUR STENIUS, Detroit Public Schools MISS MABEL STUDEBAKER. Erie Public Schools R. LEE THOMAS. Department of Education, Tennessee ERNEST TIEMANN, Pueblo Junior College ORLIN D. TRAPP, W^aukegan High .School KINGSLEY FRENHOLME. Portland (Ore.) Public Schools MISS LELIA TROLINGER, University of Colorado PAUL WENDT, University of Minnesota LT. AMO DeBERNARDIS, Recruit Training Command, Great Lakes DAVID B. McCULLEY, University of Nebraska W. E. ROSENSTENGEL, University of North Carolina C. R. REAGAN, Office of War Information W. H. HARTLEY, Towson State Teachers College, Md. and HEAR— September Patr» 9 to See and Hear •. iiA i?t^-' c.>>^;>.-i ^! 'uur »ludriil9 thr H(iiidrr> nf iMinrc ' and the pri)grcs> of man deserve the best in sound and pirliirr n |irn. diirlion— a projector that is simple to operate and eas\ lo maini.iin — a projector made for you hy the 'ame expert R('.\ enfiineerinp -kill thai prcKUices superlative ihealrc ecpiipnient for America's yrral inoiionpjclure houses the preci'ionhuilt RC\ Ihmm projcrior.-i Koi detailed information on the new RCA Idnim Sound Film Pro- • jector. send for descriptive folder VI rite: tJliicational Depl. W-.ilA, KCA N'iclor Division. Radio Corporation of America. (*aniden. \. J, BUY VICTORY BONDS Pcf* 10 Leads the Way Septembar— SEE and HEfll| Attractive bulletin boards must offer more than pleasing eye appeal. Audio- visual materials must always be related to the studies which the children are pursuing. Good coordination of maps and of mounted pictures which illustrate the activities of the map region is one example of valuable coordination of visual materials. AUDIO-VISUAL AIDS KiNGSLEY TrENHOLME Director of Visual Education, Portland Public Schools Portland, Oregon school year. The community club gran, ed Miss King the summer scholarship i order that she could help defray pa' of the expense involved in a summer < graduate study in visual education on large midwestern campus. Miss ^fary King, Assistant Princip; Underwood Community Schools, N braska, received her visual educatic scholarship award from Wavne IMckar As a result, slie studied problems of « lecting and utilizing visual educali( materials as a graduate student durii the summer of 1945. Wayne Pickard ond Mary King Pago 20 A. J. McClelland, widely known 1 his work with schools in develop! large visual educational programs, 1 been appointetl director of educatioi sales for the \'ictor Animatograph C poration, Davenport, Iowa, a ma producer of 16 mm. motion picture p jectors, cameras, and allied equipme it is announced by S. G. Rose, vi president of the corporation. Mr. > Clelland resigned from his connecti with the Encyclopaedia Britannica ccntlv to join Victor. September — SEE and HI DOCUMENTARY ENTERS THE Bertha L. Crilly Newark, Ohio, Public Schools iOnOR'S NOTE: English has been le subject area not too well served by sual materials. The alternatives arc ther to do without or to make such a ever application as is suggested in this lendidly conceived article by Miss illy, an experienced teacher in the wark, Ohio, schools. Many English chers will find in this suggestion the ssibility for adding zest, interest, and ality to the written communication ea, which too often has been reduced the level of repetitious mechanics.) S, uu 'id s« AM reporting on my experi- ments with the use of aiidio- sual materials in the English assroom. Fom- of the teachers in le English Department of the ewark Senior High School asked ^e to demonstrate the use of a ocumentary film as a means of lotivating the Language-Arts ills of reading, writing, speak- [Mg, and listening. The Public Library loaned us ty or more books and pamph- ks on South America for a long iriod. Each teacher had a map lid a globe in the room. The ! E and HEfiR— September ■ami film, THE BRIDGE, was rented by the school for a week so that each class saw the picture twice. The classes comprised industrial students; two of the classes were all boys. Tenth- and eleventh-year groups were chosen for the ex- j^eriment. In every class, the day before the film was shown the first time, volunteer students present- ed informal talks on the geo- graphic, economic, and political situation in South America. After the first showing, the class re- sponse to a discussion was prac- tically a hundred per cent. The film was then shown a second time. All of the pupils wrote a short paper in class on some phase of the picture after the sec- ond showing. As one teacher ex- pressed it, they definitely had ideas to write about. Many read the books and magazines that had been brought into the classroom and made written or oral reports on these. All four of the teachers consid- Page 21 STILLS from "THE BRIDGE" Above: "In this market, the meat is transported and sold in the open without refrigeration." THE BRIDGE comments on the diet of the Indians, for whom only the cheapest foods are available. Left: "Mama needs water . . . there is no source of water in the house . . the oldest daughter takes a can, goes half a mile to the town pump. The utensil which the doughtcr carries hos ' great advantages ... it is quite un- breakable and lacks only a lid. It ill the product of on American oil com- pony, but this family has no use for the oil." Soplember— SEE and HEAR STILLS from "THE BRIDGE" Photographs through courtesy of Office of Inter- American Affoirs ond New York Univer- sity. Left: "Potatoes, dried corn... thot's what is sold, that's what is bought. The vitamin content is not very great. No green vegetobles, no whole grain, no milk . . . the baby gets sugar and water. In father's plate, there will be a portion of black meat." "Nine out of ten ve like this! Nine out f ten hove never sen 0 mine or on oil eld." Here is o land here "nothing changes ut the faces on the oins." THE BRIDGE ^lows how the people f South America ore s capable as others nywhere in the world, ut because they ore D weokened by dis- osc and poor nutri- ion, the whole conti- ent becomes handi- opped. trctl ilic U!>c ol bucli audio-\isual material an excellent stiniiilus for speaking and writing and to a lesser degree for reading. All wish to do more next year. The ad- ministration in Newark is favor- able to the use of \ isnal aids in the classroom so that I think more can be done in another year. The trend seems to be definitely in the direction of greater use of audio \isual aids in the classroom. The following outline shows » the procedure used in the success ful presentation of a film in these ' Knglish classes: Plan for Using a Documentary Film. THE BRlDCiE, as a Teaching Aid wiih an Klc\cntli-^'car Class of Industrial Students. rime of Showing— 20 minutes. OP.IKCnVES 1. To promote an understanding of an important problem of today; i.e., the relations of the United States with South America. 2. To induce reflective thinking hased upon factual knowledge. 3. To promote observation and thus give ideas. 4. To serve as an inspiration for reading and writing. Miss Crii.ly hos done grodu- ofc work at Co- lumbia University, Northwestern Uni- versity, ond the University of Wis- consin. For many years she has been teaching English in the Senior High School, Newark, Ohio. Her interest in audio-visual oids is the result of attendance at the University of Wisconsin and Workshop on problems in secondary schools. She hopes to continue using visual aids next yeor especially to motivate the work in composition in classes comprising students of average ability or under. Pag* 24 PROCEDURE On the day before the showing of the picture five- or ten-minute oral themes on the following top- ics are given and discussed by the class: 1. What is meant by Good Neighbor Policy? 2. Position of Argentina in relation to the United States. 3. Raw materials of Chile used in the United States. 4. Geography of .South .\merica. Emphasis upon the .\ndes and the Amazon and jungle life. 5. The type of airplanes used for freight transportation. Second Day. The following (| nest ions were placed on the, board and read by the class: 1. What docs the title, THE BRIDGE, mean? 2. How do the peo|)le in remote vil- lages live? ' 3. What is the health situationi Causes for it? I. What agricultural methods art used in South .\merica totlay? 5. What is shown of the development of the rubber tree? 6. Would you want to go tlicre tcJ work? lo live permanently? September — SEE and HEf 7. WIku kind of positions nrc avail al)lt' to uliat t\|)c of (rained inii\ and women? 8. Docs the presentation of the hoiuc life of the people add interest? Whv? 9. Are there siiffuient natural re- sources in South America to make the modern standards of living in tlie Unitcil States possible there? "irst showing of the fihn without coiniiicnt by teacher or pupil. ")is(iission of tlic foregoing (|ues- lions and any other ideas that arc suggested by the class. 'upils choose topics that interest them for writing. iccond showing of film: Pupils take notes. Teacher may make comments; uch as, "Notice the nearness of South Ameri- ca to Europe, a possible war danger if South America is not friendly to the United States." "Argentina has the same things to ell as the United States." "^\■inding roads are necessitated by he mountains." Jlass discussion and writing. Plan for writing: Length of theme: Three paragrai>hs of approximately 150 words each. Notes taken during second showing used. .Additional ideas brought out in the class discussion. Arrangement of the ideas in a short outline; such as. Importance of the Airplane to South .America I. Geographical and Geological Facts II. Capacity and Speed of .Airplanes III. Results of the Use of the Air- plane .A. To South America B. To the United Stales The themes may all be written in class *'EE and HEAR— September "Corn has dropped to 1^ a bushel. . . . Corn is cheap. The corn of Argentina is being used as fuel." The film, THE BRIDGE, shows how the South Americans, who need corn vitally, cannot use it because of poor transportation and communication. in ink. The themes are read and dis- cussed. Questions about mechanics of English may be asked. Alternative plan for written com- position: Themes started in class. Themes written first in pencil, revised, and corrected. Themes copied in ink and handed to teacher. After the themes have been read by the teacher, some of them are read in class. These themes are longer and more pol- ished prcxluctions with some attention Page! given lo si\k- iiiul atciiralc choirc of words. Readings suggcsiccl: "Green Mansions"— W. H. Hudson An idvllic roinanrc of Soiiili Ameri- can outdoor life. "Far .Vway and Long Ago"— W. H. Hudson .\mol)iography of a man who spent liis l)oyho;rani worked out among and applied to the one room stiiools of Mercer County, West \irginia. 11 ME TO SPARE was produced l)y the Mercer County Schools under the (hrection of Miss Bonnie BowWng, teacher of Hat Top Scliool; Brooks Hardy, assistant coun- ty superintendent; and Ciodfrey Elliott, director of audio- \isual aids, liie IGnnn. soinid fdm, 'JO minutes, was photographetl during the school year 1910 1911. Incpiiries concerning rental or purchase should be addressed to the Audio-Visual Aids Service, Mercer County Schools, Princeton, West \'irginia. The story of the development of the teaching plan and its fdming is a fascinating one. The soiuul fdm which resulted is one which every county superintendent in .\mcrica will want his rural school stalF to sec and hear. The Editor A S TO the story of the de\el- C\ opmcnt of the fihii, TIME ro SPARE, this was secondary or n aftcrtliought to a planned pro- rani of rural school inipro\e- nent which started in 1937. Prior o this date, our one-teacher chools had been using a fairly igid grade-placement program kith a daily schedule of thirty to orty short, assign-recite classes .ith class periods ranging from ight to not more than fifteen linutes in length. This type of )rogram naturally held the teach- rs and pupils close to the state idopted textbooks. EE and HEAR— September PLAN FOR » IN-SERVICE y TEACHER TRAINING Brooks Hardy Assistant Superintendent, Mercer County Schools, West Virginia. In the fall of 1937, we appoint- ed a committee of teachers from one-teacher schools to work with their assistant superintendent in making a study of their problems and also to help ^\'ork out a solu- tion to their findings. The com- mittee's report indicated that their first problem was lack of time, with many teachers report- Page 27 "A short tcn-minufe planning period begins each doy. . . . Teachers go from group to group, ossisting them in making their plans. Having os- sured herself that other groups are at work, the teacher is free to give individual attention to the younger children." ing a lack of materials to do an adequate jol). However, a careful analysis of these problems reveal- ed that the big problem facing the teacher in the one-teacher school was not one of time nor of material but a problem of organ- izing time for better use of mate- rials at hand. This fact was brought out by making a com- parison of the teacher load in one- teacher schools (average about 20) with that of teachers in grad- ed schools (average about 30) in our coimty. This comj)arison jx)inted out to the rural teachers that they really had more time per puj)il than teachers in larger schools, and that what was need- ed was not necessarily more time but a better organization of time. An analvsis of tlie program in use at the lime alsf) re\caled that there Pag* 28 Brooks Hardy Mr. Hardy is a native of Mercer County, West Vtr- ginia, where he re- ceived h i s public school cducotion. He was graduated from Concord College, Athens, IM c r c e r County 1 West Vir- ginia, with a B.S. degree in physicol science and mathe- matics. He has done graduate work at Duke University and West Virginia University. He has finished the requirements for the M.A. degree in elementary education at West Virginia University except for com- pletion of his problem on rural school or- ganization. He has taught in rural elementary schools, junior high schools, and Mr. Hardy wo$ Supervising Principal of the Montcalm! Public Schools from 1929 to 1935. At pres- ent he is Assistant Superintendent of Mer- cer County Schools in charge of Elementary' Schools. September— SEE and HEAR eally was no serious shortage of natcrials to work with (our chools arc fairly well etj nipped) , jut the schedule of time consiniied jy textbook assignments and reci- ations did not give the teacher md pupils an opportunity to use he libraries and other facilities hey had in the building, much ess the vast science and social tudies resources in the smround- n" conuniuiitv. After exjjcrimentally trying out e\eral types of programs, we fi- lally selected a program of grade ;;rouping and block planning with the tool subjects, language arts and arithmetic, taught to small ability groups as ouilined in the schedule shown in the film. Individual needs and abilities are cared for in the iniits of work through differentiated assign- ments. The need for the fdm develop- ed after we had designated our experimental schools as observa- tion schools for other teachers who had not participated in the experimental work. Teachers who observed often reported difficulty Fi.it Tod School DAILY SCHEDULE 0'' '■'ORK 1940-41 Tiic Mimitcs Tirio-Block jr^iip B: Gndrs l-?-3 Group A: Gndcs 4-'^-6 t; Assnnblv Period All Gndcs 9:15 10 Planning Period Flaaniag .-norning activitios: All Grades -■:25 140 Skills Period 1. Language Arts (90 Binutos) 2. Number Work (30 minutes) (11:30 - play period or free activities) 1. Language Arts (90 minutes) Including Free Reading 2. Kunber V/ork (60 minutes) 1:00 15 Planning Period Planning afternoon activities: All Grades l:i; 120 V'ork-Conference Period Integrated units of work. (Early dismissal) Subjoct-Ficld or Integrated units of ••ork. Social Stvidics, Science, Healtli." 3:?0 Froo Expression Music-Arts-Hobbies and Club Activities HGTE Recess at 10:30, 12:00, and 2:30 All time allotncats subject to change as need arises. This outline form represents the recommended daily schedule of the Flat Top School. Through the planning represented by this schedule, the teacher may not only accomplish her educational objectives but find that often she has "time to spore." SEE and HEAR— September Page 29 in imdcrstanding the general |)hilos])liy of the program because they could see only a j)art of a "long term" plan in action. The lilm was developed to fill in this gap— to give an "over all" pictine of the program before the class- rocjin ol>ser\aiion experience. We plan to make another film on the vocational and health phase of rural education. This ])an of the prcjgiam natinally should be centered in the school l)ut directed by the sj)ecialists "Field trips have a purpose." A well-conducted field trip is the result of planning so that the time is put to good use. As the result of the field trip, during which the children visited the fire tower ond were able to see square miles of their county spread before them, the children re- turn to the clossroom and prepare to lay out their own community. "The entire group gathers together to give their individuol reports. One student tells how the school's position was spotted. Supplementary pupil activities grow out of activities such OS these." a Iroin our auxiliary a«;c'ncics such as the scliool nuisr. county agent. l-II clul) Itaclcis, home dciuon- stration agents, etc. It is not necessary to say that the fihn. TIMF TO SPARE, is purely an amateur jol). We had no outside help. The cost was not 5roliibiti\e— about S300 for fdm, iroccssing ol tiic master negatiyc, anators' ser\iees, etc. We feel that we ha\e been amply repaid or our ellorts antl wish to recom- mend the production of moying pictures and fdmstrips as a medi- um for exchanging ideas on edu- cational practices. Though it is om- own jol) of planning and pioduction, TIME TO SPARE, very effectively tells a teaching plan. Through picture and nanator's (onnncnt, TIME EC) SPARE explains one way in which the daily schedule of the isolatetl one-teacher school can be oigani/ed to j)ro\ ide sufficient time lor the indi\ iilual and group attention that pupils need. A typical one-teacher school already organized in this fashion is used -QMrnS- "The reaction of the State Cinriculum Workshop group to TIME TO SPARE was very fa- Norable. ... It should be made i\ailable for use by County Teachers Institutes." —Ciordou Mackenzie, Professor of Ed- ucation, Teachers College, Columbia. "We were \ery impressed )v the Rural Education Film HME TO SPARE. \Vhile not a mished product technically, it deals with its subject matter in an tonest and straightforward way. Its makers are to be commended. I can see many excellent purposes or this fdm in a teacher education )rogram." -Professor Edward fCrug, University of ]\'isconsin School of Education. "TIME TO SPARE has a Krtinent place for study not Here viewing in a County Normal I SEE and HEAR— September School. Here is the place for this type of training to begin. I want to use it." —Haiiiey Cornell, Principal, Door-Ke- iraunee Xorinal, Algonia, Wis. "I think the film TIME TO SPARE can serve a very defi- nite purpose in in-service work with teachers. While I will not want my teachers to convert com- pletely to the plan shown in the film, I am sure that studying the film with them woidd help them to see many possibilities for im- proving their own school day and its results through an adaptation of this type of program to their own situations. I am sure we will want to use the film in Eau Claire County, if it is made available to us. —Jenny L. Webster, Supervising Teach- er, Eau Claire Co. Schools, Wiscotisin. Page 31 to illustrate the iiii)}oit;4iit points of the teacliei-piipil phtiining and execution of the two major tinie- blocks of the school day. The film attempts to show in a positive way how pupils in the one-teach- er school can be organ i/ed on the basis of broad ability gioups, thereby giNing both teacher and pupil much moic time than would be foinitl under traditional plans of orgjtni/ation. The film describes the activity that goes on in the school's morn- ing SkilK Period and afternoon Work-Conference Period as well as the preparatory planning pc- 1 iods. Due to the inability of a him of this length to treat the en- tire schedule in a comprehensive maimer, other lime-blocks of the schedule are only mentioned in passing. Teachers who use the film are urged to consider it as the basis for discussion and detailed study. We suggest to teachers that any fdm. including TIME TO SPARE is usefid only to the de- gree that it stinudates and assists further discussion and study of the problems that are (1) already in mind, or (2) raised by viewing ilie film. Chart .\ presents the outline form of the daily schedule of the Flat Top School, Mercer Comity, W. \'a.. in which TIME TO Si'. IRE was photographed. This is the same schedide shown at the ojxning and closing of the film. The pui])ose of the one-teacher school is the same as that of any other type of school; namely, to educate boys and girls. What is Paga 32 done in the one-teacher school in order to reach this goal will need to differ from that done in other types of schools only because the conditions imder which the pu- pils and teacher work are differ- ent, and because the experience background of the children is dif- ferent. The teacher in the one-teacher school must handle a group of pu- pils whose ages range from six to sixteen and whose learning spans the first to sixth (or eighth) grades. The problem of handling these small groups of different grades in such a way as to organ- ize them into an educational whole is admittedly not an easy one. We who administer rural edu- cation are often accused of talk- ing in terms of theories. One way to talk in terms of practical ideas is actually to demonstrate the thing we beliexe can be done The rural school can be organized to serve its children effectively Such an organizaticjn was set up, photographed, and e\j)lained in an accomj)anying sound track as one answer. Yes— one answer that can be sent aroimd from school to school and actually experienced by the teacher who conscientious- ly seeks helj) with her problems. A total of 889 visual aids have been toinplctcd bv the L!. S. Oditc of Fduca- tion. t.")? of tlicsc are motion pictures and 432 are fiiinstrips. Since Novcml)er of 1941. when the first U. S. Office of Education training films were released, more than 22.000 prints ha\e been sold to war plants, \ocational schools, col- leges, unisersities, as well as other civil- ian users. —Naved September— SEE and HEAR re n THE IDEA Mrs. Claire Meienburg Teacher, First Grade, Longfellow School, Madison, Wis. T 7 HEN is a child ready to rV read? Every year, parents e asking this question, and achers are constantly searching »r new ways of discovering the iswer. For yoimg children to ;tach meaning to these "draw- igs" that we call "words" is first matter of having experienced eanings. In my class of eighteen re-readers (I call them this be- luse their I.Q. range is from 54 ) 82) , getting ready to read is in- eed a challenge. In this class, we y to lead children through many ctivities through which they can experience visual auditory and tactile concepts. These children are waiting patiently to develop the functions necessary to begin- ning reading: language develop- ment, visual memory, auditory discrimination. These skills and others will enable children to be- gin to read successfully, or rather, to attach meanings to those ab- stract and difficult things called "words." Our whole plan is to broaden the experiences of the children through allowing them to take lE and HEAR — September Page 33 Q \ w Pag. 34 Large paper, bold oufll strokes, bright colors — and I outcome is 0 tascinotirtg approach to real ' These youngsters ore combining monipulotj skills with the formation of concepts and understandings upon whJ reading may be built successfully. , September — SEE and HI Ill in j^aiiK's or otlur iiitciesiing iiiiini; situations wliidi will i.uliially ii,i\v tluin tlu- hatk- ! omuls ol meanings Irom whiili > .i|)j)i<)acli the reading problem. 1 making games, we consider es- 1 ( i lUv the \ isual ajjpcal. We use iil;i\ attra(ti\e figures, good pro- Mi ion. aiul l)right colors. Each time is made as personal to the lild as possible. For example, in n animal game, the child is ask- lI, "Which animal do you choose ) be?" It is surprising how many incepts of understanding chil- len learn from each unit of work )r which games are planned. One of the most interesting nits began when we studied ani- lals. We went to the zoo to see le ditferent animals and observe lem so that the children coiUd lentify them. W^e learned how nimals are housed and what they It. We saw how their cages and ouses or homes are washed with ose and water. We visited Annie, he elephant, and the monkeys. \'e learned how some animals Mrs. Cloire Meien- burg is a graduate of the Milwaukee State Teachers Col- lege and has attend- ed the University of Wiscon sin. Her teoching experience in Horicon, Wiscon- sin, and the Madison Public Schools has been with Special Class children — men- jolly handicapped pre-primory group. She . i^xpects to teach in the same capacity this :oming school year. ^>EE and HEAR— September like (old weather, and others do not. It was sur|)rising to me to dis(()\(.r that chiklreu could not tlistinguish between a lion and a tiger, and yet, why should we ex- pect them to do so? On returning to the school- loom, the children decided to construct their own Longfellow Zoo. Orange crates, lath, colored paper, ancl powder paint were used in the coinse of de\eloping the project. Circus nuisic, stories about zoos and animals, oral dis- cussions, art work, stories in read- ing, games and rhythms were all de\ eloped about this theme. Among the interesting games which were used to pro\ide ex- periences out of which vocabulary de\elopment grew was the "Make the Animal" game. A large paper animal w^as prepared and then cut up into easily recognized parts— the ears, the legs, the neck, the body, the tail, the spots, the horns, and so on. Through asking the children to assemble this ani- mal and identify the parts of the body, we were able to build \o- cabulary and concept imderstand- ing which later was to carry o\er into the reading situation. What follows is a report of the conver- sation which took place during the teaching of this game. Teacher. We have been having so much fim playing the animal game. Jimmy, what animal did we ha\e yesterday? Jimmy. The zebra. T. Ves. \Vhat did he look like? J. He had stripes. Page 35 T. The animal we are going to "play" totlay is different. How is he differ- ent? Beverly. Because he is big. T. Our zebra was i)ig, loo. This animal is — upil. Long. \ We have another word. . Tall. \ ^cs. and this animal wears what? Sptxs. T. Vcs, tiiis animal has spots, and what did the other animal have? I*. Stripes. I . Does anyone know what this animal is? Joan. A giraffe. T. Let's read together the story right under the giraffe. Class: "Make the giraffe." T. What do you call this part of the giraffe, Joan? J. The body. T. Jimmy, would you find the heai and put it in the right place? (Bo puts head in wrong place.) Is tha the way the giralfe looks? Class. Nol No! r. Jimmy, find the neck. (Boy fine neck and puts it on body.) J. I put the neck on the giraffe. T. Fine! What does he need over hen (Pointing to end of neck.) (Be puts head on neck.) Children, s< if we are doing it just right. J. I put the head on the giraffe. T. Does anybody know what "horni are? Can you find the horns, Jin my? (Jimmy puts horns on giraffe T. How many horns does the giraf have, Jimmy? J . Two. T. How many? J. Two horns. I put the horns on il giraffe. r. Jane, will you put the right ear place? First, hold your right hat "Put the hind legs on the giraffe, Jimmy," and Jimmy proceeds to ide tify a vocabulary item, to follow directions, to select a given object, and place it in relation to the whole figure — oil valuable experiences Id pi reading development. QlfflfJC up. (Children raise right hands with teacher's help. Jane finds the giraffe's right ear.) This is a big ear, and where does it belong? Show me where you would put it. What did you do? me. I put the right ear on the giraffe. What does the giraffe have on this side? The left ear. (Puts left ear on gi- raffe.) I put the left ear on the giraffe. Why does the giraffe need What does he do with them? ears? indra. The giraffe hears. '. How about your ears? Could we hear music and stories if we didn't have ears? lass. No. '. Can you find the eye, Sandra? Where is it? iE and HEfiR— September "And so far, we hove placed how many spots on the giraffe?" "1, 2, 3, 4, 5" re- sponds the class. They ore having lots of fun, and at the some time, are be- ginning to attach significance to an ab- stract number system. S. I put the eye on the giraffe. T. How many eyes does the giraffe have? S. Two. T. Just like you and me. Frank, can you find the other eye? (Boy puts an eye on the other side of head.) How about the mouth? He can't eat without a mouth. (Frank puts the mouth on head.) That is good, Frank. What did you do? F. I put the mouth on the giraffe. T. Now, what does the giraffe need over here? Class. The nose. T. Beverly, will you put it on? (Girl puts nose on giraffe.) How could Page 37 1 "Here's our idea of how o zoo should look!" Once these youngsters begi to read stories, they will have little difficulty in recalling the visualize tions which abstract words demand. this animal get anywhere unless he had legs? How many does he have? II. Four. T. Will you find the left front one? That's jusl fine! Vou know what to do, don't you? \\. I \i\n the left leg on the giraffe, r. \\'ill you put another front leg on the girallf. Ilaiiford? CRoy puts right front leg on giraffe.) Banford. I put a front leg on the giraffe. T. Who can find the hind legs or the hack legs? f^Joan finds legs.) Now, what else docs this giraffe need? Class. Spots. T. Jimmy, you put one on any place you think would be a good place. (Boy puts a spot on the giraffe.) Poo* 38 j I put the spot on the giraffe. r. Will you put another one on, Joar (Joan puts a spot on the neck.) T. That's a gmnl place for that spo too. \Vhal did you do? ). I put the spot on the giraffe. T. How many spots are right up hei' now? Class. Two. I T. Two, that is fine! ^^'ill you put ai oilier one on? Two wouldn't 1 enough for a giraffe. (Joan puts < another spot.) What did you do- J. I put a spot on the giraffe. T. How many spots are on here no\ J. Three. T. Three, all right. Will you put c September — SEE and HEi aiiolhcr one. Beverly? (Beverly puis a spot on tlie girafTc.) I put a spot on the girallc. Joe, will you put another on? (Boy tlocs so.) I put a spot on tlic giraffe. Girairc. Say it again. CiiralTc. How nianv spots do you sec? ass. Fi\e. Are there any left? iss. .\o. Where arc they? ass. One the giraffe. Let's count them together. a.ss. 1.2.3, 4, 5. Just as many as you have on your hand. Let's read this story again to see if we have done just what it asks us to do. ass. 'Make the giraffe." The opportunities for discov- "ing just how successful chil- ren are becoming in understand- ig vocabulary and meaning is MTV easily atcomplishcd thioiigh games uhicli tiHoiuage the j)ar- titipatioii ol all oi the (hildren. Tiiese same games Iiold out oj>- jjortiuiity for beginning niuuher tomprehension as well by eouni- ing spots, by keeping track of the number of legs that have been phued on the animals, and by e(jmparing animals one with an- other. In this way, concepts of number can be established. Other games which \\'cre used in connection with the unit on animals gave the children an op- portunity to follow directions, to match like objects and to distin- guish betAveen unlike, to assem- ble simple puzzles, to formulate simple animal stories, to describe animals in terms of their likeness- es and differences. All of the abil- ities just mentioned are very es- sential when entering into formal reading, which depends on skills such as these just enumerated. Several of the more successful games are described briefly: DRESSING MOTHER BEAR /after dramatization of the "Three Bears.") Directions: Put the hat on Mother Bear. Put the coat on Mother Bear. Put the shoes on Mother Bear. What did you do? Clarification of ideas: I put the red hat on Mother Bear. It has a green feather. ANIMAL ABSURDITIES Use pictures of animals. Use different heads on animals. Children enjoy humorous elements involved here and will tell what is wrong. ANIMAL CUT-OUTS (in cages) Child chooses animal he w^ants to talk about. P and HEAR— September Page 39 I Itlciuif\— learn names of animals— differences. How do tlicv look alike? Matching and reading names of animals. .\M.\I.\L STORIES I see ".\nnie Elephant." She is big. She has two eyes. She has two big floppy ears. .She has a trunk. .•\nnie likes peanuts. .\M.\IA1. (.AMI. Make attractive animals to use for game rack. Identify— nial(h all tigers, lions, etc. Left to right. Which arc going in the same direction? What animals have spots? What animals have stripes? What animals are the same color? /.KBR.\ G.AME (Also use other animals.) Cut animal into parts. Make animal as to directions— matching. Child tells what he has done. Learn lo identify parts and use, if anv. Ears, stripes, mane, eyes, tail, nose, mouth, front feet, hind feet. FISHING GAME Make paper fish and staple on one or more places. Decorate fish with various designs, cf)lor easy number concepts, or names of zoo ani- mals. Use pole and magnet. When child catches a fish, in order to keep this fish, he must describe, read number or name of aniinal. ICE CREAM CONE GAME Develop number concepts— language development. Which cone do you want? How many scoops— child describes different kinds of ice cream. Read numbers on scoops. Filling the rack— matching cone number with number on rack. Tell a story about your cone. I SPINNING WHEEL Zoo animals, birds and domestic animals. .Spin the wheel, where spinner stops tell whether he lives at the ion. or if not, where does he live? ANI.MAL LOTTO GAME Matching of pictures. Matching of words. Poo* 40 Soptambor — SEE and HEfl The Teacher John Hamburg Assistant Superinterident of Edgerton, Wis., Schools Much of the confusion in film selection and use results from the fact that the evaluation of tlie film is not done by the per- son who uses the film. One way of helping assure that the teacher gets the film which exactly serves the subject area and the pupil interest is to ask this same teacher to accept the film selection responsibility. Mr. Hamburg and his committee have demonstrated one wav in ^vhich this can be accomplished. As such, their contribution becomes a challenge to all teachers, particularly those in other subject areas than the social studies. — The Editor. '8 OCIAL studies teachers should know in advance vhat a fihii teaches." That is the hought which prompted a new ype of study undertaken jointly Dy the Wisconsin Council for the liocial Studies and the University jixtcnsion Division for the pur- loose of "sorting" social studies ilms. ' In 1944, Ruth Fuller, a social itudies teacher in Manitowoc, itVisconsin, ordered some teach- ing films. She showed them, in Phe course of time, to her stu- ilents. The students welcomed hat type of instruction. They :heered, but learned little be- ::ause, despite the advertising and he undoubted good quality of ;he films, the films did not fit ■EE and HEfiR— September either the age level or the subject then under discussion. To say that Miss Fuller was displeased is to put it mildly. She found, too, that many teachers had expressed dissatisfaction over the same thing. The Advancement Com- mittee of the Wisconsin Council for the Social Studies summed up the situation as follows: "Social studies teachers want to use films. Many of them have the equip- ment, but they are afraid to order films at public expense because they aren't sure that the films will fit the grade level and the type of unit being taught." Other doubts included not knowing whether the film was designed to "open up" and create interest in a sub- ject with a general overview or Pag* 41 FIIM SVAWHUOH PROJECT Wi.con.in council for SocUl Studl.s and .Jnivar.ity of Wisconsin Extsrsion Division. Bureau of Visual Instruction Directions, 1. Pl«»«e sho- the filn to your cl.ss or to l"t«"»*«^ °* corriittoes of t«»ch«rs and pupils. Discuss the filn with thoE. note their reactions. 2. please fill in as nuch of the questionnaire as possible and return it in the fito can. Dane of evaluator_ Address of ev»luator_ Title of film Length in ininute8_ Source Sound Silent_ Date published IS teaching cuW available7 Ye3_ V.o_ Is it adequate^ Yes_ !,o content, (Cive a short description of the film, use only the space below.) Do you recorr^nd the film as far as quality, photography, sound track. «tc. are concernedt Coonents, . __ Utiliiation Data ... . \ i. p.,coru-.end;rF.rade level and subject, (Check or write in.) Prioary SubJoct_ ""it Internediate Subject_ ""^^ Junior H. S. Serlor H. S. SubJoot_ Sub 1ect Unit_ Unit Page 42 Actual size — stondord 8Vixl 1-inch sheet September— SEE and HEfl: 2. Does th« nin stimulu'-.e goclully useful discussion? Illustrate. If so, 3. Does it correloto with other r.ood teachinc natoriuls now used in your classroom? If so, tell how. 4. Can you sufpiest any films which do a better job? give titles. If so. 5. List favorable or unfavorable pupil reactions. 6. Does the filn fit in with news; or current events, study? If so, how? 7. Judging fron your reading or travel, would you say the filn is authentic, up to^ta, typical? Conments: 8. ^Thftt attitudes does the fiLii engender in the audience? (For example: world brotherhood, courtesy, reform, hone participation, etc.) 9. Does the filn raise problems? Illustrate; Offer solutions? 10. Other comnents or criticisms; EE and HEAR— September Page 43 wlicthcr it really taught the spe- cific steps in a process. The Aclvancement Committee of the Wisconsin Council for the Social Studies prcjiaretl a list of primary, intermediate, jiuiior high, senior hii^h. and college teachers known to he leaders in social studies education. \Vilh the help of the Bureau of Visual Instruction of the University of Wisconsin, letters were sent to these pe(;ple explaining the prob- lem and asking their assistance. They returned cards indicating that o\er sixty of them woidd be willing to have motion pictures sent to them from the Extension Division and that they would an- swer a cjucstionnaire to determine just what was taught by the film. The Extension Division did its part by reducing the rental rate for these films and offering cleri- cal assistance. Films were sent out, shown to students of all grade levels, and returned. In each returned film "can" was an S John Hamburg received his Ph.M. ^^^flj, jf^t iimarily cf ilem- onstrations, discussions, and ex- hibits. One ol ilu' i)oints of view ex- pressed at the (onference was that ihe leadiiug film as designed lor school use has become a mechan- ical oj)portunity to understanil Pag* 46 1)1. O. A. Hank- ainnicr. Director of the Vocational l)i\isi()n of the Kansas Slate Teaciiers College, l'ittsl)iirp;, Kansas, lid iiis institution lowarii a forward- looking position in the field of Visual Kducation when on Jiuje 13-11. 1*(1.'), he sponsored the second annual Kansas .State Teachers College Insliluie on \ isual Kdiiiation. While formal talks higlilighted the program, several very practical tiemonstralion situations were huiit around the use of visual learning materials in the classroom. The adount of one of iluse demonstrations is hrought hy Dr. Hankammer to the attention of all who are interested in observing one niethoeriences from that day on. With it we overcome the barriers of season, climate, locale, and time. As an illustration of how schools today can meet the re- sponsibility of knowing more and more about oiu- environment, the following film presentation is in- cluded. Perhaps no better way to discuss the utilization possibilities of fdms in the classroom can be presented than the experience of watching a teaching situation which brings into use a good class- room film. The following demon- stration was conducted with a group of fourth giade pupils from the Horace Mann Labora- tory School: The lesson was one on nature study dealing with birds. The (ilni on '////•: liOIiOl.lXK AM) 111/-: liLUI.I.l) was useil. Ihe rapport established i)etween the teacher and the children was re- maikai)le. Clritic tea( hers, student oiiservers, school administrators- all praised the demonstiations. riie range between grade and sec- onchuy levels was sulfic iently gicat to demonstrate to all that visual materials need to be selected sharply with regard to levels. Va- rious technicjues used in teaching with films were explained. So that the reader can follow the progress of the presentation of the fdm, this stenographic report of the demonstration situation is here included: Using the Film Teacher: The most important part of visual education is that which starts in the grades. We can spend tfie rest of our lives teaching the direct training of seeing and hearing to college students. It is only by starting this type of in- struction at the bottom and continuing to do it that we can see it filter and spread and influence the whole educa- tional system. Ihe ciuestion has often been asked, "Do films serve the primary grades?" Up until a few years ago the answer woidd have been "no." During recent years, however, some of the most outstanding teaching films have been developed for the primary and intermediate grades. Of chief value to the elementary grades is the function which the film ser^■es in establishing information about which children may write, talk, or read. Films then become background or readiness ' SEE and HEAR— September Page 47 experiences. This afternoon let us turn our attention to a nature study film at the fourth grade level. Teacher: Have you hoys and girls studied al)OUt hirds in vour nature study classes? Pupils: Ves. Teacher: This afternoon we're going to study a motion picture* ahout hirds. We arc going to make helicve that this is the same kind of a lesson you might read al)Out. We are going to work at this picture show. The teacher then read the first paragraph on the study sheet. (See the copy of the pupil study sheet used by the children as they studied this film.) Teacher: Why are birds silent during the nesting season? Pupil: So no one will find the nest and destroy the eggs. The teacher read the .second and the third paragraphs from teaching guide. Teacher: Do you see why the hirds arc a friend of man? If we got rid of all the birds, what would happen to these gartlens of ours? Pupil: The insects would cat up all the gardens. The teacher then continued reading jrom the study sheet. Teacher: We are getting ourselves ready to see a film about birds. Before we see it let us see if we know the words that will be used in the movie. .Some of the hartler words arc listed here for us to study. What is a beak? Pupil: .\ bill, a bird's mouth. Teacher: Yes. What docs blooding mean? (Only two hands went up.) 'Bobolink and Bluejay (10 min.). 16 mm. (Sound) Coronet. Pag* 48 When we don't know the answer we go to the dictionary, and if we were in our classrcM)m that is just what we woidd do. But we have no tlictionary here, so 1 will tell you this one. The brocxling feathers are on the breast of the mother l)ird. Now then, who can guess what the mother i)ir(l does when she is l)rooding? Puj)il: She keeps the eggs warm. Teacher: Ves. it's like putting a down blanket over the eggs. Do you know what is in a "down" blanket? Pupil: Down or feathers from ducks and geese. Teacher: T hat is right. What is the bird's crest? Pupil: The crown of his head. Teacher: Feather track. Pupil: Tail feathers. Teacher: Wing feathers. Pupil: Is it where the feathers slick into the bird? Teacher: That is a little more like the right answer. But not cjuite right. When wc can't find it in a dictionary, where else might wc go? Pupil: To the encyclopedia. Teacher: Ves, if wc had an encyclo- pedia here, we'd find that feathers grow in lines on the wings and back of the bird. The feathers overlap like the scales on a fish. Those lines of feathers growing from the skin of the bird are called feather tracks. What dcM?s incu- bate mean? Pupil: The bird sits on the nest and keeps the eggs warm. Teacher: Panting. What does a i)ird do when it pants? Pupil: It breathes hard. Teacher: The bird has only one way to cool itself, and that is to jjant. What does plumage mean? Pupil: Structure? Pupil: Feathers? September — SEE and HEAR Teaclicr: Vcs. Diil you know all tliis .il)()ul l)ir(ls? (All answered that they (lid not.) If wc had not stndieil these words first, what might have happened when we saw the piitiires? I'lipil: We would have j^olien all tangled up. Teacher: Von are all going to have jol)s to do. Before wc look at the fdni let us look at what .some of these jobs are. Bobby, what is the first job we arc ;()ing to have as wc learn from the film? Pui)il: (Reading first ([ucstion.) Watch (arifully so that you will be able to ifsrrihc the (oloring of the male and female bobolink and the male and fe- male bluejay. Teacher: Yes. And the second job is to find out who feeds the voting bobo- links and who feeds the young bluejays. Kugcnc, what is the next thing you are going to watch for? Pupil: (Reading (jucstion four.) In what places do the bluejay and the bobolink build their nests? Teacher: What else are you going to watch for, George? Pupil: To see what they use to build their nests. Teacher: Jimmy, read question num her five. Pupil: Be able to describe the young boboUnks and the young bluejays from the time they are hatched until the time they are ready to leave the nest. The teacher then had other children review the instructions and the pupils then responded with such statements as: We will ; want to watch these young bobo- links and bluejays grow from the time they hatch out of the eggs until they are grown. Do bobo- links li\c aroimd here? Yes, they do. Kollowing this the If) mm. soiMu! and (oloi film HOIiO- I.IXK AM) HLLLJAY was pro- jected on the screen, following the showing the teacher resumed the discussion. readier: Did you ever get that close to a live bird before— and waiih it so long? Pupil: No. Teacher: Win do birds die when they arc thrown out of the nest? Pu|)il: They can't get any iood by themselves. Teacher: But you could feed tlicm. .Vnd yet, they still often die. Why? Pupil: The bird gets cold. Pupil: How do they take these pic- tures? Teacher: That is a good question. They build a "blind," that is a screen of grass and bushes, so that the birds can't see the people who take the pic- tures. The blind can be built very near the nest. Or, they can use what is called a telescopic lens on the camera. What is a telescope? Pupil: It makes things look bigger and closer. Teacher: That is right. But with a telescopic lens if you jiggle the camert)ins nesi 1)\ my window. In tlie morning 1 lan look out and see the lillle robins. 'Feather: We siiould always try to find out liow much we iiave learned. We learned a great ileal from this film. But let's see liow much. At this point ilif tjiic'stioiis on the second page ot the study sheet were studied by the ehilchen. riiey were instructed to put a This study guide allows the pupil to anticipate his learning experience. It gives him the opportunity of studying in ad- vonce this vocabulary which may cause him difficulty, and most important, provides for the evoluotion which would fol- low most text type teaching films. FILM STUDY SHEET Number 2 for film "Bobolink and Bluejay" Page 1 Every day we see birds. We think we know all about them Hardly ever, though, do we have a chance to get close enough to them to have a good look at their plumage, at their bills, or at their nests because birds are usually very silent during the nest- ing season They want to attract as little attention as possible to themselves. Whether we realize it or not, birds are good friends to man. The two birds, the bobolink and the blue- jay, that you wiU see in this picture, catch many kinds of insects. Some of these insects are very harmful to the crops which man raises. The grass- hoppers, which are food for the young birds, are gathered from gardens and grain fields where they often would do much damage to the crops planted by man. Young birds are fed many times their own weight in insects each day. What would happen do you sup- pose, if birds suddenly stopped gathering insects for the young birds and for themselves? Farmers' crops would be completely eaten by insects. Your food supply would be very much smaller. Without the •id of the birds, we would have a hard time finding enough food for ourselves. This it an interesting picture about birds, but, before we look at it, lefs become familiar with a few unusual words that we shall meet: beak black-eyed Susan brooding crest feather track incubate panting plumage Be porticulorly on the lookout for these important things which you will see in the fil.Ti: 1. Watch carefully so that you will be able to de- scribe the coloring of the male and female bobolinks and the male and female bluejays. 2. Who feeds the young bobolinks? Who feeds the young bluejays? 3. How is the male bluejay different from the male bobolink? 4. In what places do the bluejay and the bobolink build their nests? 5. Be able to describe the young bobolinks and the young bluejays from the time they are hatched until the time they are ready to leave the nest. Crovm ^-^^ HiA£ coverlets Secondary wing feathers Tail coverlets ^■ Tall feathers _ Primary wing feathers Shank DON'T TURN THIS PAGE UNTIL YOU HAVE READ THIS PAGE, AND HAVE SEEN THE FILM Published by FIIM STUDY COMMITTEE. 131 S. Pinckney St.. Modison, Wis. All lieKit l«.rr^ (0 1*41 Pag* 50 September— SEE and HEAR question mark, in tlu- inar};iii wlicicNcr they could not answer a (|iKsti()ii to their satislac tion. As soon as the youngsters were through, they were asked to raise their hands whenever the ques- tion niinil)er was called for which they woukl not know the answer. It was very e\i(.Ient that while some information was secured from the fust showing, much re- mained unanswered. Icadici: From this \\c can see that uc haveiit learned all the answers. What can wo « used ior larger groups. STANDARD FEATURES— Plainly marked film path makes threading easy. Only one moving part need be operated in entire threading. Show can be on screen in less than three minutes. One electric plug completes all connections to projector. Cords, permanently wired to speaker, cannot be lost. Reel capacity 2000 ft. Reel arms slip into accurate sockets . . . fast power rewind . . . adjustable tilt . . . quickly adjusted framing device . . . utilizes a single, inexpensive standard projection lamp for both picture and sound pro- jection. No separate exciter lamp necessary . . . case of durable ply^vood . . . leatherette covered . . . universal A.C. or D.C. 105-120 volt operation ... no converter neces- sary. Mechanism cushioned on live rubber mounts for smooth, quiet operation . . . entire unit made of best quality materials and precision machined parts. Write for interesting folder, "It Makes Sense." See your favorite Photographic or Visual Aid Dealer for Demonstration and Delivery Information. 'JC££P YOUR EYES AND EARS ^N ^GVJE-A//TE^ MOVIE-MITE CORPORATlOM^-a^' •TM5 1109 East ISth St. Kansas City AN EDITORIAL TS VISUAL education always going to continue to be in the -'■ hands of 48 state film libraries? This is a constantly re- curring question. It has been estimated that 75 per cent of the films used in public education are distributed through state university or state department of education film library channels. But more about the (juestion. Leadership certainly has been necessary. And the ageiicy which teachers and school administrators will expect to assume this leadership, particu- larly dining the early days of unprofitable budget conditions has rightly been some large educational institution or the state department of public instruction. From everywhere reports come to these leaders indicating astounding increases in circulation and use of visual education materials. Rightly so, then, the question may be asked, "Is the future of visual education to be determined by such cen- tralized organizations?" Certainly, the fimction of the central educational libraries will be to exert continuing leadership and to pioneer in ex- jjloring and distributing this educational tool. On the basis of past experience and meritorious service, the growth of central libraries is understandable. ( Among administrators and supervisors, there is increased interest in examining the possibility of assiuning the responsi- ^ bility locally to collect good audio-visual materials and to ' Page 4 November — SEE and h^ '"•uilt like a fine watch — powered by a liidy smooth -running motor and mech- that purrs through reel after reel It a flutter or a jump— so simple, k.udent can operate it— that's the new ^-\ RV 16mm. sound-on-film projector. . l.e ultimate of sound, whether it be crisp, ■'' intelligible conversation, or the full V of symphonic music . . . clear defi- of image . . . uniformity of illumina- er the screen's entire surface . . . soft. '■ II nly 5-TIME WINNER of Army-Navy "E" for the reduction of motion picture sound equipment SchooL Address- CIty_ _SUte_ p.emd HEAR— November Page 5 Continued from page four own and distribute them in order to provide more effective utilization. True, witli increased interest is boinid to come greater budget appropriation and de-cenlrali/aiion in the ownership of the materials with which programs of \ isual echuation can be effectively conducted. Another trend which is already making itself felt is the tlecrease in cost of materials. For years fdms have sold for a standaid price of fifty dollars. Now, good films of comparable (]ualiiy and of equal length arc appearing at the price of forty dollars and in some cases less. Administrator after adminis- trator has reported the belief that that school system whith ((in. should embark on its own jirogram of visual material purdiase comparal)lc' to that which has cvohcil fiom fifty yeais of practice in the sup]jlementary text and book field. From isolated points across the land come indications that visual education budgets are large and in some cases ajjproach or ecpial textbook expenditines. Fhis is as it should and will be. \\'ith increased demands will come the necessity for in- creased local budget appropriation to meet the cost both of text antl visual instructional materials. The great central libraries will continue their leadership but will be freed, as larger school systems become independent, to extend their service to smaller communities which cannot and perhaps never should be asked to underwrite a complete program of visual material jomchase. When all interests in the field of visual education atlopt a long-term program wisely conceived and move ahead cour- ageously, the field of visual education will become a ped- agogically sound program whidi deserves continued financial and educational support. —The Editors Paga 6 November — SEE and 1 Keep It SIMPLE! // ... a good rule to follow in visualizing the daily lessons. Teachers who observe this axiom depend on S. V. E. pro- jectors and visual material to help them do the job . . . S'.V. E. film strips and 2"x2" color slides for authentic teaching material . . . S.V.E. projectors for convenience and efficient projection. Write today for catalogs and information. MODEL AAA-300 WATTS TRI-PURPOSE PROJECTORS MODEL DD— 150 WATTS A PROJECTOR TYPE TO MEET EVERY NEED DCIETY FOR VISUAL EDUCATION, INC. A Business Corporation Dept. 1 1SH, 100 East Ohio Street, Chicago 11, Illinois T'jl2" slides and film STRIPS AND PROJECTORS 26 Years of Leadership in Producing Visual Aids ix and HEAR — November Pajje 7 ^5^ ajl -Htfi^ i / The group of sixth-grade youngsters on the cover ilhistrates a very practical way of studying the solar system and its relationship to the sun. Often it is very difficult for youngsters to under- stand the effect of the sun's rays on the earth's surface as the axis of the earth, represented bv the position of the north pole, is tipped toward or away from the sun. These students were working under the direction of Miss Helen Simon, sixth -grade teacher. Picture courtesy of Madison Public Schools. Akron Library Film Program The Akron Public Library, in April, 1943, conducted a series of three film forums under the leadership of Miss Ida Goshkin, Director of Group Service. A series of six forums held at the Y.M.C.A. in the spring of 1945 was planned with the active assistance of the library, which also helped furnish discussion leaders and made discussion outlines. A series of four forums, in cooperation with the League of Women Voters of Akron, is in progress now. Several other single forums have been planned and promot- ed by the Library in cooperation with other groups. A major purpose in these programs is to demonstrate the method, and this has been done with such success that these and other groups are proceeding to plan and conduct their own meetings. Since a major problem in this connection is availability of films, the library has gone forward with its plans to set up a film lending library. A deposit of 70 films was secured from ihf OWI in August and 39 more from OIA.V. Letters were sent to a selected group of corporations and other organ- izations resulting in the receipt of 23 lilms for deposit. We have purchased eight titles to date. Thus, in two months' Pa«« 8 time, we were able to assemble a toij of 140 lilins with little expense. Since the main purpose of the Groj Service Department is that of assistij local groups in planning tiicir prograiJ it is possible to suggest not only fir titles for their use but the forms of pi gram and the ways in which ihey fl be used. For this reasem and also l| < ause film lending can easily be tegrated into traditional lending servU! it is believed that public libraries (I and should play an increasingly imp>j tant part in the distribiUion of ediij lional films. — R. Russell Munn. Lihiariat^f Akron Public Library Movie-Mile Appoints W. B. Bennell William G. Wilson, General Mans of . the Movie-Mite Corporation, nounces the appointment of W. Bennett as Sales Manager. Movie-I manufactures a small, compact, light-weight sound on-film projector industrial, educational, and home il Mr. Bennett, formerlv Industrial &] Manager with Bell & Howell and recently of Swain-Xelson Company, i plan Movie-Mite's postwar sales (| gram. Color Slides on the Other American Republics The American Council on Educatl tlirough the cooperation of the Offiol liuer-Amcrican Affairs has rcccntlycj |)lcted assembling 33 teaching unit 2" X 2" color slides dealing with other American republics. Ihe pro| was directed by Florence Arquin. riie assembling of these units made possible by the interest and i i- (Turn to page ten) w November — SEE and IW s of the old Ir. pliilosophrrs I .1 u;* lu li y - i.f the Ptdlf- inap of tlir ijiit countrk'r-. ' 'a?^ I In the time o f Columbus apprentice seamen learned navigation from the Portiilan thart of the kmiwti world. Today, pupils are taught to interpret many kinds of maps in the study of man's relation to his en- vironment. ft*:: \Iaps BASIC THROUGH THE CENTURIES Ku the days of the mud maps of Babylonia, man has used map sym- jsras to represent the surface of the earth and matters pertaining to ition and distribution. Map reading skills and map use were never •Important as today. Modern geography, with its complex patterns jiatural and cultural factors, requires many map symbols to [)resent I relationships of environments to man. Send for new map catalog nouH be pleased to send you a copy of our new C'45 ojitaloc It - (in colors) and describes visual aiils for the teachinjr of Reoii- ?tory, health and biology. Sign and mail tliis coupon for your r Scliool. eas. xvirrinmiii:,^:^ .state. A. J. NYSTROM & CO. J Elslon Avenue CHICAGO 18, ILLESOIS |E and HEAR— November Page 9 croiis cils—'>io. I etuher— When we begin studying the causes of World War II, are you going to be able to unilersiand those (.luses better? Pupil— Yes. This has been very easy lo follow, and interesting. 7fari— \Vhat is the reaction of the I lass to the study sheet? leaiher-How ai)Out that, class? What do you think about this study sheet business -doesn't it spoil the show? Piil>iLs~Ku\ Teacher— Why} Hitpil-il is brief and to (he point. Pupil— Xl does not use a lot «>f words I (loii'l understand. I'iipil—\i gm'dfs our thinking. Page 24 IIOV in kill laioi w Teachet— 1 here is no reason why eadl of us as teachers cannot prepare thrj type of presentation every time we nl (civc a film. There are many agencit tlistributing teaching films. Fortunateh wc will find that the film is accompaiilB iln by a teaching guide in increasing n^ jiiil bers of cases. Qi/«/ion— Is it intended to standardu the thinking? Teacher— Ho you teachers feel stull fied by teaching guides being thru upon you? ro/'re— That depends on the ind ^ vidual. Voice— \o\.\ must adjust teaching meet the needs of the pupils. Tt'ar/j er— That is right. So. use wh is good and throw away the rest. Foifc— Wouldn't this help the teac ers complete the routine materials mo rapidly so that they can get on with tl new material more quickly? Teacher— Yes, I believe it will ser that purpose. j Voice— ll would speed the got)d use iftjuu films by teachers who are a little uiT certain of the techniques of using thejj Voice— Wovihl the class rather haJ| the teacher read the study slieet them, or would they prefer to havejl cip to II transpiring to- J. the opening les of World War ! portra\cd in the 1 Cenf)olitik, the lb for IVsiruciion. iiisiiunicnt. We have let the fihii do the whole job. It slioukln't be expected to! Teaching films cannot be made to do the teach- er's work. We cannot continue to use teaching films in and of them- selves. When using such a film in the classroom, the teacher must assume the same basic teaching and guiding responsibility as when introducing other tradi- tional units of work. The re- sponsibility for "whipping up in- terest" is still the responsibility the teacher. Every teacher must accept , sponsibility for the teaching j that specific vocabulary whicM nccessaiy for an undcrstandini any definite area of study. . must prepare the pupil for tl] vocabulary before the film shown. Other important responsib'. tics appear when we ask this qii m ire Tlicse were the study sheets that were used during process of the demonstration. FILM STUDY SHEET Number 3 for film "Geopolitik" Po.. __ Years ago, an English geographer named Sir Hal- ford MacKinder warned his government of the dan- ger of a Russion-German Alliance. He believed that there existed a so-called pivotal area which was the center of the great Eurasian land mass. He believed that whoever controlled this area would some day inherit the earth. MacKinder explained that, because people living in this pivot land could maintain interior lines of communication safe from outside interference, they could grow to be the most powerful people of the earth, since within this attack-proof "heart area" lay all of the important resources necessary for man to ma'intain peace or to wage war. From this secure fortress, its holders coula reach out to gain the rest of the world through conquest. After the close of the first World War, a former German army ofliccr and holder of the chair of mili- tary science of Munich, Karl Haushofer, became so interested in this plan, which he called "Geopoli- tiks", that he decided to bring it to the attention of his country — Germany. Long a believer of land power over sea power, he saw a chance through this plan of cancelling out England's control of the sea and of leading his own country to a place of world domination. With the ri.sc of air power, he was sure that his adopted plan would work. The film that you are about to see explains how Karl Haushofer, the former World War I army offi- cer, developed his plan of geopolitics and brought it to the attention of Adolph Hitler. Here are some words and phrases which shov' studied in order that you can get the most out <' film: "Auslander" bureau ■ diplomatic immunity geopolitical state Karl Haushofer League of Nations Lcbensraum lendlease "Mein Kampf" power of blockade Prussian militarism Rudolf Hess World Court As you watch this film, try to learn the answers I questions as these: 1. After the first World War, what opinion d common man in Germany have of the m group? 2. To what group of people did Karl Haushol tempt to explain his plan? 3. What part did Rudolf Hess have in a.ssistinj] Haushofer in making his plans grow toward it, 4. Be able to explain what geopolitics is l)aso< and how Karl Haushofer believed it would I Germany. 5. What was the "secret weapon" that the G« sought to develop and by what means did to develop it? 6. What great mistake were you able to de one of the main reasons for the downfall of complishment of the plan for world dominai 7. What effect would fulfillment of the geop plan have had upon this country? 8. What was Japan's part to be in llau.'ici plans? ' I 't.:j isi DON'T TURN THIS PAGE UNTIL YOU HAVE READ THIS PAGE, AND HAVE SEEN THE 1^ Pa9« 26 November— SEE ancj] i i: How can I find out what is [I at; on in your minds during \ showing of the fdm? I his question brings out a fur- h responsibility— that of evahi- I'u. This responsibility of 'hi.ition can be satisfied in sev- il ways. We can conduct an 1 discussion. In this, all may ' ti(ipate. Or, we can prepare of questions with which the ipil may test himself. The il>il must be challenged to dis- cover what he has learned and what he has overlooked. If im- portant jioinis are missed, the cjucstion confronting each pupil becomes "How can I fdl in those gaps? What I did not learn be- comes my next job to do." If this piqiil, who has arrived at the conclusion just stated, is given the opportunity to see the film a second time, he will seek to fulfill his individual needs. Too often the same teachers who insist TEST Answer all of these questions in terms of what you saw in the film. Underline, circle, >l in the answers. itT World War I. German economics and gov- .tally collapsed. TRUE FALSE .Vorld War I, the attitude of the people in lany toward their military leaders was one of: indifference. b. defiance. c. loyalty. iny of the German war leaders retired to civil- fe to lay plans for further aggression. TRUE FALSE cm what you saw in the film, the Peace of Ver- s gave Germany a. greater "Lebensraum". ditional seuports. c. restricted land areas, uality with other world powers, irl Haushofer felt that the Peace of Versailles usly limited Germany's possible expansion. ! . . TRUE FALSE I?. Man-made boundaries mean nothing, national strength depends upon who controls iwo basic elements of geography: aushofer believed in the domination of air -T over sea power. TRUE FALSE aushofer's students were taught that Germany i rule the world, but first she must it. rlaushofer believed that conquest landwise could eve German domination of the greatest "land id of the world TRUE ' FALSE .■\ccording to Haushofer, whoever ruled the pivo- irea — Europe, Asia, and Africa — could rule the The first people to whom Haushofer explained plans were his - . . Rudolph Hess introduced Haushofer to Haushofer was able to put his thories into effect n be became director of the Institute of 15. & 16. Among the thousand employees who worked under Haushofer were members of the and 17. The only "secret weapon" that Germany ever had was . 18. Among the groups organized in foreign lands to assist German expansion were the _ 19. Hitler's conquest of Europe began when German troops marched unopposed through the Rhineland in the year . 20. Hitler invaded Poland on the basis of the weather forecast which stated: 21. & 22. Surprise and the "key" to defense systems helped overwhelm the countries of - -. and 23. Propaganda was used to convince people that resistance was too late. TRUE FALSE 24. Germany's quicl^ victories resulted in great prof- its in stores of materials and supplies. TRUE FALSE 25. The tide of Hitler's world conquest changed with the invasion of _ - ._- _. 26. Hitler revealed his plan for world conquest by forming an alliance with . 27. & 28. Hitler's plans nearly succeeded but for two factors: (Select 2.) a. man's love for freedom and for the ground on which he was born. b. shrink- ing reserves of natural resources. 3. the inability to control permanently the conquered territories, d. overestimating Italy's strength, e. the sudden rise of Allied air power. low turn to the questions on the other side of this sheet, and test your ability to answer them. and HEAR— November Page 27 that the pupil read and re-read the text will show a film to them only once, and expect them to "siet" all of it. Use of the fdm today is in the same stage of development as was the use of books 23 or 30 years ago. It is yet handled too much as a gadget or as a special event. We will now discuss the classroom use of that fdm which serves as direct supplementary information to sonic specific luiit of study. This is not an entertainment film, it i a text film. Dr. lliwkamiuir There is e\ery indication iha pupils prefer to make a systcmati j>reparation prior to using th film as another type of "textboo assignment." This demonsiratio shoidd serve as a model, not cona plete, but rather as a point froi .which you can begin in writin;^ your own classroom practices. Ij New Film Association Formed MIDWEST Association Forum. The state universities of Iowa, Kansas, Missouri, ("olorado. Wyoming, South Dakota, and Nf- hraska have cstahhslied the Midwest Association of University Fihn Libraries. David B. McCulley, secretary of the Bureau of Audio-Visual Instruction of the University of Nebraska, was elected executive secrc tary of the organization. 1 heir purpose is to meet to discuss problems of mutual interest in the administration of and the educational services extended by film libraries. Because the motion picture was used in the theater long before it entered the classroom, it has been difficult to dispose entirclv of the idea once held that audio-visual education meant merely show ing pictures now and then. The films should be as integral a part of the learning process as the teacher or the textbook. The place of the film is just as definite and clear cut and its propier use requires just as much skill. Because this is the case, Mr. McCuUev spent much of his time last year, and he will spend much time this \ear, too, meeting with teachers all over the stale lo discuss and to demonstrate the proper use of audiovisual aids. This he will do in constant cooperation with the Teachers College so that audio-visual education will be looked upon always as a phase of professional (mUk alion. ADE\'ICr. I've used to inciiivate children's interest as they approach the study of birds is described below. 1 hold in my hand several wing feathers, tail feathers, and breast feathers. Holding these up one at a time. I ask the students to write their guess on a piece of paper Irom what part of the bird the first feather romcs, the second and succeeding feathers. Then I cpiicklv give them the answers and let them grade themselves. This is followed bv exhibiting specimen wings of birds, (crow, hawk, etc.) and asking the children to identifv I hem. After that, the class is vealU readv to go. — Norman I.. Wiiikop t ■'ag«> 28 November — SEE and H SEVEN SCHOOL FILM LIBRARY Ki NNpnii r)iii(il)al oj Hancock, DITOR'S NOTE: As visual materials in- se in availability, many communit-ics no longer going to be content with the sitory provisions made through film ol ogencies. Film rental agencies will oinly continue, but in a capacity similar large central libraries of books. This crship exercised by Mr. Bartels ond his ciotes is a "feather in the wind." Mass luction of films and decrease in price see countless others following this plon. Mr. Barte's says, "We'll hove every gymon, milk route driver, mail carrier, itincront citiien driving our films ind. Do you think the community will IV what's hoppening?" 'HE organization of the Seven C Film Coopcrati\c composed Almond, Plainficld. Hancock, lutonia. Wcstfield, Montello I Oxford public schools lo- rd in central Wisconsin marks new \entiire for the smaller ools in the field of visual edu- ion. rhcre are few similar programs our country which have been up to adminisirate a fdm o^vn- hip program among several ools. The only possible excep- n to this statement can be md in the city systems where •ir \isual education {)roblems ond HEAR— November V. Bartii.s Wiscoyisin High School arc some\vhat difTercnt from the small school problems. The fol- lowing obiecti\es were in the minds of the organizers as stimuli for the formation of a film co- operative: (a) We desired a more prac- tical approach which would cre- ate a more sound and logical basis to justify the financial outlay in terms of utilization and benefit to the pupil in bringing to him con- cepts of widening horizons here- tofore imre\ealed. (b) Such an oiganization stim- idates curricidiuii rc\ icw and re- search which too often is stymied in traditional practices among smaller school systems. (c) It pro\ ides for better inter- school relations in a constructive field other than the competitive relationships already established in athletics, forensics, dramatics and nuisic. This is an important factor due to the fact that in the very near future schools of the size and type found in oiu- organi- zation are facing delinitc reorgan- ization in both administrative Page 29 and attendance areas. Such inter- school relations should tend to break down the existing barriers to future progress. (d) We assumed that the pride of ownership would negotiate a higher standard in the mechanics of our visual education program. (e) By inaugurating a pro- gram of film evaluation, adminis- trators and instructors will be- come cognizant of the possibilities and residts of the visual educa- tion program. Through a con- structively critical and analytical approach to film utilization, the staffs of the participating schools automatically keep up to date. With these objectives in mind principals and representatives of schools in a close geogiaphical area met and discussed the terms of the lease plan of purchase. This lease offered 63 films which comprised a basic luiit of teaching films. A representative sample of the films offered were Adventures of Binuiy Rabbit, Flowers at \Vork, ElcctrocJicmistry, The Brass Choir, Children of Mexico, Jumps and Pole Vaults and Dr- x'elopment of Transportation.The financial obligation incurred by each of the seven schools was stip- ulated in a lease arrangement. At the first meeting of the seven cooperating schools these regula- tions were legislated: 1. llamotk High School Board of Kducalion wouUl act as a clearing house for the lease. 2. Seven schools would he the liniii Page 30 numerically. This is to prevent the out growth of the organization beyond th geographical area and beyond the tii of efficient service to its members. 3. Each school will be the permancn owner of nine films. This was consic cred for two reasons: that boards of edi cation would be more likely to acccp the plan if they had something tangibi as a result of their investment and tha each scliool faculty would become a: juiirilo integral part of the organization ai would be more apt to receive the tual benefits. - for -101, he ifce: mhtdo adiaigr 4. That meetings would be hel{ whenever necessary to facilitate thj manipulation of the project. Administration of the Program Establishing a pioneer pro^ presented many obstacles to overcome so that our previousl stated objectives might be rr-' ized. It was decided that the b; for administrational proced would be topical units in the varij ous study areas of the curricula Following is a statement of pi cedures in setting up the plan: 1. Procedure one included the listini of the typical units under tlic stud areas of social studies; physical scienct including physics, general science aik biology; athletics and music. 2. After this was completed each filr was previewed and assigned symbols dc noting the grade level of utilization; fo ixamplc: primary — p, elementary— e junior high scliool — jh, senior hig school- sh, college — c, and adult. ,"?. Each film that we owned wa placed but once under a correlated iut jftt unit in the proper column. It it noted that the utiliz.ation of these film in related units would be left to th discretion of the teachers depending up ' on their objectives and motivations i ;iiiv specific direction. In other word; Novombar — SEE and HEAl (omi tip sol I Da Ik -tpoii I SKIS I n iliat •■w ( IVsar lib KlliOn! ■•Hev loian- ■'Mtif "ill, "•liiar Tie idiarj' Kknnkth F. Bartels r. Hartcls" tcacliing career is diar- ized by his broad interest and en- asm for evei^tliing that makes i! fascinating to youngsters. Formcr- Iwnd leader, a classroom teadier, a Scout leader, and now a school ad- strator, he is able to bring the re- of his experience to a forward- ng program of which many a nunity would be proud. s administrative responsibilities today do not stand in the way of HANCOCK teadiing mathematics, science, and /ere making no attempt to earmark Dne of the fdms to one specific unit istruction but merely eliminating ble film assigning conflicts if it placed in all the probable units e it could be used. The member high schools were I in order of geographical proximity ihat commuting between villages fi help solve transportation difficul- jThis list was placed after the first on the list. In case of the second the position of the members on ist was rotated in particular pat- so that distribution would be ted among the schools and so that equence of planning would not be ired. Flexibility of teadier planning to seasonable subjects may be met The sample page in this article e table of subject units, fdms and locations will be in each of the Is. They can immediately spot the on of any film at any time during ear, notify the schcjol of their need he film, make arrangements with chool having the film that period, le film and return it to its planned ary. The many industrial, social )usiness contacts among the villages 'ify such flexibility greatly. In the right-hand column of the nistration guide we have previewed which have been placed on the ementary film list. This list is by id HEAR — November no means complete or above revision. We suggest that the teachers include in their evaluation of this projea any film which they think should be justly added. 7. In fields where there are no films Marquette L Countij AAONTELLO' Truly a compact area, though it cuts across county lines, tiie seven communities are well lo- cated with reference to highway transportation and communica- tion. It is the plan of these seven administrators to enlist the services of a traveling min- ister, a theater manager, county officials, milk route drivers, a merchant, an itinerant teacher, a local bowling team, and other routine travelers in overcoming the distance handicap. The ob- vious public interest which will be aroused by such a courier system is significant. Page 31 f.l I Suinplr Pdj^i- Irorn Admitiislrntion Guide BIOLOGICAL SCIENCE Unit Seven C Films Date School Supplementary Fil Animals with Frog rlimit\ )r iMf teachers interesicd in tiiesc siih ■rts lo |ircpnrc n topical outline, prc- iew and retoniinend films. Here will c found the opportunity for fiiliirc rowtli. 8. The siirtess of the entire program cpends upon the individuals in each hool and their ability to evaluate, ex- lore and to place into practice wortli- hile contributions for the mutual ben tit of all. The filiiLs will be distributed tiring the last week in August to |he schools assigned to that par- icular film. In the cover of each Int box there will be a distribu- ion card for the ready reference is to the film's location. There '.ill be a teacher's manual in each Im box plus some carcfullv Manned utilization suggestions. A ineeting has been planned for all iculty members of the group at lancock early in September ."hich will include actual demon- trations of the techniques of util- I'ation by some well-experienced ducator, utilization and evalua- ion discussions and a social )eriod. Mimeographed material on Valuation, utilization procedure, he care of the films, evaluation •heets and study guide material iiave been carefully compiled and vill be sent to each of the schools. It is gratifying to note the alei i cognizance to current trends in l)ehalf of the pupil's educational de\elopment in each of the schools by their respectixc boards of education. The entry of each school depended entirely upon the approval and signature of the board of education to the five- year lease-to-purchase contract. Their recognition of a definitely planned and organized program in visual education sets a prece- dent in meeting the needs of the individuals and extending the educational opportunities of rural youth with no unjust financial expenditure. SEE and HEAR PREVIEW Problems of Hoviing (Sound) II minutes. Use: Sorinl Sludies I, J; Home Economics J, S: hiduslrial Arts S. WE CANNOT all live in dream houses, but this picture shows us what wc can do to improve the house in which we live. It answers very practicailv the problems of keeping out the weather, Of supplying adet]uate light, of maintaining safety, of striving for beauty, and of providing , freedom frcjm intruders in such terms that the school child can grasp the significance of the wiiole housing problem and the standards to be sought. Encyclopaedia llritanniia Films. At your nearest film librarv. !nd HEAR — November P- '" 13 ''For Want of a Nail!'' THE icatlicr has spent hours evaluating films, the budget has been set up to allow rentals, the children have done their preliminary work, tiic film has been received — all is in readiness — and then — the projector lamp burns out or the projector belt snaps. There is a scurr>' for replacements that can't l)e found. Visual education stops right tlien antl there. Of course, that can't happen in your school. Or wait a moment! May we suggest you verify that statement for your own .satisfaction. Should you find everything in order, you will prove to yourself tliat you are an efficient administrator. Check your equipment for: □ Extra supply of projector lamps □ Sufficient supply of fuses □ Fresh supply of cleaning tissues, □ cloths, □ brushes □ Projector (sewing machine) oil □ Ejcciter lamps □ Projector belt The oil is important because your projector needs occasional lubri- lation the same as any piece of madiincrv. It is usces and techniques discussed in rt two have been tried out in ious classrooms and are illus- ted by pictures and drawings, ne of the types of handwork cussed include marionettes, itern slides, book and paper king, children-size projects, [ten constructed by kindergar- 1 children and include such DJects as playhouses, doll houses, ins, etc.) , hand-loom and reed aving, toys, models, musical in- uments, maps and charts, di- imas and panoramas, linoleum- )ck printing and blueprinting, ip carving and soap making, ■talworking and electroplating, iple pottery, leathercraft, sew- ,' and textiles, and cooking and )ds. A list of science equipment d apparatus is given in the final apter. The book undoubtedly has val- ior the teacher who is search- 5 for information on handwork lich she may use to find sug- jted activities for her various isses. However, the author's de- e to cover so many subjects has i to an inadequate treatment of tain items, e.g., cooking and -)ds. U*is V. Newkirk, Integrated Hand- ti'ort for Elementary Schools — Teach- er's Guide in Use and Techniques, New York: Silver-Burdette Company, 1940. pp. 342. '■ and HEAR— November jusi Three Weeks Unlil- Willi the Christmas season upmi tis. the search for V'lilctide plays begins. Good suggestions are lounci in tlie 19-t6 catalog "Plays for Children." Address your inquiry to Row, Peterson & Com- pany, 11)11 Ridge Avenue, Evanston, Illinois. Recently the Dundee, Nebraska. P.T.A. sponsored a carnival to raise funds for the purchase of a complete set of audio-visual equipment for the ex- clusive use of their school. Gross income was over $1,600. Both this year and last, Dundee School has sent children who participated in demonstrations at the Omaha University Visual Education In- stitute. Both years mothers relieved teachers in the Dundee School in order that those teachers could attend the In- stitute. The American Museum of Natural History, Central Park West, New York City, is establishing an Audio-Visual Aids Center as one of its special services provided for teachers and students throughout the United States. In this center there will be samples of equip- ment, catalogs, descriptive brochures, maps, specimens, pictorial materials in- cluding slides, posters, charts, graphs, photographs, motion pictuies, slidefilms, dioramas, also recordings, radio pro grams and all other types of audio-visual aids for school use at all grade levels. These materials will be placed in a large display room on the second floor of the education section of the museum. Here teachers and students may come to view new types of equipment, project fdms and slides, listen to recordings, make selections from catalogs of ma- terials for school purchases or loans, and do research in audio-visual aids for ilefinite curriculum areas. This center will thus provide teachers with a source to which they may come to examine materials and equipment, and secure practical information and assistance in the fickl of audiovisual instruction. Page 37 mn,. .. wij .~iy' Arts and Crafts of Canada. Tlie rolling slopes that dip into waters of the St. Lawrence have been the cradle of French ^'' dian life. Here a father and son use a reversible plough 0» hills above Baie St. Paul, tilling the same soil that was broken some 200 years ago by their forefathers. IT HAS often l)een said that sfhool children of the United States have a better opportunity to see other lands through the medium of the motion picture than tliey have of interpreting the states, the regions, the industries, or the culture of their own country. If this is the case, then possibly all of us can take a cue from the systematic approach which our neighbor to the north has made in introducing all of Canada to her peo|)lc. Rcmoiclv separated, inadcfpiatelv served bv transportation anfl communication, (anadas need is great for interpretive films. Many of these films are now available for school use in the United States. Through them we can learn. The bibliography which Miss Carter includes is available ihrougli Film Roard offices and from many rental hbraries. The Editors Pogc 38 November — SEE and 1 .omes to the U.S. A J. Margaret Carter National Film Board of Canada Seiiuel to "Canada Comes to the Canadians"' in the October issue of SEE and HEAR All pictures courtesy of National Film Honrd of Canadn. EFORE the war, the goveni- nicnts every\vhere were exper- ?nting with the idea of reporting ir stewardship through the mc- im of the sound and silent nio- II picture fihii. Fihii reports m Finland on their culture, on ir Ling system of physical edu- ion, on the scenic beauty of the intry— Great Britain's reports socialized medicine and on the ivities of the postal department fnited States films on conser\a- n, industrial processes, and the ivities of the Treasury Depart- nt, the Surgeon General, and Department of the Interior- re activities explained and en- iced by the advent of World irll. t was about this time that riada began to consider her ticipation in the production of tis which would catalog and onicle the resources, the cul- les like this from Tomorrow's Tim- can do more to help children grasp significance of the large scale lumber rations of Canada than anything we can read to them or tell them. turcs, and the social mo\cmcnts of her population and land. Canada's participation in the dociuiientary film mo^■cmcnt ex- tends back over a period of almost •50 years when, in the first days after the first World ^\^ar, Robert i ■llfilU "i'^Ffci.- A A' ^T"'-'^. The sound motion pictures such as Business of Farming, New Plans for the Lai, and Iceland on the Prairie bring us new and valid insight into the Canadi West. . . . Below, the film Great Lakes becomes an experience of great value wh we attempt to teach youngsters, particularly inlanders, what transportation opei lions arc like on the water barrier wliich lies between the I'nitcd States and Canac ■^ i l.iheitN l)L'gim his wojk on the »i world-famous Nanook of the J til. At this time the Canadian ^cmment, fully cognizant of the tribution that films could tc in the promotion of trade tions, formed the Canadian 'cmment Motion Picture eau. Functioning under tlie >artment of Trade and Com- ce, this organization issued larly over a period of 20 s a small number of films ing with the natural resoiu-ces ^Canada. During the thirties, Clever, the go\ernment of Can- D sensed the grooving impor- ijce of putting the film medium >i more weighty use by stating laaila's case to her friends fjoatl and explaining the Do- nion to its own people. uccordingly, in 1938, the Ca- !ian government invited John erson. Britain's pioneer docn- itar) film-maker, to visit Can i with the idea of making a uey to determine the possibili- i for expanding its film pro- iiu. His recommendations nlied in the foimation of the k :ional Film Board which was I up under the authority of the Uional Film Act in 1939. In ! I it absorbed the Canadian '^crnmcnt Motion Picture Ru- Chicago office of the National m Roaril at 81 East Randolph eet. Periodically, this office re- uses bulletins listing new films thev are selected for distrii)u- \ bilateral Committee on Edu- tion, made up of Canadian and S. educators and established in 44 recommended an exchange information in the ;as of study: following The first task of a far-sighted pro- in for Canadian-United States rela- ns is that of widespread study of the lipcnous cultures and characteristic alities and problems and trends of h nation. The geography and re- irccs of the land, the composition and iribuiion of the population, modes of ing, industries, agriculture, school .terns and religious foundations, agen- |s of communication, transportation ilities, trade cultural traditions, social engths, and tensions— these are legiti- iie areas of study for friendly but in- ipendent neighbors. From this study ■ the citizens of the two countries Juld come knowledge, understanding, id mutual respect. At the same time ice the construction of the Alcan 'ghway, we have taken increasing in- iCst in the great Northwest. The film |0A to tlie North shows the work of ^ great force of American soldiers as '.y cut through Canada's wilderness to aska. \ chronicle of the bushland, e muskeg, and the rivers of the North l«ke the seeing of this film a very dif- ferent and unusual experience. each nation would |)rorit by (he social cxporiciKC of tlie other." The following is a partial list of the Canadian films now circidat- ing in the United States which have been chosen with these of)- jectives in view. INDUSTRIES AND RESOURCES Business of Farming (2 reel) lly means of charts the film shows the relation of f.irm costs In farm iiicoine in Canada in ilic years from 1926 to the present. A complex organization of workers in grain elevators, factories, trains, ships, offices, and shops is neces- sary to bring the farmer's produce to the factory worker, and manufactured goods to the farmer. The Business of Farming shows how the price of these manufactured products is determined by operating expenses, rent, taxes, wages, and the cost of raw materials, plus the profit added by manufacturer and re- tailer. The farmer, on the other hand, cannot set his own price to cover both costs and living expenses. His income is determined by the current market for food products— not by the amount he needs to run his farm and keep his family. Fur Country (2 reel) (color) Each year the Canadian trapper packs his lines and makes ready for the far north. He must live in the of)en through days and nights of bitter cold while he sets his traps and collects the valuable pelts which are an historic source of Canada's wealth. The cameraman, de- lighting in the colors of a Canadian win- ter, follows the trapper on his journey and returns with him to the outpost in lime for Christmas festivities. Great Lakes (2 reel) (color) The main stream of shipping down the Lakes and an outline of the great industries along the sliore provide the theme for this color subject. It is tic- signed to convey an idea of the Lakes as one of the greatest industrial regions of the earth, with an immense amount of diversified cargoes flowing along the shipping routes between two countries. The ship[)ing theme links together short secjuences on steel production, pidp manufacture, ship building, grain stor- age, and the workings uf the great locks and canal system!>. tiiglnoays North (2 reel) A (oniprehrnsivc picture of wartime Pag* 44 development in .Alaska and the N'ortI ! west siiowing how the vast problemj communication and transport solved. A chain of flying fields has established from Edmonton to til ^'ukon and, six months after the .Annil tice, the Alaska Highway is due to b,| come Canadian. Thus, a great head of civilization has been through territory wiiich, only ycste was still a vast unknown. Land for Pioneers (2 reel) Exploration and the fur trade tc er opened up Canada's northwest lories, a land for pioneers. The of gold once lured thousands int Yukon, but greater riches lie east of , Bliil ■il 1 ordi [OCl IF' mi Mi lie; tCoi( kmii Klondike, imbedded in the rocks aifjtn tundra of Canada's Great Shield. T! day these are being skillfully exploit along with the farm areas, the fisheri the forests, and the rivers with thi promise of wealth. The .\laska Hlg way now opens up potential grain ficli and air routes form a close link with t! i)usy centers of the South. :, Look to the North (2 reel) This is a film dealing with the development of the Canadian nortbl for strategic and postwar pur|)oses. T^ immense project of the Alaska Highi*; regions is only one cause of wartii I |)rospcrity in these northern regioU liiis land is now being conquered aiU before long, it will pro%'e the short air route from the western hemisph-V of Europe and Asia— a mainstream ' continental traffic over territory no lui; cr untouchcil bv man. me SI m :.{m nl siem bring relief to the ovcn()urdci i farmer, (.raplis illusirale ihe influr November — SEE and HJ^l -a* %- farm |)ii(cs upon the economic life the country. iagarn Frontier (1 reel) A traditional tourist's paradise, ihc iagara Peninsula, also occupies a ratcgic position of iinportaiuc. Here 1 an orchard land of the first order, ith peaches and apples growing in i»undance. The Great Lakes are ideal i.hing grounds and the peninsula's ant transformer stations are arsenals i hydro-electric power. At the cross- tads of inter continental shipping ,ncs, tlie Niagara Peninsula has become port of call for ocean-going steamers, hile train traffic from all places in the cstem hemisphere converges to cross !/er the six international bridges. all from the Earth j (1 reel) 'The camera tours Canada's great salt line at Malagash, N. S., where there is large enough deposit to supply the hole world for 500 years. We are lown how the salt is mined by scoop lovel or an evaporation process, and a Mvey of the manifold uses to which anada puis this native product con- udes the fdm. ^iviber Front (2 reel) The film gives an account of the im- ortance of Canada's forests in the na- onal war ellort, and stresses also the ital part which they will play in the •constructive social planning which will >llow. The reckless exploitation of for- iis in bygone days is contrasted with le care and foresight devoted to the ooillamls today. tomorrow's Timber (2 reel) Canada has always been a forest land. hrec million tons of timber are ex- orted annually. Latest scientific devel- pments show iiow tinii)cr makes rayons nd plastits, how it i)uiUls planes and ouses, how it means wages. Forests, EE and HEAR — November with their rivers and streams, give health to local agriculture and provide hydro-electric power system. HUMAN GEOGRAPHY Alexis Trcniblay: Ilnbilanl (4 reel) (color) Life for Alexis Tremblay and his fam- ily is dedicated to the soil, following the tradition of ancestors who (amc from France to settle along the shores of the St. Lawrence over 300 years ago. In this simple existence tiie church plays an important part, the blessing of the seed each spring being a sacred ritual passed on from one generation to another. AVe follow this Frencii-Cana- dian family through the busy autumn days as it brings in the harvest and helps with bread baking and soap mak- ing. Winter sees the children revelling in outiloor sports while the women arc busy with their weaving: and wiiii the coming of spring, young ami old alike, repair to the fields once more to plough the earth in preparation for another season of varied crops. Gaspe Cod Fishermen (1 reel) Two hundred years ago, Ireiuh set- tlers came to the small village of Grande Riviere, and today it boasts seven hun- dred inhabitants. Fresh and salted cod form the staple diet of Gaspe fisherfolk and the plentiful surplus is prepared for export. At cooperative meetings the lishermen of Grande Riviere have dc vised a form of trading beneficial to all members of their small community. Grand Manan (1 reel) 'Fhe heroes of this fdm are the her- ring fishermen of New Brunswick's most southerly outpost in the Bay of Fundy. Two hundred years after Champlain first set foot here, British Empire Loyal- ists settled on the island, where, if Llie soil is poor, the sea is rich. Each fisher- man builds and thatches his own weir; special boats collect the catch; the men Page 45 ^ Tr r^wrw'W^ While of primary interest to the fisherinan of the eastern islands, wc. loo, interested in seeing how Canada harvests vast crops of wheal in the upper R« River valley. salt the herring, and transport them to I he cannery— three hours distant on the iiiainlnnd shore. On Manan- itself the herring fishermen make their home, a place of (|uiet harbors and of luiidy logs. Habitant Arts and Crafts (1 reel) (color) Alter emigrating from France, the habitant preserved both his mother coun- try's traditions and made himself profi ( ient in old Indian crafts such as snow ^lloe making, shipbuilding, and wooil carving. Raking in outdoor ovens, growing flax, and spinning are all .luiong liie accomplisiimenls of these ihrifty folk. Iceland on the Prairies (2 reel) (color) This is an interesting sociological Pag* 46 study of an immigrant comnuinity. is over 70 years since the first pion( jjraved the journey from Iceland to th< Canadian west, where the majoritv o I heir descendants today carry on iho traditional Icelandic occupations oj farming and fishing. The Canadiati !i danders typifv the fusion of two cul< tures. Many of them play a prominen part in academic, medical, and civii life. Their children go to Canadiai schools but learn also the sagas ant Icgentls of their Icelandic forefathers. Lessons in Lix'ing (2 reel) '. This film shows how a school projeci revitalized a community by giving th' children a part in community life. Tli< community of Lantzvillc, British Coluni bia, is a cross-section of nationalitic November — SEE and HEAi Jl iiiduslrial groups— farmers, fislicr- lumhemicn, and railroad workers ill a dispiriteil public sdiool. The ol and coinnuinity cliangcd and the is the story of tiicir transformation V Scotland reel) (color and black-and-white) lilders of the famous bluenose oners, the people of Nova Scotia k Gaelic amongst themselves. C.ar- g on the well-known Scottish tradi- s of etlucation, schooling for the Ircn is a primary concern, while in- rial activity is apparent in the Cape on coal mines and iron ore smelters. cc River (2 reel) (color) •read across northern Alberta and ish Columbia is the Peace River itry, a huge block of farming land ounded by mountains and wooded . This is the most recently settled 1 country in Canada, peopled by esteaders and in many ways still a tier territory. The film outlines the ement and activity of the Peace Riv- lisirict and points to the contrast k-een pioneer settlement and the em development of the region to- ^ple of Blue Rocks (1 reel) (color) hese fishermen of Dutch and Ger- |i origin live on the proceeds of their jh and inhabit villages built along blue slate rocks of Nova Scotia. irs is a closely knit community life, the village store as social center. witness an auction held for the ^t of the local church fund. iples of Canada (2 reel) •t a time when half the world is ! in racial hatred. Peoples of ' carries a stirring message of Dance. The film tells how men of ny races have crossed from the Old ••id to the New— from France, Eng- pnd HEAR— November land, Scotland, Ireland, Holland, (icr- many, and Uic Ukraine; but whatever their race, they have laid the foundation of a true democracy through their co- operation and their respect for other men's beliefs. Peoples of the Pot latch (2 reel) (color) Despite the development of moinions or assertions contained in this article are tlir private ones of the writers and are not to be construed as of- ficial or rePecling the views of the Navy Department or the Naval seivice at large.) l: THE war years have witnessed a remarkable increase in the production and utilization of a variety of newer instructional aids to learning, particularly in the armed forces and in industry. The general increase in emphasis in Page 52 this field has caused presiden' and deans of many teacher trai ing institutions to explore t) possibilities of making wider u of newer instructional maierir in both professional educatic and content courses. Sayings su«, November — SEE and HEl.l T r I About the Authors— )AMKS \V. UROWN was. l)cfoic entering tlie U. S. Navy in 1U41.'. !l.*|)crvisor of Aiidio-\isual Fxlucation witli tlic State Department of lliication, Richmond, Virginia, wliere he was responsible for organiz- i; a state-wide audiovisual instructional materials program in co- inTation with teacher training institutions. His previous experience di hided public school teaching in ^Vashington State and a General |j iication Board study fellowship with the Motion Picture Project of jiL- American Council on Education. At the present time he is in ^.iii^e of the I raining Aids Section, Ninth Naval District, (^rcat Jlk.s. III. r '. ROBERT B. ABBOTT has been engaged in school work in Cali- fornia for many years. He was formerly principal of the Heaton Demonstration School (asscKiated with Fresno State Teachers College) , research consultant with the Oakland Public Schools, and vice- principal of tiie Oakland High School. He has in addition taught courses at Fresno, San Francisco, and Chico State Teachers Colleges and Washington State College, Pullman. A past president of the California Elementary Schools Principals' Association, Mr. Abbott is on leave of absence to the U. S. Navy and is at present engaged in training aids utilization work in the Ninth Naval District. Teachers teach as they are making available in one location ught" or "We learn by doing" materials which can be used in ,ve particular application to the college content courses, educa- roblem of acquainting teachers tional methods courses, and prac- ly in their careers with the na- tice teaching courses. (2) Insofar ire of audio-visual instructional as possible the College Instruc- tional Materials Center slioiild bring its instructional materials aterials, the techniques most nerally accepted for obtaining aximum benefits from their 'itili/ation, and the equipment ith which thev are to be used. « It is the purpose of this article ) present in brief outline form lime suggestions having to do I'ith the organisation of and rec- mmended facilities for a central- ced "instructional materials cen- pr" for institutions engaged pri- jiarily in the training of teachers. I Stated simply, the teachers col- :ge instructional materials center iroposed here will have as its >rincipal function: (I) To serve ihe needs of college instruction by (EE and HEAR— November to the attention of ptiblic schools in the teachers college service area. The outline below indicates in brief some of the services to be rendered by the center and some of the principles to be followetl in its organization. SUGGESTIONS FOR ORGANIZING THE CENTER A faculty committee for setting up the policies for the instructional materials center is advisable. A!: OLICY-making committee composed of faculty mem- bers is suggested since its recom- mendations will afford a general Pag« 53 MODEL ASSEMBLY showing the layout for storing and handling, i^ materiols in a Navy supply hut. All sections are colored and re- movable for flexibility of use. policy for the instructional mate- rials program based on the needs of the college as a whole. This committee should have in its membership interested and quali- fied faculty members. It should not assume executive responsibili- ties. The teachers college should maintoin a special department for coordinating newer instructional materials and for stimulating good utilization in college classes and in the field. This department should be in charge of on instructional materials spe- cialist. An instructional materials spe- cialist shoidd be hired to carry out the program as approved by the faculty committee. Office, film library, photographic laboratory, and jirojection room space should Pictures ore from Official U Page S4 be assigned, sufficient to allow center to carry out the functioi assigned to it. All facilities shoul' be centralized in one locatio! easily accessible to faculty me; bers and students. During early development of the cen the specialist in charge might started on a half-time basis. It is considered advisable f' I lie center to maintain custody ■ all jjiojcction machines on tli campus. Although they may 1 loaned to \ arious departments f< a term or a year they should 1' available at all times to the cc ter and called in for overhaul least once a year. An accural record of use for each machine, i kept by the college departmeU' S. Navy Photographs. November— SEE and HEA will provide data liom which the Kilter can tlcteniiinc whether »hort or long term loans are need- ?d to satisfy requirements. The instructional materials cen- ter will not only buy or rent (de- pending on the si/c of the school) !ilnis, lilmsirips, slides, recordings, models, and other teaching aids, but it will make arrangements for ibtaining them on a loan or rent- d basis from larger libraries throughout the country. It is pos- sible for the local system to be onductcd almost entirely with sorrowed or rented materials. Purchases should be made only nhen it is shown that sufficient use will be made of the materials to warrant the expenditures. It is essential in providing instruction- il materials that an aid be pro- vided the instructor at the time md the place it will be most effec- tive. This principle is basic in de- termining purchases. Many teachers colleges now liave cameras and other photo- MINIATURE OR 3'/4" by 4" qIoss slides ore m importont contribution of tne college in- itructionol materials center. The same nega- 'ives may also be used for making 35mm. 'ingle and double frame filmstrips. Cost of naterials is low. >EE and HEAR — November A COPYING CAMERA need not be as large as this one to make possible detailed repro- ductions of smaller hand-drawn diagrams and sketches or photographic copy from textbooks or other sources. Negatives can be used for 2" by 2" or 3 ','4" by 4" slides, contoct prints, or photographic blowups suitable for use in direct teaching to an entire class at one time. graj)hic equipment which may be in the hands of various college de- partments. It would be well to concentrate this equipment in the instructional materials center and to assign to the center the respon- sibility for using it as required. The center can make a significant contribution to instruction in the college through the use of its fa- cilities for making 2" by 2" and 3i/^" by 4" slides, still pictures, and photographic blowups. Such an insfructional materials center should provide: (A) Projection mochines as needed (B) Educational films, slides, recordings, filmstrips, and other aids in stock (owned locally) (C) Centralized service for renting or borrowing instructional materials from other sources as needed (D) Repair facilities for equipment and materials (E) Clerical assistance and projectionist services (F) Minimum photographic facilities (slides, still pictures) (G) Chart and poster making facilities (H) Expert advice on the selection and utilization of materials Page 55 (II Courses for teochers on the use of newer instructional materials The instructional materials cen- ter should be able to assist all col- lege departments in selecting ap- [)ropriate teaching aids of all t\'])es. The center should not only give such advice when it is re- quested, but it should assume ac- will be ol ;l^si^lance to them. Reg ular pre\iews of new educations films, filmstrips, and slide coll tions to which interested faculty] members are in\ited will help iril this connection. Another sirail service will be the systematic < lection of catalogs of all ty Avhich will be available for tacul reference. It is feasible to raaki tive responsibility for informing the department responsible foJ instructors of teaching aids which the maps and charts of the collegd BELOW— Left— PROJECTOR MAINTENANCE and repoir is on important function of the instructlonol materials center. Right— PHOTOGRAPHIC BLOWUPS are being mode by projection. Enlorgcmcnts up to 40" by 60" ore common. Colored charts can be produced easily by printing in reverse (white lines on a block background) ond coloring the white lines with onlline dyes on cotton swabs. Large charts con be colored in this monner in o few minutes. ■1 *^?W -\ .. ' .1 ^...--ef- :* P ^^ In' Pago bb ABOVE— Left— SILK SCREEN PRODUCTION mokes use of relatively In expensive equipment, for the production of charts ond diogroms hovinq i professional quolity. Scporotc screens allow printing in many colors. Right— WOOD AND METAL WORKING EQUIPMENT enables the production of model ond mockups for um in college classes. November— SEE and HEAI' oviiliiij; lor their disiribiilioii, r annual repair, for storage, aiul r standardization. It is evident that teachers col- ics must assume responsibility r ilie training of teachers in the e of the newer instructional ds. The center with facilities id materials in one location liich assumes the responsibility r making them available to stu- nt teachers during their period practice teaching will aid in Iving the problem. Offers of the an of materials should be ac- mpanied, however, by sound Ivice on proper utilization tech- ques and instruction in the op- ation of basic equipment. Spe- al courses, offered during the gular term as well as during the mmer session (and required of 1 teacher trainees) should pro- de practical training in the se- ction and classroom utilization ' instructional aids and equip- ent. Above all, the center should jcome the natural place to hich student teachers would irn during their period of train- ig whenever the need for instruc- onal materials arises. In fime, the department should also pro- le: U Shop focilities (for models, exhibits, special training devices) ') Silk screen facilities '.) Facilities for making simple filmstrips )) Facilities for making simple 16mm. silent films :1 Facilities for making photographic blowups ■) Facilities for making recordings j) Mimeographic facilities (especially for student teachers) H) Multilithing facilities (including plate making) iZand HEAR— Novprnljer In time, many additional lacili- lies should be offered by an in- structional materials center. If a sejiarate shop is not practicable, facilities of the college shops shoidd be made available to the center for the construction of models, exhibits, and educational devices of various types. Silk screen facilities will be found use- ful and an inexpensive means of producing schematic diagrams, simple maps, and charts for im- mediate college needs and for some circulation to other schools in the service area. Mimeograph- ing and other reproducing facili- ties might well be centralized in the instructional materials cen- ter, particularly because of the op- portunity for training teachers in the operation of this equipment. If pictures, diagrams, or line drawings are to be used in illus- trating mimeographed or multi- lithed materials, the center will be able to provide the service. Most colleges now have facilities for making recordings, but im- provements made during the war will make it advisable to invest in new equipment when it is avail- able. Such equipment might well Ije placed under the supervision of the instructional materials cen- ter for use in its recording studio and for loan to other depart- ments as required. Extensions of the instructional materials service could include: (A) public relations and promotional services (multilithed pamphlets, photographic service for the en- tire college, promotional motion pictures, etc.) for the college. l*rovision of instructional ma- Page 57 ^ CHART AND POSTER PRODUCTION con be conducted on o small seal with 0 minimum of equipment, contributing much to the improvement < instructional materials. tcrials scr\ircs for public schools in the college scr\ice area is here suggested. Such a project should be of considerable appeal to the teachers college since in this way it could extend service to its stu- dents beyond graduation and bring about a closer relationship with the communities near at hand. Too often "visual educa- tion" services have grown up serving this purpose alone, with little or no efTort expended to stimulate adecpiate luili/.ation and instruction within the college itself which is where the major emphasis should be. Little need be said about the possible use of the facilities of the instructional materials center for public rela- tions and general promotional purposes. Rather, it should be Page S8 emphasized that a brake be plac on tliis use of the center. Emphosis of the instructional moteri center should be the STIMULATION of g.ll utilization of materials, as well as « selection, and not simply that of ou^j matically servicing departmental requeil In teachers colleges in particular the tf phasis should be placed on instructing s^ dents in the principles of good utilizati^ The fatuliy j)()licy conunit should entlea\or constantly make the instructional materi; center serve the requirements the college. College instructo. like instructors everywhere, ne.l information concerning what ni- tcrials are available in their ficl« and how and when to use thu most appropriately. This is esj cially true in the teachers colle- where the example set by the o lege instructor will help to inti- November- SEE and Hfij ce prospective teachers to the asons for ami methods of using er instructional materials in ir own classes. The instruc- mal materials specialist who is icouraged by policies set up for jerating his center will be en- )led to do much towaril encour- jing good classroom utilization. e shoidd be expected to be ac- ve in serving the needs of the )llege rather than passively to xept and fill routine requests. The deportment should be financed in ch a way that its work is not handicap- •d by chorges to college departments for iowings or rentals. Many colleges have established isual education departments as I part of the extension service, hich practice has usually meant lat not only ^vere the major ac- ivities of the service outside the )llege but that the basis for fi- ancial support was largely non- :>llcge. Instructional materials Tvices rendered in such instances Ire usually charged to various de- lartments, a practice which too iften results in a great deal of ac- i^unting and clerical work and, |i the end, a perfunctory service 3 the college. A far better plan i to allot the instructional mate- lals center sufficient funds to arve all college departments with- ut charges for specific services, tnprovement of instruction tiould be a college-wide aim (hich is in no way hindered by nter-departmental service fees. Services to the community, to 'he schools in the service area, nd to various clubs are impor- :E and HEAR— November tant aspects of the program in which the instructional materials (enter could contribute to public information. Now is an appropriate time for teachers colleges to make definite plans for expanding and improv- inj; their instructional materials services. Centralization of respon- sibility for coordinating the pro- curement and utilization of educational films, recordings, film- strips, slides, charts, maps, models, special devices, and similar mate- rials will insure wiser selection and more widespread utilization throughout the college as a whole. Prospccti\e teachers who com- plete college content courses in which such appropriate instruc- tional materials are wisely and effectively used will benefit great- ly by an improved understanding of the subject itself and by an in- sight into the extent to which the materials contribute to such understanding. When such ex- perience is coupled with an op- portunity to draw from the center instructional materials to be used under supervision in their own practice teaching classes, prospec- tive teachers are well on their way toward proficiency in this phase of their profession. The teachers college, through its off-campus instructional mate- rials service, is given an opportu- nity to maintain liaison with some of its former students and to as- sist them in improving their teaching by influencing the na- ture of the materials selected for their teaching problems. Page 59 THE SOUND FILM IN HEALTH EDUCATION VVarren H. Southworth flealtli Coordinator, Wisconsin Cooperative School Health Pro{rra\ Editor's Note: Recently Dr. Southworth spent nearly a day previewing teaching films in the subject of health ond health education. His interest led him to write this very worth-while article describing what he believes the place of the teaching film may be in the pursuit of health habits. A list of sound and silent films on health, available to schools follows at the end of this article. THE .sound motion picture is one ol the most efficient me- diums through which we can de- \elop desirable understandings, attitudes, interests, and behavior rclati\c to health. When skillfully used, it is one way of bridging the wide gap between "knowing" and "doing" — of stimulating the application of certain hygienic principles toward more effective daily living. 1 he classroom films in the field of health may be divided into three gioups: physiology, saniia- tion, and hygiene. Physiology films deal with such subjects as nervous reflexes, digestion, circu- lation, breathing, skin, and mus- cles. Sanitation films j)rescnt some asf>ects of bacteria, water supply, and sewage disj>osal. Hygiene films arc concerned with subjects like cleanlin[ iIr' .ilinuiiiaiy tract. The cam- jra, through slow motion photog- «>hy, can analyze very rapid Tiovcmcnt like that of the cilia vhich line sonic parts of the res- >iratory tract, and ii can also peed iij) acti\ity, like the growth if bacteria which is too slow to vatcli through the niicroscojic. Motion pictures bring the field rip into the classroom and show he things the pupil should see, rojj^vithout the confusing elements of niiinjjortant details. A trip into lie field, whether it be to a water )urification plant, sewage treat- iicnt j)lant, milk j)lant, or abat- .oir will be meatlv enriched when 'the processes and principles in aperation at the plant are pre- viewed or reviewed through a mo- tion picture fdm. Here the "eye" 3f the camera is always at the most desirable place, and the pu- pil's attention can be directed toward important points with un- obstructed \ision. Likewise, com- Iplica ted laboratory demonstrations 'Iiai are too difficult to arrange I or class use and observation are asily seen through the camera's "eye," and when the picture is projected, the whole class sees the (Iciiionsiration from a "close-up" \ icw. 1 he animated diagram is an- 'ther special feature of the mo- ion picture. It shows activity that the class cannot readily obser\e otherwise, such as the mo\ement >f the diaphragm and stomach lontractions. Diagrammatic fdms may even show processes that arc not visible, as the exchange of lEE and HEAR — November DR. WARREN H. SOUTHWORTH Dr. Soiuliwortli received his B.S. from Massachusetts Slate College, his M.A. in medical sciences from Boston University, and his Doctor of Public Health degree from the Massachusetts Institute of lechnology. His experience includes iiigh school teaching, research work in ihe Massachusetts Department of IMiiiiic Health, a professorship at Pan/er Col- kge, and service with the American .So- cial Hygiene .Association in the Army Sixth Service Command. At present he is on loan to the Wis- consin Slate Board of Health and the Stale Department of Public Instruction in the capacity of health coordinator for the Wisconsin Cooperative School Healtli program. gases or dissohed substances be- tween the blood and tissues. Heie it can truly be said that a single picture is worth 10,000 words. Ves, all that! Some classes and lessons in health education are as dry as a handful of desert sand, and just about as useful, because the teach- er siinply talks, assigns homework, and lists new terms. On the other hand, those teachers who use all available teaching tools, including educational sound films of high I. O. (instructional cjuotient), make health and safety a living subject and a vital part of each pupil's life. The films to which Dr. Souili- worth refers and which are a\ ail- able to schools through your near- est film libraries ate as follows: ALIMENTARY TRACT Sound 10 min. EBF BODY DEFENSES AGAINST DISEASE Soinid JO uiiu. EBF Page 61 k CIO IHING .Sound 10 min. EBF ( ON IROL OF BODY TEMPKRA I IRl-: Sound 10 mill. EBF DICES r ION OF FOODS Sound 10 min. EBF ENDOCRINE GLANDS Sound 10 viin. EBF EVES AND THEIR CARE Sound 10 inin. EBF I IRSr AID Sound 10 min. EBF FOODS AND NUTRITION Sound 10 min. EBF CROWTH OF CITIES Sound 10 min. EBF HEART AND CIRCULATION Soutid Id min. EBF llEREDIl V .Sound 10 min. EBF HOME NURSING Sound 10 min. EBF MECHANISMS OF BREATHING Sound 10 min. EBF NERVOUS SYSTEM Sound 10 min. I.BF I'OSTURE AND EXERCISE Sound 10 tnin. EBF REPRODUCTION AMONG MAM- MALS Sound 10 min. EBF TUBERCULOSIS Sound 10 min. EBF WORK OF THE KIDNEYS Sound 10 min. EBF BACTERIA Silent 15 min. EBF BLOOD Silent 15 min. EBF BODY FRAMEWORK Silent 15 min. I BF I'.REATHING Silent 15 min. EBF ( HILD CARE-BATHING THE IN IAN F Silent 15 min. EBF C:HILD CARE-FEEDING THE IN I ANT Silent 15 min. EBF CIRCULATION Silent 15 min. EBF CilRCULVIORY CONFROL .Si7cn/ 15 min. EBF CLEANLINESS-BATHING Silent 7 min. EBF CLEANLINESS-CLEAN CLOTHES Si- lent 7 min. EBF CLEANLINESS-CLEAN FACE AND HANDS Silent 7 min. EBF Poga 62 CLEANLINESS-KEEPING THE HAIR CLEAN Silent 7 min. EBF DEVELOPMENF OF A BIRD EM BRYO Silent 15 min. EBF DIGESTION Silent 15 min. EBF DIPHTHERIA Silent 15 min. EBF FVES Silent 15 min. EBF FEEF Silent 15 min. EBF FERTILIZATION Silent 7 min. EBF FIRE SAFETY Silent 15 min. EBF FIRST AID - CARE OF MINOR WOUNDS Silent 5 min. EBF MRS! AID-CARRYING THE 1N4| JURED Silent 5 min. EBF IIRST AID-CONTROL OF BLEED ING Silent 15 min. EBF FIRST AID-LIFE SAVING AND RE SUSCITATION Silent 15 min. EBF FOOD AND GROWTH Silent 15 min. I BE 1 ORMS AND USES OF THE TEETH Silent 15 min. EBF FROM FLOWER TO FRUIT Silent 15 min. EBF HOUSE FLY Silent 15 min. EBF LIFE HISTORY OF THE MOSQUITO Silent 15 min. EBF LIVING CELL Silent 15 min. EBF MUSCLES Silent 15 min. EBF ONE CELLED ANIMALS-THE PRO lOZA Silent 15 min. EBF SKIN Silent 15 min. EBF Under arrangements including an ex- panded format and increased content, tilm News has appeared as the niaga- -ine of the Educational Film Library \ssociation. Mrs. Esther L. Berg, New ^ce had little or nothing to soy obout South America. With the completion of World War II, we shall probably experience a great awakening in the organization of geography classes everywhere. New cultures, new people, and accounts of both have occupied prominent positions in news magazines, in current literature, and in newspopers. Schools everywhere ore squeezing in a unit on South America. The production of teaching materials in the traditional sense has lagged greatly, so that we find more and more people inquiring where thoy may get authentic information concerning South America. One promi- nent source has been mode available through the outstanding work of the Office of Inter-American Affairs. The purpose of these films, the means through which they are distributed, and the current status are very ably described by Oscar E. Sams, Jr. Oscar E. Sams, Jr. erim Office of International Information of the U. S. Department of State /1HARLES LAMB once said to '-^ a friend, "Don't introduce II to that man over there. I hate iin, and I want to continue to '' c him. When you introduce to him, then I shall learn to ^ ^w him and shall stop hating; 1." The triuh in Lamb's state- nt is just as obvious today as ^vas in the 19th century. Dis- ind HEAR— November like for our neighbors usually stems from the fact that we do not know them and consequently fail to understand them. A conscious effort to study their personalities, their habits, their work, and their home life usually develops a sym- j)athetic imderstanding and close friendship. As commimications shrink the Page 63 Tlie child viewing the film Belo Horizonte would Ijc impressed by the siiniiaiitv which exists bciwccii this citv and most up-to-date American tommuniiies. Care should alwa\s he taken to use many visual ma lerials when approaching the study of South American nations, for no one film tells all liie story. Isuallv the emphasis is on the old or the ni:w, and a balance of experience must be met. world, Avc find ouisehcs pililully lacking in an understanding oi people wlio ha\c suddenly be come our neighbors. Futureworld security may depend on llo^\• well we "get along" with those neigh- bors, and we know that getting along with them depends alto- gether on our developing a sym- pathetic understanding through a concentrated program of self-edu- cation. An example of such a program is that carried on bv the Office of Inter-American Affairs. ^ In Au gust, 1910, the Nazi war machine was rolling with apparent ease Pag* 64 down the liighioad to \ictory Europe. It seemed then that onlv a matter of weeks ail Kuro incliiding Britain, would be cop pletely subdued, and wc in l United States knew that Hit did not i>lan to sioj) when t was done. Wc had already he about Germany's propaga: drive in Latin America, and knew that this campaign was ginning to succeed in m 1 Formerly known as tlie Office of the ordinator of Inter- American Affairs. 0 inally established as the Office of t t'oordiiiator of Coniniercial & Cultural l.Tficins bctwrrn the American Republ ■ Now oporafinir witliin the Interim Offic* I International Information under the Un > Stales Department of State. Novamber —SEE and . I' hotos by en I^ryan <)1 A \. ODAY teachers are using splendidly prepared films distributed by the Office of Inter-American Affairs. Entirely realistic, exemplifying technological status, and utting across home life, customs, education, ond vocation, films about the United llations ore now available to all schools. "OP riC.l URE— Tliis scene from Bolivia allows us to experience the mode of ving in remote market places of the local focal point for all communication of leas. «ELO\\— Comparison sharpens any child's appreciation of the standarcLs he enjoys. he opportunity to all but live with in the classrooms in Colombia helps him nderstand his neighbors and to critically evaluate his own educational oppor- unities. places. Sonieihing had to be done. The peoples in the other Ameri- cas had to be alerted to this for- eign danger. Consequently, that same Au- gust, 1910, The Office of the Co- ordinator of Commercial and Cultural Relations between the American Republics was estab- lished as an agency of the United States government to implement and give exjiression to the Good Neighbor Policy. Among the sev- eral branches of the new office was a division devoted to the produc- tion, adaptation, and distribution of motion pictures. The sound film proved an effective means for bringing about quick results in the pro- gram. Through the Press Divi- sion, newspapers did a tremen- dous job, and radio stations all over the Americas carried the message of understanding and friendship from this country. Sound films implemented and completed an informational cam- paign the likes of which had never materialized before. For there are many thousands who cannot read newspapers, and there are more thousands who have no access to radios. But those thousands can gather in schools, autliioriums, and in town s(juares to sec and hear soiuul mo- tion pictiues. As planned and carrietl out. the film progriuu was defmitely a two-way street. Motion pictures showing our way of life, our war effort, and our resources were sent Pag* 66 to Latin America; while fill showing how the peoples of th other American republics live' work, worship, and play werj shown in the United States. i Here was a new expenmeni For ages men had girded therrjj selves with swords and guns fc war; here men were girding thenli selves with information aboi[ each other so that a better undei standing and sympathy could developed among themselvel Here men were girding thei selves for peace. And 16 nun. mo\ie films wei' playing an important part in tl whole program. For it is the 1 mm., not the 35 mm., that is be suited for the program, becau; many of the film subjects we not the type wanted for theatricjj use. The program needed moi of the atmosphere of the sch( room and the auditorium tha that of the theater. Sixteen meter projectors lent ihemselvJ to easier portability than 35 machines did, and portabilii was an important factor, espeda ly in the other Americas wh« film showings were plainied f(J remote sections that had nev«f seen motion pictures before. Our primary objective here to describe the operation, iinpi cations, and objectives of the fil program about the other Aiiun: cas used in the United States. Btl since this project was considcrcj bv OIAA to some degree as sc ondary to that in Latin Amcric; let us consider briefly the Lati: November — SEE and HEi f Oscar E. Sams, Jr. )scar E. Sams, Jr., is chief of Do- lic nistributioii. Motion Picture ision of the former Office of liitcr- irican Atfairs, now functioning as part of the Interim Office of Interna- lal Information of the V. S. Depart ^nl of State. ^Ir. Sams, who has held this position October. 1943, has had charge of ition and distribution of the 80 subjects released by the office. *reviously with the Division of Uni- ity Extension of the University of inessee, Mr. Sams organized the edu- iional film library, directed its activi- p, directed all university radio pro- jms, and taught all university visual ts classes for four years. 'reviously he was instructor in En- [ih and speech at Knoxville, Tennes- High School. He holds bachelor's es from Carson Newman College Columbia University, and a master's ree from the University of Tennessee. lerican operation, in order to juire a better understanding of whole project. jThe production of some new about the United States buld be necessary for the pro- Vm in Latin America, but realized that much ideal kterial was already in existence could be used with few, if f, changes. The Hollywood in- Jstf)', \arious commercial con- ns, independent producers of icational films, and other gov- imcnt agencies, had already de hundreds of film subjects It would fit the program. Of irse, in most instances the inish and Portuguese soiuid cks had to be prepared by the 'fice, and in some cases the ex- ind HEAR— November isting lilnis had to be changed and re-edited. Through its combined organization, the Motion Picture Producers and Distributors of .\merica, the Hollywood industry gave OIAA the 16 mm. rights for Latin America on practically all of its short subjects, and for many of these films the Spanish and Portuguese theater versions were already in existence. Many com- mercial and industrial concerns such as General Motors, RCA, Greyhound Bus, and others grant- ed OL\A the use of their educa- tional film material. For such films, however, the Office has been obliged to steer clear of advertis- ing sequences, and some re-edit- ing was necessary. Besides, \aluable material was made available from other government agencies such as the Office of War Information, the Public Health Service, and the Bureau of Mines. Classroom teaching films pro- duced by such organizations as Encyclopaedia Britannica Films were bought outright much more cheaply than it would have cost to produce the same subjects. Consequently, the Office of In- ter-American Aflairs has not had to produce all the films for its jjrogram in the other Americas. \Vhere certain film subjects were needed and not available from other sources, the Office has not hesitated to go into actual pro- duction. A competent staff for this purpose alone has been kept busy constantly. Besides the IG mm. newsreel Poflo 67 i! American chincry is hi i n g accorap nioclern (ion in Colom A child really understands the story of rubber when he watclies it being laboriously tapped from scat- tered rubber trees in the forests of Bolivia to being gathered at. a cen- tral shipping point. 'It) iiiulcrsiiw a people, its ^ ^» gather material for a scries i films to be made by his organ) tion for use both in Latin Amu- ca and the United States. A' November — SEE and suit ol ihis contract a gioup of ipular lilins have been released eluding South of tlic Border ith Disney, The Amazon Awah- •, Winged Scourge, The Grain hat Built a Hemisphere, Water: riend or Enemy, and Defense gainst Invasion. At this time lere is about to be released the ew "Health Awareness Series," set of ten ten-minute films in ;)lor done in true Disney ani- lated style including such sub- lets as The Human Body, Infant Mre, Nutrition, and Insects as arriers of Disease. Most of the alt Disney films have been pro- uced primarily for the program the other Americas, but they ave proved so effective in the 'nited States that English tracks ave been prepared also. With the cooperation of the )ffice of Strategic Services, OIAA other film subjects making a total of 80 in all released to date. Nor is it possible to name approxi- mately 15 new subjects in various stages of production for relc-^se soon. It is estimated that about 75 per cent of the showings of OIAA domestic film releases occur in schools. This fact is true mostly because the majority of 16 mm. sound projectors are school- owned, and because schools are constantly searching for material similar to that made available by OIAA. On the other hand the Office makes no claim that the films have been edited necessarily according to any accepted class- room film technique or to fit any established curriculum. Rather, a strong attempt has been made to edit them so that they w^ould have a broad, general appeal both in Previous to the war, few children indeed could re- call any valid concepts or understandings con- cerning the South American nations. Too often their impressions were limited to marimba bands, rumbas, exotic, technicolor, star-filled impressions from the entertainment theater and that was all. las recently made available a new [roup of films on Brazil. Sao ^aulo. Southern Brazil, Wings Over Brazil, and Belo Horizonte omplete this series produced un- ler the expert craftsmanship of Hfollywood-traincd Sam Engel ind Gregg Toland. Space does lot permit the mention here of -E and HEAR— November and outside the classroom. The style in some of the subjects has been predominately document- ary; in others the travelogue effect has been gained. The fact that over half the films have been in color and that all of them have carried musical background for the narration is proof enough Page 71 thai an aiiciupL has been made to make them entertaining as well as instructional. In spite of this tliere has been an overwhelming acceptance of the films in schools all over the nation. To the knowledge of those in charge of distribution, only one school sys- tem in the United States has, while knowing of the availability of OIAA films, made little or no attempt to use them for instruc- tional purposes. On the other hand, over 50 school systems in eluding those of New York City, Los Angeles, Cleveland, Cincin- nati, Newark, and Denver regu- larly use either complete sets of the films or selections of them in their classrooms. Claims have been made vari- ously that some of the OIAA films about the other Americas should not be used for formal classroom work because they "l^aint UK) rosy a pictiue of cor tlitions in Latin America." or tha "they present one-sided vievi points and half-truths." or tha; "they are not designed to fit thi curriculum." Such opinions. C| course, ha\e been relatively fevj and OIAA feels that for such corj tentions the best answer is the faci that an increasing number c\ teachers each year are finding th) films valuable and effective ; teaching aids. The major prol^ km has always been that of suf( plying the great demand for thj films with the limited niunfjcr f prints available. I Some time ago the domestij film releases of the Office of Iii ter-American Affairs were mad| available for piuchasc at labor, tory cost by organizations and ii dividuals interested in ownin; copies outright. The Office, as i government agency, docs not i! W li i 1 e many i)Outli .American 11 r b a 11 (lt"\clo|j- iiieiits closely parallel local scenes in ilie touted Stales, re- moter disiric is ^«tlll practice the customs ol an- in|uiiy. This na- ifve of Paraguay (aiches his Tish as did his f o r e- I at hers during hundreds of yean of existence he- lore him. sell ilic films, but it does au- 'tc such purchases when lers arc made payable to desij^- laboratories and first sub- [ted to the Office for proper )rization. Many film libra- are taking advantage of the -ilege of owning OIAA films fright, ami the number of ac- Jl orders is increasing by the ith. uring the ^arious stages of rid War II leading up to the id victory and the organizing of United Nations for Peace, we he Motion Picture Division of Office of Inter-American irs have experienced a groAv- consciousness of the import of task. In a very significant it has been an experiment ill the actual waging of peace in- stead of war. In it we have di- icdcd (he acti\ities incumbent to the facilitating of friendship among neighbor nations that can ne\er again li\e peacefully while isolated from each other. True, the project has involved the relationship between nations of only half the world. Mistakes have been made; lessons have been learned; and results have been far short of perfection. But out of the experience has come a pattern which perhaps will be effective in the years ahead when the same project will be promoted not only for the solidarity of tlie W^estern Hemisphere but for the security of all nations and peoples of the world. I am confident that it would be fruitful to experiment with making filmstrips "on a shoe- string." The help of science teachers and cam- era clubs might be enlisted here. If you are fairly good at taking pictures, or, at least, can choose pictures with skill (and can get them free or almost free) , and if you omit art work on them . . . well, there are real possibilities. A low-cost filmstrip might be a group project for a social studies or science class or for various kinds of civic and social organizations. Not only would its production interest people of varied talents, but it would be good education lor them, because they would have to wrestle hoih with technical problems and with subject mutter. —William FI. C.iry, Jr. lond HEAR— Novembf'r Paga 73 WHERE DO WE GO FROM HERE? Dr. Arthur Stfnius Conrdinnlor of Visual, Radio, and Safety Education, Detroit Public Schools THE war years have kept school audio-visual programs from normal development. In spite of iiureascd interest in the use of leaching aids, needs of the Armed I'oi CCS ha\e left few projectors for civilian programs. Such has been Detroit's experience. As Detroit looks to the future, ihcreforc, there is more of a "building from scratch" nature to present plans than would have i)ecn the case if normal develop nicnt could have been maintained (luiing the past four years. These plans have been placed on a fi\c year basis. In such a period, a truly adequate and functioning program should be a reality. Page 74 IllOf iiico -jtical fection nor completeness. I ^, terms are used in light of ceri practical demands arising fii conditions applicable to Detroit Public Schools. Pre: equipment and materials, adr istrati\e organization, total bi iA< etary needs, and like circ stances make the plans fcas liii for Detroit. They may be in; (|uate, overbalanced in s( |)hases, or unsuitable if an tempt is made to translate tl in terms of another city's si tion. The basis, methods, standards used in the plann however, may be usefid to oi for comparative study, and presented here for that pur The plans outlined in thi tide are concerned with proje^ visuals only. At the present tij Detroit's e(|uipment inventCj in this field provide an a age of one opaque projec one stereopticon, and one mm. motion jiicturc projectorj each school building. -Ml 1 schools are provided with si fdm projectors. 1 he motion lure fdm liliraries list 1, '525 si films dealing with 220 sub} and 661 sound fdms with 419 ferent titles. The .Si4"x4" s lil)rary lists 1.740 sets compr, of 31,038 separate slides, and reels of slidefilms. The j)rogram of the futui lo be based primarily on thd mm. motion picture, the slidefUi and the 2" x 2" slide. Only W different types of projectors fi November — SEE and Editor's Note: Whot's ahead in visual education? All of us ore raising that question. Arthur Stenius has approached this problem and out of it has grown a five-year program of planning which takes into account budget, mechanical distribution, supervision, and in-service training. It is a high point of critical estimate. It revcols many guideposts for others who are ottempting to make plans for the future. needed. It i,s bclicxcd that Ises which will accrue from such Indardization will be more than ;t by the advantages gained, ^ndardization permits quantity lying with its discount benefits, a policy also has value in [lining teachers in operation rhniques, permits the carrying a smaller parts in\entory, fa- jitates work for repairmen, and iplifies inventory procedures. In working toward a basis for amount of equipment that 111 be needed, several sources of commendation were investigat- j. Although the American Coun- on Education's recommenda- ^ns reported by Seaton may in le be fitting, it was believed It five years will not see De- lj)it's program sufficiently devel- ?d to justify such a low pupil- jr-projector ratio. But Scaton's* m was followed in part in that commended purchases of equip- ;nt were placed on a per- ident rather than a per-school ^ndard. Sound motion picture [ejectors are to be furnished on jasis of one for each 500 pupils; Idefilm projectors on the basis of lie for each 300 students. All lools, of course, are to have at »st one projector before any Seaton, Helen Ilardt, A Measure for '-fto-Fijiia/ Programs in Schools, American ncil on Education Studies, X'oliime VIII, )ber, 1944. Washington, D. C. and HEAR — November school receives a second one. It is further recommended that all schools be equipped with at least one soinid motion picture pro- jector by 1948. Present plans call for the con- tinuation of a centralized library of motion pictine films, but basic libraries of slidefilms and 2" x 2" slides will be established in indi- \idual schools. A central library of the last two types of \isuals will supplement those in the schools. At the present time, ex- perimentation is being made in two high schools to determine the advisability of individual school libraries of motion picture films. It may be that utilization values are so greatly increased imder such a system that there will be justification for placing such li- braries in all large schools. In considering the feasibility of this action, of course, the increased costs of many individual libraries over circulated films from a cen- tral sotirce must be balanced against increased benefits. No more difficult problem pre- sented itself in working out pro- posed expenditines for the next fixe years than that of determin- ing the relationship of the in- creased equipment purchases with new films. Even intangibles such as teacher acceptance of visuals were weighed in making decisions Page 75 on ihis point. A larger library than use will justify is not wise; a smaller one than needed would be even Avorse. On this }>oint not nuich help was iecei\ed from outside sources. Personal contacts brought little; published materials even less. As >,et, there seems to be no basis for the number of films per pro- jector that are needed for a func- tioning visual progiam. Admitted, there would be poor philosophy behintl any program which at- tempted to prescribe one or more \isual aids per unit of teaching; yet there is in all probability a practical minimum and maxi- numi to library needs for a gi\en number of projectors. To determine the e.Ktent of li- brary materials, a few assump- tions had to be made. One of these concerned the period of time within which every teacher had a right to expect use of an ordered film. A semester, obvious- ly, was too long. A film can hardly be considered an instructional tool if one receives it when teach- ing a luiit f)f work in no way con- nected with the jiicture. On the other hand, it is not practical to build a library so large that a leacher can always get a film on the day he would most prefer it. Half way between the latitude of an entire term and a single ilay was not a suitable compromise. .1 teacher should be able to get a film witliiJi ihe period of lime given oi'er to the unit of work to which the picture applies. Upon Pog* 76 this assumption, Detroit's niii- i^ brary is planned. Enough pr of all subjects will be purcha lo assure teachers who will n at this time. Attention has en given to the values accruing 'in an enlarged production staff. iiere are many classroom needs ■^tirely local in nature. Every iial education director knows w easy it is to buy films con- incd with tlic bushmcn of Aus- I ^. and HEAR— November li.ili.i c)i llie He ibeis of Ahi(n. but how dillKidi it is to gel materials dealing with the locality's civic agencies and industries. 1 jic school system's production unit promises to be the most effecti\e means of meeting such needs. Plans, to be true, are cheap; realization of a program as pre- \ iously outlined costs money. Just what cuts in projector and film costs can be expected five years from now is anyone's guess, but it is thought that the five-vear program as planned will cost in the" neighborhood of $250,000 for ecjui]jment and materials. $41,000 is to be spent the first year. At the present time, 81 sound motion picture projectors are on order. Planning material and e(]uip- ment accessions is in no way the greater part of a visual director's responsibilities, to be sure; but it is a vital job, nevertheless. Espe- cially so, in these days when the rush to instructional aids is on. A program which is Avrongly bi- ased now may result in the ex- penditiue of much money with little return in increased teachin<> effectiveness. Also, little can be done on many other problems in the field until equipment is se- cured, or unless there is some a.ssurance of the way that this phase of the program will ex- |)and. Significant steps, therefore, have been taken in planning De- troit's future visual program. At least, when asked, "Where do we go from here?" the answer is a ready and definite one. Page 77 Charles F. Schui.i.er Lieutenant, USNR. Training Aids Officer NOTE: The opinions and assertions contained in this article are those of the author and are not to l)e construed as official or reflecting the views of the Navy Department or the naval service at large. (Signed) Charles F. Schuller, Lt., USNR. Editor's Note: A good teacher can do a splendid job of using visual materials as supplementary or complementary in- formation to the subject being studied. A poor teacher can render the best vis- ual material |)ractically useless through careless presciUalion. This, in brief, is the theme of Lieutenant Schuller's re- port. Like so many former educators now in the service, he seeks to winnow the valual)le residues for learning from the vast training aids experience which has been his during his call to tiie armed forces. TRAINING films have caused many officers and men of the U. .S. Navy to agree with Con- ItKJtis that "One j)i(lnre is worth a thousand words." Had Con- Page 78 fuciiis been able to foresee the d velopment of the motion pictui' the slide film, and the carto< technique apjilicd to posters ai charts, he wouki imdoubted have enlarged his statement. 1 several thousand words. THE PROBLEM (iood teachers have alwa made use of visualization to til niaxinuim permitted by facilitil and their own ingenuity. T' armed services were faced \\ i the tremendous problem of takii thousands of men, largely witho teaching experience, and makii November — SEE and HF' qiave learned by doing. In this telephone talker training class- .▲. sound power phones for each student are hooked into a Jal circuit. The instructor can listen to any one or a com- lion of phones by means of a switchboard. Wire recorders are to give each man a reprodurtion of his own voice over the phones as a source of correction and improvement. Hardly ever do we read or just talk about how it works. Rather, we say, "Here it is! Look at itl Handle it!" Then we can at- tempt to understand it or stop and investigate further. A class •^ being taught the inner workings of one type of suction pump. t m ■z< €^: \. » ..-:«< ^ # " ^ood insiiiKiors out ol them. ' Iraining wins baitlcs" was the keynote of the toughest training job the world has e\er seen;— 13,- 000,000 men and women had to be converted from average ci\il- ians in all walks of life to the most elTcctive, technical, and deadly fighting team of all time. Many millions more had to be trained for the production and distribution lines so that our fight- ing men would have a sufficient number of planes, ships, guns, ammunition, food, and the count- less other supplies essential to modern warfare— enough and on liinc. THE ATTACK As one means of attack on this gigantic problem, the Xavy, Army. Coast Guard, Marine Corps, antl other g(j\crnment agencies em- barked upon a \ast j)rogram of J raining Aitls dexeloj^mcnt early in the war. Films, filmstrips, charts and posters, pamj)hlcts. models, mockups and s\nihciic de\ ices were turned out (Jii thousands of subjects. For example, Traijiing Aids were produced to train men to fire and maintain e\ery tyjie of gun fiom a ..38 cal. re\ol\er to the giant 16-inch rifles on our great battleships; to land and li\e in the jungle, the aictic, oi" in desert country; to operate semaj)hore, blinker, and radio conmumica- tions; to understand and manipu- late the intricate mechanisms of fire contiol and radar; to j)aiiu ships and boats; to identify air- (lafi, aiul to man\ other acti\i- liis. Pago 80 i\o detail was too small, no a too vast to be covered. Films i other aids were made on such s > jects as how to tie a square ki the formats for Xavy correspo ence, the care of office machi specific vacuimi tubes, a sir propellor adjustment, how to a sea bag, etc. On the other hi such topics as a complete shi shore operation. Rules of Road, convoy manemering, n gaiion, the construction and eration of all types of marine gincs, radio operator train radio and technician train pilot and technician training every major type of aircraft, were covered both extensively intensively by specially plan groups of films antl other aids .\t the outset it was necessai anticipate training needs and (luce aids caltulatid to sal I hem. Later, as training progr;] l.r. Charles Schuli.kr, USI l.i. Scliullcr was for I.T years a j lie school teacher and administr 1 lien he was commissioned in I niied Stales .\avv, and. followii period of ofliccr indoctrination, w; signed as a Iiaining Aids Ofliccr ii Iliglith Naval District. From there he went to the Eu: liieater of operations in a grouj eight oflicers handling the Navy ing Aids program preparatory to invasion of Normandy. He is tods charge of the Branch Training Aic I'uget Sonnil Navy Yard, Bremc W'asliingion. progressetl. films and other were jiroduced primarily answer lo specific requests. Novemljer- SEE and ivities, further, supplied a tech- 1 director to assure getting at was desired in the fihn. Eac h ject had to be passed on by a d of review in Washington ere it was approved, adjusted, disapproxed in terms of its •id, its applicability to other lilar training curriculums, and quality. CURRICULUM EVISION? AND HOW! Vot infrequently, the rapid de- opments of wartime rendered fais obsolete. Various films on rcraft Recognition, Communi- ions, Ordnance, Chemical W ar- te and others became out of i te and were withdrawn from ;culation. Each month for ex- uple, recognition training offi- s received revised lists of Class Und Class B planes to be taught the several theaters of opera- tion. Slides, films, and models of other planes were immediately withdrawn from use. Similarly, after the second Battle of the Philippines, lookouts no longer needed to be trained to recogni/e numerous Jap warships which had suddenly ceased to exist. MATERIALS FOLLOW THE "JOB" It was recognized early in the war that good visual aids in them- selves would never be enough. Lt. Comdr. Francis W. Noel, then in charge of the Utilization and Evaluation section of the Train- ing Aids Division in the Bureau of Naval Personnel, set about pro- curing a corps of specialists whose This mockup of a CVE and refuel- ing ship makes possible effective refueling on the high seas. No ad- venture—but an often-rehearsed and thoroughly understood duty. L HEAR— November Page 81 Damage Control Tiaincr. 1 ypical ship's coinpartmenls witli wai tiglit (ioors, electrical installations, pipes, etc. In these train it is possible to simulate conditions of damage or fire at sea job it would be to assist training oflicns and instnictors in tlu- |)M)pci niili/ation ol training aids. These officers, largely former tea( hers and supervisors with par- tic iiiai experience in visual edu- cation weie assigned to each \a\al District under (he directoi of training after a period of spe- cial training in the Bureau. Many were later sent o\eiseas to ad- vance bases in Knghincl, Africa, Austialia and the islands of the Pacific wlure they could work with training close to the scene of actual operations. Ofhces and (dm lil)iaries were fretpiently set up in a cpionsef hut though anv Paga 82 kind of space available was usi One library in England use " lent, another was set uj) aboarti permanently moored ^esseI aloJ side an old dock. Regardless] location these c:)flicers and thp specially trained staffs of listed men worked toward cl end— the promotion of Navy trcjj ing thiough the use of \isual l)oth in shore schools and abol ships. 1 HE FIRST DEMAND (;()()n USE! Once the idea of using au« \isiial materials to train men November — SEE and il Wlien a seemingly ' iinsinkable s h i p" (onics in, there may l)e many a reason for it. Many practices like this make damage com vol a routine ex- perience ratiur tlian a (lisorgani/etl mishap. A mockup allows real experience in slioring up a bulkhead inside the Damage Control Trainer. lie efficiency had been "sold," le was little difficulty in get- j; these materials into use. It > apparent from the beginning, sever, that the simple fact of was not enough. With inex- ienced or vmtrained instruc- , particidarly, the tendency to the film do the teaching had stantly to be counteracted. is never-ending problem was uked Ironi several angles— namely, (a) indoctrination of commanding officers and super- \isors, (b) demonstrations and conferences with instructors both indi\idually and in groups, and (c) through provision of instruc- tor aids to good utilization. The fundamental facts that a training aid is an aid and no more; that its careless or unin- telligent use can produce confu- sion and actually imjxde learn- (BlU Ijo handling can ally be practiced part." School is place to make mis- s—it costs no lives. by the time the ice hits the deck, !«; tnust know the feel of it, come id or high water. Clnd HEAR— November MUKst l)c given to /;\ newly ac- quired knowledge and to put it to work as soon as possible. These are simple, almost self- evident principles. They apply as readily in a sixth-graclc geog- raphy class as in a class on the 20 millimeter gun or on the Mark III Gas Mask, because they are based on the way in which the mind functions in learning. The chief difference in the two situa- tions lies in the fact that careless training in the public schoolroom may hide behind the skirts of time, its results less apparent un- til it is too late to remedy them. In training for war, inefficiency can be measured more sharply in the lives of men and ships. To assist the instructor in achieving good results with films, Training Aids Guides were pre- pared for many key films, by the Bureau Training Aids Division, suggesting ideas for effective in- troduction and follow-up activ- ities in addition to a test, and a survey of content and key il- lustrations from the film. A basic manual entitled "More Learnino in Less Time" was placed in the hands of Navy instructors to aid them in efficient use of films, film- strips, slides, charts, models, mock- ups, still pictures, and the black- board. A monthly magazine called the "Training Bulletin" kept all training personnel up to date on what was being done in training all over the Navy, un- usual methods employed and new- aids available. The Curriculum and Instructor Training Sections Page 85 ol tlic Training Division Bureau published also various aids to ef- fective instruction. Those men- tioned above are but samples of the type of assistance given through publications. BUT JUST AROUND THE CORNER The tragic costs of war cannot be measured in terms of blood, lives, and money alone. Educa- tion in the United States has suf- fered serious setbacks in the loss of thousands of teachers and low- ered standards of selection neces- sitated by the gieat war we have just come through. This cost will be paid primarily by our children of this generation, at least, for the rest of their lives. It is particular- ly encouraging, therefore, to recognize that the war has also brought forth a rapid develop- ment of the visual eclucation field which cannot help but benefit succeeding generations of yoinig Americans. American teadiers and schools for vears have maile use of visual aids. They have Ixen hand Ira j)]>cd ])iimarily by a lack of apj>r()])riatc materials and siiffuicnt lunds to experiment and develoj) the visual field. The aimed services during this war have been able to carry forward that dcM'lopmcnt. Hoards of edu- cation, administrators, and teach- ers of oiu youth are now squarely faced with ihc lesponsibility of taking lull advantage of the lessons learned at such great price. Page 86 PREVIEWS Death Valley National AIonume\\ (Sound) (Color) 10 minutes. L't\ Natural Science I: General Science Geography S; Geology C; Clubs A. A WELL PHOTOGRAPHED cot film, it shows geological foriifi tions, the nature of llie borax rtani, it shows some of the varij juadical ap|)lications of hydrauli automobile l)rakcs, airplane lane (laps, landing gears, bomb-bays, heavy presses. British Information Si lies. ,\t vour nearest film library. November — SEE and 0 IWViGiJ W^^LTER r. Brown War Aclix'ities Committee of the Motion Picture Industry *01)AV wc aic in tlano;cr ol being so close to a great social jvement — the loiniation and option of a -world constitution jhat we may not realize it is )pening. It may be the old story of being so close to the trees that we can't see the forest. All of us nuist assume the responsibility of [jreventing this from happen- ing. Certainly the educational group of the nation must have an ally, it sliould have been done long ago," says one bus rider to another in menting on plans for an effective international security organization, based on Moscow, Dumbarton Oaks, and Crimea Conferences, and explained in the film Watch tower Over Tomorrow. ires by courtesy of the War Activities Committee of the Motion Picture Industry % important part in preventing this. During the past year, wc have seen the developing framework and at hist the crystallized first plan for world peace. Dumbarton Oaks and all the previous con- Here and there we come acre' the fatalistic longings for rctiii to normal, a return to prc\v days, a return to nationalisi thinking. There can be no ii turning, for today conununi ferences leading up to it has tions and the complete intcrc survived a meeting of the minds jk ndeiue ol nun as illustrated at San Francisco. It is a man- the last conllict has complef made plan and characteristically , uled out such a possibility. 1 fraught with all the hazards of Dumbarton Oaks plan exists human planning. But a plan it ,.,ct. u is the challenge for IS, more forward-looking, more hopeful, more idealistic than any that man has heretofore agieetl upon. It is a plan made by adults, a plan unknown in its details by too many people— by too many youth— by too many children. morrow and is the responsil)ilif of exerv one of us. But what can you and I as di\iduals tlor \V'e certainly cl have no direct part in its ope| tion. Alone, we cannot change In the proposed liuci national Court of |usticc'. the rights and !j legal responsii)ililies of all nations, large and small, will he in terpreted and enforced. Po0* 88 Novombor — SEE and HS As a guardian of the future peace is this proposed General As- sembly of all the nations of the world. It is an international "mind and conscience." Representatives of every nation are dedicated to the preservation of peace and are charged with the. job of preventing a third world war. tor's Note: Many of us have been ling valiantly through the media e local newspaper, the weekly ine and the radio commentator to tand the practical workings of the plans so effectively worked out finally adopted at San Francisco. film Watchtower Over Tomorrow, ough presenting a hypothetical liUon, demonstrates the workings of great international plan for peace Jearly and vividly that you and I understand it. Watchtower Over orrow is a film which should l>e n by civics classes, students in lems of democracy, government es, and by all of us as adults. y copies are available to schools ghout the United States. and HEAR— November or strengthen it. But as a collec- tion of individuals, we can fulfill one basic responsibility, namely, we can understand it. After understanding it, we must be completely willing to applaud and commend operations within the plan which we believe are sound. .\nd on the other hand, we must be just as vocifer- ous in our willingness to express ourselves to our representatives concerning misdirection, unwise appointments, or poor decisions. It has been said that the price of liberty is eternal vigilance. The Page 89 FILM STUDY SHEET Number 7 for film "Watchtowar Over Tomorrow" TEST Aniwcr all of lh*M quMtioni in l*rmt of what you (aw in th« film 1. The first plan (or world peace which Theodore Roosevelt attempted to set up is today known as the --- - PUn 2-3. The two Americans most responsible for the establishment of the League of Nations and its accompanying World Court were and --. -. 4 World War I resulted in attempts at world peace which were rendered ineffective because: a. Woodrow Wilson died. b. People were not interested. c. Depression struck Europe, d. Congress would not accept it 5-9. In making plans for lasting peace following World War II, list the following events in the order in which they occurred by placing the numbers "1," "2," "3" in the blanks be- fore them: Hot Springs, Va., Food and Agriculture Conference ... Crimea Conference Atlantic Charter Monetary Stabilization at Breton Woods Connally Resolution 10-11. All of the piece-meal plans for world peace were united at the final conference held at the city of and appeared under the name of the -Plan The plan just recently accepted by the allied nations at San Francisco includes several coun- cils and assemblies In the blanks after the name of the group in Column A. insert the letters of the statements in Column B which explain the (unctions or descriptions of these groups Underline, circle, or fill in the Column A 12-14. General Assembly .. . 15. Economic and Social Council 16 International Court of Justice 17-20 Security Council Column B a Includes five permanent members: China, Russia, United States, Great Britain two temporary members elected by smaller tions. b. Settles minor disputes between rutions ev their legal rights. c. Discusses and recommends the removal of da gerous monopolies which infringe upon aOt', people's freedom. d. Responsible for actively removini; any thnl to world peace. ( e. Does everything in its power to bring ebcj peaceful settlement between nations seemin{; headed toward war Representatives of peace-loving nations inti ested m discussing and improving social *| economic conditions. ' Discusses and formulates general policies oij for world peace. h. Responsible for work on problems of labor, fo' and agriculture, education, communication, ct rency stabilization, international trade, and • recommending changes, i. May call out armed force to suppress threett' peace. f 21-22. Describe briefly what two things can hapcj to a future "Hitler" under the provisions the Dumbarton Oaks Plan f. g . ; Now turn to the quettioni on the other tide of this sheet, and test your ability to answer them. Seeing a film is not enough. Discussion, analysis, and sup| mcntary reading must grow out of film use if it is to becomcil effective teadiiug iiisirumcnt. Iliis sliuiv guide (2 pages shown here) , prepared for use with the Idm Walclitower C Tomorrow, is typical of what any good teacher could do make the presentation of a film more effective. same applies to peace. As admin- istrators, super\isors, teachers, or I*. r.A. members, we tan be vigi- lant—we can be informed— we tan express our views. In our dass- looms we tan study tlie plans. In our jniblic meetings in the com- Page 90 - munity, we can do likewise. Mudi has been written ab* it. anil recently the j^lan has b< presented in visual and v giaphit lorm in the film Wat lower O^'cr Tomonou'. Ihroi the film and in a hypothet: November— SEE and h STUDY SHEET Nombr 7 for film "Wotchtower Ov«f Tomorrow" Pog« 3 M c o o o o o L MHNATIONAI COU«t 0» JUSTICE o o o o o o o o " o I GENERAL ASSEMBLY £i5) e o o o o o I O nr iECU«II» COUNCll KONOmIC 1 SOCI*l COUNCll I I cic I -Q -Q-QQ-O '^ WOONAl SlCUff AftANClMlNTS * AOlNCNl DmQ o if I?? NATIONAL CONTINGENTS Of ARMED fOBCES Covr»>r o4 rAIENT'S MAGAZINE Recently the film Watchtower Over >morrow was shown at the Omaha ual education meeting. It was used a group of college students study- k social problems. You will be in- I ested in the reactions of one of the iidents, who says: ■M 'I believe two things were accom- ^r^hed by the showing of Watchtower er Tomorrow. First, it gave us a iple, basic understanding of the or- lization and structure of the United itions' plan for peace. Second, it outlined the operation of this organ- ization under specified conditions. I think that the film did an excellent job. "I believe, however, that the film must be followed by careful discussion. Not only will discussion further under- standing, but it will also stimulate a desire for further knowledge of the background and future of plans for peace." —Robert Neujahr, Student Municipal University of Omaha. ind HEAR— November Page 91 When disaster threatens, when the fateful moment comes, when all fails a recalcitrant representative "walks out." it becomes the responsibility of proposed Security Council to take those drastic measures which can parajH the social and economic life of the aggressor nation and make it impossilj for him to wage war. i The United Notions ot Son Froncisco drew up a program for world peace. The plan is shown in WATCHTOWER OVER TOMORROW. When former secretory of stote Stettinius expressed the wish that a film could be made to show how peace could be preserved, the Motion Picture Industry volunteered to try. Ben Hecht wrote the original script. Two days after Mr. Hecht's tolk with the secretory, the plot was on paper. The film, itself a powerful appeal for cooperative action among nations, .wos approved by the Office of War Information for notional distribution. Dis- tribution of the film was carried out by the War Activities Committee and the subject wos shown on more than 14,000 motion picture screens through the United States. Various world peace organizations obtained copies for showing to porticulor groups that they influenced. Sixteen millimeter versions of WATCHTOWER OVER TOMORROW were distributed and shown in mony schools and colleges. Today the film is available to schools through film libraries everywhere or directly from its source, the Teaching Film Custo dions, Inc., 25 West 43rd St., New York 18, New York. Paff« 92 Novemboi— SEE and If^ Walter T. Brown Salter T. Brown is Associate Co- nator and Director of Publicity, Activities Committee of the Nfotion urc Imiustry. As a Captain in tlie . Army Reserve, he served from 19J2 944 when he was wounded in the y campaign. twecn the years 1936 and 1942 he lecretary to Governor Lehman, New He is a graduate of the University issouri School of Journalism and t journalism at Northwestern Uni- y- was a staff writer for the Asso- Press from 1928 to 1931 and Chief e Bureau, Associated Press, Albany, York, from 1931 to 1936. \ ation, the plan is not only ex- ined in its component parts, is shown in simulated opera- The interplays of economic blems, problems of health, of rights of smaller groups are n as they are being handled the International Court of '£e. More important disputes ond the domain of the general assembly or the coiut arc shown as they are being handled by the Security Council. While the film presents the plan as an idealistic if not abso- lute solution, no thinking person can leave it as such. Every teach- er's responsibility will be to evalu- ate its strong points, to point out its weaknesses. Only through awareness of the charter, only through thought of it, discussion about it, evaluation of it, only by keeping it foremost in our think- ing can we help to make it live and exist as the free and demo- cratic potential for accomplishing world peace that it must become. The film described in this ar- ticle and the pupil's comments concerning his reactions to it in- dicate its possible use and value in helping to accomplish what is our democratic prerogative— con- tinued vigilance, the right to ap- praise, and the responsibility to object. New Audio-Visual Aids Center e American Museum of Natural >ry, Central Park West, New York , is establishing an Audio-Visual Center as one of its special services ided for teachers and students ighout the United States. In this there will be samples of cquip- t, catalogs, descriptive brochures, s, specimens, pictorial materials in- li ing slides, posters, charts, graphs, tOgraphs, motion pictures, slide films, mas, also recordings, radio pro- a and all other types of audio- aids for school use at all grade nd HEAR— November These materials will be placed in a large display room on the second floor of the education section of the museum. Here teachers and students may come to view new types of equipment, project films and slides, listen to recordings, make selections from catalogs of ma- terials for school purchases or loans, and do research in audio-visual aids for definite curriculum areas. This center will thus provide teachers with a source to which they may come to examine materials and equipment, and secure practical information and assistance in the field of audio-visual instruction. Page 93 Your Editor's mail bag brings many quiries on the hows, whys and whats of visual learning here are W. A. WrnicH and John Cuv Fowi kf.s OWliat type of pidurcs and {)thci\<^raj)hi( inalcrialslioiikl be iiuluclcd in tiic flliusuip? A Show people doiiio; lliijis^s. I. and • forms mean liitlc except as view- ed in relation to human activities. A map or two is valuable in the filmstrip if these maps are especially made to show si/e, relationships, or other strikinp; spacial concepts. Detailed map work can he carried oa before or after the fdm- strip showing, with classroom maps. Picture maps and maps emplo\inp; pic- torial syndjols to depict data of import- ance are especially a])propriate. Use praphs, certainly, if they help to com- plete the storv, and make them picto- graphs whenever possible. Questions siuh as llic abo\c kept popjjinj; up throughout the course of production. The an- swers were given in the light of the best practices which we knew about. Consianth, we were re- iniiuled of the need for fiuther research and experimentation in the field of filmstrip production and utilization. VVc are not sure Page 94 that oin- answers are the best terms of present practice. We sure that they are not final a that filmstrips will improve better answers are given. The .\udio-Visual Aids Co mittcc of the National Clouiii for the Social Studies is seeki new wavs of c()oi)erating with p dming groups. J he comiuit members are conxinced that cl; room materials will improve o when educator and producer wi hand in hand, each cognizant the otlu'i "s problems, needs J desires. 0 WHO should select films we use in our s( Aril.M .selection should alway • done, wherever possible, o preview basis by the teacher who is iiiR to use the fdm. It is very desi lo preview the film in the preseiK the students who will be asked to V November — SEE and hi the film. Main times our adult iiUs lose sight ot the chiiils re- F.xpciieiiteci teachers often lose I of values very greatly appreciateil children. In short, preview and sc- ion is hest actomplishcjl when the nation includes the class group as |i as the teacher. Doing this over the irse of years of teaching e\|)erien(e find the teacher ec] nipped with a iography of (dms much as she now ips herself with a hiidiography of i text and supplementary ijooks in field of her interest and stndv. Where can I get Briuv Fiml- * lay's pamphlet, ".Vudio-Vis- Tools That Teach lor ?ps"? ALso, what books do you mmend to inform me on au- visuul aids? Address Rruce Findlay at 1 he • Board of Kducation, 1205 \Vest Boulevard. Los Angeles 15, Cali- a. There are many Korth -while on audio-visual materials. The wing are strongly recommended: s on Learning, .Motion Pictures in School, by Charles F. Hoban, Jr., 'can Council on Education, and her studies issued by the American idl on Education Committee on on Pictures in Education. These be secured by addressing The ican Council on Education, Wash- n, D. C. In addition to teaching, I have a Sunday School class. Id you direct me to sources of s which would be suitable to t to Sunday School chil- I One source is the Cathedral • Films, 6404 Sunset Boulevard, vwood 28, California. Their fdms made by professional actors and rate Bible subjects as authentically possible. Names and addresses of Ind HEAR — November distributors can l)e learned bv writing (liredlv to Rev. James K. Friedrich at the above address. .Vn interesting cxccri)t from a recent letter ex|>lains the methods inider which these films are made. "Practically all denominations are us- ing our fdms. .Many of them are used as part of the worship service. However, it is our plan to encourage (hurchcs to use them primarily as teaching films in the .Suiulay School. Then they will ac- complish the purpose for which they were produced. "We use the regular facilities avail able to any producer here in Hollywood. We rent stages for interior scenes from the major studios and travel about ;^0 miles to Chatsworth for our exteriors. .Ml actors are professionals and we arc governed by union regulations in all phases of production. It is our policy to make films available to the churches using a standard of production com- parable to that of the theater and we feel this has been accomplished in what we have done so far. "Very few projectors, until now, have been availal)le to or owned by churches. With the war over, the whole situation is changing rapidly. Churches every- where are buying projectors anci equip- ping themselves with- visual aids, both sound and .still pictures." 0 "HAVE you heard anything • definite about the 77,000 motion picture projectors which the government is to sell to schools?" A "TO the best of our knowledge, • there won't be more than 5,000 of the 77,000 motion picture projectors iti condition for use after the armed forces are through with them. The present plan is that the Office of Edu- cation is going to distribute these to the state departments of public instruc- tion of the 48 states. Thereafter, each slate department will be given the re- sponsibility of distributing their quota Page 95 to school districts on the basis of finan cial effort and need. ■ Ihe figure you quote, 77,000, is the direct result of some of the announce- ments which have been going the rounds l)ut in which. I belie\e, there is lilllc material sul)stance. "For those schools planning to pur- chase etiuipmciit, the best advice now is-purchase etjuipmcnt that you know can be delivered within a reasonable time. On the basis of our own ex- perience with machines that have been used by the armed forces, the sugges- tion is a strong one when we say, buy a new machine. It will be yours to care for and to maintain properly." cniment subsidy has encouraged i proiluction of subject films by coll and university departments, in which partmcnts scientifice discoveries, ind trial or technical processes, or social search have been so developed as make their reporting a real contribut to the general social good. In a I spots, notably the University of Min sota and New York University, beg, nings are being made in this country OIT HAS been my feeling • that not many good teach- ing films exist at the college level. Is it that I am not fully enough acquainted with the field of visual materials that are available, or is it that they don't exist in any great number? A THE development of teaching • films has been largely around the high school subjects. Very fortunately, of course, more recently produced films are being developed for tlie elementary grades and for the college level. The science films produced by the Brittanica Film Corporation, several science films by Coronet, and others by British In- formation Services may certainly be used at the college level. Even then there is wide room for more films which deal with subject matter in a searching and more complete manner. We in this country might well take ;i tip from foreign coiiiilrics where gov- Teachers and administrators are im'ilrd to sitbtriit questions relative to evaluation of materials, source of materials, and methods of main- taininfr and usinf^ equipment . . ■ address-The Editors, SEE and HEAIi. Pag* 96 OWHY don't you stress gc • blackboard and good b letin-board use more than ) have in your first two issues? T is something that everybody urging us to stress, and yet I h; combed magazine after magaz and no one ever mentions it. A GOOD blackboard and bulle • board use is something that al us can improve. You are correct, arc having some difficulty in loca people who will write up their d« utilization of this "grass roots" met of making visual teaching more effet in their everyday classroom tead plans. Our plans include articles good blackboard and bulletin-board In the meantime we urge all of to assist us in bringing clever and e live blackboard, bulletin-board, model utilization to the attention 01 readers. If you are doing somet which you believe is effective (and not be modest about it) , please fil and clip off the attached informai coupon. Paste it to a post card or it in a letter. Mail it to the Editd Office of SEE AND HEAR. 1204 Johnson Street. Madison 6, Wisco» We will tell you how to proceed I would like to report on cffe teadiing use of blacklx bulletin-board raa^ filmstrips. Please send me information as to;*' to proceed. Write your name, ad-fi and position on the margin below |j and send. . . . See-vHear Reg. U. S. Pal. Otiice. Published each month of the school year— September to May inclusive |-by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE ind Company. Earl M. Hale, President and Publisher. Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors. H. Mac McG rath. Business Manager; Tom Bartingale, Circulation Director. Sold by subscription only. $3.00 per year (9 issues) in the U.S. $4.00 in Canada and foreign countries. OL. 1 DECEMBER - 1945 NO. 4 i%/fej^ ^^AuC^ Page ireshokl to Learning— T/ie Editors 4 See and Hear 6 E and HE.A.R Film Previews 9 ce .Again — The Christmas Story — Mrs. Gwenylh Hochradel and Mrs. Marion Smith 12 istmas Carols Film Study — Boyd F. Baldwin 17 m the Children — Hen ?■)' /. Qiieen 22 ough the Looking Glass — Carl Gernetzky 26 •moting Better Fibn Utilization — L^ W. H. Durr 31 wn the Three Lane Highway — Velda M. Williams 34 opean Odyssey — Dr. Arthur Stenius 46 ree Books for Little Folks — /oe Park 50 ignment: Tomorrow— PI'' i7 /a rrf E. Givens 53 e Surplus Properties Board and the Schools 58 aws in the Wind — C. R. Crakes 60 lizing Business Letter Writing — Norman L. Wittkop 62 th Looks to the Future — Dr. E. G. Williamson 66 ard Understanding Our Allies — William H. Hartley and William H. Cary, Jr 72 uahzing the Annual School Report — Kingsley Trenholme 82 nging the World to the Community — Dr. Leslie E. Brown 87 e Answers— W. A. Wittich and John Guy Fowlkes 93 jCopyright 1945 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. • Members of the Editorial Advisory Board of SEE and HEAR RCX3ER ALBRIGHT. Teaching Film CiMtodUn* LESTER ANDERSON. University of Minnesota V. C. ARNSPIGER. Encyclopaedia Britannica Film*. Inc. LESTER F. BECK. University of Oregon (on leave) MRS. ESTHER BERG. New York City Public Schools MRS. CAMILLA BEST. New Orleans Public Schools CHARLES M. BOESEL, Milwaukee Country Day School JOSEPH K. BOLTZ, Coordinator. Citizenship Education Study, Detroit LT. JAMES W. BROWN, Officer in Charge, Training Aids Section, Great Ukes MISS MARGARET J. CARTER. National Film Board of Canada C. R. CRAKES, Educational Consultant. DeVry Corporation LT. AMO DeBERNARDlS, Training Aids Officer. Recruit Training Command. Great Lakes JOSEPH E. DICKMAN. Chicago Public Schools DEAN E. DOUGLASS, Educational Department, Radio Corporation of America GLEN G. EYE, University of Wisconsin LESLIE FRYE, Cleveland Public Schools LOWELL P. GOODRICH, Superintendent. Milwaukee Public Schools WILLIAM M. GREGORY. Western Reserve University JOHN L. HAMILTON. Film Officer. British Information Services MRS. RUTH A. HAMILTON. Omaha Public Schools O. A. HANKAMMER, Kansas State Teachers College W. H. HARTLEY, Towson State Teachers College, Md. JOHN R. HEDGES, University of Iowa VIRGIL E. HERRICK, University of Chicago HENRY H. HILL, President, George Peabody College for Teachers CHARLES HOFF. University of Omaha B. F. HOLLAND. University of Texas MRS. WANDA WHEELER JOHNSTON. KnoxviUe Public Schools HEROLD L. KOOSER. Iowa Sute College ABRAHAM KRASKER. Boston University L. C. LARSON. Indiana University GORDON N. MACKENZIE. Teachers College. Columbia University DAVID B. McCULLEY. University of Nebraska CHARLES P. McINNIS. Columbia (S. C.) Public Schools EDGAR L. MORPHET, Department of Education, Florida HERBERT OLANDER, University of Pittsburgh C. R. REAGAN, O&ce of War Information DON C. ROGERS, Chicago Public Schools W. E. ROSENSTENGEL, University of North Carolina W. T. ROWLAND. Superintendent, Lexington (Ky.) Public Schools OSCAR E. SAMS, Jr., University of Tennessee (on leave) E. E. SECHRIEST, Birmingham Public Schools HAROLD SPEARS. New Jersey State Teachers College (Montclait) MISS MABEL STUDEBAKER. Erie Public Schools R. LEE THOMAS. Department of Education. Tennessee ERNEST TIEMANN. Pueblo Junior College ORLIN D. TRAPP. Waukegan High School KINGSLEY TRENHOLME, Portland (Ore.) Public Schools MISS LELIA TROLINGER, University of Colorado PAUL WENDT, University of Minnesota Page 2 December — SEE an muidual Ci^SS Room Projector t pn BLE— Weighs only 27 Vz kciplete. tiB:ase contains: Movie-Mile iB.sound projector, desk top »«t-?peaker. cords, take-up reel 'd still has ample space for ' mps, etc. '♦O'y compact; only slightly J«rhan a portable typewriter; >:o aately 8x12x15 inches in »al Jor small group show- rger size standard screens t k used ior larger groups. Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite STANDARD FEATURES— Plainly marked film path makes threading easy. Only one moving part need be operated it entire threading. Show can be on screen in less than three minutes. One electric plug completes all connections to projector Cords, permanently wired to speaker, carmot be lost. Reel capacity 2000 ft. Reel arms slip into accurate sockets . . . fast power rewind . . . adjustable tilt . . . quickly adjusted framing device . . . utilizes a single, inexpensive standard projection lamp for both picture and sound pro- jection. No separate exciter lamp necessary . . . case oi durable plywood . . . leatherette covered . . . universal A.C. or D.C. 105-120 volt operation ... no converter neces- sary. Mechanism cushioned on live rubber mounts foi smooth, quiet operation . . . entire unit made of best quality materials and precision machined parts. te\ Write for interesting folder, "It Makes Sense." See your favorite Photographic or Visual Aid Dealer for Demonstration and Delivery Information. n 'JC^fP YaUR FVfS AND FAJfS i3N 3^0Vi£'J^IT4 MOVIE-MITE CORPORATlOHt*^ 1109 East 15th St. Kansas City 6, Mo. Threshold to Learning AN EDITORIAL Hack in 1922 a magazine o[ national circulation printed an article entitled "Exit the Teacher, Enter the Eilm." Since that time other unfortunate interpretations of the role of the classroom film have been made. Comments like this: "What do we want to do— make learning so easy for children that they will no longer have a teacher— that thcv will no longer have to have books— that they will no longer do any studying?" have added to the complications of those who are involved in the presentation of a going and a valid program of the utilization of visual materials. Far from these facetious statements lies the truth of the value «if visualizing in making more graphic those backgrounds of informatio which (hildren must have before they enter the realm of the print( word. It is a long established learning tenet tliat in order that tli pupil be able to attach meaning to verbalisms or to the printed won! experience backgrounds must first become a part of his consciousness C^onsidcr the beginning reader. \\'e carefully plan his cxperienc so that he observes firsthand the pets, the conmiunity helpers, tl things in nature that he later reads about. Consider, also, the need < the fourth-grade child. First he must have had some experience in oli serving the costumes, in listening to the language, in participating ii the work-a-day routine of the people of distant lands; before he h;i hope of attaching significance to the social studies reading that he asked to do. V^isual education and books certainly go hand in hand. They con pienieiU each other. \'alid experimental evidence illustrates this agai and again through such things as increased interest in free library reac, ing, greatly enhanced reading comprehension. Always before the wore we nuist have the idea. How are we to bring these ideas to children? Certainly, throt first-hand ej^perience. When those are impossible, then they should i)rought through good techniques of presenting information visual through maps, pictures, slides, filmstrips, and the sound teaching filB The Editors. Pago 4 December — SEE and -J I / mm 'V -^iiTi,^ Model 16-1966 SOUND-ON-FILM PROJECTOR t like a fine watch — powered by a smooth-running motor and mech- that purrs through reel after reel Jut a flutter or a jump — so simple, ient can operate it — that's the new 16mm. sound-on-film projector. Ij! ultimate of sound, whether it be crisp, intelligible conversation, or the full ty of symphonic muse . . . clear defi- of image . . . uniformity of illumina- ^yer the screen's entire surface . . . soft. brilliance that assures viewing com- tijrause it is kind to the eyes. The new DeVRY is a 3-purpose unit that (1) SAFELY projects both sound and silent films; (2) that shows BOTH black-and-white and color film without extra equipment; and (3) whose separately housed 2S-watt ampli- fier and sturdy 12-inch electro-dynamic speaker afford portable Public Address facil- ities— indoors and out. Make DeVRY your source of 16mm. sound and silent Classroom Teaching Films for SALE OR RENT. DeVRY CORPORATION. 1111 Armitage Ave. Chicago 14. Illinois. DaVRY CORPORATION 11111 ArniHaK* Avanu*, Chlcaca 14, llllnel* Please mail me catalog of Audio-VisD«lTei^hing Eqaipment. Also your new Film Catalog. SchooU. h S-TIME WINNER of Army-Navy "E" for the liuction of Tnotion pidure sound equipment Address- Clty_ -SUte_ .i. ind HEAR— December Paga 5 ^lo^^ ojl iho^ ! A \\i\\ 2~-\Hnt\\d readily portable souiiti inoduii piclurc projector has Itecn annouiucd recently by the Movie-Mite Corporation, Kansas City 6, Missouri. I he manufacturer claims that this model 63-L can be coinj>letely unpacked, set up, threaded, and put in operation in less than tiiree miniUes. The plainly marked film path makes threading easy. Only one movable part need be operated in tiic entire threail- ing operation. One electrical plug com- l>letcs all connections to the projector; cords are permanently wired to the speaker and cannot be lost. Reel arms of 2,000' capacity slip into accurate sock- its. Universal ,\.C.-I).C. operation for both projector and amplifier eliminates need of a converter. If you are interest- c have noted the advent of \ ' publication with interest and wish ' every success. I note that it is 1 iient, current, and a valuable ad' to the field." -Charles F. Parsons. Coordn Visual Education. Placer C< Schools. Auburn. California. December— SEE ami i PREVIEWS r EXPLANATION ON CODE LETTERS . . . -primary S— senior liigh school J I— inierinediate ( J— junior high school Gallup Poll (Sound) 10 minutes. Use: Civics U. S. History S; Mathematics S, C; lehology, Sociology C. HIS film shows how Dr. Gallup builds up his sampling technique in probing public opinion. His ipling is explained and illustrated, c events of AVorld War II years are estigated. Here is a valuable experi- e in observing American public opin- as it occurs. Teaching Film Custo- ms, Inc. .\t your nearest film library. Higliivays North (Sound) 22 minutes. Use: Social \dies I, J; Geography S; Clubs J, A. HIS is one of the best existing films on the .\lcan Highway and the Canol oil project. The photog- y is good, the sound track satisfac- It gives a valuable impression of terrain and the type of land of western Canada— a worth-while ex- ence. National Film Board of ada. At your nearest film library. Peace Builders (Sound) 10 minutes. Use: Civics p. S. History S, C; Clubs A. HE work of the peace builders, Sta- lin, Roosevelt, and Churchill is traced from 1941: Atlantic Charter, blanca, Ottawa Conference, Moscow [t, Cairo-Teheran Conferences, Dum- on Oaks. Attention is given to the lems which were handled at the |Ous meetings. National Film Board "ariada. At your nearest film library. and HEAR — December C— college A— adult Peru (Sound) 20 minutes. Use: Social Studies I, J; Geography S; Clubs A. THE desert coastal area, the rocky up- land plateaus and mountainous ter- rain, the oases along the rivers, and the jungles of the upper Amazon are viewed. A good cross-section of the activ- ities of the people (mining 10%; agricul- ture 90%) is shown. This supplements the Britannica film Peru, Indians of the Mountains. Office of Inter-American Af- fairs. At your nearest film library. Yellowstone Wild Life (Sound) (Color) 11 minutes. Use: Natural Science I; General Science J; Geography S. THIS film is concerned largely with the wild life to be found in Yel- lowstone National Park. It opens with good photography and descriptions of the grebe, the blackbird, the pelican, and the osprey, as they live in their natural environment. It shows Old Faithful in action, the Morning Glory Pool, some of the cascades, and the upper and lower falls of the Yellowstone River. The photography is good of such big game animals as the antelope, the buffalo, the moose, and the bear. It is valuable chiefly because of its color pho- tography. The sound track is somewhat below average. Bell and Howell. At your nearest film library. Pag« 9 i'sitig J'isual Aids in Training (Sound) ]f minutes. I'se: Psy- (hology, Teaching C. THIS film is very valuable in in- scn ice teacher training. It is geared specifically to the application of (ilmstrip, models, and motion-picture film in shop work, inu is fine regardless ot specific subject application. It is splendid for use during faculty meet- ings. The ccmcepts of preview, siiowing, and follow-up are well explained and illustrated. U. S. Office of Education. .At your nearest film library. Uruguay (Sound) 20 minute.'!. Use: Social Studies I. J: Geography S; Clubs A. THF. smallest country of South .Amer- ica. I ruguay is similar to Ohio. Montevideo is excellently photo- graphed. The film illustrates the exist- ence of universal free education; the "Frigorificoes"; legal and compulsory vacation plans; state-owned ancl ojjer- ated casinos, ho.spitals, banks, insurance companies, and industries: their opera- tion luuler the direction of the Senate; the government, which parallels our own cicmocralic state very clo.sely. Uru- guay is held to be the jnost literate country of .South .America and the most democratic, with a great middle cla.ss being served by many state controlled and owned service agencies. Office of Inter- American Affairs. At your nearest film library. I'rtnishy and Bahin, Production No. I (Sound) 10 minutes. Use: Musii I. ./. S. A. TWV. X'ronsky and Ilal)in piano team plays the following two selections: Walt/, Opus 39 by Brahms, and Flight of the Bumble Bee. The well photographed close-up views emphasize technic|ue, and a very faithfully-record- ed sound track accomplishes the ellect of the piano duel sufficiently to inai it a valuable experience in appreciatic as well as technique. It is to be high recommended, i.ducational Film I brai-y Association. .At your nearest fil library. Sighlsccing al Home (Soutid) JS minutes. Use: Si Studies I, J; General Science }; Ge< f>hy, Physics S; Cluhs J, A. AN UNDERST.ANDABLE e\p] tion is made of how tele\ i actually operates. It is com|i; from the scientific .standpoint, and easily understorxl through animal example, and clear-cut photogr;i; General Electric. At your nearest library. Soullicrn Brazil (Sound) 20 minutes. Use: Sot Studies I, J; Geography S; Clubs A. THE activities of the three southe most stales of Brazil are shoi Recent developments are the new cut harbors, the Brazilian railroad T\ ning up the 3,000-foot escar|)nient inh from the coast, and the modern ti toward go\ernment control. The ind tries revolve about cattle, grain, meat. Office of Inter.-imerican Afft .At vour nearest film library. I'cojjlc of the Potlatch (Sound) (Color) 22 minutes. > Social Studies I, J; Geography S; So( "CV (': Clubs J, A. HERE are well-|)hotogTaphed, C( c'd sec]ucnccs of how the West ( Indians li\e. It shows dramatic and vividly their costumes, their ( monial ol)sei\ances. their feasts, dai nuisic. and totems. .A Potlatch celi lion is included, which is their wi festival celebrated by feasting, dani and ceremony. National Film lioan Canada. .At voiu" nearest film lihrai Page 10 December — SEE and 1 'HI-. l*u>cc■l•tlill!4^ 1)1 tlir IHIRl) AXMLM. VISUAI, )UCATi()\ ixsrn u IE of [E I'Mxi Rsnv OF WIS- )NSI.\ is now a\ailabl(.'. I liis jocccdiiigs answers two iinpor- it t|iicstions; What materials iiuhulcil in a loinplcte pro- ini ol \isual education? What some ol the reconmiended kys ot using fihns and other KUal etUuation materials in the lissroom"- Extremely practical in suggestions, the Proceedings bounts seven demonstration and ^russion situations as \erbatim counts ol classroom luilization ifilnistrips: slides; maps, globes. charts; silent and sound mo- tn pictures. [le Proceedings also includes nationally recognized teach- administrators, supervisors, leaders in the field ot audio- Hual education think about the questions mentioned. Among speakers represented in the pceedings are: L. H. Adolfson. L-r A 1 blight. V. C. Arnspiger. Esther Herg. }ames W. )wn, Leslie E. Brown. J. Mar- Carter, C. R. Crakes, Josej)h :knian. John Guy Fowlkes, Criiison, C;harles Holf, jC. Larson, Don Rogers, Robert con. limited number of Proceed- have been printed and are [ilable at SI. .50 each. Retpiests md be addressed to W. A. jttich, Edit.)r; 12(H West John- Street. Madison (>, Wisconsin. and HEAR— December liobitison C) ii.soe in liin^ian "The Soviet dim industry is prepar- ing a special proiluction of Robinson (tiisoc,' to l)c exhiliitcd on a new stereo- scopic strcen tiesigncd to give ronndetl lliree (liinensionai images. 'Senicon l'a\ lo\ icli hanoff, the in- \entor, said today that the screen creates an illusion so perfect that people uncon- sciously doilge when pictures of birds or airplanes are shown. lie believed the screen surpasses anyiliing Hollywood has done to achieve realism. His effects are achieved by the projecting of a spcciallv designed film with a double row of images side by side onto a screen made of 2.000 exactly cut and matched pieces of mirror glass. ' Robinson Crusoe' is being filmed in the Caucasus under the direction of Alexander Xikolacvich Andrivevski." From Xew York Times, j-. 95, October 22. 1045. f). 15. Another J'isual Aid Sendee Realizing the need for inexpensive, yet worth-while facilities for visual edu- cation, Coronet has established a Visual .Aid Service for Schools, in addition to the special pictnre sections in the maga- zine adaptable for classroom use. In cooperation with the Society for X'isual Kducation, Inc.. Coronet offers the teacher an annual series of eight slidelilms. Kadi film presents cme of the Coronet Picture Stories on film that may be u.sed in a 3.") mm. single-frame sliilefilm projector. The sidjject mat- ter usually has direct relationship to world e\ents, or presents some signifi cant personality, or a social or scientific problem in an intenselv interesting form. Write to Lee Ridiardson. l-.ducation l)e|)artmeni. '.)1') Michigan .Avenue. Chicago 11. for further information. Coronet .North Illinois, I ell vour school friends about SKK and HKAR . . . they. loo. will want to "keep in touch" with the new audio- \isual progress. Page II ONCEAGAIN^^y?: / Mrs. Gwenyth Hochradel and Mrs. Marion Smith "Now when Jesus was born in Bethlehem of Judea in the days of Herod the king, behold, there came wise men from the East to Jerusalem saying, where is He that is born King of the Jews? for we have seen His star in the East, and are come to worship Him." Pictures Courtesy of Cathedral Pictures ^ m- 1 o illiislralc ilic reading of tlie following, lliis scene is shown: "Anil siulili (here was with the angel a multitude of the heavenly host praising Ciod, . saying, Glory to God in the highest, and on earth peace, good will towanl nu VISUAL education has not only adxanccd with raj)id strides in the school systems ol our (oiuitry, but has also taken a gieat place in religious education incur ( lunches. 1 he most joyous season ol all the year is nc^t lar away. With its coming we fintl oursehes, teachers, clergy, and laity, busy getting ready lor the many tnid most elaborate programs ol the year- Work lot liacher"! to Inul aj>- propriate pieces! Work lot iiKtihers to make tos- iinnes at a time of added respon- sibilities in tin- home! Pag* 14 Heartaches for "Mary" \\ thinks she shoidd ha\e had ; j)art "Helen" has! Is the true meain'ng of Chi mas not lost in all this tiinii' \'es, but tcxlav wc ha\( sol m ion — \ isual education. / CInislnias Slory* on the sen l,c-t us look lor a moment at v\ i these 2xL' slides ol Tlir Clnisd Sloyy will mean (o oiu' (ihristi program. 1-irsi. Iiom the standpoint the program itself; there will no need lor many j)ractices, s the program will tell the en? •C.ithctlial Films, St. I.ouis and HolIy«« I'iftiircs hy permission. December — SEE and HI •Ml Iry more completely. If some pees arc still dcsiretl, they can chosen to fit in with the slides inteispcisetl. 1 he words to hymns will dispense with pass- out hynni books or mimeo- iphini^ song sheets. ?cond, we look at the artis- value of these slides. I'he [iety ol scenes and the beautilid [tuming could never be portray- in the axerage urban or rural rch. With the exception of Baby Jesus in the manger les. which do not carry the iitional look and halo around child, the scenic pictures make story seem real. ["hird. from the educational ;le, children and adults Avill lerstand the story as they hear read it. and see the pictures ore them. The pictures of the pherds are much more real, do not bring sheep or the ed lamb into the church for shepherd scene. \'et, they here on the screen. Again, to the wisemen coming on camels a distance will linger longer he minds of most. Should the hynuis not be familiar, other hynui slides coidd be procured in ad\an(c to be used. Lastly, we look at the whole story from the religious point of \iew. Clan there be a more per- fect, a truer story of Christmas than the one given to us by God in His Holy Book? These slides bring, true to the ^Vord of God, through the eye and ear gate, completely and clearly the true meaning of Christmas. The pro- jected liymns give the audience an opportunity for expression, for response, and for an affirmation of their faith in the Prince of Peace Avho is born anew again through these scenes of our Christ's Nativity. The Christmas Story will be a real Christmas pro- gram. It may also be used in schools as a basis for a Christmas jirogiam for the children and their parents. \\^hile several carols are includ- ed in the slide set, such as Silent Night, Holy Night; Aiuay in the Manger; Hark, the Herald Angels Sing; Oh, Come All Ye Faithful; As "with Gladness Men of Old; > Inland Kditor's Note: At Christinas time, every teacher's attention turns to thoughts of ohservances which in sonic measure will convey the spirit of the occasion. To learn how a newly released set of slides on the picture story of Christmas might be used in schools, both public and parochial, Mrs. Gwenyth Hochradel, wife of Karl Hochradel. pastor at Hazcn. North Dakota, was asked to preview the set of slides entitled Tlie Cltrislina.i Storv with some of her children. Likewise, Mrs. Marion Smith of the Fair- mount School, Duluth, Minnesota, and chairman of the Com- mittee on \'isual Education for that city, because of her interest in visual materials, brought her judgment to the set of slides. H EAR — December Page 15 I And the wise men brought their gitis. "And when they were come into the hoi; they saw the young Child with Mary His mother . . . ; they presented unto 11 gifts: gold, frankincense, and myrrh." We Three Kings of Orient Are; Let Us All With Gladsome Voice, other songs certainly may be se- lected to vary the program in any way that the teacher sees fit. These might be suggested: // Cmue Upon a Midnight Clear; The First Noel; and Joy to the World. As it is now, the program which is built around the showing of the slides will extend dining about a hall-hour, not beyond this. The teacher may add to or alter the setjuence of the slides so as to allow variations in the number of children who participate or in the umiiber of songs in( hided. Children's reactions to ihe two pit tines of the Christ Child alone Pag 16 in the crib are intercstii Through the study of many paii ings, we have built up the tr;i tional idea of how the Chi Child looks. Children, trying ' explain their reactions, said, "1 baby looks so modern!" Of coui it is. It is a good photogiapli a child. In showing any colored sli' the room should be dark as nn of the beauty is lost with ci^ peting sunlight. Any school planning to these slides should get the gii beforehand so children may given practice in reading or citing the commentary acc( panying each slide. December — SEE and H idHl ^1 •^ W -: X •- 'i- CHRISTMAS CAROLS FILM STUDY Boyd F. Bai dwin Unix'ersity of Monlayia liter's Note: \'isual materials are g produced which will assist us in ng our plans for the Christmas sea- Aniong the newer ones in this » is Christmas Songs. In order to n evaluation of it, Mr. Baldwin ar- ed to try this out with children nting several grade levels. IS is about three Christmas oh— Jingle Bells, O Little vn of Bethlehem, and Silent ht. The picture reveals mod- figures, and silhouettes in rel- 1 HEAR— December ative motion, photographed in technicolor. The sound is both instrumental and vocaL using standard arrangements of the car- ols. Mr. Barry was adept at intro- ductory remarks made before the fdm showings, and at leading the children in their discussions with- out undue suggestion on his own part. Teacher reactions indicated that the spontaneity of pupil re- Pago 17 iiuiiks iollowing film viewing was one of the outstanding virtues of the film. In general, we have concluded that the film stimulates the finest pupil responses; that it leaves an accrual of understanding, and mo- ti\ates the interest of pupils in traditional music. Music teachers can use it to illustrate many tech- The writer wishes to express his llinnks to the schools of Missoula and Ircnclitoiini, both in Montana, for cooperation in this experience. Suf}erintendent C. S. Porter of the Missoula system assigned Kenneth Barry, tniisic and art teacher of the school system, to carry out the ac- tual uork. The writer supewised the experiment in both the Mis- soula and Frenchtown schools. Ap- proxitnately 500 children rnnf^ing through grades 1-12 participated. nii^ucs in \ocal and instrumental production. Pupils were stimu- lated to artistic discriminations of high type. In making more concrete com- ments on judgments and reactions of teachers and pupils, we have set them up grade-by-gradc. Typ- ical reactions \ary with age, but not in well-delinetl grade areas, of course. Technical conmients on photography and somid reproduc- tion follow the grade-by-grade dis- ( ussioii. 1 he (dm was shown to groups averaging from 3;") to 10 eacli. In the presentation, Mr. Barry in- variably made a statement telling why we were showing a Christmas (dm out of season. He asked the Page 18 puj>ils to be at ease, and to n spond in any way they desire( There was an attempt to renio\ the ordinary classroom limiiatioi on expressions of the childrei Where quotes are used, the writ(, is borrowing an expression froi one of the many reactions writtc l)y pupils after seeing the filr In most cases there were V\ showings of the film to ea(| group. First atid Second Grades Soon after the orchestral mus of Jingle Bells began, seatten \oices followed the music spo taneously. They wanted to sii and they did, but being uiial to read the legend at this giv level, they lapsed into huinm or repetition of words alrc;i' familiar. Particularly on Jin Bells these grades were unal)li keep the tempo. They had tendency to drag. Teachers the Jingle Bells tempo is too i for lower grades; temj>o is ri in O Little Touni of Bethlel and Silent Night. Other spontaneous activities eluded laughter, cla])i)ing hands. (ian( ing, \ocal express! of delight, attitudes of pieasi and re\erence in O Little Tt of BetJilehem and Silent Nii. Primary children took delighi original actions matching wo: and thus a rhythmic and j)hysi impression was adtled to the ai tic. Ill their oral expressions i commented on views of the "U ttecember— SEE andH 1 SILENT MGHT SiK'iit nijilit, Holy iii{;lit! All is calm, all is bright. |'Rouii(i yon Virgin Mother and Child JHoly infant so tender and mild, I Sleep in heavenly peace, — Sleep in heavenly peace! Silent night. Holy night! Shepherds quake at the sight! Glories stream from heaven afar. Heav'nly hosts sing Alleluia; Christ the Saviour is born, — Christ the Saviour is born! Silent night. Holy night! Son of God, loves pure light. Radiant beams from Thy holy face. With the dawn of redeeming grace, Jesus, Lord, at Thy birth, — Jesus, Lord, at Thy birth. the "descending angel." were jubilant over the ,vman," "windmill," and the ng snow." I'hcy were able ecognize male voices, and leaving the projection room, ildren hummed and sang all ray down the hall. Teachers ne they wanted to hum, sing, iance at intervals all the rest |ie day! They kept recalling ay many things of interest. al children seemed to think gures themselves were doing nging. One went home with w determination to study > and "ring bells like in li? Bells"; others thought of onnection between the fdm HEAR — December and church, home, the Bible. A teacher thought her pupils were motivated to complete their Jun- ior Red Cross Christmas boxes at an accelerated pace. Third and Fourth Grades At this level there was immedi- ate use of the singing activity on the part of a few pupils, but the activity was not general until the teacher removed traditional class- room barriers to freedom of ex- pression. The legend was under- stood at this level, but moved a bit too fast for the third grade pupils, who made noticeable gains o\er the younger group in ability to maintain tempo. On one run, Page 19 tests were made with high-and- low-level volume. We found that, if the tempo of the class is to be synchronized with the film, a fair- ly high-level volume should be maintained. There was no lagging of inter- est—rather, rapt attention and facial expressions of pleasure were noted throughout. The teacher found that the art and music were equally enjoyed. These pupils had studied part singing, it was natural that some discussed the "bass and tenor," and commented on the balance of arrangement. The teacher passed out the chorus books and since the arrangements were the same, the pupils found pleasure in sing- ing with the quartet, using so- prano, alto, tenor, and bass. Mr. Barry stated definitely that such films would provide examples worthy of emulation, and would enhance his four part singing pro- BovD F. Baij)Win Mr. Baldwin organized tlic hui and use of the first collegiate radio i: mitter in the stale of Montana in H He recei\ed his master's degree at University of Washington and since tl has directed the activities of the M tana Council on Civic Broadcasting, is affiliated with the University of M tana during the suinmer sessions during the winter months superintc a suburban school system where University does some of its demons^ tion work and teacher training. gram. The film stimulates jHi]:)il to creatixe acti\ity in and iiuisic. Teachers commen favorably on the symbolism j trayed. Hidi School Students High school students likev enjoyed it, particularly bccaus so well illustrates blend, enur tion, intonation, tempo varia and use of sustained tonal efl Students at this grade level — Pupil Covitnents— ~ I enjoyed the picture very much. It had i)cauliful scenery and llic colors all blended together very well. The words and the singing helped to explain the story and made it more interesting. (Grade 7) I liked the figures because they looked holy and solemn. The snow fell so gracefully and looked clean and while. 1 liked the picture of Christ in the little cradle. (Grade 5) I like the film because it had lots of color and the singing was smooth and sweet. The scenery was placed very beautifully and the color was gorgeous. (Grade 4) I was on the sleigh ride too. I felt cold. It also made mc think of going to church. (Grade 3) Pag* 20 December — SEE and i [icularly interested in these course, be the creative part of a ic showing ot this fihn slioulcl Ibe substituted for actual pu- )articipation in a Christmas ram. Cliildren should, of program to make it worth-while to them. However, this film is a fine touch to add to any school entertainment at holiday time be- cause of the inspiration it offers both artistically and musically. 0 LITTLE TOWN OF BETHLEHEM le town of Bethlehem, How still we see thee lie, re thy deep and dreamless sleep the silent stars go by; ^n thy dark streets shineth the everlasting light, lopes and fears of all the years are met in thee tonight. !Ihrist is born of Mary, and gathered all above, |e mortals sleep, the angels keep their Avatch of wond'ring love. )rning stars together, proclaim the holy birth, [praises sing to God the King, and peace to men on earth. silently, how silently, the wondrous gift is given; od imparts to human hearts the blessings of His heaven. ar may hear his coming, but in this world of sin, e meek souls will receive Him still, the dear Christ enters in. y Child of Bethlehem, descend to us we pray, ^^out our sin, and enter in, Be born in us today. ear the Christmas angels, the great glad tidings tell; e to us, abide with us, our Lord Emmanuel. d HEAR— December Page 21 PUPIL EVALUATIONS OF THE FILM— PEACE ON EARTH Henry J. Queen Montauk Junior High School, Brooklyn Editor's Note: The problem of evaluation will always be with us. Many and varied are the proposals indicating how the evaluotion of teach- ing materials should be accomplished. In this instance, a film on a very much discussed topic, PEACE ON EARTH, was chosen. This film shows in animation and color a situation in which man, through his continual war- fare, succeeds in exterminating himself. The follies of man's actions are then discussed around the fireplace on Christmas eve among a family of squirrels. Old grandfather squirrel reminisces and repeats the story of mon's extermination to the rest of the family. It was used by Henry J. Queen of the Montauk Junior High School in Brooklyn with a group of junior high school children. After they viewed the film, they discussed its contents for one-half hour. When they returned to school after the week-end, during which time they hod a chance to organize their thoughts on the subject, they wrote the very candid com- ments which follow. After reading this report, I believe many of us will say, "We should conduct our evaluation in a regular classroom situation so thot teachers and pupils may bring their thoughts together and, through the interoction of their ideas, make a more volid estimate." FOR those of us who have been involved in the evahiation of textbooks and similar materials for classroom use, the idea of evaluating fdms presents scxeral problems. In evaluating text- l)ooks, we have learned about the j)rintcd materials in our field jUiaduailv and (onlinuouslv dur- Page 22 ing the (oiuse of our lead careers. Today, however, we becoming increasingly inten in visual materials. ^Vhen im gating them, we are confroi by a great number of films fo" j)urposes and of many oi with which wc ha\e had shoi quain!ance; intleed, how toj December— SEE an*| luc l)ciui aajuaintccl with them imains ihc (|uc.sti()n. . lUnHkt textbooks or sets of lips, (ihns cannot be skimnied iroii,t;h. Fihns do not permit luiubing througli tables of con- tits or o])ening sentences. In sort, there is no substitute for S'ing through the entire length n the film. A question that arises is the ■ rrnner of seeing the film for the fst time. Should wc preview tose materials in teacher com- •jiUtees after school, or should we pempt to bring them right in itj classroom situation where we iiy talk them over with the chil- pn? We certainly should not al- V the students to influence se- i tion by every whim that strikes 1 in, but rather we should heed • sincere and solid opinions It some youngsters are capable expressing. he statements ^vhich follow e the written reactions of 12 [lividual junior high school stu- ts to the film Peace On Earth. ause of Hoard of Education lations prohibiting the use of pil names in connection with Jorts emanating from the Mon- k school, these pupil reactions 1 ha\e to remain anonymous. "I think that the picture was very utiful and had a fine musical Ijack- nd. It was smart to start the pic- on Christmas Eve. It gave a feeling ,ce and contentment." At the introduction, the contrast een the weapons of war and the 'Py people is very good. The quick- and HEAR — December iRss ol ihc disasters of war are filmed well. At the end the rel)ui!ding of the weapons of war into means of peace is a mcss;ige to every American. I he ctlect at the end leaves a lump in your throat and the hope that there will never be aiiotlur war." 3. "I think that Peace On Earth was a very worth-while picture to show in the classroom. It is meant to show how lucky the human race is that it has re- alized in time how futile war is. It shows that if the human race could be- come extinct, there would be no more war. It is worth-while to show Peace On Earth to children because they should know what is going on in the world." 4. "This picture should not only be shown to civics classes, but to students of all ages. The Bible, I thought, was brought in very cleverly. A great prophet once said that all our tools of war should be converted to tools of farming. Our parents have already taken steps to prevent future wars. But we, the future citizens cannot carry out these plans in- telligently if we don't fully realize the value of peace. If we have many films of this sort teaching the young genera- tion how much peace means to them, we may at last have peace on earth." 5. "This is one of the best short films I have ever seen in school. It is in tech- nicolor and with sound, which is not an ordinary occurrence in school. I think it portrays vividly what will finally hap- pen to the human race if wars continue. It is a picture easy to understand by everybody; and in my opinion it is very profitable to show it." (). "This fdm, which ^vas shown to our class on Friday, should not be shown to civics classes in school. The moral of this film is that if we all work together we will have j^eace on earth. Through- out this war most people have been working shoulder to shoulder to attain and keep peace. Therefore, I think this picture is outdated, and shouldn't be shown to civics students." 7. "I didn't think this was a worth- while picture. I don't like the idea of including Christmas with war. Christmas Page 23 is supposed to be peaceful and war is anything ')ut that. 1 don't think it stressed its point very well and I didn't like how the war was brought in. Ihey didn't show cnougli horrors of war to have an effect on anyone. I thought the part where the people rebuilt the city was worth-while as it tics up with us in the present time. I also like the color and how it started off." 8. "The rdni is made so that the story remains in your memory. I think it is an excellent way to teach tolerance and a way to enforce the 'code.' If the rules were made into fdms like this one, 1 think we would be enforcing the 'code.' Children of all ages will secure readily any information given throiigh such en- joyable channels." 9. "The discovery of the atomic bomb makes this picture very realistic because the bomb is capable of wiping out humanity as the picture shows. Al- though the characters may have been childish, the thought behind the picture was not. Instead of making iiouses out of helmets, we will rebuild Europe." 10. "Its something out of the ordinary because a first-rate movie company made the film for school consumption. Peace On Ilnrlh is really wonderful. It should be translated into different lan- guages. It is ciucriaining, yet education- al and a gooil clean film whicli stresses all good things on earth. More films like iliis sliould l)e made." 11. "As far as I can sec. the average 9B student will (jonfuse the issue and too many luiplcasant trains of thought will l)e opened for the pupil. We will be the future citizens of ilie world and I think it is wise to get us to believe that man will be the cause of his own ilownfali if wars continue. A jjicturc ex- plaining this simply and not too harshly without leaving room for wrong con- clusions to l)e reached, will serve the purpose well." 12. "I think that this film Peace On luirth is very worth-while and loft in my mind the thought that there must never Page 24 HENRY J. QUEEN Mr. Queen has taught mathcmatic and gerTeral science in the New Yor! city schools. At present he is chainnai of the visual aids department of Mon! tank junior High School and is ajJ engaged as an instructor of physicsi Cooper Union evening school of eug nccring. He is very much interested! ilcveloping administrative procedure that will insure maximum cfficienqr 0 \isual instruction. be another war, and that there shoul be an everlasting peace. This film, though a cartoon, is not childish, i I think .shoulil be shown in schools present this thought to school children The evaluation of Pence 0 Earth was acconii)lishetl in a typ; cal classroom situation. Yon ha\ read the pnpil rtat tions. In g( ; cral, the teacher consensus (tin teachers observed the class discii, sion) was that this picture v technically well done - its col, its general arrangement made i entertaining. The primary obi live of tliis film seems to be tl. of moti\ati()n if not just eiii' tainment. Us use in the ci\i classroom could be justified on, on the basis of anti-war prop ganda which the film inchul< In this respect the film con do some good. ■ In general, the teachers did n| agree with the impression whi^' ihc film gives that the hinuan i i will be wiped out as the re^ of continuous warfare. Likevi they thought that the film ten to over-simi)lify the catises of w: It minimi/es the evils of politu machinations and completely December— SEE and 1 ! nr s liic possibility of idealism •fA. ing a role. inallv, our reactions to all should be examined. Do we it films to accomplish the ling job, or are we going to )t them as supplements to ing situations? This film may !j;ood motivation to the study of the possibility of man obtain- ing political plans and organiza- tions which Avill lead to peace. The fdm cannot be thought of as containing one bit of informa- tion other than that which raises the question of what man's re- sponsibility must be in attempt- ing to solve the problems of war and peace. To the reader: You have been a bystander to the evaluation of the film Peace On Earth. A brief description of the film was given you, or perhaps you have seen the film. How would you evaluate this I ; film now that you have heard from the children and the teacher? i Please let us have your reactions. If you are interested to the extent ' of securing the film's use, please indicate your wish to the editors and we will attempt to secure a copy for you. " Delinacopy"—An Interesting Map Project A YEAR ago in a junior high school, we undertook an experiment in the making of maps in the geography classes. It was an op- i ponunity to see if enough interest and activity could be aroused so that geography classes would be more than formal reading and recita- ! tion. I chose an 8-A geography class because it was comprised of a heterogeneous group— pupils of low and high I.Q.'s. The question of map making was put up to the pupils with the remark that 99 per cent of the work would necessarily have to be done after school, before school, and during the noon hour. The response was highly grati- fying. There were many more volunteers than we could use at any : one time. Paint brushes were ordered, shovsxard paints were obtained, and I had a plentiful supply of cardboard 21"x27". A delineascope was used to project the maps chosen for enlargement. Following the guide, the outlines were traced on the cardboard, rivers were roughed in, and later when time permitted, the details were added. It was interesting to note that pupils who were lax in classroom discussion were among the first to volunteer to participate. As a result of their participation in map making, these same pupils noticeably took a more active part in class discussion. —Norman L. Wittkop SEE and HEAR is the journal for both administrators and class- room teachers ... a visualization of what is being done in audio- visual education in schools all over the country ... a month by month magazine of ideas and inspiration. Big things are ahead for 1946 issues. Don't miss them. HEAR— December Page 25 Editor's Note: During the and particularly since its closc*i hove been poying increasing o n- tion to our neighbors to the and to the south. Mrs. Bl Corey and Mr. Cor! GernetI^ port on the opportunity to brin •■ formation about Canadion chi w to children in Council Bluffs th ^ the medium of a well-prepared * Carl Gl•RNF.T/K^ Principal, Bloomer School, Couficil Blujjs, Iowa EVERY DAY wc add new cxi- dcncc in supjjoi t of learning by seeing and hearing. We are so convinced that such learning is (■fTcrti\c, that today we inxcsiigatc cxcry opportunity lor bringing in- to our classrooms every means which Avill bring into active play Page 26 the visual and auditory scr>r mechanism of the child. Unless we inehulc in they«il c li i 1 d ' s experience cveryt ii| available in learning dex i' further good learning ( xp we are falling slujri of oui sibility. Passing on, yen December — SEE'onc 1 ! Films are val- uable learning (1 c \ i c e s. B II I guidance, en- c: o u r a g e m e n t , a n (1 leadership still remain the res|)onsi!)iliiy of tiie teacher. 1, the accumulated informa- 1 of the past is not enough. We St present and interpret the lurcs of all nationalities to our Idren. There is a popular notion that n we bring moving pictures • the classroom, they become a lime or a fun-time. This must be the case. We must use the I as any other supplementary e of teaching equipment. We iild apply to the use of the 1 the same tested teaching iniques that ue have used in other day-to-day classroom ik. W^e ha\e discovered that, I HEAR— December in using the film, only seeing it is not sufficient. We have to antic- ipate, we have to set the "stage," and we can do that in numerous ways which will result in an im- proved learning experience. Let us follow the technique of one teacher in presenting a classroom film, French-Canadian Children* The teacher had asked for this film, along with many others last spring, so that it could be coor- dinated with the film rental pro- gram for the ensuing year. The film was previewed before it was to be used. At this preview the film study sheet, which had been Page 27 ordered with this film, was also used. Had there been time, the teacher could have arranged her own vocabulary list, questions, and discussion outline to follow in presenting the lesson. Even when study sheets are available, as they are for many films, the teach- er should still preview the pic- ture. When the class met the follow- ing morning, the regular program was followed. The actual teaching procedure follows: Teacher: We have studied French- Canadian children, and how they live. We have seen some pictures about how they dress and what they do. It would be nice if we could take a trip to visit these children so that we could actually see and hear them. We can't do that, but we can do the next best thing and that is to see a motion picture of a French-Canadian family. But first there's a job we must do. Look at your study sheets. Be sure that page 1 is up. That is the side we want to look at first. Let us read the column on the left. "Canada is one of our closest neigh- bors, and yet we know so little about it. Very few of us know that Canada is much larger in size than the United States. It is larger by more than half a million square miles. As we travel northward, we come to the imaginary line, the 49th degree of latitude, which extends all the way from the Pacific Ocean to Minnesota. From here, this Getting ready to see a film is just ^ as essential as introducing the next chapter in the study unit. To sec a film without first anticipating its showing would be a great error. line follows the Great Lakes eastward This imaginary line is the border be- tween Canada and the United States. "Not as many people live in Cana^ as in the United States. For every 1 persons in the United States, there i only one person in Canada. This meat' that the total population of Canada a little more than eleven million. Mi of the people of Canada live within four-hundred-mile strip along the south cm border. In the eastern part of thi strip live the French-Canadians. "The French-Canadians, three milli of them, or about as many people live in the state of Wisconsin, are "island" of French-speaking people an English-speaking world. The f Frenchman came to this area of Quel four hundred years ago. In that vt the land along the St. Lawrence Ri was claimed by Jacques Carticr for own country, France. He found that i shores of the St. Lawrence were covci * French-Canadian Children, sound, black and white. Britannica Films. Page 28 11 minutes. Encyclopaedia } •1 h great forests in wliich fur-bearing a inals lived and that the St. Lawrence mers abouiulcd with fish. 'Many French people came to this Iv land. They became traders and )pers and farmers. Ihey came to I, settle the land, clear the forests, I, and build cities. The descendants Ithese people call themselves French- ladians. The fdm you will see is ^ut one of these French -Canadians." Teacher then refers to a map of \\\'orth America to orient the chil- 'Ken in the location of Canada and VJie position of the border. eacher: Now let us study some of new words we will meet in the film. V, what do you think a box stove ss like? idy: It looks like a box. It keeps the ise warm— they bake in it too. [j'faf/icr; We'll watch and see. Cyn- j, what do you think a spile is? No answer.) Teacher: Let's look in our diction aries. . . . (The entire list of about ten words, box stove, ecolc, hooked rugs, maple sugar, Province of Quel)ec, St. Law- rence River, snowshoes, spile, and zero cold, is discussed for meaning pro nounced, and spelled. Then:) Teacher: We should be on the look- out for the following important things that we will see in the picture. Joe, read the first question. Joe (reading): Where do these French - Canadian people live? In what ways are they very much the same as we are? How are they different from us? (The children note six other things to look for in the film, which in- clude:) 1. Compare the homes of the French- Canadian children with your home. Compare the kitchens. 2. Are your school experiences like those of the children you saw in the film? 3. How is maple syrup made? Tell all Assignment, too, is an essential responsibility preceding a film showing. In fairness to the children in their eagerness to learn, they must be given the opportunity to know what their responsiliilities are. and HEAR— December Paga 29 First-hand experience and experiences through par- ticipating in film jonrneys to other lands, build valuable backgrounds of understo7iding and information. Both give childrc7i the opportunity to express their ideas, their x'ieiopoints. Both allow valid attitudes to be developed. CARL (.KRNETZKY Carl Gcrnetzky is principal of Bloom- er Junior High School, Council BlufTs, Iowa. He is a graduate of Stout Insti- tute, receiving his M.A. in 1940. Twelve years prior to coming to Bloomer School, lie taught printing at Thomas Jefferson High School in Council Bluffs and at the junior high school in Chippewa Falls, Wisconsin. He has been quite active in amateur photography ancl has made 2x2 slides, both in black and white and in koda- chrome. In 1940 he directed the first Visual Education Clinic in Southwest Iowa. the different steps in making syrup. 4. Is it snowy, cold and winter-like all during the whole year where these chil- dren live? How does the climate there compare with the climate where voii live? f). Would these French-Canadian chil- dren make good neighbors? f). Compare the way your parents get food and clothing with the way Laur- cllc's parciUs get theirs. Wli;ii dilferciue docs this make? Tcactier: Now, if you boys will draw the shades, we will take our trip to visit a French-Canadian family. The fdm I'nurtiCauadian Children is shown. At the end of the fdm the children relax for a minute or so. Teacher: Now, let's sec how well we remember what we saw in the picture. Evaluation is a Acry necessary part of any teaching cxpcTicncc. It may be accomplished through discussion or through formal or informal testing situations, but unless e\aluation is made, there is Pag* 30 no possibility of checking tlu learning accomplished. Througl discussion of the questions t( which the children initially se out to discover solutions, it is pos' sible to evaluate the extent u which each child formed impri sions— either correct or incorrct. A film is similar to any oiln learning material. If evaluatior proves the need for further study the film should be used again. I the need for re-showing is n present, then lesson plans shouiv be made accordingly. Wisely uso<' films bring our world to us. Wii good films our environment i placed before us— through tli looking glass— quite the reverse < Carroll's heroine, but much luoi effectively. SEE and HEAR PREVIEW World We Want to Live In (Sound) 10 minutes. Use: Son Studies I; Civics J: U. S. Histoty Clubs J, A. AVFRY tiignified plea is made f undt-rstandiiig and tolerance llic other fellows viewpoint. Tl excellent film can be usctl in situatio where inicrgroup relationships are Ixrii studied and di.scu.sscd. It shows i! viewpoints of the I'rotestant, the Cat olic, and the Jew, as well as the vie points of heretofore conflicting natior groups being l)rought together on t basis of mutual understanding. Nation Conference nf Christians and Jews. ^ your nearest film library. December — SEE and ] iOMOTING ^ I 1 1 / n / i/. ix^K^ Lt. W. H. Durr Office r-in-Chnrge, Training Aids Section, NTS, Norfolk, Virginia Editor's Note: The impetus given to learning by seeing and hearing through the use of visual and auditory materials by the armed forces has i contributed more to public education than we realize. So often we take for granted that everyone will use these materials efficiently, that fre- quently we overlook the responsibility of mentioning the steps involved in the presentation of a visuol learning situation. We can take a cue from Lt. Durr's very simple device, perhaps even to the extent of making copies of our own for use in our classrooms. I ORDER to direct more at- cntion to the "before" and ?r" phases of instruction with d films and fihiistrips, the or developed the chart, N YOUR IXSTRUCTIOX- OUR WISELY. Originally, art was dexeloped for the f Trainino; -Aids Officers in asi/ing for Xa\y instructors ct that any period of instruc- involving the use of training '; should include three phases: aration. Presentation, and >w-up. The concept of the I element, indicated by the of a clock, underscores the ' for apportioning to each i nd HEAR— December j)hasc an adccpiate amount of in- structional time. Obviously the chart neither pic- tures the teacher preparation (se- lection, procurement, previewing, lesson planning, arranging seat- ing, preparing equipment and room conditions) that precedes the instructional hour, nor the teacher acti\itv that follows the instructional hoin\ Also, it nuist not be assumed from the chart that the three phases should cover approximately ecjual periods of lime. The amount of time al- lowed for preparation, for exam- ple, would depend upon such fac- Page 31 PLAN YOUR INSTRUCTIONAL MOUR WISELY ust TRAINING AID5 LmCIENTLY The chart has been used successfully with many groups of Navy instructors, it has resulted in better understanding of the three phases of using instructional materials: PREPARATION, PRESENTA- TION, and FOLLOW-UP. Actuolly, its lesson is not limited to train- ing films, but has application to all situations in which instructional materials ore used. Good teachers recognize thot, to increase the effectiveness of instructional materials, it is necessary to "Plan Your Instructional Hour Wisely." tors as the purpose for the show- who then were urged to obi ing, the student background and the following guides. j)ievious training, and the diffi- culty of niaiciial to be covered. The chart was actually used as a visual reminder to the teachers Paga 32 Prej)aration The students must be prof "prepared" if they are to or maximum value from the si December— SEE and tA* » of training or educational US. A student once told the au- )r that the third time he saw Oarticular training fdni was the U time he "got anything out lit": and it was brouglit out in thcr questioning that just prior [ocus attention further on es- siial points to be covered in the ll showing. istructors should give prelim- ■y instruction on vocabulary, holism, or other difTicuhies Bmay be encountered in the , in order to insure better un- ^landing of the material. isentation he actual showing of a film nds on the objectives of the HEAR— December lesson. If used to introduce a top- ic, it is good policy to run the whole film without interruption. When the film will be used dur- ing the study of the topic, it may be effective to run only those sec- tions of the film which are need- ed. Stop the film to give projected stills, or turn off the sound to per- mit instructor or student com- mentary, if this will emphasize or make clear the important facts or operations to be learned. Satisfactory presentation de- mands good ventilation and prop- er room temperature. Seating must allow all to have a clear view of the screen. During the presentation, the operator should control the volume of the speaker so that it is loud enough for all to hear. Follow-Up The "after" phase of using in- structional materials is the "fol- low-up." This is the period which serves to "clinch" the learnings acquired from the film. The "fol- low-up" may include discussion of the points to look for as brought out in the presentation, clarifica- tion of any misunderstandings from the presentation, summari- zation by instructor or students, a test over material coxered in the film, drill on actual equipment, etc. While certain phases of the follow-up must come immediately after the showing of the film and xvithin the same instructional hour, the long time follow-up, such as drill and review, may ex- tend over into the days to follow. Lt. IF. H. Durr. Pago 33 Velda M. VV^illiams Horace Mann Laboraloiy School Pittsburg, Kansas State Teachers College Editor's Note: Miss Velda Williams describes the many interesting ways in which she helps her children understand their immediote environ- ment. This, of course, is one of the first responsibilities which teachers have to children as they enter their formal school experience. Only upon wide backgrounds of experience does facility in language expression and in reading develop. TIIK three L's arc the threc- hine modern higlnvay to the tliree R's, and when om- six-year- olds start the jouiniy in the fnst f^rade lA the lloiacf Mann l.al)- oratory Seliool at Kansas State IVachers College in Pittsburg, Kansas, they are eiuonraged to look — to listen — to \i\v. This represents the philoso|)hy under- lying the daily acti\ities and ex- jK-rieiKcs whidi take phuc at s( hool. -Adhering to the premises ihai the (hild karns best through ex- ploring and experiencing, through seeing and hearing, and from di- rect (ontact with his social and Page 34 natural environment, the te;i stresses the use of visual and a li tory^ aids. In so far as pos- real life situations are prox both inside and outsitle the > room. The children are taken oi cmsions to secure firsthand i maiion. They are incouragi i« bring specimens anil ol)jects "« the classroom for close obs tion antl study. Extensive u i made f)f bulletin boards. l> i)oards, books, charts, pici slides and stereoscopic view Keystone lantern and a Bal)ti (on are a\ailable. These i^ jjossible the use of a wealth o December — SEE ^i"' RUTUMN --*•->«*• $1-»i- \Vc looked aboui IIS aiul saw a rain- how. What was it? ^\'c didn't know! But we were very curious. So, we found out from stories, from books, from pictures, and even from a flower bed! I ble and timely materials such pictures from magazines, news- [)ers, textbooks, and post cards, •iich are projected upon a Sicen. I jIThe program is centered around inherent interests and prob- of the children, taking ad- itage of the events and inci- its as they occur spontaneously |1 naturally day by day. The jldren's curiosity concerning )ple, plants, animals, rocks, ither, airplanes, and such igs becomes the area of inter- the basis of units of study, the core of the curriculum. 0] id J jVlthough such a program is ini- fted incidentally, it is by no fjans developed accidentally or a haphazard fashion. The ler acts as interpreter and co- mator as well as guide and Knselor. Her function primarily 1 HEAR— December is one of "helping the child to help himself." She has in mind definite and specific goals of achievement. She emphasizes those points of interest which are most worth while and valuable in extending and enriching the ex- periences and concepts of the child. She endeavors to direct the thinking and the doing so that these goals may be accomplished pleasantly and successfully. Some of the inost vital, desired pupil achievements are: 1. Cultivation of an acquisitive interest in people and things. 2. A comprehensive background of in- formation, concepts, and understandings which enable the child to interpret, ap- preciate, and function efTectively in his social and natural environment. 3. Habits of alert and accurate observa- tion and listening. 4. Good speech habits— to speak distinct- ly and interestingly with ease and free- dom before a group. Page 35 5. Freedom and ability to ask good questions as well as to answer intelli- gently. 6. Self-responsibility in finding the an- swers and the solutions to his own ques- tions and problems— emphasis being placed upon evaluation— the use of crit- ical judgment, the securing of true facts, and sequential organization of ideas. 7. A broad background of experience which enables the child to react readily and efficiently. 8. An extensive meaning and speaking vocabulary. A good basic reading vocab- ulary. 9. Intelligent self-control and self-direc- tion emphasizing social and emotional maturity. In Older to broaden the scope of interest, experience, and under- standing and to facilitate the learning, the room is equipped and arranged according to "Cen- ters of Interest." These inchide the Library, Question and Answer Corner, Science Center, Health and Safety Unit, Daily News Bulletin, Weather Observations, Around the World Exhibit, Mov- ing Picture Show, Radio Broad- casting Station, Games Center, and the Art and Workshop Units. The "Library" features books of the infoiniational tyj)e, partic- ularly related to social and natu- ral science such as: Home and family, community helpers, health and safety, farm life, city life, peo- ple of other countries, animals, plants, birds, insects, food, cloth- ing, travel, and transportation. They are largely big picture books and easy realistic story material presented on the primary level of difficulty. Many opportunities are provitied each day for free use of Pao* 36 the library. The children are c couraged to browse through tj books in search of interesting n*' tcrials, sometimes solely for reel- ation and at other times for inf«ii mation to help them answer Sj| cific questions such as: Wljj makes the rainbow? What mal, the leaves turn red and yello How do the bees make hon>i The teacher leads the children realize and appreciate the va | of good books as a source of > formation. The following disc i sion is a typical example of st guidance. I Teacher: I have a report today. It ii about something very beautiful whic saw as I came to school this mornin) shall print my report on the blackbo 1 I should like to have you read this It die and see if you can guess what I : They were white. They were up in the sky They looked like little white sh What did I see? Pupils: Clouds. Teacher: Yes, I saw lovely clou over the sky. Tliey looked like a flock of sheep on a blue hill. They me think of this poem whicii I le; wlicn 1 was a little girl. (Refers loj jjoem printed on a chart and post the bulletin Ijoard.) White sheep, white sh On a blue hill. When the wind stops You all stand still. AVhen the wind blows, You walk away slow, « White sheep, white sh Where do you gof' Teacher: Can you answer the child's question? Where do the go? Pupil: They keep on moving until ley get out of sight. Teacher: What makes the clOuds n Pupil: The wind blows them alonp Docombor — SEE ond ( I'fe wet 1 jvioE' becW < hrr: What are the clouds? ■i; They arc smoke. I think they arc hig piles of snow in the sky. 'her: .Arc you sure? We don't want iiess. We might guess wrong. How we find out what the clouds really n: I will ask my daddy. 1/y; My brother is a pilot. He goes ugh the clouds sometimes when he ^ying. icher: That will be a very good way find out about the clouds. But we e something in our room that can us now. '>i7; Maybe we can find it in a book. \tr: Yes, books help to answer our itions. What kinds of books tell ut clouds? ■n: I have a Book of Knowledge at iiiie. I will bring it to school. : I have a book that tells everything. s a big book. It is called a 'cyclo- ia. I think my mother will let me i^g it to school. cher: Those are good books. Jim, r book is called an e-ncyclopedia. It j answer many of our questions. We 1 be glad if you will share your ivs with us. Today I placed some [ice books on our "Look and Learn" John, Margaret, Don, and Carol, se look through them and see if you find some stories about clouds. Put vinarks in the right places and lay books on the "Report Table." I will them to you at story hour. Now all give you some paper. Draw a ly picture showing the white clouds iie blue sky. ^Ve shall select one to e on our chart to illustrate the n. yhen a child finds something [•resting in the library, he may to show and explain the pic- I'S, or he may ask the teacher a^ead it to the class. When he S^iops sufficient reading matu- li he is encouraged to read or ^ill the story to the group. As nd HEAR— December the pupils ad\aiue in ability and interests, new materials are added to the library to fit the exer-ex- panding needs. The "Question and Answer Corner" is a unit often called our "Look and Learn" table. It con- sists of a large table and a bidle- tin board. Books, pictures, new's clippings, and stereoscopic views are displayed which relate to a subject of special and timely in- terest to the group. Questions which have been asked by the children are printed on charts and placed on the bulletin board, or they may be written on cardboard strips and put in our question box. The children investigate and locate the desired information. Bright colored bookmarks are available. When a child finds the information, he inserts a book- mark and places the book on the "Report Table" in readiness for the "Reporting Class" or "Story Hour." He locates the material largely from picture clues until he is sufficiently advanced to read the content independently. Some- times the information is printed on cards and put in our answer box to provide supplementary reading materials. It may be printed on charts or in a class booklet. The "Science Center" includes a large glass exhibit case (a dis- carded show case secured from a store) which is our museum, an exhibit table where the children place their specimens and objects for display and study, and an aquariimi. Pictures and charts Page 37 (oncerning natural science are ar- ranged on the bulletin board above the table. The wonders o[ the outside world are brought in- to the classroom, therefore this center is designated as our "Won- ilcrland." It is most stimulating, challenging and extremely fasci- nating. Many new things are con- tributed each day. These offer a constant source of experience as well as academic achievement. In the "Health and Safety Cen- ter" -we ha\e pictmes, charts, jjostcrs, books, news clippings, and objects relating to health and safety. The teacher takes advan- tage of real situations to stress the actual application of health and safety information. Exhibits such as "A Good Breakfast" or "Foods That Help to Make Good Teeth" are displayed. Charts and posters such as "Ways to Play Safe at Home, At School, and on Street" are presented on the bu tin board. A mirror, a nail and a box of Kleenex are pro\ ed to encourage personal cleai ness, sanitation, and glooming, first-aid kit is also available children are taught simple aspt of first aid. For a "Daily News Bulle some significant events of the jl vious day are printed on 1'' sheets of news print. Since news bidletin is read each ni< i ing, we call it "The Mornij Sun." It may be a record of S' »> individual or group experi which occurred either insidi outside the classroom. Chili arc cncoinaged to bring in ii esting and worth-while lur interest stories, news clippi and pictures from magazines n newspapers. These are jjrintciir IQgf^ What happens today— that's news. And when it happens so we can sec it, we can talk about it— so, we un- destand it. Pag* 38 Here's our own in o V i e. VVc made it. It tells about the birds \\c liave seen. ^* ■•<- t r news bulletin, pasted in a apbook, or displayed on the Iletin board. This offers an ex- sive and attracti\e medium for dental reading experiences. casionally, the children take me a mimeographed reproduc- n of the "Morning Sun" to id to their parents. This is an cellent means of informing the rents concerning school activi- This miniature newspaper :Iudes items of special interest ut each child as well as reports group experiences. It is com- ed and organized by the pupils th the teacher acting as printer ■ editor. The "Weather Observations i Cnter" is particularly attractive t the children. The changes in father and seasons are a signifi- icit part of the child's environ- 4rnt. He is curious about the n, snow, fog, wind, and sun. Ve teacher takes advantage of first rainy, snowy, foggy, or idy day to emphasize the caus- ed residts of such phenomena. land.HEAR— December Weather changes are observed and recorded on the calendar or weather chart. Experiments are performed, such as observing the evaporation of water from a wet cloth, watching ice melt, and see- ing water form on the outside of a glass of ice water. The ther- mometers (indoors and outdoors) are read at the opening and clos- ing of each school day, and the temperatures arc recorded on the weather chart. An "Around the World Ex- hibit" is popular. The war, the airplane, the radio, and the mov- ies ha\e greatly enhanced the child's horizon. The six-year-old of today is a world-conscious in- dividual. His span of interest en- circles the globe. In many cases, the child's father, relatives, or friends have been engaged in over- seas service. He is curious to know about the people and places his relatives and friends have visited. Countless numbers of articles and pictures are brought to school and shared with the group. They are Page 39 displayed on a tabic and a bulle- tin board which constitute our "Around the World Exhibit." The children show and explain iluir contributions at the report- ing class time. A globe is an in- triguing part of this unit. Maps are also displayed and referred to. Objectives pertaining to the sig- nificance and appreciation of maps as well as a few simple ele- ments of map interpretation are accomplished during the year. One of the most delightful of all the classroom activities is the making and showing of their own "Mo\ing Picture Show." The making of the film is a group project which invohes very valu- able and happy experiences. It includes training in selecting, evaluating, organizing, planning, discussing, setpiential thinking, continuity* of ideas; drawing, col- oring, painting, oral comjiosition, oral expression, and measuring, as well as socialization. Some of the films are portrayals of favorite stories read by the children or teacher. The story is divided into incidents, each incident constitut- ing a shift of scene or action. An individual or committee is ap- pointed to make each picture. The memljeis of the class plan the content of the pictures so that there will be continuity and se- (juence of ideas, colors, sizes, and other details. Some films inxolve reading as well as pictiues. Many represent the culmina- tion of a unit of study such as the one shown in the picture present- ing "Oui l*ii(l rri( luls." Ihe first Pag* 40 part of this film is printed formation relating to "How i Birds Help Us"; the latter ] |)resents twelve pictures of most common birtls. \Vhen a : is shown, children present i sound effects, the speaking p;ii and the interpretation of story. The mo\ie machine i simple cabinet about 46 ini high, 30 inches wide, and 10 in cs deep. It has an opening at top wliich is .24 inches long . 18 inches wide. The film is li I in place by thiunbtacks insci I through the [)aj)er and into \ertical rods. Ihe rods are lui by means of a handle attachci each of them. Another favorite acti\ity - broadcasting o\er our make lie\e "Radio Broadcasting tion," H.M.L.S. (Horace M Laboratory School) . This com utes greatly to the training of ter speech habits and gooil :i ence situations. Incidini. much is accomplished in enc aging good selection of r. programs. Announcing, rcac s(ri|)ts, storytelling, news rc] ing, weather reporting, sin^ music appreciation through use of records, and "Inforniai Please" programs pro\ ide a v \ ariety of experience for pcrfoM* ers and listeners. The "Games Center" is a f;i ite spot dining the free acti jicriods. Many games of the i cative type are available sud puzzles, ring-toss, dominoes, bii j)cg boards, colored beads, p. dolls, building blocks, tinker I December — SEE andl 1 I < nd bean-bag games. They offer my opportunities for number Jtpericnces such as counting. LXjping scores, reading and writ- ^g numbers; lor learning the eanings of numerical terms, and r developing \ isual discrimina- an with regard to colors, sizes, \d shapes. They also encourage cvelopment of manipulation, dgnient, self-control, creati\e jwession, and social adjustment. The "Art Center" is equipped th an easel, various sizes of wsprint paper, paints, clay, col- ied paper, paste, and other es- ntial materials. Most of the ork evolves from and is integrat- W'ith all other classroom activi- s. Creative expression is empha- ed. Materials are easily accessi- :; at all times. Free use of this liter is encouraged. The "Work- )p" is a part of the art center. is the place Avhere the construc- n and the building activities Giving the use of wood are iducted. These also coordinate I h all the other classroom activ- i!S and units of work. The daily program starts with a 12 activity period at which time h child works or plays at some livity of his own choice. Also ithis time individuals and small :out the rainbow to present to e class. This was printed on a ; art: / smu something pretty. It was red. It u'as blue. ft wasyelloiu. - ■ It was orange. It was violet. It xuas green. What did I see? The question arose, "What makes the rainbow?" The chil- dren looked through science books to find the answer. The teacher read the information to the class. Later when the children were taken for a walk to look for rainbow colors, they found them in flo^v'er beds, trees, grass, and sky. Four weeks later they went back to the same places and ob- served the changes. This brought Here's where the weather man gets his "news." We've often wondered about what was inside those funny boxes. We went to see— and now we know! Page:43 Here's our Science Exhibit Table and Museum Case. We c it t)ur "W'oiKlerful r.xliibit." \Vc found many of ihc thir that you sec— i)ird nesls, caterpillars, flowers, and leaves. up the question, "What causes We went to the windows ai the changes of colors in the flower watched the rain. .\n intcrcsti beds, the trees and the glass?" discussion developed which Then the children brought spools volved these questions: to school and blew soap bubbles. Thev foiuid out what made the rainbow colors in their bubbles. On the first rainy day there was nujch excitement because we had not had rain for several weeks. VELDA M. WILLIAMS Velda M. Williams is assistant pro- fe.ssor of education and first-grade super- visor in tbc laboratory school at Kansas State Teachers College at Pittsburg. She has taught in the elementary schools in Kansas and has been a grade school principal in Girard, Kansas. Her work, both as teacher and professor, has been particularly in the field of primary read- ing. Pag* 44 What is rain? Where does it come from* Where does the water go? How does the rain help us? What makes the lightning? What makes the thunder? These were printed on a cli and placed on the "Question ;i .Answer" bulletin board. Childi foiuid stories about the rain ;i I he teacher read them to the cl. Si\eral experiments were j formed, such as: Observing evaporation of watcj" from a si low jian, from a wet cloth oi rainy day, from a wet cloth oi Docembor— SEE and 1^1 1 iny day. W'c ^vcnt on an cxcur- m to the weather instrument ^clter to see how the daily lather reports are determined. |e watched a college class get the (cords from the thermometers lid rain gauge. A demonstration of the safe m proper ways to manipulate umbrella was presented by a [ild who had brought his to lool. One day a bee was brought in th a bouquet of sunflowers. The ildren observed the bee as it Ithered nectar and pollen. This used an intense interest in the dy about bees. The children nd stories and pictures in the ence books. One child brought Tie excellent material which he nd in a magazine. The pie- ces in the magazine were pro- ted on the screen through the que projector. Slides were also )wn. We went on a trip to visit : flower beds on the campus and tched the bees at work. Soon uer, another child brought a erpillar to school. We watched nakes its cocoon. This was put in our museum. Next spring we hope to see a butterfly emerge from the cocoon. Scores of specimens have been brought in for observation and study, such as: A kitten, a puppy, turtles, a toad, crayfish, goldfish, butterflies, cocoons, caterpillars, bees, crickets, wasps and wasp nests, wild flowers, cultivated flowers, grasses, milkweeds, cat- tails, leaves, seeds, and nuts. In our discussions we particu- larly emphasize the social utility values of the specimens and a de- sire to want to know true facts about them. We also stress the importance of training the child to find the answers to his ques- tions independently. We want him to realize that, if he ob- serves closely, listens carefully, and thinks intelligently, he will learn to understand and enjoy the won- ders of the world in which he lives. We have been learning about our environment. We have been traveling down the three-lane highway with the three L's— look- ing, listening, and living. USING THE CLASSROOM FILM" is a new teacher training sound motion picture photographed in cooperation with the Laboratory ■chool of the University of Chicago. The film was produced and is being tistributed by Encyclopaedia Britannica Films, Inc. The new Westinghouse Stratovision system — mounting transmitters and antennas in airplanes flying 30,000 feet above the earth — brings television and FM radio reception within the reach of everyone. Stratovision overcomes line-of-sight limitation of ground stations by blanketing an area 18 times larger than is possible from a standard ground transmitter. ind HEAR— December Page 45 THE STORY OF VISUAL AND RADIO EDUCATION IN PREWAR GERMANY Dr. Arthur Stenius Coordinator of Visual, Radio, and Safety Education, Detroit Public Schools THERE are few who will not admit that the educational methods of prewar Germany were tremendously effective in terms of the objectives set up by the Nazis. What was taught was well taught, wrong as the controlling princi- ples miglu ha\e been. It is inter- esting to note, therefore, that probably no country in the world had developed the use of audio- visual instru( lional tools as far as had Germany in ID:}*). No one has c\er charged the German schools with minimizing the value of "hard" methods of learning. The teacher's demand has always been look<>(l upon as sufTicient stinudaiiou l(jr pujjil ac- tivity. The lecture and drill have long been keystones of instruc- tion. The ac(C})tancc and de\el- opment of audio-xisual instruc- Pav* 46 tional dc\ices by the schools Germany, therefore, should assiy the most academic-minded teaq- er and administrator in this con- try that bringing pictines ail radio programs into the classroc) need not be looked upon as ent-- tainment for the students. The purely auditory portion! Germany's instructional aids p gram was limited almost cniii< to radio. Motion pictures con- tuted the major part of the visil phases. I'hough teacher use I radio programs and instructioi I motion pictures was optional all except a few instances, accc ance of both types of teachi.; tools was broatl, with visuals i: more widely used. Films a I broadcasts sponsored by edii tional authorities ne\er carric(ii demand for use in the classroc- December— SEE and H >■ |ionic' .spt-)ii!>oic(.l by ilic piopa- |*anda ministry, however, were 'must" items. Ihc latter were few In number, probably not more Ihan ten or iwel\c broadcasts and iilms each vear. Visual- aids were considered so mportant to German education hat each school child in the na- iion was assessed a fe^v pfennigs a lonth to pro\ide a fund for the laking of motion pictures and he manufacture of projection quipmcnt. Each university stu- ent also was forced to make pay- lents for this purpose, the assess- lent in his case being higher lan that for school children. By iw all money so collected was to e spent for production of mate- als and equipment, yet the fund IS at all times sufficientlv larsije ) permit all administrative costs : the program to be met from le interest paid by banks on the oney deposited. Schools had projectors and films ade a\ailable to them without •St. In June, 1939, there was I'Ughly one projector for each o schools in the country. This ct does not mean that almost iilf of the schools had no oppor- mity to use films. Rotation of fojectors gave every school an iportunity to use motion pic- rcs at certain times. Fewer ools were equipped with radio ivers than with projectors. I jFilms were circulated from dis- fct libraries. In urban sections, course, such district libraries ;^ed a comparatively small geo- and HEAR— December lulitor's Noic: During 1939 Arihiir Steiiius himself finaiited iiis trip through Europe. W'iicn lie Ijcgan, he planned to \isit cle\cn countries. Soon after ('vccho- Slovakia lost its status as a nation, and Dr. Sicnius foinid he was not permitted lo visit I'rague as he had planned. He went on, however, to visit ten countries, Sweden, Norway, Denmark, The Nether- lands, IJelgium, France, Switzerland, Italy, Germany, and England. While he was interested hoth in visual and auditory education, his primary purpose was to study radio education. In each coinitry, Dr, Stenius visited schools, the National Education Depart- ments, and broadcasting organizations. Tlirough personal interviews, analysis of material, and classroom observation, he gathered the material which will be re- ported in a series of articles to appear in SEE and HEAR. graphical area; in rural sections the areas served were often quite extensive. E\en schools located away from electric power were able to use classroom films be- cause a special projector contain- ing a small generator powered by gasoline had been developed to meet this need. Neither films nor radio pro- grams intended for school use were produced by agencies within the Ministry of Education. The Reichsrundfunk, the go\crnmen- tally controlled company holding a monopoly on broadcasting priv- ilege, was in complete direction of radio broadcasts. A separate bu- reau, supported as previously out- lined, was charged w'ith responsi- bility for the production of films. This independence from the educational system did not result Page 47 1 in ihc products being any less val- uable to the schools. The reverse was true. School radio was "good" radio, and school films were some of the best that the writer has ever had the opportunity to see. Of special interest was the tech- nique of using miniature sets and three-dimensional characters in presenting content which is usii- ally handled by animation in this (ountry. The care taken in pro- ducing these stringless puppet presentations was extreme and re- sulted in smoother action than present-day Hollywood shorts of the same nature. Another out- standing motion picture film seen by the writer was one concerned with joints of the body which pictured in X-ray the mo\ement of the bones as the arms were rais- ed and the legs bent. All films seen by the writer were silents. The monthly "visual education fees" paid by the university stu- dents were allocated to the mak- ing of special films suitable for use in institutions of higher learn- ing. Although these films were produced in much the sarne man- ner as other school films, in most instances they were produced un- der the direction and upon the request of professors of the vari- ous universities. Any professor could have a film made to picture some study of his own. When the writer asked it such a riding did not result in an overwhelming number of such requests and the production of a niuiibcr of fihiis of (jucstionablc worth, he was as- sured iliat the contrary was the Pag* 48 DR. ARTHUR STENILS Dr. Sieniiis received his bachelor's de gree from the University of Notre Dame a master's degree from the University o Detroit, and a doctor of philosophy de' gvee from Ohio State University. , In 1939 Dr. Stenius spent nine month i abroad studying audio-visual program, in ten European countries. He has l)eci- connected with the Detroit Publi' Schools since 1928 and has served as high school teacher, secondary schocj administrator, and presently is coordi, nator of visual, radio, and safety educa tion. Since 1940 he has been a facult member of Wayne University, as well. case. Any film so produced w, considered as being made uik1< the requesting professor's dire tion. Acknowledgment of this f:i was always given in the opcnii title. Academic prestige was . stake, therefore, in the making . the film. This possibility of ha ing one's name connected witli film of doubtful value was an t tirely adequate check. Two half-hour programs dai constituted the school radio schi ule in Germany in 1939. Th. were broadcast each morning 1 tween ten and ten-thirty, one pi gram from the Deutschlands. der, or national transmitter, ai another from the various region stations. These school broaden were presented on three lev( the first for children five to i years of age, the second for tlv between ten and fourteen, ; the third aimed at students fi fourteen to eigiucen years of . Each of these age levels was gi the same amount of progi time. December — SEE and H'K here was no attempt to tie in lool broadcasts with any course study. The progianis were in- ded to offer the tcnclier supplc- ntary material in his teaching ith special stress upon language social studies. Dramatic pres- ations constituted approxi- tely 60 per cent of all school lio offerings. Musical programs de up the greatest portion of remaining part of the sched- \lthough the regional stations Germany were more or less :onomous in making up their ^ am offerings, this autonomy not apply to school programs, ladcasts intended for use in the ooms were completely ad- istered, wTitten and produced a single department within the lichsrundfunk in Berlin. This le office was responsible for the ler Youth and general chil- n's programs. The expressed lis for this arrangement was the essity of guarding against over- ing. Obviously, programs in- ed for the schools and for of-school listening by children bid find the same audience. he past six years have made ent the aims and perverted ciples of the Nazis. In their Is, the Germans have been ;ed to be wrong. There is a ency to let such a judgment ly to all their methods as well. is apt to be misconstrued in roving a means because of the for which it was used. ut if German objectives may nd HEAR— December be set aside, the prewar audio- visual program of that country may be labeled "good." There was a recognition of the fact that visual and auditory aids were in- structional tools of great value. There was further acceptance that this value could come only when equipment and materials were furnished to schools in adequate cjuality and quantity. School films and radio programs were not con- sidered to be of secondary impor- tance and, therefore, to need* only second-rate treatment. As a result of these accepted principles, many phases of our audio-visual pro- gram are only now approaching the standards which existed in Germany six years ago. The Teaching Films Survey Announced A group of publishers is undertaking a survey of educational motion pictures and other visual aids to education. This survey, known as the Teaching Films Survey, is sponsored by the following publishers: Harcourt, Brace & Company. Harper & Brothers. Henry Holt & Company. Houghton Mifflin Company. The Macraillan Company. Scholastic Magazines, Inc. Scott, Foresman & Company. The purpose of the survey is to evalu- ate the effectiveness of the visual aids now available and to explore more fully the possibilities of correlation between (ilm production and textbook publica- tion. The survey will deal with many questions of fundamental importance in education. It is being conducted for the benefit of the schools of America and is being sponsored by the above mentioned publishers. Page 49 Tvl^ical illustrations from "Daticing Cloud" joi Park Nortlnix'stern University Dancing Cloud, The Navajo Hoy, by Mary Marsh Buff. New York: The Viking Press, 1937 pp 8U. niiis special edilioii lias been published by Cadmus Hooks. E. M. Hale and Company, Fan Claire. \Vis(. ^ j^ ^ \J VITALIZING WRITING Norman L. Wittkop Vice-Principal, McKinley School, Mihuauhce EDITOR'S NOTE: The study of written composition, particularly in con- nection with a business letter involves many details of style, grammar, form, and arrangement. Often abstract in its meaning to students, the study of business letter writing can be enhanced vividly through application such as Mr. Wittkop suggests. ^USINESS letter writing in the 9-B junior business training is usually a routine, formal, and dried episode that must endured by student and teach- llalike. ifter ha\ing analyzed my own ler-writing experience, I re- ked that during the time of my experience in letter writing, k'as inllucnced very directly by letters I had read in the of my work. Yes, I had led by imitation. So, too, can ;inning students learn by im- ion. o arouse interest, and before class knew what constituted a letter, they were allowed to mine some business letters and ive their opinions about each in question. Was it inter- g? Did it urge them to read ler? Some of the sample let- nd HEAR— December ters were chosen because they were "terrible" specimens. And others were excellent. Among the poorer letters, margins were un- balanced, punctuation was incor- rect, abbreviations were used to excess, opening sentences were strung on or lengthy, and para- graphing was poor. Ordinary English usage was abused to a noticeable degree in some letters, while others were excellent ex- amples. The students were not entirely sure! Having injected the element of curiosity, the next step was to capitalize on it. This was done by suggesting to the class that each member would actually write to business concerns, public office holders, school executives and authors. Were they interested? After three classroom periods of inten- Page 63 sive study of the qualifications of a good business letter, we were ready to start on our venture of actually writing real business let- ters. Each student brought three stamped envelopes and se^eral sheets of business-size paper. Ad- dresses of people and concerns had been procured beforehand. Interest and enthusiasm was more How Would You Do It? NO SUBJECT is devoid of values which can fire the imagination of siiulcnts. For example, we once studied the subject of water. I placed a drop of stale water beneath a microscope. The students walked by and one at a time they looked through the micro- scope at the small, living, moving or- ganisms within. The comments of the first student who looks through tlic microscope is really the firing of the imagination and interest of the other students. Each succeeding student tries to sec more tlian the preceding one. If he was a good observer he did see more. They were rcaily to attack the subject. TRY this the next time you introduce the study of our forests. Place two pieces of wood about a foot square on ihc table. Ask a girl or boy to hold tliese up before tiie class. Tlie idea is not primarily to see tiie wood, but to have the student express his surprise bc- cuusc of the fact that one piece of wood is light, soft wood and tlic other very hard. The dillcrence in weight is defi- nitely noticcal)le and this is the first thing to be spoken of— that some wood is harder and heavier than others. An inspection of the grain of the wood follows, and then tlie reason whv one piece is heavier than the other is evident. Ihc class is then asked wliat they wouUl like to find out about families" of trees and types of forest crops. I he unit is lainiched. —Norman L. Wittkop Pag* 64 Norman L. Whtkop Mr. Wittkop has had an unusu background in business and teaching c periencc. He has served with utiliti' and with business firms producing pr jeciion equipment. After gradualit from Marquette University, he has spei thirteen years in tlie teaching professu which has allowed him to do pionceril and experimenting in the field of audi visual learning. At present Mr. Wiltkc is vice-principal of McKinley School Milwaukee. than evident. During several classroom pe ods, the pupils* letters we worked and reworked. No letl was considered eligible to mailed out unless it was in i ceptable form with respect English, punctuation and contei Then the letters were mailc Within two or three days repli began to come in. Each mornii the class would gather around long table and look over all I mail. Both iiiicrest and a critic eye were developed by having t entire class examine the lelte Then the letters were passed o to the individual students v.hom they were addressed. AH letters were opened befc the class, read and discussed the basis of what a good biisir- letter should be. Margin, lu iiig, inside address, saluiaii' complimentary closing, contcn letter, good English, good oj)cni; and closing sentences were (j cussed and the decisions learnl by everyone. Expectation alwJ December— SEE and » ept enthusiasm ami curiosity at high level. ; The result of any effort in any jirection is the measure of its lorth. Was this business letter- jriting innovation really worth- hile? Out of nearly 200 letters ailed out, nearly as many replies ere received. Punctuation and ammar were learned easily be- cause they were vital parts of making our whole plan operate. The students now know the im- portance of clear thinking, correct spelling, courtesy, conciseness and legible writing. They received letters that were fine examples of the very things we teach them. They received good models which they could use as challenges. "TO A 275,000,000 AUDIENCE" Little did anyone anticipate at the beginning of World War II that the 16 mm. motion picture film would become the instrument of public information that it has. If figures are impressive, examine the Office of War Information film distribution record during the Treasury Department's War Loan film showing program for the three years just ending but not including the Victory War Loan: OWI (excluding Treasury War Loan Showings) SHOWINGS ATTENDANCE July, 1942-March, 1943, 9 mos. @ 4-million average 144,000 36,000,000 April, 1943-August, 1945, 23 mos. @ 71/2-million average.... 691,000 172,500,000 Total (exclusive of Treasury) 835,000 208,500,000 TREASURY WAR LOAN SHOWINGS Fifth War Loan 29,297 10,420,916 Sixth War Loan , 86,913 23,500,000 Seventh War Loan 141,615 33,402,950 Total for Treasury only 257,825 67,323,866 Plus regular OWI Showings.. . 835,000 208,500,000 GRAND TOTAL 1,092,825 275,823,866 Total of 177 titles, 77,387 prints released through 324 dis- tributors in the 48 states. This is truly a preview of things to come— a preview of the educative power of the 16 mm. film. ind HEAR— December Page 65 TO THE Dr. E. G. Williamson Uninrrsity of Mi^utrsoln ('iiidaiice directors arc (|ii;ilili(>>ng people have. Pago 66 Counselors, teachers, am parents are ready to hclj young people in choosin; ihc right occupation f< their particular apt tudes. Aptitudes arc vai icd, but can be classifici into six headings, nu chanical, social, clcrica musical, artistic, a n scholastic. The amoun'' in which indi\iduals ptv sess these can be inea urcd. ITOR'S NOTE: In one way or ler practically everything we do in Is helps prepare the student for lace in society. Too often we allow Id to follow the subject empha- experiences he has in school, only d that we have done too little to in directing him into the life ex- in which he is apt to find returns for the efforts that he md toward achieving good voca- adjustment. • G. AVilliamson describes an at- create an intelligent attitude e part of the student toward an -tanding of the specific aptitudes "esses and their relationship to the ments of a broad vocational area. ilm Aptitudes and Occupations, has been developed under the on of Drs. E. G. \Villiamson and Hahn of the University of Minne- HEAR — December sota, is described in this article. Guid- ance people e\erywhere Avill welcome this as an additional tool with which to attack a stubborn and continuing problem— life guidance. ONE of the most important de- cisions with which a young man or woman finds himself con- fronted at the high school or col- lege level is that of making a vocational choice. Surveys among the adults of today reveal a wide variety of trial and error Aocation- al experiences that have been en- gaged in before settling down to one long-term career. Frequently adults say, "I wish someone could have guided me or Page 67 advised me." More frcquciuly tliey sav, "I knocked about through' half a dozen different jobs before finally hittitig upon the one I am in now." The im- ], lie at ion that today ^ve can ap- proach more scientifically the pioblem of selecting the wide vocational area within which the young man or woman will prob- ably 'find success nuist be (juali- fied. But even among the qualifi- cations, there is much that can be done. It has been discovered during recent years and through wide ex- jjcrience in counseling pupils, that wiser vocational choices can be made today than in the past. Page 68 It has been determined quite l erally that pupils may be quainted with three sets of formation about various j First, they may be given infoi lion about what is actually d c in the job, that is, the nature jl ihe work, the type of dcm ' that the job will make on th< di\idual. Second, the student be given information conccn the kind of aptitude requircil completing a given job success ly. And "third, through tc^ instruments available today, ^i student can be given an op r tunity to disco\er whether " possesses those qualification character and aptitude which December— SEE and >\ is seems to require m a given iince it is possible to bring an analysis to young people io are seeking sincerely to in- Itigate the job area in which ly may find greatest chance of ijcess, this responsibility repre- its the least that any school or it any guidance department |uld be expected to bring to its lents. \'hen it is considered that to- hundreds of ^ocational op- tunities exist which did not t ten, fifteen, or twenty years , the school must be expected ccept increasingly the respon- ity for evaluating its students terms of their qualifications their opportunities to make vocational adjustment. choosing an occupation, it mportant for the pupil to erstand what kind of work he be doing if he enters that pation. He will want to know ther he will work with his , his head, with people, or tools. His interests in vari- occupations are determined he kind of work he will de- to do when he becomes an t. But interest in work is one of the important factors enter into success on a job. must have aptitude for that of work in addition to in- t, and this is the point at h many pupils are confused. !f)W does one learn whether possesses aptitude? Studies been made to show that in- d HEAR— December terest alone is not always directly related to aptitude. Sometimes one is interested in work for which he has insufficient aptitude. In other cases of under-achieve- ment, a young person may have sufficient aptitude but no interest in using it in a particular type of work. For this reason, it is neces- sary to show students not only what types of activities go on in various jobs and what kinds of aptitudes are required, but also how he can find out whether he possesses the required aptitude; hence the emphasis on testing methods, both in terms of practi- cal job experiences, part-time and summer, and also in the modern psychological tests of aptitude. It is believed that, if pupils un- derstand more thoroughly the psy- chology of people in relationship to occupational success and the choosing of an occupational goal, then the choices made by them will be sound. Occupational coun- seling, to a very large extent, is an integial part of education. Pupils are assisted by occupational coun- selors and teachers of classes of occupations in understanding themselves in relationship to vari- ous jobs. This self-understanding prepares one to make more intel- ligent choices than would be pos- sible if the choices were made by chance, by relatives, or by teach- ers. The pupil participates in making a choice on the basis of a more valid understanding of himself in relationship to the re- quirements of the \arious occupa- tions. Page 69 It is to help more of us accom- tratcs not only an attitude tow.' I plish the aims just outlined that the problem of vocat.onal coi the fdm Aptitudes otuI Occupa- seling, but specifically ^clcn liotis was first organized, written, and then produced. The film is \alual)le largely in that it illus- Page 70 strates the existence of m human aptitudes. 1 he film < tinues to illustrate the relati December— SEE and HI lip between the basic human [ptitudcs and the need which cx- sts for these aptitudes in several Dr. E. G. Williamson Dr. Williamson is Dean of Students id Professor of Psychology at the Uni- ■rsity of Minnesota. His work in the Id of guidance places him among the -ranking national authorities. Besides making contributions to maga- |nes on the sul)jects of psychology and idance, he is author of the book udenls and Occiil>ations and Hoiv to tinsel Students, and joint author of ent Personnel ]Vork and Student idanre Teclmiqucs. ell-known occupations. The film ;presents an opportunity to cre- e an intelligent attitude through le possession of ^\•hich young ople may attack more objective- ihe problem of vocational se- tion. The motivation that a m of this nature will bring is It an opening step in the whole jjiocess of vocational counseling. It sets the stage, so to speak, and sets it very effectively. It opens the way for continued coimscling to be accomplished by the student and the guidance officer. More than this, it becomes a splendid \ehicle of information through which those of us interested in counseling believe we can carry on a continuing advisement serv- ice which will direct students away from hit-and-miss romanti- cally conceived ideas concerning vocational choice and help them to approach the problem more realistically. Scholastic ability is the apti- tude to learn easily from books. It is necessary for successful work in schools and in the pro- fessions of law and medicine. School grades in academic sub- jects over a period of time are a good indication of future scholastic abilitv. ures from film- litudes and cupations Coronet TUctional nu. and HEAR— December Page 71 At Yaha, the Big Three said: •Only with the continuing and growing cooperation ond underetonding omong oor three countries and among oil. the peace-loving nations can the highest ospirotion of humonity be reolized- o secure and losting peace.' J J J J _J US S.R. in the family of nations In the for north is the tundra, or frozen marshland. South of it, a great forest belt. Then, the open steppe. TOWARD T HE National Council for tl Social Studies, through i Committee on Audio-Visual Aic is actively interested in cncouraj ing the production ol iiKjrc an better material especially designc for the classroom. Certainly oi of the areas badly in need good, stinuilating, honest, visu material is the Union of Sovi' Socialist Republics. We were d lighted, therefore, when Willia and Dorothea Cary of tlie Pub) .\ffairs Film Company request( our cooperation. Just how could a national t gani/ation such as ours help tl Carys to jiroduce a worth-whi -^ Pictures 1 through 6: Up to ihc present, we have kno' less about our ally, U. S. S. R., than have about minor nations who h; contributed little to the winning of I war. Our ability to get along with th' in the future will be in direct rclati to our ability to know and undcrsta ilicin as neighbors, powerful and efl live in the world of tomorrow. William H. Hartley Mmyland State Teachers College, Towson and William H. Gary, Jr. New York City notes to assure accuracy of infor- mation and balance in presenta- tion. Mr. Richard W. Burkhardt of Harvard University represent- ed the Committee on Interna- tional Relations. At the first conference with the producers, the Committee on Audio-Visual Aids represented by the writer, took up fundamental matters of the most desirable form for the filmstrip. Here are some of the problems which were dis- cussed and the answers which strip? There seemed to be two lable contributions which we d make. First of all, the mem- of the National Council's io-Visual Committee, because peir knowledge of classroom Is and their interest in visual iiods of presentation, could se as to the form which the itrip should take. They could er judgments on such vital lers as type of organization, h of the strip, suitability of re material, technical meth- >f presenting ^v•ords and pic- < the teacher's manual and Te titles. The second service the National Council ren- through its Connuittee on '[national Relations was to '" the material in the filmstrip die accompanying speech ' HEAR — December EDITOR'S NOTE: There are many who beheve that the hope for peace lies in understanding our neighbors. Thus It IS our responsibihty to examine every opponunity of making clearly under- stood information, particularly about our allies, a part of the learning ex- periences of our children and youth. The filmstrip occupies a place of great importance as we attempt to ex- amine opportunities for bringing graph- ic impressions to our students. It is encouraging that men of Mr. Gary's cal- il)cr and experience should give their efiorts to the creation of the filmstrip i .S.S.R. The Land and the People. In- terestingly enough, this is among the first of the filmstrips planned in co- oi)eration with the representative of the National Council for the Social Studies Dr. ^ViIliam H. Hartley, chairman of the Committee of Visual Aids of thai association. Dr. Hartley and Mr. Rich- ard Burkhardt worked closely with Mr. Cary in making suggestions dealing with subject matter and technique. Dr. Hartley's statement is a very sig- nificant one. It points the way to future plans of cooperation between producing agencies and the classroom teaclier. Most interesting are the questions and an- swers which indicate the very practical nature of Dr. Hartley's approach to the problems involved in filmstrip utiliza- tion in the classroom. Page 73 were arrived at after consultau' with other members of the co mittee. r^ How long shoiikl such ^-^ ' fihiistrip rim with full scrij A Keep it to a half-hour maximt; • This will allow lime for b- introduction, follow-up disru^ion nuilation of problems needing fu research, and assignment of pre; stimulated by the iilmslrip. Q Shoukl it be a sound or • lent strip? 6 A colleclive farm family of Torkmenia, eo»l of »f^e Cospion Sw Tf>e Soviet people are of mony notional origin*. They speok 125 different languoge*. A Silent. The inimber of sell • CHjuipped witli soundfilm pit lion apparatus is so limited as lo ii ardi/c the successful distribution d sound strip. Besides, most of the < inittec felt there is something dc mechanical about the canned voice the audible signal for changing one strip to the next. /^ Should the strip consist T ^^ * tirely of pictures, or shot titles and reader frames be i serted? A On this, the expression of I • C'onimiiiie was quite def riain picture strips are a trial and ti lation to the classroom teacher. (: necessitates reference to notes durinjl projection and tioes not make l^ smooth presentation, (b) The nou lost, worn, dog eared and are jui' Pictures 7 through 10: lis millions of people vary from who miglit easily walk along the 81 of our great cities to those wiio *" of their dress and backgrounds * tirely foreign to us but arc not ii world of today. Pliotographs from the filmstrip (/•• riie Land and The l^coplc supplied t :hc courtesy of Brandon rilms, IncJ iribntors. DR. WILLIAM H. HARTLEY Dr. Hartley is at present professor of iiistory at the Maryland State Teachers lollcge at Towson. During tJie summer ,e conducts courses in audio-visual in- :ruction at Johns Hopkins University m\ at Teachers College. Columbia Uni- jiTsity. I He is the author of Selected Films for merican History and Problems. He mtributed articles on audio-visual aids )r the Encyclopedia of Modern Educa- on. Each month he edits a department I Social Education, the official publica- on of the National Council for the xial Studies, called "Sight and Sound I the Social Studies." He has served as lairman of the N.C.S.S. Audio- Visual ids Committee for the past five years. ore item for the teacher to handle. ) The filmstrip should be a unified aching tool, largely self-e.xplanatory im which the students may gain valu- le information. The teacher should ready and able to elaborate upon e information it presents. To assist the ucher to find material, well organized |id interestingly presented, a manual to rompany the filmstrip was suggested. What should be included in • a teacher's manual to accom- ny the filmstrip? Practical suggestions concerning audience preparation, smooth pres- lUon, and possible follow-up ac- ties should be given. Don't just sug- t a pretest, but give an actual test ich can be used in the classroom and T the answers. Then give additional Serial on the topics covered by each ture. Present it briefly so that the 'her can make quick use of it with- plowing through a lot of non-essen- |p. The teachers of the social studies, most teachers, are much too busy to all the reading they should. They good summary statements and illustrations which they can use their students. Unorganized sports and hobbies flourish, foo. ^Sob;ffopic5 .i :■ C 16. Forests mainly evergreen, cover more (B than half the USSR. 18 The desert: too dry for crops, too barren for grozing. Only the cornel could endure these hot sands. ,/ Th.s, too, wp, a desert. The PeoP'?^^9 irrigation wnals, ond now much of W Middle Asia is prosperous cotton country. QWhat type of pictures anc • other graphic materia should be included in the film strip? A.S7(oif people doing things. Lane • forms mean little except as view c'd in relation to human activities. / map or two is valuable in the iilmstri[ if these maps are especially made t< show size, relationships or other strikini spacial concepts. Detailed map work cai he carried on before or after the film strip showing, with classroom map: Picture maps and mai)s em|>loying pi( torial symbols to depict data of impoi tance are especially appropriate. Ul graphs, certainly, if they help to coB plcte the story, and make them picU graphs whenever possible. Questions such as the abo> kept popping up throughout tl course ol production. The ai severs were given in the light < the best practices which we kne about. Constantly, we were r minded of the need for fiirtl research and c\i)crimentation the field of filmstrip producti' and utili/alion. We are not sii that our answers are the best terms t)f piesent j^ractice. \Ve ;i sure that (hey are not final ai that filmsliips will improve )etter ansAvers are given. The Audio-Visual Aids Cf>i tiiittee of the National Coiiin or the Social Studies is sceki; new ways of cooperating with f)i ducing groups. The commiti members are convinced that claj Pictures 11 through 15: Their coiniirv extends from the arc!* to the sub-tropics and activity is varied as any place on earth. But 1 potentials are beyond the realm of imagination. 40 Moscow Rivw-port of the MoscowVolgo Conol. Beyond it is the Kremlin. . [pom materials will improve only [fhen cilucaior and producer work Kand in hand, each cognizant of l|ie other's problems, needs and lesires. [ontinuing "Toward 'nderstanding Our Allies" by Wii.i.iAM H. Gary, Jr. HAVE nothing against talking as a method of teaching— ex- pt that it doesn't work very II. Let's confess, fellow educa- irs, that talking is indeed one of pleasantcst indoor sports. It es us the comfortable feeling being on our toes— even though often gives the students the fortable feeling of being in a ;e. But if telling alone is not >ugh, then the problem be- es one of opening and putting better use that amazing instru- nt of sensory perception, the !..et us consider the filmstrip. t why a filmstrip instead of e other teaching device? Be- ise it is so manageable: you can it at any position— at a pic- e or map or chart— for ques- ts or discussion. You can turn ack to a previous frame. You vary the pace and edit the ch notes of a silent strip to the interests of the group. A hstrip is valuable with a rather ;e audience; it is perhaps even er with a small group: people more ready to "grow" when meet new ideas in the friend- nd HEAR— December William H. Gary, Jr. Mr. Gary, native of New York, served in World War I as a telegraph operator. After his return, he served as an editor, traveled, taught at a private boys' school, was on the staff of Bowdoin College and Harvard College, and more recently was matriculated in Russian studies at Cornell University. During the summer of 1945 he fin- ished the filmstrip U.S.S.R. The Land and Uie People. Other filmstrips upon which he has worked include those for the Council Against Intolerance in America and for the U.S. Housing Au- tiiority. ly gi\'e-and-take of a small in- formal group, where no one is put on the spot or shy about ask- ing "dumb" questions. The opportunity to develop a filmstrip on the U.S.S.R. aroused in me a great enthusiasm. Per- haps it was because, if we are to achieve lasting peace and pros- perity and prevent a World War III, the United Nations— and es- pecially the two most powerful of them, the U.S. and the U.S.S.R. —must learn how to get along to- gether in one world. To get along better, we need to know each other better. Hence, the general background filmstrip U.S.S.R. The Land and The People. Hence its five main sections: varied people, their country, the development of natu- ral and human resources, and finally the U.S. and the U.S.S.R. as allies in war and in peace. In developing this filmstrip, the usual steps were followed; that is, Page 77 WATER TRANSPORT But how to troniport whof they produced? Moscow is now the port of 3 seat. TaS^ _j wc tlccidcd first what were the most important subjects to be in chidcd; then we made a workii outline indicating the topic li each frame and describing tli kind of picture we would try r find to illustrate that topic. ^\ selected the pictures and th( wrote the legends and the spee( notes. Of course, it was not ea to hold so big a suljject within tl running time we had dccidtv upon— 30 minutes. As for the technical side, vn had 7"x9i/2" glossy prints mad of the pictures. A printer o movie titles printed the legem for the photographs in white in on black paper. These were the: pasted in place. Reader frame were printed in white on mottle grey cards: first, to avoid th somewhat funereal eflect of a all-black background, and secoiK ly, to give a note of variety when a new main topic or statement c special importance is introduce! As soon as we had a trial priri of the strip, we tried it on a grou of about one hiuulrcd high scho< students. A pretest based on tl" filmstrip was given to these sU dents just before projecting t^ strip in their study hall. Tl purpose was not to test them, bi to get them on their "mcnt i toes." We started the film with Mi i] Pictures 16 through 19: i Cicalcst storclioiisc of resources in i I world, Russia begins to uiili/c it in li. t 111 its, on licr rivers, among her youi i a-rS .■<■■ [WHAT DO YOU KNOW ABOUT THE U.S.S.R.? Mark X in the space xuhich indicates the correct answer (or, in the case of Qiiestion 1 , your oion attitude) for each of the folloiuing 16 questions: The sun takes 7 ( ) 11 ( ) hours to pass over the U.S.S.R. The shortest route from Moscow to San Francisco passes approximately ovei Nfanchukuo ( ) the North Pole ( ) . I The Ob, Yenisei, and Lena Rivers flow into the Caspian Sea, Arctic Ocean, and Pacific Ocean, respectively ( ) all flow into the Arctic Ocean ( ) . To grow wheat 10,000 feet above sea level is impossible ( ) possible ( ) . The people of the U.S.S.R. speak about 9 ( ) at least 125 ( ) difl"erent jlanguages. The people of the U.S.S.R. are fond of music and dancing, but tliey are not ( ) they are also ( ) fond of athletics, sports, and hobbies such as Americans enjoy. I feel that the people of the Soviet Union are fundamentally difl^erent from .\mericans, and my natural inclination is to be suspicious of them rather than to trust them. ( ) I feel that the people of the Soviet Union are funda- mentally like Americans, and I think they and we could easily become friends ( ) . In the U.S.S.R. a large proportion ( ) comparatively few ( ) of the people ire illiterate. The private ownership of a dwelling house is ( ) is not ( ) allowed in the J5.S.R. ealth services in the U.S.S.R. arc charged for according to the patient's in- .ome ( ) are supplied free to all ( ) . Vonien in the Soviet Union have ( ) do not have ( ) much opportunity or cultural and professional development. The city of Magnitogorsk (a center of industry in the Ural Mountains; popu- tion 145,000 in 1939) is almost as old as Kiev ( ) did not exist in 1930 ( ) . L "collective farm" is ( ) is not ( ) the same as a "State farm." ~he people of the national minorities take part ( ) do not take part ( ) 1 the government of the Soviet Union. "he Soviet Union tried for some years before the war to persuade other peace- Jving nations to work with her for the collective security of all against isdsm. Yes ( ) No ( ) . 1 their report on the Yalta Conference, representatives of the United States, Tie Soviet Union, and Great Britain stressed ( ) did not mention ( ) le need for cooperation and understanding among all the peace-loving nation.*- d HEAR— December Page 79 J 46 Todoy a network of oirlmM hes together neoHy oil the importont cihe* m the Soviet Union. EH A5. In the Moscow subwoy. )^ Cary at the projector and I i Iront near the screen reading t notes. All of a sudden at t frame of a map of the world, burst of subdued talk and laug ter smote my ears. \Vhat \v wrong? I glanced at the scree Nothing but the map, and a parently in good focus. \Vha funny about a map? Then dawned on me: the speech noi for that frame, which bega "The sun takes 1 1 hours to p; over the Union of Soviet Social Republics," were answering qu tion number one of the pre-te and the students were utteri low groans or cheers and co paring notes on whether they h put an "X" in the right or t wrong place on the pretest. My approach to filmstrips is r as a photographer or technicia I am interested in internatior relations and in social proble on the home front. There's a t mendous need for good fdmstri in this field. We need more hi strips and I'd like to make mc on the U.S.S.R. such as: Eve day Life in the Soviet Unic History, Government and PI: ning, Science in Soviet Life, a Education and the Arts in t Soviet Union. I believe that so-called "c( troversial subjects" may be de Pictures 20 through 24: Developing iians|joialion on a scale si ilar to that of any other country in world, Russia bids for leadership every front— in the air, under grou on the land, and on the rivers 43. Thii 'expreM glider' on the Block Sw corrie* UO possenflerv ond con do 50 mile* per hour. iih in filinstrips. Many siu h iil)jc((s luid urgently the liglu I toi tluiirht discussion in schools, hurches. civic groups, hihor or- ani/alions, etc. Fihnstrips on {oil' Pafxr Is Made and Scenes of )ld Holland, for example, will A special course might well be set up ) train people to make filmstrips who lrca«lv have some competence in tlic elii of social studies. Just filmstrips. ach student niiglit be reciuircd to pro- uce as his "thesis" or final test, a film- rip for which he or she had written (le text and chosen the pictures. In ny such class of from 12 to 20 persons, here would be probably several who new quite a bit about taking pictures nd about doing art work and labora- >ry work: they could perhaps do certain arts of the job for other members of he class, who in turn could help them 1 other ways. In the last days of the ourse. each member could project his trip for the others to criticize. Some trips might be only rough diamonds, ut others might be practically ready to e put into production and be distrib- ted throughout the country.— William I. Gary, Jr. lot help prepare Americans to de- end democracy against its en- mies, who have by no means dis- ippeared with the coming of mil- iary victory. They will not show IS how to establish a lasting peace. Vnd if we educators don't help )eopIe to find their way through :ontroversial subjects, we may ind ourselves with plenty of time o reflect about education— behind )arbed wires. We used the pre-test largely to )uild enthusiasm. Most of the questions were factual. However, (EE and HEAR — December one or two attitude (juestions were i'.uluded. Although we could not chaw sweeping conclusions from this sample, we find five students among the 9G who indicated that their inclination was to be highly suspicious of the Soviet people. A week later, the same test was giv- en after the showing, and after the filmstrip had been studied. Their scores jumped up marked- ly and several attitudes were changed. "If I were either an administrator or a teacher, I would make the reading of this magazine a 'must' for myself, and urge it upon others as well. If I were a parent, I certainly would be interest- ed in promoting teaching, as set forth in these articles, in the schools my child attended. "The articles, which are well written, show how, what were abstract concepts in teaching, and therefore dry and not too meaningful, can be concretely re- lated to actual and real life as the chil- dren experience it. "I like the fact that articles are con- tinuous until completed, and not 'con- tinued on page so and so.' The brief qualifying characterization of the au- thors is a splendid idea, as it gives the reader a basis for confidence in his or her authority to write on the sub- ject." —John I. Felsher, Simon Bros. Co., Inc. "May I say that I am most enthu- siastic concerning SEE and HEAR. Your stated purposes point toward the bringing out and exchange of tangible and functional training ideas among all of us interested in the improvement of instructions; something which is of great need at this time. -Lt. R. E. Denno. USNR Officer-in- Charge, Training Aids Section San Diego, California. Page 81 / / THf ANNUAL 'SCHOOL KiNCSLEY TrENHOLME Supen'isor of Audio-Visual Education, Portland Public Schools AS A part of tlic oppoi tiinity to establish school aiul com- munity relationships, the annual report occupies a position ol ma- jor importance. 7"oo often it is just a printed chronicle of what may often be termed the school's "\ ital statistics." In contrast to this, consider the opportunity which we ha\e for interpreting to parents informa- tion concerning the conditions Editor's Note: All times are the times to start gathering pictures for next year's report, .\nyone who has heen through the experience of visualizing ihe annual report knows the value of a large supply of j)ictures taken whenever the opportunity presents itself. There's noiliing worse than waiting initil the last moment and then trying to provide artificial pictorial settings. Ihe author makes very practical sug gestions which will go a long way in creating hetter school-community rela- ships and understandings. Page 82 inider which their own childre live for the major part of eac day during the school year. I,oi ago we recognized the opporti nity of reporting in \isual lai guage. The ready acceptance visual materials by the public h: been demonstrated in manvschoc systems. Others should be encou aged to turn to the pictorial r port as a means of expressir graphically and interestingly tl condition imder which the scho< system houses its children, pr vidcs educational service, olTe co-cinricidar acti\ ities, and final spends its budget. The ciurent annual school i port cited here is a project whic is under the innnediate directic of Mr. }. W. Edwards antl whi< was produced by the staff of tl Portland, Oregon, sclujols. We c; report that the public reactic has been most favorable. One d December — SEE and HE ifrom I J ear to I J ear f\)r\\. CNKOLLMENT AOMINISTH ATION INSTRUCTION 929 1934 i9j9 :9JJ n*. CCNT OF aUOGET SPENT FOR OPERATION AND MAINTENANCE • ER CENT INCOME FROM LOCAL - STATE ■ FEDERAL SOURCES MILLIONS OF DOLLARS Stalislics concerning the expenditure of Iniciget ami the sources of budget ;irc an essential |)art of anv wood report. Too often thev are presented in the traditional "hone (h"\" form. Achninisiraiors should he interested in ilir procedure used here to make this section of the announcement more altracli\c to the coniniunitv. lE and HEAR — -December Page 83 As is ihe environment, so, too, are the ideals, the standards, and the hopes which children build within themselves. In this democracy our purpose is to create a Ijcttcr society. This cannot he done by educating children under one standard and expecting that they will Iniild for themselves another as soon as they become adults. Two pictures from the annual report are here reproduced which contrast playground facilities m the same city system. Parents making the comparison will have little doubt as to their desires for their children. As a parent being asked the question, "Which school do you want your child to attend" or "Are you in favor of a l)uilding program to replace barrack schools" would there be any doubt about the way you would vote? id HEAR— December Page 85 line live liaiiiic ol this icpoi ( is I he tetlinitjiie ol pieseniini; Ijoth the good and the batl s( hool situ- ations as they exist vvithin oiii own (oniniunitx . Ik-injn (()ni]jlete- ly realistic, \\e tlici not hesitate to portray conditions as wc know they should exist in contrast to those conditions whi(h we know need correction. Oiu" community has an exten- sive jx)siwar ])lan lor building and plant improvement. This plan will include the proposed expendituie ol some five nn'llion dollais. This photographic report is one of the first stejjs in report- ing to the public the present con- dition of their schools and the needs which nuist be fulfilled il every child in our comnuuiity is to have an o])portunity to be led through his expei ieiices in educa- tion under coiuliiions which are conducive to hajjjjiness, recrea- tion, and pleasant study enviion- ments. We arc now jjlanning to visual- ize our regidai bulletins more extensively anil to (irculate the periodical among a large ninnbcr of citizens. Previously, the bidle- tin was (onfined to the stafT, but the interest disj)layed by the pub- lic has suggested jjlans for a more extensive ilistribution. A bright, well-illustrated, and interesting magazine shoidd do nuuh to promote j>iiblic appreciation of <>m sc hools. One hoped-for outcome is thai .schciols everywhere will seize upon the opportuuitv of visualizing KiNCSI i:V 1 REN HOI MK \v;is 1)1)111 ill .\lal)ani;i. rt'cci\C(l liis 15.. (IcRicc irom Rie»i Collc^r in 1928 an his M.A. (Itjiicf from the I ni\crsit\ < Wisconsin in \9W. He has served edi ration in several tapacities; first as leather, as a liiRli sdiool vice-principa and as an ekiiuniar) sdiool ])rinci|)a Since H)12 he has heiii diretlor of tl lUireaii of \'isiial Inst nut ion of tl I'ortland, Oregon, l'iil)lic Schools. Mr. Trenholnie is tlie Oregon Ki niii War I.oan Mf)vie chaiinian, and a men her of the National 1() mm. War Loa (ommitlec. His plans for the future are lo niani facliire slide and fdmstrip sets on il city of Portland, perhaps mo\ies on tl same. He also j)lans to nianufactin materials on primary curriculum in tl (ield of \isiial education. their rejjorts to parents and cit zens in order to create a moi active jiariicipation in bringin the best school environment, tli best school staff, and the bci coinses of study to our childre who nuist assmne the burden c tomonow's social responsibilitie SEE and HEAR PREVIEW Star and the Sand {Sound} 20 minutes. I'st': I History S; World History S, C: Si>' ctiy C; Clubs f. A. FOLLOW l.\(. the Na/i iinasion < Vugoslayia, a group of ahout .S.Ofi evacuees uas taken to Italy and the lo an Kgypiian desert (amp Ity ill I NRR.\. This oulstanding do( inner shows how these peo|)le. lorn a\va\ froi i.'uir native environment of green mour lain y alleys, reconsinu ted their morali their (iilliire. and their (oiniiuinil\ ]i> iiig in the haireniuss of a desert cami and how, pro\ ided with basic assistant l>y ihc IINRR.\, ihey buill from ther lo restore ama/ingly llieir national ciil luie. ()(ficc uf War lufnrtnntiou. /\ \oiir nearest film library. Page 86 December — SEE and HEA M \aIAL Dr. Leslie E. Brown Former Director of Adult Edu- cation, Sl>ringfield, Illiuois. Mml^ 4pl^^% /^^^^ DXE great value of the sound film in adult education is its reat adaptability to a variety of tuations and to \arious methods f use. There is no "one method" [ using films with adult study oups. The methods to be used ise from the purpose to be rvcd and the situation to be let. The use of the excellent doc- mentary film, HERE IS CHINA, 1 three different situations, illus- ates the point, emphasizing jain that the film is a tool for arning— useful, flexible, power- il. The first situation in which the Im, HERE IS CHINA, was used as an open meeting of the Lan- E and HEAR — December caster ^Vomen's Club. But, let's begin at the beginning: In ihc spring of 1944, a group of the members of the Lancaster Women's Club chose "China" as its topic for special study during the following winter. Carefully they planned their series of week- ly meetings, to culminate in a presentation of a summation of their study before the entire club and guests. Each ^seek, t\\o or three mem- bers were assigned the major re- sponsibility for assembling and presenting the facts on the topic of the week. Members not "on the progiam" were responsible for Pago 87 KDITORS XOIK: Bringing ihc world to even the more remote commu- nities of onr country is fast becoming a reality. For many years, community for- ums, service clubs, and women's clubs depended upon the medium of the ra- dio, the printed and spoken word as their means of becoming aware of events in far-off places. Today, to this already very effective list can be added the sound motion picture fdm. Hundreds of well-planned and beautifully photo graphed pictures of living conditions and social problems as they exist in the lands of our allies are now being pro- duced on 16mm. sound film. Here and there throughout the country, we are f)eginning to get reports on how these excellent, current-event teaching devices are being successfully utilized among interested groups of adults. What fol- lows here is an account of how Dr. Rrown, former Director of Adult Educa- tion, Springfield, Illinois, planned and conducted a film forum before a wom- en's club gathering in one rural com- munity, before a mixed urban group, and before a group of professional women; and how he literally brought the world to the groups by means of the superb ability of the sound film to re- cord and convey its impressions realis- tically, vividly, and interestingly. general reading in the field. The chairman of the group presided at eacli meeting. After the leaders for the evening had presented facts and points of view, general discussion followed, during which the leaders were challenged con- cerning the facts they presented and particularly on their inter- jjretation of them. Each successive week, two or more other members became the leaders on another aspect of Chinese life, and the same (jucstioning and challenging couuncnt from the group fol- lowed. Pag* 88 I attended the next to the last meeting of the series in response to a request for "someone who can help us with discussion meth- od." Six members participated that evening as a panel. Each came armed with pamphlets, pe- riodicals, books, maps and charts, and their own compilations ol notes gleaned from arduous studs of materials of their own, periodi cals from the public library, pam phlets from their imiversity exten sion di\ision, and books from th< state library commission. For near ly two hours, the discussion alter nately waxed furiously and lullcc to frequent pauses for contempla tion and new approaches. At it conclusion, we planned togethei the final meeting two weeks away Nearly one hundred townspeo pie came to the final meeting. / six-member panel talked on threi major points— the economic stress cs and strains in China, the di vided opinion as to the conduc of war by Generalissimo Chianj Kai-shek, and the future of China For an hour and a quarter ij li\cly, informed, reasoned manne there j^ourcd forth a flow of fac and interpretation which rousetL the audience to immediate qticiH lion and comment. And finally, a\ a climax we showed the filit, HERE IS CHINA. There, befor^ our very eyes, with our minds full attuned to many of the needs, th problems, and the riches of Ch nese life, were unrolled for twenf; fi\e minutes the beauty, the mi; ery, the waste, the poverty, an, the hopeful steps forward bein December — SEE and HE/ K^^'J^ ^,^.1.*^ ■40^*- "China is a land of rivers, great and small. One of the important staple foods is fish. . . The cormorant, the bird which is o slave to its tremendous appetite, is token advantage of by the fishermen who need neither pole nor line to take their catch from the river." Photos from United China Relief, Inc. ide by the Chinese. More giaph- than words alone were the mpscs of China's vast unhar- »sed rivers; her teeming millions people— frugal, poverty-stricken, ergetic, competent; her primi- e agriculture, her lack of trans- rtation, her initial efforts at )dernization, her great chain of operatives, her great potential world neighbor. It was truly a max, for here was verification; re were widely selected actual t home" pictures of these Chi- 5e, giving vivid point to the cussion which had preceded, mping indelibly through vi- n and sound the facts and basic editions which our panel had ably presented to the ear alone. and HEAR — December Two final questions were asked, and we adjourned. As the crowd moved homeward, I overheard, "Gosh, how that picture empha- sized what they saidi Seeing is sure believing." In a second community, an en- tirely different situation gave rise to a different procedure. It was a single meeting of a mixed group- townspeople, college faculty, and a few students represented di- verse groups, interests, and back- grounds. Six community leaders- three men and three women— had been invited to serve as a discus- sion panel. They had neither seen the film, HERE IS CHINA, nor made any intensive preparation Page 89 lor fifteen minutes ininiediately hclorc the nicotinic, at whidi time 1 asked each to name a major problem in C-hinese life, incliul- ing China's relation to the worlil scene. Quicklv, there were pre sen ted a number ol broad aspects, some of which we at once broke down into smaller subtoj)ics. Eadi peison made a note of one or more points whidi he was to state briefly in the general meeting. We then mo\ed into the audi- torium, and the members of the jjanel were seated aroimd a table down in front (not uj) on thf stage) . After brief iniiotluctions. I explained to the audience that first the panel would state briefly, l)ut not discuss, some major as- pects of Chinese life which the) considered essential in under- after which the film would !)( shown, and tliscussion and inter- pniation b\ all woukl then fol- low. We had prepared for all a mini-, eographed JJage of the following ((uestions to guide the discussion in a general wav. Adequate space was left lor making notes. This \ery brief yet very flexible discus sion guide is included: Film Forum ■11 FRF IS CHINA I. Before viewing fibn— What seems to you to be ir portant facts or problems whic we need to consider in a study of China? B. After film shoxuing— l.What feeling or attitude to- Far from recreation as we know it, these Chinese formers line the bonks of the pond in which massive woter buffalo are pitted one against the other. . a wind (Ihina docs the film rrciitc in you? 2. What sfcni to you the pi iu- (ipal facts which the fihii pre- sents? IIo^\• much can we j^i n crali/e about China fiom these facts? .'?. What are tlie needs of China as presented by the (ihn? What steps were taken to meet some of those needs? 4. What inijjortant problems are not included in the fdm? 3. \Vhat implications does the fihn make ior United States jjolicy in China? for us as citi- zens? Kach panel member briefly pre- nted his point or points. Some lestions were exchanged among e panel for the purpose of darl- ing or defining a problem. This eliminary discussion served to t forth some facts, to get the oup thinking process focused, id to create a "readiness" for, id alertness to, the scenes of hinese life to follow. After the film was shown, the uiel resumed their places at the ble. A few minutes w^ere de- )ted to the discussion of the film self— Did it give a true picture? id it have a purpose? If so, was a legitimate purpose? The inel then picked up their initial Dints, elaborating upon them in le light of the film information, 'awing out certain interpreta- ons. Question and counter-ques- on sharpened issues, clarified E and HEAR — December l.i.M.ii. I'.. Ukowx Dr. Brown (B.A., I'nivcrsity of Wis- consin, and M.A., Tcadicrs CloUcgc, Co- liinihia I'nivcrsily) lias been a ictturcr ill cdiKatioii at tiic I'nivcrsily of Wis- consin, a liigli school principal and snpcrinlcndcnt of schools in Minnesota, director of Windward School, White riains. New \'ork. and director of Coni- iiiiinilv School for Adults, Springfield, IMinois. facts. The audience joined in with comment, challenge, and question,— related first to the film and then to matters not touched by the film, for no single film can tell the whole story of China. Finally, we turned to the mean- ings that these facts held for our government and for us as indi- viduals, to the values that would accrue from adequate understand- ings. W^c agreed that those actual scenes from the real lives of Chinese people were forceful evi- dence of the essential sameness of peoples, of the potential for peace that lay in the mutual under- standings of peoples. As Confu- cius said "A picture is worth a thousand w'ords." Now, let's consider the third circumstance under which the film, HERE IS CHINA was used. Somewhat similar was a use with a women's professional edu- cation sorority at a university. Their programs for the year had centered about various aspects of \vorld affairs. It was a cohesive group, the members well ac- Pago 91 cjuaintcd and used to discussion together. Here again, we used the question sheet referred to above. However, preceding the showing of the film, I, as discus- sion leader, elicited from the group a broad range of problems, facts, issues, and some opinions- all concerning China and our re- lation to her. We viewed the film, and in the light of its portrayal, analyzed and interpreted as many of its facts as time permitted. We called attention to significant writings about China, both brief articles and more comprehensive works. We argued the biases of writers, of the press, of ourselves. A common comment was, "Well, I'm certainly going to look that up further. That makes me re- vise my thinking." In each of these situations, a re- showing of the film would have been helpful. In each case, brief reading lists might have capital- ized upon the interest created by the film, by making further study more easily undertaken. In the last two cases, a second meeting would have been very valuable. Continuity of interest is stimu- lated and directed by the impres- sions gained from the film. The panorama of Chinese life made possible by the film may have presented even deeper under- standings than the limited \iew possible by brief travel in an un- familiar land. HERE IS CHINA is a good documentary film. As yet, the doc- umentary film has not reached Pag* 92 perfection. Each film has limiia lions and requires adaptation o method to purpose and situation Important phases of life have no yet received the attention of th( film makers, yet there exis enough good documentary film on current problems, and mon are regularly appearing, to pro \ ide bases for scries of related dis cussions. Where possible, a serie of related topics will produo greater returns in understanding and in the skills of discussion it self. Not all the peoples of the worl< can personally experience the cul tures of the rest of the world Sound films, particularly th( documentary, can and do providi one effective channel for the in terflow of essential understand ings, which alone can assist ir establishing a basis upon which s structure for peace may rest. Pro giam chairmen and teachers neec not be fearful of using films. Ski! in their use comes by using thciu by recognizing both their short comings and their strengths, anc by boldly and carefully building discussions around them. It is a commonplace saying thai the world is shrinking. Nothing could be farther from the truth The world has not shrunk and will not. If the world seetm smaller, it is because man ha; grown in vision and in under standing. To these visions and tc these understandings, the docu mentary sound film has great con tributions to make. December— SEE and HEAS Many questions on Audio -Visual Learning come in your editor's mailbag here are — W. A. WiTTicH AND John Guy Fovvlkes "^ How much money per child c • should a school board spend n the visual education program? i This is a very difficult question A. • to answer, because a certain basic nount needs to be spent for the pur- lase of equipment, screens, black-out aterial, film rental, or film purchase :fore any program can even begin. If the school system is small, this eans a high per capita expenditure, the school system is a large one, the st per capita appears smaller. Once e initial cost of equipment has been et, a basic program of filmstrip pur-, lase and film rental is at present cost- g many small school systems between iOO and .S500 a year. This may mean veral dollars per pupil. In general, it ay be said that many school systems e today spending as much on a pro- am of visual instruction, which pro- des for map and filmstrip purchases, ctures, slides, and motion picture ntals, as they are spending on text- )oks. ■^ We have just begun a pro- c • gram of visual education hich includes films. Our first at- ;mpts in getting and scheduling [ms haven't been too successful. E and HEAR — December Can you refer us to anyone who has had experience and who might send us some advice? A This problem of scheduling, se- • curing, and using films varies from school to school. Just recently, Mr. Michael F. Serene, Assistant Principal of The Ambridge Junior-Senior High School, Ambridge, Pennsylvania, wrote to us about the very practical way in which he is meeting this problem. A good answer will be found in the tech- nique they have set up. Mr. Serene ex- plains it to you. "In Ambridge High School we feel we have worked out a plan which avoids many problems. Too often confusion oc- curs when films are ordered from out- side agencies. When only two projectors are available in a large building, sched- uling becomes a mechanical problem. Getting films so that they arrive exactly on the days scheduled is another con- cern. Teachers want them not too early, not too late, but on time. These and other problems are often not discovered until too late. The results are detri- mental to school morale, costly, and un- necessary. "But now about our plan. Early in the school year, faculty members and depart- ments are asked to present their requests for films to the assistant principal. This is done early so that all films requested Page 93 may l)c booked on the days selected. A list of available dates when films mav be shown is drawn up. A date or dates for the showing of each film is selected. A mimeographed sheet is printed which shows the title of the film, number of reels, teacher or department receiving the film, and dates on whidi the film is to be shown. A suflicient number of copies of this mimeographed sheet arc run off so that every faculty member may have one. "In ordering films from the various sources, the mimeographed sheet or schedule is cut with a pair of shears into strips. These strips or horizontal cuts list the title of the film, reels, teach- er or department, company or agency, and the date of showing. These strips are placed in an envelope with a notei asking that the films be sent on the days} listed. i " I hcsc mimeogra|)hed schedules oi sheets serve three purposes: (1) Teach ers or departments are notified whet films are to be expected. (2) All other teachers on the stalf are notified also o films expected. .Sometimes the film topi is such that other faculty members ask to !)ring their siudcnls in to see tlie film (3) The schedule furnishes a stimulus towards more efficient use of visual elanning cs awrv, and we know that under [ig-tinie ailvance bookings there is very tie likelihood for the teacher actually time her work so as to be at the place e anticipated at the time the fdm lich she ordered arrives. Several large ite bureaus have announced "spot" lokings, which practically guarantees the teacher a fdm service with as tie as a week's notice. Ultimately, is shoidd be our goal. It is impossible plan a year's program in advance. )idemics of illness, the appearance of luable new films, unexpected increases the rate with whidi children attack eir work— all throw the l)cst made iching plans into chaos. Teachers ould insist on being able to order and reive films on short notice. encourage \ Should I c • school board to set idget appropriations for irchase of films? my up the ^ This is a matter which each \.» locality must decide for itself. It «i is a problem in simple arithmetic, aially, when film rental costs begin to sunt higli enough so that additional idget witii provision for outright pur- ase must be made, that local com- Linity should embark on local film .nership. Of great interest is the announcement bv ^■()ung .America Films, Inc., of lOO fool subjects retailing at lif) dollars a print. This is just one half of the cost price of the i)est available film subjects at present. This may be the beginning of the economies wiiidi can be brought about through larger editicms in film production. OOur church religious educa- • lion dej^artment is starling on a project of emphasizing ways so even the smallest church gioup can use visual materials. Can you gi\e me some assistance? A Many excellent sets of slides, • hymns on sound film and sound motion pictures particularly developed for church use are available today. Such sources as Cathedral Films (Bible stories photographed in color) at 3441 Olive Street, St. Louis 3, Missouri, and at 6404 Sunset Boulevard, Hollywood 28, Cali- fornia; and Hvmnalogues, Post Pictures Corporation, 723 Seventh Avenue, New ^'ork 19, N. Y., should certainly be in- formed. \'ery interesting films also have been developed in the field of nature study and in the field of international under- standing. Any interest group need but write to their nearest film library to .secure lists of these films, many of which are particidarly adapted to the smaller children in Sunday School groups. For films which emphasize inter-group relationships, we refer you to the bibli- ography in the September issue of SEE and HEAR, or write directly to Mrs. Esther Berg, 25 Central Park ^Vest, New ^ ork City. Teachers and adtninislrators are invited to submit questions relative to evaluation of materials, source of materials, arid methods of main- taining and using equipment . . . address— The Editors, SEE and HEAR. E and HEAR — Etecember Page 9S 0 1s it necessary to dark out • the room entirely when showing films? Where can we get some information on the possi- bility of projecting materials in rooms equipped with translucent shades? A A great deal has been said • about the ability of the daylight screen or beaded screen to make pos- sible the projection of visual materials in classrooms which are not completely darked out. Anyone who has had any experience in projecting material knows ao«wtt*tkl Macf Himioi) ASS1 k-lf'-** dilferent problem. An example of what the armed forces have developed is de- scribed briefly but with detail enough so that anyone with reasonable ability in woodworking can duplicate it. Roughly, the problem is one of project- ing the image down a tunnel long enough that when the image is cut by the ground glass screen, the same will be large enough to be seen by audiences up to 200, even in rooms which are only partly darkened. To overcome the mechanical difficulty of the distance between projector and scieen, the device which is described on the accompanying drawing cuts this necessary distance in half through a sim- rftAMfMOMl 0' tOl tl COwfTNUCTCO Off urtcl III DM vc PORTABLE DAYLIGHT PROJECTION ASSEMBLY 25'X 31" TRANSLUCENT GROUND GLASS SCREEN I4-XI6" GLASS MIRROR REFLECTOR that efficiency is materially cut down whenever any amount of light is ad- mitted. Usually, some of the disad- vantage can be overcome by moving the projector close enough to the screen so tliat light will I)c concentrated in a small image which is still large enough, however, for the children to see ade- (juately. To project to larger groups poses a Pag* 96 pic reflection system. This projection icchniijuc has demonstrated its clfcctivc- ncss and may be of interest to admin- istrators. The question always remains, which is the easier— to arrange for darkening ihc room or to go to the trouble ot handling the complicated mechanism, which may be the harder of the two alternatives? ^ December — SEE and HEAR' Hei Ittii Lii See Tip 11,0 Fini k }'m m Tea( Rde M Euro Bool fori I'lilii Itepo m hi •Coj See-wHear //uyou/iAial&n Keg. U. S. Pal. Uilici; Publuhed each month of the school year— September to May inchisive -by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE and Company. Earl M. Hale, President and Publisher. Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors. H. Mac McCrath, Business Manager; Tom Bartingale, Circulation Director. Sold by subscription only. $3.00 per year (9 issues) in the U.S. $4.00 in Canada and foreign countries. ^OL. 1 JANUARY -1946 no. 5 jfiUmj^ '^AuC^ Page Here . . . and There 2 Editorial _ 4 Editorial Advisory Board of SEE and HEAR 6 See and Hear 8 Tips From Topcka— Do ?oi/iea Pellett 12 $l.0O0.0O0-A Stake in Democracy-Jo/m T. Omernik 16 First Experiences With the Visual Educational Program— Henry /. Queen 17 For Community Thinking— Afarie Seton 23 Financing a Program of .Audio-Visual .\ids. Committee Report— Leslie E. Frye 30 While We Wait for the Millennium— AT. Evelyn Davis .^ 34 Teaching the Basic Seven— Loi^ie Holston 40 Releasing the Genie— Bea/rice Bergh 45 N.E-A. and Audio- Visual Education— Fernon D. Dameron 50 European Odyssey— .4 reaking— Music— Leroy Klose 71 MultJ-Sen«ory Aids in the Teaching of Mathematics— Donoi/an A. Johnson 73 A Film in the Lesson— Pau/ F. Brandivein 77 Teaching the "Hush-Hush" Subjects— L. Warren Nelson 84 Son^thing to Reflect-C. P. Peterson, L. A. Emans and Holland Nock 90 Qucstiotis and .\nsy.ers— Wittich and Fowlkes 94 > Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. • Jii^ . . . y^ihAM^ American -made motion pictures will be welcomed in the reeducation of free Europe and in Belgium in particular, according to a group of Belgian journal- ists who recently discussed reconstruc- tion in their war-torn country. Said Valere d'Archambeau of Liege, "Our Minister of Education is a great believer in the cinema as an educational tool. Our children have been badly handicapped in all educational facilities under the German occupation. We are primarily interested in pictures depicting manual training, for we have a tremen- dous rehabilitation problem. Motion pictures can encourage our people to desire greater knowledge of the subjects they see on the screen." The extent of audio-visual instruction in one state only is indicated by a recent report by the Virginia Superintendent of Public Instruction. During the school year ending last summer there were 39,158 showings of educational motion pictures in classrooms and auditoriums in 498 public schools. Because of lack of electricity, 2,100 schools could not show motion picturr^s. ♦\rrangements have been made to install electricity immedi- ately in 800 of these. JDEAl ONE advantage of 3i4x4 slides is the ability to project them in a par- tially lighted room. This fact is well known, but less well known is the fact that such slides can be projected directly upon the blackboard in a semi darkened room. This would certainly ajjpcar to be an anomaly amidst the talk of head- ed and brilliant screens. Such screens are necessary for the 2x2 slides and for 16 mm. motion pictures. However, tlia- grams, charts, circuits, and geometric figures rendered boldly in white lines on the 31/4x4 slides can be projected satis- Pag* 2 factorily on a blackboard. If the boarc has been used and is slightly coverec with chalk dust, the brilliance of tli< tliagram is enhanced. The value of being able to project! diagrams directly upon a blackboard is this. The instructor may use white or colored chalk to explain the construction of the figure, to trace the circuit of an electrical diagram, or to make additions, to the figures. This method is pariicu-j larly helpful in explaining construction; in geometrical optics and in radio aiu electronic circuits. —Edward T. Myers, Documentar Film Group, University of Chicago. The San Diego Visual Instructioi Center has a staff of 13 employees serv ing G6 city schools and approximate! .50,000 students and teachers. A librar>j of 2,000 reels of film is somewhat in- dicative of the size of the department. Government Man Gets New Post Lincoln \'. Bur"- rows, former chief of the Photograph- ic Section of the W a r Production Board, has been nanictl director of distribution of the Victor AnimaKi- graphic Corpora- t i o n, Davenport, Iowa. "SEE and HE.VR has made a splendid start. . . . Teachers will welcome it ix- cau.se . . . the policy of making it a d.i- room instrument of the entire field visual is a worthy one." — Joseph K. Bolts, High School Coordiun: Detroit Public Schools. January— SEE and HEA« idividual CikSS ROOfA Projector / Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite ABLE — Weighs only 27 Vi omplete. case contains: Movie-Mite sound projector, desk top I. speaker, cords, take-up reel ind still has ample space ior lamps, etc. aely compact; only slightly than a portable typewriter; ximately 8x12x15 inches in Ideal ior small group sho-w- Larger size standard screens >e used ior larger groups. STANDARD FEATURES— Plainly marked iilm path makes threading easy. Only one moving part need be operated in entire threading. Show can be on screen in less than three minutes. One electric plug completes all connections to projector. Cords, permanently wired to speaker, cannot be lost. Reel capacity 2000 ft. Reel arms slip into accurate sockets . . . fast power, rewind . . . adjustable tilt . . . quickly adjusted framing device . . . utilizes a single, inexpensive standard projection lamp for both picture and sound pro- jection. No separate exciter lamp necessary . . . case of durable plywood . . . leatherette covered . . . universal A.C. or D.C. 105-120 volt operation ... no converter neces- sary. Mechanism cushioned on live rubber mounts for smooth, quiet operation . . . entire unit made of best quality materials and precision machined parts. Write for interesting folder, "It Makes Sense." See your favorite Photographic or Visual Aid Dealer for Demonstration and Delivery Information. FOR THE DEPARTMENT OF VISUAL INSTRUCTION WHAT disposition will be made of many of the Army and Navy films which may be of use to public education in the United States? There has been a great deal of discus- sion concerning these training films. So far no definite course of action has evolved. There must be a number of films which might be very useful in the achievement of existing school cur- riculum plans. To be specific, the Army produced a series of films which were used to develop understandings of the background of World War II. Wouldn't these films fill'a much needed place in high school and college social studies to help students get a better under- standing of the events preceding and causing World War II? Other films on first aid, mathematics, mechanics, electricity, etc., might also well be used in schools. Many educators were connected with armed forces training film programs. Now many have returned to school posts and should be in a position to give us clues concerning the films of value for schools. These men might well head up committees to preview and evaluate Army and Navy films and make recom- mendations on the questions raised above. The schools do want films, but not just because there is an opportunity to get them free. They do want films which will help to bring about a more effective learning situation. Any Army and Navy films which will help to accomplish this objec- tive should be made available. Rightly we look to the Department of Visual Instruction of the National Education Association and the United States Oflice of Education to take an active part in this important matter. The Editors. p^g, 4 January — SEB and HEAI ilt like a fine watch — powered by a y smooth-running motor and mech- 1 that purrs through reel after reel )ut a flutter or a jump — so simple, dent can operate it — that's the new RY 16mm. sound -on-film projector, e ultimate of sound, whether it be crisp. inteUigible conversation, or the full ity of symphonic music . . clear defi- i of image . . . uniformity of illumina- )ver the screen's entire surface . . . soft, al brilliance that assures viewing com- ecause it is kind to the eyes. MoORATION 1111 ArmHaK* Avanu*, Chleace 14, linnote Please mail me catalog of Audio- Visnal Teaching E^jnlpment. Also yoat new Film Catalog'. h SefaooL y 5-TIME WINNER of Army-Novy ' E ' (or the docfion of moHon picture sound equipmenf Addreaa. I City. .1.— . .^tate_ and HEAR — January Pa«« 8 Members of the Editorial Advisory Board of SEE and HEAR ROGER ALBRIGHT. Teaching Film Custodians LESTER ANDERSON. University of Minnesota V. C. ARNSPIGER. Encyclopaedia Britanniea Films. Inc. LESTER F. BECK. University of Oregon (on leave) MRS. ESTHER BERG. New York City Public Schools MRS. CAMILLA BEST, New Orleans Public Schools CHARLES M. BOESEL. Milwaukee Country Day School JOSEPH K. BOLTZ. Coordin-nor, Citizenship Education Study. Detroit LT. JAMES W. BROWN. Officer in Charge. Training Aids Section. Great Ukes ROBERT H. BURGET. San Diego City Schools MISS MARGARET J. CARTER. National Film Board of Canada C. R. CRAKES, Educational Consultant, DeVry Corporation LT. AMO DeBERNARDlS. Training Aids Officer, Recruit Training Command. Great Lakes JOSEPH E. DICKMAN, Chicago Public Schools DEAN E. DOUGLASS, Educatioail Department. Radio Corporation of America GLEN G. EYE, University of Wisconsin LESLIE FRYE, Cleveland Public Schools LOWELL P. GOODRICH. Superintendent, Milwaukee Public Schools WILLIAM M. GREGORY, Western Reserve University JOHN L. HAMILTON, Film Officer, British Information Services MRS. RUTH A. HAMILTON, Omaha Public Schools O. A. HANKAMMER, Kansas State Teachers College W. H. HARTLEY, Towson State Teachers College. Md. JOHN R. HEDGES, University of Iowa VIRGIL E. HERRICK, University of Chicago HENRY H. HILL. President, George Peabody College for Teachers CHARLES HOFF, University of Omaha B. F. HOLLAND, University of Texas MRS. WANDA WHEELER JOHNSTON, KnoxviUe Public Schools HEROLD L. KOOSER, Iowa State College ABRAHAM KRASKER, Boston University L. C. LARSON, Indiana University GORDON N. MACKENZIE, Teachers College. Columbia University DAVID B. McCULLEY. University of Nebraska CHARLES P. McINNIS. Columbia (S. C.) Public Schools EDGAR L. MORPHET, Department of Education. Florida HERBERT OLANDER. University of Pittsburgh C. R. REAGAN, Office of War Information DON C. ROGERS, Chicago Public Schools W. E. ROSENSTENGEL, University of North Carolina W. T. ROWLAND, Superintendent. Lsxington (Ky.) Public Schools OSCAR E. SAMS. Jr.. University of Tennessee (on leave) E. E. SECHRIEST, Birmingham Public Schools HAROLD SPEARS. New Jersey State Teachers College (Montclair MISS MABEL STUDEBAKER, Erie Public Schools R. LEE THOMAS, Depirtment of Education, Tennessee ERNEST TIEMANN, Pueblo Junior College ORLIN D. TRAPP, Waukegan High School KINGSLEY TRENHOLME. Portland (Ore.) Public Schools MISS LELIA TROLINGER, University of Colorado PAUL WENDT, University of Minnesou I Pag* 6 January — SEE and HEJ \nlmafophone — Sound Projector — In the Field with Victor's exclusive Spira-draft lamp house During projection, lamps get hot . . . very hot. But only in the Animatophone this condition is anticipated and alleviated with Victor's exclusive Spira-draft lamp house. Only on the Animatophone is the cooled air forced in a spiraiized, all-over, fast-moving stream through a multiple wall to dissi- pate heat more efficiently. Result . . . longer lamp life, clearer pictures. And remember, on the VICTOR, the lamp has a standard base, obtainable anywhere, at no extra cost Here's another outstanding feature that gives (he Victor Animatophone its leading position in the I6inm industry. Home Office and Factory: Davenport, Iowa New York (18) McGrav^-Hill BIdg., 330 W. 42nd Street Chicago (1) 188 W. Randolph MAKERS OF I6MM EQUIPMENT SINCE 1923 and HEAS — January Page 7 ^kji qmX -jrho^ ! Educational Films in Sports A selected list of films consisting of (a) Instructional motion picture films (including content and appraisal of each) , (b) Instructional films in process of production, and (c) Promotional films, has been prepared by the Chair- man of the Visual Aids Committee, National Section on Women's Athletics, and published by the American Film Center, Rockefeller Plaza, New York. The Educational Film Library Associa- tion of New York is cooperating in this project. To order this catalogue, write either to E. F. L. A., 45 Rockefeller Plaza, New York 20, N. Y., or to N. S. W. A., 1201 Sixteenth Street, N. W., Washing- ton 6, D. C. Fifty cents will include the new catalogue and supplements for the next five years. The Japajiese Question Of great interest to those concerned with the problem of intcrgroup rela- tionships will be the newly released re- source unit for secondary schools ]>rc- pared for the Workshop on Intercultural Education at Portland, Oregon. It is called FREE AND EQUAL? and bears the subtitle, "The Japanese-Americans in Oregon." It is by Beatrice Stevens, High School of Commerce, Portland, Oregon. This unit of work includes among its objectives the purpose of imderstancling contributions made by Japanese-Amer- icans to the citizenship and culture of Oregon. This primary objective is sought through an understanding of the causes of prejudice against Japanese-Americans, through appreciation of the part that the Nisei pUiyed in the past war, through understanding the upheaval wrought to Japanese-Americans during the mass evacuation of 1942, and through a more sympathetic understanding of the prob- lems facing the Nisei in Oregon. Pa«* 8 Inquiries should be directed to D \ernon Anderson, Director of Curricu lum, Portland Public Schools, 631 North east Clackamas Street, Portland 8, Ore gon, or to the National Conference o Christians and Jews, Oregon .'Vrca, Bedel Building, Portland 4, Oregon. For Community Use New Tools for Learning, 280 Madisoi Avenue, New York City 16, announo a series of easy-to-use autlio visual di cussion kits for commuiiitv groups. Tl initial series of kits includes five timel subjects: Foreign Trade, Full Emploj ment. Inflation, Technological Unei ployment, and Sound Investment vers' Idle Savings. Available on a purciiase or rent l)asis at minimum cost, the kits a planned to enable connnunitv groups all sizes, from neighborhood "block" dis ' cussions to town-wide civic forums, ici arrange provocative and informative pr grams with no exjicrt present in persoi Mcxlcrn see and hear mctlia. widely ai effectively used in wartime training p grams, display and talk the facts. Each kit contains visual materia graphs, charts, pictures— to clarifv tht subject. Identical visual materials a\ailablc in four styles— filmstrip, 2< or 3i,^x4 lantern slides, or inclividua pictorial pamphlets. Choice of visua material is according to the equipment* budget or preference of the group. Pro* fcssionally produced conunentary on i» phonograph record— easily regulated provide for adequate discussion of c; point— explains the visual material, pi (|uestions for discussion, presents answi for evaluation. Each style of kit inchidd a discussion guide which repeats commentary of the record, plus e;« to follow directions on use of the au' visual materials. If the leader prcfcn he can present the commentary orallj Turn to page Vt January — SEE and HBI avi '0!til M \))ij)orta7itt Timely I f eaiiii 'ngfu I ! I VE NEW ENCYCLOPAEDIA BRITANNICA CLASSROOM SOUND FILMS PRESENT SOCIAL, ECONOMIC CONCEPTS! iie group of twelve new Encyclopaedia Britan- Classroom Films (sound) just released, major hasis has been given to the examination of man's il, political and economic structures. In "De- racy" and "Despotism" teachers w ill find authen- iefinition and description of these conflicting 3 of life. In the new series on Foods, authentic ;rial is presented to show the fundamental im- ance of foodstuffs in the world's economy. ncyclopaedia Britannica Classroom Films are essionally created for teachers to use as an in- al part of the regular school curriculum. That's teachers and educators acclaim them as the most collection of teaching films anywhere. To- thanks to such plans as the Cooperative Film ary, our "Lease- to- O'^'N" and others, even e schools with small audio -visual education gets can use these important tools to aid in the on ignorance and misunderstanding. For com- B information, write Encyclopaedia Britannica IS, Inc., Dept. 24 -A, 20 North \^'acker Drive, :ago 6, Illinois. TEACHER'S HANDBOOK wif/i every fl/m NG THE CLASSROOM FILM"- a text film on teaching films is now available. Shows the six steps in typical zation of a classroom film. Write for details. DEMOCRACY Co//obofO(or: HAROLD D. LASSWELL, Ph.D., Yale University, and others DESPOTISM Co;/obofo>or: HAROLD D. LASSWELL, Ph.D., Yale University, and others PROPERTY TAXATION Collaborator H. F, ALDERFER, Ph.D., Pennsylvania Slate College DISTRIBUTING AMERICA'S GOODS Co//oboralor: J. FREDERIC DEWHURST, Ph.D., The Twentieth Century Fund PRODUCTION OF FOODS Col/aborofor. O. E. BAKER, Ph.D., University of Maryland DISTRIBUTION OF FOODS Co//oboro(or. O. E. BAKER, Ph.D., University of Maryland CONSUMPTION OF FOODS Co//obofolof. O. E. BAKER, Ph.D., University of Maryland MILK Co//obora(of: K. G. WECKEL, Ph.D., University of Wisconsin THE FOOD STORE Co/Zaboralcf MARJORIE D. SHARPE, Principal, the Tenocre School, Wellesley, Moss. THE BUS DRIVER Co/Zobofo/or: PAUL R. HANNA, Ph.D., Stanford University BREAD Co//oborator B. E. PROCTOR, Ph.D., Massachusetts Institute of Technology PLAY IN THE SNOW CoZ/abofotof: LAURENCE E. BRIGGS, M. S., Mossachusetts Stote College ^=^1 ENCYCLOPAEDIA BRITANNICA FILMS INC E and HEAR — January Pag* 8 From page eight tclligent preparation, can take over Rroiip leadership with assurance of a lively, worth-while session. For further information, write to New Tools for Learning at the address given. Helping Teachers to Help Themselves Lists produced by the Teaching Aids Service of the New Jersey State Teachers College, Upper Montclair. Since the Army and the Navy brought to the attention of the public their tech- niques of teaching the G.I.'s, schools have been forced to consider the neces- sity of using the same methods. As a matter of fact, only the educational film, the filmslide, the opaque projector, and the recording machine and play back are comparatively new techniques. Inspired teachers have for many years employed the same props as the military, namely: the field trip, slides, models, all types of illustrations, pamphlets, and even the sand table. With today's increased output of all forms of teaching aids by educational institutions, commercial agencies, and various other organizations, it becomes necessary to collect the materials them- selves in order to analyze and evaluate their use. Such research has been carried on for the past seven years by the Teaching Aids Service of the Library at New Jer- sey State Teachers College. Upper Mont- clair. The research was intended orig- inally only for the graduates of the school, but the annotated lists were found so useful that in 1940 they were first copyrighted. Since then they have l)ecomc increasingly popular with in- dividual teachers, curriculum laborato- ries and boards of education throughout the country. The bibliographies sell for from 25 cents to a dollar each. By means of them, teachers are able to find inexpen- sive or free charts, graphs and maps, pictures and posters, 16 mm. rental and Paf7« 10 free films, slides and filmslides, record- ings and radio programs, commercial ex- hibits, illustrated pamphlets, and much else that fits into the curriailum of th< junior and senior high school and tli junior college. In many instances tli materials listed also interest the graiU teacher. Each of the 16 publications now avail able is fully indexed and cross-indexc by the librarian, and since the teachinjj helps are grouped under separate ui headings, it is easy for anyone to fill what he needs at a glance. • —Lilt Heitners, N. J., State Teachers Collet Montclair, N. Y. "We are on the threshold of the gre: est period of growth. Though the is over and armed forces no longer u;;t sound films for training on the s.ini' scale as they did during the hostilities this is offset by the demand frt schools, churches, business firms, honi and other sources." —Mr. Rose, Victor Animatograph.liii I Send for Them! SEE and HEAR advertisers offer 1: lets and catalogs that are valuable source of dependable information djn visual aids. Vou arc invited to send the ones you desire. l>orogram. oiu" in\eniories inclu ed one silent motion jiictme pr jector, one soiuid motion pictu projector, three standard gl; slide pif)jectors e(]ui])]X'd wi adapters for using filmslides, a one opaijue {projector. None these machines had been used ti lull caj)acity during the precedin) terms. By the end of October d the semester during which the \ ual teaching material service w inaugurated, the motion j)i(tu piojec tor Avas in use in .'{5 of t a\ailal)le 10 periods each week Each ol the other projectors wa utili/ctl at least ont-half ol ^h pti iods available. Ihis led to diffitulties and ir lle\ii)ilitv. To ease this c(|ui])iuen shortage, more j)rojectiou itjuij ment was secured. Two additioi al silent j)ro)ectors were obtaine< additional ])ortal)le screens, extel sion KMils, and replacement bu were secured. This increased ol e(|ui|)ment created a probl in seduiug the j)ersoiniel req ccl to operate the e|>crating in Okinawa gives one a thrilling experience in seeing h(j "the American way" was applied to protect homeless civilians, clothe them, shelter. and feed them, and to win their confidence! our way. Here Okinawans are awaiting the distribution of Aiiuric supplies. (Objective Security, (). \V. 1.) subject, stress the opporliiniiy to present their story icalistically. It may be said that the tlocti- nientary film stresses the rational rather than the liighly colored emotional point of view. Hence, people conditioned to Hollywood pictures re(|iiire some readjust- ment of attittide towards the mo- lion pictine mediimi of expres- sion for the ftdl appreciation of Pag* 24 (lociinicniary dims. In short, tlicn is the same difference between th(| dramatic film and the documon t.'irv as there is lietwccn a nove' on the life of Leonardo da Vine and a study of da Vinci's owrj notebooks. Ill the development of ilocuj mentary films, partitidarly Am< i(an ones, there has been a gre ilial of conftjsion concerning January — SEE and 1 ylc of prcscntalion of ^;llu;ll)I(• 1(1 important iilras. Tliis has :cn causcil mainly by the a^vc in Iiith Hollywood's style and in- U'licc has l)tcn hckl. ami the in- lia which binds pioiluceis to le belief that ideas e^ni be pre- nted to tile jiublic only in sngai- tated j)ills. The result of the •niiision and inertia has been lat many non-fiction films are tually imitations of fiction o\ ies, aiul. being presented in form which corresponds neitlier fiction nor fact, they create a arkcdly hybrid impression. It is vitally important that pic- res attempting to deal with liv- g problems and designed to be ed in commmiities attack the oblems raised in a convincino; id. above all, a sincere manner, such films are merely imitati\c melodiamatic story films with moral tacked on or present the OS and cons of a given problem rough the trite sayings of stock taracters, the effect left is that a lecture about something liich no one has any real inten- 3n of remedying. Thus far, I have presented the 'gative aspect of an existing situ- ion. What about the more posi- /e aspects? And, on the positive ie, what kind of films are there ith which to carry on commu- ty work at present and in the :ar future? The immediate problem is that, !ace having come unexpectedly St, there are relatively few films dich pose the postwar needs of E ond HEAR — January the a\erage community adequate- ly. We ha\e a situation in which most oT the best documentaries lia\e been j)ioduced in ff)reign (oiuitries and, theiifore, deal with local community problems f)nly by inference or chance siuu'laritv. The most serious film studies of such universal postwar problems as rehaijilitation, employment, food xlistribution and planning, as well as ju\enile crime are for- eign made; for example. Back to Normal (B.I.S.) , Psychiatry in Action (B.I.S.) , A Maji and His Job (X.F.B.C.) , World of Plenty (B.I.S.) , Children of the City (B.I.S.) , Second Freedom (B.I.S.) . A Start in Life (B.I.S.) , and Highland Doctor (B.I.S.). It is unfortunate, at the present time, that there are not more up- to-the-moment American pictures on these vital contemporary sub- jects. There are ob\ ious disadAan- tages in always referring to the foreign way or the foreign exam- ple. Even so, these films are of great value to those interested in community planning. Probably the most A'itally im- portant issues for community dis- cussion at the present time center around gaining a deeper under- standing of other countries and cultures, the community obliga- tion in building postwar Amer- ica, and problems concerning race relations. In the realm of race relations there are seAeral useful films. The most clear and concise is the short cartoon Weapon for War Page 25 To appreciate completely the standard of living \\c now enjoy, i slioiild be the oxpcriciKC of higli school social studies (lasses, a' well as atlult groups, to see the long chain of deinocraiic nulestonc tlirough which we have passed. Slill far from perfection, the demo cratic way is one which is i)eing souglit after— never reached, hut w liope more nearly approaclied. (Milestones of Democracy, Bell Howell.) (O.W.I.) , which was incluckd in War Ojniimtnique No. 12. This is a j)ictiire which e\ery j)arcni and child in the coninumiiy should .see. Another good discus- sion film is Americans All (M.O. r.) . which is accompanied by an excellent discussicjn guide. Imohi the })oint of view of in- ternational iindeislanding. se\eial of the pictures released through the Coordinator of Inter-Ameri- can Affairs are good; loi example. llu- liridgf (O.I..\.A.), which sm- veys the economic striic tmc of ihc Pag* 26 Latin-American countries, anc Housing in Chile (O.I.A.A.) which, if shown together wit rhe City (I.T.r.),' brings th identical housing problems .\merica and Clhile within th giasj) of the comnumitv. Vo study of the cidtme jjaticrns o Latin America and Asia there i High Plains (O.I.A.A.), whic deals \viih an Indian tribe in lie li\ia but is also rcNcaliiig of th whole Latin - American - Indian Spanish lelaiionship. All of thes picltncs a|)|)roach liic j)roblcm c lorcign countries irom the insid January — SEE nnd HE Editor's Note: How much leadership should schools exert in helping to guide community offoirs? The answer might well be, "Much more than in the post." But immediately teachers and odministrotors wonder just how to attack this very complicated problem in school-community relationships. Current problems ore more than just something to be used as a basis of making pronouncements. They are problems which demand background information which will determine policy ond action. Often background informotion, which is the crux, can be presented through film information available in the form of currently developed docu- mentaries. Miss Seton very ably describes the present status of the documentary, suggests worth while titles, but at the same time warns thot we should exercise caution. Her suggestions ore entirely procticoi. It ami not liom the tourist or nsational point of view. For our own postwar scene, let consider the ciurent and new lies of nine Victory Loan fihns. irticuhirly to be reconiniended The Diary of a Sergeant ).\V.I.) , a real life story of the habilitation of a handlcss vet- in; Objectwe Security (OAVM.) , lich traces what may be called c democratizing of the thinking Okina\vans: and the Treasury apartment discussion film Peace jmes to America (O.W.I.) . All these films can be secured from \\\ nearest film library or di- ctly from the Treasury Depart- ent in \Vashington, D. C. Motion jiictures can help the iiununity by showing ways of King problems. For example, oljlem of technological uneni- ovment can be lessened, I be- ;ve, by the retraining of men as own in the picture ]' alley own (X.Y.U.) . Pictures of this pe are valuable because they nphasize civic responsibility, id. if the pid:)lic feels that coni- uniiy leaders are honestly con- med and will frankly discuss E and HEAR — January the (oniinunity needs, the public, instead of being apathetic or even hostile, will cooj)erate more readi- ly in connnunity projects. Today, there is a particular need for luulerstanding the world in which we live, both in national and international terms, in order that we do not return to a state of apathy and ignorance. It is imj)ortant, for examjjle, for so- cially backward communities to re(ci\e stimulus from more active conmuuiities — to be given the know-how of dealing with their problems. Again it is increasingly necessary for communities to un- derstand the world beyond the United States, in order that each citizen will be better equipped to comprehend the position of .America in the postwar world. Many times I have been inter- ested to note how commimity groups have responded to visual explanation of the foreign scene; for example, A Start in Life (B.I.S.) or The Second Freedom (B.I.S.) , both of which explain what the conmion man in Britain is able to do today about better- ing his lot in life — his standard Page 27 of living. It appears that srrivo; makes it easier lor people to un- derstand the signifiran(e of news. There is little doubt that such \isual instruction on j)ublic issues can be very effective in helping people to understand the prob- lems of peace. I beliexe, lor in- stance, that no one today can luiderstand national policy with- out knowing the problems facing American Army officials in the task of occupying Germany and Japan. From my experience, I woidd say that the most effecti\ e method of presenting docinnentary films is to use them as the basis of dis- cussion. In this way all the sig- nificant points made in a film can be explored and the audience drawn into actixe participation. I think that people are better pre- pared to discuss the ramifications Marif. Seton Miss Scion first became interested i films as a theater critic for the digej magn/ine Review of Reviews. Since tha time she has been film corresponden for Manchester Guardian, Theatre Ar Monthly, World Film \ews, Si^ht an Sound, as well as a lecturer and writt in the field of the documentar)' film Her broad experience allows her t interpret the film as a model of soci; li\ing. of a picture if they know in at \ance that the picture is going t be discussed and that they ca j)articipate. After the picture hi been shown, one person, or i the case of a forum, se\eral pet pie can rexiew the various poin raised gi\ing perhaps their rea tions antl criticisms. From there is usually possible to get animate discussion from the Moor, i)artici larly if analogy is drawn betwee what has been shown on t From "Mile- stones of De- m o c r a c y" (Bell& Howell) Page 28 lanunry — SEE and HE/J O-ccn and what exists in "our" onniuniity. Because visual education is atlicr new to adidt groups, they a\c a tendency to react in a sonie- liat passi\e manner unless the icture is presented to ihem by jnieone who has studied the hn and has a clear mulerstand- ig ol the liuiction ol the motion icture as a means ol information nd clarification. It is, howe\er, decidedly grati- ^ing to find that people respond ery cjuickly to the idea of learn- ig through seeing if they are i\en the opportiuiity to examine 1 discussion what they have just ?en on the screen. ^Iy students ill me that under such condi- ions they find that their "movie- oing" becomes decidedly more intellectually stimulating. They have learned to lool< for the ideas contained in the film. W^hereas formerly the attraction of films was mainly emotional, they now enjoy themselves intellectually. I have also been told on several oc- casions by peoj)le who ha\e been American through for generations, that they had ne\er realized the full importance of the Mississippi to America imtil they saw the pic- ture The Rix'cr (U.S.D.A.) and that this film has made America, the land of their birth, nmch clearer to them. Producers: j li.I.S., British Information Services; I.^r.T., International Theater and Television; M.O.T., March of Time; N.F.B.C, National I'ilm Board of Canada; N.Y.U., New York University; O.I. A. A., Office of Inter-Ameri- can Affairs; O.W.I., Office of War Informa- tion; U.S.D.A., United States Department of Agriculture. A new S.V.E. PICTUROL C.\TALOG announces several new and revised educational filinstrips which should be of great interest to primary and intermediate teachers. The filmstrips Little Black Sambo and Little Black Bear are designed for use in the lower grades. The filmstrips Carlsbad Cax'erns, Grand Canyon Xational Park, Rocky Mountain Xational Park, and Sequoia— Kings Canyon National Park, wiiich have been made in cooperation with the Xational Park Service and the United States Department of Interior, will be of interest to intermediate grade teachers. The new catalog may be secured from the Society for Visual Education, Inc., 100 East Ohio Street, Chicago 1 1 , Illinois. "Hie documentary film, properly and naturally made, offers the most effective medium for acquainting the peoples of the world with each other. Through this we can make one of the basic and the most important steps toward lasting Avorld peace, ^\■hen the peoples of the world really know each other and understand their common problems, they will not be so easily misled by politicians, militarists, and dic- tators." —Julien Bryan 5E and HEAR — lanuary Page 29 REPORT OF COMMITTEE ON AN AUDIO-VISUAL AIDS PROGRAM Lesi.if. E. Frye Director, Division of Visual Education Cleveland Public Schools Editor's Note: Recently, at the request of the Educationol Film Library Associotion, a committee of four was appointed to investigate existing budget practices covering the financing of a program of audio-visual educotion. On this committee were Marion N. Rowley, director of curricular materials, Glendale, Coiifornio; D. W. McCavick, director of visual instruction, Uni- versity of Texas; R. Russell Munn, librarian, Akron Public Library, ond Leslie E. Frye, director of visual instruction, Cleveland, Ohio. The report which wos presented to the association follows. Dl'RIXG recent years, so nuich thinking lias been done con- cerning the place of \ isiial in struciion in schools and in the connnunities of our country, to ihe |)roduction of films, and to matters of distribution that the underlying foimdation on which any sound program of \isual in- stiiK tion nuisi lie — budget — has been almost entirely lost sight ol. Up to this point, the rather kalei- doscopic j)ioblems (onfronting those inteiested in \isual instiiu- liou have been all but oxeiwhelui- ing. The time is already long past when we must systematically probe specific areas tlnough oi- dei ly research in\estigations which will throw light on the fu- luic- and remove our j)lanning froui the subjectixc. Pag* 30 In response to the cpiestioi naire. "Expenditures for Rent: or Purchase of Instructional Kiln During the School Year. 11)44-45. the following replies were recei^ ^"^'' No. of Ropli. Cily School SyslL-ms 14 (.oimty School Systems 2 Slate Depts. of Kiliicalion 1 I'lihlic Libraries S: Museums., l Colleges & I'niversitics 7 This is a very sketchy samplin and must be inteipieted as on which includes those most iiue ested in making the ellort of r< porting. Insofar as this is the case this rei)ort may be iineipreted i ie\ealing the more o|)iimistic siti ations as they existed in Jul; \\)\'). InterjMeted as such, we i \isual education liavc "a lonj tough row to hoe," because ih January — SEE and HE/ AMOUNT SPENT PSH TEACHER ON TOTAL VISUAL EDUCATION PROGRAM .'lo. of Teacl.ers Amoujnt Spent -pe r Teacher 0-12 $2 - $5 25 - $10 no - nb over $15 1 - U9 50 - 09 100 - 200 2'0O - 500 ^,00 - 1000 1600 - 5000 over '^OOO 1 1 1 2 2 1 1 1 1 ?. 1 Table A pidiiic is iiol good. I'lcciiKiilly. iiuh rcsjjonscs as tlicsc ■wcrcniaclc: 'We have 780 teachers; about 200 oi thcni use fihiis," or "Out ot 1 .".()()() teachers. I hojie tliat 8.000 jre iisinu lihus." In smaller school ivstenis. the response that out ol filteen teachers only four were Lisin;; films is jirohably more real- istic. One of the most revealing, if not sorry, pictures is seen in the amount of money spent per teach- er. Table A shows that the :mu)unt spent per teacher varies from S2.00 to .$18.75. If we break this down to a per-pupil basis and use the figure "30" as the average enrollment, we know that then the annual expenditure varies from <)i/2C to fiOc. Those of us who have been confronted by opera- tional l)udgeis which include ])in- cliases and maintenance know that OOc per pupil is a niggardly allowiuuc liom Table A, ncj trend can be SEE and HEAR — January distinguished. The small school may spend little or much. The largest school system reporting, which is commonly heralded as ha\ing one of the most liberal budgets in the coimtry, spends slightly over .1^500 per teacher. An interesting analysis can be made of rental and purchase prac- tices. It is not necessary to con- duct a survey of this nature to learn what we already know; namely, that the small school does not piuchase, but rents films. It is of \alue, howexer. to know that this statement, which all of us ha\e believed, is established. Quite a definite trend in piuchase practice exists. Table K indicates that the small school does not j:)urchase audio-visual aids, but when one reaches the school sys- tem of the 100-teacher class, pur- chase budget amoiuits are set aside \\hich greatly exceed the rental ])ro\isi()ns. Note s])ecifical- ly that, in the . 100-200 teacher school, amounts up to ."iJS.OOO were Page 31 AMOUNT SPEKT PER TEACHES ON FILM REKTAL AND HTRCHASE Size of School Ar.oant Si?ont tier Teacher No. of Teac^.ers For Filn Ber ital "or Film Purchase 0 to $200 to $-jOO to 11000 over 0 to $'00 to $^00 to $1000 ovt O-U9 50-99 3 1 1 3 1 1 ioo-;^oo 1 1 1 1 2^ 200-500 50'0-1000 1 1 1 2^ 2 1 2' 1000-50:0 l' over 5OOD 1 a $3030. $13^1 ■b 13975. $iioc c $2550. $1200 d $65,000 Table B liiulgcted for purchase of audio- visual aids. As purchase budget j)ro\isions increase, rental budget pro\isions decrease. Among the schools reporting, practically no rental budgets existed for schools abo\ e 500 teachers. Table C reports the jK-rceniages of sound and silent films used. If we can assign an axerage to the averages, which is a convenient but not a statistically \alid tech- nique, we find that, in the small school of 100 teachers or less. 11 per cent of the films used were silent and 89 per cent, sound; in the 100-500 group, S6 per cent were silent, (il per cent, soinul; in the 500 or more teachers group. 25 per cent were silent, 75 per cent, sound. Two county schools reporting PERC31JTA53S OF SO'JM) AOT SILniT FILMS USSD Size of School Less th=>i lOf^ Silent Files Less thin " 10^ .. - J T"! 1 _ No. of Teachers to 25 :o 50 to r- to I'.O Ave. to ?5 to 50 to 75 to 100 Ave. 0-100 3 1 llf^ 1 3 ssf, 100 - 500 2 2 2 }e% 2 2 2 6U56 over 500 1 3 .._ 2b% •^ 1 1 75* Tiible C Paga 32 January — SEE and HEAR STATUS OK FILM Bj::a;-i' PiJkNs ans use AMOICG SEVEi: C0Lli:5ES AMD STATE UKIVERSITIES CAMPJi USE 1 "ilrr. feiital Filr. Purchase !:o. Seeing Filrr. | Eiln^ I se A";ount ATioiJit Stulents Teachers 0 11-50 51-100 101-150 151-200 2 2 1 1 1 $1-300 301-600 601-900 901-1200 over 1 3 1 1 ...2 . 0 1-250 250-500 500-750 over 1 2 1 2 1-20 20-UO UO-tvO 60-TO tO-lOO 3 2 2 LENDING SE3iVICE J 0 Ii3jo-}50 351-^00 U01-U50 US 1-500 U 1 1 1 0 *;i-250 251-300 ov^r 300 2 2 1 2 0 relow one ir.il] ion million to ten million 1 3 1 1 Groups 1-250 251-5'00 501-750 751-1000 1 3 2 1 Table D iital budgets ot :?535 and $600 ire included. One county school ported no money for piu'chase audio-visual aids while the her reported §2,100. Four hun- cd teachers were employed in le county, and 550 in the other. One state department of educa- )n reported the follo^ving: $20 r rental, .^lOO for purchase of idi(v\isual aids, serving an esti- ated 500 students. Four libraries reported spend- g $130 or less on rental, and lOU or less on purchase of audio- Bual aids. The audiences served ere mainly in the 5,000 to 10,000 LESLIE E. FRYE From a wide background of practical experience, including mechanical draw- ing instruction, superintendent of shop suljjects, and administrative positions, Leslie Frve now serves as director of the Division of Visual Education in the Cleveland Public Schools. area population. One library re- ported serving 1,064 audiences. The last table to be submitted carries its own story of the service and budget in the seven colleges and uni\ersities reporting. It emphasizes lack of uniformity in .service and budget but the sam- pling is somewhat small to draw \alid conclusions. B and HEAR — January Poga 33 FOR THE MILLENNIUM . . . for \^^'^'°' _The t«J'*°'^- It. TIIK j)i()riisi()n ol mcthaiiical and other audio-xisual aids c(|ual to those used in the United States Army and i\a\y training bases during the war is seldom loinid in the modern high scliool. Neverilieless, most schools have N. Evelyn Davis Supc\-visor, Auclio-J'isual Depart inctit, Long Beach Public Schools miuh audio-visual material use. It may be said salelv tli many a school system which mo estly admits. "We wish we lu an audiovisual program in o' school," lias a nmuber of teachc who are carrying on sinprising good programs. These teaclu aic making their work ali\e ai graphic to their pupils by niea of real objects, charts, maps, ai some simple j>rojected materia Displays of stiulcnl work and displays to annouiuc coniiiig events arc cHet- tivc means of conveying ideas. \Vliile some schools arc forlunale enough lo have hiiill-in display ca.ses, ingenuity tan provide ihem in any school situa- tion ■^ I ag« 34 / AI 12 ¥«'*i»i; y 1 > January — SI •E and HE Caul \vc he more orderly about tlie use of i!ie blackboard? Frequeutly uc, as teachers, understand our subjects so well that we expect any "doodling" to sullice. Here a pupil uses a carefully worked out black- l)oanI diagiam to explain to his classmates a concept fundamental to tiie understanding of the formation of comj)ounds. \ithoiit their world realizing that hey ha\e a real audio-visual pro- ;r;mi in their classrooms. The highly mechanized equip- nent may be absent froin these eaching situations, but even in he military centers one finds jreat reliance placed upon the impler tools ot learning as well IS upon the more complex. This loes not mean that sound motion iidure projectors, recording ma- il ines. flash meters, mechanized nodels, and even television are lot needed in our schools. They ire needed, but while teachers al- Tiost breathlessly await their ar- rival in sufficiently large quanti- ties so that all classrooms may JEE and HEAR — January possess an amjjie supj)ly, it may be well to emj)hasize the possil^ili- ties of good teaching through the medium of the simpler tools. In order to be specific, a walk through some high school class- rooms in one medium-sized city may l)e iieljjful. All classrooms in this city, as in most cities, have blackboards. Sometimes, they are used merely as a suitable place for writing the next assignment in the textbook. Often, as in the case of a teacher of radio at Polytechnic High School, diagrams are drawn by the instructor as he exj)lains some intricate piece of mechanism to his class. A teacher who finds it Page 3S k N. EVELYN DAVIS Miss Da\is s|)ciu llic early years of her life on a farm in northern Minne- sota. Since getting degrees from the I'ni- versity of California and Stanford I'ni- vcrsity, she has taught in elementary and secondary schools of Southern Cali- fornia, served as elementary school jirin- cipal, and during the past nine years has heen supervisor of audiovisual edu- cation in l.ong Beach, California. clillKiilt lo iliaw and talk at the same time should place his dia- grams on the board before the lecture. Another science teacher uses her blackboard for review lessons Avith her pupils. The students place diagiams on the black- board and explain them to the class which in turn criticizes their work. In more of our classrooms, some part of the space usually given o\er to blackboards has been covered with cork or com- position board into which pins may be easily stuck. This bulletin board often occupies one com- plete classroom wall. In some cases mimeographed notices seem to be the only materials which luul their way to the bulletin boards. But more usually, charts, clippings, mounted pictures, or other materials closely related to classroom interests have been j)laced there by teachers or pupils. When only small bulletin boards are pro\idcd, j)ictures and charts often crowd o\er on to the black- board space in order to find suf- ficient room to present theii graphic message. Page 36 One temporary classroom is en- lixened with a well-arranged dis- play of mounted pictures of an- cient and modern Egypt, chal- lenging the student to the study of Avorld history. One teacher remarks, "I haven't time to ar- range exhibits, but a little time spent in discussing gootl arrange- ment sets the puj^ils on the light track and after that thev assume lull responsibility." .Ml high schools in Long Beach ha\e display cupboards in the school libraries^ and in the halls One display window opening fac ing tin? stfeia^ serves to tell pass eis-bv of "the Avork of this tech nical school. These displays were especially appreciated during wai limes when the school carried on an extensive ^var training pro gram. Boys and ghls in all the schools often use the display cabi nets to create interest in extra (iirricular acti\ities or to exhibi their hobbies. Exhibits of art worV or handicrafts, as well as hobbies with a discreet use of the nauK of the yoimg person responsible for the exhibit arc occasionalh used as guidance tools by the teaching staff. .\ series of exhibits caiiec "These .\re Americans" is beinj iisetl in one junior high schoo because for the first time in it history darker-skinnetl ])upils ii large numbeis are attending it classes. Boys and girls, with tin librarian's help, choose a ])hotn gi aph of a person or gioup of per sons with examples of their cow January — SEE and HEA. rihutioiis to socictv and .inanj^c luin ill \hc CISC. Many tcadins havt' tia\rlcil ixtcnsivdv anti lia\c collected ^ciy excellent exhibits of social itnclics. forci«;n langna^e, aiid sci- Muc materials. Om- I'lc ndi (tadi- :r has he;iutiiul photographs and :olored motion pictures ol Fiance. A'ith her room arranged for {|nick laikening aiul Avith her own prel- ector, she can present alinosi any jhase of prewar French life at a iionient's notice. (lass is makin;.; ils .\ scieiK ( own (()llev viuniiih to li;i\i' ihcsc special r\i(is (ail aiul do maki- illc'(ii\c' It ol llusc Icadiiiij; tools. It is )ti<.val)lc' ill Loii<» licadi llial )vs ami j^irls arc tspct iaily aii\- iis to lulp in a j^rograiii wlicic a|)liic iiiatciials arc used. Ihcy ( ( ilucatcd not only by the use tiiosc materials that ha\c been ilkticil. but c'\cn more i)y eol- cting and arranging the nia- rials. 1 he two problems in this field ie, first, to inspire all teachers I rccojrni/e and to make intelli- gent use of siuh "fice for the ask- ini;" andio-\isual teaching ma- terials as are available about ilu 111, and second, to .secure newly de\elo|)ed worth while commer- cially prepared audio-\isuai ma- terials and etjuipment for all of the schools at the earliest moment they become available. But, while we're wailing, let's do what we can with what we have. Let's do a better job by using every opportimity to make our classroom teaching alive with graphic experiences. Last year marked the fiftieth anniversary of the projected motion picture. Few people remember the early days of motion [)ittnres. In 1891 Edison patented the kinetoscope in which his films could be viewed bv I)ut one person. This marked the beginning, even llioMgli Edison regarded motion pictures as a mere curiosity. liut in 189.5, fifty years ago, one Mr. Latham exhibited motion pictures projected onto a screen in New York in April, 1895. Then came ihe earliest movie .houses— the nickelodeons — with their nickel admissions. Memories of these early theaters will be mostly of robust comedies. The Museum of Science and Industry in Chi- cago has included such a theater in its exhibit of an old-time Main Street of years gone by. These nickelodeons showed several short films with interruptions for a change of reels. In 1900. sound accompanied films at the Paris Exposition. The complications of synchronizing the mechanical phonograph of that date to the film were far too great for real success. Experimentation continued. Success was achie\ecl in 1927 when sound synciironi/ed with film became a reality. Motion pictures had been put to considerable educational use in the early 1920's. Unfortunately, the ecpiipment of that date was cumbersome; the film was not neces.sarily the noninnammable safetv type; and the subject matter was not usually suitai)le for teaching. Not until sound film in the convenient and safe 16 mm. size became available did the educational advantages of motion pictures a])pcar. World \\ar II, with its great training problems, focused attention cm the value of tcacliing through the use of visual educa- tional media and especially through the use of the sound motion picture. I oday the student may see the subject of the lesson and lieny the e\|ilanations regarding it— a long step from Latham's first "moving pictures." — Edward T. Mvers IE and HEAR — January Page 39 "?a>^ J ^x^eavj LOTTIF F. HOI.STON Snow Hill, Mmyland, Elerneritoij School Kdilor's Note: Miss Louie I. Holsioii, a sixth graiie teacher at tlie Snou Hill F.lciiu-ntary School. Snow Hill. Mary- land, wrote recently, "In a few weeks my groi'P of children will be studying a unit on health— how to care for the body, the value of food, rest, etc. I am searching for films to use to illustrate graphically attitudes and facts of infor- mation on the suljject of health and nutrition." Shortlv tliereafter, Miss Holston was able to secure a copy of the newly re- leased I'nited States Department of Ag- riculture film entitled Sumclliiiig You Didn't l-Ml. Her reactions to this film as leaching material follow: W1-: lE.ACHER.S ol .Snow Hill arc agreed that pioh- ably no other niean.s is quite as ;.',()ocl as the motion |)i(tiire tech- ni(|ne when it (omes to j)resent- ing inlorniation that traditionally has been a little hard to ni.ike un- dcrstandai)le to childnn. In the case ol health le.s.sons. when we consider the length of time ncccs- Pag* 40 sary to show a film such as Soin thing You Didn't Eat, inform; tion^ is probably learned moi rapidiv and more lastingly ih:i it would have been through an traditional materials. Wc showed the film Somrthiu Yon Didn't Eat to the fourtl Idth, and sixth grade pupils. W Jh /Vea^.tiX some food from each group ...every day! /M ADOmON TO TMC BAS/C 7. . . CAT ANy OTHCR FOODS YOU WANT January — SEE and HE/ Scurvy, that niystcri- oiis iiKiladv, lias stnuk ai I.iiid, tlic sliip's surgeon, is puz- zled. He feels sure there is some (onnec- tion between scurvy and the food the men eat. But what can it be? Meat— broth— bis- cuits — men slioiild thrive on this. ivncn't at all sure at what lc\cl the content would be iiiulerstand- ible. Very interestingly, fourth ^lade pupils were able to under- stand most of the information ivhich ^\■as presented. "With the Fifth anil sixth grade pupils, the experience of seeing the film led to enthusiastic description and into many in\estigations which the youngsters became curious about. In the sixth grade, discussions centered around the causes of scurvy and how that nutritional He tries an experi- ment. Each day two of these men have two aranj^cs and a lemon added to their diet. But before six days fiave passed, these men tiave recovered. In the ivords of Dr. Lind. 'The most sudden and I'isible good effects were perceived." 5EE and HEAR — January Page 41 While iiucstigaling (lie tropical disease, beriberi. Dr. Kijk- niann made an aston- ishing dis(<)\try. \a lives who li\c-a Mar Hinmnn: "Eacli of its lalized \vc should cat a gieat any tilings we ha\en't eaten, [any of us children thought that lything we ate helped our bodies I grow. That isn't true. \Ve list eat some of the basic foods ich day. They are green and ;11()W \egetables; citrus fruits; 3tatoes and other vegetables and uits; milk or milk products; eat, poultry, fish, and eggs; ce- cals and bread; fats and butter, enjoyed the film \ery much." iLeah Riley: "I found I should It the seven basic foods daily. I y to eat three or four of them at reakfast. At noon three or four lore, and also at supper. I arncd what the seven basic foods re and I can remember them." Shirley Holston: "Seeing some- £ and HEAR — January thing you didn't cat brought to my mind incidents when 1 have been tempted to go without the right foods. I know much better now." Betty Marie Gibson: "The film brought me many ideas. I have learned that there are right foods. I have learned about the many foods which I can select to get the basic seven. \Vhen we know what we are putting into our stomachs, we can help build better bodies." NEW CANADA DIVISION FORMED The opening of a l)ranch office of International Theatrical and Television Corporation in Toronto. Canada, was announced today by George A. Hirli- man. president of that company. This office will be the first of a group of such offices to be opened luider the name of ITTCO of Canada, to better service that country with the best avail- a!)le films in Ifi mm. Page 43 Pag* 44 January — SEE and HEi lil.AlRICi: lilRGlI Eiiit juniu) High School, Sioux Cil\. louui Editor's N'olc: Recently, Miss Ueairicc Jergh used a good (ilmstrip witii her cstiuli grade pupils. Her account, ifhich is a descriptive evaluation, iudi- airs its uniiiue advantages for classroom iv( I he (duisirip Hie Forest Ranger is me of the newly released "Life in tiie Jniled States" series available through he American Education Council. "piIE pioblem of bringing back- •*• grounds of information into he classroom is one ^vhich must be net and solved. In an attempt to lo this, I lia\e used the filmstrip The Forest Ranger with a group of children of the seventh grade. I ha\e long believed that one doesn't just shtiw a (ilmstrip. One studies it. Ihe best way to de- sdibe how we studied this collec- tion of several do/ens of good l)ackground pictures is to report just what went on during the time it was used in the classroom. First, we discovered what the jnipils' needs for information were. We examined their piesent Many boys know and love the \\oods. For them there is a career ojjcii with a % strong appeal. They have their personal hero: the protector of a great public possession, the guardian of the National Forests — the Forest Ranger. Two Boy Scouts want some cpiestions answered. They visit the Ranger, who sketches a rough map of the I'nited States on a flat rock. "It's a big country, boys," he tells them. "There are now 160 National Forests in 35 different states. There should be more." lorcst Rangers try to prevent destruction and help forests return to what they should be. Millions of acres of land have been ruined by overcutting or burned bare by forest fires. The Ranger continues, "It's my job to take account of the damage and decide what's to be done. When the right kinds of trees cannot grow back naturally, new trees must be planted so that the forest can recover ciuickly." "This instrument, called an increment borer, tells you how old the tree is without injuring the tree. It lakes out a slim core and you can count the rings yourself. One ring is formed each year of life." 'Beavers can help in flood control. They can be very useful if they build their dams in the riglit places. AVe see to this by fishing them out of the place where we don't want them, put them in a truck, and drive them to a place where a dam is needed. 'I hen we tell them to get busy!" >EE and HEAR — January Pag* 45 imiiicssions tlirou,i>h a discussion. Next, we saw the [ilinstii|). I luii wc sjxnt more time in distussion. and again, as wc leisurely re- viewed this learning tool, we clarified our understandings. Belorf the (hiidren saw ilu pic- tures, the teacher asketl tin in to answer some ol the lolhnving {juestions. She did this to discover their currrni understandings. 1. Wliiit is incaiu by forest service? 2. How do rangers lell liow old the I ices arc? 3. In preparation for a timber sale, how do Inmhermen know which trees lo cut? 4. How can forest lires he located in vast forest areas? .'). How important are trees in con- trolling the behavior of soil? The responses ol the children to these questions were very inter- esting because they gave the teacher an idea how much the pupils knew about the topic, but fiuthcr. what they didn't know. The discussion of these (juestions motivated them to search for ad- ditional information. They want- ed to learn. Some of the responses which indicated what they needed lo learn thiough an obser\ation of the pictures are given below. I hey are numbered to corresjKjnd to the cjuestions which ajipear al)ove. 1. "1 think forest service means when some men oder lo cut and jnepare Inni- l)er for sale." "I think forest ser\i(e means showing people tlironf^h forcsi areas." Pag* 46 .MISS lil^.VlRICt BLRC.H Miss Rergh taught four years in the grade schools of Sioux City. Iowa, afie' which she t(x)k a post as critic leache: at the Normal school of that cilv. Fo; iwo years she did vocational guidaiu< work in the ninth grade at Fast Jiinio' High ScluH>l and is now supervising the student teachers who come from .Morn ing Side Clollege to do practice teachin} in the fields of geography and literal iirc (oul It 2. "Forest rangers tell the age of :l tree by the number of limbs and th«| layers of bark the tree has." " Fhey puj a stick up at the side of the tree an< see how many inches it grows eaclj year." 3. "Forest rangers pick oul all tiie old! rotted trees lo sell." They sell only thij trees with smooth, line bark. They strij the bark and if the inside has evci| grain, tiiey mark it for sale." 4. "Forest rangers locale forest fires m lookout towers. Fhey locate foresj fires by sending inspectors around t«^ hunt for fires." .'). "Trees soak iij) water from ihi ground and prevent flocxls. Free make soil fertile by shedding leaves oi the ground." Their needs arc of two tyjx-s First, they lack information. .\nt second, and even moie challeng ing, much of the information the' have now is incorrect. So. twc things have to be accomjilished - unlearning and new learning. .Mter this disc ussion, we showet I he filmstrii). Pupils were asked tc keep their own responses in mine and to compaic- them with u ha they learned - what the\ saw Ihey were asked to coriect air erroneous responses that they hai January — SEE and HEA iri .11 iiKuli'. I Iir sli()\\iii|i; was (omliut- ctl very slowlv so iliat ilu- pupils could ask. ([Ufstions. It was soon tliscovt'iril iliai iio (IMC Irarning cxpcritiuf ^\<>llUl |)i()\iili' answiTs to all ol llu- <|ucs lioMs. Souic ol the (jucstious about \v hi(h the puj)ils weic curious hut iMueerniuf' which linthei inloi- nialioii lioui hooks was necessaiy, weic these: 1. How soon after a die can ihcy , plant new trccs? 2. How many men are employed in i' the forest service? 3. lo whom is the Inmbcr in the forests sold? 1. What insects are injnrious lo trees? '. \\'hy don't all slates lia\e national lOlCSlS? Kaeh jjupil was then askeil lo list the iiiloriiiatiou that he had obtained Ironi seeing the ])i(tme strip. The items of inlorniation lollow: 1. The age of a tree is found by the use of an increment borer which docs not injure the tree. -. ^ oung trees are planted lo take the place of those burned out by fire. '. Caring for young wild life in for- I est areas. I. A serious residl of erosion is the , decrease of irec growth. ''. Signs arc placed on trees to indi- (,iic which shall be cut for lumber sale. '"). The use of the alidade in locating ilu' exact position of a forest fire. 7. I he use of a short wa\e radio set and HEAR — lanuary in broadt .is( jii^ ilu- hxatinn of a lorcst (ire. S. I se of airplanes and paraduites in I he forestry service. t the pojjidar 'di- gest' si/e. I predict liiat SKI-, and HKAR will "calcii on' promptly and will be a real factor in the development of audio- \ isual cducalion." — Bruce E. Maliaii. Director, Extension Dirision, State University of loiva. Pago 47 ir Ydu Aw A SchiKil ExiTulive... ANEW problem faces those who are responsible for the nianagcment of schools. It is the question of how to most effectively utilize modern audio-\isual teaching tech- niques imder existing conditions, correlate them with cur- ricuhnns, create the necessary initiati\e and enthusiasm of the teaching staff and make the many decisions required in regard to the purchase and allocation of equipment and materials. Schools that do not accept and utilize every possible application of audio-visual methods will soon be lagging far behind in their job of teaching. 1 he millions of re- tiuned members of America's army antl navy, trained to their ser\ice jobs by Audio-Visual methods, plus the ever- increasing acc|uainiaiKe of other fathers and mothers with this newer way of teaching forecast an insistent public de- mand iliat cannot be overlooked by school executives. The editors of this publication, SEE and IIICAR, and their associates, have for several years, been devising ways and means of getting the iniunnerable \isual aids that schools can so easily actjuire into actual classroom use. How to use such materials and get fidl \alue from ihem as teach- ing tools, is by far the most imiKjriani (juestion facing school executives and teachers today. It was to provide needed answers and suggestions, as well as carefidly con- sidered exaluations on methods, materials and results ihat SEE antl IIE.\R was established. E\ery teacher in the country needs SEE and HE.AR, needs it for the definite information it gives on how to make the learning acquired by his or her pupils easier, faster, broader and more useful. This applies to teachers in every graile from kindergarten up, and as nnuh to those who have only the most simple \\()rking ecjuipment, as to Pago 48 January — SEE and HEAR those with all modern devices, for SEE and HEAR is NOT just a "nu)\ie" publication. The |nil)iisheis of SEE and HEAR believe that it is a ileHnite part of tlie duty of every sc hool board, su[)erintcnd- ent, principal or administrator that has the autliority to do so, to make this journal on audio-visual learning avail- al)lc to evci-y teacher. To confine it to a library where it may be seen, or to a \ isual training specialist, is not utiliz- ing its possibilities as an in-service help and inspiration. SEE and HEAR cannot or docs not even hope to be able to cover "everything" in the audio-\isual category, but it does provide nuich of the helpful, dependable and pedagogically correct information now urgently needed and now un- obtainable from any other source. Consider SEE and HEAR as an investment in teaching eciuipment, or any other classification you like— a minor expense of a few cents per month per teacher— and order it with the assurance that it will be one purchase that will pay great dixidends to you, your school and the children you teach. Send a "Group" order, direct it to SEE and HEAR at Eau Claire, Wisconsin, for the lower five-or-more price. The Publisher of SEE and HEAR The subscription price of SEE and HEAR is Three Dollars per year for single suljscriptions within the United States. Group orders of five or more subscriptions sent in at one time (to be sent to the same or separate addresses as desired) accepted at S2.50 each per year. Canadian subscriptions- Single, $4.00; Group, .$3.50. SEE and HE.VR is issued nine times a year- September to May, inclusive. EE and HEAR— January Page 49 The N. E. A. and Audio-Visual Education X'iK.NON 1). DaMIRON, I)i)C(ln) i\(ili()H(il i.diicatum Associalinn Tlll-.RK arc great cxpcc (atioiis lor audiovisual instrutiion in the ]:)ostwar period, and the National Education Association is interested in taking an arti\e |)art in its expansion and (le\elo[>inent in tlie schools ol the nation. 1 he program of the new NEA Division ot Audio- Visual Instruc- tional Service will deal Avith all ol the many types ol audicj-visual aids, including radio and tele\i- sion, on all levels (^1 eihuation. Details ot the program will be based on a sui\ey ol the present status and trends. I he lollowing general aspects ol the liekl ini- clouljtedly will receive nuich con- sideration: Means by xvliidi (ludio-visudl instruction can he nuidc less cxpcnsix'c Financial limitations constitute a gical impcilimeiu to exj)ansion and (JeNclopment. Ihere is prob- ably more diversity in educational oppoituintv in this field than in any ollui. Intensive elloits are now i)eing excited to c-liec t the release ol siM|>his ((|ni|>inent and materials li oni I lu :n mkc! joi ( ( s lor disti i Paga 50 bulion to the public schools <> the basis ol need and linan( i, status. Schools— especially those whic have photography or art course or camera clid)s— and tcxtbop publisheis will be encouraged t j)i()cluce tvpes ol audio-v isual aid Criteria for more ejfectivc sele tion and evaluation of audit x'isual aids As the cpiantitv and cpialitv c such aids inciease. ciiteria nui become more exacting because c the wider lange ol selection. 11 most serious obstacle to the lo nudatic^n ol criteiia is the lack c objective, definite, detailed pu poses of the units of stuciv in tl vai ions couises. Methods and techniques ft more effectix'e intcirration i the curric uluni and utiliz tion ol (ludio-xnsual tiids .Much needs lo be done in r <;aicl lo integration, because < llu c \()lv ing concej)t (1) that tl tunc lion of audio-visual instru lion is now considered too suppl mentaiv in natuic, just an "aid as is definitely implied by tl January — SEE and HEi t; »iter clcsi^naiioii. "iiiulio-N isual did." ami (2) that it shoukl Uv con- sidered lUDic basic—an integral part c)i the "core" of the educa- tion process. ■ Also, there is the jnobabiliiy that a very comprehensive and in- tinsi\e progiani may extend iJie hoi i/ons ol the various c(juise;i of study by making it possible to show material now slighted or omitted because of the diihculty ol ellecti\e verbal treatment. Frtwision for closer collabora- tion between educators and producers of audio-xnsual ma- terials \ The needs of the student must be recognized as the basic deter- minant of the content and treat- ment of auclio-\isual materials. This all-important goal cannot be attained imlcss educators and jjroduceis work closely together. The need for closer collaboration is clearly indicated by the large niunber of a\ailable audio-visual materials not adapted for integra- tion into any con\entional unit of study. Methods for a better co-ordi- nated and expedient distri- bution of audio-visual tna- terials An ideal program of instruction Would in\ol\e little distribution from a center outside the school system. The problem of obtain- ing the best materials for the ])ar- ticular jjurpose on a definite date is of considerable consequence, especially in the case of a small SEE and HEAR — January school which depends almost en- tirely upon rentals fiom a distant or inadecjualely stocked distribut- ing center. Encouragement oj ividespread adoption of audio-visual in- struction The vast majority of schools ha\e no organized audio-\isual programs. It is scjmetimes due to lack of sufficient interest on the part of school officials who do not request adecpiate appropriations and sometimes it is due to failure of teachers to realize the signifi- cance and advantages of such in- struction. Promotion of audio-visual in- struction for instilling desir- able attitudes and apprecia- tions The more dynamic types of auclio-\isual materials provide for emotionally derived learning which may be the most effective means of inculcating hard-to- teacli but nevertheless extremely impcirtant concepts, such as tol- erance, ethical conduct, demo- cratic ideals, and international understanding. Research Much remains to be learned about this relatively new instruc- tional mediiun. The entire field is permeated with hazy criteria and arijitrary standards. The Di- ^ision of X'isual Instruction will encourage research programs and cooperate with colleges and imi- versities and other professional research agencies. Page SI A PROBLEM IN PHYSICS THE film, ELECTRODY- NAMICS.* shows vividly through animated diagrams how ahernating currents are generated by a simple dynamo and how the current increases its alternation as the speed of the armature increas- es. 1 he film animation continues to de\cl<)i) lealistically how tlic current is then picked up by the brushes and passes on through resistances in the external circuit. In the opening scenes, the film presents these princij)les in a \ery elementary lashion, then proceeds to increase the complexity of elec- trical devices in a manner that makes the material very real and \cry c()Mij>reliensible to the stu- dents. The pupils' approach to the study of a film can be made nnich more effective if the teacher sets I lie stage for the shoAving of the film l)y discussing interesting background material which leads logically into the film (ontent. ' !lncycliii>acdia Ilritannica I'ilius. Poga 52 After films in the field of physics have been shown and discussed, one or more re- showings are usually necessary in Older to allow the students to ab- sorb every use of the graphically presented materials which good leaching films contain in such numijers. Later, the students of their own accord paralleled their text and classroom discussion Avith supplementary readings liom other texts and magazines. Any instructor of physics will fully recall the difficulty of teach- ing the unit pertaining to elec- tricity and the difficulties stand- ing in the way of successfully im- derstanding the theory. \V'ith the aid of this film, this phase of j^h^sncs was co\ered very thor- oughly in but a fraction of the time we formerly used. Not only was time saved but achievement was increased. Achievement un- der traditional methods was less than when the film was used. — Vila Rastnusscji. January — SEE and HEAK N' ^^^ I In this typical classroom situation, a class of Danish sludcnls arc listening to a broadcast, planning and pnidiiclion ol uliicli is in the hands of edu- cational authorities. SCANDINAVIA Dr. Arthur Stenids Coordinator, Visual, Radio, and Safely Education, Detroit Public Scliools NORWAY and Sweden had way's was also effective. Denmark's somewhat similar patterns of school radio program was one of school broadcasting in 1939. That the poorest in Europe, of Denmark can better be con- yj^j^ j.^j^j^ j^ effectiveness be- trasted than compared with those comes more interesting when one of the other two countries. Of the learns that, of the three coimtries, three, Sweden's program was by only Denmark places responsibil- far the most advanced, but Nor- ity for school broadcasting in the SEE and HEAR— January Page 53 Editor's Note: These are doys when we hear the pros and cons on the value of radio in general education. Without doubt, the pros ore vastly in the mojority. But we are still at the stage where communities differ greatly in their evaluations of the place radio should have in the classroom. We ore certainly still in the plonning period and, becouse we are, there con be much value to us in examining what has happen- ed in other countries. Mr. Stenius's account of his observations of radio education meth- ods in Norway, Sweden, and Denmark are brought to us because of the value their experiences may hold for us. hands of ccliuational authoiitics. In tlic other two countries, the broadcasting organizations. Ra- dio tjnnst in Sweden and the Norsk Rikshringhnsting in Norway, are completely responsible for the production of all school programs. The implication in\ol\ed was borne out in other Emopcan coimtries as well. Educators are less able in producing usable school radio j^rograms than are broadcasting officials. I'lie lack of radio "know-how" on the part of educators was not the only cause for ineffective pro- grams * when responsibility for school broadcasts was in theii hands. They lacked interest in developing radio as an instruc- tional tool. In all of the Scandi- navian countries, the attitude of educational officials was moie one of tolerance and passivity than one of active interest in making useful broadcasts availaijje to ihc schools. The Dauisli broach asiing sys- tem pr()\iclecl time, transmission lacifities. and financial suj^poit Page 54 for all school broadcasts, but the national Board of Education held entire responsibility for the plan- ning, writing, production, and evaluation of the programs. The l)asis for such a policy was simple . The broadcasting system did not wish to encroach upon the offer- ings of formal educational agcn cies. Fiuther, school officials slujuld be in the best jiosition to determine jjolicies in regard to broadcasts intended for classroom use, and such policies woiUd stand to be accepted more readily bv teachers if j^rogram direction was in the hands of educational spe- cialists rather than ofTered by an outside agency. As good as this reasoning may be, the fact re- mains that school broadcasting in Denmark was j)oorly planned and execiUed, ineflecti\e as a teaching aid, little used, and evaluated by the personal judgment of a single individual. In both Norway and Sweden, school radio was initiated by the brc^adcasting org;tni/ations. In neither country did educators see the medium as a potential ^aluc in classroom instruction. Admin- istration of educational broadcast- ing in Norway was carried by the Director of Talks, a title suggest- ing that all school j)rograms were merely broadcast lectures. The implication was not \alid. School broadcasts varied in natme. Mu- sic, diama. reportage, and inter- view tcchnic|ues were all used to make school jirograms eflective. Ihe only help which the broad- casting organization received from January — SEE and HEAR WiMl IS iclioo ler He, «i lansi tlioo tllQC the schools ill makiiii; uj) ))ro- !»rams loi dassrooin use was thai i\hi(h caiiu' lioin nK-mhcrs ol an inh)iiiial advisory connnitttc' made up ol li-adicrs and adminis- trators. In Sweden, sdiool broadcasting ivas the result ol collaboration be- tween radio officials anil the Min- istry of Education, but the joint cHort was more a matter of theory than practice. A broad outline of programs for the school year was (Norked out at a conference of rcp- resentati\es of Rndiotjnnst and educational authorities. Programs v\ere then planned as to scope and st\le of presentation, and submit- ted to the■^^inistry of Education for aj)pro\al. All remaining work was comj)letely in the hands of the Educational Director of Ra- diol jayisi. In all three Scandinavian coun- tries, both time allotments and financial support given school broadcasting were entirely ade- quate. Only Denmark had set a definite time allotment of 200 hoins per school vcar. Norway and Sweden jilaced time given for school programs on a need basis. If tentative plans called for more or less broadcasts than was the case during the preceding term, transmission periods put aside for S( hool programs varied according- ly- As a result of these policies, both Sweden and Norway broad- cast fewer school programs than did Denmark in 19.H9. Danish school piograms, however, were SEE and HEAR — January MiU( h less ellecli\c' and seemed to show that those directing the work felt more an obligation to fill broadcasting time allotted than to meet school needs. In Sweden there was a steady de- crease in the ninnber of school broadcasts from 1935 to 1939, a (ircumstance Avhich was dwc to the belief that schools had been "fed" too nuich radio, or at least more than they could use effec- ti\ely. The budget for school broadcasting had not been cut during this same period, so the reason given for the decrease of j)rogram time seems verified. This phase of school broadcast- ing in the Scandina\ ian coimtries has important implications for educational radio in this country. \\^ith many school systems plan- ning to ha\e FM broadcasting stations of their own, the air is apt to be filled with programs in- tended more to fill time allot- ments than to meet real classroom needs. FCC regulations requiring stations to be on the air for at least a certain minimum time will tend to stimulate just such a con- diticjn. Educational radio must learn to build its own policies, not fit itself into the conventions of connnercial broadcasting. A school broadcast that needs 22 minutes should be given that amoimt of time— there should be no need to cut the heart out for a 15-minute period nor to pad it so that it fills a half-hour spot. In bcnh Norwav and Sweden, radio nuist contend with a lan- guage difficulty. The former coim- Page 53 try is bilingual in spite of the fact that the country has a homogene- ous jK'oi:)lc with no sliong section- al liilferences. Swedish broadcast- ing is troubled to a lesser degree with a \arian(e between the spo- ken and written language. Radio promises to do more in bringing about a single mode of expression in both of these countries than any other mediiun. Through years of Danish rule, the old language of Norway was changed to a Dano-Xorwegian tongue which became the oflicial language. It is referred to as Rik- smal or Bokmnl and is the lan- guage of governmental documents and of most literatiue. After Nor- way's freedom from Denmark in 1814, a wave of nationalistic spir- it lesidted in the establishment of Laruls?nal or Nyjiorsh, a language worked out from a group of west coast dialects. In the past, political parties have championed the cause of Nyvorsh in an attempt to gain added support from riual sec- tions. Laws were passed to make the two languages of c(|ual imj)or- tance. Local school boards were j)ermitted to choose the language children were to be taught. DR. \R rUlR SFKNIl S In 193!> Dr. Stt-niiis sptiit nine months aI)roa pp 128. (Renewal of Copyiigiu, 1944. This .special edi- tion of tlie l)ook has been pid)lishcd by K. M. Hale and Company, Kan Claire, Wisconsin, after arrangement with the pnblishcrs of ilie regular edition.) 77/r Real Mother Coose is a rolk'dioii ol all the Moiliii Cioo.sc rhyiius from Little Bo-Peep to When the Snoiv is on the (iroinul. — 2H() in mtniljti. 1 he l)Ook in- ( liidc's a li.st ol all the rlivmcs and an alphalu'tical list ol Inst lines. Pag* 58 Joe Park Assistant Professor of Education, Northivestern University. This book is very well illustrated with 115 pictures in full color. rwenty-seven of these are full pa,t;c 7''.sxlOl^-inch pictures, illus- trating such rhvines as "Rain." "Pat-A-Cake," "To Market, 1 o Market, To Buy a Fat Pig," and "Goosey. Goosey (iander. ' An outstanding Mother Goose book. Pablo's Pipe, by Frances Eliot. New York: E. P. Dntton &: Co., Inc.. 1936 pp 48. (This .special edition is piil)lislu'd after arrangement with the publisliers of the regular edi- tion, l)y E. M. Hale and Company, Kan Claire, Wisconsin.) PAIU.O'S PIPE is the stoiy of a little Mexican boy, who makes gooil with his bamboo pipe on Halftone rcproduction.s from the full-color illnslrations in "The Kcal Motlicr Goose." SEE and HEAR — January h); iN'hicli he could play quite a num- ber of seemingly delightful times, riicre Averc three others in his family: his father, Jose; his moth- er, Amelia; his sister, Nita. One Satinday. as the family was prej)aring for its Aveekly trip to the market, a terrific wind swept down upon the region. Now the uind was so strong that "it blew off Pablo's hat. The mangoes that were almost ripe fell from their branches and blew away down the hill. The wind blew and blew and blew. It blew the blossoms from the vine by the door, and it blew the red peppers from the plants in the garden." Eventually it blew away e\erything that the family had made ready for the market. Since the materials for the market had been lost, it seem- ed that the family might be doom- ed to a temporary state of poverty, SEE and HEAR — January However, the reader nnist not iiiuiii tstin\atc the ability of Pab- lo. He hits upon the ingenious idea of going to the market to help Miguel, a kind old man who looked allii- the donkeys which people from far away rode to the town. With his father's consent, his bamboo pipe, and a list of things he was to purchase with the money it was supposed he might earn, our friend sets out for town. Since it was a long way to town and the weather was warm, Pablo sat down to rest. .\s he rested, he jjlayed a little tune on his pipe. At that \ery moment three min- strels, a woman, one thin man, and a little fat man came along. The three persuaded Pablo to join them. All that needs to be said con- cerning the success of the adven- Pa0« sd tuic is that Pablo made cnou,i;Ii money to buy two new hats, two firmly wo\cn wicker baskets, one of which he filled with ripe man- goes, antl the other he filled with corn meal, a bunch of reeds, an earthenware pot with his name on it, and a boiupiet of beautilul (lowers. Not bad for a bit of pip- ing. Espi'cially when the three adults of the group must have taken their share of the income. Pcrliaps it should be added that the three minstrels thought so well of Pablo that they agreed to come for him to join them when he had grown up. A very interesting book is Pab- lo's Pipe. It is of special value for introducing children to certain aspects of Mexican culture. It ap- pears unfortunate, though, that the illustrations, which are in col- or, are not more exact. For ex- ample, in se\eral places reference is made to mangoes. The illustra- tions at best, indicate that man goes grow on trees. From the leading, the child can learn that mangoes are eaten, but he cannot gain any concept of the si/e of the mango, the color of the fruit, etc. In fact, the illustrations are about as valuable as the dictionary defi- nition, which contains such words as "Anacardiaceous tree (Mangi- fera Indica) ." It seems to this re\iewer that (hildreii's books which attempt to present factual information, of one sort or another, should be \ iv- idly and accurately illustrated. —Joe Park. Page 60 Xavy Men Slarl New Film Company ] A new ])ro ^ R' nilj iltlii Ilia en lUoi m m FOR UNDERSTANDINGS Mrs. Christine Cash Superintendent, Center Point School, Pittsburg, Texas Kdiior's Note: The ability of the eacher to lead her pupils through ex- •crienccs which will allow them actually 0 "know" physical surroundings, the liinatc. and the mood of other localities 5 a constant concern. Mrs. ("ash explains he use to which she has put good caching material in bringing experi- tices from far away into her own class- oon\. D ECENTLY we had the oppor- ^^ tunity of viewing the fihn ^lay in the Snoic. The staff and he childicn of the Center Point kliool all participated. It was ob- erved that the pupils of the inter- ncdiatc grades were enthusiastic nul jubilant during the showing )f the scenes from the fdm, par- :icularlv those in which the chil- hen A\ere engaged in coasting. Following what we had learned irotn this first showing, a second iliowing was arranged for pupils af grades three to six. After an intioductory discus- sion, the children were told to ivatih for situations in which the rhildren of the film observed safe 3EE and HEAR — January behavior and precautions con- cerning health and comfort. After the showing, several questions were asked. (luestion: Can >ou tell about some of the play situations that you saw in the picture? Tliird Grade liny: I saw the children playing snowball, building a snow man, playing the game of fox and geese, coast- ing and skiing on the hillside. First Grade Boy: I watched them snowballing, coasting, and skiing. Question: ^Vhat health precautions did you see the children take? First answer: The children put on warm sweaters when they went out to play. Second answer: Before they got cold, they stopped playing and ^vent home. Question: Did you see the children take any safety precautions as they play- ed? Ansxi'er: I watched a boy make sure there were no coasters in the way when he was ready to coast down the hill. As the result of their discussion, the children were very eager for a second showing. Again after this showing, they were eager to talk Page 61 Pag* 62 ;iboui wh;il ihcy saw in ilu pic- lurc. They Noluntccrccl to wiitc iiboiit the cxjxiiciuc's they saw and biinjf their (oinjjositions to school ihc' next clay. Without (|iKslion. we ol the stall of the (Center Point School heliexe that the film may be used \ery achaii- taj;eously in tirades lour to six. It may even be ol inurest at IiIl^Ii school levels. It suppK mints best the work of the chilchtn in health and |)h\s- ical eduiation. It is an opi)oituni- ly for them to witness sports with which thcv are not familiar here T<>j> -lVi\l and Nell aiul C.liarlc\ arc Koiiig; lo make a snow iiiaii. He will staiiil wlicrc the l)ig{!;csi roll of snow .stops. Another hii^e snowhall makes his chest, and another iii^ head. He will look realistic cnoMi;li to .say, "How ic hito two jiieces less than tlie iunnl)cr of chil dren pla\ing. The children on the ontcr rinj> are the geese. 1 he fo\ is in tile center. The extra cliild is the goose without a nest. riiitil — Vhc fox tries to catdi the goose withont a nest. 1 hey tan onh nni on the healin trails. Kver\onc keeps iiio\ing so no one is the fox long. /{o//o;;/ - It's a line day for coast ing — crisp, clear, and (old. I he hill is marked with flags to prevent accidents. The children coast clown one side of tile Hags and walk ii|) llie other. Hill waits until (he coast IS clear hefore he starts down. ^Oii don't even need a sled! Coasting is good on an old dishpan. a shovel, or a ho\. January — SEE and HEAR MRS. CHRIS IIM. W. (ASH Mrs. C.a.sh. now locil su|KMiiiU'n(l«iii «>l Ihf (tiilir Point School. I'illslinrn. I i-\;is. lias had i\|>ii iiiui- as a liadici in onr ro«)n» iniai sihooU. <<)uni\ snni incr noiinal.s. sunnncr scs.sion.s of ^\'iil\ anil larvi.s Colleges and as a higli sdioo', ua«her. She has done nunh experinu lUation with hehavior prohleni (iiiidren and those of snhaverage al)ility and oppor tnnitv. She has evahiaied many ednca iional hinis. ill the .Soutii. Ill soutlurii ;ircas tluTC is .sckloiu siifhciciu snow to make it possible lor chikireii to |).ii ticijiate in such play as the iihn shows. Thus, this fihu Avill pro\ icie \icarious expeiiciues whicli. otherwise, they probably would not ha\e. .Se\eral obiecti\es are a({()iii- plishecl— a con.sciousness on the part ol the children re^ardiii'; |)roper wearing apparel to be To/; — Its fiui to eoast together, Charley on top of Bill. Down thev slide! Serourf — Skiing is one of the most thrilling wavs to enjoy tiie clear cold days of winter. First, ski hind- ings are hrmiv fastened — no loose skis to spoil the fmil Remember to keep skis straight when walking straight. Herringbone fashion is best on a slope, sidestepping for a steep hill. T/i/)f/ — .Ski jiim])ing on the school slide is great fini. Boys and girls learn to make graceful leaps. Hying throngh the air like birds. /{o//om —Tired. Bill. Nell and Charley trndge home throngh win- ter's wonderland. I'lctures CDiirtfsy KncyiI<)|iatMli;i riritaiiiiic.'i lilms. Inc. SEE and HEAR — January V ^ Page 63 worn during various seasons of ilic year, a consciousness of the in- dividual's responsibility for ob- serving good safety behavior dur- ing group play, and the healthy emotional attitude which results from observing children who arc engaged in playing congenially. The fdm is a valuable experi- ence in that it encourages chil- dren to express themselves easily and enthusiastically. The children were \ery interested in writing short descriptions of the scenes which they saw and the impres- sions which they received from the film. Die-, Th rcc-Dimension Projection I (Iras Arc Incrcosiyifn, I Ik- .S()\itt lilin indusliy lias acliic\C(l ihicc (linicrisional images in llic invcn- lioii of Scmeon Ivanov. This method is a variation of tlic grid process by which iwo images are projected on the screen sinudtancously and are broken up into ( losely spacctl i)ands by a grid or grating near liie screen. This grating also serves as the selective viewing means. Three other stereoscopic systems are now being developed. The Anaglyph method employs complementary colors with individual viewers. The Polarised Light method involves the use of polar- izing viewers in which the axis of |)olar i/ing of one eyepiece is crossed with the axis of the other. A balaiucd lens optical system, using single-image |)hoiographv and standard projection e(|uipment. has been develoi)- ed by .Stephen E. Garutso. With prac- tically unlimited focal dei>lh, from lO indus to infinity, this optical bahum- gives the illusion of third dimension. Pago 64 SEE and HEAR PREVIEWS (SEE PAGE TEN( Curing Fork Country Style (Sound) Black and White, and Color, 20 minutes. Lit: Ilonu- Ec. J, S, C; Agric. S; Clubs A. THI.S is an excellent sound-film de scription of how to cure pork coun try style. Organized around three basic rules to be followed, the dry and brine methods of curing, the construc- tion of a smoke house, and the steps taken in smoking the cured pork and of |)rcscr\ing the pork after smoking, are elfectively and interestingly portrayed. Vnited States Defiartrnent of Agricul- ture. At your nearest film library. Second Freedom (Sound) 17 niiiiutcs. Use: Home Ec. S, C; U.S. Hist. S, C; Socio. C; Clubs A: Nursing A. THE emphasis in this film is on social planning during the sdiool years of the child in Englantl and through his vocational or professional training years. It explains in detail the social sccuritv measures available to 22.000.000 workers in England. Socialis- ed health security, emplovmenl securii\. housing, old age retirement and sccuritv arc dealt with extremely realistically. A valuable model for the I'nited .States to contemplate. British Itilornuition Scnf- ices. At your nearest fdm library. A Start in Life (Sound) 22 minutes. Use: Home Ec. S, C: U. S. Hist. S, C; Socio. C; Clubs A: Nursing A. THIS is a complete story of the so- cial responsibility which England feels for every child regardless of social situation or circmuslance. Organ- ized prenatal care is being extended to all its citizens, (.omplete heallli ser\i(C from the time the child is born until he reaches the age of five is explained dear- Iv, interestingly, and without pretence. It olfers a model that we might well (((iisider in this (onntrv. British Injur- iiuition Strvi((s. At your neaiesi him library. January— SEE and HEAR UTILIZING THE POTENTIAL POWER OF A The connected story of the territorial annexations to the original 13 states of 1783 is told graphically through such maps as these. Lt. Donald A. Ei.dridge Assistant President, Wesleyan University, Middletown, Conn. (on leave) and Leonie Brandon irector Audio-Visual Educalion, Neio Haven, Conn., Public Schools T 7HAT \vc describe here is A/rcally an application of a rnnila for the use of training nis which has proved so success- il in the wartime navy training ■ogram and which is the basis E and HEAR — January of the training aids guides pre- pared for use with many navy films. Careful ad\ance prepara- tion by both student and instruc- tor, effective showing of the film in terms of specific purpose, and Pago 65 Editor's Note: With the oddition of coch new teaching tool, the necessity of coordi- noting them efficiently increases the re- sponsibility of the tcochcr. How con the study film be mode a port of the Icorning situation? Todoy, on Lt. Donold A. Eld- ridge's return from service in the navy, he reaffirms old beliefs and describes a typi- cal classroom technique for coordinating film ond printed motcriais in history. Some time ago he and Miss Brandon developed this technique as a study guide for the film TERRITORIAL EXPANSION OF THE UNITED STATES imiiictliatc aiul caiflully |jlaniK(l lollow-up in the loiin ol discus- sion, testing. (Icnionstration. and application — this is navy way. This study technique lias been and is being applied now to a |)opular and efTectixe history film called Tcrriloriul Expansion of the United States. It is built around animated map study which shows the se(|uential ex- pansion of territorial actjuisition against a backdrop of representa- tive flashbacks, such as. the wagon trails acioss the j)lains, early rail- road di\el<)pment, and treks through the Kentucky wilderness. The advantage of the film lies chiefly in its ability to j)resent an overview of well-related evidence which describes the push to liu West from 178-i to IRf^.H. lis ])()lc-ntial jjower can be real- ized luliy only by thorough and extentled study in the classroom. Learninir exercises should Ix plan ned with exlended sliuly ()j)|)or- tunities in mind. Discussion of 'The film and ihr sliuly tn.lterials iJpscribcH ill this artii-lc arc tnoiliiccd by IntiTiiatiunal (jcf>Kr.Tl>liic ricturcs. New York, iiiulcr tin- title Tcrriloriul li.\t>iinsion of tin- Unitcil States from 17H3 to 1S53. ThotoKraphs by l>crniission. Pag* 66 I wril-ananged iaciual ijucstious olien clarifies anil emj)hasi/es tho basic facts dramatized in a history picture. Studv cxeicises desiniud to bring loiih time and place backgrounds will make tluni "stick." Map exercise can be va- ried and thus be made challeng- ing and vvcji th while. A time line of real sociallv im- poitant events helps the student tcj establish relationships which enable him to relate the stoiv ol each new territorial accpiisition i< the other imj)ortant historicai events of the time. .Student shciuld read widely ihcjse bio graphical stories ol the men aiu women associated with the factua l^hases of historv. Poitraits or ac tion drawings ol the people con cerned. if available, help v isualizc the individuals and fix their asso c iations to historical events. Every suggestion ])i()])osed fo: incorpoiation in a (din stud' situation can be tried first in air classroom under normal teachin) conditions with .m experiencci teacher and tyjMcal students. Vh finished technicpie. which is th result of selecting those ajjjjroacli es and activities which provec most ellective under actual condi lions, can and should be j)assct istru along to other teachers. This iWs what has been clone- with the filr oi pie.sentaticju of Tciiiloyial E> f)(insion in the United Slates. Some ol the melhods which a included in the studv manual fc} this film are woilhv ol nunlioi 1 lioih a teacher's and a sti, d( Ill's version of a study me January — SEE and H! Ill «ory pinsi («ib( foli Loi un fJiion icr Saiidl I lie .story of disputed 1 laims uliich is told i)y (lie narrator is visual- ized hy accompanying animated map studies such ns thi!!. jmrmn In review the whole- story of territorial ex- pansion is built up step by step for the student, resulting in this final picture. id booklet were drawn up. Jn ffect, the former is a nianiial of nstruction containing the answers nd a special introduction ad- Iressed to the instructor, while he latter is a student's workbook. ^ Loose-leaf binding, with pages -• unnumbered, permit rear- angement and insertion of illus- rations, written reports, and ther materials which the indi- idual student collects. The stu- dent is expected ultimately to luunber his pages and prepare a table of contents. The teacher, likewise, can incorporate her own notes into her copy. q Biief short-answer tests are ^' included as a part of each student's copy. These probe film content and challenge the student to pursue reading. A Actual materials provided '• studeiU actixitv include t for ime EE and HEAR — January Page 67 4f '•'•\ rrccjuent Hash- backs show models of transportation used by the settlers as they pushed in- to the newly an- nexed territories. 1 he co\ered wagon train, the early coach, railroads, and niany otiier llaslibacks help stu- dents identify events with social jjrogress. \ lies (ove ken hsi lir( iii{li( alt of ill 111(1 he 1 lorie; Fo' ive. line, cutout maps and an outline map. These maps correlate spe- cifically with the maps in the film, thereby helping to "carry over" and fix the continuity from the film. p "Biograjihies" of famous peo- -*• j)lc living during the period co\crcd bv the film are included with spaces provided for the stu- dent to add information obtainetl tliroiigh wide reading. The entire unit of work — the sc(]iience of territorial exjjansion between 1783 and I8.')-{ — can be lead in history books and corre- lated with the film content. After \iewing the film antl doing basic reading, the pupil is ready for the f)}()l>lrni.s joy (in llirr study. 1 lerc the boy or girl who learns cjuickly can find suggestions for many worth-while additional activities of i)road scope, and the class pe- Pag* 68 LT. DONALD A. KLDRTDGE AND ^fISS LEON Hi BRANDON Miss Brandon has used visual aids in her teadiing assignments in the New lla\cii I'liljlir Schools for many years. .Slie participated in tiie original experi- ments conducted by Knowlton and Til- ton with the Chronicles of America. She succeeded Lt. Eldridge as Director of Auilio-Visual Education at New Haven when he left four years ago to assume the position of .Assistant to the President of AVesleyan University, Middletown, Connecticut, from which position he is now on lca\e while serving as OfFicer- in-Chargc of tiie Training .Aids Section, Potomac River Naval Command, Wash- ington, D. C. While in New Haven. Lt. Eldridge also served as Executive Director of the Connecticut Educational Film Library .Association, a cooperative him lil)rary operated for some thirty school systems in the state. This was discontinued when the I'niversity of Coiuiecticut set up a librarv. Me was at one time president of the Connecticut .VudioXisual Educa- tion As.socialion. Miss Brandon is now conducting spe- cial courses on audifivisual aids at the New Haven State Teachers C"ollege, in addition to her regidar duties with the New Haven Schools. uide I January — SEE and HE, fm ioil c;in he iisctl for stuckiit and oinniittcc reports on these acti\i- ies and the prohlcnis tlu-y un- ovcr. Interesting reports ha\c )ccn presented on divergent top- es such as songs anti music popu- ar (hning the expansion period, lulicatini' the inlhience of histoi i- al events on the trend of music )f this perioil and the importance mil methods of conservation of he natiual resources of the tcrri- ories. Kor end-of-the-year review, the ombined use of guide and fihii las been found extremely effec- ive. The students — particuhirly. shen they have taken advantage >f the loose-leaf structure of the ;uide to include supplementary material — have a concise, inter- est ing. and often (olorful simi- mary of the e\ents of the period. When studied prior to the class rt\ iew of this jieriod, this ex- panded guide pro\ ides excellent j)reparaii()u for a Hnal sur\ey of I In- film. In brief, the study guide has helped to cooidinatc student- motixated research with the text- book and with the film. By so doing, it has helped teachers to stiuudate students to become ac- tive participants in, rather than mere passive observers of, the his- tory as im folded on the screen. This is the essence of good use of teaching films. THE enduring future of audio-visual aids to learning lies in its close relation to the curriculum of our schools and the more effective training of teachers in the use of audio-visual materials. The premise implicit in the term "aids" suggests that of themselves these materials will not teach. They can only aid in teaching. The use of audio-visual aids in a fashion unrelated to the sequence of studies or to the demands of the learning process is not helpful. The present tendency to use movies, for example, wheii available rather than when needed, is an illustration of this unrelated use of audio-visual aids and is doomed to disappear as soon as the results of this un- planned and unwise use are subjected to scientific evaluation. Study pictures, filmstrips, slides, records, exhibits and movies must be asscml)led to supplement the specific course of study job which is being done by the teacher at exactly the time she is accomplishing it! All of these aids may not be available al one time, but the eflort should be to use a variety of materials keyed to the common end of making more graphic and thus more understandable the subject being studied. It is a simple yet workable idea, but sometimes difficult of achievement. Kingsley Trenliolme lEE and HEAR — January Pago 69 Report of Indiand Coiin/iillcc on .1-1 Materials A statewide committee on audio- \isual materials for Indiana, which was recently appointed i)\ Dr. Cllcnieni T. \lalan. State SiiiKTintendent of Public Instruction, held its (irst meeting in In dianapolis at the Slate House on No vemhcr Ki. Dr. .Malan ]iointcd out that the Committee was appointed to help work out a program and to make iccom- mendations relative to the optimum use of audio-\isual materials in the |)id)lic schools of Indiana. Among the problems discussed was the need for an elementary handbook which would include: (1) a description of all types of audiovisual materials and e(|(iipment with emphasis on the educa- tional motion picture; (2) siJccific sug- gestions on organizing and administer- ing an adccpiate program of auclio-\isual materials; (3) effective ways of using materials; (4) bases for evaluating a program of audio-visual materials; and (5) sources of materials and etjinpnicnt. Members of the Committee recognized that the successful completion of this assignment would necessitate the evolve- ment of a nund)er of guiding principles which would serve as a basis for the selection and treatment of content in the handbook, as well as for reports from the Connnittec to Dr. Maian. .Some of the more important ])rojects which will be undertaken bv the general com mittee and sub-committees are: 1. Principles iniderlying the organiza- tion and administration of a service of audicj \ isual materials. 2. Most effective methods for using each type of material. 3. Pre service and in-service training programs for teachers including confer- ences, clinics, institutes, workshojis, and undergraduate and graduate credit cciurses in the field of audio visual mate- rials, and suggested c|ua1ifications with respect to experience and training of the director of audio visual maieri:ds who is expected to coordinate a school |)rogram on either an extra c hi ii< ular, ])art-time or full lime basis. Page 70 4. Survey of sources of audio-visual materials available for use in Indiana schools. '). Study of the ai)ility of teacher- training institutions with their present libraries of audio-visual materials to meet the rapidly increasing demand for audio visual materials from smaller schools and community groups. 6. Desirable teacher-matcrial-and- etpiipment ratios. 7. Suggestions on ways by which pres cut classrooms can be adapted in an economical fashion and new buildings can be planned for a most effective use of audio-visual materials. 8. Basis for financing a program of audio-visual materials including recom- mendations inider which state-aid schools coidd i)urchase cc|uipment and purchase or obtain leaching materials on a .service-charge basis from an educa- tional library of audio-visual materials. 9. Plans which will enable Indiana schools to take full advantage of avail- able sinplus cc|iM'pment and materials in the field of audio-visual materi;ds. 10. The need for, and functions of, a state su|)crvisor of audio-visual materials in the State Department of Education. Members of the Committee are: L. C. Larson, .Assistant Prcjfessor of Audio- \ isual Kducation, Indiana rniversity, liloomingion. Chairman; Miss Evelvn Hoke, Director. Teaching Materials Service. Hall State Teachers College, Muncie; Lowell Hojikins, Director of Auclio-\isual Kducation, Evansville ('ity ■Schools, Evansville; Mrs. Daisy Mae (ones. Supervisor of Intermediate (iracles, Muncie City .Schools. Minicie; Richard H. C.emmecke. Teadier of .So- cial Studies, T.lkiiart Senior High Schocil, Elkhart; \V. O. Puckett, Superintendent, Princeton City Schools. Princeton; Eiovd T. Walker, Principal, Lapel High Sdiool. Lapel; Max Norris. Principal, lUiill Avc'inic School. Indianapolis; Otto j. Newman, Superinieiuktii, St. Joseph County .Schools. South Hend. January— SEE and HFAR I' .1 ku BIBLIOGRAPHICALLY SPEAKING Leroy Klose Director of Music, Madison Public Schools EDITORS NO IE: Mr. klosc "lias I)ccn llicic. " Starling as a teacher he arcumulatcd invaliialile experience which he now brings to his supervisory rcsponsiI)ililies. Years ago he i)ecanie interested in the possibility of introducing visual instructional materials into his work. He today believes that work in instrMnieiital music and in music appre- ciation becomes very effective when it is built on not only the mider- standing of the instruments involved, but in a cognizance of the physical finidamentals of sound and acoustics. Music teachers will enjoy his comments and his short bibliography of very excellent films. A LI. of us who appreciate r\ good music and outstand- iig techniques of execution be- onie actively interested in pass- rjg along our enthusiasm to those ^e teach. If we stop to examine ur own interest in music, we find hat it has been built up in the ace of many obstacles, long hours f practice, financial and other acrifices in attending the per- nrmances of skilled artists and iiiisical organizations, and other larriers over which others might asily have become discouraged, 'et today A\e have an instrument or fostering appreciation of fine nusic and fine techniques which leretofore has been used only ketchily and inadequately— the ound teaching or textfilm which leals with solo or group perform- EE and HEAR — January ances of musical accomplishment. How many of us, regardless of how often we hn\e listened to the Minneapolis Symphony Orches- tra, the Pro Arte Quartet, or the Chicago Opera Comjiany, ha\e wished that we could have a clos- er look, a more leisurely oppor- tunity for examination and eval- uation, a chance to see again and analyze those performances which we particularly admire and which have won our respect. This last opportunity is available to those teachers and pupils who Avish to begin to use some of the best of the sound films which have be- come available in the field of the symphony orchestra and in the area of detailed examination of indi\idual instrumental tech- Page 71 niques, or who wish to witness the finished performances of many of the outstanding artists such as: Jose Iturbi, Emanuel Feuermann, and the Cooiidge String Knsem- ble. For the use of those teachers and directors interested in having their ])upils witness the finiction of each of the instruments inchid- cd in the orchestra, the qualities of these instruments, and the place of their voice in the indi- vidual choirs and in the over-all organization of the orchestra, films such as the following are recommended without reserve: THE STRING CHOIR-Shows the im- portant functions of the stringed instru- ments in orchestral music. Types of bowing and pizzicato and the finger tcchni(|ues of vioUn, viola, cello, and contrabass are illustrated. Compositions are interpreted. Brittanica. THE WOODWIND CHOIR - Demon- strates the individual lone quality of the various woodwind instruments and illustrates playing techniques. Composi- tions include excerpts from famous sym- phonies bv Rrahms, Mendelssohn. Ros- sini, \'on Weber, licethoven and Schu- mann. Brittanica. THE PERCUSSION GROUP-Demon- stratcs. witii full orchestral accompani- ment the playing technicpies of the tympani. tom-tom, snare drum, bass drum, tambourine, cymbals, chimes, gong, castanets, triangle, bells, xylo- phone, and celesta. Brittanica. THE RRASS CHOIR-Revcals the func- tion of the brass choir in a full orches- tral setting. Shows each brass instru- ment in solo passage, with ample oppor- tunities to study tone qualities, con- struction, and techniques of playing. Brittanica. THE SYMPHONY ORCHESTRA-De Pag* 72 lineatcs the relation of composer and conductor to symphonic music and elab- orates tiie various choirs that make up the orchestra together with the func- tions of each, lechniqucs of the coq^ ductor are treated in detail. Brittania ^ .Splendid materials upon which to Iniild music appreciation are films such as the following which dramatically, vividly, and authen- tically reveal the technicpies. ef- fects, and artistry of the iorcmost of our American musical perj formers: ; JOSE ITUKhl-Sevilla by Albeniz and I'aiitasia Impromptu by Chopin arfl plaved by this popular concert musiciani (.utlolin. EM.\NUEL FEUERMANN - Cellist - Rnmlo, Opus 29 by Anton Dvorak and Spintiitip, Sonjr by Popper are played by the world's premier cellist, Emanuel Feuermann. Gutlohn. COOIJDGE QUARTET - Strong En semble— The Andante movement from Carl von Dittersdorf's Quartet in F. Flat Major and the Fugue from Beethoven'} Quartet in C Major are interpreted b) tiiis top-ranking siring cjuartct. Cutlohn m iQii laiic lids nine; bit prov k tiiel pni Music teachers are also more and ?™ more realizing the necessity for es tablishing understandings in th( physics of sound. They feel that throtigh establishing understand ings of how sounds are producec and what their physical qualitie- include, better musicianship anc tcchnitiue can ultimately be at tained through the heightenec understanding and appreciatior which can be developed with \is ual and sound aids. January — SEE and HEAl "Multi-sensory" AIDS IN THE TEACHING OF MATHEMATICS llir Coinmitlcc an Multi-sensory Aids National Council of Teachers of Mathematics, Bureau of Publication, Teachers College, Columbia University, New York, N. Y. 1945 $2.00 455 pages EVliN as this yearbook claims to acUl a new ^\•old, "niulti- scnsoi y." to ihc vocabulary of cd- iicaiion, so this book suggests a pattern lor reports on teaching aids in other helds of secondary education. This book is the eight- eenth of a scries of yearbooks by the National Council of Teachers of Mathematics de\oted to im- pioving instruction in mathemat- ics. It is a welcome addition to the literature on audio-visual aids particularly in the field of mathe- matics which traditionally treats abstract subject matter in a formal manner. Perhaps no field of sec- ondary education is in gieater need of using teaching aids in developing meaningful concepts rather than rote memorization of rides and skills. This yearbook consists of a number of articles which survey the work in mtdti-sensory aids carried on by mathematics teach- ers throughout the country. It was prepared by a committee of ten assisted by 136 additional in- SEE and HEAR — January ili\ iduals listed as contributing to its preparation. This report does not claim to be an exhausti\e study of all the aids which mathematics teachers ha\e used and can use to good ad\antage. The individual ar- ticles describe a laree nimiber of dilTerent kinds of aids and some of the experiences which their au- thors have met in using them. ihc types of multi-sensory aids described include the foUoAving: exhibits, demonstrations, models, linkages, pictvues, designs, graphs, paper folding, experiments, in- struments, charts, construction materials, films, slides, historical materials on models, three-dimen- sional projections and other teaching devices. In addition there are articles on the preparation and proper util- ization of visual equipment, mo- tion pictures, slides, stereograms, models and instruments. The ap- pendix includes short descriptions of individual models and devices Pago 73 How intriguing il can he lo visualize some of the mathematical theories and ahstractions whicii we too often apply in terms of verbalisms alone. Think of how meaningful tlie laws regarding a\crage tendencies he- come wlien we demonstrate again and again the probabilities of samplings which can be worked out in a matter of seconds with the use of the demonstration board (No. 9) above. The yearbook Multi-sensoiy Aids in the Tearltitig of Mathematics stresses the values of such visualizations as: (1) and (2) plastic curve portrayals, (3) rectangular solids to demonstrate (.-\ — B) ', (5) coni- cal surface, (fi) cones showing intersections of plane and conical sur- faces, (7) ellipsoid, (8) left— hyperboloid of one slieet showing its generating lines, right— a surface generated by straight lines, (9) ar- rangement illustrating normal proi)ability curve, (10) three-dimen- sional column diagram. s Pag« 74 January — SEE and HEAR D()N()\.\\ A. JOHNSDN Aliir scvci;il yrars ;is ;i n;u Iut of iiiuc and mathematics in Minnesota ul Wisconsin, Mr. Johnson is now com- Ictiiig liis work for his I'h.I). at the iii\irsit\ of MiniKsota wlierc iiis (hs rtatioii will l)e an i'\|)ii imenlai stiuU I visual aids in maiiiematics teaciiinji. !e has l)ccn a menil)cr of the staff of 'gional institutes on aiulio-\isnal aids loiisured l)V the I iii\ersit\ of Minne rta; is a meml)er of an educational film •\i<-win}i; committee: antl is sponsoi of u .iudio-\ isual operators' did) at the nnersitv High Stiiool. He is now ead of the mathematics department at le University of Minnesota. eNcloiK'cl by niatheiiiatics teach- rs ami an extensi\e bibliography I" lorty-six i)a,s»cs on such aids as lie slick- rule, calculating instrii lents, surveying instruments, harts, sun dials, homemade in- truments, linkages, telescopes, ex- erinients, paper folding, con- Lructions. the mathematics iboratory and library, contests, xhibits, plays, recreations, games, rt, architecture, dynamic sym letry, history of mathematics, caching mathematics and books, ince tlie source and the cost of ids such as films, filmstrips, and nstruments are listed, this report hould be an excellent source ook for mathematics teachers r'ho wish to use visual aids. It i illustrated appropriately by pic- ures and drawings. As a whole, his book will meet the needs of nathematics teachers in the field if multi-sensory aids in that it i\es specific and detailed instruc- ions on how to obtain, construct, nd use mathematical aids. EE and HEAR — January I lowever. this book contains material that, in the mind of the re\ i( '^\■('r, could well ha\(.' been omitted. i*"or examjjle, the com- plete plans for constructing a lan- tern slide projector or the descrip- tion of cameras and j)hotographic materials with j)rices listed that are already outdated do not seem woi thy of iiK lusion. 1 he authors of articles in this yearbook ha\e seemingly suc- citmbed to the ease of preparing and using \ isual aids in geometry, wheieas other fields of mathemat- ics also need concrete materials. It is apparent that geometry of- fers greater opportunity for visual material than other fields of math- ematics but the reviewer feels that much could be done in arithmetic and algebra. I'o illustrate, a mo- tion picture could be produced showing the application of formu- las in science and industry or a filmstrip prepared dealing with consumer problems or laboratory equipment other than measuring instruments used in the develop- ment of formulas. Although the committee points out that the report is not an ex- hausti\e catalog of all available aids, there does not seem to be any explanation for the omis- sion of a sound film such as The Earili in Motion or a silent film as Snoiv and Dezufall or of a book such as The Education of T. C. Mits. Has this report omitted other materials that are of a math- ematical nature and contribute much to a mathematics class just Page 75 because ihcir titles do not indi- cate mathematical subject matter? In conclusion, it can be em- phasized that this book %\ill un- doubtedly have a stimulating inllucncc on the teaching ol math- ematics. It will certainly be wel- comed by teachers who desin means for a departure from th< traditional method of teaching mathematics. It is a book thai should be in the library of evei| mathematics teacher ^=^ Head, Dejiartnicnt of Mathematics University High Scliool University of Minnesota World War II has shown us the possibilities of enriching our learning situations with equipment and materials which allow us to see more and to hear more about our environment and our activities. Today thinking administrators and teachers realize that we must do more to make our social and natural environ- ment meaningful to the children we educate. Anything we can do to bring knowledge of that environ- ment into the classroom will assist in establishing more valid understandings. To do this we must investigate the contribution of the mounted picture, the i)lackboard, the bulletin board, the filmstrip, slides, models, exploded views, and the more spectacidar \ isual ecjuipmcnt which too often we allow to occupy the center of the stage— the modern sound motion picture projector and the fdms it carries. Pav* 76 January — SEE and HEAl « A FILM I Um n W^\^ Dr. Paul F. Brandwein lead, Science Department, Forest Hills High School, New York City rUL ]Moduccr of classroom films could increase his al- eady wide influence on the learn- ng situation if, in providing ma- crials of instruction, he enabled he teacher to fit the film to the esson rather than forcing the les- on to fit the film. Perhaps this nomalous situation exists be- ause the producer of films is isually forced to think in terms »f subject matter rather than pu- )ils. \Vhatever the reason for pro- iding materials which are fitted o a certain footage and not to essons which are limited to sub- ect levels and often not to pupil evels, the producer of films may leed to check his scenario and his inishcd product, in the classroom so as to determine whether the film serves the teacher's objectives. In science this is particularly necessary. Producers of films have often failed to realize that science is at least three inseparable enti- ties — a body of information, a body of technological devices, and a method of attacking problems. The teacher of science is concern- ed with all three and places con- siderable emphasis on the last. In general, the producer of films, to date, has placed emphasis on the first two and has neglected the last. Films can be used to stimulate students to obser\e carefully, think rellectively, make judgments Editor's Note: Visual materials have a ivide scope both in form and availability. Their effective uses are as broad as man's ingenuity. An example of creative imagination and challenging teaching is brought to you in Dr. Brandxuein's account of a film lesson which combines all of the aspects of good teaching procedure. EE and HEAR — January Page 77 and prc'ilictions on the basis of the facts ol)scr\c(l. A film lesson on the Finicdoti of White Blood Cells with siu h objectives in mind is discussed below. The film used was diliircni in many aspects Irom those which are ordinarily j)iotiucetl. It had no titles oi- sound track. Instead of titles, blank trailer (fi\e sec- onds duration) was interspersed between scenes. These blanks be- tween scenes were to give me, as Dix>isi()ti, Milosis, Ferlilizalion Peristalsis, White Blood Cells Pollen Tube Formation. 'ooks here which you may borrow to Pag* 82 help you with the report. I know all of you will want to take these questions down in writing. I'm going to present a scene of a medical technician in a hospital making a count of white blood cells. I'll point out the white blood cells. Here are the ques tions. (Here an alarm clock rings, sig naling two more minutes to the end ol the lesson.) What is the importance ol a white cell count to a doctor? ^Vhal may a low or high count mean? (Show? scene, and points out white cells, rec blood cells.) There are normally 5,00{ to 7,000 white blood cells in every cubii millimeter of blood. (Class continue observing scene of count, as teachei points out white blood cells.) One last point need be made There is no evidence •\vhatsoe\ci that the sequence of the lesson - from motivation through methoc to summary — is imix)rtant oi necessarily excellent, poor or bad It is not intended here to indicate that the types of (juestions, type, of pupil responses, or aciivit* which may be apparent in th< lesson are superior to other types It is the writer's contention tha siipcr\isors have very little evi ilcMcc on which to evaluate les sons as excellent, good, or bad It is imfortunate, indeed, that ii the field of education, traditioi January — SEE and HEA iOmJl iiiul aiilliority. not scientific meth- ikI or any counterpart of it, guide tlu" sMjH'r\isor. In sunniiary, let me suggest tliai ronsitleration be gi\en to the place ol the short teacliing fihn material that may become an in- tegial part (^f the teaching ex- planation and the classroom dis- cussion. There seems to me little or no reason lor having all films either 100, 800, 1,200, or 1,600 leet in length. Rather, let the film meet the needs of the teaching situation. Let it be long or short, silent or sound, as the purposes warrant. No, Bob isn't running the projector, but he does know how to shut it off and on. Well-chosen classroom motion pictures are projected at times by upper grade student operators. Good teaching films interpret the school curriculum from kindergarten through the senior high school in the Topeka City Schools where this picture was taken. Student operators begin in elementary schools, receive refresher training in junior high schools, and in senior high gain final recognition of this service through the award of the coveted "Honor T." >EE and HEAR — January Page 83 Bin is out with a giH he picked up at a bar. He's had too many drinks to think straight. L. Warren Nelson Principal Elk Mound, Wisconsin Public Schools Phot* court«>y American Social Hygiene Assn. Page 84 (EDITORS NOTE: Warren Nelson ciares to tread upon shunned ground. It is an area which neetls attention, an area in which the content ncetis to be dragged out into the light of day where it can be examined critically and in a straight- forward manner by the very people who too often fall prey to ignorance of the subject. Possibly the impersonal nature of the film approach holds the key to the opportunity of presenting the in- formation and untlcrstandings of social diseases. Here is one answer to the prob- lem of introducing social hygiene ma- terial into the classroom.) January — SEE and HEAR Wect iiates utea itien Mr mssed feu nentii Said "TT 7HEN you can truthfully Vv say it cleared your mind or helped you, I think it can be callitl valuable." This student's couunent is typical of young peo- ple's reaction to a health Him en- lightening them on the greatest killer among communicable dis- eases. Teachers might well ask them- sehes why they do not give pupils more opportiuiity for such help. In the field of science, one of our first objectives is training in the scientific method. Yet in health units taught in biology or general science, how many teachers follow this precept when teaching a unit on contagious disease? Contagious diseases are recog- nized as a major health problem, tvery biology text has units on make it possible and easy to teach in this "hush-hijsh" area without danger of repercussions or ill ef- fects on e\en those who feel strong "taboos" on the subject. The first requirement is for a healthy, unemotional approach to the problem by the teacher, who must recognize these diseases as a part of the whole contagious disease problem. Literature from the state health department, or the reading of such a book as Sur- geon-General Thomas Parran's Shadow on the Land will help the teacher obtain the proper per- spective for subsequent discus- sions. To introduce the subject of venereal disease naturally, it is suggested that the teacher treat it as just one among all of the com- municable diseases. To do so helps develop the proper attitude of *# both the teacher and the student toward the prob- lem and results infectious disease. In the United States, syphilis and gonorrhea take a greater toll of health than tuberculosis, smallpox, diphther- ia, or any of the commonly dis- :ussed communicable diseases. Yet, how many biology classes mention these two most prevalent Df diseases? Excellent films now available 5EE and HEAR — January in the feeling that this, as many other problems, can be raised from "street corner gossip" to the level of scientific inquiry and free discussion. Treated in a Pace 85 calm manner, as a part of the whole problem of disease, the sub- ject of venereal diseases will not be magnified out of its proper im- jxjjiancc or threaten to give the student an luihealihy mental at- titude. This first step is most im- |)oriant. Discussed as openly as otlier diseases, the atmosphere is not emotionally charged by giv- B!c^!!rrrr Animated diagrams enable the doctor to explain t-he dan- gers of untreated gonorrhea and the value of eoHy treat- ment. He also describes the case of an expectant mother with syphilis. ing the students the notion that the field is "taboo" or question- able for class discussion. Intro- duced and handled in this fasli- ion, the student feels free to dis- cuss venereal disease problems. Unhealthy mental attitudes from "gutter" education can be cleared to point out that discussion of numerous diseases has be«n "ta- boo" at various times in past his- tory, but now it is part of our tducational experience. Both tu- berculosis and cancer have had to overcome this handicap. The pres- ent-day enlight-cned attitude toward these diseases is an indica- tion that peopk are pushing scientific inquiry into more and more fields, — fields where fear and ig- norance have for- merly held sway. Student response can best be illus- trated by com- ments made when the students were asked to recom- mend films for next year's work. A seventeen-year- old girl comment- ed: "The two most valuable fikns in m y estimation were the one on syphilis and the one on tuberculosis. First of all, seeing syphilis take such a great toll of lives every year mad€ me feel that something ought to be done to wipe it out and to cure people who already have contract- ed this dreadful disease. I think all who saw this film will agiee up. It may be well for the teacher with me that it helped clear our Pag* 86 Januanr — SEE and HEAR minds ami made us feel free to ask more questions and not be bash- ful in speaking of this disease. If pupils who saw the fdm would spread their knowledge, it may prove of help to all." A sixteen-year-old boy wrote: ". . . Too little is known about syphilis in comparison with the seriousness and widespread and numerous occurrences of this dis- ease that threatens our civiliza- tion. Showing this film would erase the foolish taboo surround- ing all venereal disease and make life worth living for thousands of young people." Growth of desirable attitudes is shown by other student com- ments. Doctors urge periodic checkups to catch disease before it gains a foothold. Recognition of the importance of this is re- vealed in the following responses: ". . . It (cancer film) is good be- cause it would make people go for needed checkups." "... I liked the film on cancer because so many people have it and don't know the symptoms, and this film would help a lot of people realize they should see a doctor rather than rely too much on pain to tell them when some- tiiing is wrong." The relation between biology, physical science, and social legis- lation was recognized by the stu- dent who wrote in part: "The film on our water supply and piping system (OMINOUS .\RMS APARTMENT CASE) is SEE and HEAR — January an important one. Back-siphon- age menaces every home with wa- ter systems that are outdated, and diseases such as amoebic dysentery are spread as a result. Seeing this film would make people take more interest in their health laws and health codes." The health unit on communi- cable diseases was taught using a standard biology textbook for ba- sic material. We supplemented the text with current magazine ar- ticles and a list of films secured from state bureaus of visual in- struction and state boards of health. The following films on communicable diseases were ob- tained from our state board of health: MAGIC BULLETS (Sound) 30 min- utes. The story of Dr. Ehrlich's discov- ery, after 606 laboratory trials, of the first cure for syphilis. Out of this great contribution to the science of chemo- therapy have also come the more recent penicillin and sulfa drugs. An excellent film for the introduction of the study of communicable diseases in the high school science class or other group. Many scenes of bacteria under the mi- croscope. Excellent music and beautiful photography. LET'S KEEP THE KILLER DOWN (Sound) 10 minutes. 16mm. Shows suc- cess of diphtheria immunization pro- grams and the importance of immuni- zation as the only safe assurance of protection against the disease. Excellent for discussion of all diseases controlla- ble by immunization. WINGED SCOURGE (Sound) (Color) 12 minutes. I6mm. A technicolor Disney cartoon on malaria control. Exception- al in portrayal of spread of malaria and of the social and economic effects on the victims. Control of malaria ex- plained by the Seven Dwarfs who spray Paga 87 ponds, etc.. to tunc of "Off to Work We Go." CLOUD IN THE SKY (Sound) 20 min- utes. 16nini. Shows diagnosis and treat- ment of tuberculosis. Stor)- is laid in Spanish -speaking Southwest. Excellent musk and beautiful photography. Use- ful in giving to pupils a piaure of vary- ing conditions in the United States and of the need of understanding vary- ing social conditions as a part of the conquest over disease. TO THE PEOPLE OF THE UNITED STATES (Sound) 20 minutes. 16mm. [ean Hersholt, the film star, appeals for a more enlightened public attitude on syphilis in this film produced by Holly- wood for the U. S. Public Health Serv- ice. An outstanding film. Exceptionally good for introducing the problem in mixed high school groups. HEALTH IS A VICTORY (Sound) 10 minutes. 16mm. And WITH THESE WEAPONS (Sound) 13 minutes. 16mm. Two short films showing the natural history of syphilis and gonorrhea, their cost to the public, and recommended public programs. Usetl together, these films round out the story started in TO THE PEOPLE OF THE UNITED STATES. Both films are perfectly suit- able for showing to any mixed group. (Editor's Note: The Wisconsin State Board of Health has just added a new film entitled OUR JOB TO KNOW (Sound) 30 minutes. Ihis new film was crcatetl especially for women audi- ences and has been widely used in in- dustry. Tells the story of a young girl who comes to a city to work in war industry, and is infected with gonorrhea. The scenes in which the doctor explains about die venereal diseases arc among the best contributions to film education- al materials. Diagrams of female repro- ductive organs. Suitable for either male or female audiences, i)Ut recommended for separate showings.) With films taking such a large proportion of class time, it is es- sential that the teaclier do the most effective job of presenting Paga 88 L. Warren Nelson Mr. Nelson is principal of the Elk Mound High School, demonstration school for Eau Claire State Teachers College. He uses films effectively in study clubs, forums and educational programs of community organizations. Before entering the field of secondary' etlucation, he scr^•ed as state secretary of the Wisconsin Farmers Union and as rural secretary of the National Fel- lowship of Reconciliation. and following up the film show- ing. Each film should be given an introduction, telling the student of the prevalence and seriousness of the disease in everyday life. Students should always be direct- ed toward what to look for in the film. Discussion always was encour- aged following the showing of each film. Slips of paper were dis- tributed before the films w^re shown. Immediately after the showing, the students were asked to record their own questions. These questions were used to start discussion which soon led to a very spontaneous participation. 1 his method enables the teacher to select those questions with which he would prefer to start the disctission. More important, more retiring students may feel free to ask questions in this man- ner. Social action by citizens which might reduce the incidence of dis- ease and the cost to the individual ami society were thoroughly dis- cussed during the course of the iniit. Needed legislation was con- sidered as well as the steps by January — SEE and HEAR vhich such good k\i;islation might )e actoinplislicd. l-.ach student iKulc his recommendations for mj)iovcd public health service, kience was related to social prob- cms. The need for the individual o cooperate with others through ;o\ernment for the greater good )i all was emphasized. Health is a victory. Only as we discuss all phases of the problem openly can we hope to produce a generation healthy in both mind and body. Let's no longer shy away from the "hush-hush" areas. Let's face the truth about all health circumstances. If some are unpleasant, let's drag them into the open light of free discussion and examination. Ihen only can the problems be met! Annoimcing the New International Film Foundation The International Film Foundation, a new, non-profit organization dedicated to the building of world understanding through the pro- duction and distribution of documentary films has been announced. It aims ". . . to promote better understanding between peoples of different nations, races and religions . . . to present and interpret other nations and people to the American people and to present and in- terpret the American people to other nations and peoples . . . through the production and distribu- tion of motion pictures . . . and also by means of television . . ." {—From the certificate of incorpora- tion.) Julien Bryan, lecturer and producer of documentary films, is execu- tive director of the new foundation, whose operations will be world- wide in scope. Ten sound films are already in production while two expeditions, one to Europe and another to the Far East, are slated for 1946. The Davella Mills Foundation of Montclair, N. J., has made an initial grant to the Film Foundation of 5150,000 a year for two years. The International Film Foundation has announced that a new series of films on Russia are in progress and have been promised for qnite immediate release. These films are U.S.S.R. Primer, Siberia, Schools in Russia, and North China, and are aimed at filling an existing gap- better understanding of our Soviet allies. SEE and HEAK — January Page 89 C. p. Peterson, Superintendent of Mosinee Public Schools L. A. Emans, Principal of Lakewood School RoLLAND Nock, Principal of Appleton Grade School Editor's Note: "What is better, the flat painted screen or the beaded glass screen?" All of us have definite opinions about this question, but they are mostly just opinions. In an attempt to seek an objertive answer, Mr. Peterson, Mr. Emans and Mr. Nock have applied a simple yet effective testing technique which reveals not only tha< drfferences do appear, but states the degree as well. IN AN attempt to objectively compare the reflecting effi- ciency of the screens most used in classrooms, the use of a highly sensitive light meter was secured. One was located which was sensi- li^■c to the one-himdredth candle [X)wer. From there, other ma- terials were gathered: a 300-watt SVE projector— Model AAA with five-inch lens, a glas6 beaded screen, an aluminum painted Hat screen, protractor and measuring tapes. And then late one evening the experiment was conducted in a completely blacked-out classroom. The 300-watt projector was set up Pa9« 80 at a fixed distance of 18 feet; first the aluminum screen and then the beaded screen was placed in the path of the projected beam of light. From the identical distance and from the same angle, the re- flected light from first the alumi- num screen and then from the beaded glass screen was measured by the light meter. This proce- dure was followed at predeter- mined angles away from the perpendicular to the screen and always at the same distance. As a precautionary measure, the reflected light was measured at a constant height from the flooj- and two observers took readings. By having two observers taking the readings, we were able to pro- vide for repeat readings in case of disagreement, which in several cases it was necessary to do. Thus it was possible under con- stant conditicwis to measure the variable factors, namely, the re- January — SEE and HEAR SEji CHART 1 SEATING AREA 40° Al SLE SEATING AREA \ \VRONG— Do not have an aide in the middle of the seating area. CHART 2 / SEATING AREA -Ui --CC 40° I RIGHT — Use all the space near the perpendicular to the screen for seating area. EE and HEAR— January Pag* 91 lationship between reflected light and the angle at which light was reflected, and secondly, the rela- tionship of reflected light to the type of screen being used. Very briefly, these conclusions were reached: 1. Light reflected from a glass beaded screen is approximately GRAPH 1 o cL ? TS o c a. I* u ^ *> -a c c o o o ^ JC •s g C " a >- c ^ - .2 ? % \ \ t \ \ % \ \ ^^ "~- ^ 0" 10° 2 0" 30" 40" 50" 60" Degrees away from the perpendicular to the screen The block line represents candle power of light reflected at a distonce of six feet from on aluminum pointed flat screen by the SVE 300-watt AAA slidefilm projector operating at a distance of 18 feet. The broken line represents the candle power of light reflected at o dis- tance of six feet from a glass beaded screen by the SVE 300-watt AAA slidefilm projector operating at a distance of 18 feet. Examination of the graph will show that children seated as for away as 50* from the perpendicular to a glass beaded screen will receive as much reflected light os children seated 30° owoy from the perpendicular to o flat painted aluminum screen. Pag* 92 January — SEE and HEAR About the Authors— Auihort Peterson, Enians, and Nock 'pr««ent a general trend in the down- i-earlh inquititivcness which adniin- Lntors are bringing to the field of sual education. Mr. Peterson, formerly ►perviiing principal at Potosi and lair, is at present superintendent at [osiiice. Rolland Nock is investigating, ; the present time, the possibilities of tling up a well-coordinated fdni pro- ■ara to assist in enriching the course of udy areas in the Appleton grade hool, of which he is principal. Lester mans, long active in the Elementary rincipals' Association of ^Visconsin, irmerly superintendent of schools at ancaster, today is setting up an out- anding organization as principal of the akewood School in suburban Nfadison, Wisconsin. y^ times the intensity of light re- acted from an akmiinum paint- d flat screen at a given point erpendiciilar to the surface of le screen. 2. Light diminishes at a quite ;gular rate when reflected by an luminum painted flat screen over le entire range from 0 degree to 0 degrees from the projector xis. 3. Light diminishes at irregu- ir rates when reflected from a lass beaded screen over the inge from 0 degree from the rejection axis to 60 degrees. 4. In order to receive light at s maximum intensity, students lould be seated at the smallest ossible angle from the perpen- iculars to both types of screens. 5. Interestingly enough, chil- X and HEAR — January dren arc often seated in chairs arranged in two rectangles with an aisle between. This aisle, which is used only to provide free way for the speaker cord, is actu- ally the best area from which to view the film. Too often it is "re- served" for no use but aisle space. A projector table high enough to cast its light above the heads of the children should be used. SEE and HEAR PREVIEW Petroleum and Its Uses (Sound) 35 minutes. Use: Natural Science I; Social Studies I, J; Home Eco- nomics J, S, C; Chemistry , Geography S; Clubs J, A. PETROLEUM and its by-products as they are used in everyday living is presented. A family situation is used, giving illustrations of the myriad uses of petroleum. How the products are de- rived and used in their commercial as- pects is seen through actual trips to dozens of industrial plants where the detailed processes are explained. It is an excellent overview of the consumer uses of petroleum. United States Bureau of Mines. At your nearest film library. SEE and HEAR PREVIEW Portage (Sound) (Color) 22 minutes. Use: Social Studies I, J; Geography S; So- ciology C; Clubs J, A. HOW the remote Canadian trapper lives his lonely life in the forests to the north is excellently por- trayed; also how he maintains himself; how he constructs his trapx, snares his catch; how he turns in his furs at Hud- son Bay late in the spring. The voy- ageurs are shown descending the foam- ing white rivers of Canada, finally to transport North Canadian furs to To- ronto. Here is a beautifid technicolor film. National Film Board of Cantdc. At your nearest film library. Pag* 93 to the many questions on Audio -Visual Learning that come to our editors W. A. WiTTicH AND John Guy Fowlkes 0 1 have been told that some • teachers are afraid that using films will make learning too easy and that their use, also, will de- tract from the reading the chil- dren do. What information can you refer me to concerning this question? •• A This is not the rase. Films well • used encourage wider reading and better accomplishment. Miss Marion Humble, director of the Rutland Free Library at Rutland, Vermont, offers this very interesting report: "During the past year in Rutland we conducted our first experiment in show- ing fdms in the library. We showed films at six evening meetings and to eight Saturday morning groups ranging in number from ten to 300. Films used were those which attempted to promote better understanding among races and nations, including films on China, on Africa, and on the American Indian. "Each film showing in the library has brouglit newcomers; one Saturday morn- ing, about 50 children, who had never had library cards, applied for them. Ka(h film showing has stimulated read- ing of books on the subject of the pic- Pag« 94 ture. I am convinced that documentary films are a more clfccti\c means of at- tracting people— including children— to ilic iilirary than tlic Story Hour. A hhn interests persons of a wiilcr range of ages than most stories. We have had children of four, grownups of 60 years old, ami all ages between, attentive at these m()\ies in the same audience." 0 1 have recently been dis • charged from the .Army where I have had several years o experience with visual education My degrees include a B.A. and an| M.A. Can you give me informa tion about organizations that pro-| duce visual aids commercially? I am interested in finding employ-l ment in this field. A This is the type of letter we have • been receiving in almost every mail, and it is a very fortunate situatior that able men are considering this fielr as being permanent and challenr;inj] enough to select it as their lifework. I believe the person who has made the most comprehensive sludv of the em-l plovmcnt possibilities in the field oi prcxluction of audio-visual materials in Mr. A. Wertheimer, Radiant ManufacJ January — SEE and HEAI1 ring Corporation, 1140 West Superior reel, Chicago 22, Illinois. "\ As a librarian, I would like c • to find out what the possi- llitics arc loi adding a film serv- e. Just how do I go about start- ig a film program for our »nm unity? L During recent months many in- V« c|iiirics similar to this have l)een ccived. I suppose the simplest advice "Buy some good films, let people low you have them, and start lending em." There is, obviously, much more to it ati this, however, and I think that a ry workable answer has been submit- i by Hoyt R. Calvin, Director of the iblic Library of Charlotte and Meck- il)urg County, Charlotte, North Caro- la. He has gone through a three and one-half-year period in the development of a community film service. In his own words: "The public library is the institution, in my opinion, that will eventually pro- vide films to all conniuinitics. The busi- ness of public libraries is to circulate all classes of material used for recording and transmitting knowledge, and every- one recognizes that films arc a major vehicle for this purpose. Although pub- lic library service has not yet covered the entire country, practically all the larger communities have functioning public libraries. Most of these libraries are most effective, serving people of all ages and educational levels in the com- munities concerned. The traditional public library provided books alone, but in recent years the library has been ex- panding its activities to include many magazines, pamphlets, pictures, maps, and clippings— in fact, any material that would provide information and educa- tion. "Before a library undertakes to estab- The basic tools of Mr. Golvin's film library are shown here. However, they have more films than can be seen in the photograph. Today they ore loaning more than 200 films of all types to the immediate and surrounding community. E and HEAR — January Pago 95 lish a film service, several steps iiuisi !)e taken. I.il>rarians must ac(|iiaiiit iliem- selves with the use of these new mate- rials and ilie accompanying projection equipment. An understanding of the cost factor must be sought. Even though additional costs are involved, most li brarians will agree that film service has added new patrons, new interest, and, one might sav, new glamour to lii)rary service. I believe funds will be made available in increasing amounts to make this new service possible. "I believe that the public library is ideally suited to undertake an informa- tional film service. First, the public library ts accustomed from long experi- ence to lend materials to borrowers; second, visual materials need to be co- ordinated with other educational aids, and, by placing the audio-visual mate- rials together with books and other printed facilities handled by the public library, this can be accomplished. Last, but not least, the public library is ac- cessible and available to everybody. The potential audiences for educational films have hardly been touched. The public library is the logical agency to fill the gap- "The I'ublic Library of Charlotte and Mecklenburg County at Charlotte, North Carolina, has been conducting an etluca- tional film |)rogram for the past three and a half years. We lend films and projectors free of charge to the residents of Chnrlotte and Mecklenburg County. Our experience indicates that borrowers like to come to the library, in,spect the films, discuss with the person in cl^arge of the film service the quality and na- ture of given films, plan programs to a given length and, in general, plan in person with the film department of the library. "Having trained hundreds of borrow- ers to oj)erate projection equipment, we believe Charlotte and Mecklenburc County have more operators per capita than any other community. "The basic c(|uipmcnt we have ami which we recommend to others includes two sound projectors, one silent pro- Pag* 96 jector. one slide and filmstrip projector, together with approximately 200 films of all types. This collection of films does not answer every subject request that we receive. We recogni/e that considerable additional development is in order be- fore we can claim a complete and ade- ([uate audio-visual program. Film forums, discussion groups, ancl the coordination of films and books have not been ade- (juately accomplished. "During the >ear 1944-1945.4,134 filiiu were loaned and these films were seen, or read, as we call it, by 222.214 people. Four vcars ago, films were rarely used. Wc feel that our experience togethei with the experiences of other public libraries operating in the audio-visua educational field have proved beyonc doubt that public libraries are a natural agency with a real obligation to make etlucational films and audio-visual mate rials available to their communities." 0 1 would like to know from • what sources I may secure posters for use in my classes. A In the field of the social studies • there arc these following .splcndic sources of display and poster informa tion: Sources Offices of the British Consulate, Kan sas City 6, Missouri: British Infor mation .Service, 30 Rockefeller Plaza New York 20. N. V.; News Map of th» Week, Inc., 1512 Orleans Street, Chicago III.; Russian AVar Relief, Inc., 5 Ceda Street, New York 15. N. Y.; United ,\i' Lines, Room 305, Palmer House, Chi cago 3, 111.; United China Relief. 179< Broadway, New York 19. N. Y.: l'nite< Nations Information Office. 610 FiftI .Avenue, New York 20, N. Y. Note: Additional sources may be foun< in Standard Catalog for High Schoo Libraries. 4th Ed. New York: The H W. Wilson Company, 1942, pp. 849 871 ".Sources for Pictures." January — SEE and HEA SeevHear Reg. r. s. r.it. oiikc I'liblishcil each monili of ilu- sdiool year — .September lo M;iv. iiidiisivc 1>\ SIK and HI' \R. I.aii Claire. Wiscon.siii. a divi.sion ol K. \l. \\\\.\. and ( ompaiiy. Earl i\f. Hale. President and Tuhlisher. Waiter .\. Wittirh. John (iiiy Fowlkes and C. J. .\ndcrson. Editors. II. Mat Me(.rath. Hiisiness Manager: loin liartingale. (.ir( tdation Direilor. Sold l)v suhseription only. .SS.OO per year (9 issues) in the IJ. S. .•^l.OO in (anada and foreign countries. voi.1 FEBRUARY - 1946 no. 6 jnim% '4AUC. Pace Here . . . and There 2 Editorial 4 Editorial Advisory Board ot SEE and HEAR 8 See and Hear 10 Atlantic City Report— £i7/;^r L. Berg 55 By Doing, Seeing and Hearing— We Learn— C/?rt)7^5 Boesel 16 Notes From the Chicago Film Workshop—/. Margaret Carter 21 Toward Higher S. I.— Social Intelligence— Robert H. Bin get and Charles Russell Kenzie 26 We Are All Brothers-Dr. Gene Weltfish and Mrs. Dina M. Bleich 30 \'isual Aids Will Play An Important Part in Postwar Extension \\'ov\.-Gerald R. McKay 38 How to Organize Your High School Camera C\uh—Einar B. Eriksen.. 44 Terrain Models for Every School—/. 11'. Studebaker 49 .\ Small School Audio-Visual \}u'ii— Arnold Wicklund 56 Where There's a \'^i\\— Mildred Shepfmrd 61 European Odyssey— Switzerland— Dr. Arthur Stenius 66 Listening to Learn— A^fl//jfln Miller 71 Pattern for Tomorrow— yrtmei ;UcP/ter50?/ 76 Living Our History— Il'/7//rt»j H. Hartley 85 Questions and Answers— ir'7//r// and I-oiolkes 94 • Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U. S. A. • J4l^ . . . yUikiM_^ A five mile path (if light can now he piojcctctl into the sky liy a new West- inghousc "ajiproach angle indicator" to guide planes to runwavs of airports at (he corre< t angle for landing. The light, projected through se\en lenses, is di \idcd into green, red. and and)er hcanis. Jannarv. li(lG, has seen tlie ap]>ear ance of \olninc 1, Niiniher 1 of Kinjtic Moi'ie C.uide. This is pnhlished on the fifteenth of the month hy the Electrical Maniifaclnrers Public Information Cen- ter, 155 Kast Mth .Street, New ^ork 17. N. Y., and may he .secured on recpiest. The guide lists current fihns under the heading "Movies for the Month." In the January issue fihns on craftsman- ship and lighting are listed. Re\iews incluiie such films as Cathedral of Char- ties, T/ie Hook of Hooks, I.ookifiu, Tlirout^li Glass, Masterpieces iti Maliotr- any. The A/aijiV Toiirh. Let There He I.iglit, and so on. .Several years ago we conducted an ex- periment at the National Broadcasting (ompany in presenting hy tele\ ision in siruction in (ollege physics. The tcle\is- ed experience was set up in the physics laboratory of New York I'niversity and a group of some fifty students were seat- ed in front of recei\ing sets in our studios manv blocks awav. The experi- ment was entirely successfid in that it permitted a large group of students to see dose at hand the procedure in a tNpical |)hvsics experiment accompanied bv the explanalorv coiinnent of the in- structor. It was a little as though, in the ca.se of a clinical operation perform c-d in the presence of medical students, each one was |)ermiiied to be clo.se to the smgeon rallui than somewhat re- mole, looking down from the seals of an amphitheater. I mention this simplv to indicate thai a simple t\pe of IcIcNised Page 2 eciucational utili/ation is already several years in the past. —James R. Angell, Public Sewice Counselor, Xatioiial Broadcasting Coin- l>an\, I tic. E\KR^ WHF.RK educators and teach- ers are enthusiastic over the jjossi- bility of audio \isual education. But the future use of such materials in educa- tion will dejiend a great deal upon the producer of the material. Recentlv m\ staff and I have pre\iewed o\er liOO film strips. \\e decided a great many of them were of (juestionable \alue. We agreed that unless a filmstrip can do a better job in a given instructional area than we are now doing, it is not worth the teacher's or the pupils time, nor is it worth the expenditure of money. Fortnnalely. .several companies are now producing lilmstrips of excel lent c]ualitv. Ibis is encouraging. But certaiidy we can expect and we should insi.st that more producers follow this exam|)le. 1 he armv and navv pre- pared excellent filmstrips and films. I hey ba\e set a standard. Let us ncn relax our insistence that this standard be met. Let us insist that films and film- strips will be so well photographed. solSTASl well coordinated with our course of study needs, and so inlerestinglv pre- sented that their addition to tlie class- room will bring to the ])upil wore cITcctivelv those thoughts and under- slandiiigs which leacbcrs have- been attempting to bring to them in the past. When we can have more films and fdmslrips, we will do this. I hen the visual materials program will assinne its rightful place in American public edu- cation. — Paul r. M ullinan Director of Visual Educal Jievere, Massachusetts, P Schools iwA' compl 4» CQ! SOI llfflif iMiy Heal ^ I«g( at ion ^ ^uhlic L> February— SEE and HEAR "V i ndividualCL^SS ROONi Projector )w AvaKable at Low Cost . . . with 16MM Sound-on-Film Movie-Mite RTABLE — Weighs only 17 Vi complete. }le case contains: Movie-Mite m. sound projector, desk top ten, speaker, cords, take-up reel . and still has ample space for re lamps, etc. remely compact; only slightly [er than a portable typeTwriter; iroximately 8x12x15 inches in >. Ideal for small group show- i. Larger size standard screens { be used ior larger groups. STANDARD FEATURES— Plainly marked film path makes threading easy. Only one moving part need be operated in entire threading. Show can be on screen in less than three minutes. One electric plug completes all connections to projector. Cords, permanently wired to speaker, cannot be lost. Reel capacity 2000 ft. Reel arms slip into accurate sockets . . . fast power rewind . . . adjustable tilt . . . quicJdy adjusted framing device . . . utilizes a single, inexpensive standard projection lamp for both picture and s*und pro- jection. No separate exciter lamp necessary . . . case of durable plywood . . . leatherette covered . . . universal A.C. or D.C. 105-120 volt operation ... no converter neces- sary. Mechanism cushioned on live rubber mounts f»r smooth, quiet operation . . . entire unit made of best quality materials and precision machined parts. Write for interesting folder, "It Makes Sense." See your favorite Photographic or Visual Aid Dealer for Demonstration and Delivery Information. A Teacher's Uuesliun AN EDITORIAL <( s III I'/', jusl fniis/ird my first year of Icachiriir. Xrxl semester I wdttt to do somrtliitig about iisiKil education in m\ sei'etitli-i^rade social studies work. This is really a confession, hut I atn going to iKcce to start from scratch, because I don't know a thing about films or filmslrifjs xehich ma\ be available for the subjects I lemh." This letter from a young teacher is representa- tive ol letters too numerous to mention in which assistance is asked for. in which suggestions are re- cjuested, or in Avhich soiuces of information are sought. And this is not strange Avhen we consider thai the total development in the general field of audio-visual education has all but overwhelmed us during the last five years. Advancement in the me- chanical instruments of teaching has been great. New recordings, films, air-age maps and charts, and slidefilms have been developed so raj)idly that those of us who have not been fortunate enough to devote our entire lime to analysis and evaluation could not possibly ha\e kepi abreast. Hul ihe ra|)idly nioxing trend is here, and it promi.ses great a.ssisiance in making gra])hi( the Turn lit I'agf t> Page 4 February — SEE and HE/ Model "16-1966" BUY THE 3-PURPOSE DeVRY the XKW De\'RV, you get theater lards of performance: The ultimate und — crisp, intelligible conversation, ill majesty of symphonic music . . . ■ definition of image . . . Soft, natural ance that assures viewing comfort, •ur NEW De\'RY is a 3-purpose ible 16 mm. sound-on-film projector ( li SAFELY projects both sound and silent films; (2) shows both black- and-white and color film without extra equipment; (3) and that has separately housed 25-watt amplifier and sturdy 12- inch electro-dynamic speaker which afford portable Public Address facilities — indoors and out. As easy to operate as a Radio! DeVry Corporation, 1111 Armitage, Chicago 14. DeVRY CORPORATION 1111 Armitage Avenue, Chicago 14, Illinois I'k'u.'^c mail me catalog of Audio-Visual Teaching Equipment. Ai^o your new 1946 Film Catalog. Name- ily 5-TIME WINNER of Army-Navy "E" for Sduction of motion picture sound equipm the I ent J^f^i'y \(i(Iros3- -Statc- presentation of subject content from the kinder- garten iliroiigh the aduli le\cl. \c\., something disturbing is contained in the note which this teacher writes and which huncheds like her have written. There is an implication thai her 'professional preparation as a teacher was lack- ing in kno^^•ledge of the developments in audio- visual cdutaiion. This is not necessarily an indict- ment. l)ui rather a c ire umstance which is sloAvly but surely dawning u})on us. E,\erywhere, educational institutions are providing for this ncAV field. Announcements of smnmer school courses men- tion tlie administration, the methods, and the pro- duction of audio-\isual materials related to class- room work. Revised certification laws ask for mininuun experiences in the psychology, the metli- ods, and the evaluation of visual materials in ihc classroom— all of which point to an awakening in the field of teacher education and in-service training. Several years ago many people were disturbed b\ the inconsistencies between teacher preparation and classroom method This may have been true. Now that gap is rapidly being closed. No single individ- ual or institution can do it alone. Only through cooperation of all teacher edtication grotips can ade- (juate courses in professional education, in-service progiams, technical information, and professional conferences supplement the basic but incomplcie preparations wliich cause teachers to raise sucli (|uestions as that which this presentation opened. )'()iiy lulitors Pag* 6 February — SEE and HFJ inimatophone — Sound Projecfor- In f/ie Field with Victor's exclusive Spira-draft lamp house During projection, lamps get hot . . . very hot. But only in the Animatophone this condition is anticipated and alleviated with Victor's exclusive Spira-drafl lamp house. Only on the Animatophone is the cooled air forced in a spiralized, all-over, fast-moving stream through a multiple wall to dissi- pate heat more efficiently. Result . . . longer lamp life, clearer pictures. And remember, on the VICTOR, the lamp has a standard base, obtainable anywhere, at no extra cost Here's another outstanding feature that gives (he Victor Animatophone its leading position in the I6mm industry. Home Office and Facfory: Davenport, Iowa New York (18) McGraw-Hill BIdg.. 330 W. 42nd Street Chicago (1) 188 W. Randolph MAKERS OF I6MM EQUIPMENT SINCE 1923 and HEAR — February Pago 7 Members of the Editorial Advisory Board of SEE and HEAR ROGER ALBRIGHT. Teaching Film Cugtodiaiw LESTER ANDERSON, University of Minnesota V. C. ARNSPIOER. Encyclopaedia Briannica Films. Inc. LESTER F. BECK. University of Oregon (on leave) MRS. ESTHER BERG. New York City Public Schools MRS. CAMILLA BEST. New Orleans Public Schools CHARLES M. BOESEL. Milwaukee Country Day School JOSEPH K. BOLTZ. Coordinator, Citizenship Education Study, Detroit LT. JAMES W. BROWN, OtEcer in Charge. Training Aids Section. Great Lakes ROBERT H. BURGET. San Diego City Schools MISS MARGARET J. CARTER, National Film Board of Canada C. R. CRAKES, Educational Consultant, DeVry Corporation LT. AMO DeBERN ARDIS, Training Aids Officer, Recruit Training Command, Great Lakes JOSEPH E. DICKMAN. Chicago Public Schools DEAN E. DOUGLASS. Educational Department. Radio Corporation of Americi GLEN G. EYE. University of Wisconsin LESLIE FRYE. Cleveland Public Schools LOWELL P. GOODRICH. Superintendent. Milwaukee Public Schools WILLIAM M. GREGORY. Western Reserve University JOHN L. HAMILTON, Film Officer, British Information Services MRS. RUTH A. HAMILTON. Omaha Public Schools O. A. HANKAMMER, Kans.13 State Teachers College W. H. HARTLEY, Towson Sute Te-ichers College, Md. JOHN R. HEDGES, University of Iowa VIRGIL E. HERRICK, University of Chicago HENRY H. HILL, President. George Peabody College for Teachers CHARLES HOFF, University of Omaha B. F. HOLLAND, University of Texas MRS. WANDA WHEELER JOHNSTON, Knoxville Public Schools HEROLD L. KOOSER, Iowa Sute College ABRAHAM KRASKER, Boston University L. C. LARSON. Indiana University GORDON N. MACKENZIE. Teachers College. Columbia University DAVID B. McCULLEY. University of Nebraska CHARLES P. McINNIS. Columbia (S.C.) Public Schools EDGAR L. MORPHET. Department of Education. Florida HERBERT OLANDER. University of Pittsburgh C. R. REAGAN. Oliice of War Inform.ition DON C. ROGERS. Chicago Public Schools W. E. ROSENSTENGEL, University of North Carolina W. T. ROWLAND. Suiierintendent. Lexington (Ky.) Public Schools OSCAR E. SAMS. Jr.. University of Tennessee (on leave) E. E. SECHRIEST. Birmingham Public Schools HAROLD SPEARS. New Jersey State Teachers College (Montclair MISS MABEL STUDEBAKER. Erie Public Schools R. LEE THOMAS, l)cp.ittmcnt of Education, Tennessee ERNEST TIEMANN, Pueblo Junior College ORLIN D. TRAPP, Waukegan High School KINGSLLY TRENHOLME. Portland (Ore.) Public Schools MISS LELIA TROLINGER. University of Colorado PAUL WENDT. University o( Minnesou Pag. 8 February— SEE and HE-fffKiill Oirn ifaiir turn CLASSROOM FILMS the Cooporalivo tray! k I Plan Provides More Utilization, Often Costs Less Than Rentals! ive more schools an opportunity to classroom films more effectively, cyclopaedia Britannica Films Inc., offers a Cooperative Film Library ;ram with these unique advantages: e Classroom Films — Now! By pool- their purchases a group of 5 to 15 ols can use more films without in- sing the budget. e Availability! The right Encyclo- lia Britannica Films at the right place le right time! Films can be re-used several times a year at no extra cost! Flexibility! Films are available long enough for required showing in different classes and buildings. Plan permits pre- viewing by teachers. Lower Cost! The Cooperative plan saves money for its members. Further, after two years the schools own their films! We'll be glad to tell you more! Write Encyclopaedia Britannica Films Inc., Dept. 24-B, 20 North Wacker Drive, Chi- cago 6, Illinois. ♦ Formerly Erpi m ENCYCLOPAEDIA BRITANNICA FILMS INC d HEAR— February Pane 9 ^kji OmA -Hta^ ! Eduralioii hy Tcln'ision Television is a imdimn for adiill edu- cation of cillicr informal or formal na- liirc. \Vith unorganized audiences it woidd lia\c to remain inftirmal. I)ut A\ilh audiences organized hv (ommunitv of interest in the subject matter, as arc the radio s\mpliony audiences, cf)urses n()\\ carried on by correspondence migiil be conducted much better bv telexision. Integrated around the single idea of ci\ilian defense, thousands of New ^ Ork city air raid wardens took their training courses by television. — Dr. Cole, Assistant Professor ntid Terlinirnl Director, Yale Vnix'ersity Dfjxntmcnt of Drama Tvmieling M iisciitns and (l/illfvirs hy Tclniision? One of the common practices of schools has bccir to take the children in groups of classes to spend a day, or a part of it at least, in one of our great museums, where luidcr the guidance of their teachers or of a museum stalf member, the collections are shown and explained to tell the real story for Avliich they were brought together. Television obviously promises to make all this type of direct experience of the great collections in our museums avail- able to children in their own classroom. Needless to say, the saving of time and ellort through the elimination of the problem of getting the youngsters .safely to and fro woidd be very great. I'he same kind of thing is true of our great galleries of art and here there will be no loss from the use of black and while television so far as concerns scidp- turc and architecture. There will be some loss in the case of pictures, though not of etchings and prints, but idlimatc Page 10 ly, no doubt, the color problem will solved and in that case, again, clnicb can be brought, in their own classrooi into direct contact with whatever wo) of art the local museum possesses time, by remote transfer ihiough te vision, art collections of widely sej rated galleries and museinns can tl be brought into anv classroom in i country. — fames R. Atif^ell I'lihlir 'ien'ire Counselor Xationai liroadrasliuj:; Comftany , I Neiv J'isiial Aids Center .\ new .\uclio-\ isual Aids Center the use of teachers and training s dents throughout the Inited .States 1 been opened bv the Kclucation Dcpa ment of the American Museum of \ ural History in conjimction with i .second annual .VudioAisual .Aids In; tute for Teachers conducted by t department. The .\udio-\isual .Aids Center, oc" pving a large display room on the s Olid floor of the Niiiseum"s School ,Serv building, provides practical iiiformati in a complete index of available n lerials for classroom use at all age lev from kindergarten through college. H' students anci teachers mav come to vi new types of eciuipment, exhibits ibrec-dimensional dioramas, and stii collections, and to consult pliotograp ma])s, art pictures, record library, a catalogs of molion pic lures, slides, a lilmsli ips. Projector Loss? I ho.se schools concerned with .nice protection c'(|uipmc'ut ec|nipi concerned with ins for their visual a should ask local visual a nent salesmen for assistance. I cau.se of stale insurance laws, these sal I'lini lo f^agc February — SEE anci H I mi i( !»TI iCll (Kyi c :Eas ii Ifi C.1 ■ of Full Color Slides in -"The Easter Story" Hymn-SUde: "Jesus. Thy boundlns lovf to nif" •Thf Light of the World" Calvary on Good Friday Hymn-Slide: "In the Cross o( Christ I Glory" Eastor morning at the grave Women approach the grave . . jtnne *as rolled away" "He is risen" Mary Magdalene tells Peter and John Peter anil John run to the tomb Peter and John view the grave limns Peter and John return home "They have taken away my lord" "Why weepesl thou?" "Master" "Touch Me not" "All hail" Disciples ". . . believed them not" Guards report to the priests Guards bribed Two disciples go to Emmaus Jesus joins them "What things?' Jesus explains prophecies "Abide with Me" Jesus breaks the bread "Did not our heart burn?" The two join the ten Hymn-Slide: "Christ, the Lord is risen todayl" "Peace be unto you" "Behold My hands and feet" 32 Jesus eats before them 33 "Receive ye the Holy Ghost" 34 Thomas doubts 35 Jesus reappears to the eleven 36 Thomas convinced 37 "All power is given unto Me" 38 Hymn-Slide: "All hail the power of Jesus' name" Unrivalled Teaching Power ORDER NOW! The glory of Christ's Resurrection made REAL through the eye-gate which opens wide to heart and soul. See your dealer and reserve j'our set. 38 color slides, ]2"x2") of "The Easter Story," Cardboard Ready- mounts, S18.50. Protective Glass Binders, S22.3U. Those who have Cathedral Sets 75, 76, and 77 so state, when you write your Cathedral dealer. Cathedral Bible slides hold attention, quici per cent were inter ested in ohtainiug more information .d)out the cm rent practices and prctce (lures used in \isual aids. Page 12 The greatest .single source of films w.j the University of Michigan Film Scrvicf Much Naluahle eciuipment is avai| ahle, hut too few teachers are Iraine in its use. What must he done to the teachers who desire information anl training in this relatively new field Here are the possihle procedures: \. Formal F.xtension Courses must 11 ctrgani/cd for teachers. The L'niversitl of Oklahoma, located at Norman, Oil lahoma, offers a fine course in exieif sion work in visual aids. 2 County hislilute Workshofys shou he conducted. Rather than listcni to world travelers and commentate: more time shoidd he devoted hringing teachers newest informatic) on auclio \isual methods of instru tion. 3. The State Department or the Sla, University should assinne leadershi in audio visual education. The; should direct visual aid research ])rol lems and studies, demonstrate mell ods. and present materials that ha^ pro\cn successful for each grade an subject. For teachers now in colleges and un \ersities, I hclieve the IVnnsvlvania pla is a sound plan. Here training in visu aids is a leciuired course for graduatioi I'ossihlv the solution lies in the tiai iug of more teachers and educators i the use of visual aids and the cle\elo| iug of a sound philosophv of visu ediuation. Our teacher training ccntc must take the initialixe and stud\ tl hest means of meeting the ))rartment, Central C.radr Srhool. \'riiaunt'e. .\li( liiiian ail I ittie mi W.i. oulii Mi Jflll Sold (or riiiiii! ,SFE and HF.VR advertisers olfer hool lets and catalogs that ate valuahle as source of dc pciulahle information o \isual aids. \c)u are invited to send fc the ones you desire. February— SEE and HEP ztZG PUPILS RESPOND TO VISUAL INSTRUCTION his Could He Your Classroom (I if it were jiimilarlv equipped with visual aids, the pupils would please II with their interest and responsiveness. i.onsidiT These Functions of Wall Displays ivalioii: Large, colorful displays tlieniselves attract interest. In a iraphv recitation, for example, n a map is used with a timely pic- ; or. in a current events discussion, have a perfect ''geography readi- >" situation. )lication: Nvstrom maps now sup- children with both the "where' the "why*' information, and con- a wealth of material which chil- 1 use in relationship studies. The maps contain both natural and ural patterns which lead children iiake comparisons. Comparisons, in 1, lead to the discovery of prin- es. ting: In the modern classroom, test- is used very frequently to "fix cepts. Tests can often be made to ^ the form of mterestmg games E and HEAR — Februory when your room is equipped with well-chosen maps and charts. Send for New (J345 \ VliTRfl MHii"^'" Catalog The Nvstrom catalog slioukl be a part of your professional libra- ry. It gives you com- plete description and prices of all new types of maps, globes and charts — with many colored illustrations. Paste to Post Card — — Gentlemen: Please send me the CS45 Nystrom catalog. We are particularly interested in materials for the followin;^ subjects: ( ) Geography ( ) World History ( ) Health ( ) Bio'ogy ( ) Safety ( ) Civics ( ) American History ( ) Literature Name School Grade State A. J. Nystrom & Co 3333 Elston Avenue CHICAGO 18, ILLINOIS Page 13 NEWS NOTES Sidle I'nix'crsity of loiiui Announces— Bruce 1".. Mahan. dirccior of the K\- tension Division of the Stale I'niversity of Iowa has announced tlie return of I.t. Lee W. Ciochran. Lt. Cochran has served in the Xavv but will return to his post as excciiti\e assistant in tiie Extension Division. Jolin R. Hedges, who lias l)een acting director of tlie Bureau of N'isual Instruction of the State Uni\ersiiv of Iowa in I.t. C.odiran's al)- sence. has hccn promoted to director of the bureau. On I.t. Stanley E. Nelson's return from tlie Navy, he will assinne the |)ost of editor and technician in the bureau. On Major \ crnon E. Putnam's return from the Army Signal Corps, he will resmnc his post as chief technician of the bureau. \\itli the return of a complete staff, Director Mahan promises a comprehen- sive program of production, distribution, and service bevond anything that has been accom|)lished in the past. Wlien Teachers Fly Dr. Frank E. .Sorenson keynoted the recent meeting of the OmahaMunicipal I'niversity .\ir Age Institute with several fascinating predictions: ■ The teaching of aviation in public .schools will, no doubt, oiler vocational opportunities to many of our reluming .Army Air Corps veterans. I here should be room for several luuidred full and parliime aviation teachers in the schools of the slate of Nebraska alone. There is little doui)t but that an .\ir Ciorps backgroiMul would be most help- ful to men who expect to enter this public school aviation training area." I'nitpie among Dr. .Sorenson s |)resen- lations was the study type application he developed to accom|)any the study of the film Huxu lo lUiild a Light Aii- p la tie. Awards For their meritorious services in the interest of 16 nun. films during the .')th, ()th, 7th, and \ ictory Loan drives, Merriman Holtz and C. R. Reagan, members of the SEE and HEAR Advisory Board, received the .National Merit Reward. D. T. Davis. Chairman of the National l(> mm. \i(lory Film Committee, made the presentatirc to nrosi) » (itrp<'t in made elciir ill oimple dinloKUC and illuKtrutpd in detail »o that everv rhJId r.in und^Tsland it. Artfully combines action photoRraphy and .iTiiiTiaticm. "Safety Begins at Home**— For use tn Middle Grndes I 4. .1. til. Kiiiitiine tinif : ID minutes. ISntni. Sound-on-film. $J.').(»0. Shows thf v;tri<»ti!« s»fefy huinrda found in the home. tio\v they ran bv rvcn^nizfil and avoided. Dr.inuiSizinK the fun '■f livinit aiift'ly. the film dcpiris specific home aiift-ly principleii. "Living Safely**^SIideflliTi Series — Four alidcfilm lesBonft of till- di90U8.\Y" — Safety precautions in school Kymnasium, corridors, pl.iyerounds. etc. NOTEI Ench of the films and slidefilms is accompanied by a separate Teacher's Guide which is available FREE OF CilARGE! 3 Of her New Young America Releases Yoa'll Want to See and Own! Ouf Shnnlong World" — For uie in junior and i«niot hijth tchoolf l6-mni Sound-on-filni. $2S.OO. \ documentary dim specifically deiigned to motivate ind introduce the study of the history of transport!- ion ind communication. (Running timet 10 min- jtes.> Accompanied by four slidefilms corering the Jistory of land, water, and air transponation; and rommunication. Each ilidefilm kIIs for $2.50. A Feacber's Guide accompanies each. "W«, »h» Peoples"— Fi>r ujc in junior and senior high schools. Running time: 10 minutes. l6-tnra. Sound-on-film. 125.00. A provocative, documentary film presenting the story of the United Nations Chaner. Outstanding for its clarity of presentation. Accompanied by two discussiooal sltdefiltns covet- ing the needs for and purposes of the charter and the cbaner's otganitation. Each slidefilm sells for $2.50. A Teacher's Guide also accompanies the unit. Audubon Society Birds— JO beautifully colored 2" ic 2" slides, invaluable to nature study classes for bird identification. Reproduced from the National Audubon Society's collection of famous bird por- traits by the celebrated bird painter. Allan Brooks. Authentic in every detail and color. Packaged in sets of 20 slides each, selling at $5.00. (Pan of a series of 150 slides, only 40 of which are available at this time. The remainder are now in preparation.) YOUNG AMERICA FILMS ■ ■■ YOUNG AMERICA FILMS. Inc., IB E. 41 St., Now York 17, N.Y. I *uh to order □ ] wish to preview Q the following Young America releases checked below: Safety To and From School □ Safety Begins at Home Q Living Safely (four slidenlms) Q The History of Transportation and Communication (four slidefilms) Q Our Shrinking World Q We. The Peoples Q The Needs and Purposes of the Charter and The Cnaner't Or- ganization (two slidefilms) D American Birds (40 colored slides) □ SehooL- School oddrtss. Z«n« (if ony)_ IE and HEAR — February Page 15 DOING, SEEING and HEARING . . . mr Charles Boesel Principal, Junior School Milwaukee Coujihy Day KDirOR'S NOTE: Charles Bocsel is I ingenious teacher. But he knows lere ingenuity must stop and where e need for graphic visualization must gin: at that point uhere the child's rkground of experience is no longer lie to supply "readiness" upon which :\v and remote experiences may be cor- ctly understoov deinaiulinii; that pupils hrst complete and keep uj) Avith I he minimum assignments in or- der to have the privilege of work- ing on these piojects. one aecom- phslies two things: good moli\a- lion for tlie higgards and enjoy- al^le oeeupation h)r those meeting tile standard recpiiiemenis. An atlministi ati\e ad\antage of tliis l^lan is that there will be a "spread"' in the time at whieh \(>ur pupils will begin their l>roj- ects. The diorama is built in any eouugateil j)a])er-j)a{king box with dimensions of apj>io\imale- ly 10" X 12" X 18". Any lurther suggestions as to the ehoicc of subjeets or ways and means of Aiiollici boy sUul- i('(l and made an Kskiino li liming nip liic" siibjcil of his ilioiaina. After he had finished liis jiroject. he under- stood ainong otlier things that ahoiit llic only time the Kskiino luinter eon- striiets an igloo is during a s n o w s t o r in far auav from Ins |)erma neiit ilwclliii". Reading alwiit something that occurred in tlie past is many times far more difficvilt than trying to visuali/e lliat experience Avith suf- ficient clarity to reconstruct liie concept in all its details, as the lad who made this has done with his diorama entitled "Clearing the Homestead." or choosinjT models or iiitiiig backgrounds arc credited ikiiiji this article to the general lowlcdgc which teachers have this tyjK' of work and to the tli\idiial ingenuity of teachers, ipils, and parents who partici- tc in it. Parents arc mentioned, it because they are expected to tuallv ha\e their finoers in the c, but because this project is inething which offers a very tail- zie and jjleasant niediinn for cadeniic discussions" with par- ts in the home or at school. After a pupil has chosen his bject. done some "research" )rk on it, and has l:)cgun con- iiction, he frequently wishes to epare an oral or written com- isition about liis project. If in itten form, this composition ay be placed on top of the box containing his diorama when it is ready for display to his class- mates. There will probably come a time when the desire to finish the construction may lag. You can suggest ideas which should not only stimulate the desire of these jjupils to complete their projects, but also present a new goal in this area for all tlic jjupils. I ha\e said: "1 think we will show our dioramas during an au- ditorium program. Of comse, these projects are too small to be seen very well if you stand up on the stage with them and talk to your audience aboiu them, so this is what I suggest we do. I am going to have a colored picture taken of each one of you standing up and holding your diorama in and HEAR — Februory Page 19 front of you like this. (See illus- trations.) The photographs arc of such a kind that we can show a big colored picture of you with your diorama right on the screen in the auditorium. You may pre- pare a talk about your subject and present it to the audience while the picture is on the screen. Vou may use your written com- positions for your speech, or you may tell more about it than you have written, if you wish. Now the sooner all the dioramas are finished, the sooner we can get a complete set of the pictures and put on our auditorium progiam." Charles Boesel During his twelve years as an instruc- tor in the Junior Division of the Mil- waukee Country Day School (a private college-preparatory school for boys) , Mr. Boesel has carried the by-products of his hobby, photography, into the school's academic and extra-curricular program. Taking, making, and showing pic- tures, whether still or in motion, silent or sound, colored or black and white, he has experimented with all of them in his wish to enrich and make more elfcrtivc the conventional teaching pro- (cdures. His school was one of the first in Wis- consin to be submitted to the early trials and tril)ulations of trying to get more than a handful of the kind of fducational sound films which could be correlated effectively witli specific con- tent areas in the various courses of studv in the elementary grades. The additional educational and motivating outcomes gained are readily discerned. If you are not an amateur photographer, you may have to go to the trouble of locating some outside source for Pao« 20 accomplishing the little photo- graphic work in\ol\cd. The most pleasant solution to this problem is to find an older student, a par- ent of one of the pupils, or per- haps a photo-minded faculty member who has a camera in which the Kodachrome K135 si/cd film can be used. The man- ufacturer dc\elops ami processes this film and the pictiucs are re- turned mounted in cardboard 2" X 2" slides ready for projection. The film cost is about fifteen cents per slide if all the pictures on a roll are usable. But now, what of the cduca tional outcomes? For third graders to be able to see, to examine, and to lend tangible evidence to those subjects they study is of signifi- cant worth. Too often we glibly conveise about Eskimos, truck farming, shipping and air travel, never realizing that we speak in terms of concepts never clearly ex})cricnccd or visualized by our young children. Here is a means of vital, graphic visualization— a means which necessitates active participation by the child at every step of the way. The means— the diorama— try it and see. By extending the use of diora mas in the ways herein expressed,] it will be fountl that the rathci large amoiuit of time and thoiighi rajuired of you and your pupil to completely develop this project is well rej)aid by the variety o\ ways its fits in with the basic teaching and training you aspire to give yom pupils no matter what devices you use. February — SEE and HEAI V NOTES FROM THE }. Margaret Carter National Film Board of Canada Editor's Note: The Chicago Film AVorkshop is an organization lo encourage the use of audio-visual coninuiuitalions in adult education. It is sponsored bv the International Relations Center and the Adult Education Council of Chicago. The Planning Committee is made up of representatives from these organizations, as well as the American Library Association, Chicago Public Library, National Council of Y.M.C.A.'s. At the meeting, which is reported here, two films were used to offer background information for a forum discussion on the subject, "Eco- nomic Security or Inflation-Depression?" The films shown on this program were Tlie Business of Fai'ining (National Film Board of ( ;iMa(la) and Slory With Two Endings (Office of War Information). In abbreviated form, a report of the Chicago Film Workshop meeting has been prepared for you in an effort to illustrate the place of the current problem-type film. "* HE iollowing article consists of excerpts from an actual cussion which was based upon ? two films Business of Farming d Stoi-y With Txvo Endiyigs. mitations of space prohibit the inting of the complete discus- n. This cutting includes less m one-fourth of the entire dis- >sion. From these excerpts, how- iT, the reader can easily sense I breadth and depth of the dis- 5sion which ensued. The re- uks of the panel and of the dience brought out the widest ige of opinion, set forth a rich ay of facts, and opened in- incrable a\cnucs for fmther ! and HEAR — Fehrunry study. These are purposes which the sound film adequately fulfills. The reader will notice that the discussion rose not only from points which the films illustrated, but also that discussion was pro- jected upon points not included in the film. This is as it should be. No single film or group of films can tell completely the ^\hole story of major social or eco- nomic problems. The film serves not only to offer information and j^oints of \iew but stimidates thinking and raises (juestions be- yond its own actual content. In the complete transcript of Page 21 this discussion, 33 aspects or ele- ments ol the main topic were commented upon. Some of these points were (|uitc fidly de\eloped —others weie merely mentioned. The entire discussion was a stimu- lus to further study and showed (he necessity loi- accompanyint; the use of films with ample study materials. Now for the forimi: Mr. Ih-hagr: W'c liopc tliat wc can liccoiiH' ciij;af^((l ill discussion. Wc will liy to (onic lo some rondnsions that might he helpful for us as persons wiio have rcsponsihility for leading similar torum disiiissioiis. \Vc might well ask. Have these two Tilms made a careful analysis of the situation?" "Do these films present a true picture or have they oversimplified the problem?" "Have iliev omit led aii\ important aspects of ihc- siluatioM?"' Mr. McKeague: I believe that the dims presented proi)lems that face us ioda\. I he second film. Slor\ With Two ludiiitis. was ob\ ioiish made during the war, but I ixlieve that it co\er> liic groiuid fairlv well with the exception of the (pusiion tiiat has been raisc-d on Paqo 22 A farmer .spends his single income on two kinds of costs, the cost of farming (sup|>lics and e(|uipment) . and the cost of li\ ing (the family focxl and cloth- ing) . Here Farmer lloh l-.lston is i)u\ing over- alls which represenl the lime and ellort of hundreds of workers wiio in turn depend on his lal)or for their food. whether or not price control is interfer- ing with recon\ersion. That important cpiestion is not answered in this film. .Mr. Rehage: Mr. Plotkin. do vou have any comment you uould like to make about liie lilm as a means of presenting this major issue? Mr. Plalkin: Yes! \Ve will take the lirst |)iciiirc. liiisinc.'i.'i of laniiitig. I his fdm infers that the industrial worker is dependent on the farmer. There are 17 million industrial workers. I here are 9 million farmers. If we should ha\c 10 million unemployed tomorrow, and there is every probability of it, the farm- ers' income then drops in half. In other words, the whole |)i(iure is l)ased on a doubtful assumption. One of the things implied was, don't ask for wage increase. 1 believe that wages have very little to ;lo with prices shooting up. Mr. liihagc: 1 think we should hear from Mr. Hurwicz. Mr. Ilurn'irz: I share to some extent I he \iews that Mr. I'loikin has just e\- pressed. I would draw a distinction be- tween the time these pictures were made and the present moment. I saw these pictures several months ago and was iMuch less critical of them then than now. I did think that these two pictures did tend to oversimplify the problem. Februory— SEE and HEAR don't lliiiik w'c got :i good (-\|>l;iiiiilioM liow ilu' |iriu n gel inllalion is l)V lia\ing '.) out of I factoiifs l)oiid)i'd out or liaxing oncy disapiuar. Mr. Plotltiii: Is it (Oiueivahlt- lliat ere is a group that is d('lil)cratel\ us- g iiiflatitmarv icrins in order to treate gainl)liiig and spccuhiting sudi as uc nl in the last war? In other words, to nfuse the pidilir's mind with the word Illation" herause it is being irsed as "srarative" as they used the word lolsiievism" after tlie last war. Ansu'ci: I am (juite sure that there e people— those who liave goods, who oidd like to sec them go up in price. .\/;-. Flotkin: 130 manufacturers in e middle west told me that business not what they anticipated it was go- g to be. There are two reasons for is. Now that ilie war is over the buy- s think that prices ought to come )wn, and secondly, they are holding on their money because they are antici- iting that there might be unemploy- ent. Mr. McKeague: There are many opaganda stories blaming price con- r)l for holding up reconversion, or aming the readjustment of the return- ing .soldier. Mr. I'lolkiii: Uul when a business man goes to Washington to demand an imrease in prices that is not in(latir)n. that is just an increase in ])ri(('s. But \\r have set up Labor Control devices \\her<'bv an industrv as a whole can liring in its plea tha! they have to in- ( tease their wages and increase their cost. Now |)ri<(' control certaiidv does not mean that all prices have to remain fixed. It means that there can i)e ad justments made. We know that during this last war. wages in many plants and in some industries were fro/en o\er night. Tluir ])ositions did not alw'a\s l)a!ance with the rest of the economy. We know tiiat some adjustments have to be made. 1 he films on the whole were descrip- ti\e of a process. But, I started to ask myself if there was anywhere I could get a clue to what was causing all this. I was hoping to see just what some of the things were that were at work. I believe possiblv a discussion of this sort might help the understanding of it more clearly. Mr. Rehnge: Is there anything ve can add to help us imdersiand some of these basic causes? Mr. Plolkin: I don't think that we have ever had a complete analysis of trip to the general >re to lay in supplies r house and farm is weekly event in the nntry. Whatever the rmer needs, from ap to pitchforks, may ; found in that store but part of tiie cost running that store is Ided to the price of each article in it. Pictures courtesy Na- mal Film Hoard of Cati- a. E and HEAR — Februar Page 23 how much food we need to consume in our own country, or whetlier we really need a foreign market for our food. I want to point out that the lay-offs preceded the drops of the farmers' mar- kets because the city man could not buv it. Vou can't lay off the farmer. He is stuck — until the mortgage holder drives him out. The Canadian picture laid particular stress on the farmer groups. They are tremendously afraid of the food that is piling up now and yet I'll venture to say that one-fourth of our population today does not have proper diet or proper foofl. Person in lite audience: There is one point. I think perhaps inflation is a rapid rise in prices which results when the stock of goods is less than the amoinit of active purchasing power. I think we can dofnie deflation as a de- cline in prices wliidi results when pur- chasing power is less than the available stock of goods. Person in Audience: I have one com- ment. I an> a white-collar worker. I am neither an advocate of organized labor or manufacturer. I am deficient in demonstrating the influence of organ- i/ctl pressure groups in advocating mv respecti\e causes. The average white- collar worker is in the "se I ween the contenders, the farmer, the Pag* 24 A farmer is in a tough spot. He has a single income for both costs, but he cannot control prices. Sometimes he raises cattle to protect himself against the un- certainties of one-crop farming. organized laborer, and the manufacturer. It seems to me if we are going to use these fdms in various groups, that we should be supplied with additional ma- terial other than the very \ital informa- tion that Mr. IMotkin has demonstrated to us as inchuled in the fdms. Person in Audience: The strength of the film is that it presents a point of view. We don't have to agree with thai J. MARGARET CARTER Miss Carter majored in Engli.sh and was graduated from the Universitv of Iowa with a R..V. and a teacher's cer- tificate. Through her later work with Rand McNally and the University of Chicago Press, she became enthusiasti- cally interested in the primary tools for learning. She was among the first farsighted persons who spoke above the protesta- tions to the teaching film being a fad and frill. More recently she has con- ducted film utilization surveys and courses in visual education for teachers at the University of Florida and South- ern Methcxlist. Since January, 1943, she has been di- rector of non theatrical distribution in the United States for the National Film Hoard of Canada. Kebruary— SEE and HEAR lint of view. We have people in our cclings even tliough ihey are not lion economists or tniion leaders, niclinics you welcome them if only r tlie purpose of taking them apart id seeing what makes them tick. Both cturcs were made under given condi- )ns I)v people who had the limitations >t only of being human, hut also hav- g certain kinds of jobs and certain nds of viewpoints. We understand this, >wever. Afr. Rehage: A picture of this kind, en if you don't agree with it alto- ther, gives you a springboard. It is le viewfMJint. It seems to me that we are talking Dng this line. This picture doesn't Tee with my viewpoint 100 per cent id therefore I shouldn't look at it. Is is a valid viewpoint? Person in the audience: Until I me to this meeting, I rather was dined to agree with this gentleman at the full-employment bill was the ost important and that the wage issue, lile terrifically important, was not ma- r I am now inclined to change my ;ws. The conflict that is going on now on iges is a fundamental conflict fought retain a standard of living. We could have full employment in America and slave wages. \Vc could have WPA on a nu)uster l)asis — on a tremendous basis where the goxcrmncnt makes works projects and where people work for l)arely enough to sustain themselves. I now have swung o\er to the position that I am agreeing more with Mr. IMot- kin. Rut, where is the logical stopping point for labor to .say at this point, we will ask no more? Mr. Rehage: I think we have seen tonight how two films can be used to launch a problem of this kind. We have used the films to "set" our problem. We have seen the need for clearer defini- tions. We have seen also a need for a clearer analysis of the basic causes of the phenomenon which we have been concerned with tonight. This discussion has helped us to get some additional information which perhaps some of us would never have come across if it had not been for a meeting of this kind. We need more than films, of course. We need other sources ol information. The film is, no doubt, one powerful source. Wit- ness the give and take of discus- sion. Witness the change in ideas that has occurred. jring the depression, >b Elston had to bor- w money. Then he id interest on the ortgage as an addi- )nal cost of living, radually conditions iproved. Both farmer id labor began to ake money. Bob be- n to get higher prices r his grain at the ele- tor. Here he is mak- g the final payment on his mortgage. E and HEAR — February Page 25 Only In viewing and siihswiuent discussion can ihe content of a film 1)C thoroiiRlilv c\aliialc(l. Here is y\r. Kcn/ic and a pronp of the voung- sicrs who have- recorded their xiewpoiiits on what lhe\ saw and heard about table manners. TOWARD / // (SOCIAL INTELLIGENCE) Editor's Note: Creating attitudes which lead to good sociol bchovior is one of our educational objectives. How to ochieve this, however, is a problem not completely solved. We talk about getting along, about social intelli- gence, about how natural o thing it should be in our everyday behavior. Ncwiy-dcvclopcd teoching materials through which the authors of this article believe that this objective moy be opprooched include the film DINNER PARTY. It is the first of a type much needed ond of which more will come. |iini( m ate Paqe 26 February— SEE onH tlEAR Roiii u I II. r>iiR(.i ki Director, Visual fuslnirliou Center, San Diego Piihlie Schools and Charms Russfii. Ki nzik Roosevelt junior High School, Suji Diego. Calijornin S THE CLASS AND TEACHER SAW IT rllK subject of niannt-rs and (iisioms is timely lor junior ul senior high school students, he \i\i(l portrayal of "enihai- issing moments" of Avhidi every rl aiul boy can imagine himself srsonally a part, is good. The laracterizations, the teen-age lenie. and the color photography lake this experience interesting id popular as well as a subtle lought provoker. After seeing the film, a group of mior high school speech stu- cnts reacted to the picture in ays expressed by the following atements: "Our mothers teach these things ) us every day. Still lots of us lake mistakes. The picture not nly shows how embarrassing lese mistakes can be, but sho^vs ow they can be avoided." "It shows you how aAvkward ou look when you do not know lie correct way to behave at the ible." "It gives a person a reason to ,onder about his manners and an rge to find out if his manners re correct." (Continued on Column 1, Next Page) EE and HEAR — February THROUGH THE EYES OF THE DIRECTOR OF VISUAL EDUCATION DIRKCrrORS of audiovisual ecUualion lia\e been asking pioduceis of educational (ihns to make pictmes which have "built- in educational engineering." 7)/;/- ner Party is a long step in this direction. Good table manners sound like a "sissy" subject to the average teen-ager, but D i n n e r Party "strikes" when these students are not looking and captures their attention. Several weeks ago this fdm was viewed by a mixed group of 30 junior high students after school. After the picture was screened, these boys and girls re- mained for more than a half-hour discussing the (]uesti(jns raised by the fdm. They would lia\e stayed longer had not the teacher dec id- ed that it was time to quit. At first the class was somewhat pu/zled by the very unorthodox presentation. They liked the story. They approved of the set- ting and cast; but they could not understand why the fdm did not answer all the questions it raised. As the discussion progressed, the answers began to flow from the \arious members of the class. (Continued on Column 2, Next Page) Page 27 Betty is hostess at a small dinner partv in honor of her friend's birthday. She is proud of the table arrangement. The housekeeper has only three sug- gestions to make the arrangement proper. The napkin is misplaced, the butter knife is not across the bread and butter plate, and there are no water glasses. IMace-cards are not neces- sary at a small dinner. While Betty is enjoying the meal, the tom|>any of the guests, and trying not to notice the mistakes of others, she practices the continental custom of cutting her meat with knife in right hand and fork in left and then carry- ing a small piece to her mouth on the fork with the left hand. This elim- inates the /ig-/ag maneuvers of trans- ferring the fork as most Americans do. Page 28 Bob has taken too large a bite and it interferes with his talking. Now he is about to use his napkin which he spread out in his lap instead of lay- ing it folded. He is telling a story and using his siUcrware for emphasis. Be carefid, liob, or that glass of water will tip over! There is always a sensible rea son behind every etiquette rule. Pictures courtesy of Simmel-Meservey. February — SEE and HEAR (As the Class and Teacher Saw It) It is interesting to note that iiany of the students were critical if the unanswered questions rais- d by the film. Their comments oilow: "The only fault in the movie dinner Party is in regard to the lucstions the narrator asked but lid not answer." "I was hoping all through the iio\ ie the questions would be an- wered more fully. I am not sure »f many of them and I know iiany other students in the class rcn't cither." "I learned something from the )icture, but not as much as I ould have if it actually told me 11 the correct ways." These comments are to be ex- )ccted. No film can answer or hould answer everything. This hould guide the teacher in her )Ianning prior to the showing of he film. Actually, these unanswer- ;d questions are a help rather han a hindrance to the discussion hat should follow the shoiving of his picture. If the teacher knows n advance what questions are )osed, the discussion will be led lirectly into those activities in eading and fact finding which hould follow. One boy "wrapped up" his )pinions briefly in these words: "They asked a lot of questions just have to know the answers o. It was very helpful and inter- esting. P. S. It made me hungry!" EE and HEAR — February ROBKRT H. BURGERT Mr. Ruignt is director of visual edii- (iition for the San Diego City Schools. He has taught in both elementary and secondary schools of San Diego and for four and one-half years served as prin- cipal in the Encanto-Dewey and Edison Elementary Schools. CHARLES RUSSELL KENZIE Mr. Kenzie ofTers a teacher's evalua- tion of the film Dinner Party. He is an instructor of speech arts and social sci- ence at the Roosevelt Junior High School, San Diego, California. (Through the Eyes of the Director) Some questions remain unanswer- ed at the close of the class, yet the class by this time was aware that there were sources of information within their own school library which would answer these ques- tions and others as well. After a few days had elapsed, the librarian reported that the demand for Emily Post and The Vogue Book on Etiquette exceed- ed anything that she had ever ex- perienced in her long term of service as a school librarian. I folloAved this up. We used Dinner Party in different situa- tions. It has been shown to a group of students in a private school catering to the "well-to- do." Children from underprivi- leged areas have seen and enjoyed the story it presents. From the standpoint of the audio-visual ed- ucator, this is one film which really "rings the bell." It is a springboard to intelligent and guided socialized education. Let's have more of this type of picture produced for our schools. Pag9 29 1)k. CiiNi; Weltiisu Dclxnlnicnl of Anlhropoloiiy, Columbia Utiii'crsily :iiul Mrs. I)i.\.\ M. 1)1 I K II /i.ysi<,[ant Principal, Junior High School \<>. 120, Manhattan il'.()IM-E caniioi be sorted into such a hliiijj; svstiiii in ilieir iiiiiuls simple "racial" pigeonholes as neglect the real lads. Vet, unlor il (MIC were woiking with a filing s\si( 111. This, first of all. is what ilii' (ilnistii|> nV' Arc All Brothers u aches. One can't file persons onto a steic'otyped "ccjlor" caid and know at once how tall he is going to he. what kind of blood he has. what the shape of his head is. how wc-ll he can think, what kind of language he speaks, what his religion is. or what his customs will be. I'<<>j)le who have created Pag« 30 innately, more peoj)le have done this to a gi'eatii or less degree. Ihe iiliiistii|) ]](■ .he All lirotlwrs gi\es pictures cjf simj)le, neglected facts and some that are ilu' newer findings of science, be- ginning with the pioposiiion that all men are lelatecl bv being de- scendants of connnon ancestors, as the liible states. These fat is add up lo the con February — SEE and HEAR Alitcn's Noir: I uo great piohkins L" those who work with rhildren; that ae<|iiainiing lliein witli the iiiltines 1 ein iiunment <>l i>e()|>le who li\f in er toimliies. ami the e\eii greatet ponsihility of iiuiiltatiiig respect lor ; another, the desire to cooperate and along. Some call this the problem iiitergroiip relationships. l>r. Weltfish. • of the two authors of the hlmslrii). ;gesis learning material which, if cor tlv used, can he of assistance in tie oping more faNorahlc attitiiiies. Ml the peoples of the world arc fun iienlallv alike— spring from tlie same rent stock, and arc what the Bible s they arc— brothers. Tiiis is the es ICC of tlic statement which tlic authors ng lo us isioii tliat men are a doselv re- ;cd species — that hereditary ulciuies to brightness and chill- ss, beauty and ugliness, lieahh d sickness, are well scattered long the peoples of the rth. and that for the rest, c (irciinistances and cn\ i- inuent play a fundamental le in producing the person we see him today. It is im- ied indirectly that a great al can be done with present ipulations to improve them improving life circum- mces. The rest of the filmstrip ex- ains whv such obvious in- rmation should have been erlooked by so many people varying cultural and educa- Dnal backgrounds. It shows )w fear and frustration gen- ate aggression, and how this ;gression often takes the rm of prejudiced behavior. is suggested that the person E'and HEAR — February a.sk l)iiiisc'll wh.il Icais (cilainties tJ<)ul)ic him. .mcl nil •Some of tlusc are iiuli(aled- fear of poviil) and sitkiiess, for instance. It is imj)lied that these conditions shoukl be faced on iheirown atcotini, latlur than iii- diiectiv in teiius of piejudiced behavior, and that prejudice hurts I he |)cis()ii who practices it fully as nuuli as the jjcrson against whom it is practiced. Finally, it is pointed out that belie\ing rumors and failing lo check facts is a foim of indirect compensation. It then suggests l)ositive leads for action, viz., not belie\ing rumors. i)iit on the oth- ei hand, checking on facts in the library, city hall, school, etc. The r W / \ / <.%^ FEAR OF SICKNESS AND ^ NO DOCTOR Freedom Irom Ieecanie convinced by the course world events that the scientist was justified in maintaining an 'ivory ker' isolation and since that time I ;e been working on the race problem • popularization of anthropological terial in the schools and other ficld.s. think the scientist should do some- ng about society before the buzz- mbs fall on his laboratory." Stances Ironi their own expell- ee. Questions involving com- icated scientific knowledge nnot be answered by most lead- s and should not be lingered er. The leader should answer em within the scope of his lowledge and then go on to the Short pcrtont tTt lound u> p«oplet o( e»ery r«e» a Inly • ilx-looler and • (iTe (ool«r could b« n«ll»» 9«n«rattons back. next point. The best thing by far is to encourage the audience to thaw on familiar experiences. W'hcTi this mood is set. most audi t nces will cooperate. The leader accumulates some of his best ex- amples from audiences. Me shoidd be jjrepared with some loail ill us trations of his own to bring the group into line. It is also wise beforehand for the discussion leader thoroughly to study and digest the script by reading it several times and think- ing about it. This gives him an informational background that makes for assurance. As for age lexels, I have seen sophisticated business and pro- fessional women as well as chil- dren enjoying this filmstrip. The discussion leader, by supplying anecdotes suitable for the age level he is handling, sets the tone for its reception. If possible, there should be a follow-up at reasonable intervals. This could include a reading and discussion of The Races of Mankind and the literature suggested in the bibli- ography as well as any other rele- vant materials— possibly a skit or dramatic performance, arrange- ment of an exhibit, researches into history, legislation pending, or local conditions. The best results are to be ob- tained when the filmstrip is part of a larger program. It teaches that the so-called "race" problem is actually a problem in funda- mental himian relations. E and HEAR — February Page 33 l-OIUmuni:^ Miss WClljish's ii^oicuil sldU mcul . Ails. lUculi (lcs( lihcs hnw llir fihnslrip is iiiccl in Public School No. 120, Neil' Yorh Cily: TIIK (la!>srooni teacher needs m;iii\ (l(\i(cs lo assist liei in I'liikling iiiicIeistaiKliiigs wiiiili \\ ill lieljj o\ercoine race prejudice, she can. of course, do it by sct- linu; an e\anij)Ic ihiouj^h lur own illitude. Jim that is not enou<;h. she nnist pro\ icie the children with iniorniation that will cause liuin to (jucstion ihcir own cnio- lional icactions. With ihis thought in mind, we atleni|)tcd to ])i()j)a^andi/e acti\e- l\ lor dcinocracA in our junior Jlii^h School. The James Fcni- more ( ioopc r [unior Hii^h School -NO. IL'O Manhattan— is a mod- c'lii. wcll-ecjui|)j>ed. all boys' school situated in the Harlem area, liecause ol its location, the |)o])ulalic)n ol oiu" school is ])rac- I ic a!!\ all Xegro. In disc ussint; the cjuestion ol race relations in oiu school, we ha\e a two-lold problem: 1. .MaiiN cjI our bo\s ha\e leel- iuL;s ol inleriority because they lack security anil because tiiey sulfer IVom discrimination and segregation. 2. Because oi the fact that our boys are a taiget for jjrejudices. I hey. in tinn. develop prejudices against other racial grouj)s as a defense mechanism. l"o meet these two basic |)i()l)lems \\i- e\<)l\ed a two-lold program; Page 34 1. We want to gi\e our bo)s a leeling of confidence- b\ stimu- ];;ting in them pi ide in the achic\enKnts of their race. 2. We seek lo picj)are our l)o\s ioi the world outside ol school by leaching them to think critically about the problems of miiioi it\ gioiijis and about inki- gioup iclalicjiiships. fi„t»»*SI DilkioiuiN ill |jli)sical features ;m(i color arc apparciil in |)(i>])lcs lull "llu'ir hlooil is the same' llic paiiiplihl .says, "riic |)fo|)lts of the earth are one taiiiilv." sav the aiiihois. February — SEE unci IIEAK II sinvcying materials siiitablt- our iicchIs, we decided thai lilin,stii|) Il'r Arc All Brolliow (lid lulj) our program. First, AouliI l)uilcl up a Iceliug ol se- it\ iu our boys by showing t the Negro race is not ilider- from other races. Second, it uld stiuudate thinking about ler minority groups; for exam- . Chinese Je^\•s, Ethiopian Jews. I man\ others. ym^^ ^%. Speech is not inlicrilcd. "Any- one can learn any language," say the authors. \ unit ol work on the "People Africa" had just been complet- , Their teacher, Mrs. Brahdy, t that there was an excellent rrelation between a study of tlie oples of Africa and a study of s peoples of the world. She dertook the project enthusi- ically. 1. The class would de\elo]) 2 filmstrip as a unit of work. 2. Ihe (lass ^\•ould then prc- re a program based on the 1dm- '. and HEAR — February MRS. DINA M. lill.lCI! Mis. Uk-i(h is an as.sislani lo llic |>riM(i|>al ill |inii(>r lli^h S( liool I'JO in NLiiihalCiii, a sihool Icx.iUd in liic llailiMi area. I U r assij^nmcnl as super \ isor of ciini(nluiii pl.iiiniii};. social siiKlii's, and xisual iiisiriK tioii makes it natural for .Mrs. IMeidi to he interested in projects whidi cond>ine all three as- pects of her work and which stress mat- ters of vital social impoi tanc e. Strip for preseiuaiion to the school at one of the \isuai insiiiKtion assemblies. 1 MOriVATION Duriny, the luiit i)l work on .\frica, Mrs. Brahdy had read ex- cerpts from African Journey by Eslanda Goode Robeson. To motivate the new imit, the teach- er referred to these excerpts and developed the fact that the re- porters showed that they had j)rejudices not based on facts when they asked Mrs. Robeson about the kind of people she ex- ])ected to find ancl whether she tliought the people of Africa could assimilate culture. From that point, the qtiestions and the discussion became personal. The children were asked, 'AVhat is jjrejudice?" "Do you think )ou have any?" "Mention some that you have." "Do you have a de- sire to overcome these preju- dices?" All of the children admitted that they did not know why they had tlie ones they did and that, not oidv were they desirous of o\ercoming their own, but they Page 35 sion in order to give "whole" presentation. Di; cussion took place at the en of the film. 8. DEVELOPMENr 1 here were too many faci to learn in one lesson, so series of lessons was plannet As the lessons progressec High Intelligence occurt in children ol «n r«ce. N»groe». foiU" COHmiitteeS Were cll Maxicani and Ortenlali. Children art "doI uninlalllgcnl by h,r«diiy.- veloped: wanted to help in eliminating prejudices in other boys they knew. 2. PRESENTATION The children were told that there were two ways to persuade people, one by an emotional ap- peal telling them that prejudice was undemocratic, and the other by an intellectual appeal, pre- senting them with scientific data which would convince them. The teacher then said she was going to give the boys facts and that they could use these as argu- ments to convince other boys. The filmstrip was then project- ed. The brochure that acompan- ies the film gives adequate descrijjtions of the frames and so we shall not attempt to describe them here. It was necessary, how- ever, for the teacher to simplify the language and to condense many of the paragraphs in order to show the film and to discuss it within an hour. In the first show- ing, the teacher ran through the entire narrative without discus- Pao« 36 a. Race b. Customs and Language c. Intelligence d. Beliefs and Prejudices The members of each conunit tee, with the guidance of ih teacher, condensed and simplidet the material of the brochure. \\v committee located and brough supplementary reference materia to the class. As the research pro gressed, the pupils wanted t( write an original play, give ; radio performance, draw poster and place them throughout th< oi school, and j)repare articles foi the school jxiper. Some wanted tc plan a forum discussion in tin auditorium. Another suggestec an after-school meeting for othei children in the neighborhootl. We decided to develop the as sembly idea. The program wa* introduced by one boy who gave the reasons why 7B1 thought the other boys in the school nnght gain something from their unit of work. 1 he members of the four conunittees then presented the Fpbruory - SEE and HEAR iloK anipli oreo: ll'hi bed, (ollov Tlie idica pined loniiai fiiioii( olracf n. The I explaining the frames in plifieil lorni. Two boys took .' of tlic mechanical details. riicn the filmstrip was fin- ■cl, the boys of 7B1 asked the owinj^ cpiostions: a. What does this film aim to teach? b. Does your bone structure, blood type, or color have anything to do with race? Give reasons for your an- swer. c. Does race determine intelli- gence? Why? d. Is any race nationally war- like and vicious? Give ex- amples. e. What can you do to help combat race prejudice? 'he response from the audience icated that the children had led a great deal of factual in- iiation as well as a positive )tional attitude on the subject ace. A UDIENCE PARTICIPATION ^he second part of the discus- sion allowed cpiestions from the audience directed to a panel of experts— six boys who volunteered to serve. The boys of each as- sembly participated with great enthusiasm and it was evident that the filmstrip had stimidated thinking. We hope that a desire to eliminate prejudices will fol- low. We know that the project de- scribed above is but one tech- nique among many which should be used to emphasize the impor- tance of acquiring facts to dis- prove prejudices. Every good program should have a follow-up. In our school it was followed by the Negro Achievement Contest which we hold each term. This contest gives ours boys, through their own research on the lives of fa- mous Negroes and through the prize-winning essays that they hear in the assembly, that feeling of confidence and "belongingness" mentioned in our introduction. The filmstrip We Are All Broth- ers gave them some facts with which they can back up that same feeling. Jews «rc noi A r«cc. but people who Acknowledge « reUgion". and HEAR — February Paga 37 Here is a typical slide. It shows how to prepare a lamb for exhibit at the county fair. Tliis lad dcinonstrates preparation of the fleece. VISUAL AIDS WILL PLAY AN IMPORTANT PART IN POST WAR (JAh^GYK^ U)e^ I) a I oledi « Kee( iter)' f(& iinps Th Gfrai.d R. M(:K.^^ Extension Visual Aids Specialist, Minnesota /liiri( ulttnal Extension Service TIN use of \isual aids in ex- This statement briefly sunima tension teaching will be just ri/es a sur\ey made by the wiitei as important in postwar farmer during the past summer. The sur and homemaker classes as it was vey covered the present and an in hniidicds of GI training camps tiripntcd use of visual aids in the agricultural extension services ir during the war Paga 38 FM^runry— SEE ond HEAI SEi tktoi iHe. (Editor's Note: In schools, in public rclotions work, in university ond agri- cultural extension, visuol materials ore being colled upon to convey the story. Through his nation wide survey, Mr. McKay presents recent information on the use of 2 x 2 slides, 35 mm. filmstrips, and 16 mm. movies in bringing information into rural oreos. Excerpts from his own collection illustrate one of the three channels he mentions through which information may be "ex- tended" throughout a stote's rural areas.) 1 hut ten ol the states. Tlie term isual aids" was used rather an "\ isual education" because it I'ins logical that these devices liich help to make teaching easi- , more effectiNC, and more thor- igh are in themselves only aids a realization of the total goal education. .\ cjuestionnaire was sent to the ite agiicidtural extension ser\- e editor in each state. Replies sre recei\ed from 38 states and awaii. While the state agricul- ral extension editors did not in ery case handle the work in sual aids, they did have the in- rmation necessary to answer the lestions which centered around ree types of visual materials, imely, 2x2 slides, 35 mm. film- rips, and 16 mm. movies. The questions asked follow. My mmary of the replies to each lestion has been added. What percentage of county agents in your state is equipped to make koda- chromes of locol subjects? About 42 per cent of the county ;ents are equipped to take slides, id more will get 35 mm. cam- as as soon as they become avail- )le. How many loon sets do you circulate from the state office? How many copies of your most popular sets do you have? E and HEAR — February Most states keep a supply of slide sets in various fields already made up for the use of county agents and suliject matter special- ists. 1 he number \aries from zero to 125 sets. Three states have none and Pennsylvania listed 125 com- plete sets. One office keeps a large niniiber of indi\ idual slides avail- able and puts sets together as they are needed. The average number of different sets on hand is 20 and the average number of duplicates of the most popular sets is three. 3. Is any attempt made to integrate stote and county kodachrome sets? Apparently there is some trend toward integrating state sets of color slides and the individual slides taken by agents for use in their own counties. Many agents fit their own pictures into the state-supplied skeleton sets to add local interest and bring out local facts. Only one reply indicated un- Mr. McKay says that the agricul- tural extension slide collection at the University of Minnesota in- cludes over 3,500 titles at present. These are organized into 49 sets which cover practically every field of agriculture. These sets are sent out to county agents at their re- quest in convenient shipping cases. Each set is accompanied by a syl- labus of information. Page 39 Another slide shows how the animal may be kept clean until exhibiting time. successful efforts in this direction. 4. Is the trend toward more local or more state loan sets? There is no definite trend to- ward state-made sets. However, the number of both in almost every state is on the increase. 5. Who takes your 2x2 kodochromes for state-wide use? Subject matter special- ists, or visuol olds specialists? In the states where a visual aids specialist is employed, the work of taking the slides is divided be- tween subject matter specialists and the visual aids man. 6. Does your visual aids man work mostly with agents or with subject matter spe- cialists? Of 24 states which have a visual aids man, 12 indicated that he spends more time with subject matter specialists than with agents; eight showed the opposite to be true and four indicated the time is about equally divided. 7. What percentage of your agents have still projectors? Movie projectors? A few states have a fair amoimt of projection equipment but a large majority plan for a big ex- fiansion in the field of new ma- rhis slide shows the proper way ^ lo hold a lamb while it is being judged. k il Ini Pi fee m At I'f ,, :t( nil incs. As might be expected, the c 2 slide projector is the com- )n item with 65 per cent of all L'nts supplied. Only '15 per cent ; equipped with movie projec- ts and about half of these are cnt ones. Comments on the qucs- mnaire indicated a definite nd toward buying only sound DJectors. in agents loaned projection equipment y the state office? Whot transportation methods do you use for this equipment? The lending of state office uipmcnt to agents does not ?et with fa\or in 18 of the 34 tes which answered this ques- >n. However, eight of the states have their programs set up to ow for loan to agents, and eight lers have a plan for furnishing limited amount of equipment agents under certain conditions, ansportation presents the big- it problem, with subject matter icialists and express handling )st of the shipments. lo you make filmstrips locally? Who does he work? Very few states produce any nstrips. Out of 35 who answered ? question relative to this, only •ee had made any number and had made a few from time to le. Twenty indicated that they finitely did not make any. In )se states where any work has sn done, it has been handled by I regular University Photo Lab- itory or by the Photo Labora- 7 in Washington. Charts, iphs, and maps are being copied 35 mm. or 2 x 2 glass and used and HEAR — February (.F.RAI.n R. McKAY In 1933 Mr. McKay l)cp;an his icarliing career in Isanti, Minnesota, as printijjal antl upper grade teacher. Wliiic there he purchased for tlic school a 16 mm. movie projector, one of the first in the county. After four years in Isanti, he accepted a position as teacher of vocational agricul- ture and director of visual education in the Brainerd, Minnesota, high school. In 1945 he was appointed visual aids spe- cialist for the agricultural extension divi- sion of the University of Minnesota. quite extensively as slides ma- terial. As agents become more familiar with the possibilities in this field, this type of visual aid •will likely increase. 10. Do you moke extensive use of movies? Do you produce your own movies? How many movie films do you have available for loan from the state office? State produced? USDA? Commercially spon- sored? While movies are being used quite extensively in about half of the states, not much is being done in the others. Two answ^ers sug- gest a circulation of 30 to 50 films per month, practically all of them being sound films. Most states do not produce movies on a very ex- tensive scale and apparently there is no widespread trend toward this production in the immediate future. More work is being done in counties than on a state level, due perhaps to the advantage of showing local people in the movies on the county level. According to the reports, Pennsylvania, Con- necticut, and Massachusetts are leading in producing movies with- in the state. 11. Who rewinds, inspects, and mails your Pag«.41 One of Mr. McKay's sets most frequently called for explains gardening. Tfiese five slides are typical of the numerous slides which demonstrate the methods of preparing soil and growing young plants. Proper preparation of the soil in the cold When transplanting bushes and young trees frame or hotbed. pruning of the tops is necessary. This i| how it is done. Before transplanting to the open garden, plants of this size should be put into boxes. A convenient number is one dozen to the box. films? Do you have any devices for in- suring prompt return of films? Various methods of booking; and servicing films were mention- ed; the most common is to have the fihn library of the general ( xtension tli\isioii take care of it. The average niinibcr of films The hole in which the bush is set should Ix set deep enough to accommodate all of thi smaller roots of the plant. a\ailable from the state offices ii 1.S9, about two-thirds of which are USDA and War Board films Commercial and state producec films make up the other third The problem of having films re turned promptly seems rather gen eral. It is handled in se\eral statesl Paqa 42 February — SEE and HEAR \- snulini; a (IouIjU- j)ost (aid ith each .shij)iiicm ami askins; lat one (()|)N l)c i(iiini((I with U' llllll. !. What expansion do you contemplate in your program after the war? Almost every state plans to e\- :in(l tlie work in visual aids wlu n jiiipnu'nt and j)ers()nnc"I beconic .ailahie. The atklition of a Inll- nic visual aids man. a training rogram lor agents, and an in- eased hutlget will he eaily steps I this direction. Ihe work is be- ig done in large part by exten- on editors. Of the \ isual aids ork one said: "It is a fidl-tinie )b, plus." Another answered, "It more than a full-time proj)osi- on, but imder the present short- ;e of help, other acti\ities are )vered; I edit all extension pub- cations and take pictures for ath experiment station and ex- ■nsion. and am responsible for idio." Summarizing Statement In summarizing the answers to le 12 questions, the following inclusions might be drawn: 1. Extension people are show- ig an increased interest in the se of visual aids and will expand leir work in this field as soon 5 conditions permit. 2. Most emphasis is being laced on building 2x2 koda- irome sets for distribution to le agents. There is a trend to- ard making these loan sets flex- ile enough so that each agent iE and HEAR — February iii.i\ idd lo ilie set with his own local |)i(iures. .'5. Several states are planning to produd- I heir own 10 mm. mo\ ies on a limited scale when l)ersonnel and materials again be- come available. 4. A large amount of equip- ment will be purchased lor county use when it can be secured. Ihe goal seems to be "a 16 mm. sound projector and a slide projector in every coimty." 5. Most states are trying to make provision on their staff for a fidl-time \ isual aids man. 6. Filmstrips are being dis- placed to a large extent by 2x2 kodachrome slides, but there still is a jDlace for fdmstrips in such \\ork as photographing charts, graphs, and drawings. 7. Each type of visual aid has certain uses for which it is best adapted, but it doesn't follow that those aids for which the uses are limited are absolutely worthless and should be thrown into the discard. 8. .\ comprehensive training program in the use of visual aids will be provided for the agents bv most state offices as soon as conditions will permit. 9. Only a limited amount of service is given to agencies oiu- side the extension field, but this service may expand as local con- ditions seem to warrant. Page 43 HOW TO ORGANIZE YOUR HIGH SCHOOL EiNAR B. Eriksen Stuyvesant High School, Neiv York Editor's Note: Very shortly, invita- tions will go out to schools to enter the I'.MG annual National High School Salon of Photography. This Salon has grown out of the photograph and camera club work founded by NIr. Einar B. Eriksen of Stuyvesant High School, New York. There, as faculty advisor and as director of the national salon, he has guided its development and growth until this year literally thousands of high school stu- dents will be influenced by his frontier thinking and enthusiastic pioneering. In this report Mr. Eriksen condenses the results of some of this pioneering and, incidentally, encourages high school am- ateurs everywhere to submit their work to the 1946 Salon. SO . . . YOU want to form a Camera Club in your school! Good. Few institutions enjoy the natural advantages of a high school in approaching the forma- tion of a Camera Club. Your ad- ministrati\e and participating personnel are made to order. The physical equipment (such as lab- oratories, apparatus, and meeting rooms) is unsurpassed; and the logical status of your school as a Pag* 44 center of activity is helpful from the very beginning. Just pause to think of the natu- ral enthusiasm of yoimg people and the many possible tie-ins with curricular and extracurricular activities. Teachers interested in starting Camera Clubs or in ex- panding existing organizations may find some useful ideas and methods among those employed by the Stuyvesant High School Camera Club. The latter prob- ably is the oldest organization of its kind in the coimtry, having functioned in a highly successful manner since its inception in 1913. At Stuyvesant there are two di- visions in the Camera Club. The junior club division is open to all lower term students and begin- ners in photography. It stresses the fundamentals of photography. These students are instructed by the education committee com- February — SEE and HEAK | FIRST PRIZE ► Jock Home' optly de ribcs the first prize-win- ng picture of o returning 0 u n d c d soldier being armly greeted by his ixious parents. Photo- ophed by Morris Ncufcid, 16-year-old Stuyvcsont igh School student, it was warded $100 in war bonds the Notional High School >lon of Photography, and so named "Picture of the car" by the New York Sun. SECOND PRIZE v^usician Tumblers" com- nes originality and excel- nt lighting technique to in second prize, a $50 war )nd, for Kenneth Middle- im of Riverside, California, the Notional High School Salon of Photography. w EINAR B. ERIKSEN Mr. Eriksen was born in Norway and was educated there. When he came to New York in 1905 for a visit, he stayed. He joined the faculty of Stuyvesant High School in 1915 where he is now director of the National High School Salon of Photography and teacher of industrial arts subjects. He says of the 1946 Salon, "It is get- ting under way and promises to be an undertaking that will be far greater than anything done before. We are printing 1,500,000 entry blanks and will receive prints from pupils un- mounted in size from 35 mm. to 5" X 7". These prints will then be screened and the 350 winning prints will be enlarged to the conventional Salon size and sent on exhibition tour throughout the United States." poMcl ol senior sliulciil iiicinbcis — iul\.iiuctl jJai ticipanls who lia\c passed a wiiltcn examination \i\x- paied by the faculty ad\isoi. A list of the subjects taught in- chides: 1. I'liolographic Optics 2. K\j)osurc and I.if^litinn Coiulitions '^. DcNclopiiig and I'rinlin}; 4. Ailificial Ligliling Icclinicjuc and Clumposilion When a nieniber of the jiniior di\isi(>n feels leady to achance to the senior group, he aj^pears be- fore a special entrance comniiitee of students who test his knowl- edge of jjhotograj)hv and judge (|ualities of liis character. I'assing this exanunation admits him to senior membership. In the senior group ilie acli\ily is di\ided largely into two cat- egories: inlorniati\e and stinnda- li\e. All senior tlub allairs are administered by an executi\e council which prepares the pro- giam for the scliool term, inxites local professionals and teachers of photograjjhy to jiiesent lectures and demonstrations at meetings, and ser\es as a iinv for monthlv Ol i)i-'\\eeklv print contests. Occasionally special print sub- jects aie assigned for ccjinpetilion. Winning j>iinis are e.\hiljiied on the chdj's bulletin board, and merit points are awarded. At the dcjse oH the term, the member ha\ing the highest point total is awarded a pri/e. Ihe piint com- petitions are in\aluable for tlie sincere and constructixe criticism they engender. With junior and senior cli\i- sions accounted h)r. the iliiid THIRD PRIZE "Going Back" brought third prize of $25 in war savings stomps to Bill A. Kobzcll, Los Angeles, for his pic torial essay of a sailor sleeping in the railroad sta- tion. FOURTH PRIZE "And Tomorrow" portrays the hopes and dreoms of Youth. The photographer, Morris Neufeld of Stuyve- sant High School (also win- ner of the first prize), won S15 in war savings stamps as fourth prize. Ill; in Stiiyxcsant's ladder of lotogiaphic success is the )()(uinentar\ Squad." This oup is comprised of the six or ;ht best technicians in the club, tl these indixiduals are issued CSS passes permitting them "in- le the ropes" at athletic events d other important school alTairs. is this group's responsibility to \er tlie scliool year in j^ictures. lie members may be assigned by eir teachers to make photo- aphs for use in \ isual education to do illustrative work for liool publications. There is lit- ally no limit to the use fid n ess the Docimientary Squad, and 1 members are justly proud of ■longing to it. E ond HEAR — February So iiuich lor a recommended organizational struclme. I h e physical e(jui]:)ment is imjjortanl as well. Every effort should be made to ]jro\ ide the club with at least part-time use of an ade- cjuately fitted darkroom. This should liave running water, with pro\ision for mixing the hot and the cold: a roomy sink; work- benches, shehes, and cabinets; apparatus for deveIoj)ing film and making contact prints; and pref- erably t^\'o enlargers, one for small negatives and the other for the larger sizes. Tliese supplies aie basic, and can be obtained either by school purchase or stu- dent loan. To stinuilate interest, carpentry, j)liimbing, electrical, Page 47 iiicl deojraling work can be done by students. The importance of ha\ ing adccjuatc equipment which is club property and thus subject lo use 1)\ all the members equal- ly, cannot be overemphasized. It will tend to erase unfair ad- vantages. Interest in high school photog- laphy has now reached the point where the principal or faculty sponsor has at his fingertips all manner of helpful and insiructi\e information concerning this sub- ject. The supply of magazines and elementary texts which are certain to appeal to teen-agers is plenti- ful. A really top-Hight outlet for the best in secondary-school photo- graphic work is pro\ided by the National High School Salon of Photography, which has just com- pleted its sixth and most success- iul year. In our city the Salon enjoys the full cooperation of the New York Board of Education. Professional photographers are invited each year to judge the entries in the Salon. Among those who have acted as judges for the Salon ha\e been: Joseph Costa, Halleck Fin- ley, Ruzzie Green, J. Ghislain Lootens, Helen Sanders, Edward Stcichen, Ace Williams, and Ken- neth Williams. In June the Salon makes its debut at the American Note: The National High School Salon of Phottigraphy operates unJcr the sporsorship of the Stuyvcsnnt High School of New York City, Young America Films, Inc., ami Pof'u- lar Plwtography. Photographs hy permission of the sponsors. Pag* 48 Museum of Natural History in New York City. The winning prints then go on tour all over the United States. During 12 months they are exhibited in C^\ places. Now. high schools all over the country are entering the 191(i National Salon. Any interested high school group can write to me for information or to the ac- tive sponsors of the Salon— Young America Films, Inc., or Popular r/iotograpliy. The National High School Salon of Photography was based on the idea of creating a self go\erning body of students who would conduct a salon among their own age gioup. We found that this idea stimulated interest not only in photography but in regular schoolwork because it was tied up intimately with the various subjects taught in school. Failure to pass a given subject would mean exclusion from the club. I'he idea s[)read in our school, Stuyvesant High School, and soon inquiries came in from outside. Today it is a national idea. During the war we had the pleasure of hearing from hun- dreds of boys, former contributors to the Salon, who through their skill in photography, learned dur- ing school years, were able to en- ter the service of the Army and Navy in the photographic field. Two letters from the late Presi- dent Roosevelt commending this work are on record. February — SEE and HEAR The procedure in using the cardboard method of construction of a contour model is as follows: (1) Transfer the contours to cardboard with carbon paper or other means. (2) Cut them out, and (3) Stack them in proper position with glue or nail together. FOR EVERY SCHOOL J. W. Studebaker, Commissioner of Education rHE Office of Education ioins the Navy Department in bring- ig a new acii\uy to ilie 5tliuoi». large part of the methods of rrain model building described ^rein was developed by the Navy >r use in combat. The simplicity [ these methods, dictated by field iE and HEAR — February conditions, makes them particu- larly a2:)plicable to the age level and facilities of the average high school. The values of terrain model making in the development of manipulative skills, and their Page 49 1 ililoi s Note: 1 oki in tcnus wliich ;iiiy junior or senior liigh scliool group I an follow, How to Build Terrain Models is explained so completely thai no dillienlly should be encountered in following the practical steps of the |)rocesses involved. Obviously, it is not possible to go into the detail which is contained in this ellectively j)ut-logcther 118 page Mionograiili. We reconimcMd the (onipleic monograph to \ou. It is for sale ijy the Superintendent of Docu- ments, L'. S. CiONcrnment Printing Office, Washington 25. I). C Price 10 cents. many piadical uses in the class- looin will be readily apparent to I he aleii educator, lliree-dinien- sionai models, coloied and tex- imed, can be used to great ad- \antage in the teaching of such subjects as geology, botany, geog- raj)hy, history, and the social sciences. In making models the student gains exjiericnce in math- ematics, cartography, drawing, j)ain(ing and sculptine. liut per- liaps moic \aliiai)le are the prac- tical ajjplications to national j^-roblems such as— 1. Mood control -. Water power |>lanning .'{. Soil conservation 1. Cooperative enterprise planning "). .Air transportation studies (3. Town and road planning 7. Farm reseltlcmcnl .\t any rate, the project is lull ol possibilities, both lor the pics- Wliin the scale has been determined, the map contours can l>e drawn. \ good method of enlarging is by the grid method. On the map a grid of ecpial sized scpiares is drawn. On another piece of paper the scpiarcs are reproduced in exactly the same proporlions. but larger. Pago 5(1 February— SEE ui.d HEAk I .iiicl loi ilu liitiiic. aiul il is jH(l iIkiI ilir tcaduis and stu- nts 1)1 Din schools will combine make the most ol the o])|)oi- liiies in\c)l\ecl. Model making )nld become an integral part of ; school structure, a |xiinanent tlition to the tools ol teaching. ^isnaii/iiig topography, being le to actually examine eontoins, s always been an intriguing II ol map study and has led ulcnts into a more realistic isp ol physical geography. 1 oo en the expense in\ohed of nipping a school with this type interpretation of the earth's 1st has made it diihcult to bring s experience to students. Foday. however, through the lization of a few simple materi- . it is possible to build terrain )dels in any junior or senior >h school. Suppose we dive ;ht into the problem and ex- un how to construct a model, .t through the grid enlargement jcess and then through the dboard and stick methods. ire are the steps in the opera- n. Grid Enlargement Jn the map or the tracing of 1 map, a grid of equal-si/ed tares is drawn. Quarter-inch iares are recommended, as ger scjuares are harder to fol- V and less accurate when en- ged. On another piece of paper I sc]uares are reproduced in ;ictly the same proportions, t larger. When corresponding lares on each grid are num- and HEAR — February bered, I he contours can be easily reproduced on a hnger scale within the separate- frames. In building nu^dels, \ertical exaggeration is often used. It is a simple matter merely to nudti- j)ly the map elevation scale by some con\enic-nt figure, say four, so that the differences in ele\ation may be more easily worked with and more easily observed in the finished model. VV^hen the enlargement has been made, the actual model can be started. I'here arc many meth- ods of constructing contours, but the two described here will prob- ably be found most useful. The Cardboard Method Most daily necessities, drugs, hardware, groceries, and house- hold goods are packed in some kind of cardboard, solid or cor- rugated, and the modeler should always be able to find the perfect size, type, and thickness for his particular problem. The proce- chne is as follows: 1. Transfer the contours to the cardboard with carbon paper or by the old method of pouncing, i.e., })ricking the surface of the tracing paper on the lines and rubbing chalk dust over the per- forations so that the outlines are marked on the under sheet. 2. Cut the contours to the pat- tern with an ordinary penknife. 3. Stack in proper position and glue or nail together. The result is a stindy founda- Pago 51 SAWDUST OR EQUALLY REMOVABLE MATERIAL Or, use tlic STICK METHOD. (1) Tack a l)0\ wiili day or loam, (2) Fasten the tracing sheet of contours on top. (^) Push sharpened sticks of twigs to the re(]uirc(i licight (with the help of a calii)rated guide) , (4) Pack fdler between the stick, and (5) Coxer it, and finish. lion for modeling. Vertical scale can be controlled by a proper se- lection of cardboard. Thus, a level of 1,500 feet can be made by six thicknesses of i/g-inch card- board following contours of 250- foot intervals, or by four of these and one 14-inch thickness of 500- foot intervals. If the only avail- able cardboard fits a 300-foot in- terval, and the map contours are 200 feet, the proper outlines can be estimated between the lines with sufficient accuracy. The Stick Method If foi some reason no cardboard can be found of suitable thick- ness, the stick method is recom- mended: 1. Pack a box of the required dimensions .solidly with clay or loam. 2. Fasten the tracing sheet of Pag* S2 contours on top of the base. 3. Push sharpened sticks or twigs to the required height through the paper and into the clay. A calibrated guide should be used as a timesa\er. 4. AVhen the contours are formed, pack a fdler between the sticks, and the model is ready for final covering, texturing, and col oring. Covering the Contours \\'hen the solid contours h;t\e been formed, the model is ready for covering and finishing. The material used should be plastic enough to be worked into any shape and should hold that shape uiuil it dries. It shoidd set quick- ly. I)ut not so (juickly that the (uial touches cannot be done Iree- liaiid. The material shoidd not l)e loo soft nor too hard. It must February— SEE and HEAR Texture and color of the model are usually applied at the same time. (Prccoloretl grains of materials are sifted or ladled onto a sticky surface to represent the effects of Nature— coffee grounds, dirt, moss, cinders, sawdust, filings, etc. )t crack from shrinkage nor unible from too little binder, id it should stick to any surface ithout the aid of a screen or esh. There are manv mixtures at will meet these qualifications, one of the following formulas is olproof, as all depend to some ;tent on the exact type of ma- rial used and the conditions ider which it is used. One aster mixture will dry faster an another. Experimentation ay show the need for a change a formula that has been found lecjuate in the past. E and HEAR — February Formulas No. 1. 1 pint sawdust (ordinary) 1 pint plaster 14 pint school library paste Dissolve paste in water just enough to thin. Add plaster. Add sawdust; knead until the consistency of tough dough. Test: Texture very good. Setting time: 15 minutes (a little too fast for large areas) . No. 2. 2 pints newspaper pulp (wet) 2 pints plaster 14 teaspoon Le Page's glue i/o pint water Soak newspaper in water over- night (torn in small pieces) . Rub wet paper between palms until ground to pulp. Add glue Page 53 to water; add plaster; add news- paper pulp; knead until consist- ency of heavy dough. Test: Setting time: i (. hour. No. 3. U pints newspaper pulp (wet) 1 pint plaster 14 teaspoon Le Page's glue i/i pint water Same procedure as No. 2 Test: Setting time: 3 hours. Color The modeler can use oils, tem- pera, or poster paints if he ^s■ants to apply his color with a brush. l"or texturing, however, or for mixing with a textured material, he will tmn to powdered pig- ments, readily obtainable at any hardware store. A recommended list is as follows: yellow o(hre cobalt l)lue chrome green ivory black zinc white Venetian red These may be used wet as well ;is dry if some binding medium is used with them. If slow drying is desired, straight linseed oil will do. For (juick drying, the iollou- ing mixture will serve: 9 parts water I part alcohol 1 part I.c I'agt's miuilagc 1 part glycerine The. more we mix color, the (loser they approach the neutral hues of n;itiuc. In painting the model, it must be remembereil that we see few strong colors in the landscape because of atmos- Poo« 54 phere over and around everything on earth, composed of tiny parti- cles of dust and moisture. The color of atmosphere is pale blue. Moinitains seen close at hand may be a strong shade of yellow green, but from a few miles distant they appear blue or blue green. Landscape takes on the tone of atmosphere as well as the color. .\s it recedes from the eye, more air comes between the ob- ject and the observer and con- tiasts are lessened. Learn tricks of color by exj^erimentation. In j)ainting water effects on mcxlels, the color nuist be trans- parent. If you want to make it look like the kind you can jump into, you must give it some kind of a gloss, because water is a re- flecting surface. To sum uj), here are a few sug- gestions to the inexperienced col- or is t: 1. Study the scale of the model before deciding on tone or hue of lands(aj)e. At I /1. 000. objects will be nearly their n;ttur;il (oloi. At 1/40,000. the entire terrain will approach a monotone. 2. In mixing pigments, remem- ber they will darken when water is added, but will retuiii to orig- inal color when dry. 3. Avoid raw colors. •1. \Vhen in doubi, m;ike the (olor neutral! February — SEE and HEAR Atlantic City Rclxnt A |<)ini Minting ol tlu- New Jiiscy Visual Kiliualioii Asso- ciation ami I Ik- rclc\isioii liroadcastcrs Association, liu. Aniin^td h\ Dr. Millaiil I.. Loirtix, SulHiinlindcnL of Schools 1)1 Miihllrsfx Conrily, Nnv Jersey, and Acting President of tin \eu' Jersey I'isiinl i'.ducniion .■tssocialinn ;)ROKi:.S.S()R Kl) COIA: ol ilu . Vale School of Drama cx- lessetl unhoimdcd laitli in llic otcntialitics ol tclc\i.sion. In ic- ition to teaching, he saw tele\i- on as ofFciing the spreading ol < .J o o X < CO Z < O O V e o -a c o o Ui J £ ■o b! =^ c o o o o VI 01 <" if. X o ^ -O «/1 w *. o o ex o 5 - X l: o a. o O Q. .r. u o c u -o •= o (•I O wo r~ oo o\ o — (Ni X u u v» M a c o A* E V lA JiC o o k- O o Q. u iA o .13 u (U a. o c E O CT> O in J h dramatizations, mii- c, or ailidt general cultiue eve- ing courses, rhe size of this unhination is determined bv the nances a\ailal)le. It should be possible to adopt )me similar or modified plan here new schools are beins: con- ructed, or where old ones are •modeled. The need for an outer and in- rr office and conference room is ^If-explanatory. The principal uist have a private office for con- ;rences with teachers, students, r parents, so that the activity of [■neral office business will not in- Trupt or interfere with this im- ortant activitv. Student committees require a leeting place. Groups of students m use the conference room hile preparing slides, graphs, larts, maps, pictures, etc., for use 1 a class presentation. Picture les, slide collections, etc., can be repared in a conference room here students, working together, in pool resources under condi- ons which encourage coopera- ve work. Books and magazines of a pro- ■ssional nature, including those elating to visual education, IE and HEAR — February should be available in the confer- ence r(K>m. Films used in school classes nuist be pre\ iewed by the teacher bclore showing. Ihis is necessary to pro\ide a conxenient place where a teacher can, during a free period, oi" l)efore oi- aftei" sdiool, see the film without incoineni- ences which are discouraging. Ihe combination pre\iew room and storeroom for ec|uipmenf and materials j>ro\ ides such a space. In this room, too, should be lound the school's in\entory of all ecjuijjment. slides, films, film- strips, picture collections, etc. The projector room shown in the plan is reached by steps. I his brings the projector high enough so that students may be seated across the entire room. Because of heat generated by projector lights, it becomes neces- sary to provide for adecjuate ven- tilation. This is especially true in warm climates or during periods of warm weather. Various darkening devices can be used. Opacjue shades are neces- sary; and for large banks of win- dows, which are usual in modern school installation, it may be eco- nomical to install draw curtains. Where different types of material have been used in experiments, it has been found that ordinary blue or brown denim, though a cheap material, did not fade perceptibly and was found to be highly satis- factory as a drapery for darkening the classroom for projection of visual materials. When draperies Page 59 ARNOLD D. WICKLL'ND Mr. Wicklund began his work in 1929 as the principal of Grandview, Wiscon- sin. He has taught at the elementary and secondary level, as well. In 1935, Mr. Wicklund served as principal at Butternut, Wisconsin, and continued there until elected supervising principal of the Loyal Public Schools, Loyal, Wis- consin, in 1939. ;iic pulled over the windows, they not only close out the light but aid in the acoustics of the room. Any system of darkening used should not detract from the ap- pearance of the room but should blend with the arrangement. In order to bring about satis- factory audio perception, rooms need to be checked for acoustics. Much of the value of films will be lost if students do not have dear audio perception. The walls of the audio-visual studio should be gixcn a treatment of acoustic plaster down to the wainscot. The ceiling should be treated similar- ly. Special types of fiberboard can be applied to the walls and ceilings of old rooms. The build- ing of sloping or steppcd-up floors will increase the effectiveness of an audio-visual classroom and should be considered in new buildings. The chief disadvantage of these special rooms is their cost. How- ever, in the light of evidence I ha\e been able to gather from controlled experiments and from results obtained by the Armed Forces, it would seem that it is a good investment to provide the facilities necessary to effective use of audio-visual material. Realism!— Surplus Projector Outlook Unfortunately there has been considerable public misinformation regarding surplus 16 mm. motion picture projectors. None have been declared surplus as yet and indications are that very few ever will come into surplus due to normal deterioration and use in rehabilita- tion programs. The armed services ordered only 40,000 16 mm. projectors and most of them were sent abroad. None of these will be returned for resale in this country since the Surplus Property Act of 1944 provides that surplus in foreign countries shall remain there. The only excep- tions are (1) for reprocessing or repair for re-export and (2) goods purchased by ser\'ice personnel who sign a siatcmcnl to the effect that the goods will Jje for jxjrsonal use only. Under the .\ct, federal agencies and state and local governments have first priority in the purchase of surplus properly and it is not expected that the supply will meet the demands of these claimant agencies and other preference holders. If, at a later date, some become available to other j)urchascrs, they will be disposed of through the regional offices of the Reconstruction Finance Corporation, Consumer Goods Division, which will have detailed information. —Joseph J. Woolfson. Special Assistant to the Administrator Surplus Property Administration Poff*:60 February— SEE and HEAR Editor's Note: Miss Sheppard has touched le of the great inconsistencies in profes- }nal education. After spending a summer ssion examining what should be done, e returned to a situation concerning lich, at first glance, nothing apparently OULD be done. Rather than accept this inclusion she brought sufficient imagina- 3n and challenge to her teaching to DO mething. rHE situation looked bad, \ery bad, but not quite hope- ss. It could even be amusing if were not so serious. Teacher 3es to summer school — learns ow to operate numerous ma- lines — is preached to on the ilue of visual aids — becomes )n\inced that they're almost a ecessity— and now look at this assroomi Endless stretches of all and practically no bulletin aard, a lantern slide projector id no usable slides, six stereo- opes but no stereographs. No ay of darkening the room, not .en ordinary shades on one side, nd worst of all, a man coming 1 from outside once each week ) show two or three ("just any") Ims in the auditorium and to le entire schooll But, there was a ray of hope, seven-dollar allowance from the IE and HEAR — February Mildred Sheppard Montgomoy, Alabama Public Schools board of education could buy bulletin-board material. Thank goodness for that training in making picture collections! Sev- eral thousand pictures nicely mounted and classified would be a wonderful help. Some of the art money could be spent for ma- terials for homemade slides. A teacher shouldn't be expected to spend her own money on school materials, but darkening this room would have to be an excep- tion. Blue denim wouldn't cost much, and the janitor could put it up. The "shows" in the audi- torium could be tolerated, but from the beginning the children would have to understand that the use of the lantern slide was not just entertainment. At least a beginning could be made. And surprisingly enough, that beginning became more than a bare start. Things did turn up. A teacher in another school had a filmstrip projector which he was willing to lend. And those fifth-grade pupils I They did have initiative! They not only re- Page 61 Any of us who arc interested in visual education con start right where we ore. And that includes our pupils, as well. These children ore looking through their own file of mounted pictures with which to arrange their new bulletin board, which, incidentolly, has been so organized as to supplement the unit of work we ore studying at the present time. bpuiulccl lo ilic \isual materials as icadiing aids, but they set to work to secure more. AikI it just so happened that two filmsirij)s lor ^s•hich they raised the money arrived at a time when the bor- lowed jnojector was uoi a\ail- able. I'rorn that time on, the su|iplyin<^ ol \isual aids became a jnipil jjroject. "VVJiere did he get that pro- jector?" "Whv don't wc have one?" " We'll' buy one." "Who knows how niu(li thev (ost?" And the next morning there was a Pugo 62 catalogue on the reading table. It was the most popular book there for cpiite a while. The cata- lotjuc described the \arious moti- els of lilmstiip ))rojectors and prices. Moining discussions were taken up \\iih making plans and ilecisions. It took moie than a little persuasion to convince )t)hn- ny and Mary that the cheapest model wasn't the best. The very best teacher could get them to tlecide on was a .'>2r).00 model. They'd raise .Sr).(K) a week lor (i\c' weeks, and then they could use February — SEE and HEAR dims llu\ li.nl IxMii^lil. ( (diiKI he cloiic. It look .( lot work aiul i)laiiniiii;. (.it-asc 1 |)a|X'r (oilittions iinnasccl lcai)s and houiuls. Onions c pulled out of the class j^ai- 1 l)\ enthusiastic yoinii>sters ore iIkv were hall hij; cnouj^h, [ indulgent j)arcnls \\illint;ly mht tluin. In the \cry lowest •k a lather returning; Ironi iska on ruilou<;h hel|)etl meet week's (juota. The story-hour iniati/ation ol scenes Ironi Tom oyer was made into a "linished xhution," acKertising jjosters re \vritien. parents ^vere in- L'd. admission was charged, and the end ol the fdth Aveek. the h giade \vent oxer the top with 1.25. "inch excitement! The [jrojcctor I to be ordered the very next \. It Avasn't so easy though. )\\ did one write a business let- •• Billy and Henry and Lucy— . most all ol thcni— wanted to ^in b\ telling the company w the\ had raised the money, le lact that the business letters their language books were briel d impersonal simply didn't ike any impression. It was dly hard to be firm with them len they A\crc so eager, so en- Lisiastic, and so justly proud ol sir accomplishment. What a great day it was when s projector arrived. Right then d there it had to be examined d plans made for learning to e it. The other projector had en loaned on the expressed i und HEAR — Februury (ondiiioii ili.ii oiiIn ijic: teacher handle it. I his one belonged lo the class. It meaiu a lot ol ham ing. New words had to be added lo ihe Nocabulary. Lens, jonis, sproclici look on meamng as they were used along with the actual operation ol the machine. Stand- ards lor admission lo the o|)era- tois' club weic set by the group, (iharts slating how to care loi the machine properly were made, read, and re read. It wasn't long before members of I he club Aveie sinewing lilmstrips for other grades, and they even had one thrilling trip to show filmstrips in another school. Teacher had one ad\antage with her new^ fd th-grade jnipils the next year. 1 hey had seen and envied the work of those the year before. They longed to have an operators' club, to go to the other looms, to put on ]:)lays. No situ- ation had to be created for them, but a new and fortunate one did arise. Tlie school couldn't get enough ice cream. Fifth and sixth-grade pupils were the last to eat and liardly ever got any. It was also of inferior quality. Fifth grade decided to do something about it. The pupils read recipe books, used tables of measurements to see how much Avas needed to fill a gallon-and-a-half freezer, priced milk and eggs, studied food val- ues, bought supplies, and went into the ice cream business. From that point on it was a repeated story of the year before— financial success. Page 63 Here we are looking over the equipment WE bought. I soy "we" because thot is just the way it has been. The idea, the money, the budget, and the spending of it have all been the results of these children's efforts. ouldn ladne Bill 01 The job of being class secre- tary became of prime importance. Exact accounts of expcnditmes and receipts were kept daily. The entire class had experience in col- lecting, making change, and bal- ancing accoimts. Arithmetic prob- lems weren't made up any more; they arose every day. And with them arose the cjuestion of how the money should be spent. Numerous suggestions were made. Books, filmstrips, art ma- terials, good things to eat, pretty j)ictures— suggestions both wise anil foolish, practical and im- Pag* 64 j)ractical— were made. The class finally decided that no money would be spent simply because the class had some. It would all be kept until something was needed in the regular class work. When the need arose, the books woidd be balanced, and if the funds were available, the pur- chase would be made. There was strong sentiment in favor of buying many filmstrips (hang-over from the year before) . This was settled by placing a catalogue on the reading table for study. Kach time a new unit was February — SEE and HEAR dl dearly iienti iiinir ithe aucti ilide j lite 01 (tool "\\\ MILDRKl) SHKPPARI) iss Sheppard bcpan !ut teachJng iricnce in C'.adstlon, Alabama, where was made director of suppU'inentary erials, and where slie organi/ctl and three vears directed the materials ?aii. At present she is teaching in Montgomery Piil)lic Scliools. The ■se in visual aids to which she refers he article was part of her master's k at Emory University. ted, the catalogue was con- ted to see what films were liable. Discussions over the nding of that money became animated and thoughtful as if .vere a personal fund. On no asion was there a tendency ard extravagance, and it was letimes difficult to come to an eement on necessities. rhe biggest project of the year ; the purchase of an opaque •jector. That took some stra- ic maneuvering. The children ildn't initiate it, because they 1 ne\ er heard of such a thing, t one morning an interesting ture was placed before the class discussion. It was a little too ill for the group to see it arly (that couldn't have been entional) . Teacher kept ex- ining and apologizing to those the back of the group. Finally interrupted the discussion by iing the group about a machine ich would enlarge the picture 1 throw it upon the screen ich like the way the lantern ie projector does for the pic- e on glass. It was too bad our ool didn't have one. 'Where could you get them?" ow much do they cost?" "Why and HEAR — February can't our school have one?" "\Vc'll buy one!" Did those words have a familiar ring? The rest of the pattern did too. Only this lime it didn't take five weeks. Most of the money was already on hand. The sixth grade was interested and would pay half, and the operetta already being practiced would provide the rest. The letter writing, the vocabu- lary, the reading charts served their purpose again. This time there were the added thrills of sending a telegram to the com- pany, of receiving one in reply, and of having a day w'hen all our projectors, our films (now about 90 in number) , our new pictures from the National Geo- giaphic Society, and our home- made slides were put on display for other teachers to come and see. Two years and the situation looked far from hopeless. True, there was still much to be accom- plished. Only two rooms in the school were darkened. Some teach- ers made no use at all of the ma- terials available, some things were still used as entertainment, and nothing had been done about a motion picture projector. There was no point in rushing, though. Some day that borrowed motion picture machine would break down and a fifth-grade pujjil would say, "Why doesn't our school have a machine?" Some- one else would ask the price, and a chorus of "Let's buy one" would begin. That would be as good a start as teacher would want. Page 65 SWITZERLAND ^; 4»>» The extent of Swiss transmission problems can be appreciated from this view of one of the country's radio broadcosting stations located ot on elevation of more than ten thousand feet near the Jungfrou. Willi ;i p()j)iil.iti(>n of four iiiillioii and an area less than half thai of tlu' state of Maine. Suit/ei land has one of tlie most complex broaikastiny sys- tems in Kuropc. This ( ircimi- stancc sj)iings fiom two (ondi- Poga 66 lions. First, no pcoj)le in the world arc as (juick to resist any i\j)e of action or system that tends toward c enti ali/ation of power; second, four distinct lan_i;uaf;cSi arc spoken witliin the (ountry'sj borders. Fobruary — SEE and HEAR] Editor's NOie: In this ihinl of Mr. Sicniiis' scries, sdiool i)crsoiis caiinol lu-lp l)iit liiriil at llic ccluiaiional i)liiiosopiiy and leadline |)s\iiiolonv which diaiaclcri/cs liic orgaui/aiion of Swiss educational radio. Here, certainly, is an object lesson. Dr. Arthur Stlnius Courdinalo), Radio, J'isual (S Safely l.diiialion, Dchoil Public Schools II iii.iin rcs|Ktt.s. Swit/crlaiul •ml)lis otii own country closer n aiiv otlui Fiiroj)raii nation. L' st])aratc cantons arc nitich ic comparable to our states n are the provinces or districts other countries. The federal ernineiu's part in local and tonal matters is very limited, •ccially is this so in regard to icational matters. Because ol se similarities, school broad- insf in Switzerland should be special interest to American icators. .'he lour languages spoken in erent jjarts of Switzerland as i\e tongues are German, nch. Italian, and Romantsch. [proximately se\enty per cent the Swiss people speak Ger- n. twenty per cent French, :n per cent Italian, and the lainder Romantsch. The latter (jiiaint remnant of the liu(!:;un tica of the Roman empire ich owes its survi\al to the ography of the eastern part of countrv. where, in the Canton Giisons. many of the Aalleys \ irtuallv cut off from the rest the woild. By the federal con- tuion. all foiu" tongues are rec- li/ed national languages, but y German, French, and Italian and HEAR — February are ojlidal languages. RomaiUsch. therefore, is not retogni/ed foi ptii poses of ])arliameutary de- l)ates, publitation of decrees, or radio broadcasting. Three transmitters, one for each official language, are used to gi\e the Swiss people their ra- dio programs. Six independent and separate organizations join to pro\ide program material. The government owns and operates all transmission facilities, and col- lects license fees le%ied on people owning recei\ing sets. About half of the money collected goes for transmission costs, the rest is gi\cn to the six independent pro- gram organizations that proxide material for broadcasts. The por- tion of the total ftuid allocated for program acti\ities to each of the transmitters is roughly based on the portion of the population that they serve. One program organization pro- dtues all of the Italian language broadcasts, two join to present the Flench programs, and the re- maining three work together to jMo\i(le the programs for the German language transmitter. Ihrough a joint (oimnittee, a l)alanced schedule is worked out. Pa«« 67 An intricate and interesting sys- tem of control has been estab- lished for the studio cjoups so that each may offer ecjually fine programs without duplicating such costly items as a full sym- phony orchestra, but considera- tion of this phase of Swiss radio is not pertinent to this treatment of broadcasting in Switzerland. No department of education exists in the Swiss federal govern- ment. The cantons, like our states, are in contiol of education within their respective boimda- ries. These circumstances made for difficulty in developing an effective broadcasting progiam for classroom use. Although each of Switzerland's transmitters caters to a single lan- guage group, only the Italian sender ser\es a single canton. In the main, therefore, all school progiams cut across canton boun- daries, and school broadcasting takes on somewhat of a central- ized aspect. To canton govern- ments that had always fought any tendency toward federal control, this new teaching method looked dangerously like a step toward centralized instruction. It was nat- inal that many cantonal school boards c\en went so far as to for- bid any teacher to use radio brcjadcasts in the classroom. But if Swiss political thought was against the acceptance of school broadcasting, other factors argued for the introduction of classroom use of radio programs. Few are the cities in Switzerland Pag* 68 where libraries and modern ed cational ec]uij)mcnt are at the di posal of the teacher and pupil Villages deep in valleys and c off from ordinary transportatio facilities the greater part of tl; school year stand to receive t highest gains from broadcast m tcrials. Ilamlcts where exper enccs of the children are limite where motion jjictures ha\e y( to be introduced, where clas rooms are meagerly furnishe with educational aids, are in position to welcome the radi beam that leaps the mountain with its news, its music, its ii struction. By 1939, school broadcastin was accepted throughout Switzei land. More than that, howeve; Swiss school programs were a< cepted as the most important an best done on the entire schcdu of broadcasts. Greater demanc for effective production wer made in regard to them than an other progiams. The talents actors and announcers who wer acceptable for broadcasting to th general public often were turne< clown for school programs. Th "biu; time" in Swiss radio is schoor broadcasting. mot c Regional and local committee made up of school and studio pei sonncl are the real directing forcl behind the school broadcasting ol each of the three language trantj mitters. After a year's schedide school broadcasts has been ouir lined, each indi\idual program i^ considered in light of content l)roduction form, suitable writers! February — SEE and HEAl DR. ARTHUR STENIUS 1 1939 Dr. Stcnius spent nine months )ad studying aiulio-visual programs en European countries. He has been leited Willi the Detroit Public >ols sin(e 19-8 and lias served as a 1 school teaclicr. secondary school linisirator, and presently is coordi- )r of visual, radio, and safety educa- 1. Since 1910 he has been a faculty liber of AVayne University, as well. , The hunt for indi\ icliials best ted to write a particular script lot confined to members of the nniittee or the studio staff. The t writer is the aim, and fees d for school scripts are at reg- r rates. ,\'hen the script is finished, the al committee checks it. Both uational and broadcasting val- , are weighed. If acceptable, script is ready for production; lot, the work is returned to the iter. In either case, the commit- continues to follow the make- of the program. Every actor or lounccr to participate in the )giam must first be accepted the committee who judge him ictly on whether or not he is : type suitable to broadcast to Idren within the age range of )se who will be listening. Voice, ilect, pace, or inflection peculi- ties which might be accepted dily for general adult pro- ims are rejected for school )adcasts. A cpiotation from La dio Scolaire, a publication iling with school broadcasting, es the Swiss view on this phase program development: and HEAR — February "It is not enough to know what personalities kno\s'n to the scientific, artistic and literary world will be able to treat the subject which has been proposed. It is necessary above all to know hoiu it will be done. The manner of presentation, the \ocabiilary, the choice of examples, all tilings of a pedagogical nature, have often more importance than the subject it.self." On the basis of such a prin- ciple, the script is cast, rehearsed, and recorded. The transcription is then played for members of the committee, the program often be- ing sent by wire to some of the committee members and other advisory persons who would find it inconvenient to come to the studio. In light of whatever sug- gestions are made, the program is again produced and again tested for classroom value. It is not at all uncommon for the school com- mittees to demand three rework- ings of the progiam before accept- ing it as ready for presentation. With such procedures demand- ed before release of any program, it is understandable why the school broadcasts in Switzerland are admitted by radio officials and public alike to be the finest pres- entations offered broadcast. One who has had contact wuth the teaching profession might say that such practices are only the nat- ural result of permitting a group of school teachers to have the final word on acceptance of a pro- duction. Radio officials agree that careful checking makes for finer programs and not merely the sat- isfaction of personal peculiarities. This insistence upon carefully Page 69 j)iij);»ri(l ;ni(l ('\fii nioir cncfully picsinicd |)i()^iaiiis is to be ap- j)Iau(l((l. Bcrausc sdiool programs Ikino risen to a((cj)ta!i(t' as tlu- Ixsi tliat Swiss radio has lo oUn , I hose sfkctcd h)r writing ilic scripts and participating in tlic produc- tion look upon selection as a singulai honoi. It is because ol such j)rominenc:e that the school progianis can claim the best radio talent in the coiuitry while oller- ing slightly less j)ay than is the case when indi\iduals appear on regular broadcasts. As stated be- fore, the "big time" in Switzer- land is school radio. In the Italian speaking canton (jl Switzerland, recepiicjn ol the school programs in the classrooms is compulsory in the primary schools. Because of this dictated acceptance, the cantcjii's educa- tional board has aided the poorer school districts in installing re- ceivers, so that all jjrimary sdujols in this section of the country were so ecjuipj)ed. In the other can tons, only a portion of the schools were equippcnl to recei\e radio jjrograms in this same year, but exact figures were not known. To stimulate the use of the school programs, the central coim- cil raised funds to aid the poorer school districts in accpiiring ic- cciving .sets. This '" Ihe-radio-in- the-mountain" fund was not used to furnish rcccixers as gifts to schools, but instead, to buy the eciuipmeiit and present it to the school board on condition thai paymeni be made to whatcNci Poge 70 extent the clisiiict could alTorc! In some few instances, of course the presentation amoinited to . gift. By lf).H9, i\\c hundred re cc'i\cis had been distributed this way l)y the central council. Swiss bro.idc asting is not cor liinious throughout the dax. Ii H).H9, general piograms wen transmitted between se\en am eight in the morning, from nooi until two in the alicrnoon. anc lioiii loui o'clock until eleven it the e\ening. The school |)rogiam were bioadcast dining tlie morn ing and weie gi\en any amoun of lime needed. For this reason school scripts were based only oi the job to be done, not on th length of an assigned broadcas period. This circumstance wa just another reason why Swis school radio, like the countrv it self, was the top in Kiirope. Educational Conferences \ series of visual ediuaiioiial confer lines lias just been lielil rccenlly I ciincsscc. I lie conferemes wQxe iiel al Mcnipliis Sialt- ((illij;t'. Mi'iiiphi Austin I'eav Siale Collegr, (.larks\ilic The l'ni\ersity of Tennessee |unio (ollege. Martin: leiuicssee roiyledini lusiiiiiic, (.(>oke\ilie; anil Ihe l'ni\er siiv of (.liattanoo^a. .\ppro\iinatel\ r>0" people atlenik'il ami partii ipateil in ilv lonferentes. Ihosc atteniling were sii perintcnilenis, ])rincipals. superNisors anil leaihers from niari\ half the roun lies in the slate. A very able slalf of speakers was sc cured hv the Division of l"ni\ersit KxiiMision. The loial lollt'nes sponsorei the meetings in cooperalion with th< Division of I'niversiiy F.Mension. Rep lesenialives of the Stale Departniriit o l-dnialion rendered valuable assisiano in making (he meetings a success. February — SEE and HKAI / \/^i^M^ Nathan Mii i ir Little River fiitiior Hia^h Sdiool, Mianii, Florida Editor's Note: Intelligent listening is thought by Mr. Miller to be the submerged third of the communication objectives which too often are thought of as including only speaking and writing. He believes it is one thing to listen to theoretical ideas of group tolerance talked about by the teacher, but an act locking social understonding when the child on the playground is greeted with, "Get going, Abe, Dago, Wop, Catholic, or Hottentot. We don't wont you hanging around." The listening we do out of school greatly influences us. Yet we do little or nothing in school to prepare our pupils for this type of learning. ISTENING is not merely pas- j sive speech. The attitude that pression in the English course dual— that is, merely oral and "itten— has served to intensify d to prolong intolerance. The nission of listening as a third tivitv is inexcusable. Listening list be termed expression. It is st as important a skill in a mocracy— or in a dictatorship- speaking, -writing, and reading, cas of intolerance or of .social ulci standing can come just as sily from critical listening as 5ni expression. Too often the tencr is in a sedentary frame of ind. Listening is not a seden- 7. nnd HEAR— February tary occupation. ^Ve must realize the significance of listening as an educati\e experience. Teachers must lead the pupils to be aware of the dangers of intcllectuallv l:)Iind accej)tance and to realize that the \alue of what is heard is conditioned by the competency of the pel son speaking upon the par- ticular topic or opinion and by the depth of his prejudices. l>is- lening does not stop when the classroom Avails are left behind, ["he teacher nuist be cognizant of all the listening actixities of the pupil in school and out so that they become giu'dcd and used ac- ti\ ities. Page 71 How can listening activities help to create understanding? These activities may be incidental procedures, or they may he plan- ned procedures. The most potent method of creating understanding through listening is that of utiliz- ing incidental acti\ities. Memo- rizing and repeating the preamble lo the Constitution, or such say- ings as, "Thou shalt love thy neighbor as thyself," "United we stand, di\ided we fall," are worth- while, but memorization can never create real attitudes of un- derstanding that function on crowded busses, on the play- grounds, in the market place, in the lines of the unemployed, in the school elections, in the squab- bles over residential segregation, or in employment discrimination. No matter how many parades of nations, intercultural programs and committees, pageants, or units on tolerance there may be. they all are ghosts in a dream world until they are reinforced bv realistic applications in everyday li\ing. It is not what is said in the classroom, but how it is said. It is the remarks that pass imheeded. except for one individual for whom they have personal mean- ing, that change the personality. Once riding in old Baltimore i Heart filled, head filled with glee, I saw a lialtiinorcan Keep looking straight at me. Now I was eiehl and very small. And he no whit higgcr. .And so I smiled, hut he poked out His tongue and called me "Nigger." i"Incident" bv Counte* Cullen in COLOR published by ILirper Brothers. Paga 72 I saw the whole of Baltimore From May until December Of all the things that happened thei That's all that I renu-mher. One class made a list of remar heard that were either blatant intolerant or showed an intole ant attitude. An attempt w made to classify them as to t type of intolerance expressed. A examination was made of the re soning I)ack of. or the cause these undemocratic remarks. O of this examination, the pupils, appeared, gained an insight int the differences between reason actions and the attitudes of pre udice. Scapegoats, cliches, and hi torical prejudices came in fo study. One ninth-grade boy wro "The careless remark, as we hav been taught so well in this pres ent war, can lose the war. Mor important, it can help to destro' democracy in the world. A peo pies' casual talk is a true barome ter of their democratic fervor." Central Beach School, Miam Beach, Florida, has a studen body of whom about 90';;, an Jewish in origin. For many year the traditional Christmas with al of the trimmings was observed ii the school. For the last few years however, the situation has beer much more happily and realist! cally handled by the combining of the Christmas celebration witl the Jewish Chanukah, whicl comes in December near th( Christmas holiday. Fast year, i pagiani was staged. One scene de picted a Jewish home commemo rating the Chanukah with th< eight candles in their enlargeclsm February^SEE and HEAiBcj, K |tfl? m w m Idcrs— the central symbol of the lanukah— gift giving, a visit mi a Christian homo, activities the Chanukah, and tlic singing Hebrew songs. Anotlier scene )wed the Jewish friends \isiting I Christian home and the cele- uion of Christmas with the :orated Christmas tree as the Iter, the giving of gifts, and the ?;ing of carols. The third scene cd the pageant with both Jew- and Christian children sing- j both Christian and Hebrew igs. Tolerance is sharing. In- erance is unwillingness to ire. ■\nother class in O'Keefe Ju- )r High School, Atlanta, Geor- i, kept a record of movies seen, inions bearing on prejudices Dressed, remarks made on the lio, and names given to char- ers in radio plays and photo- lys. This analysis showed the mendous propaganda power of idental learning by listening en we are not even conscious tolerance or intolerance. The it demonstrated the need for ; development of critical listen- j habits upon the part of the pil and an awareness on the rt of the teacher of the insidi- s nature of the problem of ilding understanding. rhe problem of critical lisien- f has an additional difficulty of ching not associated with read- l in the school. ^Ve read usually set times and often under the ection or stimulus of the teach- However, the listening activity an almost continuous process, and HEAR — February most often under unilirected con- ditions and uncritical attitudes. This makes necessary principles of critical listening l)ecoming a [)art of the program for a vocab- ulary of meaning development. Critical listening as related to a program of semantics must be built upon two approaches — ac- tual directed classroom instruc- tion and utilization of everyday situations in school and outside of school. 1 he informal approach will be concerned with profiting by mistakes, expressed prejudices, and intolerances with the idea of turning troubles and unhealthy situations into profitable teaching situations. One school, with a piupose similar to that of the Springfield, Massachusetts plan, made a provision in its English curriculum for instruction in semantics related to interculturai education while at the same time carrying on an education pro- gram with the faculty and stu- dents for the purpose of trying to remedy intolerant attitudes and of developing critical listen- ing habits. Ihey discussed the situations in class, tried to find underlying causes, suggested pos- sible remedies, and at the same time worked on problems of vo- cabulary judgment and apprecia- tion. From an analysis of such words as Aryan, democracy, equal- ity, prejudice, American, Anglo- phile, Anglophobia, international bankirig, and race superiority came understandings that appar- ently were deeper than the easily measured strengthened word knowledge. Words are wcajx)ns. Page 73 To dcaU' niuh rstaiuliiii; l)\ lis- tening, pupils imisi IxtoiiK- ailcpt in detecting the danger ol words as concealed Aveapons. Audio aids reinforce leaching j)rocedures. Not too much can be done bv teachers in changing ini- mediatelv the (jualiiy of radio |)rograins ;ind the materials pre- sented, nor in niodif\ing subject matter material ol the moving j)i(tui(' and of phonograj)h rec- onls. Hut we can make something of \\]\:[\ wv ha\e alreadv. riicic ail- mam ladio programs that may be utilized as listening activities at home or used in the (lassiooin as oll-tlu-aii iccordings. The same is true of the movies and not too infre(|uentlv there is a (ommercial pictuie that mav prolital)l\ be used as an out-ol- school teaching exjjerience. Docu- mented educational films are iiere in some measme now for the Knglish teacher, but will become more luunerous in the next few months and vears. W'lu u a broader concej)tion of English teadiing is adopted and listening is reallv made a part of the l-.nglish cmritulum, the field of suitable radio piograms, films, and phonograph lecords will like- wise be bioadeiied. Nfalerials mav be classidecl as scjiial science. I)ut have a direct usefulness for the Knglish teadur when used for background, for bioadening con- cepts, and lor teaching a vocabu- lary of meaning as related to uu derstanding and tolerance. I h( Match ol lime's film, for in Pag* 74 \ A m.\N .MILLIR Mr. Nathan Miller is Dean of Boy .a the I.itilc Ri\ci Iiinior Hi^h Schoo Miami. Floiida. ]\v is Cliairman of th Aii(lio-\'isiial Aids {'.f>miniUfi" of th National (ioiiiuil of I carhcrs of KiiglisI Mis pica for a hroadciu-d (onrcpt of th rcspoiisihiliiv for teaching better mode of ((iininuni(aiioi) arises from his diia (aparities. ( w ikIii iiiaH' toe; iidio-i ilic -jiid i»o( ■(iiiei Iavs for insli IK lioiial pur poses, but we (an piodiuc out own .s< hool mo\ ies upon our own themes. The wealth ol ilu Laud of (lanaaii in the field of technologi- cal aids has been sighted afar off. It now remains for us to explore and to discover by use the iin dreamed-of real riches that )esi within. In simimary, creating of under- standing through listening— or the building of appreciation— cannot be achie\ed by ordinary teaching methods applicable in the con- tent subjects, but only by acti\ i- ties that recognize the nature of the teaching situation. Among others, four principles should guide our selection of the meth- ods to be used: 1. Tolerance is lived, not taught. 2. Tolerance lies within the heart, not the head. .^. The willingness to listen to the other fellow is implicit in the sur\ivnl of our democracy. I. Listening is not merely passive speech, but is active expression and participation. "or the realization of otir objectives, intelligent planning must in de: 1. Planned class activities that build listening skills and habits related to appreciation. 2. Seizing of on-the-spot teaching situations. i. A spirit of teacher alertness that enables maximum utilization of all materials in the school, home, and community life of the teacher and pupil. 4..\ spirit of positive good will on the part of the teacher tiiat rem lies the pupil, the school, the home, and the community, and helps turn negative situations of intolerance to positive situations of understanding and tolerance. and HEAR — February Page 75 o IWjvi^-^ James McPherson Kern County Srhools Film Library Bakersfield, California BECAUSE of the reality which use of audio-visual materials au(lio-\isMal materials can one principal means of bringin bring to the learning situation, educational experience to th the committee strongly urges the classroom. a.1 ^ 'W.*»«iJ"li' -TtJ aar Editor's Note: The Audio- Visuol Education Committee of the California School Supervisors Association has just completed their report entitled "Sug- gestions for the Organization of a County Audio-Visual Education Progrom." The committee working on this report includes N. Evelyn Davis, choirman; Jamcs McPherson, chairman of the Report Committee; Joseph F. White, director of audio-visual education, Ventura County Schools, and Miss Lorene Killey, director of audio-visual education, Alameda County Schools. Mr. James McPherson, director of audio-visual educotion, Kern County Schools, Bokersfield, California, has digested this report which, as it is being printed and released to the schools of California this month, will serve as a model of organization. The County as the Admlnlstra- hve Unit for an Audio-Visual Education Program 11 an audio-visual program is be adequate for the many needs the classroom teacher, the basis its organization should be an ministrative unit large enough provide materials, equipment, d leadership. Even the largest lools cannot afford to own all e films, filmstrips, slides, and her audio-visual materials their ichers will need. On the other nd, if individual schools at- inpt to obtain all the audio- >ual materials they need from mmercial, state, or university )raries, other serious difficulties [id to arise. Rigid advance iieduling requirements make it fficult to get materials when •cdcd. The expense of a rental ogi am is relatively great. Often, e materials available have not en selected with the needs of This equipment technician is employed part time by the oudio-visual center to keep in repair equipment owned by the center and by county schools. Both in a saving of money for repairs and in the time required to put equip- ment bock in service, this plan has proven successful. and HEAR — February the individual scliool in mind. No one commercial or university library offers for rental all the filmstrips, slides, transcriptions, or flat picture sets that a well-ov- ganized school system should use. May not, then, the answer be found in the maintenance of a library of audio-visual materials by an administrative unit large enough to do so in a satisfactory manner? In the experience of the com- mittee making the report, a coun- ty or city school system having an average daily attendance of around 12,000 is of sufficient size to serA'e as an administrative unit which can maintain a well-bal- anced library of audio-visual ma- terials. When the combined aver- age daily attendance of all the schools within a county system is less than around 12,000, it may be desirable to cooperate with other coimty or city audio-visual depart- ment. The administrative unit should be compact enough so that relatively close contact between the audio-visual center and schools being served is possible. The com- mittee suggests that an audio- visual center might well serve schools within a radius of 60 to Page 77 On her weekly trip to town, this teacher of on isolated rural school hitches this generotor-troiler unit to her cor ond brings to her children every other week the odvontoges of good educational films and other oudio-visuol mo- ffriols. Without the aid of a well-organized county audio visual center, this kind of service to rural school children who need it most is out of the question. With it the rural school is enabled to offer on educational pro gram in which the most valuable modern instructional materials can be used freely. 70 miles. Uiulci (iiciinistanccs noi Iccl thai a hclpliil audio wluTf traiispoitation and com- \i.Mial piofijram is out of the (|ucs inunitaiion lacilitics arc better or tion. \\'iiile sucli svstenis ina\ iiotl worse than a\eiajL;e, it may he de- l)e able to maintain a balan(ed| sirable to expantl or reduce the library of educational motion jjic- area beinj^ served. In general the turcs, a library including nunur audio-\isual center should be able ous filmstrij)s, slide sets, Mat pic lo gi\e schools f)\(rnigiit service. lure sets, and other le.ss exj)ensi\(| Comities that do not ha\e a mininuun average daily attend- ance base ol aj)j)roximately 12,()(t() iiiul \\lii(h luid il iMi]>ossible to cooperate in a joint progiam need Pag* 78 audio-xisual materials can be de \eloped. Furthermore, such a cei, ter can assist indi\idual schooKl in ol)taining aiul using numerous \aluablc free materials and in' making good use of rental sources. February — SEE and HEAR I I Wll s M. nil RSON UK'S .M( riicrsuii lias done work in kultini and audio \isnal i'du(ation fathers College, Coiuinhia rni\er Vov l\\(i \eais lie was \isiial uia lis specialist ot the llarnion I'oiind.i , Sin«e that liuie he has been L'loi' of audiovisual eduiaiion for kern County, C.alifornia. sihools. nyoiie is t|iiali(ied to speak on the I't t he has iliosen, he is. ithin the last three weeks he has his professional responsihililies to >lete his doetoral dissertation at dental College. I.os .\ngeies. I . ( '(. IK I .il stl|)('l \ isioli ol llic (otiiilN .itulio \ i.siuil piograin .should l)c llic responsibility ol a |Ki.son trained tli iii c n L mainttiiaiuc anil ici>aii Parcel post ond roilwoy express hove enobled the Kern County Audio-Visual Center to give overnight delivery service of both materials and equipment to schools within a radius of 75 to 100 miles at relatively low cost to the Center. Thus, the Center is able to serve the schools in a county as large OS the State of Massachusetts but so thinly settled in most areas that all the schools in the county are needed to support an adequate library of audio-visual materials. Twelve-thousand overage daily attendance is suggested as an approximate basis for the development of on audio-visual library. d. Planning and production of school-made audio-\ isual nia- Jerials e. Planning and production of radio programs for educa- tional use 2. The staff at the center should include a visual aids librarian u'ho is trained in library cata- loging and who has also had training in the handling of audio-Msual materials, and a person skilled in the inspection and repair of audio-visual ma- terials. .'». The county center should op- erate an equipment mainte- nance center for all of its ow] e(|uipment and also the equi iiicnt of all countv schoo Such a center can speed greatJ the repair or adjustment < e(|uipment and save muci money for the schools of thi county. The county audio-visual libr; ry should have available 1 mm. sound and silent motio pictures, filmstrips, slide se transcriptions, study print se and some type of exhibit m; terials. Since all materials i the library should be chosen t meet the needs of pupils an should afford the teachers th Objectives of a California COUNTY Audio-Visual Education Program The following are offered as fundamental objectives of ;i good program of audio-visual education: a. The development among teachers of willingness and ability to make effective use of audio-visual materials. b. The provision of an adequate supply of audio-visual materials chosen to enable teachers to interpret the cur- riculum in the clearest possible manner, and to he avail- able when needed. r. The provision of a guide to all available audio-visual materials, services and etjuipmont so that each teacher can locate with the greatest possible convenience all the materials which he or she can use in his or her teaching. d. The provision of ecjuipment and building facilities needed to enable teaclier to make good and convenient use of available audio-visual materials. e. The provision of consulting services on the proper cur- ricular selection, gooil utilization in tei nis of acceptable instructional j)ractices and evaluation of all audio-visual materials. Pag* 80 February— SEE and HEARI icatcst possible IhIj) in intcr- irctinii I he ( mi ic iilimi, the L'McIuis ;iiul luiiiiulimi diicc- [)js should j)hi\ ;m important •art in thcii selection. All materials appro\ctl for lossihie use slioukl I)e secured or pre\ ie\v and trial in a elass- oom situation. .Mter actual use »v teachers, an evaluation ol he wortli of the material hoidd be made by them. Tliese »re\iew reports should be the lasis for purchase or loan by he county audio-visual library. \'iien a new audio-visual pro- jam is being organized, it will »c necessarv for the center to irculale equipment, just as it iocs materials. feachcrs should meet at the enter for previews, demons tra- ions, and discussions. >j)ace and equipment should )e pro\ ided for production ac- ixities at the center. I he center should assume lead- •rship in the preparation and listribution of a guide to au- lio-visual materials, equipment, md services available. This is )ne of its most essential serv- ces. This guide should include: I. Complete instructions for or- dering materials and equip- ment. ). A section in which all ma- terials are given in alphabeti- cal order according to the type and briefly summarized as to content and special edu- cational uses. and HEAR — February c. A section in uhi(li all ma- terials arc listetl according to the toj)ics they concern. (1. A section in which all topics are correlated with the cur- 1 icidinn in which they arc in- cluded. e. Suggestions for the effective use of materials and ccpjip- ment. The Audio-Visual Program and the Individual School 1. Schools shoidd keep on hand all materials which are in con- stant use and which should be available for quick reference. Standard maps, globes, and charts are examples of this kind of ma- terial. In addition there may be some films, filmstrips, slide sets, flat picture sets, and transcrip- tions which are used so frequently in a large school that permanent possession becomes desirable. 2. Everv school shoidd have the follo^ving ecjuipment: 16 mm. sound motion picture projector, 35 mm. filmstrip projector, 2x2 and 3x4 inch slide projectors, suitable projection screens, two- speed record and transcription player, radio, and lantern slide- making kit. Schools of large to medium size may find it desirable to own public address systems, exhibit cases for audio-visual dis- plays, a transcription recorder, and a magnetic recorder with a steel tape or wire. Every class- room should be adapted for the use of projected materials either by suitable darkening or through Page 81 A The well-developed county or regional audio-visual center places at the disposal of teachers the audio-visual materials they need, WHEN THEY NEED THEM. The essence of an audio-visual program is the obility of teachers to get what they need, when they need it, easily. the use of a daylight rear projec- \isiial center always, tion cabinet screen. In-service programs should I, 3. Resjjonsibility for coordinat- organized to help teachers mak ing (he audio-visual program in ,U"otl use of audio-visual materi each school should be assumed by ^'l*^- ^^f)'"*^' general staUnients anc a person who is given the time suggested lechnitpies follow: and training needed for the work. He should be capable of gi\ing achice to other stalf meuil)iis. This person should l)e responsible for receiving anil sending back all materials secured fiom outside of the school. This peison should be in close contact with the audio- All pictures courtesy Leo B. Hart, Super- intendent, Kern County Schools, California. Pag* 82 1. The in-ser\ice training situ- ations should be arranged .so that! they a|)pi<)\iniate as nearlv as jjossible the kinds of learning sit- uations in whidi the teachers will be called uj)on to make use ol audio-\isual materials. 2. Teachers who June the most interest in audio-\isual maiirialsl sh(^ukl be encouraged to sliowj Fabruary — SEE and HE/ Li iiMclurs wlial ilu'y arc tlo- Dcnionstratioii lessons in (h teachers use audio-visual dials as a j)art of their regu- work and j)rcsent lessons lor ol)ser\ation ol other teachers idd he arranged. dm I i( uhim development ■ifranis in \\hich teachers plan use ol audio-xisual materials u integral j)art ol instruction ikl he encoinagcd. Demonstrations ol audio- al materials at meetings of hers should be presented. (1. leaduis should he enioui- aged to plan and produce school- made audio-visual materials. 7. In (oidercnccs with teachers, best ways of using such materials should be suggested. 8. Study guides which gi\c spe- cific suggestions for their use should be distributed with audio- visual materials. 9. A list of audio-visual aids for each unit of work j^repared by the ( urriculum dej)artment should be included in the bibliography of the imit, as well as specific sug- gestions for their use. Teachers must have the most important "soy" when the purchase of new materials is being considered. Here a group of teachers are reviewing summary cards in a "rough sifting" to determine what materials appear to be worthy of preview. Selected materials will be seen and evaluoted by teacher committees and purchases for the library of the audio-visuol center will be made only from among materials that TEACHERS who will use them have selected as educationally valuable. Karh school distrid slioukl \)c res]>oiibiljli: l(n ihc piiichasc ol all audio-visual materials and cciuij) mcnt pciiiiaucmly placed in the tlistrict schools. The cost of the operation ol the center should be met by contributions from each district to pay for the purchase and distribution of all audio- visual materials placed in the cen- tral library for use by the schools. W here schools contribute to the maintenance of a central library of audio-visual materials, some j)lan should be adopted that will apportion the conti ibutions in terms of the ability of indi\idual districts to pay. Refforl from Oak Ridge TWV. Oiik Ridge Kdiualion Assoda- lioii. in cooperation with the l)i vision of I'nivcisitv Extension. Ihiiversity of I ennesscc, was liost rcccntlv to sii|jei- intendents, printi|)als, and teachers at a \'isual F.chication ('.onfercncc. Nfore tlian 2r)0 people from .*?*) counties in East Tennessee attended. I'rominent amonp the speakers was Major Dennis Williams, on terminal leave fron) the l". S. Armv Si^iial Corps. Mis peacetime position will be with l-.n- (vdopaedia Britannica Films, Inc. Majoi Williams pointed out that school cur liculums ha\e become so complex and so comprehensive that educators in the future will ha\e to use \isual aids to co\er their field. "We are the last earth bound jrcnera lion responsible for training the first generation with wings," he says. "So man\ new inic i relalionships iiuisi lie probed, so mau\ skills, both manual and iniellcclnal. nnist be developed. I he acceleration of learning must be achieved ihrough greater speed, with no loss and \\\\\\ e\cu improved retention. Page 84 Also ouisiaiuling was the aiUlress de livered bv .\Ir. C R. Crakes. Kducationa Consultant, the l)e\ry Corporation. H. spoke on the topic, "Evaluation and Se lection of Audio-Visual leaching Ma tcrial." Mr. Crakes cmphasi/ed the fac that sensory aids are t)idv a means to at end,. ,\ classroom picture does no mor» than provide a learning experience fo the pu|)ils. The piogram o|)eued with a shor greeting bv .Mr. (.eorge Bond. President of the Oak Ridge Edueation .Association A demonstration, "Itili/ation of tht Classroom Film," was presented bv Mr J. E. .Arnold. I'niversity of Fennessee. Dr. Orin B. Gralf. Head of the De partnient of .School .Vdininistration ant Su|)ervision, I'niversity of Fennessee led the forinn diseussion which followed Oni' ol the chief c^utcomes of sucli a conference is the interest aroused in the use of sensorv aids. .\ course in audio visual instructional aids will be olfered in the winter cpiarter of the adidt edu- cation program here in the high school Iwo of our groups are alreadv at work on the problem of the eilective use of audio-visual aiiis in their workshop. Fhe conference was brought to Oak Ridge through the efforts of Bertis E. Ca|)ehart. Cuidance Counselor in the Senior High School and .Acting Director of X'isual Aids. Mr. J. E. .Arnold, .Spe cialist in School and Communitv Service. Division of Iniversitv Fxiension. liii \ersitv of Fenne.s.see. .secured the speak ers. Miss Margaret Barnes. Chairman of the Program Committee, Oak Ridge Education Association, was in charge of dinner arrangements. Free Mdtrriah Question— Will \ou jilease suggest soinces for free hlms and free cinricu- lum material!?? Answer— I. F.ducalor's (iuide to Free I ilms. .'ith Edit. J. Educators' Index of Free Nfaieriais. 'i. Flementarv I eachers' Guide hi tree ( inri( idum Materials. All published by Educators 1'rogres.s Service, Randolph. Wis. February— SEE and HEAR V 1(3 lie i WHAT is I he l)cst way to prc- si. lit the techniques of film utili/ation to a group of social ^tuclic's teachers t^jathered together It a national conxention? 1 his is the problem which faced the \uclio-\'isual Aids Clonnnittee of he National Couiuil ioi the So- ial Studies in planning the Mil- Wii.i.iAM H. Hartley State Teachers College Toxvson, Maryland waukee Convention held Novem- ber 22 to 24, 1945. Should we have a panel discus- sion of experts, or a stinudating EE and HEAR — Februory Page 85 Il is 1870. Mr. Carter filed a claim which allowed iiiin lo become owner of a piece of prairie land. He has set up stakes and planted his first crop of corn, and now he is bringing bis fannlv to settle in the West. Ibev are coming in a coNcred wagon drawn b\ o\cn. speaker who woiilcl tell us how it siiotikl be done, or should we try a lii'r show with real youngsters being taught bv a teacher ex|)eri- emetl in film tise? I he last jx)ssi- bility appealed to lis most strong- ly. We felt teachers woidd be most stimidated bv attiially see- ing il done. riuld the direction of John Hamburg, .\ssistant .Superinten- dent of Schools, Edgerton, Wis- consin, the j)rogram was set tip. A groti|) of Milwatikee jiniioi high school students xolinileered to gi\e up a part of their Thanks- giving holiday in order to try tp lulj) educitc the \ isiting teachers. Page 86 .\n experienced and enthusiastic teacher was obiained and a jjanei was set 11 1 ) to discuss the lesson after the demonstration. The sittiaiion was artificial. We were all fiillv awaic of this fact. The class and tile obser\ers met in the i)allroom of a metropolitan hotel. 1 1 was a holiday weekend. Some of the obsei\ers smoked. It was not the noiiiial classroom en- \ironmeni. \vi this very artifici- alitv became an asset. Tlie obscr- \ at ion of a tisual task, teaching a scjcial studies lesson, in unusual surroundings made the elements in the task stand out sharjily and with A gicalci challenge. If the February — SEE ond HEAR teacher could set up a learning; situation anil stimulate real thought untler these circum- stances, then it was not too much to hclie\e that the average teacher in the more ideal chissroom situa- tion (ould make use of tlie mo- lion jiicture as a teacliing tool. TIk^ readier had the good sense to imhule the autlience in the les- son and to make the session one of cliallenge for both pujiils and obser\ers. The following steiio- giaj)hic account of Avhat happen- ed dining this demonstration will gi\c the reader some indication of the procedure employed, tlic problems faced, and the reactions of the puj)ils. It should also pvo- \ ide some insight into the prob- lem of teaching with films. TEACHER: Wc arc goiiio to stiiiU ihc story of our (()imtr\ toilay. W'licii \vc as icaclicrs arc confronlcd Avith the l)arrier of time, we would like to iiave some means by uliich we could turn hack the (lock, transport tliese youngsters into tlie past of our country, and let them relive it. Because we cannot overcome this harrier, we ha\e accepted it com- placentlv. But todav \vhcn we ha\e the sound rdm, we can reconstruct many of the situations in our environment in all their interest, in all their authentic itv, in all their reality, and by such mechan- ical means that we can bring these situ- ations here this afternoon. This was not possible when I was the age of these youngsters. It is possible today. The experience \\c arc going through to- gether this afternoon is one that wc have been able to talk about only iir the past. Today, howexer, we are able to bring it right into our classroom group —to learn abf)iu it. to talk about it, to read aboiU it, and to discuss it so that wc can understand really what it means. SEE and HEAR — February ('/'() (lass (>l '0 wi'fiilh (1)1(1 eighlh-gradr sludruls:) This aflcriioon wc are going to study not onb fioiii a history book but from a (ilm. I his doesn't mean that you are going to relax! This is just as miuh a part of your classroom work as if I had said "\in\ will read from your books." There are several things we are going Id do! Ihc bell just rang— how long are the periods? l.EROY: Fortv-fne minutes. TEACHER: In this 'school" there are only 3.") minutes. \\'hat wc don't com- plete, we shall let go imtil Monday. We may have to continue on Monday or even 1 ucsday. It really doesn't matter because \\c ha\c a jol) to do, and we will stay with it initil we have finished it. We are going to talk about pioneers and their travels across the prairies. We know about the settlers on the shores of Xew F.ngland. how thev later vvent acro.ss the .Allegheny Mountains, how they went down the Ohio River in flat- boats, how they used the land routes across Kentucky. We are now ready to understand life as it must have been back in the days when pioneers went across the Western Plains. We .should know more about the plains. Let's read the first part on our study sheets "Pio- neers of the Plains" (Visual Learning Guide F.-62) about the "Western Plains: Where Loneliness and Endless Prairies Challenged Brave Settlers." " 'It is a great American desert, a barren waste which Man will never cultivate' Ihat is how early explorers described the flattened, rolling hills of our western prairie country. But in 1849. . . . "— how long ago vvas that? Pl'PIE: .\bout a century ago. (Teacher continues to have children read first column of study sheet.) TEACHER: We are going to "live" there this afternoon. We are going to watch these people as they go across the prairies. What docs your teacher usually Page 87 ! I Ir' C.aiicT tliildrcii ha\c no way of knowing all the privations tlicv will sulfcr l)C'f()ic the |)raii"ic is con- (|iic-ic-(l ill iJK'ir scardi for lri((ii)iii and opportunil) . arc Id study sometking I I:A(.HER: Good. ^Vhat else? do when \oii new? I'UPII.: She tells us what to watch for. We find answers to (|nestions. TEACHER: \es. that is a natural thing lo do, and it is just as natural a thing to do when wc study a (dm. Let's see what some of the things are that you should look for. (Reads from study guide.) When did the push into the prairie lountry hegin? How was a claim to land actually made? What equipment did the Carters carry with them into the \\'est? How did they travel? How did I hey dress?" ^Vho woidd like to add some of his own questions to this list? Pt I'll.: What did thev do in their .spare inonicnts after traveling? TEACHER: Yes. Something else? mXRY: How can they make these sod houses? TEACHER: Well see liiat, Henry, in just a minute. You watch carefully. (To audience:) Many times you have wondered how you could show just lime lliitil^s xecre dotic. This is an exaiiiplc of a concept that wc treat inadecpiatelv year after year. But the fdm visuali/a- tion makes it undcrslandahlc. I'l I'll.: I would like to know if there was something done ahout educating ilu- ( hildrcn. PVPIL: How did they protect them selves? TEACHER: Yes. I should write all of these on the blackhoard. It is what you are interested in that we want to find out. There is one thing more we must do before we see this film. 1 here might be some words that you do not under- stand, so you might— PI PH.: Get the wrong idea. PI PIL: Get no idea at all! TEACHER: Right! \Mienc\cr I use a film, I come in during lunch hour or before school and see it alone before I ii.se it in class. I get some idea of the film. I preview it so that I can warn my students about the difficult words or ideas in the film. Lets look at "Words and I'liiases ^ ou Must Know to Inder stand This lilin." In this film thev talk about a "tircuil riding minister." What do they mean? I'l PIL: .\ minister who travels from toxMi to town. I E.4CHER: Do we have any circuit- riding ministers in Milwaukee? Do you know, Lois? I.OIS: In the country, perhaps. I'l PH.: I think the reason we don't have such ministers is because the coiui 'age 88 February — SEE and HEAR ir\ isn't as sparsely sctllccl as at ilial liinc. TEACHI R: Fine! Wlial ilocs •cnHlcd" iman, FUiny? UEXRY: It means that the water that ran oxer from rivers washed some of the nn\ away. TEACIU'.R: What is a "tethering stake"? UII.EX: A tetlierinj; stake is where they lie animals. Pl'PU.: \Vhat is "prairie sod"? TEACHl-.R: Oou'i \oii know what "sod" PI PH.: Grass. TEACHER: But— what is "prairie sod"? PI PIL: Sod cut from prairie grass! TEACHER (To audience): Does this i^ive you an idea of how necessary it is lo discuss words? This little girl wants io know what "sod" is. The understand- ing of that concept is entirely necessary, :ind it is time well s|)ent to clarify it. ;)therwise the huilding of the sod house ivould have had only partial meaning [or her when she saw and heard it e\- dained during the film showing. It might take me all of one class period just to lay the foundations for ihis film experience. (To class): .Are there other words with \\hi(h \iouier heritage," "cod- ered wagon,' etc.) TEACHE.R: .\ "prairie schooner" is what? PI PH.: A canvas covered wagon. TEACHER: How high was it? How big were the wheels? (No ansiver.) You watch the film and discover thati We sliouki al.so go through all of these other words and discuss them complete- ly. It is not fair lo let students go into tliis lesson without knowing all the strange or unusual words they will meet, but we have to rush this a little. Back in our school, we should spend several days on this film. As soon as children have had a glimpse of what th.cv are going to look for and what some of these words are, I think they are in a better position to learn from film study! (Film showing. Pioneers of the Plains, 10 miiuites, Encyclopaedia Britannica Film, sound.) TEACHER (To audience): Just as we always finish any subject matter investi- gation in the classroom, we follow up this film lesson with an opportunity for evaluation. Let's not confuse the teach- .\i night the Carter fam- ily sto|js for food, water, anil rest. They find the We.stern plains lonelv and difficult. >EE and HEAR — February Page 89 iiig film c\|)eiictuc uiili the Iriday aftcriuK)!! iiu)\ic cxpcrientc. We will s|)fiul a few reinainiiif; ininiitcs in find- ing out what tlic stiuieiits olisciAcd ami if there might i)c an opjxn itinii\ for fnrthcr study. (To class): We x\ill talk about just three questions: (1) Why did these people go out on the plains? (2) How- did their living (ondilions there (oni- pare uitli liie living (oudilious vou en- joy? {'S) What of it? W hat ought we to do about it? How' ought we to art about it? Joyce, what brought these people out there? JOYCI-.: They went to get land and have an o|)portiuiity to raise their crops. TEACHER: AVasn'l there plenty of land elsewhere in those days? I'l'PII.: Ihcv (ould get their land with- out paying for it. .\11 they liad to do was to farm it for five years. It was rich, fertile land. i)ul there was just a link- water. I'l.Al.Ui.H: Water was one of the |)rob lems. I'l I'll : I lure were not many trees. I l-.AC.III It: li was rather wind swept? DR. Will. 1AM II. HAR I 1.1 V Dr. Hartley is at present professor of history at the Maryland .State Teachers College at Towson. During the summer he (ondutts courses in audio-visual in- struction at Johns Hopkins I'niversity anil at Teadiers College, Colinubia I'ni- versity. He is tile author of Selected Films for American llistor\ and Problems. He contributed articles on audio-visual aids for the Encyclopedia of Modern Educa- tion. Each month he edits a de|)artmenl in Social Ediicnlion. the official publica- tion of the National (.oinuil for the .Social Studies, called "Sight and .Sound in the .Social Studies." He has served as ciiairinan of the XC.SS .Viidio \ isual Aids C oMuniitee for the past five years. I he first house they erect is a crude one. .Sod is loosened from the plain with a plow, after which voiuig James cut it into lengths and built ilic- sod into ihick walls. 1 he door and window frames and the roof were made of wood. Page 90 February— SEE and HEAk I I'c ifligioiis iicctls ol tlic W'csicni scitlcrs were siipplicil by a cirruii- riiliiig minister. He Ixings the good news that a new sciioolhou.se has been l)iiilt onlv t\\o miles away. It \v'as the custom to entertain guests witii Tunsic and an imitation to dinner. I'll'//.: ^cs. It reminds me of a desert. TIACHER: In wiiat wav? I'( PH.: It was liarrcn. witli no trees. I \w)id(hri he interested because there weren't m;ui\ amusements. I'l I'll : I tliink manv |)Coi)le moxed westward because huid wore oiu because of no trop rotation in the Fast. TEACHER: What did it mean to go out there? I'l PH.: It meant gi\ing up coiidorts at home and leaving friends l)ack there. TEACHER: Wiiat else did it mean? LEROY: It meant hardship, lliey nee 1 Pictures (.ourtesy of Encycloimi-dia firitannica Films, inc. ed water for crops and for animals. It was awful cold in winter. TEACHER: AVliat aboiu the fuel? What was used? I'l PH.: Prairie grass. TEACHER: Did anyone see prairie grass being used? PVPIE: Xo. they picked up twigs. I EACHER: What else? I'( PH.: They used anything. Pl'PlE: Something 'buffalo." I forgot what it was. TEACHER: Buffalo chips. Just think! Fuel was so scarce that they had to use buffalo chips uhich is dried buffalo manure. SEE and HEAR — February Page 91 Visual Learning Guide E-62 Prepared bj the NatioaaJ Aodio-Viiual Council for Use With Pioneers of the Plains (Aa Erpi Iiutmcaoiul Film) STUDY THIS PAGE before leeiog the film. The Western Plains: Where Loneliness and Endless Prairies Challenged Brave Settlers "It is a great Americao desert, a barren wasu which Man will never cultivate." That is how early explorers described the flattened, rolling hills of our wettcrn prainc country. But in IS49^ those who rushed into California for gold, the Mormons seeking freedom of worship, and the wave after wave of settlers who followed gradually, exploded the American desert idea by sending back ac- counts of bountiful crops grown on the prairie lands and of cattle fattened on the prairie grasses. Then came the Homestead Act of 1 862 which opened the Vest to those citizens who were brave enough and hardy enough to seek out the land and hold it. It prom- ised that: "Any citizen of the United States, 21 years or older, who has never been an enemy of the government, is entitled to 80 to 100 acres of land if he agrees to live on it, to farm it, and to improve it for 5 years." The march into the West began! On hone-back, on river boats, and in covered wagons, families from the more populated states of the Middle West pushed westward into prairie country to find new opportunity, new land, new adventure. The story of the desert was dead, yet new and untold hardships confronted these settlers. Fuel was scarce, wood for construction difficult to find, winters were severe, and often drought, high winds, or insects destroyed the harvest of a summer's roil. To this, jealous cattlemen and hostile Indians added their efforts to drive the land- hungry settlers from the western prairies. But these plainsmen, these hardy homesteaders from the East, proved the stuff of which they were made. From sod-built huts, they waited out the storms of winter, lurvived destructive prairie fires, and fought back the hostile Indians. More fond of freedom, free land, and op- portunity than life itself, these plains men and women came, claimed and tilled their precious land. They stayed to conquer the prairies — their sons stJI live there. What to Look For in This Film: 1. When did the push into the prairie country begin? How was a claim to land actually made? 2. What equipment did the Carters carry with them into the West? How did they travel? How did they dress? ). How did the settlen secure food, clothing, shelttr. and fuel? 4. What hardships and what amusenKnts did the set- tlers have? ). How was a sod house built? What precautions did the Carters take against prairie fires? 6. What provision was there for religion and education? WORX)S AND PHRASES YOU MUST KNOW TO UNDERSTAND THIS FILM: The following words and phrases should be under- stood before seeing the film. It may be necessary to dis- cuss them or took them up in a dictionary or textbook. circuit-riding forbears prairie sod minister oxen privations eroded pioneer heritage solitude file a claim prairie schooner tethering stake (Now SEE THE FILM. Do not look st ps^e 2, }.or 4 until after you A#ir iren the film.) 1«« N La!I«II« SL CTilrafo l*rlaU4 U tb« ruu4 ButM or Am«rlM R('|)i(>:lii( lion ol I ho Imiu paj^c (there arc ioin) ol I he learning guide used uich Pioticrrs n/ ihr Plains. Pag* 92 February— SEE and HKAk 'PH.: They didn't have any modern incnicnrcs. Tlifv dithi't liavc any pu- icd w.itri. I luv had to make their M looking e(|ui|)nieiii. It was very t\. I hev wen- al\\a\s sweeping np St. •'.ACHER: On whom ilid tlu\ relv for ws? PH.: The minister? PH.: I lie minister hroiit;lu news in i heail. AClll.R: In his head! How did these Dplc greet this eirtnil riding min- er? PH.: Tiiev were kind to him. PH.: They were ghid to see ium. lev olFereil him supper. Ihcy enter- ned liim 1)\ jihning and they iiail n sit down and talk to tiiem. \ACHF.R: A\ hat of this pioneer ex- riencc? \\liat about their going out the jjlains and what dillcrcnce docs make? \\hat does it mean to us that ?se peojilc went oiil there? Who really ifited? 'PIL: The generations that followed, fuess that's lis. That's me! PIL: I wouldn't he here. There nldn't f)e any coineniences like we ve today. PH.: Our forefatlicrs gave lis courage go on in spite of hardships. The gen- itions after them went on and kept the pioneer spirit. ■.ACHER: So we have a model to fol- PIL: How long did it take to travel t there? PH.: It took the Carters three )nths. PH.: They traveled about 20 miles lay. ZACHER: What if there was a river the way or a stretch of rocky land? PH.: It would take much longer. ".ACHER: We can't answer all the estions we were interested in. .All the swcrs aren't gi\en in the film. \\'here e can we go? PI' PH.: In l)Ooks. lEACHER: That's where we will go. We will look in books. We can't rely on one experience such as this. We would (eriainly go to the library. We will waul to read our social stiulies readers, go to the iii)rary. and— but wait The bell jii'st rang. \Ve will keep on with this on Monday. We will break up into (ommittees. We will track down some of these (|uesti()ns which we ha\c not answered in the lilm. We'll read to fuid the answers. How many of you ha\e other (juestions? (ffaticl.s raised.) ^\'e ha\e a lot more studying to do. It uiiglit even be that we would like to see the film again. How many of you might think that there are parts of that film that contained information that we might see again? f-I// Innicis nrc riuscd.) If we need to do so. wc certainly shall. We shall keep the film as long as we need it. We will get as many books, as many maps as we need and study until we find out and are really convinced that maybe these settlers did do some- thing for us today. (Class Di.smissed.) {To audience): This film is one of a series of se\'cn: Early Settlers of Neiv Euf^laud, Colonial Children. Planter of Colonial Virginia, Flathoatnien of the I-iontier, Kentucky Pioneers, Life in Old Louisiana, Pioneers of the Plains. These films make it possible to gi\e these children an opportuni- ty to relive these past experiences in the story of our country. We then lead them to textbook expe- riences, which I am sure they pur- sue with more understanding than they could possibly have otherwise. Thank you! If you wish further informa- tion about any visual teaching material mentioned in SEE and HEAR— write to us. and HEAR — February Page 93 Your Editor's mail bag brings many quiries on the hows, whys and whats of visual learning here are \V. A. VVnncH and John C.vy Fowi.kes Teachers and administrators are invited to submit ques- tions relotive to evoluation of materials, source of materials, and methods of maintaining and using equipment . . . address —The Editors, SEE and HEAR. OW'C arc now ready to pur- • (hasc a sound motion pic- ture projector. Will you jjlease advise us which one is the best on the market. A I he question )OU ask is ton- • st;intly being brought up. At tlie present time, tlie major projectors arc being made avaihible in increasing num- bers and it lias been our experience that all of them will do a satisfactory job of projecting a good image and amplifying a sound track f)r(n'idiui:^ that the film has been well recorded to begin will). The situation must be answered in terms of the locality in which (he pro- jector is being sought. The best thai we can offer right now is that all pro- jectors will perform well, and I refer to those which are included regularly in the pages of SEE and HEAR. The determining factor should be the seniice that can be rendered. I certainly would stiggest that you buy the ])ro- jcctor that would be seryiced easily, ([uickly, and close at hand. Mechani- cally there is little to dioose between. Everything. I belieye. depends on serv- ice I hat (an be offered. I hope this will guide you in vour Pag* 94 selection. I'lcase feel free to direct further in(|iiiries to us. |(!littll«t Jjnal ps' jutiioii pasi lOiior Inoivii lonell Biial ti 'iii s won lidiilt I piov ■tsio an 0. I am wriiinj^ to ask ycnii advice regarding my getting into the field of audio-visua learning as j)ermanent work. 1 ha\e enjoyed the articles in you splendid magazine, SEE anc HE.\R, and the more experience I ha\e with \isual ediKation in my own school, the more lasci nated I become with the possibili ties in this fiekl. This is my ele\enth year in sdioolwork anc my si.vth as jnint ipal in my home town. A Many people are writing incpiir- • ies of this same type. I don't be lieve that just going to school to take courses in yisual education will sullice in prc)\iding the background that any- one should ha\e in preparing iiimself for entrance into this field. In every case, a backgroinid of general educa lifinal experience, both |)r()fessional and practical, is a "nuist." KxjH'rience in the several levels of February — SEE and HEARJ gin Idond wines II wills MT line % i I)lit ctlucation— elcnicntaiv ami sic (larv. c'xpdiciuc in tuniciilum type )jiits. or Icadriship in tomsc of study ililin^; or ciiirimlinn icxision, and riicipation in jnofcssional (oursi's in iridiluni (onstiiu tion, I'diualionai ad nistiation. cilucational fniancc. cdura- nal psythology, and methods of in- nition are ceitaiidy among the most eiiilid haikgrounds tiiat von could ng to a professional educational posi n as ciiairman or director of visual iication in a school system, vnowing the mechanics of cciuipmcnt one thing, lint it is even more es- itial to be familiar with what diil- ?n's interests include, how learning accomplished, what the social needs children are, and Avhat existing uses of study include in their attempt provide socially acceptable experi- :cs for children. V general educational background is ; i)road base upon which all consid- ition of a program of visual education schools must be built. Of course, tond this, participation in formal uses in the adniinistralion. the selec- n, and the utilization of visual ma- ials in the school are likewise essen- 1. There certainlv is no short course ding to preparation in this field. \ \\'ill there be any impor- - • t;int inijirovements in 16 n. sound and projection equip- ?nt in the near future which )iUd make it adxisable to wait fore pnrcliasing? No doubt in the future many Il» imi)ro\emcnts will be made in 16 n. sound and projection eciuipment. (wever, a practical survey of what is ppening in education can be the best iwer to your cpiestion. n one midwcstern state, as many md projectors are on order and are •resented by bona fide purchase au- )ri/ations as there are projectors in ; in the schools of this same state at ; present time. Now that sales efforts : again being made, the backlog of i and HEAR — February orders will no doubt nioiuil wiliiiu the next six nionths. In this same slate, it is known that one projector comijany has allotted a cpiota of 50 projectors for the coming year. It is reasonable to assume that other projector com- panies can do little better. It is my estimate that it will take from 12 to I") moiuhs to fill the orders now on hand in this state. This takes no account of the fact that existing ])rojectors are wearing out rapidly. This is truly a seller's market. If I were a manufacturer, 1 certainlv would bend my ellorts toward producing e(|uipment from existing tools rather than attempt to develop technological improvements to the .sacrifice of the opportunity of getting existing and effective projection ecpiipmcnt into schools that are now waiting for it. Surely there will be improvements in the fiUure. But this suggestion is strong. Buy your eciuipment now. Begin set- ting up teacher committees on film se- lection and evaluation and course of study coordination with visual materials. Get started now rather than wait for many nnnors of impro\ements just aroimd the corner to materialize. Schools e\erywhere are years behind where they shoidd be in ecjuipment. Don't put olf any longer. OW^liat equipment is neces- • sary for a school to have in order to set up a program of vis- ual and audio teaching materials which would allow a school to take advantage of the existing teaching information which is available to schools today? A One of the best sources to which • we coidd refer you woidd be the report of the .Vmerican Coinicil of Edu- cation, Committee on Motion Pictures in Education, Vol. No. V, Projecting Motion Pictures in the Classroom, Noel, 1940. The minimum goal in equipment follows: 1. One If) mm. sound projector for every 200 studeiUs or school system. Page 95 2 One (iliiisiiip projector for every 200 students or school system. 3. One 2\12 projector for every 400 students or school. 4. One 3i/4x4i/^ projector for every 400 students or .school. 5. One set of 3") stereoscopes for every 400 elementary students. f). One opacjue projector for each school. 7. One tahle-top radio for eacli class- room. H. One two-speed portable transcrip- tion player, complete with speaker for e\ery 200 students. 9. A microphone for use with play- hack or projector for each school. 10. Wall type .screens or other suitable projection surface for each room. While the al)()\c arc miniminn re- ([uirements, an expanding program woidd logically include the following: 1. An electric phonograph. 2. A 16-inch disk recorder. 3. Sound lihnstrip recorder. 4. W ire on tape recorder. '). I'ortable public address system. 6. I'hotographic eciuipment. 7. A central sound system. 8. Special de\iccs, such as microfdm reader and micro-projector. While some people think that this is a very ambitious schedule of materials, the fact remains that in order to take advantage of the wealth of information being made available through many sources, this list, though unusually in- clusive, does not include any materials which would lie idle because ot the lack of filmstrii)s, recordings, or films. OCan yoii give mc any inlor- • Illation about \\hcrc I may purchase a wire recorder or voice mirror? A I he I wo |)i()ducers of recording • e(|uipm('nl which seem nearest to releasing (heir product arc, according lo our information, Magnavox Co., Inc., and I'tah Radio I'roducis Co. \\'e sug gcst that you write to them directly for information concerning availability and Page 96 performance. Their addresses are: Mag navox C:o., Inc., 737 North Michigan Cihicago, Illinois, and Itah Radio Prodj nets C:o., 820 .North Orleans, Chicagc Illinois. OW'e lia\e just bought a 1( • mm. sound projector tci use in connection witli our liigl school agriculture teaching. I an- searching for films which we cai use in tlie study ol animal litis i)andry, poultry raising, soil iiii provcment, and conservation. Can you direct me to sources? A The best single source of infor- • mation that we can direct vou to is the list of fdms which includes 152 motion pictures and 128 slidefilms available through the L'nited States De- partment of Agricidture, Division of Motion Pictures and Slidefilms. Of the! 152 motion pictures, 70 are on agricul tuial subjects. The list is in catalog form and comes to you as a convenient, well-indexed and cross-indexed series of| subjects in the general field of agricul lural methods. Write directiv to Chester A. I.ind- strom. Chief, Motion Picture Service, United States Department of Agricul- ture. ^Vashington 25, D. C, for this list of lilms included in publication No. 574. While these films are so-called free films, they are also handled by most of the large state film libraries. Through ihe libraries they are distributed with a great deal more tlexibililv and facility in return for a slight service charge, the maximum amount of which is fixed bv the l'nited Stales Department of -Agri- culture. The r.S.D.A. slidefilms, how- ever, may be |)urchased directly from the contractual distributor— Photo Lab, Inc., 3825 Georgia Avenue, N. W., Wash inglon, D. C. Prices average 50 to (iO cents per print, depending upon the length of the slidcfilm. For catalog dc'scri|)lions and i>rices, write the Ex- ten.sion Service, U. S. Department of .Agricnllure. \Vashington 25, I). C. February— SEE and HEAR See-wHear f/teyou/vnalcrn Rq^. U. S. I'ai. Ollice Published cadi month of the school year — September to May. inclusive — by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE and Company. Earl Nf. Hale. President and Publisher. Walter \. Wittich, John Guy Fowlkes and C. J. Anderson, Editors. H. Mac McGrath, Business Manager; Tom Barlingale, Circulation Director. Sold bv subscription only. S3.00 per year (9 issues) in the U. S. S4.00 in Canada and foreign countries. VOL.1 MARCH -1946 No.7 jnimj^ '^^M^ Page Here . . . and There 2 Editorial 4 To See and Hear 8 The Easter Story— A/r5. Giuenyth Hochradel 19 Picture-Focused Worship— n'i7//fl?H S. Hockinan 23 Visions in Living— jRef. R. J. Connole and Rev. Carl J. Ryan 26 In-Service Training in Audio-Visual Aids— Kingsley Trenholm 33 See and Hear and Then Tio— Gladys Van Arsdale 40 Locally Made Visual Aids— John A. Buelke 45 Just Short of Television— .-/»« V. Norton 48 Equalizing Backgrounds With Visual Aids— Irene Ahlborn 54 What About Field Trips}— Leona Weier 59 Co-op in Washington— S/2eWo?i Osborn 65 European Odyssey— Belgium and Holland— /4>7/u/r Stenins 69 White on Black-A//c/iae/ S. Kies 75 With Just a Little ERon—Boyd F. Baldwin 79 .A Teacher's Responsibility— Frrt«ce5 Norene Ahl 83 It All Began When . . . —Maurine Bredeson 87 Page Mr. Webster : 92 Questions and Answers— IVi7//c/i and Fowlkes 94 » Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U. S. A. • Jil^Ji . . . yUihM^ Most Popular USDA Films Every year in Hollywood, producers, (iirectors, actors, and writers have a long and tortuous seizure of "nerves"— while critics and audiences across the nation choose "the ten top pictures of the year." We've developed an interesting varia- tion on this annual polling for popu- larity, and although weve had no Cecil IV DeMille to award the gold "Oscars" lo outstanding productions, we think you will be interested in the results. Three films released five years ago— Vanishing Herds, The River, and /" The Beginning— were the most popular USDA motion pictures during 1944-45, according to analysis of the audience re- ports of 70 film libraries. Here are the 10 most popular films: 1. Vanishing Herds. 2. The River. 3. In The Beginning. 4. Winter Wonderland. 5. The Life of Plants. 6. The Forest Ranger. 7. 8. 9. 10. For Health and Happiness. Tree in a Test Tube. There's More Than Timber in Trees. Block That Termite. Popularity was based upon the num- lier of showings per print in circulation during the 12 months ending June 30. 1945. USDA films are available from over 70 state and regional libraries. S. G. Rose, executive vice-president of the \'ictor .Animatograph Corpora lion, has announced two 4-H Club schol- arships in visual education to the Na- tional Committee on Boys' and Girls' Club Work. Contestants for the scholarships arc required to show evidence of interest and experience in the operation of mo- tion picture projection equipment, use of cameras, slidefilms, slides, and other visual aids. According to the rules, the winners must include, as a minimum, at least one course in visual education. Poo* 2 S. G. Rose (left) executive vice-presi- dent, Victor Animat- ograph Corporation, Davenport, Iowa, is shown presenting a corporation check for two 4-H Club sdiolarships in \isual education to (iuy L. Noble, managing di rector of the Nation al Committee on Hoys' anil (iiris' Ciul) Work. All 4 11 Club members may contest for the .scholarships. March— SEE and HEAR ndividual ClfSS ROO fA Projector >w Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite RTABLE — Weighs only 27 'A , complet-f. gle case contains: Movie-Mite im. sound projector, desk top sen, speaker, cords, take-up reel . and still has ample space lor re lamps, etc. remely compact; only slightly jer than a portable typewriter; >roximately 8x12x15 inches in I. Ideol for small group show- s. Larger size standard screens y be used ior larger groups. STANDARD FEATURES— Plainly marked Him path makes threading easy. Only one moving part need be operated in entire threading. Show can be on screen in less than three minutes. One electric plug completes all connections to projector. Cords, permanently wired to speaker, cannot be lost. Reel capacity 2000 ft. Reel arms slip into accurate sockets . . . fast power rewind . . . adjustable tilt . . . quickly adjusted framing device . . . utilizes a single, inexpensive standard projection lamp for both picture and sound pro- jection. No separate exciter lamp necessary . . . case ol durable plywood . . . leatherette covered . . . universal A.C. or D.C. 105-120 volt operation ... no converter neces- sary. Mechanism cushioned on live rubber mounts foi smooth, quiet operation . . . entire unit made of best quality materials and precision machined parts. Wrife for interesting folder, "It Makes Sense." See your favorite Photographic or Visual Aid Dealer for Demonstration and Delivery Information. AN EDITORIAL APRACniCE all too common in schools is that of a teacher finding a film ^vhich is "interesting," probably educational in nature, even fairly closely related to a unit of work which the pupils are studying, and then reflecting "How can I use this film to ad\antage?" "At what point in the teaching-learning procedure shall I introduce it?" 1 his same situation occurs fretpiently in connection with the use of other teaching aids such as a set of lantern slides, a recording, a radio program, or a field trip. Such an approach to the use of audio-visual aids to in- struction seems comparable to that of a carpenter locating a good chisel or other instrument usable in his trade, and then proceeding to search for something that he can make which would involve the use of this particidar tool. Such utilization of tools, whether by the teacher or the carpenter, is cleai ly "putting the cut before the horse." Obviously, the natural and correct procedure is the exact reverse of the practice indicated. Schoolteaching implies l)eginning with a philosojihy of education. This, in turn, is translated into certain objecti\es or goals of teaching and Turn to pagt lix Page 4 March— SEE and HEAR 'r BUY THE 3-PURPOSE DeVRY 1 the NEW DeV'RY, you get theater idards of performance: The ultimate ound — crisp, intelligible conversation, ull majesty of symphonic music . . . ir definition of image . . . Soft, natural iance that assures viewing comfort, our NEW De\'RY is a 3-purpose able 16 mm. sound-on-film projector : (1) SAFELY projects both sound and silent films; (2) shows both black- and-white and color film without extra equipment; (3) and that has separately housed 25-watt amplifier and sturdy 12- inch electro-dynamic speaker which afford portable Public Address facilities — indoors and out. As easy to operate as a Radio! De\'ry Corporation, 1111 Armitage, Chicago 14. , DeVRY CORPORATION ] 1111 Armitage Avenue, Chicago 14, llllnolt I Please mail mo catalog of Audio-Visual Teaching Name- Address- nly 5-TIME WINNER of Army-Navy "E" for the j odoction of mofion picture sound equipment I^City __^'l!l! learning. These may then assume the torm of units of work based upon specific objectives. The jjroblem of the teacher now becomes "How can I best achieve the objective de- sired?" "What technicjue, what method, what learning aid gives the best promise of the pupil beha\ ior implied in the goal toward which the pupils and I are striving?" This goal, in one case, may be the inculcation of an atti- tude; in another, the fixing of a skill; in still another, the acquisition of a body of facts. Taking into account such questions as economy of time, effort, and financial outlay, and further considerations such as the maturity of the learner, his learning capacity, or his background of ex- periences, the most effective method for attaining the goal desired may, in one instance, be for the pupil to read some- thing in a book; in another instance, pupil discussion may result in the end sought. Howexer. in a great number of instances, a school journey, a motion pictine fdm, a slide- film, a set of slides, or a radio progiam may be the most effective medium for achieving the goal set. It is clear, therefore, that a teacher must know first what she is striving to accomplish. She is then in a position to select an apjiropriate method of teaching, including learn- ing aids of demonstrated value. The practice of using an audio-visual aid merely because it is educational or "good" is not sound. ^yL^^^t^V^ 7^ (^^^^t'^-^^.ZW University of Pittsburgh Pag» 6 March— SEE and HEAi HANKS TO VICTOR'S GREATER FINGER ROOM )ver the sound drum . . . under the large procket . . . into the easily accessible film hannel — these are the simple highlights of hreading a Victor. Yes, fingers — young and Id — quickly learn this easy lacing. The rea- on is . . . simplicity . . . more finger room, luch exclusive Victor features as 180 degree Iwing-Out Lens Mount, Duo-Flexo Pawls, Ipira-Draft Lamp House, and Safety Film 'rips give greatest protection to valuable ilms. Both new and experienced operators •refer this extra security and trouble-free operation. Yes, your films are safer — as well ,s brilliantly projected — with a Victor. Check this Victor Oversize Sprocket. Note the greater film surface . . • five teeth engage the film (instead oj three as in ordinary projectors). ANIMATOGRAPH CORPORATION Home Office and factory. Davenport, Iowa New York (181 McGraw-Hill BIdg.. 330 W. 42nd St. • Chicago HI J88 W. Rondolph MAKERS OF 16MM EQUIPMENT SINCE 1923 VICTOR EE and HEAR— March Page 7 "lo^^ OmI j+iOJ^ I Pope Pius XII on the Scope and Power of the Film One wonders at times if the leaders of the motion picture iiuliislrics fully appreciate the \ast power they wield in aifecting social life, whether in the fam- ily or the larger civic groups. The eyes and ears are like broad a\enues that lead directly to the soul of man; and they are opened wide, most often with- out challenge, i)y the spectators of your films. What is it that enters from the screen into tiie iinier recesses of the mind, where youth's fund of knowledge is growing and norms and motives of con- duct which will moidd the definite character arc being shaped and shar])- cned? Is it scjmcthing that will make for a belter citi/en, industrious, law-abiding, God-fearing, who finds his joy and rec- reation in wholesome pleasure and fun? Oh, the innnense amoinit of good that the motion picture can effect! Pope Pius XII Vatican City To Double Film Library A cc)mprc'hensi\e memorandum has been su!)mitted to the governing board of Pueblo Junic^r College, Pueblo, Colo- rado, asking for an adclitional financial grant which would facilitate the expan- sion of the splendid work being accom- plished by their regional teaching ma- terials' center. During the past three years, Pueblo Junior (.ollege has accunudatcd Sr),()()0 worth of educational films. The board has honored the rccpiest made of them and aulhori/cd the purchase of an addi- tional Sr).()00 worth of leaching films. Furthermore, it has imderwritten the costs of administering this center by au- thorizing the payment of the salary of a director of the audio-visual center. Pag* 8 -At the present time, an advisory board composed of representatives of teacher groups and adidt and local serv- ice community groups has been appoint- ed as a reviewing board or steering com- mittee for the activities of the center to the state. The center from now on will be su]>portcd as a separate edu- cational imit. receiving 80 per cent of its financial resources from a special couni\ mill levy. — Frmst Tif.mann, Director, Department of Visual Education, I'liehlo Junior College I From New York University A new type of classroom is a gift to the Graduate School of -Vrts and Sci- ences, New ^'ork I'niversity, from the Alfred P. Sloan I'oundation. One out- standing feature is the provision made for visual education — a permanent screen. Also, lacking in this school room arc the conventional desks, all facing one way. Instead, there are tables and chairs .so arranged that the students can participate in discussion. This class room is to be used by students of lh< graduate level. The use of motion pic- tures and slidelilms in j)ost -graduate education marks a significant advance over previous methods. Our Cover Picture This is the lime of the year when (ield trips should be in full sway. Now that we can get out-of-doors again, wc can e\|)lore the resources of the com munity and the surrounding counlry- side. These youngsters are just about tc leave their schoolroom in Topeka, Kan sas, and are boinid for the farm. (Photograph Courtesy of Topeka Public Schools. March— SEE and HEAI 801 ist of Full Color Slides in et -"The Easter Story 1 Hymn-Slide: "Jesui. Thy boundless love to me" 2 •■The LioM o« the World" 3 Calvary on Good Friday 4 Hymn-Slide: "In the Cross of Christ I Glory" 5 Easter morning at the grave 6 Women approach the grave 7 ". . . stone was rolled away" 8 "He is risen" 9 Mary Magdalene tells Peter and John 10 Peter and John run to the tomb 11 Peter and John view the grave linens 12 Peter and John return home 13 "They have taken away my lord" 14 "Why weepest thou?" 15 "Master" 16 "Touch Me not" 17 "All hail" 18 Disciples ". . . believed them not" 19 Guards report to the priests 20 Guards bribed 21 Two disciples go to Emmaus 22 Jesus joins them 23 "What things? ' 24 Jesus explains prophecies 25 "Abide with Me" 26 Jesus breaks the bread 27 "Did not our heart burn?" 28 The two Join the ten 29 Hymn-Slide: "Christ, the Lord, is risen todayl" 30 "Peace be unto you" 31 "Behold My hands and feet" 32 Jesus eats before them 33 "Receive ye the Holy Ghost" 34 Thomas doubts 35 Jesus reappears to the eleven 36 Thomas convinced 37 "All power is given unto Me" 38 Hymn-Slide: "All hail the power of Jesus' name" Unrivalled Teaching Power ORDER NOW! The glory of Christ's Resurrection made REAL through the eye-gate which opens wide to heart and soul. See 3'our dealer and reserve your set. 38 color slides, (2''x2") of "The Easter Story," Cardboard Ready- mounts, $18.50. Protective Glass Binders, $22.30. Those who have Cathedral Sets 75, 76, and 77 so state, when you write your Cathedral dealer. Cathedral Bible slides hold attention, quicken Church interest, deepen spiritual life. Build up your Visual Aids Library. Circulars free on request: "The Easter Story," "Bible Stories Photo- graphed in Color" — list of full slide library. Ask for either or both, Catfjebral pictures! saint louis 3 lE and HEAR— March Page 9 "Visual" Exhibit Pays Now ihat the war is over, children as well as adults can't sec why it is so necessary to invest their money in \'ic- tory stamps and bonds. Rut wc have decided that it is doubly necessary now Co keep up our efforts. So in our at- tempt to bring this meaning to the chil- dren, The Mark Twain Elementary School in Tulsa. Oklahoma, put new significance into this desire to serve by asking every child in school to bring anv souvenir that had been sent liim by his relatives overseas. .\ committee of boys and girls from the up])tr grades arranged all these into a display and divided themselves into committees to serve as guides or to ex- plain the meanings that these articles held for us. Each child attending had been able to purchase a Victory stamp. Our weekly stamp .sales increased 100 per cent by this means. — Daisy Daily Sanders Mark Twain Elementary School Tulsa, Oklahoma Interesting Handbook ' For your professional reading, a very well -conceived, directly written, and wcll-organi/cd handbook on teaching materials has l)ccn prepared by James \V. Hrown, State Supervisor, Bureau of Teaching .Materials, State Department of Education, Richmond, Virginia. While primarily an announcement of a state-wide series of conferences held frf)m January 7 through 17, this hand- book introduces the organization of the Virginia Bureau of Teaching Materials .Service. It goes on to describe the utili- sation of audio-visual materials in in- struction, organization for local training, and directions which will help one to better solve proiilems connected with operating equipment. Familiar Places! In liie United States millions of young (liildren are viewing motion pictures in the course of their entertainment and Pag* 10 classroom experience. Recently "the have witnessed London under the blitz the celebration in I'aris, thev have ha^ glimpses of Rome, China, India, anc| all the far places of the earth. The have seen the United States from coas to coast. A boy from Iowa who hat never left his small town until he joinec the army told us recently that he hac experienced no surprise when he sav in actuality for the first time Rocke feller Center, Times Stpiare, the Rock' Mountains and HouUlcr Dam. Voi see," he said, 'I have been going to mo tion pictures three or four times a weel ever since I can remember and I've seei all those places on the screen. Make you feel kind of good and less loncl' when they look so familiar.' " — Alice Evans Field, Director Motion Picture Producers d- Dislrihutiirs of America, Ini Nexo opportunities . . . we believe are vours in the form of th recently released Public .Vllairs pain phlet No. 112 entitled, "We Can Hav Better Schools." Certainly this review o the weaknesses of education as re\eale< bv the war is a challenge to educator: But more important is the centra (ontril)Uti()n of this pamphlet whic points out many of the opporlunitic through which .American education ca l)e strengthened. Opportunities in th field of curriculum, new tools of learr ing which are at |)iesent being mad available to education, and the oulUx) for better budget provisions all mak this pamphlet a much needed additio to our professional libraries. This panipiilet (an be secured froi I'ui)lic .Vllairs Conunittee, Inc., 30 Rod efeller Plaza, New York 20. N. V. h> II Hie IICCI lliei inth 11 !■. 1 New Address As we go to press the British Info mation Services announce a new addre for their Film Oflicer in Los .\ngeles. is— Miss Jane Mead, British Consulat General, Pershing Stjuare Bldg., A> South Hill St.. Los .\ngcles IS.Californi March — SEE and HE^ NEW 16mm SOUND A«BRIT7^IN NITED STATES 5 reels — 45 mins. le chronicle of the USA, showing the growth of the nation from its humble igin at Plymouth Rock to the present-day world power. HE STORY OF DDT 3 reels— 25 mins. le development of the famous insecticide from its discovery in 1870 to •ge scale production in World War II, culminating in its spectacular ccess during a typhus epidemic. DIARY FOR TIMOTHY 5 reels — 40 mins. le story of a baby born during the last winter of the war, telling what happens the bitter world around him and giving a glimpse of better things to come. ULIUS CAESAR 2 reels— 19 mins. t III, Scene II — the forum scene which follows the assassination of Caesar. hacbeth 2 reels— 16 mins. ;t II, Scene II — the murder of Duncan. :t V, Scene I — the sleepwalking scene. These films are on loan from the following offices of British Information Services An Agency of f/ie Bnfish Government 30 Recketellcr Plaza. New York 20. N. Y. 360 North Michi«an Avenua. Chicago I. III. 391 Sutler St.. San Francisco 8. Calif. 1005 Taft Bidg.. 1680 North Vina St.. Hollywood 28. Calif. 907 - ISth Street. N.W. Washington S. 0. C. AND Fif'OM BRITISH CONSULATES AT Boston Detroit Houston Seattle Pupils Use Visual Aids at Second Annual Audio-Visual Aids Institute of the American Museum of Natural History The recent AiulioA'isual Institute, di- rected and arranged l)y (irace F. Ramsey, Curator of Stliool Relations, and Irene F. Clyphcr, Supervisor of Guest Services, had as its theme, "Visual Aitis and the School Program, " and the topics dis- cussed by the parlicij)ants presented many new and novel methods and tech- ni(|ues for the utilization of auilio-visual materials in the classroom. The emphasis seemed to he on pupil participation and pu]Ml utili/alion. The teachers and administrators who were present noted with great interest the extent to which high school pupils are taking over responsibility for audio- visual work in their schools— in organiz- ing film clid)s, taking motion ])ictures of classroom activities, assuming aper" Pag* 12 which is used by pu]>ils of 78 elemen- tary schools when they visit the nature museum in the high sdiool. Mr. David Schneider of Evander Childs High School, New York City, tohi how students made their own rec- ords and of the diflicullies of synchro- nizing the record with the film to pro- duce "sound movies." However, the outstanding feature in which students appeared, both on the platform and on the screen, was "Film Production in the New York City High Schools" inider the direction of Dr. Frank .M. Wheat. In lieu of a paper on the subject, we were shown a 16 mm. silent him, in color, de|)icting the various steps in fdin production— how a group of high school students woidd plan to make and take a film. The same actors and actresses, dressed as thev were in the film and thus readily identified, took their turn at the loud-speaker, and read the narrative, each one synchroniz- ing the script with the sequence in the film. At one dramatic point, the fdm was stopped, lights were flashed on, and an actual take was simulated, including all the details of lights! camera! action! Ibis was very elfective in that this se ([uence was then seen in the fdm. 'Ihis inii(|ue demonstration and the fdm it- self, which is an excellent film on "how to tnake a film" were a definite con iribution. Various other student-made film; weie shown of activities in other New ^ork City high schools, depicting stu dents taking field trips, modeling ii dav, experimenting in chemistry, par ti«ipatiug in sdiool dramatics. To stiin ulaie more and better produced film bv high school students, Dr. Wheat i sponsoring a competition, the "Oscar, to lie awarded at the Institute in 1917 — Afrs. Esther L. Here; New York City Schools March— SEE and HEAJl Y^H \ New Tool for the Visual Instructor . . . by Complete, originally illustrated visualizations of 3 out- standing classics in FULL COLOR 2" X 2" Slides. (Approximately 120 slides. May be purchased in full- set or four parts) 35min Slidefilms. (Approximately 120 frames) IVANHOE . . . by Sir Walter Scott TREASURE ISLAND . . . b/ RoberKouis Sfevrenson THE THREE MUSKETEERS . . . b/ Alexandre Oumos Fascinating condensations of these famous classics which afford students the opportunity to visualize period costume, architecture, manners, as well as the pageantry and adventure of the stories themselves. Af your dealer, or order by coupon 2"x2" Slides Each Part . $15.75 4.25 35mm Slidefilms $9.75 I I I I 35mm Slidefiln Ivanhoe Treasure Island The Three Musketeers 2" X 2" Slides Full Set Port NAME ADDRESS CITY STATE Check n Money Order □ C.O.D. D PICTORIAL FILMS, Inc. R.K.O. BUILDING RADIO CITY 20. N. Y. and HEAR— March Page 13 J^ NEWS NOTES "Use" Conference A conference on the Use of Audio- \'isiial Teaching Aids will be held on I riday and Saturday, April 5-6, in the Rackhani Building, 60 Farnsuorth Ave- nue, Detroit. The meetings are being sponsored by the State Audio-Visual Committee, the teacher-training institu- tions of Michigan, antl the Department of Visual Instruction of the N. E. A. Address incjuiries to Mr. William G. Hart, Director of .\udio-Visual Instruc- tion, William Ford School, Chase at Ford Road, Dearborn, Michigan. .Mr. Folsom, executive vice-president, announced the appointment of Walter M. Norton as director of this Education and Training division. Recently the city schools of Portland, Oregon, have added 12 new motion pic- ture machines, which will supplement those which are already in use in the schools. The dcpanmcnt of audio-visual education delivers requested motion pic- ture films twice a week to those schools having access to projection equipment. In each of the RCA Victor regional ofTices, educational field directors have iieen a])pointc(l to scr\e schools, colleges, and universities, where interest in audio- visual education has greatly increased as a result of the outstanding success o( such programs in wartime training and education. Announcement has been made re- cently of the appointment of Miss Cclia Anderson to the position of Film Libra- rian of the New York University Film Library. A part of her duty will be to act as a consultant and to assist educators, discussion group leaders, and school and community organizations interested in the use of films. Just Published — An Authoritative New Book on the Utilization of the Educational Sound Filnn by Two of the Editors of SEE and HEAR AUDIO-VISUAL PATHS TO LEARNING BY WALTER A. WITTICH AND JOHN GUY FOWLKES The full report of an intensive investigation into methods of using sound films in the classroom, with a discussion of the techniques which result in the highest student achievement. Important for both teachers and administrators. Price $2.00 (10% discount fo teachers) HARPER & BROTHERS, 49 East 33d Street, New York 16. Please «end copy(ies) of Audio-Visual Paths to Learning. D $ enclosed. □ Please send C. O. D. [ I Send on approval for 10 days' examination. NAME: ADDRESS: I Pag* 14 March— SEE and HEAKi »/ COLOR If you were 10 apply your own ideas of )lor to this well-known bird, it is likely 5u would color some areas incorrectly. jt the CORONET sound motion picture, ^E BOBOLINK AND BlUEJAY, presents 3ung bluejays and their parents in full, 'elike, natural color — gives correct im- ressions to oil who see it. It is but one f the popular color films in the new atolog of CORONET Instructional Films. IsaBuejai/i There are dozens of other Coronet natural color sound films available on birds, flowers, Indians of the Southwest, life in Mex- ico, science, health, safety, vocational guidance and physical edu- cation. Some are also available in black and white, and a few subjects which do not require color are black and white only. All hove been produced in collaboration with subject matter specialists for classroom use. Many others are in production. Write for the new illusfrafed catalog of Coronet Instructional Films — it will be moiled promptly. CORONET INSTRUCTIONAL FILMS 919 NORTH MICHIGAN AVENUE, CHICAGO 11, ILL. EE and HEAR— March Pag* IS Ati "Oscar" for the Teacher Tniqiic among ihc many inlcrcsting features of ihe American Museum of \alural Hisiorv was the aunounrcment iif the luusciim "Ostar" to be awarded Hi the Ijest 100 foot fdm filanned and |)r<)duced l)v tlic |)U|)ils of any school during lOlT). T his is an outgrowth of the great interest that is being felt in all parts of the country in the local planning and production of short mo- lion picture sid)jects. All films should l>e sul)mittcd directly to Dr. Cirace Fisher Ramsey, Curator of School Relations. The American Muse- um of Natural Histetition, |>leasc address connnunitations directly lo Dr. Irene F. Cypher, Supervisor of Guest .Services, or Dr. Grace F. Ramsey, Curator of School Relations, both at the American Museum of Natural History. Look's "Art of Lining" Series In collaboration with I.onl; Maga/ine, the \. M. C;. A. Motion I'idure lUireau lias conducted incpiiries among students, (onuuiniilv groups, and leading educa- tors lo delcrmine major inlercsis aiul neetls for Ki nun. fdms in sduxils anil other groups using motion pictures. Albert R. Perkins (see November Sek AM) Hkar) , film and radio director of Look, has aiuiounced that, as a residt of the studies, the two organizations have formed a producing (listribuling team that will lauiuh a spetial series of ir> mm. fdm |)roductions to meet the needs of schools, colleges, churches, par- ent-teacher groups, clubs, and commu- nity organisations. The Art uf Living, two one-reel sub- jects. You and Your Family and You and Your Friends, have alrcadv been filmed and will be ready for distribu- tion by the Motion Picture Bureau in February. Set for release in early spring are: You and Your Personality and Ydu and Your Health. Future plans call for a second series of four films in- cliuling such titles as You and Your (liurch, You and Your School, You and Your Community, and You and Your Country. The production techni(pie being em- ployed stresses naturalness of ])resenta- tion. "Fach film, instead of sermoniz- ing, is designed to stinudate youthful audiences to think for themselves. I bus, students can draw their own conclu- sions on everyday situations from the facts presented," stated Mr. Perkins. Meud)ers of the .\udio-\'isual F.duca- tion .Advisory Connnittee who are con- sidting with the Bureau's stafT on the |)i<)du(iion t)f tiie series are: Paul D. Sheats. Ph.D., Educational Director of New ^■ork City's Town Hall, as chairman: Rome .\. Betis, .American Bible .Society: .\I. R. Brinistetier, Ph.D., Columbia IniNersiiy; Morse A. Cart- wright, I..L.B., Cohnnbia University; Fiedcrick M. Ihraslier. Ph.D., New York I iiiversity; Paul H. \ ieth, Ph.D., Yak- Divinity School; and Dean .McClusky, Ph.D., .American Council on F.ducalion. Hax>e ]Vc Learned from Experieytce? "One of the most significant educa- tional outcomes of the expeiicnce of the nation in coiuiection with \arious l\pes ol training programs during the war \ears has been the dearer realization of the important contriixition which aiulio- \isual aids can make to vitalizing in- sinution and facilitating the learning piocess. This realization shoidd lead to a marked increase in the use of such aids and desices for |)caceiime educa- tional pnr|)oscs in all of our .sciiools and colleges in the years immediately ahead." — Dr. John W. Studebaker U. S. Connnissioncr of Education Pag* 16 March— SEE and HEAR 23 KIT-SETS-514 SUBJECTS • T'-t ■:t^ LIGHTED PICTURES Now Ready TO HELP INSTRUCTORS V- ^^ ^tam-M %in|RiLiU supervisor or point a part time director, this person shoidd be relieved of duties in pr()|)()riion to time rccpiircd to carry on the audiovisual job. No matter how small the organization, sEE and HEAR— March the time lor retelling the story of the Lenten season. If ever there was an occasion when we need to luring this experience to children and adults, it is now! \V^e stand on the threshold of a world or- ganization which contemplates Page 19 Visual instructional materials have a place and a value in religious instruction plans . . . . demonstrated through use in a typical situation. ihe responsibility ioi keeping ihe peace among all jieople. So it is with keener Icclings ol responsibility that we— a church brotherhood of men, a group of Simclay School teachers (mostly women) , and a group of gratle school children— looked through the Easter Story as it is presented in 2x2-inch color slides. Our reactions, though difTercnt in nature, have been all positive. We know the story well. All of us have heard it told often. But now we feel that we ha\e seen it— at least one interpretation of it— in colors which parallel nature, that we ha\e witnessed a real story which has helpeil us gain a deeper appreciation and understanding of the circumstances described in the Book. To present the Easter story through colored slides is an ex- perience which in no way com- petes with or rejjlaces traditional Easter presentations. These Easter scenes cover such a large geo- graphic territory that the story does not lend itself to dramatiza- tion too well and fretjuently those of us who have attempted to help children understand its signifi- cance liavc been limited to jusi plain talking about it and singing of it during our Easter programs. But now we have added to oin store ol teaching materials a set of colored slides. The Easter Story, from which several illustra- tions have been reproduced along with this accoimt. Those of us who are Sunday School teachers agreed after seeing the slides that it would be necessary to become very well versed in the Biblical references so that we could sup- plement the showing with \erbal descriptions. We recognize, too, that the j)ictured situations are strictly Biblical and are so filleil with the realism of the geography, the physical setting, the costum- ing, and the mood of Easter, that we would ha\e the responsibility of presenting the series year after vear. Manv of us think, too. that the slides can be presented during seasons other tlian Easter. It is our feeling that they are not at all limited to church groups but are of value in schools where the teaching of Christian historv and other Bible-ielatetl subjects is a recognized part of the academic or curriculum responsibility. Among the many favorable out- comes of the use of slides in pre- senting the Biblical accoimt, was the great advantage of making the spoken or the sung words moie understandable. The children's reactions includicl e\ idence that Pag* 20 March— SEE and HEAR %\ «.a;' v^-;. ^'i.? mm: Mary Magdalene knelt of the sepulcher weeping. And as she wept, she saw Jesus standing, and she knew not that it was Jesus. Jesus saith unto her, "Woman, why weepest thou? Whom seekest thou?" She saith unto Him, "Sir, if you have borne Him hence, tell me where thou host laid Him, and I will take Him away." Jesus saith unto her, "Mary." She turned herself and saith unto Him, "Rabboni," which is to say, "Master." now that they had background of visual imagery to interpret the Biblical concepts, they were capa- ble of a greater understanding of the story and its significance to li\ing. Before our teachers' group saw the films, some of our discussion included the possibility that the showing of these slides woidd les- sen our own responsibility. This is not the case. We soon agreed SEE and HEAR— March that to reap the success which is possible following the pictorial presentation, the teacher or leader who explains the slides and who leads the subsequent discussion must be better than well pre- pared. He must be virtually an authority on the backgroimd and on the text and on the meanings of the story. His acquaintance Picture and picture text courtesy of Cathedral Pictures, St. Louis. Paga 21 MRS. (.\\1N\1H nOC:HRADLL Mrs. Hochraclel is the wife of the pastor of the .Americin I.ulhcraii Churcli, Hazcn, North Dakota, and mother of two children ages 7 and 4. She teaches a rural school and is leader in the re ligious education deparlnienl of that parish. with ilic historic backgrouiul and the general philosophical imj)li- (ations will be heavily taxed if other (hildrcn react as enthusi- astically as the group with whom wc worked. \\'hilc the showing of the slides is a prearranged ex- perience, the reactions of the chil- dren with their teachers led to a tiiily personal feeling of shared tmderstanding. The pictured scenes are both beautiful and expressive. The slide on the institution of the Lord's .Supper added new mean- ing for us as we c more than ten years' experience in visual education and ])hoto:;raphy. He was head of the educational film service of the I'niversity of Cieorgia from its inception in ]9?>Ci until lOll, when he enterc-d government service as a writer and supervisor of .Army training fdms. After a year he enlisted as a photo- graphic aviation cadet and was com- missioned an .\ AF photographic officer. Mr. White spent two years as photo- graphic oflicer of the India-("hina Divi sion, .\ rC".. This experience particularly qualifies While to he executive .secretary of \A\ FD. an association of several hun dred dealers, consumers, and manu facturers of audiovisual instrm lional materials and eqinpment. March— SEE and HEAR William S. Hockman Director of Religions Education, Lakeiuood (Ohio) Presbyterian Church Editor's Note: Many teachers find themselves vith a community responsibility — that of assist- ng in the local church schools. Mr. Hockman jescribes a workable plan which can be of issistance in church school education. It is in- teresting. It will have o definite appeal to :hildren. THE teacher and her heljxr enter the chapel leading the children of the primary depart- ment (grades 1, 2, and 3) . They icat thenisehes in an orderly and compact group at the front of the room. Even as they enter, every Lye is ujion the pictme— Millet's "The Angelus"— on the altar table. A neutral-toned drapery frames and enhances its beauty. Seated— the children divide their attention between piano and pic- ture. The music is soft— like chimes in the distance. Mr. Hockman "Come, let us worship," are the first words of the leader. She con- tinues to speak of worshiping SEE and HEAR — March with our hearts and minds. As she concludes, the pianist plays the music of a hymn all know by memory. Those few children who refer to the hymnals read the words and the notes in the soft light. The helper reads a prayer. As Page 23 -L WILLIAM S. HOCKMW William S. Hockman is director of religious education in the Lakewood, Ohio, I'resbyicrian Church. He is the author of Projected Visual Aids in the Church and faculty member of the Vis- ual Education Workshop of the Na- tional Cdinuil of Rc'liKJous F.durnlinii. liic children contemplate the images ol the praying toilers in Millet's picture "The Angelus," the prayer continues that as chil- dren of the Most High we can stop amid toil, study, and even play— to pray and give thanks. riie children listen to every word. riiey understand. The leader gi\es the scripture reading with expression and beauty— a selection of passages which tells of the Master as he prayed amid his work. The leader continues, "And when ye pray, pray in this manner," and the ( liildren join in the Lord's Prayer. As the children sing, they look at the lovely picture which has never before seemed so interesting and so beautiful. The helper jjauscs during a brief meditation. She speaks about village churdi bells calling children to chinch and If) j)rayer. She tells about the Ixaiuy of the chinch bells as they ling out on a Sunday morning, saying to the people of farm and village, "Come to chinch! Come to t lunch!" The meditation is finished, the leader stands, and (he (hildien. too, stand. As the children leave, many turn for a last glance at the il- Pagm 24 luminated picture on the altar laijle. The teacher is glad. In picture-focused worship, a picture is used to focus and con- centrate the alteiuion of the group upon the theme of the service. The picture is "there" all during the program. It may be a flat picture, a painting, or a projected picture. All may be effective. This is not picture- aided worship, where the \isiial material is introduced during the program. Nor is it picture appre- ciation. It is not picture study. It is worship! The picture is the silent helper in bringing this ex- perience about. The picture nuist be selected with care and all elements of the service integrated and harmonized to create a unified experience for the worshiper. The picture must ha\e meaning for the central theme of the worship, and this meaning nuist be obvious. The pictine nuist be seen by all. Unless plainly and easily seen, it cannot make its full con- tribution. Put extra light on the picture. Lower other lights. Picture-focused worship should be brief. Because of the concen- tration of attention, ten nu'nutes is sufTicient for young children, 15 minutes for boys and girls, and 20 minutes for young j)eople. There need be no direct refer- ences to the j)i(ture. The picture illuminates all that is said and siuig. What is said and sung March— SEE and HEAR uses the picture to gi\e new ?aning to each worshiper ac- rtling to his own feelings. When jnnented bv well-chosen and 11-execiited nnisic, the worship the group— especially il it has tered the place of worship as jroup — can be imderway before 2 first word is spoken. X'isually centered educational nations do not lessen the work the leader. 1 hey make it more ective. There must be careful cparation of all materials in :ture-focuscd worship. If the ider has a helper, they must liearse and time the program, le psychological effect of each rt must be carefully estimated d understood. If a projected :ture is used, it is tragic for the de to cml up in the middle of e program. The leader can have e necessary light on his materi- ; if he will sit close enough to e picture to be in its reflected ht. What gi\es this teihni(|uc its power? One source is the picture; the other, the conditions of pro- jrrtion. In pictine-focused wor- ship, the eye tends to stay on, or return to, the picture. The mind tends to follow the eye. Thus, the worshiper is led to concen- trate upon the service theme. Disturbances are minimized by the psychological effects of the conditions of jirojcction— a dark- ened or softly lighted room— and in the presence of a dominant visual center. People are less self- conscious, and less conscious of other people, think more readily, and enter more easily into the true spirit of worship. Here is a technicpic suited to all ages. It requires no ex[)ensive equipment. It can be accom- plished by anyone. It is powerfid because of its psychology. It should have a place in your church school. Grant Permits Study of Wartime Educational Technique AVhat can civilian schools and colleges learn from Army-Navy war- time educational technique is the $160,000 question, the answer to which the American Council on Education hopes to find in a three- year investigation to be started soon. The grant was made by the Carnegie Corporation of New York and the General Education Board for this work which is to be carried on under the direction of Dr. Alonzo G. Gray, on leave of absence from his position as Commissioner of Education of Connecticut. From a Washington headquarters, a committee of educators working with Dr. Gray will visit military installations over the country to obserse training programs in operation. Various subjects have been selected for study and one of these is the use of visual teaching materials. -NA VED. and HEAR— March Page 25 Page 26 |ciinicl, a Samaritan in Jerusalem on hiisincss uitii liis family, makes a deal with Lemech, a Jew, who buys all his wares. Lemech cares only for a golden Roman amulet for which he pavs 200 shekels, knowing thai he can sell it for (iOO shekels. Interpreting the philosophy of the Bible on film Rl V. R. }. CONNOI.F. Supcvintcndcut of Schools. .\rrJi diocese of Saitit Paul Rl V. Caki |. Ryan Sufjerintendent of Schools. Archdiocese of Cincinnati and Drnn nf 'Fcaclirrs College of th. Uhenaeutn of Ohio March— SEE and!HEA Editor's Note: The philosophy of the Bible has long been a reservoir for teaching inspiration both in parochial and church schools. Today we arc fortunate in seeing some of this philosophy interpreted through the medium of the 16 mm. sound film. One of these films tremendously appropriate for today was recently previewed by Rev. R. J. Connole, Superintendent of Schools of the Archdiocese of St. Paul and by Rev. Carl J. Ryan, Super- intendent of Schools of the Archdiocese of Cincinnoti. Their comments ore so valid and interesting that they have been included here. Rev. Connole's thoughts are followed by Rev. Ryan's reoctions. 'ROM every side we hear warn- ings tliat this is the atomic age. inkind has discoxcrcd the secret a destructi\e force whose en- ry, released in war, can destroy ; whole world. The threat of s dread weapon is held out to ;n as a motive for learning to e together peaceably and justly. These, and similar warnings, appeal to the motive of self-inter- est. We are told it is to our own adxantage to learn to cooperate with others. While all this may be true, the selfish motive usually tends to deter men from whole- hearted cooperation. Constantly they ask the question: Why Jemiiel boasts to his family of the money received from the sale. and HEAR— March Page 27 I; k Pag* 28 Top— Thf aiiiiilci disappears, ami Lcinech accuses Jemucl of stealing it. Here he is being falsely accnsesj)cl story: namely, that of ("hrisiian charity to all men. The application can be manifold, from one's ])crsonal life to international relations. .'(. It gives a better understanding and makes real the people and something of the customs and even geography of Palestine in Mil)lir o\cicomin<^ tcadur and stu- dent icactions to all films as just a "show" to be enjoyctl with a minimum oi mental efToi t, which (()m]xls the administrator to un- diiiake a ihoioui^h iraiiiinu; pro- j;iam bclore audio-\isual aids tan be acccptetl as a techni(|ue ol in struftion rather than a pleasant and somewhat interest ini; manner of passing the time. 1 hus, while it may be argued that teaching aids in the audio-visual field are not lu w. their (onstruc ti\e use in llic (lassioom does represent a Page 34 distnut ninovation. However, the moxement is glowing rapidly. The newness will soon wear oil. The great publi(it\ gi\en audio-\isual aids by the military and na\al service ])rogranis has done nnich to arouse the interest oI the civilian teacher. The increased emj)hasis on icalism in the school environ- uunt which has been one of the connnendable results ol the pro- "lessivc movemeiil. has made audio-visual material an essential elemcnl in the modern classroom. March— SEE and HEAR Ol Kid So AH this accouius for tlie great interest wliich teachers every- ulure are ilisplaying in this new ■chuational tct hnicjiie, an interest ihal most achiiinistralors are wel- :oniin" and iisinu; to further their in-service training programs. Colleges cannot be expected iiuUlenly to produce a new crop )t teachers trained in the use of iiidio-\isua! material, because the :eacher-training institutions theni- ielves have just become interested in this field. If any advance is to be made with this present gen- nation, it must come through the teachers now on the job. Rcali/- ng this, superintendents, super- visors, and principals are rushing iudio-visual aids into the class- oom with the confident expecta- tion that teachers will key their ilassroom practices to this new technique which school systems throughout the country, both lo- :al and state, are organizing for the benefit of their teaching staffs. A logically organized in-service training program can be said to Degin with national or regional :onferences. At these conferences the most energetic personalities n the local -field are assembled, reachers become aware of new tendencies in education, and at these conferences thev encounter suggestions on new techniques .vhich they can take home. Inter- est in audio-visual aids is now A'idespread and conferences the lountry over have provided the ipark which has started adminis- trati\e machinery going in city >EE and HEAR— March after city. The local conference, including part of a state or a group of cities, is the next step in the training program since it offers an oppor- tunity to reach teachers and prin- cipals who are directly in charge of programs within the schools. Speakers and material are often brought from the national con- \entions to the local conference, biu the main emjt)hasis is usually on the problems within the area. Examples of the local conference may be found everywhere. Right now Washington and Oregon are holding meetings in each quad- rant of their far-flung areas. Cities, also, frequently sponsor confer- ences, some of which, such as Omaha's, are almost national in scope. These conventions, conferences, and institutes give the impetus to an in-service training program. They are of enormous value es- pecially if they are preceded by faculty preparation and followed by local discussions in small groups. For this reason, the in- stitute program should be an- nounced as early as possible, and teachers planning to attend should be directed to preliminary reading and study. A panel evaluation of the con- ference by those who attended is the next logical step in the train- ing program. This should be fol- lowed by changes in the school's procedure set in motion by the faculty in response to ideas dis- cussed by this panel. The value Page 35 1 he institute or district meeting devoted to the exchange of views and considcialions of problems of teachers are often begun at such regional conferences as that recently held at Lakeview, Oregon. Here, beginning interest is kindled, attitudes initiated and viewpoints dis- covered, which may be implemented more completely after testing out ideas in the laboratory of the local classroom. of tlie institute or conference "vvill depend on the amount of sucli a'ctivity residting in the indi\id- iial school, otherwise it becomes an educator's holiday. The real work of in-service training of liic teacher starts from this jjoint. It is in the actual ( lass- r(jom that educational practices can be evaluated and improved upon, and it is there that the re- sidts of in-s(t\i(e training are e\ideni. Kor this reason, tonstanl emphasis on the impro\ement of instructional practices by super- inienilents, super\isors and prin- cipals is important. parii(idarly Pagm 36 as they relate to techniques as new lib audio-\isual aids. The school can jnusue its own in-ser\ice program through facul- ty meetings and individual teach- er conferences. If a director of audio-visual aids is axailable, he can assume leadership. In any event, the program of reports, discussions, and readings shoidd be systematic if the training pro- gram is to be effecli\e within the school. The fact that so many of the districts in the United States are small makes the local school or district in-service training plan March— SEE and HEAR n iniportaiit factor in cstahlisli riy; m-w tcacliing tcchnicjucs. The liiicipal becomes the piimaiy gent for improvement in such ^'stems and it is he who should 5_gic;dlv leatl in planning for de- irable ciianges. His work will be fFecti\c oidy when he plans and orks cooperatively with his :aching staff. In the larger cities and counties lie director of audio-visual aids ill be the major factor in the i-service training progiam. The rincipal may call upon him at 11 times for help, but it is the irector's constant attention to le problems in his field which re most productive of suggestions D tile schools. Such expert direc- on cannot help but improve the aining program. In fact, it often lakes the difference between suc- ?ss and failure. It needs to be orne in mind, however, that con- Inued effort on the part of teach- rs and principal is the most vital art of any in-service training Ian. Without this cooperation, ^e director is helpless. The most specific type of in- ?rvice training in audio-visual ids is to be found in the after- :hool teacher meetings in large ities and in the university sum- ler school sessions. The work ffered in both these instances is bually similar except that the ity director's classes can be ac- ompanicd by more opportunity jr daily practice. Sometimes the i\o institutions combine forces, "he city system's classes may be EE and HEAR— March directly imder tlic school district's control or mav l)e s|)onsored by the university extension system. The latter plan has the merit of carrying college credit, a tangible proof of training in case of the teacher's transfer to another sys- tem. KINGSLEY TRENHOLME Kingsley Trenholme has served edu- cation in several capacities, first as a teaclicr. then as a high school and elementary school principal and now, since 1942, as supervisor of the Depart- ment of Audio-Visual Education in the Portland, Oregon Public Schools. Mr. Trenholme is the Oregon 16 mm. War Loan Movie chairman, and a mem- ber of the National 16 mm. War Loan committee. His plans for the future are to manu- facture slide and filnistrip sets portray- ing the City of Portland— perhaps movies on the same subject. He plans also to manufacture materials in the field of visual education as it affects the primary curriculum. Regular classes in audio-visual aids have a number of advantages over the more informal types of training. The cumulative effect of a series of meetings, the en- thusiasm of the leader, and the laboratory practice which follows or is part of each meeting, tend to form a lasting impression. A suggested group of readings, bol- stered by class discussions and demonstrations, is an added factor in improving the teacher's under- standing of audio-visual aids. Page 37 A number of school systems have established such regular in- service training classes, in sonic cases making salary increments dependent upon completion ol a certain number of credits. Port- land, Oregon, has such a ])lan. Under this the superintendents, directors, and super\isors teach regidar in-service classes on a vari- ety of educational topics, some- times with, sometimes without university extension credits. The teachers may receive university credit upon payment of a fee, otherwise the work carries only Portland In-Service Credit. are numerous. Opportiuiity forB*^' discussion of individual and biulding problems widens the teacher's outlook and informs the supervisor. Practices discussed in class may be observed in action, and the practical results of the training are e\aluated. Famili- arity with the operations of the department of audio-visual aids is also of considerable value to the teacher. Training The classes in Portland last year numbered 26 with 658 teach- ers in attendance. Of this total, approximately 125 took the course in audio-\isual aids under the instruction of the supervisor. The adxantages of the super- visor leading his teachers in class Ac(|tiaintance with newly developed nialcrials m u s t tome among gootl teaching staffs even as they pursue tlieir day to ilay rcspon- sil)ilities. Time out must be taken, evahiaiinns must he a((()m])lishe(l. and ( lassrooin ap- phcatious decided upon— all of these can l)e provided through the in service (raining op- [lorlunii ics. Paga 38 The author's classes (limited to 40) are held in the departjnent's offices, the pre\iew room being used for the purpose. The lab oratory work is done in the vari- ous auxiliary rooms and helps to accpiaint the teachers with the de- partment's resources as well as to familiarize them with the etpiip ment available for classroom use. 1 he Portland in-service train- ing course comprises 12 two-hour sessions, one each week. It is of- fered twice a year, and has been latte if T disci siiai (lasi (fall .risii mee T %i March— SEE ancd HEAR! m: •cll attciukti. Apparciiily. the .•aduis arc inlcrcsttcl in iliis radiiiii; icchnujiic ami arc will- ig to spciul extra time in inastcr- ig it. Ihc two hours are di\iclccl ito a (iO-inimitc period on nia- •rials ami utili/atioii. a ten- limitc intcrniission. and a 50- linute laboratory period. In the itter period assistance from the epartment's technicians has been cccssary, as 40 pupils are far too lany for one instructor in an udio-visual aids laboratory. The methods used consist ol iscussions, panels, and demon- trations. l^se of materials in lass demonstrations is a regular eature and any visiting audio- isual luminaries are invited to iieet with the class. The topical outline for the urrcnt coiuse is as follows: Ovemiew [eeting 1 The Present Status of Audio- visual Aids 2 The Principles of Good Utilization 3 The Proper Choice of Audio- Visual .Aids to Fit the Class and Subject Utilization .Ieeting4 Exhibits, Models, and Charts 5 Study Pictures 6 Slides 7 Filmstrips 8 Recordings 9 Radio 10 Silent Movies 11 Sound Movies 12 Production of Audio- Visual Aids EE and HEAR— March 1 111' i)ooks used include: M(K.ouii and Robtrls, Audin-f'isual Aids to hislruction lloban, J'isiializint^ the Curriruhiin Dent, Audiofisiinl Handbook A bibliography of materials available locally is gi\en to each class member, but the instructor must rely to a great extent on his knowledge of local needs in lead- ing the discussions. The laboratory period is so or- ganized that eight gioups of five teachers each work with the vari- ous machines in turn. In leading such classes, the supervisor must bear in mind that the teachers ha\e already put in a day's work and that the two hours from four to six o'clock are a strenuous nightcap. The standard lecture will be found soporific and tire- some in such a situation and more active procedures should be worked out. A high degree of class participation should be fos- tered, particularly in all topics pertaining to utilization. The course outline presented here is still in the experimental stage. It is the collaborative result of three-years' efforts with the Portland teachers supported by the critical efforts of a class com- mittee which functions during each course. The topics and meth- ods are subject to constant re- vision by many minds and will probably change each time the course is given. Page 39 "Mexico City is right here." We use bolli the globe and the map so that we can understand just where this place is that we study about. It is interesting to observe children's reactions to place location on flat maps as well as on globes. and Then DO Gladys Van Arsdai.e Laboratory School, Central Stale Teachers Colh'ge. Stevens Point, Wisconsin Sr.K :.n(l IIKAR and then DO. Isni this tlic test of good ;iiidio-visual learning? For what \ahie to anyone is mere knowl- ( ilge or infoiniation unless it he |)iit to use? A I inly good school program Pag* 40 will pro\ ide experience and activ- ities which will (ontrilnite to the fullest development of the chil- dren along certain desirable lines: (1) Happy children, happy in experiencing, in acting, and in accomplishing. March— SEE and HEAR .liter's Nolo; 'I'lic .iiitlior of this :1c aiiinits the reader to rh)sc com- ionship with a gioiip of children I are learning international under- ding and belter human rclation- s. These children and their teacher icipate in Mexican life through ling, movies, singing, and collecting making articles of Mexican every- life. [2) Cooperati\e children with an increasing desire to give and take in materials, in work, and in suggestions. :J) Planning children, build- ing upon old experiences and seeking new activities to follow. [4) Thinking children with growing ability to think through a situation and to use knowledge and skills in meaningful ways. '5) Growing children, growing in appreciation of others and of their own value in their community. low could a program be set up ich would help children best de\elop along these desirable ?s? By practicing good gioup ng in which teacher and chil- n purpose together, plan to- iler, work and play together, i evaluate together. The fol- ing attempt was made to do 5. fwenty-five children of third 1 fourth-giade levels from more n half a dozen different schools )me even from different states- tie together for a period of six ond HEAR— March weeks of half-ilay sessions. Our Nciiilihors to the South was chosen as a unit of work. We spent the very beginning of our six weeks period in getting acquainted by sharing former ex- j)eriences and in planning for the kind of group we wanted. Because we knew we should have many visitors during the summer, we discussed how we could make them enjoy their time with us. The result of our discussion was this chart which two of the chil- dren printed for us. Hoic to Moke Our Group a Good Group Help others be comfortable and happy. Keep from disturbing others. Take turns talking. Listen when others are talking. Put things away when we are through with them. Of course, this chart did not make us a "good group," but it did give us some goals to strive to reach and a measuring stick with which to evaluate ourselves. We worked out a guide for our study of Mexico in the following form: What We Want to Learn About Mexico 1. KIND OF COUNTRY \Vhat it looks like. What the climate is. 2. FOOD What foods were eaten. How the foods were gotten. How they were prepared. Page 41 3. CLOTHING What kind. How it was made. t. HO.MK.S Kitids of houses. How thcv were made. What fiiriiishiiiRs were inside, 5. WORK Kinds of work done. What macliincry was used. Tools and implements used. 6. SCHOOLS Kinds tliey liad. What they studied. 7. I..ANGUAGE— Learn some Span- ish words. 8. CU.STONfS Other topics were addicl later tf) this outline. Another l)it o[ early plainiing was the listing of ways to find out the things ue wanted to know. Ways to Find Out Read about Mexican hfe. Study pictures of .Mexican life. Talk ahout Mexico. Ask questions. See Mexican articles. .See movies ahout .Mexico. Sinp Mexican songs and hear Mexi can music. These ways to finti out suggest some ol the many and \aried ex- periences which these diildren liad together through the summer. We started in at once lo read, to study i)ictures and maps, to col- lect Mexican artides, to sing Spanish and Mexi(an songs, to learn Mexican dances, to see mo\ its ol Nfcxico and other Latin- American Miiuitrics, The class dixided into (onunit- Page 42 tees to report on chosen topics il our outline. These reports, whti jjrepared. were presented to til group for criticism and. when a| cepted by the group, they we/ sent in to be typed for each (hilB' to ha\e a copy for his Record (\ Our Suiunirr'i ]\'ut. clind) to one of the high joints, and photograph a large area )f land included in the political countv. n. The exposed films were re- ned to Ansco for processing. iloon even parents and patrons the school became interested, idachromes were added from ?ir pri\ate collections. As an dilation process, students criti- ed one another's photography and HEAR— March Well actpiainted with the urban part of our county, we then de- cided to photograph typical rural living situations such as this. One of the youngsters commented, "Wouldn't it be interesting if we could exchange some of our pic- tures for those taken in other comities— say in (>ailfornia, in Flori- da, or up in the Red River valley?" and suggested improvements in camera technique. Their efforts to edit and organize the series, write out captions, and present their finished work offered addi- tional experiences in cooperation. Best of all, many in the class chose to carry out projects like this in- dividually, thus using their new- found knowledge. Our student-produced, locally made films became, not incidental instruction to a social studies unit, but the very core of interest around which a whole explora- tion was dc\cioped. Is there any finer user Page 47 (W1 Miss Ann V. Horion is broadcasting the lesson, "Having Fini with Pictures from tlic studio of the Clc\elaiid Board of Education Station, WliOP". As she broadcasts, she refers to tlie slide pic ture which is on the screen before her. This same slide is being projected simultaneously in each of tiie G4 class- rooms |)ariicipating in the lesson she is conducting. The picture on the screen is "Red Horses" by Franz Marc. Pag* 48 n Editor's Note: This description probably should be colled "Visual Materials ore Coordinated with Art Radio Lessons." Actually, however, Miss Morton's account demonstrates the possibility with existing facilities to visualize the radio lesson. Television hos been called the ultimate in extending the word and the graphic image to the classroom. Rather than wait, here is a point from which we can start. March— SEE and HEAR \ Here is one of the 64 fifth-grade classroom situations which are oc- curring simultaneously with the broadcasting station situation. At Louis Agassiz School, the elementary art curriculum center, the chil- dren are receiving the radio art lesson. A similar situation occurs in other participating classrooms in which the radio lesson with co- ordinated visual images is received from the downtown studio. Ann V. HoRTON Assistant Supervisor of Art, Cleveland Public Schools VISUAL aids have so long been a necessity to vital teaching that we have come to as- sume their service in almost every school activity. Radio lessons are no exception. In fact, broadcast- ing procedure is so often depend- ent upon accompanying illustra- tive material that we find the SEE and HEAR— March term "audio-visual" best desig- nates the joint relationship of certain school activities. In many school systems these two fields are united under one director. Art lessons by radio would limp sadly if pictures were not avail- able to accompany the spoken Page 49 —I Page 1 fro« Teacher 8 Manvial t Radio Art Appreciation Pocke t No. lU Item No. 1 Cleveland Public Schools Pictiu-e Apweciuli Oft Ifil 380^8 Grade 5 First Semester Monday, lli^O A.M. Dute of Broa,dcaet LepBon Nu«ber T^tle of Leeeon October 1, 1945 1 How un Artist HorkB October 8 October 15 October 22 October 29 2 3 U 5 Pictures Begin Kith Sketches How a Boy Learn ad to Draw The Artist Makes Pictures of Children Portraits Noveaber 5 November 12 November 19 November 26 6 7 8 9 Pictures littde by Chinese Artists The Caaera liakes Pic- turns Look Real An Artist Draws for tt^ Movies {Stills from Pinnochio and Stoow White uued here) Out-of-Doors Picturea December 3 December 10 December 17 10 11 12 The Artist Makes Pictures for BookB Figures Make Inter- esting Pictures ChrisUb.s Lesson Janiuiry 7, 1946 13 A Surprise Lesson (In nature of a review) wr iiat Rac Cle' m 0 m frs A doy or two before Miss Morton's lesson in art is to be conducted, the Visual Aids department, directed by Mr. Leslie Frye ond his assistont, Miss Ruth Thompson, sends out the specified slides to eoch of the schools that hove chosen to participate. In the cose of the lesson which Miss Morton describes, 64 sets of slides were used by the 64 participoting schools. Thus, while the narration comes into the classroom over the FM school radio receiver, the related pictures arc shown on the screen for the children to see. Pofle SO Mtirch SEE and HEAR SEEq: void. This article with its illus- raiions will explain one type of ladio Art lesson broadcast from Jle\(.land's school-owned station, A'BOE. Lessons from the foiuth hroiigh the eighth grades are ent out regularly from this sta- ion. and each series has its ac- ompaniment of lantern slides. The lesson chosen for descrip- ion here is one from the fifth- •rade series on "Pictme Apprc- iation." To the children it is ntroduced as "Having Fun with 'ictures." Page 1 from the teach- ■r's manual is sho^vn below, in- licating the diversity of approach o picture fun. Each of the 13 lessons indicated s planned and timed in relation to three or foin- lantern slides. Whenever possible, K(xlachrome slides are secured. Every fifth- grade teacher in the city receives, at the beginning of the term, a teacher's guide and a box contain- ing all slides required for this series. The slides recpiired for each lesson are indicated on page G from the teacher's guide book- let. These pages and the message broadcast indicate to the teacher a way of presenting this subject, but in nowise do they regiment her activities since the follow-up is optional. In fact, the taking of a series is optional with each school when the term program is made up. Some classes do a great ■V"->>>5">«-». ; The follow-up activities give each teacher free rein to exercise her individual initiative and imagination. This design was made by a child who was encouraged to express his interpreta- tion of what he had felt and learned. EE and HEAR— March Page 51 Ml nop Page 6 froB Teacher's UbhuaI: tiiOr ifliv Rndlo Art Appreciation Pocket No. Ill Item No. 1 Kjtt llllSf Fifth Grade Art "Hayloir Fun With Pictures" LeuBon No. 2 Subject: Pictures Be£ln with Sketches Slides Needed; ling No. /» Donkey Jind Horse - Henry Keller No. 5 Animp.ls in B«m - Henry Keller No. 6 Red Horses - Franz Mfirc No. 7 Deer in the Forest - Franz Uarc Teacher's Particitxitlon : Have written on blackboard: §rai sketch, coaposition, Franz Uarc, and Henry G. Keller Teacher should be familiar with slides U and 5 before the broad- ChSt begins. During the broadcast, note the build-up given to "composition" as tae way the artist mf.kes use of his sketches. Help ^plls to understand tne word "conf>OEition" as meaning arrange- ment. Sucfestions far Follow-upi 1. Encourage pupils to make animal drawings for a "zoo" bulletin board but do not permit oere copying of Marc's stiouluting pic- ture. 2. Let tne points made about composition, as slide 6 was discussed in the broadcast, becoae a basic guide for evaluating any pic- torial art, and for help when pupils make posters and illustra- tions. It is summ^.rized below: a. Color - varied by cnanges in brigntness, changes in dark and light, and by blending colors. b. Lines - we do not see definite lines in all pictures, but pupils can discover easy "eye-paths", sometimes straight, soaetunes curved, over which their eyes move instinctively. c. Dark and light pattern. Radio Lesson No. 1, "Having Fun With Pictures/' is built around a de- scription of four paintings. The radio lesson itself is just the beginning. The teochcr continues with her own follow-up activities, several of which are suggested. Never should any centrally broadcast lesson attempt to do more than lay the foundation work. Always the individual teacher should be encouraged to participate, to develop, to expand, and to lead her young- sters through profitable activities. SEE Pag. 32 March— SEE and HEAR ' MISS ANN IIORION Miss Ann Horton has taught in Min- icapolis aiul Cleveland. Now, as super isor of art in charge of school nuiseum utivities. Miss Horton can bring a eachers viewpoint to the promotion of nuseum services to schools. She iudu- ■nces the in-service art training of many eachers through her afliliation with A'estern Reserve University. leal of follow-iip work which may )c drawing, occasionally model- ing in clay, or making bulletin joard collections of pictures from iiagazines which bear out points n the lesson just concluded. 3ther classes, because of fidl pro- grams, cannot make provision for his. While the lessons arc often (liiet t teaching to the class (script is raiely used by the radio teacher in this series) , they are pointed toward helping the teacher's en- joyment and c\aIuation of pic- tiues. A great deal of guidance in the use of pictures can be given and the repeated use of some par- ticular slide is often suggested to the class. After the first three lessons of this series were given, pupil drawings appeared on many school bulletin boards. The illus- tration shows one pupil's w^ork motivated by his study of "Red Horses." The lesson was fifteen minutes long. Film Council of America The Film Council of America, consisting of delegates from seven national associations concerned with the production, distribution, and utilization of 16 mm. films, met in ^Vashington, January 15 and 16 to elect officers and set up a program for 1946. Officers elected were: president, C. R. Reagan, National Association of Visual Education Dealers; first vice-president, David E. Strom, National University Extension .Association; second vice-president, I. C. Boerlin, Educational Film Library Association; secretary, Vernon G. Dameron, Department of Visual Instruction, National Education As- sociation; treasurer, Merriman H. Holtz, Allied Non-Theatrical Film .Association. Other member associations are American Library As- sociation and Visual Equipment Manufacturers Council. The Council will work in 1946 toward starting in other cities meet- ings of persons interested in the film medium similar to the Wash- ington Visual Workers of the District of Columbia; stimulating research and writing of books and articles; and assisting national civic organizations in the use of films for community programs. The Council grew out of the National OWI 16 mm. .Advisory Com- mittee which worked with government agencies to coordinate and utilize film personnel and ecjuipment in the field, with the result that films were shown to 117,323,866 people as a stimulation to the 5th, 6th, and 7th War Loan Drives and the Victory Loan Drive. ;EE and HEAR— March Page 53 EQUALIZING BACKGROUNDS WITH VISUAL AIDS Irene Ahi.born Fort Dodge, Iowa, Public Schools Editor's Note: "I enjoyed so much reading about the methods used by other teachers to create interest omong their children!" This is a statement made frequently by teachers in their never-ending search for new ideas. Of great interest to primary teachers will be Miss Ahlborn's human and lively description of her use of coordinated classroom materials with first-grade children. we I\ C;Ein"ING aajuaintcd with a new cjroiiji of children, I hit iijKjn tlu' subject of pels. The disdission inaclc me reali/e that a great interest had been devel- oped and that, if I weren't careful in giiidinsr it, we'd have an ini- controllaljle menagerie of barking Paga 54 dogs, yowling cats, hopping rab- bits, and splashing fish with us the next day. But I did want the pets at school, because there is no ixnter way for children to learn than to actually hear, see, and feel the real ()i)iects in wliich they are interested. I wanted these March— SEE and HEAR ' (hiklirn to have c\ciy kaining c\i)ciiciuc possible. I lurneil to the fihn sources to sec what I nii"ht find. I hunted throiu'h books for material lor them to read or lot lue to read to them. We decided there were sojiie ]xis that might lemain with us at school because they coidd be easily cared for. So John and several others immediately offered to bring their fish. I wanted them to learn the proper way to care for fish. There was a large a(]uarium a\ailable which would hokl all their fish. There were books that woidd tell how to build one. I knew the reading material would contain words they had not met or used. In order to get a background for imderstanding such words as siphon, water plants, oxygen, etc., we saw the film Care of Pets. As we read the materials avail- able, mental pictures of what the film had shown were recalled. They had seen the sand cleaned and put on the bottom of the clean aquarium and the plants added to supply oxygen for the fish. Soon we had stored enough information through seeing, read- ing, and discussion to begin a plan. Step b) step the aquarium was built by the children— on paper; the direction sentences they contributed were first written on the board as they were given by the children. Occasionally, we stopped to consider a suggestion that was given. Did it fit into the building at just that point? SEE and HEAR— March Irene Aim. born Miss Irene Alilborn lias a range in her teaching experience whicli spreads from rural school work lo dcmonstra tion teaching in large niidwcstern uni- versities. Well gifted in the teaching art, her interest in training procedures does not proiiihit her from passing along funda- mental ideas in learning. She is at present elementary supervisor at Fort Dodge, Iowa. From the plans which the chil- dren could easily read themselves because they were their own, we picked out all the supplies that would be needed. A supply chart was no^v started. When it was finished, \oIunteers' names were put next to the article each agreed to bring. One committee volun- teered to go to the store and buy the plants and snails needed. A discussion followed concerning the number that would be needed. Finally it was decided, and the purchasing committee departed. The next morning the plans they had made were all on charts which could be cut apart or moved to where children might read them as they worked. The plans were gone over again to see ^vhat work committees would be needed. These were listed and children chose the one on which they wanted to work. Each com- mittee read its particular job from the "Plan Chart" and set to work. It was a real workshop. Out came the wagon and pans as the sand committee went to the play- ground to get sand from the box; and then to the sink thev came to Page 55 Jack's pets are fantail fish and a tropical variety which require the water always to be kept at a temperature of 75 degrees. Snails keep the a(]unriuni clean and sea plants furnish oxygen which the fish need. Jack knows exactly how to feed his fish. Important considerations arc giving them very small amounts, and removing the waste which they do not eat. He knows how to change their water by siphoning it out so as not to disturb them. wash it, shifting it from pan to pan until it was clean. The stone committee could be seen scrub- bing away on the stones with small brushes they had brought. The aquarium committee was busy with cleanser and cloths. They had read that the aquarium into which fish are put must be clean or fish may die. Committees who could not work at the time read or painted at the easels. What a time of satisfaction it was the following morning when the fish committee put the fish into the aquarium which had Page 56 stood all night in order to let any chlorine out of the water. They had learned so much! They had learned to look for informa- tion from many soiuccs, to plan well before they began work, to get all materials ready and, probably, best of all, to work to- gether in groups, giving and tak- ing from each other— training for democratic living. They enjoyed greatly watching the fish in their room. As was expected, one day the question came, "How are fish born?" They listened eagerly as the story of how a fish is born was told, but March— SEE and HEAR e could sec tjiK'stioii marks on eral forcluads. Mental imag- I of what they were hearing iS a bit difficult as not one had :n a fish hatch. Few had seen 1 eggs. It was a great treat and /elation to them to sec a fish ild a nest and lay eggs in the m Sunfish. The word "gill" in- estetl them and they spent ich time watching their fish cathe through gills after the ni was explained. The "gill" interest carried di- :tly over into the study of tad- les which Harry brought. These ts took their place as permanent mmer property along with the li. It was a bit difficult to un- rstand just how a tadpole that Dkcd a bit like a fish and lived ider water could become a frog id live on land. After listening informational material and ob- serving the tadj)oles and Jolin's frog, the group was taken to see the film Frogs, liiere the whole life history of the frog was re- vealed to them. So they decided to record the information on a chart. 1 he paragraphs were planned by the children. In their eagerness to tell what they had learned, they were also learning a great deal about good sentence and paragraph structiue. Conrad appeared one day car- rying a turtle which he had found near the lake. He told the group that turtles come out of eggs. Many were not sure Conrad was right. They thought turtles were born alive just as the puppies had been at Susan's aunt's house. The argument was not settled until the film Snapping Turtle, settled it before their eyes. Then several remembered they had le food that Hel- 's pet cat Tippy es best to eat is opped toast, milk, d chopped raw liv- He needs a clean 1 and fresh water ;ry day. Helen Lishes his fur to nove all the loose ir and make his It clean and shiny, e furnishes him th a scratching log exercise his mus- :s and keep his iws in good condi- tion. E and HEAR— March Pag* 57 seen tlie same kind ol eggs in sandy places along the beach but had not known what they were. .Se\eral words whidi they iiad nut in the Irog (ihn were re\iewed. Ihey saw again how the turtle's webbed feet helped him to swim just as the liog's hatl. They also noted that the im tie hibernates in w inter just as the frog does. The climax came one day when the children informed me that there were worms all o\er our bidletin board. Naturally. I was a i)it concerncxl. What decaying (ishbone or animal specimen had I neglected to throw away? It wasn't an impossible thought as we had plenty of things brought every day. But I was delighted to f^Mid. instead, that I had a "real" science lesson for the chil- dren. I had removed a branch from a box so that the children (ouid observe the moth eggs l)etter— they were brought, no one cheaming they would hatch under classroom conditions. Well, they had. Here it was— a part of the life historv of the Cecropia moth! The diildren were as de- lighted as I was. We studied the tinv Iar\ae under reading glasses and watched them cat. ^Ve saw the films liiillcrftirs and Moths which compared the two insects before om eyes just as wc had compared them in our room with pictiucs. direct observation, and through listening to infoi mation- al reading which we discussed later. Numerous other pets weie Poga 58 riiis puppy must kaiii id I)C taken out on a Icasli — to walk no faster or no slower than liis master. He likes to eat warm milk which has been poured over dried puppy fond. He is discouraged from chew- ins; '''<^' '"Ji ''^ being given a hone to gnaw. His master will lake him lo the dog doctor to get meilicine to prevent him from getting dis temper. Ijrcjuglil in and otiiei pel films were shown tluring the course of oui jMogram. Needless to say, the childien gained nuich from this] study because it linked the jK-r- sonal exjK'i iences with the pets vvith the vicarious experience ol .seeing the films. I'ictiircs courtesy lilncyclopaedia Britannica l-'ilins. Morch— SEE and HEAR WHAT ABOUT Leona Weier Grosse Point e Senior High School T AX'EX'T wc all heard a great new about it. Rut wait a moment X deal about visual education —didn't Socrates teach that way? e last few years? It's little won- And haven't I read somewhere r that many of us think that that it was Aristotle's custom ages ere must be something \ery ago to take his students to the The snow is gone, the sun shines warmly, end the ice has melted on the pond. There is no substitute for the firsthand experience that these children are having in watching the mallard duck and her brood of young swim single-file across the open water. ,> » ^•k Editor's Note: During a recent summer session, Miss Leono Wcier antici- pated her new position at Grosse Pointe and became intrigued in accom- plishing some of her planning. Her opinion that field trips are an oppor- tunity to explore the immediote community resources challenged her to develop the thinking which she so splendidly reports in this article. More than just on educational "stunt," the field trip experience she has developed is on the bosis of traditionally accepted workable and highly effective classroom method principles. market place or to the forums of Athens to witness first-liaiKl the operations of a beginning democ- racy? Centuries later, Pestiloz/i and Herbart, who were modern (.(huators compared to Socrates and Aristotle, informed us that to sec was a most effective way to learn. Visual education is not new in educational thinking. It is tried and tested. Rut since the war, some woidtl have us believe that to teach with visual materials, one must have a great deal of money, tools, and equipment— that with- out these, one can do nothing. I agree that we must have more new tools to set up favorable con- ditions for learning, but even while our administrators are get- ting ready to tool up, there are things that we can do in any com- munity with the resources we have at hand. We can investigate the conununity, and while we are doing that, we can seaich con- stantly for those ccjuununiiy re- sources which provide a natural and familiar setting for learning. Even ill this modern age, the familiar licld trip j)resents many achaniagcs, when used intclligeni- Iv, lo suppkiiKiil other weil- tiiought out classroom activities. Paga 60 The field trip is "learning on thel sjjot" and, when we take the time! to select our trip carefully and, prepare for it, many values ac-j crue. 1. Ii offers a firsthand learning siliia- tioii in a life selling and shows chil- dren the iiUcrrelalion.ships of many community activities. L'. It offers a background of informaiion wiiich results in a desire to talk, to read further, and to investigate sources of informaiion found in the school books, the library, and the classroom exchange of ideas. 3. It olfcrs a real experience which is interesting and whicfi calls for keen observation and reporting, valuable in ihe solution of future problems. At the primary level, one of the educational aims is learning to appreciate and know our neigh- borhood. The child should know where his food is produced. This can be done in part by a visit to a near-by truck farm. If a camera is a\ailable, it can be used to record interesting activities and experiences which the childien sec and in which they participate. Tn order to obtain the maxi- mum \alue from the field trij), jnipils and teacher should j)lan carefully in achance. All me- chanical iktails shoukl be will planned ami puj)ils shoukl know what to k)ok k)r. For examj)le, one city has helped its teachers by March— SEE and HEAR And during a moment of rest in one of fhe hollows, teacher and children take time to discuss some of the things they have seen. Their questions point toward the need for further observation on the remainder of the trip. ssing a resolution which states It it wishes to encourage the ictice of field trips. In this y, the public is informed of the lue of a field trip, and it also 3tects the teacher from any ance criticism. It is advisable o to secure the services of a ndcd carrier, that is, if it is cessary to take the children on y sort of vehicle. This helps iure safe transportation. The site of the proposed field p should be visited by the icher so that he or she may ow that pupil activities and ex- riences of value to the class will available. After permission : and HEAR— March has been granted, a guide who understands the children of that age should be selected to assist in the tour. This is very important. When a proper assistant has been chosen to direct the field trip, he shoidd know the age range of the children who will come, types of children, and the points which the instructor wishes stressed. It will be necessary also to know what type of behavior will meet the need of pupils on this par- ticular trip. Children should help the teach- er in planning the following de- tails: Page 61 1. Discussion to decide the real purposes to be sought during the field trip experience. 2. Securing permission of the parent for the child to take the field trip. 3. Decisions concerning what each coni- niittce or individual should "see" and experience. 4. Securing and reading l)ooks, pam- phlets, etc., relating to this problem. 5. Formulation of ciucstions which their reading has raised and which the field trip may help to answer. Let us analyze the following .situation. A primary social studies (lass has decided to visit a near- \)) truck farm. The class is di- vided into "interest" committees. The various gioups are to look for answers to the cjuestions stated l)clow. The commentary which lollows will give the reader an idea of the possibilities in visiting a truck farmer. Committee 1, consisting of three children, decides to find out: 1. Who owns this truck farm? 2. Where does the farmer sell his products? 8. What does the person or company that buys the farmer's vegetables do with them? Committee 2, consisting of four children, decides to find out: 1. What else besides farming does the farmer do? 2. What vegetables does he raise? 3. When will most of these vegetables be ready for market? Committee .'5, consisting of three children, decides to find out: I What animals are seen on the farm? Pag* 62 Leon A Weier ■ion Ilia Miss Weier is a graduate of Carrol College where she receeiveed her B.A degree. She received her master's de gree in history from the University ol Michigan. Recently she taught at tht Beaver Dam High School. This fall she began teaching in the Crosse Pointt Senior High Sch(X)l social science de- partment. 2. Where do these animals live? 3. What do these animals eat? ion II imitrib fariiii _poiiiioi' b;. Si Kdac aices 1 m. Committee 4, consisting of five children, decides to find out: 1. What does the truck farmer's wife do? 2. How do the people in the city order vegetables? 3. How are vegetables prepared for market? Conmiittee 5, consisting of four children, decides to find out: 1. How has the war changed the farm er's life? 2. How do the vegetables get from theP field to the city markets? S. Why is the truck farmer our friend? I Let us examine the values of| the field trip which were previous- ly suggested. It can be made clear that this particidar trip, if prop- erly planned, brings ai)out all the above desired results. We, as in- structois, need to spend a little |('' more time teaching the individual pupils to see and appreciate the value of all kinds of work. Not too much has been done to un- derstand the (oumion man's con- iribiuion to living. Most of us Ix'Iong to this class, and we need to teach both children and adults FluitoKraphs courtesy of tlie Madison, Wis., Public Schools. March— SEE and HEAk dij^iiiiv and worth of tlic coni- II man. •"aiming, too, presents great op- tunities. A trip ot tliis type )oinul to stimulate the children want to read more about tarm- ;. Some pupils will ha\e no- id activities, events, and exjieri- :es which were not in their ginal plans and cpiestions, rebv aildin'j; to a later discus- n totally unanticij)ated oral itributions. 'ollow-up classroom acti\ities I be taken care of in various ys. The class may discuss the iings of the committees. Some of the answers, such as a list of Carl I'clton's other duties, may stinudate the (lass to learn what a town chairman is and what he does. Some pupils may want to learn more aboiu the growing of aspara- gus or other \egetables with which they ha\e not before been ac(iuainted. Out of all this may grow a project, a sand table show- ing a sand table truck farm, some d) awings, etc. I am certain that man) teach- ers will agree with one participa- tor's evaluation of the field trip: "See? There it is!" After quiet stalking, these youngsters come within range of a bird nest in construction. I. 1 liere was an increased interest in tlic class. li. Inilividiial pupils made voluntary additional trips. .i. The knowledge of the pupils was increased. The field trip helps the indi- \ idual to know and appreciate his local culture, and Ironi this appre- ciation grows a desire to explore first within and then beyond his own ccMnniunity, Color Slides on ihe Other A me ricd n Re pub lies The assembling of these units was made possible by the interest and gener- ous cooperation of tiie Brooklyn Mu- seum, Chicago Museum of Natural His- tory, Press division of the Office of In- ter-American Affairs, Museum of Mod- ern Art, Art Department of the Uni- versity of Texas, Pan-.Vmcrican Airwavs, Taca Airways, and leading photogra- phers including Florence Arquin and Julien IJryan. Complete files of the 33 units together with teachers' notes have been placeil on tleposit for loan distribution with the following institutions: The Southern California Council of Inter-American Affairs, 707 Auditorium Building, Fifth and Olive Streets, Los Angeles 13, California. The Rocky Mountain Council on Inter-American Affairs, 1425 Cleveland IMace, Denver, Colorado. Division of Inter-American Educa- tional Relations, U. S. Office of Educa- tion, Washington 25, D. C. I'an American Union, Washington 6, D.C. Art Institute of Chicago, Chicago 3, Illinois. Extension Division, The State Uni- versity of Iowa, Iowa City, Iowa. I he Tan American Society of Massa chiLsetls and Northern New Englantl. Pago 64 Inc., 75 Newbury Street, Boston 16 Massachusetts. The Southern Council on Interna tional Relations, Box 1050, Chapel Hill North Carolina. Portland Extension Center, Oregoi State System of Higher Education, Port land, Oregon. Division of Education, Philadelphi; .Museum of Art. Parkway at 2Gth Street Philadcli)liia 30, Pennsylvania. Institute of La tin -.American Stuilies The I'niversity of Texas, Austin 12 Texas. For complete information concerninj availability and service charges, wriu directly to the nearest depository. PCW Sei-vice The PCW Film Service was estab lished in the summer of 1938 for iht purpose of making availalde to schools colleges, and other institutions, ediica tional antl recreational fdms of merit al li!)rar\ mainienaiue rental. From a lie ginning with a few hundred films, iht library has progressed to the poini where we now circidate over a thousand film titles. In addition the library has added recordings and fdm slides to iti service. PCW Film Service specializes in edu cational films. At present it offers fdms in practically every subject matter area. Each month a News Bidletin is dis- tributctl without charge to its users and other interested persons, the first "News Letter" of any educational rental library in the country. Audio-visual materials are circulated chiefly in the state of Pennsylvania, yet materials are sent as far west as Wis- consin, Colorado, and Idaho; eastward we reach the Atlantic coast with some material being sent into the New Eng- land and southeastern states. Every effort is made by the PC^V Film Service to encourage schools in the proper educational use of audio-visual materials. Discoiniis are allowed on rental rales for extended periods of use of materials. Bulletin and printed mai- ler is sent out from time to time con* cerning research in the field. March— SEE and HEAE SEamj i it Pi Her iifrs o[n( Ihe! Met: iidiia publi iicati( leter; bti; era IN WASHINGTON Sheldon Osborn Coordinator of Visual Education for Pierce County, Washington Editor's Note: Increasing local appropriations are making possible a greater number of cooperative film libraries. Where it is financially feasible, groups of schools in contiguous geographical areas may well consider taking the lead in providing good visual materials for themselves under flexible classroom use arrangements. One of these co-ops is described by Mr. Sheldon Osborn under whose leadership Pierce County, Washington schools are "getting the best" when they want it, and for a sufficiently long period to moke certain that pupils really have on opportunity to learn the in- formation which classroom films portray. rS A cooperative film library visual aids and will make them- L feasible?" The film library selves heard in support of more Pierce County, Washington— a and better visual aids programs ing concern— is one answer, in the schools, lere is indi\iduality in a fron- ™ • i , , , ■r state. The rapid development .T^coma, a city school located new institutions seems to de- ^^'^^^^^^ ^^^ county, but entirely ind it. It is e^idenced through separate from the county school e sharing of ideas and practices. ^[f"!f ''?."' ^'^^, ^ T^ .^'^^'^- le fact that traditional teaching ^^le film library for distribiition actices have not yet fallen into ""l materials to city schools. Soon r^^tt^v^. .v,-,i.^o oo-ui • J- the outlying schools of the county . patterns makes possible indi- , ^. ° ■ t-i / i,;.,i.»., ;„ ,.^.u 1 J »i became interested. The county iuality in method and theory. , , . j . u u. J . , , . •', school superintendent bought ad- gi-owing and almost universal ^j-^.^^^j ^j^^^^ ^^^ 1^^^^ ^J^„^ i^ ibhc interest in audio-visual ed- ^^e Tacoma library in return for ation IS apparent. Returning ^\^ service from that library, terans who plan to continue Under this plan, Tacoma had the eir studies and who are sending advantage of a larger selection of eir children to school have had films for its schools, while the sthand experience with the ac- county schools gained even more leration of training provided by by securing a distributing agency ; and HEAR— March Paa* 68 while introducing the use of vis- ual aids into their classrooms. Dining the three years of joint operation of county and city fihn piogranis that followed, addition- al schools joined the venture, fi- nances improved, many more films were purchased both by city and county, and the demands for film library services increased tre- mendously. At the close of the agreed period, Tacoma wished to separate the libraries in order to be free to de\elop her own pro- gram. There was almost sufficient material at the time for two li- braries, but it was ob\ iously diffi- cult for the county schools to finance a separate library. The conmiissioners of Pierce County, believing in the future of this comparati\ely new tool for teaching, promised an annual ap- propriation for the salaries of a part-time coordinator and of part- time clerical help. The county superintendent's office provides centrally located office space. The county library spends all of its annual fees from the schools for new materials and for the replac- ing of worth-while materials. All ol this help is in the nature of a gift from the county which asks no part in the formulation of libraiy policies. The member schools c(^uld, if necessary, handle the expense since they have ne\er paid more than the present fee of 15 cents per pupil j>er year. The libiary now ser\es 27 scliools with .540 teachers and 12,000 pupils, and in 51/2 years of operation, has Page 66 SHELDON OSBORN Sheldon Osborn has been in teaching and in school administration in Indiana and Washington for 21 years. For the past several years, he has been mathe- matics teacher and director of visual aids in the schools of Buckley, Washing- ton, and recently appointed as co- ordinator of Visual Education for Pierce County. accumulated about $11,000 worth of teaching material and library ec|uipment. Each school has the use of its films for an entire week. While this has resulted in making it easy for the indi\idual schools to set up a preview plan and for teachers to use a film for reshow- ing to get the full benefit of its instructional \alue, it has made it necessary for the library to pro\ide duplicate copies of films in great demand. A very serious challenge re- mains. Until the colleges, who have the responsibility of prepar- ing teachers, can ecpiip themselves to include courses in the efficient use of audio-\isual aids in their training program, the library must try to fill that need by en- couraging in-service training. For- tiniately, there are many sources lor assistance. State education departments, state imiversities. and \arious coiuicils and associa- tions are just as interested as the library in improving teaching. Until the producers and dis- tributors of films consistently March— SEE and HEAR t :i 28 4 Jan. n 18 25 4 Feb 3 10 17 24 Sept. 11 18 25 1 Mar ~S il 22 29 \/l3 20 27* Apr. May 8 15 22 29 5 12 19 26 3 Ocr. Nov. Dee. 10 17 1 7 14 Jan > Athford Buckley Central Ave. Clover Park Hint Dierinqer DuponI Ejtonville Edgemont TITLE — Farm Animals Please fill in the reverse side of this card. We need the information to evaluate our own films and sponsors of industrial dims REQUIRE it. It is imperative that the card be returned with the film to the PIERCE COUNTY FILM LIBRARY 504 Court House Tacoma 3, Washington o u J >- Fife Firwood Kapewtin Milton Ortinfl Parkland Peninsula Puyallup Roy ,\ very workable booking record and film evaluation card has been worked out by the Pierce County Library. Administrators contem- plating similar coopcrati\e arrangements may well consider this into their mechanical distribution plans. It presupposes one week class- room use opportunity, which teachers heartily agree is "plain good pedagogy." The top strip is trimmed for second semester use. Actual size of card is 4 \ fi inches. TITLE: Please fill in this card and RETURN WITH FIL^, or other visual aids. By doing this you are constructively helping to build your visual aids library. Thank you. Visual aid was used primarily; 12 3 4 as preview for unit study for factual information as review unit to furnish background . .^ . as motivation for unit to develop habits or skills . for general information Grade and Subject of Audience No. In Audience z o I Total Audience TEACHER EVALUATION 1 2 3 Excellent . _ Good Fair Poor Remarks: . . — OPERATOR; Please indicate nature and location of any damage to film. EE and HEAR— March Page 67 develop effective instructional guides and teaching manuals, the libraries must cncomage teachers to de\ise their own correlated materials. We have asked each member school to assist in this. The school file is expected to have a manual, teaching guide, study guides, or at least a detailed de- scription ()( all our library ma- terials that arc used in the school. As filmstrips and still pictures are developed to accompany films, it is hoped that each school will make or pinchase those compara- tively cheap materials so that they may be a\ailable for previews be- fore the film arrives and for re- view after it has been returned. E^■entually the library can serve its original purpose of distribu- ting those materials that are so costly on a cooperative basis. Another growing problem is the evaluation of film materials. Such a study should begin in the classroom. 1 eachcrs are interested but very busy. If the visual edu- cation director could "sit in" on curricidum meetings and help incorporate \isual aids into the units de\eloped, this would help. While our library is oigani/.ed on a county basis, geographical or political divisions of territory need ha\e no significance. Any group of fairly large schools with a half-do/en cajiable organizers to provide leadership can combine their efforts to form a coopcrati\e visual materials library. I'lom our experience several points are suggested: Pag* 68 First, a library should be or- ganized within some established school agency. To be successful, it must be correlated with present school courses and grow with them. Supervisory leadership should be available. Second, teachers or directors should work closely with pro- ducers of instructional materials and projection equipment. Both are still very sensitive to your wants and suggestions. Third, industrially sponsored films must be chosen carefully. The quantity of material is not as important as its quality. Fourth, the advantage of start- ing with a part-time coordinator should be considered. That per- son must take the responsibility of working tirelessly to persuade the patron, the administrator, and the teacher that the program, if carried out as it should be, is worthwhile and justifies the effort. Fifth, the final and idtimate jjarticipator is the conscientious classroom teacher (may her tribe increase) . The organization must allow her voice to be heard on choices of materials to be ac- cpiircd, on those that are needed, and on problems that must be sohed. Her interest, her effort, and her faith must be enlisted. She must do even more than she is now doing to make use of more and more de\ ices to improve the efficiency of her already enormous task. March— SEE and HEAR 1 BELGIUM and HOLLAND Dr. Arthur Stenius Coordinator of Radio, Visual, and Safety Education, Detroit Public Schools Editor's Note: This is the fourth report to oppear by Dr. Arthur Stenius in the series of orticles on audio-visual education in Europe in 1939. Dr. Stenius spent nine months studying this subject in ten European countries. This month he tells of school broadcasting in prewar Belgium and Holland. 1^ ELGIUM, a small, flat country budget, and broadcasting sched- ules. E\en the construction of the 3 could establish one central ed- cational radio service and trans- litter to serve her schools ade- uately. Instead, two transmitters re used, one for each separate inguage listening group. Thus, •elgiiun observes language as a building housing broadcasting facilities displayed this awareness for like treatment. Two entire floors of offices were exact dupli- cates so that rooms assigned to the staff planning and producing asis for her radio broadcasting French language programs were rganization. Slightly more than 5 per cent of the Belgium people peak Flemish, the remainder rench. Before the war, the latter mguage was the official one, the Dngtie spoken by the court; and s a residt, too often, those speak- ig it as a native tongue were )oked upon as a dominating linority. The struggle for the same ad- antages and treatment for each mguage audience was evident in latters of staff, studio facilities, :E and HEAR— March no better nor worse than those used by staff members concerned with programs for Flemish speak- ing listeners. All of education in Belgium is based on this same dualism. Pub- lic schools are provided for the children of each language group even in portions of the country where Flemish and French speak- ing people live together and could be served by a single school. The most surprising feature of Belgian educational radio was the Paga 69 — — 1 fact that the office ol tlie director of school broadcasting was the only position not duplicated. The post before the war was neither iliat as a nuinbcr of I/IXSTITUT NATIONAL RADIO - DIFFU- SION, the organization in whose hands all broadcasting was placed, nor the national department of education. Paid by the INR, the occupant of the post sat in the system as a representative of the central board of education, but was directly affiliated with neither. As expressed by himself, he was a "hyphen" between the radio sys- tem and the Ministry of Educa- tion. When school broadcasting was begun in Belgium in 1931, pro- grams intended for classroom use were the direct responsibility of the Ministry of Education. As in other countries that tried dual broadcasting, such an arrange- ment resulted in school broadcasts of very poor cjuality. Educators weie not able either to produce eflectixe programs or were not sufficiently interestetl to put their best efforts into the activity. Tlu' establishment of the office of Di- rector of School Broadcasting on the basis previously mentioned was an attemj)t to achieve better programs. Four one-hour programs con- stiiutcd the school broadcast sclucluli' in 19.39. I he time was di\id{{l ecjually between the Flem- ish and French transmitters. The same progiam. of course, was not carried by both stations, and only Pqo« 70 seldom was any attempt made to re-broadcast material in translated form. This situation held true even though pupils in both Flem- ish and French schools were study- ing the same topics at approxi- mately the same time. Although the school radio period was one hour in length, two or three different programs were included in each day's broadcast to classrooms. Brief musical interludes separated the different sections of the broad- cast. As the different sections were aimed at different grade lev- els, no teacher was in a position to use more than a portion of each day's school broadcast. An annual publication issued by INR listed and briefly outlined all school broadcasts for the com- ing year. .\ monthly publication supplemented this general infor- mation to teachers using the pro- giams. This second publication consisted of separate sheets suit- able for use in a loose-leaf binder. F^ach of the separate sheets was concerned ^\ith a special subject matter field and considered in some detail each of the month's j)rograms in that field. Fhese sheets coniaiiucl such items as single diagrams or drawings, words of songs, text materials which the teacher might wish to put on the l)l;ic kl)()arcl for stu- dent use, a summary of the pro- grams, and cpiestions and suggest- ed topics for prejjaratory or follow-up discussions. Also, photo- graphs, maps, and facsimile ma- March— see and HEAR Completely decentralized education in Holland encourages small local and minority groups to present radio information as they feel it should be disseminoted. Here are some children who have just participated in a broadcast that may represent a separate school district organized for 40 or 50 children or as large o group as is represented by AVRO. •rials for bulletin board use were icluded in the folder. Both the lonthly and annual publications ere furnished free of charge to hools. Publications of this sort for teacher use were an important phase of school broadcasting work in most Einopean countries. The same statement does not apply, generally, in the United States. W^ith the growth of educational ;E and HEAR— March Page 71 broadcasting through FM facili- ties, tlic publication phase of the jjrogram must be given a gieat deal of attention. Teachers are benefited when they can plan their coming year's or term's work in the light of broadcast sched- ules, especially, when they know more about a program than its title. Further, they should receive other materials in advance of the broadcast in order that listening classes may be properly prepared. A three or foin -sentence simimary of indi\idual programs is not a sufficient help. In Belgium, as in most other European countries, teacher train- ing institutions gave absolutely no attention to radio as an in- structional tool. To the director of school broadcasting fell the entire work of spreading accept- ance of radio programs as teach- ing tools and stimulating effective utilization. Articles which he wrote for educational journals were rejected as not pertinent to the profession. Lip to the spring of 10.89, no educational conference included a single talk on the use of the radio in the classroom. .Although we in this coimtry are far in ad\ance of European na- tions in the acceptance of radio education by the profession, not all shortsightedness in regard to auditory aids is to be found in small coiuitrics such as lielgiimi. Belgian programs were of a Mui(h higher cjuality than educa- tors deserved. Lack of interest on the part of school officials resulted Page 72 in meager use of the broadcasts, but not in the lowering of quality of production. Individuals select- ed to prepare scripts were chosen because of their status as authori- ties in fields to be treated or be- cause of their recognition as able writers. Production care was as great for school programs as for those intended for the general public. Both an increased budget and time allotment were available if justified. As the director of school broadcasting expressed it to the author, only "the long beards" stood in the way of a highly effective program of educa- tional radio in Belgium. In Holland less school broad- casting was done than in any other of the ten countries visited by the writer. But ne\ertheless, Holland's radio organization was unique. The statement is often made that broadcasting activities can only be supported in either one of two ways— through advertising sponsorship or government sub- sidy based on some type of direct or indirect tax. Holland's system is an exception. Dutch radio be- fore the war was supported by \ohmtary contributions. Programs carried no commercial annoimce- mcnts, nor did people owning radio receivers pay a license fee to the government. All program phases of Dutch radio were in the hands of inde- pendent listening groups. These groups, with one exception, were built upon some common interest March— SEE and HEAP iitle of radio work. Such iii- sts varied from religion to lanc treatment of animals. : exception was .W'RO. a non- tical ami non-relit;ious organi- an catering to general listen- interest. AV^RO's supporting ip was the largest in Hollancl. ' other three major groiij)s rep- nted the Catholic listeners, the hodox Protestant listeners, labor. All groups operated donations from listeners intcr- d in fmthering programs of type sponsored by the respcc- organi/ations. II transmission responsibilities e held by a non-profit, govern- itallv controlled organization rred to as NOZEMA. The sev- program groups paid this ipany for transmission service, le was allocated to the program inizations by a national law ch gave approximately 95 per t of all broadcasting time on two Dutch transmitters to the r major listening groups. A iplicated schedule attempted ;ive all program gioups a fair re of preferred broadcasting rs. >nly one of the groups, the hodox Protestant organization, adcast any school programs, its schedule was limited to a jle half-hour program each k. A\'RO, the organization sponsored by a specific inter- ^oup, at one time did attempt jroadcast school programs, but )onse and cooperation were so ht that the broadcasts were The studios of the various Dutch program organizations are modern, attractive, and completely equipped. The studio pictured here is AVRO's ALGEMENE VERENIGING RADIO OMROEP located at Hilversum. It is but one of the four agencies attempting to serve adult and school listeners. Lock of cen- tralization and lack of a national office of education complicates their task. discontinued after a brief trial. Church schools were unwilling to support a program group not affiliated with them, and the pub- lic educational system lacked in- terest as well as being afraid to work closely with any single pro- giam organization. AVRO, how- ex er, did broadcast several effec- ind HEAR— March Pago 73 ti\c cclii(ation;il programs for both atlults and children of the general listening public. The broadcasting set-up of the Netherlands was an interesting and unique one, but not condu- cive to school service. The educational system of this coimtry docs not lend itself to this instructional medium. Dutch law permits small groups to form their own schools with govern- mental financial aid. ,A group o parents representing as few a lorty children may get a separat school for them. As a result, Hoj land has more schools per capit than any other country in th world. Ob\iously, radio, whicl brings the same experience to al who care to listen, is not readil acceptable to different school each of which is established oi the basis of special interests fo a small group. Nation-wide FM Progress FIRS I i(» cinhaik upon a comprehensive state FM cchicational net work plan, the State of \\isconsin with an initial ap]jropiiation of $75,000 has died license a|)plications with the Federal (.omniiniications Cloniniission for the hrst two units of a proposed system of seven FM stations. .According to reports fi»)m the FCC, new FM non-commercial educational stations are at present under construction at the State l'ni\crsity of Iowa, Iowa City, the Uni\ersity of Southern California, I.os Angeles, the Board of F.ducation, Hulfalo, N. ^ ., Kansas City Schools, Kansas iil), Mo., and the l'ni\ersit\ of Michigan, Ami Arhor. In addition, construction permits ha\c recentlv heen granted to the State I'nixersitv and Agriculture and Mechanical CoUev^e, Haton Rouge, La., Cohnnhia I'niversity, New York City, the Board of Edu- cation, Sewanhaka High School, Floral Park, N. Y., and the Inde- pendent School District, El Paso, Fexas. Some 18 more applications (or construe lion permits to huild new educational FM stations arc pending at the I'CC. .Applications from 17 other institutions were re turned as incomplete or not in proper form. The applications call for a Wisconsin 10-kilowatt transmiiier to ser\c the Milwaukee and eastern lake shore area and a 3-kilowatt station to he located on the I'niversity campus in Madison. Additional units are planned for location at various points to picnidc clay and night coverage throughout the state. ".All stations will operate non conuncrciallv in the presentation of educational, puhlic ser\ice programs," said H. B. McCartv. e\ecuii\e director of the State Radio Ciouncil, which filed the applications in hehalf of the state. No newcomer in the field, Wisconsin has had more than a cpiarter-century of experience in hroadcasiing. having operatc-d WHA at the I'niversitv since 1919 and WI.BI . an agricul- tural service outlet in Stevens Point, since 191,'L'. from Federal Radio Education Commiitcc NEWSLETFER Page 74 March— SEE anci HEAR Michael S. Kies Mihuaiikee County Superintendent of Schools dilor's Note: Every interested teach- nay improve her teaching techniques the area of audio-visual education, her than wait for budgets to pass [ c(iui]Mnent to arrive, teachers should t where they are and examine crit- ly those materials which at present avaihihle in order to make better use llustrations. diagrams and maps. Mr. s. in speaking of better blackboard i/ation. strikes at the roots of im- ved visual teaching. ^rCH as a contrast to what 'L I usually find on the black- aids of classrooms was the bold ief or white-on-black map viv- y and correctly developing the pression of the physical surface South America. And it did so )re cfTectively than the ordinary ip which often presents so many ids of information that one's ention is diverted to features lich contribute nothing to the ncepts being developed. By this unique use of the black- ard there was brought into arp focus the physiography of uth America and that alone. ; and HEAR— March The teacher of these seventh grade pupils. Miss Helga Soren- son, now of Greendale Junior High School, had succeeded in presenting a concept in a startling way by using non-traditional ma- terials in developing a blackboard display which really was an ef- fective teaching instrument. By the simple dc\ice of pasting a large white outline map to the blackboard, materials could be il lustra ted in color not only on the map, but in the wide spaces of blackboard sinroiniding it. My first impression was substan- tiated when Marilyn, one of the seventh grade pupils, in present- ing her talk on her chosen South American country, Argentina, stepped to this map and said, "You can readily see that the country of Argentina is the most desirable place to live in; there are few moiuitain areas and the many lowlands," and later when Joe added, "The map shows me very clearly what is meant by a Page 75 We haven't begun to explore the possibilities in using the blackboard Here the center of interest is a lorge outline map. Combining its use with the blackboard, the children can bring out many interesting contributions. mountain range; I understand better now why the Andes are called tlie backbone of South .AinonVa." lilackboards can serve children more fully if work thereon is di- rectly connected with their studies and they are invited to use them on their own initiatixe, but yet under the teacher's not-too-obvi- ous guidance. Later, I talked to Miss vSoren- son. She said, "In class or group discussions, we used this map to develop valuable concepts about the geography of the South .Amer- ican countries. This isn't just an ordinary map, and yet it is much more than the blackboard. This Paga 76 is the children's project. They c: write upon it. they can draw physical featiues. They can a( information on the blackboar and it all becomes completely co simiable. There is no great e pense in\ol\ed. They can do wi it what they may, and after \\eek or ten days, a damp do will obliterate everything and r turn the blackboard to usab shajK' lor the next jMoject. "The children use this blac board-map combination for se eral group and iiulixidtial acti\ ties for (1) checking the recogn tion of physical featiues of a coin try; (2) locating important se; ports and rivers; and (3) associa March— SEE and HEil, TMc Olloigi initios tt 01 BOB} Hietei Ot kiiii post in SEond information obtained with t they had learned from other s in their textbooks or wall s showing zones, rainfall, pop- ion, or products." he fact that the blackboard s itself readily to changing ions or contents from day to as study progresses, offers a ; range of uses and the possi- y of variety in interesting the Jren. he same classroom made use NOTE: If you, os a reader, have developed other worthwhile and inter- esting uses of the blackboard, please accept your responsibility to teachers everywhere who are searching for ideas with which to improve their classroom situations. Write to the editors, 1204 West Johnson Street, Madison 6, Wis- consin, and simply say, "I would like to report my blackboard utilization method. Tell me how to proceed." of folding blackboards to great ad- vantage. Through its use, the dis- pairing wail of many teachers to m. i ; folding blackboard, arge blackboard book reases available post- or diagram space ny times and allows teacher to reveal it hide it, os her pur- e may be best served. nd HEAR— March Pago 77 Michael S. Kies Mr. Kies received his formal training at Milwaukee State Teachers College, after which he acted as principal of the Ining state graded school until the time of his election to the county superin- tendentship of schools in Nlilwaukee County. He is at present serving his sec- ond four-year term. the effect that if they only had more blackboard and builetin- board space, what they couldn't do, is overcome. The folding blackboard, which can be obtain- ed commercially or which can be made by the local custodian, is usually composed of three leaves of slate or plywood covered with cork. The leaves, encased in metal or in wood frames, should be sus- pended from offset hinges which are strong enough in construction to withstand the weight of mate- rials attached and heavy use. This book-type blackboard may present six writing surfaces which are about two and one-half feet high and three feet wide. It has the advantage of proxiding addi- tional blackboard space at the front of the classroom and hence in the direct line of vision in those classrooms that have rigidly fastened pupils' desks. It can also be mounted in classrooms which have been conxcrted from other uses-at the edge of the audito- riimi stage, in rooms which have iiinitctl sidewall space, or in spe- cial rooms. Primary teachers report that it serves a very fine purpose in that seatwork-type assignments can be Pog* 78 ■ I placed on the blackboard in tl evening and remain out of sig luitil the developmental work h been done in class. Then, by turn of the wrist, the desired le. of the board presents the dri work— completion exercise or d recti ve assignments. This leav^ the regular blackboard space fn as a teaching aid while vocabulai development is pursued. By augmenting the blackboai space in this manner, it is possibt to have sidewall areas in the clas room as additional bulletin-boan bookcase, or cloakroom area. kf tiilOl :iive mipoi As the Final Story— of World War II is told, it will he testimonial of how a war was won wit (he aid of "niovics." From the day l^ induction until final discharge, servia men saw slides, dims, or (ilmstrips cithe for training or cntertainmeni. Orientation fdnis whipped "green ' re cruits into skillful fighting men. Boy fresh from farms or school practice! aerial gunnery under siinulaied hattl contlitions, shooting at a moving ligun • projected against a screen. Tliey learnec "*'"§ from films how to hold and fire a gun how to save lives, liow to use hanc grenades or flame throwers, and how tc resort to (he grim and grisly business o liaiul to-hand warfare when necessity demanded. ptrint klic iiiiiis wh \ !«,; "Th 1 he intricate workings of a Diesel en gine for a battleship or the complicaiet controls of a B 29 bomber were simpli fied by letting the trainee "sec" the particular machine !)eing explained I raining aitis were produceil to train men to land and live in the jungle, arc- tic, or desert country; to operate sema- phore and radio comiiuinjrations; and lo understand and manipulate the mechanisms of fire control and radar. —From Radiant Mfg. Co. March— SEE and HEAB Ano ave ik BovD F. Baldwin uperintendcnt, Frcnchtoivn Public Schools, Missoula, Montana iter's Note: The problem of the ;ive use of the bulletin board is one \\ needs much discussion from the [point both of the administrator he teacher. Recently Boyd Baldwin, rintcndent of the Frenchlown Pub- chools. agreed to "talk this over" his colleagues in Montana. Ihis is what he did. and his impressions his suggestions arc a.ssemi)led for RESPONSE to requests for nfoniiation on bulletin boards, files contain some choice re- s, among which I find the fol- ing: riiis school boasts of noth- ig that justifies the name iiiletin board' in classroom, )rridor, assembly room, or fice." nother: . . our bulletin board is not very good looking thing, id at present contains only list ot tailing students and le names of those whose re- port cards are overdue." And one more: George B. Mc- Millan of Corvallis, Montana, points out that: "If it is profitable for corpo- rations to spend millions of dollars in preparing advertis- ing to 'sell' things to the pub- lic, the use of posters and ex- hibits on the school bulletin board should also 'pay.' To get results, school advertising mtist be carried on consist- ently, attractively and with %ariety." So, let's launch into the subject of school bulletin boards and their uses. Most administrators desire that their bulletins for faculty person- nel be posted in the administra- ti\e office lobby— preferably be- side teachers' boxes where teachers Many things can be accomplished with the school bulletin board — here are some ideas ind HEAR— March Page 79 BOYD F. BALDWIN Mr. Baldwin organized the building and use of the first collegiate radio transmitter in the state of Montana in 1925. Since then he has directed ihe activities of the Montana Council on Civic Broadcasting. He is affiliated with the University of Montana during the summer sessions, and during the winter months superintends a suburl)an school system where the University docs some of its demonstration work and teacher training. may observe daily announce- ments. There is, frequently, an administrative insistence upon daily inspection of such displays. Most ntuucrous are the types of boards which carry informa- tion for both student and teacher. Such boards must be located on a basis of enrollment and traffic movements peculiar to the insti- tution. Many schools will lend themselves nicely to a number of display centers each carrying es- sentially identical items through- out any particular period. Where multiple floors suggest the number of bidlctin boards, their positions shoidd probably be along traffic lanes converging upon stairways and ramps. One large school reports a 20-foot long display board each side of the main entrance. The University of M(intana administiatixe building uses two outdoor boards (luidcr glass) at the main entrance, prin- cipally for activity calendars. Nu- merous schools it'port that they extend their inlluciuc through utilization of a nimiber of dis- play centers on the principal Pag* 80 business thoroughfares of the cor munity. These must be assiduou ly current and scrupidously nea Closely resembling the gener: bulletin board in fimction is th "home room" board. From th standpoint of the administrato it has the advantage of detaile management and pertinent en phasis by the home room teache I have seen bidlctins of th "occasional" type frequently Ic cated here and there in "elc quent" spots, such as mid-floo staircase landings, shower room: etc. Such locations lend therr selves to advisory posters on ai titudes, habits, and character. Roth administrati\c and hom room bidlctin boards will be mor efficient if organized in some defi '^^' nite manner. Uor "Fri tiaps ; polic)' overi flma: jjolic ierc( p. B 1. Faculty 2. Calendar 3. Miscellaneous 1. Character 2. News-AUnnni 3. Federal-State 4. Miscellaneous 1. Calendar 2. Clubs-Activities 3. Rehearsals ■1. Miscellaneous (jues ore >i| k\ bai 0 siie nels m "01 A large board coidd be dixided into several general sections will the subilivisions well designatitl with api^ropriate lettering. If the board is used to carry adminis- trative and general annoinue- ments. such headings as these will suggest lo teachers and students March— SEE and HEAR iiE ic type of information they can qjccl to fnul— for teachers, A and : for students. C. "Freedom of the press" is per- ips a twisted application of the :)licy which permits no control »er poster materials. Such a jx)l- y leads, inexitably, to some )use and some consecpient disci- linary action, followed usually y a bad swing to o\ercautious 'nsorship. A wise and moderate alicy in the beginning is the bct- r course. Bolton, Cole, and Jessup^ sug- ?st that the principal's rubber amp of appro\al be placed on 1 postings. For others, the oral jproval seems adetjuatc. Club id acti\ity items require only le approval of sponsors. A school ucstion box will usually take ire of the recinring crop of pipes" which might otherw'ise nd their way to the bulletin Dard. Often, community groups de- re access to the publicity chan- cls of the school. E\en neighbor- ig schools will ask that bulletins 2 posted in their interest. R. H. .^ollin, superintendent of the alispell, Montana, schools says, 3f outside posting, we accept dly that which falls in line with itablished school policy and hich carries a constructi\e edu- ition contribution." Solton, Cole, Jcssiip, The Beginning Superintendent, p. 75, MatMillan, 1937. :E and HEAR— March Many classroom teachers have recognized the essential (pialities of the bulletin board to augment liuir t( ac In'iig eflorts. R. S. Knee- hind of the liig limber, Montana, schocil says of the home economics department, "The board is usu- ally arranged so as to gi\e attrac- ti\e color schemes. Color and ar- rangement not only add beauty, but make the bulletin board a better teaching device." Another principal states that his "teachers ha\e definitely ob- tained good residts with bulletin board teaching in the fields of dress, ideals of conduct, hobbies, recreation, mathematics, science, and history." Graphs, letters, and charts showing local class progress are effective. A second-grade room uses a series of narrow blackboards as a "daily newspaper" whereon they post or write items of current in- terest. Each panel of the series is headed in some such way as "Pets," "Art," "People," "Games," "Programs," etc. The children show an inmiense interest in keep- ing it active. Whether we consider the ad- ministrative or the student bulle- tin board, let's remember that if we are to impress people with the importance of bulletins, we should post a minimum of items with adequate space about each. The display should never look jumbled or crowded. Recently, I examined one bidletin board on which I counted 16 posters, one stapled upon the other; and be- Page 81 side them were the accumulated class schedules for eight past years! Keep the school display board neat, artistic, and CURRENT. It may well require several hours a dav in larger institutions properly lo manage this \iial part ot the \isual-aids program. Large or small, the school's program ought to be conscious, definite, and man- aged. A dail) round oi all display centers should become a matter of habit. Good materials may well be filed for use on future occa- sions to proclaim their messages. All the Attention— of all the youngsters in the class usually can !)e achicvctl when we present dia- grams or pictures or charts in slide form. Many schools own complete col- lections of slides. But teachers should consider the possibility of making their own for those specific situations which commercial producers have not antici- pated. If you have a 31^4 x 4-inch slide pro- jector in your building and if there are portions of your subject area that need to be visualized, consider any of the fol- lowing possibilities for doing so: 1. Vou now can obtain plain glass slides which you may write on with a special ink or draw on with tempera colors. 2. On etched p,lass a pencil or a crayon may be used to trace all )g5 Over Soulli America and Two Thousand Miles Up the Amazon— ha\c been translated into Spanish and Portuguese and pul)lished in the leading newspapers and maga- zines of .Argentina and Brazil. and learning aids do not exercise fidl care and judgment in their se- lection and use. Unless an instruc- tional film presents authentic in- formation, concepts, and ideas more elTectixely than any other method or device can possibly do. unless it provides for active j)ar- ticipation by the students, it has failed to justify its use. The classroom teacher shoidd evaluate her own technicjues and methods in handling any given motion pictine. Class discussions and objective tests soon reveal the ability of the boys and girls to learn effectively from film experi- ence. The author has foimd it well wortli while at the end of the cpiarter or the end of the semes- ter to list on the blackboard the films used and let the various classes appraise the film lessons they have had. In order that the students may feel absolutely free to make frank comments, they are not retjuired to put their names March— SEE and HEAR II lilt II |)aj)tiN. A set ot ques- oiis used al the ciul ol last sc- lestcr follows: 1. Wliith of these films in;ulc- a woiili wliilc contiil)iitii)n lo voiir mulcrslaiuling of tlie work in this course? 2. Wcic you prepared adequately for eatli fihii? 3. \Vas there sufficient follow up work? 4. \N iiicii of the films would you recommend for use next year? Why? fi. Which would you not recom- mend? Why? (). What specific improvements would you suggest in the use of classroom films? Students, on the whole, are very ank and fair in their appraisals. Usually they gi\e the motion pic- ires about the same ratings as do leir instructors. They are quick ) recognize the Hollywood infiu- nce. Students want facts; they com- lonly retjuest fdms with more in le way of definite information, ell presented. They want good rganization. They want to see nacted on the screen the "whys" nd the "whereofs." One student lows great understanding of the ict that films leave impressions lat endure far beyond those rc- ^i\ed through reading or oral iscussion when she says, "Films aint mental pictures of the most nportant points that should be ^membered. .And they stick! I, lyself, have a very poor memory, ictures help me a lot." Another says, "The films have elped me to get certain points IE and HEAR— March and to remember them. . . . Ihey seem to help me to rememijcr better than reading does. Some- times, when 1 read, my mind isn't fully on what I am reatling. I am more likely lo gi\e all ol my at- tention to a picture that I see on the screen." "It is easier to remember a subject when you see it presented in a film. Long after I have for- gotten the oral discussions or the written work in class, I remember the various scenes portrayed in the pictures I have studied," says another. Many teachers today are using too many advertising films with- out realizing the extent to which those films are primarily tools of propaganda for selling particular products or services rather than soinces of valuable educational information. There are several factors contributing to this prac- tice. In the first place, those teachers have had no training in the selection of films. Secondly, the only direct information they receive about films is that which comes to them as science teachers or home economics teachers or mechanical arts teachers indicat- ing the free films available in their particular subject fields. Often, they arc carried away by jjromising advertising. Budgetary provisions are totally inadequate to meet the cost of rentals. Here are sincere teachers wishing to utilize a new and powerful teach- ing technique. They have had no experience or preparation that will enable them to make a care- Pao* 85 [ I Each type of audiovisual material has its own particular r~] and unique place. To select wisely, to use discriminately, to evalute efficiently — this is the role of the classroom teacher.— Frances N. A hi lul selection and skilUul use of films. Too ottcn they introduce motion pictures as separate antl detached lechni(jues rather than as tools Avhich aid in the impro\e- ment of instruction and permeate all instruction. The author would be the last to condemn all advertising films for classroom use. There are still subject areas not yet covered by any purely instructional films. In these subject areas, achertising films may render a real ser\ice. Then too, there are achertising films practically de\c)id of propa- ganda sa\e that which appears in the credit title. It would be a mistake not to take advantage of them. When using any instructional materials in the classroom, the teacher must demand authentic and well-organi/ed materials — films, particidarly. She nuist be increasingly prepared to evaluate the flood of films that go\ern- mental agencies and pri\ate and (onnnerc ial inteiests are produc- ing. She nuist know how to in- terpret jJiopaganda and how to j>re|)aie her students for it, re- membering that most piopaganda pictures are documentary in char acter. The so-called teaching or text- type of film is (Icfiniielv prepared Paa* 86 and produced to fit into a given luiit of work. It is pointed and pertinent, haxing the closest of lelationship with the subject mat- ter of the classroom. It is a film to be studied intensively; to hi thoroughly taught. The ideal, the final objective toward which every teacher shoidd work is to de\eIop her own study guide for every film she teaches. But, you say, this is im- possible because of the time ele- ment. It is really not as difficidt as it may at first seem. For e\ ample, during the past year I haM compiled a list of 20 films that I e\j)erimented with in the luiit in Consumers Economics in the twelfth-grade course in senior problems. Since this is a ten weeks unit. I teach the subject foiu" times a year. On the aver- age I use fi\e to se\en films each (juarter. Before teaching a film. I j)repare a lesson guide or plan. With each showing that plan is re\ ised and alierecl for, after all, Consimiers Economics is a living subject and there is nuich to be drawn from developments of the moment. \o film lesson guide should become static any more than a comse outline should re- main michanged fiom (juarter to (piai ler or year to year. We must keej) our teaching alive. We must be abreast of the times. March— SEE and HEAR 4 J^ OJK^ Maurine Bredeson Acting Principal, Lapham School, Madison, Wisconsin Editor's Note: The selection of visual naterials should not be a question of vltich, but rather a problem of finding he right (ombination of experiences ihich will build valuable backgrounds •f information for children. Miss Brede- on has coml)incd a field trip with a ilm illustrating the same area with great dvantage accruing to the pupils. She las taken advantage of the resources hat are available within her community nd has coupled to this an experience n going far beyond into more remote nvirons. For this last experience, she las chosen a good teaching film about vhich she speaks in her report. [\\^\,S teaching a kindergarten with 25 eager five- and six-year- )ld children. Hardly had school jegun when those who "knew" railed out, "There goes the 3962," md the group paused in its activ- ties to watch the freight engine vhich does considerable switching lear the school. Soon we found )urselves out of doors watching iwitching operations, peering into I boxcar being unloaded, marvel- ling at the might of the chugging rngine and renewing our ac- rjuaintance with the crew. High Doints of our pre\ ious experience, "enewed again this summer, and SEE and HEAR— March with profit, were visiting the turn- table, helping to turn the engine on it, watching it take on coal and water and actually riding in the engine. Those who had had a similar experience before rejoiced in a second opportimity and those who had not, were thrilled with excitement at the wonderful new fields open to them. The problem which confronted the teacher was one of providing an experience which would be both challenging and informa- tional for all— those who knew a good deal about railroads and those who did not. A shift was made in emphasis from freight trains to passenger trains. Excur- sions were taken to a nearby pas- senger train station where very valuable firsthand experiences provided much informational content and the desire to find out more. Again we were pri\ ileged to see many processes firsthand — filling the water cooler of a pas- senger car, operating a Diesel elec- tric switch engine, the sweeping out of a passenger car. the buying Pago 87 1 The engineer of ihis l)ig streamlined Diesel electric locomotive has a trustworthy assistant whose job it is to keep the engine in good working order. The last bags of mail are being put on the train. Ciarrying mail iiclps pay the cost of rinining the train. The rest of the cost is met l)y the money each passenger pays for his ticket. Each passenger may take a trunk along free. Contrary to the impression the child ordinarily gets os he views the passing streamliner at the crossing barriers, these photographs show o small community on wheels speeding along a transcontinental route. of tickets by passengers and their boarding trains. Siu h experiences, of course, en- couraged expression in the class- room. With the usual six-year-old cnthiisiasni for dramatic play, "trains" were built including in- Paga 88 genius accessories. Then they were "riui" in the kindergarten room. Train books were eagerly pe- rused, train songs enjoyed, and pictiues of railroading activities were drawn and painted. As expressive activities develop- March— SEE and HEAR rhe conductor is in charge of (lie train. After shouting All Aboard," he signals the engineer, closes all doors, and the train starts. He takes up tickets, making sure everyone pays for his ritle. Over the comfortable seats are racks for bags and parcels. The last car of the train is the observa- tion car, where there are plenty of seats and windows all about. There are desks where passengers may write letters or play cards if they do not want to watch the scenery. d, we found the need for more etailed information about many (lings that our firsthand experi- nces had pro\ided. Some ques- ions could be answered by con- ersation with train crews and ob- ;rvation of activities; but such ;chniques were dependent on the :hedules of men and trains. One device which pro\ed es- ecially helpful was the sound lovie The Passenger Train. Here ^as something we could bring ight into our own kindergarten oom to experience as often as we ished, whenever we chose. Chil- ren were pleased to recognize in his splendid film activities and EE and HEAR— Mar processes they knew from their field trip experiences. They un- derstood about ticket buying and from the moment the film began felt comfortably pleased at their familiarity with what was being shown. By seeing the film, however, our understanding was being extend- ed and concepts broadened, for the station was a metropolitan one, with lines of people waiting to buy tickets, nuich activity in the waitins: room, and trains be- ing annoimced from a loud speak- er. All such concepts were on the periphery, easily available to the child ready to understand them, Page 89 In tlic I'uHniaii lar, it is the porter's job at night to change the (lav seats into l)ctis for the jjasscngers. He un locks the curving door over each seat and (inds e(|uii)ment for making up an upper and a lower berth. Lastly, he sets up a small ladder to enable the passenger to reach his upper berth. Pictures courtesy Encyclopaedia Britannica Films. Inc. sufficiently a part of the back- ground not to distract one not yet icady to grasp concomitant learn- ings. There it was for them to see and ]i\e. There it was all the way ihiough the film, passengers rid- ing on the coach, safety devices at crossings, trains crossing bridges, streamliners wlii/zing by. steam engines pidling freight trains— all these new experiences built arountl a familiar core but chal- lenging the children's attention and interest by presenting new settings. Best of all, the experi- ence was recorded and could be repeated, in whole or in part, as many limes as was necessary for clear, accurate observation to take |)lace. And what child, or adult either, having watched a stream- liner pass, wouldn't like to do ii again right then and there? Another advantage lo us of the (dm was that it could give an overall view of the process of rail- roading such as coidd be obtained in no other way. Afany types of trains were used, freight and streamlined passenger, zipping along through terrain of varying types, along a river bed, through a hill, across an overhead, all not easily accessible to view in reality. I^ctail of process was achieved, loo, in nuich better form for see- ing and understanding than in actual life. We were especially l)l('ased with the close-ups of the engine caij and engineer's activ- ity. The lesson of safety "caught" by observing the engineer's ex- M.VURINE BREDESON Miss Brcdcson has had teaching ex- perience ill I lie public schools of Meiioiu <»nie and Madison, in the Children's Sdiool and College Departments at Na- tional College of Education. Evanston, Illinois, and in the I'jiiversity of ^Vis- consin summer Laboratory .School. At present she is acting principal of the I apliam .School, Madison. AVisconsin. Pag* 90 March— SEE and HEAR rt'ssion ot inicnincss upon cliii\ sistcci ol i.ilkiiig vvilh people on probably more cffccliNc than the job and witnessing the trans- le words uttered by the narra- portation of freight and passen- on. Certainly eadi reinforces the gers. together with ihi I)roader The dining car is the restaurant part of the train. It is a great convenience for those traveling long distances to be able to have their food served to them on the train. Waiters are clever at balancing trays as the train speeds along. The kitchen, though small, is kept spotlessly clean by the chief cook or chef. He keeps many kinds of food on hand. ther. Other shots, especially val- able, were those taken in the itchen and dining car, the detail [ the porter making up berths, le view of passengers in the ob- Tvation car, and the view from le engine cab as the train ap- roached and went through a mnel. From a real situation that con- view given by the movie, came an understanding and appreciation of facts about railroading and its place in the social structure. The film was an extension of experi- ence, supplementary to that seen in reality, superior in many re- spects to a life experience, and of gieat value as a classroom activity. .\s the written word of the past has outlined the present, so the motion picture of the future uill outline a further future. —Miss Elizabeth Ireland, State Superintendent of Public Instruction, Montana. :E and HEAR— March Page 91 Page Mr. Webster! ;iT' The glowing use of classroom films is bringing an entirely new vocabulary into the schools of America. Words like "blooping," "gate," "sync" and "unsync," arc actually not jitterbug terms but piirt of the new language employed in using classroom films cffectiNcly. So that teachers may become familiar with the necessary terms, Encyclopaedia Britannica Films offers a film lexicon for their study. Now, if one of your students says "The gate is rusty," he docs not mean, as one would expect from the radio, that a "jive cat cuts an awkward rug." The "gate" is the hinged retainer plate on the film jjrojector which holds the film firmly against the aper- tiue to the lens. If it is rusty, ob\iously it needs cleaning. Or, if a student suggests that you had better "bloop the film," he means nothing more incompre- hensible than that the portion of the film which has been spliced must be lac()uered to eliminate the queer whistling sound, known as a "bloop." Similarly, "sync" and "unsync" are simply terms to indicate whether the sound is synchro- nized, or not, with the lip move- ments of the actors in the film. I I Some of the terms are easy to understand, some more F"! difficult. Following are the more common ones, which En- cyclopaedia Britannica Films officials have learned every teacher using classroom films should know: A.C.— Alternating current. Usually 60 cycles. AMPLIFIER— The vacuum tube system (like radio) which magnifies the sound impulses. ANIM.VriON— Cartoons or technical drawings which are made to move on the screen. AI'KR rURE— The frame si/e opening in the projector which permits tiie light to strike the film and project it through the lens. UASE (safety) —The cellulose acetate film material which supports the photographic image. BE.M)— Tiny glass particles on the sur- face of a "headed screen" to increase the light reflecting power. Pag* 92 ROOKING— The reservation of films or e(|uipment for a definite screening dale. lil.OOP— The peculiar sound issuing from the loud-speaker when a film splice pa.sses througii the projector. BI.OOIMXG-The laccpiering of a film splice to eliminate the sound of the "hloop." CEMENT- The solvent material used to hold two strips of film together. Used in splicing. CONDEN.SER— The immovable lenses in the projector between the lamp and the film. They condense diverg- ing light i>cams into parallel rays. March— SEE and HEAR ;iUT— Tlic plate ulicrc one scene in a film Slops and anotlicr scene starts withotit any "tricks" (fades or wipes) . ).C.— Direct current. Most projectors operate on A.C. You may need a con- \(ilii if (urront is D.C. )I.S.St)l,\ I'.— I lie place where one scene dissolves into the following scene. .Ml'I.SION- The gelatin with cmbed- tied siUer which forms the image. [XCri'ER— 1 he lamp which shines through the sovnid track to the photo- electric cell in the soiuid projector. ".\ HE— The place where one scene of a film gradually fades into or out of view. ■R.AME (noun) —A single complete scene on the film. "RAMP, (verh) — The centering of the scene on the screen. Done by turning a small knob or lever on the projector. "REQIENCV— The value scale of stauul tones such as liigh, low and medium. Measured in kilocycles. ISE— .A small, low-melting-point wire in a projector which melts and stops the current flow if too much elec- tricity enters the projector or if a short circuit develops. i.VTE— The hinged retainer plate which holds the film firmly against the ap- erture in a projector. iEL.VTIN— The gelatinous coating on the film which holds the silver image. \f.VGE — A photographically obtained likeness on a film emulsion. CARRATION-Sce \oice Over. )SClLLOGRAPH-A testing device to check the frequency of vibration and hence the capability of an amplifier in handling various frequencies. 'OL.\RITY — The direction in which electric current flows. D.C. projectors must receive current in the right di- rection. Wrong polarity can be cor- rected by withdrawing and reversing position of the plug. lEEL (spool) —A spool on which film is wound and capable of being put onto a projector. Can be for any film capacity whatever. ;EE and HEAR— March REEL (of film) -A unit of (dm length (100 ft. of 16 mm. film) . I. 2. 3, 4 or any fractional luimber of reels can be wound on a reel (spool) . RELE.A.SE— A generic term for films in tended for general distribution. REWIND (lutun) — .\ cranking device for wintling film on a reel (spool) . REWIND (verb) -To wind a film after it comes o(f the projector onto an- other reel so that the title is at the outside (loose end) and the film is ready for reshowing. SOUND TRACK-The portion of the film (edge) on whidi the sound is recorded. It may be of varying de- grees of density, or of varying area of clear stock with black borders. .SPLICE (noun) —The place where two strips of film overlap and are ce- mented together. SPLICE (\crb) — To make a splice of two strips of film. SPROCKET-The toothed wheels on the projector which engage the film and guide or pull it through the machine. SPROCKEF HOLES-The holes along the edge of film that are engaged by the sprocket wheels of the projector. Silent films have them on each edge. Sound films on one edge only. STROBOSCOPE - A neon lamp and rotating disc testing device to check the speed of projectors. STOCK— (film) Consists of the base and an emulsion of gelatin and silver. TRICK— Any method used to end one scene and begin another. Also any method of having more than one scene in the frame at the same time. WIPE— The place in a film where one scene moves out of the frame and another moves into it. VOICE OVER-Any sound where the words are not synchronized with the lip movements of the actors in the film. VOICE SVNC-Any soiuid where the words are synchronized with lip move- ments of the actors. Page 93 to the many questions on Audio -Visual Learning that come to our editors W. A. WiiTiCH AND John Guy Fowlkes OIs daylight projection fcasi- • ble, and if it is, is it thought lo be an ellctiixe means of pro- jecting visual materials? All) ilie Deceml)cr issue of SEE o and MK.\R, plans for making a dayligiit projection screening device were included. The statement was also made that the mechanical diRicr.liies standing in the wnv of pood davlight pro'ection made it qiirstionalile as to whether it should he included in the well-|ilanncd visual aids classroom situ- ation. This statement is supplemented bv a view just received from William S. Hockman. Director of Religious Edu- cation, I.akcwf'od Tresbvterian Church, Lakewood 7, Ohio. What he savs cer- tainly has a psychological implication, and, we believe, one well \\orth taking into account. "Davlight projection is nof desirable. Ft woulri not be so if it coidd be efTi- cientlv achieved with ease. \Vhv? Re- cause it leaves out of accoimt the second half of the power of the projected pic- ture—the psvchological effects of the conditions of projection. No one woidd give a 'hoot' about the movies if thev were projected out in broad davlight. "The eye was made for seeing. It is drau'v to the picture. It cannot resist a moving picture. That is true. Rut, the effect of the picture upon the person is Page 94 as much related to the effects of the conditions of projection upon the indi- vidual as to the appeal of a picture, especially one that shows movement, to the e^e. "This hankering after daylight |)ro- jection is childish \earning lor some- thing we would not like if we had it or could gel it. Why strip projected \isual aids of half their power?" OOur P.T.A. recently appro- • printed .S.500 for the pur- chase of a sound projector. In addition, the school Avill contrib- ute five cents per pupil with which to begin the purchase of a fdni library. We woidd like to spend the money wisely and would appreciate your help and suggestions. AVour P.T.A. is certainly to be • complimented on their interest in providing the mechanical ecpiipment necessary to carrying their visual educa- tion program a step farther in the right direction. Your cpiestion also lirings up the |>rocedure to be followed in selecting films which you wish to purchase as a |)art of a gradually growing film library. March— SEE and HEAR lea o! loo often the iraditioiial procedure s been to check through catah)RS and (■, "Til is soiuuls as if it uoiild ht ird grade social studies," or "This m woidtl seem riglit for fiftli grade tural science," or "By the sound of is one, it should prohahly correlate th junior liigli civics." However, e\- riciue will sliow that there is no suh- tute for on the spot teacher evalua- m of materials that you want to use an integral and continuing part of iir classroom experience. Very correctly you might say, "How 1 we go about getting these materi- ?" Film proilucers have not yet ex- uled the preview privilege to smaller lool systems or individual schools, lis is true. Vet. nevertheless, the teach- has no just basis for acceptance or ection of a film until she has had op|)ortunity to sit down and look through and evaluate" it in the light the contribution whicli it makes to ; specific units of work that she is isiilering. In some states, an evaluation service ofTcrcd to school systems which are in it the position you occupy. It runs e this: Usual rental rates are disre- rded. Teachers are asked to check 3se films that thev believe might fit ;ir courses of study. These films are ;n sent into the school at a much luced rental rate (50 cents per 400- )t reel) so that the teacher in com- ttcc or with her own class may ex- rience this film and evaluate its serv- basically in terms of what teaching pericnce it can bring into the class- jm above and beyond that learning pericnce which the teacher has tra- ionally been able to present. \fter the teacher has had the oppor- litv to preview all of the "probably" 3d films, she is then in a position to ect those few outstanding sound iching films which you will want to est your money in over a long period time. In short, I would never buy thing that I first had not had an poriimity to look through and to aluate in terms of the specific use it I had been seeking. 0 1 AM interested in making • use of \isual materials in (hurch school work. Can you di- lect me to a catalog? A To secure a catalog, address • Religious Film Association, Inc., 297 Fourth Avenue, New York 10, New York. This well annotated catalog cov- ers not only religion but subjects used for discussion by religious (church) groups on The Near Fast, Luther, Ne- gioes, Mohammedanism, ^'outh, Democ- racy, the Liquor Problem, Crusades, etc. 0 Several articles in SEE and * HEAR have listed sources of free materials, among them materials available from the Brit- ish Information Services. Can you gi\c me the distributing agency which is nearest to my address? A The three distributing agencies • of the British Information Serv- ices are located across the United States. They are so situated that thev serve roughly the population in thirds of the country. For complete information con- cerning their lists of instructional films, graphic and poster materials, address your requests to the nearest of the five following agencies: 30 Rockefeller Plaza, New York City 20 391 Sutter Street, San Francisco, California 360 North Michigan .\venue, Chicago 1, Illinois Insurance Building. 907-15th Street, Washington 5, D. C. Pershing .Square Building. 488 So. Hill St., Los Angeles 13, California Or British Consulates in Detroit, Bos- ton, Seattle, and Houston. Send your questions direct to the Edi- tor of SEE and HEAR. S and HEAR— March Page 9S r\ What anangcmcnts can be ^* .suggested for arriving at flexibility ^vitli respect to the mechanical equipment needed for carrying on a program of pro- jected film subjects? A It often becomes a question of -t^» Khcihcr we shall set up a reiitral proiection room and hrintj the diildrcn to it. or whether we shall attempt tiic Ideal situation and have evcrv dassroom equipped with all the teachiuR materials and mechanical devices necessary and available. Obviously, the latter is entirely ideal- istic and often achieved today. In many cases, a good central room is the answer Rut let us refer to what one school is doing. We (piote from an accoiuit sid)- mitted by Charles HolT, Omaha Munici- pal University: "Our objective at first was to provide a permanent well -equipped projection room to which classes could be brought to see films. "It was soon learned, however, tha this was not too good! Classes were dis rupted and the oO-minute class perioc did not provide sufficient time for irans fer of students from and lo various classrooms. Then Building Superintendent Jack Adwer designed a strong portable cabi net -car for visual-aid jirojcctors. Filiti Librarian .Marie Kiiliel is shown wheel- ing the car into a classroom, where there will be a minimum of disturbance The film has been threaded before going lo the classroom, is ready to start as soon as the cable is plugged into the wall. K\ira bulbs and all necessary facilities are in drawers and on shehes behind doors, ready for immediate use on a moment's notice. ■The car is built to go through all classroom doors, aiul to fit in the ele- vator. It is a completelv self (oiiiaiiied functional unit, ami inciiienialK. a well- de.signed and aiiraciive piece of furni- ture. ".\fr. .\dwcr designed and constructed the car and will send any further details anyone may desire." f Marie KufTel is shown tak- ing the c<)m|)]ctcly set up pro|ection equipment out of the elevator and into the classroom where the sched- uleil showing is to be held. Si/e of top-42 inches long by LT) inches wide. Height from floor-38 inches. Swiv- el t>pe caster at rear. If y«)u need more information than this plan contains, write directly to Charles Uoli, Omaha Municipal I niveisity, Omaha. Nebras- ka, for further details. Pag* 96 March— SEE and HEAR See-vHear Rc8. II. S. Pat. Ollicc Published each month of the school year— September to May, inclusive— by SEE .inJ HEAR, Eau Claire. Wisconsin, a division of E. M. HALE and Company. Earl M. Hale, President and Publisher. Walter A. Wittich, John Guy Fowlkcs and C. J. Anderson, Editors H. Mac McGrath, Business Manager: Tom Bartingale, Circulation Director. Sold by subscription only. $3.00 per year (9 issues) in the U. S. $4.00 in Canada and foreign countries. 1 APRIL - 1946 'RD(JN N. MACKENZIE, Teachers College, Columbia Univeisiiy DAVID B. McCULLEY, University of Nebraska ( II.ARLES P. McINNIS, Columbia (S. C.) Public Schools |;D(;AR L. MORPHET. Department of Education. Florida HERBERT OLANDER, University of Pittsburgh C. R. REAGAN, Film Council of America DON C. ROGERS, Chicago Public Schools W. E. ROSENSTENGEL, University of North Carolina W. T. ROWLAND, Superintendent, Lexington (Ky.) Public Schools OSCAR E. SAMS, JR.. Interim Office, U. S. Department of Slate E. E. SECHRIEST, Birmingham Public Schools HAROLD SPEARS, New Jer.sey State Teachers College (Montclair) ARTHUR STENIUS, Detroit Public Schools MISS MABEL STUDEBAKER, Erie Public Schools R. LEE THOMAS, Department of Education, Tennessee ERNEST TIEMANN, Pueblo Junior College ORLIN D. TRAPP. Waukegan High School K1N(;SLEY TRENHOLME. Portland (Ore.) Public Schools MISS LELIA TROLINGER, University of Colorado PAUL WENDT. University of Minnesota ilD Paga 2 April— SEE and HEAR Individual CLASS ROOM Projector Now Available at Low Cost . . . with 16MM Sound-on-Film PORTABIE— Weighs only 27'/2 lbs. complete. Single case contains: Movie-Mile 16mm. sound projector, desk top screen, speaker, cords, take-up reel . . . and still has ample space lor spare lamps, etc. Extremely compact; only slightly larger than a portable typewriter; approxi- mately 8x12x15 inches in size. Ideal jor small group showings. Larger size standard screens may be used lor larger groups. VIE-MITE RD FEATURES — Plainly film path makes threading ily one moving part need ated in entire threading, n be on screen in less than dutes. trie plug completes all con- to projector. Cords, perma- ired to speaker, cannot be acity 2000 It. Reel arms slip irate sockets . . . fast power . . . adjustable tilt . . . idjusted framing device . . . I single, inexpensive stand- >ction lamp for both picture nd projection. No separate amp necessary . . . case of plywood . . . leatherette . . . universal A.C. or D.C. rolt operation ... no con- ecessary. Mechanism cush- n live rubber mounts lor quiet operation . . . entire le of best quality materials nsion machined parts. r interesting folder, "It Makes Sense." r favorite Photographic or Visual Aid or Demonstration and Delivery Infor- ^ AN EDITORIAL ' ^ DURING the last two years and, particularly, in the last six months, we in the United States have been receiving ex- cellently planned, recorded, and photographed sound motion picture films on social living in Great Britain. A Start in Life, and Secmtd Freedom are film bulletins which interpret current social security legislation and accomplishment. Country Town, Coryiish Valley, Grassy Shires, and The Crofters interpret one section of the population of that country to the other sections and foster national understanding and respect. The Stor\' of D.D.T., The Story of Glass, Night Mail, JJydraidics interpret industrial and scientific accomplishments of industry. These films interpret England to the English— and to us! What have we to send hack which is of comparahle qnality and which ■presents understandahle and authentic information of mir great cidtiire? . . . NOTHING! From Canada comes news of the greatest program of adult education ever projected in any country— a program through which current legislation is interpreted to the people via such film documents as Business of Farming, Home to the Land, Wel- come Soldier, and Road to Civvy Street— a program in which one area of Canada is introduced to the other through such film editorials as People of the Potlatch, Alaskan Summer, Alexis Tremhlay: Hahitant, I.ohster Fisherma)}, and Salt. Not only arc these and countless other films a part of an adult program which is brought into the most remote hintcr land settlement by fleets of hundreds of completely equipped mobile sound projection units, but, more important, these films are being sent all over the world to accjuaint people everywhere with the Canadian culture, its social composition, and its industry. We here in the United States hax'e no cminterpart to offer! Other foreign nations— among them Lapland. Sweden, Russia, Australia, New Zealand— arc successfullv producing and dis tributing internationally film documents of their social and cul tural life. We ha^'e no organized program to explain Antcrica to Please turn to page six Eric_ Johnston is President of the Motion Picture ProduciTs .iikI Distributors of America, Inc. .Mso called Movie Czar or Czar of the Movies. Pafle 4 April— SEE and HEAR ousands of dollars film damage SAVED BY VICTOR'S "Safety Zone" VICTOR'S exclusive design brings you this triple imurancc against costly film damage: 1. Sajefy Film Trip — stops projector instantly in emergency or in case of incorrect film threading. 2. 180° Swiiig-Oi/t Lens Mount — simplifies cleaning of dust and grit. 3. Du//-Flc\o Pauls — slide into film perforations accurately instead of punching new holes. A N'ICTOR projector treats film gently . . . handles film safely, liven inexperienced operators, as well as old hands, enjoy operating N'KTOR. because of these Safety Features. They arc delighted, too. with the brilliance of VICTORS Straight Line Beam and the thrilling fidelity of VICTOR'S Sound System. ^ov)«o VICTOR ANIMATOGRAPH CORPORATION Homt Office and Factory: Davenport, fowa Nrfi£yr/y18 is just as valuable now as when it was made, for a biology class. — John R. Hedges, Director Bureau of Visual Instruction Stiite University of loxva. foi Avipro Twenty-Five Year Chih Pag* 8 Men who have seen un- interrupted serxice with .\inpro for twenty-five \ears were recently hon ored at a dinner tendereil hy their associates in the .\mpro corporation. Mem l>ers of the Twenty Five Year Club are, left to right, A. Shapiro, Axel Monson, President and founder, Charles Schroe der, and Harry Monson. \'ice President and Gen- eral Sales Manager. April— SEE and HEAR ou Can Use A Wider Selection Of Subject Matter With Tri-hir/HLw PROJECTOR This modern equipniciil pr<)jec!s 2"x2" slides, siiifjle frame filmstrips, and double frame filmstrips. Because of its simple design, you can chanjje easily from one to another. The superior illumination assured by S.V.E. equipment makes pictures sharp to the very edge. S.V.E. Tri-Purpose Projectors are available in sizes to meet all requirements, from 100 to 300 watts. Write for catalog, Dept. 4 S.H. S.V.E. educational black- and-white filmstrips and Kodachrome 2"x2" slides are available for all Pri- mary and Secondary Grades. Recent additions to the filmstrip library include revised Primary Reading Series, European Hi.=;tory Series and a nev/ series on English Literature. Write for catalogs. SOCETY FOR VISUAL EDUCATION, INC. A Business Corporation I East Ohio Street * Chicago 11. Illinois : and HEAR— April Poge 9 Educational Films For the South By VV. J. McCiLOTHiN, Chairvinu, Board of Directors Souther)! Ediicatiojial fiJiii Production Service PLIBLIC; tax supiwrtcd agencies in nine soutliern states have recently in- corporated the Southern Educational Filvi Production Service. The Service has requested the University of Georj^ia to estahhsh a fihn production unit for the use of any pubHc tax-supported agency or institution in \'irginia, Ken tucky. North CaroUna, Tennessee, South Carolina. Florida, Georgia, Alabama, or Mississippi. Production of films will be gin by middle summer. Nicholas C. Read, at present with the National Film Roard of Canada, will be director ol film production. 1 he cooperating agencies have identi- fied the following as objectives of the Southern Educational Fihn Production Service: 1. To encourage coordinated production of educational films and filmstrips by public agencies in the cooperating southern states. 2. To provide a clearing house of in formation on educational films and filmstrips planned or in production in the cooperating southern states. -■?. To provide technical staff ser\iccs for educational film and filmstrip produc rion on a reimburs;ible basis to pub- lic agencies f)f the coojierating south crn states. rhe Service itself is a non-profit cor- poration, chartered in 1 ennessec. Its present membership includes state de- partments of education, conservation, and health, state fish and wildlife com- missions, state agricultural extension senices, state planning commissions, and the 1 \'A. It belongs to and is controlled by these agencies. Any public tax sup- ported agency or institution in the sliites mentioned may become a member. There are no fees or dues. A representative from each of the nine states, one from Pago 10 I \'A, and one Irom the Llni\crsity oi Georgia (as the headquarters institu tion), form the Board of Directors. Mem her agencies within each state select tha' state's representative to the Board. The Service will execute its progran* through the film production unit at the University of Georgia. This unit wi provide technical services to public!, agencies in the region on all phases ol educational film production, including directing, writing, photographing, anc editing. It will be able to do the entirt job of film production, or it can provide special services, such as script-writing foi an agency that has its own productior unit. An agency wanting to use the pro duction unit will execute a contract with the University of Georgia, stating the services desired and the costs involvec which the agency agrees to pay. Tht production imit will be supp constitute a small enough area to have similar and related problems and needs. State agencies by themselves are nol often able to develop and unilert.ike film pnxluction jirograms large enough to sup port fully staffed, professionally com petent film production units. Some fe\\ agencies have been able to do this, but Please turn to page tweKc April— SEE and HEAR r.ie( ^il ii?t( tlitaii En Films Mi ftoie ation tem ftei !NI i\ a^vt A t(^^A^ • ^zxSs^ Vs\V^^''^ .edV^-^ m ,oot<^ \\S« [ selecting classroom films, the thought- 1 educator asks these questions, l-'or— spite the advantages of films as a teach- g tool — the rigJit film must be used to itain the full advantages of this medium. Encvclopaedia Britannica Classroom 1ms* are li^ht films. They have one pur- ise only— to help teachers teach.' They are ofessionallv created, through the collabo- tion of subject matter specialists. They e meant to be used as an integral part of e regular classroom curriculum. They ive been prepared for ready assimilation to the regular courses of study. Encyclopaedia Britannica Films are authentic/ Designed as they are for class- room use, they plead no special cause, grind uobod\'s axe. Like a good text-book, their editorial integritv maintains the purely objective approach. All schools, even those with small budg- ets, can build a c/assrooni film hbrar} — now— under our Lease-to-OW'N Plan or by participating in a Cooperative Film Librarv program. Costs are as low as film rentals— frequently lower. Write Encyclopaedia Britannica Films Inc., Dept. 24-D, 20 N. Wackcr Drive, Chicago 6. Illinois. 'Formerly £rpi NCYCLOPAEDIA BRITANNICA FILMS INC. SEE and HEAR— April Page U most agencies wishing to produce a film must either organize a statf for that one job and discontinue it after the Him is completed, or call upon commercial units whose charges have often been set lor advertising films. The cost and effort arc much greater than use of a regional serv- ice would require. Furthermore, added audience coverage and greater economy will result when public agencies join in a voluntarily coordinated production pro gram so that production by one agency or one state dovetails with that of others, thus avoiding duplication and creating a flow of completed films back and forth among agencies and states, de\oted to regional problems and needs. 1 he Southern Educational Film Pro- duction Service is unique in the United States. There is no other regionally- based film production service designed for the use of public agencies and insti- tutions and directed by them. Success here will be closely watched elsewhere and will have influence much broader than in the region alone. The major focus, however, is on the problems of the southern states and the purpose of the Service is to provide a means where- by southern agencies can use a new tool of learning more effectively. What Is Audio-Visual Education? As California develops a state-wide audio-visual education program, it be- comes necessary to know what the State Department of Education means when it refers to audio-visual education. Audio-visual education meets an in- strucrional need, the materials are used in terms of good instructional practices, and the results of the learning experi- ences are evaluated. Audio-visual educa tion is clearly conceived of as the use of certain materials as an integral part of the educational process. It refers to the carefully planned and integrated use in instruction of motion pictures, slides, filmstrips, stereoscopes, study prints, micro-projectors, radio, recordings, post ers, maps, charts, graphs, exhibits, ob- jects, mmlels, field trips, and synthetic training devices. 3. 4. 1 his means: that the film or other audio-visual material is used in a classroom learn ing situation. that the students know why they are seeing the film. that they know how it is related to what they are studying. that they know what ixjiuts to look for after they view it. It also means there is a follow up which will include the application of what they have seen to what they are studying and that the students will know that they are going to be held to account for their experience. But audio-visual education must not be considered simply a matter of mate- rials and techniques or a new way of teaching the same old things. The d\- namic nature of the aids themselves — their content, organizadon, and manner of presentation — make them potential means of presenting the interreladonship of our interdependent society, of present- ing the new patterns of life rooted in scientific discoveries and technological advances, and a means of securing the cooperation in thought and beha\ior so essential to order, progress, and peace. The educational use of motion pictures, radio, slides, and filmstrips, as well as of the other tools in the classroom is a means of insuring educarion against iso- lation from the stream of world events. Eddie Albert, motion picture actor re- cently released from the Navy, has an- nounced the formation of a new 16 mm. film company, Albert Films, to engage in the production of educational and in dustrial subjects. Associated with Albert is John Fletcher, a fellow officer who was a prominent Washington, D. C. etlucator before the war. Albert and Fletcher, who served in the Navy's training film division, jilan to make a series of motion pic- tures which will liighli^;ht the ideals for which America fought. An integrated program is now being developed in- volving cooperation or university and public school educators. Pag* 12 April— SEE and HEAfl 4 New Tool for the Visual Instructor . . . by Complete, originally illustrated visualizations of 3 out- standing classics in FULL COLOR 2"x2" Slides. (Approximately 120 slides. May be purchased in full- set or four ports) 35min Slidtfilms. (Approximately 120 frames) IVANHOE . . . by Sir Walter Scott TREASURE ISLAND . . . b/Rober/LoufsS/evenson THE THREE MUSKETEERS . . . b/ Alexandre Oumos Fascinating condensations of these famous classics which afford students the opportunity to visualize period costume, architecture, manners, as well as the pageantry and adventure of the stories themselves. Af your dealer, or order by coupon 2"x2" Slides. Each Part . . . $15.75 4.25 35mm Slidefilms $9.75 f I I I 35mtn Slidefilm Ivanhoe Treasure Island The Three Musketeers 2" X 2" Slides Full Set Port NAME ADDRESS , CITY STATE Check n Money Order □ C.O.D. D PICTORIAL FILMS, Inc. R.K.O. BUILDING RADIO CITY 20, N. Y. E and HEAR— April Page 13 idin Cuuucil uf America lu CouriUriute National Efforts i)i 16 mm. Films As an outgrowtli ol the tremendous iniix'tus given to the use ol 16 mm. hlms in interpreting the war effort, in hasten- ing re-training, and in bringing new teaching techniques into the schools ot llie country, the Film Council ot America has recently been organized to coordinate the eHoits t)l these national organizations interested in tlie held ol audio-visual education, i hese are: Allied Xon 1 heatrical Film Association American Library Association, Audio- Visual Committee Educational Film Library Association National Association ol Visual Education Dealers National Education Association, Depart- ment of Visual Instruction National University Extension Association Visual Equipment Manufacturers Council It is the purpose of this new organiza- tion to foster and promote the produc- tion, distribution, and the use of informa- tional films for the general welfare of all people. At the head of the Film Council of America will be a Governing Council consisting of the heads of the several member organizations. Fhe executive administration of the Council will be under the direction of a president, a first vice president, a second vice-president, a secretary, and a treasurer, elected by the members of the Governing Council. The present officers of the newly or- ganized Council include: President, C. W. Reagan, National Asso- ciation of Visual Education Dealers First Vice-President, David E. Strom, National University Extension Assn. Second Vice-President, L C. Boerlin, Educational Film Library Assn. Secretary, Vernon G. Dameron, Depart- ment of Visual Instruction, National Education Association Treasurer, Merriman H. Holtz, Allied Non-Theatrical Film Association Pag* 14 Mr. Reagan, the new president, empha sized that the Film Council of America would at all times work to strengthen,! not weaken, the seven official organiza-i tions and to mobilize the forces of theset groups to work on \ital problems of com | mon interest. Mr. Reagan made it clear that if any one organization undertakes a project of, constructive benefit to the held, the I ilini Council of America would not compete but would support that project. He stressed the fact that the Film C'ouncil would attempt to interest othei organizations and groups to undertake constructive film projects of interest to the entire held. Appointments to comnnttees will be announced by the president in the near future. Suggestions for committee ap- pointments were given the president for the following: Committee on Public Relations C'ommittee on Organization of Local Film Groups Committee on Documentation Committee on Organization Affiliations Committee on Government Relations C'ommittee on Surveys and Researcli Finance Committee WRITE TO: C. H. Tabler, Director, Audio-Visual Communication, Massillon Public Schools, Massillon, Ohio, for the dittoed folio entided "The Idea in Focus." Mr. Tabler, after speaking of the relation- ship of the film to the book, after de- scribing the operation of the audio- visual program in Massillon, includes very helpful suggestions relative to study sheet techniques which teachers may follow in making the classroom utilization of their films more effective U RUE TO:. Enc>cli)paedia Britannica Films, Inc. 20 North Wacker Drive, Chicago, for a complete description of how to handle the mechanics of maintaining, circulat ing, and booking teaching films. The booklet is called "How to Run a Film Library." April— SEE and HEAR Him 777V NEW 16mm SOUND /r^^ BRITAIN UNITED STATES S reels-as mins. The chronicle of the USA, showing the growth of the nation from its humble origin at Plymouth Rock to the present-day world power. THE STORY OF DDT 3 reeis-25 m.ns. The development of the famous insecticide from its discovery in I8?'0 to large scale production in World War II, culminating in its spectacular success during a typhus epidemic. A DIARY FOR TIMOTHY s reeu-Ao mi„s. The story of a baby born during the last winter of the war, telling what happens in the bitter Morld around him and giving a glimpse of better things to come. JULIUS CAESAR 2 reels- 19 mins. Act III, Scene II — the forum scene which follows the assassination of Caesar. MACBETH 2 reels— 16 mins. Act II, Scene II — the murder of Duncan. Act V, Scene I— the sleepwalking scene. These, films, arc on loan from the foJloiviiio offices of BRITISH INFORMATION SERVICES 10 Rockefeller Plaza. New York 20. N. Y. 360 North Michigan Avenue. Chicaqo I. III. 391 SuHer St.. San Francisco 8. Calif. 907 15th Street. N. W., Washington 5. D. C. AND FROM BRITISH CONSULATES AT • Houston • Los Angeles • Seattle 3oston Detroit British Information Services An Agency of fhe British Governmenf gSR >EE and HEAR— April Page 15 i A Return to a Fundamental A long, long time ago, when man first started communicating with his fellow man, he used pictographs or ideographic symbols with occasional grunts for em- phasis. Finger pointing and "showing" was a vital part of the process. Occupying the center of the stage, both literally and figuratively, has come a "new" teaching technique called audio- visual which is nothing more than a re- vival of the original basic means of com- munication. We will have to grant that the picto- graphs today have motion and are "one plane ' reproductions ol authentic events accompanied by "grunts" provided by electronics. Or, they can be still symbols projected to walls or charted on black- boards depending on the need. Carrying a chisel along to carve ideas was cumbersome. Carrying chalk became burdensome. So we — mankind — became more adept at passing along our mental images and experiences by word of mouth. We went verbalistic and — be- came confused! VVc became so confused that the "Tower of Babel" was only a minor incident indicating the total con- fusion toward which we plunged in 1941. Reversion to the pictograph at the point of first misunderstanding might have prevented a lot of wars and could have prevented a misconception, absurd- it^', and confusion. Now we eagerly essay the "new" means of communication. What if we can give to all the people the same pic- ture when a word is spoken or read: Then will we have hope for a peaceful world? VN'hen the word "wagon" means the same to all; when the word "Jew" means one of that faith and does not arouse kindly emotions in one and hatred in another, will we then have returned til a sound means of communication? 1 believe we will have a better chance! In my opinion, one of the first steps toward blasting the hocus pocus of audio- Page 16 visual was the debut of the magazine SEE AND HEAR. I have watched it develop the belief that audio-visual teach ing materials can help if their use is accomplishing recognition of the basic methods involved in good teaching. There is nothing more disappointing than to find teachers, educators, officials, etc., Siiying that they cannot teach this new audio-visual way because they do not have training in the field. The old red-colored circle you uscil in the first grade was basic audio-visual teaching to attach meaning to the spoken word, red. We used that means of object teaching in getting them started. Each child came from a different sphere of experience. But along about the fourtii and fifth grades, we abandoned the basic means of conveying ideas and started the cycle of confusion. Seeing and hearing is an old method. A proved method. And research has more than once proved its value. Don't let the lack of proper equipment confuse you. Start now. Begin where you are. There are many, many ways to "show" and "tell" even if all you have is a bulletin board, a blacklxiard, and a scissors. There is a need for educators to let the public know that they have used and still use and will use to a greater extent audio-visual materials and equip nicnt. The public should know that it is not a "new" way of teaching, but that it is a fundamental way and by being fundamental will assure better results. When your school board tells you that bu\ing new equipment and aids is put ting "frills" on the business of education - tell them — show them — and demon- strate the fact that all you ask is money to return to the fundamentals of good pedagogy. NE/L F. BLAIR Assistant Extension Editor Boise. Idaho April— SEE and HEAR Now avaifabfe . . . f he outstanding new YOUNG AMERICA FILMS you've been hearjng so much abouf... What Is Four" — an outstanding first" in the educational film field! lis 11/2 reel, 16-mm. film employs a :ientifically balanced combination of ction photography and animation to ive children an understanding of the amber "four" in concrete and abstract tuations. Educational advisers for lis unique film project were: Dr William A. Brownell, Duke University nd Laura Eads, New York City Board [ Education. $45.00 (black and white) -also available in color — price on re- uest. w Young America Visual Unit on fety — Includes Two 16-mm. Films and Four Slide Films "Safety To and From School" ■ use in Primary Grades (1, 2, 3). Run- g time: 10 minutes. 16-mm. Sound-on- 1. $30.00. How, when, and where to SB a street is made clear in simple dia- lue and illustrated in detail so that jry child can understand it. Artfully nbines action photography and anima- 1. "Safety Begins at Home" r use in Middle Grades (4, 5, 6). Run- ig time: 10 minutes. 16-mm. Sound-on- film. $30.00. Shows the various safety haz- ards found in the home, how they can be recognized and avoided. Dramatizing the fun of living safely, the film expresses spe- cific home safety principles. "We, the Peoples" For use in junior and senior high schools. One reel, 16-mm. Sound-on-film. $30.00. A provocative, documentary film presenting the story of the United Nations Charter. Outstanding for its clarity of presentation Accompanied by two discussional slide- films covering the needs for and purposes of the charter and the charter's organiza- tion. Each slidefilm sells for $2.50. "Our Shrinking World" For use in junior and senior high schools. 16-mm. Sound-on-film. $30.00. A documen- tary film specifically designed to motivate and introduce the study of the history of transportation and communication. (Run- ning time: 10 minutes.) FLASH! Don Budge "Fundamentals of TENNIS" For junior and senior high schools. Running time: 20 minutes. Famous ten- nis champion, Don Budge, explains and demonstrates the fundamentals of good tennis. Takes up forehand, back- hand, and serve, in relation to proper grip, footwork, weight shifting and follow-through. He also explains and demonstrates "kill" stroke, the smash and the volley. Film concludes with ex- hibition match between Budge and an opponent showing proper use of all strokes. rOUNG AMERICA FILMS ^ I/Allftj/^ AurOir'A Cll fclC ■_> Ifl B Ale* C» Maui Y^rlr 1 T M V ■»- - I* rOUNG AMERICA FILMS, inc., 18 E. 41st St., New York 17, N. Y. E and HEAR— April Page 17 The Selcctiou of Materials nf leaching hy Seeing a)id Hearing I he selection and purchase of auilio visual materials is an important decision in all school systems. Many administra- tors operating on a limited budget olten say, "Audio-visual aids arc helpful, but we can't afford them; we can't buy a sound projector or purchase films." This comment is not as common as it was a lew years ago, but the idea that sound hims constitute the \vhole audio-visual program is much ttx) common. We all Hgrec that the motion picture is an effec- tive teaching t(«il. We all recogni/c its great popular appeal, and its service in educating people to the value of audio- visual aids. The public doesn't need to be sold on the idea that the motion pic- ture is instructive — the theaters did that for us. But the human eye and ear were instruments of education long before the motion picture was invented. Whatever the eye sees and the ear hears to its profit is the real limit of audio-visual instruction. This includes more than the sound motion picture. It includes many aids that arc not at all expensive. Many a fine audio- visual program has f>ecn de- \cloped without the outlay of a great deal of money. Flat pictures, charts, models, slides, filmstrips, recordings, radio programs and exhibits can be had with a very modest outlay of capital. In fact many of these already exist in ihc school itself. Most communities have a considerable collection of audio-visual materials scattered throughout the school system. All that is needed, oftentimes, is a little cooperation in collecting this material; much of it gathering dust in ilosets. Once these materials arc col- lected and organized into teaching units, they become effective learning aids and, as such, will create their own demand. A rich source of audio-visual materials is the conmumity. Kvery coninumity has a wealth of pictures, relics, and exhibits, many of which are available to schools, if a ])lanned program is in operation to care lor them and to see that materials are used. Civic organizations arc only Tagn 18 tfHi willing to help obtain them, if thl educational authorities make an earncsj request. As the funds become axailabic, a star can be made on a film library. If thj school system feels it is too small to afforJ a librar\ of its own, educational films cai be rented from a number of state filr libraries through the college extensioil divisions. Schcwis located within a real sonable trax-eling distance have formccl coects of 16 mm. operations either have returned or are en route to their respective countries where thev will become MCiM's 16 mm. representatives. The ten countries are France, Belgium, Argentina, Puerto Rico, Cuba, Mexico, Chile, Panama, Venezuela, and the Philippines. April— SEE and HEAR To chfldren who are accustomed to listening to symphonic music over the radio or to the performances of an in- strumental quartet, the experience of seeing them and listening to them in- terpret a score often represents their Hrst complete opportunity of apprecia- tion. Editor's Note: One tenet of education ii the modern educator, Johann Friedrich blerbart, during his work at Gottingen in 1805 was this: What a child understands, .vhat he learns, is influenced entirely by he background of his previous ex- jeriences. Now, in a 1946 mood, Dr. Anderson draws a parallel. THE development of meaning and understanding is a central problem of instruction. This is ;rue from the nursery school :hrough graduate and adult edu- :ation. Audio-visual materials can SEE and HEAR— April G. Lester Anderson \JnxveTsiiy of Minnesota play a significant part in bringing understanding to things taught at any level. The task of the teacher is in part defined by those lines of Emily Dickenson: I never saw the moor, I never saw the sea; Yet know I how the heather looks. And what a wave must be. Children figuratively must come to know how the heather looks and what a wave must be even though they cannot travel to the moors of England or to the shores of the Atlantic or Pacific. Chil- dren must come to know, but bet- ter, to understand, a myriad of things without benefit of direct experiences. A mountain, city slums, the dust bowl, and concen- Page 19 t ration camps must be compre- liended e\en though they cannot be visited. In hterature, children must come to know the good earth of China, fisher folk as described in Caftains Ccniragecrns, and life in England during the days of Queen Elizabeth. The literature teacher must do this by providing some substitute for the actualities of direct, concrete experience which would bring meaning to these items. In the arts, science, and language, similar problems are encountered. How is understanding to be at- tained? By learning definitions? By reading words from texts which presume to be explana- tions? We think not; certainly not by these methods alone. Audio- visual materials must be utilized in a program of instruction which presumes to develop understand- ing rather than promote sheer rote recall of verbalisms. It has been said that verbalism is a curse of education. Pupils have parrotted textbook or teach- er-provided explanations of ideas and concepts. Teachers have blithely assumed that these ver balisms reflected understanding. The bright child in the fifth grade wrote that "a quarr)' is a place where granite and other cooking utensils are mined." This girl demonstrated, in her effort to improve the text- lx)ok statement, her complete ig- norance of granite, the rcK'k, assiim ing it to be granite ware. All understanding is based upon direct, concrete experiences. This is vividly illustrated in the filming Pag* 20 of an incident in Saroyan's The lluniiiti Comedy. It will be re- called that Ulysses was unperturbed when the farmer caught the boys robbing his apricot orchard. When Ulysses was asked by his would- be-rescuer, "Weren't you scared?" he replied, "What's scared?" Later, after being frightened by a robot- figure of a man in a drugstore win- dow, a dawn of pleasingly amazed comprehension comes over Ulysses' face when it is suggested that he was scared, and he asks, "Was I scared? ' The word "scared" took on meaning only after Ulysses had the direct experience of being scared. It is impossible to find in life outside the school sufficient direct exp>erience to make meaningful all the concepts or ideas with which one is confronted. If it were pos- sible, schools would be superfluous. We have used word symbols to attempt to show the relation of one item to another or to generalize direct experience so that other not- yet-experienced concepts will be meaningful. We tell the young child that the "world is round like an orange," that the "stars are other worlds," and that the "sun is thou sands of times hotter that the hottest furnace." The President told us the atom bomb was 20,000 times more jx)werful than TNT. In all these illustrations the perceived and known is used to make the un- known meaningful. Films, silent and sound, film- strips and other projected aids are symbolizations of experience as truly as are words. These types of April— SEE and HEAR G. LESIER ANDERSON J. Lt'ster Anderson, Associate Pro K)r of Education at the University ol nnesota and Director of the Uni- sity Hi^h School, teaches a graduate irse in the psychology of learning, ^o years ago he served as chairman an all-university committee which died the problem oi the use of audio- aal materials at the college level. His investigation led him quite natu ly to contemplate audiovisual in iction at the elementary and high ool levels. terials add to meaning and un- rstanding, make vague concepts ich clearer than do words and re words. We can ask in social dies or agriculture classes, "Why )uld we practice conservation, ticularly conservation of the 1?" The child who has observed ision can give an answer from ect experience. Other children 1 see the documentaries The \;er and The Plow that Broke the xins and have more vivid under- nding of the need for soil con- vation than they can gain from iding alone. Films often prove superior to ect experience in their educa- e value. Indeed, they can pro- le experiences not attainable in ect form. Films can transport back into the past. We can see ilson or Roosevelt come to life, ms can compress time. The life :le of plants or animals that may ■ i>' o -IpMII',. '^sa^ Picture 1— As teachers, our problem is to make learning dramatic, in- teresting, and more effective. Because of this, our opportunity lies in applying old techniques of visualization to present subject areas. 11 ' chart is the means of establishing understandings of volcanism. lus j^mwl hajlt John Sternig Director of Science, Gleticoe, Illinois, Public Schooh TME problem of making learn- ing dramatic, interesting, and cfk'ctive is as old as teaching. There is really nothing new under the sun. Teachers have used about every technique and device conceivable Pag* 22 to help their students learn. The iollovving ideas are presented with the idea that jxissibly others might care to experiment and improve on them. Teaching is sharing and has no place for secrets. Anything that April— SEE and HEAR Mr. StcrniR has spent his teaching career in the middle west. Beginning as a third-grade teacher and later hccfiming a teacher of intermediate grades, he is now head of the science department of the Cilencoc . Puhhc Schools in Illinois. lie says, "My work of teaching science is closely bound with my hobbies, which include model making, cartography, photographv, and amateur astrcmomy." J lis great interest is clearly e\idcnced in the practical classroom teaching de\iccs he de .scribes in this report.— T he Editors. iclps tliildrcn in their quest for iiowledge should he shared. Learning from the printed page ; onl\- one method. It teaches hest L'hen related to something real in he actual en\"ironment which can •c seen and handled and to which he printed ideas apply. All ideas re more easily gained and more ccurely held when learned through ssociatioii with real things. This ; a fundamental principle of educa- ion! It can hardly he considered modern disco\cn,' but it is too ften overlooked by teachers. The field of visual aids is an leal application of the principle. have become increasingly aware of the need to make ideas visual, and the attractive pictures and the for mat of the best texts are evidence of this awareness. But there is a logical extension of the illustrated text, that is, the enlarged picture, chart, or diagram. There seems to be a great advantage in size. A large picture, chart, or diagram is more effecti\'e and more attention de- manding than the small one on a small page. In the classroom en larging may be done by projection on a screen, or it can be done by hand on any suitable medium- blackboard, paper, or materials for modeling. isual aids arc really more than ids if properly used. They are a 3Ct of catalytic agent which helps 3 produce a learning change or Lirther a process of understanding ■ithout themselves being changed. Textbook writers and publishers ;EE and HEAR— April \\''e could stop to consider the projection methods— the opaque pro- jector or new models of overhead projectors which can be used with larger objects including specimens of real things. Or, we could talk of the micro-projector which makes microscopic objects visible to large Page 23 Picture 2— For years we have been seeking to develop a globe tiiiit is really big enough to work on. Here is our chance— the cooperative effort ol four classes of "children." groups. And. also, we could con- sider the filmstrips and slides. But many of us ha\'c thouoht too lono in terms of rcad\-madc mechanical cc]uipmcnt. Now. what can we do as interested teachers and live-wire students in our own classrooms and with simple tools? We can begin with the Iai\;v chart. Frequently, a large chart on some special suhject is desirable. Many times such charts are not to be had, or, if axailable, are too expensive. So the solution must he-make your own! A bit of ref- erence work into the subject will uncover pictures, diagrams, or in formation which can be incorporated into the chart presentation \ou need. Page 24 Picture 1 shows such a special chart we developed to illustrate \'ol- canism. It does not require any special ability to make such a chart. It is simply a line drawing on brown wrapping paper with color added lor emphasis. Charts ha\c proved valuable in many areas and we have made them in manv forms— long, upright charts like the one illustrated, and long, horizontal ones done in comic strip lay-out to illustrate de\elopmental stages in such things as the origin of the solar system, the beginnings of life, and how electricity comes to us. Though the emphasis here is on scientific subjects, there are manv op|->ort unities in all areas that April— SEE and HEAR J ?come ob\ious to teachers who are vare of needs and can sense when larts would add to the learning ;perience. Charts should not be ade by teachers alone; they should ; made, at least in part, by the udents. A chart or model com- crcially made may be a fine visual d, but one made by teachers and jpils working together becomes uch more than that. It is an hievement in creative effort which Dt only is its own reward, but also aches through its own creation. Picture 2 is an example of a co- x^rative project. The eighth grade ipils of Central School in Glcn- »e have been working on this 60- ch model of the earth for several !ars. The present eighth grade is le fourth to have a hand in it. eedless to say, the sense of "be- ngingness" which results from ich a project is unique; graduates lE and HEAR— April Pitturc 3— Here is a sec- ond illiistrutiun of a teacli- ing device for making spcciHc geography vocal) ulary nieaningFul and un dcrstandable to students. Through this they can \isuahze such terms as archipelago, istlinuis, es carpment, deha, penin sula, glacier, and mans others. come back, constantly, to sec how the globe is coming along. The direct value, too, is great. During the violent Pacific campaigns of the war, the children were intent upon putting in all the islands of the Pacific. As a result of this very keen interest and timeliness, our globe probably has more place names in the Pacific than even the best of the commercial globes. The value of this direct correlation with cur- rent events is obvious. The geography vocabulary project constructed by our pupils is shown in Picture 3. The "meaning" of geographical terms such as hay, isthmus, peiiinsida, and archipelago should be retained in the minds of pupils not as boring, memorized definitions, but rather as clearly un- derstood mental images of real things. Ne.xt to field trip ex- [leriences, what is the best way to Page 25 Pictures 4 and 5— Psy- chologists tell us that the dramatic high points ol our experience are those we remember. Here we have apphed that prin- ciple. All photographs by the author, John Sternig. Ii-arn alx)ut such tilings? A good model can supply the moans ol creating a graphic image. I first attempt to supply a visuali/alion by painting a picture ol the subject to Pagu 26 be studied. This serves a useful pur- pose, but a model is more desirable because it interprets inlormation di- rectly in relationshiji to the original it pirtrays. I he model then becomes April— SEE and HEAR it' 1 m understandable translation of my ntiny into the concrete. 1 his ac- ty allows an excellent arts and Fts correlation and will he of prac- 1 value to these pupils. The e.xtra Lies that come from actual \\(irk omplished are a worthy end in m selves. rhe details of construction arc ious to anyone who mi_t;ht care make such a model. The base leavv plywood to prex'cnt warp- . and the phvsical features (the ,'ations and cliffs) arc made of ner mache. 'ictures 4 and 5 show a model constructed as to dramatize a ject for these children. The vol- los are made of a mixture of estos powder, sawdust and wall )er paste combined to make a y-like substance which is put r screen covered wooden forms :ened to a wooden foundation, c center of the volcano is made a tin tube formed from a tin 1. It extends all the way down the base and is filled half full h plaster of paris which also Is the joint at the top of the ter and is allowed to flow down sides. The model should be nted to resemble lava. rhe chemical used in the erup- 1 is ammonium bichromate. Two onsful in the tube, when lighted h a match, provide a safe and listic two-minute eruption com- te with flames and lava-like ashes. e chemical multiplies its volume ny, many times as it burns. Am- nium bichromate can be pur- ised in many drug stores and m all chemical supply houses. : and HEAR— April The boys shown in Picture 6 are demonstrating with a home made model how an eclipse of the moon takes place. The device is not in proportion as to size or dis- tance, but it does show the funda mental conditions required for eclipses of the sun and moon, and can be used to show the causes of night and day and of the seasons, since it provides for both rotation and revolution. The solar system model need not be as elaborate as the one shown. The fundamental parts are a central ball to represent the sun, and planets which are mounted on wires which can be moved around the sun. The size scale used is relative only. The sun ought .to be much larger. The distances, of course, are merely pro- portionate for obvious reasons. Within the necessary physical limitations such a model serves a very graphic purpose in all discus- sions related to the solar system. Children have made such devices in fourth grade and up with satis- factory' results. Their models are smaller and less accurate, but thev give satisfaction and help fix the idea of the solar system in mind. And that, after all, is their only real purpose. A good arithmetic correlation can be made by figuring out a scale for size and distance for the planets. The sun and planets can be made of wood or a mixture of asbestos powder with wall paper paste. The base can be made of wood with a dowel rod fastened into it. The dowel rod is grooved for the planets which are mounted on wires curved Paqe 27 Picture 6— The opportunity to illustrate abstractions through concrete illustration is one which is particularly valuable in the teaching of solar relations. These boys are examining a piece of equipment that they have put together. iirountl the dowel rod loosely enough so they can turn around the sun. The sun and planets can then he painted, and Saturn is given his rings. On larger models, such as the one in the picture, satellites can he added. The field of astronomy offers many fine opportunities for home made \isual aids and the ones mentioned here arc only the he- ginning.* 1 hese few ideas and suggestions, not novel in themselves, may serve to point out how teaching witli real things or with representations of them is possible. It docs not take money or expensive commercial Page 28 materials. Only some imagination plus the fun of doing things with your hands is required. Tcachin can become a new adventure an learning is much more fun. Projection lenses arc made from glass which is comparatively soft. It is best to clean the front and rear elements often but only with a soft lint-free material, ror best results, use lens tissues (available from your camera or optical store), using other materials only in ex treme emergencies. 'Further siiKRCstions may be found in an article hy the author in Sky and Telescope, June, 1945, and a simitar article in School Sciriirc and ^fathl•matic■t for January, 1Q44. April— SEE and HEAR IBII i Gertie L. Hanson and Jane Miller adio Workshap, Central State Teachers College, Stevens Point, Wis. Editor's Note: Classroom instruction radio involves two problems— the duction of the program (which, ally, correlates well with the unit of dy in progress in the listening ool), and the use made of the pro- m by the students in the listening ool. Certainly, it is a teacher educa- 1 function to become familiar with h sides— the radio and the classroom elopmcnt. This is just how Miss rtie L. Hanson and Miss Jane Miller ■e accomplished perhaps one of the ^t forward-looking developments in :her training and radio education. WHAT can we, in our school, do well enough to rrant broadcasting to the public lool classrooms in the stated" We have a girl who can tell ries, and rural schoolteachers, es- n'ally, would be glad of a story jr to use in their schools. Wc /e critic teachers in the primary :)artment of the training school lO can present reviews of chil- n's literature. :^nd they have. Scripts of sc- ted modem literature for the mary grades now make up a fular broadcast series for the ildren in classrooms a hundred les in every direction. Your nytime is now received by and :ened to regularly by many E and HEAR— April teachers and their children. Ma terial not readily available in a small school system has become the Central State Teachers College pro- fessional contribution to the locality for which it prepares teachers and continues their in-service education after graduation. Now a moment to explain. A state-owned radio station* in our town is the outlet used by the Central State Teachers College. In the basement of the main col- lege building, we have a well- equipped set of radio studios which have been used since 1939 to air the talents of the college. The band was picked up for a broadcast, the debate squad participated, and students with talent in piano or voice took part in broadcasts. At first some of the programs were good; some were bad. But the studios offered radio experience to our students. Students were invited to take part on a volunteer basis. Each student realized that his reward for work would be experience and knowledge, not semester hours or honor points. This has been a rea- •Station WLBL. 930 kc. Page 29 Young teachers go out into our schools and teach according to the ideas which were revealed to them in the teacher training institution they attended. Insofar as their experience with the new tools to learn- ing has allowed them to estimate their values, will they be readv and properly equipped to include new materials, new methods, and new techniques as they approach the greatest social responsibility in America —teaching children and youth. Here these teacher candidates are pro- ducing programs to be used in the classrooms near and around Stevens Point. ISS CLlUlli L. HANSON and MISS JANE MILLER iiss Cicrtii- I . Hanson is assist.int in ranhy anil director of tin- Radio kshon at Central State leachers CRe, Stevens Point. Wisconsin. 1 Icr t>- to organize a radio educational ce which influences the entire ini- iate countryside grows out of her ;re enthusiasm for extending service to the cadet teachers who work ii her direction and to teachers and Hii who are today teaching in the ols served by Central State 1 eachers ege. Iiss Jane Miller, who collaborates Miss Hanson, is a senior student at college and is in charge of produc- of programs at the state owned sta- VVLBL. for some of the success of the kshop activities. When a student jrted for work, he came because was genuinely interested in io. Volunteers began to explore the ilable books on the use of broad- : equipment and the techniques broadcasting. One of the first I programs began when a young n who loved classical music dis- ered the record cabinets. I le ap- red soon after with a planned es of music programs and soon Symphonic Hour went on the It was a broadcast that brought arable comments from listeners. Jther workshop members built a rth-while program around book iews, and the program Books and thors became a listening hour our own college students and ny adults. rhe Syviphonic Hour continued til students saw an advantage in : and HEAR— April changing il lo the A/uwc Alhutn, a program scaled fur in school listen ing in the communities ol this area. Hach year the AImsjc Album follows a now thctiic: the study of music tvpcs, the music o( nations, and America's heritage ol music. Many hours of research must be spent in American history and American politics to correlate the growth oi our nation with its music. Student teachers do this. "America's fieri tage in Music" is not an old style music appreciation program. It is a new phase oi history. The entire college has become aware of the Radio Workshop ac- tivities. The local chapter of Sig ma Zeta, the national honorary science fraternity, now conducts a series of programs called The World of Tomorrow. It is designed to give current scientific informa- tion to high school science classes. It does! From a handful of eager begin- ners — all students — all future teachers — the Radio Workshop has grown to a volunteer staff of 30 workers. Technicians and opera- tors are students. They produce five programs each week. Your Storythne Selections of modern children's liter- ature—for primary grade listening. Books and Authors Review of the new books and the men who write them, as presented by Book-of-theMonth Club - for adult readers. Our College Activities of the men, and women who are students of Central State Teachers College. Page 31 W^orld of Toryiorrow Ventures into tlie realm of new scientific achievements - useful for high school listening. Music Alhii^m "America's Heritage in Music" is the history of America and its music for general listening. We have produced no brilliant radio artists or radio sjx^cialists. That has not been our goal. We have, however, seen a general conscious- ness of good radio broadcasting grow on our entire campus and, as the students leave the Radio Workshop, we feel that thye ha\e learned to be good radio listeners equipped to make intelligent use of radio in their classrooms. And so when we explain our Radio Workshop to others, we say to them, "Radio is a part of the modern classroom. Radio brings the world to the classroom. As beginning teachers, we have lived an experience in teaching with radio. We will go out into the classrooms of our state and con- tinue to use it in helping our children to learn." The field trip again! Here's how a live-wire 7A geography class pursued its study of dairying. They began with an hour's visit to a large dairy to see how milk was handled, pasteurized, bottled, dehydrated, or povv dered. They learned to distinguish raw, skim, condensed, malted, homogenized, and grade A milk. They saw how cheese was made and what was done with whey and buttermilk. I hey sent for bulletins, charts, graphs, pictures, filmstrips, filmslidcs, as well as Page 32 sound and silent movies about dain ing. An educationul instructor for large dairy gave them an interestin hour's talk. More \isual material \vi acquired. Interest was muiniting an leading to their planned finale— a pane — Norman L. Wittkop McKinley Scliooh MiUvnukei New French Docu}iie>itaries Distributed hy A. F. films M A. F. Films, Inc., has recently bee formed to handle French documentar educational and intormational films the United States and Canada. A. 1 Films is one of several branch oHict created by the parent organization i Paris, Les Actiialites Francaises, and vvi) serve as distribution outlet tor the Unite States and Canada. Films depictin French cultural, economic, and socia life will be adapted for American use an distributed here in both 16 mm. and 3 mm. with either French or English con: mentaries. Les Actiialites Francaises has mor than two dozen one and two reel film planned for the year. The films cove such diverse topics as the history of ceranj ics, life in present-day Paris, the primi tive culture of die Negroes of Frencl Equatorial Africa, and the historic cit of Rouen. All films received will h screened by educators and visual in struction specialists to determine thei suitability for classroom use. Preparatioi of films for school use will be carriec out with 'the assistance of experts in th» visual education field. Original French versions of films wil also be used for advanced French Ian guage students, since commentaries ar< often written by well-known French au thors and poets and narrated by speaker with accepted standard French diction. Ediio fcitse: tk' |otto[ jiie, b'els iies leir lusli In class or lecture rooms, it is not al ways necessary to place the speaker b) the screen. It is often more convenient and just as effective it left back by the projector. Saves time, too. April— SEE and HEAR Nd EitKer/Or W. VV. Pearson end uf Science Department, Hillshuroiigli High Schuul, Tampa, Florida Editor's Note: Recently, Mr. Pear- n had the opportunity ol using fihn- nutrip study material with some 60 stu- nts enrolled in his physics classes. He scribes the advantages ot bringing two iual study materials into the classroom be used simultaneously, one in sup- rt of the other. VE were studying weather in relation to atmospheric pres- re, temperature, humidity, air I'els, etc. We had not gone into e subject very thoroughly before e introduced the study of the film he Weather and the accompany- g Hlmstrip of the same title. This mbined use of film and filmstrip something of an innovation in ntrast to old and established class- om techniques which have as- med too often that the film will II the story, or, on other occasions, at the filmstrip will suffice in il- strating the information taught. Now, of course, we realize that hen we are studying things that ■mand motion for their under- mding, we should seek the motion cture film. And, when we wish take time for intensive, searching, scussion-type study, we seek charts, agrams, or pictures— all of which ay be included in the well-organ- E and HEAR— April ized, CDUipletely descriptive film- strip. Before showing the film The Weather, 1 previewed both it and the filmstrip and warned the stu- dents that as we studied the two, 1 would e.xpect them to report to me what they thought of this method of approach to the study of weather. The picture was shown, and then the filmstrip was used as a follow up to the film. Quite naturally, the filmstrip gave the students time to study, to question, to discuss and review information which might have been puzzling to them and which actually did con- fuse them as they saw the film. After studying this unit of work, I could not help but learn the students' reactions. Of the film, they said: "It is \'ery difficult subject mat- ter. It's complicated." 'T he picture is a fine instruc- tional film, but it is pretty 'deep' for beginners in the subject." "The film is good, but it is so kiard to understand. I needed more time to learn about the cold fronts." Page 33 FILM AND FILMSTRIP The film Ihe Weather begins witli introductory scenes which illustrate the imixjrtance of weather in ever)day life. Following this, various instruments used in weather forecasting arc shown at work. I hen. diagrams explaining air mo\ements, cold and warm fronts are shown. What happens to the weather when cold and warm fronts come together is shown by a cycle of weather in the Chicago area during which changes in tem- perature, air pressure, humidity, wind, and clouds mark the coming and the passing of a storm. The Hlmstrip Tlie Weather shows the various weather instruments and names them. It contains representative charts of heat radiation and air fronts from the iilm which allow thorough study of the more difficult parts of elements of the weather. Solar radiation is partially absorbed by the atmosphere; some is reHected by clouds; and. finally, about half is ab- sorbed at the earth's surface. 1 he earth, however, gives up this heat mostly as longer wave radiation. As much radiant energy is going back into space as is coming in when the temperature has become established. ] he ground is warm and heats the air in contact with it. 1 his warm air expands, becomes less dense, and there- lore rises. It continues to expand and thus cools. It is now unable to hold as much moisture. Raindrop forma- tion lilK-ratcs heat and this rctanls the rate of cooling. I borough mixing of all the air by this convection cools the air next to the earth as the tem|x-rature distribution i-lianges, as shown by this curve. Radiativ Equilibrium ,Conv«cfivt Equilibrium Tawparahin of Ainnding Air ■DO -SO I TEMPf«Al In polar regions during winter, the earth gives off more radiation than it re- ceives. Sustained cooling produces what vvc call "polar ft air. Looking at the circulation from the side, we see that rotation of the earth breaks up the circulation into cells. The central cell may be thought of as being friction- ally driven by the other two. The bottom part of each of these cells produces these prevailing winds on the earth's surface. The zone where cold polar-air masses meet the warm tropical air is the polar front. Three distinct polar-air masses influence the weather of North America. Of these, the polar continental air mass affects the widest area. Pictures courtesy Encyclopaedia Hritaiitiica rilms. Inc. :E and HEAR— Apni Page 35 side View of Wave Cyclone ^S9BJSSi> * jjrjjiill.«m._. I JEes. T There are four warm tropi- cal-air masses. The conti- nental one is dry. The moist tropical gulf mass provides most of the rain for the cen- tral and eastern United States. I hese air masses move along fairly well defined paths. The zone of contact he twcen the polar air moving southwest and the tropical air moving northwest is called the polar front, along which cyclone waves may form. This is a side view of the wave cyclone. At the warm front on the right, moist tropi cal air rises over the denser polar air and forms clouds as it cools by expansion. Pre cipitation in the form of rain or snow takes place. The cold front on the left is quite steep. The polar air rushes against the warm air and forces it up. Passage of the cold front is usually accom- panied by violent weather changes. "The explanations are not com- plete, Init it is quite interesting." "1 thought the picture was very ((hu ill ioiuil and certainly well worth I lie time spent in studying it." It is my very definite impression that if we had left the study of the lilni theie, much would have been lost. C)l)\ ioiisly, as the reactions re- IM)rt, each ol the sludenls lelt a re- s|K-ct lor the validity ol the informa- tion which was included, hut their (|uest for information was not en- rage 36 tircly satisfied. Ihcic arc many of us who feel that the film should ha\c hccn reshown one or more W. W. PEARSON Mr. Pearson is the head of the science department of Hillsborough High School, Tampa, Florida. In addition, he is chairman of the science group of the Florida Educational Association. The lainpa high sch', if the program is to be a success. How well this in-service training is carried on, will in a large measure influence the teacher's attitude toward audio-visual aids and the consequent benefit of the pupils. The content of in-service training should be broken up into two phases, first, the use of equipment, and second, the use of materials. Of these, the former, strangely enough, is the easier. Once we break down the belief, especially among women teachers, that they are not mechanically minded and will have difficulty operating the equipment, we find them apt pupils. Many teachers have learned to operate audio- visual equipment in a very short time and so far not one has been lost in the maze of sprockets and gears. Even though schools plan to use student operators, a teacher should know how to operate the equipment if she is to have confidence in the use of these mechanical aids to instruc- tion. It is the old army rule: The officer must be able to do what is required of the private. The crux of the whole problem of the audio-visual aid program is how effectively the aids are used in the teaching and learning process. That is the second phase of die in-service program. Helping teachers to use these aids properly is a job that deser\'es the constant attention of the audio-visual director or supervisor. A successful approach to the problem of effective utilizadon of materials, can come only through cooperative effort of the teacher and the supervisor. This can be pro- moted by: 1. Having teachers work on committees to select and evaluate material and correlate them with the curriculum. These com- mittees should include as many teachers as possible and event- ually have the cooperation of all teachers. 2. Organizing workshops to discuss and work out effective utiliza- tion techniques. 3. Bringing to the attention of teachers outstanding and effective uses of aids. 4. Carrying on a cooperative plan of classroom supervision and helping the teacher select, use, and evaluate aids for her teaching. 5. Keeping the teachers informed of the latest aids available. 6. Organizing classes where teachers may learn to operate the various types of equipment. AMO De BERNARDIS, Supervisor of Audio-Visual Aids Portland, Oregon Public Schools. Poff* 44 April— SEE and HEAR IIBLIOGRAPHICALLY SPEAKING LTOW often have we gone out L J- into the woods and fields to ry to observe bird hie at firsthand nd how often have we "stalked our irey" with camera and field glasses nly to find that just at the moment f arriving at our point of vantage, ome slight movement, some slight loise, frightens away the object of ur search! Through the teamwork of the ameraman and the skilled orni- hologist, the most elusive of the )irds of the field, marshland, or high errain can be "captured." They :an be "captured" with the tele- copic lens, and kodachrome and ound track can record everlastingly heir brilliant iridescence, their leeting cries. In the comfort of ilubrooms, classrooms, or homes, ound, color motion pictures of )irds in their natural habitat can >e examined leisurely. Through the niracle of telescopic photography, t is possible to observe the hum- ning bird within a visual twelve nches, or so; to examine the plum- ige of the thrush, the obscure nest- ng habits of the bobolink and blue- ay, the clay bank dwellings of the kingfisher; to glide beside the elu- live Canada goose upon the quiet ;urface of a marshy slough. Because of your interest and en- SEE and HEAR— April thusiasm lor nature and bird lite, the following list of sound and silent, black-and-white and color, 16 mm. motion-picture films has been prepared: SOUND FILMS Birds of Inland Waterways (Sound) (Color) 10 minutes. Pictures nine birds which inhabit the areas adjacent to our inland waterways. Belted kingfisher, blue heron, night heron, green heron, glossy ibis, avocet, sand piper, Canada goose, and lesser scaup duck depicted in their life habitats (Coronet.) Birds of Prey (So^md) 10 minutes. Bam owl, screech owl, great horned owl, snowy owl, bald eagle, sparrow hawk, marsh hawk, red-tailed hawk, rough-legged hawk, turkey vulture, and black vulture shown in their natural habitat, pursuing characteristic activities. T)'pical calls and other sounds repro- duced. Glimpses of nest life and rearing of young included. (Encyclopaedia Bri- tannica Films, Inc.) Birds of the Countryside (Sound) (Color) 11 minutes. Indigo bunting, meadow lark, night- hawk, red-tailed hawk, kingbird, kill- deer. (Coronet.) Birds of the Doory'ards (Sound) (Color) 11 minutes. Habits of seven birds: white-throated and English sparrow, bronzed crackle, house wren, yellow warbler, purple mar- Page 45 tin, and the robin. Close-ups of the wren's industry in preparing her nest. (Coronet.) Birds of the Marshes (Sound) (Color) 11 minutes. Across the more or less treacherous marshes in a study of bird life seldom seen. Red-winged blackbird, least bit- tern, sora, rail, marsh-wren, and pied- billed grebe presented in their seasonal habitats. (Coronet.) Birds of the Sea (Sound) 11 minutes. On the seven seas in a four-masted sailboat to observe oceanic birds: im- mense flocks of gulls, broadbill dicks, pelicans, gannets, cormorants, murries, penguins. (Teaching Film Custodians.) Birds of the Woodlands (Sound) (Color) 1 1 minutes. Five native birds photographed and recorded by eminent ornithologists deep in the northern woods: redstart, purple finch, oven-bird, northern flicker, and the black-billed cuckoo. An accurate depiction of their life and habits. (Coronet.) Bobolink and Bluejay (Sound) (Color) 11 minutes. The family of the bobolink and blue- jay. Nesting habits; methods of rearing the young, leeding the young, and other typical customs. (Coronet.) High Over the Border (Sound) 21 minutes. Migration of birds between North and South America. Hummingbirds, wild ducks, and other types of birds de- scribed in detail through animation. (Office of Inter- American Affairs.) Robin Red Breast (Sound) 11 minutes. Story of a robin family, from the time father and mother build their nest until the baby robins take care of themselves. Father and Mother Robin gathering ma- terial for their nest; Mother Robin lay- ing her eggs and Father Rojjjn helping Pag* 46 keep the eggs warm and feeding Mother Robin. After the eggs are hatched, Mother Robin chasing a cat away. (Encyclopaedia Britanyiica Films.) Rtihy Throated Hiiviminghird (Sound) (Color) 11 minutes. Nesting habits, characteristics of the eggs and nest; hatching the young; gathering food; feeding habits. (Coronet.) Songbirds of the Northwoods (Sound) 10 minutes. Authentic record of the songs and cries of American birds, made at Elk Lake in the Adirondack Mountains un- der the auspices of Cornell University. (Teaching Film Custodians.) Thrushes and Relatives (Sound) 10 minutes. Portrays the habitats, feeding habits, brooding, development, and activities of the bush tit, chickadee, hermit thrush, russet-backed thrush, robin, bluebird, and water ouzel. Recordings of the calls and songs of the birds reproduced. Close- ups of the nest life of the young and scenes of the adult birds in flight which provide unusual study materials. (Emc>- clopaedia Britannica Films.) SILENT FILMS Bird I lames (Silent) 14 minutes. Beach and marsh homes, meadow homes, skyscraper homes, homes near the ground. (Encyclopaedia Brita}tnica Films.) Birds of Prey (Silent) 15 minutes. Hawks, owls, vultures, and eagles. Unusual eyes, beaks, feet, and feather structure which assist birds of prey in food gathering. (Encyclopaedia Britannica Films.) Uoxv Birds Feed Their Young (Silent) (Color) 8 minutes. Intimate scenes of the indigo bunt- ing, bluebird, sierra junco, thrush, cedar waxwing, goldfinch, hummingbird, April— SEE and HEAR (., erons, least hittcrn, snake bird, quail, nd others feedinR and caring for their ounR. (Fticrclopacdia Britauuica Films.) HuMivtiughiril llovic 1 ifc (Silent) H mhtnlcs. "Home— and in such an odd place! hcse little busybodies chose as their esting place the bracket of a 'Bus Stops lere' sign amid the bustle of one of iollvwodd's busiest boulevards." (llasel- New Game Birds for Western Fields (Silent) 12 minutes. Conservation and restocking of game birds-worthy of consideration for projects of public minded persons throughout the Particular attention paid to quail, and partridges. country. pheasants, (Church.) Rxiffed Grotise (Silent) 10 minutes. Courtship of the grouse; nesting; de velopment of the young; activities of the young; hand-reared grouse; nesting in capacity. (Encyclopaedia Britannica Films.) These films may be secured from your nearest film library. An Instructional Materials Center at New Jersey State Teachers College (Editor's Note: Miss Margaret G. Cook, Librarian, and Dr. Lili Heimers, Director of Teaching Aids Service at the Montclair State Teachers College, New Jersey, inform us about part of their unique program — an instructional materials center and the influence it exerts on teacher training at Montclair, on the teachers in the state of New Jersey, and elsewhere.) The function of a teachers college no longer ends with classroom instruction of its undergraduates. It has become a service center in the area which surrounds it. Among many other duties, it now also assumes responsibility for collecting and evaluating instructional materials and for training teachers to use them effectively. Because of its central position, usually both physically and spiritually, the college library has unequalled opportunities to see the inter-relation- ships between subject fields and therefore is equipped as no other depart- ment to bring together and administer teaching aids and equipment for their use for all fields of learning. The program of teaching aids at Montclair is developed as a depart- ment of the library. It locates and gathers teaching aids from available sources, commercial and non-commercial. It scans regularly periodicals and professional announcements for materials which seem related to course of study work and learning experience. In the course of this inquiry, literally thousands of contacts who year after year produce pub- lications, charts, graphs, maps, picture kits, films, slides, and exhibits which make valuable contributions to classroom work have been dis- covered Copies of all of these are secured, evaluated, and the best made avail- able for use bv the students at Montclair and by teachers in service in New Jersey. For the undergraduates and for teachers, 30 copies of these materials are ordered at one time on a gratis basis. Undergraduates are encouraged to examine these teaching tools and to retain the free materials as a part of their personal collections. SEE and HEAR— April Page 47 and Pupil Learning R. S. InLENFELPT Siipcnisnr nf FJevieniary Schools \\ isconsiii Departutctit of Pithlic Instruction Editor's Note: The program of visual instruction may be improved in any class- room by doing better some of the simple things which lend atmosphere to instruc- non. Among them is better bulletin board utilization. It doesn't cost anything except a little energy and heed to the splendid suggestions which Mr. Ihlcnfeldt makes in this report. TO make tlic most effective use nf bulletin boards in the class- room is a challenge to many ele- mentary and secondary teachers. Se\eral studies of the more recent instructional methods of our military forces reemphasize a con\'iction which has been held by many of our most efficient teachers, that visual education can and should be given a more prominent place both in the school's budgetary pro\'isions and in the pupil-teacher planning and pur- jiosing of the classroom. 1 hat educators recogni/c bulletin board acti\ity as an integral part of any well balanced program of visual education is shown by the fact that more and more space is being allot ted to bulletin board use in our (ildcr schools. In our most recently con structed buildings, school architects include areas for blackboards and bulletin boards on an equal basis. In tra\eling from one classroom to another, it is most interesting to note the extent to which alert and prom- ising teachers are now using bulletin boards. Through the use of these boards, unlimited motivational pur- suits, inviting graphic representa- tions, challenging problem situa- tions, comprehensive organizational patterns, and interesting culminat- ing efforts are effecti\ely presented and visualized. I would like to include the follow- ing five points in order to review the possibilities which are at hand in the form of better bulletin board utiliza- tion and planning. 1. The most valuable bulletin board displays arc those which grow out of the regular work of the school. 2. Bulletin boards possess excel- lent opportunities for pupil planning and purposing, and should therefore be primarily the result of pupil ef- fort. While ready prejxued materials merit display in many instances, pupil created work is to be pre- ferred. i fursui Parfp 48 April-SEE and HLAR 3. Exhibits on bulletin boards hould come from such learning ireas as social science, science, Ian ;uagc arts, and line arts and should angc from kindergarten through ollegc. 4. Cooperati\e bulletin b<.)ard nirsuits are to be preferred over hose of an extreme compctiti\e na ure. 1 Io\ve\ er, evidence ot a pupils Here is an illustration of the fourth feldt describes. It is truly a pupil ompetition with his own previous iork is heartily endorsed. During my visits into the class- ooms of our state, I have encoun- ered many excellently prepared )ulletin board displays. They are ex- ellent because they supplement the ;EL and HEAR— April use of bulletin boards that Mr. Ihlcn- planning and participating activit}-. units of work being taught. I would like to describe some of them. 1. To stimulate interest or chal- lenge the learner in the initial stage of the teaching and learning process. lUiistratioMl Pupils of the eighth grade who had studied safety a pre- Page 49 ceding ycnr arranged a challenge for the sixth grade children who were about to start a study of that area. On the upper half of the board under the caption, "1 low can we prevent a recurrence ot this loss?" appeared the words, "The Problem," and under this appeared statements as to the loss of life and propcrt\ through accident in the school, in of the great personalities of th V" riod. \ hrough pupil-teacher plan- ning it was decided to indicatt on a bulletin board reasons why Lincoln was so eminently (lualified for lead- ership tluring that critical peritd. In a discussion which preceded tip ar- rangement of the bulletin b< children offered reasons such as lollowing: I Icrc is a bulletin board such as the author describes in point number 6. It lends concrete evidence to this social studies unit. the home, on the farm, and on the highway during the preceding year. Following this appeared the words, "The Solution." The lower portion of the board below "The Solution" was left to be filled in by the chil- dren when they had come to conclu- sions as to ways and means of avoid- ing a recurrent loss. 2. To reflect some phase of learning which is under way during the assimilation period. lUustrationl Children had been studying the period of the war be- tween the states, and interest was centered upon an analysis of some Pag* 50 1. His barren boyhood ga\e him a sensitivity to human \alues. 2. I lis early life spent in both sla\e and free territon,- gave him a comprehensive understanding of issues on both sides of the slave (juestion. 3. I lis debates and his law experi- ence gave him confidence in dealing with his jiublic and with his jx)litical opponents. 4. I lis keen sense of humor served to assist him in maintaining his jx-rsonal balance when odds seemed preponderantly against him. April— SEE and HEAR ,e lor i' iJet llii Itjclie ilSoi illeti outli leie eopli (iih \. md KK .no JDll I13( tr: His persistence in analytical reading added to ius intellectual ability generally and to his effi- ciency in the use of oral and written language. hi the center of the board was ced a rather large picture of Lin- n, while around it were placed s(xles in his life which reflected ■ loregoing characteristics. ?. To reflect some develop- ntal aspect of learning which is Jer way (a) throughout the unit, ) throughout the school year. ^lliistratio)il The pupils and cher in the initial stage of studv South America placed upon a lletin board a large outline map of .ith America. As various regions re studied, characteristics of the )ple, products grown and pro- ved, commerce carried on with eign countries, and relationships h the United States were noted. \. To organize into a coherent 1 unified whole \alues which re gained from a study of a unit. \ most desirable learning process olves the formulation of an inclu- 2 problem, the stimulation of le reading and fruitful discus- n, and the encouragement of active evaluation and organization rk following the reading and dis- ;sion. rhe bulletin board offers an un- jal opportunity to reflect pupil iices of the more pivotal elements, i the arrangement of such in a ified whole. Illustration! A high school group J studied the qualities of a desi- Z and HEAR— April R. S. lIII.liN'lULUI Mr. llilcnlVldt's educational record in- cludes the teaching ol a rural scIkhjI, the principalship of a high school, and the jiosition ol siiperintciulent of the Kenosha County schools ^during which time he established a county library). Since June, 1936, he has been suj>ervisor of ele- mentary and secondary education of the Wisconsin state department of public instruction. As a member of this depart- ment, he is in charge of school board convention work and is director of con- servation education and education in co- oi^ratives. rable community, and the organiza- tion lesson involved their summari- zation. A picture of a desirable com- munity was placed on the board and around it were indicated qualities agreed upon, such as the following: 1. Provides honest, serviceable and efficient administration generally. 2. Contributes to the development of happy homes. 3. Assists in establishing and maintaining useful industry. 4. Maintains efficient schools. 5. Pro\'ides essential public utili- ties. 6. Contributes to wholesome rec- reation and entertainment. 7. Stimulates interest in churches. 8. Contributes to the support of a well-balanced library. 9. Maintains sanitar}' conditions generally. 10. Insures public safety. 5. To indicate the scope of an area or areas studied. Pag* 51 lllKStfl bkedc Wlii kil fl Wl These youngsters are arranging art work that has growTi out of their unit "The Toy Shop." This is the kind of board that lends atmosphere, that provides intriguing surroundings, and fosters interest. The long narrow bulletin board spaces above blackboards too fre- quently offer little or no evidence of constructive, cooperative planning. In some schools this type of board is nearly barren of material and often actually detracts from the appear- ance of the classroom. This circumstance need not be! Children of the third and fourth grades devote considerable time to the study of children of other lands. In one classroom, as children of eacl^ land were studied, a drawing of a representative boy and girl was made and placed ujXjn the board in attractive fashion. Over the entire display appeared the caption, "Our Neighbors in Other Lands." Artistic friezes illustrating epi- sodes in fairy tales studied in the lower grades and events in the Pag* 52 longer stories of the middle and up per grades are also included in this! division. 6. To show some cvolulionaiy or developmental aspect of life. lllnstration! Over the bulletin board in one classroom appeared the caption, "From Cave to Castle." On the board apix-arcd drawings to il- lustrate the development of the modern home. To the left appeared man's first effort to develop a house; next, to the right, the earliest log cabin; then the log cabin of the later pioneer days; ne.xt to this, the ear- liest frame building; and lastly, the modern home with all of its rami- fications. In similar lashion, the evo- lutionary aspects of transportation, communication, etc., can be shown. 7. To reflect the result of ana- lytical effort. April— SEE and HEAR Illustration! The children were ;udying the Hfe and characteristics f some wild animals of their state nd a numhcr of children indicated desire to study the beaver in detail. Kiestions such as the following re- jlted from discussion, and were laced on the board: . What do beavers look like? . What kind of a home do they build? . Where do they build their homes? . How is the home built? . How do the beavers help us? , What can we do to help beavers live more securely? Following the formulation of lese questions, a group of children idicated a desire to use the bulletin board space above the blackboard to illustrate as their culminating project their discoveries and their answers to the questions they inves- tigated. The field of science lends itself to effective analytical work which may be effectively visualized through bulletin board illustration. These are but a few of the bulle- tin board applications which teach- ers should explore. Through their own ingenuity and careful planning growing out of their individual sub- ject needs, they should be able to exceed any of the suggestions that I have given. Always the bulletin board should be considered as a pos- sibility to correlate visual materials with the current unit of study, to assist in making it more interesting, and to challenge pupil creativeness. EDUCATIONAL research has established many values of films. Studies made by Freeman and Wood, Tilton and Knowlton, Rulon, and Thurstone and Peterson reveal very positive points of view concerning psychological values growing out of the use of the educa- tional film in the classroom. Many former views are now substantiated: — The child can learn more and remember what he has learned for a longer period of time than can pupils who have been taught by the more conventional methods. — In certain subject-matter fields, pupils can gain information easier than they can without the use of this aid. — Pupils increase their participation in other school activities. — The attitudes of pupils are changed. — The pupil is enabled to think better than those who have not used the educational film as a part of their instructional program. — The pupils have their experiences enriched. -FORMER GILL Director Audio-Visual Education Mississippi State Dept. of Education IE and HEAR— April Page S3 '^iAi9|3L£^3/K.©d^55£u J ITALY Dr. Arthur Stenius Coordinatur of Vhnal, Radio, and Safety Education, Detroit Public ScJiools Editor's Note: Education in Italy has been the subject oF much popular conjecture. On the authority ot "having been there, " Dr. Stenius brings us a revealing description and critical survey of radio in Italy. I.\ Italy, a private company, Ente Italiaiio Aduizone Radiojouiche, I)etter known and more easily re- lerred to as EIAR, held a monopoly of broadcasting privileges. In prac- tice, however, there is no doubt iluit Italian radio was clearly an ac- ii\ ity ol the state. School broadcasting was an ac- ti\itv oF the Fascist Party and part- ly the work of EIAR. The latter had complete responsibility for all secondary school broadcasts and also carried through production and transmission of all elementary school programs. To plan and write these programs for the primary grades, however, a separate organization, E.nte Radio Rurale, had been set up within the Fascist Party. The Fas- cist policy was definitely one of "reach them while they're young." Eute Radio Rurale operated di rectly under the super\ision of the Page S4 secretary of the Fascist Party, and its director was appointed by him. This organization was in complete charge of making up scripts, pub- lishing booklets to be used in con- iunction with the broadcasts, and instructing teachers in the use of radio as a teaching aid. 1 he stature ol h}}te Pxadio Rurale can be judged somewhat from the fact that the three words constituting its name acted both as sufficient address and postage on anv mail intended for it. 1 his arrangement did much to lacilitate and stimulate the sending of such items as teachers' reports and student incjuiries. But one should not hastily con- demn Italian school broadcasting because of its direction by Fascist leaders. Many of the features of Italy's sch(X)l radio work were ex- tremely effective. And the values which were apparent did not neces- April— SEE and HEAR The main studio oF EIAR's facilities in Rome is here shown in use for a musical broadcast to schools. irily stem from the totalitarian aturc of the go\ernment. True, ictatorship made easy the setting I motion of all policies and method ?sired by Ente Riirale, hut most of le principles would be sound when iplied to any system of educational idio. First, as to the secondary school roadcasts. These programs were resented twice each week, and ere, with only a very, few excep- ons, concerned with music. The )rm of these broadcasts was either lat of a talk on some phase of lusic with musical examples, or 5ncerts w'*^h explanatory remarks, "he programs were presented on vo levels with concerts and talks Iternated for both "beginning" and idxanced" students. During the •hool year, 1938-39, talks of the idxanced" series were concerned 'ith the different musical forms such as the dance, symphony, ora- torio, and the opera. Broadcasts for the less ad\'anced listeners treated harmony, melody, and the instru- ments of the orchestra. In producing these programs, the full facilities of EIAR were on call. Operatic singers, a 75-piece sym- phony orchestra, and concert artists were used as the occasion de- manded. At one time when a cer- tain phase of choral music was be- ing considered, the entire Sistine Chapel Choir participated in pre- senting the program. The high quality of these pro- grams probably did much to spread acceptance of them. In June, 1939, the number of students listening regularly was reported as 491,906, a very high figure when one con- siders the limited enrollment in Italian schools. EE and HEAR— April Page 55 Programs for elementary grades were much broader in scope than those transmitted for secondan.' school and were broadcast daily. The length" of individual programs x'aricd according to the script-writer's needs in treating his material. As no general broadcasting was done during the major part of the morn- ing in Italy, the school period did not need to fit into any special time schedule. Among the usual \ariety of school programs — playlets, music, tra\el talks, interview — were two broad casts that merit special mention. One. Esercitazioiie di RadioteJe- grafia, aimed to teach the tele- graphic code to listeners. Presented in the form of a series of story telling episodes with the same char actcrs e\er)' week, each episode would include a period in which a part of the code was explained and illustrated. The final broadcast in the 1938-39 series included 15 min utes of code sending which children were to decode. Results sent in to f-Mte Radio Rtirale showed that definite progress had been made by thousands of pupils in learning the wireless code. Again, Italy had started early — this time to prepare indi\iduals for ser\'icc in the Army's signal corps. The second program of special interest to the author was one which was classified as a drawing lesson. Students listening to the broadcast were supplied with sheets of draw ing pajXT which were covered \vith dots that could be referred to and located by the pupil as one locates .1 position on a graph. The radio Page 56 speaker instructed them how to hold the pencil, where to start and where to leave off, and to what points' the pencil should be moved. Notj until the final lines had beenj drawn did anyone in the classroom know what the finished picture would portray. Without doubt, no one will ever know to what extent such exercises contributed to the artistic develop- ment of the listeners, but the pro- grams did develop an ability to follow directions. With a sub stantial segment of the nation's children required to listen to the broadcasts, a national docility might easily be pointed to as the probable end in \iew. At least one is ready to accept such a suggestion in re gard to pre-war Italy. Care will need to be taken, however, if the same charge is not to be leveled against many school systems in this country when direct teaching ]Mograms appear more frequently on the air as new educational FM stations begin operation. Italy did more than any other European country in attempting to make the teacher a vital part of the school, broadcasts. One pub lication of Entc Radio Rurale gave the teacher the complete script of each broadcast far in ad\ance of transmission dates so that he could prepare himself and his class for the listening experience. To bring him further into the program, each teacher was made to share an- nouncing duties. This sharing was achieved by having the program come on the air' with the theme announcement followed by a state Arril-SEE and HEAR Ciins it ■is tei !s a t DR. AinilUK S'lENiUS In 1939, Dr. Sttnius spent nine )ntlis abroad studying audiovisual pro mis in ten Luropcan countries. I le s been connected with the Detroit iblic Schools since 1928 and has served a hi«h school teacher, secondary lool administrator, and presently is jrdinator of visual, radio, and safety ucation. Since 1940 he has been a :ulty member of Wayne University, well. .'lit to the edect that "Your icher will now tell you some- ing about . . ." This statement IS followed by a minute or two silence on the radio so that e indi\'idual teachers throuyhout e nation might give whatever ening remarks they believed to fitting for their respective classes. lis approach literally pushed the ichcr into the program and made mewhat certain that he had studied ihc sciipt lu be broadcast so that he would not seem unpre pared before his students. Even an inept actor dislikes missing his cue. Icachers were required to use most programs and to report on each program used. These reports asked for personal reaction to con tent, j)rescntation, reception, and curricular value. Each student in Italy was re- tjuired to keep a school diary, mak ing daily statements of evaluation, favorable or unfavorable, of what school had done for him. On all days when radio listening was one of his experiences, he was to in- clude some comment on the broad- cast. Teachers were required to look oxer these diaries at different times and send student reactions to programs to Ente Radio P\urale. 'ikiEimiiiaiKA'.jki. :'"wt^t- An Italian elementary school class listens to a radio broadcast. The special receiving set developed for schools by Ente Radio Rurale is shown in use. Quality classroom reception and low cost were the two factors stressed in the set's development. E and HEAR— April Page 57 More than fifty per cent of the schools ot Italy had radios as stand- ard equipment before the war. In the schools so equipj>ed, the aver- age number of students per re- cei\cr was 116. The great num- ber of radio equipped schools is all the more startling when one realizes that Italy had the lowest per capita ownership of receiving sets in Western Europe. Less than 20 per cent of Italian homes had radios in 1937. To aid in the support of school radio — as in our own country, equipment purchases were the re- sponsibility of local communities and districts — Ente Radio Riirale de\eloped a type of receiver es- pecially suited for use in the class- room. Low cost and quality re- ception were the two primary fea- tures of this radio. The set was not for sale to the general public. Italy was the one European country in which all school pro- grams were given actual classroom trial before being broadcast. A school near Rome was set apart as an experimental institution. Pro- grams to be tested were sent to tiiis school by wire. Through this medium, individual broadcasts as well as new presentation techniques could be checked before being put on the air for national consump tion. One of the broader aims of Italian broadcasting— both that for the schools and the general public —was the building of a national l)ride through a knowledge and an appreciation of things Italian. To an (jutsiiler tlu' effort seemed a Page SB treatment for a national inferiority comple.v. Not only were plays, lec- tures, music, and instructional pro- grams concerned with things Italian, but speakers, composers, artists and authors must be Italian as well. In 1938, almost 90 per cent of all music broadcast, popular and clas- sical, was by Italian composers; 91 per cent of all drama was of Italian authorship. Even with less than one out of every five homes equipped to re- ceive broadcasts, radio did the lion's share of turning the Italian mind toward things Italian. Such an ac- conij^lishment brings clearly into focus the job that could be done by concerted broadcast efforts in a country such as ours. If one then substitutes the "brotherhood of man" for "things Italian," ideals, such as, lasting peace and the One- World concept become very pos- sible objectives. Agriculture (Sound) 11 minutes. Use: Guidance S; Chihs ]. THIS film explains tlie various types ot agriculture and how many farm- ers diversify tlieir operations to make farming prt)litable by raising grain and marketing it as beef, pork, mutton, and jioultry. Some of tfie jobs a farmer must know— care of farm equipment and animals, preparation of the land, and jirotection against st)il erosion are e.x- jiLiined. A frank discussion of qualifica- tions of a prospective farmer is given. Educational qualifications are outlined from high school througli college. As- sistance gi\en by county agents and other farm agencies and the need for people trained in agriculture to fdl these jobs are discussed. \'ucatiumd Guidance Vihii'^. At your nearest film library. April— SEE and HrAR Using a film to introduce an open forum discussion .... Once again we are faced with the challenge to build the peace among the parting clouds of war. The permanent members of the Security Council of the United Nations organization are representatives of the U. S.. Russia, England, China, and France. They survey the political world and stand readv to adjust its differences. TJ-IC; PEACE-. ~ia*i u>t keifi ui? ■^^ AN we bring about more povver- ^--^ ful peace-enforcing instruments or tomorrow? One of the great rrors of World War I was that )eople ceased too soon to think bout its consequences and antici- EE and HEAR— April pate the possibility of its repeti- tion. But now, to a war-weary and demoralized world, radio pro- grams, messages from the key men of empires, open forums, and round tables are talking about planning Page 59 By J. Margaret Carter, National Film Board of Canada for peace. To other outstanding films on this subject has been added Nmi7 the Peace.'*' Now atomic power has been added to all our other problems. It is really an old problem in new dress and of greater magnitude. The prospect of peace is ne\er certain in a world of strong sovereign na tions. But now that uncertainty in the face of the atomic secret poses a problem never before contem- plated. Of course, we of the United States have the secret today. And with it we have its potential for good or for evil. Truly, the re- sponsibility is ours to be thought of and planned for in schools and colleges and certainly among the adult population. To the Chicago Film Workshop a short while ago, Dr. Malcolm Dole, Professor of Chemistry, Northwestern University, was in- vited. After the group had as- sembled the film Now The Peace was shown, and following its show- ing. Dr. Dole began the discussion and responded to inquiries. 1 he report which follows is more than that. It is an outline, in brief, of an opportunity which can be seized upon in other communities— the opportunities for planning vital and important adult forums in which local people can secure challcng- *16 mm. suunJ, 20 niiiiult-s, pruduci-d by the National Film Hoard of Canada and dis- irihiitcd in the United States by Hrandon I'ilms, 1600 Broadway, New York City. .\vailable for rental from your nearest fdni library. Pago 60 Editor's Note: Peace must b« more than an interlude before the next war. From many quarters come suggestions which turn our thoughts in this direc- tion. During the recent Chicago Film Workshop, the film Now The Peace was shown as an introduction to the open forum discussion which considered the possible means by which we may be able to preserve peace. :case( more itedin If we iplode. %^f fttnie voiic ing information through the sound motion picture. The stenographic report of the Chicago Film Work- shop follows: DR. MALCOLM DOLE: I am happy to speak this evening about the subject of atomic energy. I be- lieve it an opportunity to bring you technical facts. If ever>'one has these facts, then the chances of our coming to a correct decision as to what to do with atomic energy in planning for a peaceful future will be much greater. The diflfcrence between an atomic explosion and an ordinary one (such traditional materials, for instance, as TNT) is great. When a mass of 235 plutonium, which is atomic material, explodes or disintegrates, 20 million times as much energy per pound of material is liberated as when TNT explodes. In a TNT explosion, the explo- sion wave is carried through the mass by a velocity of about 8,000 meters per second; however, with uranium 2.35 plutonium, the ex- plosion wave is carried in an en- tirely difTercnt mechanism and is propagated through the mass about April-SEE and HEAR ticetl ia EEo ' luindrcd times faster than in case of TNT. Not onlv is there more energy h'herated, hut Hh- tcd in a shorter time. f we take a stick of dynamite 1 cut it in half, each half will )lode. If we cut it in quarters, h t|uarter will explode. This is true of uranium 235 plutonium. k'ou cut it in half and then cut h half, nothing will happen no ttcr what you do. There must 1 certain critical mass of uranium and plutonium which we must have hefore any explosion will take place at all. When this minimum ex- plosion does take place, it is an explosion of the type that occurred over in Nagasaki. Atomic energy concentrated in such a small space does not need a detonator. As soon as enough material is massed in a size greater than the critical size, it spon taneously explodes. There is atomic disintegration of uranium 235 plu- 1 o insure tlie Council's power, there is placed at their disposal a special Board ol Military I'xperts, like our allied duels ol start. And when peacelul means fail, when the Cleneral y\ssenibly and the Security Council have not been able to bring about a conciliation, when the aggressor has shown his strength, then the Board of Military Experts stands readv to meet the threat of force with force. and HEAR— April Page 61 The international organization will survey the world and will elect a special council to promote international cooperation among all the people of the globe. Already the United Nations are taking joint action in three great fields of reconstruction — food, money, and relief. tonium sufficient to set it off by itself nncc that critical size is e.\- ceedecl. To avoid premature explosion in atomic bombs, the charge material is separated in two or three or more segments which are far enough apart so that they are isolated. At the moment one desires the ex- plosion to take place, the material is shot together with high velocity so that they can be got as close together as possible before the ex- plosion occurs. A difference exists in the type Pag« 62 Now, lolicy is k k( km iliicli ( unce, ai an k :inces, ■ke Mi of damage done and deaths pre duced. Three types, of deaths wer recognized in Japan. First of al the type of death from an ordinar , explosive, that is. the force whicl^^^ blows down buildings is one. am^ , second, deaths due to burns fron "■ tremendously high temperat The temperature of an atomic ex plosion is said to approach that o the sun, alx)Ut centigrade. tnc inulion dcizree There is a third type of deati — which we would not get in TNlJ""" ives. ie«w jieats explosions. It is the death fron AprU-SEE and HEAP a- ima ray burns when explosions I place. Gamma rays are very, / short X-rays which have tre- kIous cncri^y which can cause lycd internal hums, eyond these technical lacts, It about the social and political aence the atomic bomb will have the future? It must necessarily nge military strategy. It is par- larly effective for a surprise at- L against a great industrial na- like our own. A surprise at- : is particularly hard to protect inst as we saw at Pearl Harbor, ause of the fact that the atomic lb occupies such a small space, a few would be sufficient to irreparable damage. It is es- ated that eight atomic bombs pped at critical points in Chi- 3 would completely ruin the city ar as its ordinary functions are cerned. s^ow, as far as international cv is concerned, it seems to me t because of the atomic bomb, ause of the long range airplanes ich can fly a tremendous dis- :e, and because of rockets which be shot at tremendous dis- :es, the United States has lost geographic isolation that it had the past. We can no longer nt on our two oceans, the At- tic and the Pacific oceans, to /e as a bulwark to protect us Ti the enemv until we have a nee to prepare and to arm our- 'es. I think it means that the :t war is going to occur with at suddenness, and military prep- ures cottrtesy National Film Board Zanada. : and HEAR— April J. MARGARE r CARTER Miss Carter, after graduating from the University of Iowa, worked with Rand McIVally and the University ol Chicago Press, wliere she became interested in the primary tools for learning. More re- cently she has conducted film utiUzation surveys and has conducted courses in visual education for teachers at the Uni- versity of Florida and Southern Metho- dist University. At present she is direc- tor of non-theatrical distribution of films in the United States for the National Film Board of Canada. aration and defense will have to be always available at a moment's notice. Of greatest danger would be an atomic armament race. The hope of all people will be to try to promote international co- operation. If scientists know every- thing that is going on in every other nation of the world, then we will have no reason to fear them and they will have no reason to fear us and good will and a feeling of security may be promoted. AUDIENCE: I just wonder ff there could be an alternate plan to turn over this secret to the United Nations or put it into the control of the United Nations to hold as military power, the police power of the United Nations. DR. DOLE: I believe it is re- corded in history that in the twelfth or thirteenth century, when the cross-bow was invented, the people of that era felt that would certainly end all war, since it was such a tremendously dangerous weajKjn. When Nobel discovered nitroglycerin, he told some of his Page 63 Now— the Peace is, in my opinion, one ot the outstanding films we have seen this year. The students, all seniors in Social Problems, were so interested that each class demanded to see it again, and then could hardly he restrained from long dis- cussion. - RUTH FULLER, Social Studies Teacher, Manitowoc Senior High School. I friends that he felt his discovery would do more to prevent war than all the peace societies in the world, but we have seen that neither the discovery of the cross-bow nor the discovery of nitroglycerin prevented war. As long as the atomic bomb discovery is kept from other na- tions, there will be the danger of some unscrupulous persons getting control of it. AUDIENCE: What is your plan? What would you do? DR. DOLE: I certainly think that control of atomic energy should Ix* put in the hands of the United Nations organization or some com- mission apjx)inted by the United Nations organization. I believe in international democracy. AUDIENCE: Aren't we foster ing a false security in this country by keeping the secret of the atomic bomb? DR. DOLE: Scientists agree that the technical details necessary to make the materials for the atomic Injmb cannot be kept a secret. In 1941 this country decided to cm- bark upon three major methods of Pag* 64 'I getting the atomic materials for the bomb. All three methods were successful. This is described in the Smyth Report published by the Anny. AUDIENCE: Does the Smyth Report speak of something generally available to anybody? Is it pub- lished as a document? DR. DOLE: You can buy it in any book store. ALIDIENCE: It seems to me that in view of what has been said, there is no military defense against this bomb, and that there is no jx)ssible assurance that the method of producing it can't be disco\ered in most any country. Thus, what we are calling jxjlitical control is really the only possible defense. Tfie availability ul the 54 titles of tfie Human Relations Scries of Hlms has f)cen announced. Through the CajI- lege Film Center, 84 East Randolph Street, Chicago, Illinois, the Human Re- lations Series may be secured on a rental basis. For complete informatiun on such titles as Arrowsmith, Dodsu^orth, Fury, and White Banners, write directly to the College Film Center. April— SEE and HEAR ll Ediio 5 si* Kiially fcr yoi THsis \\k ^•play (Epilsi ■lis. H AI Kual de< litilei nan)'! lars, ttnal [ iesai Bthe; Tliii e.\ These littnti SEonj J^a^ir^iOiM^^^^^^ and how to make them Mary Est Biireim of Audio-Vis^ial ditor's Note: Have you been think- about lantern slides? Have you lally wondered how to make them yoursehes — you and your pupils? s is the first ot a series of four articles Miss Brooks. It is purposely a play- )lay account which you and your ils can follow to get really good re- FANDMADE lantern slides are I- not new in the field of audio- lal materials. Pupils and teach- liave experimented with hand- de slides with the result that val- >le techniques are now in use in ny schools. During the past few rs, high quality inexpensive ma- al has been developed, and at same time effective production I utilization techniques have been "kcd out by those experimenting he field. Phis article will re-emphasize the Lie of handmade lantern slides 1 explain production techniques. ese production techniques have n tried and ha\e proved success- iiER Brooks Aids, Indiana University Lantern slides are divided into two broad groups — photographic and handmade slides. Handmade slides are slides which are two- dimensional pictures, prepared by hand for projection in a lantern slide projector. These slides are relatively inexpensive to produce and require a minimum of equip- ment. I landmade lantern slides are use- ful as teaching aids, and in the hands of a skillful teacher, they be- come effective tools. Pupils can use the slides for reports, for summaries, and for enriching projects through pictorial means. They can be used for presenting or previewing new material, supplementing and enrich- ing^ material already in use, moti- vating interest, serving as a back- ground for discussion, testing, re- viewing, and summarizing. Mate- rials which are not available or easily accessible for projection from other sources can be transferred to the slide. A step -by -step account that you can easily follow and' HEAR— April Page 65 \ 2 r V. STEPS IN 151 \ DING A SLIUH I — 1 ake the slide plate and ' a cover glass, place to- gether with the side of the slide plate carrying the ma- terial inside. Moisten the binding tape. Press the two pieces of glass fannly together and stand slide on end in the middle of the damn tape, allowing it to come Hush with the end of the tape. O— Rotate the slide along the *• middle of the tape. When the tape is on all four sides, clip the tape (diagonally) free from the end held in position on the table. Run the thumb nail along the edges. T^ T TTPf 'i Pag* 66 3— Press the tape down over the edges of the glass on the ends of the slides first. This brings the corners on the ends of the slides unAer the side bindings. 4— Press the tape on the sides of the slide down o\er the glass. If the thumb and index finger arc used in a pinching motion, it makes a smooth bintling. April— SEE and HEAR il Perhaps one of the greatest values F the lantern slide is the fact that focuses the attention of the en re group during projection. There re unlimited possibilities for devel- ping originality through the prep- ration of slides and their produc- on. Interest seldom dies. The ac- vity can be dropped for a while ^d resumed later with enthusiasm henever a need arises. Types of handmade lantern slides e the following: Silhouette slides: Opaque paper, cel- lophane, flat objects Etched glass slides: Pencil, crayon, slide ink Cellophane slides: TypewTitten, slide and India ink Gelatine-coated slides: India and slide ink, transparent watercolor Translucent paper slides: Ink, pencil, and crayon Lumarith slides: Pencil, crayon, India ink Cover glass slides: Hinged, ceramic pencil Silhouette, etched glass, and ce- ,mic pencil slides can be made by le lower grades, and these, as well ; the other types of slides, can be ade by the upper grades. Whatever material is selected for ansfer to a slide, it should be re ted to the subject being studied id should contribute to the enrich- lent of this subject. Pictures may be taken from many )urces. It is wise to build up a file pictures which are small enough )r immediate use on a Wz'^ x 4" ide. Books, magazines, news- ipers, bulletins, discarded school Doks and advertisements can be :E and HEAR— April used as sources for the pictures. Pictures larger than the slide can be redrawn to slide size. Original drawings are very desirable. With practice, anyone can learn to trace materials on the slide plates with a finished technique. A group may start by tracing material, and gradu ally develop original drawings after it has had experience with produc tion. Whether the drawings are original or traced, they should be kept simple; all unnecessary' details should be eliminated. There is a great temptation, especially among beginners in slide production, to in- clude too much on a single slide. Color may be used whenever it adds to the attractiveness of the slide or makes the material more meaning- ful. The slide should be well bal- anced: there should be a center of interest. At first there is a temptation to select just any type of picture in order to complete the first slide — "To see how it will look." Or, if the drawings are original, the first few sketches will be hastily done in order to try the slide out in the projector. It is wise to spend a little time at the beginning simply trying out the medium to be used on the slide. One or two experimental slides may be made to see how the \'arious strokes work out or how the medium projects. Now, let's talk about how to make slides. First let's learn the language. The slide plate is the surface which carries the image to be pro jected. The plate can be of etched Page 67 glass, cover glass, cellophane, trans- lucent paper, or lumarith. The vmt or vmsk keeps the cli mensions of the image within the proper area for projection. It can be made of opaque pajjer or bind- ing tape. Commercially prepared masks can be used. It is not always necessary to use a mask, since the binding tape often serves as well. The coi'er for the slide protects the material on the plate. It makes the slide permanent. Clear glass, lumarith, or cellophane can be used as the cover. Biyjdiiig tape is used to fasten the slide plate and cover together. The binding protects the material on the plate from dust, moisture, and fingerprints. The thumb spot is a marker on the slide which is used as a guide in projection. It is placed on the lower left-hand corner of the fin- ished slide on the binding or mask. In projecting the slide, the spot is held between the right thumb and the inde.x finger (as one stands be- hind the lantern) and inserted into the projector for correct projection upon the screen. Now we know the terms. The next step is to learn how one trans fers an image to the slide plate. The material to be transferred to the slide plate either must fit into an area 2V4" x 3" or be reduced to this size. The drawing must be made horizontally on the slide plate, since it cannot be placed in the pro- jector in a vertical position. If free hand drawings arc to be Pago G8 Hi ar BBd, ll 3s: used, first make the draw-ing on white paper and make changes on the paper rather than on the plate The drawing must be within the 2W' X 3" space which can be lo- cated by drawing around a cover glass and then making a margin of W' all the way around this area. If drawings extend beyond the mar- gin, they will seeminglv run off the slide when projected. It is an essential that the glass be clean, as well as free of smudges and lint. If there is a doubt as to the cleanliness of the glass, clean it thoroughly before starting. Slides should be handled at the comers or edges. To clean new glass, use a soft ^ cloth, wash ofT the glass in warm soapy water, and rinse in clear water. After washing and rinsing, dip the glass in a solution of hot water and household vimmonia (one quart of water to two tablespoons of ammonia). Then dry and polish glass with lint-free cloth. To clean used glass, first drop it into warm water. When the old tape has loosened, separate the glass, clean the glass with hot soapy water and proceed with the am- monia solution dip described above. To clean etched glass when slide crayons and pencil have been used, first drop a little light weight oil on the crayon marks on the slide. Rub in and allow to stand for about j^ 20 minutes. Proceed as before to clean the glass thoroughly. To clean etched glass when slide ta| ink is used, dampen cloth with slide ink solvent, rub slide until ink is ^ April— SEE and HrAR tid (I u« (]ti: R!er, ik Iff] sii tlOlll h ''I BlM 3vcd, and proceed as already ribed. To clean gelatine coated s when India and slide ink has I used, simply place the slide ot water and wash off the gela- and ink. ow we are readv to bind the ; and cover into a slide. A per- cnt binding is used when the s are to be filed for permanent All four sides of the slide are id, thereby protecting the slide I dust and smudges. ?gin by placing a desk blotter I smooth table top. Have on 1 a container for water into :h the fingers can be dipped. have a soft cloth for wiping !rs and smoothing tape. Cut off It 15 or 16 inches of binding evenly across ends and lay the gummed side up on the blotter one end. Fold back V2" of the , moisten, and stick to the table just over the left end of the er. By fastening one end of the in this manner, it is possible eep the .tape taut, which pre- 5 it from curling up as the slide >und. ext, take the slide plate and a r glass, place together with the of the slide plate carr) ing the •rial inside. Be sure the cover ; is clean and free of smudges re starting. Moisten the tape the fingers. Take care not to :oo much water on the tape be- e it will creep between the ; and will show in projection, /ater creeps between the glass ng the binding, the best thing o is to remove the binding at : and dr>' and start over. The and HEAR— April tape should be damp and sticky, not wet. Press the two pieces of glass firmly together by holding the glass in the center between the thumb and finger, then stand the slide on end in the middle of the damp tape, allowing it to come flush with the end of the tape. Rotate the slide along the middle of the tape so that the damp tape will stick to the edges of the glass. After the glass has been turned until the tape has stuck to all four sides, clip the tape (diagonally) free from the end neld in position on the table. Run the thumb nail along the tape where it has ad- hered to the edges of the glass. Now, this is important. Press the tape down over the edges of the glass on the ends of the slides first. This brings the corners on the ends of the slides under the side bindings and makes a more durable finish. Then press the tape on the sides of the slide down over the glass. Final- ly, with a small damp cloth, care- fully remove excess glue. Last, mark with a thumb spot and the slide is ready for projection. A temporary binding may be de- sirable. In this case cut two pieces of tape 3V4" long. Lay flat on the blotter, moisten, stand slide on end in middle of tape and press tape over glass as described. Repeat process on other end. Mark with thumb spot. A hinged binding is used when the material on the slide plate is on some type of material other than glass. By using a hinged slide, the copy can be easily inserted between Poge 69 MARY ESTHER BROOKS Miss Brooks is on leave from the Na- tional Girl Scout Staff where she held executive posts. Her interest in visual education came through the preparation of graphic aids which she used in train- ing volunteer and professional workers. She is taking college work at Indiana University now, and is a part time mem- ber of the staff of the Bureau of Audio- Visual Aids there. the glass and removed as other ma- terial is used. For a simple hinge, cut a piece of tape 4" long and lay it flat on the blotter. Moisten the tape and stand the glass on its side in the middle of the tape. Press tape over glass and allow tape to dry before opening glass. By applying the tape in this manner, it binds the glass together on one side, there- by allowing the glass to serve as the covers of a book. When projected, place the bound side down in the slide carrier to keep the copy from slipping out. Bete Tl pt In producing handmade lant slides, each student should have ; pie working space. The tables desks used should be sturdy so t unnecessar)' jarring can be avoic while the slides are being traced. While the slides are in prod tion, it is helpful to have a projec set up in the same or adjoini ^[2? room. Frequent projection duri .[jo production gives better results i » ^ cause the work can be checked a? jj) progresses. n A lighted working area is usel y^ in the production of handma j]() lantern slides. If it. is not possil (jng to secure or make a light table, ea ^op student should have a piece ,,. white paper to use under the gU \ ° while coloring the slides. I he gla . held at an angle 30°-45° with t "I lower edge resting on the table t( gives a reflected light from the pap Kit which aids the student in notii the effect of the application of tl colors to the surface of the sli( Here arc two kinds of a necessary tool. Both have been photo graphed— the desk light table and the portable light bo,\-so that any one witli a reasonable flare for woodworking will be able to duplicate them for your use. Pictures by Photngraphic Laboratory, Bureau of Audio-Visual Aids, Indiana University. Pa9« 70 April— SEE and HEA? e. here are several types of liglitcd A'ing areas which can be easily structed. /\ simple light table be constructed from ?-»" liiiii 1 he table should be light ght enough to be easily moved n place to place. It should be roximately desk high with the It 27" from the floor, the back from the floor, and the top x 24". Cut an opening X 10" in the center of the table This opening is to be covered 1 double strength window glass s: 10". The glass is inserted into opening so that it is flush with top of the table. L light box is then built in place ler this opening. It is a simple with the bottom hinged so that bulb can be changed. F it is not possible to construct a light table, a small portable liglu box can be made. ;\ complete de- scription ol this box can be found in the EcliKatiuii magazine, April, 19.-^8, in an article tilled "How to Make Lantern Slides" by VV. I . R. Price. 1 he supplies needed in the pro- duction of handmade lantern slides are inexpensive ant! can be assem bled tor use in the production of all types of slides. The special mate rials required for several of the slides can be secured for comparable costs from more than one supply house. For convenience, a suggested list of supplies is presented with ap- proximate prices quoted for each. All of the materials except those (*) can be secured at book and school supply stores, grocery stores, depart- ment stores, hardware stores, and many can be brought from home. MATERIAL LIST Item of Material Ammonia Art gum eraser (Each student should have one) Blotters (each student should have one) Brushes Cloth and HEAR— April Suggestions and Price Household ammonia. 1 5c per bottle. Cut eraser into small pieces. Easier to use. 5c each. Small white or light-colored blotters and 1 or 2 desk blotters. 6c per desk blotter. Watercolor brushes are needed for applying ink and w ater- color. Nos. 3-4 can be used. 35c each. Lint free cloth. Nainsook is best. 20c per yard. Purpose For cleaning and pol- ishing glass. For remo\ing smudges from etched glass. For holding slide steady in tracing. Keeps tips o f fingers dry. Avoids smudges. For applying sHde and India ink. For cleaning and pol- ishing slides. Page 71 Co\er glass' Drawing pencils (Each student should have one) Drawing pen Glue Graph paper Gummed dots or paper Lantern slide masks* Sand paper Scotch tape Tape for bind- ing* Transparent ruler iW X 4" regular cover glass. It is heat resistant, is cut accurately, and is of light weight. $2.00 to $2.50 per 100. HB (Medium) or HB&H (Medium hard) lOc each. Crowquill pens or Esterbrook pens No. 32. Crowquill or Hunt round points No. 102. 3c per point. 20c per pen. Transparent glue. iOc per bottle. 10 and 20 squares to the inch. Ic per sheet. Colored gummed dots about V4" size. 10c per box. Useful when making quan- tities of shdes. $1.00 per 100. Medium and line. 2Vic per sheet of 8" x 10" sand paper. \i" tape. 15c-20c per roll. Vi" gummed paper binding tape, preferably black. 15c- 20c per roll. 6" ruler. 5c each. For cover glass on all sides. For gelatine, silhouette, hinged, and ceramic pencil slides. Use on etched glass. Use on lumaritn. For applying India ink. For pasting silhouette or cellophane slides. Use in blocking out lettering. Use for thumb spots on all slides. Used for masking slides. For sharpening slide crayons and drawing pencils. For holding slides in place when tracing. For binding and mask- ing. Used with all shdes. Here are several sources of supplies used in production of hand- made lantern slides: Chicago Apparatus Company, 1735-43 North Ashland Avenue, Chicago 22, Illinois For cover glass, etched glass, cellophane, binding, mats, labels, spots. Eastman Kodak Company, Rochester, New York For Velox transparent watercolors. Pago 72 April— SEE and HEAR il Kansas City Slide Company, Inc., 1719 Wyandotte Street, Kansas City, Missouri For cellophane, carbon, binding tape, ink, cover glass, etched glass. . Keystone View Company, Meadvillc, Pennsylvania For projectors, etched glass, cover glass, crayons, ink, solvent, cleaner, cellophane, binding tape, cases, files. George Murphy, 57 East 9th Street, New York, New York For gelatine. Radio Mat SUde Company, Inc., Daytona Beach, Florida For cellophane, carbon paper, and mats. J. C. Reiss, Visual Education, 10 Hill Street, Newark 2, New Jersey For mats, lumarith, cellophane, carbon paper, etched glass, cover glass, binding tape, crayons, ink, solvent, cleaner, carborundum. Transolene Company, Harrington, Illinois For translucent paper. Turtox Service Department, General Biological Supply House, 761-763 E. 49th Place. Chicago 37, Illinois For cover glass, etched glass, ink, pencils, cellophane, carbon paper, binding tape, dots, brushes. \\'illiams, Brown and Earle, Inc., Scientific Instruments and Supplies, 918 Chestnut Street, Philadelphia 7, Pennsylvania For projectors, slide cases, gelatine sheets, carbon, co\er glass, mats, binding tape, labels, ink, etched glass, pencils. Ryan V^isual Aids Service, 409-411 Harrison Street, Davenport, Iowa For cover glass, mats, masks, binding tape, brushes, etched glass, radio mats, typewriter transparencies, carbon paper, and water color. W. M. Welch Manufacturing Company, 1515 Sedwick Street, Chicago 10, Illinois For etched glass, cover glass, radio mats, binding tape, pencils, ink. mats, binders. RITE TO: Brandon Films, Inc., 1600 Broadway, :w York 19. N. Y., for a new "Foreign ade Packet" consisting of four related ching aids which has been prepared The Public Affairs Committee, Inc., i now ready for distribution. The four units in the packet are: a mm. black and white silent filmstrip, reign Trade — It's Good Business, em- lying maps and cartoons; accompany- ; printed Speech Notes which suggest EStions for discussion; a 16 page, four- or comicstrip booklet. Out of the Past A Clue to the Fiiture, an adventure ry which teaches some of the lessons the past, published by the East & West sociation and The Public Affairs Com- mittee; and a 32 page illustrated pam- phlet. What Foreigti Trade Means to You, Public Affairs Pamphlet No. 99, written by Maxwell S. Stewart. TTie filmstrip and comicstrip arc based on this new pamphlet. The packet explains in layman's terms uhy foreign trade is necessary, how it functions, and the relationship of inter national commerce and tariff walls to domestic prosperity and world peace. It is suitable for junior and senior high schools in the study of economic geogra- phy, history, economics, and internation- al cooperation; and for adult discussion groups concerned with current affairs, international relations, and world peace. E and HEAR— April Page 73 m' if;, " [Bl CL &U^\^ George Robert Carlsen University of Minnesota High School Editor's Note: An outstanding exam- ple of utilizing an audio aid to develop literary appreciation is presented in this article. Through the use of a radio script which Mr. and Mrs. George Robert Carlsen have worked out together, a more complete understanding of one poem of English literature, My Last Duchess, is possible for students of litera- ture. ENGLISH teachers dealing with the language arts have the responsibility for discussing the radio and the motion picture as two of the newer means of com- munication in our civilization. In assuming this responsibility a teacher must strive to develop students' critical attitudes toward the constant barrage of ideas com- ing to them daily. Thus, audio and \isual materials take their place be- side the newspaper and the maga- zine as legitimate sociological ma- terials of study in the language arts program. On the other hand. Englis teachers may utilize audio and visu materials as aids in developing heightened appreciation of huma life and its problems, an intensifie awareness of the world and tl universe, a shiver of pleasure ; the appropriateness of a word or lihrase— all of which make up litcraiy experience. With the id of showing the latter use of a audio aid, I submit the followinE'' lesson. ear ipocn litif; as ■nl] man- ire !ioal w t jXII dents " Browning's "My Last Duchesf Qus probably offers as much difficult *ltaF to the average senior class as an wt) other commonly read poem in nin< ^a tcenth cenn.n"y literature. And stil erson who liked flowers and animals md people and was always happy and miling. Sudent: She seemed to love life a ;rcat deal — to be kind and good to ; very one. Teacher: Well then, why did the Duke want to kill her? Student: He wanted her to put him ibove everything else. He wanted her ;o keep all her looks for him. Student: He felt that she ought to iust about worship him for his name. Let's see — he talks here about his 900- rear-old name. Teacher: Did he really love her? Student: Maybe. In his own way, 1 suppose he did. But he treated her as if she were a statue or something to be put in an art gallery. He wanted to Jove iier at his own convenience. Teacher: I'm glad you brought that up, because it brings us around tn your [juestions about those names and pictures that are mentioned. What's the point of having them in the poem? Student: Browning wants to show that the Duke thought as much of his pictures and statues as he did of his wife. Student: Yes, he treated her just as SEE and HEAR— April GEORGE ROHIR 1 GARLSEN Mr. Carlsen says, "I suppose that I am as complete a product of the Minnesota school system as one could find." After graduating from the Minneapolis schools and the University of Minnesota, he became a high schtxjl instructor there. At the present time he is head of the English aepartment in the University High School where he is working for the Ph.D degree under Miss Dora V. Smith, who has inspired him to a teach- ing career. if she were something dead he'd bought. He wanted to keep her to look at and play with, but he never seemed to realize that she was a human being at all. Teacher: Well, now, do you think that he had his Duchess killed because he was jealous of the attention she was paying to other men? Student: No, I don't think so. He seems to have gotten himself into a situa- tion that was unpleasant and embar- rassing. His wdfe just didn't like to be treated like a statue that he'd bought to stand in the dining room. So, he took the easiest way out and had hci killed. The students seemed to under- stand the situation in the poem, so the instructor turned to the ma- chinery of the poem which had troubled them in their reading. While the radio script had not at- tempted to point up the situation in Browning, the students had had some of their questions answered just through haxing heard the poem intelligently read. Through some discussion, the pattern of the action was sketched— the Duke's starting down the stairway with the emis- sary, his pausing to draw aside the curtain so that the guest could see the portrait of the Duchess, his Pa^e 79 tclhng nf the stor)'. The class was ready then to turn to another and more important aspect of the poem —the human significance behind it that gi\es it a degree of immor tahty. Teacher: Now that you all seem to be sure of the story and the way it is put together, I want to ask you another question. What do you suppose the person who wrote this script was trying to do in constructing this story of Jane who had been put to death bv her hus- band? Student: I'm not sure, but I suppose he wanted to help you understand the poem better. Teacher: But what do you mean by "the poem"? Student: Why, the poem of Brown ing's. Student: The situation is exactly the same here as it is in Browning's poem, jane is like the Duche.ss, and Jo is like the Duke. The same kind of things happen today that Browning is writing about in the poem. Teacher: I think you are on the right track. Let's see whether we can put into words exactly what the human prob- lem in the poem is. Student: A selfish man can't stand having his wife not devote all her atten- tion to him. Student: Yes. or you might say that husbands and wives don't imderstand one another. Student: I think the real point is the fact that the Dukr sots up a pattern that he wants to fit the* Duchess into, and he disregards the fact that she is a hu- man being who doesn't fit into ready- made patterns. Teacher: Is that a problem that we find in life today? Student: Definitely. Icacher: Can you think of any ex- amples that vou know about? Student: Maybe it's not quite the Page 80 same, but parents are always expecting us to get better marks in school than we do. They want us trr be "A" students and they are mad if we don't conform. Teacher: That certainly has some- thing of the same thing in it. Student: The thing that I liked about the poem was that it packed so much into so few lines. There is enough here to write a novel about, and the whole thing is done in less than two pages. Teacher: Yes, that is one of the beauties of great poetry. It condenses an experience, and when you read the lines, the situations open before you like those Oriental flowers that you drop into a glass of water to make the petals un- {oki. Some of you may have been read- ing books lately that illustrate some of the same things that the poem shows. One student pointed out that Carol Kennicott in Main Street set up patterns for the whole town and then was bitterly hurt because the town didn't conlorm. A boy men tioned Tess of the d'UrherviUes as a book in vyhich a girl is completely misunderstood by the man she loyes. .Another pointed out the similarity in the situation of Anna and Alexis Karenina. though she had not yet read far enough into the book to sec what the outcome was going to be. At this point, one of the boys in the class brought up a point that had been troubling him during the last part of our discussion. 1 Ic said that he had been thinking about the script and he had decided that he didn't like it. lie thought that the writer of the script had mis- interpreted the i^uchcss. A girl pointed out the similarity between the story of Jane and Jo and the story of the Duke and the Duchess. April— SEC and HEAR i lit, tlic Ixiy said, as the Duchess ;as presented in the script, she ,'as a chgnilied, melancholy, and hilosophical person. In Brown igs poem she was like Jane, a ery j^ay, warm-hearted sort of per 3n. The rest of the class could ?e his point and shared his feel- I think that the criticism of the :ript. in itself a valid one. points ut the efficacy of the program as teaching instrument. The stu- ents who were utterly confused hout the whole poem at the he- inning of the lesson have now :)rmed a clear enough idea of it :) pass judgment on the interpreta- ion of one of its characters by an- ther person. At the end of the lesson, before he class was dismissed, one of the tudents was asked to read the poem gain for the class. It was hoped hat in the re-reading, the things ,'e had discussed would come into ocus a little more sharply. The lesson utilizes. I think, the pecial contribution that an audio id can make beyond what the eacher can accomplish alone. The Iramatization of the idea of the loem made possible the discussion f the poem as a whole. The stors' nd the machinery of the poem vere brought quickly into focus bus saving time to discuss the eallv important thing: the emo- ional impact of literature in pre- cnting particular relationships and »roblems in human life. I was rea- onably satisfied that the class left vith a fair understanding of the ;EE and HEAR— April poem and with a healthy attitude toward it. There was no indication of that mystified and bored air that students sometimes have after sitting through the dissection of a piece of literature. These gentlemen, from left to right, Mr. Marco Ortiz of Panama, Mr. Pedro Mena of Chile, and Mr. Alfredo Gon- zales of Mexico, have completed their training at the Ampro plant in Chicago and recently returned to their respective countries to take active part in the vast MGM 16 mm. program recently an- nounced by Loew's International for op- eration in foreign countries. Ne^v Home for Virginui Biireaii In order to accommodate the trem- endous increase in requests for audio- \isual teaching materials, the Virginia State Bureau has moved into new and larger quarters at 1007 East Main Street, Richmond. More and more schools arc registering for the Virginia teaching ma- terials services. As new equipment ar- rives in the state, the services of the Bureau will continue their upward swing. Inquiries should be addres^ed to James Brown, State Bureau of Teach- ing Materials, State Department of Education, 1007 East Main Street, Rich- mond, Va. Page 81 0' pstn ioyre i How to collect, rear and preserve them ... a fascinat- ing nature study for children joE Park Northwestern University Editor's Note: The collection of but- terfly specimens can create great interest among children and is an activity that is particularly suited to this time of the year. Interested teachers and pupils can do just as little or as much collecting as they wish, because Dr. Park has very ably described, first, a minimum accom- plishment, and second, has added more detailed plans for those who wish to realize the possibilities of this subject to a higher degree. This is a play-by-play account which, 1 am sure, can be fol- lowed in any school room. THE BUTTERFLIES OF THE NIAGARA FRONTIER REGION is a particularly appropriate mono j^raph' to turn to as the seasons of spring and summer approach. While this booklet is of a technical nature, it contains a section on col Iccting, rearing, and preserving hut I. I lir Butterflies of the Niagara Frontier Kcinon and Beuinncr's Guide for Collectinp Reartno, and Preseri-ing Them (Illustrated) by William Wil.j, Research Associate in KntomoloKy, Huffalo Museum of Science, Voliime XIX, Number 1. bulletin of the Kuffalo Society of Natural Sciences, 1939, I', '^'i. (DrawiiiK"! by prrmis<;ion.) Page 82 terflies and moths which is certain to be of aid to all who are interested in such acti\ities. Teachers of nature study will be particularly in- terested. 1 his section begins with the statement that while those who want to collect specimens will need ()nly an "observing eye," they will find that "some simple equipment is also required." The first item of equipment de- -scribed is the net. This can be made by fastening a ring of hea\7 wire an eighth-inch in thickness and ap- pro.ximatcly ten inches in di.imeter to a stick about three feet in length. The stick can be fashioned from a bamboo fishing pole while the net itself can be made from "bobbinci" which is a hexagonal meshed cotton material. The net should be cut cone shape with a length twice the diameter of the wire ring to which it is to be attached. The open end of the net may be reinforced with a fold of cotton material for better April— SEE and HEAR mk w Kects aired, Bktui du: iiejai Id ton selves, be a luines ipliai Kquai liontl ilangei idvisal dien i y ■ar. The exact procedure for the nstruction of a net is shown in 7iircs 1 and 2. The second piece of recom- ?nded equipment is the "kilHng " which is used for kilHng the iects after they have been cap- red. The author suggests that a xture of potassium cyanide and .vdust be held to the bottom of e jar by means of plaster of Paris, turn, this mixture should be cov- ^d by absorbent cotton to prevent e specimens from injuring them- ;ves. In addition, the jar should ve an airtight cap to prevent the mes from escaping. A check with pharmacologist of the reviewer's quaintance has led him to ques- >n the use of such a potent and ngerous drug. It is safer and more visable where amateurs and chil- en are concerned to use "Car- ina" (tetrachloride of carbon) or loroform. The use of these two bstitutes would tend to eliminate ■E and HEAR— April the possibility of a serious accident, and would make the preparation ol the jar somewhat less complicated as only cotton would need to be used in the bottom. When mounting specimens for preservation, pins will be needed for insertion into the center of the thorax or middle portion of the in- Base of^ wire ring iVire bind in for perir^ancn r;n<) Grooves m jf/cH for- wire folding rin^ Ferrule to slide over wire Figure 2 sect. Special steel pins ranging in size from No. 00 to No. 7 should be purchased. The lower numbers, such as one and two, are small pins, while numbers six and seven are larger. A pair of forceps with rounded tips are considered essen- tial for the proper handling of speci- mens. One mounting method is ex- plained in Figures 3 and 4. The techniques explained up to this point may be accomplished in any classroom situation. Some may care to investigate further. Page 83 Home-made Mounting board 'Soft wood V2CeloteK " Stan Mo Board In the opiniuii of Mr. Wild, rearing one's own but- terflies and moths is the most succcssiiil way to ac quire perfect specimens. This is a challenging possibility for the teacher or pupils who desire to develop the collec- tion ol specimens to a higher degree. Any search for the caterpillars calls for careful examination of their food plant. The best time to look for caterpillars is early in the morning on a cloudy or rainy day. An umbrella placed upside down under a shrub or tree, which is to be suddenly shaken to dis- lodge the caterpillars, is a convenient receptacle for Inner marg. right ang/i Nobody Figure 4 Pas* M Latching falling bpecimens. The caterpillars may be brought home in a small metal lxi\ or a canvas collecting bag. Remember not to put too many specimens in one box or sack, and never put the hairy with the hairless caterpillars. Upon reaching home, the col- lector should separate the caterpil lars according to kind, placing each kind in a separate jar, with not too many in one jar. While air holes are not necessary, the jars must be cleaned each day and all moisture must be removed to prevent mold. Likewise, the jars should not be exposed to the sun as this will cause mold. Avoid re- moving the caterpillar from the food plant by force; rather clip the sec"- tion on which it rests and place it with the caterpillar on the fresh food. As the caterpillars develop, they uiih a top covered with wire. Tl»e cage should contain about three or four inches of sifted soil covered with a layer of moss or dead leaves. I he cage should be kept in a cool place and should be regularly sprayed with water in order to keep the soil moist. After the adult butterfly has emerged from the cocoon, time should be allowed — perhaps several hours — for the wings to harden. After this elapse of time, the but- terflies may be killed and mounted with -less likelihood of damage. Specimens captured in the field should be confined in a poison jar to be killed and then pinned at once or placed in an envelope to prevent damage. Fresh specimens should be mounted on a spreading board made for the purpose. Refer again to Figures 3 and 4. In order to pin the butterflies to this board, the wings should be placed at right angles to Home-made caterpillar cage. Moss Soil attach themselves somewhere to transform into a chrysalis. This is known as the pupa stage. Since butterflies pupate in various man- ners and for var^-ing lengths of time, it is necessary to have a pupa cage. This cage should be made of wood SEE and HEAR— April the body and held in this position by means of pins and paper strips. If a specimen becomes dry before it has been mounted, it can be re- laxed by being placed in a tight con- tainer, with a layer of one-half inch of moist sand in the bottom. A piece Page 65 Osnieterlum 3 ^ ^^9oien/-s lead- ]oracic lecjs Sol ^pira Abdomina! legs cles Dorsal line Supdorsal line Lateral I im Anal leas What is a caterpillar? What is a butterfly? Before lildren begin any study of this part of natural science, lany will be interested in becoming acquainted with the ?ry fascinating anatomy and vocabulary of this insect life. "hese two figures and their ex- lanations should find a place n the nature study Dard. bulieti I ag* 86 April— SEE and HEAR df absorbent paper sbould be placed (HI top of the sand with the spcci- nicnt hcing placed on the paper. All pinned specimens should be labeled. 1 he label should contain the month, day, and year that the specimen was captured. If the speci- men was capturetl in the larva stage, the label should contain informa- tion concerning the date of capture, the pupation of the larva, and the food plant on which it was located. Mr. Wild suggests that specimens be arranged in vertical rows, male first, female second. He maintains that it is also desirable to show the underside of the species when the characteristics can be shown more distinctly. The two sexes may be placed side by side with label above the rows. The genera and families should be arranged according to a current check list. To counteract carpet beetles and other insects which destroy mounted six"cimens, para dichlor benzene may be used. Ibis chemical may be pro- curetl at any drug store and is el- fective when used in cjuantities ol one teaspoonful per 35 to 40 cubic inches. Besides this very helpful discus- sion which has been briefed above, the booklet is devoted to a discus- sion of "What are butterflies?", a listing of the butterflies in the Nia- gara Frontier Region, a check list, a bibliography, an index, and nu- merous illustrations of butterflies. The teachers should remember that this is but one of many helpful books to which she may turn for help when collecting specimens which are very valuable visual aids for classroom instructional purposes. The basic problem confronting any of us who contemplate a program of visual education in our schools is that of evaluating the contribution it is expected to make. This should be done and can be done by careful consideration of the following points: — How did the use of audio-visual materials contribute to the objec- tives sought in the various areas? — How much effort was made to prepare students for the use of these audio-visual materials, whether films, filmstrips, slides, maps, charts, or globes? — To what extent did the use of audio-visual material meet the real learning need of the children and motivate interest? — Was the use of audio-visual materials always preceded by vocabulary study, anecdotal backgrounds, and assignment? — Was the use of audio-visual materials the best available? — How effective were the mechanical considerations of the program, that is, smoothness of film showings, adequate room ventilation. pleasant surroundings, provision for good screens, and comfortable chairs? — Did the use of audio-visual materials actually stimulate expression in writing and speaking and in school activities? — Normer Gill SEE and HEAR— April Page 87 Posf-War EFLA Convo Set I. C. BOERLIN Board Chairtnav of EFLA Tl IE Educational Film Library Association will hold its first full scale post-war convention on April 23 to 26, inclusive, in Detroit, Michigan. Registration headquar- ters will be at the University of Michigan Extension Di\'ision in De troit in the Rackham Memorial Foundation Building. Luncheon meetings will be held at the W'ardell-Sheraton I lotel. EFLA's Convention will be fed- crated with five other organizations meeting at the same time. The De- partment of Adult Education of N. E. A.; the American Association of Adult Education; the Education Division of the American Library Association; the National Llniver- sity Extension Association; and the Michigan Conference on Adult Education. There will be several general sessions of all of the partici- pating groups, but for the majority of the time, individual associations will plan their own programs. With the growing interest in and accelerated usage of films since the war, a large attendance is expected. Non-members of EFLA are invited. Dr. James S. Kinder, Pennsyl \'ania College for Women, program chairman, announces the following program for EFLA : Ttiesdny, April 23 10:30—12:15 Opening General Session speakers include RalphA. Ulvel- ing, Detroit Public Library for American Library Association; F. C Lowry, Extension Division, University of Tennessee, for National University Extension Association; Roben J. Maaske, Eastern Oregon College of Education, LaGrande, for the National Education Associa tion; L\Tnan D. Bryson, Columbia Broadcasting System, New York, for American Association of Adult Education; and L C. Boerlin, Penn- sylvania State College, State College, for Educational Film Library Association. 12:30— 1:45 C'ommitfeo luncheons 2:00- 2:20 Opening EFLA Meeting L C. Boerlin, presiding, and James S. Kinder 2:20— 4:00 Sectional Meetings a. "Administering and Financing the School Film Library." Edward B. Rogel, leader, and the following participants: Ford Lomler, Lester Frye, Arthur Stcnius, and H. L. Kmiser. b. "Gimmunity and Non-School Use of Films," Mrs. Patricia O. Blair, leader, .ind the following particijiants: Mrs. Aubry Lee Gra ham, R. Russell Munn, E. M. Benson, Mrs. Esther L. Berg. fl Pag« 88 April— SEE and HEAR C. "Educational PiuJucliun of I ilnis, " Ri»l>«.'it Waj^ner, leaJer, and the lollowintj participants: Paul WViult, I Icnry K. Childs, Lee Cochran; I humas Carskauon, and I huinas Stowcll. d. lltili/ation of Recordings and Iranscriptions," Norman W'oelfcl, leader, and Lillian V.. McNulty and others, participants. 4; 05- S:30 C;eneral lAl.A Meeting W. A. Wittich, presiding. Speakers Gardner Hart and Paul Reed. 8:00 General Session. Speakers, Norman Cousins and Archibald Mac- Leish Wednesday, April 24 9:00-11:00 Joint Session of EFLA and NLIEA 1. C. Boerlin, presiding "Functions of a Center of Audio Visual Aids," L. C. Larson, panel leader, and participants: David B. McCulley, Glenn Jones, David Strom, Ernest Tiemann, Abraham Krasker, and Jesse D. Brown. 1 1 : 00- 1 2 : 00 General EFLA Meeting Speaker: Luther H. Evans; and Discussion: Vernon G. Dameron 12:15- 2:00 Luncheon, Wardell-Sheraton Hotel J. C. Wardlavv, presiding. Speaker: Julien Bryan. 2:15—3:45 General Session sponsored by NUEA "The Frame of the Future Educational World," Virgil Jordan Rutgers, speaker 4:00- 5:30 General EFLA Meeting R. Boyd Gunning, presiding. Reports from sectional meetings and general discussion. 8:00 General Session 1. E. Boerlin, presiding Julien Bryan on "The Film in International Understanding" Thursday, April 25 9:00—12:00 Annual Business Meeting 12:30- 2:00 EFLA Luncheon. NUEA Members invited. VVardell Sheraton Hotel George B. Zehmer, presiding. C. R. Reagan, speaker, "The Film Council of America." 2:15— 5:00 Conducted Inspection Tour of the Jam Handy Organiza- tion, 2900 Grand Boulevard. 6:30 Dinner— General Session Friday, April 26 9:30-10:45 General Meeting James S. Kinder, presiding; Tom Baird, speaker, on "Intercultural Relations Through Films"; David Strom, discussion. 11:00-12:15 General Meeting Edward Rogel, presiding; Mrs. John Flory, speaker, on "The EFLA Film Evaluation Project." 3EE and HEAR— April Page 89 FOR EVERY PUPIL Dh. 1). H. VVkimeh Dean of the Faculty, Bethany College, West Virgitiia Editor's Note: 1 he \isualizatiun of ibtruction is not limited to the use ul omnicrcially-prepared materials. This rticle presents a description of the "how J prepare" models which will leave you nsatisfied until you gather together the n cans, plaster of Paris, and string •hich will enable you to follow Dr. V'eimer's directions. WTiile this has been uilt ar(jund a project in biology, it is a lethod that can be used advantageously 1 many other subject areas. r I lAVE always been an advocate L of the use oi teaching devices ther than the mere spoken and I'ritten word. Among the other isuai teachiiif' aids, 1 rt't-ard models as having special usefulness in the field of science, particularly in biol- ogy. In times past, it has been part of our program to offer to prospec- tive high school teachers a course in Methods of Teaching Biology. Practical experience has demon- strated the meager visual equipment available in most high schools for teaching biology. In planning the part of the course v\'hich dealt with use and construc- tion of models in teaching, the projects were so planned that the\ This model of the earthworm has been tooled from a rectangular block. The parts of the nuxlel are made vi\id and the relationships are more easily understood through painting, which adds realism and authenticity. I Pag* 90 April— SEE and HEAR 1 he making of this grasshopper model was made easy by first mould- ini; to the rough outHnc of the final form. could be executed by any individual and by the use of any equipment readily available. Every effort was made to produce the models as in- e.xpcnsively as possible. It should be emphasized that these models were made by students who had never done any work of this type before and who, as in- structors of the department would vouch, had no inherent mechanical or artistic capacity. Yet it was very encouraging to see what the aver- age individual could do when he or she became especially interested in the project. In our llrst attempts at model- making, we cast a block of plaster of Paris, then sketched on it the outline of the animal, plant, or structure to be modeled. Then the block was chopped, chipped, and :hiseled away according to the lines di the pattern. Later we found that it saved time and energ)' to prepare I mold approximately the same ihape as the model. This was done n the making of the models of the >EE and HEAR— April grasshopper, and the sea-anemone. The earth worm model was cast as a block. All types of instruments were used in chipping and carving the plaster of Paris. Ordinary scalpels, chisels, and even ice picks were used, but perhaps as effective as any other instrument was a nail file. The wooden bases on which the models were mounted were also made by students. A rather detailed story of the making of the model of the sea- anemone will serve to illustrate some of the problems presented and the means, at times rather ingenious, we think, used to overcome them. The sea-anemone has a round cylindrical body. In the center of the sea-anemone is the tube or gul- let which is supported by a number of partitions called septa extending to the outer body wall. The gullet leads to a space in the lower part of the sea-anemone called the gas- tric cavity. After deciding upon the :ize of the model, the round body Page 91 •as cast in a round gallon tin fruit in. The can was slit down one side ) that it could be readily removed om the plaster of Paris after it ad set. The model was planned to show only approximately the one longi- tudinal naif of the body of the sea- anemone. Rather than chip away that much of the plaster of Paris This model of tlie sea-anemone was first cast to its approximate form. The arrangement ol the septa are really strips of tin, the gastric filaments are thread, anil the tentacles are wire-reinforced plaster of Paris. Again, final painting produces the vividness which identifies all of its parts. kenaM p[ 20 f Ijailtv am . mi ^ oge 92 April— SEE and HEAR B. R. WEIMER )r. W'cimer received his higher cdu- on from West Virginia University I the University of Chicago. Me has n a high scliool principal and for the t 20 years has been Dean of the ulty and professor of biology at Beth- College in West Virginia. He is co- hor with Professor P. D. Strausbaugh the University of West Virginia of ?ral texts in general biology. m a whole cylindrical solid plas- cast, the upper part of the can s divided by suitable partitions. rhe model in the rough was then t. The tin space filler was re- vcd and the car\'ing was begun bring out the details of the struc- c. The model was so planned it the arrangement of the septa re to be shown in the basal re- n. These septa are rather thin ips of mesentery and in the model re represented by strips of tin. the gastric ca\'ity of the sea- anemone arc a number of thread- like gastric filaments. Those of the model were made of coarse twine. The tentacles of the model were made of plaster of Paris reinforced by wire. The tentacles were made separately and added to the model as one of the finishing touches. The turned oak base was made by a student who had had some previous training in wood-making in high school. The plaster of Paris model was fastened to the base by three stout screws. The model was given two coats of shellac and then "painted" with inexpensive enamel. In this manner we have con- structed many other models useful in the conduct of our course in biology and entirely effective in fostering understandings. This technique can be duplicated by others who will find after a little experimenting, a process which is truly a key to object teaching and learning. Pueblo Junior College Chooses Filnts It is Tuesday night and teachers arc assembling in the three rooms where pre\"iewing has been arranged. The day before the local news- paper published the list of teaching film materials to be previewed. Mimeographed lists had been sent out to all teachers in the community' and an advisory committee had called each school to inform them as to the material which was to be previewed. And now, this Tuesday evening the chairman in each of the rooms directs the preview activities. Following the showing of each film, dis- cussion is held, materials are evaluated, and the joint will of the teacher evaluation group governs the decision to purchase or to reject the films which will go into the Pueblo College film library for circulation to the schools of that area. This is a true in-service training program. This is the way we believe films should be selected — by the teachers who ultimately will use them. - ERNEST TIEMANN, Director Department of Visiml Education Pueblo Junior College Z and HEAR— April Patje 93 to the many questions on Audio-Visual Learning that come to our editors W. A. WiTTicH AND John Guy Fowlkes tteJse ;Foiii J inch id Jfess. Jiiiiiiy iiticles Ike tonsil QWc are ver)' interested in tlic lllmstrip article We Are AU Brothers. For some reason you slipped up, as no mention was made of tne source. AVou are as completely right as • we are chagrined. Hereafter, we will include complete information on sources of information and materials written about in SEE AND HEAR. The filmstrip We 'Are AU Brother';. which is one of the "Races of Mankind" filmstrips, is available with a script or commentary from The Public Affairs Committee, Inc., 30 Rockefeller Pla/a, .\'cw York 20, New York. o o o o ( j Do you ha\e to use sucii nia ^Vj terial for the front co\er ol your good magazine as appears on the January number? A Each month we arc goiny to • make a point of including on the cover a picture of some example of utilization in the field of audio-visual education. Very naturally, since mc. chanical equipment is involved in the conduct of audio-visual teaching, we Pag* 94 can't avoid including photographs of etiuipment. Moreover, we see no reason why we should attempt to. This is all a part of the story and in succeeding issues we will continue to follow this policy. r J Please give us the address of ^^Vj the International Film Foun- dation, Inc. A The International Film Founda- • tion is a new, non-profit or- ganization dedicated to the building of world understanding through the produc- tion and distribution of documentary films. Its address is 1600 Broadwav, Suite 1000. Xcw ^\)rk 19, New York. For information concerning the pro- isiies( ([olio M Film lelatioi A, Send Your (Questions Many qiu'Stions of a siniiI.Tr na turo arc received by SKE and IIKAR editors. Space docs not al low an individual answer to each one, >io several questions are frc- "lucntly grouped and a composite answer given. Send your questions to Editors — SEE and HEAR 1401 West Johnson Street Madison 6, Wisconsin April— SEE and HEAR i Gen 11 to Telf M Disi Fiel Rec, Loo ffiveie Btiliza ittie Mioi Ipek Tl, ceive Jieas S2< sd series of films on Russia which Founilation is plaiiniii>{ and which include II. S. S. li. l^rimer, Siheria. ooh in Rtissiti, and North Chhui, e to the executive director of the mlation, Julien Bryan, at the above ress. o o o o I 1 hcaitil) approve oi evei\ ^ thing >ou are accomplishing SEE AND HEAR. However, ni\ leeh'ng that vou lean toward lies on the motion picture him. ave a feeling that some publica IS have been giving the motion urc too prominent a place in tion to the via}iy other types of lal materials. VVhat about this? You will be interested in the L» following survey of the articles :h ha\e appeared in the first seven 2s of SEE AND HEAR. They are allows : lotion pictures 35 ilmstrips 5 lides 6 lodels 7 laps, charts, globes 5 dult education 8 reneral administration and super- vision 27 ictures 9 eJevision adio ulletin board - 9 -. 5 1 lackboard 1 'isplays and exhibits 3 ield trip 1 ecordings 1 ooking at this another way, it must kept in mind that articles have red and will continue to cover zation of visual and audio materials le primary, intermediate, junior and or high school, college, and adult Is. he editors will be delighted to re- e and consider articles dealing with s not represented above so long as and HEAR— April tiiev come withiii the general Held of audio visual education. The editors are seeking constantly additional reports in the are.is aliove which .ippear to be in .iilequately represented. o o o o C J Where can 1 find out more ^-\J about the organization ol student projectionist clubs? This sounds like one of the things we need to do in our school. A Very fortunately, and as a supple- . ment to the article "First Ex- periences with the Visual Education Program" by Henry J. Queen (January SEE AND HEAR), we are able to bring you this well-organized and workable answer to your question from Mr. Roy- den M. Tripp, Central Junior High School, New Britain, Connecticut. Mr. Tripp's suggestions follow: The Audio-Visual Club of the Central Junior High School is a part of the regular club program. As such, its membership consists of at least 30 boys, which number, I hasten to say, is too large. Club choices are voluntary and open to grades 7, 8, and 9. The Audio-Visual is a popular club, and we usually get several times as many applicants as we can take care of, so we can be quite demanding of our membership. Our aim is to have at least one operator in each subject division in all grades, an ideal which we seldom achieve. There are usually several hold-overs from past years and the best of these are made instructors. Three of the outstanding and most interested in this group constitute the board of ex- aminers. At the first meeting of the year, each new member is given an Op- erator's Progress Report which begins like this and includes a duty check list for all of the equipment we have: Page 95 Si/und Piojector ^^ \^"i l''^ inni..r baJgc. The hid^o Itas been the greatest iiicentive we have Remove from case and set up ever found to increase interest and skill for operation _ ''^ operating audio-visual equipment. I he ,- club also puts on one or two assenibK Frame a,H-rture on screen programs each year, which publicv re Recognize sound film wards them for their work. Recogni/e if films needs re- Subsequent meetings arc organized winding around activities in our double projcc- Thread film ^^^ room and a rather large darkroom. mi ^- 1 . 1- u J Frequently, groups will get a call to go Make trial turn by hand .^. . i • J. c^u i u ' out to take pictures or other club ac- Start and stop properly tivitics. Often, we show films for other Focus properly clubs. These and routine school projec- I'raine picture on screen...... t'O" assignments keep us busy. l-eel film as it leaves take-up Usually, we get a fairly large num- sprocket ber of competent operators and a few Control sound quality exceptional ones. A lew never get be- Rewind film yond the 3Vi"x4" slide projector stage. Clean lenses _ - Royden M. Tripp Clean film gate .. &""'"i •f"'.""o''^^''«'' Sc'.ool ^, , , , . J ^ New Britain, Conn. I ake down machine and put back in case _ o o o o Next we organize the boys into small ^^^ groups with an instructor and projector f J What is the T F C Oigani for each group. For several meetings ^-v* zation? the groups move among the instructors until each boy has had some instruc- A t- i • r\ /^ j- i tion with several machines. As boys A Teachmg Film Custodians, Inc. become skilled enough to take the test, f ^* was organized seven years ago to the board of examiners administer it. bring to schools and colleges those ex- As the candidate ix;rforms the required cerpts from Hollywood productions operation, it is checked on the opera- which were thought to contain inlorma tor's progress sheet. ''*^" useful to the development ot class- room learning situations. The mastery of the five basic equip- ment items-3Vi"x4" slide projector, Subjects for release to schools are 2"x2" slide and filmstrin projector, chosen on the recommendation ol an sound projector, public address system, Advisory Committee which consists ol and transcription player-gives the nupii a group of educators headed bv Dr. Alark what we call the junior license and en A. May, Yale University, and including titles him to wear the operator's badge. Dr- Jav B. Nash, Dr. Frederick H. Bair, Dr. Karl Compton, Dr. James R. If the candidate keeps on and nasses Angell, Dr. Royal B. Farnum, Dr. Ed three additional tests on the kodak mund E. Day, Dr. Willard E. Givens, camera, the 35 mm. camera, and the and Dr. Isaiah Bowman, exposure meter, he gets "Senior License" stamped on the face of his license. The The films recommended by this group number who get their senior license is are processed onto 16 mm. prints and usually not large. Boys are most eager made available to schools. ^0 Paqa 96 April— SEE and HEAR See-wHear Wm.. U. S. I'.it. Ollur Published each month of the school year— September to May, inclusive— by SEE and HEAR, Eau Claire, Wisconsin, a division oi E. M. HALE and Company. Earl M. Hale, President and Publisher. Walter A. Wittich, John Guy Fovvlkes and C. J. Anderson, Editors \\. Mac McGrath, Business Manager; Tom Bartingale, Circulation Director. Sold by subscription only. $3.00 per year (9 issues) in the U. S. $4.00 in Canada and foreign countries. MAY - 1946 OL. 1 ^ . ^ NO. 9 jfiimy^ '^uxuC^ Page SEE and HEAR Board of Editors 2 \'isual Education Summer Sessions 6 1 oward Living Mathematics— DoMOvan ]ohnson 19 Measure for Measure— Dr. Virgil E. Herrick 25 Getting Acquainted with Jewish Neighbors- Hazel R. Mittelman and Catherine M. Triihe 31 European Odyssey— Dr. Arthur Stenius 39 Sugar in '46— Dr. James E. Mendenhall 45 Learning to Live— W. T. Rowland and R. Lee Thomas 50 Seeing Our Neighbors— Daisy Daily Sanders 54 On Wings We Go-Beatrice Bergh 59 Creative Art by Radio-H. B. McCarty 65 Lantern Slides and How to Make Them— Mary Esther Brooks 70 Teacher Training and Audio-Visual Materials— Dr. Henrietta Fleck 80 Lilliputia- Elmer R. Nelson 87 • Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. • Members of the Editorial Advisory Board SEE and HEAR ROGER ALBRIGHT, Teaching Film Custodians LESTER ANDERSON, University of Minnesota V. C. ARNSPIGER, Encyclopaedia Britannica Films, Inc. LESTER F. BECK, University of Oregon MRS. ESTHER BERG, New York City Public Schools MRS. CAMILI^ BEST. New Orleans Public Schools IMARLES M. BOESEL, Milwaukee Country Day School JOSEPH K. BOLTZ, Coordinator, Citizenship Education Study, Detroit FLOYDE BROOKER. U. S. Office of Education J.\MES W. BRO\VN, Virginia State Department of Education ROBERT H. BURGERT, San Diego City Schools MISS MARGARET J. CARTER, National Film Board of Canada C. R. CRAKES, Educational Consultant, DeVry Corporation AMO DeBERNARDIS, Portland Public Schools JOSEPH E. DICKMAN, Chicago Public Schools DKAN E. DOUGLASS, Educational Department, Radio Corporation of America GLEN G. EYE, University of Wisconsin LESLIE FRYE, Cleveland Public Schools LOWELL P. GOODRICH, Superintendent, Milwaukee Public Schools WILLIAM M. GREGORY, Western Reserve University JOHN L. HAMILTON, Film Officer, British Information Services MRS. RUTH A. HAMILTON, Omaha Public Schools O. A. HANKAMMER, Kansas State Teachers College W. H. HARTLEY, Towson State Teachers College, Md. JOHN R. HEDGES, University of Iowa VIRGIL E. HERRICK, University of Chicago HENRY H. HILL, President, George Peabody College for Teachers CHARLES HOFF, University of Omaha B. F. HOLLAND, University of Texas MRS. WANDA WHEELER JOHNSTON, Knoxville Public Schools HAROLD L. KOOSER, Iowa State College ABRAHAM KRASKER, Boston University L. C. LARSON, Indiana University GORDON N. MACKENZIE, Teachers College, Columbia University DAVID B. McCULLEY, University of Nebraska CHARLES P. McINNIS, Columbia (S. C.) Public Schools EDGAR L. MORPHET, Department of Education, Florida HERBERT OLANDER, University of Pittsburgh C. R. REAGAN, F'ilm Council of America DON C. ROGERS, Chicago Public Schools W. E. ROSENSTENGEL, University of North Carolina W. T. Rowland, Superintendent, Lexington (Ky.) Public Schools OSCAR E. SAMS, JR., Interim Office, U. S. Department of State E. E. SECHRIEST, Birmingham Public Schools HAROLD SPEARS, New Jersey State Teachers College (Montclair) ARTHUR STENIUS, Detroit Public Schools ^rlSS MABEL STUDEBAK-ER, Erie Public Schools K. LEE THOMAS, Department of Education, Tennessee ERNEST TIEMANN, Pueblo Junior College ORLIN D. TRAPP, Waukegan High School KINGSLEY TRENHOLME, Portland (Ore.) Public Schools MISS LELIA TROLINGER, University of Colorado PAUL WENDT, University of Minnesota Pag« 2 May— SEE and HEAR Individual CLASS ROOM Projector Now Available at Low Cost . . . with 16MM Sound-on-Film PORTABLE— Weighs only 27Vi lbs. complete. Single case contains: Movie-Mile IGrnm. sound projector, desk top screen, speaker, cords, lake-up reel . . . and still has ample space lor spare lamps, etc. Extremely compact; only slightly larger than a portable typewriter; approxi- mately 8x12x15 inches in sire. Ideal lor small group showings. Larger sire standard screens may be used lor larger groups. IVIE-MITE iRD FEATURES — Plainly Elm path makes threading Inly one moving part need rated in entire threading, m be on screen in less than inutes. ctric plug completes all con- ; to projector. Cords, perma- vired to speaker, cannot be pacity 2000 It. Reel arms slip urate sockets . . . last power . . . adjustable tilt . . . adjusted Iraming device . . . a single, inexpensive stand- jection lamp lor both picture md projection. No separate lamp necessary . . . case ol plywood . . . leatherette . . . universal A.C. or D.C. volt operation ... no con- lecessary. Mechanism cush- sn live rubber mounts lor quiet operation . . . entire :de ol best quality materials icision machined parts. or interesting iolder, "It Makes Sense." ur lavorite Photographic or Visual Aid lor Demonstration and Delivery Inlor- EDITORIAL Toward Volume Two Tmvard Volume Two IT has been said that the contribution of visual aids to general education is the greatest supplement to learning since the advent of the McGuffey reader. As a complement to the classroom environment, which must always be a situation rich with materials to help children learn and understand, tools of visual instruction must be given serious consideration by teachers who would improve their craft. Well selected visual materials of wide variety help good teachers get their job done well. In Volume I or the first nine issues of SEE AND HEAR, every effort has been made to assist successful teachers and administrators in explaining and in bringing their ideas to the attention of other interested school persons. Always the objective has been to define these new tools for learning in their broad sense. The accomplishment of SEE AND HEAR can be measured in terms of the scope of the material on selection and utilization which has been presented in its first year of publication. Of great interest is this compilation which lists as a frequency tabulation the general character of articles under typical headings. For example, articles dealing with the preparation, selection, or use of filmstrips appeared 12 times; articles describing better utili- zation of bulletin boards appeared three times; blackboard utilization was presented four times; the preparation or utilization of specimens or realia appeared 16 times. In only 14 instances was an article assigned to more than one category, due to the nature of that article. This has been the planned policy of SEE AND HEAR. Its realization has been accomplished only through the splendid coop^ eration, suggestion, and counsel of its Advisor)' Board. Authorship has been diverse, has represented the thinking and the accomplish- ments of teachers from practically every state in the Union. As we approach the completion of the first year, we look— toward Volume II. The Board of Editors and the Advisory Board promise greater effort to achieve the aims that have been announced. Page 4 May— SEE and HEAP higher high mmmm sharper voice reproduction lower low i«/ith VICTOR /milM/lTOPHO^E The ability to capture all the reality of voice or instrument , quality of the Victor Animatophone. is a thrilling The secret lies in Victor's superb amplifier ... its capacity to respond perfectly at voice frequency, yet reproduce the higher and lower instrumental notes. Also exclusive with Victor is the Wide Angle Sound Lens with greater focal depth for deeper scanning of the sound track. Victor's Stationary Sound Drum has no moving parts to wear or get out of order and is instantly accessible for cleaning. Because of such features as Victor's unsurpassed sound fidelity, easier threading, brighter images and greater safety, it is first choice with thousands of educators, churchmen, industrialists and the military. Ask for additional details of the Victor Animatophone . . . the finest in l6mm craftsmanship! VICTOR ANIMfKTOGRAPH CORPORATION Horn* Oiffc* ond foctory: Oavenporf, Iowa Nd S». • Clilc««« (1) !•• W. laWdrk MA K E R S O F I 6 M M EOUIPMEN.T SINCE 19 2) Z and HEAR— May Pag* S ^^OMliiio^l Wisconsin Public Service Radio Institute Annouvccd All Institute designed to serve persons concerned with educational, public ser- vice broadcasting. The July 29 to August 9 meetings will be held as a working con- ference on techniques in the preparation, production, and utilization of educational, public service programs. Leaders famil- i.ir with cfTcctive methods in Canada and Britain, as well as the United States, will pro\ ide help on specific problems ranging from the formulation of policies to the broadcast and final appraisal of programs. Station W'UA. on the air 12 hours daily during the summer, ofTers an opportunity for the study of an educational station in operation. FM (frequency modulation) opportu- nities and developments will be given particular emphasis. Registration may be limited by a short- age of housing accommodations, so per- sons planning to attend should register well »>j advance. The Institute registra- tion fee is $10.00. For further information, write to H. B. McCarty, Director, Division of Radio Education, Station W'llA. Radio H;dl. University of Wisconsin, Madison, Wis- consin. Permanent offices of the National As- sociation of Visual Education Dealers will be set up in Chicago within the next three months. From this ofTice an mcreased program f)f activity to stimulate more widespread and effective use of projected visual aids in schofils, churches, businesses, and homes will be con- ducted. -Do,, White ^jcecutivc Secretary, NAVED. Dr. Milan Hcrzog, who was in charge of translating and recording OWI films for foreign distribution during the war, has been apjKjinted associate in research and production of the Britannica Films company. Pag« 6 W'e assume that this appointment isl a forerunner of an expanded programl of preparing foreign language soundl tracks for existing teaching films. Wcf consider this one of the most valuable ways of extending evidences of the| American culture abroad. Are you guilty of setting your sound levels too high? Most people do. The sound level should be slightly louder than conversational level in small roonts, and should be about the same level when heard from the back seats of an au- ditorium. In response to requests from teachers and broadcasters needing help in the planning and preparation of programs for classroom use, the Wisconsin School of the Air is making available a packet of 10 different teacher manuals. Included are outlines, utilization data and refer- ences for elementary grade level courses in nature study, creative art, social studies, physical science, singing, music appreciation, health, reading guidance and 11. S. history. The collection is sent prepaid for one dollar upon request to the Wisconsin School of the Air, Univer- sity of Wisconsin, Madiwn. \\'IIA, University of Wisconsin. Cover picture: \\ by do we send our little children to school? We send them to discover the world of things alxnit them— to learn hf)w to move through the environment about them which Ix-comes ever larger as they widen the horizons of under- standing. * and how do children come to comprehend this ever widening world? Through first hand experiencing — through seeing — through hearing, for when a child can see and hear that which he or she is encouraged to learn-then understanding takes place-then retention occurs. This child of the cover picture attends the Tojieka public school. We thank Fopcka for the use of this photograph. May— SEE and HEAR tea II VOCATIONAL SLIDEFILM KIT-SETS for the coming school year 1,128 Lighted Pictures . WOODWORKING (Safe Practices in Woodworking) . 22Sliderilms $81.60 888 Lighted Pictures . BASIC ELECTRICITY . 12 Slidefilms S45.75 2,829 Lighted Pictures . AUTOMOTIVE MECHANICAL TRAINING, NO. 1 . 35 Slidefilms S99.00 1,910 Lighted Pictures . AUTOMOTIVE MECHANICAL TRAINING, NO. 2 . 35 Slidefilms $99.00 874 Lighted Pictures . BENCH WORK . 10 Slidefilms 539.50 701 Lighted Pictures . MACHINING (Introduction to Machining) . 16 Slidefilms 553.50 1,742 Lighted Pictures . PILOT TRAINING . 24 Slidefilms $65.00 2,719 Lighted Pictures . AIRCRAFT MECHANICS . 47 Slidefilms 5135.00 1,424 Lighted Pictures . AIRCRAFT ENGINE MECHANICS • 24 Slidefilms 569.00 392 Lighted Pictures . SELLING AMERICA . 5 Slidefilms 5120.00 360 Lighted Pictures . SUPERVISORY AND FOREMAN TRAINING . 5 Slidefilms 577.50 742 Lighted Pictures . OXYACETYLENE WELDING . 15 Slidefilms 541.50 Here are 15,709 lighted pictures that can be projected in any sixe on any screen or on the wall of the classroom. Expertly tailored to the needs of the classroom teacher, they will help students see exactly what the instructor means. Order your kit-sets now from the above list; for a complete catalog of slidefilms and kit-sets, write to The Jam Handy Organization, 2900 East Grand Blvd., Detroit 11, Michigan. TA* JAM KANDY Okg^^nailon 10«DAY TRIAL — Jam Handy Kit-Sot* ars lold on a tan-day trial. E and HEAR— May Paga 7 ,i;W^€/L AV i^MlW) ^ Everywhere audio-visual materials are being added to assist in accomplishing more effective teaching. This year more summer session courses in visual education or audio- visual instruction will be offered than ever before. To assist our readers in making their summer plans, we include the following information on summer school courses for 1946. Alabama University of Alabama, University Audio-Visual Instruction, Dr. E. E. Sechriest Arizona Arizona State Teachers College, Flagstaff, June 3 to July 26 Audio-Visual Aids in the Elementary School, Del Shelley-Mildred Kiefer Audio-Visual Aids in Secondary Schools, Del Shelley-Harvey Taylor Administration and Supervision of Audio-Visual Aids, Del Shelley — D. Ross Puguine i4rizo«fl State Teachers College, Tempe, June 3 to July 6 and July 8 to August 10 Audio-Visual Education, Dr. H. D. Worthy University of Arizona, Tucson, June 10 to July 13 and July 15 to August 17 Visual and Auditory Aids in Teaching, Dr. E. L. Larson Arkansas University of Arkansas, Fayetteville, June 4 to July 16 Audio-Visual Education, C. H. Cross California College of the Pacific, Stockton, July 1 to August 2 Audio-Visual Education, Thad Stevens Audio-Visual Workshop for Church Workers (July 15-19), Frank Lindhorst Fresno State College, Fresno, June 17 to July 26 AudioVisual-Radio Education, Frank F. Gorow Mills College, Oakland, July 6 to July 17 Creative Art Workshop, William A. Gaw, et al Occidental College, Los Angeles 41, July 1 to August 9 Materials and Methods, James McPherson Advanced Project Studies, James McPherson Radio in the Classroom, Elizabeth Goudy Noel Television in Education, James McPherson San Francisco State College, San Francisco, June 24 to August 2 Audio-Visual Education, Charles Rich San Jose State College, San Jose, July 1 to August 9 Audio- Visual Aids, Dwight Bentel University of California, Berkeley, June 24 to August 2 and August 5 to Sep- tember 14 Instruction Materials and Equipment, Cornelius H. Siemens University of Redlands, Redlands, July 1 to August 9 Continued Audio-Visual Education, Dr. Fred J. Sales Page 10 Paa* • May— SEE and HEAR i . A New Tool for the Visual Instructor . . . by Complete, originally illustrated visualizations of 3 out- standing classics in FULL COLOR 2" X 2" Slides. (Approximately 120 slides. May be purchased in full* set or four parts) 35mm Slldcfilms. (Approximately 120 frames] IVANHOE . . . by Sir Waher Scott TREASURE ISLAND . . . by Robert louis Sfevenson THE THREE MUSKETEERS . . . b/ Alexandre Oumo* Fascinating condensations of these famous classics which ofFord students the opportunity to visualize period costume, architecture, manners, as well as the pageantry and adventure of the stories themselves. Af your dealer, or order by coupon 2" « 2" Slides Each Part . $15.75 4.25 35mm Slidefilms $9.75 35mm Slidefiln Ivanhee Treasure Island The Three Musketeers 2" X 2" Slides Full Set Port NAME ADDRESS CITY STATE Check n Money Order D C.O.D. Q PICTORIAL FILMS, Inc. R.K.O. BUILDING RADIO CITY 30, N. Y. SEE and PIEAR— May Page 9 Colorado Colorado State College of Agriculture and Mechamc Arts, Fort Collins, July 22 to August 16 X'isual Education, C. C. Minteer Colorado State College of Education, Crcclcy. June 24 to August 16 Radio in liducation, James D. Finn Education via the Comnuinication Agencies, James D. Finn \'isual Aids in Education, James D. linn University of Colorado, Boulder, June 17 to July 19 and July 22 to August 23 \'i';ual Aids ( F'irst term), Leiia Trolingcr In the second term, this work will be presented by the Workshop plan. Connecticut Davhurr Slate Teachers College, Danbury, June 24 to August 2 Materials Workshop Including \'isual Aids, Cora J. Russell Georgia Fivorx University, Emory University, June I 1 to July 17 School Problems Laboratory ( Workshop). \\'alter S. Baer University of Ceorgia, Athens. June 17 to July 23 AudioA'isual Aids in Teaching \'isual Aids in Distributive Education Idaho University of Idaho, Moscow, June 17 to July 26 Audio-Visual Aids Demonstration V\'orkshop, Neil Blair Illinois Bradley Polytechnic Institute, Peoria, June 15 to July 24 Visual Aids, Allen F. Siepert Illinois State Normal University, Normal, June 29 to August 23 Audio- Visual Education, Howard J, Ivens Northern Illinois State Teachers College, DeKalb, June 17 to August 9 X'isual Education, Dr. O. J. Gal^l Northnestern University, Evanston, June 24 to August 3 Audio-Visual Teaching Aids in the Classrcnmi, Charles Crakes University of Chicago, Chicago, June 24 to August 2 Audio- Visual Instruction: Techniques and Materials, Stephen M. Corey Audio-Visual Instructional Problems, Stephen M. Corey Western Illinois State Teachers College, Macomb, June 10 to July 19 Visual Education — Photography, Kimbrough Shake Visual Education, Alvin B. Roberts W'hraton College, W'heaton, June 22 to August ]f> \'isual Methods and Practices, Dr. Robert L. Cooke or G. C. Rust Indiana Rail State Teachers College, Muncie, June 10 to July 12 Audio Visual Education, Evelyn Hoke- Butler University, Indianapolis, June 17 to August 9 Visual Education, Dr. Byron \\'estfall Central Normal College, Danville Sensory Education Indiana State Teachers College, Terre Haute. June 10 to Julv 12 Audio Visual Education, V. L. Tatlock Indiana University, Bloomington. June 19 to August 16 Utilization of Audio-Visual Materials. Dr. Rov Wenger Coniimird Selection of Audio- Visual Materials, Carol) n Cuss r'aKe'u' ^"'3' '0 May-SEE and HEAR ' New 16mm SOUND A^/^ BRITAIN 3 YOU KNOW what it is like in Germany today? 3 YOU KNOW the reasons for the Allied Control Com- ssion being there? D YOU KNOW what the Allied government departments P loingi A DEFEATED PEOPLE the first official film on occupied Germany, gives the answer to these and other questions you have been asking. Health Films mUR CHILDREN'S EARS I'OUR CHILDREN'S EYES fOUR CHILDREN'S TEETH ese films are particularly suitable for ents and teachers. Amusing ani- ;ed diagrams explain the physiology the organs treated and the tilms ss the advantages of simple, com- n-sense health precautions which can ly be taught to children. Educational Films ACHIMOTA FATHER AND SON A MAMPRUSl VILLAGE During recent years, the people of Africa have made such great strides forward, that it has become a major undertaking to record their rapid prog- ress. These films are the first to show the development of social, educational and administrative standards in the native villages. troit These films are on loan from the following offices of BRITISH INFORMATION SERVICES 30 Rockefeller Plaza. New York 20, N. Y. 10 Post Office Square, Boston 9, Mass. 360 North Michigan Ave., Chicago I, III. 391 Sutter St.. San Francisco 8, Calif. 907 13th Street, N. W., Washington 5, D. C. BRITISH CONSULATES I Houston • Los Angeles < Seattle British Information Services An Agency of the Brifish Government E and HEAR— May Pag* 11 Administration of Audio-Visual Materials, L. C. Larson Radio in Education, Dr. H. J. Stornia Production of Audio-Visual Mncerials, Barton J. Howell Seminar in Audio-Visual MaJerials, Instructional Staff Research in Audio-Visual Materials, Instructional Staff Thesis in Audio-Visual >iaterials, L. C. Larson Workshop in Audio- Visual Materials, August 19 to August 30 Iowa Iowa State College of Agriculture and Mechanical Arts, Ames, June 17 to July 24 Visual Methods in Education, H. L. Kooser and A. P. Twogood Iowa State Teachers College Cedar Falls, June 3 to August 23 Audio-Visual Education, H. A. Riebe State University of Iowa, Iowa City, June 1 1 to August 7 Introduction to Audio-Visual Teaching Aids, Bruce E. Mahan and staff Advanced Audio-Visua! Aids, Staff College of EJucatioii Audio- Visual Laboratory, July 8 to July 19 Bruce E. Mahan and staff Kansas Bethel College, North Newton, June 3 to July 31 Visual Aids, Marjorie Ruth Kansas State Teachers College, Pittsburg, June 3 to August 2 The Use of Visual Aids in Instruction, O. A. Hankammer Louisiana Louisiatia State University and A. & M. College, Baton Rouge, July 22-August 9 Audio-Visual Aids, L. M. Harrison, R. F. Michalok, and Mrs. Will C. Daniels Kentucky Eastern Kentucky State Teachers College, Richmond Visual Aids in Education, Dr. Anna A. Schnieb Maryland Johns Hopkins University, Baltimore, June 25 to August 3 Audio-Visual Aids to Instruction, Dr. William H. Hartley Community Facilities for Art Education, Margaret F. S. Glace Massachusetts « Boston University, Boston, July 8 to August 17 The Use of Visual Aids in Education, John G. Read Michigan Central Michigan College of Education, Mount Pleasant Audio-Visual Education; a Workshop Michigan State College, East Lansing, June 19 to July 26 Aids to Learning, Loraine Vista Shepard University of Michigan, Ann Arbor, June 4 to June 28 and July 7 to August 17 Visual-Sensory Aids in Education, Ford L. Lcmlcr Wayne University, Detroit, August 5 to August 16 Increased Instructional Effectiveness Through the Media of Visual and Auditory Devices and Through Safety Education, Dr. Arthur Stenius Minnesota St. Paul Diocesan Teachers College, St. Paul, June 24 to August 2 Audio-Visual Instruction, Sister Ignatia State Teachers College, Bcmidji, June 10 to July 13 and July 15 to August 16 Open Seminar in Audio-Visual Education, Esther D. Schrocder State Teachers College, Moorhcad, June 10 to August 16 Continued Perceptual Aids to Learning, Dr. A. M. Christensen Page 14 Pag« 12 May— SEE and HEAR i •■ »/ COLOR If you were to opply your own ideas of lor to this well-known bird, it is likely u would color some areas incorrectly. t the CORONET sound motion picture, IE BOBOLINK AND BLUEJAY, presents lung bluejoys and their parents in full, elike, natural cofor — gives correct im- essions to all who see it. It is but one ' the popular color films in the new itolog of CORONET Instructional Films. IsaBuejay'i There ore dozens of other Coronet natural color sound films available on birds, flowers, Indians of the Southwest, life in Mex- ico, science, health, safety, vocational guidance and physical edu- cation. Some are also ovailable in black and white, and a few subjects which do not require color are black and white only. All have been produced in collaboration with subject matter specialists for classroom use. Many others are in production. V/riie for the new illustrated catalog of Coronet Instructional Films — it will be mailed promptly. CORONET INSTRUCTIONAL FILMS 919 NORTH MICHIGAN AVENUE, CHICAGO 11, III. EE and HEAR— May Pag» 13 State Teachers College, Winona, June 10 to July 1^ Visual Aids in Teaching, Dr. M. H. Rayniund University of Minnesota, Minncaix^lis, July 19 to July 27 and July 30 to August 31 Visual Aids in leaching, Paul R. Wendt Coordinating an Audio Visual Program, Paul R. Wendt Mississippi Mississippi Southern College, I lattiesburg, June 10 to August 16 Audio-Visual Education, H. L. Pickens University of Mississippi, University, June 3 to July 13 and July 15 to August 23 Audio-Visual Aids and 1 heir Lise (First ternij Missouri St. Louis University, St. Louis, May 13 to June 22 and June 24 to .August 3 Visual and Auditory Aids i^ Second ternij) Miss Jenkinson Sp>ecial Problems in Visual and Auditory Aids, Miss Jenkinson i, Second term) Washington University, St. Louis, June 17 to July 26 and July 29 to August 31 Audio Visual Instruction, Mrs. Alma Rogers Montana Montiina State Nornuil College, Dillon, June 3 to August 2 Visual Education, Paul L. Anderson Nevada University of Nevada, Reno, July 22 to August 30 Audio-Visual Aids in Teaching, W. J. B. Truitt New Jersey Rutgers University, New Brunswick, July 2 to August 9 Visual Education, Dr. Lawrence R. W'inchell New Hampshire U)iiversity of New lLllllp•^hile, Durham, July 1 to August 9 Audio-Visual Educatiun in the Elementary School, Austin L. Olney New Mexico N«?ii' Mexico Highlands University, Las Vegas, June 3 to August 16 Visual Sensory Aids in Rural Schools, Lester B. Sands Visual Sensory Aids in Education, Lester B. Sands Audio-Visual Business Education, Dr. E. Dana Gibson University of Neiv Mexico, Albuquerque The Use of Audio-Visual Aids in Teaching, J. T. Reid New York Culunihia University, New York, July 8 to August 16 Audio-Visual Aids to Instruction, Dr. Etta Schneider Ress l,aboratory Course in Audio-Visual Instruction, Dr. Etta Schneider Ress Radio in the Classroom Preparation and Production of Radio Programs Administering the Use of Audio-Visual Materials, M. R. Brunstetter New York State College for Teachers, Buffalo, July I to August 9 Workshoji in Visual Education, Dr. C/urles New York University, New York, Julv 2 to August 9 Selection and Use of Visual and Auditory Aids, Dr. Irene F. Cypher St. Ronaventure (^.ollege and Seminary, St. Bonaventure. July S to August 21 Audio Visual Instructi(jn, Fr. Cornelius A. Welch State Teachers College, Oneonta, July 1 to August 9 Audio Visual Education, Franklin 1. Mathewson State Teachers College, Plattsburg, [uly I to August 9 Continued Audio Visual Education, Charles I". Smith Page 16 Paa» 14 May— SEE and HEAR OUNG AMERICA FILMS brings you this great iWARD WINNER! e's your chonee to own one of tfio st one-reel features ever producedl RANK SINATRA starring in R.K.O.'s he House I Live In" j Once you see and ,.,^_/\J hear this magnifi- / ""^^yj cent 16 mm. film ^^^_^"S=^/ we think you wi ^^^^ »^ ■' be quick to apree ^^^^^^^^fc that no school film- ^H^]^^!^ ^^ library should hr- ■without it. It is a powerful emotional teal for racial and democratic toler- e — and your students will be just as husiastic over the lesson it teaches they are about FYank Sinatra, its ;inp t;tar. Young America Films is in- 1 proud to be able to bring you, this at I -reel feature. The price has been ie as low as possible to insure maxi- m distribution. 1-reel: running time, ninutes. (Orders placed now will not filled before CO 7 Rfl tember) OtliUU foung America Films | 18 East 41st Street I NEW YORK 17, N. Y. I wish to order "The House 1 Live ■ n." stairing Frank Sinatra. I )rder Attached O I ^heck or money order enclosed G ■ Jame | Ichool _ >osition I ichool Address ;ity State. : and HEAR— May SEE THE NEW "SEE & HEAR" HEAR THE STORY OF A NEW VISUAL ERA FOR THE CLASS ROOM TEACHER A Continued Story of Growth and Reader Interest! WATCH SEE AND HEAR! Page 15 Syracuse University, Syracuse, July 1 to August 10 Workshop in Visual Aids, Sandra George North Carolina Wester)! Carolina Teachers College, Cullowhcc, June 10 to 21 Audio-Visual Education North Dakota State Teachers College, Mayville, June 10 to August 2 Audio-Visual Education, W\ \\. Darlington State Teachers College, Minot, June 10 to August 2 Audio-Visual Education, E. R. Manning |l Ohio Bowling Green State University, Bowling Green, June 24 to August \b Audio-Visual Aids, 11. Lithcrland Miami University, Oxford, June 10 to August 30 Audio-Visual Aids in Education, John S. Richardson Ohio State University, Columbus, June 18 to August 30 Visual Instruction, Norman W'oclfcl Ohio University, Athens, June 17 to August 10 Audio-Visual Education, E. A. Hansen and W. A. Yauch iMTf Oklahoma Kilt Oklahoma Agricultural and Mechanical College, Stillwater Elementary and Secondary Education, L. M. Hohstadt Administration, L. M. Hohstadt Cinematograph, Haskell Pruett Workshop, Specialists (June 4 to July 12) Southwestern Institute of Technology, Weatherford, May 27 to July 25 THE Visual Aids, W. R. Fulton Ip^l L/nJi'ersify of Oklahoma, Norman, June 1 to July 30 , Audio-Visual Aids in Education, Dr. Garold Ilolstine * '"'' Elementary Education: Curriculum Workshop, Dr. F. F. Gaither ttiool Secondary Education: Curriculum Workshop, Dr. F. F. Gaither . , Se\enth Annual Audio-Visual Aids Conference — Julv 9, 10, 11, Mr. Thur man White ' WVjl\ -. Brae Oregon Eastern Oregon College of Education, La Grande '"''''' Audio-Visual Aids in Education, R. E. Badgley ICces; Oregon State College, Corvallis Construction and Use of Visual Aids (June 17 to July 26), George Eby Organization and Supervision of Visual Instruction l^June 17 to July 26), Vii George Eby fcsiF Cinematography CJulv' 27 to August 30), Ctcorge Eby Southern Oregon College of Education, Ashland, June 10 to August 26 Construction and Use of Visual Aids, Wayne Wells Ritec l/uii'ersify of Oregon, Eugene, June 18 to July 23 and July 24 to August 29 Laboratory in Audio-Visual Aids, 1 high Wood Audio-Visual Aids in Education, Hugh Wood Th( Pennsylvania /\//c^/:p)iy College, Meadville, June 18 to July 26 Visual liducation, Dr. Elizabeth Stadtlander Bucknell University, Lewisburg, July 8 to August 16 Continued X'isual and Sensory Aids in Visual Education, J. Rice Page is Page 16 May— SEE and HEAR impl fnecl SOUII reco \ FOR riER SOUND -CLEARER SIMPLER OPERATION 'HE new RCA 16mm Sound Film Projector, Model PG-201, is a luxe equipment ideally suited for ool use. eadily portable, it's contained in two rying cases — one for the projec- and built-in sound amplifier, the er for the speaker and equipment essories. 'he silver-coated pyrex glass reflec- , large "aspheric" condenser and : F 1.6 "coated" projector lens mean re light on the screen— better pic- i definition. The powerful four-stage plifier and precision-engineered chanical filter provide high-fidelity nd reproduction at the originally orded pitch. Convenient to use, easy to operate, sim- ple to maintain, the new RCA l6mm Pro- jector is the logical choice for school use. Before you invest in any new projection equipment get the story on the new RCA machine.Write today to the Educational De- partment 47C, RCA Victor Division, Radio Corporation of America, Camden, N. J. OUTSTANDING FEATURES if Large "aspheric" condenser lens — for uniformly brilliant screen illumination. ic Two-inch, F 1.6 "coated" projection lens — for better picture definition— con- trast— clarity. if Completely removable film gate— for easy, rapid cleaning. if Powerful four-stage amplifier with in- verse feed-back for high-fidelity sound reproduction. if Precision-engineered mechanical filttr maintains sound at exact recorded pitch. RADIO CORPORATION of AMERICA RCA VICTOR DIVISION. CAM DEM. M.J. Duquesne L/mWs.Vy Pittsburgh, July 1 to August 9 Sensory Aids, Michael Ferencc Geneva College. Beaver Fails, June 10 to July 10 \W1 Educati.in, John S. Mclsaac Grove City College, Gro\e Citv Visual Education, R. G. Walters fumata College, Huntington, June 17 to August 24 \isual Education, R R. Yoder, and E. S. Kiracofe Leh.gh Umvers.ty, Bethlehem, July 1 to August 10 Visual Education, Dr. Will I laves Fetmsylvania State College, State College v'nder^Mee?^" ^'""^^ ^'^^ '" ^'^"'^^'"'" ^•^"'>' ' "» August 10). A. W. VantrMeer^'""'^ '"'^ ^^'"^ ^^"^"^^ ^'^""^'"" ^A"«-' '^ to 23). A. W. ^W! vU'de'^Tei;"' ""''^'^ '^■"■^"^>' ^'''^ '" E^--'- ^'^"8"- 23 to 31). State Teachers College, Bltjomsburg Visual Education, Dr. Harrison Russell i>tate Teachers College, California Visual Education, Edwin E. Halstead btate Teachers College, Clarion Visual Education, Dr. D. D. Peirce State Teachers College, Indiana Visual Education, VVilbert Emmert (3 weeks beginning June 3 6 we.K beginning June 24, and 3 weeks beginning August 5) ^ ' ''^*'^'' State Teachers College,^ Ha^.en. June 24 I Augu t 2 Visual Education, Ruth iM. Hulnies State Teachers College, MansMd, June 3 to August 2 Visual Education, Dr. Cwil L. Stout iytate Teachers College, Millersville Visual Education, Dr. Ravmond Hovis '""vS^i'idSS^' ^"^''^ J-- '' - ^"«"- ' ''''''vS^^S£^:f:^^^^ J"- ' - ^-'y '2 and July 12 to August 23 Umversityof Pe««sy/v«„i« Philadelphia, Julv 1 to August 8 / Visual and Sensory Aids, Dr. J. 1 1. Minnick ^ I ilia Maria College, Erie, June 24 to August 2 ,,, Visual Education. Sr. Irma Claire W ayneshurg College, VVaynesburg, June 10 to August 3! Visual and Sensory Education, Harry E. Gardner South Dakota University of South Dakota, Vermillion, June 3 to Julv 12 Audio- Visual, Ray Cash ' He, Texas lexas "V 3;x-iS-.l!;;fc ! Sam Houston State Teachers College, Huntsville, June 4 to July 1 3 Administration m Audio-Visual Aids W F nr.Mill Continued Pag* 18 May— SEE and HEAR Picture 1. A sccrion of the mathematics mural which was devel- oped by Mr. Johnson's students. It incorporates the general "forms" found in our environment. Students have become sufficiently interested to work out their ideas with the assistance of the art and mathematics departments. ' LIVING / Donovan Johnson lead, Mntheviatics Department, University of Minnesota High School y^ATHEMATICS is considered •^^ by some as the queen of the :icnces; by others, a dead and dif- cult subject. This failure to nderstand the role of mathematics ; largely due to its abstractness. EE and HEAR— May Thus, teachers of mathematics need to use every possible means to make it meaningful and understandable. I low can the mathematics teach- er develop in students a compre- hension of and an appreciation for Page 19 Editor's Note: Those who have struR- rIccI with the problem of making mathe- matics graphic can speak meaningfully about it. On the one hand we have the te.xtbook-bound mathematics experience. On the other hand «c ha\c the example of what the ingenious teacher can do to relate the study of mathematics to the tangible things and experiences in our environment. This is what Donovan Johnson suggests in his report. * ¥• » the jxnvcr of matlicmatics in the present atomic age? Certainly not Dv the memorization of rules or endless drill in solving meaningless prohlems; not by describing its u.se or application to situations outside the student's experience. Mathe- matics must be made concrete; it must be directly related to the student's experience. Mathematics is essentially a sys- tem of thinking, quantitative think- ing, which is based on the use of many different symbols, for example 4, -|-, =. Teaching mathematics consists in making these symbols meaningful. Since symbols take on meaning as they relate to experience, the mathematics classroom must gi\e the student experiences with cjuanti- tatixe concepts. Thus, in the ele- mentary field, the child comes to know that 3+4^=7 by counting ob- jects. After many experiences \vith concrete things ha\e been related to the sytnbols. the child becomes able to use the symbols instead of manipidating actual objects. This same principle applies to the de- velopment of meaning wherever symbols are used, be they words, musical notes, or minus signs. I raditionally. secondary' school mathematics has been presented in Page ZO an abstract manner. However, many mathematics teachers have been aware of the need for teaching aids and have done something about it. I he eighteenth yearb{X)k of the National Council of Teachers of Mathematics, "Multisensory Aids in the leaching of Mathernatics. "* surxeys the teaching materials avail- able in the field of mathematics. This organization is among the first to prepare a yearbook dc\oted en- tirely to the instructional aids a\ail- able in one subject matter field. Mathematical instruments such as the transit, sextant, angle mirror, slide ride, hypsomcter, and plane mirror ha\e been the most effectixe teaching aids in the experience of the writer. Now that this equip- ment is again axailable, it is pos- sible for all mathematics teachers to pro\'ide "real" problems related to the students' experiences. They cnjov learning mathematics when it means working problems like the following, which inxohe concrete objects in the community enxiron- ment: 1. Lay out a baseball diamond or football field according to specifications. 2. LIsc measuring instruments to lay out a treasure hunt course to be followed by other students 3. Determine whether or not the school has been built along an exact north-south line. 4. Measure unknown heights, for example, t h e ]X)wer plant smoke stack or flag jx>le. •Teachers College, Columbia University, New York. 194.';. May— GEE and HEAR 5. Suney an area and prepare an of curvature of a highway accurate map of its topog- curve. raphy. Of course, it is often difficult to 6. Determine the grade or radius systematize and control instruction 1 ' \ ll II If n Pictures 1 and 2. The open field use of a transit allows practical evaluation through in-thc -field testing of what, too often, are abstract theorems. Pictures 3, 4 and 5. Additional field problems involve the practical understanding and use of the sextant and the plane table, the hysometer and the angle mirror. 1 he use of these instruments brings lasting understanding of the geometric principles studied. SEE and HEAR— May Page 21 1X).\()\'A.\ A. JOHNSON After several years as a teacher of bciencc and mathematics in Minnesota and Wisconsin, Mr. Johnson is now com- pleting his work for his Ph.D. at the University of Minnesota where his dis- sertation wijJ^ be an experimental study on visual «fids in mathematics teaching, i \c has hccn a member of the staff ol regional institutes on audio-visual aids sponsored by the University of Minne- sota; is a member of an educational film rcNiewing committee; and is sponsor of the audio-visual operator's club at the Uni\ersit% 1 li^h School. when these teaching devices are used. The writer has found that an cfTcctivc means of overcoming this difficulty is the use of instruc- tion sheets like figure A below. Sometimes it is advisable to let the students select and set up their own problems. Vers' often this procedure gi\es rise to problems re- c|uiring more exact measurements and more difficult calculations than found in assigned activities. In the mathematics class, as in any class, it is of lundamental im- portance that the teaching aids be , properly utilized. That means that adequate teacher preparation, student preparation, careful presen- tation, and appropriate follow-up activities should all receive proper emphasis. When using mathe- matical instruments for instruction, there arc certain factors which the teacher must keep in mind as es- sential. 1. The teacher must be thor- oughly familiar with the use of the instrument. 2. The use of the devices must correlate with the content and ob- jectives of the mathematics course. 3. The use of the instruments should result in understanding of and appreciation for the instrument used, and the kinds of problems it can be used to solve. 4. The activities of the student need to be directed by explicit writ- ten instructions. 5. The activities of the student should be arranged so that provision is made for differences in aptitude and interest. OUJliC I : lo measure the height of an inaccessible object. HQUiPMENT: Transit, tape, plumb bob. IMKKIEDURE: Set up the transit in a level position about 200 feet from the base of the campus flag pole and measure the angles of elevation and depression. Following the above line of sight, place the transit about 100 feet from the flag pole and again measure the angles of elevation and depression. DATA: Angle of cle\ation at first position Angle of dejiression at first jiosition J^istance from first position to second position Angle of elevation at second position Angle of depression at second position FIGURE: C'O.MPUTATION: Write the equations used in the solution. I kight ol flag jiole ric;uuE "A" Pa^e 22 May— SEE and HEAR 6. The activities should he eval- uated on the hasis of the results oh tallied. Models and apparatus trom the science lahoraton' are other devices that provide concrete experiences on the secondary level. Models to il lustrate the conic sections of ad- vanced algebra, or the theorems of solid geometry should be requisites for the teaching of these courses. LIsing science apparatus, like levers or pulleys, is an effective way of de- veloping the meaning and use of formulas and equations. Similarly, map projections are understocxl in a few minutes by seeing a spherical map projected on a cone, cylinder or plane. Mathematics becomes meaningful when students have concrete expe- riences and see the relationship of these experiences to the mathemat- ical symbols used. A successful way of showing these relationships is by the use of pictures, charts, graphs, exhibits, and projections. With the wealth of attractive and interesting material available in our picture- conscious world, it is no problem to collect items to illustrate mathemat- ical concepts. A bulletin board display or ex- hibit becomes a significant teaching device when these suggestions are followed: 1 . Its purpose should be to make some principle of mathematics more meaningful or understandable. 2. The material displayed should be arranged neatly and at- tractively, individual items ade- quately labeled, and pictures ar- SEE and HEAR— May ranged symmetrically and in a va- riety ol ways lor eye a|ipeal. .^. Sample problems or i|Uota- tions should be included. 4. Most imi>ortant— the material tlisiilayed should be incorporated into the regular class work, allowing the students ample op|)ortunity for observation and discussion. OpaciLie projection and home- made slides can be used in the math- ematics classroom to increase un- derstanding. These projectors also furnish a means of presenting tests. For example, a test on graphing can be given by projecting on the screen recently published graphs with ap- propriate questions. In addition, the opaque projector can be used to project a design, picture or drawing on the blackboard where it can be copied with chalk by the teacher. This is helpful to the teacher or student who is not inherently ar- tistic. Increasing numbers of motion pic- tures are becoming available in the field of mathematics. Some of them are as follows: Slide Ride (Sound) 24 minutes. Explains in detail the "C" and "D" scales of the slide rule and the parts and markings of the rule; shows how to use these scales for multiplication, division, and combinations of these two operations. United States Office of Education. The Micrometer (Sound) 14 ininiites. Various forms of the micrometer are shown; reading a micrometer; correct use and care. It is necessary to check the micrometer against standards, and to take precautions to secure accurate and uni- form readings. United States Office of Education. Page 23 Origin of Mathematics (Council 10 viinutes. Ihis film illustrates the history of numbers From the time of the Indian throiiKh the Esyptian, the Arabic, and finally the Roman systems. It should ser\e as an introductory experience in Junior high school general arithmetic courses or in intermediate grade arithme- tic classes. Bell and Howell. Geometry Brought to Life ISoitnd) 10 minutes. This film is designed to develop an interest in the study of geometry and to show that geometry is not only all about us but is essential in almost everything a man does. It broadens the horizons of the uses to which pupils imagine geometry is applied, and gives them a new conception of geometry in everyday life, in nature, in the home, at work, and at play. Bald Ea^le. Rectilinear Coordinates (Sound) 14 minutes. Graphic presentation of the concept discovered by Rene Descartes; Descartes theorem, point, line, plane, and solid- number-scale, coordinates, plus and minus, axes, and 3-dimcnsional locations and relationships. An introduction to the basic ideas of analytical geometry. Knowledge Builders. Since most mathematical piinci- j)les do not depend on motion, it seems that (llmstrips are a logical means for presenting mathematics visually. 1 he war training program resulted in the development oF many filmstrips, for example. Aerial Navigation and Light on Mathe- matics. With a good 35 mm. can- did camera, teachers can readily make their own filmstrips of suh- ject matter adaj^ted to their local cIassrf)om needs. I eachers of mathematics must be on the alert to keep their courses meaningful and understandable. Page 24 Th^ use of visual aids is one excel- lent method of doing this. Not only does one get "more learning in less time with better retention," as the Navy says it, when materials are properly used, but the job of teach- ing itself becomes decidedly more enjoyable. Visual material will en- able the student to understand that mathematics has a fundamental role to play in modern society. If mathematics can be made alive and comprehensible, it is on the way in instead of on the -way out. .1 For the Future of A-V Progress Early this year the California State Board of Education, recognizing the fundamental need for competency and skill on the part of teachers in the use of audio-visual materials, adopted the following regulation on recommenda- tion of its Committee on Accreditation: Institutions to be considered for approval to offer the training and to make the recommendation for the kindergarten-primary, general element- ary, junior high school, general sec- ondary and junior college credentials must, effective July 1, 1947, maintain a course, or the equivalent, of at least two semester-units in value in audio- visual-radio education and require that such course be successfully ct)m- jileted b\' each aj^plicant for one or another of the credentials listed above. This is an important steji forward and in accordance with national trends. In the near future, California teacher- training institutions will give instruction in this field, which teachers and others have so long desired. Making this a requirement is but one step in a long luocession of events which must follow il the goal of competency in teaching is to be reached. — Dr. Francis Noel, Chief D/visioii of Audio-Visual Editcation California State Dept. of Edtication . May— SEE and HEAR Some considerations in the classroom use of visual-auditory instructional aids. Dr. Virgil E. Herrick University of Chicago Editor's Note: A great swing toward audio-visual materials has been built on casual if not superficial classroom use. If it has sold itself on that basis, what will the reactions be when the complete and true potential of the sound film as a teaching material. is finally realized? Dr. Herrick clearly outlines an improved pro- cedure for the use of sound films in the classroom. MISS SMITH opened the door of the fifth-orade room in the Pleasant Valley School to the mes- senger from the principal's office. "Yes, Ted, what is itr " "Mr Ray said to tell you that the film on the SiinfisJi is here, and he is showing it in the auditorium at eleven o'clock because it has to he sent hack tomorrow. He says you may bring your grade in at that time if you wish." "Thanks, Ted, you may tell Mr. Ray we will be there." Miss Smith went back to her desk and picked up her geography book, "jane, will you locate the Amazon River again on our map? We will SEE and HEAR— May have to hurry our lesson on Brazil today because we are going to the auditorium in a few minutes to see the picture on the Siiufish. Prob- ably most of you boys ha\e caught a few if you ha\'e e\'er gone fish- ing on Strawberr)' Lake." "Now, John, what kind of raw materials are carried down the Amazon Rivefr' After a rather hurried survey of the lesson on Brazil, the fifth grade pupils put their things away and marched to the auditorium where they found their places behind Mrs. Maltzburger's fourth grade. They had to wait for a few minutes while the first and second grade pupils were finding their places down in front. The lights went out, silence gradually crept over the room, and the light flashed on the ycreen. AftQr a few preliminary s(|ueals from the sound equipment, the waters of a small New York lake glittered in the sunlight, and Page 25 lie voice of the commentator in- roduced the hfe cycle of the com- non sunfish. There were a few exciting mo- nents when a hungr)' bass and a chool of minnows were chased iway by the defending father of he sunfish, btit the little sunfish A'cre safely cxcorted through the oieearious first two years of their ife. Finally, "the last glimpse of he quiet waters of the lake was ;een. and the voice of the com- Tientator died away in the final adeout. The film on the sunfish nad run its course. After a few seconds the lights :ame on, and there arose a sound if \'oices and the noise of children 3usy seeing where they were, look- ng over their group, commenting in some espisode of the film. Then \lr. Ray stood up in front and railed off the order in which the grades were to return to their room. i\liss Smith's room had to wait un- til the other grades went out first, 50 they got back to their room just a few minutes before dismissal time for lunch. There was time, however, for Jim to tell of his ex- perience at camp that summer u'here he had trained a school of sunfish to take pieces of bread from his fingers. Of course, many things are wrong with the way the sound film on Sim fish was used in the Pleasant \'alley School, but this description serves to present to most elementary school teachers a familiar setting for the rather typical use of visual- auditory instructional materials. It serves also to bring out a number Page 26 of considerations which are impor- tant in understanding how the use and development ol \isual-auditory materials may be improved. Nature of the Child's Expectations Teachers who sense the attitude ol the children they teach know how many children regard the see- ing of sound films in school. They expect to be entertained \er)' much the customar\' Saturday afternoon in the same way as they are in movie. They are interested in see- ing films in school, but they are interested in movie-going first and the particular pictures second. 1 hey do not want to think the action but to live it. As a consequence, they are resistant, under these condi- tions, to any attempt to intellect- ualize these experiences either dur- ing or after the presentation of the film. The important work in the im- provement of children's expecta- tions, when they see an educational movie, must be done by the teacher who makes sure that the end to be accomplished is not the seeing of the movie but that, as in this particular film, it is knowing the life cycle of sunfish and how the father sunfish builds and protects his nest. Accompanying the learn- ing about sunfish should be the opportunity to develop skill in the selection and use of other instruc- tional materials to aid in this learn ing, in the use of the arts of lang- uage and critical thinking, and in working and playing with each other. May— SEE and HEAR All that is known about efficient learning tends to emphasize the im {xirtance of- the meaningful rela- tionship of a learning experience and related materials to tne pur- pose and goals of each child in the group. If the film on Snufish were presented because Miss Smith's pupils wanted to know more about sunfish and had some specific ques- tions to answer after the showing of the picture, the film would have had a better chance of making a real contribution. An education program cannot just fit into an edu- cational film because by its very nature the film is designed to pre- sent a few specific things in the way no other instructional material can accomplish. It is obvious that the instructional film should fit into an educational program. Where this is done, the halo effect of the moving picture atmosphere tends to diminish, and the halo contribution of the educational sound movie to the educational programs tends to increase. Thus, if the teacher is interested in using educational films to con- tribute to the purposes of children, it is necessar)- for her to recognize that this instructional instrument is different in organization, in purpose and technique from the Hollywood movie; and that instructional movies do not reach ma.ximum effective- ness if used as self-contained in- structional units. While the teacher is working through the film to improve the purposes of children, her principal and superintendent should be meet- ing a number of important ad- SEE and HEAR— May ministrative and mechanical issues in\()l\ed in the jiroixT use of visual- auditory materials. 1 he practice of ordering films in blocks or far in advance of showing makes it ex- tremely difficult for any teacher to use them in connection with her educational program. Only too fre cjuently, this advance ordering forces Mr. Ray, Miss Smith, and the children of the Pleasant Vallev School to use them as they did. Many people attempt to justify this shot-gun method of using films on the theor\' that all films make a general contribution to the child's background of experience, and therefore all children can profit from seeing the film on Sunfish. Un- fortunately, however, any educa- tional experience can be defended on the basis of its general con- tribution and it is merely argued here that an educational film like Sunfish can make a much greater contribution if used with better aim. It is recommended, therefore, that if possible, key instructional films be purchased by the school as part of their educational equip- ment, or if not, that spot booking of films be made in order to as- sure their availability at a time when the film w'ill make its maximum contribution to the educational pro- gram being developed. It is sug- gested, also, that regular classroom units be used in preference to au- ditoriums for showing films to specific groups of children working on problems related to the content of the film. If the educational film can be shown in an ordinary classroom Page 27 It is spring ui the year and in the sunny waters of a shallow pond the sunHsh slowly glides to and Iro looking for a place to build his nest. The sunfish, sometimes called "pumpkin seed," is a small, brightly-colored fish which lives in the shallow waters of the pond. Pictures courtesy of Encyclopaedia Britannica Films. withuut drawing the shades, one im- portant factor in developing an au dience or recreational attitude to- ward the film will be eliminated. Of course, the factor of light is of even more importance when the nature of the child's participation in the learning activities is considered. Nature of the Child's Participation Because of the fixed one-way de velopment of the sound movie, many teachers— even after the most nur|K)scful development of prob- lems or questions before the show- ing of the film— are worried about the nature of the child's participa- tion in the learning experience. Of course, with longer showings, this Pag* 28 anxiety increases. The natural in- terest values of movie going, the focusing of attention on the screen through contrast between light and darkness, the combination of action and sound, all tend to insure some attention, and naturally this atten- tion increases the learning of chil- dren if the subject matter, activities, and narration are also purposeful and interesting to the cnild. The fact remains, however, that there is no one-two-three-four relation ship between the showing of the film and the child's attention to, his jiarticipation in, and his under- standing of its content. The learner's reaction to the radio and movie is primarily a passive Mai— SEE and HEAR e. I lo is not ruiKlamontally in- Kt'cl in llu' sfusf thai any «>! tl»e :ion depends on his participation a learner. The action takes place lether he is there or not. Be Lise ol tliis tentlency ol the radio d the mo\ie program to be self- ntained. there is Uttle or no op rtiinity for the child to par- ipate as he would in carrying out e.xjx'rinient to see if air has 'ight or in deciding il water is cessarv for growing plants. In enipting to include the audience hild) in the activities of the iilni, lie producers tried out such tech- .jucs as cjuestions to the children the narrator, questions asked by ildren moving through the ac- in of the film itself, or questions ked by study guides to be filled t immediately after the showing the Him. INone of these tech- ques are completely successful, d ii'/f/z the exception of the study hie. there is little or no evidence support the \alidity of either the neral hvpothesis or the technique ed. Another major problem in this nnection is the fi.xed timing of e learning activities in the film, a child cannot keep up with the tion of the film or loses or fails grasp an important ptiaiis and Jt-ws. This film subtly stresses the differences that exist between life in a dictatorship and in a democracy. Here the stran- gers to our country, the escaped prisoners of war, learn for the first time some of the dem- ocratic institutions of the United States. Upper Left— The strangers are given a lift by a man running for sheriff who praises America's freedom of opportunity, of political utterances, and so forth. Upper Right— The strangers arrive in New York. At a bookshop they see magazines and periodicals of all creeds— something to which they are utterly unaccustomed. Thus, they learn of our free- dom of press. Lower Left— At a park they hear a man speak out against all governments . . . learn of our freedom of speech. Lower Right— The escaped prisoners, at the risk of being apprehended, seek refuge in a small Protestant church. During their act of hysteria, they set it afire. It is put under control, but this act serves to draw together in friendly cooperation Protestant, Catholic, and Jewish clergymen. ee some of the other things that re used during this hoHday." ;EE and HEAR— May The children were enthusiastic. Only one oi them had ever been Page 33 inside a synagogue before, and the idea enchanted lUem. An appoint- ment was made. Yes, Rabbi Zimet would be delighted to have them. Here was learning by experiencing! And so they went. They saw not only the ark and the scrolls wrapped in red velvet, with the Ten Commandments inscribed on each cover, but the booth with its roof of vegetables and greens. And then they eagerly helped Rabbi Zimet It' tell the story of this fes tivai. The visit to the synagogue loosed their tongues. They had seen so much, and had so much to talk about. It must be remembered that these children, prior to their ad- mission to "37" had had little op- portunity to engage in conversations or discussions with the other chil dren in their class. They were the "troublesome" ones, the "problem" boys; and they either stayed away from school or, when in school, were lost in the crowd of oxer-large classes. Their enthusiasm was great. They were learning in the right way about a people with whom they were but slightly acc|uainted, or about whom they had heard through their prejudiced elders. Again, they wrote individual and group stories which were added to their grow- ing stock of readers, and they were increasing their vocabulary and gaining in poise and security. As the Chanukah season or 1-east of Lights approached, we utilized our assembly for a series of three programs which aimed to show that many religious observa- Page 34 tions are akin, and that the under- lying fundamental spiritual idea is similar in the holidays of all re- ligions. Three programs were planned tor successi\'e days: one described the celebration of Christ- mas and New Year in France, which is predominantly Catholic; the second explained the obser\ance of an East Indian holiday; and the third narrated the historical back- ground and celebration of Cha- nukah. 1 o this last ue invited Rabbi Radin, who told that thrilling story in language which they could un- derstand, lie made his story real by connecting it with the problems of the present day. He told the story of the gallant Maccabeans who rose up against their oppres- sors when they sought to destroy the Jews and drive them away from their Temple. He told them of the light that shone for eight days amidst the ruins. "Light is a hope and a promise," he concluded. "We hope that the light of liberty and freedom will always burn bright in the hearts of men, in the hearts of all people, so that a new world can be created where all of us— Catholic, Protes- tant, Jew, Mohammedan — white, colored, yellow— will practice their own particular beliefs and at all times worship freedom, liberty, justice, and equality." The children were profoundly impressed by this story, and by the struggle of the Maccabees for the right to worship as their con- sciences dictated. They wanted, above all, to see how the Chanukah May— SEE and HEAH lights were ;irrangrd. .ind so an appdintmcnt to the Museum of the Jewish I heologieal Seminary was made, where it was hoped that they might see the Menorah in wliich the eight eandles are placed— one For each day that the h'ght shone. Ihey did sec this, and more. At this point a set of slides. "Get ting Acquainted with Jewish Neighhors,"* was used as a learn- ing exjx'rience. It constituted a visual review of all we had done. The children saw the slides and recognized the ohjects which they had seen in the synagogue and the museum, and which they had heard ihout in the assembly talk. Better than any description, we ;hink, is a first-hand report of the iliscussion as it was carried on by :he children: P: The slides "Getting Ac- quainted with Jewish Neighbors" ihould help us get understanding ,vhich will help us keep this great -'eace. F: The slides showed all the lymbols of the Jewish religion. E: It began with the American lag. Teacher: \^^hat is a symbol? F: A symbol is a sign; it stands or something, or it points a way. •Distributed by the National Conference if Christians and Jews. The slides are a licture record of experiences of fourth-frrade hildren in the week-day church school in riadison. New Jersey, in a project sponsored y the Division of Reliffious Education of )rew University and the Protestant churches f Madison. •Prior to the development of this portion if the unit, the rhildrpn had presented a ound table disrussinn about the need for mderstanding as a means of keeping the eace. SEE and HEAR— CTcr^ Teacher: What does the flag stand for? E: it stands for the United States; and the green flag stands for Ireland; and the Union Jack stands for England. L: We saw a blue flag with a red cross on it, and that flag means Christianity. P: Do you remember when wc \isited the Park Axenue Synagogue, the Rabbi told us all about those things we saw in the slides? F: The horns are called the Shofar. They are blown at their New Years, and we blow horns at our New Years, too. L: And the Ten Command ments were written by Moses on stone; and Moses was a Jew, and we Christians believe in the Ten Commandments. P: And in our forums'^* didn't we say we would help the peace if we tried to keep the Ten Com- mandments? F: Oh. yes; there are so many symbols in the Jewish religion— the phylacteries, the prayer shawl, the Mazuzah. the six-pointed star. P: Yes, and they all mean prayer. L: In the Catholic religion we have medals and images and we have certain prayers for each one. E: We forgot about the Jewish si.x-pointed star. This is called the Star of David. It means the same to the Jews that the Cross means to us Christians. P: I bet you forgot about the candles. F: You mean the Chanukah lights. I would say that they mean Pago 35 DuririR the course of our work to- gether, we used the set of sHdes "Getting Acquainted With Jewish Neighbors." W'c were able to study and discuss them at what- ever length wc chose. They helped us greatly in understanding how an- other group of people choose to worship. We couldn't help but respect their ideas. Several of this set of slides are illustrated here. the same to the Jews that the candles at Christmas mean to the Christians. Thcv light the wav to God. L : We visited the synagogue and learned all these things from the Hahhi. Now we see the slides and we know them better. V Well. 1 think the slides taught us that symhols are signs and signs [nmM out the way to some place. Pago 36 P: Yes, and the symbols in all religions are different, but they all jxiint out different wavs to the one C^od. 1': These slides suix'lv lu'lpetl us to get unilerstanding. and don't forget that Jesus, whom we saw in the slides and whom wc love May— SLE and HLAR nd worship, was gi\on to us by be Jews. He said: "Love your eighbor as yourself. " That is in le Jewish Bihlc. too. I he shdcs proxidcd an excellent ictorial review oF the many sym- ols employed in the Christian and Ichrew religions, by means of hich the boys recognized the un crlying spiritual similarity of both 'ligions. Our next experience was the lowing of the film, Greater Vic- )rv, which tells a story of coopera- MISS HAZEL R. MITTELMAN After schooling at Syracuse, New ork, Harvard, and Columbia Univer- ties, Miss Mittelman was a member of le faculty at the Speyer School in Man ittan, conducted jointly by Teachers ollege and the New York City Board ■ Education. Here she carried on ex- ;rimentations with exceptionally bright id with dull-normal children. She ught French to the bright groups irectly, and motivated French conver- tion with a variety of visual and audi- ry materials. Nliss Mittelman now has charge of sual education and assembly programs, le choice and invitation of speakers, and le organization of curriculum at Public :bool 37. MISS CATHERINE M. TRUBE Miss Trube's experience qualifies her Imirably to write on the subject ef in- rgroup relationships. She was assistant jidance counsellor in charge of adjust- ent classes at Junior Higb School 165, id has taught difficult children in a oblem area of Harlem. At one time she studied with Dr. dler of Vienna. Her many school, lurch, and business associations have. I her words, "given me a picture of Liman relationships in the home and sewhere which has made me aware of le need tor further study of causes of aladjustmcnt and the remedial measures jcded to rchevc emotional instabilitv." ■LL and HEAR— May tion among the members of the Catholic, Protestant, and Jewish faith who iielped to restore a church that had been destroyed by fire by two escaped Nazi prisoners; and later of the generosity of the Rabhi who set up a temporary shelter and place of worship for the Prot- estant congregation. Again, the children's words carry weight: J: Ibis picture helped us to gain understanding and wisdom. Teacher: Understanding and wisdom about \vhat? E: About the way people can work together. F: Yes, even if their religions and beliefs are different. L: It showed that the ministers and the Rabbi had understanding and wisdom because they knew how to cooperate. P: If everybody all o\-er the world had wisdom and understand- ing, we could have peace, and if we have peace, we can really have \ictory just as our poem says. The culminating event of our entire unit came during the next assembly period. Miss Susan Shuck was invited to sing Palestinian songs. Her program was one in a series of five which were planned for the purpose of presenting the music of different peoples of \arious nationalities and religions. During her visit she gave a beautiful pic- ture of Palestinian life through music. She sang of the land and the spirit of the people; their prayers, their hopes and aspirations; and she explained each song in language that all the boys could comprehend. Page 37 ■^ In this group we work with boys of the white race and the colored race— all Christians sa\e one. Here are boys learning, seeing, listening, without prejudice and with en thusiasm in their hearts. They have learned of the story of the histor)' of many races of mankind; they have known and come to respect their customs, their religion, their music. Through knowing others well, through know ing why they behave as they do, why they observe religious beliefs as they do, they slowly but cer tainly take on new and enlightened attitudes of understanding and mu tual respect. This is our hope for a better tomorrow. SEE and HEAR FILM PREVIEWS Dinner Party (Soutid) (Color) 25 mimtte$. Ihe: Home Ec. ), S, C; Guidance ], S; English, ], S, C; Clubs 1, A. THE problem of tahlc manners and of social behavior is approached in a way which is palatable to "teen agers." Unlike any of the "preachy" approaches to this subject, this film shows first what goes on at a t>'pical "teen- age" dinner party, but at the end of the film, reference is made to correct procedures and the pointing out of mis takes which were made. Sinimcl-Mcscr- vey. At your nearest film library. Coral and Its Creatures (Sound) 10 minutes. Use: Nat. Sci. /; Gen. Sci., ); Biology S; Clubs ), A. CORAL, as we know it in its bony, skeleton like form, is shown when if is inhabited bv tlic \ery strange and interesting creature which actuallv builds up a deposit. Thg animals that Pag* 3B live among the coral formations are de scribed through excellent photograph\^ The story of coral is completely ana understandingly told. Bell and Howell. At your nearest film library. Wind Erom the West (Sound) 18 minutes. Use: Soc. St. I. J; Geog. S; Clubs ], A. THE film takes the viewer from present-day life in Lapland through a series of glimpses of how the old Laplander snared fish, tended his reindeer herd, and went about the dailv routine among the valleys, lakes, and rocky uplands of northern Sweden. A fantasy built around a personification of the West Wind leads a small Lap land boy through the same type of fish ing and herding experiences that his forefathers had. Swedish Travel In formation. At your nearest film library. Washington Fjrst in Apples (Sound) (Color) 20 minutes. Use. Soc. St. 1, ); Geog. S; Home Ec. ), S; Clubs 1, A. THE story of the apple industry in \^'ashington is told complctelv enough so that young students can follow the processes in^■olved in caring for the crop, harvesting it, and market ing it. Washington State Apvle Com mission. At vour nearest film librarv. Using the Classroom Eilui Use: Psych. C; (Sound) 22 mintitcs Teach. C. THE film develops the method of anticipating the showing of the classroom film, of showing the film, and then closes with a description of the follow-up activities that can grow out of the film experience. Since so much deixMids upon effective utilization of film materials, this film is strongly recommended for use amlite is the amazing new plastic that weathered all kinds of wartime abuse in \'-discs. These non-breakable records were pro- duced during the war for the Office of \\ ar Information. \'inylite is a new plas- tic, which, in addition to its tfiughnoss, has these advantages in 1 each-O-Discs: (1) Has far superior tonal quality to old tvnc record; (2) Provides longer playing time per Disc; (3^ Provides for safer li;indling on part of children and for trans- portation carriers; (^4) Does not easily warn. The Tcach-0-FilviS Til U ^udio-Visual Education fo Schools cd by the teacher, thus providing great bihty; (c) It is excellent for detailed y and observation by pupils. Each le can be hcltl up on the screen dur- as long a period as necessary to pcr- pupils to absorb and understand sub- presented; (d) It has such practical ntages as ease in handling, easy stor- low cost and readiness for use. ach Teach-O-Filmstrip is organized self-contained teaching unit and in- es the basic elements of good teaching >ns. The principles of motivation, con- teaching, summarization and provoca- questioning are employed. each-O-Filmstrips are accompanied by hers guides which outline in detail r use as integrated classroom aids. 'o\v Available. Foitr Tcach-O-Film- s in color are now a\ ailable. 1 hey are ?ned specifically for use in primar\' 0. 10. Coniniunicatinp, with Our i^eighbors -45 Frames-Price -82.50. 11. Transportation in Our Connlrv— 45 Frames-Price 82. .50. 12. Opportunities jor Play and Recrea- tion in Our Con dtrv— 45 Frames- Price 82.50. Tri-Purposr Projrctifr For single- or double-frame 35 mm. filmstrips and 2" x 2" slides. Excellent for schools, colleges and large audiences. Com- plete with 5" focal-length Anastigmat lens, rewind take-up, semi-automatic vertical slide changer, leatherette carrying case. Available for immediate delivery at $70— f.o.b., New York. _ _ _ jviail This Coupon INow " ~ ~| Audio-Visual Division Popular Science Publishing Co. 353 Fourth Avenue New York 10. N. Y. n I wish to order the Tcach-O-Film- strips circled below. 1 2 3 4 5 6 7 8 9 10 11 12 D I wish to order the Tri-Purpose Projector. n Payment Enclosed n Send C.O.D. D Send Bill D Send me complete information on 1 cach-O-Filmstrips. D Send me complete information on Iri-Purpose Projector. SH546 NAME SCHOOL- POSITION SCHOOL ADDRESS CITY ZONE ...STATE. -. U Page 49 \ Very often we teach as we are taught. Let's con- sider the use oi films in our teacher training courses. W. T. Rowland and R. Lee Thomas offer their sug- gestions after having seen — / lOMuYia- EDUCATION ib more than an ' i n 1 1 a national responsibility, 'e are becoming more and more ncerned about what is bap|)ening and in our neighboring eoun es. VVe want to know what the ucational organization and the lilosophv ol our neighboring na- ms are. The war experience in observing L' reactions of youth in Europe imatizes more than words the ig-time effect of an educational ilosophy under which \outh de- lops its attitucles and its thoughts. This question then occurs in the :e of an ever-increasing use of ms in education: What are we ing to bring the use of films into r teaching training experience? A recent document which should of use in teacher-training sur- y courses of education is the film arriing to Live. Rapidly and in interesting fashion, this motion :ture becomes an overview ex- rience in establishing acquaint- ce with the infant school, the lior school, and the senior school . It is lunch time. To build strong, healthy, and well-nourished bodies happy surroundings is one aim. E and HEAR— May as they are today in England. This Him represents an experience in understanding the objectives of the inlants' school, ages 4 to 7 (which are. briefly, the establishment of readiness, beginning character edu- cation and attitudes, and general social compatibility); in the junior school, ages 7 to 11 (the search, child by child, for strong charac- teristics which can be developed to foster the well being of the indi vidual, as well as the search lor those things of interest in his en- vironment which challenge him most); and in the senior school ages 11 to 14 (where sell help, experience in the vocational arts, participation in school affairs, and school government are among the objectives sought). VVe previewed this film both in the Lexington, Kentucky, Public Schools and in the Tennessee State Department of Education, Division of Elementary Schools. These typical reactions seem worth men- tioning: "The film has particular value to persons whose experiences have been largely with schools of the tiaditional type." Paga 51 J^ In England, children jf ages 4 to 7 attend the intant school. Compulsory attendance does not begin until age 5, however. They work and play together and are exposed to a learning regime which will prepare them to be intelligent mem- bers of the community in vears to come. A, Junior scluml is ior chili.ln.-u ul hum 7 ^^ to 1 1 years of age. Along with reading, writing, and arithmetic, they are taught safety. A police sergeant uses the playground to teach the rules of the road. 1 1 hese children are provided with play objects — Montessori toys. These toys have a func- tional or utility value. They help children to do things which have a final purpose. Pag« 52 May— SEE and HEAH "It is o( wiluc in the [irofcssioiiiil reparation both ol experienced and •i^innino teachers." The senior schools are the last rung education for the largest group of ildren in England. Boys and girls )rk independently to learn some of eir special jobs. "LInconsciously, this Film points It the great need that we have in is country lor the more extensive ming of the better aspects of edu- tional planning and methodology we want to promote them." "The film expresses the \'alue of arning by doing and the necessity r the inclusion of more of the actical or vocational aspects of lucation." "The film is perhaps of greatest .e in the study of comparati\'e lucation." "The lack of necessary environ- ental sound— the real expressions pupils and teachers as they pur- e the learning and living proc- ses in school— detracts from the mplete effectiveness of this film." There is a place in our in-service ogram of education as well as in ir undergraduate and graduate :E and HEAR— May professional etluulinn woik lor the inclusion ol gootl lihns which dem onstrate graphically the organiza- tion ol schools and juactical method situations which attempt the achievements of the objectives we hold to be desirable. We need in both of these pro- grams more opjxjrtunity to teach as we hope luture teachers will teach — in ways which will utilize all ol the new tools lor learning. - R. LEE THOMAS, Director Division of Elementary Schools Tennessee Department of Education and W. T. ROWLAND, Superintendent Lexington Public Schools (Kentucky) In this work shop, woodwork, metal work, and engineering become a part of vocational experience. Film Title: Lear>ting to Live Subject: social studies and teacher training Level: high school and college Time: 20 minutes Source: British Information Serv- ices or your nearest film library Cost: usual rental — one to two dollars Pictures from the photograph set en- titled "Educaticm in Britain," on loan, free of charge, from the British In- formation Services. Page 53 1 hese youngsters of the Mark Twain School in Tulsa, Oklahoma are coordinating several means of learning about their neighbors in Holland. They read, they discuss, and they "see." Daisy Daily Sanders Tulsa Fiibllc Schools Editor's Note: Too much of our un- derstanding of other countries, their people and their customs, has been in terms of stereotypes— "the Hollander," "the Swiss," "the Negro." Let's under- stand through visualization. This is Mrs. Sanders' plea. BOYS and girls of 1946 are vvorlJ- inindcd realists. Instead ul playing hopscotch and hide and- seek as the youngsters did a tew years ago, they have added new games to the old and are busily en gaged in destroying "Stukas" and "Messerschmitts." If the teachers of these would be pilots and tail- gunners are to be effective in com- bating "Zeros," they must widen the walls of the classroom to include the world that these children know exists. May— SEE and HEAX T Recently in plmnins a fcnirtli .ule rciHinq unit on Peoples in tlier I o)i(ls. I was Inrced to rcai^ ze this problem. M\ ten year ds, who could identify untold assiFications of aircraft, reel oil cts about the atomic liomb and Ik intclliyentlv about coinitrics Dm which their iirothers and thers ha\ e just returned, could not ' reached by the traditional ro anticisms previously stressed in uch of the cxistinj^ and often out ited or unreal instructional ma rial available on other countries. To interest these realistic pupils, reading unit must be planned hich is concerned with developing I understanding of peoples in rinus parts of the world as the\' e and think today avd which nuld necessarily build truer con- pts than stories portraying Japan )ly as a country of cherr\- blos- ms and parasols or Spain only as land of pirates and bullfighters. I had to devise some means of ilizing existing materials and at e same time change the emphasis ► -One-fourth of Holland lies below sea level. Since it is too low for natural drainage, the water must be pumped off with windmills. The boat is as natural a part of the farm's equipment as a plow. 2.— The greatest reclama- tion project of wresting land from the sea was the draining of the Zuider Zee. This view shows the work of closing the last gap in the 26-mile long dike. 3.— The principal cheese center of Holland is at Alkmaar. The gov- ernment supervises the production of both the cheese and butter exported so that they come up to rigid standards. 4.— The Dutch people have an in- herent love for flowers. E and HEAR— May "^m Page SS ! .^rij APARTMENT HOUSE ROnCRDAM to meet the new point of view of these world-minded young Amer- icans. I low could this be done? While attending a workshop at the state LInixcrsity, I became thoroughly steeped in the advantages of audio- \ isual aids as tools of learning. I sent for materials that could be used in dcxeloping a minor problem on I iojland. A filmstrip on the Netherlands arri\ed. The fdmstrip consists of a series of pictures arranged consecutively on a single strip of 35 mm. film. Each picture or frame can be studied separately. The frames, taken as a whole, tell a connected story. The projector can be stopped at any point, turned backward or forward to any scene in the sequence for discussing, checking, or reviewing. Filmstrip has three effective uses as a teaching device. It can be used as an o\er\iew of the unit, as the core of the problem under con- sideration, or as a review imple mcnt. I chose to use it in the last way. 1 he hinistrip, lloUaud. tJie I aiui and Us People, has 45 frames show- Page 56 S.-Miiiflcn Castle, built in the 13th ccnturv, has the traditional moat and (IrawhridKC. 6.— E.\tcn<-ivo use of pla'^s, ^clcan, straight lines, and lack of fuss\' ^ornamentation are characteristic of modern Dutch architecture. 7.— The Dutch ha\e developed and improved the transport and communications sys- tems between them and neighborinR countries. They have over 5,000 miles of canal and river waterways alone. 8. — BarRcs travel constantly up and down the Uhine. Some iamilics li\e their entire life on them. May— SEE and HEAR DAISY DAILY SAMJl.KS klrs. Sanders, luurtli Kr.uU' Iioiiktooim :hcr, is a native (^klaluunan wIkmi' was horn and received lier eduea I. Slie lias tau^lit in the eleimntary tK)ls in Muskogee, I ulsa, and Tulsa inty. I ler fourth ^rade at Mark ain. 1 ulsa, contributed materially to War EfTort by uinnins a city wide ection contest and by sponsoring a tory Souvenir Exhibit. Mrs. Sanders , member of two national educational ernities. ; that the country Vici, beluw sea el, that Dutch engineers have laimed land from the bottom oF ? sea, that this land is used chieHy ■ agricultural purposes, and that w villages have arisen on the Ider land. Other frames show ban scenes which consist ol eese markets, factories, museums, d examples of modern architec- re. Since the filmstrip brings out in a aphic way the essence of up-to- te living in the Netherlands, the sic stories we chose to read in our jrk-type lessons were centered ound these same facts. They '\ped the child to know how the utch ha\e struggled to wrest their ad from the sea and have won, ivv their tiny farms have produced living for the inhabitants, how the cese industry is world renowned, id how the manufacturing indus ies provide work for thousands, feel that these stories supplied a alistic background of the Dutch at appeals to the practical child today who, through the war ?riod, has been aware of economic inditions in his own home. However, the reading program E and HEAR— May DUTCH SHIPS GO TO THE FAR CORNERS OF THE EARTH 9. — Fishing is also part ol Iluiiand's mari- time story. The fishing \illages are famous for their picturesque costumes, wooden shoes, and lace caps, many times thought of as the "Dutch na- tional costume." 10.— Dutch ships sail on every ocean and touch at every port in the world. Pictures and text courtesy of Foley & Edmunds, Inc., Visual Teaching Aids. was not one-sided. Stimulated to further study about the Nether- lands by pictures, charts, and graphs, the children spent their library periods doing research. Related readings and easy reading materials ranged from the jioem, "The Little Toy Land of the Dutch," to refer- ences in the Book of KiiowJedge and The National Geographic Magazine. One can easily see that this wide scope included not only Page 57 romantic stories of literature, but aK.o balicDt tacts alHiiit Holland of ilic twentieth century. By the end of three weeks, the class had read practically everything a\ailahle on I lolland. Now was the time to evaluate the unit. During this interxal what had been hap- pening to the boys and girls? To what extent had they understood the facts that they had learned? What changes had taken place in their attitudes, beliefs, and appre- ciations? * ' At this point, I showed the film- strip on I lolland. Its 45 frames summarized the reading. The children themselves did the evaluat- ing. They readily identified the pictures that paralleled their read- ing; they asked to see again the frames that helped to clarify such concepts as canal locks, diamond cutting, below sealevel, and polder land; they asked to read something about the sand dunes since these were shown in the filmstrip, but none of the reading had brought out thib feature of Holland. After seeing the hlmstrip, the boys and girls discussed how it ' helped them in their study of the Netherlands. The review and eval- uation brought out these reactions, "Why, their apartment houses and factories are more modern than the ones in Tulsa"; "Now we know some real facts about the far off Netherlands"; "We saw things the books couldn't ex|)lain"; and "It was something different." For my own information, I al- ways complete a reading unit by giving a paper-and-pencil concept test. Previously, especially in the slower reading classes, these con- cept tests revealed too many "Zeros." From the good results shown on the Holland concept test, I believe that one of my little girls properly evalu- ated the unit when she wrote, "We learned that Holland is more than a land of windmills and tulips. It is a very important country. We really saw it!" SEE and HEAR Prepare for a great new school year with many new features. Renew your annual subscription now to assure continued service. Cugu SO May— SEE and HLAH Beatrice Bergh East Junior High School, Sioiix City, Iowa Editors Note: A recently released packet of informa tion on Latin America* was used by Miss Bergh with a typical group of seventh-grade children to supplement the scheduled unit of work. 'OME children wondered what ' we meant by Latin American nintrics. We consulted several ?ography textbooks and discovered lat the American countries to our luth are divided into three groups: lexico and Central America, South merica, and Islands of West In- ies. Boys and girls wondered how lese Latin American neighbors o{ irs li\'ed. 1 his discussion led to lany questions: 1. How are their homes different from ours? 2. What kinds of food do they eat? 3. EIow do they dress? 4. What do they do for a living? 5. What sfxjrts and games do they enjoy? 6. What are their schools like? 7. What languages do they speak? :E and HEAR— May 8. What pets do the children have? 9. Since these countries are near the equator, what climate do they have?** At the close of this period, we concluded that we needed to know much about these countries, if we are to understand them as good neighbors should. We began our real study with the set of product maps and the pic- tured scenes from these countries. "Isn't it interesting to discover again and apain the typical interests of children! These are, how children their own ages live, what they eat, about their parents, pets, games, language, etc. •The packet of Latin .\mertcan materials in- cludes airway maps, a color filmstrip, a teacher's manual, posters, and two pamphlets of supporting, well-illustrated, printed in- formation on the produce, culture, and social organization of I^atin American countries. This packet is available on request from the rdurational director of Psn American World Airways System, 135 East 42nd Street, New York City. Foge 59 This led to an interest in and curi nsity about such products as cf)fTcc. cacao, bananas, hencqucn. rubber. >ugar. retenone, carnauba ^va.\. figue, sarsaparilla. The pupils were :urious about such names as emer- dds. nitrate, guano, manganese, rhromium, beryllium and asphalt. Some children were more inter •sted in the animals. Were there my snakes? What kind of animal s the llama? the guanaco? the vi- ■una? the alpaca? the rhea? What ire these animals used for? Our continued study of the maps bowed mountainous areas, plains, nd lowlands. This entire geo ;raphic area was so new to us that ome sincere, though apparently [uick and obvious, questions such s these occurred: 1. How could there be moun- tains at the equator? 2. How high are these moun- tains? 3. I low much snow do they have in South America? 4. What minerals are found in the mountain areas? This set us on a search into su|i Icmentarv reading materials. Look ig through some of the Nalional he natural onxironment very dif ^^ rent from ours is best realized ^^ ic-n children can leisurclv examine its iclences through Kood illustrative ma- ial. Inua/u Falls, the Inca ruins at aihu 1'ii.chu as contrasted lu the well- lereil planning of Bello Ilorizonte. a/il, the contrast Ix-tween cIi|)|H'r sliip d ox drawn, two wheel cart nuist he •n, studied leisurelv. and discussed at iRtli in order to be completely ap- xiated. Pag* 60 leograpU'ic Maii^nziuca, wc fdiiiid n'cturcs of the Andes mountains. if the hikes and winter sports. From hese materials and others we earned the answers to our cjues- ions. Now I fch I was ready to tell tlie >upils ahout the trip we would take ly means of the fihnstrip. " I he trip is di\ idcd into four lights. On the first Hight, we may tart from any one of a numhcr of ities. Laredo. lexas; Miami, Flori- la: New Orleans. Louisiana; Los \ngeles. Cahfornia; Browns\ille, [exas. We shall fly over Chile, 5oli\ ia. Brazil. Cuha. Mexico." (We Dcated each eitv and each country in the Airways map.) "The second flight will take us rom Balhoa to Mexico, over Gua- emala. through the Panama Canal nd down to Buenos Aires." (We raced this journey on the map.) "The third flight takes us from )uenos Aires up the east coast of •outh America to Port of Spain." This was located on the map.) "The fourth flight is from Port f Spain over the West Indies Puerto Rico) to Miami." (This /as also traced on the map.) Then the question was asked: What would vou like to see on this After we had examined the film- rip and had done our reading, we lund it necessary to return again and jain to the maps which illustrated the oducts typical of the area in order to ake mure \i\'id our o\cr all impressions the peoples of the several countries South America. Pictures courtesy of Pan-American /orld Airwa\s Svstem. E:E and HEAR-May Page 61 .>••* ourneyr " Some of the answers »iven follow: 1. Coffee growing. 2. How rubber is obtained and shipped. How sugar grows. How cacao is prepared. What guano comes from. How bananas grow. What nitrate is like. How hencquen grows. How they get oil from lakes. What the cities are like. How manganese is mined. How emeralds are obtained. As the filmstrip was being shown, ertain things were discussed and juestioncd by the children. Ques- ions were frequently raised which vere not answered in the filmstrip )ut which became the topic of later tudy; for instance, three cities were hown. Santiago, I^a Paz and flcllo lorizontc. Wc noted that Santiago vas a seaport city, La Paz was sit- lated in the mountains, Bcllo Ho- izontc, particularly, was a carcfully- )lanned city. Wc discussed the ad- antagcs of a well-planned city and lecidcd that newer cities arc 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. The filmstrip joiirnry. slew ways of doing things and the^^ irocessing of products little known ^^ i us as they grow or are developed in deir environment cause children to be ery interested — particularly if their tudy of these products and prcxresses i accompanied by good pictures. The rocesscs of henequen, rafts of bananas, be crude trans|xirtation involved in the TfKessing of sugar cane and balsa in ;s natural state arc never ending sources f wonder. Pag* 62 M. *• MISS BEATRICE BERCH Miss BtTgli taugia lour yt-ars in tin- aJf schtK)ls ul Siuiix City, luwa, uiltT liicli she bocainc a critic tcaclicr in a )lk'go ul that city. For two years slic d MKational guide work in the ninth ade at East Junior High School and is jw super\ising the student teachers who )me trom Morningside College to do racticc teaching in the Held of geogra nv and literature there. lanned for very good reasons oi ealth, sanitation, recreation, con enience and beauty. The illustrated information cap ired the interest and attention of le children and resulted in further udy and discussion. Of interest 'as the various ways Latin Amer :ans amuse themselves by fishino butterfly nets), bull fights, yacht- ig, skiing, eating on sand beaches nd swimming. Children were fascinated at learn- ig unusual products and processes, ach as henequen drying, coffee rying, bananas, tapping rubber rees, curing rubber and sugar mills. Places which created much in- ;rest were the ruins of Inca tem- les, Christ of Corcovada, oil wells 1 the lake, Lake Titicaca, the Panv •as, the Panama Canal and Iguazu •alls. !^hildren were always encouraged 0 ask questions as the filmstrip was •eing shown. VVe realize this as one "he same problems of living con- ^^ ront all people. The search for ^^ )od, clothing, and shelter goes on every- 'here. It is the ways in which others leet these problems which fascinate hildren in their study of other lands nd cultures. TO PANAMA CANAl ZONE (BALBOA) ^- ^ ^■OPOSIO lAIISf riOM All SUIFACi' SCHEDUlit ICHiOUlIt rtssmo CMco laXii|gbi12lin.t3inM. tltfl 11 ton mtt UhrttSiMM. tnmtmm 13>. NMOrlun S m. IS IBM. . l*|lX:i'*l« 4»f». i ;EE and HEAR— May Page 63 of the advantages of filmstrip ma- terials. On returning to the classroom, we consultccl the pamphlets, "Fly- ing Clipper in South America" and "Latin America" for answers to doz- ens of questions unanswered in the (llmstrip hut eagerly sought by the children. Some of these questions were : 1. When does Mexico celebrate her independence? 2. W'lu) was Simon Bolivar? 3. What does "Novedades" mean? 4. 1 low long does it take a boat to go through Panama Canal? 5. What are uses for henequen? 6. Why are the gardens at Xo- chimelco Boating gardens? 7. Why is there a statue of Christ in the harbor at Rio de Ja- neiro? 8. Who were some of the gods of the Inca Indians? 9. What kind of fish are the sail Hsh? The day after viewing the film- strip, the boys and girls brought in all kinds of materials; such as pic- ture books of Latin American peo- ples, and the Indians; an Argentine guacho doll; a stick used to prick the hide of the bull to infuriate him; a biography of Simon Boli\ar; en- cyclopedias with pictures and inlor- mation about the Inca Indians; a l)ook about the Pan American 1 ligh way; a book on the Panama Canal; a geography of Mexico, etc. Pupils found time to read and or- Paqe 64 2. 3. 4. ganize interesting information for special reports which included: 1. Fish eggs Hy 4,000 miles from Lake Superior to Lake Titi- caca. Penicillin is flown to Brazil from United States. Inca civilization and Mayan gods. Schools and education in South America. 5. Celebrations in South Amer- ican cities. Christ of the Andes. Simon Bolivar. Flags of the South American ountries. Fron. this filmstrip, our enthus- iastic study of South America has been begun. We have enough pupil-motivated work ahead of us to keep us busy. We are still learn- ing much that will help us to un- derstand and enjo\ our Latin Amer ican neighbors whom we have seen as well as read about. 6. 7. & I Tips Film damage due to scratches can be avoided if you keep the aperture clean. Clean it ofteu. When you take movies of school ac- tivities, it is a good idea to take them with the camera operating at 24 frames per second. Perhaps a sound track will want to be added later. When darkening a room to project pictures, be sure to provide adequate ventilation, even at the sacrifice of ma.ximum darkness. In using a sound film for review, run it without sound, letting students describe the points made in the picture. Yuu can suun get a good check-up on —Harry Erickson. May— SEE and HEAH (jiidmiClnt^ \\. B. McCAR-n- Director, Wiscntisin School of the Air Editor's Note: The \\'isc()nsin School <>f the Air, \\'hich presents the creative art series "Let's Draw " described in this article, is 15 years old and a pioneer in the Held of broadcasting to schools. Besides art, its ten programs weekly for elementary schools include nature and con- servation, health, geography, American history, rhythmics for primary grades, music appreciation, singing lessons, and literature. One out of every three elementary school children in Wisconsin is enrolled in the School of the Air and hears on an average three programs a week. W'akclin McNeel, broadcaster of the "Afield with Ranger Mac" series in nature and conservation for grades 5 to 8, was the recipient in 194.^ of the Peabody Award for the most worthy educational radio program in the country. Additional national awards have been won by other programs. rN 1750 classrooms in Wisconsin L —in elementary schools not fav- )rcd with the presence of an art eacher or even the occasional visits )f an art super\isor — more than )2,(X)0 youngsters are learning, by adio, how to draw. Most of them have never seen the nside of an art gallery and vouldn't know a palette if they met ip with one. For some of them last ear's art work consisted of cutting »ut pumpkins from orange paper at lallowe'en time and coloring in lectographed lilies and tulips for )lacklx)ard borders, when came the pring. Now they sit at their desks with arge sheets of paper before them, ravons or watercolors at hand, and EE and HEAR— May with the stimulus and guidance of a radio teacher most ha\ e nexer met, turn out remarkable and refresh- ingly original pictures of golliwoggs cakewalking or cowbovs rounding up their cattle, or fishing boats rid- ing out a storm at sea. True, must of the work leaves a great deal to be desired from the standpoint of technical perfection. 1 he young artists arc still decidedly "in the rough. " But they're express- ing themselves creatively in a me- dium new to them; they're learning to appreciate color, design, harmony in a way that will make life ever more meaningful; and moreover, they're ha\ing fun in art. Looking at it from the educator's viewpoint — superx'isors report that the radio Page 85 The radio program has grown up along with its pupils. I hesc three girls, now enrolled at the University, first became participants in the "Let's Draw" radio series when they submitted art work in sixth and seventh grades. Now grown up, they review with Mr. Schwalbach, their radio art teacher, some of their former work. essons ha\'e done more than any- hing else to reduce the amount oF copywork" being done under the lamc of art in the schools of Wis- onsin. The radio course which is open- ng new vistas in creative expres- ion to so many children is "Let's )ravv," for ten years a weekly fca- Lirc ol the V\''isconsin School of the ^ir. Its programs combine a maxi- uim of imaginatixe stimulus with minimum of instruction in tcch- ag* 66 nique. A story or dramatization, poetry, music, or descriptive narra- tive is used to arouse the children's interest, stimulate them to draw or paint, and suggest ideas hir pictures. Then eager efforts are directed with a few basic principles of creative art —use of color, body jiroportions, water-color techniijue, elementary perspective, and the like. A year's lessons are grouped into six or seven units of instruction to pro\idc a logical progression of ac- May— SEE and HEAR complisliincnt. LInit headings for the current year read: "We Start Dur Tenth Year" (an introduction to narration and music as stimuli. Hid to cratt work); "We Always I lave a Good lime" (development 3f underlying idea that fun is an ill imixirtant element in "Let's Draw"); "We Develop Our Skills" ^ media— use ol chalk, crayon, water- :olor); "We Draw What We See" ;^how to draw people, animals, trees); "Wc Learn to Color Richly"; "We Plan Our Pictures' (ideas, :omposition, mood, perspective); uid "We Take Stock of Ourselves" ^practical application to ourselves ind to life). Individual programs are built iround such diverse motivations as I sampling of Saint-Saens' "Carni- val of Animals." a story from "Alice n Wonderland," the nurser\' rhvme, Three Blind Mice," or a descrip- :ion of a Christmas celebration in Mexico. Each unit closes with a :raft project for the particular en- loyment of those children whose manipulative skill perhaps exceeds heir artistic abilities. Throughout, he primary slogan is "Fun in Art." ind only slightly less important is he much emphasized self-promise, We Do Not Copy." Behind ten years of "Let's Draw" itands James Schwalbach, who was \ Milwaukee high school art :eacher fresh from the University jf Wisconsin with a master's de- cree in art education when he wrote :he first "Let's Draw" script. Now .vith the LIniversity as an extension specialist in rural art, he's able for ;he first time to make radio art part SEE and HEAR— May of his job. rather than the extra- curricidar activity it was while he taught art in high schools and state teachers' college, and served as principal of a training high school. Schwalbach's service to schools doesn't end when "Let's Draw " is planned and the scripts written. He prepares for teachers an illustrated manual guiding utilization of the broadcasts. I le hears every program in a classroom, observing and eval- uating its effectiveness. He makes up Round Robin exhibits of out- standing work done by children in previous years, to serve as a guide and encouragement to schools new to radio art. Exhibits this year are reaching 330 schools. Most personal of his services, however, is evaluation and criticism of the art work submitted by lis- tening classes. In a year, as many as 500 teachers will send to him samples of their pupils' art work- some once, some six and seven times —and to each he returns a card of direct suggestions for improvement. "Get children to relax and use arm —not finger— movement." . . . "Dis- courage outlining of figures." . . . "Watercolor work of your class is improving. Try the wet method— your pupils are ready for it " . . . and so on, his comments to teachers read. From the work submitted, he selects the best pictures for future exhibits and makes up an honor roll of the names of the young artists, to be read on the air. In nine years, he reports, 186 children have done "outstanding' work in "Let's Draw." Page 67 Interested in the carry over of the radii) an course, Mr. Schualhach is now trying to learn how many of those 186 outstanding pupils have continued their interest in creative art. Of the 40 he has thus far heen able to reach, only one reix)rted that he's not now doing art work. At least seven ol the most talenteil children in the radio art class are now studying art at the LIniversity of Wisconsin, Vassar. or Milwaukee State 1 eachers C'ollege. Others, still in high school and thinking 1 — "1 he Old Mail oi the Mountain" was the program title and also the name of the song presented over the "Let's Draw" program. Here motivation was through the jiresentation oi a catch\' tune. It inspired humorous drawings, ot which this is one. 2 — Interesting Feature ol the "Let's Draw" series is that programs are designed to inspire each chiki to draw wliat he really wants to and to ct)n\ey what tlie program tlieme means to liim. No two impressions and no two drawings are alike. Ihe latitude of their imaginative Hights know no boundaries. I liis drawing was inspired by the poem " I he Ciingliam Dog and tlie C'alico Cat. " 3 — This cowboy picture was inspired aiter a youthful artist had listened to the stories, the yarns, and the songs that cowboys sing as they gather around tlie campHre. This art lesson was a descriptive-narrative type program chosen to stimulate the imagination oF child listeners. Pag* 68 May— SEE and HEAR H. B. McCARIV Mr. McCarty, who organi/fd tlu- W'is- jsin SchiMiI of the Air in \'-)^\, is also cctor of State Stati(»n W'HA, which ginates the school programs from the npiis of the llniversitv. He is cxecu L' director of the \\ isconsin Radio uncil, under whose auspices a state tern of FM radio stations is being .•elojwd. (HU college, are writing Sclnval- eh for advice on choice of schools, id. in the Wisconsin State Junior iral Art Show, scheduled for arch, most entries— judging from plications— are coining from form- members of the "Let's Draw" iss. Probably many of these young ople would ha\e discovered their lent and pursued their interest in eative .art even without "Let's raw." But for hundreds of thou- nds of others Schwalbach hopes e radio art course has provided an bareness they might not otherwise ive had. and perhaps a knowledge at will enable them to live richer id happier lives. Interest in creative art by radio spreading outside Wisconsin's orders. In 1939 the Ohio School ■ the Air rebroadcast the series to hools in that state, and the Uni- ?rsity of Kansas three years ago istituted a course in "Art by Radio" ised directly on the Wisconsin Ian. Exhibits of "Let's Draw" work ave been shown at the Chicago id Milwaukee Art Institutes and : an inter-cultural exhibit in Mex- o City in 1944. During the next year, national Round Robin exhibits of "Let's Draw " will be circulated among uni versities. colleges, and school sys- tems engaged in school broadcast- ing, art galleries and nuiseuins, and institutions training art teachers. One exhibit is being offered to radio educators in Great Britain. With the mounted pictures by the chil- dren will go sample teachers' man- uals, scripts, and photographs to tell the whole story of "Ten Years of Radio Art" as a help to those who would like to develop a similar proj- ect in their area. For at least a year these national Round Robin ex- hibits cannot be offered to individ- ual teachers or schools; but repre- sentatives of eligible organizations are invited, if interested in securing these exhibits, to write to James Schwalbach, Station WMA, Uni- versity of Wisconsin, Madison. "Let's Draw" is a vivid example of how radio can enrich and enliven classroom teaching, by supplying something extra which a classroom teacher cannot be expected to sup- ply. In this case, radio substitutes for a kind of specialized training which few elementary teachers have had. But the series also proves that radio cannot substitute for the teacher, for the best creative art work consistently comes from those schools having teachers who are in- terested and enthusiastic, not neces- sarily skilled in art. Used effectively, radio can be a tremendously power- ful motivating device. LIsed wisely, it can brighten— even though it can- not lighten— a teaching load. NOTE: Syllabi of programs may be McCarty, Radio Station WH.\, Universit ;E and HEAR— May secured by writing directly to H. B, y of Wisconsin, Madison 6, Wisconsin. Pag« 69 ^(l^iA^Oi^di^^ and how to make the m Mary Esther Brooks Bureau of Aiidio-Vistial Aids, Indiatui JJuiversity Part n Miss Brook's play-by-play account of the actual production of 3V4"x4" lantern slides continues from the April issue. This is truly a how-to-do-it article. H/WE you collected the neces- sary general supplies needed for the production of handmade lantern slidesr" Is your projector set up close to the working area? Do you have a simple light table or box ready for use? Have you selected the subject matter for your slides? If you have, you are ready to start production of slides— the pro- duction of three of the most widely used of the handmade lajitern slides —the silhouette, the etched glass, or the cellophane slide. As we make each different type of slide, addi- tional materials needed will be men tioned. Supplies may be purchase from any of the sources mentionc in the first article. Silhouette Slides Consider the silhouette slide which is the simplest and one of the most fascinating of all the hand made slides. This type of slide con- sists of silhouettes bound between two pieces of cover glass, and pro- (3) cted. ludei leusei d^ ides due dP krit)' imple •aloab lienis( lories, die' Tlie CO Opaque Paper Silhouette Slide (2) Using flat objects in tiic silhouette slide— this one shows yarn construction. Pag* 70 May-SEE and HEAR 2 (K'eri i) Cutting a silhouette. •d. Silhouette slides may be e of opaque paper, cellophane. flat objects. These slides can sed with all grade levels but are cially suited to the primary es because of the simplicity of uction. The slides project with ty and brilliance making this )le black and white medium a able teaching aid. They lend nselves well to illustration of es, class activities, nature study, recognition of shapes, he silhouettes used in the slides be drawn free hand or traced. best to keep them quite simple large, since too many shapes on slide lead to confusion. Use k. medium weight, opaque ?r for the silhouettes. White olored paper may be used pro- ->g it is opaque. For medium ;ht black paper, try a photog- ler's shop. The black paper :h comes between unexposed s is ideal for the silhouettes, mtimes, a shop will save this :r for you on request. Trans- :nt glue, small sharp scissors, !r glass, binding taj>e, toothpicks md HEAR— May (for glue applicators), and sc^mc- times colored cellophane are the ad- ditional supplies needed lor this t\ pe ol slide. Opaciuc Paper Silhouette Slides Tirst, draw free hand or trace on black paper the object to be used on the slide plate. Keep the figures small enough to (it on the slide plate and allow a half inch margin. C\it out the drawing and be sure that a rough edge is avoided. A sil- houette can be obtained in two (4) Sharpening slide crayon on sand paper. Rotate crayon as it is being rubbed on the paper. Wipe free of dust before using. (5) Tracing with pencil on etched glass. Note blot- ter under right hand used to protect glass. Page 71 ways. The first is by cutting out the objects as described above so that in projection the effect ob- tained is a black silhouette on a white background. The second is by using the paper Ironi which the object was cut. 1 his produces a reversed effect— a background of black and the silhouette white. After the silhouette has been cut out, it can be inserted in a hinged slide, or it can be pasted on cover glass, bound, and projected. When pasting objects use only a small amount of glue or paste in the center of the object, making sure that the glue or paste does not run out under the edges of the silhouette. Silhouette Slides of Cellophane In place of the cover glass used as the slide plate which holds the silhouette, two pieces of white cel- lophane 3l4"x4" can be used. The objects can be pasted to the cello- phane and projected in a hinged slide. A frame can be made of two pieces of light-weight slide-size cardboard with a margin of W to hold the slide plate. Glue the sil- houette to one piece of the cello- phane, cover with another, place between the frames, and glue or staple together at the corners. A striking and effccti\'c silhouette slide can be made bv using the opacjue paper in combination with colored cellophane. For example, the windows of a house might be cut out and colored cellophane lasted (>\cr the openings. When ever cellophane is used in this man- ner, it should always be larger than the opening to allow a margin for Pag* 72 (6) Coloring an etched glass slide. Note homemade light box. pasting. Wlicn gluing cellophane, use a toothpick to apply the glue. This a\'oids smearing. "Accents" on dresses or figures in the silhouette can be made with colored cello- phane. One color can be placed o\'er another to get ^'ariety. The whole slide plate can be covered with one color to obtain a different backgroimd. In this case the sil- houette would be placed in a hinged slide and a piece of colored cello- phane placed o\er it. If a perma- nent slide is being made, the colored cellophane can be bound right on the slide. A word of caution is necessary in the binding of slides when cello- phane is used. Ihe ccllo|ilKine should be slightly smaller than the cover glass, and both silhouette and cellophane should be held in place May— SEE and HEAi ith a tiny strip of tape before the ver gla^s is placoti on tlu- slitle ate. 1 his keeps lx)th the sil )ucttc .incl the cellopliaiic Ironi ppiiii; ckiiini4 the hiiuling priK'ess. • sure tliat the hinchny tape is cky after it is moistened but does >t contain large drops of water, cause excess water quickly runs ito the cellophane and shows in ojection. Silhouette Slides Lhing Flat Oh- :ts Interesting slides can be made ing this method: small leaves, grasses, loosely-woven textiles, yarns, thaail, lerns, and pressed flowers can be used. In some cases only the (tutline will project, while in others, the tietail will show. In some leaves the \eins will show; in some textiles it is possible to detect the weave and design. All depends on the density of the object being bound into the slide. Since the objects must be held firmly in place before projection, a permanent binding is most satis- factory. It is not always necessary pQr^s of a Bird i t :. f • .; r J u I ?■ »"' r u ETCHED GLASS SLIDES (7) Pencil on etched glass. (8) Slide Crayons on etched glass. (9) Combination slide of opaque paper silhouettes and pencil on etched glass. (10) Etched glass and slide ink. and HEAR— May Page 73 to paste the object to the glass. Place a piece of cover glass flat on the table. Arrange the objects as de- sired. Place another piece of cover glass over the objects. Press the glass tightly together and hold firm while binding. Etched Glass Slides Etched glass slides have many ad- \antages because different mediums such as pencil, slide crayon, and slide ink can be used on this glass. The glass can also be used in com- bination with silhouette and cello- phane slides. One of the most im- portant advantages in using etched glass is that it can be used over many times since it can be easily cleaned. It is not necessary, al- though advisable, to use a cover glass with these slides. Etched glass slides are made with pencil, crayon, and slide ink. They are versatile at the point of utiliza' tion since many subjects in the cur- riculum can be visualized through the medium of etched glass slides. Charts, graphs, diagrams, stories, historical characters, costumes, science, natural history, art, mathe- matics, music, health studies, and many others can be depicted by the etched glass slide. The etched glass slide can utilize color through the use of ink or crayons if color adds to the visual expression of the sub- ject on the slide. With practice and the application of careful tech- niques, pupils from third grade through high school can make these slides. The following supplies needed in the production of the etched glass slides— Item of Material Etched glass Suggestions and Price High grade etched glass is used. Glass can be re-used. $1.25 a doz. Piirpose Pencil, crayon, ink slides Cover glass can be etched by hand, though it is not as satisfactory as tlje commercially prepared glass. Use an abrasive such as cartjorundum or other material for hand etching. Place a piece of window glass 8"xl0" on a table. Drop about one teaspoonful of the abrasive in_ the center of this glass and sprinkle it with water until it is damp. Next, take a piece of cover glass and place over the damp abrasive. Hold the finger tips on the cover glass, and with a circular motion rub the glass over the abrasive. Continue until the glass is etched. Ketch Oil Slide cravons Slide ink and solvent Cleaner for etched glass. 30c a To clean slides can. Light weight. 10c a bottle. To soften crayon when cleaning Specially-prepared crayons are To draw on used. 90c a bo.x. etched glass Lantern sliilc ink gives best re- To draw on suits. Apiily with toothpick or etched glass fine brush. $2.25 per box, 7 colors. Solvent, 30c a can. Pago 74 May— SEE and HEAR .^^^T % CELLOPHANE SLIDES (11) Gsmbination india ink and ty^ping, on celcphone. (12) Opaque paper silhouette glued between cellophane and bound in a cardboard holder. (13) India and slide ink on cellophane. Bound between cover glass. (14) Silhouette outline covered with cellophane, bound between cover glass. In producing etched glass slides, An error made in tracing may be I'eral common production faults removed with a small piece of art lit to trap the teacher. These can gum, or it can be removed by using eliminated by using a few simple the end of an orange stick or ap- ecautions. Always hold the glass plicator wrapped tightly in cotton the edge. While working on a or soft cloth and slightly dampened, de, keep a small blotter over the Project the slide before continuing rt of the glass not being used— to make sure that the erasure does d always remember to keep your igers on the blotter. When mov- § the blotter, pick it up rather an slipping it on the glass, since may pick up pencil and crayon St and cause smudges. Lastlv— not show in projection. If the error is too great, clean the glass and start anew. To avoid pencil and crayon smudges, make sure that the points are wiped free of dust after they ep your fingers ofiF of the working have been sharpened. Dust col- rface of the slide! lects on the roughened surface : and HEAR— May Page 75 while one is drawing and coloring on etched glass. This should be blown from the glass rather than wiped. Etched Glass with Pencil This slide is made of etched glass with drawing pencils to produce a simple black and white drawing of clear outline. To begin, prepare a draw- ing on paper. Eliminate excessive detail before starting the slide. If printing is to appear, block it out carefully on graph paper before trac- ing, since it is difficult to print free hand on the glass. Use a pencil with medium lead. In tracing, use a hrm but not too hard pressure. Lines can always be darkened after the first projection. In shading, use a soft brushing motion and keep the pencil strokes moxing in the same direction. Etched Glass with Slide Craymi This slide is made on etched glass with slide crayons. Color adds to the cffccti\eness of the slide. The best results are obtained by using the regular slide crayons mentioned in the supply list. A characteristic quality is that, though the light shines through them, it docs not change the colors. To begin, trace the outline lightb with pencil on the etched glass. Sharpen the cra\(ins before starting to color. To sharpen, use two grades of sand |xi]UT, one medium and one fine. I lold the cra\on firmly in one hand and rub back and forth on the medium pajx-r, rotating the crayon at the same time so that the end will taper to a |K)int. After each crayon is well sharpeneil, wipe it free oi dust. Page 76 As soon as the outline is com- plete, begin the coloring. Hold the glass at an angle over white paper or use a light table. The color should be applied evenly, with each stroke touching the previous one and moving in the same direction. Use a brushing motion. Frequent sharpening of the crayons will help avoid shiny streaks. The color can be made more intense by going over the area se\eral times. Colors can be blended by applying one color lightly and then applying another on top of this one. Take care not to use heavy pressure on the crayons. Too much pressure will result in piling up the color and causing shiny streaks which show in pro- jection. Project the slide frequently during production to determine progress. Be sure to hold the plate by the edge as you place it in and take it out of the projector carrier. Etched Glass yvith Slide hik This slide is made of etched glass with slide ink. The slide ink is more difficult to use and is not recom- mended for beginners. Ink does not applv well to large areas; it is better to use it only for accent. Trace the material on the glass with light pencil outlines. Use a small fine brush or a ball j-Kiinted pen to apply the colors. Next, apply the color to the center of the area to be colored and work the colors out to the outlines. Keep the ink flowing, since it dries rapid- ly, and each sjwt which dries shows a line during projection. Be sure to allow each color to dry complete- ly before adding the next color. May-SLE and HLAR The colors ciin he mixed or Tinned with sohent hut do not use )o much sohent as it creeps o\er le glass rapidly. Keep the jars and ihcnt closed to prexent thickening nd exaporation. I he wiiite ink hich projects as a hrilMant white nage is hard to handle. It creeps n the glass as does the solvent. ellophane Slides Slides made of cellophane are -nong the most usefid of handmade lantern slides. The material is placed directly on cellophane which is then inserted into a hinged slide, or h Roll the paper with the carbon ]-)aper and cellophane fastened to it into the typewriter. Following the "copy," type directly on the carbon paper. LIse a light touch, for heavy touch will cut the cellophane. If an error is made, destroy the carbon May— SEE and HEAR SEE a MISS MAiu' i;sriii,i\ iuu)oks Miss Brooks is on leave Irom the sational.CWrl Scout Staff uIktc she lias fill executive posts. I ler interest in isual education came through the prepa- ition ol graphic aids which she used in aining volunteer and professional ■orkers. She is taking college work at Indiana Iniversity now, and is a part time meni- er of the stall of the Bureau oF Audio- isual Aids there. apcr and ccilopliane and start gain. Alter the typing has been eom- leted, remove the eellophane and irovv away the earbon. Shp the ellophane between the glass of a inged shde, and it is ready for rejecting. The carbon paper and cellophane escribed abo\'e can be used for rawing. Place the folded carbon aper enclosing the cellophane on a iece of glass. Lay the design to be aced on top of the carbon paper, asten securely with Scotch tape nd use a stylus for tracing. Cellophane Slides with hnlia hik V^hite or light colored cellophane in be used as a slide plate and can e drawn upon with India ink. A ledium weight or heavy cellophane lould be used, since pen-points Ftentimcs punch holes in the light- r weight material. Cellophane mds to curl up in handling and specially so in drawing. As an aid 1 keeping the cellophane smooth, jt out a holder of cardboard. The irdboard should be VA"x-\". In le center of the cardboard cut an pening 2Vi"\3". This gives you a uide in keeping the cellophane :E and HEAR— May centered over the copy. Placed o\er the cellophane, it helps hold the edges down and gives a guide for the necessary margin. Using a line drawing pen, trace the outline of the drawing on the cellophane. Keep the pen ix)int fairly lull ol ink and work with sure steady strokes. After the outline has dried, colored India ink can be applied for color. The ink will |)ro)ect rather pale and changes color if used on colored cellophane. Apply with a brush or ball pointed pen. Cellophayie Slides with Slide Ink Use a holder as described above, then follow directions already given. After the India ink outline has dried, apply the slide ink with a brush as in etched glass. Keep the ink in a fluid state. Follow the jirecautions mentioned under etched glass slides with ink. Miss Brooks will complete this series in succeeding issues. Picture Acknowledgments: Photography — Photographic Labora- tory, Bureau of Audio-Visual Aids, In- diana University. Slides — submitted by Visual Educa- tion Classes, Indiana University. Remember that your movie projector is a precision instrument. Oil it accord- ing to the manufacturer's recommenda- tion and only with the type of oil specified for the particular equipment. Just any oil won't do. Most sound projectors draw about 1000 watts from the power line. If it is neces- sary to use an extension cord, it should be large enough to carry this load. Num- ber 12 or number 14 wire is best. Smaller wires impair projector performance and might be a fire hazard. Pago 79 I'laekk. / / /lojurnio^ and A-V Material Dr. Henrieita Fleck lUinoh State Nonual University Editor's Note: The sun-ey of education, o\crvie\v of educa- tion, or some similar course is a part of every teacher training sequence. The role of visual materials in these courses is limited indeed, but need not be. Dr. Fleck went through the unique opportunity of working with the instructors teaching 15 sections of a beginning education course at the University of Ohio School of Education. Her problem was to set up a uniform track of teaching materials usclul in this education course but within which there was sufficient lee-wav for individual \acillation. Each teacher was encouraged to inter- pret the plan she speaks of in this article in his own way. This article describes one unit within this course. TI IE Freshman Program Execu- tive Committee appointed our Committee on Teaching Aids. In- structors from the education survey course and several graduate students were represented on this committee. This Teaching Aids Committee selected films and recordings, ana- lyzed them, and prepared guides lor their use in Education 407, required survey course in the College of Education. The major criterion for the selec- rclationsl lion of films and recordings to be used was that the teaching aid should challenge the thinking of students in regard to (1) problems and issues related to the role of schools in society, and (2) implica- tions of these problems and issues Pags 80 as they concerned prospective teachers. A large number of films and recordings were previewed. Each film and recording were scrutinized for social and educational issues. The films which were chosen as suitable for the course were as fol- lows : 1. White Bamiers (School se- {|uence film) depicting various as- pects of discipline and teacher pupii relationships. (20 minutes) black and white, sound. 2. Captains Conraoeoiis (School sequence film) emphasizing points concerning private and public edu- cation, the "ha\es" and the "have- nots," the relation of father to son, and the like. (20 minutes) black May-5EE and HEAR 1 he lilin Ami So I Iwy I ire is a jolt to tlic tliinkiiig wliicli people bring to the consideration of the social implications of education. It points directly to a needed answer to the problem. "Dcx-s a relationship exist between an opportunity for a worth-while educational experience and the social living of youth and adidts?" The pictures which accom- pany this article are more interesting than the scenes taken Irom the film And So They Live. They represent glimpses of the Sloane Foundation School, which represents an experiment in a school and community developed educational e\p'. ricncc. One cannot see signs of food de- ficiencies in these well-fed children. The children who ate nothing but potatoes, corn bread, biscuits, salt pork and berries showed evidences of pellagra, dysentery, and skin in- fections. To augment the milk supply in a non-dairy community, the people are taught to raise goats for milk. SEE and HEAR— May Pag« 81 Some sewing instructions go a long way toward bringing up the clothing standarcl in the coniniunitv . Above all, the school cannot iso- late itself from community affairs and concentrate on the three R's, but rather it must be an intelligent observer of life's problems. It has a real responsibility for improving a comnuinity. The greatest gains arc pf)ssible in impoverished communi ties. I'icturcs courtesy of Look MaKa/inc. Page B2 The pupils need a knowledge of good housing, because man> of them know only the poor structures in which they live, which originally were built from logs by their great- grandparents. and wliite, sound. 3. Block Legion stressing the re- lation of employer to employee, na- tionality conflicts, the role of cliques, and family relationships. (20 minutes) black and white, sound. 4. And So They Live opening the whole problem of the relation of a -school to its community. (20 minutes) black and white, sound. All of these fdms may be secured from the New York University Film Librar}'. Most are also available through state film rental libraries. The following recordings were selected as most challenging: 1. The People, Yes dealing with human relations and the causes of human conflict. (30 minutes) 33^} revolutions per minute. May— SEE and HEAR It 2. Frecilotu ]% a ILirA HnUi^ht Inn^^ t'in|)luisi/ing the iinixjilaiuf [ freedom, the exploitation ol man, \d the role ol pioneers. (30 linntes) 33^,5 revolutions jier inute. 3. This Is War— To the Yonuo tempting to give an international icture to youth ahout war and the ans for the future- a better world. >0 luiiuitcs) -^3'j revolutions per inute. 4. Between Aniericans stressing lose things whieh are the essenee Anieiieanism. (30 minutes) 33' j \olutiuns per minute. All of these reeordings are not ailable, but indicate what can and lould be the resource locating sponsibility of each school of edu tion faculty. These recordings and films then ere studied intensively by our immiltee in order to determine hat \alues should be emphasized, hat educational responsibilities ould be pointed out, and what neral follow-up discussion sug- sted. We developed a study sug- stion sheet to be used as a guide r discussion following each Him recording. 1 hese guides were ed by teachers and as they saw In this study suggestion sheet, we ted llrst, a synopsis of the film and llowed this with annotated ques- ns for exploratory discussion, nong these questions we included ues, many of which were not cessarily in agreement with the inking of the group. They fre- ently were stated negatively in E and HEAR— May Older to pre\en^ ""^ ing discussions. , . of each issue and unc. graph, specific questions . , as discussion starters. I he\''^ ^ times were directly related to teaching aid; others required an n. lerence which went beyond the events in the him or recording; still others considered the implica- tions ol the teaching aid for pro lessional education or related to the social significance of the issue. This system of question sugges tion can best be illustrated by read ing through the study material which the College of Education students used to guide their think- ing and discussion following the lilm A}id So [hey Live. And So They Live* 16 !»»;. sotiiul, three reels, 26 minutes. New York University or your ueare^t fdin library. 1 he film depicts life in a rural section of Kentucky. The open- ing scene shows a farm kitchen where the children are preparing their school lunches from the break- last left-overs, which consist mainly ol biscuits, cornbread, fat back, and berries. The scene shifts to the one-room country school where the teacher conducts a se\enth and aighth grade literature class by having the students take turns in reading the verses from early English literatme. The students "parrot" the words, which have, obviously, little mean- ing for them. In the third and 'This was one of many Nludy nlatc-^ial^ u^t■cl during the course of our work. Page 83 geography class, the ws them about life in Hol- and Switzerland. The stu- ,nts do not ask questions. The "teacher asks them a few questions about the pictures of these countries and they reply in unison. Throughout the film one has an opportunity to see the students closely and to observe signs of mal- nutrition, such as unkempt hair, pellagra sores on their legs, dull eyes, etc., and to see evidences of how poorly they are clothed. The film also shows rather clearly the kind of homes, the kind of recrea- tion, the kind of crops, the kind of livestock, etc., that are common to this area. The relationships in the family, in the school, and in the neighborhood are also depicted. One is impressed with the lack of information necessary to secure a livelihood from the soil, the lack of sanitary conditions, the lack of knowledge concerning health, and the role of the school in the com- munity. After seeing the film and doing related activities such as field trips, assigned reading, etc., we shall consider the place of a school in the community. Should it isolate itself from community affairs and concen- trate on the three R's? Should the school be an intelligent observer of life's problems, talk about them, read about them, but never do any- thing about them/' Ihe issues raised are of great importance and should be challenging to teachers in training. Page M Topics for Discussions: These were used only to sug- gest a point of departure or to stimulate thinking on the part of teachers and pupils. 1. Schools have a responsibility for improving the community. a. What kind of relationship existed between this school and its community? b. Is this kind of relationship typical of schools in general? c. What should be the role of a school in a democracy? 2. The resot^rces of the state should he utilized for everybody. The benefits of the resources of our country are very unevenly dis- tributed among the states. The taxes for school purposes are un- equally distributed. In wealthy states they enjoy good schools— in poor areas the reverse is true. As a nation, should we not be con- cerned about the kind of school every child in our country attends? a. What are the resources of this community? How are they used? b. How do the resources of this community compare with other communities in our countr\'? c. How may the resources of our country be used to improve com- munities like this? 3. You are what you eat. One's diet has a tremendous eff^ect on his person. It has an effect on one's outlook on life— ill-fed people are often unhappy, seem dull, lack interest, have little vitality, and may be unstable emotionally. May— SEE and HEAR u tlie ofl oft stud illlpl can aref edci a. c. is cor ii TL self-t talien IVb liees tKoor ■eplen i\ plet int M ma); II a. I low does the diet described in this hhii ditler Iroin the diet in other sections of our country? h. What is the relationship of jx)or nutrition to other problems of our countn*'? The role of a teacher in an im- pox'erished coun}tiinity. If a teacher discovers and serves iC individual needs and interests his students and the problems the community in which the Lidents live, significant gains in ipro\ ing the lives of these people n be made. The greatest gains e possible in the more impoverish- I communities. a. How did the teacher in this community define her role? b. Is the need for good teaching more acute in impoverished com- munities? c. If the need for good teachers is so important in this kind of community why have they not been attracted to these jobs? Is this a problem of concern for our country? Resources must he constantly re- plenished. The soil does not replenish it- If— the elements which have been ken from it must be replaced, /hen the forests are cut down, ees must be replanted. Human sources, too, must be constantly plenished. a. How are the effects of a de- pletion of resources emphasized in this film? b. What can the school do to make a community conscious of E cjnd HEAR— May the im)xirtance of replenisiiing its natural resources? c. What are the implications in this film for the need of a na- tional program in conservation? 6. The price of ignorance. One must pay a heavy price for ignorance. If one does not know how to till the soil, the harvest will be little more than the seed he planted. If one does not know how to teach, he cannot hope to improve the lives of students. a. Cite evidences of the social costs of ignorance on the parts of teachers, farmers, mothers. b. What must the teacher do to alleviate these conditions of ig- norance? c. What are some of the out- comes of a well-planned educa- tional program to overcome ig- norance concerning some of the fundamentals of good living? 7. Either-or. Schools are related to the com- munity or they are not. A school holds itself aloof from the commu- nity and concentrates on the sole goal of imparting certain kinds of knowledge to its students or it as- sumes the opposite role and con- siders the problems of the commu- nity as the problems of the students and tackles them. a. Which principle of commu- nity-school relationship is em- phasized in this film? b. What do you think should be the relationship between school and community? These guides containing the Pag* as analysis of films and recordings were ininieugraphcd and served as re- source materials for instructors in planning their work in this be- ginning education course. No instructor was required to use any of the aids and he was free to incorporate any ol his own ideas if teaching aids were presented to his class. All instructors, how- ever, found it proiltable to use some of the films and recordings. Many unique plans were tried. Some- times a dim or a recording was used in connection with a field trip to a social institution, with an observa tion of a class in a nearby school, with certain readings, or with other interesting experiences. In other words, films and recordings were not the only aids employed. All of the guides were placed in a loose-leaf booklet so that new one^ ct)uld be added and so that guides which were no longer considered helpful could be discarded. In this manner resources relating to teach- ing, aids were kept timely. In an evaluation of these pro- cedures at the end of the course, instructors were most enthusiastic about the help they had received. Ihey belie\ed that the course be- came, first, a practical experience in using good teaching aids in the training of teachers, and second, a means of providing experiences which made possible a greater understanding of the social values and problems inherent in profes- sional education. SEE and HEAR PREVIEWS Bookkeeping ami AccoiDiting (Sound) 1 1 minutes. Use: Guidaiice S, C; Math. S; Commercial S. THE Him introduces the subject by showing that keeping of a budget in the home is a form of account- ing. It jiroceeds to show how book- keeping is used in large and small com- panies to keep business records. Opera- tion of mechanical equipment and various types of ledgers are portrayed. The variety of jobs performed by the book- keeper in a small business is shown. The accountant's work is explained by showing an audit being made. Cost accounting, the keeping of records of transactions, and the preiiaration of pay- rolls are shown. 1 he work oi the comp- troller is explained. The film gives a f;o<)d description of the many jobs per orined b\ a bookkeeper and accountant, and also the necessary tools, education, and training. Vocaticniul GuuUntce I'tlms. At vour nearest film library. Page 86 Business of Fanning (Sound) 20 minutes. Use: Soc. St. S, C; Agric. S; Sociology C; Cluhs A. THE film very ably describes the relationships that exist between farm economics and general na- tional prosju'rity. The fdm explains well the basic o|>eration of supply and ilcinand, using wheat as the point ol departure. The film is excellent in spite (/f a sound track which is understandable only. NtUiomd l-ihn Board of Canada. At your nearest film library. Building Your Marriage is a vital study pamphlet just released by the Public Affairs Committee, Inc. It rep- resents a popularization of research find- ings by the National Conference on Family Relations. The pamphlet deals with the perplexing questions which arise in modern marriage situations. This is recommended for high school and college use and is available through the Public Affairs Committee, Inc., 30 Rockefeller Plaza, New York 20, New York. May— SEE and HEAH I i: i Elmf.r R. Nelson Milwaukee Public Museum Editor's Note: This is an experience in reclucinR nur world so that it niav he hrouRht into the cIassr(M)m. Mr. Nelson explains how tndly, they cannot acquire a per perspective of physical geog- by just from the study of flat ?s and pictures in textbooks, vies and slides play an important :, but they, too, have limitations, ve shall see later on. The use of another tvpe of visual material ssential if the social sciences are arid HEAR— May to resuh in something more than incomplete understanding of the world in which we live. I Icnce. the need for three-dimensional models to depict the earth's surface. Models ought to be the starting point of a teaching geography unit. They may illustrate effectively \a- rious types of terrain : the relation- ships of valleys to hills; mountains to piedmont areas; plateaus to plains. On a smaller scale, models may illustrate the de\elopment of gullies, volcanoes, glaciated \alieys, waterfalls, alluvial fans, hogbacks, etc. Models for older students can be constructed so as to show the un- derlying rock structure to which all surface forms are related. Scaled models offer several iin porta nt advantages. A child can handle them, he can feel them, he can observe them as long as he pleases. They are especially helpful to the non-verbal children who need to supplement their reading with other means of learning. CThey are indispensable in teaching the blind.) Topographic detail can be observed leisurely. As individual or group Page 87 i:. R. NELSON After graduating from the University of Chicago in 1940 with an M. S. de- gree, Mr. Nelson was employed hy the U. S. Geological Survey and taught geography at the University of Wiscon- sin Extension Division. Besides being head of the department of geology at the Milwaukee Public Museum, he is special instructor in geology at the Milwaukee-Downer Col- lege and curator of the Thomas A. Greene Memorial Museum at that col- lege at the present time. projects, the making of models pro- vides a fascinating and worth-while experience. Finally, there is the ad- vantage of permanence. A model, if well constructed, will last for years and thus allow a library of models to be accumulated. While the mechanics of making relief models is very much the choice of the instructor, two meth- ods are especially adaptable to the resources of most schools. These are the meshwire-papier-mache and the topographic-layer methods. The first is perhaps the simpler, but is less accurate. In making a map by either method, a horizontal scale suitable for the area and features must be chosen. The vertical scale should be exaggerated in order to place cor- rect emphasis on the features, but care must be taken not to over do it. A number of trial profiles drawn to the proposed exaggerated scales will help in selecting the proper one. For example, if you wish to model an area which is 5 miles from east to west, in the center of which is situated a volcanic cone whose base is 2 miles in diameter and whose elevation is 1000 feet above the base, Poge 88 vou should draw profiles as seen in Fig. 1. Profile A is exaggerated 10 times; pro- file B only 5 times. Obviously, profile A is exaggerated to too great a degree, while B is fairly reasonable, but even here the exaggeration might better be reduced to about 3 or 4, depending on the size of the model. In general, fea- tures of low relief will require more exaggeration than those of high relief. The Meshwire- Pdpier-Mdche Method This method involves some means of supporting mcshwire in the de sired form and the surfacing of this wire cover with a durable material Soft iron (ungalvanizcd) cjuarter inch mcshwire is recommended This can be cut and shaped easilji A substantial base of one-inch coin mon pine wood should be used tC insure stability. The construction procedure which follows is illustrated in Fig ures 2A and 2B. May— SEE and HEAl 1, scales 2. tions you ' iieas 3, (fctat My I 5, fee indi confoi these itiis s Figuii 6. cuttc sen a: ante 82 on ll Bdse ^///? sides and cjnd Base with finished mache m^odd 1. Construction a base board of the lies area of the model. 2. Locate the principal land eleva- ins (hilltops and valley profiles) where u wish them to be and mark these eas accordingly. 3. Draw a grid of intersecting equi- stant lines 3 or 4 inches apart. 4. At the intersections of the grid les, drill quarter-inch holes about half- ly through the base. 5. Determine the desired surface pro- BS of the sides of the model, cut half- ch pine or other suitable material to nform with these patterns, and fasten ese profile sides to the base board. At is stage your model should resemble gure 2A. 6. Using quarter-inch wood doweling t to proper topographical lengths, in- rt and glue them in the holes drilled the grid intersections.* The lengths E and HEAR— May of doweling will depend upon the ele- vations in the surface configuration. This will require some experimentation. 7. The wire mesh may now be ap- plied. Using tin snips, cut the mesh into the necessary shapes and fit them over the dowels and side profiles, tacking securely into place. It is desirable to sew the mesh pieces together with fine wire. 8. The model is now ready for the papier-mache to be applied. There are many formulae for making mache, but basically they all require ultimate hard- ness and adhesion. iVIache may be made of paper pulp, plaster of Paris and water, but the recommended mixture is com- posed of ground asbestos, a fiber known as tow, gum arabic, and water. Place about an inch of granulated gum arabic •This doweling may be obtained in 30inch lengths at most hardware stores. Pag* 89 in the bottom of a quart fruit jar anil (ill uitli wati-r. Allow it to dissolve at room temixTiiture stirring every halt hour or when convenient to do so. It will require from eight to twelve hours to dissolve. Add a tablespe, each being an equal \ertical dis- icc apart — the contour interval. Next • see the cone (3B) in perspective, and :n the cone (3C) troni the vertical gle. It is the vertical angle, or top •w of land forms which wc sec in con- ir maps. Now consider how the con- ir lines would appear on an asym- •trical cone and the resultant contour ip. see Fig. 4. Obser%e that the con- ir lines in the vertical or map view arc )re closely spaced on the steeper side the cone than those on the opposite c where the slope is not so steep. This nciple applies to land features as well, • steeper sides of hills or valleys hav- ; their contuor lines more closely iced than those of a gentle slope. Thus, we see that contour lines are ' intersections of equally spaced hori- ital planes with the irregular surfaces the topographic features. Applying s thought to reality, see Fig. 5 in lich a perspective view of a landscape shown, and then the resultant topo- iphic map of the same area. Ohser\e that the contour lines l)cnd stream in crossing valleyes — in other •rds, toward the higher elevations; and. It the contour lines bend around the ds of ridges or promontories — in other irds, toward the lower elevations. The topographic model will require isiderable care in arranging the con- ir layers so as to maintain exact rela- nship. The contour layers can be cut th a band-saw, but, for small models land-coping saw or heavy knife works ■y well depending on the material ?d. An electric cut-all is ideal. The it materials to use are poster board or rous insulating board such as celotex. E and HEAR— May PROCILDLIRH 1. Use a substantial board base the size of the proposed model. 2. Place a piece of heavy drawing jiaper on the base, fasten with thumb tacks, and i^roceed to draw the contour map of the features you wish to illustrate in the model. Should you wish to model a particular land feature, for example, ,1 glaciated valley or a volcano, obtain a topographic contour map of an area con taining such a feature and then enlarge the desired area by using the grid method, i.e., laying -out the identical number of uniform scjuares in the map and on the model, then transl erring de- tails square by square from map to model. In preparing the topographic map, you will find it advantageous to draw in the river courses and to indicate the most important or key elevations first and then sketch in the contour lines. Number the contour lines with appropriate elevations, using a selected contour interval. Sec Fig. 6. Work from the lower elevations to higher ones. 3. Transfer each contour line to a separate piece of the material chosen for construction. This is usually done with carbon paper as shown in Fig. 7, large piece. Be sure that the thickness of the material represnets the contour interval at the exaggerated vertical scale. For example, if the vertical scale is W per 100 ft. and the contour interval is 50 ft., then the thickness of the material should be W. Also locate reference points com- mon to all of the contour pieces and transfer these locations to each piece and to the bare. These are shown as circles enclosing a cross in Fig. 6 and as tiny circles in corresponding pieces shown in Fig. 7. Drill a W hole through each piece at the reference point. Number each piece with its elevation in feet. Then cut out each contour piece. 4. Drill a W hole at each of the various reference points on the base and insert W doweling for guide posts, the length being governed by the elevation of the point. 5. The contour pieces are now ready for assembly: place each in its proper Page 91 Fi9. 5 Page 92 May— SEE and HEAR i Fig. 6 Fig. 7 Perspective landscape drawings niade by Mr. C. Keith Gebhardt, Chief Artist. The Milwaukee Public Museum. All other illustrations by the author. SEE and HEAR— May Page 93 So Fi3. 8 Fis. 9 order o( elevation, inserting; the dowel guide posts into the holes at the refer ence points, sec Fig. 8, in which the right half of Fig. 6 has been so con- structed. Tack and glue each piece to its subjacent neighbor. 7. The assembled model is now rcad\ fr)r surfacing. This process will require a little experimentation. These recom mendations are made. Mix a concen- trated gum arabic and water solution to ihc consistency of thin table s\rup. Paint tlic model \\'ith this and allow it to dry. Ibis may require a few days. A second coat may be needed if the material is especially jxirous. Now mi.x asbestos, low fiber and gum water as described for mache. Apply this to the surface of the model, rubbing it into the surface, smoothing it down so that the mache fills the space from the top edge of one tn|>ographic layer to the top edge of the next. Allow this to dry a few days. Shrinkage may fxcur but may be easily corrected b> apnhing nK)re mache and rubbing the surface with wet finger tips. Alter the model has dried for the last time, sandpaper and shellac the surface and then paint as desired. The topo- graphic model as constructed in Fig. 8 is shown finished in Fig. 9. If a sandy surface is desired on any jxirtion of the model, apply a coat of glue or thick gum water and then sprinkle the surface with sand. After this has dried, the excess sand may be brushed away. rage 94 I he icachci" iisiialiv should ex- periment with a model before en- couraging pupils to tr^' it. However, children can accomplish this project and once thcv. begin and arc guided by the experience of the teacher, they can complete an experience which though \aluablc in itself, is more \aluable as a teaching mate- rial which visualizes geography and social studies concepts. Try it! SEE and HEAR PREVIEW Child W^clfarc in Swciicii (Sound) 11 mimilcs. Use: Soc. St. J, I; Grog. S; Home Fx. J, S, C; Cluhs ). A. Tins film shows the care which is |ir()\ idcd to children from birth tiirough their adolescence. Ibe film emphasizes the care provided for low income groups, but also indicates that those who can afford it may seek their own pro\isions. Goxernment encourage- ment through housing projects, recrea- tional facilities, summer camps, dental inspection, and general health service are all emphasized as social responsibilities well worth encouraging through sub- sidies. This film is of interest for com parative study. Swcilish Travel Informa- tion. At your nearest film library. May— SEE and HEAR From I'aKc- IS Southwest Fexai Teachers CuUe^ic, San MaruK-s, Jinu- ^ Id July 1.^ Audio Visual liclucation. Miss lUih\ I li'ndfrson Stephen I. Austin State lenchers ('o//fyt', i\ac()gdfK:hcs, Jinic 5 to August 23 X'isual Aids ti> Instruction, A. 1,. I-onn Fexas College of Arts mid Industries, Kinnsvilli.- Visual and Auditory Aids in I.ducalion, Dr. J. DiW itt I^avis Texas State Collci^e for Women, Denton Visual Instruction in C'lassroonis, Richard J. I urrcntine Texas Technological College, Lubbock, July \b to August 24 Audio-Visual Aids in Education, Lewis B. Co»)jx»r Lhiiversity of Texas. Austin. luly 1 to August Use ol Visual Aids in Llcnicntarv leaching and in Secondary Teaching and Research. B. F. Holland Utah Utah State Agricultitral College, Logan, June 10 to August 24 Visual Education, L. G. Noble Virginia College of William and Mary, Williamsburg, June 20 to August 23 Audio-Visual Instructional Aids, Miss Janie Shaver Madison College, Harrisonburg, June 17 to July 20 and July 20 to August 23 Audio-Visual Materials, Miss Feme Hoover State Teachers College, Farniville, June 17 to July 20 and July 22 to August 24 Audio-Visual Aids to Instruction, Dr. Edgar \1. Johnson Washington Pacific Lutheran College, Parkland, June 12 to August 14 Audio- Visual Methods, Harold G. Ronning Seattle Pacific College, Seattle Educational Motion Picture, Paul \V. Wright Audio-Visual Aids to Religious Education, Paul W. Wright ~ State College of Washington, Pullman, June 10 to August 2 Audio-Visual Aids in Education, \\ illiam Gnaedinger and Amo DeBernardis Teaching Materials V\'orkshop in Pacific Northwest Problems, Claude Simp- son and others Seminar Instructional Aids, Lee J. Cronbach, William Gnaedinger, Amo DeBernardis, J. Murray Lee Washington, D. C. Catholic University of America, Washington, D. C., June 28 to August 10 \'isual Aids, Dr. Ellis Haworth West Virginia Fairniount State College, Fairmount, July 17 to August 25 Audio-Visual Aids, Dr. Harold D. Fleming Morris Harvey College, Charleston, June 3 to August 22 Audio-Visual Education, Harry M. Brawley Weit Virginia University, Morgantovvn, June 5 to August 23 Audio-Visual Resources in Teaching, H. B. Allen Cinematography, H. B. Allen Organization and Administration of Audio-Visual Resources, H. B. Allen Wisconsin Marquette University, Milwaukee, July 1 to August 13 Continued Motion Pictures in the Classroom, George E. VandeiBeke Page 96 EE and HEAR— May fag» 95 State Teachers CoUeee, Eau Claire, June 10 to July 19 Audio-Visual Education, Louis E. Slock Audio-Visual Workshop held from July 22 to August 23 State Teachers College, Milwaukee, June 24 to August 3 Audio-Visual Education, Margaret Hampel State Teachers College, River Falls, June 1 1 to July 19 i • Auditory and Visual Aids to Teaching, Mabel Jorstad Stout Institute, Menomonie, June 17 to August 16 Visual Education, P. C. Nelson Visual Education II, Experiments in Visual Education, P. C. Nelson Ihtiversity of Wisconsin, Madison, June 24 to August 16 Local Production of Materials, Dr. VV. A. Wittich and Lester Brown ^ . Methods of Visual Instruction, Dr. W. A. Wittich and Dr. John Guy Fc * jj 'i Wyoming University of Wyotning, Laramie, June 20 to July 24 , Audio-Visual Education, Clarence D. Jayne ' f Audio-Visual Education Institute, J. R. MacNeel i \' Elementary Education and Child Development Workshop, Clarence D. ' j Ontario, Canada Ontario Department of Education, Toronto Audio-Visual Workshop, July 3-16, J. W. Grimmon, Supervisor, Ce Wilkinson, Instructor I ADDITIONAL LISTINGS " (Received too late to be included in the above) California College of the Holy Names, Oakland, July 8 to August 10 Audio-Visual Education, Prof Cornelius Siemens | huinaculate Heart College, Los Angeles, July 1 to August 2 Audio-Visual Workshop, Sisters Michael and Patricia Stanford University, Stanford University, June 20 and July 22 to August Solution and Use of Audio-Visual Alatcrials and Radio Institute, Mr. Bell with NBC University of California, Los Angeles, June 24 to August 2 Educational films. Dean McClusky Visual Education Seminar, Dean NicClusky Radio in Education, Mr. Lacy j University of California, Santa Barbara, June 24 to August 2 General Course in Audio Visual Education, Mr. Estes l/»iix'ers«ty of Southern California, Los Angeles, June 24 to August 2 \ J Workshop, Mrs. Fike and Moore \ Radio, Rachford University of Re.Uands, Redlands, July 1 to August 9 Audio-Visual Workshop for Teachers, Mr. W'illey Connecticut Hniicrsity of Connecticut, Storrs, July 8 to August 16 Audiovisual Aids in Education, D. E. Strom Maine University of Maine, Orono, July 1 to August 9 Ihc Motion Picture in Eilucation and Curriculum and Use of Visual Materials in Education, Julio Bortoia Pa