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Education a
COMBINED WITH
Visual Instruction News
CONTENTS
Production of Animated Diasrams
How County Extension Agents Look at Visual Aids
The Educational Museum
Effectiveness of Visual Instruction in Teaching Safety
Visual Education in the English Class
Vir::-'\is;r)-:-~
Single Copies 25c • S2.00 a Year •
JANUARY
1933
AiiipjfiiSi 'Passes Tests!
. . . . v^'iiay after day use in classrooms prove
Superiority!
The Ampro Precision Projector Modfl AS with 400 Watt Biplane Filament lamp, seal-grain black finish, nickeled parts and standard case $175.00.
Model AD with 400 Watt Biplane Fila- ment lamp, seal-grain gold-bronze finish, chromium plated parts, automatic pilut light and de lujce case $200.00.
Both Models operate on either alternating or direct current 100-125 volts.
AMPRO CORPORATION,
2839 N. Western Ave., Chicago. III.
Please send me literature on Ampro Projectors. Name
I
I School I
I
I City _ State.
I
Address
After all the real test of a projector is the manner in which it stands up during day-after-day use in the classroom under actual operating conditions.
In this connection, Mr. E. N. Jones, head of the Department of iotany of Baylor University, Waco, Texas, writes: "The Ampro Projector is very satisfac- tory. It has been used under conditions quite trying and has not failed. There is a most satisfying lack of flicker even at slow speed, and the reversing and still picture attachments help very much in the versatility of the Projector."
Mr. A. G. Balcom, Assistant Supt. of Schools, Newark, N. J., writes: "We have a number of the Ampro Projectors in use, in the Newark schools — to be exact, seven, and they have given satisfaction. We like them very much."
Mr. J. R. Tippetts, Supt. of the Morgan, Utah, Schools, writes: "Relative to the use of the 16 mm. motion picture equipment in our schools let me state that two years ago we purchased an Ampro Projector of this size and have used it continually since that time. We are more than pleassd with the results, both as to the quality of the machine and the educational value of this type of teaching."
Ampro Features
A few of the features that have won the Ampro its place in the field of 16mm projection are compact and light weight, simplicity of operation, rugged construc- tion, amazing illumination, and economy of operation. The Ampro can be used for both auditorium and class- room work. It has numerous mechanical advantages such as the Tilt Control, Automatic Rewind, Centralized Control, and Easy Threading.
Write for Information
For further details about the Ampro Projector send coupon on the left. You ivill also receive a bulletin about the present status of motion pictures in classroom, instruction.
iz <DiEyiP<Dia4a['i[<D.S8
MAKERS OF PRECISION INiTRUMENTS SINCE 1914 2 83 9 N. Western Ave., Chicago, III.
January, 19}}
Page }
Educational Screen
Combined with
Visual Instruction News
JANUARY, 1933
VOLUME XII NUMBER
CONTENTS
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
Harbert E. Slauqht, Pr«s. Fradaricl J. Lan*. Treat. Nalion L Graena, Editor Elliworlh C. Dant, Mansgar Evalyn J. Bakar Jotaphina Hoffman OHo M. Forkart
Dudlay G. Hayi Stanley R. Graana Joseph J. Weber R. F. H. Johnson Marion F. Lanphier F. Dean McCluiky Stella Evalyn Myart
Edi+oriaL
The Productron of Animated Diagrams with Amateur Equipment. Robert L. Retry
The Educational Museum. Arnold W. Reitze 8
gents Look at Visual Aids.
10
How County Extension Agents Look at Visual Aids. C. H. Hanson
The Effectiveness of Visual Instruction in Teaching Safety. Rita Hochheimer
Government Activities in the "'isual Field. Conducted by Margaret A. Klein
13
News and Notes. Conducted by Josephine Hoffman 14
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent ,
Film Production Activities.
Among the Magazines and Books.
Conducted by Marion F. Lanphier.
.16.
18
19 21
The Film Estimates
The Church Field. Conducted by R. F. H. Johnson ...22
School Department. Conducted by Dr. F. Dean McClusky..24
Among the Producers 30
Here They Are! A Trade Directory for the Visual Field 32
Contents of previous issues listed in Education Index.
General and Editorial Officei, 64 East Lake St., Chicago, Illinois. Office of Publication, Morton, Illinois. Entered at the Post OfRce at Morton, Illinois, as Second Class Matter. Copyright, January. 1933, by the Edu- cational Screen, Inc. Published every month eicept July end August. (2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 ctt.
Page 4
The Educational Screen
EDITORIAL
^^ITH this issue we begin X'olume XII, ~ with eleven years of consecutive publica- tion behind us. This is a venerable age for a magazine in the visual field. It is twice the age at- tained by the longest-lived of our half dozen pre- decessors. The twelfth year now faces us, and with this country and the world still pretty thoroughly
a slave to the depression-habit. Yet in
A spite of the present shriveled state of af-
Birthday fairs, in general and in particular, and
counting upon the continued support of the field which made possible the eleven years, we confidently propose to carry, on and complete the even dozen. And thereafter? Well, that will prob- ably be a long story and we reserve the recital of our great expectations, awaiting a more cheerful audience in more auspicious times. Forsan et haec olim meminisse iiivabit!
Depressions may come and go, but the visual field cannot lose its confidence. Nothing can stop the vis- ual idea in education. It can be, it has been, and doubtless still will be delayed by various elements con- genital in the educational organism. Some of these are — the perennial poverty, both real and imagined, of the school field; the power of rigid tradition and im- pervious conservatism in the educational world; the static mood of the trained mind that knows it needs to know nothing more; the complacent inertia of the teaching rank-and-file that got its job by conventional methods and archaic qualifications and can hold it by the same means ; in short, the very human and uni- versal tendency to sit still and ride after one has caught one's car. Yet none of these elements, nor all of them, can possibly prevent the final defeat of vague- ness and approximation by clarity and accuracy in teaching. They cannot prevent the inevitable substitu- tion of factual truth and actuality for futile indirec- tion and substanceless verbalism in the classroom. The visual idea will win, and is winning now.
THE question of the new name is still pending. ' Obviously "The Educational Screen combined with Visual Instruction News" is utterly cum- brous but many considerations must enter into the making of a change. The right name will not be trite, banal or flippant. It will be not only distinc- tive but appropriate and meaningful. It A will indicate character, content and pur- Name pose, and will include the whole field of teaching by sensory aids, not a limited part of that field. Names so far suggested are, in alpha- betical order,
Boun.j 8::^U41*)
Periodical
The Educational Screen
Educational Screen News
The Eye Opener
The Projector
Reel News
Sensory Teaching Aids
Visual Education
The Visual Educator
The Visual Idea
Visual Instruction
The Visual Instructor
Visualization
The \'isual Screen
Objections to each of the above names can be readily found. Perhaps the most common and most serious fault is the implication that screen projection is the only form of visual teaching aid. Most of the names listed above have been duplicated often by diff'erent correspondents. Consensus opinion seems to favor "Visual Instruction" so far. It is assuredly accurate and comprehensive, even if not particularly thrilling, and seems to have more arguments in its favor than any of the others.
There are, of course, certain technical considerations involved in the complete change of a long established name. Reference, index, and quotation services are seriously aflFected, and adjustment will require a long time. The librarian of one of the most prominent firms in the visual field writes: "I hope you may welcome the suggestion of keeping the same title, which adequately expresses the purpose of the maga- zine. Improve or change the contents of the magazine, advertise in any way desired that this has been done, but keep the same title. Educational Screen, which has outlasted the other sporadic publications in this field, is probably the first thought of those who are looking for such material. With a new title this pres- tige is lost and it is usually only the librarians, who are kept perpetually busy already changing titles, who will know to what new name to turn."
Teachers and visual directors have also urged re- tention of the oldest name in the field of visual publi- cations. There is also the financial item, quite serious in these times, of the cost of new designs, new plates, new stationery and forms, which inclines us perhaps to be more wiUing to accept delay in the decision. We realize that delay is not desirable, may even be work- ing harm in some degree, and that impatience is grow- ing in certain quarters at our .seeming vacillation. We mean to run these risks, however, in the effort to en- sure that the choice be right when it is made. Further advice and suggestions are earnestly invited at any time from all quarters of the field.
Au 18 %4
January, 19 ii
Page 5
The Production of Animated Diagrams With Amateur Equipment
ROBERT L. RETRY
IN THK course of lecturing to classes in Physics, jirobiems of teaching which involve motion arise frequently. At present models and laborious black- board diagrams with word pictures are used in an attempt to meet the students' difficulties with such topics. But experience with these methods has in- dicated that in many cases an animated drawing would have unique advantages, especially since a film can be shown over and over again until the slower students have grasjjed the idea.
With this in mind a survey of Physics texts' was begun and topics that might profit by illustrating were selected tentatively. In considering the method of producing such projects it seemed very advantageous for the teacher to work out these animations himself, since then, as he discovered each difficulty, he could solve it in connection with his own text and could integrate it with his course successfully. At first this seemed impossible because of the equipment and time suppo.sedly necessary, as well as the technical skill involved ; but a period of experimentation has demon- strated to the writer that with ordinary amateur mo- tion picture equipment, a tracing board, usual drawing supplies, and a little celluloid, usable animations can be made with a moderate amount of time.
Seven very brief projects have been photographed. These deal with electromagnetic induction, the steam engine, interference in wave niotion, motion of a pro- jectile, a problem in alternating currents, the electro- scope, and simple harmonic motion.
The first of these was the least successful but it gave the information needed as to the method of procedure. The steam engine, using one hundred rather complicated drawings on paj)er and two cellu- loids, required about fifty-five hours; the motion was quite jerky and irregular but in later projects this was largely avoided by more careful use of the method to be described below. In the study of projectile motion two hundred sixteen simpler drawings on pajK'r and one celluloid required t)nly twenty-four hours. The drawings for the electroscope were made by a university freshman and required eight and one- half hours, including the time needed to plan the work-sheet and to practice drawing on the celluloid. About four hours were used in making up the dem- onstration of simple harmonic motion. The total length of film needed for two or three cycles of each of the seven projects was one hundred sixty-five feet, requiring less than seven minutes to show. In prac- tical use these cycles would be repeated ten or twelve times through duplication in printing, at some extra
cost but without additional expenditure of time. The cost of the supplies used (not including permanent equipment) has amounted to about $12.00.
The simplicity of the method has several advan- tages. First, the method can be applied best in cases where the problem first appears as a genuine difficulty in teaching, and the animation is then used to solve it. A problem may sometimes be worked out within a short time after it arises. This adds greatly to the interest of the work. In the second place, the cost in time and money is small enough so that the in- terested teacher can discard entirely films of doubtful teaching value which he may have made. He can remake these with the benefit of the experience gained, profiting in particular from the reaction of the class to his first attempt. In the third place, the method should make possible a greater variety of expression in this field. Standardization in teaching films will have its advantages in a later stage of development. But at present there are too many able teachers in all fields who have had no opportunity to contribute their ideas as to the best use of motion pictures in teaching. As a result, these have lacked constructive interest in films. Possibly the best means of arousing this latent interest and of drawing out original and constructive ideas about the planning of teaching films lies in presenting the opportunity of making films themselves, even if only a few feet of sketchily-made pictures.
Equipment
The equipment and supplies used have consisted of the following items. Dimensions are given but in most cases these may be varied somewhat to suit convenience.
(1) The template. A sheet of metal 4^' long, 1' wide, and 1/32' or more in thickness, with two 54" holes 3J^" apart from center to center.
(2) The tracing board. A smooth board of any convenient size (a drawing board is recommended), with
(a) A glass window 4" wide and 3" high mounted flush with one surface a little above the center of the board
(b) Two j4-'nch metal or hardwood pegs about J^" high set 3j4" apart on a horizontal line 1J4* from the upper edge of the window and symmetrically located with respect to it. These must be spaced accurately by setting one peg first, then slipping the template on to it and drilling the hole in the board for the second peg through the second hole in
Page 6
The Educational Screen
the template, then driving this second peg through the hole of the mounted template. (3) The paper, not too opaque (16-pound bond paper has been used), in sheets 6"x5>i", punched with 14-inch holes 3>4" apart and >4" from one of the longer edges. To avoid difficulty the punch must be set by the use of the terriplate instead of by measure-
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ment and the first sheets punched should be tested as to the spacing by trying them on the tracing board.
(4) Celluloid, in sheets about 5j4"x5j^", punched with ^-inch holes Syi" apart and Yz" from one edge. We have used celluloid one one-hundredth of an inch thick. This may be obtained from a few drafting supply shops but similar celluloid used for replacing windows of automobile curtains may be obtained from mail order houses.
(5) Usual drawing tools and supplies, including waterproof India ink.
(6) An amateur motion picture camera. The ones we have used have not had single- frame attachments, although this feature would facilitate the work somewhat.
(7) Amateur equipment for photo- graphing motion picture titles with the camera above. This may be made up in accordance with Fig. 1 or a standard outfit may be adapted to this purpose by substi- tuting a new frame for holding the draw- ings in place of the one furnished. (The Eastman titler uses an auxiliary lens; here it would probably be more convenient to adapt the titler.) In either case this frame for holding the drawings as shown in Fig. 1 consists of
(a) A vertical board B about 8" high with a window W located centrally in front of the camera ; this window measures 3" by 4" on the side away from the camera but is bevelled out to 4>^" by 5j4" on the other side in order to prevent shading by the edges.
(b) Two 14-inch pegs P, P iyi" apart on the back side of the board and 1>4" above the edge of
the opening: these must be spaced as were those of the tracing-board, by use of the template.
(c) A stiff hinged back A, covered with white paper on the side toward the opening, to hold draw- ings down smoothly against the opening.
This holder is fixed rigidly in front of the camera, at a distance determined accurately by the focussing distance in the standard title writing set for the par- ticular camera used.
(8) Eastman Panchromatic safety film, in 50-foot rolls.
(9) Lighting equipment. We have used one frosted 100-watt bulb without a reflector in some trials but have generally used two of these.
Procedure The procedure in making up a project may be divided into steps as follows :
(1) Choosing a subject. The subject should pref- erably be one of immediate interest, should fit in with the text used, and should require only simple draw- ings, especially in the first projects attempted.
(2) Making a work-sheet of the entire project. The field photographed is 3"x4" but a 3^-inch margin is left so that the drawing field is 2"x3". The work- sheet is illustrated by Fig. 2, which shows the plan and measurements for a study of the motion of a projectile. This film consisted of four parts (See Fig. 2 and Fig. 3) :
(a) a tracing of the real parabolic path
(b) a tracing of the path if gravity were not acting, horizontal motion with constant velocity.
(c) a tracing of the path if gravity alone were acting, without the horizontal motion of the preceding
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part; this is uniformly accelerated motion, computed from the laws of falling bodies.
(d) a tracing of the actual parabolic path, the
January, 1935
Page 7
result of combining the two motions (b) and (c) ; (sec Fig. 3 c). A black cannon-ball P traces out the parabolic path while one phantom ball Q travels directly above it on a horizontal line as in (b) and a second one R keeps on the same level with it, moving exactly as in part (c).
The vertical motion under (c) was first computed and laid off on a scale which would give a maximum change of position from one picture to the next during the cannon-ball's descent of not more than 3/32". This would require 54 steps or about 54 drawings. (The divisions at the beginning of the descent were so crow.ded together that only a part of them could be put on the work-sheet.) Each of the parts should then consist of 54 drawings, making a total of 216. This large number is feasible only because of the simplicity of most of them.
(3) Making the drawings on celluloid. In the illustration used (Fig. 2) the cannon and the cliff on which it rests do not change throughout. One drawing of these, traced on celluloid, will serve for all four parts. Ink does not trace readily on celluloid. Washing the surface with ammonia and drying it makes ink trace better. We have used water-proof India ink because water colors could then be used for shading where desired. An "Eastman negative pen- cil" can be used for shading ; this photographs quite well but gives too diffuse a line to be used readily in outlines. In general, after a little experience, the celluloids do not offer difficulty; if a serious error is made, the whole can be washed off with ammonia and the drawing begun again, but slight imperfections such as rough edges and projecting tips can be erased nicely with a pen-point.
(4) Making successive drawings of moving parts on separate sheets of paper. The first of these in part (a) above would consist of half the projectile, just emerging from the muzzle of the cannon. The sec- ond drawing would show the cannon-ball one division farther away from the cannon, while the third would show it still farther away with a line beginning to be traced. Figs. 3 a, b and c show respectively the thir- tieth drawing described in paragraph (a), the thir- tieth of paragraph (b), and the fortieth of paragraphs
(c) and (d). The additional lines in parts (b) and
(d) emphasize the distance travelled per second along each axis. The exact position of the cannon ball and other parts in each drawing is obtained by tracing them off the work-sheet by the use of the tracing board with a light beneath it. The smoothness or jerkiness of the final projected picture depends mostly upon the accuracy with which the drawings when hung on the pegs of the title-writing set to be pho- tographed reproduce the relative' positions determined by the pegs of the tracing-board while they are being drawn ; hence the care exercised in spacing these pairs of i)egs and in punching the paper and celluloid.
Ordinary ink photographs fairly well, although In-
dia ink does somewhat better. Heavy pencil may be used for shading and for rather faint lines.
(5) Photographing the drawings. Instructions as to focussing, aperture and lighting are furnished with a title-writing set and are to be followed closely at first. Lights must be far enough to the side or far enough above the camera that they do not give a reflection from the surface of the celluloid into the camera.
First the celluloid is hung upon the pegs of the holder of the titler and is held flat by closing the back.
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A number of pictures are taken, one at a time, to make an introduction to the action. The number of frames taken is determined by the length of time this introduction is to run ; sixteen frames represent one second. Then the first drawing is hung back of the celluloid and one or two frames are taken. If three frames of each drawing are taken, the motion is slower but becomes jerky. If two are taken, the motion is smoother but proceeds more rapidly. If only one of each drawing is taken, the motion is smooth but is too rapid unless a larger number of drawings with small change from each one to the next has been made ; the larger number gives superior results, however. We have made nearly all our films with two frames of each drawing.
The other drawings are taken in order in the same way. If titles are to be added, these are photographed in order. Heavy typing with a good typewriter ribbon gives letters which photograph satisfactorily. Not less than three seconds or 48 frames should be given each title.
There are 40 frames per foot in 16 mm. film or 2000 in a 50-foot roll. In planning the use of this
(Concluded on page 12)
Page 8
The Educational Screen
The Educational Museum
ARNOLD W. REITZE
THE VALUE of the museum as an institution for the preservation of objects depicting the prog- ress of man and of civihzation is a well established fact. For centuries museums have been concerned and associated with the culture of peoples and countries throughout the world. The museum as a vital force in education, however, is of more recent origin, but a force which is being more fully recognized each year. Its valije as an aid in teaching is becoming increasingly more important, and in many communi- ties the museum has become an indispensable insti- tution.
With the increasing recognition given to the value of the museum in education, has gradually come the realization that for the most effective use as an edu- cational aid, a special type of museum is highly de- sirable. This has brought about the educational museum, a term which should have a special signif- icance, particularly to those engaged in the profession of teaching.
While all museums have varying degrees of edu- cational value, the true educational museum is rather unique in character. Most museums, at least at their inception, have been formed from collections which have been more or less interestingly displayed for the view of certain select groups, or for the general public. It is true that within recent years many of the museums have realized the value and importance of effectively displaying their material. As a result of such displays, from an educational point of view, their exhibits are highly valuable and instructive for children. An educational museum on the other hand is a museum laid out solely from the viewpoint of the educational needs of the child and in accordance with the best educational and psychological practice. An educational museum is set up primarily for the benefit of the children and teachers within a school system, rather than for the general public or for general exhibition purposes.
The purpose of the museum in education is to pre- sent to the child concrete examples of materials and objects with which they would not ordinarily come in contact. Objects which may be included are an- imals, birds, plants, and minerals, as well as replicas and models of all sorts. The museum is to aid the teacher to present more vividly and more interestingly much of the information included in the various les- sons. Its purpose is to vitalize all forms of teaching rather than to teach of itself or take the place of the teacher. This fact should always be kept clearly in mind.
While the value of the museum to the student in-
terested in the progress of civilization is quite ap- parent, the value of the educational museum is not so well established. However, if we grant that a museum performs a service to mankind through a mere collec- tion and passive display of such material, surely a real, life-like display, adapted to the needs of the child, should be of at least equal value.
An educational museum is often a necessity even in communities which have other museums which may contain very complete and detailed collections. Many times an extensiv.* collection of objects is very dis- tracting and confusing to all but the most advanced student of a subject. Such an extensive collection may nullify any interest which may have been aroused in a student before a visit to the museum. On the other hand, a smaller collection, carefully assembled and interestingly arranged according to the best educa- tional practice, may be the means of arousing a gen- uine desire to know more about the subject. Such aroused interest can then usually be satisfied at a nearby museum which may have a very extensive collection.
For those communities which have no museum an educational museum is a real necessity and such a museum will fill a real need in the school life of the community. Such a museum also offers much to the people of the community. The value of an educa- tional museum in a community is becoming more apparent as the teaching program is becoming more complex and as the need and value of objective ma- terial is more fully realized.
The relation of the educational museum to the school should be one of whole-hearted cooperation for the mutual benefit of all concerned. The assistance and material supplied by the museum to the schools, should improve the teaching and at the same time increase the interest of the pupil in the particular museum and in museums in general. In other words, it should make a boy or girl "museum conscious" or alive to the opportunities and advantages which the museum has to offer. The museum should not at- tempt to take the place of the teacher and neither should the schools pass over the responsibility for the actual teaching to the museum. The museum should not attempt to assume such responsibility but should assume the position that the true purpose of the museum is to aid in making all forms of teaching more vivid, interesting, and vital.
Whether an educational museum should be a sep- arate department in the school system or whether it should be a division of some other school department or whether it should be part of some cooperating
January, 19}}
Page 9
agency of the schools, must be carefully considered. One of the factors which will aid in determininfj this question, is the purpose of tlie museum. If the pur- pose of the educational museum is certain of the more important functions, such as, to set up exhibits at the museum or to send exhibits to the schools, it is [>erhaps best if it is part of some cooperating agency. If. however, its purpose is to include as many functions as jwssiblc. it is perhaps best if it is part of some other scliool department, or a separate department.
The establishment of a sejiarate educational museum department within a school system has certain ad- vantages. Its chief advantage is that it is in a position to cooperate directly and intimately, and arrange its material for the most effective use of the schools. There is, however, the danger that such a department may assume undue responsibility or overestimate its purpose and importance. It is also a plan which requires considerable money for its execution if a worthwhile educational museum is to Ije set up and, therefore, a plan which can only be afforded by the more wealthy school systems. Perhaps the outstand- ing educational museum as a separate department of a school system is the St. Louis Educational Museum. However, as even this museum is largely based on traveling exhibits, it seems to be more truly a depart- ment of visual n'uU. rather than an educational mu- seum.
The two departments, within a school system, under which an educational museum is usually placed, is the library dei)artment or a department of visual aids. The department under which it should come must be determined by a consideration of certain factors.
Tn school systems which have a well organized library department, as an integral part of the school system, it is possible by certain minimum changes to organize an educational museum. Such a department might include both intra-mural and extra-mural serv- ices or activities. An arrangement of this nature is particularly well suited to such systems as do not wish to establish a separate department for an edu- cational museum. It requires the addition of certain highly skilled workers if the department is to build and make up its own exhibits and models. It is, also, important under this arrangement that the li- brary department fully realize the importance and value of an educational museum if it is to become more than a mere side line of the library.
Whether an educational museum should be part of a department of visual aids is largely a matter of whether the term "department of visual aids" or "edu- cational museum" is the broader scope. From an educational viewpoint it would seem that the term "department of visual aids" which would include an educational museum as one of its major divisions, is
the most suitable term. A department of visual aids could include many activities which could not very well be delegated to an educational museum, such as, school publicity by means of visual material, keeping ]ihotographic records of important school events, training teachers to use projectors, and other types of service.
In the larger school system it would seem best to establish a separate department of visual aids with a major section as an educational museum. With such an arrangement, emphasis can be placed on such sub- jects and materials as are stressed in the regular course of study. The department could cooperate to the fullest extent with all the teachers, supervisors, and others in the school system for the assembling of material which is most worthwhile. Furthermore, there would be no divided responsibility as may hap- pen under an arrangement of several separate de- partments or agencies cooperating with the school. Also, the department can build up such phases as are not well represented in other museums. A separate division under a department of visual aids does not mean that the material available in other museums should be neglected but, on the contrary, the depart- ment should cooperate with other museums for the most effective use of their material. The department should seek the good will and cooperation of all other city, county, state, and private museums for the most economical use of its funds and collections. It will prevent needless expenditures on duplicating material which is well represented in other nearby museums and thus allow for the best use of its funds. It will enable the educational museum to equip and arrange its material to best nieet the needs of the children and teachers of the .school system.
An educational museum should not attempt to set up large and elaborate collections dealing with any one particular subject. Instead it should devote its energy and funds to the collection and arrangement of such materials as are necessary to properly aid the teacher in presenting the subjects in the course of study. The educational museum should not atten'ipt to compete with any other museum in the size of its collections. It is obviously [xjor policy to spend any considerable sum of money for material which is to be used by relatively few children. It is a better and wiser policy to limit all collections and expendi- tures to such as can be adequately and advantageously used by the average pupil. An educational museum should be operated as an adjunct, and wholely for the benefit of the school system and should be chiefly concerned with setting up such illustrative material as shall best meet the needs of the school children and teachers.
(Continued in February isaue)
Page 10
The Educational Screen
How County Extension Agents Look at Visual Aids
C. H. HANSON
THE United States Department of Agriculture is conducting a series of studies of the visual aids, projection equipment and methods which its 4,354 county agents are using and their estimates as to results. A questionnaire has been the basis of the study but in nearly all cases the data has been obtained by personal interview. Selected agents in eleven States have been visited. The information presented in this article, however, is based on a sum- mary of the study in only nine States, the work of summarizing the data frOm the other two States not having been completed.
This study so far reveals that county agents are more interested in motion pictures than in any other type of visual aid. Of the county agents interviewed, 40 stated that they used motion pictures, 33 used film strips and 28 used glass slides.
A more intimate picture of what these agents think of the relative merits of motion pictures, slides, and film strips for certain purposes is shown in the fol- lowing summary of their replies :
Motion Glass Film PURPOSE Pictures Slides Strips
A. To increase attendance at meetings. 30 5 6
B. To increase membership in farm
organizations 11 2 4
C. To increase active interest in exten-
sion work 15 10 16
D. For propaganda purposes 22 5 7
E. For teaching new ideas and prac-
tices •. 11 14 18
F. For getting people to adopt new
practices 10 14 20
Further light on this phase of the study was ob- tained from their replies to the question "Which do you prefer, glass slides or film strips?" Twenty-nine expressed a preference for film strips and five for glass slides. This is in line with our records in the Department of shipments of glass slides and the sale of film strips made up from Department negatives. The demand for Department glass slides has decreased while the demand for film strips has doubled each year since 1928, until now, the annual sale of our film strips is in excess of 8,000 copies. The principal rea- sons given by the agents interviewed for their prefer- ence for film strips were that film strips are more convenient, more economical and easier to transport than glass slides.
How many slides should be used and how long should an illustrated lecture be are questions which are asked so frequently that they were included in the questionnaire. An average of the replies shows that these agents believe that a half hour talk illus-
trated with about 35 slides or frames gives the best results.
4-H club work occupies a very important place in cooperative extension work and therefore we asked, "In what ways should the .selection of illustrations difl^er in slide series for adults and for boys and girls in 4-H club work?" A large majority replied that no essential difference in illustrations was required. A small number of the agents stated that in club work they preferred to use pictures portraying club boys and girls and their activities, rather than pictures il- lustrating the work of adults.
The U. S. Department of Agriculture, like all other institutions distributing motion pictures, is vitally in- terested in adapting itself to meet changing conditions in the field and therefore the agents interviewed were asked, "What is the indicated demand for 'talkies' in extension work?" The replies were surprising. Thir- ty-three of the agents reported little or no demand; one said that "talkies" are too expensive ; and only one reported a marked demand for sound pictures.
Another important question was, "Has the intro- duction of 'talkies' made silent educational pictures ineflfective ?" Here again the replies were rather un- expected. Twenty-four agents replied, "No;" three said, "Yes" ; seven thought that it had made them ineflfective to some extent. In general, their opinion was that the silent educational film is still effective when used in the open country.
A third question on sound pictures was, "Could you hope to get equipment for the local presentation of sound pictures, assuming that an outfit could be obtained for $1,000 or less?" Thirty-eight agents replied, "No ;" one replied, "Yes ;" and two expressed themselves as doubtful.
Information was also sought on methods of using motion pictures. The majority of the agents were of the opinion that they obtained the best results when they used only 2 or 3 reels of motion pictures at a meeting. They also reported a preference for show- ing these films during the latter part of the program.
The opinion of the county agents was also sought as to the relative value of certain types of motion pic- tures for use in extension work. The following list of types of motion pictures is arranged in the order of their indicated preference:
1. Films of local extension activities. 2. Straight edu- cational. 3. Educational Comedy. 4. Educational^ Romance. 5. Industrial Educational. 6. Straight Comedy. 7. Straight Romance.
Onlv a small ])roportion thought that the agent
should do any talking during the showing of the film while the vote was nearly two to one in favor of the agent giving a short talk on the subject matter of the motion picture before showing it.
January, 19}}
Page 11
The Effectiveness of Visual Instruction in Teaching Safety
■jf
RITA HOCHHEIMER
PERHAPS you are thinking "What has Visual Instruction to do with Safety Education." My purpose is to tell you of one project in the use of visual aids in safety teaching. Through the Bureau of Visual Instruction of the Board of Education of the City of New York, visual aids in safety education were circulated last year in 53 schools, reaching ap- proximately 31,275 children. This was made possible through the very active and helpful cooperation of the Safety Education Demonstration and especially of the Director, Dr. Herbert Stack. I shall pre- sent for your information our method of organizing this and supervising it and some general conclusions and recommendations which have grown out of this experience.
The visual aids themselves consist of a motion picture, lantern slides and posters. In order that you may have some first-hand appreciation of this ex- perience, we shall see these aids.
(Film showing — Why Be a Goose) — This is a film that was produced by the Bureau of Visual Instruc- tion of the City of Los Angeles, California, in coop- eration with the Director of Safety Education in the schools of that citj-. The film was largely prepared by the children themselves in the form of stories and was re-submitted to classes of children from time to time in various stages of production. It is interesting, incidentally, to notice that this film made an instant appeal to our children. This in spite of the fact that the situations presented are typical of the West Coast and in a considerable degree foreign to our experience. This was doubtless because of the gen- uineness and soundness of its psychological appeal.
With the film we distributed, as part of our visual instruction unit on safety education, lantern slides ac- companied by "story descriptions." These were spe- cially prepared slides produced by the National Safety Council. They show typical New York City ex- periences. They fitted definitely into our safety sit- uations and depicted those which Dr. Stack in his survey had found to be most frequent. In addition to the film and the lantern slides, the posters of the National Child Welfare Association, "The Simple Family," were distributed and a copy of the current number of the Safety Magazine with the enclosed chart.
This was the material as Dr. Stack brought it to us. Our part was to see that it reached a large pro- portion of our metropolitan school population in ap- propriate grades and that it functioned pedagogically as well as possible.
■ Address delivered before the 21st annual Safely Congress of the National Safety Council, meeting in New York City in October
A letter was sent to the District Superintendents, our field officers, calling their attention to this ma- terial and asking whether they would be interested in having it presented to the principals of the schools under their jurisdiction. We received enthusiastic, replies from a considerable group of District Super- intendents and a schedule was drawn up for the term. At a conference of the Principals, held by the District Superintendent, the visual aids were shown. Dr. Stack explained their general purpose and a repre- sentative of our Bureau discussed the method of or- ganization in the schools and the pedagogy of their presentation. Usually, after some discussion, the district superintendent appointed a committee of prin- cipals to arrange the routing of the material from school to school and to have general charge of min- imizing physical difficulties that might presenl them- selves.
.Accompanying the materials in the visual instruc- tion unit on safety we found it necessary and helpful to prepare definite teaching aids for the teachers' use. These suggested points to be stressed in the film and a check list of questions both on the film and on the slides. In addition to this the Principals were given mimeographed sheets describing approved pedagogical methods in the u.se of lantern slides and films in teach- ing. The technique of method was discussed with them in some detail. We find in general in our work that this is the crux of the success of visual instruc- tion. It is important that the school people not only have material but that they utilize it as a teaching device, not as a show. We therefore stressed this need in the use of the safety education material and urged the Principals to stress it with the teachers. In addition. Principals were given report blanks which were returned to us after the showing.
The tabulation of these reports was exceedingly sig- nificant. It demonstrated beyond question that our schools found the visual instruction unit in safety education truly valuable. There were constructive criticisms made of individual slides and Dr. Stack has in each case acted promptly and most helpfully to improve the material, where these criticisms seemed valid. The nature of the criticism of the teachers shows their own thought fulness in using the slides and a very real desire to assist in making them func- tion as well as possible. While, of course, there were some of these that seemed unreasonable or imprac- ticable, it was gratifying and interesting to see the unanimity with which our teachers found the weak spots in this material and the concurrence of opinion as to the great general value of this type of instruction. This was evidenced by rej)eated criticism of the same detail by people miles apart. It is our plan to con-
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The Educational Screen
tinuc this in additional schools and in all likelihood, we shall go back to some of the districts which have already presented this visual instruction unit in visual education. Since our organization calls for showing this to children of a definite school grade, the same material could now return to the same schools and be shown a different group of children who were not in the appropriate class a year ago.
In addition to the material itself, our plan of or- ganization has proven in general sound and of benefit to our school system in general in the matter of visual instruction. Schools which did not previously come into close contact with the Bureau of Visual Instruc- tion became acquainted with our work and the use of other visual aids in these schools was carried on more intensively and in a more pedagogical manner, because of the experience with this safety material. Difficulties were encountered and were not entirely overcome — first and foremost, lack of proper darken- ing facilities in some of our schools and lack of pro- jection equipment. Also it is true that the schools have complained in some instances that the material was not left with them a sufficient length of time. While it would seem off-hand that a month with a district superintendent is ample time, it has not proven so always in practice. Scheduling had to be too close with the result that in some instances the material was in a given school only long enough to get in the next school. These difficulties, however, do not ap- pear to be insuperable. Considering the very great number of children that we reached as a result of ten months' activity on our part, it is obvious that this was far from the general situation. My feeling is that this cooperative venture was exceedingly helpful and valuable.
The results in general have been most gratifying. This is due in large measure to the whole hearted interest in safety education which had already been aroused by Dr. Stack. It is also due to the readiness with which our school people of all types — District Superintendents, Principals, teachers — cooperated with the Bureau. But results of this nature are obviously difficult to measure at all accurately. The real under- lying purpose was to inculcate' habits of safety. As with all means to habit formation, we cannot really tell how far we have accomplished what we set out to do. We believe that the teachers have been led to think more about safety problems. It seems fairly certain that they have acquired certain knowledge with regard to safety. How far any of this carries over into action on the part of the children, how much more it does so because of the visual presentation, we have no really scientific means of evaluating. On the other hand, the consensus of opinion among teachers and principals is that there has been a carry-over. Again, how much of this opinion results from good manners on the part of the school people, is a little difficult to tell, since they know that we naturally desire this re- sult. This is especially true because the thing was
made official for them through the participation of the District Superintendents. At the same time, there is considerable freedom in our large school system, and if this particular activity were burdensome or seemed to a large group a waste of time, past experi- ence leads me to believe there would be no hesitancy on the part of the District Superintendents to say they did not wish the material. We have no way of forc- ing them in this respect.
The Board of Superintendents of our school system has just adopted a course of study in Safety Educa- tion for our schools. The experience we have during the past year convinces me thoroughly that as part of this, there should be visual aids carefully graded and correlated, available for use in our schools, to be dis- tributed through our Bureau, through the District Superintendents and through them to the schools. It is my hope that there may be some way found to bring this about.
The Production oF Animated Diagrams
(Concluded from ('age 7)
footage, unless the camera used has a single- frame attachment, some allowance should be made, at least at first, for runs which occur when the stopping mech- anism fails to stop the camera after one frame is taken, so that several frames of the same drawing are taken. If the single frames have proper exposure these runs will be under-exposed noticeably. They have to be cut out and the film spliced ; this can be done without much difficulty, however, with a splicing outfit. Before loading the camera it is well to test it in this regard by practicing taking single frames a large number of times. It is foimd that if the spring is not wound tightly there is less trouble with runs.
(6) Processing or developing. The cost of pro- cessing Safety Film is included in the purchase price. This film is regularly developed first to a negative then reversed to give a positive as is necessary for photographing of usual objects. In this case having the processing stopped when the film is in the negative stage, so that black lines show white and the white background shows black, may give better contrast. For most projects the positive is considered to be preferable, however.
References and Topics for Investigation
A useful reference, giving the background of this method, is Animated Cartoons, by Edwin G. Lutz (Scribners, 1920, $3.00).
Possible developments which appear to be worth considering include (1) the extensive use of rubber or linoleum stamp and of pencils to reduce the time required, (2) the use of "regular positive (safety) film" which costs about half as much as panchromatic film but which can be finished only as a negative and which ref[uires about eight times the exposure, (3) the making of films by a class or Science Club as a group project.
January, 19)}
Page 13
GOVERNMENT ACTIVITIES IN THE VISUAL FIELD
CONDUCTED BY MARGARET A. KLEIN
A School Journey to Washington
IN THE last issue of The Educational Screen, * I stated that I would descril)e in this month's issue some of the exhibits in the National Museum relating esi)ecially to the social sciences.
When you visit the National Museum, you must remember that its exhibits are housed in two buildings, the displays being divided according to subject and the buildings I)eing named according to the nature of the exhibits. One of these buildings is the Natural His- tory building containing natural history exhibits while the other building is called the Arts and Industries and contains many exhibits of the highest interest relating to history and invention.
In the gallery of the Arts and Industries building we find a collection of exhibits which I do not think will be found to any extent or on the same scale in any other museum. This collection is located in the Hall of Health and is devoted to teaching such community problems as hygiene, sanitation, hospitalization, and many other problems that affect the life and social wel- fare of the community.
Health education is closely connected with all social science education. In fact, none of the social science subjects — history, sociology, psychology, civics — can be taught without including health education. Since a wide range of subjects is included in the exhibition, I feel that it is a most important collection of exhibits.
Most of the models contain the three essentials of all exhibits, namely light, color, and motion. Electric switches have been conveniently placed so that one may turn on the current and start the motion of his own accord. As soon as the hand is taken away from the switch, the motion stops and this assures an eco- nomical use of electricity. This method nn'ght well be emulated for all public displays where electricity is required for motion.
The exhibits may be divided into two groups. First, those pertaining to the world we live in and involving connnunity problems as well as social welfare, and, second — those relating to personal health. Hoth groups are equally important in our social development.
The exhibit includes models of various types, post- ers, transparencies and. as one enters the wing of the building where this exhibit is located, you will find an automatic projector equipped with a film strip depict- ing various phases of health education.
Visual educationalists generally agree that poster- making is a very valuable way to teach any lesson. When the child works on a plan to visualize a certain truth, the basic idea must be carefully thought out in
order to properly portray it. Thus by working with the idea, the child becomes very familiar with it and he will remember it better because he has thought a great deal about it. In this hall of health, both teach- ers and students will find many suggestions for post- ers on social science subjects in the very conprehensive selection of posters on display. There is now being added a new .selection, the gift of the Metropolitan Life Company.
The healthful home, pure water, pure milk, recrea- tion, hospitalization are some of the community prob- lems cleverly depicted in well designed models. An historical "health progress" exhibits by pictures the development of modern methods of preserving and promoting human health. The nature of disease, its insect and animal carriers, the methods of combating filth, bacteria, and other insidious enemies of health, are graphically depicted.
It would be impossible to describe all the exhibits on display and I shall have to limit my descriptions to a few which will represent various phases of social welfare problems.
Since the well planned home is the basis of good community life as well as of good citizenry, it would be appropriate to describe the model of the beautiful home. This model traces the development of the home from the cliff dwelling of the Indian, through the log cabin period of the pioneer's home building activity, to the present day home with its many sunlit windows, play space for the children, artistically planned lawn and modern conveniences that tend to make better cit- izens, better comnnmities. and a better nation.
Pure water and pure milk are two problems long connected with proper city government as well as proper rural planning. How a well may be located, constructed, and operated so that it will not be free from microorganisms which cause disease, is cleverly depicted in a model of a farm house with the well lo- cated in a very convenient but decidedly unsanitary place. Ry means of arrows and certain descriptive text, one realizes that it would have been ])ossible to place the well in a better location so that it would be free from the drainage which carried disease into the drinking water.
Recreation, which is a community problem as well as an individual problem for the family, is stressed in a clever model, well lighted and pleasingly colored and which was recently lent to the Museum by the Chil- dren's Bureau of the United States Department of Labor. A swimming pool, children playing on slides and other play apparatus are seen in the foreground
(Concluded on page 28)
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The Educational Screen
|
NEWS |
AND NOTES |
|
CONDUCTED |
BY JOSEPHINE HOFFMAN |
Educator Emphasizes Cultural Value o\ Motion Pictures
Boris V. Morkovin, Ph. D., of the Department of Cinematography of the University of Southern Cal- ifornia, in an address before the Men's Faculty Club of the University of Southern California, urged the recognition of motion, pictures by professors as a powerful instrument of social control. He says :
"To ignore cinema and radio, these two great prin- cipal inventions of the age would be as ill advised as to ignore the printing press, electricity, and machines. If we do not control machines, they will become our masters. And yet the bulk of our intellectuals, educa- tionalists, and professionals entertain a negative atti- tude toward motion pictures.
"Without mastering the cinema technique, this peculiar language of imagery which needs long study and training, educationalists lose more and more the opportunity of constructive influence upon motion picture industry and even upon the tastes of youth in motion pictures.
"The educational values of motion pictures have been recognized by the leading authorities of this country. U. S. Commissioner of Education Tigert, expresses this in a very definite form. 'Within the celluloid film lies the most powerful weapon for the attack against ignorance that the world has ever known.' Dr. Thurston's study proved that the motion picture is an effective instrument for establishing and changing attitudes (emotional responses). It is used successfully in language teaching to guide the adoles- cent in the choice of a career, to stimulate agriculture, to spread information among peasants about soil cul- tivation, in France, and especially in Italy and Russia. Films are used very effectively in health and child welfare propaganda, in service of religious thought, as historical culture of the world.
"Disconnected, unrelated work of scientists and edu- cationalists should be co-ordinated in order to make this new medium the servant of national progress. The permanent central organization, the National Film institute should be established in America to unify the haphazard attempts of institutions and in- dividuals. Analogous institutions have already been established in different countries. The International Institute of Cinema, an organ of the League of Na- tions, co-ordinates the work of national film organ- izations.
"At the tide of this growing international move- ment for a wider utilization of cinema in education and culture comes an effort to organize a film institute in America. This institute will be an outcome of the national congress of educational and cultural organ- izations planned for the next year. It is natural that initiative comes from Los Angeles, the center of the greatest motion picture industry, the concentration of the best experts of cinema. The University of Southern California which has been interested in cinematog- raphy for several years and has established the first
department of cinematography is very vitally interested in the promotion of this idea."
Schools Install Radio and Sound Systems
An important indication of the recent trend in edu- cational institutions of enlisting the aid of the radio loud-speaker to supplement the traditional blackboard, was seen in the announcement that the City of Prov- idence, R. I., has contracted with the RCA Victor Company for the installation of advanced centralized radio and sound distribution systems in six new Provi- dence public schools.
The opening of each new school term finds an in- creasing number of schools being equipped with radio apparatus, even in these stringent times, to take ad- vantage of the wealth of musical and other educa- tional material being offered over the air. Ever since the tremendous impetus provided several years ago by the broadcasting efforts of Walter Damrosch in furthering musical appreciation in the schools by radio, and which have since been continued with increasing effect, school authorities all over the country have been awaiting the opportune moment for providing their institutions with the facilities for adding the special services which radio can provide to their regular curriculum.
The equipment ordered by the City of Providence calls for the installation of centralized radio systems providing a choice of two programs at any time through the loudspeakers installed in the classrooms, the auditorium, gymnasium, music room, cafeteria and principal's office. Especially powerful loudspeak- ers, as differentiated from the classroom type, will be installed in the auditorium and music rooms to pro- vide the full volume and timbre of a large orchestra. This feature was thought especially desirable in help- ing the work of the music student. In addition, a microphone arrangement in the principal's office will permit that official to address any or all of the class- rooms at will. Equipment making it possible to pick up sound from the stage of the auditorium and from the music room is expected to be a valuable aid in the development of musical and dramatic talent among the students. The latest type of automatic electric phonograph equipment which can be moved from room to room as desired and plugged into a wall socket, is also to be provided. A special record library will be maintained by the schools to provide access to a study of the musical classics.
♦ ♦ ♦
A recent addition to the list of schools installing sound motion picture machines is the Lincoln High School of Provo, Utah.
January, 19}}
Page 1$
Experiments in Film Evaluation
The National Council of Teachers of English have undertaken an extensive nation-wide experiment with 10,000 high school pupils to measure their progress in critical photoplay appreciation. The work is under the supervision of William Lewin of the Central High School, Newark, New Jersey, who is chairman of the steering committee.
Selected films are shown to two groups of students of 500 each. The "control group" receives no guid- ance in connection with such films, but the other, the "experimental group," is given training in appre- ciation and discusses the films after they are shown. At the end of the showings, both groups will vote on the films viewed, and tested to determine whether the experimental group students are suj^erior to those who saw the pictures without study or discussion. If this proves to be true, it is probable that the Council of Teachers of English will advocate the viewing of films as part of the regular work in high school lit- erature classes.
The pictures suggested for use in the experimeit are: Rebecca of Sutinybrook Farm. Tom Brown o/ Culver, Congorilla, Once in a Lifetime, You Said a Mouthful, With Witlianison Beneath the Sea, The Vanishing Frontier, A Successful Calamity, Smilin' Through, and Six Hours to Live.
The experiment, which so far includes more than 100 high schools in 25 states, began October 15th and will continue until March 15th. ♦ ♦ ♦
A similar activity is planned in Ohio by the state department of education and the State University to whom the Payne Fund of New York has made a grant of $10,000 for studies in teaching children to judge the value of motion pictures. Experiments in criticism of motion pictures will be made in connec- tion with high school pupils in English and groups of adults. This study in taste discrimination will continue for a year.
Statistics Visualized in Museum
The Vienna Museum of Sociology and Economy is an international center for picture pedagog>', and is doing much to popularize statistical science and in- crease knowledge regarding the world in general. Its work has resulted in the greater use by educators of picture symbols instead of numbers in the presentation of statistics to children. In this way the story is told with a minimum of word explanations. The idea un- derlying it is that the object should always be repre- sented by the same symbol, and that an increasing num- ber of objects can be represented by additional sym- bols of the same sort.
An account of the activities of the Vienna Museum,
appearing in a recent issue of The Christian Science Monitor, states that investigations already carried out have shown that picture statistics have enabled chil- dren to acquire ten times as much knowledge as by lectures and textbooks. In addition, it is stated that this method meets also the visual requirements of the worker to whom the spoken word means little or nothing. He forgets figures, but the visual impression remains.
The museum contains two large, ever-growing arch- ives, the one giving a historical survey of all that has been done in the way of picture statistics, and the other, dealing with developments of this institution itself. The former shows the general movement from the cave designs of primitive man to the modern child's textbook and advertisements.
Much help is given to foreign cultural institutions by supplying them with picture materials and arrang- ing exhibitions. Dr. Otto Neurath, its founder and present director, has recently returned from Moscow where he had been invited by the Soviet Government for the purpose of establishing a similar museum there.
Anyone may submit to the museum his ideas upon a certain line of development, with a rough sketch of how he considers it should go. From this, a com- prehensive series of picture statistics can then be developed.
Motion Pictures Aid Psychology Classes
Members of the Psychology Department at Ohio State University have thought for a long time that movies could be used as a serious method of instruc- tion, but it remained for Dean George F. Arps, chair- man of the department, to put the theory into practice.
A motion picture textbook, depicting the funda- mentals of human behavior, is now in use in ele- mentary courses. Advantages of the new method are many. Experiments can be presented on the screen which are impossible to perform in reality before a large group of students. Eye movements, for instance, can be seen only in close proximity unless greatly magnified and projected on a screen. '
Other films made by the university include pictures of the reactions of young infants to various stimuli, the reactions of white mice, and laboratory equip- ment.
Cost of making the films is expected to be covered in part by the sale of pictures to other colleges in the state. Several other universities, among them Mich- igan, Chicago and Southern California, have copied the idea, and an exchange system is expected to be established. In this way students can observe ex- periments performed in other schools without leaving their own campus.
Page 16
The Educational Screen
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT, SECRETARY
Branch Activities
California
The Visual Aids Section of the California State Teachers Association, Southern Section, met on Thursday, December 22, to discuss various phases of visual instruction work and opportunities. The pro- gram included the following:
1. "California History in the Cornwell Murals as Shown in the Los Angeles Public Library" (Illustrated with slides) — Dean Cornwell.
2. "New Visual Conceptions through Aerial Pho- tography" (Slides) — Leon T. Eliel.
3. "The Use of Visual Aids in the Development of Literature" — Miss Ettie Lee, assisted by Students of Mount Vernon Junior High.
Following the program, a personally conducted trip through the new Doheny Library was made.
Massachusetts
The Winter Meeting of the Massachusetts Branch of the Department of Visual Instruction will be held on Saturday, February 11, 1933, at the Brookline High School, Greenough Street, Brookline, Massachusetts.
The theme of the meeting will be "The Use of Teaching Aids." There will be a speaker of note for the morning session, an interesting display of teaching aids used by the teachers, and in addition a commercial display of teaching aids made by those commercial houses who care to present an exhibit at that time. An opportunity will also be given for a complete inspec- tion of the new John C. Packard Laboratories where the most modern building planning and science equip- ment have been installed.
All teachers and administrators, whether members of the Department of Visual Instruction or not, are cordially invited to attend. The President, Mr. Kras- ker, under whose able direction last year's meeting in Quincy proved so successful, is very busily engaged in planning a program for this meeting which will of- fer many things of value to every teacher present.
An attempt will be made to notify the commercial houses that space for exhibiting will be allowed them without cost, and any company interested in securing the details of this will be requested to communicate with the secretary, Mr. J. V. Jewett, Brookline High School, Brookline, Massachusetts.
A" more detailed notice will be published later, but it is hoped that this advanced notice will enable those interested to reserve the date of Saturday, February 11. 1933, for this meeting.
Oregon
The Department of Visual Instruction of the Ore- gon State Teachers Association met on Thursday and Friday, December 29-30 at Portland. Oregon. The program was under the direction of U. S. Burt, Chair- man of the Department and Director of Visual In- struction for the General Extension Division of the Oregon State System of Higher Education. Miss Carolyn Brown of the Portland Public Schools is sec- retary of the Oregon Department. The program in- cluded the following.
Thursday, December 29
Preview of Motion Pictures — George Washington Bicentennial Pictures, Mother Goose Rhymes, Life Functions of Animals— The Frog.
The Evolution of the Book — A library demonstra- tion given by Shattuck School (Portland) students.
Business discussion regarding relation of Depart- ment to that of National Visual Instruction Depart- ment of N. E. A.
Friday, December 30
Preview of Films and Slides — The Byrd Antarctic Expedition, "Life in Little America and on the Trails" ; General Science Series — Plants. Animals.
Joint Session with Geography Department — Illus- trated lecture on Alaska by Professor Warren D. Smith, University of Oregon.
The Possibilities of Pupil Made Lantern Slides — illustrated by Linden McCullough, Northwestern Rep- resentative of Keystone View Co., Corvallis. Oregon.
The Unified Visual Instruction Service of the Ore- gon System of Higher Education — Dean Alfred Pow- ers.
A Trip through the Holy Land — A Geography Dem- onstration given by Sabin School, Portland (6B stu- dents under the direction of Grace Sweeney).
Discussion.
Preview of Films — A Microscopical View of the Blood Circulation, The Holy Land, Christmas Carol.
New York State
The New York State Branch of the Department of Visual Instruction met at the County Center, White Plains, New York, on November 6. Homer G. Shat- tuck of the Rye Public Schools acted as chairman of the meeting.
The program included a demonstration of the use of home-made slides by Miss Ruth Furlong of Fox
January, 19} i
Meadow School, Scarsdale, New York. In addition there was a demonstration of the making of photo- graphic lantern slides by Mr. John Gass, professional photographer, of Tuckahoe, New York.
The Westchester County Group under the direction of Mr. Shattuck has been meeting regularly and is doing much to encourage further and proper use of visual aids among the schools in that section.
New York City
The November meeting of the Metropolitan-New York Branch, Department of Visual Instruction of the National Education Association of the United States was held at the American Museum of Nat- ural lli.story on Friday evening, November 18, at 8:15 p. m.
Mr. Albert R. Braiul, Associate in Ornithology, at the American Museum of Natural History, ad- dressed the meeting on "Learning Bird Calls." He described the pioneer work he has done in record- ing on film and phonograph records the songs of field birds, and demonstrated how the teacher may effectively and economically employ these records. A sound motion picture made by Mr. Brand wa.s also shown.
Chicago
Reports from the Secretary of the Metropolitan Chicago Branch of the Department indicate that an active year is planned. In addition to the monthly meetings of the Branch, plans for the annual meet- ing of the Department in Chicago next July are re- ceiving considerable attention. The membership roster of the Branch is increasing from month to month, which is due, perhaps, to the enthusiasm of the individual members as much as to the carefully planned protrrain of the officers.
Introductory Membership Offer
The total membership of the Department of Visual Instruction of the N. E. A. has increased steadily since the merger of the two leading visual instruction groups. The majority of the directors of visual in- struction have joined. However, there are still a few directors and many teachers using visual aids ex- tensively who are not familiar with the many advan- tages of membership.
In order to give these [persons an opportunity to find out for themselves the true value of the Department of Visual Instruction of the National Education As- sociation, an introductory membership for a period of six months is now available. It will cover the jieriod from January 1 to June 30, 1933, during which fH^riod all such members will receive the services ex- tended to active members regularly. The membership
Page 17
fee for this period will be $1.00. Each member will receive the following in return for payment of the membership fee:
January to June issues of "The Edu- cational Screen" $1.50
1933 Visual Instruction Directory 1.50
Special discounts on publications of "The Educational Screen, Inc." (Es- timated) 1.00
Reports, Announcements and Bulletins of the Department (Estimated) 1.00
Actual Value $3.00 to $5.00
In addition to services mentioned above, each mem- ber is entitled to the Clearing House Service of the Department. This service is available at all times for the use of those who may desire special information or assistance in solving visual instruction problems.
This offer is made only for the purpose of acquaint- ing those who are not members with the services of the Department. Obviously, it cannot apply to re- newal memberships. Furthermore, the remittance for $1.00 must accompany the application for the short time membership, as it would not be possible to open such small ledger accounts.
The blank which is provided below should be used in applying for either regular or January-June mem- berships.
Membership Application Blank
Office of the Secretary, Department of Visual Instruction, 1812 Illinois Street, Lawrence, Kansas.
Date
I herewith make application for membership in the Department of Visual Instruction of the National Ed- ucation Association, as indicated below.
D January 1 to June 30, 1933 $1.00
D December 15, 1932 to December 31, 1933. . .$2.00
Name
Position
Residence
City and State
I am n i a member of the
I am not D ( National Education Association
Note: Make checks payable to the Department of Visual Instruction.
Page 18
The Educational Screen
FILM PRODUCTION ACTIVITIES
The aim of this new department it to keep the educational field intimately acquainted with the increating number of film productions especially suitable for use in the school and church field.
Films on Character-Building and Health
The Social Work Publicity Council reports two new film productions which should interest our readers. A Nezv World of Adventure interprets character-build- ing activities for the child in home and community. The film briefly describes the transition in the thinking of the child of decades ago and the child of today, and shows the new situations which the parent must master and share with the child if the two are to go forward together. It next shows the ideal home encouraging initiative, free self-expression and creativeness in the child; then the community interests available to the parent and the child. These include the zoo, neighbor- hood playgrounds, the art center and the church ; then character-building projects such as the nursery school, summer schools for children and summer camps for boys and girls. The Social Hygiene Society, 1020 Mc- Gee Street, Kansas City, Missouri, will furnish addi- tional information on this subject.
The 1933 Early Diagnosis motion picture tells by way of animated cartoons and photographs the story of Professor Ichabod Buggs, inventor of a device that makes germs talk. The tuberculosis germ tells the professor his life story. Fantastic cartoons of Pro- fessor Buggs and the germ carry the thread of the story while episodes of educational value are depicted by actual scenes taken in the dispensary and the sani- tarium. More detailed description is available from the National Tuberculosis Ass'n, 450 Seventh Avenue, New York City.
♦ ♦ ♦
Georgia Warm Springs Foundation, whose board of trustees is headed by President-Elect Roosevelt, has available for rental or sale, four 16mm motion pictures concerning the Springs and the curative results achieved, which they have produced with a Bell & Howell Filmo camera.
Two of the pictures are for the laity. Short Story of Warm Springs (200 feet) — a synopsis of life at Warm Springs, shots of treatment, pools, Meriwether Inn, etc. ; The Story of Warm Springs (400 feet) — visualizing the layout of the Foundation and the dif- ferent activities which are possible for the patients, friends, relatives and visitors.
The other two are edited for doctors and physio- therapists. They are : Physiotherapy at Warm Springs (600 feet) — detailed description of the exercises as
they are given under water; Corrective Walking (500 feet) — a description of the different methods of teach- ing corrective walking to handicapped people.
Pictures of Mr. Roosevelt, who staged his physical comeback in a great measure at the Springs, are to be seen in certain of the films.
Historical Picture Sought for
State Archives
Several members of the Colorado Association have expressed a desire to obtain from First National a print of the recently released motion picture, Silver Dollar, for the state archives of Colorado. They re- gard the production as an important and authentic record of the history of their state. Its period is the eighties and nineties of the last century, and it deals mainly with the career of the late Haw Tabor, "Silver King" of Denver and Leadville, whom Edward G. Robinson impersonates. The picture is adapted from the book by David Karsner which bears the same title.
4-H Club Tour Photographed
The National Committee on Boys and Girls Club Work has available for distribution a 2-reel silent mo- tion picture entitled A-H Club Tour to Shrines of American History, which visualizes the trip given to the four girl winners in the 1931 Style Dress Revue Contest conducted by that Committee. Among the spots visited are Barbara Frietchie's home in Fred- erick, Maryland, famous landmarks in Washington, and the historical old towns of Alexandria, Fredericks- burg, Richmond and Williamsburg.
The picture is available in both 35mm and 16mm without charge except for transportation costs. It will be destributed to schools, churches, colleges, organized groups of all kinds and to nearly one million boys and girls who belong to over sixty thousand 4-H Clubs in rural America. All requests should be made to the National Committee, 430 South Michigan Avenue, Chicago.
A Source for Foreign Films
Kinematrade Inc., New York City, has acquired the synchronization rights to the Armored Cruiser Prince Potemkin, the famous Russian silent picture which has made Sergei M. Eisenstein world famous.
An unusual feature entitled Soviets on Parade will be the second subject to be released. This is in line with the company's policy to acquire for distribution outstanding foreign productions.
January, 19}}
Page 19
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
Journal of the Society of Motion Picture Engi- neers (November) "Standards and Ktnjuirenients of Projection for Visual Education," by Chauncey L. Greene, discusses an important phase of visual edu- cation, and one that is too often neglected. Much attention has been paid to choice of material, plan- ning of sequences, photography, and editing of the finished product, but not enough to the projection of the finished product. This neglect often results in eye-strain, which may induce drowsiness or otherwise retard the mental processes so that much of the ad- vantage of the visual method of presentation may be nullified.
The conditions for good projection are the same for educational as for theatrical projection : such as, proi)er choice of screen, proper illumination of screen and room, proper contrast in the brightness of all objects within the field of view, clear definition of the screen image, absence of graininess, and steadiness of the screen image. But, in most cases, the classroom imposes in addition the following handicaps : short viewing distance, unfavorable viewing angles, im fav- orable equipment locations, improper illumination due to location of lighting units and the curtaining of windows. The writer analyzes these problems and offers some suggestions for their solution.
As the average classroom is unsuitable for fulfilling the requirements for good projection, the author urges the designing and constructing of special rooms for this purpose which could be made optically and acous- tically perfect.
A Correction
The October issue carried what we understood to be an accurate report of an interview with Dr. Samuel Renshaw of the Department of Psychology of The Ohio State University. We are glad to present here Dr. Renshaw's own corrections regarding same.
"The major statement attributed to me concerning our own investigation that my 'work was not complete and the article published in McCall's is full of half- truths which are very misleading' was never made, to this man or to any other person. Contrary to his assertion, the references to our work made by Mr. Forman in the September McCall's are correct. They were read by me before publication. Will you kindly print in the section 'Among the Magazines and Books' of an early number of your journal this correction of Mr. Aughinbaugh's statements which create an en- tirely erroneous and misleading impression of my position ?"
Catholic School Interests (December) Mr. Wil- liam H. Johnson, Loyola University, Chicago, con- cludes his discussion of "The Place of Visual Edu- cation in the Elementary School," the first instal- ment of which appeared in the previous issue, with a consideration of the lantern slide which, he states, "is probably the most valuable of the various visual aids," motion pictures, maps, globes, charts and graphs, giving the principles governing the use of each and the purposes which they serve. He feels that the chart and graph, while extensively used in the business and industrial world, are too little studied and used in the classroom. The rest of the article presents some concrete illustrations of how the lantern is used in first grade teaching and in fifth grade geography, and how the stereograph is used in history or geography.
The High School Teacher (November) In "The Effective Use of Visual Aids in Science Instruc- tion," Mr. L. Paul Miller, Director of Science and Visual Education at Central High School, Scrariton, Pennsylvania, emphasizes the importance of pupil- activity in teaching with visual materials. Science especially offers opportunities for creative learning and science teachers have been among the largest users of visual aids.
Th article lists the main types of visual material which can be planned and constructed by the pu- pils, and some references to consult for helpful directions. In addition, publications containing sources of ready-made visual aids are named.
Sierra Educational News (October) The visual field is well represented in this issue by two writers, Anna V. Dorris of San Francisco State Teachers College, a pioneer in the field, and Helen Eloise Hicks of San Diego. In her article, "World Unity Through the Motion Picture," Miss Dorris recog- nizes the motion picture as one of the greatest educational forces in contemporary life and stresses the need of it to bring about a program of educa- tion for W^orld Peace. She deplores the wrong im- pressions and prejudices that American entertain- ment films form throughout the world, both of Americans and our foreign neighbors, and their tendency to depict the evils in life, the peculiarities and differences of peoples, rather than their like- nesses and the ideals and standards of groups which would tend to inspire and unify peoples of different races and nationalities. She urges educators and motion picture producers to cooperate on a con-
Page 20
The Educational Screen
structive program and assemble definite sets of pictures which will teach the truth.
Miss Hicks discusses "The Stereograph as a Visual Aid," describing in detail the appearance and use of stereoscopes and stereographs. This type of aid, she claims, '"makes teaching more effective in that it conveys the most realistic and vividly accurate con- cepts to the minds of the pupils. This is due largely to the illusion of the third dimension which gives form and perspective and a feeling of intimacy." Miss Hicks gives some examples of how such pic- tures may be incorporated in the study of prac- tically every subject in the curriculum and the methods of presenting them to various age groups.
Virginia Journal of Education (December) "Notes on Visual Education for French Classes," by J. E. Armstrong, George Washington High School, Danville, is a brief report on projection ma- terial available for French classes. The film slide is particularly recommended by the writer as it is inexpensive and any picture or title may be held as long as desired. This feature is especially ad- vantageous in using filmslides prepared in France, which are easily obtained, since it permits the class to study French titles.
Book Reviews
Know Your Movies, by Wei ford Beaton. Howard Hill Publisher, Hollywood. Price $2.00.
This book is an informal and extremely interesting resume of the trenchant ideas, theories and arguments advanced, developed and reiterated in the pages of The Film Spectator, which was published for so many years under Mr. Beaton's brilliant editorship, and which suspended publication during the past year to the intense regret of everyone who ever read and knew that unique magazine. The industry has prob- ably never had so close a student of its problems, so keen and fearless a critic, so constructive a mentor for its policies, so devoted a friend and adviser as Welford Beaton. The industry may yet regret its failure to give more heed to his warnings.
Knoiv Your Movies is stimulating reading. It will provoke thinking in anyone, regardless of how much or how little he may know about movies, and it will convince many that Beaton is right as to what has brought nioviedom to its i)resent precarious state. There is incessant repetition in the book, done delib- erately by the author to drive home his message. It is decidedly overdone — it irritates — but few will fail to read the stimulating volume to the end. It gives Beaton's answers to numberless questions, such as : What is a motion-picture? Why different from any other art form ? The importance of "illusion" ? What are filmic motion and physical motion? How im- portant is acting in a true motion-picture? Why did the silents succeed and the talkies fail? Relation be-
tween stage and screen? True place of sound, music and dialog in pictures? Are color and third dimen- sion important? Internal faults of the industry or- ganization ? How important is the Box Office ? Why certain films failed? Relation of cost, waste and profit in production? What will happen to the In- dustry unless it heeds the handwriting on the wall? What will save the Industry — why, how and when?
And Beaton closes his last chapter with this char- acteristic, vigorous prophecy and summary : "Not one of the major producing companies in the United States has a production program outlined that will keep it from going into the hands of a receiver within twelve months. All of them are facing disintegration and complete loss to shareholders. Nothing is surer.
"Why not make a last-minute efl:"ort to get back on the right track and avert disaster?
"Why not take to heart this great truth : The kind of picture that will restore prosperity to the film industry is that which would lose practically none of its story value if presented on the screen without its sound track?" N. L. G.
COMMONSENSE APPLIED TO MoTION AND TiME
Study, by Allan H. Mogensen. Published by McGraw- Hill, Chicago.
In this book, Mr. Mogensen summarizes the field of motion and time study from the viewpoint of the best method for the particular problem. While Mr. Mogensen's work has been mainly in the application of motion pictures to eliminating waste time and mo- tion in industry, he is broad enough in viewpoint to realize and to stress the places where other methods are to be used. At the same time he is very definite in his conclusions that the motion picture camera and projector have a much greater utility in the field of industrial management than has heretofore been rec- ognized or appreciated.
Throughout the book, reference is made to various applications of motion picture making equipment, and there are valuable specific suggestions for securing result with this method. Mr. Mogensen has in- cluded in his book, which, by the way, is very easy to read, conclusions and suggestions by a number of other time and motion study authorities.
We consider this book a sincere attempt to cover the present state of the subject treated, and recom- mend it with confidence to all those who are interested in improving the efficiency of their industrial op- erations. R. F. Mitchell.
AN APOLOGY
In our December issue we stated the publisher of the McCIusky Report on Visual Instruction as being the McCall Publishing Corporation. This was an error. It should have been Mancall Publishing Cor- poration, 7 W. 44th Street, New York City.
January, 19} i
Page 21
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Thcctrical Films
(The film EstimateSf in uhole or in part, may be reprinted only by special arrangement with The Educational Screen)
Animal Kinirdom. The lAnn HardinK. L«- lie Howard ) i KKO i Kxcellent trianRle drama. Hophbttioated. diunified. and beautifully acted, ithowintr fine. Hen.sitivo hero's choice uf true Icve, ideal.H and hard wnrk with luvely mia- tresB, rather than mere paiiMlon, wealth and eaj*e with charniinvT hut worldly wife. A Excellent Y - Unsuitable C— No
Bir Drive, The iCumpoaite of irovernment films) (irtm. convint'iiitr pictures of real war an phototfraphcd by variouA nations, carefully cumbineil for continuity from oriKinal film«. Good anti-war arKument. but sufferH somewhat as old Htuff and from travelofr- voice accom- paniment in mediocre tCn^fltsh. A—Fair Y Seri.utt C Hardly
Blame the Woman (Adolphe Men jou » < Made in Knvlandi Not much of a wtory aUtut two incurable crook pain, stealing inceMKantly whenever and however pimsible. Menjou'H French "Count" im very ifo«Ki. Unobjei-tion- able save that it makes cruokednesji an en- Kaffinir ax poasible. A-^ Mediocre Y— Hardly C— No
Breach of Promise (Chester Morris, Mac Clarkei (World Widei More melmlrama of the sordid class. Heroine doe« not like her ptjaition in life, so wins $50,000 in breach of" promine suit affainHt innocent man, but is sorry a nd con fea.sc». etc., etc. Not worth produrinfT. A- Trash Y—No C— No
Cynara (Ronald Colman. Kay Francis) (U. A.) Theme of mature sophistication, convine- intc diKnity and truth, delicately told and beautifully acted, about infidelity and its ef- fects upon very happily married couple of intelliKence and ((uality. Not for the imma- ture or the untntelliRont. A— Fine of kind Y— Unsuitable C — No
Devil Is DriWnff. The (Edmund I^we. Wynne Gibson i (Paramount) ThrillinK. hodKe- podire melwirama of auto-theft racket, full of booze, murder, Koneral thuRKery. violent accidents, mother love, child pathos, with de- tailed seduction of mechanic hero by mistres"* of bitr boss. Sensational and cheap. A— Trash Y— Decidedly not C— No
False Faces (Lowell Sherman) (World Wide) Usual sm<K)th actinK by Sherman as swindler- hero whii seduces women as a sideline. A suave, unscrupulous, brazen cad. he reaps fortune from fake beauty treiktments and al- most defeats justice at his trial. Supposei to be anti-K]uack doctor propatranda. A— Depends on taste Y — By no means C — ^No
Farewell to Arms (Helen Hayes. Gary Coop- er ( \ Paramount i HeminRway's famous book well screened w^ith finly minor changes an:l tratric endintr kept. Helen Hayes does beau- tiful work and Cooper outdoes himself in such company. Ardent romance amid srim war setting with human interest always dominant over war. A- Interesting Y— Better not C— No
Fast Life (William Haines. Madire Kvansi (MGM) Past, lively farce-comedy with typical smart-aleck role for Haines as ex-navy gob with spe«d-boat invention that finally prove) gfwd. Much hokum, sure-fire humor, risqu? element relatively slight. Cliff Edwards fine in second role. Built for laughs and excite- ment.
A — Good of kind Y — Very amusing
C — Probably good
Flesh (Wallace Beery. Karen Mnrley) (MGM) Fine character work by Beery in un- savor>* story about ex- jailbirds. German beer gardens, much wrestling. Girl, just out of jail, expecting illegitimate child, marries hero, then helps old lover's plans to swindle hus- band. Some very amusins scenes. A — Mediocre Y — Unwholesome C — ^No
Half Naked Truth, The (Lee Tracy. Lup VeleK) (RKO) Much exaggerated burlesque of the theatrical publicity racket, ably done by
Estimates are given for 3 groups
A — Intelligent Adult Y— Youth (15-20 years) C— Child (under 15 years) Bold faced type means "recommended"
Tracy as the brazen loud-mouthed promote- of cheap, rural carnival-show who invades Broadway and wins out on sheer nerve and pre- posterous cleverness. Snappy and often vulgar. A— Hardly Y—Better not C— N .
Island of I^st Souls (Charles Laughton. Kathleen Burke j (Paramount) Grim horror.i and morbid thrills on uncharted South Se i inland where arch- villain scientist conduct- fantastic exi>primentB in turning animals int humans. Visiting hero and "panther woman.*' one of villain's products, supply weird sex interest. A— Hardly Y— Unhealthy C— No
Lawyer Man (William Powell. Joan Blon- dell» (Warner) Powell as clever lawyer rises from East Side to Park Avenue — beaten bv rotten politics- -turns shyster for spite — but finally returns to dignity, success and mar- riage. Snappy dialog, plenty) of sex element, good cast. A— Good of kind Y— Better not C— No
Madame Butterfly (Sylvia Sidney) (Para- mount) The classic of stage and opera movie* ized and "modernized" in a way to add noth- ing to its charm or reputation. Sidney i fairly good, but rest of acting is without distinction save Charles Buggies' sure comedy work. Hero is colorless. A— Fair Y— Doubtful C— No
Match King. The (Warren William) (First Nat'l) Headline spots in Ivar Kreuger's ca- reer lavishly pictured, with many spots addei ' for sex interest. A heartless big-businesi genius is suavely played, from depths to heights and back to suicide — but it is still merely William Warren in a role he likes. A — Perhaps Y — U n wholesome C— No
Me and My Gal (Spencer Tracy, Joan Ben- nett) (Fox) Cheap conduct by cheap people, made as convincing and appealing as possible. Risque dialog, terrible English, incessant wise- cracking. Crude love-affair between hard- boiled cop and equally hard-boiled, gum-chew- ing cashier. Life vulgarized for amusement. A— Cheap Y— No C— No
Men Are Such Fools (Leo Carrillo) (RKO) Heroine is immoral woman who is generously helped by hero but unirratefully repays him by bringing about his imprisonment. False ani distasteful stuff not worth producing and still less worth seeing. A— Worthless Y— No C— No
Midnight Morals (Charles Delaney) (May- fain Police sergeant careful of his policeman son. cheap c-abaret dancer who keeps "straight" in low surroundings. Hence three-cornered drama among rather common people, and the hero wins the girl 1 1 Not objectionable, nor at all distinctive. A—Feeble Y— Hardly C— No
Mommy. The (Boris Karloff) (Universal i Strong, weird thriller on reincarnation, with grewsome scenes but some rational points of interest. Modem girl with soul of Egyptian temple virgin, mummy coming to life, manv deaths from old curse, striking ceremonies — are chief elements. A— Depends on t*ste Y— Not the best C — No
No Man of Her Own (Clark Gable. Carol ^ Ix>mbard) (Paramount) Card shark hero, who knows no other means of livelihoo<l. opens film by walking out on present mistress. Half the picture is devoted to Gable's glamorous methods for seducing the heroine. She suc-
cumbs. Then he whitewashes his past and
"true love" triumphs.
A— Depends on taste Y — Pernicious C — No
Penguin Pool Murder, The (Edna May Oliv- er, James Gleasoni iRKOi Amusing and mys- tifying detective murder-mystery laid in New York's Aquarium, with Edna May Oliver irre- sistible as Iowa school teacher whose keen- ness and originality^ lead to the solution, and to marriage with detective chief. Cheap touch or two, but negligible.
A— Amualng Y— Amusing
C — Probably amusing
Saddle Buster. The (Tom Keene) (RKO) A Western that is rather different. Gives Inti- mate picture of rodeo life and training, with plenty of thrill but less sensationalism than us- ual. Hero rides, falls, loses nerve— but finally makes triumphant come-back. A— Hardly Y— Good C— Probably good
Scarlet Dawn (Doug. Fairbanks Jr.. Nancy Carroll) (Warner* Weak and hackneyed melo- drama concerning hardships of an officer in the Czar's Guard and a peasant servant girl who escape to Constantinople at the start of the Russian Revolution. Actors not very con- vincing as Russians. A — Mediocre Y — Better not C — No
Secrets of the French Police (Gwili Andrei (Radio) Tense detective thriller about Rus- sian arch-villain hypnotist passing off kid- napped girl as princess, until French Surete catches him by complex methods and inter- esting help from clever crook. Involved, nerve-fluttering, but well-done of kind. A—Good of kind Y—Better not C— No
Silver Dollar (Edward Robinson. Aline Mc- Mahon) (First Nat'l) Colorful, historical drama laid in Colorado at time silver was dis- covered and currency deflation followed. Hero is engaging egotist, a failure till luck made him rich. Flings money, revels in publicity, divorces loyal wife — then financial ruin and death. A — Interesting Y — Intercatlnff C — Perhaps
Sport Parade (Joel McCrea. Marian Harsh) (RKO) Football-wrestling hash about two gridiron pals after college. One goes straight in journalism, other drifts into crooked pro- fessional sport. Girl, loved by both, choosei and saves the weaker -to be the film's hero. Much action but no acting worth watching. A—Mediocre Y—Better not C — No
Stoker. The (Monte Blue) (First Division) A Peter B. Kyne story screened for maximum melodramatic thrill. Hero goes to South America to forget a woman, but meets a Sen- orita who prevents the forgetting. Lively ad- venture, romance* and fights a-plenty, includ- ing the Marines. A— Hardly Y— Perhaps C— No
They Call It Sin (fieorge Brent. Loretta Young ) ( Warner ) Another country girl, city man. big city, theatrical producer, another married man. But she doesn't "sin" and finally marries still another man. very sym- pathetically played by Brent. Not sexy in .tpite of the title. Merely trite, with too little wheat in the chaff. A— Mediocre Y —Not good C— Not for them
Virgins of Bali (Native cast) (Principal) Perhaps the best and most convincing picture to date of simple, wholesome, happy life in Bali island. Charming and informative, tries for truth rather than sensation, and accom- panying travelog voice is satisfactory. An- thropology, not drama. A— Pine of kind Y Excellent C— Very good
With Williamson Under the Sea (Principal) Very unusual scientific picture of actual con- ditions beneath the sea. the teeming life, sea- bed formations, sunken wrecks, securinir of museum specimens. Remarkable photography, some in color, by uni<iue apparatus, also de- scribed in the film. Unique to dat?. A— Interesting Y— Excellent C^Very good
Page 22
The Educational Screen
THE CHURCH FIELD
CONDUCTED BY R.
H. JOHNSON
Plans For Financing the Purchase of Projectors for Churches
We are indebted to the Bell & Howell Company for a number of plans for financing the purchase of mo- tion picture projectors for church purposes. One or another of these plans is reasonably sure to provide a method for almost any church to secure a projector.
Here are the plans : • Plan No. 1— The Work-Day Plan (Time Payment). Fifty or more Sunday School students each earn $1.00 in some unusual way to make the first payment. Suc- cessive payments are taken care of by weekly enter- tainments.
Plan No. 2— The Refund Plan. The Church Board or Sunday School Board guarantees payment for the projector, and Sunday School students refund the money out of profits from running entertainments.
Plan No. 3 — Stock Plan. Twenty or more church members underwrite the purchase of the motion pic- ture machine. Stock or receipts are issued to each member. Public showings are given, and stockhold- ers are paid back as the money is earned.
Plan No. A — Work-Day Plan (Cash Payment). Two hundred or more Sunday School students pledge themselves to earn one dollar in an unusual way. Proceeds are collected, and projector is purchased for cash.
Plan No. 5 — The Lyceum Plan. Sunday School students sell $1.00 tickets for a series of four motion picture entertainments. An energetic ticket sale will easily sell enough tickets to cover the cost of pro- jector, films for entertainments, and leave a tidy profit. This plan has the advantage of securing all the money before the first entertainment is run.
Plan No. 6 — Wholesome Movie Plan. The church or Sunday School board advances the money for a projector for educational purposes. On certain af- ternoons after school an entertainment is given for the benefit of the children of the parish. Ten cents admission is charged. The profit from these shows is returned to the board. Parents are strongly in favor of this plan, as nearly all children go to the commercial movies. The afternoon show takes the place of the regular theater, and thus parents know the children are seeing good wholesome pictures.
Plan No. 7 — The Memorial Plan. One of the large Sunday School classes usually makes some present to the school. Make that present a useful and lasting gift by presenting the school with a projector. If it is not "possible to purchase the projector outright, the
class can make the first payment, and the rest of the student body may pay for the machine by use of one of the previously mentioned plans.
Plan No. 8— The Gift Plan. The Men's Club, the Missionary Society, or other church auxiliary organ- ization, can purchase the projector out of funds on hand and easily reimburse themselves out of earnings from public showings of good films once or twice a week.
Plan No. 9 — The Supper Plan. The Missionary Society can defray entirely, or help defray, the cost of a projector by giving a series of weekly suppers, profits to go toward a motion picture machine. Mis- sionary societies can use pictures to fine advantage by showing movies of foreign mission activities.
Plan No. 10 — Underwriting Plan. A square chart labeled "Movie Projector Fund" is blocked off into 200 (or the required number of) .squares. Each square represents $1.00. The chart is placed in some prom- inent place, and everyone who agrees to subscribe to the projector writes his or her name in as many squares as he subscribes dollars. This visual presen- tation of the growth of funds creates a rivalry that invariably puts the proposition over.
'^Screen and Projector in Christian Education^'
The Westminster Press of Philadelphia has just published Screen and Projector in Christian Educa- tion, by H. Paul Janes, director of the Division of Visual Aids, Presbyterian Board of Christian Edu- cation. Philadelphia. It is a fine contribution to a field that has greatly needed such a work, by an author preeminentlv qualified from his knowledge of both the subject and the field.
The book opens with a discussion of fundamental reasons why the Church should adopt the means and methods of education and recreation which have al- ready proved their value in the school and commer- cial fields. In eleven chapters following, the author treats the major aspects of the subject, using illustra- tions freely as needed. Chapters I, VII. X and XI are concerned with the materials and equipment of projection — slides, film-slides, opaque projection, mo- tion pictures both silent and sound, both 16mm. and 35mm.. sound-on-film and sound-on-disk. stereopticons and movie projectors of various kinds, technical ele- ments of projection such as electric current and its control, screens, lighting, acoustics, sound reproducers, hand-made slide materials, and finally the new devel- opments in talking pictures which offer such great
January, 193}
Page 23
I)ossil)ilities for the near future. Chapters III, I\ and VI discuss sources, selection and adaptation of visual materials for the church field, the recreational uses possible, and a detailed presentation of the tech- nique of teaching with visual aids which is essential for their efficient use in any field.
Then the major consideration, exactly how to use visual aids in church programs, is ably covered in Chapters II, V. V'lII and IX — equipping the audi- torium, preparation of program, lighting, mood, at- mosphere, emotional relation of music and pictures, orordinatinn of all elements into a harmonious en- semble that will achieve the (Perfect results desired. Finally come very valuable, specific suggestions re- garding the proper and effective methods for adver- tising and promoting visual programs in full keeping with the dignity and high purpose of the church.
-All denominations of the church field should wel- come such a book, serious, practical, richly informa- tive, and meeting so exactly a long-standing need.
New Mission Films
The Board of Fv)reigii Mi.->ii)iis of the Presby- terian Church, 156 Fifth Avenue, New York City, has available on a rental basis the following 16mm films:
China Today (a series of three reels) — Reel 1, Everyday Life ; Reel 2, The Church at Work ; Reel 3, Young China Takes a Hand.
Babes in Chinaland — (1 reel).
Siam — The Land of the White Elephant — (2 reels).
The movies were made on 35mm film and have been reduced to 16mm for use with home movie projector.s.
Mrs. \erna Lotz of the Board's Visualization Bureau states : "These films are the finest we have yet produced. We have film on three other coun- tries which we hope to have ready for release with- in the next six months."
Clergyman Interested in 16mm. Talkies
Reverend Father S. O. Yunker of Springfield, Illi- nois, is a pioneer 16mni. movie maker. He began making amateur pictures almost as soon as anv equip- ment was manufactured. He says that he owned one of the very first Bell & Howell Filmo cameras.
lie has a Lithuanian parish in Springfield, and has had excellent success in staging and filming pageants depicting epochs of Lithuanian history. These he shows on the screen in the Parish House, and always to big audiences. In fact, any important parish hap- pening is sure to be filmed by his movie camera, and to be reproduced on the screen for the entertainment of the parish and also kept for record purposes.
Last summer Father Yunker went to Europe, visit-
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ing eighteen countries." He took movies everywhere he went, and now is showing the pictures to audiences in various parishes and to groups in hospitals, orphan- ages, etc.
Father Yunker is particularly interested in sound reproduction. He sees a big future for 16mm. talkies in the church field, especially for entertainment pur- poses.
Contributors to this Issue
(jKAiE GooDHiK, Si.\th grade teacher of Montclair School, Quincy, Mass.
C. H. Hansox, Si>eciali!>t in Visual Instruction, United States Department of .Agriculture, Extension Serv- ice, Washington, D. C.
Rita Hochheimer. Department of Visual Instruction, Public Schools, Xew York City.
Mai.cai.et a. Ki.ei.\. Director, Children's Bureau, United States Department of Labor, Washington, D. C.
Robert L. Retry. Professor of Physics, The University of the South, Sewanee, Tcnn.
Arnold W. Reitze, Department of Visual Instruction, Jersey City, \. J.
Joseph D. Walsh, Departtnent of English, Minooka High School. Scranton, Penna.
Page 24
The Educational Screen
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SCHOOL |
DEPARTMENT |
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CONDUCTED BY |
DR. |
F. DEAN McCLUSKY |
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Director, Scarborough |
School, |
Scarborough-on-Hudson, N. Y. |
Visual Education in the English Class
FROM the Latin meaning of "video-videre-vidi- ' visus" (see) we are able to determine the scope of the term, Visual Education. Included should be all materials, attitudes and novelties which enable the pu- pil as well as the student to "see" the lesson of the day.
Disregarding the effect of the climax of Caesar's memorable words, "Veni, vidi, vici," I am inclined to place much importance on the middle term, vidi (I saw). This "seeing" process was the vital link in Caesar's program. Without having "seen", his arrival would have been ineffective and no result would have been secured without that vital observation on • the Roman leader's part. Too, the pupil comes to school ; but he will never conquer unless he "sees".
With the curriculum crammed as it is at present a high school pupil feels the pressure of social, athletic, scholastic affairs rather acutely and the instructor must, whether he admits it or not, place the emphasis on study and educational results if the prime purpose of school work is to be in evidence. Thus, the task of the teacher is to have the subject-matter appear as real as a touchdown or a prom.
When a French teacher has a skilled pupil (who has worked all vacation as a carpenter) build a small house and has each of the pupils describe it, tell of its lo- cation, its imaginary inhabitants, their home life as associated with this house, I believe the French class is as lively as many baseball games. When the civic class examines the county jail in a city as large as Scranton, Penna., I believe the lesson on crime and criminals is remembered as long as many touchdowns. When the science class forsakes the laboratory to see the actual mining and preparation of anthracite coal at the Marvine mines, one of the most modern mines and breakers in the hard coal fields, I believe the guide's explanation of the formation, the value, the im- portance is as realistic as any coach's football jargon.
All high school subjects are alive with visual educa- tion possibilities. However, my particular field is English. Far too often English teachers stop at the dramatization station on their journey to Visual Edu- cation land. This depot is very good, but there are other spots which afford as much interest if we will travel to them.
In the building of a vocabulary, objects lend invalu- able aid to an alert instructor. As we read Steven- son's "Sire de Maltroit's Door" in freshmen English several weeks ago we chanced upon the word fossil.
JOSEPH D. WALSH
A few synonyms, a little explanation, a typical sen- tence usage but I w^s not satisfied. Fossil . . . fossil, oh yes ! There was a boy in the eighth grade who had been absent for several davs picking coal and I remembered that at his appearance in the prinicii)ars office he had a bit of slate found on the culm banks which dot our valley with the shape of a fern easily discerned.
"Ask Alex Raleski of room 16 to give you that piece of slate he has," I casually remarked to a pupil near the door as I went on to give further usages, the de- rivation, explanations of the word. Soon each pupil was able to see in his or her own hand a perfect fossil found on a piece of slate right in the vicinity of the school.
I was student-teaching at the East Stroudsburg Jun- ior High School, training school of the State Teachers' College of that city, and the subject called for adjec- tives. My lesson plan had been approved by Miss Oliver, my critic teacher. It was a rather warm day in early spring and the windovk's had been opened. I am ready to agree that adjectives offer none too pleas- ant an aspect but to add to my discomfiture into the room buzzed loudly a large dragon fly. I felt lost. The class was all attention — to the intruder. Smiles flashed on their faces. Fingers instinctively pointed to the "darning needle." Eyes followed each move- ment of the uninvited teacher — for such the dragon fly became.
Like a preserver to a drowning man — or make your own simile as you realize my position — the idea came. Before they knew they were answering in groups, in unison, individually, all ways to my questions.
"What color is that?" and came the answers, "Shiny," "Green," "Glittering." I jotted them down with lightning speed the best. "It is very large, isn't it?" "No. It's tiny," "small". It flew here and there. "It is playful," I volunteered. "And happy too." "Yes and restless," "and noisy." "Strange sound." "Wav- ing wings." "Curious time to come here." Comments which I kept under fair control, as I scribbled on the slate. Then, politely the guest drifted from the room. There was the front blackboard filled with the pupils' adjectives — modifying, limiting, descriptive, numeral — all I needed. From that lesson I think I helped my A plus mark in student teaching.
Recently a chalk box served the purpose of making my sophomore class "see" the word, "dovetail". Ere-
January, 19})
Page 23
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Page 26
The Educational Screen
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quently the word appears in the oral or written work of the class, which evidently knows the word forever. Everyone of them saw just how one side fitted exactly into the other side after I had broken the box into its parts. Dovetail was visible.
One of the hardest parts of speech to teach is the preposition. Those small words — of-on-over-under- between-near — seem so entirely insignificant. Of course the rule is clear in stating that " a preposition is a part of speech which shows the relation of its object to the word which the phrase limits." Still no child can "see" even after memorizing that terse defi- nition.
In our sixth grade without naming my purpose I asked the youngsters, "Is there any difference between the position of this stick of chalk now and now?" As I said the first "now" I held the white crayon several inches above the box and at the second "now" held it several inches below it.
"Certainly," came from all. One boy volunteered that, "It's over the box first and under it next."
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"Fine, Jim. Suppose, Mary, you write just what Jim said on this blackboard." Mary did.
"And now does it differ?" Again I shifted the chalk to several positions near, in, on, beside the box. All the time Mary wrote the sentences which were identical except one word, the preposition. Someone "saw" that and from then on my task was easy.
Carefulness and versatility on the part of the Eng- lish teacher, grade or High school, will bring unique and practical objects for the class to see in word study, poetry, grammar, composition, et al. No better des- criptions were ever written by my classes than after a visit to "The Cut", a miniature canyon made by ex- cavating steam shovels. They depicted that artificial "Grand Canyon" ii a splendid fashion. One boy right on the floor of the Cut claimed that it was, "an ancient fortress looming with its sinister arms above me." Others "saw" the power of description.
Utilize the visual education method in your English classes. Plan when you can ; but be open-minded for any chance to improve the lesson by switching in any- thing that will cause these "seeing" creatures called pupils to "see" what is being presented.
School Using Operalogues
Educational's series of six Operalogues, announced in a previous issue of The Educational Screen, has been made a requisite of the curriculum of the School of Music, Huron, South Dakota. As a practical means of teaching music appreciation, the school, through the South Dakota Federation of Women's Clubs, has arranged for its students to see each of the Opera- logues at their local theatre. In addition, the society has issued special rate tickets to all Junior and Senior High School students and to music students and teach- ers generally.
In this series the producers, Kendall and De Valley, have endeavored to present the world's finest operatic music, and schools would do well in following the South Dakota school's example.
History's Use of Tin Puppets
A teacher of mathematics at a municipal high school in Haarlem has introduced a method of teaching his- tory and ethnology by making use of delightful little period tin puppets, correct in every detail of clothes and bearing, made by German tin puppet manufac- turers.
The pupils have taken an active part in constructing and putting together 17 dioramas, for which the teacher drew and painted backgrounds and scenery, representing historical scenes from ancient times to the nineteenth century. These dioramas are peopled with the tin puppets in a remarkably impressive and realistic way, showing what was the social life, land-
January, 19 ii
Page 27
scape, architecture, dress and custoins of a particular jjeriod. New dioramas are being planned for use in connection with history lessons.
The idea is that one or more pupils will be detailed to make the necessary researches to find out the exact architectural form of the ditlerent parts of the scen-
ery to be constructed. Another pupil of the group, advanced in the art of drawing, will then draw and paint the background and sides, according to the in- formation given by the research-workers. Appropriate puppets will then be ordered and added to the dif- ferent scenes.
Project for Georse Washington Celebration
THK following unit of work was planned and car- ■ ried out by a si.xth grade history class. It was init- iated by the children after an inspiration had been provided by the picture study of the illustrative ma- terial listed below :
I. The Spirit of 76— by Willard. II. Martha and George Washington Entertain- ing Guests at Mount V'ernon — by Dunsmore. III. Betsy Ross and the First Flag — by Ferris.
The children decided to represent on the sandtable the scenes depicted in the pictured named above. For the completion of the unit, they required a period of three weeks.
The boys painted the shoes and stockings of the dolls, and made the drums, the coach, and the horses.
GRACE GOODHUE
A Reception at Mount Vernon
The girls dressed the dolls and made the flag similar to that of Betsy Ross. The children donated all of the materials.
A NEW TEACHING TOOL
BALOPTICON KOSB, nev/est product of our 28 years of experience in making still projection equipment, is of the translucent screen type and projects either slides or opaque objects.
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Page 28
The Educational Screen
Tell Us About Your
Visual Aid Requirements . . .
Most of the Bureaus of Visual Insiruction purchase their visual material from us. They prefer dealing with us . . .
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because our material is excellent and variegated . . .
because our terms of payment are unusually liberal . . .
because our service is prompt and whole-heartedly
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Write for lists and catalogs on the type of material you need. Whether you want 16 mm. films ... 35 mm. films . . . lantern slides . . . filmslides . . . projectors, narrow or standard, silent or talking . . . stereopticons . . . screens ... or any and all accessories . . . communicate with . . .
Herman Ross Enterprises, Inc.
FILM CENTER BUILDING 622 Ninth Avenue New York, N. Y.
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Y
7 INTERCHANGEABLE LENSES, 200 AHACH- LEICA can be instantly con- kiCkiTC e A/-^(~cCQOI}IC<: verted into a copying camera, ^n aIt tuFTci,-? tV^ ""'"o camera, clinical camera. ADAPT THE LEICA TO wide angle camera, telephoto EVERY PHOTOGRAPHIC camera, speed camera, and USE many more. 36 pictures can
be made on a single inex- pensive roll of standard cinema film. Negatives are so sharp and detailed that you can make perfect enlargements up to 12 X 18 inches; or you can make film slides from them for projection.
LEICA is small, compact, fits the pocket, easy to operate. AUTOMATIC FOCUSING with the Built In Short Base Range Finder, the fastest and most accurate focusing on any camera. FOCAL
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A School Journey to Washington
{Coiu-ludcd from fi^tgc 13)
of the model while in the background the village is shown, which makes one realize that rural communi- ties need playgrounds as well as cities.
One of the very interesting exhibits is that of the transparencies around the four sides of the gallery showing many phases of hospitalization. The first transparency shows the oldest active hospital in Amer- ica, the Pennsylvania Hospital in Philadelphia, insti- tuted by Benjamin Franklin under a charter granted by King George in 1751. By way of contrast the next transparency shows the Pennsylvania Hospital as it stands today with its magnificent building and includ- ing the original building. The other transparencies show many activities of the hospital such as the care of the mentally ill. the Bradford frames for little tu- berculous spines, the well known and much used sun bath for delicate little children, the work of the social service department where many maladjusted lives are saved to usefulness and happiness, and many other activities too numerous to mention.
Individual health is not neglected. There is the child hygiene exhibit planned to attract the attention and arouse the interest of children in the elementary grades so that they will have a personal interest in health. Appropriate objects with just enough hidden meaning about them to require a little thinking on the part of the child, call attention to good health habits such as sleep, bathing, exercise, fresh air, proper food, cleanliness, freedom from worry, avoidance of dis- ease, and healthful surroundings. There are also ex- hibits showing the care of the teeth, proper diet, and good posture. A model of a health center, lent by the Children's Bureau, shows the importance of health examinations for children and expectant mothers.
Many other exhibits, such as the model showing the activities of the public health nurse, the industrial hygiene model lent by the Women's Bureau of the U. S. Department of Labor, the social hygiene model and the model showing laboratories equipped for phys- ical examinations, stress many phases of the social welfare of the community and are invaluable in visual- izing social science subjects.
I should like to admonish teachers and students both to carry notebooks with them when they visit this ex- hibit as they will want to make many notes about the many suggestions which may be obtained from these exhibits for visualizing social science subjects.
In the next number of The Educational Screen, I shall describe some of the industrial exhibits in the National Museum.
January, 19} i
^age 29
'Ai.-J *_''*5i
T)ifficult
Nature's "00010 nmstrriMccvs are revralod h\ swift, owTTping tomprrlicnwveness of mutK>n pic- tures, in such filniH a« yo^emtt( Sational Park.
to
Involve*! btxJity functions are interest i by Kastman tla.tsrtwim Kilnw. Ahovrr dcmonstr ;
1 tic mining an<l n-hninK <>l (tie wnrld'x most Kl't'i)< 0U8 metal are iK'rmanently inipre«!«ecl uiMin pui'i minds by tlie Kj!itman ("lassrotnii VWvn. C,f<lii.
Explain
IMPLE TO
Show
Nature's mar\-elnus proccsjtes are actually drm..T Mtrated by such films* as Wild FUni^s, in win. flowerti !<prout, gniw. and die before pupils' eye*;.
M<'tion picttire photoKraphy and animation are [x'i'-nt factors in health education. Above: anima- ii 'II of a diphtheritic throat, from Diphtheria.
How many children un<ler<(tand the proceMies that brins fresh milk to thrir breakfa>*t table? These 1 T •> esses are fully explained in H'tsfonsin Dairies.
y,inic« nf man's enRineerinic triumphs are
•fj by action pictures. Above: animation of
water bridKC," from The Panama Canai.
These films represent quick field tripe into many r.-yiuns and industries otherwise inaccessible. AlMjve: Preparing a blast, from Amhracite Coal.
These outstanding films help to teach pupils more in much less time
" The molion picture has been given a care- ful trial in both elementary and high school classrooms in our city. As a result, we have revised our courses of study so as to introdiue the frequent use of molion pictures as one of the most valuable aids in modern teaching. The motion picture gives the pupil an exact knmvledge in a way that cannot he secured by a written description. Our teachers do more successful work in less time since the motion picture has been placed at their service."
• • • (From the letter of a Su[)crintcndcnt of Schools in a prominent American city using Eastman Classroom Films.)
EASTMAN Classroom Films showlife itself . . .in action, in its natural surround- ings. . .by means of easily understood pho- • tography and animated diagrams. In a few minutes they give vivid, concrete knowl- edge of many difTicult subjects that are a part of ever>- school's curriculum.
As each living story flashes before the pupils' eyes, their interest is aroused, their attention held, and the facts retained.
"They save time.". "They give pupils a keener understanding, by supplementing textbooks and teachers' explanations." Such statements appear in reports on
Eastman Classroom Films from superin- tendents, supervisors, and teachers who are using them.
Eastman Classroom Films cost little to buy and, with careful handling, last for years. The Kodascopcs for projecting these films, as well as entertainment and per- sonal films, cost as little as $.S0. They can readily be operated by any teacher. Screen costs are nominal. Write for complete details and descriptive list of films. Ad- dress: Eastman Teaching Films, Inc. (Sub- sidiary of Eastman Kodak Company), Riwhester, New ^'ork.
Eastman Classroom Films
Page 30
The Educational Screen
AMONG THE PRODUCERS
where the commercial firmi — -whose activities have an important bearing on progress in the visual fields are free to tell their story in their own words. The Educational Screen is glad to reprint here, within nec- essary space limitations, such material as seems to have most informational and news value to our readers.
Leica Valoy Enlargins Apparatus
All miniature camera owners will be glad to learn of an improved enlarger which is more versatile than former models. This new model is known as the Valoy Enlarger and may be equipped with masks for single movie frame negatives (M^l inch), Leica negatives (1x1^ inches), and roll film min- iature camera negatives (1)^x1 5^ inches). An in- genious device assures that the negatives remain perfectly flat during the exposure. Yet, when the film roll is to be shifted to another picture, a lever is merely pushed and the film is free to be pulled through the gate in either direction without danger of scratching or removing from the gate. This ac- tion facilitates rapid working and will be found of great value.
The condenser acts as the pressure plate and holds the film firm and flat during exposure. It is eas- ily removed for cleaning.
A roomy lamp house en- closes the 75-watt opal lamp which is adjustable as to distance from the condenser. Large cradles are mounted on each side of the gate which serve to hold the film roll while the enlargements are being made. The lamp house unit and the film cradles are enamel.
A nickeled metal pillar supports the lamp house unit over the generous baseboard. The electric cord is carried inside of the pillar, thus being con- cealed and kept out of the way. The cord runs under the baseboard, hence can never interfere.
Four different paper-holders are available which may be placed upon the baseboard. These hold the paper flat by means of thin metal strips which are adjustable for any size enlargement. The strips further act as masks, by means of which a neat, white border can be obtained around the print.
An interesting feature of the Valoy Enlarger is that the various Leica lenses may be used in it. The Elmar F :3.5 lens is suggested for all-around use as longer focus lenses demand a greater working dis- tance from the paper. A flange can be supplied which clamps onto the camera lens, taking care of
Leica Enlarger finished in black crystal
diaphragm adjustments. A ruby filter may be at- tached which swings directly under the lens. This filter is useful when it is desirable to focus directly upon the sensitive paper below. A magnifying glass, mounted upon a universal joint can be mounted on the baseboard. It serves to assist in obtaining critical sharpness of the image on the paper.
Since its introduction, the Valoy Enlarger has proven exceedingly popular. A more detailed ac- count of this apparatus may be obtained direct from E. Leitz, Inc.
The New Keystone Lantern Slide Ink
One of the most interesting developments in the field of visual instruction during the past two years has been in connection with the promotion of the use of pupil-made lantern slide material by the Key- stone View Company. Teachers and pupils in almost every city are familiar with the very interesting op- portunities in connection with their activity programs offered by the possibilities of making up their own lantern slides.
One of the weak aspects of this project has been the lantern slide ink. After more than a year of study and research, the Keystone View Company has placed on the market a new ink, which will appar- ently meet all the objections made to the old ink and should be a splendid stimulus to the use of this ma- terial. The new ink provides brilliant colors that will not fade under the heat of the lantern and that will not crack or scale ofl^. The fastness of the colors makes it possible to blend the six different colors into all sorts of color combinations in making up slides that mav have permanent and artistic value.
Electrical Research Announces Reduced Rental Prices On Films
Due to economies resulting from increased distribu- tion and more efficient distributing facilities, Electrical Research Products has announced a reduction in ren- tal prices for all pictures in its catalogue of non- theatrical talking motion pictures, effective October first, according to J. R. West, Sales Manager of the Non-Theatrical Department.
All pictures will be released at a daily rental of $5 per reel under this new price schedule. Formerly prices ranged from $7.50 to $10 a reel.
The complete catalogue covers subjects in Civics,
January, 19)}
Page 31
Clieniistry, Mathematics, Music Appreciation, Natural Science, Physical Education, Physics, Religion, Social Science, Teacher Training, Vocational Guidance and Travel Subjects.
Under the new distribution system, pictures may be obtained directly through the Educational Film Ex- liianges in Seattle, I^s Angeles, Giicago and New ^■o^k.
Sound Accompaniment for Lantern Slides
A new product has appeared which performs a familiar function by novel means. The Phonopticon, ofTcred by Jenkins & Adair of Chicago, possesses features which will attract and merit most careful consideration by the educational field. It is a combina- tion of the Bausch & Lomb Ralopticon with a unique disk-record mechanism, which permits the automatic and continuous projection of standard lantern slides accompanied by a voice in perfect synchronization. The pictures may be shown on a small translucent screen which forms an integral part of the equipment, or they may be thrown on screens in assembly halls of any size desired.
The method of synchronization is unique and neces- sarily i)erfect. At every point in the speaker's address that change of slide is desired, it is done by the disk record itself. At such points, an "inaudible tone" (of a frequency outside the audible range) is recorded in the disk record itself, by special process. When the needle encounters such a "tone," the changing mechanism is set in motion, the picture dissolves and the succeeding slide moves into position. Ob- \iously, the change must occur at the same exact moment with every running of the disk, and inevitably in the same relation to the words of the speaker. The dissolving also is so smoothly and deftly done that no unpleasant glare or confusion of images affects the eyes of the spectators. The extreme simplicity and infallibility of operation make the Phonopticon a machine of exceedingly interesting pos- sibilities in church, school and commercial fields.
Victor Supplying Powerful New 500 Watt Lamp
A new Mazda I^imp of 500 VVatt-100 Volt rating has just been perfected by the G. E. National Lamp Works. Although by far the most powerful T-10 size lamp yet developed, it is understood that dissipa- tion of the heat generated by the 500 Watt- 100 Volt lamp makes its use impractical except in a projector equipped with a highly efficient lamp house ventilat- ing system.
So far, the only 16 mm. projector to be offered |
with this powerful new lighting eiiuipinent is the Victor Model lOFH Premier Hi-Power, which was originally equipjjcd with the 400 Watt- 100 Volt G. E. Lamp. According to a statement issued by the Victor .'Xnimatograph Corporation, the Model lOFH, which has built-in lamp resistance in the base, will accommo- date the new 500 Watt Lamp without any alterations.
Inasmuch as it is said that the 500 Watt lamp gives even too much light except for very large picture, long throws and daylight projection, Victor will con- tinue to supply the lOFH with 400 Watt Lamps except when the 500 Watt is specified. When equipped with 400 Watt lamp the Premier Hi-Power Projector will be designated as the Victor Model lOFH-400, and when equipped with the 500 Watt, as the Victor lOFH-500. The lOFH-500 will carry a list price of one dollar more than the IOFH-400.
The T-10 Size 500 Watt G. E. Mazda Lamp should not be confused with the T-12 Size 500 Watt-110 to 120 Volt lamp which has been on the market for some time. It is a much more powerful lamp than the latter.
The 500 Watt G. E. Mazda lamp will also be avail- able with 110, 115, and 120 Volt ratings for use in the Victor Model 10 Regular Projector. These lamps, of course, are not as powerful as the 100 Volt lamp.
1
Do You
Teach Geography?
IF JOB tcmch or direct tli» teaehinc of Gcocnphr. yea win want to invMtirate The Journal of Oeocraphy. an lllastratcd monthlr maffaxlna owned by the National Conncil of Gcoyrm- phr Teacher*, and published cspccUUr for teacher*.
THE JOURNAL GIVES TOU— Sapplenentur materUl for ita- denta and teachers . . . confidence br enabllnr Ton to know the beet and thus keep sereral leagues ahead of the non-eub- ■cribers . . . saccesa to teachera and student* who sincerely want it.
If rou are not familiar with this splendid navaslne pin thi* ad to your letterhead and the next copy will be aent to yon FREE of chart*.
THE JOURNAL OF GEOGRAPHY
3333 Elston Ave. Chicago, in.
K-S
Page 32
The Educational Screen
HERE THEY ARE!
A Trade Directory for the Visual Field
FILMS
Bray Pictures Corporation (3, 6)
729 Seventh Ave., New York City.
Carlyle Ellis (1, 4)
53 Hamilton Terrace, New York City Producer of Social Service Films
Eastman Kodak Co. (4)
Rochester, N. Y. (See advertbement on outside back cover)
Eastman Teaching Films, Inc. (1, 4) Rochester, N. Y.
(See advertisement on page 29)
Edited Pictures System, Inc. (1, 4)
130 W. 46th St., New York City
General Electric Company (3, 6)
Visual Instruction Section, Schenectady, N. Y.
Herman Ross Enterprises, Inc., (3, 6)
630 Ninth Ave., New York City
(See advertisement on page 28)
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, III.
Modern Woodmen of America (1, 4) Rock Island, 111.
Pinkney Film Service Co. (1, 4)
1028 Forbes St., Pittsburgh, Pa.
Ray-Bell Films, Inc. (3, 6)
817 University Ave., St. Paul, Minn.
Society for Visual Education (1, 4)
327 S. LaSalle St.; Chicago, 111.
United Projector and Films Corp. (l, 4)
228 Franklin St., Buffalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 25)
Williams, Broiwn and Earle, Inc. (3, 6) 918 Chestnut St., Philadelphia, Pa.
Y. M. C. A. Motion Picture Bureau (1, 4)
347 Madison Ave., New York City 19 S. LaSalie St., Chicago, III.
MICROSCOPIC PROJECTION EQUIPMENT
Clay-Adams Company, Inc.
117 E. 24th St., New York City.
MOTION PICTURE MACHINES and SUPPLIES
Ampro Projector Corp. (6)
2839 N. Western Ave., Chicago, 111. (See advertisement on inside front cover)
Bass Camera Co. (6)
179 W. Madison St., Chicago, 111. (See advertise^nent on page 26)
Bell & Howell Co. (6)
1815 Larchmont Ave., Chicago, 111. (See advertisement on inside back cover)
Eastman Kodak Co. (4)
Rochester, N. Y. (See advertisement on outside back cover)
Edited Pictures System, Inc. (1)
130 VV. 46th St., New York City
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
International Projector Corp. . (3, 6)
90 Gold St., New York City
Regina Photo Supply Ltd. (3, 6)
1924 Rose St., Regina, Sask.
United Projector and Film Corp. (1, 4)
228 Franklin St., Buffalo, N. Y.
Victor Animatograph Corp.
Davenport, Iowa.
(See advertisement on page 2)
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave., Chicago
(See advertisement on page 1)
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
SLIDES and FILM SLIDES
Conrad Slide and Projection Co.
510 Twenty-second Ave., East Superior, Wis.
Eastman Educational Slides Iowa City, la.
Edited Pictures System, Inc. 130 W. 46th St., New York City
Ideal Pictures Corp. 26 E. Eighth St., Chicago, III.
Keystone View Co. Meadville, Pa.
(See advertisement on page 25)
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City (See advertisement on page 26)
Society for Visual Education 327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
Williams, Brown and Earle, Inc. 918 Chestnut St., Philadelphia, Pa.
STEREOGRAPHS and STEREOSCOPES
Keystone Vieiw Co.
Meadville, Pa.
(See advertisement on page 25)
STEREOPTICONS and OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester, N. Y.
(See advertisement on page 27)
E. Leitz, Inc.
60 E. 10th St., New York City (See advertisement on page 28)
Regina Photo Supply Ltd. 1924 Rose St., Regina, Sask.
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
Williams, Brown and Earle, Inc. 918 Chestnut St., Philadelphia, Pa.
|
REFERENCE NUMBERS | |
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(1) indicates firm supplies |
35 mm. |
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silent. |
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(2) indicates firm supplies |
35 mm. |
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sound. |
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(3) indicates firm supplies |
35 mm. |
|
sound and silent. |
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(4) indicates firm supplies |
16 mm. |
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silent. |
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(B) indicates firm supplies |
16 mm. |
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sound. |
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(6) indicates firm supplies |
16 mm. |
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sound and silent. |
r-uDiiC LtDrary
fri?' ^'.'TAif^C ONVENTION NUMBER
[Tearhers Library
Educationa
COMBINED WITH
Visual Instruction News
'^JK*^
CONTENTS
Unified Department of Visual Instruction
I Can't See Geometry
The Educational Museum
Use of Foreisn Talking Films in Language Instruction
Some Uses of Pictures
Single Copies 25c • $2.00 a Year •
FEBRUARY
1933
Maximum lUuminatioii from AMPRO Projectors
The Ampro Precision Projector Model AS with iOO Watt Biplane Filament lamp, geal-grain black finish, nickeled parts and standard case $175.00.
ilodel AD with 400 Watt Biplane Fila- ment lamp, seal-grain gold-bronze finish, chromium plated parts, automatic pilot light and de luxe case $200.00.
Both Models operate on either alternating or direct current 100-125 volts.
AMPRO CORPORATION,
2839 N. Western Ave., Chicago,
111.
Please send me literature on Ampro Projectors.
Name
School
Address
City
In classrooms and auditoriums all over the country, thousands of Ampro Projectors are giving theatre-like bril- liance of illumination — under all types of lighting conditions.
There is a reason for this — which goes further than the mere wattage of the projector lamp. It is due to the special barrel shutter designed by Ampro engineers • — a feature which is but one of the many reasons why Ampro is so popular with day-after- day users.
Ampro Features
A few of the other features that have won the Ampro its place in the field of 16mm. projection are: — com- pact and light weight, simplicity of operation, rugged construction, and economy of operation. The Ampro has numerous mechanical advantages such as the Tilt Control, Automatic Rewind, Centralized Control, and Easy Threading.
Realizing these advantages, the schools of Chicago, New York, Pitts- burg, Atlanta, Newark, Kansas City and hundreds of others, have defi- nitely gone on record as preferring Ampro Projectors.
Write for Information
For further details about the Ampro Projector send coupon on the left. You tvill also receive a bulletin about the present status of motion pictures in classroom instruction.
k^£7U
2%^
state
_l
MAKERS OF PRECISION INSTRUMENTS SINCE 1914 2 839 N. Western Ave., Chicago, 111.
February, 19 i}
Page 37
Educational Screen
Combined with
Visual Instruction News
FEBRUARY, 1933
VOLUME XII NUMBER 2
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
Herbert E. Slaugtit, Pre*. Frederick J. Lane, Treat. Nelson L. Greene, Editor Elltworfh C. Dent, Manager Evelyn J. Baker Joiephine Hoffman Otto M. Forkert
Dudley G. Hays Stanley R. Greene Joseph J. Weber R. F. H. Johnson Marion F. Lanphier F. Dean McClusky Stella Evelyn Myers
CONTENTS
Editorial 38
Unified Department of Visual Instruction. U. S. Burt 39
I Can't See Geometry. George A. Boyce 40
The Use of Foreign Talking Films In Language Instruction. Ira M. Freeman 42
The Educational Museum. Arnold W. Reltze 43
Government Activities in the Visual Field.
Conducted by Margaret A. Klein 45
News and Notes. Conducted by Josephine Hoffman 46
Film Production Activities 50
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent 51
The Film Estimates.
.53
Among the Magazines and Books.
Conducted by Marlon F. Lanphier 54
The Church Field. Conducted by R. F. H. Johnson 56
School Department. Conducted by Dr. F. Dean McClusky. .58
Among the Producers 62
Here They Are! A Trade Directory for the Visual Field 64
Contents of previous ittuat listed in Education tndax.
General and Editorial Offices, 64 East Lake St., Chicago, Illinois. Office of Publication, Morton, Illinois. Entered at the Post Office at Morton, Illinois, as Second Class Matter. Copyright, February, 1933, by the Edu- cational Screen, Inc. Published every month aicept July and August.
$2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cts.
Page 38
The Educational Screen
EDITORIAL
AT THE annual meeting of the Department of Superintendence of the National Educa- tion Association at Minneapolis this month there is to be no meeting of the Visual Instruction Department of the N. E. A., the one national or- ganization in the visual field. This breaks a vener- able precedent, unfortunately, but the decision to omit the usual session was doubtless sound and dictated by present conditions. The February meet- ing is to be combined with the session next June. This concentration of effort upon one meeting should result in a finer session than any previous. Further, it will be held in Chicago at the very gates of the Century of Progress Exposition. This fact can be highly important for the June session of the Department.
The Century of Progress Exposition will be un- questionably a masterpiece of visual instruction at its best, a colossal example of what can be accom- plished through the eyes for huge masses of people. The Exposition is to be distinctly new in spirit, purpose and method. Previous "fairs" have been largely vast collections of objects put The Visual on view, the visitors being left to Meeting themselves to see, or fail to see, con- nection or continuity between the objects shown. Previous expositions have been rela- tively static; the 1933 Exposition will be dynamic. Machines and processes will be shown in motion — not "this is the machine that does the work," but "here is the machine doing the work." As never before, exhibits are carefully and expertly planned to show developmental sequence, not isolated steps in achievement. Visible evolution will be the primary motif in countless displays, whether it be transportation from ox-cart to airplane, electricity from Franklin's kite to modern dynamos and household appliances, domestic economy from wig- wam to modern home, or industrial economics from home-manufacture of all commodities to modern mass production.
Attendance at the combined visual meeting in June should break all records. A powerful added attraction should be the opportunity for studying at close range the visual presentation of such a variety of subjects on such a scale. The Depart- ment can turn the Exposition to great advantage for its visiting delegates by a systematic selection, made carefully in advance, of the finest examples of visual presentation therein contained. Chosen with particular reference to their suggestive value for school procedure, scheduled and routed so as to require minimum visiting time, personally managed by the Department appointee who has worked out
the program, these "school journeys" during the convention week should be among the richest values ever given to its membership by a national visual instruction organization at its annual meeting.
THE HEAD of a department in one of the largest High Schools in the Middle West dropped into our office the other day. He had not known there was any magazine in the field of visual instruction — and we do not care for the thought that there are many more thousands of teachers like him in the country — he had never heard of The Educational Screen and came in to find out what it was all about. He Necessity or looked over some back issues, ex- Conviction? pressed his delight, ordered two sub- scriptions, and we expressed ours. But the important thing was what he said next: "Of course we do not need the magazine to sell us on visual education. We are forced to use it all the
time at High School, or we should never
get the work done with our over-crowded classes. Rut we do need it to know what all the rest of the schools are doing throughout the country, and so do the rest of the schools."
The phrase, "forced to use it," is thought-pro- voking. Necessity, even more than conviction, is likeK- to bring about universal use of sensory aids in teaching. Our record-breaking depression is making this necessity more acute than ever. In- crease in population means inevitably larger classes in schools, for diminishing building funds mean that classroom capacity cannot keep pace. Decrease in tax revenues means fewer teachers to handle the larger classes, which means shrinkage in educa- tional efficiency. The teaching technique of five hundred years — through language, the spoken and the written word — has long since learned to do its best. Its results were necessarily considered the norm of educational achievement under normal conditions. The growing economic complexity of the modern world is putting and will continue to put an overload on the old technique, and the results are certain to suffer. The way out. and the only way out now visible, is to expand the educational procedure to include the visual as well as the aural approach. Progressive schools have long since begun the ex- pansion, but it is hardly more than a beginning of the expansion that is to come. It cannot wait for the conversion of teachers still indifferent to the visual idea. "Orders" will come from school author- ities, and the teachers will have to get busy on a new and still more interesting job, namely, learning to use sensory aids in their classrooms. Visual in- struction not merely ought to come. It must come.
February, 19} }
Page 39
Unified Department of Visual Instruction
Oregon State System of Higher Education
U. S. BURT
U. S. Burt
Till'" Uepartmem of \'is\i;il Instruction for the- entire System of Higher Education is now op- erated from one office located on the campus of lie Oregon State College at Corvallis.
All educational motion pictures, lantern slides, mi- iToscopic slides, film slides, charts, exhibits, jirojec- tion e(|uipment, rock and mineral ore collections, and imilar material heretofore distributed by the Oregon ■ State College and the University of Oregon may now be obtained from the single office at Cor- vallis.
A more complete service at less cost to the users as well as more economical to the taxpay- ers is possible through this com- bination plan whereby all the material representing the edu- cational services of all the cam- puses under the direction of the Board of Higher ICducation is handled through the single office. While most of the material has been available without charge except for transportation and slight service fees, such fee charges and rentals have been further reduced.
.\ new 72 page printed visual aids catalogue listing
ill of this material is now available from the Corvallis
thee for use of churches, clubs, granges, lodges,
rhools and other individuals or organizations which
make frequent use of the .service offered from the
Department of Visual Instruction. From the office
it Corvallis there is now available 300 motion picture
ilms. 951 sets of lantern slides, and m<iny microscopic
-lides, charts and exhibits.
Subjects available included in these visual aids are .igriculture, art and architecture, civics, college and university life, famous men, 4-H Club work, geog- .iphy, health, history, holidays, home economics, juvenile subjects, literature, mathematics, nature study news films, "Our Gang" comedy, public safety, read- ing, religion, scenic, many branches of science, songs. ( ieorge Washington. Yale history films of America. The history of this department in so far as related to the College dates back to 1915 when a very limited attempt was made to furnish a service of lantern slides and charts. The new combined department was organized July 1 of last year by action of the Board of Higher Education in developing its program of unification. The combined department so far is op- erating with the .same amount of help as was the office at Corvallis before and with a very much less
budget financed about equally by both federal and general e.xtension funds.
The office is located at 1.59 .Agriculture Hall and consists of three rooms with a large storage room and a fire proof vault for storage of motion picture films. .\ limited numl)er of projection machines is owned by the department which are loaned out on a rental basis. Mrs. Ruth Adams is secretary of the depart- ment with part time helpers as follows: Cassius Heardsley. sign and chart work, Howard Beard, film inspecting and repairing.
Types of services offered by the department include projection etpiipment reconunendations and demon- strations, loan and rental of 35 mm. and 16 mm. mo- tion pictures, film slides, glass slides, microscopic slides, sugge.stions and directions for making visual programs, charts, exhibits, and personal direction of all off-campus institutional e.xhibits.
In addition to the above .services the department takes, edits, and directs the making of educational motion pictures, keeping in close contact with the various commercial motion iiieture news reel com- panies. During the past thirteen years we have di- rected and edited the making of 41 standard motion picture films for the College, all of which are listed in the new catalogue of visual aids. Some of the subjects of the.se films cover 4-H Club Work. 400 Hen F"lock, Oregon News Reels, .Angora Goats, Oregon Bankers Milking Contest, Liver Flukes in Sheep, Sal- mon Poi.soning in Dogs, College .Activities, Nursery School, and "Making an Oregon Farmer" for the State Vocational Education Department.
The contacts made with the news reel companies have develojied a wide avenue for distribution of edu- cational data from Oregon. During the past feW years 88 news reel stories have lieen released by the following companies : Fox, Pathe, Paramount, Inter- national News, and Universal News, through coopera- tion with the department. These stories have been given not only state and national but in some cases international distribution.
The Rook bonfire which was taken a few years age) was the first time the crackling of fire was ever heard over the Fox sound motion picture news reel and the taking of one of the girls' swimming classes was the first reverse sound news picture by Pathe.
During the past re[)ort year closing November 30, 1932. the records show that the following use has been made of materials from the department : Motion pic- ture films were used 1259 times at 476 meetings with
(CoHcludfd OH page 41)
Page 40
I Can't See Geometry
The Educational Screen
GEORGE A. BOYCE
NO SUBJECT is more dependent upon visual aids than geometry. For every theorem and for every exercise one must have a diagram in a book, on the blackboard, or in one's mind. Yet probably no subject has shown less progress in creat- ing improved visual techniques.
Is it any wonder that a stream of students still says, "I can't see geometry"?
To fire pupils' imaginations, to bring geometry closer to everyday things and to the youngsters' own level of interest, to improve their ability to generalize — in short, to get them geometry conscious — it is my con- viction that much more animated materials are needed than can be found even in recent texts and problem books.
For example, although newer texts have a few photographs in them, the scenes are chiefly of church windows, bridges, and decorative patterns. These merely convey the idea that in some fashion geometry probably had something to do with design.
In place of such pictures, why not introduce more human interest by showing pupils actually using an- cient, medieval, and modern measuring instruments? There is at least a score of surveying instruments of simple construction which are not only of historical interest but which also clearly illus- trate common prop- ositions of geom- etry as applied to the actual world. Figure 1 is merely a sample of what sort of thing can be done. Until texts publish such, I suggest that teachers have pu- pils make their own working mod- e 1 s . Photograph them and save the pictures and mod- els for other pupils to see.
transformed into most interesting and beautiful dimin- utive scenes with strings laid out to represent the geometrical part of the problem. This may give some pupils their first actual picture of plane geometry ap- plied to our three dimensional world. It is the best substitute I know of for out of door measurements
when time and space are lacking, of these models.
Figure 2 shows one
Another possibil- ity for concrete visual material is the making of model scenes to illustrate text book problems. Strips of newspaper soaked in glue and water make excellent papier mache. Paint, colored crayons, bits of wood, glass, and weeds handled with imagination can be
geometry real.
Still another hunch for better visual material is the step by step dra\^Mng. Textbook drawings for many practical problems represent too many steps. They are complicated and so difficult to dope out that even the ablest students are discouraged. Teachers can again help students to see better by a series of black- board drawings or by having pupils prepare for future classroom use a similar series on large sheets of paper. If only the last stage is shown, slower pupils have real difficulties.
Another suggestion is to capitalize the cartooning skill of some of the pupils in illustrating animated problems. Material of this sort on the youngster level is most helpful in stimulating interest and a visual understanding of geometric applications. Sketches with simple pictorial backgrounds can go a long way in bringing geometry visibly close to everyday things
provided there is not so much detail as to detract from the geometry in- volved.
Many teachers have discovered that the use of col- ored chalk at the blackboard is of surprising help particularly to be- ginning students. The day ought not be far distant when publishers will use color to mark the salient features of geo- metric drawings. In this connec-
(Courtesy of Western Reserve Academy, Hudson, Ohio) Fig. 1. Experimenting with a stadia measurer of their own makes
tion. I hope that some day somebody will tackle the problem of creating movies for geometry classes. Most youngsters lack the opportunity of seeing sur- veyors, carpenters, astronomers, and other geometers actually using their geometric skills. Such stuff has
February, 19}}
Page 41
romance and possi- bilities for excel- lent movie mate- rial.
Finally, e v e r \ geometry teacher should start build- inj,' a methanietics laboratory. Some of the susKi'i^tcd ecjuipment \v o u I d be shears, c a r d - board, glue, ])lumb Ixjbs, m a {;; n e t i c compasses, a small Iniltble level, a car- penter's square, steel tape, black board protractors, wooden stakes, a drawing board, T- -qiiare, draughts- man's triangles. and a hundretl or so feet of jilunib line. I'npils can contribute much of this and a few dollars will ])urcliase the rest. With- out these things how can the class possibly be pre- pared to do some first-hand experiiuenting efficientlv?
One more thing I have found helpful has been a rotating blackboard made by the pupils out of wall- lioard p.iinted black. \\'ith it a geometric figure
Fig. 2.
can be turned u])- side d o w u a n d shown in all jx)si- tions. Such a fund- amental conce|<t as that a 1 1 triangles have three altitudes is not completely grasped by many students until very late in the course. I haven't found any device so ef- fective as the ro- tating blackboard for this sort of thing.
These illustra- tions an<l very brief suggestions are se- lected from a col- lection of photo- graphs, drawings, cartoons, and near- ly five hundred mimeographed i)rojects and problems based upon four years of experimental work in hu- mam'zing geometry and presenting more stimulating problem situations. It is ho])ecl that they may be helpful hunches to other teachers in creating and using greatly needed visual aids in the teaching of geometry.
iCourUfty ijf Wf-ntern Reserve Academy, Hudfum, Ohio)
A model scene under construction to show how ships measure distance from shore.
Unified Department of Visual Instruction
(.Concluded from payc y))
nlm attendance of 200,102. I'here were 24 Oregon coiuities using motion pictures, 6 other states, with one shipment to Cuba.
The records show that lantern slide sets were used 1476 times at 1313 meetings with slide attendance of 71,667 in 29 Oregon coinuies and 7 other states.
There were 211 charts made by the department during the year and 4 off-campus exhibits were pre- pared and directed, including Oregon State Teachers Convention, Progress Exposition at Albany, Poultry Show at State Fair, Truth-in-Meats Exhibit at Pa- cific International Livestock Exposition, Portland. ( )regon.
The film slide, a more recent type of visual aid, is rapidly l)ecoming one of the most popular. The de- I)artnient has worked out plans whereby these film slides can l)c produced on the Oregon State College campus at a very low cost. During the past few years five filmstrips have been produced covering the fol-
lowing stibjects: Comity .\gent Work in Benton County, Artistry in Dre.ss, Irrigation in the Willa- mette Valley, Thinning out, Pruning, Marketing and Production of Oregon Prunes.
It is hojxjd to develop plans now under way which will make it possible to bring television to the use of radio jirograms broadcast over KOAC through the use of the film slide. This plan known as the "Ohio Plan" when completed will result in great financial saving in transportation costs of speakers who here- tofore have had to travel into the various counties, while by this method through the use of a radio set their lecture over the radio will be picked up at various meetings atid illustrated by use of the film slide in a number of meetings given at the same time in a number of different counties.
An Opinion
.\ recent issue of The I'ismxl Talkie gives the opinion of a leading educator on the value of talking motion lectures. Dr. Henry Johnson, professor of history at Columbia University, in an address be- fore students f)f education at Teachers College, pre- dicted that within ten years sound films would be as common in schools as libraries are now.
Page 42
The Educational Screen
The Use o( Foreign Talking Films in Language Instruction
IRA M. FREEMAN
A NUMBER of high schools, colleges and uni- versities are now using regular theatrical foreign talking films as a supplementary part of their instruction in modern languages. With the universal adoption of the sound film, and the increasing availability of foreign product, language instructors and educators have begun to realize that such films provide a highly efTective medium for the teaching of a foreign tongue.
Periodic attendance at foreign sound-film show- ings oiTers the intermediate and advanced language student advantages which cannot be supplied by any other form of classroom instruction. Perhaps the greatest advantage is that of giving the student an opportunity to hear native pronunciation of the language; he hears the tongue spoken by a number of characters, and can thus evaluate personal pe- culiarities of pronunciation and diction, enabling him to discover the true norm. It is often possible, too, to follow the lip movements of the players, and observe the method of producing the various sounds with the organs of speech.
But there is a wider aspect of the matter. Learn- ing a new language implies more than merely acquiring facility with words, — it should mean the assimiliation of a new culture. The language of a country is inseparably connected with the customs and usages peculiar to that nation. The foreign film offers the student a language in its natural setting; he hears the language from the lips of players clothed in their national costumes, against a back- ground of scenes characteristic of that country. No amount of classroom instruction can supplant these vivid impressions, which maintain the student's interest and demonstrate to him the practical, living qualities of the tongue he is endeavoring to master. Experience has demonstrated that films for in- structional showings should be chosen with excep- tional care, and that certain qualities must be de- manded if the film is to serve its purpose with maximum effectiveness. In the first place, only those pictures which involve considerable dialog can be used advantageously. The plot should, in the main, be "carried" by the dialog. In this con- nection it must be mentioned that secondary effects, —gestures, facial expressions, situations, — aid even those who are unable to grasp the speech portions in their entirety to supply the non-understood pass- ages. The desire to follow the plot at all costs is a valuable incentive in this case, and is one of the advantages of regular theatrical films for the pres-
ent purpose. For this reason, the entertainment value of a film is an important consideration.
It is hardly necessary to emphasize the fact that films involving a large amount of dialect, or other corruptions of the language, should not be con- sidered. Their use will serve only to confuse the student. For example, German films replete with Bavarian dialect, or Italian pictures containing a large proportion of Neapolitan idiom should not be chosen. There is now sufficient product obtainable — in the more popular languages, at least — so that a fair selection of films measuring up to the proper standard is available without too much search.
The educational use of so-called "versions", i.e., pictures produced in a language other than that in- tended for the original script and cast, is to be dis- couraged. It is not unusual, for example, for Ger- man studios to make French, English, Italian and even Hungarian versions of some stories, after com- pleting the German continuity; and this is often done with the original German cast. These films, the writer has found, are generally considered un- satisfactory, both by educators and by theatrical exhibitors, and their use for instructional purposes is certainly not recommended.
Relative to the type of story considered most suitable for language showings, it has been found that wholesome comedies and comedy-dramas are most in demand. Historical dramas, which thus serve a double instructional purpose, are also in general favor.
It is of prime importance that the film used be in perfect condition, and that the sound reproducing apparatus be of good quality and properly operated. Unless this is the case, a certain proportion of the spoken words, from their very nature unfamiliar to the student, will not be understood'. Faultless sound and picture projection relieves the spectator of much distracting effort and nervous tension, and enables him to devote his entire attention to the assimilation of the material presented.
The actual plan to be adopted for conducting a language instruction series depends, of course, on such factors as the number enrolled, the facilities available, and so on. The following scheme has been found best adapted to the needs of most schools :
If the institution possesses sound projection equipment, the showings can be given in a lecture- hall or auditorium of the school. The students are
(Concluded on page 47)
February, 193}
Tfie Educational Museum
(Continued from January)
Page 43
ARNOLD W. REITZE
Tl I E operation of an educational museum by some co-operating agency of the scIkxjI is also a possi- bility. The two institutions in a city most likely to consider such a proposal are a library department, which is not an integral i)art of the school system, and a regular nuiseuni. There may be some difficulty in establishing a real educational nmseum in connec- tion with an independent library or museum. This is especially so in the case of a library which would con- sider an educational museum as merely one phase of their work. In all fairness the project might be so considered, as the library has nothing particularly to gain. It would mean that the funds of the library nnist be divided and shared with the educational mu- seum and this may mean that the museum would re- ceive only such money as the library felt it could spare. Furthermore, a library is organized mainly for the purjOTse of circulating books and for reading at the library, which in many ways totally differs from the purpose of the educational nuiseum. To add an edu- cational niu.seum to a library would require additional workers and also certain highly skilled artisans if it were to include the building of models and similar aids. In view of this it is doubtful whether a library department would care to assume the additional re- sponsibility of an educational museum. There may also be some difficulty due to a lack of understanding as to the fundamental principles of an educational museum, by the two governing bodies, namely, the school authorities and the library authorities. It would be a case of divided authority, which is not particularly advantageous in a school system.
There are, however, a number of highly successful educational museums which have been established as an adjunct of a library department, such as at Erie, Pennsylvania, and Kalamazoo, Michigan. Where there is no possibility of a city establishing a separate department it is well worthwhile to co-operate with the library for the establishment of such a museum.
Another co-operating agency which may be induced to establish an educational museum is a regular mu- seum in the city. An educational museum as part of a well organized museum offers many possibilities as difficulty as they have an abundance of extra material the co-operation between the nuiseum and the school can be made mutually beneficial. A museum can us- ually establish an educational museum without much which can be readily set up in a sjiecial section. They also have the necessary skilled workers needed to ef- fectively set up the material. With a museum it is usually a matter of the educational authorities seek- ing their co-operation and working with them by sug- gesting suitable material to be set up for exhibits. It
may also be a matter of assisting in financing the edu- cational museum .section, which may be more advan- tageous for the city than to attempt to establish a separate department within the school system. The primary advantage of co-operating with a museum is the fact that they usually have the needed material as well as the working organization necessary to use such material to the best advantage.
It is also possible for the schools to use the full fa- cilities of the museums in addition to the educational section. This may mean a considerable saving to the school system even though it contributes to the finan- cing of the educational museum. There may be some difficulty in working out a satisfactory arrangement between the school and nuiseum authorities, but as most museums are extremely willing to co-operate with the schools, in .so far as possible, this difficulty should be easily overcome. On the whole, the museum seems to be in a much better position, than is a library, to co-operate with the schools in the establishment of an educational museum. The museum has much to gain through the continued good will of the children whom they may interest in the museum exhibits and it offers them a splendid opportunity of presenting the museum to the public through the school children. There are a number of outstanding museums in the country which have done extremely fine work in co- operation with the schools, such, as, the American Museum of Natural History of New York City, and the Commercial Museum of Philadelphia.
Regardless of the type of organization of an edu- cational museum, be it a separate department of the school system or part of a cooperating agency, there are numerous functions which it can perform for the benefit of the schools. Some of these services are such as can be given by museums in general as well as by educational museums, although there are certain functions which are particularly suitable for an edu- cational museum. Some of the more important functions of an educational mu.seum will be briefly dis- cussed. Some of the described activities of an edu- cational museum may not necessarily fall to the educational museum under all types of organization nor will all of the functions be part of an educational museum in certain types of organizations. However, the functions which are described are those which are performed by certain outstanding nuiseums through- out the United States. Such services usually fall into two divisions of intra-mural and extra-mural service, or service at the nuiseum and outside of the mu.seum.
An important phase of the work of an educational museum is the acquiring and preparation of models and exhibits of many types and forms. At the edu-
Page 44
The Educational Screen
cational museum center there should l)e set up such exhibits as can not readily be transported to the schools but which can be shown to the best advantage at the center. These include scale and full size models of machines, habitat groups, and panoramas and dioramas of many kinds. Such exhibits as are set up at the center should be arranged, at all times, from the viewpoint of the child. The educational museum must also collect and make up such models as can be cir- culated to the schools for the direct use of the pupils. The distribution of such models and exhibition cases can perhaps best be handled by the department of visual aids delivery service, or in the case of a library, by the library delivery service.
The building of models and exhibits at all times requires careful work and only well built and as- sembled models or exhibits should be used. When- ever possible, models and exhibits should be built to full scale and carefuly executed as to color and form. They should represent as nearly as is possible the actual object or scene after which they are modeled. They should, also, be arranged in as naturalistic and realistic setting as it is possible to obtain, through the use of carefully reproduced panoramas or dioramas and through skillful use of artificial lighting effects. This is especially true in the case of habitat groups which is probably the most effective method of dis- playing animals, and birds. Through a well executed habitat group, it is possible to study not only the par- ticular animal, but also the section of the country which it inhabits, the form and type of plant and smaller animal life related to the main group, the topography of the country, and many other valuable points. The use of full scale models for this type of work is highly desirable and should be used whenever convenient and economically possible.
When scale models smaller than full size are used, it is usually more important to ascertain that the general plan of the model is faithfully reproduced than it is to have all of the details included. This is particularly true in the case of models representative of historical or geographical scenes where extreme attention to detail may distract from the observation and understanding of the model as a whole and in its relationship to the scene it represents. This is especially the case of models which are to be used by young children whose power of concentration is not particularly high, and to whom much of the detail of a carefully constructed model would be lost. In such models the panorama and diorama as well as skilful use of artificial light can also be used to great ad- vantage. In all scale models it is extremely important that the scale be clearly indicated and that the person viewing the model fully realizes that the scale is either smaller or larger than the actual object.
In preparing scale models, such as of insects or parts of the body, which may be larger than actual size, care must be exercised that all parts of the
model are enlarged proportionally in order tlirit there may be no misinterpretation of the model. In the matter of coloring, care also nuist be taken if the model is to serve its purpose effectively. If it is necessary or desirable to use other than natural color to emphasize certain parts of the models, such color should be clearly indicated.
The matter of lighting should be given very careful consideration as it is possible to greatly heighten the effect and to increase the interest and educational value of an exhibit through a skilful use of artificial light. Whenever possible such lights should be of the con- cealed type. \\'ith the proper lighting the illusion of depth, which is often highly important, can be greatly increased and a nuich more realistic exhibit can be achieved, than if the exhibit depends upon natural light. Furthermore, artificial light is much less in- jurious to most materials used in creating an exhibit and as artistically created exhibits are expensive, such consideration is of importance. .Artificial lighting should also be considered for certain exhibits which are to be circulated to increase their interest and educational value.
On the whole, the criteria for setting up exhibitsr, particularly such large exhibits which are placed in the educational museum center, should be quality and faithful representation rather than cheapness and quantity production. A few carefully executed models and exhibits are of greater educational value than a large number which do not faithfully represent the subjects they are to show. Again, a poorly made model or exhibit may easily give a child a false impression of a subject, which it may be rather diffi- cult to change. Every model and exhibit which the educational museum places on view at the center or which is sent out should be the best which if is pos- sible for the museum to obtain, all factors entering into the matter being considered.
(Concluded in March)
Contributors to this Issue
George A. Bovce, Instructor in Mathematics, Bronxville, Schools, Bron.xville, N. Y.
U. S. Burt, Head Department of Visual Instruction, Oregon State System of Higher Education, State College, Corvallis, Ore.
Ik.\ M. Freeman, Ph. D., Staff of Central Y. M. C. A. College, Chicago.
Elias Katz, Graduate Student, School of Education, College of the City of New York, New York City.
Marg.\ret a. Klein, Children's Bureau, United States Department of Labor, Washington, D. C.
-Arnold W. Reitze, Department of Visual Instruction, Jersey City, N. J.
Myrtle Sexauer, Frick Training School, Pittsburgh, Pa.
February, 19)3
Page 45
GOVERNMENT ACTIVITIES IN THE VISUAL FIELD
CONDUCTED BY MARGARET A. KLEIN
Industrial Exhibits
11' ONE should doubt the effectiveness of visual * l>rcsentation of facts. I should suggest that he defer his liiial decision in the matter until he has had an op{X)rtunity to visit the exhibits in the Arts and In- dustry clivision of the Smithsonian Institution of Washington, placed there by the various industries and manufacturers.
I-'or here can be seen in miniature complete layouts of basic industries with each step in the process of manufacture consecutively numbered and labelled so that the entire ])rocess can be easily followed. In fact, a short visit will enlighten the student on a number of industries in considerably less time than it would take him to make a single tour through an ictual plant.
The models are beautifully made to scale and in comijlete detail with roads, railroads, docks, boats, buildings, pipe lines, workman, and many other details too mmierous to mention. The size of the models is .generally 12 feet square and many of them are in .L,'iass cases. The ground line of the models is usually about three feet from the floor of the museum so that the entire model is conveniently visible.
In two places the visitor to the nmseum will find complete sections of a nn'ne reproduced. One of these models is a section of a coal mine while the other is a section of a coi)|)er mine. The models are so realis- tic that it is like visiting the mine itself!
A student in a geograjihy class learns that gold is mined but after a visit to the museum he knows that there are several ways in which it is mined, according to a very interesting model showing the various processes. The first process is that known as the hy- draulic process in which powerful jets of water are driven against the side of the hill thus washing down the earth and rock in which the gold dust and nuggets are found. This dislodged earth is washed down to a i)ool where it is held until a jwnning operation re- moves the gold.
At the op^iosite side of the model we find a replica if placer mining by hand i)anning of the waters of 1 small stream. The pamiing operation is simply scooping ui> a pan of sand with water from the bottom iif the stream, the sand being gently washed back and forth in the pan until the lighter earth is flushed away leaving the shining gold dust in the bottom of the pan. The gold being heavier than the earth will always stay at the bottom of the pan.
In the center of the model will be seen a river with 1 dredge handling the gold bearing earth in a whole- sale (inantity. This i* the method used today in
California for these dredges make profits from very low grade sands. On the top of the hill to the left one can see the process of deep mining where the quartz rock is blasted out, broken up in a crushing mill and passed through a cyanide process to recover the gold.
At another place in the museum you will find a small model of a deep mining operation in gold bear- ing sands in Alaska. A shaft is constructed and the sand is dug out and hoisted to the surface where it is stored above ground during the winter months and it is not panned until summer when water is available.
Another interesting mining exhibit is that of the copper mining, the gift of the Utah Copper Company, Bingham, Utah. It shows a mountain which is three miles around the base and one-quarter of a mile high. A placard with the model informs us that it is the greatest ore producer measured by tonnage of any mine in the world. Another placard states that in 1917 when the model was prepared the mine had been in operation for ten years and had produced a total amount of copper sufficient to make a telegraph wire that would go around the earth 500 times. The mountain was terraced and in various places small houses had been added to the model which added in- terest to it.
• Another interesting copper mining model is that of the Copper Queen Mine at Bisbee, Arizona, op- erated by Phelps, Dodge and Company. In a small model of a cube representing a 200 foot block of earth deep underground, a certain stope is marked which is shown nearby in a full sized model, actually taken from the mine and built into the mu.seum. Here one can see actual ore faces, timbering, and tools, and overhead is a miner digging out the ore.
The other full sized model mentioned in a previous paragrajih, is a section of a bituminous coal mine showing the entry which is the main haulage way con- necting the room of the mine with the shaft leading to the surface. The installation is not yet complete but there is enough of it to show just how the entry of a coal mine is constructed.
This model is part of a very comprehensive exhibit dealing with the coal industry which occupies an en- tire room and shows in addition to the actual mining, equipment used by miners, various grades of coal, charts indicating the coal resources of the world and a frieze of transparencies depicting the evolution of coal from turf through jxiat. lignite, sub-bituminous, bituminous, semi-bituminous, semi-anthracite, anthra- cite, graphite-anthracite and graphite.
(Continued in March)
Page 46
The Educational Screen
|
NEWS |
AND NOTES |
|
CONDUCTED |
BY JOSEPHINE HOFFMAN |
Boston University Second Semester Visual Courses
"Leading Movements in Education" is the name of a new course created for school teachers by Harvard- Boston University Extension Service, and includes the advantages made possible by the use of the new teaching aid, the sound motion picture. It is an un- usual exploratory course to new students of education in that it presents the various specialty fields avail- able for study. To teachers in service it brings some of the latest developments in the field of education.
Many outstanding educators will present their view- points in the field of their specialty, illustrated with sound motion pictures, which realistically bring con- trolled situations before the audience.
The method to be followed in conducting this course includes the presence of a leader selected, from Har- vard University or Boston University Schools of Education, as an exponent of the subject to be dis- cussed at the particular meeting. It will be the lead- er's task to prepare the teachers for the efficient use of the film. He will introduce the subject to be con- sidered and direct attention to principles and practices, explained and illustrated by the film lecturer and the motion pictures. After the film is shown the leader will answer questions aroused by the filn» ; will discuss the subject matter more thoroughly ; will bring the most recent developments in the field before the teachers and will offer assignments for further reading.
This course will be oflfered to the teachers of the Quincy, Mass., Public Schools on Thursday after- noons at the Senior High School Building from 4:15 to 6:00 beginning February 9th.
♦ ♦ ♦
"Visual Education — Management" will be con- ducted by Mr. Abraham Krasker, Director of Visual Education, Quincy Public Schools. It will include: Selection of materials, methods of filing and distribu- tion, planning buildings, training teachers to correlate the materials with the courses of study ; methods of use ; financing ; operation, upkeep and repair of ma- chines ; screens ; safety vs. inflammable films. Each teacher prepares for the use of visual aids in the class- room and for the management of a visul aid program for a school system. A few trips to organized depart- ments of Visual Education will be arranged.
♦ ♦ ♦
"Nature Study for Elementary School Teachers," under Professor Earle Brooks, is primarily a subject matter course for teachers of the elementary schools.
Methods of teaching with use of motion pictures will be discussed and demonstrated, and many one- reel nature study films used.
New York Visual Division Resumes Slide Service to All
In response to the hundreds of letters received from schools desiring continuance of the slide service, the New York State Education Department has decided to restore to the Visual Instruction Division part of the staff which was not provided at the beginning of the school year because of the financial situation. With this added help the Di- vision is again able to lend slides to all schools in the state on the usual one-week period.
With the staff reduced 30% in September the Division had to confine its loans to schools that had classes registered to use slides intensively and systematically in classrooms provided with stan- dard lantern equii)nient. denying the service to approximately 1200 schools that used slides no\</ and then as a purely supplementary aid in teaching and for special exercises.
Because of the small staff and limited supply of slides, however, principals are cautioned to super- vise visual instruction with a view to making it a positive educational aid rather than a means of occasional entertainment.
Another "Talking'' Experiment
Dr. C. C. Clark of the New York University School of Commerce has announced the results of his two-year study of the value of talking motion pictures in instruction. Dr. Clark and his associates conducted experiments on 1200 students in the course in general science who were unaware of the investigation. The purpose was to determine the relative values of sound and silent pictures and lec- ture demonstrations as a means of conveying con- crete knowledge or information, for developing the ability to think and to reason more soundly, and for stimulating and maintaining interest.
The study showed that when the picture is of the. news-reel type and an unseen "voice" accom- panies the picture, it is not as effective as a silent picture with printed captions. However, Dr. Clark found that sound films of the type in which sound is a vital and realistic part of the picture are as effective as are identical lecture demonstrations in conveying information.
February, 19 i 3
Page 47
In si)ite of Dr. Clark's conclusions concerning the high value of silent pictures and of lectures, he believes that sound films, carefully prepared and havin>jf a technical excellence eijual to those shown in the theaters, will prove to be a very important adjunct in schools. Dr. Clark's findings will be put to use at New York University in developing a special series of talking motion pictures for use in instruction in the outlines of science course in the School of Commerce.
Pictorial History of Iowa
'Iho Visual Instruction .Service of Iowa State College is collecting material for a number of lan- tern slides showing the industries of Iowa, and is interested in obtaining illustrations of the history of the state. Anyone having pictures that might be of value is urged to communicate with the Visual Instruction Service. Plans are being made so that the pictures may be copied, thus insuring prompt return of all illustrations.
Similar movements are on foot in other states, such as Kansas and Wisconsin, reports of which appeared in previous issues of The Educational Screen.
D. A. R. Film Activities
The Motion I'icture Committee of the National Society of the Daughters of the American Revo- lution in New York State makes varied and frequent use of motion pictures, especially since the advent of the 16 mm. film, according to a report in the January issue of the National Board of Review Mag- azine. They have compiled films, showing activ- ities of D. A. R. committees, and patriotic cele- • brations in W'ashington at the D. A. R. Congress for screening at chapter meetings.
Gifts of motion picture outfits have been made to two mountain schools foutided, operated and controlled by D. A. R. members. Pictures taken at these schools are shown with resulting interest of members of the Society in the splendid type of American mountain children, and the instruction in agriculture, home-making and organized recrea- tion which is given to them at these schools.
Because the impression made upon children by teaching films has been demonstrated by many tests, it is the plan of the Approved Schools Com- mittees to institute a teaching film lending library for the use of the mountain schools on the D. A. R. list of approved schools.
Two films have been purchased : Baby Beavers for nature study, and one of the American States- man series for history and civic interest. These will be held by each school on the list for a certain period and used as an aid to the teaching of these subjects then passed to the school next on the list, keeping up the chain of film study.
Virginia Adds to Visual Collection
The latest additions to the lii)rary of visual teach- ing aids acquired for the Virginia schools by the Extension Division of the University of Virginia, are two new and complete sets of the Yale Chron- icles'of America Photoplays in 16 mm. size. These historical subjects have been circulating through- out the state heretofore only in the standard 35 mm. width. Supplementary teaching materials for each picture are also included.
Included in the University's collection of picture materials, begun only recently, are several excel- lent groups of slides on nursing education, Alaska. Norway and the Virginia caverns, and commercial and historical subjects. For art appreciation there are five exhibits of famous paintings.
Use of Foreisn Talking Films
(Concluded from I'lij/c 42)
asked to pay a nominal admission fee to defray the rental and operating costs. Certain language de- partments allow their students class credit for at- tending such showings, and at the class meeting following the performance, conduct an oral or written quiz on the vocabulary embodied in the film.
Students and faculty members in other depart- ments may be admitted at these performances, re- sulting in additional profit to the department conducting the showing. If others are to be granted admission, it is advisable to give considerable at- tention to publicity, both by means of displays and announcements in the campus publications.
If a sound projector is not available, it is often possible to arrange with the owner of a theatre near the campus to run a special showing at some hour of the day when his house is not in regular use. This generally implies a degree of perfection in sound, projection, and seating facilities not at- tainable in a lecture hall with the commonly avail- able portable equipment.
In a recent article on "Foreign Films at the Uni- versity of Washington,"* Mr. Glenn Hughes has enumerated details of his own foreign language film program, which is now in its sixth year of successful operation. While the showings at the University of Washington are not primarily for purposes of language instruction, Mr. Hughes points out that the members of the French and German classes in the high schools and colleges in Seattle have con- tributed much to the support of these programs. It is interesting to note that a net gain of more than a thousand dollars a j'ear is realized on this series, and this profit is appropriately employed in supporting University publications and libraries.
♦News Bulletin, Institute of International Education, New York. VIII, No. 1, pp. 6, 7, Oct. 1932.
Page 50
The Educational Screen
FILM PRODUCTION ACTIVITIES
Tht aim of this »eiv department it to keep the educational field intimately acquainted with the increating number of film productions eipeeiaUy suitable for use in the school and church field.
RCA Starts 16mm Sound-on-Fiim Library
An important step toward the further development of the non-theatrical sound motion picture field, has been made with the announcement of the creation of an extensive 16 millimeter sound-on-film library by the RCA Victor Company.
The Camden recording laboratories are now actively engaged in building up a considerable catalog of dif- ferent subjects under the general classification of De- tective Stories, Aviation, Natural History, Sports, Travelogues, Comedies, Music Appreciation, Animated Cartoons and others. Recently, Burton Holmes Lec- tures, Inc., announced that it would begin the im- mediate production of 16 millimeter sound-on-film pictures for non-theatrical exhibition. The creation of the new Camden library together with the potential output by Burton Holmes from an extensive and important library of 7,000,000 feet of negative, is expected to provide an important incentive to schools, churches, clubs and lodges, as well as homes, to pro- vide themselves with the equipment for utilizing the wealth of material which is being made available to them.
The RCA library films, which will run approximate- ly 400 feet of film to the reel and provide eleven min- utes of playing time, are to be sold direct to dealers in the various cities who will set up and maintain their own libraries for the purpose of either renting or sell- ing the films in their localities. According to RCA Victor officials, new subjects will be released period- ically and the scope of the library greatly enlarged as the market develops.
An Industrial Subject
Copies, an unusual educational motion picture on the operation of the mimeograph, has been recently com- pleted and released for circulation in the non-theat- rical field. The important part the mimeograph plays in the efficient and successful operation of both busi- ness and educational institutions is graphically illus- trated by actual demonstration scenes showing the many uses of the equipment.
Extensive views taken in Japan show the manu- facture of long fibred stencil paper, a vital factor in the mimeograph process. The film follows the hand processing of the paper from the pulp of the kozu tree, which is found only in the mountainous plateaus of Japan, to the delicate, yet durable completed product.
Every type of mimeograph, from the hand operated
to the automatic, is shown in operation, illustrating the tremendous speed with which copies of many kinds of printed matter are made. The picture ex- cellently portrays the value of the mimeograph in schools, and illustrates how time and money can be saved in the printing of programs, lecture notes, maps, and any kind of line drawing for classroom use.
The film is available to all educational institutions in both 16 mm. and 35 mm. widths and is one reel in length. Copies was sponsored by the A. B. Dick Co., but is available directly from the producer. Atlas Educational Film Co., Oak Park, 111.
Milk Association Production
Modern Milk, a one-reel 16 mm. silent film on the history, packaging and uses of evaporated milk, is being widely exhibited by schools throughout the country.
The reel has historical shots of the caveman and his milk goat, of Nicholas Appert. the French ex- perimenter of Napoleonic days who was the first to discover a process for preserving milk, and of the operations in a modern evaporated milk plant. There are a number of animated drawings that clearly ex- plain some of the more complicated processes. The balance of the picture concerns infant feeding with evaporated milk, and its use in the kitchen. There are mouth-watering closeups of foods being prepared.
A report has reached us that the film has already been enthusiastically received by a total audience of 269,677 in 1,642 school showings. The prints can be obtained free by writing to the Evaporated Milk Association, Chicago.
Prepare Near East Film
An educational motion picture, produced throughout Egypt, Persia, Palestine, Iraq, Turkey and Syria, is being prepared for release by the Oriental Institute of the University of Chicago. It is expected that one of the large distributing companies will handle a theat- rical version of it.
Mentor Pictures to Import Films
A new company. Mentor Pictures. Inc., was re- cently incorporated for the purpose of importing scientific, educational, novelty and feature motion pic- tures from Europe. Temporary offices are at 220 ^^'est 42nd street, New York.
Dr. N. I. Stone, New York, is treasurer of the corporation. Joseph L. Young is secretary, and W. E. MacKee is vice-president. All have been active previously in the industry. Hans von Fraunhofer, of
{Concluded on page 52)
February, 19 ii
Page 5 1
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT, SECRETARY
Pennsylvania State Education Association Program
'llic \ isual ICducaliuii Ktjundtable and the Science Section of the P. S. E. A. met in joint session in the State Museum auditorium, December 29. E. O. Morrison, Vice President of the Science Section, presided.
The following program was rendered :
I. Object-Specimen-Model Collection as devel- oped for use in the schools by the State and City Teachers Colleges —
Professor Wilber Emnurt, State Teachers College, Indiana, as the representative of the various institutions, explained that the pur- pose of the collection was to assemble and have on hand materials that teachers could readily use when occasion demands. He called attention tt> the prevalence of verbalism and stalted that the use of these materials in con- nection with instruction will give children correct initial concepts, and arouse the prin- ciple of self-activity. Most of the materials contained in this collection were assembled without cost ; the others, at very little cost. It is hoped that this may serve as a model and that every school in the State will have a col- lection by this time next year. II. Some Uses of Visual Aids in Teaching the Social Studies —
Doctor H. H. Shenk. State Archivist, stressed the value of original source materials in visual- izing the teaching of history. He used the Charter of King Charles II to William Penn, the Charter of William Penn to the People, and the Indian Deeds, signed pictorially rather than by letters, as illustrations of the interest element of materials that can be seen and handled. He pointed to the Museum Collec- tions, especially the evolution of lighting, the evolution of transportation, the evolution of the arrow, fish hook, and utensils as the In- dians fashioned them, as materials that enrich and vitalize history in a way that the printed or spoken word cannot. III. Demonstration of Microprojection Apparatus —
Doctor Georg Rommert, Munich, Germany, as part of his demonstration projected on the screen bacteria as found in a drop of stagnant water, drinking water, on a stone, a piece of
moss, a root of water plant, and a piece of cheese. He showed the actual breeding of a snail from the embryo to the full grown snail, and the mites in cheese as they roamed about unseen to the naked eye. IV. The Revised Course in Chemistry —
Professor David Pugh, Pennsylvania State College, gave a comprehensive outline of the revised course in chemistry which will soon be printed by the State Department of Public Instruction. V. School Journeys in the Field of Science —
Doctor John A. Hollinger, Director of Science and Visual Education in the Pittsburgh Pub- lic Schools, pointed out the values of school journeys in the various fields of science and u.sed slides and films to show activities in the field of Nature Study and a technique for school journey use generally. He referred to the opportunities for teachers in the courses that are given at State College, Slippery Rock State Teachers College, and other such insti- tutions. VI. Business Session (Wilber Emmert, presiding) —
The following officers were unanimously re- elected : President — James G. Sigman, Phila- delphia ; Vice President — L. Paul Miller, Scranton ; Secretary — C. F. Hoban, Harris- burg.
Massachusetts Program
The meeting of the Massachusetts Branch of the Department of Visual Instruction was held February II at the Brookline High School, as announced in the January issue of The Educational Screen. We are glad to give below a copy of the program which has just been received.
Morning Session (Abraham Krasker, Presiding)
.Address of Welcome — Mr. Ernest R. Caverly, Su- perintendent of Brookline Public Schools.
Music — By a Sound Motion Picture — "The String Choir."
Address — "Result of Experimental Investigation of the Teaching Value of Sound Motion Pictures" — Dr. Phillip J. Rulon, Instructor in Education, Harvard University School of Education.
A Science Film, "Oxidation and Reduction" — a Sound Motion Picture. F'roduced by Chicago Uni- versity.
Address — "Measuring the Effectiveness of Sound
Page 52
The Educational Screen
Pictures as Teaching Aids" — Dr. V. C. Arnspiger, Director of Research, Electrical Research Products, Inc.
The afternoon session was devoted to an exhibition of Teaching Aids in the classroom and also a com- mercial display of machinery, equipment and material useful to the teacher.
Chicago Branch Meets
The Second Meeting of the Metropolitan Chicago Visual Education Association, affiliated with the Na- tional Education Association, Department of Visual Instruction, was held Saturday, February 11, 1933, from 10 A. M. to 3 P. M., at the McCormick Branch of the Young ^\'omen's Christian Association.
All persons interested in the wider and more effec- tive use of lantern slides and motion picture films in schools, churches, clubs, and public libraries, were invited to be present. The program included the following :
Forenoon Session at 10:00 A. M.
Dr. H. Ambrose Perrin, Superintendent of Joliet
Public Schools, presiding.
1. Opening remarks by the President.
2. Address and Demonstra,tion : "Slides Made in the Class Room" — Miss S. Naomi Anderson, Visual Instruction Department, Chicago Board of Education.
Discussion.
Membershij' Application Blank
Office of the Secretary, Department of Visual Instruction, 1812 Illinois Street, Lawrence, Kansas.
Date
I herewith make application for D .\ctive □ Asso- ciate D Institutional D Contributing Membership in the Department of Visual Instruction of the National Eduaction Association, combined with the National Academy of Visual Instruction, covering the period of one