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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-
^J^Z.
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
Secoff</s
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JTig. I.
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.
n.
A. r'
T"T
e.
rig. 3.
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-
Page 12
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)
Page 14
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
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
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.
"Daylight Projection" is made possible by the powerful illuminating
system. Even with opaque objects, this projector gives excellent re-
sults in a room light enough to take notes without eyestrain.
The teacher faces the audience, and besides dispensing with the
necessity of an assistant, the KOSB enables him to hold attention
more closely.
Projects standard glass slides and opaque material up to six inches
square. The holder for opaque objects has been especially designed
to carry such large material as heavy books, if it is desired to show
some illustration or part of the text in them. Illumination of
opaque objects and slides has been balanced so that there is no
sudden change and consequent eyestrain when changing from
opaque to slide projection or vice versa.
Cooling device prevents overheating. Easily portable, weight
24 lbs. Send coupon for complete details.
BALOPTICON KOSB
SEND THE COUPON
FOR
COMPLETE DETAILS
BAUSCH
& LOMB
OPTICAL
CO.
688 St. Paul St.,
Rochester, N. Y.
Please send me
complete details on
the new Balopticon KOSB.
Name
AddrcM
City
SUte
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 . . .
because our prices are low . . .
because our material is excellent and variegated . . .
because our terms of payment are unusually liberal . . .
because our service is prompt and whole-heartedly
cooperative.
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.
our Budget
Will Go a
Long Way
with the
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
PLANE SHUTTER, cloth
construction, gives you
speeds of from l/20th to
l/300th second. Double
exposures are impossible.
LEICA is praised by lead-
ing educators for its econ-
omy, simplicity, and per-
fect performance.
"The Pioneer 8 Years Ago —
The Leader Today"
LEICA'S patented features are found in no
other camera. Price with .10 mm. f:3.5 EL-
MAR lens. $92.50. tax included. "LEICA
Photography" illustrated news bulletin, free
on request.
Write for New Illustrated Booklet
"Why LEICA?"
E. LEITZ, Inc., Dept. 225
60 EAST lOTH ST., NEW YORK
Quickly Converted Into A
Perfect Copying Camera
The LEICA focusing copy at-
tachment enables you to make
copies of maps, drawings, let-
ters, books, micrographs,
etc., quickly and easily.
Any subject from V\" di-
ameter up to any size can
be photographed.
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 |
(1) indicates firm supplies
35 mm.
silent.
(2) indicates firm supplies
35 mm.
sound.
(3) indicates firm supplies
35 mm.
sound and silent.
(4) indicates firm supplies
16 mm.
silent.
(B) indicates firm supplies
16 mm.
sound.
(6) indicates firm supplies
16 mm.
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 year from date.
Check below the preferred date for payment of dues.
n Remittance attached □ First of next month.
D
Name
Position
Residence
City and State
I am CD ) a member of the
I am not D ( National Education Association
Note: Make checks payable to the Department of
Visual Instruction.
3. Address and Demonstration: "Teaching Pri-
mary Reading with Lantern Slides" — Miss Marie E.
Cuddy.
4. Business Session.
Luncheon at 12:00 Nuon
Paul G. Edwards, Visual Instruction Department.
Chicago Public Schools, Presiding.
Short Talks at Lunch
Topic : "Some Progress Observed in \'isual
Instruction''
Speakers — Dr. Dudley Grant Hays, Miss Stella E.
Myers, Nelson L. Greene.
Afternoon Session at 1 :30 P. M.
Dr. Perrin, Presiding.
5. Address : "How a County Superintendent Uses
Educational Motion Picture Films" — W. C. Petty,
County Superintendent of Public Schools. Waukegan
County, Illinois.
6. Address : "Teaching Dental Health by Play
Project Method" — William F. Kruse.
A projection of the film "Grandfather Molar,"
loaned through the Courtesy of the Chicago Dental
Society, will be made.
7. Address : "University Program of Educational
Talking Pictures" — Dr. Frank N. Freeman, School of
Education, University of Chicago.
A projection of some of the sound pictures made
with the co-operation of the University of Chicago
will be made.
Special Visual Department Meeting in June
The two-meetings-a-year ])ractice of the national
visual instruction (organizations in the i)ast will be
changed for 1933. The usual February meeting will
be combined with the summer meeting, and will be
held concurrently with the sunuuer session of the
National Education Association at Chicago next June.
This concentration of effort should mean a still more
significant program than at preceding semi-amuial
sessions.
Film Production Activities
{Concluded from page SO)
h'raunhofer and Company, Berlin, is European rep-
resentative of Mentor, with offices in Berlin. Ham-
burg, Budapest and Vienna. He is also general man-
ager of Photochrome Company, Inc., which controls
the \\'olfe-Hiede process of natural color production
in both 35 and 16 millimeter.
The fir.st releases of Mentor Pictures in the edu-
cational and scientific fields will be available March
15. Sound tracks for the American market will be
recorded in New York. Silent versions will be edited
bv Thomas Hogan, formerly with Pathe Audio Re-
view, who also will be in charge of all recording.
February, 19}}
Page 53
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
(Tbf Fitm Eitimatti^ in whole or in party may be reprinted only by special arrangement uitb The Educational Screen)
Afraid to Talk (Eric Linden. Sidney Koxi
1 L'niversHl ( I'olttics at iu rnttenest, with
ifuns murder*, brutal third deRree stuff, fram-
ins of the innucent, consciencelcsii douhle-
crossinK- Contemptible characters made Klnm-
omus. Uirly. depre*(»inK, proves nothinR, «tf-
feru nnthinir- I'ure senitationalism runniiiic
amuck.
\ Dcpendd on taste Y — Probably bad
C; - V.ry bad
Billion Dollar Scandal. The t Robert Arm-
' rnnif . Constance CumminK» » i Para. ^ Touirh
.<il-bird hero and pals. talkinK Kutter-Kngliah
wealthy, rrnok-politician and hi» rinie doine
a irt'vernment oil swindle. The buaa ruinf her >
tu end lovp-afTair with his heavy>drinkin :
dauirht^r. Hiirdly a reputable character or
nrtion throufrhout.
A— Hardly Y— BetUr not C— No
Bitter Tea of General Yen ( Barbara Stan-
wyck, Nili* A(*thert {CohimbiHi Kant vh. West
romance laid in Shantrhai iliirinK recent war-
fare. Beautiful mimiionary itirl falls into pow-
er of philoHiiphical Chinese General. Kach
learntt how ililTerent are their viewpoints and
he ccmmiLs suicide as only solution. Kxcellent
work by A»ther.
A—Rather Ktwl Y- Doubtful C— No
Central Park iJoan Blondell. Waltace Ford I
I First Nat'Ii Lively romantic melo<lrama about
boy anil liirl from the country, meetinic by
chance in Central Park, drawn into a series
of excitinx adventures that Anally turn out
happily. Hilarious, improbable hokum but
human enough ti> be realty amusinie.
A^Good of kind Y Amusinc - C -Amuains
Death Kisii. The i Itela LuKosi. David Man-
nerwM World Widei Kasy-iroinK detective story.
whole«i>meIy thrilling and romantic, with no
vulirarismit lu^tiieit in. Star is murdered in
midM of a Hollywood prtniuction. Rather en-
mirinir hero smoothly solves mystery which
baffles the dumb Inspector. Good liffht enter-
tainment.
A (;ood Y— Very soud C — Good
Frisro Jenny (Ruth Chatterton 1 1 Firnt Nnt'l)
Fine work by Chatterton as cabaret-courte.Han
in oil! Frisco, costumes of the *90'». CMmaxe:!
by disreputable mother heroically keeping her
identity secret from her illeuitimate son. who
becomes unknowinsrly her prosecuting attor-
ney. Seamy, tratcic, depressing.
A— Good of kind Y~Unwhole»ome C — No
Hello Everybody (Kate Smithi (Paramount)
Wholesome, simple, realistic little picture ex-
ploitintc Kate Smith and her radio sondes. Ak
leadinir spirit in her native farm community
Kate wins fiKht against water company
through her success on the radio. Interesting
chiefly for her particular radio public.
A- Hardly Y Good C— Good
Hot Pepper < Lui>e Velez. Edmund Lowe>
( Fox I Lupe grtod as impetuous, very uncon-
ventional little Spanish cabaret-dancer. Usual
wrangling roles by L.uwe it McLaglcn with
booze-racketeering and night club life n» back-
ground. Mo((tly same old stuff with risque
dialog and cheap EnglUh.
A" Mediocre Y - Better not C— No
Kid from Spain. The i Kddie Cantor) <U. A.)
Semi-musical, nonsense comedy made expressly
for the Cantor public. Hilariously ridiculous
bull-fight, usual bathing beauty chorus, and
incessant wisecracks sometimes riaque but giv-
en in brisk, burlesque manner probably harm-
less. Striking dance ensembles. Very funny
for those who think bo.
A — Depends on taste Y — Amaainc C — Excttinff
King's Vacation. The (George Arlias)
Warner I A very modern king, hating royal
, "mp. approving revolution, abdicates throne
and queen to resume life and love as he knew
them twenty years before. Poignant dlsil-
luaion. and the queen proves his true love
after all. Subtle, restrained, charming.
A Excellent V— Very good C— Beyond them
' Laoshter in Hell i Pat O'Brien) i Universal)
Sensational c«>ncoction of low-life family feud,
vulsar sex stuff, and revolting chain-gang tor-
tures. Crude hero unknowingly marries cheap
wanton kills her and her lover. Finally, aft-
er murdering three people, hero finds new love
and happiness.
A -Trash Y~Unwhol«aome C— No
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C -Child (under 15 years)
Bold faced type means "recommended"
Man Against Woman (Jack Holt i ( Colum-
bia» Underworld drama with Holt as topnotch
detective who carries no gun but an Incredi-
bly potent fist. In rather original climax he
winh out with the heroine over villain and
handsome young crouk-rival. Villain well
ptayt>d by Walter Connolly.
A Hardly Y Perhaps C Hardly
Men and Jobs (Russian cast) (Amkino)
More propaganda -slow, punderouB, but very
earnestly actetl. Supposedly shows Russian
progress under Soviet rule in learning to use
modern machinery. Glorifies the steam shovel
and Russian efficiency in its use. Mildly in-
teresting as usual.
A— Perhaps Y--Hardly C— No
Men cf America (Chic Sale, William Boydf
iRKOi Over-violent picture of gang-methods,
machine-gun murders, and activities of vigi-
lantes in peaceful little California valle"
Supposed to show how sound citizenry will
crush gangsterism when it gets too rough.
A- Hardly V No C—No
Monkey's Paw, The ( Ixiuise Carter) (RKO)
Horror picture about the superstition that a
monkey paw will grant wishes but the wisher
will inevitably regret the wish. Resultant
vriicsome tragedies are the main feature of
(he hodge-pt)dgc.
A— Worthless Y -By no means C — No
Nagana (Melvyn Dougles, Tale Birell) (Uni-
versal ) Cimquest of sleeping sick ness is the
supposed theme. Sensational and highly im-
probable hash of med ical heroism, pseudo-
science, gory battles of wild animals, weird
jungle superstitions and ceremonies, labored
romance- all laid in darkest Africa.
A— Hardly Y— No value C— No
No Living Witness (Gilbert Roland) < May-
fair t Villain swindles simple-minded racetrack
gambler, but is killed by husband he has out-
raged, and so the young people can get mar-
ried after all. A dictaphone does the most
praiseworthy work done by the cast. Just an-
other movie.
A— Mediocre Y— Hardly C— No
No More Orchids < Carole Iximbard. Lyle
Talbot I < Columbia i Well-acted society drama
showing close family ties quite laudably. Much
casual drinking, unconventional conduct bv
heroine, and dialog heavily smart and wise-
cracking. Heiress-pauper-prince triangle. Lou-
ise Closser Hale excellent as ultra "modem"
grandmother.
A — Perhaps Y- -Unwholesome C — No
No Other Woman (Irene Dunne. Charlett
Bickfordl iRKOk Irene Dunne only redeem-
ing feature in sordid story of rise of hard-
boiled steel-worker from mill-t')wn to wealth
and back again. Hero too crude for heroine's
devotion to be credible. Wholesale perjury at
divorce trial big feature.
A— Mediocre Y— Better not C — No
Past of Mary Holnes. The fHelen MacKel-
lar) (Radio) Dramatic story of farmer opera
star who lost her voice, now living in drunk-
enneas and squalor, known as the "Goose
Woman." Seeking publicity ihe unwittingly
involves her illegitimate son in a murder.
Star gives fine performance.
A— Interesting Y— Doubtful C— No
Red Haired AIIM iMyrna Kennedy) (Tower)
Small town girl is invidved with gang-leader-
rackctecr. is innocently forced to pose as his
wife, then marries the hero without telling
him the past. Hence blackmail by racketeer,
murder, and happy ending achieved with gi*i-at
difficulty.
A Mediocre Y— No C— No
Second Hand Wife (Ralph Bellamy. Sally
Filers I < Fox i Triangle drama, with audience
sympathy with the Secretary, for whom hus-
band divorces his selfinh. dissatisfied wife,
thereby losing custody of his prodigy daugh-
ter—until problem is happily solved. Only
mildly interesting-
A Perhaps Y UnsuiUble C—No
She Done Him Wrong (Mae West) (Para-
mount) Mae West strutting, singing and slink-
ing as the luxurious, vulgarian night-club
gueen, with maximum wealth and no morals.
Sex stuff in its mo«t brazen and offensive
form made as alluring as possible for the pub-
lic that likes it.
A Depends on taste Y-Pernicious C — No
Sign of the Cross. The (All SUr cast () Para-
mount ) Costly, colossal super-spectacle with
gorgei>us sets and notable acting. Sufferings
and heroism of early Christians finely shown
but religious value submerged in glorified ex-
pose of luxury, licentiousness, cruelty and
bestiality of degenerate Rome under Neru.
'Sensational and harrowing.
A ' Pine of kind Y— Decidedly not
C — By no means
Son Daughter. The (Helen Hayes, Rttmon
Novarro) iMf!M) Sensational, romantic, tragic
milodrama of Krisco s Chinatown during Chi-
nese war Helen Hayes fine as Chinese fiancee
of republican prince but forced to marry
royalist arch-villain. Plots, murders. Oriental
rites, novel and charming love scenes. Oland
good aa villain.
A— Good of kind Y Probably good C- No
Strange Justice (Marian Marsh, Reginald
Denny ) ( RKO ) Go^mI cast wasted on hiMlge-
podge story of romance of hat-check girl and
a young chauffeur nf bank president, who also
loves the girl and frames hero for murder.
After the usual amount of suspense, the hero
is rescued from the electric chair,
A--Hardly Y- No C -No
Thry Had to Get Married iZasu PitU. Slim
Summerville) (Universal) Two servants fall
heir to master's fortune, marry, and their
efforts to adjust to new position make some
excellent farce-comedy. Vulgarized by long
drawn out scenes of sex and drunkenness
which detract greatly from the real comedy.
A- Perhaps Y- Unwholesome C — No
Thirteenth Guest. The (Ginger Rogers. Lyle
Talbot) < Monogram) Undistinguished, though
at times fairly engrossing mysUry with old
house again the scene of murders, victim being
electrocuted. Usual scare devices absent, but
one or two gruesome shots. Tangled plot with
many loose ends.
A -Fair of kind Y— Fair C- Exciting
Tonight Is Ours (Claudette Colbert. Fredric
March) (Paramount! Deft, sophisticated com-
e«ly on "queen and commoner" love affair,
finely acted by whole cast and beautifully stt.
Engaged to marry a broad-minded prince for
state purposes, the tiueen gives her weddin:r
eve to her lover. Intelligently amuaing.
A— Good of kind Y— Unwholesome C- No
Trailing the Killer (Lobo. the dog) i World
Wide) Fine scenery, interesting animals, and
many engaging bits of action-- but crude ^tory.
mediocre acting, endless faking, and much
gratuitous cruelty to animals make p<»tentiallv
interesting nature-study more harrowing than
entertaining or instructive.
A- Hardly Y- -Hardly C— No
Vanity Street (Charles Bickford) (Columbia)
Tells the romance of gruff but big-hearted
policeman who befriends deaperaU little chor-
us-girl. "Punch" is sought by adding some
detective work and a stage star so mistreated
by her lover that she has to kill him.
A— Mediocre Y Better not C— No
Vlrtoe (Carole Lombard) (Columbia) Sordid
doings of cheap people with illiterate minds,
dollars and sex their only thoughts. Clorifie^n
supposed lofty love affair of wise-cracking,
crude taxi-driver hen> and blonde street-walk-
er. All other girls in cast in the same busi-
ness. Gutter English.
A— Trash Y — Pern icious C—No
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 Women'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 ])resent. 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.
Membership Application Blank
Office of the Secretary, ^
Department of Visual Instruction,
1812 Illinois Street,
Lawrence, Kansas.
Date
I herewith make application for D Active D 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 year from date.
Check below the preferred date for payment of dues.
n Remittance attached D First of next month.
D
Name
Position
Residence
City and State
I am D ) a member of the
I am not D \ National Education Association
Note : Make checks payable to the Department of
Visual Instruction.
3. Address and Demonstration: "Teaching Pri-
mary Reading with Lantern Slides'" — Miss Marie E.
Cuddy.
4. Business Session.
Luncheon at 12:00 Noon
Paul G. Edwards, Visual Instruction Department,
Chicago Public Schools, Presiding.
Short Talks at Lunch
Topic : "Some Progress Observed in \'isual
Instruction''
Speakers — Dr. Dudley Grant Hays, Miss Stella E.
Myers, Nelson L, Greene.
Afternoon Session at 1 :30 P. M.
Dr. Perrin, Presiding.
5. Address : "How a County Superintendent Uses
Educational ^Motion Picture Films" — W. C. Petty,
Countv Superintendent of Public Schools, Waukegan
County, Illinois.
6. Address : "Teaching Dental Health by Play
Project Method" — William F. Kruse.
A projection of the film "Grandfather Molar,"
loaned through the Courtesy of the Chicago Dental
Society, will be made.
7. Address : "L^niversity Program of Educational
Talking Pictures" — Dr. Frank N. Freeman, School of
Education, University of Chicago.
A projection of some of the sound pictures made
with the co-operation of the University of Chicago
will be made.
Special Visual Department Meeting in June
The tvvo-meetings-a-year practice of the national
visual instruction organizations in the past will be
changed for 1933. The usual February meeting will
be combined with the summer meeting, and will be
held concurrently with the summer session of the
National Education Association at Chicago next June.
This concentration of effort should mean a still more
significant program than at preceding semi-annual
sessions.
Film Production Activities
(Concluded from page SO)
Fraunhofer and Company, Berlin, is European rep-
resentative of Mentor, with offices in Berlin, Ham-
burg, Budapest and Vienna, He is also general man-
ager of Photochrome Company, Inc., which controls
the W'olfe-Hiede process of natural color production
in both 35 and 16 millimeter.
The first releases of Mentor Pictures in the edu-
cational and scientific fields will be available March
15. Sound tracks for the American market will be
recorded in New "S'ork. Silent versions will be edited
by Thomas Hogan, formerly with Pathe Audio Re-
view, who also will be in charge of all recording.
February, 19} i
Page 55
THE
FILM
ESTIMATES
Being the Combined Judgment! of a Ma
tional Committee on Current Theatrical Films
Ihf ttlm Eitimatc\, in nhote or in part, may be reprinted only by special arrangement uHb The Educational Screen)
Afraid to Talk (Eric Linden. Sidney Kux»
• UniveritAl) Politics «t iu rottenest. with
iraniE murders, brutal third dtfcree Htuff. fram-
ing of the innucent, cunHciencelesB double-
crosainK- tV»ntenu>tible i-haracters ma<le ulnm-
oroua. Uirly. depre^rtinir. proves nuthinK, t»f-
frra nothinK- Pure .tenitationalijim runninv
amuck.
\ -De|>end* on taste Y- -Probably bad
C -Very bad
Billion Dollar Scandal, The (Robert Arm-
«tn>niE. Cunittance CumminK^ ) \ l*ara.t Tuuffh
jail-bird hero and poitt, talkintc KUtter-Kntrlish
—wealthy, cruok-polilician and his rinir doinK
a ffuvernment oil swindle. The btmn ruint* her >
to end luve-aflfair with his heavy-drinkin ;
daaifhter. Hardly a reputable character or
action throufrhout.
A— Hardly Y— Better not C— No
Bitter Tea of (General Yen i Barbara Stan-
wyrk. Niln Anther 1 t('4»lumbin I East vs. Weat
romance laid in Shanghai durini; recent war*
fare. Beautiful missionary (tirl falls into ih>w-
er of philosophical Chineae General. Each
learnji how dilTerent are their viewpoints and
he ctimmibi suicide as only solution. Excellent
work by Aiither.
A— Rather jtwd Y— Doubtful C— No
Central Park iJoan Blondell. Wallace Ford »
I'irst Nal'h Lively romantic mebMlrania about
inty and itirl from the country. meelinR by
chance in Central Park, drawn into a series
of excitinir adventures thai finally turn out
happily. Hilarious, improbable hokum but
human rnouKh to be really amusfnir.
A -GfMid of kind Y -Amusing - C— Amualnr
Death Kiss. The ( Belu LuROsi. David Man-
ners M World Wide I Kasy-KoinfT detective story,
wholesomely thrilling and romantic, with no
vultcarismtt luKKCfl in. Star is murdered in
midst of a Hollywood production. Rather en-
(tairinK hero smoothly solves mystery which
baffles The dumb Inspector. Good Ught enter-
tainment.
A Good Y— Verygood C— Good
Frisco Jenny (Ruth Chatterton H First Nat'U
Fine w<irk by Chatterton as cabaret-courtesan
in old Frisi-o. ctwtumes of the 'nO*s. Climaxei
by disreputable mother heroically keepinic her
identity secret from her illegitimate son, who
becomes unknowinxly her prosecuting attor-
ney. Seamy, trajric. dcpressinK.
A--G(K)d of kind Y— Unwholesome C^No
Hello Everybody i,Kate Smith) (Paramount)
Wholesome, simplf. realistic little picture ex-
ptoitJnK Kate Smith and her radio sonpfi. As
leading spirit in her native farm community
Kate wins fiffht aKainst water company
throuKh her tiucceiw on the radio. Interestinic
hiefty for her particular radio public.
\ -Hardly Y Good C Good
Hot pepper ( Lupe Velez. Edmund Lowe>
Kox I Lupe if<HH] as impetuous, very uncon-
tntionnt little Spanish cabaret-dancer. Usual
wrantrlinic roles by Lowe & McLaizlen with
b«K>ze-racketeerinK and niKht club life as hack*
trround. Moctly same old stuff with risque
•linlo^ nnil cheap Knirlish.
\ Mcdifure Y- HetUr not C — No
Kid from Spain. The (Eddie Cantor) <U. A.)
Semi-musical, nonsense comedy made expressly
for the Cantor public. Hilariously ridiculous
bull-fiftht. usual bathins beauty chorus, and
u-essant wisecracks sometimes risque but iciv-
M in brisk, burlesque manner probably harm*
less. StriktnR dance ensembles. Very funny
for those who thtnk so.
A — Depends (m taste Y — Amuaiiiff C — Exciting
Kind's Vacation. The (Geonre Arlisa)
VVBrner)A very modern king, hating royal
i">mp. approving revolution, abdicates throne
and queen to resume life and love as he kn€W
them twenty years before, Poisrnant dlsll-
Inaion. and the queen proves his true love
after all. Subtle, restrained, rharmin?.
A Excellent Y— Very rood C— Beyond them
' I.4iuthler in Hell i Pat O'Brien) (Universal)
Sensational concoction of low-life family feud,
iilsar sex stuff, and revoltinR chain-iranic tor-
tures. Crude hero unknowintrly marries cheap
wanton kills her and her lover. Finally, aft-
er murderintr three pe«>plp, herx» finds new love
and happiness.
A -Trash Y — Unwholaaome C — No
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C -Child (under 15 years)
Bold faced type means "recommended"
Man Asainst Woman (Jack Holt) (Colum-
bia) Underworld drama with Holt as topnotrh
detective who carries no Kun but an incredi-
bly potent fist. In rather nriicinal climax he
winK out with the heroine over villain and
handsome youuK cro»>k-rival. Villain well
played by Walter Connolly.
A Hardly Y Perhaps C— Hardly
Men and Jobs (Russian cast) ( Amkino)
More propaKHnda slow, ponderous, but very
earnestly acted. Supposedly shows Russian
progress under Soviet rule in learning to use
modern machinery. Glorifies the steam shovel
and Russian efficiency in its use. Mildly in-
terestinic as usual.
A- I'erhaps Y— Hardly C— No
Men cf America (Chic Sale, William Boyd)
(RKO) Over-violent picture of Kanir* methods.
machine-Kun murders, and activities of vIki-
lanles in peaceful little California valle-
Suppo.^ed to show how sound citizenry will
crush tcansrsterism when it Kets too rouirh.
A~Hardly Y- No C— No
Monkey's Paw. The ( l^iuise Carter) (RKO)
Horror picture about the superstition that a
monkey paw will K^ant wishes but the wisher
will inevitably reirret the wish. Resultant
urucaome tratrcdies are the main feature of
the hodire-podKe.
A — Worthless Y— By no means C — No
Nairana (Melvyn Douicles. Tale Birell) {Uni-
versal) Conquest of aleepintr sickness is the
supposed theme. Sensational and hivhly im-
probable hash of medical heroism, pseudo-
science. Kory battles of wild animals, weird
junsle superstitions and ceremonies, labored
romance — all laid in darkest Africa.
A- Hardly Y— No value C— No
No Livinc Witnesa (Gilbert Roland i (May-
fair) Villftin swindles simple-minded racetrack
gambler, but is killed by husband he has out-
raKcd. and so the youoK people can get mar-
ried after all. A dictaphone does the most
praiseworthy work done by the cast. Just an-
other movie.
A--Mediocre Y— Hardly C— No
No More Orchids (Carole Lombard, Lyle
Talbf^ti (Columbia) Well-actetl society drama
showinir close family ties quite laudably. Much
casual drinking, unconventional conduct bv
heroine, and dialoK heavily smart and wise-
crackinR. Heiress-pauper-princ-e trianfrle. Lou-
ise Cloaser Hale excellent $t» ultra "modem"
grandmother.
A— Perhaps Y — Unwholesome C — No
No Other Woman (Irene Dunne. Charles
Bickford) (RKO I Irene Dunne only redoem-
inir feature in sordid story of rise of hard-
boiled steel-worker from mill-t'»wn to wealth
and back atrain. Hero too crude for heroine's
devotion to be credible. Wholesale perjury at
divorce trial bis feature.
A- -Mediocre Y— Better not C— No
Past of Mary Holmes, The (Helen MacKcl-
lar) (Radio) Dramatic story of former opera
star who lost her voice, now livinir in drunk-
enness and snualor. known as the "Goose
Woman." Seektnir publicity ^he unwittintrly
involves her illeKttimate son in a murder.
Star frives fine performance.
A— Intercstinff Y— DoubUul C—Vo
Red Haired Alibi (Myrna Kennedy) (Tower)
Small town Kirl is involved with tcantc-Ieader-
rackcte?r, is innocently forced to pose as his
wife, then marries the hero without lellimr
him the past. Hence blackmail by racktrteer.
murder, and happy ending achieved with jrrvat
difficulty.
A Mediocre Y— No C— No
Second Hand Wife (Ralph Bellamy. Sally
Kilersi ( Fox) Trianxle drama, with audience
sympathy with the Secretary, for whom hus-
band divorces his selfish, dissatisfied wife,
thereby losinir custody of his prodltry daush-
ter — until problem is happily solved. Only
mildly interestins.
A Perhaps Y UnsuiUble C— No
She Done Him Wronc (Mae West) (Para-
mount) Mae West struttinic. sinsrinK and slink-
ins as the luxurious, vulgarian night-club
queen, with maximum wealth and no morals.
Sex stuff in its most brazen and offensive
form made as alluring as possible for the pub-
lic that likes it.
A Depends on taste Y-- Pernicious C — No
Sign of the Cross. The (All SUr castOPara-
mount) Costly, colossal super-spectacle with
gorgeous sets and notable acting. Sufferings
and heroism of early Christians finely shown
but reliffious value submergeil in glorified ex-
pose of luxury, licentiousness, cruelty and
l>estiality of degenerate Rome under Nero.
-Sensational and harrowing.
A Fine of kind Y~Decidedly not
C — By no means
Son Daughter. The (Helen Hayes. Rimon
Novarrot (MOM) Sensational, romantic, tragic
melodrama of FVisco's Chinatown during Chi-
nese war. Helen Hayes fine as Chinese fiancee
of republican prince but forcetl to marry
royalist arch-villain. Plots, murders. Oriental
rites, novel and charming love scenes. Oland
good as villain.
A— Good of kind Y Pn)bably good C— No
Strange Justice ( Marian Marsh. Reginald
Denny) tRKO) Good cast wasted on h*>dge-
podge story of romance of hat-check gir) and
a young chaulTeur of bank president, who also
loves the girl and frames hero for murder.
After the usual amount of suspen-^e. the hero
is rescued from the electric chair.
A Hardly Y- No C--No
Thfy Had to Get Married (Zusu Pitts. Slim
Summerville) (Universal) Two servants fall
heir to master's fortune, marry, and their
e^orts to adjust to new position make some
excellent farce-comedy. Vulgarired by king
drawn out scenes of sex and drunkenness
which detract greatly from the real comedy.
A- Perhaps Y— Unwholesome C — No
Thirteenth Guest, The (Ginger Rogers. Lyle
Tnlbot ) ( Monogram ) Undistinguished, though
at times fairly engrossing mysUry with old
house again the scene of murders, victim being
electrocuted. Usual scare devices absent, but
one or two gruesome shots. Tangled plot with
many loose ends.
A— Fair of kind Y- Fair C- Excitmg
Tonight Is Ours (Claudette Colbert, Fredric
March) (Paramount) Deft, sophisticated com-
edy on "queen and commoner" love affair,
finely acted by whole cast and beautifully s*t.
Engaged to marry a broad-minded prince for
state purposes, the i|ueen gives her weddinn
eve to her lover. Intelligently amusing.
A — Good of kind Y — Unwholeaome C -No
Trailing the Killer (i*bo. the dog) (World
Wide) Fine scenery, interesting animals, and
many engaging bits of action -but crude -^tory.
mediocre acting, endless faking, and much
gratuitous cruelty to animals make potentially
interesting nature-study more harrowing than
entertaining or instructive.
A- Hardly Y— Hardly C— No
Vanity Street (Charles Bickford) (Columbia)
Tells the romance of gruff but big-hearted
policeman who befriends desperate little chor-
us-girl. "Punch" is sought by adding some
detective work and a stage sUr so mistrea'eii
by her lover that she has to kill him.
A—Mediocre Y -Belter not C— No
Virtue (Carole lA.mbard i (Columbia) Sordid
doings of cheap people with illiterate minds,
di>llar8 and sex their only thoughts. (Jlorifles
supposed lofty love affair of wise-cracking,
crude taxi-<lriver hero and blonde street-walk-
er. All other girU in cast in the same busi-
ness. Gutter English.
A— Trash Y— Pernicioua C— No
Page 54
The Educational Screen
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
New York State Education (December) C. F.
Hoban, State Director of Visual Education, Penn-
sylvania, contributes an article on "The School
Journey as a Visual Aid" as the third in this series,
the first two of which were reviewed in previous
issues of The Educational Screen.
Scientific experiments have demonstrated the
value of the school journey in enriching, vitalizing
and improving the quality of instruction and the)'
are becoming a common practice in many progres-
sive European countries, particularly Germany.
In a few brief paragraphs, Mr. Hoban outlines the
use of this visual-sensory aid in teaching such sub-
jects as art, geography, literature, music, mathe-
matics, nature study and science, vocational
education, civics and history, and points out the
opportunities offered for correlating the various
subjects. He gives the following essential steps in
school journey procedure : "evaluate all the advan-
tages and the purposes for which the journey is to
be conducted; make necessary arrangements; the
journey proper; instruction enroute ; the lesson at
the object of knowledge ; relating the information."
The National Geographic Magazine (December)
"The Story of the Map" is a long and fascinating
discussion, with plenty of illustration, upon a sub-
ject of particular interest to educators using visual
aids in the presentation of geographical subjects.
We recommend it to our readers who are in need of
fresh material in their visual presentations.
The New York Times Supplement (November 13)
"Efifects of Class Movies Tested" is a report upon
the work of Miss Josephine Matthews, an instructor
in the Junior High School at Great Neck, L. I.
Miss Matthews has again tested the film as a means
"to stimulate ideas that lead pupils into extensive
studies."
Four boys and four girls were chosen from mem-
bers of the class participating in the experiment
to see what projects they would undertake after
seeing a series of pictures.
The series of movietone films by Professor Henry
Johnson of Columbia University were used, those
telling the history of famous American songs,
"America," "Dixie," "Yankee Doodle" and "Colum-
bia, the Gem of the Ocean."
In the newspaper account no details are given as
to the control of the experiment. Too, general
assertions, based on so small a number of trials, are
unwise. Nevertheless, the results obtained in each
case stand for themselves, and there is no good
reason why such results would not be the rule
rather than the exception, providing the instruction
could, in all picture use, be as thoughtful and expert.
"Two girls," Miss Matthews says, "were greatly impressed
by the idea of movies entering the teaching profession. Curi-
osity prompted these girls to replace movie magazines with
teachers' college catalogues salvaged from all parts of the
country. A study of the history of public schools together
with biographies of leading figures in education followed.
Both girls requested to do 'practice teaching' after school
hours with retarded children. Two boys and one girl noticed
that the songs were written at moments of great stress in
the life of the country. They were curious to know what
songs modern nations were producing under similar con-
ditions. Russia was chosen for study. This topic became
the centre of controversy for the semester and resulted in
many debates, dramatizations and illustrations of Russian
aflfairs. One boy and one girl made a study of American
cultural life during the Revolutionary period. The remain-
ing boy, a problem child, marks average, a general tendency
toward being sullen, proved most reluctant about revealing
his real thinking and had to be dealt with outside school
hours. He liked the song pictures but objected to one
'emphasizing a war spirit and not patriotism.' After two
weeks of mysterious waiting he produced a ponderous black
notebook which assailed the futility of war, the interpre-
tation of patriotism and 'racketeering.' "
Safety Education (November-December) These
two numbers carry an article on "Home-Made
Slides" by H. Louise Cottrell, Vice Principal, Stock-
ton School, East Orange, N. J., who tells how a
sixth grade helped in teaching safety to the school
children by means of a lecture illustrated with slides
they made from pictures of actual danger situations
which they themselves selected and posed. This
method was found to be very effective in arousing
the interest of the children.
In the second part of her article Miss Cottrell
gives specific directions for making various types
of slides : paper cut outs, pencil-made, ink-made,
cellophane and photographic.
The Journal of the National Education Associa-
tion (December) In this issue appears the third
article in a series of nine on better teaching of
geography by Zoe A. Thralls, president of the Na-
tional Council of Geography Teachers. It discusses
"The Use of Maps in Geographic Instruction."
Everyone will doubtless agree with the writer's
statement that maps have a distinctive function, as
they present certain types of information better
than any other medium. Her first rule for training
children to read maps is that every map symbol
introduced must be visualized first and, therefore,
February, 19}}
Page 5 5
the first symbols introduced should be those for
which he has imagery. She goes on to outline
further steps in the development of abilities and
understandings in map instruction.
The High School Teacher ( December) Mr. B. A.
Aughinbaugh, Department Editor of Visual Instruc-
tion for this periodical, gives his attention to "De-
bunking Visual Instruction." He regrets the use
of the terms, "visual instruction" and "visual edu-
cation," and says whoever originated them per-
petrated a great wrong for they have beclouded the
facts. We quote a few of his statements:
"Motion pictures are to be used just as books are
used. They have no greater, and no less function
than books in education, or in any other human
activity, where recorded communication is required.
. . . Passivity and activity have nothing to do with
the story. The difference lies solely in the effi-
ciency quotient between the book and the cinema.
. . . The superiority of the cinema lies in the fact
that it can do more than one thing at a time. . . .
In this way the cinema gains time."
Two things he believes are needed — the produc-
tion of motion pictures which have the same con-
tinuity of subject matter as textbooks, and the
assembling of these films into collections at con-
venient points for distribution at low cost.
The Journal of Geography (December) "Teaching
Climate in the Elementary School," by Clarence E.
"Koeppe, State Teachers College, Springfield, Mis-
souri, and "The Use of Photographic Material in
Teaching Elementary Geography," by Malcolm J.
Proudfoot, University of Chicago, are two resource-
ful discussions for teachers of this subject. Articles
of theory are always suggestive enough, but those
which offer clear conceptions of methods and appli-
cation, as do these two discussions, are of particular
\alue to a teacher.
The Illinois Teacher (November) "Technique of
leaching with Motion Pictures," by John A. Hol-
linger. Director of Nature Study and Visualization in
the Pittsburgh City Schools, is a short outline of
teaching procedures when motion pictures occupy a
major and minor position in the development of the
learning unit.
Parents' Magazine (December) "Is Your Child
a Home Movie Star?" by Albert E. Waugh, is a
delightful and helpful presentation of its subject.
The best means at the disposal of the parent for
making good films, the best times at which to ap-
proach the child for filming, as well as the titling
of home movies, are some of the aspects of the
subject offered.
NOW READY
Dr. McClusky*s Report on
VISUAL
INSTRUCTION
Its Values and
Its Needs
THIS REPORT, made at the request of Mr. Will H.
Hays, summarizes the author's ten years of intimate
study in the field of Visual Instruction from the re-
search angle. Dr. McClusky's first contact with
Visual Instruction was at the University of Chicago
where, under the guidance of Dr. Frank Freeman, he
wrote his doctor's thesis in that field. Since that
time as chairman of a National Educational Associa-
tion sub-committee and as President of the National
Academy of Visual Instruction he has made a number
of surveys of the use of visual aids in the educational
field, thus giving him a wide background of rich
experience for this study which is reported herewith.
In other words, this report summarizes in succinct
form the results of over ten years of intensive study
of Visual Instruction and answers the question "What
is the Present Status of Visual Instruction?"
Other questions answered in this report are: How
many courses in Visual Instruction are offered in the
schools of our country? How many teachers in
training are beinq instructed in the methods of
Visual instruction? What is the annual expenditure
of city school systems for Visual Instruction? What
are the immediate needs of Visual Instruction? What
can industry do to cooperate with educators in
furthering the advantages of this new medium of
teaching? It is the only authentic and up-to-date
study of its kind ever made.
Only a limited edition available.
Order your copy at once.
PRICE: $1.50 PER COPY
ORDER DIRECT FROM
EDUCATIONAL SCREEN
64 E. LAKE ST.
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Page 56
The Educational Screen
THE CHURCH FIELD
CONDUCTED BY R. F. H. JOHNSON
Sussestions From the Religious Motion Picture Foundation
to Stimulate Greater Activity in Your
'IIOW to Stimulate Greater Activity in
' ' Church through ^Motion Pictures" is the title of
a very interesting and informative booklet just issued
by The Religious Motion Picture Foundation. Inc.,
140 Nassau Street, New York City. The booklet not
only contains many worthwhile observations in rela-
tion to the general topic of motion pictures in church
work, but also helpful suggestions with regard to
making and projecting motion pictures, together with
a directory of religious and educational films distribu-
ted by the Foundaton.
We would strongly advise clergymen and other
church leaders to write to the Foundation for a copy
of the booklet.
Under the heading "The Church as a Contributor
to Inspirational and Educational jMotion Pictures,"
the booklet comments, among other things, as follows :
"The Foundation cannot emphasize too strongly the
importance of having techniques for motion picture
])roduction, and for the use of films, developed as
rapidly as possible by leaders of religious thought and
practical church life. Theirs is the breadth of knowl-
edge and that crystallized .sense of life's inner values.
Once they become visually minded, the rich possibili-
ties of this Twentieth Century medium for communi-
cating ideas and stimulating to action will be revealed.
"There is too great a spirit of negation in the world
today. We tend to approach life and its problems with
'no" and 'not'. The Church can, if it will, use the mo-
tion picture to point to examples of affirmation in
action. It can bring to a weather-beaten world a way
of life that will take root and yield increasingly abund-
ant harvests of purposefulness and joy.
"Every church should be a potential contributor to
the supply of motion picture material. With a .steady
su])ply of stimulating pictures interpreting the Chiuxh
in action, the Spirit of Christ at work in the world
will live and grow. Young people's guilds can, if they
will, put their creative talents to work in this field for
the benefit of millions instead of hundreds. And in
doing so, they will have the satisfaction of artistic and
constructive achievement.
"The business of the Church, and of the motion pic-
tures designed for its use, is to help us experience that
true spiritual emotion which gives meaning to life, and
arouses us to action and service. The audience in the
theatre is essentially passive, while in a church service
supplemented with films, unless the congregation is
moved to thought and action, the effort has fallen far
short of its mark,
"Ministers who have been using motion picture pro-
grams in the church as a substitute for the local 'show'
have failed to grasp the great essential possibilities of
this medium, nor are they weaving it into the warp
and woof of the church fabric. They are like people
building a house of expensive imported material, not
necessarilv suited to the climate and landscape, when
at hand there is an unlimited supply of native material
that will prove most effective if properly prepared and
used."
Here is another fine thought, one which relates to
the financial side of church programs:
"\Miile it is true that there are a large number of
very excellent motion pictures for advertising pur-
poses, worthwhile pictures made by the Federal Gov-
ernment and certain other groups, with no charge for
rental other than the forwarding costs, it cannot be
expected that new material particularly suitable for
church use can come into being continuously and be
made available without reasonable rental charges. . .
"It is not satisfactory, as a rule, to 'pass the plate'
every time a picture is shown. If the motion picture
is to have a regular place in church programs and not
simply be frosting put on the cake occasionally, a fund
should be set aside in an organized way for this
purpose."
The following suggestions are made as helpful to
church groups that are endeavoring to get projection
equipment, and that plan for the use of pictures as a
regv;lar part of their church life :
1. Inclusion of motion jMCture item in annual church
budget.
2. Special paid motion picture programs in church
or parish house.
a. W'eekly features.
b. \\'eekly children's program, such as travel,
history, educational, recreational motion pic-
tures accompanied ])referably by leadership
and attendant activities.
c. Monthly special features.
d. Occasional road show benefit motion picture
performances where a church does not have
sound equipment, or where pictures are on
tour.
e. Family recreational picture nights.
f. Young people's nights.
g. Travelogue series.
February, 19} 3
Page 57
,v SjKiiisiniii}; spiiiiil or jxiriodical "selected" pro-
ijram nights at local motion picture theatre — in
co-operation with local exhibitor on a percentage
basis.
4. Six;cial fund raising activities, not motion pic-
tures, under auspices of young people's societies
or guild.
5. Fairs and benefits by women's aid societies.
6. Special motion picture collections.
7. Securing of individual patrons for motion pic-
tures among church members.
Clersyman "Shoots" Camp Movie
Kcv. Ciforge 1. Melhorn, I'rinity Lutheran Church,
Bedford, I'a., writes that during the months of July
and August he was asked by the Parish and School
Board of the United Lutheran Church to make a
movie of their Summer Camp located at Biglersville.
Pa. This Mr. Melhorn did, with the aid of his Filmo
camera, and the completed film has been made avail-
able to any United Lutheran church. The title of the
film is "A Day at Nawaka." There are over 200
feet of camp activities. In a chronological order one
witnesses a complete day at the camp. Mr. Melhorn
says the camp officials are more than pleased with it.
Stereopticon Lectures on Religious Education
"Religious Education in Character Building" is the
title of the new stereopticon lecture just released by
the Division of Religious Education in the Local
Church of the Board of Education of the Methodist
Episcopal Church. Conditions which tend to dwarf
life, and the activities in religious education which
will counteract these and build Christian character are
illustrated by the lecture. The manuscript for the
set was prepared by the Rev. Frank A. Lindhorst,
assistant in local church and field supervision, and the
slides were produced by the Stereopticon Department
of the Church.
The set, which is available to pastors and leaders
of the church merely upon payment of transportation
charges, will l>e distributed from the regular stereop-
ticon distribution offices at 740 Rush Street, Chicago,
Illinois.
Priest Makes Travel Film
Rev. Leon M. Linden, pastor of the church of Our
Lady of Good Counsel at Aurora, Illinois, is a vet-
eran amateur movie maker who has made over 16.000
feet of pictures. He went to Europe in 1928 and again
in 1932 and both times shot some unusually interesting
travel films. On his last trip he attended the Euchar-
istic Conference in Ireland and states that his Con-
ference pictures are particularly fine. When time per-
mits he gives lectures on his travels to the accompani-
ment of his movies. He has movies of his parish cov-
ering a number of years.
Film Announcements
riie Hoard of Missionary Cooperation of The
Northern Baptist Convention have added a few
16 mm. motion pictures to their list recently. They have
acquired A Michigan Miracle, an eight-reel story of
a rural church in southwestern Michigan, the making
of which was reported in the May, 1932 issue of The
Edu CATION Ai, Screen.
Sunrise for the Mono is a 16 mm. edition of the
story of the progress of mission work among the
Monos east of Fresno, California.
.\ two-reel 16 mm. movie on the work of the
Christian Center has also been completed. Most of
the photography was done around Chicago showing a
large farm that was cut up into little garden plots for
the unemployed, and the work in the Center itself.
♦ ♦ ♦
National Sound Service studio has contracted with
Fidelity Pictures for the synchronization of Onward
for the Queen, dealing with the Chinese Catholic Mis-
sion and produced by Rev. Richard Ranaghan in
China. The picture will be roadshowed in Catholic
churches.
♦ ♦ ♦
Reliance Film Exchange has acquired rights to the
Eucharistic film for the U. S. with the exception of
New York, New Jersey, Pennsylvania and California.
Save as Much as $122.50
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Page 58
The Educational Screen
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
Director, Scarborough
School,
Scarborough-on-Hudson, N. Y.
Some Uses oF Pictures
MYRTLE SEXAUER
piCTURES valuable for geographic instruction clas-
■ sify themselves into three large groups. First are
the pictures of high geographic value that show some
type of man's activity, the type of place in which the
activity is going on, and suggested reasons why the
activity is carried on in its particular setting. A
picture of this type might be one taken along the
Monongahela River. It should show the steel mills
on the river bank, the railroads close at hand, and the
barges available for shipping raw materials. A child
will readily note that manufacturing of iron and steel
is the most important type of activity shown ; that
the river and the level land near the river suggest
certain facts concerning the environment in which
the activity is carried on ; and that the railroad and
river barges suggest how easily raw materials can be
transported from their place of origin to their place
of use. Pictures of this type are of unlimited value
in the teaching of geography and should serve as basic
source material.
The second group of pictures, those of medium
geographic value, are ones that show either a cultural
activity, such as manufacturing, without the natural
environment to help suggest why this activity is car-
ried on ; or a natural feature without any related cul-
tural activity. Pictures of medium geographic quality
are of value to give children correct concepts of cul-
tural and natural items. They may be included in
the study of a region, provided they are carefully used
to lead to a relationship of man's activity to his natural
environment. Care should be taken that only those
necessary for the development of concepts needed in
reaching an understanding of geographic relationships
are included. The third group consists of pictures of
low geographic quality. This type of picture includes
exterior and interior views of buildings, groups of
people, etc., without any relation to the natural en-
vironment. A very limited number of these pictures
should find their way into the geography classroom ;
and then, only when they are correlated with other
pictures or textual materials in an attempt to under-
stand the adjustriients of man to his natural environ-
ment.
There are many phases of picture-study that are
worthy of consideration, but the tise of pictures of
geographic quality is by far the most important. It
has already been suggested that pictures should serve
as basic source material rather than as supplementary
material. A child will get from a picture exactly
as much value as the importance and the amount of
emphasis placed on the picture. Therefore, the de-
sire to help the child realize the importance of picture-
study is just as vital as any amount of training that
will enable him to gain information from his text or
elsewhere, and should be a definite goal for each
geography teacher.
A study of the specific uses of pictures reveals many
ways in which they serve as rui excellent means of
gaining worthwhile information.
1. A group of carefully chosen pictures may be
used for orientation or a reconnaisance survey. This
is one of the few instances where a fairly large num-
ber of pictures may be introduced at one time. Care
should be exercised to choose several pictures showing
the most important kinds of activities and only a few
showing the activities of less importance ; this will
help the child place his emphasis upon an interpreta-
tion of the activities that are characteristic of the
region, rather than lose himself in the details of
minor activities. The relationships suggested by pic-
tures used in this way should be further strengthened
by maps, other pictures, and reading.
2. A motivation lesson based upon an intensive
study of one or two pictures showing activities that
are characteristic of a region is one of the most in-
teresting ways of introducing a unit. As with pic-
tures that are used for orientation or a reconnaisance
survey, the ideas gained from pictures in a motivation
lesson should be strengthened by maps, statistics, and
reading.
3. Pictures may be used to introduce a new con-
cept, especiallv if the understanding of the concept
would involve a lengthy word-picture. Some con-
cepts require long word-pictures that leave the child
with a much less vivid image of the concept than a
few minutes work with pictures. This use of pic-
tures will place the concept in the child's mind for
]iermanent use — to be further strengthened by its re-
ajjpearance in other pictures, maps, or reading.
4. Pictures can be used as :i problem-raising and
problem- solving device, and no use of pictures is of
ijreater value than this. Intensive picture-study often
reveals disconcerting data and helps the child raise
worthwhile i)roblems. If the child uses the sugges-
tions in the picture to help solve the problem he raised,
he is reading out of a picture suggested relationships
February, 19)}
Page 59
of man's activities to his natural environment. If he
uses another picture or another source of information
to help solve the problem, he is reading into the pic-
ture suggested relationships of man's activities to his
natural environment. This use of pictures readily
trains the child, not only to raise good thought ques-
tions, but to seek their solution, first in the picture
itself and then in other sources of information.
5. When a child has been carefully trained to raise
])roblen)s and seek their solution he will unconsciously
make another use of pictures. He will begin to use
them as a check against the information he has gained
from maps, graphs and statistics, and reading — and
in turn will check pictures with other sources of
information. When this habit has been firmly estab-
lished, he will no longer generalize with insufficient
data.
6. Last of all, pictures may be used as a testing
device. Tests take on a form of definite teaching when
pictures are used as a source of information, and they
liange from the dreaded formal tests to ones the
hildren enjoy.
Visualizing Music In Light
It is safe to say nothing has been done liefore like
this production by Oscar Fi.schinger in Berlin, dis-
tributed in this country by Universal Film Exchanges.
In a brief but exceedingly original film he seeks to
give an interpretation in light as an accompaniment
to a nuisical classic. The sound track gives a Brahms
Hungarian Dance, while the screen supplies, a play of
moving light forms, endlessly varied, perfectly syn-
chronized, giving a visible counterpart of every aud-
hle effect produced by the orchestra. Tempo, rhythm,
crescendo, climax, shading, phrasing — in short, all the
elements involved in musical expression.
A single light motif at a time may occupy a small
traction of the screen — groups of lines, bands, points,
curly-cues, or geometrical shapes — or a combination
of motifs may cover the whole area momentarily. A
lialf-dozen short parallel lines of light may appear at
.1 lower corner of the screen, move upward, bend diag-
nnally, thicken, spread apart, draw together again, curl
back on themselves and stream downward. A broad
arc of light may enter from the side, move across the
screen followed by other bands of parallel curvature
l)ut varying in width according to the rising or fall-
ing volume of the music. A cluster of points may
i|)pear, elongate into lines, take on arrow points, en-
large swiftly, and vanish suddenly at a crashing cli-
max. A full pause is matched by a dark screen.
All is continuous flow and incessant movement —
swift, slow, straight, spiral, wavy, tremolo — always
in the exact rhythm of the music. It is movement in
harmonic accord with sound. It is rhythm made vis-
ible and vivid. There is no limit to the range and
variety that can be created in this film genre if it
proves to be a thing of value to the music world.
PICTUROLS
in the Classrooms of the
Nation
if^SB^SJlL!
Wherever Used . . . This Economical
Method Brings Greater Pupil Progress
Greater Teaching Success I
Picfurol is becoming standard equipment in the
classroom of the nation. . . . Educators endorse it.
. . . Modern teachers use it. . . . It brings you
teaching success. . . . Helps shoulder your daily
responsibilities. . . . Makes each lesson presenta-
tion varied, live, interesting. . . . Awakens en-
thusiasm in your pupils . . . holds the attention
and insures lasting impressions. . . . You as a
teacher should put this simple projector to work
for you. ... it operates from any electric light
current or battery A wide variety of still
pictures is available to you, projected serially from
non-inflammable film. ... A helpful teaching
syllabus comes with every film to make the presen-
tation easy for you, worth while to your pupils.
For your own success . . . for the progress of your
pupils find out about Picturols and what they can
mean to you and your teaching ambitions.
S. V. E. SCHOOLFILMS available on rental in either
16mm. or 35mm. width — safety motion picture film
low rentals— excellent and dependable service.
SOCIETY FORW
VISUAL EDUCATION
INC.
Manufacturers, Producers, and DisI rihiitors of Visual Aids
327 S. LaSalle St., Chicago. III.
SOCIETY FOR VISUAL EDrCATlON, INC.
Dcpt. E.. 327 S. I.aS«nf St.. Chioga.
Gentlemen ; Please send me full details of your special offer on Stand-
ard S. V. E. PIcturol Projector with selected Picturols. It Is under-
stnod this oblisates me in no way.
n Check here (or Cataloc of school film motion pletar* sobjeets.
Name . .
Address
Position
Page 60
The Educational Screen
Educational Possibilities oF Films in Art Courses
ELIAS KATZ
ki Y THESIS began with the bhnd conviction that
' ' " motion picture fihns are valuable in the appre-
ciation of art as taught in secondary schools. Since
that time no opinion has denied this basic premise,
while, more eloquent than expressed words, has been
the encouragement I have received from every quarter.
Originally I had planned to prove this value. Im-
mediately the following problems arose:
1. How define "art appreciation"?
2. How measure "art appreciation"?
3. How measure the effect of a film upon an
observer ?
4. What films can affect appreciation?
First I studied process films, which show the steps
irt the process of artistically manipulating various
materials. These are valuable for a knowledge of
a technical process, but are wholly removed from the
emotional and aesthetic thrill of actually creative art.
By good fortune I contacted with films which I
believed might be of great stimulating value to those
who observed fhem. Knowing little of the history of
the films, I arranged a showing in a New York City
High School, and invited a number of artists, art
teachers, and film makers. In the audience were mem-
bers of the Fine Arts Faculty of Teachers College,
Columbia University. With Professor Charles Mar-
/ /
SYNCHROFILM
/ /
Portable 35 mm. Sound-on-Film Projec-
tor complete with amplifier and speaker.
For auditorium or classroom use.
Designed especially to meet the needs of
schools, churches and other non-theatrical
groups.'
Perfect projection and true sound reproduc-
tion are obtained from this connpact, light-
weight equipment, complete in two units,
easily portable, simple to thread and simple
to operate.
All parts aluminum castings and not stamp-
ings.
OFFERED AT SURPRISINGLY LOW COST
Write for complete information.
Weber Machine Corporation
tin and Professor Sallie Tannahill I arranged a second
showing of the films in Horace Mann Auditorium,
Columbia University, which took place on Tuesday
evening, January 17, 1933, under the auspices of the
Fine Arts Department. This showing was extensively
advertised. Our audience was between four and five
hundred.
We had three purposes in mind in inviting those
present :
1. To stimulate thought and arouse interest over
the educational possibilities of films in art courses.
2. To very concretely contrast films which had
been made for art use with films which can be, and
should be made.
3. To obtain some indication of the effect of one
of the films upon the audience.
The first, Making of Wrought Iron, was a typical
process film.
Process films are the majority of those produced
for art use today. The assumption which imderlies
all such films is that a greater appreciation of art
quality may be gained through a knowledge of the
process involved. That such an assumption is wholly
unjustified and possibly untrue, has never seemed
to have occurred to the makers of process films. In-
deed, so much beyond mere knowledge of the process
NOW! SOUND PICTURES!
GENERAL ELECTRIC EDUCATIONAL FILMS
Technical and Nontechnical
With Synchronized Sound or Silent
The General Electric Company, through its Visual
Instruction Section, has produced many educational
pictures of both a technical and nontechnical nature.
These films are intended for exhibition in the interest
of education, public welfare, and commercial develop-
ment. They deal with the electrical industry, its ac-
complishments, and its relation to other industries.
General Electric films — 35- and 16-mm. silent and
35-mm. sound — are lent free of charge except for
transportation costs. Write to the nearest of the fol-
lowing General Electric offices for a copy of Motion
Picture Catalog, GES-402B.
1 River Road,
Schenectady, N. Y.
1405 Locust St..
Philadelphia, Pa.
230 S. Clark St.,
Chicago. 111.
200 S. Main St.,
Salt Lake City, Utah
1801 N. Lamar St.,
Dallas, Texas
84 State St.,
Boston, Mass.
92B Euclid Ave.,
Cleveland, Ohio
329 Alder St.,
Portland, Oregon
187 Spring St., N. W.,
Atlanta, Ga.
Special Distributor —
'Department of Visual Instruction^
University of California,
Berkeley, Calif.
59 RUHER ST.
ROCHESTER, N. Y.
*A small service charge is made for films ordered from this office.
GENERAL # ELECTRIC
February, 19 ii
Page 61
is iii'cc'ssary for true appri'ciation !
In the next two films, Diaijonalsitifonic by Viking
ICggeling, and Rhythmus by Hans Richter, we come
closer to factors which may influence ai)prcciation.
Here the movement of abstract designs becomes a
visual exi)erience highly stimulating to the creative
imagination ! As in listening to nuisic. we are emo-
tionally stimulated, and if appreciation is basically an
individual emotional response, then we may conclude
that the film has influenced appreciation.
The next two films, Plant Groivth by Electrical
Research Products, Inc., and Surf and Seaweed b\
Ralph Steiner. showed l)eautiful images of nature.
'l"he first was a purely scientific observation film, the
-I'cond an observation film creatively controlled. Such
t'llms may be of great value and stimulation for art
students.
Diagonalsitifonic concluded the program.
Directly following the performance, we held a spir-
ited discussion, among some specially invited guests.
Certain concrete proposals as to the content of films
which might be used for educational purposes in art
courses were set forth. Questions on the original
rea.son for the creating of the films, on the effect of
the films both emotionally, and upon possible aes-
thetic growth, and other most interesting comments
and criticisms were made. The varied and often con-
tradictory opinions showed how evocative of thought,
arc films of this nature.
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Kerular price $140.00. Film in splendid condition.
MAKE ME AN OFFER
WILLIAM W. NEWCOMB " ?,Vh^,7rN. ??"•
For Screen Projection
Write for free samples.
RADIO-MAT SLIDE CO., Inc.
1674 Broadway, New York, N. Y.
.\ questionnaire was passed out directly following
the showing of the. last film on the program. In this
I attempted to objectively record opinions, prefer-
ences, and general emotional reactions. Although it
is a crude attempt, its simplicity and ease of scoring
may m.ake its further investigation and refinement a
worthwhile contribution to the problems of measur-
ing the effect of works of art upon the beholder.
Many tasks are yet to be done. The four problems
I stated at the beginning may never be solved, but I
hope that by setting them forth plainly, and by show-
ing my own efforts to attack a minute phase, there
may be a heightening of interest and thought over the
whole <|uestion of films and art appreciation.
Teachers Satisfied
With SPENCER Projectors
because they meet classroom needs
SPENCER offers a connplete line of projectors for opaque material — glass slides — film-
slides — microscope slides. The 2 most popular classroom lanterns ever offered by
anyone are illustrated. Prices are reasonable.
A Library of educational filmslides of 28, 148 pictures available to you also — at mod-
erate cost, approximately 5c per picture.
A complete line of Spencer Visual Aids v/ill be on display at the N. E. A. Convention —
Booth C-7, February 25 to March 2. Demonstrations gladly given.
If you don't see the display at the N. E. A. — write for K-64F on filmslides and K-77F
on projectors.
Spencer Lens
Company
Buffalo. N. Y.
NEW YORK CHICAGO SAN FRANCISCO
,,,,„, , , , , BOSTON V/ASHINGTON ^od.l D-th. id.al 9I..S slid. I.nfrn
Modtl VA — the el.itroom Unttrn for for classroom uie.
opaque and glass slides interchangeably.
Page 62
The Educational Screen
AMONG THE PRODUCERS
Where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
Photography by Heat
In a totally dark room in the Kodak Research Lab-
oratories, the bust shown in the accompanying photo-
graph was set up in front of the camera, faced by two
electric' irons. After an hour's exposure, the photo-
graph resulted— with the bust "illuminated" by heat
from the irons.
As electric irons do not glow, there, therefore, was
no visible illumination. In a previous experiment,
when a group picture was taken in the dark in one
second, the room was actually flooded with infra-red
rays from a battery of sixteen lOOO-watt lights covered
by a filter that permitted only the invisible infra-red
ray to pass.
In the case of
the present
photograph
there was no
such source
of infra-red
rays; but, in-
fra-red rays
are associated
with heat,
heat. There-
fore, when
the heat was
turned on, in-
fra-red was
radiated and an emulsion produced by the Kodak Re-
search Laboratories to be very sensitive to the infra-
red was able to record the rays.
The practical usefulness of the new infra-red-sen-
sitive photographic materials at present is princi-
pally in the field of astronomy. The annual report
(for 1931-32) of the Mount Wilson Observatory re-
marked that the Kodak Research Laboratories' ef-
forts in producing greater sensitivity to the infra-red
portions of the spectrum "have made possible re-
searches previously quite impractical, and have ex-
tended spectroscopy into a new and most important
region."
Bell & Howell Animation Stand
The Bell & Howell Company has developed an
Animation Stand which provides a very complete,
efficient, easily used unit for making, on 35 mm.
film, animated drawings, maps, mechanigraphs,
etc.; producing film slide negatives; photographing
titles : also copying documents, books, and records
Heated Irons Furnish Illumination
for Photograph
of any kind — document copying being a new field
for the motion picture camera with single exposure
device.
This stand will be particularly worth while for
industrial film laboratories, for it will facilitate their
title work and enable them to cut costs while
getting excellent results. Moreover, at a' compara-
tivel}^ slight cost, it equips them ideally to handle
other classes of work which, though in good de-
mand, are not done in many studios and hence
offer a new source of profitable business.
Bass Film Service
The Bass Camera 16 mm. film rental library catalog
oflFers a wide variety of news events, sports, comedies,
cartoons, entertainment features, travel and educa-
tional films at moderate rates. It also includes a few
sound subjects for use on 16 mm. disc apparatus. The
films are available for rental only in the following
states : Illinois, Indiana, Iowa, Kansas, Kentucky,
Michigan, Minnesota, Missouri, Nebraska. North
Dakota, New York, Ohio, Pennsylvania, South Da-
kota, West Virginia, and Wisconsin.
Another catalog, the Bass Bargaingram, offers many
fine bargains in both new and rebuilt 16 mm. and
35 mm. equipment.
New Victor Products
Yu meet the growing demand for a 16 mm. pro-
jector with a film capacity of up to 1600 feet, Victor
Animatograph Corporation, Davenport, Iowa, has de-
signed such a projector, which is said to meet the
problem of equalizing and controlling the film tension
so as to prevent serious damage to the film.
The regular Victor Model lOFH Projector body
and base are employed in this model. The 1600 foot
reel arms, with pulleys attached, intermediate take up
unit, cut-out base-board and special carrying case may
be obtained as attachments and adapted to any Victor
lOFH or lORH now in use, without interfering with
its use as a 400 foot equipment.
Another Victor improvement is a new type of
spreader lens for still projection with the Model 10
Series of projectors, which is claimed to result in a
tremendous increase in illumination. The spreader
lens is mounted in a safety shutter which ai:tomatically
drops into place between lamp and film when the
operating lever is moved into "still projection" posi-
tion. By dissipating heat with the spreader lens and
automatically increasing the flow of air through the
lamp house, the projector produces an unusually bright
still picture without danger of blistering the film.
1l
.iy
Educationa
COMBINED WITH
Visual Instruction News
^:
i'?t?r~-:..VSB(!!?;
CONTENTS
Adapting Visual Aids to Class Routine
Broadening the Horizon of Visual Instruction
The Educational Museum
Motion Pictures Promote Community Relations
Our Bird Sanctuary— A Project
'~f?--
Single Copies 25c
• S2.00 a Year •
^ ' mil
MARCH
1933
mpoPvTAriT
Victors mtvmatic Trip 9
;i^^ Phantom Watchman that
is never off guards makes
It impossible Jot any
VlCTOPi to (Uunage film.
as the Brakes
onyoyrCarll
T WOULD BE SILLY to buy a car without
brakes. To invest in a motion picture projector
that has no provision for protecting film from
damage is almost as ridiculous.
Only VICTOR, has been ingenious enough to
provide an unfailing protection at the four vital
points in a projector .... including the patented
device which automatically stops mechanism and
cuts off light in all film emergencies.
Mr. N. E. Brock, Brooklyn, N. Y., is one of
many thousands who have learned the true value
of such protection. He says:
"I made a 300 foot film which imnti. out so wtW that
we decided to have it duplicated at once .... but
neglected to do so until after the jihn had been through
our VICTOR over IJO times .... Thought it a bit
foolish to order a duplicate after using the film so
much, and it was with grave misgiving.? that we awaited
projection of the duplicate. We toere .speechless it'ith
amazement and delight u>hen perfectly clear, sharp
pictures flashed on the screen. There is not a scratch
or sign of wear of any \ind visible, and values are
quite as good as in the original."
No VICTOR projector has ever broken, mangled,
or otherwise mutilated a film; but Film Protection
is only one of several exclusive features that VIC'
TOR provides in addition to superior projection
and distinctive beauty of design.
WRITE FOR DESCRIPTIVE LITERATURE
Demonstrations Will ^ladl-g he arranged
Addrr.is all inquiries to
Victor Animatograph Corp'N
DAVENPORT, IOWA
242 W. 55lh St., New York City bSO So. Grand, Los Angeles
'ke WoMD's fiNEST i6mm Motion PictupvE EauiPMENTV/2
tAarch, 19 H
Page 67
Educational Screen
Combined with
Visual Instruction News
MARCH, 1933
VOLUME XII NUMBER 3
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
H«rb»rt E. SIcught, Pre».
Fr*d*ricl J. Lane, Treat.
Nalion L Greene, Edifor
ElUworth C. Dent, Manager
Evelyn J. Baler
Josephine Hoffman
OHo M. Forkerf
Dudley G. Hayt
Stanley R. Greene
Joseph J. Weber
R. F. H. Johnson
Marlon F. Lanphler
F. Dean McClutliy
Stella Evelyn Myers
CONTENTS
Editorial 68
Adapting Visual Aids fo Class Routine. Clyde Stewart 69
Use of Motion Pictures to Pronnote Connnnunity Relations.
O. H. Oldfather 7!
Broadening the Horizon of Visual Education.
W. Bruce Adams 72
The Educational Museum. Arnold W. Reitze .73
Government Activities in the Visual Field.
Conducted by Margaret A. Klein 75
News and Notes. Conducted by Josephine Hoffman 77
Among the Magazines and Books.
Conducted by Marion F. Lanphier 79
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent 80
Film Production Activities 82
The Church Field. Conducted by R. F. H. Johnson 84
The Film Estimates 85
School Department. Conducted by Dr. F. Dean McClusky 07
Among the Producers 94
Here They Are! A Trade Directory for the Visual Field 96
Contents of previous issues listed in Education Index.
Generel and Editorial Offices, 64 East Lalce St., Chicago, Illinois. Office
of Publication, Morton, Illinois. Entered at the Post Office et Morton,
Illinois, »i Second Class Matter. Copyright, March, 1933, by the Edu-
cational Screen, Inc. Published every month eicept July and August.
$2.00 a Yeer (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cti.
Page 68
The Educational Screen
EDITORIAL
THIS issue goes to press just after rich America
has lifted its ever-to-be-niemorable bank mora-
torium. In the brief period since, certain favor-
able indications are nuiltiplying rapidly. This country
seems to be reaching- definite conclusions regarding the
nonworthwhileness of chronic "depressioning," and
emphatic decisions regarding the resumption of con-
structive activity. When one has wallowed long enough
one merely gets up, cleans up and moves on. It has
been a long wallow. Now for the wallop !
IF WE ever had any doubt as to the need of a
magazine for informative purposes in this visual
field, letters like the following would dispel said
doubt instantaneously. This one was sent by a School
Superintendent, in a state notably progressive in edu-
cation, to his State Director who is notably efficient
in his work in the visual field. The writer's name is
mercifully omitted.
"Dear Sir,
"Since the adoption of Visual Education in the
Schools of , I am rather anxious to know
what the minimum requirements are. We have
been having on an average two reels of educa-
tional pictures each week. Occasionally a company
sends us three reels. In order to save varied inter-
ruption in classes and extra operations, and
, through the fact that our films have been quite
educational and adaptable to various ages, we
assemble grades and high school together once
each week for this visual education.
"Now, the reason for the above explanation
with the subsequent inquiries by me is that a mem-
ber or two of our Board of Education wonder if
we don't have too much visual education, and
whether or not it is as valuable as Arithmetic and
other subjects since pupils do not get credit for it.
"The thing I should like to have from you is a
statement denoting : ( 1 ) About the amount of
visual education that you require. (2) A state-
ment of approval of our present plan, if accept-
able. (3) Additional suggestions you think
advisable."
We are indebted to the live-wire Director for send-
ing on to us this pitiful masterpiece of abysmal non-
comprehension, with his own comment of "Ye Gods !"
We agree utterly. And as long as there are still
thousands, in positions of authority in the educational
field, who are capable of such so-called thinking on
the visual idea, The Educational Screen must go on.
It has an unlimited job to do.
ANOTHER letter comes direct to us from a sub-
scriber who has read the last two issues only,
out of our eleven years or more of publica-
tion. We learn that we look like the "trade organ of
motion-picture supply houses. No government films
are listed, although the magazine ' ' finds ma-
terial to list. No travel films are listed, although good
ones are at hand. I have seen excellent ones in thea-
tres, 'The Bay of Naples' and 'The Blue Danube'
recently. Thirty commercial films are listed in one
number and thirty-three in the other. Seven of them
are for children. That is, ninety per cent of your page
is xised for non-educational material. I question the
pedagogical value of such a list. I regret the waste
of space that could be used to list the things I should
like to learn about."
This is by no means the only correspondent to put
us in our place regarding attention given to "theatrical
films." And such defense as we offer in our replies
doubtless seems quite feeble to these correspondents.
We can but remind them that we furnish detailed in-
formation on thousands of non-theatrical films annu-
ally, in the magazine and in 1000 and One Films, from
every known source in the country ; that these films are
listed, classified, reviewed or summarized, and the
exact source given where they may be had ; that the
non-theatrical material given by the magazine men-
tioned has been printed by us six months to six years
ago and much of it many times over ; that all the non-
theatrical films, carefully reported to us each year,
by all known producers and distributors for the past
ten years, stand safely and accessibly in our files of
tens of thousands of cards.
The charge of "waste of space" involved in printing
theatrical movies "not for children," instead of whole-
some travelogues, interests us still more. We suspect
that it is an infinitely greater service to any child to
spare him seeing those fifty-six undesirable movies
than to show him the Bay of Naples. In fact, we
could name many among the fifty-six, any one of
which will do more permanent harm to a normal
youngster than fifty-six Blue Danubes could possibly
counteract.
ANOTHER correspondent, however, finds our
Film Estimates still more objectionable — and
for the opposite reason — seven recommenda-
tions out of sixty-three apparently stamping us as a
tool of the Industry. The Film Estimates are
syndicated in various publications, including certain out-
standing magazines in the Church Field. This corres-
pondent asked two of the latter if they were "paid for
running those Film Estimates" as an advertising serv-
ice to the Industry( !!), received no answer, and asks
us. Our only suggestion would be that the corres-
pondent, in a particularly brave moment, asks the
Motion-Picture-Industry to pay for reprinting the Film
Estimates anywhere — and hear or feel their answer.
Nelson L. Greene
March, 19}}
Page 69
Adapting Visual Aids to Class Routine
i. Preparation of Visual Tests
CLYDE STEWART
ACJkKAT many commercial films, slides and film
slides are unfit for classroom use. They are
primarily advertising medium material which
oftentimes does not fit in with the class work, is not
available at the time it is needed, or is not organized
and written up Irom the pe<iagogical point of view.
These objections have caused visual material to fall
into disfavor among .some educators. A careful use
of right visual material will pay large dividends in
student motivation and learning. In these articles I
am attempting to sketch briefly .some ways of using
visual material more effectively and some ways of
making improved visual material. (The cost of ma-
terials is comparatively low.) My illustrations are
based on the teaching of science but might be applied
to agriculture, history, or some other branches of work.
To combat the entertainment idea that a few stu-
dents have regarding screen visual material, tests
should be given on all material the same as on the
regular class work. I think a carefully prepared test
should accompany every box of slides, film slides, and
motion picture film. Students should be urged to take
notes on the material. This promotes closer attention
to details which might otherwise escape their notice.
There are several methods of testing that can be
practiced with slides or film slides. Our method is
to project material on to the screen, having students
answer questions about it orally or on paper in the
semi-darkened class room. The views can also be
projected on a blackboard, the pupils writing with
chalk directly on the pictures or diagrams. For in-
stance, suppose you were teaching the location of cer-
tain important geographical centers. A blank map of
the United States can be projected on the blackboard
and pupils asked to step up to the board and write
in names of the important cities or states. In all
forms of testing with a projector too dark a room
should be avoided. If the projector is not suitable for
semi-darkness such testing methods are perhaps ques-
tionable.
Another method that can be used successfully is to
set up the projector after school and project a diagram
on to the blackboard, then, while the image is on the
board, trace it in with chalk leaving out certain essen-
tial points. Oftentimes some student from another
class who is interested in drawing will do the tracing
for the teacher. Parts of the diagram are then lalieled
or numbered and it can be used the next day as the
basis of a test. (See the diagram and test Figure 1.)
Tests from film slides can be placed on a mimeo-
graph stencil with much the same method. If the
projector has a lens mount that will jiermit the lens
to move forward (juite a distance so a small image
can be formed, this image can be projected on to a
mimeograph .stencil or duplicator paper and traced in.
Thus a great number of copies of the test can be
prepared. If the students are then required to put
their answers to questions on a separate sheet of paper
given and saved for next year's work,
the test questions can be collected after the test is
With lantern slides the diagrams are often large
enough to be transferred directly to the mimeograph
stencil without enlargement with the projector. This
can be done very easily by putting the slide up to a
window with the stencil over it. Enough light will
shine through so one can trace the diagram. The
whole test should be made largely or entirely ob-
jective, whenever possible, to simplify the marking
>^ I r 1
3.
Ash pit
J=r
Figure I
of papers. When the tests are to be used year after
year a teacher feels justified in spending more time
and making up tests carefully. Such tests should be
carefully filed for future use.
Below is given an example of a blackboard or
mimeograph test that makes use of a partly completed
diagram given in Fig. 1.
A Visual Test on Heating Plants
1. The heating plant illustrated above is (1) a pipe-
less system (2) a pipe hot air system (3) a steam
system
2. The air at (A) is moving (1) up
( 2) down
3. The air at (A) is (1) hot (2) cold (3) average
temperature
4. The air at (B) is moving (1) to the right (2) to
the left
Page 70
The Educational Screen
5. The circulation of the air in this system is de-
scribed by scientists as a current.
6. Is there any connection between pipe (C) and
pipes (A) and (B) Answer yes or no
7. Is this system of heating cheaper to install than a
steam heating plant? Answer yes or no
Many of the questions will tie up witH the text book
and it is desirable that text material should be
taught before the visual work is given. This test
was used for a daily quiz with a diagram traced on
the board.
II. Making Photographic Copies oF
Visual Material
If a teacher has an elementary knowledge of pho-
tographyi a great deal of visual material can be copied
for permanent use. Permission can be obtained from
the producers in most cases to make photographic
copies when they are not to be sold. By copying
slides and film slides a school can build up a per-
manent visual library and material is then available
at a moment's notice. The expense of copy material
is not very high. A cheap photo-finishing outfit can
be purchased for as little as two dollars. With this
outfit, and a projector, most of the things described
in this article can be accomplished. It is quite possible,
of course, to do better work and get special effects
by further study and more equipment.
Suppose you wish to make copies of some valuable
lantern slides. You can buy from a photo supply
house some lantern slide plates. They cost about 50
cents a dozen. These are unexposed glass plates with
a surface that is sensitive to light. With the aid of
your photo-finishing dark lantern a package of' these
plates can be opened for use in a dark room. Any
room can be used at night, of course. The pro-
cedure for copying a slide is much the same as used
in making a photographic print on paper. The slide
to be copied is placed in the printing frame with the
cover glass up. If there is printing on the slide it
will be readable from the back of the frame. When
the slide is in this position it will bring the emulsion
surface very close to the emulsion of the unexposed
slide. If the exposing light is placed at least ten
feet away from the printing frame, a fairly sharp
copy can be made. If a sharper copy is desired the
cover glass of the slide must be removed so that the
two emulsion surfaces lie in actual contact during
the printing. The unexposed lantern slide is laid on
top of the slide with the dull side down. (The side
that appears dull by reflected light is the sensitive side
or the emulsion side as it is commonly called.)
The frame is then clamped together and exposed to
a white light for a time of five to twenty seconds.
This time of exposure must be found by experiment
and will vary considerably according to the density
of the slide, intensity of the light and its distance
away. In general it is best to use a twenty-five watt
bulb at a distance of about ten feet. After some
experience the exposure can be judged fairly well.
The slide is then ready for development. There are
a number of developers that can be used depending
on the nature of the material to be copied. If one
does not care to mix developers they can buy a pre-
pared developer called nepera solution. This developer
is easier to mix than the common tube of powders.
It can be used for all of the work described in this
article. Better results can be obtained where diagrams
are to be copied by the use of special developers such
as the Eastman D-9 line developer.- The slide should
be developed for about one to three minutes. If the
exposure was correct the development will be com-
plete in about two minutes. Some trials will be
necessary to tell when exposure and development are
correct. If the slide becomes unusually black it
indicates that it has been exposed too long or developed
too long. Conversely if the slide is too transparent it
indicates that not enough exposure or development
was given.
As soon as the slide is developed it should be
rinsed in water for a few seconds and placed in a
fixing bath. The fixing solution comes with the photo-
finishing outfit. More fixing solution can be purchased
quite cheaply from dealers in photo supplies. The
slide should be left in the hypo fixing bath until the
yellow unexposed part of the surface has dissolved
away. This requires about three or four minutes. No
damage will result however if the slide is left in the
bath for a longer period. It is well to allow the slide
to fix for some time after the visible yellow has gone
to be sure that it is completely dissolved. After fixing,
the slide should be washed in running water for about
fifteen minutes. It should then be set up on edge to
dry in a fairly dust free room.
It will be observed that everything that was black
on the original slide is now transparent on the copy.
In other words we have a negative of the original slide.
To get a positive the negative slide must be copied
using the same procedure as before. This will re-
verse the blacks and whites and give a slide like the
original. If diagrams are copied the negative slide can
just as well be used because it makes little difference
if the blacks and whites are reversed.
After the slide is dry the emulsion side can be
covered with a cover glass and the two glasses bound
together with lantern slide binding tape. This pro-
tects the emulsion from becoming scratched with use.
1. One of the best books for elementary use is "The Funda-
mentals of Photography" for sale by The Eastman Kodak
Co. Price $1.00.
2. Formulas of various kinds are fully described in "Ele-
mentary Photographic Chemistry" for sale by The East-
man Kodak Co. Price 50 cents.
March, 1955
Page 71
If the slides are carefully handled, however, binding
is not necessary.
The negative slides can be used to make prints on
paper by putting photographic printing paper over
the negative and exposing to white light in a print-
ing frame as before. With paper the exposure must
be many times that required for lantern slides. The
printing frame can be exposed for five or twenty sec-
onds a few feet from a one hundred watt bulb for
the average negative. The development and fixing
process is much the same as before except fixation will
require fifteen or twenty minutes with paper. Wash-
ing should also be somewhat longer, about twenty
minutes at least. The paper can be dried by laying it
face down on towels, or a glossy finish can be obtained
by dr\ing it face down on ferrotype plates prepared
for that purpose. The paper should be placed on the
plates and covered with an old newspaper to absorb
the water. A roller should be rim over the newspapers
to press the paper firmly against the plate and remove
the excess water. The plates are then allowed to
stand in a warm room until the paper dries. It will
then pop oflF the plates by itself.
A great many uses will be found for the paper
copies. Since they can be produced cheaply they can
be handed out for study or jwsted on the bulletin
boards for observation. They also furnish excellent
means for review or make up work. If a student
misses a class in which a visual lecture was presented
the main points can often be given to him by the use
of these paper copies and the manuscript. The pres-
ent tendency in visual work is to present only a few
well selected slides at a time with more intense study
of the material, hence the number of copies made will
be fewer. Large copies made as described below can
be framed and hung on the wall if so desired. For
instance a good picture of Thomas Edison placed in
the middle of a large picture frame and surrounded
by smaller pictures showing various phases of his life
and some of his many inventions will furnish study
for some time. A short typewritten account of his
life and work can also be put into the frame with the
pictures. Such pictures lend atmosphere to a class-
room. Some students may also want small copies of
some pictures or diagrams to paste in their note books.
(To be concluded in April iiiue)
The Use of Motion Pictures to Promote
Community Relations
O. H. OLDFATHER
SAINT DAVID, Arizona, is a rural community
of about five hundred population located about
sixty miles from Tucson in the Northwestern
part of Cochise County.
The need of entertainment and recreation is similar
to that of other rural communities similarly located
at distance from theatres and other entertainment.
There is no motion picture theatre nearer than Bisbee,
forty-five miles away or Tucson, sixty miles away.
Last May the local school board gave its consent
to the District's purchase of a 16 mm. projector. It
was understood that the projector was classed as a
non-essential in a time of economic stress but the
Board agreed to issue a warrant in full with the un-
derstanding that other school activities should con-
tribute toward the repayment of the expenditure.
The price of admission was an item for considera-
tion. It was planned to charge an amount only
sufficient to pay for the films. It had to be low
enough to permit most of the people to attend each
week. Ten cents for individuals and fifty cents for
the entire family, was agreed upon. The picture,
the machine and the price evidently met with uni-
versal approval since every Saturday night since the
first feature on May 13, 1932, about one hundred and
fifty people have attended the show.
At the price of ten cents for individuals and fifty
cents for families it was soon discovered that there
was an excess amount each of from two to five dollars
each week. Recently the family rate has been reduced
to forty cents with still a substantial profit each week.
The films were, until recently, rented from a film
library in Los Angeles. A five or six reel feature with
a one or two reel comedy, or travel, or scenery, cost
on the average about twelve dollars, including trans-
portation costs. Such features as the following proved
very popular : The Covered Wagon, Behind the Front,
The Red Raiders, Code of the Sea, and any picture
featuring the dog, Rin-Tin-Tin.
The weekly commimity show has great value in
promoting pleasant cooperative spirit and good will
in the community. People have opportunity to visit
or to exchange greetings before the show which occa-
sion they often would not have otherwise. Then, too,
there is created a common ground of interest and
conversation. Films of local boys* projects in Agri-
culture have been shown which created added interest
and pride in the local enterprise. This stimulates
others to attempt similar projects.
The real purpose of the film service to the com-
munity, namely, to provide clean entertainment, edu-
cational pictures to students, recreation, a distraction
from the cares of the economic situation, and to
create a consciousness of social-interdependence has
been highly realized in this project thus far.
Page 72
The Educational Screen
Broadening the Horizon oF Visual Instruction
To THE pioneers in the field of visual educa-
tion, the intense interest now being evidenced
by teachers in the use of the numerous visual
aids must be a source of great satisfaction. No
longer can the employment of motion pictures,
stereographs, models, and the like, be looked upon
as a passing fad, for their value in creating vivid,
lasting impressions has been scientifically proved,
by both research and practice.
The very "fact, however, that so many converts
are being added to the ranks of enthusiasts makes
it imperative that those to whom they will look for
assistance should themselves have a broad, unre-
stricted knowledge of the field.
Although it may savour somewhat of imperti-
nence, the writer ventures to suggest that perhaps
too much emphasis has in the past been placed
upon the solely "visual" type of aid, to the neglect
of another extremely important type which may
be termed "auditory" aids. These include the
phonograph, the radio, sound equipment and the
like. It is true that these have been accorded quite
as enthusiastic support as have visual aids, but
the tendency on this continent has been to treat
them as fields that are entirely separate and dis-
tinct.
In this age of specialization it may be asked why
the visual educationalist, whose field covers a great
number of teaching aids, should encroach upon that
of the aural educationalist. The answer is simply
that it is extremely hard, if not impossible, to find
any definite line of demarcation between the two.
Indeed, in some cases, they are combined, as wit-
ness the talking-picture, where the visual appeal is
amplified by the aural.
Consideration of the talking-picture brings us to
another point. If, as seems probable, the installa-
tion of sound equipment in schools is to become
more common, will it be necessary for Boards of
Education to depend entirely upon outside en-
gineers for advice, or would it not be reasonable
to expect that the Director of Visual Education
should be qualified to act in an advisory capacity?
It must be remembered that properly designed
sound equipment will perform many more func-
tions than the projection of talking-pictures. A
trained educationalist who understood sound repro-
duction would obviously be in a better position to
give advice on school installations than would a
sound engineer not conversant with educational
problems.
There is another reason for considering visual
and aural aids as being in the same category. The
W. BRUCE ADAMS
results of experiments designed to test the efficacy
of visual aids seem to point to them as being par-
ticularly valuable in the teaching of backward pu-
pils who lack the mental background necessary to
acquire definite impressions from the spoken word.
On the other hand, the aids that are limited to the
aural appeal seem to benefit the brilliant pupil,
whose interests are surely as important as those
of his less gifted classmate. The two types of aids
would appear, then, to be complementary, — the
visual aid supplying the dull pupils with the inter-
pretation of the words used by the teacher, and the
aural aid giving the clever pupils an opportunity
to stimulate their imagination, and at the same time
providing them with a means of escape from the
deadening repetition needed to teach the slower
section of the class. In this latter connection the
radio is proving to be of great value, since con-
siderable supplementary material can be brought
to selected pupils listening either through head-
phones in the classroom, or through a loudspeaker
in a special room.
The educational work being done by the two
great broadcasting companies is conclusive proof
of the value of this medium of instruction. How-
ever, to be of the greatest value, the lessons should
be received in the classroom under normal teaching
conditions, rather than in an auditorium. Such a
procedure will necessitate the use of amplifying
and distributing equipment, with loudspeakers in
each room. Already several schools have installed
such equipment, and are putting it to good use.
The addition of a microphone and its complemen-
tary equipment opens up new ways of using the
amplifiers, while the addition of a talking-picture
projector a n d unsynchronized turntables still
further enlarges its scope. Such equipment would
enable a school :
1. To suppl}^ phonograph music for marching or
drills.
2. To enable the principal to speak to all classes
simultaneously.
3. To experiment with the various types of radio
presentations such as dramatization, recita-
tion, reading, newscast, concert, etcetera.
4. To permit class listening, under usual condi-
tions, to educational broadcasts.
5. To permit the showing of talking-pictures.
The phonograph can perform a valuable function
in the classroom, particularly in the teaching of
music and languages. The foremost recording com-
panies are beginning to issue records that will be
useful in such subjects as literature (readings by
March, 19}}
Page 73
famous actors and actresses of well-known pass-
ages), science (talks by famous men), and history
(music typifying certain periods). The modern
phonograph has a tone sufticiently large to till a
classroom, with an entire absence of the "tinny"
sound which successfully spoiled most lessons with
the old machines. Furthermore, it can use the
new long-playing records which make possible the
recording of entire scenes or plays. Already the
phonograph is extensively used in subjects for
which records are available, because it has one
unique power — that of repeating over and over any
desired selection or part of a selection. The ad-
vantage of this in the teaching of a foreign lan-
guage, for example, is obvious.
A new field of interest closely allied to the phon-
ograph is that of home-recording. Up to the pres-
ent, the results obtained from making records on
aluminum or composition discs have scarcely been
of professional Quality, but the latest machine de-
signed for this work does give reproduction that
is quite good. The near future should witness the
appearance of a recording machine that will enable
the teacher to make a permanent collection of out-
standing compositions, musical numbers, and the
like.
The aforementioned teaching aids do not exhaust
the list by any means, but since the purpose of this
article was merely to awaken interest along these
lines, perhaps enough has been written to accom-
plish this end. Xow comes the problem of choosing
a name that will embrace the many types of aids
that are in use. The term "visual and aural aids"
seems rather awkward, although it has been used.
In England the term "mechanical aids to learning"
is used, but this too is open to criticism. Perhaps
best of any that have been suggested is the term
"sensory aids".
However, to the practical teacher, the name is
a matter of small importance, and the choosing of
it can safely be left to those who enjoy arguing
about such matters. What really is important is
the knowledge each teacher possesses regarding
the many aids that can be put to good use in the
classroom. As has been said, the field is a broad
one, and will require considerable study, but quite
apart from the fact that the use of such aids will
result in vitalized teaching, the experimenter has
the added satisfaction that he or she is travelling
along uncharted, or at best mdagerly charted, paths
— paths where one's own ideas are quite apt to be
as good as those of any other experimenter, and
paths that show every evidence of leading toward
the teaching of the future.
The Educational Museum
(Concluded From February)
ARNOLD W. REITZE
ANOTHER phase of the work of an educa-
tional museum is in regard to docents or
museum instructors which may be pro-
vided for the most effective use of the educational
museum. The duties of such docents are to con-
duct lessons at the educational museum center
through the use of the illustrative material avail-
able at the center. Such lessons may take the place
of a regular school lesson which is transferred to
the museum merely because^ of the available ma-
terial. Again, they may be lessons on topics of
general interest but not necessarily in the course of
study. The lessons maj' be given during regular
school hours, which is the usual custom at an edu-
cational museum, or they may be given outside, of
school hours. It is the duty of the museum in-
structors to cooperate with the individual teachers
to the fullest extent in arranging such lessons as
will be most worthwhile to the pupils. A more limited
form of docent service is in furnishing docents or
guides, who are thoroughly acquainted with the
educational museum, to conduct classes through
the various sections. Such guides do not do any
actual teaching but leave such matters to the cla.<s
teacher. Such service is highly desirable for the
most effective use of the educational museum.
There is usually a need for both types of services,
namely the docent or museum instructor, and the
museum guide.
The educational museum should provide an op-
portunity for the training of teachers in the effec-
tive use of the material available at the center.
This may be done through a regular teacher's training
course conducted at the educational mu.seum or
through teachers nieetings conducted at the center.
Full opportunity should be given for any individual
teacher to obtain such information and assistance
as may be needed for the best use of the educational
museum's facilities. All teachers should be en-
couraged to make their needs known to the
museum in order that material which is most
worth-while can be obtained.
The educational museum should cooperate in
establishing friendly relationship between nearby
museums and the schools for the mutual benefit of
the museum and the schools. In this way the schools
may receive the advantages of the collections
which are probably far more extensive than it i^
Page 74
The Educational Screen
possible or desirable to set up at the educational
museum center.
The educational museum can render much valu-
able service to the school children after school
hours through many different activities. One of
these activities, which is used quite extensively, is
the "story hour" at which time a story is related,
based on museum objects or exhibits. These stories
may take the form of single unrelated stories or
they may be in the form of a series of related
stories. Museum games in which the children study
the exhibits and then answer a series of questions
based on them is another device used frequently.
In both of these activities a reward, such as a picture
or booklet bearing on the subject studied, may be
given for the successful completion of the answers.
Such service is usually given by the docents or
museum instructors after school hours or on Satur-
day. Such service has many desirable and valu-
able features which make it well worthwhile. It is
a means of giving information of a worthwhile
nature to those whom are interested enough to
attend the educational museum after school hours
and it is also a means of developing a worthy use
of leisure time. The educational museum may also
become a center for various types of clubs as na-
ture study, stamp, photography, geology, or miner-
alogy clubs. Such clubs should be supervised by
the museum docents, but they should be run by the
children. A room at the center may be set aside
for the use of such groups as Boy Scouts, Campfire
Girls, and similar organizations who are interested
in nature study or in related fields. It is also
possible for the museum docents to conduct field
trips to nearby points of educational value.
The educational museum may arrange for illus-
trated talks on general scientific subjects, which
might be given by members of the school's teaching
staff. In most school systems it is usually pos-
sible to find teachers who are familiar with certain
scientific subjects, either through teaching or as a
hobby, who would be pleased to give such talks.
They might be on such subjects as Weather,
Astronomy, Animals, Photography, and other simi-
lar subjects and presented not from a highly tech-
nical angle but from the popular viewpoint. These
talks may be given to groups of pupils as well as
to the general public. In presenting such lectures
however, care must be exercised in the selection of
the speaker in order that he may give only information
which is authentic. Illustrated talks can also be
given for the l)enefit of the public, on the activities
of the schools. By these means it is possible to estab-
lish the museum as a cultural influence for the public
at large.
The educational museum center should also serve
as a place to display the various materials which
are available for the use of the teachers. Such a
display would serve as an illustrative catalogue
where all the material could be actually seen by
the teacher and thus make it possible for the
teacher to more fully realize what material is avail-
able and just what material she could use to ad-
vantage. It should also serve as a center to display
and demonstrate newly acquired material. Ex-
hibits can be made from time to time of ways in
which the museum material is actually used in the
schools and for showing teachers how they may
make exhibits for their own particular need and
use.
While an educational museum is primarily for
the benefit of the schools, the public in general
should be made welcome at the educational mu-
seum center and be given an opportunity to make
such use of the material as can be done without
interfering with the major work of the museum.
This is especially desirable in those communities
which hiave no regular museums. There are many
opportunities for an educational museum to be of
real service and value to the community at large.
It may well serve as the contact point between the
schools and the public through exhibits and lec-
tures pertaining to the work of the schools.
Through contacts with the public it is often pos-
sible to receive considerable aid through gifts of
collections or of money with which to further the
work of the educational museum. However, care
must be exercised in the acceptance of such gifts
of collections to prevent the educational museum
from becoming a depository for all sorts of odds
and ends which may have little educational value.
The acceptance of all gifts of collections should
always be upon a written agreement that the mu-
seum shall have full power to use or dispose of any
or all parts of such collections, if in the judgment
of the museum it is to its advantage to do so.
Such disposition may be made through sale, ex-
change or gift, but in any event any article acquired
in its place should be credited to the first donor.
In the case of money donations its acceptance is
usually dependent upon the legal points which may
be involved regarding public institutions and gifts
of money. However, there is usually some legal
opening which makes it possible to accept such
gift. Gifts of this nature may well be used to set
up a certain section of the educational museum,
and the donor of the money can be given due credit.
There are certain other functions, such as, the
distribution of slides and films which under some
types of organization might be part of the educa-
tional museum. However, no attempt has been
made in this article to include all possible functions
of an educational museum or those functions which
' (Concluded on page 76)
March, 19}}
Page 75
Industrial Exhibits
(Concluded from February)
A.MIXIATL'Kli colliery and coke plant, the gift of
the Consolidated Coal Company, well illustrates
the operation and setting typical of the bituminous min-
ing industry in general. The machinery is in operation
for three minutes every quarter-hour. Another col-
liery model, the gift of the Pittsburgh Coal Company,
is an actual reproduction of the first pool No. 2 at
Willock, ten miles from Pittsburgh.
In the show cases are actual articles showing the
equipment used by the miners. There we see the
miner's first aid kit ; the miner's self reserve, a breath-
ing apparatus which will permit him to breathe in
spite of carbon monoxide in the air following an ac-
cident; the miner's "hard-boiled" hat, made stiff to
protect the miner's head from falling rock and coal
fragments ; and miner's safety oil lamps with mag-
netic locks which permit them to be opened in the
mine and with sparking igniter which permits them
to be relighted without being opened.
The mining and preparation of commercial salt
from the time it is taken from the salt well to the
pan house where the water is evaporated off and
then through the various refining processes, is
demonstrated in a model donated by the AVorcester
Salt Company.
A pictorial chart in which a tree is used as the
medium for showing the derivation and uses of
soda, fortns an interesting as well as a very useful
part of the exhibit donated by the Solvay Process
Company of Syracuse, New York. A soda manu-
facturing plant completes the exhibit. I should
like to mentionj in connection with this exhibit,
that the explanations of the various steps in the
display are very well expressed in the accompany-
ing placards.
From the forest to the newspaper is the theme
of an exhibit of the wood pulp and paper making
industry. The complete process is pictured in-
cluding the cutting of the trees, floating them
down the river to the mill where they are cut into
small pieces, the barking, grinding, the sulphur
process, the digestor, and finally the paper mill and
shipping the finished product.
Another model worth mentioning is that of a
wood preservative plant for creosoting railroad
ties, etc., in a vacuum tank. Nearby is another
exhibit showing the complete process of manu-
facturing turpentine from taking the sap from the
trees to the distilling and packing of turpentine in
barrels.
The National Lead Company has provided a
very interesting model showing the process of mak-
ing white-lead as used in paint. White lead is made
by corroding metallic lead in clay pots, the corrod-
ing agents being acetic acid and carbon dioxide.
The acetic acid (practically vinegar) is placed in
the clay pots with lead pieces, and the carbon
dio-xide gas is generated by the fermentation of
spent tan bark in which the pots are buried. The
process takes about four months to complete. In
order to expose a large surface of lead to the action
of the corroding agents, the lead as received from
the smelter is melted and cast into perforated discs
about five inches in diameter and one-eighth of an
inch in thickness. These are called buckles. About
a dozen buckles are placed in a clay pot with a
small portion of weak acetic acid. Hundreds of
these pots are packed closely on a level bed of tan-
bark. A loose board flooring is placed over the
pots, then more tan bark, more pots, another floor,
etc. until the entire room is stacked to the ceiling
with the pots of buckles. Fermentation of the tan-
bark starts immediately and generates heat up to
180 degrees, Fahr. This heat causes the acetic acid
to volatilize. Its fumes attack the lead buckles
changing the surface metal to a thin film of lead
acetate. At the same time the fermentation of the
tan-bark produces carbon dioxide gas which acts
on the lead acetate and converts it into lead carbon-
ate, which is the white lead of commerce. The
chemical process now repeats itself. When the film
of lead acetate is attacked by the carbon dioxide
gas, the original acetic acid is set free and this then
acts on the pure metallic lead beneath the first film.
This in turn is converted into lead carbonate, etc.,
until the lead buckles have been entirely corroded
Every step of the process from casting the
buckles, packing the pots and filling the rooms is
shown. Next, we see the process of emptying the
jars of the corroded buckles, the grinding of the
lead carbonate water, drying, sifting through fine
screens of silk bolting cloth (with 27,000 perfora-
tions to the square inch) and finally grinding with
linseed oil to make the complete Dutch Boy White
Lead in Oil ready to ship to the paint maker.
One of the very complete manufacturing exhibits
is that of a very comnion])lace but useful com-
modity, namely, the exhibit of woods and woo<i
products. It is amazing to learn the number of
kinds of wood used in manufacturing all sorts of
Page 76
The Educational Screen
things and if it were not for the samples of finished
and unfinished woods shown in this display one
would be inclined to doubt it. The selection of the
right kind of wood for a certain article is demon-
strated by the exhibit of tennis rackets, base ball
bats, and other athletic equipment shown in the
display of A. G. Spalding & Bros.
How limestone rock and powdered coal is com-
bined to make cement is clearly shown in the
model cement plant, a gift of The Atlas Portland
Cement Company. First, one sees the limestone
rock in the ground, then the crusher house where
it is broken into stones of one inch size, which are
dried out, pulverized, and put into kilns and burned.
The burned rock, called clinkers, is fed into coolers.
Finally, powdered coal is blown into the kilns,
gypsum is added and it is all burned together to
make cement. The cement sidewalk assumes a new
interest after one has seen this model.
From the pretty colored shingles on the roof of
an attractive model of a bungalow to a lake of
natural asphalt in Venezuela, is a decidedly interest-
ing story told in the exhibit showing the uses of
asphalt. It is a fantastic story but this is what the
placards tell us, that this lake which is known as
Pitch Lake and situated on the island of Trinidad
just off the coast of Venezuela, covers 100 acres
and has a maximum depth of 140 feet. It is con-
stantly fed from an underground source and it has
an overflow outlet. As the material comes up from
the asphaltic springs below, it is an emulsion of
asphalt, clayey matter, and water. The emulsion
breaks down, the asphalt particles coalescing to a
consistency similar to an asphalt pavement on a
hot summer day. In adjoining cases may be seen
samples of products made from asphalt, such as
asphalt roofing shingles, pavement materials,
moulded forms, storage battery jars, and samples
Contributors to this Issue
W. Bruce Adams, Assistant Mas.er, Fern Avenue Pub-
lic School, Toronto, Ontario.
Sue Bishop, Wollaston School, Quincy, Mass.
Ethel M. Hill, Art Department. Central Avenue School,
Newark, N. J.
Margaret A. Klein, Children's Bureau, United States
Department of Labor, Washington, D. C.
O. H. Oldfather, Superin;endent of Schools, Saint
David, Ariz.
.A.RN-0L1) W. Reitze, Department of Visual Instruction,
Jersey City, N. J.
Clyde Stewart. Public Schools. Lancaster, Wis.
showing how asphalt is used in paints, enamels,
and printing inks.
There is neither time nor space to describe all
the exhibits but I should like to name a few more
in order that you may understand how completely
the many industries are visualized in this museum.
Other exhibits include a model of a charcoal
blast furnace; sulphur mining; land pebble phos-
phate mining as practiced in Florida;' the manu-
facture of carborundum, alundum, and other
abrasives ; the Atcheson processes of carborundum
and graphite manufacture, showing the electric re-
sistance furnace that develops a heat of 4,000 de-
grees Fahr. ; all kinds of textile manufacturing; the
manufacturing of sewing machines ; the various
kinds of farm machinery; all sorts of transporta-
tion vehicles ; the manufacture of buttons ; in fact,
almost every industry is represented in some way.
From the description of this section of the
Smithsonian Institute, one can readily see that it
contains a great many exhibits of interest to stu-
dents of science, geography, and the social sciences.
I think a word of tribute should be said about
the donors of man}' of these exhibits. It is realized
that they are placed there by commercial companies
but there is no doubt that these companies have
made a decided contribution to education in general
and to visual education in particular.
The Educational Museum
(^Concluded from page 74)
might better be handled by some other department.
In conclusion, it would seem that an educational
museum is very much worthwhile as an adjunct of
any school system and that it can best be organized
as a major division of a department of visual aids.
It should be under the direct supervision of the
director of the department of visual aids, or such
a person whom he may designate. Its primary
functions should be :
1. To provide objective material for the use of
the pupils, both at the museum and at the
individual schools.
2. To acquire and make up such models and
exhibits as are essential to eflfectively teach
the course of study.
3. To provide for teachers training in the use
of museum material.
4. To provide museum instructors and guides for
the efifective use of museum material and ex-
hibits.
5. To cooperate with other nearby museums for
the use of such material as is not available at
the educational museum.
6. To render the best possible service, first to
the schools, and second to the community.
Miirrh. 19}}
Page 77
NEWS
AND NOTES
CONDUCTED
BY JOSEPHINE HOFFMAN
Visual Aids Service Urged for Nebraska
At the last Nebraska State Teachers Association
meeting, lield in November, the Committee on Ra<lio
and Visual Education advised the organization of a
\'isual Instruction Service, located in the Extension
Department of the University of Nebraska, similar
to that of other states, through which the necessary
materials and supplies might be circulated in order
that radio and visual education might properly func-
tion in the schools of the state. The Committee looks
upon these two aids as means of enriching all regular
school work.
At the present time the schools of the state are
securing their visual aids from the Visual Departments
of the University of Kansas and University of Col-
orado.
Report on Business Film Showings
.According to information from the United States
Department of Commerce, over 90% of a year's
total attendance at business film showings are credited
to 4 of 18 places of exhibition, namely, theatres,
schools, exhibitions, and conventions. But, on a basis
of average annual attendance per concern, show win-
dows assume first place with an average attendance
uf 302,832. Exhibitions are second with 189,517
])ersons, and schools third with 158,308. The remain-
ing 15 places of exhibition rank as follows: conven-
tions, theaters, branches, foreign countries, churches,
general meeting places, dealers conve^ntions, clubs,
factories, colleges, miscellaneous, trade organizations,
stores, residences and offices.
Of the 1202 exhibition reports received over 99.5
[jer cent found the showings profitable.
S. M. P. E. Meeting in April
The regular Semi-Annual Spring Meeting of the
-Society of Motion Picture Engineers will be held at
the Pennsylvania Hotel, New York. April 24 to 28.
W. C. Kunzman, of Cleveland, Chairman of the Con-
vention Committee, has ai)pointed Herbert Griffin of
the International Projector Company, Chairman of the
i.ocal .Arrangements Commrttce and plans are already
nnderway for the meeting. The meeting will cover
five full days, due to the abbreviated convention held
last fall and the mass of valuable material that has
;K-cumulated as a result.
The exhibition of newly developed equipment is
I xpected to be of particular interest and hiagnitude
incc an entire year has elapsed since the last -exhibi-
tion was held. Rear screen projection is ex])ectcd
to enter into the discussions. Interest in this develop-
ment has been intensified by success of the Trans-Lux
system. Bausch & I^mb also is understood to have
developed a lense which is proving successful for this
type of projection.
American Lumber Film Shown in Europe
For the past three years, the National Committee
on Wood Utilization, in cooperation with commercial
att<-iches of the Commerce Department, has arranged
for the showing of the Long-Bell lumber film depict-
ing the felling of the gigantic Douglas fir timbers
on the Pacific Coast, their conversion into lumber in
mammoth sawmills, and the application of this product
to a variety of industrial and construction uses.
From all parts of Europe the Nationsfl Committee
on Wood Utilization has received grateful testimony
from lumbermen, engineers, architects, builders, edu-
cators, and industrialists stating that this film has en-
abled them to visualize the problems involved to a
far greater extent than they could before with their
scant knowledge of American conditions.
There are hardly any virgin forests left in Europe,
according to Axel H. Oxholm, Director of the Na-
tional Committee on Wood Utilization, who super-
vised the showing of the film in Europe. The
audiences were thunder-struck upon seeing trees 200
to 300 feet high falling before the axes of what seemed
in the picture to be pygmy lumbermen. Gigantic, elec-
trically operated machines tumbled the.se huge logs
as if they were match sticks. They were carried on
trains to the sawmills, and without the touch of human
hands were cut up into lumber and timbers.
The greatest interest undoubtedly was shown in
Germany, where the film was constantly circulated
for more than a year and a half. Visitors from every
comer of the globe heard of this film and requested
to have it shown in their native countries. Thus the
film was shown before governmental bodies, impor-
tant educational institutions, and professional societies
in England, Sweden, Norway, Denmark, Switzerland,
Austria, Germany, the Netherlands, and other coun-
tries. The climax was a request from Oxford Univer-
sity where the film was shown before the student
body of that world-renowned institution of learning.
On an official trip to the Panama Canal Zone, re-
quested by the Governor, Mr. Oxholm demonstrated
this film before Canal engineers at a special meeting
called for the purj)ose.
The film was placed at the disposal of the National
Committee on Wood Utilization by the Long-Bell
Page 78
The Educational Screen
Lumber Company, showing the operation of their
logging camps and sawmills in Longview, Washing-
ton.
Head Masters Discuss Visual Education
The last monthly meeting of the head masters of
the various high schools of Northern New Hampshire
held February 6th at Littleton, was devoted entirely
to visual instruction. Mr. Hays, manager of the
Bausch and Lomb Optical Company at Boston, dem-
onstrated various types of their still projectors, and
Mr. C. Urban Shorey.of Lancaster, New Hampshire,
followed with a demonstration of Bell and Howell
equipment.
College Plans Course in Study
o\ Motion Picture
The College of the City of New York has insti-
tuted a course on "The Art of the Motion Picture,"
to be conducted by Irving A. Jacoby, intended for
"the intelligent movie-goer, the student of com-
parative art, and members of the motion picture
industry who seek the proper perspective of films."
Sixteen lectures will be given in the course, each
lecture to concentrate on a diflferent phase of the
motion picture. The course is to be supplemented
by showings of important pictures no longer
exhibited. The history, present trend and probable
future of the motion picture will be considered.
Central Information Bureau for
Educational Films
The Central Information Bureau for Educational
Films has been formed in England to render service
to the teaching profession and to social and industrial
organizations in Great Britain, the Dominions, India
and the Colonies who are interested in cinematography
from their respective standpoints.
Mr. J. Russell Orr of the Bureau was for seventeen
years Director of Education in the Colonial Service
for the British, Dutch, Indian, Arab and African peo-
ples in the Colony and Protectorate of Kenya. Since
he returned to England in 1928, he has devoted his en-
ergies to the study of visual education and in 1930
accepted appointment as Secretary of the Commission
on Educational and Cultural Films where he was
brought into contact with all aspects of the educational
film both at home and abroad. His experience, there-
fore, of the education of diflFerent races and of the
progress of educational cinematography is consider-
able.
He is also fortunate' in the collaboration of Mr. H.
W. Samson whose travels in the Far East have
brought home to him the immense service which cine-
matography can render to the less civilized communi-
ties of the Empire by the teaching of agriculture, af-
forestation and irrigation ; child welfare, hygiene and
sanitation ; and the maintenance of law and order.
The aim of the Bureau include the following : —
(a) The encouragement of the use of cinema-
tography as an incentive to individual initi-
ative : as an invaluable aid to scientific and
industrial research ; and as an attractive
medium of education for all races within the
British Commonwealth of Nations.
{b) The maintenance of a register of non-theatri-
cal projectors and of films illustrative of edu-
cation, science, industry and social welfare.
(c) The provision of a reference library of Eng-
lish and foreign books dealing with cinema-
tography.
{d) The organization of lectures in Great Britain
on cinematography in all its aspects.
(e) The distribution to subscribers of the month-
ly journal "The International Review of Edu-
cational Cinematography."
(/) The building up for circulation among sub-
scribers of a library of approved 16mm. films.
(gr) The organization of a centre to which teach-
ers may submit for the guidance of film pro-
ducers scenarios of films which are in con-
formity with the school syllabus.
{h) Exchange of information with foreign film
institutes and periodical exhibitions of the
best foreign films of non-theatrical interest.
(i) Co-operation with amateur cinematograph
societies.
(;') And, above all, supporting the findings of the
Commission on Educational and Cultural
Films as set out in the concluding chapter of
their Report "The Film in National Life."
Talking Films Urged as College Economy
"Kinetographic pedagogs" to relieve what ails both
education and the unemployed during depression were
proposed by Dr. Ernest Seeman of Duke University,
Durham, N. C, in a report to the educational com-
mittee of the Southeastern council, an association of
educators.
"Kinetographic pedagogs" are talkies designed,
under Dr. Seeman's ideas, to reduce teaching costs to
fit falling taxes, and at the same time to give virtually
free to unemployed an opportunity to satisfy "a bound-
less thirst" for technical and cultural knowledge. The
films would be made by the master minds among
educators, scientists, economists and famous leaders
of men. They would combine the dynamic "close-up"
of the movie with instruction suited both for teaching
in schools and for giving the unemployed first hand
lessons in technology, trades, commerce, history, hob-
bies— a practical and useful way of spending enforced
leisure time.
March, 19}}
Page 79
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
Science Education (February) An experiment,
conducted by Professor C. C. Clark of New York
University, to determine the value of "Sound Mo-
tion Pictures as an Aid in Teaching Science," briefly
reported in the February issue of The Educational
Screen, is more fully described in this publication.
In comparing the advantages of sound motion
pictures with those of silent motion pictures and
identical lecture demonstrations, Dr. Clark found
that the lecture type sound film was inferior, but
sound films in which the sound is a vital part of
the picture, are more effective than the silent film.
Another experiment involving visual aids is re-
ported in this issue, on the value of "The Micro-
Projector Compared with the Individual Micro-
scope in Teaching High-Schoof Biology," by Allan
."^trathcrs of the Weston, West Virginia High
.School. In addition to the initial saving in equip-
ment, slides and time achieved by the purchase of
a micro-projector, the results of the tests favored
the use of the micro-projector as an improved
teaching device. It provides for a correct detailed
observation with group discussion under the direc-
tion of the instructor.
New York State Education (January) The fourth
article in the Visual Education Series appearing in
this periodical is "Pictures in Education," by J. J.
Jenkins, Director of Visual Education of the Bronx-
ville. New York, Schools. It is a short and con-
cise discussion devoted primarily to the use of
photographs, photographic reproductions, prints,
and posters, suggesting methods for filing, mount-
ing, and use.
Regardless of the size of the picture, the teacher
is advised that the intensive study of a few pictures
will bring far more effective results than looking
at a large number.
Journal of the National Education Association
(January) Miss Zoe A. Thralls of the University
of Pittsburgh, contributes further helpful material
for geography teachers with her article on "Globes.
Graphs, and Museum Materials," all of which have
their distinctive and specific functions. In teach-
ing children to interpret and use globes, graphs
iiid statistics, the same fundamental principles ap-
])ly as in picture and map instruction.
The writer feels that initseum materials have not
i)een properly used in geographic instruction. Their
\alue depends upon their selection and appropriatf
guidance in their use. She cites the exhibits of the
Buffalo Museum of Science as illustrations of
effective exhibits.
The Atlantic Monthly (January) "Will Hays and
What the Pictures Do to Us," by Norman Hapgood,
reviews his Subject's background against which,
eventually, the world saw Mr. Hays as potential
Czar of Moviedom. Opinions vary anent that gen-
tleman's activities as much as they always must in
judging the program and theory of any individual
placed in so acutely responsible a position. It is not
the place here to express either agreement or dis-
agreement with Mr. Hapgood's appraisal of his
subject. Suffice it to say that the article is com-
prehensive, steady in its tone, and certainly fair.
Hundreds of thousands have some image in their minds
of the Will Hays of slight frame, quick step, blue eyes,
and ears outstanding. How many undertake to conceive
clearly the soul behind the blue eyes, the active temper,
and the friendly contact? To comprehend Hays, and what
he means in the element of American life in which he is
the leader, is not only to understand his influence justly, but
also to understand the strata in our country that Hays
instinctively represents.
Mr. Hapgood then reviews in detail, from his
birth in Indiana to the acceptance of the difficult
movie job, those influences of home, church, school,
lodge and, finally, the professional and political
activity, that molded Will Hays.
Those, however, who were to pay his salary suffered not
at all from reflections on the moral effect of their produc-
tions. The benefits they hoped from the services of the
cabinet officer were several and definite : —
1. Movements toward censorship were vigorous in a
number of states. It was thought that Hays, as well as
anybody in the country, would be able to present the passage
of such legislation. He has done it.
2. Behind the political impulse toward censorship lay
certain bodies of opinion, notably the churches. In under-
standing such moral opposition, and dealing with it. Hays
was judged by the picture magnates to be second to none.
In my opinion, the best tribute that can justly be paid him
is to say that in forming groups inside his organization to
keep in touch with every kind of expressed opinion, he has
done all that circumstances have permitted.
3. The United States Post Oflice, the largest distributing
agency in the world, was being handled with ease by its
head. The picture business, in its three branches of pro-
duction, distribution, and exhibition, was in utter con-
fusion, and needed an executive with prestige and talent
to give it unity. Nobody doubts that he has accomplished
this work with skill.
Too much has been expected of him by the 3 per' cent
(Concluded on page 86)
Page 80
The Educational Screen
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT. SECRETARY
Plans for Summer Meeting
The annual meeting of the Department of Visual
Instruction will be held. in Chicago on July 5 and
6, 1933. Dr. C. F. Hoban, President of the Depart-
ment, has outlined a series of luncheon and after-
noon meetings, leaving the mornings open for the
general sessions of the N. E. A.
A committee has been appointed to complete
details of a meeting place, local entertainment pro-
gram, and the like. This is known as the Commit-
tee on Arrangements, and is composed of the
following: Dr. Frank N. Freeman, University of
Chicago; Paul G. Edwards, Director of Visual
Instruction, Chicago City Schools ; and Ellsworth
C. Dent, Secretary of the Department. Tentative
arrangements have been made and this committee
plans an early meeting to complete all details.
As soon as a definite meeting place has been re-
served, there will be suitable announcements in
this section, as well as direct mail notices to all
members of the Department. Printed programs
will be available for general distribution.
The central theme for the summer meeting will
be, "Relating Visual-Sensory Aids to the Curricu-
lum." Prominent visual instruction workers and
other educators are being invited to participate.
Among those who have accepted places on the
program to date are Superintendent R. G. Jones.
Cleveland City Schools, Cleveland, Ohio, and Miss
Elda Merton, Waukesha City Schools, Waukesha.
W^isconsin.
It is expected that the 1933 meeting of the De-
partment will be one of the most interesting and
the largest in the history of the organization. Plans
are being made to accommodate five hundred at
each of the sessions, and additional space can I^e
secured as needed. Those who plan to attend the
luncheon meetings will do well to make reserva-
tions as far in advance as possible. It will be ad-
visable, also, to make room reservations far in
advance. The general demand for rooms among
those who come to Chicago for the, World's Fair,
as well as the demands of those attending the
National Education Association sessions may cause
inconvenience to those who wait to make reserva-
tions after arrival.
The Committee on Arrangements will expect to
give each member of the Department an early op-
portunity to reserve rooms at the headquarters
hotel, as well as tickets for the luncheon meetings.
Prompt attention to correspondence concerning
these matters will make the meeting more pleasant
and profitable to all who may be concerned.
In addition to taking care of all personal reserva-
tions promptly, each member should assist those
who are not members, but who may desire to at-
tend the meetings of the Department of Visual
Instruction. It is hoped that those who attend
may desire membership as well, but the meetings
will be open to all — with the exception of executive
sessions — regardless of memljership affiliations.
Encouraging News from Massachusetts
The following are quotations from a letter to the
Secretary of the Department, written by Mr. Abra-
ham Krasker, President of the Massachusetts
Branch of the Department of Visual Instruction.
It is hoped they may indicate, to a considerable de-
gree, what could be done in other sections under
similar direction.
"We had a very fine program at our annual meet-
ing last Saturday. (See progam in February issue
of this magazine.) The same program not only
served our annual meeting but was also repeated
at the Massachusetts Schoolmaster's Club.
"We had a very stormy day — the greatest snow-
fall we have had for the past five years. In spite
of this, we had an attendance of about 125 people.
The hospitality extended to us by the Brookline
Public School was very gratifying. The building
was beautifully decorated for the purpose. The
classrooms had many fine displays showing the use
of visual education as an aid to instruction. There
was an unusually large group of exhibitors. Many
expressed the feeling that it was very successful,
although the attendance was not as great as had
been expected.
"One of the signs of the growth of the movement
may be the increase in the number of courses in
this field being offered by educational institutions.
Enclosed is a complete list (see below) of the
courses offered by various institutions, and the
instructors in charge. This is a distinct growth in
the past year and is a good sign of the rapid growth
to be expected in the very near future.
"The new course about which I wrote you^
Leading Movements in Education, operated by means
of sound motion pictures, had its introduction last
Thursday. It was a thrilling, new experience. We
offered this as a Harvard-Boston University ex-
tension course to the teachers of Quincy. Of the
five hundred teachers employed in Quincy, over
March, 19}}
Page 81
one hundred attended the first meeting of thi>
course. About eighty enrolled for it. There was
unanimous agreement that the course was unus-
ually worth while. Those attending were thrilled
with the experience and expressed their feeling of
the unusual possibilities such a method provides.
Teacher-Trainins Courses Increase
It is interesting to note the rather rapid increase
in the number of teacher-training courses being
offered in the field of visual instruction. The lead
taken by Pennsylvania in requiring such courses
for certification has served to bring the matter to
the attention of educators in other sections of the
United States, particularly those who are charged
with the training of teachers for service among the
public schools.
Teachers in Massachusetts are now being offered
eight residence and three extension courses in vis-
ual instruction, one of which is designed primarily
for religious workers. The institutions, courses
and instructors are listed below:
Institution
Course
Boston College Visual Education
Boston Teach-
ers CollcKc
Boston Univer-
sity, School
of Education
Boston Univer-
sity, School of
Religious Edu-
cation and So-
cial Service
Harvard Uni-
versity. School
of Education
Harvard-Boston
University
Extension
Mass. Dept. of
Education,
University
Extension
Visual Education
The Use of
Teaching Aids
The Management
of a Teaching
.Aids Depart-
ment
Visual Aids for
Teachers of
Science
Teaching Aids
in Nature
Study
Motion Pictures
in the Church
Sense Aids in
Education
The Use of
Teaching Aids
Visual Education
The Making of
Visual Aids
Instructor
Mr. John Hennessey, Di-
rector of Visual Eklu-
cation, Boston Public
Schools.
Mr. John Hennessey
Mr. Abraham Krasker,
Director of Visual
Education, Q u i n c y
Public Schools.
Mr. Abraham Krasker
Dr. George Roemmert,
Biological Museum,
Munich, Germany.
Dr. Earle Brooks, Pro-
fessor of Education.
Boston University
School of Education.
Dr. Howard M. Le-
Sourd, School of Re-
■ li^ous Education and
Social Service, Boston
University
Dr. Phillip J. Rulon.
School of Education.
Harvard.
Mr. Abraham Krasker
Mr. John Hennessey
Mr. Burdette Bucking-
ham, Instructor of
Physics, Senior High
School, Quincy.
An Instructor in Visual Education^
member of the Department of \'isual Instruction,
will be available at the end of the present school
year. He is qualified to conduct teacher-train-
ing courses in Visual Instruction, teach meth-
ods of research and supervision of student
publications. An instructor of photograjjhy
during the war, he is familiar with all forms
of photography including motion pictures. He
may be communicated with through The Edit-
CATiONAL Screen, 64 East Lake Street, Chicago,
Illinois.
It IS (luite probable that a good part of this em-
phasis upon the training of visual instruction work-
ers in Massachusetts is due, in part, to the efTorts
of the very active Massachusetts Branch of the
Department of Visual Instruction, of which Mr.
•Abraham Krasker is President.
Several schools in the Rocky Mountain area are
planning visual instruction courses for the suiunier
sessions of 1933. Those which have such plans,
tentative or completed, include the University of
Colorado; Colorado Agricultural College; Brigham
Young University ; New Mexico Normal Univer-
sity; and the Arizona State Teachers College at
Flagstaff.
Membership 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 year from date.
Check below the preferred date for payment of dues.
n Remittance attached D First of next month.
D
Name -
Position
Residence
City and State
I am D / a member of the
I am not D ( National Education Association
Note: Make checks payable to the Department of
Visual Instruction.
Page 82
The Educational Screen
FILM PRODUCTION ACTIVITIES
The aim of this new department it to keep the educational field intimately acquainted with the
increasing number of film production! etpeciMy suitable for use in the school and church field.
Eastman Releases Lincoln Picture
A motion picture life of Lincoln for classroom
projection is currently announced by Eastman
Teaching Films, Incorporated. In two reels the
motion picture conveys a remarkably lucid story of
Abraham Lincoln's career, against an authentic
historical background.
The motion picture, bearing simply the title Abra-
ham Lincoln, is characterized by brief sequences re-
vealing significant episodes in the Lincoln history.
The brevity of the episodes rather than detracting
seems to add clarity to the screen biography by
moving the story of Lincoln's life rapidly forward.
Boyhood, young manhood, early political experi-
\ f''-^^*
^inr- ^^^^1
^' -■ ^^^^v ''■®
The President Visits General Grant
ences, tlfe debate with Douglas, and election to the
Presidency occupy the first reel. Civil War prob-
lems, flashes of the war itself, the end of the war
(symbolized rather dramatically by a close-up of
the clasped hands of Lee and Grant after the
surrender), the rejoicing that the nation was pre-
served, and Lincoln's assassination — these scenes
fill the second reel.
Throughout the motion picture, scenes reflect the
kindly, sagacious Lincoln whom his country rnen
revere. George Billings, whose appearance is re-
markably close to Lincoln's, plays the part. Grant
and Lee are other characters represented with close
fidelity to the originals. The film has been made
historically authentic in every detail by exhaustive
investigation on the part of the Eastman Teaching
Films staff.
Although Abraham Lincoln was prepared for class-
room purposes, with the teacher leading discussion
before or after the projection, the film, like last
year's motion picture life of George Washington,
is expected to appeal also to patriotic societies and
similar organizations.
Culver Academy Filmed
Three 35mm sound-on-film pictures dealing with
the activities of the boys at Culver Military Acad-
emy have just been finished by Chicago Film
Laboratory.
Culver Woodcraft emphasizes educational recreation
showing the camps and established routine during
the eight weeks Summer School which Culver
offers to the older boys in its Naval and Cavalry
Schools and to the younger boys in its Woodcraft
School. The picture portrays the work of the
Handicraft Class, including Basket Weaving, Cane
Weaving, Making of Moccasins, Building of Model
Air Planes and other studies. The athletic side of
the Woodcraft School showing boxing, baseball,
swimming and various games, is also brought out.
The unusual care which the boys are given is defi-
nitely brought out including the watchfulness
which predominates at Culver.
Naval and Cavalry School Picture deals with "Or-
ganized Vacation" which was pioneered at Culver
in 1902, showing the very complete facilities at
Culver for this type of activity. The picture por-
trays the training which the boys receive in taking
Sounding, Reading the Sextant, Sailing by Chart
and Compass — controlling mechanical crafts in the
water, and particularly the enjoyment which goes
along with this teaching. Sports in the water are
also shown as sports play a large part in the lives
of the boys at Culver.
The Cavalry side of the picture shows the mounts
of the famous Black Horse Troup and includes the
many interesting activities which the boys go
through in their eight weeks course in the saddle.
Youth in Action opens with scenes of Founder's
Rock at Culver as this Rock was the favorite seat
of Henry Harrison Culver who founded the Acad-
emy in 1894. The estate is over 1000 acres with 21
impressive buildings rising above the leafy oaks.
The film brings out the fact that in June 1932 the
Culver family gave to education this $6,000,000
plant which is now a trust foundation. The picture
proceeds to show the life of the cadets from the
Boom of the Morning Gun to the end of the dav,
including shots of classrooms and various sports.
Then follows the life of a cadet in the infantry.
March, 195}
Page 83
sliowing him marching to parade and learning pre-
cision, teamwork and cooperation. The picture
ends with the graduation exercises.
All of these films are accompanied by a narrative
voice and musical background, and are e.xtremeh'
interesting for practically every type of audience.
Information regarding the securing of these films
can he had by writing direct to Major J. W. Hen-
derson, Director of Enrollment, Culver Militar\-
Academy, Culver, Indiana.
Pictures (or Special Days Planned
The RKO Studio is preparing a series of produc-
tions appropriate for showing in connection with hol-
idays and birthdays of important people, such as Paul
Revere. Thomas Edison, Abraham Lincoln, George
Washington, and Alexander Bell. Saint Valentine's
Day, Saint Patrick's Day and Flag Day will also lie
pictorially illustrated.
This aimouncement should be welcome news to the
non-theatrical field, which is constantly seeking ma-
terial on such subjects.
New Dairy Lecture Film
When the Cozvs Come Hone, a new 35 mm. sound-
on-filni motion picture just released by the U. S.
Department of Agriculture, shows, according to stud-
ies and records made and compiled by the Bureau
of Dairy Industry, that cows that freshen in the fall
and winter win out on an average in production of
butterfat over all others ; that registered cows excel the
grades in production and income. It is brought out that
feed records favor clover, alfalfa, grain, and good
pasture. Types of high-producing cows, and of low-
producing cows, pass in review.
The lecture is by Dr. J. C. McDowell, chief of the
dairy herd-improvement investigations of the Bureau
of Dairy Industry.
Adventure Series Completed
The X'itaphone Studio announces the completion of
the second series of thirteen World Adventures short
subjects, photographed and edited by E. M. Newman,
the famous lecturer and traveller. This series, each
subject of which contains the strange customs and
habits from all over the world, includes the following :
Dancing around the World, Transportation of the
IVorld. An Oriental Cocktail, Curious Customs, From
Bethlehem to Jerusalem, High Spots of the Far East,
Main Streets, Beauty Spots of the World, Workers of
the World, Wonder Spots of the World, Costumes of
the IVorld, Peculiar Ceremonies, and Tall Spots of the
World.
Mr. Newman, who has spend more than forty
years traveling over two million miles through every
country in the world in search of material, still con-
tinues his "travel habit" of spending six months every
year in foreign climes and the other half in assembl-
ing his material into film form for the lecture plat-
form. His latest films, taken between Mexico and
Colombia, include scenes from Guatemala, British
Honduras, Salvadore, Nicaragua, Costa Rica and
Panama.
V'itaphone subjects are available through the ex-
changes of Warner Brothers.
New Industrial Productions
Among recent industrial releases available free of
charge are the following:
Hast Meets West, a 1-reel 16mm sound subject pro-
duced by J. Alexander 1-eggett for the No Mend
Hosiery Mills of Philadelphia, showing the manufac-
ture of silk hosiery.
Westclox Wake the World, a 3-reel subject avail-
able in 16mm and 35mm from the Western Clock
Company of LaSalle, Illinois, produced by Atlas Edu-
cational Film Company. The film tells the complete
story of the manufacture of clocks.
Brakes, a 6-reel sound film in 16nim and 35mm pro-
duced and distributed by DeFrenes & Company, Wil-
kesbarre, Pa., showing various types of brakes and
their care.
Pocahontas, a 3-reel film available in 16nun and
35mm sound on the mining of coal, produced by Visu-
graphic Pictures for the Pocahantas Fuel Company
of Xew York City, from whom it may be secured.
Two Releases from Educational
Educational announces the acquisition of a two-
reel spectacle showing an awe-inspiring under-sea vol-
cano, in action. The picture will be released under the
title Krakalau. The island of Krakatau, between the
islands of Java and Sumatra, is one of the world's
worst hot-beds of volcanic eruptions and earthquakes.
Both above the ground and under the sea are many
ever-threatening craters. When the great under-water
crater near Krakatau recefitly broke loose, J. H. Bek-
ker and his associate scientists were ready with their
cameras. While the natives and the wild animals
in the volcanic vicinity fled in terror, these men turned
their lenses on this marvelous sight from every point
of vantage, taking their lives in their hands by flying
perilously near the crater.
The Icelcss Arctic is a film record of a trip to
Alaska, showing the land-locked harbor of Sitka, and
the famous city of Skagway, which had a population-
of 30.000 during the gold rush of '98 and now has
a scant 300. Just below the Arctic Circle a farmer
is seen busy with his spring ploughing. The journey
is concluded with a visit to the salmon traps near
Ketchikan.
Page 84
The Educational Screen
THE CHURCH
FIELD
CONDUCTED BY R. F. H.
JOHNSON
A Survey of Motion Picture Uses in the Church Field
A FAIRLY comprehensive resume of the uses
of 16 mm. -motion pictures in church work has
recentl}' been issued by the Bell & Howell Com-
pany. We have been setting forth these various
uses from time to time in this department, but it
occurred to us that our readers would be glad to
see various applications assembled in one grouping.
Naturally the uses given are not exhaustive and
there are undoubtedly many others which are quite
important, but those set forth are distinctly worthy
of consideration. They are as follows :
1. Sermon illustration, both by Biblical and sec-
ular film material.
2. Entertainment, for the raising of funds and
the enlivening of meetings of church auxil-
iaries.
3. 'Promotional films showing work of congrega-
tion on building or publishing activities, relief
work, maintenance of charitable institutions,
etc., thereby increasing financial support for
such work, and enlisting new workers.
4. Preservation of historical record of congrega-
tion and its activities.
5. Education — for classes in Sunday Schools, or
parochial schools, where the, latter are main-
tained.
6. Mission work is illustrated in an incomparable
manner.
The usefulness of the motion picture is no longer
cjuestioned. The modern 16 mm. projector is en-
tirely safe from all fire hazard, simple enough for
a child to operate, powerful enough to give pictures
of theatrical brilliance even in larger auditoriums.
An abundant supply of suitable film is obtainable,
provided general educational material is used to
supplement the strictly religious material. Of the
lajter, too, there is more than is commonly sup-
posed. A fairly complete list is obtainable from
The Educational Screen.
Many churches buy their projector as they would
any other piece of essential equipment. Others,
especially in localities hard hit by economic dis-
tress, have worked out interesting and efliective
special methods of raising funds for the purchase
of 16 mm. projection equipment — both for silent
and for "talkie" films. The amount involved is not
beyond the resources even of the small churcli.
Silent projectors cost from $135.00 to $298.00, with
"talkie" outfits approximately doubling this cost.
I should be pleased to help any clergyman by sup-
plying information with regard to financing plans.
Church Movies in the Depression
What about movies in the church field during the
depression? We hear of several clergymen pre-
senting motion picture programs and giving the
proceeds to charity. One of our clerical friends
has been putting on such programs for the last
month several nights a week. Sometimes the of-
ferings have not been staggering in amount, but
there has always been something to pass on to
those who are in misfortune.
We hear also of churches putting on free movie
programs to keep up the morale of their members
and friends. This does not mean that these
churches are ofifering unfair competition to the
neighborhood movie houses, because the type of
program is entirely different, but it does mean that
they are doing what they can to offer a clean type
of amusement and recreation to people who are
depressed.
As we have mentioned several times in this de-
partment, there is now available a fairly satisfac-
tory volume of free commercial films which are
suitable for showing in church auditoriums. There
is available especially a number of travel films
which can be secured from various travel organiza-
tions and steamship offices.
We should be pleased indeed to hear from our
clergymen friends with regard to whether or not they
are doing work of the above character. It seems
to us that here is a very good chance to use the
motion picture projector to help in building up
morale, which after all is one of the most important
things in this current depression.
March, 19}}
Page 85
THE FILM ESTIMATES
Being the Combined Judgmenta of a National Committee on Current Theatrical Filins
(The Fitm Estimates^ in whole or in part, may be reprinted only by special arrangement with The Educational Screen)
Broadway Bad 4 Joan Blondell. Ricardo Cor-
tex t (Fnxt VirtuuuH choru»-Kirl mnlher. with
had reputation, wins xtardom from HrandaloUM
liiviircf. Con vert » her jri ft- Jewelry into caah
for truHt fund and acrepts Btiifma in court
to save her child's future. Joan Blondell Kood
in ralher mediocre story.
A— PosBibly Y— Unauitable C— Not for them
Cavalcade (Diane Wynyard. CHve Brook)
(Fox> Great motion picture material irreatly
presented. Poiicnant history of sreat events
in la«t S3 years and their effect on true Eng-
Ii»h periple. Merely tensely human episodes,
with little dramatic connection, vividly por-
tray mx-ial heroism and the outraiceoua trafc-
edy of war.
A—Notable Y— Excellent C~Good but heavy
Child of Manhattan i Nancy Carroll. John
Boles I ( Columbia) Taxi-dancer heroine ia
mL-.trt'ss of sociiilly prominent millionaire, who
ofTtTs marrinire when child U born. Baby
di«*s and heroine nobly runs away to arrange
for tlivorce, but hero find» her in time for
happy endini;. Largely false and improbable.
A Hardly Y — By no means C— No
Deception (Leo Carrillo) (Columbia) At-
tempt to cash in on the crookedness of the
**wre:4tliniE icame." Eiasy appeal for follower*
of the pri7.e-rin»r. with ringside Rntclish. cheap
romance of cheap people, and very violent
and convincinK wresLlinK bouta.
A— Hardly Y-Iietter not C— No
Employees' Entrance (Warren William, Lo-
retta Youns) (First Nat*l I Hard, unscrupulous
head of Department Stt>re well played by Wil-
liam. He preaches "take "em and leave *em."
Heroine gets job by visiting his apartment —
iroes aRnin after she has married a decent
chap. Sex kept thoroughly in foreground.
A— PoMibly Y— Pernicioufl C— No
42nd Street (Warner Baxter. Bebe Daniels)
(Warner) fiood musical comedy drama, with
striking ensembles and notable trick photog-
raphy, well arte<l, directed and cast. Back
>tajre life made interesting and glamorous.
Much wtsei'racking, drunkenness, and very
tray romance. Some sincerity and much so-
phistication.
A — I>epend8 on taste Y — Better not
C — Not for them
Hallelujah. I'm a Bam (Al Jolson) (U. A.)
Rollicking, human picture with Jolson engag-
ing as the non-working, much-singing Ontral
Park hobo, intimate friend of big politician.
Both being unknowingly in love with same
girl brings complications, and pathos. Rhymed
dialog painful at tiroes.
A — Rather good Y — Amnslnc C — Amaalnff
Handle With Care (James Dunn. Bootn Mal-
[^►ryt (Foxi Inndefiuately written and directed.
^low tempo, thin plot, and El Brt-ndel's com-
- <iy work feeble. But uttery clean, whole-
-iime picture, with much human interest,
-warms of children, engaging hero and hero-
ine, and notable work by child actor, Buater
I'helps. Fine "family" stuff.
A Fairly amusing Y--Amaaln( C — Very good
Hard to Handle (James Cagney. Mary
Brian t i Warner) Fast, peppy story of high-
powered, unscrupulous but engaging young
pn>moter — fake advertising, quick profits —
good warning against fake publicity, but bad
example of advertising ethics. Free of hex
aave a vulgar one-night affair lugged in.
A— Lively Y— Doubtful C— No
Ktnv of the Jangle (Buster Crabbe. France
Dee I (Para.) The "Lion Man." physical
Apollo and mental child, reared by lions in
their native wilds, is captured with them for
cirrij'*. Charming Frances Dee retlcn-ms him.
Hirhty incredible but largely wholesome and
tu';thliily exciting. Much animal interest.
A— Bather good Y— Entertaining
C— Mostly very good
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C— Child (under 15 years)
Bold faced type raeana "recommended**
sational come-back to win waif, rare and
wife.
A Hardly
Y— Hardly
C— No
Ladies They Talk About ( Barbara SUn-
wyck( f Warner) The beautiful, hard, notor-
ious heroine, pal and moving spirit among
l>ank bandits, adored by young reformer, does
term in jail. Prison life and inmates shown
picturesquely and amusingly. She planned
vengeance upon release, but married her
adorer instead.
A — Perhaps Y— Better not C— No
Lucky Devils (Bill Boyd. Dorothy Wilson)
(RKOi Picturizes Hollywood activities of the
stunt-men who risk their necks for $50 a
week. Obvious exploitation, with thrills and
romance carefully worked in. Some human-
interest attained. But acting is mediocre and
dialog crude.
A— Hardly Y— Fair C— Very exciting
Laxnry Liner (George Brent, Zita Johann)
(Para.) Showy but feeble story. laid on board
great ship during Atlantic croAsing. supposed
to give cross-section of life from first to
third cabins. Interesting for background and
travel atmosphere, but the "life" consists
mainly of conglomerate of sex affairs.
A — Mediocre Y — Unwholesome C — No
Parachute Jumper (Douglas Fairbanks, Jr.)
(Warner) Merely sensational picture about
two care-free super-brave aviators who leave
the Marines, hunt jobs, and meet the down-
and-out heroine. Thoroughly spiced with cheap
sex stuff and rum-running by air. before
hero finally settles down.
A-^Mediocre Y— Certainly not C— No
Rasputin and the Empress (The Barrymores.
Diann Wynyard. Rolph Morgan* tMCiMt Ex-
cellent historical picture, true in major fea-
tures, about Russian myalty. the Great War.
ami the sinister Rasputin's great role therein.
Si>lendidly acted, thrillingly entertaining, with
some very violent scenes. Only defect, Ras-
putin is made over-melodramatic, wholly re-
pugnant and unhuman.
A — Notable Y — Very strons C— Too strong
Robbers' Roost (George O'Brien) (Fox) An-
other Western of usual ingredients, such as
cattle-rustling, frontier romance, violent he-
roics and beautiful scenery. Morally unob-
jectionable and adequately thrilling to satisfy
those who hunger for this sort of thing.
A— Hardly Y— Good -C— ExcHing
Secret of Madame Blanche. The (Irene
Dunne) ( MOM ( Fairly convincing story, well
acted, with Irene Dunne as young chorus-
girl and finally old hostess in a dive, having
remained decent throughout. Long-lost son —
finally reunited. Many charming scenes but
several questionable. Lionel AtwiU does fine
role.
A— Fair Y— UnsulUble C— No
So This Is Africa (Wheeler and Woolsey)
(Columbia) Perhaps crudest and craziest hash
to date by these "stars." Burlesque African
exploration with burlesque sex stuff which i-)
cheap, vulgar and ridiculous. Humor stale,
dialog stupid, plot idotic. taste ribald. Not
even good "box office."
A— Trash Y— Trash C—No
Speed Demon (William Collier Jr.) (Colum-
bia) Speeii-boat-racing melotlrama. lively
thriller, full of hokum, in which hero \one»
race and girl through drinking, adopts a waif,
loses him to gangsters — but finally makes sen-
State Fair (Will Rogers. Janet Gaynor)
(Fox) Homely, human, appealing picture of
country life. Mostly wholesome entertainment,
as devoted family of four set out for joyous
week at the Fair, with prize hog and mince
pies. But for "punch." son and daughter
crassly deceive loving parents to achieve
clandestine love-affairs, one very dubious.
A -Good of kind Y— Mostly fine
C — Mostly good
Tf»pase (John Barrymore, Myrna Ley)
(RKO) Masterful work by Barrymore as
French chemistry professor, sincere, honor-
able, credulous. Tricked into lending his
name to spurious product, he learns truth,
leaves school and cynically turns tables on
the dishonest politicians. Continental mis-
tress in cast, but no objectionable actions.
A— ExceUent Y~If mature, good
C — Beyond them
20.000 Years In Sing Sing (Spencer Tracy)
(First Nat'l) Realistic, prison life baaed on
Warden Lawes' famous book. Tracy is big
shot prisoner who expects favors but gets
none. He learns better and finally gives his
life for another. Lots of toughness and crude
romance. ,
A— Perhaps Y— Perhaps C— No
Vampire Bat. The ( Lionel AtwiU. Fay
Wray) (Majestic) Fantastic tale of mysteri-
ous murders, supposedly by vampire bats, un-
til half-mad doctor-scientist ia revealed as
murderer, seeking human blood for his ex-
periments. Usual scare effects agreeably ab-
sent, but ghoulish murderer becomes- known
too early and interest wanes.
A— Hardly Y— Perhaps C— No
Private Jones (Lee Tracy) (Universal)
C^mic war picture, rather second rate on the
whole but much of it amusing. Tracy good
as brazen, irrepressible private. drafted
against his will. Old mother dying and sister
in power of lecherous old bo 1:1, make him
willing to go. but he is a rebel to the end.
A- Hardly Y— Perhaps C— Hardly
What I No Beer (Buster Keaton, Schnoszle
Durante) (MOM) Crude, ribald, stupid hash
of stale gags and familiar slapstick which
tries to play up the near-at-hand return of
legal beer. Probably poorest Keaton picture
to date. Benighted attempt at amusement.
A— Stupid Y— Poor C— No
Whistling in the Dark (Ernest Truex. Una
Merkel) (MGM) Good, well-acted light com-
edy from the stage play with Truex as star.
Mystery-story writer and his fiancee fall acci-
dentally into power of gangsters. Forced t^
devise a murder as price of freedom, he still
savas the victim. Cheapened by supposedly
necessary bed-nx>m scene.
A— Amusing Y—Doubtful C— Hardly
Wild Women of Borneo (Travelogue) (Tele-
vision Co.) Some interesting shotA of animals
and of primitive human life and customs in
Borneo wilds. Made in 1931. now re-edited,
patched, with naive vocal accompaniment
added. Much obvious faking, and the public-
ity attempts sensational appeal which is cheap
and false.
A— Mediocre Y— Perhaps C— Hardly
Woman Accused. The (Nancy Carroll. Gary
Grant) (Para.) Another society "drama"
wherein heroine with scarlet past murders
for good cause her racketeer ex*sweetie — then
goes on "boat trip" with sweet young lawyer,
who saved her from chair, as pre- wedding
honeymoon. Usual "moral" ending as would
be expected.
A — Depends on taste Y — Unwholesome C — No
Page 86
The Educational Screen
Among the Magazines
{Concluded from payc 79)
(to use his own estimate) who go to the theatre for orig-
inah'ty, ideas, and literature. He does what he can for
them. But he knows that he is dealing with 97 per cent;
that nine out of ten enter the theatre for what is commonly
called amusement ; and that what amuses them is naive,
romantic, and forced. Hays never dreamed he could make
the pictures satisfactory to people whose pleasure is gained
in the higher thinking. He did have, and still has, the
wish to have the pictures do no harm to the moral sense.
"When Hays took the presidency, the Motion
Picture Producers and Distributors of America, Inc.
included eight producers and one distributor, and it
produced 60% of American fihns. By 1930 of
twenty-five members, twenty-one were producing
companies, three were manufacturers of equipment,
one was engaged in distribution, and it was a sub-
sidiary of a producer; and, of the twenty-one pro-
ducers, three were also distributors and one was a
IIIIIIKII
■lllllllll
IIII4I
■llllllllllltl
Dr. McClusky's Report on
VISUAL INSTRUCTION
Its Values and Its Needs
THIS REPORT, made at the request of Mr. Will H.
Hays, summarizes the author's ten years of intimate
study in the field of Visual Instruction from the re-
search angle. Dr. McClusky's first contact with
Visual Instruction was at the University of Chicago
where, under the guidance of Dr. Frank Freeman, he
wrote his doctor's thesis in that field. Since that
time as chairman of a National Educational Associa-
tion sub-committee and as President of the National
Academy of Visual instruction he has made a number
of surveys of the use of visual aids in the educational
field, thus giving him a wide background of rich
experience for this study which is reported herewith.
Among questions answered in this report are: What
is the Present Status of Visual instruction? How
many courses in Visual instruction are offered in the
schools of our country? How many teachers in
training are beinq instructed in the methods of
Visual Instruction? What is the annual expenditure
of city school systems for Visual Instruction? What
are the immediate needs of Visual Instruction? What
can Industry do to cooperate with educators in
furthering the advantages of this new medium of
teaching? It is the only authentic and up-to-date
study of its kind ever made.
Only a limited edition available. Order your copy at once.
PRICE: $1.50 PER COPY
ORDER DIRECT FROM
EDUCATIONAL SCREEN
64 E. LAKE ST.
IIIIIIIIIIOIIIIIIIIIII ■Illlllllllllllllllllllllllllllllllllll
iiiiiiiiiMtiiiiiiiiiiiiiiniMiiiiititiiiiitiiiitiiiiiiiiiiiiiiil
CHICAGO. ILL
llllllllllllllllllllllllllllllllllllltllllll
manufacturer of equipment." Mr. Hapgood then
indicates the kindliness and gaiety with which Mr.
Hays goes about his difficult work. "In arbitration
he has been brilliantly successful .... As Hays has
undoubtedly strengthened the combination it is
fair to ask .... if he has hurt the .... progress of
the cinema."
Mr. Hapgood then speaks of the Brookhart Bill,
which will eliminate the blocking system if passed,
but which is doomed not to pass (very likely) be-
cause two arguments will be offered to defeat it.
The first will concern the inadvisability of risking
large sums of production expense with no secured
market, and the second will suggest that there is
no sign whatever that the local manager would re-
flect a taste higher than that exhibited by the pro-
ducers. The second of these two considerations is
the one that will concern the family with children.
It will, in general, harmonize with the facts, but in
some localities it will not.
Mr. Hapgood next discusses at length Mr. Hays'
■'Department of Public Relations" which includes
all those cooperative activities with clubs, churches,
community organizations and Parent Teachers Asso-
ciations to present better films in their respective
communities.
Space does not permit of further quotation from
this very important and significant article. Mr. Hap-
good closes his fair and comprehensive discussion
with wise and objective commentary upon those
matters so long before the attention of serious stu-
dents of the film as it affects its observers, particu-
larly children. He mentions the many attempts to
furnish childrens' matinee programs, the over-
emphasis of sex and crime as affecting or not affect-
ing young audiences, accordingly as authoritative
viewpoints are offered by experts representing both
assertions, and, finally, he views the opinions of such
men as Mr. Ramsey McDonald, Stanley Baldwin,
Mussolini and John Galsworthy, in their feeling
about the influence of the film upon foreign relations.
Journal of the Society of Motion Picture Engi-
neers (December) Charles E. Eraser's paper, "Mo-
tion Pictures in the Navy," may astonish many in
that it presents so vividly the importance of the
film in the general program of morale. The author
states that, as a peace time equipment, the film
furnishes 45% of the recreational activity. "The
navy maintains the largest entertainment enter-
prise in the world— over 300 'theatres,' three large
distribution exchanges, and 1000 feature programs
constantly in circulation. Much of the equipment
is purchased with private funds collected from the
Navy personnel." The article is a long and in-
formative discussion of the facts, mechanical and
executive, involved.
March, 193}
Page 87
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
Dirtctor, Scarborough
School.
Sc«rborough-on-Hud>on, N. Y.
Our Bird Sarictuary — A Project
ETHEL M. HILL
^^L'R AIM was to demonstrate to the pupils the
^^ presence of all art elements and principles in
Xature as well as in studio work, and to bring a touch
■ f Nature into the classroom to children who know
.ill too little about it.
This involved much preparation and research work
of the most interesting and fascinating type. As an
initial start we visited a rock garden which had been
set up by well known nurserymen in our largest de-
partment store. Here the class made notes of the
kinds of plants, the nature of the soils, and the prac-
tical utility of the elements of design in the structure
i)f the garden.
Then, as is usual in most of our work, the class
was divided into congenial groups, each of which had
a special assignment of its own choice. One consulted
hooks at the library on the construction of bird sanc-
The Completed Project
tuaries, rock gardens, etc. Another studied some of
our commonest birds in relation to their habitat espe-
ally. All the pupils at different times studied an
\cellent collection of mounted specimens at the Mu-
1 um. Then in our art room we had available at all
times during the development of our i)roblem the
Audubon bird charts and a few well mounted speci-
mens of birds.
Another group essayed the study and construction
I birdhouses to be used in the completed sanctuary.
liird baths was the problem of one group and several
made a special study of the nests of the birds to be
placed in our garden.
From a number of plans drawn »ne had been chosen
to be followed and under the supervision of the man-
ual training department some of the boys had con-
structed a waterproof base. Soil, plants and shrubs
were secured from a nurseryman. Then the work
began in earnest. Each group applied itself assidu-
ously to its part of the work and everything progressed
happily. It was a revelation to the teacher to note
the deep and almost reverent interest displayed by
those who set up the sanctuary. Each shrub and each
plant seemed to speak a message to those who had the
pleasure of placing them in their assigned places.
After the planting of the first group of plants the
teacher decided then and there that each pupil must
have the opportunity before the completion of the
garden to place one plant — no matter how small.
After all one touch of Nature does make the whole
world kin.
Not one child had ever modeled birds, and again the
teacher felt rather than saw the intense feeling with
which each pupil handled the clay and studied the
beautiful specimens and pictures. The result was a
delight to all.
In the estimation of the teacher and of those who
were esj>ecially interested, it was a worthwhile project
for it made a deep impression upon our pupils. It
aroused great interest, especially in Nature and the
relation of design to Nature. It stinmlated independ-
ent thinking and individual work. It developed con-
fidence in the children of their native ability and
certainly gave them the habit of research work.
One group indicated sufficient interest to start a
small sanctuary in the home yard of one boy in the
class and several declared their intentions to make
birdhouses to place in trees in their own yards.
At a demonstration of Visual Education in our
school this class had the responsibility of interpreting
the problem to visitors. Their interpretation in their
own words follows:
"Our aim was to make our Bird Sanctuary con-
sistent in structure, color and purpose. We placed
our plants and shrubs with the idea that it should l6ok
natural — not artificially created. And in order that
this might be true we knew that design and patteni
must be considered so a plan was drawn.
"We tried for order and beauty by following the
Page 88
The Educational Screen
SPENCER
Classroom Lanterns
A Real Necessity
In these days of curtailed finances every dollar must
do double duty — Dollars invested in the combina-
tion glass slide, filmslide and microscope slide lantern
— Model DC — will bring more than double returns
to both the teacher and the pupils.
The use of these visual aids increases interest, re-
duces failures and repeaters, and brings to the
students a much more comprehensive understanding
of the subject they are studying.
In Model DC you are getting a three-purpose lantern
at a very low cost. It has a number of special fea-
tures built in to the lantern for the convenience of the
teacher — all are listed in booklet K-78, sent gratis.
SPENCER LENS COMPANY
BUFFALO, N. Y.
Do You Know Your Tools?
Photography is without doubt the most useful tool
of the Visual Educator.
Can you use this valuable medium properly, effi-
ciently, artistically?
The CAMERA CRAFT BOOK SERVICE can supply
authoritative texts on any photographic subject.
The CAMERA CRAFT magazine brings you the
latest news and instructive articles.
Write for our free catalog giving a com-
plete list of photographic books and a
sample copy of Camera Craft Magazine
Camera Craft Publishing Company
703 Market Street - - San Francisco, California
laws of design and therefore Nature's way of design.
This gave us proportions pleasing to the eye.
"Since another aim in the construction of our Sanc-
tuary was to provide a home for our birds we found
there had to be a variety of planting areas for which
we selected the proper plants — shrubs in the back-
ground for shelter, flowering plants for some birds,
like the humming-bird, for instance, and greenery and
water for all.
"We found it a real art to attempt to occupy space
without taking away from space.
"In Nature we know that birds quickly adapt them-
selves to their surroundings in habit, form and color
so we modeled our birds with that in mind and the
result in the completed bird we found to be true to
all laws of color and design."
"There is a lesson in each flower,
A story in each sti^eam and bower.
In every herb on which you tread
Are written words, which rightly read.
Will lead you from earth's fragrant soil
To hope and holiness and God."
♦ ♦ ♦
In connection with the work described in the above
article, we are glad to otTer the following information
regarding the Audubon colored bird-pictures and leaf-
lets furnished to school teachers and pupils by the
National Association of Audubon Societies.
The plan is very simple. The teacher may explain
to the pupils that they are going to form a Junior
Audubon Club and have a few lessons, from time to
time, about some of the more common North Ameri-
can birds. The
teacher will also ex- [^
l^lain that each
child wishing to be
enrolled must bring
a fee of ten cents in
return for which he
will receive a set of
six beautifully col-
ored bird - pictures
made from original
paintings by Amer-
ica's leading bird-ar-
tists. Accompanying
each of these pic-
tures, there also will
be a leaflet with four
pages of text, writ-
ten by well-known
authorities on bird-life.
Every teacher who is successful in forming a club
of twenty-five or more receives free a year's subscrip-
tion to the magazine Bird-Lore, which is the world's
leading, popular periodical devoted entirely to Birds.
The Morning Dove
March, 19}}
Page 89
LACK OF SCHOOL FUNDS
HAS FORCED THE SCHOOLS TO A POLICY OF SELF HELP
"Self Liquidating Equipment" Is the Need of the Hour
The Depression isn'f all
Bad. It has driven the
schools to do now what
they should have done
years ago— use Visual-
Sound methods in all
departments of the
school — and in the
Auditorium. By buying
35mm Sound-on -Film
equipment, regular
theatre talkies can be
shown, to raise money
for paying for the
equipment, and to raise
money for other pur-
poses as well.
Give Regular Theatre
Talkies as soon as it is
installed. Afterwards,
show Educational films
in all departments of
the school. The DeVry
Sound -on -Film Projec-
tor guarantees to fur-
nish as good sound and
pictures as any theatre
in America.
DeVry also converts
your old 35mm projec-
tor into professional
quality sound-on-film
at low cost.
Write for similar letters from Crane, Emerson and other schools. Send for free booklet: "Raising
Funds with DeVry Talkies." HERMAN A. DeVRY INC. II II Center St., CHICAGO
The Chicago School System has been harder hit than any other — but read these letters:
"Our auditorium Beats about fifteen hundred, and
invariably, the morning performance Kive« us a full
house, while we run about eleven hundre<l in the
afternoon.
"Our admission price is 10 cents and outaiders are
excluded. The aale of tickets and advertising is
limited t« the school and ia handled through our
schcKil organiiatiun "The All-Calumet Civic league'.
We have run a successful show with as little as four
days notice. We selected DeVry equipment after
trying , . , ." ( Four leading
competing uachinei.l
Yours truly,
(Signed) Amerigo R. Sansone
The Calumet High School (Chicago)
"We usually arrange for a show once a week and
run three performances due to the enthusiastic sup-
port of our students. As there is an unlimited supply
of really good educational motion pictures, our pro-
grams are never dull.
"When we first conceived the idea of using talking
motion pictures as an educational medium, we frankly
were afraid of the obligation, but your statement
that a 'DeVry pays for itself* has held true.
"We decided on your equipment after witnessing
demonstrations by practically every other portable and
semi-portable equipment on the market. We sincerely
and heartily recommend it to any similar institution.*'
Yours truly,
(Signed) Wm. C. Just. Electrical Dept.
Roger Sullivan Jr. High School (Chicago)
The l)ir(l-.stiuiy material is supplied the children where
as many as ten are enrolled.
Junior Audubon Clubs have become very popular
in many of the .schools in the United States and Can-
ada, and altogether more than four and one-half mil-
lion members have been enrolled in bird-study under
this arrangement. Many teachers make a practice of
renewing the work every year, as they have found by
cxperietKe that far better results are obtained where
the work is given continuity. For instance, a child
who every year for five years, has brought his fee of
ten cents has had the opportunity of studying thirty
birds, and if properly instructed has saved all his leaf-
'i-ts and colored pictures which have been bound to-
cther in a little book. Last year 161.384 boys and
iris were members of Junior .\udubon Clubs.
The headtiuarters of the .Audulwn Societies is lo-
cated at 1775 Broadway, New York City.
County Cooperative Educational
Film Library
Nine Berks County (Pa.) schools have combined
into a "Visual Educational Library Association" for
making available 16 mm. educational films. The ac-
tion was initiated by J. L. .Appenzellar, Supervising
Principal of Wyomissing School District. Mr. Ap-
penzellar writes : The response to the movement has
been very encouraging. At the beginning we had set
as a goal six contributing schools. A number of other
districts have rented films from us, and I believe that,
with the assistance given them by members, they are
becoming interested in visual educatiQti. Our pro-*
jcctor has been used extensively by neighboring schools
that are unable at the i)resent to pnrrlmse one.'" ( Filwo
Topics Magazine.)
Page 90
A Geography Lesson With Visual Aids
The Educational Screen
SUE BISHOP
I. Lesson Statement
In Asia much of the zvork is done by animals
and people rather than machines.
II. Aims
Immediate — To get acquainted with different
types of labor in the Orient.
Ultimate— To discover that these types of la-
bor depend largely upon — ■
1. Surface of country
2. Climate
3. Density of population
III. Methods Used
A. Slides — Commercial and made by pupils.
B. Moving Pictures.
C. Geographic Pictures
D. Note Book Work — with oral check up
E. Written Check Up Test
IV. Introducing the Lesson (Use black-board)
By questions draw upon pupils information
gained through past experience, reading, and
observation as follows :
*Editor's Note — We are indebted to Miss Sue Bishop of
the Wollaston School, Quincy, Mass., for this detailed
working outline for the teaching of a specific lesson-topic
with visual aids.
Save as Much as $122.50
Through Bass Bargains
On these fine quality, standard motion picture
equipments. Act today, as the quantity of these
items at these exceptionally low prices, is limited.
Sgk^ Rebuilt Bell & Howell 16mm. Projector Model 57,
(^t w\ '^^^ watt bulb, complete guaranteed, %f%7 tyfi
^•iUsfc with case. New cost, J190.00; price M'Vf.iJVF
_ wifa**T(ffj Demonstration Model Stewart Warner 16mixi. Pro-
V^Q^fj^^*^ j^ctor with powerful 500 watt bulb, forward and
*" reverse takeup, high speed rewind, one of the
finest values on the market, com- jkOO OO
plete with case. Special at ^P^v^W
Brand new DeVry Model G 16mm. Projector, 200 watt bulb,
doable claw, motor driven still picture attachment, complete
with high speed rewind, ready to use, with case. ^5^7 ^O
Former price. $95.00; now ^U / -OV
New IGmm. Peko Projector, Motor driven, runs forward and
reverse, high speed rewind. Amazing value, d**! C QC
brand new. Special at . .' ^M.^»%f%J
Brand new 100 ft. capacity Peko Automatic 16mm. camera with
F :3.5 lens, wear-proof carrying case, takes Standard Eastman
or other make reversal film. An unusual ^22 'iO
bargain at ^Ai^m^MXJ
BASS
CAMERA COMPANY
179 W.Madison St.. Chicago
E'np'ri' t '^h^ famous Bass Bargraingrams and 16mm
^ *^*-^*-« • brary Rental Catalog. Hundreds of subjeci
brary
low prices.
Li-
subjects at
n Send me 16mm. Apparatus BarKaingram.
n Send me 35mm, Camera and Projector Bargainffram.
D Send me Bass 16mm. Film Rental Library Catalos.
A. List animals commonly used in —
(On board) (From pupils)
1. Deserts and dry lands Camels- Yaks
2. Hilly regions and high plateaus
Donkeys-Mules
3. Warm, swampy parts
Elephants- Water Buffaloes
4. Cold regions Dogs-Ponies-Horses
5. Farms Oxen-Bullocks-Donkeys
B. Coolie labor would be found mostly
1. In cities. .Porters-Ricksha Men-Peddlers
2. On rivers
Poling boats-Loading and Unloading
3. On farms . . Plowing-Reaping-Threshing
V. Presentation of Hand-Made Slides by Pupils
1. The Ricksha Man
2. The Furniture Mover
3. Beating Out Grain
4. A Sedan Chair
5. A Yak
6. A Chinese Wheelbarrow
7. Carrying Tea
8. A Samoan
9. A Water Bufifalo
10. An Ox Cart of India
NOW! SOUND PICTURES!
GENERAL ELECTRIC EDUCATIONAL FILMS
Technical and Nontechnical
With Synchronized Sound or Silent
The General Electric Company, through its Visual
Instruction Section, has produced many educational
pictures of both a technical and nontechnical nature.
These films are intended for exhibition in the interest
of education, public welfare, and commercial develop-
ment. They deal with the electrical industry, its ac-
complishments, and its relation to other industries.
General Electric filhis — 35- and 16-mm. silent and
35-mm. sound — are lent free of charge except for
transportation costs. Write to the nearest of the fol-
lowing General Electric offices for a copy of Motion
Picture Catalog, GES-402B.
1 River Road,
Schenectady, N. Y.
1405 Locust St.,
Philadelphia, Pa.
230 S. Clark St.,
Chlcaero, 111.
200 S. Main St.,
Salt Lake City, Utah
1801 N. Lamar St.,
Dallas, Texas
84 State St.,
Boston, Mass.
926 Euclid Ave.,
Cleveland, Ohio
329 Alder St.,
Portland, Oregon
187 Spring St., N. W.,
Atlanta, Ga.
Special Distributor —
*Department of Visual Instmctioll,
University of California,
Berkeley, Calif.
•A small service charge is made for films erdered from this office.
GENERAL ® ELECTRIC
March, 19} i
Page 91
VI. Presentation of Keystone Slides by Pupils
1. Sawing I-iiiiil)LT in Manchuria
2. Road Making in China
3. Bactrian Camels from the Mongolian Deserts
4. Chinese Boys Plowing in Northern China
5. Making Woolen Shawls in India
6. Coolies Mauling Grain
7. Mongolian Ponies
VII. Preview of Moving Picture to Show Con-
trast Between East and West
1. Irrigating Rice I'^ields ; 2. Loading Boats;
3. Hauling Lumber; 4. Hauling Freight;
5. Carrying Mail.
VIII. Note Book Work
Materials — Map of Asia showing various re-
gions given in the introduction to this les-
son— (Pupils did this work in a previous
lesson )
ASIA— By Nellie B. Allen
Crayons-Checked Paper- Pencils-Rulers
What to do —
1. Make eight frames 1^x2 in. above, be-
side, below map.
2. Print titles in order beginning with frames
above map.
a. Donkey ; b. Camel ; c. Horse ; d. Coolie ;
e. Sampan ; f . Elephant ; g. Water Buff-
alo ; h. Yak.
For Screen Projection
Write for free samples.
RADIO-MAT SLIDE CO., Inc.
1674 Broadway, New York, N. Y.
3. Use page references after each title — to
find the regions — then draw arorws from
pictures to regions — use region color for
arrow.
4. Draw and color pictures according to
titles under frames.
IX. Oral Check of Note Book Work
X. Check Up Test
Fill Blanks
1. Horses are used in the regions.
(Cooler- Warmer)
2. The swampy regions of Asia are mostly
in the
( North-East-South- West )
3. Water buffaloes are used on the farms
( Northern-Southern)
4. The freight car of the desert is the
(Coolie-Camel-Donkey)
5. The densely populated regions in Asia
are in the
( Northwest- Southeast )
KOSB Balopticon
The Complete Line of B&L Balopticons
Meets Every Still Projection Need
THE superior quality of Bausch & Lomb optical glass and infinite care in design and
manufacture are reasons for the superior performance of every B&L Balopticon. Clear
sharp detail right to the edge of the image gives your pictures a brightness that holds
attention. Remember "B&L makes its own optical glass. B&L glass meets B&L standards."
B BALOPTICON — projects slides only. It is a handy, efScient instrument for
the classroom and is one of the most -widely used instruments for still projection.
Attachment for strip film available. Model BDT is the same instrument but
equipped with a tilting base.
LRM BALOPTICON — projects either slides or opaque objects onto an opaque
screen at distances up to 18 or 20 feet. Extremely simple to operate. Pro-
.«_ jection quality is unexcelled. Easily portable.
KOSB BALOPTICON — newest product of 28 years of experience of making
still projection equipment, is of the translucent screen type and projects either
slides or opaque objects. The powerful illuminating system projects the sub-
ject through the screen which stands bet^veen it and the audience. The
teacher faces the audience and no assistant is necessary.
The complete B&L line includes the Brief Case Sales Projector, the Over-
head Projector, the Triple Purpose Micro-Projector, etc.
Write for complete details.
BAUSCH & LOMB OPTICAL COMPANY
688 ST. PAUL ST. ROCHESTER, N. Y.
Bausch & Lomb makes its own optical glass.
B&L glass meets B&L Standards.
„ _ , .. MICROSCOPES TELESCOPES BINOCULARS SPECTACLE LENSES and FRAMES
B Balopticon ophthalmic apparatus scientific INSTRUMENTS
LRM Balopticon
Page 92
The Educational Screen
The National School of Visual Education
I I ERE is another triumph for Visual Education.
' * The importance of Home Study, in the educa-
tional system of this country, is well proven by the
establishment of "Extension Divisions" by many of
the leading colleges and universities. Large num-
bers of men and women of all ages, unable to attend
regular day or evening classes, find it necessary to
continue and complete their education by mail.
Neglecting the extravagant claims made by some
commercial schools of this type, the main objection
to individual study at home has been the lack of
classroom atmosphere and personal contact with
Every Photographic
iVeed Served hy
One Camera!
Here are demonstrated a few of
the many educational uses of
the LEICA Camera.
Illustration No. 1 is a photo-
microgrraph made by attaching
the LEICA Camera to a micro-
scope. Albert Johannsen. Pro-
fessor of Petrology, says : "I
find that I can not only take
the photomicrographs much
more quickly with a Leica Cam-
era than with a larger instru-
ment, but that the resulting photographs are
uniformly better."
Illustration No. 2. The "Wolf-Spider". This re-
markable close-up by James M. Leonard was
made with the LEICA Camera and Copying At-
tachment. An example of LEICA's value in the
teaching of science.
Illustration No. 3. An example of LEICA pho-
tography in the research work conducted by M. J.
Dorsey, Chief of Pomology, University of Illinois
College of Agriculture.
Illustration No. 4. Section of a manuscript copied
with the LEICA Camera and
copy attachment. Dr. D. L.
Bendikson of the Henry E.
Huntington Library and Art
Gallery, San Marino, Calif., uses
the LEICA for the reproduction
of books and manuscripts ; for
the making of colored lantern
slides ; for photomicrography as
well as all general photog-
raphy.
^.*^VJ
Uy^.mS^ I'll-, fcv t'.i^'Vfnc^ lHlIf<* Sl3>
_,CAL
■G'AMERA
The LEICA Camera has 7 inter-
changeable lenses and nearly 300
accessories which adapt it easily
to any photographic requirements.
LEICA's negatives may be printed
on positive film for projection. The
UDIMO Universal Projector, for
all single frame. LEICA double
frame, 3x4 cm. film and glass slides.
is specially recommended.
The Leica takes up to 36 pictures on a single roll of cinema film.
Built-in Short Base Range Finder gives you perfect focus without
guessiuK- Focal Plane Shutter gives
you speeds of 1 /20th to 1 /500th
second, and takes the fastest action
pictures without blur. Easy and
quick to operate. LEICA is small,
'■ompact. weighing only 19 oz. ; can
be conveniently taken anywhere.
Price with 50 mm. ELMAR f:3.5
lens. $92.50. 2 year guarantee cer-
tificate.
Write for Free Illustrated Booklet
"Why LEICA?" Monthly bulle-
tin, "Leica Photography", sent to
all registered LEICA owners.
E. LEITZ, Inc.. Dept. 257
60 EAST loth STREET NEW YORK
the instructor. No matter how well written the
text may be, there is always the possibility of a
wrong interpretation by the student.
To overcome this objection, the DeForest's
Training Division of the National School of Visual
Education have prepared a series of motion picture
films which are supplied to each student together
with a small but efficient projector. The arrange-
ment of the films and design of the projector are
such that the student has a combination of stereop-
ticon and motion pictures available. In fact, any
individual frame of the film can be studied for any
length of time.
In addition, each film is accompanied by a "Reel
Lesson" which not only gives a detailed synopsis
of the subject matter but tells the student where to
Equipment Furnished for Home Study
run the projector fast, slow, stop or reverse in order
to obtain the greatest possible information. In
addition, references are made to the regular text
material, the explanation of which is supplemented
by the films.
For example, in the subject of Radio, a judicious
selection of photography and animated diagrams
allows the student to not only see the actual equip-
ment in operation, but also to follow the action by
diagram. Thus, the usual classroom lecture is
duplicated in the student's home but he has the
completed lecture in printed form and thus need
not take notes. He can see a much greater variety
of equipment than the usual classroom has avail-
able. He has full benefit of the instructor's black-
board sketches with the added advantage of seeing
them in finished and animated form.
Thus, the combination of carefully written texts
and specially prepared films gives the home study
student as many, if not more advantages than the
regular student. This type of instruction was not
only originated but has been used exclusively by
the National School of Visual Education and De-
Forest's Training for about five years and has
proven a most efficient method of teaching such
technical subjects as Electricity, Radio, "Talkies"
and Television.
March, 19i}
Page 93
. , .in a stirring ^^
2-reel motion picture prepared
especially for the school children of America
Anotker great historical motion pic-
l\. ture by Eastman Teaching Films,
Inc., gives living meaning to a great
American jiersonality.
The title role of this new release, now
ready for delivery, is plaj'ed by George
Hillings — undoubtedly the most out-
standing impersonator of Lincoln. En-
dowed with a striking likeness to the
:;reat president, and fortified by exhaus-
tive study of his life and character, Mr.
Billings not merely acts the part of
Lincoln — he is Lincoln.
The picture is completely authentic
from beginning to
end. Seeing it, pu-
Inexpensive Kodascopes.
for projecting A braham
Lincoln and other
Eastman Classroom
Films, can be obtained
'rom dealers everywhere.
Screen costs are nominal.
pils will re-live Lincoln's life as a vivid,
first-hand experience. Not only will it
supplement other teaching material for
the classroom study of the Great Eman-
cipator's life and times, but it will also
serve to inspire character and patriotism
in the heart of every child, from the low-
est grade to the highest.
The Eastman Classroom Film, Abra-
ham Lincoln, consists of two reels. Their
total running time is about 30 minutes, so
that they can be shown in the usual class
period. Prices (delivered): 16-millimeter,
S70 complete; 35-millimeter, S150 com-
plete. Not available
on the rental plan.
For prompt deliv-
ery, send your order
now. Eastman
Teaching Films, Inc.
(Subsidiary of
Eastman Kodak
Company), Roch-
ester, New York.
Battle scene in the war between
the states
"Fourscore and se\en years
ago". . the immortal address
\
Si'TTi^
mi
fc?.i
Lee surrenders to Grant at
Ap|x>mattox
Eastman Classroom Films
Page 94
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
Self Liquidating Visual
Education Equipment
Herman A. DeVry, Inc., calls attention to a phase
of school financing which seems to be of great im-
portance to progressive schools in these times of
depleted funds, namely, the Self Liquidating Char-
acter of a type of School Talkie Equipment, which is
capable of giving shows of regular theatre quality.
Since this is the 35 mm. sound-on-film type of equip-
ment, it can use the better features made by the big
producers. They attract larger crowds than the usual
school audiences, and at small admission fees, a few
shows soon raise enough money to pay for the equip-
ment.
After this period of "self liquidation", the equip-
ment becomes the easiest of all means to raise money
for other worthy purposes. Most other types of
school entertainment, such as concerts, and school
plays, require long periods of rehearsal, and some
expense in the way of costumes and scenery. The
"talkie" has a complete program of the most elaborate
entertainment, both music and action, already on the
film itself, and at the touch of a button, the riches
of modern opera may be poured upon a delighted
audience for an hour or more. A number of high
schools have bought this equipment, and all of them
report that the liquidation came through successfully,
or that it is rapidly coming through. And the at-
tendance has increased, instead of decreased, as the
shows continued — which, in these times, is "news".
However, if these were all the possibilities of this
equipment, it would not be justified as school equip-
ment. The advantage of the arrangement is that such
equipment is equally of value for more strictly edu-
cational purposes, either in the classroom or audi-
torium.
Undoubtedly, certain silent films of unusual edu-
cational value will survive ; but most of them have had
their day. The "Talkie" now has the call, and schools,
ever alert to use the most up-to-date instruments of
instruction, must inevitably equip themselves to handle
the; new vogue in "talkies". Now that they can do
this, without spending regular school funds, they are
indeed fortunate, and may thus find the depression
a real stimulus to discover methods of .self help and
independent resource, which they did not know they
possessed.
The DeVry Company has just published a booklet —
"Raising Funds with DeVry Talkies," which is free
for the asking.
Increased Light for Eastman Projectors
The Eastman Kodak Company has announced the
completion of two new 16-millimeter projectors with
illumination, respectively, of 500 watts and 750 watts.
The Kodascopes K, Models 50 and 75, as the . new
machines are designated, set new standards for pro-
jection brilliancy. The increased illumination and
crisp focussing of the new projectors not only produce
brighter, sharper pictures on average-size screens but
also they permit projection on much larger screens,
with Kodacolor movies as well as with black and white.
Outwardly alike, the new projectors are light in
weight, smart in appearance, compact, and sturdy. They
project 400 feet of film with a simple threading, and
they rewind the film by motor in less than 30 seconds.
Levers cause the film to reverse at will or to project
a "still."
Despite their unusually brilliant illumination, the
Kodascopes K do not overheat. A powerful fan,
forcing a .steady stream of air thro>igh a newly de-
signed cooling jacket, keeps these projectors surpris-
ingly cool at all times. In the case of the Model 75,
a rheostat and an indirectly illuminated voltmeter pro-
tect against overloading the projection lamp, thereby
increasing its life and yet assuring the full and correct
amount of illumination.
Both models come equipped with a fas) 2-inch
projection lens. Lenses of other focal length, pro-
viding for longer or shorter "throws," are available as
extras, as are the lens and filter necessary to equip the
projectors for Kodacolor.
Leica Developments
A new model Udimo film slide and glass slide pro-
jector is now available from E. Leitz, Inc. This
model includes several new devices which were lacking
in older models, the most important change being the
method of film transport. Another interesting feature
is the fact that any of the Leica Camera lenses can
be used as the objective in this projector.
Film slides of two popular sizes can be accommo-
dated, the single- frame movie area (^xl in.) and
the double-frame area (1x1^ in.). Besides this,
the increasingly popular glass miniature slides measur-
ing 2x2 in. square. The use of these glass slides
permits the making of slides from all miniature cam-
era negatives direct, up to 3 x 4 cm. An automatic
slide-changer is also available for use with the 2 in.
square glass slides by means of which up to fifty
slides can be shown in rotation without manual in-
sertion of each slide.
March, 19)}
Page 95
E. Leitz, Inc., also announce a more extensive serv-
ice bureau for Leica owners. This department will
offer advice, suggestions, and answer any questions
regarding the use of the Leica Camera. A helpful
bulletin will be issued every month and sent to I^ica
photographers.
The service department will be under the direction
if Willard D. Morgan and Karl A. Barleben, Jr.,
I'.R.P.S., both well-known as authorities in photog-
raphy. Mr. Morgan is a writer, lecturer, and photog-
rapher of note, while Mr. Barleben is well-known for
his monthly departments in the various photographic
magazines. Mr. Barleben, after having completed his
sixth year as instructor of cinematography at the
New York Institute of Photography, has accepted the
post offered by the new service department.
This service is unique in that it is one of the very
first of its kind to be sponsored by any firm. Those
interested in this project and desirous of receiving
the new bulletin will do well to write to E. Leitz, Inc.
S. O. S. Purchases Government Equipment
What is said to be one of the largest deals made
in recent years on motion picture equipment was the
recent purchase of projectors by the Sales On Sound
Corporation, New York City, from the U. S. Gov-
ernment. This transaction represents the new policy
of liquidation placed in effect by the Salvage Depart-
ments of the Army, Navy and Marine Corps.
The lot, it is said, consists of 76 Projectors of
various types including well known makes such as
Simplex, Holmes, Acme, Baird, and others. Most
of these were in use by the U. S. Navy on ships that
have been taken out of commission or shore stations
that have been discontinued.
Upon arrival the machines will be immediately taken
down, every part measured with micrometers, and any
part not just properly lined up or fit to use in con-
junction with a new one will be discarded, and the
necessary parts supplied. All sprockets, gears, shoes,
and intermittent cams will be replaced where neces-
sary, so when these mechanisms are ready for the
market, a one year guarantee against electrical and
mechanical defects in material and workmanship will
be placed upon the assemblies.
S. O. S. has one of the largest repair departments
in the Motion Picture Industry, their plant being
f almost one city block long. More than half of it
is devoted to reconditioning and rebuilding used ap-
paratus that is purchased from time to time.
Bell & Howell Title Writer
For the amateur movie maker who wants to make
professional-like film titles, including tricky ani-
mated ones, a new Bell & Howell Character Title
Writer, for use with Filmo cameras, has just been
developed.
For making the movable-letter animated titles
Educational Field Representatives Wanted
For home study courses in Radio, Talkies and Television.
Taught by motion pictures in the student's home. Full or part
time. Courses are easy to sell, liberal commission. — Write
to OeForeit'i Training, Inc., 1 109 Center St., Chicago. III.
which have become so popular, the new Title
Writer may be used in a vertical position. The
letters may be moved at will on the then hori-
zontal title card. They do not have to be fastened
to the card or otherwise supported.
This new unit makes use of two 100 watt, 110-
115 volt lamps that are silvered on one side, and
so provide their own reflectors. Also, the lamps
are of a more or less spherical form, which affords
necessary ventilation around the filament to permit
their use in the horizontal position which the
lamps assume when the Title Writer is used ver-
tically. The new model can be used in a horizontal
position for filming ordinary titles. There is also
provision for the angle position for titles which
show the hand as it writes.
New Portable Public Address System
The development of a portable "public address"
system which provides improved quality of repro-
duction, simplicity of operation and is housed in a
single self-contained carrying case, has been an-
nounced by the RCA Victor Company.
The new apparatus, according to the announce-
ment, was designed to fulfill the varied require-
ments of an increasingly wide field of application
for public address and sound reenforcement sys-
tems. In addition to the usual public auditorium
and banquet work, modern sound reenforcement
systems are called upon to augment the volume of
an orchestra or of a stage presentation in the
theater, or concert hall. They also provide facili-
ties for making announcements and for paging
work in schools, large industrial organizations, or
wherever sound is to be picked up at its source,
amplified and projected to either a collective or
individual audience.
The new "velocity" ribbon microphone, radically
different in principle from all previous microphones,
is an integral part of the new RCA Victor system.
Heretofore, this microphone has only been avail-
able for the delicate sound work in connection with
motion picture and high quality disc recording.
It is provided with an adjustable desk or table
stand. The amplifier is an exceptionally "high
gain" unit utilizing Class "B" amplification and
providing an output of 20 watts. Two electro-
dynamic type loudspeakers are mounted behind
grilled openings iti the front half of the carrying
case, with a 30-ft. extension cable which, together
with the 30-ft, cable connected to the microphone,
permits of placing the loudspeakers at any desired
point from the microphone.
Page 96
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 advertisement on outside back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
(See advertisement on page 93)
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
General Electric Company (3, 6)
Visual Instruction Section,
Schenectady, N. Y.
(See advertisement on page 90)
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
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. (1, 4)
228 Franklin St., Buffalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 66) ,
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
Williams, Brown 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. LaSalle St., Chicago, 111.
MOTION PICTURE
MACHINES and SUPPLIES
Ampro Projector Corp. (6)
2839 N. Western Ave., Chicago, III.
Bass Camera Co. (3,6)
179 W. Madison St., Chicago, 111.
(See advertisement on page 90)
Bell & Howell Co. (6)
1815 Larchmont Ave., Chicago, III.
(See advertisement on inside back cover)
Eastman Kodak Co. (4)
Rochester, N. Y.
(See advertisement on outside back cover)
Edited Pictures System, Inc. (1)
330 W. 42nd St., New York City
H. A. DeVry, Inc.
nil Center St., Chicago, 111.
(See advertisement on page 89)
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
International Projector Corp. (3, 6)
90 Gold St., New York City
Motion Picture Accessories Co. (3, 6)
43-47 W. 24th 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. (6)
Davenport, Iowa.
(See advertisement on inside front cover)
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 65)
Motion Picture Accessories Co.
43-47 W. 24th St., New York City.
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.
330 W. 42nd St., New York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville, Pa.
(See advertisement on page 66)
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on page 91)
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 88)
Victor Animatograph Corp.
Davenport, Iowa.
(See advertisement on inside front cover)
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Keystone View Co.
Meadville, Pa.
(See advertisement on page 66)
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester, N. Y.
(See advertisement on page 91)
E. Leitz, Inc.
60 E. 10th St., New York City
(See advertisement on page 92)
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.
(See advertisement on page 88)
Victor Animatograph Corp.
Davenport, Iowa.
(See advertisement on inside front cover)
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
REFERENCE NUMBERS |
(1) indicates firm Bupplies
35 mm.
silent.
(2) indicates Arm supplies
36 mm.
sound.
(3) indicates Arm supplies
35 mm.
sound and silent.
(4) indicates firm supplies
16 mm.
silent.
(5) indicates firm supplies
16 mm.
sound.
(6) indicates Arm supplies
16 mm.
sound and silent.
IS YOUR -Rrm represented here? It should be. Continuous insertions under one
heading cost only $1.50 per issue; additional listings under other headings, 50c each.
Tftachan
ty
Educationa
COMBINED WITH
Visual Instruction News
CONTENTS
Adapting Visual Aids to Class Routine
Can Educators Profit from Industry's Experience
With the Motion Picture?
How to Conduct a Worship Service With Visual Aids
A Filing System for Visual Aids
Single Copies 25c
• S2.00 a Year •
APRIL
1933
16mm Buycrs
O 1 Slcouo^. ^'^^^^
InFiniTE PftECision isavic
TOR Watchword. Perfect performance is not pos-
sible without it. Precision alone, however, is not
enough! You want, in addition, the many advance-
ments which VICTOR has created — many of which
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are weighing"
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ting down to fundamentals that VICTOR'S reputation
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VICTOR'S pioneering of the nontheatrical movie
equipment industry started a quarter century ago.
The most outstanding of 16 m/m camera improvements,
such as Multiple Operating Speeds, Revolving Turret
Front, Visual Focusing, etc., originated with VICTOR.
VICTOR has also led the way with 16 m/m Projector
refinements. Maximum Simplicity, Brilliant Illumina-
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WRITE FOR DESCRIPTIVE LITERATURE
Demonstrations Will ^lacil;g he arranged
Address all inquiries to
Victor Animatograph Corp'N
DAVENPORT, IOWA
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'ke WoMD's fiNEST i6mm Motion Pictup^e EquiPMENTyy^
April, 19 ii
Page 97
Educational Screen
Combined with
Visual Instruction News
APRIL, 1933
VOLUME XII NUMBER 4
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
Htrbert E. SUught. Pre>. Dudley G. Hays
Fradaricl J. Lana, Treat. Stanley R. Greene
Nekon L Greene, Editor Joseph J. Weber
Ellfworth C. Dent, Manager R. F. H. Johnson
Evelyn J. Baker Marion F. Lanphier
Josephine Hoffman F. Dean McCluilty
Otto M. Forkert Stella Evelyn Myers
CONTENTS
Adapting Visual Aids to Class Routine. Clyde Stewart 99
Can Educators Profit from Industry's Experience
with the Motion Picture? Howard A. Gray 101
Government Activities in the Visual Field.
Conducted by Margaret A. Klein
Film Production Activities
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent
Among the Magazines and Books.
Conducted by Marion F. Lanphier
The Film Estimates
103
105
106
108
109
The Church Field. Conducted by R. F. H. Johnson I 10
School Department.
Conducted by Dr. F. Dean McCluslcy 112
Among the Producers , 114
Here They Are! A Trade Directory for the Visual Field 116
Contents of previous issues listed in Education Index.
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, April, 1933, by the Edu-
cational Screen, Inc. Published every month e>cept July and August.
$2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cti.
Page 98
The Educational Screen
Your
Guide
to the Biggest
and Best
in Current
Motion
Pictures!
Notu Availahlel
"The Voice of the Vatican"
A one-reel, sound-on-disc, picture show^ing
the high lights of Vatican City, scenes of
the Basilica, the new Vatican railw^ay, the
governing offices, the Pope's office and
incidental departments. You see and hear
the famous bells of Vatican Square. You
see the Pope, for the first time, meeting the
actual ruling head of a government ■when
he greets Mussolini and Victor Emmanuel.
The lighting of St. Peter's Cathedral is
also shoTvn.
"Symphony in Sight"
A novel film that is really novel — a
translation of Brahms' music into moving
abstract figures. This picture is a de-
velopment of music you can SEE as well
as hear. Brahms' Hungarian Dance ren-
dered by a 150 piece orchestra is repro-
duced with a picturized fidelity that even
a deaf person can recognize and enjoy.
Write for information
Non-Theatrical Department, Bureau B
Universal Pictures
Corporation
730 Fifth Avenue New York, N.Y.
A COMPLETE
VISUAL SERVICE
AT
PICTUROL PROJECTORS
<3ND FILM SLIDES
EDUCflTIONflL
MOTION PICTURES
WRITE FOR CflTflLOQS
SOCIETY/^YISUALEDUCATION/^c
Manufadtirtrs, Froduars i Distributors (f fisiwUids
327 So LA SALLE ST. CHICAGO, ILL.
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THE JOURNAL OF GEOGRAPHY
3333 Elston Ave.
Chicago, 111.
April, 19}}
Adapting Visual Aids to Class Routine
II. Making Photosraphic Copies oF
Visual Material (Concluded from March)
Page 99
CLYDE STEWART
FILM slides can also be copied much cheaper than
lantern slides. For this purpose a long printing
frame' should be constructed such as the one
shown in figure 2. The length can be altered if de-
sired but the width of the film track should be 35 mm.
or 1^8 inches. The ends arc left open so that extra
lengths of film can project out when a long film is
copied. A strip of opaque paper can be pasted along
each side of the film track so that the perforations
along the side of the film will not print black on the
negative copies. The raw unexposed film can be pur-
chased from the Eastman Kodak Company for about
two dollars and fifty cents per hundred feet. Nothing
but safety positive film should be used for copying.
Negative film is too fast for copy work. The expo-
sures and development are about the same as for lan-
(irn slides.^ .\ftcr washing, the excess water on the
lilm can be wiped off with a damp chamois skin before
the film is hung up to dry. This avoids any possibil-
ity of water stains caused by a great amount of min-
eral in the tap water.
Paper copies of film slides can be made in the same
way as the paper copies of lantern slides. The paper
should be purchased in rolls from the photo supply
house and cut into 1^ inch widths and of a suitable
length. The copies are rather small however for most
uses.
To make enlarged paper copies from film slides a
iutted printing frame such as that shown in figure 3
can be used. The frame that comes with the photo-
finishing outfit mentioned above can be used. It will
not spoil it for other work. The frame should be
screwed to a wood base (D) and have two slots (S)
cut in the side as shown in the figure. The length of
the slot will determine the largest width of paper that
can be used. I have found that about 2j4 inches
makes a very convenient width to use with a four by
five inch printing frame, which is the size furnished
with most photofinishing outfits. Other sizes of course
can be used.
To make use of the outfit the negative film slide is
put into the projector (p), and the image is focused
■m the frame at (B). This is done in a room dark
lough to avoid exposing the printing paper. A twen-
ty-five watt red bulb makes plenty of light to work
with and will not expose the paper. The unexposed
paper is rolled up and held in a roll by a clothes pin
as shown in figure 3 at (A). Ifa piece of red glass
is available it can be leaned up against the projector
lens and the image of the film can be focused on to
the printing paper through the glass (E). This in-
sures a sharp focus and will not make an exposure
tmtil the glass is removed. The first view is pulled
into place in the projector and an exposure of the
proper length is made. The red glass (E) is then
placed to cover the lens of the projector, or the pro-
jector lamp can be turned off while a fresh section
of paper is pulled into place. The upper half of the
clamp on the printing frame is loosened during this
operation. A pencil mark placed on the back of the
paper enables a person to tell when he has pulled the
paper the proper distance. The exposed paper (C)
should be rolled up and held in place with a clothes pin
the same as (A). This protects it from stray light
that might come from the projector lamp house.
The next frame is then pulled into place in the
3. A printing frame for 35 mm. films can be purchased from
the Agfa Ansco Corporation of Binghamton, New York.
4. A free booklet entitled "Developing, Printing, Enlarging
Leica Pictures" giving valuable information about the
handling of 35 mm. film can be obtained from E. Leitz
Inc., 60 East 10th Street, New York City.
Fi9.3
projector and exposed. When all the frames or
as many as one wants are exposed the paper
is taken out and developed in the usual way. Be-
fore starting the exposures a small strip of paper
should be placed in the frame and a trial exposure
made so that the proper length of exposure can be
Page 100
The Educational Screen
determined. If the lens mount on the projector can
be moved ahead far enough lantern slides can be
copied on to rolls in much the same fashion. The
proper sequence is then preserved and the rolls are
very easily stored when not in use.
Lantern slides or film strip pictures can be enlarged
for framing by this method. If the printing frame is
not large enough to take the size paper you wish to
use, it can be fastened to a bread board with thumb
tacks while the exposure is made.
In all photographic work great care must be taken
to keep all equipment clean or stains may result. Do
not allow your fingers to dip into the fixing bath. Use
a glass rod to manipulate materials in the bath. If
any hypo is carried back into the developer it may
cause stained prints.
III. Making Your Own Slides and
Film Slides
If a school cares to invest a little more money in
equipment it is easy for a teacher who is interested to
produce some excellent slides or film slides. The
equipment for producing slides is much cheaper than
that required for producing film slides. Conversely
the cost of materials is about twenty times as much
per picture for slides as it is for film slides. If the
school can make some of the equipment the cost can
be cut down considerably. I have constructed most
of the equipment we use here and the cost of mate-
rials was well under fifty dollars. There is a great
deal of satisfaction in being able to organize your own
visual material into slides or film slides. There is no
loss from undesirable material when this is done.
To make lantern slide plates by copying diagrams
or pictures from books requires a good plate camera.
The best size to purchase is a 3j4x4j4 inches since
slides are 3j4 x4 inches. It should have a double ex-
tension bellows, otherwise it will be impossible to focus
on near objects such as diagrams in books. The lens
should be an anastigmat of good quality. Cameras of
this type range in price from about twenty dollars and
up for types that are suitable for lantern slide copy
work.
For any kind of copy work a copying stand should
be constructed or purchased. A vertical type such as
the one shown in figure 4 is far more convenient than
the horizontal types. The construction of a satis-
factory stand is not difficult. The camera (E) slides
up and down the vertical board (A) and can be
clamped at any position by the screw (B) in the slot
(H). The work to be copied is laid on the base (C)
and illuminated by two frosted bulbs (D) of about
75 or 100 watts inclosed in reflectors. The reflectors
can be cheaply made by soldering brass lamp sockets
into the halves of a syrup pail. The inside of the
reflectors should be painted a dull white to give a soft
even light from both sides of the copy stand. This
helps to eliminate glare and shadows. No dimensions
for the stand have been included since the size of the
camera used and the probable size of copied material
must be considered.
To copy a picture or diagram from a book the
camera plate holder can be loaded in a dark room with
an unexjiosed lantern slide plate. A lantern slide can
be used in place of a plate by not pulling the plate
holder slide all the way out during an exposure. This
will keep the plate from dropping out of the holder
since the plate will be a little short for a 3yix4j^
inch camera. Better copies of diagrams can be ob-
tained by using ])rocess plates. If plates are used for
pictures the Eastman Universal ])late will do good
work. The procedure of copying is simple. Suppose
we wish to copy a diagram. The diagram is placed
on the base and illuminated with the copy lights. The
camera shutter is set on T and opened. An image of
the diagram will then appear on the ground glass back
of the camera. Adjustment of the camera up and down
the vertical board will enable you to get the proper size
image. At the same time
the image should be
brought into sharp focus
by racking the bellows
in or out. After the
proper size image is in
focus the camera is
clamped firmly to the
board and the shutter is
closed. The plate holder
can then be inserted and
an exposure made. In
making an exposure the
diaphragm stop of the
camera should be set at
about F 11 or 16. This
slows up the exposure
and also takes care of d.ny
slight errors in focusing.
The shutter should be
left on T. The time of exposure must be determined
by experiment but it will probably be from ten to thirty
seconds. After an exposure the dark slide is inserted
in the plate holder and the plate is then ready for
development as described in part two. The negative
obtained is then printed on to a slide or may be used
as it is if the subject matter was a diagram. Of course
not all negatives will be copy work. The camera can
be used for outdoor pictures the negatives of which
can be printed on lantern slides.
The average commercial film slide on 35 mm. film
is technically known as a single frame slide. The act-
ual size of the picture is about ^ x 1 inches. It is
possible to prepare pictures on the same film of dou-
ble frame size that are 1x1^/2 inches. One of the
(^Concluded on page 113)
April, 19)}
Page 101
Can Educators Profit From Industry's Experience
with the Motion Picture? Howard a. gray
SFIORTLY after his first successful experimenta-
tion with motion picture equipment, the late
Thomas A. Edison predicted that in time edu-
cational institutions would come to use the film as
an etTective instructional device. His prophecy was
repeated in 1900 at the Paris Exposition of Instruction
hy delegates who viewed the first educational motion
l)icture — a film made up of ten negatives glued end
to end and portraying scenes in the municipal schools
<if Paris for a period of forty-five seconds on a small
plate of ground glass.
During the next twenty-five years, the somewhat
limited use of the silent film for classroom instruc-
tional purposes led to experimentation in testing its
itTectiveness. The results objectively substantiated
I'.dison's opinion since it was found that children
learned and retained more factual knowledge, volun-
tarily did more supplementary reading, and, from their
vicarious experience, were able to express a greater
number of ideas when appropriate motion pictures
were made an integral part of their instruction. In
addition, the film was recognized as being an effective
stimulus by which attitudes might be permanently
changed and conduct modified for better or for worse.
Experiments with sound motion pictures have
>ielded even more favorable results. In Jime, 1931,
I testing project, supervised in part by the United
States Office of Education, revealed the sound picture
to be approximately twice as rich in instructional
values as its predecessor, the silent film. About the
same time, an independent investigation conducted at
Columbia University with adult graduate students as
subjects, showed a twenty-minute sound picture to be
a significantly more effective learning aid in two
different subjects than longer periods of time spent
on discussions, readings, and lectures. More recently
concluded experiments both in England and America
', have yielded convincing quantitative data regarding the
' efficacy of sound films in teaching the subjects of
; geography, literature, civics, music, and natural science.
• Irrespective of the abundant evidence favoring the
' use of such materials, educators have been tardy in
M developing the medium for classroom purposes. Simi-
larly, we only have begun to utilize it in dealing with
^ our many other problems.
It may be profitable, therefore, for us to take
cognizance of the many industrial uses to which the
motion picture has been put, and to consider its ap-
plicability to current educational projects apart from
regular classroom instruction. Then too, it should be
•if general interest to learn that the preparation and
;'rojection of films on various phases of industrial
jjrojects has become an important and far-reaching
activity.
The Motion Picture Division of the Bureau of
Foreign and Domestic Commerce estimates that over
two thousand firms in the United States are using
motion pictures in some manner at the present time.
In fact, every industry is now represented by at least
one motion picture, including technical, educational,
advertising and other films for use within indu.stries
themselves and for contacting the public with the
object of securing its good-will and patronage.
During 1912, the initial attempt to develop motion
pictures for technical purposes indicated that many
economies could be effected by ])hotographic analyses
of workers' movements. Later exjieriments have
tended to corroborate these findings and particularly
stress the value of the film for operation analysis and
correction where other means are inadequate. One
experimenter, after photographing and analyzing the
movements of machine operators, was enabled to
recommend changes which resulted iq reduced unit
costs of 28%. At the same time he increased pro-
duction 60%, reduced fatigue on the part of the work-
ers, and increased the latter's earnings 9%. In a
New Jersey factory a saving of over two thousand
labor hours per year followed a motion picture study
of a single operation in box making, and a similar
analysis made possible a 45% reduction in the time
required to handle small parts in an electrical manu-
facturing plant.
Other technical pictures taken with ultra-speed
cameras have yielded valuable results in the field of
dynamics. Truck spring performance, revolving pro-
pellers, welding processes, rolling operations, airplane
wing stress, and defects in high speed machinery are
among the many engineering problems which have
been studied by such means.
Slow-motion and time-lapse photography also have
proven to be effective industrial aids. Slow-motion
pictures of rtipid machine operations train workers for
difficult production tasks. During the construction of
the building for the Panama-Pacific Exposition in
1913, a motion picture camera focused on Machinery
Hall clicked every five minutes to make a permanent
record of the progress of various stages of the work.
Recently, the construction of a suburban library was
similarly photographed and afforded the solution of a
number of architectural problems confronting the
builders. Banks now regularly employ the camera to
make photographic records of checks and other
negotiable pajier passing through their hands. One
New York institution alone reported a saving of
Page 102
The Educational Screen
$12,500 in a year's time through the prevention of
frauds, clerical errors, duplication of effort, and other
costly procedures which otherwise would have occurred
without such records.
Technical Films for Education
Educational research groups to some extent have
begun to employ technical talking pictures as a scien-
tific approach to such studies as child development,
diagnosis of subject matter disabilities and methods
of instruction, but many avenues of fruitful activity
remain unexplored. Among the numerous problems
which suggest themselves as being peculiarly suitable
to analysis by such a technique are included growth
and muscular development, problems in speech and
hearing, human and animal learning, the study of
physically handicapped children, and the reactions of
the mentally atypical child. In addition to furnishing
the solution of specific problems, another type of tech-
nical sound picture would be valuable for the train-
ing of professional workers and for the guidance of
lay groups concerned with school problems. The
technical aspects of school buildings, equipment, ad-
ministrative methods, personnel management, pupil
accounting, and other subjects, if made available in
a series of sound pictures would do much to vitalize
training programs and reduce educational waste. The
cost of such a series of pictures could probably be
defrayed by the savings realized in single state's school
building or professional training program.
Industrial Uses of Educational Pictures
Industry has been using the film for instructional
purposes for nearly a quarter of a century. As early
as 1909 it was advocated to employ motion pictures
as an inexpensive means of apprentice instruction.
Since that time employee vocational training has been
accomplished by a number of firms. Claims are made
that the efficiency of older workers is kept up to stand-
ard by periodically filming their acitivities for later
viewing by the workers themselves. The most recent
contributions to the field of industrial vocational train-
ing are two sound pictures produced by a parcel de-
livery service to give its employees a more vivid and
dramatic idea of problems and methods in developing
and preserving the public's good-will.
In 1913, the National Manufacturer's* Association
sponsored the production of two motion pictures on
accident and fire prevention. These were shown with
a positive effect on the employees of the two com-
panies, as well as being projected in 7,500 theatres
throughout the country for the benefit of the public.
A similar program was sponsored sometime later by
another large industrial organization in an effort to
cut down waste of materials by its employees, with
the showings resulting in a steady saving as well as an
increased output. Many additional pictures of this
type have been made, among the latest being a sound
production by a midwestern railway for educating its
workers on the conservation of fuel. The practice
has grown to where one business organization has
made the film an integral part of its public relations
and management activities. At present it maintains
a complete laboratory, theatre, and studio accessories
for producing pictures, as well as having acquired a
library of over 800,000 feet of positive prints.
Abroad, efforts are being made by several industries
to use the film in many unique undertakings. ' Effici-
ency programs involving posture studies, accident pre-
vention, working conditions, the effect and prevention
of fatigue for different types of occupations, together
with other projects are being undertaken. It is sug-
gested that business executives and plant efficiency
experts profit from the inter-exchange of ideas by
means of a series of pictures on problems of manage-
ment peculiar to certain manufacturing operations.
Last year the Federation of British Industries an-
nounced the production of a series of films on English
production and distribution problems for promot-
ing business knowledge among its membership and
different labor groups. In this connection, the Fourth
International Congress of Scientific Management,
held at Paris in 1929, selected the motion picture as
the most promising aid available for the objective
study of factory management.
The Federal government is probably the largest
single sponsor of industrial educational motion pic-
tures in America. The Bureau of Mines, the Depart-
ment of Agriculture and other government depart-
ments have prepared an enormous amount of picture
material for imparting information on matters with
which they are concerned. Without doubt, the gov-
ernment's activity in this field has been of great value
to many industries and individual workers throughout
the world. The Department of Agriculture itself
loaned over 10,000 films during 1930 to various or-
ganizations, including schools, colleges, and univer-
sities. In addition, more than 400 films were sold to
American educational institutions and over 200 to
foreign organizations for instructional purposes. Re-
cently, the department has produced a number of
talking pictures to be distributed for general informa-
tion at home and abroad on agricultural subjects.
Our own government's activity in this field may be
contrasted to that of Soviet Russia in the latter's ef-
fort to expediate its industrial revolution. American
production and operation methods are being filmed in
great detail and shown to the workers. Modern rail-
roading, manufacturing and agricultural activities are
of particular interest to the Soviet Union, and 50,000
feet of film portraying the operation of an American
railroad were sent to Moscow during 1930. In order
to strengthen its foreign credits and to spread the
doctrine of Communism, the Stalin government has
produced several Russian industrial pictures for the-
atrical showings in other countries.
(To Be Concluded in the May Issue)
April, 19}}
Page 103
GOVERNMENT ACTIVITIES IN THE VISUAL FIELD
CONDUCTED BY MARGARET A. KLEIN
A Filing System For Visual Aids
THE April, May and perhaps the June articles for
' this department will deal with a phase of visual
education work, which I consider very important. The
tficient functioning of a visual education division
depends greatly upon the proper set-up of the division
and the proper set-up in turn includes most decidedly
an adequate filing system, and that is the phase of
visual education that I shall discuss in this article and
subsequent ones.
A very good reason underlies the decision to discuss
this problem. First, let me say that practically all
government departments and semi-official agencies that
distribute material use with, perhaps, a few variations
the system which I am going to describe and have
found it very efficient.
From time to time visual-education workers have
i^ked me about the set-up for a visual-education divi-
-nm and I am convinced that their greatest need is a
workable filing system.
Visual education, or education by means of graphic
presentation, is based on two fundamental principles,
which are (1) adequate information about all kinds
of visual material, and (2) proper distribution of vis-
ual material so that it may be used to the best advan-
i.ige and accounted for at all times.
Some of the things one needs to know about visual
aids are: What they are; where they may be ob-
tained ; how they may be used ; various kinds of
material used in constructing models; kind of card-
hoard and paper needed for posters; how to use
crayon, water colors, poster paint, colored inks, etc.,
properly ; information about photographs and photo-
graphic material ; knowledge of various kinds of pro-
jectors ; a knowledge of electrical appliances for
lighting effects of motors and other appliances which
will produce motion, and various kinds of building
materials; information about museum exhibits, the
specimen-object-model, the school journey, and a
I working knowledge of present day advertising dis-
' plays and methods.
In order to have all this information in usable form
, and to properly conduct the distribution of visual
material it is quite necessary to have an adequate filing
\stem, which should have, at least, six separate files
as follows:
1. The distribution file
2. The stock file
3. A temporary file for the shipper
4. The card-information file
5. The materials-information file
6. The photographic file
In describing the above files I shall use the color
codes and set-up now in use in the majority of visual-
education divisions in official and semi-official agencies.
Also, I shall describe the set-up of each file separately
since each one has a distinct function.
The Distribution File
The purpose of the Distribution File is to provide
an adequate record of the distribution of material
and involves (1) a record of shipments so that they
may be made at the proper time, (2) a means of
locating material whether it is out on loan or in the
stockroom, and (3) the complete history of all ma-
terial distributed during the year.
The Distribution File should be divided by salmon-
colored guide cards into five main divisions (which
for the sake of brevity we shall refer to as "sections"),
with the following designations on the tabs of the
guide cards:
1. Send, 2. Tentative, 3. Future, 4. Out, 5. Closed.
The subdivisions and their functions are as follows :
1. The "Send" section of the Distribution File must
contain 31 blue guide cards numbered from 1 to 31
consecutively which correspond to the days of the
month. When a loan is made, an index card which
we shall call the shipping card is made out and is
placed in back of the number corresponding to the
date on which the material is to be shipped. For
example, if some material is to be shipped to Miss
Black on November 16, her card (which is the ship-
ping card) is placed in back of the blue guide card
designated "16". The "Send" section is consulted each
morning and the material scheduled for distribution
on that date is prepared for shipment the first thing
in the morning so that it will be ready when called
for. The daily inspection of the "Send" section on
November 16 would disclose the fact that some ma-
terial was scheduled for shipment to Miss Black on
that day.
2. The "Out" section of the Distribution File con-
sists of 26 blue guide cards lettered from A to Z.
As soon as Miss Black's shipment is made on No-
vember 16 her shipping card is removed from the
"Send" section and, after all notations are made on
it, is placed in the "Out" section back of the blue guide
card noted as "B". The "Out" section is a record
of all the material while it is out on loan.
3. The "Closed" section of the Distribution File
consists of salmon-colored guide cards that separate
each year's work and contains all the shipping cards
filed after the material has been returned. For exam-
ple, when Miss Black returns her material, her card
Page 104
The Educational Screen
is taken from the "Out" section and after the proper
notations have been noted, the card is phiced in the
"Closed" section. The guide cards in the "Closed"
section indicate the year for which the material has
been lent. The "Closed" section is actually a com-
plete record of that year's work.
4. The "Tentative" section of the Distribution File
is a record of material that is tentatively reserved.
Sometimes the borrower does not understand the
terms under which the material may be secured and
it is necessary to make a tentative reservation until
the doubt surrounding the loan is removed. A ship-
ping card is made out as in case of a definite reserva-
tion. If the borrower finally decides not to use the
material, the card is destroyed but if he decides to
use it, the card is put in the "Send" section in back
of the date on which the material is to be sent.
5. The "Future" section of the Distribution File
takes care of all reservations not scheduled to go out
during the current month. It is a good plan to put
future reservations in the "Send" section after the
tenth of the month so that future shipments in the
early part of the succeeding calendar month will not
be overlooked. Sometimes future shipments are
scheduled several months in advance and in that case,
the card is retained in the future shipments until the
tenth of the month preceding the date of the shipment.
How to Use the Distribution File
In order to understand clearly how the "Distribu-
tion File and the various cards are used let us con-
sider a concrete example. For instance, Miss Mary
Black of the Central High School, Rush Center, Colo.,
phones to the visual education office on October 8,
1931, that she wants to use a motion picture entitled
"Diet" and some posters on the same subject for a
health education exhibit in her school on November
23-25, 1931.
The answer to her letter informs her that the
material will be sent to her about November 16, which
will be in time for her exhibit. A shipping card, the
ordinary 4 by 6 white index card (unruled) is made
out as follows :
Black, Miss Mary
Central High School,
Rush Center, Colo.
Diet No. 14
Diet Standards No. 2
A Healthy Diet No. 5
November 16, 1931.
sent; the shipping date (when it is to be shipped) on
the upper right hand corner of the card ; and the
material to be shipped is noted on the body of the
card.
On the reverse side of the card are made the fol-
lowing notations :
Purpose : Health exhibit in school room,
November 23-25.
Return date: November 30, 1931.
This card is filed in jthe "Send" section of the
Distribution File back of the blue guide card num-
bered "16". On the morning of the 16th of Novem-
ber a glance at the "Send" section discloses the fact
that the material is to be shipped that day. Tags are
made for the shipping case and a letter which is
called the "shipment letter" — is sent to Miss Black
telling her of the shipment.
The shipping card is then filed in the "Out" sec-
tion in back of the blue guide card marked "B". With
the shipment letter is sent an acknowledgment form
for Miss Black to fill in and return to the office of
the visual education division when she receives the
material. This acknowledgment form is filed in the
office correspondence files when it is received in the
office and the shipping card is stamped "Shipment
received by borrower." The purpose of the acknowl-
edgment form is to provide a record of the fact that
the borrower received the material. An example of
the acknowledgment form generally in use is as
follows :
School
Date
Director,
Visual Education Division,
Rush Center, Colo.
Dear Sir :
charts
The package containing \
slides
■s . "\ , of whose
^ model
shipment you notified me j |^. ^^^^ been received
As will readily be seen, this card (which is the
shipping card) shows the person to whom the ma-
terial is to be sent ; the address to which it is to be
When the material is reserved a notation is made
on the stock cards. (This will be discussed more
fully later.)
After Miss Black has returned the material to the
visual education division, it is examined and if in
good condition a notation should be made on the card
"Returned-Examined-O. K." A letter is written to
Miss Black informing her that the material has been
received and the shipping card is filed in the "Closed"
file in back of the guide card indicating the year to
which it belongs. If the material is not returned in
good condition, further correspondence is necessary
to adjust the matter and an excerpt of the important
facts in the case is typed on the card. The shipping
(Concluded on page 111)
April, 19} i
Page 105
FILM PRODUCTION ACTIVITIES
Tht aim of ihii nnt> dtpartmtnt it to keep the educational field intimately acquainted with the
increasing number of film productiom eipeeimlly suitable for use in the school and church field.
Founding of Woodmen Society Filmed
Mudc-rii \\'(xKlmtn of America, the larjjest fraternal
insurance society in America, have used motion pic-
tures as publicity since 1911 and have released this
year a historical film of the Society's fifty years of
existence. This film called Woodcraft's Golden An-
iiitrrsary is two reels in length and available in either
sound or silent versions, (sound-on-film only). Mod-
ern Woodmen of America was founded in Lyons,
Iowa, fifty years ago and the film re-enacts tlie found-
ing of the society with scenes made at the exact loca-
tions where the historical events took place. Characters
representing the founders, actual buildings used as
early offices are seen, with a special musical score and
dialog accompanj'ing the film. Actual motion pictures
made in 1911. 1914, 1917. 1921 and on up to 1932
are shown in review and present one of the most
interesting historical docuilients ever presented on the
screen. This film is available from the Motion Picture
Department, Modern Woodmen of America, Rock
Island, Illinois, or from Kay-Bell Films, Inc., the
liroducer.s.
Two Scenics
.After six weeks in Glacier National Park last sum-
mer for the Great Northern Railway when nearly
15,000 feet of negative was exposed, Ray-Bell Films,
Inc., have just completed two releases for the Great
Xorthern Railway on the Park. These two subjects,
one a two reel film Land of Sliining Mountains, and
the other a one reel film A Fisherman's Paradise are
available free of charge in either 16 mm. or 35 mm.
size. The beautiful ruggedness of Glacier National
Park and the wonderful scenic beauties of a four-day
irip through the Park are covered in the two-reel
subject. A Fisherman's Paradise presents various
fishing spots in the Glacier National Park country
where real fishing and scenic beauty are combined.
Child Health Film
Dr. David B. Hill, First National Bank Bldg.,
Salem, Oregon, has produced a 500-foot 16mm film
called The Life of a Healthy Child which portrays the
events of a child's day, from early morning to bed-
time at night— how the child walks, breathes, plays,
brushes its teeth, sleeps, and everything it eats. This
film has been shown extensively in the schools of Ore-
gon and Washington, and before a number of dental
societies throughout the country. It has been praised
iiighly in authoritative quarters for its informative,
wholesome subject matter, its positive teaching force,
its excellent photography, and the naturalness of its
caste. The Marion County Public Health Associa-
tion, of which Dr. Hill is president, in the interest of
child health, is offering prints of this film at cost to
schools, dental societies, and health organizations.
— (Filmo Topics)
Two More Films Ready in University of
Chicago Series
Electrostatics and Energy and Its Transformation
are the titles of the latest releases in the Physical Sci-
ence series of talking pictures produced by the Uni-
versity of Chicago in cooperation with Erpi Picture
Consultants, Inc. The first two subjects. Oxidation
and Reduction, and Molecular Theory of Matter,
were reviewed in the December issue of The Edu-
cational SCRKF.N.
Electrostatics deals with static electricity as funda-
mental to an understanding of the modern theories
of electricity. It explains how positive and negative
electrification are produced and by animated drawings
shows the part played by insulators and conductors.
In Energy and Its Transformation, potential, kinet-
ic and radiant energy, as manifested in mechanical,
chemical and thermal form, are vividly illustrated and
explained. The principle of conservation of energy,
and the terms "power" and "work" are demonstrated
in experiments. Sources of energy are reviewed.
All four films may also be obtained in silent version.
35 mm. or 16 mm.
Army Sound Productions
The U. S. Signal Service have recently completed
two 16 mm. sound productions at their Washington,
D. C. studios. The subjects were Training in Chemical
Warfare, and were filmed as silents at Fort Mon-
mouth, the sound accompaniment being done in Wash-
ington. Captain A. H. Jervey, U. S. A. Signal Corps,
directed the productions, which deal with practical
war problems and use of chemical gases in warfare.
Arrangements are being made to distribute these films
to the various army f)osts of eight army corps areas.
Preparation of Food Shown in Short
The fine art of preparing food will be the subject
of a new short subject titled Menu, to be filmed by
the Metro-Goldwyn-Mayer studios in the world-
famous kitchens of the Ambassador Hotel at Los
Angeles, Calif.
The presiding chef, Henry Vassetti, renowned for
his culinary skill, will be shown at work. Secrets of
chefdom are to be photographed in clo.se detail so
that any housewife may attempt them in her own
home.
Page 106
The Educational Screen
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT. SECRETARY
Annual Meeting of Department
The next convention of the Department of Visual
Instruction is to be in Chicago on July 5 and 6, 1933.
The sessions will be held in the beautiful Florentine
Room of the Congress Hotel. The Congress is almost
at the gate of the Century of Progress Exposition
and the foyer outside the Florentine Room overlooks
the northern section of the Exposition. The Congress
is within two short blocks of the Stevens Hotel, which
will be headquarters for the National Education Asso-
ciation and will contain the exhibits.
Special convention rates will apply to room reserva-
tions at the Congress and reservation cards will be
mailed to all members of the Department of Visual
Instruction, as well as to all others who may request
this service. The excellent convention facilities of
the Congress have been placed at the disposal of the
Department for its meetings.
Interesting Program Planned
The program of the 1933 Convention includes many
interesting features. The Chicago Public Schools will
present a demonstration of radio-vision, as used reg-
ularly among various schools. There will be a visit
to Adler Planetarium and much information concern-
ing educational exhibits of the Century of Progress
Exposition.
Secretary, Department of Visual Instruction,
1812 Illinois Street, Lawrence, Kansas.
Date -.
Check
Below
I am planning to attend the Chicago meeting
of the Department.
I desire membership in the Department. ($2.00
annually.)
I am a member of the National Education As-
sociation.
I wish to order a copy of the 1933 Directory.
($1.50, postpaid.) (Directory is free to
members in good standing.)
I shall attend the luncheon at 12:15 noon, July
5. ($1.25)
I shall attend the luncheon at 12:15 noon, July
6. ($1.25)
I shall want a room reservation at the Congress
Hotel. (If checked, reservation card will be
mailed to you.)
Name
Address
City State
Purposely, the program of the Department of Visual
Instruction has been arranged to avoid conflict with
the general sessions of the National Education Asso-
ciation. The first meeting will be a luncheon at the
Congress Plotel, 12:15 noon, Wednesday, July 5. The
central theme for discussions will be "The respons-
ibility of teacher-training institutions for visual-sens-
ory aids courses." Superintendent R. G. Jones, Cleve-
land Public Schools, will discuss the topic from the
standpoint of the school superintendent. The teachers'
college standpoint will be presented by President Al-
bert Lindsay Rowland of the State Teachers College
at Shippensburg, Pennsylvania. Miss Elda Merton,
Waukesha, Wisconsin will present the viewpoint of
the teacher.
The next session is scheduled for two o'clock in
the afternoon of the same day, in the same room.
There will be no evening meeting, other than the
meetings of the various working committees, and the
next feature of the program will be the visit to Adler
Planetarium at nine o'clock Thursday morning.
The third regular session will be another luncheon
at 12:15 on Thursday. The discussions will center
around visual-sensory aids and the economic situation.
The fourth session will be concerned with relating vis-
ual-sensory aids to the curriculum. During this
session, a demonstration of radio vision will be pre-
sented by Miss S. Naomi Anderson, of the Depart-
men of Visual Education, Chicago Public Schools.
The combined attractions of the Century of Prog-
ress Exposition, the annual meeting of the National
Education Association, and the meeting of the Depart-
ment of Visual Instruction seem to justify the an-
ticipation of the largest visual instruction meeting ever
held in this country. Undoubtedly, the hotel facil-
ities will be crowded. It will be necessary, therefore,
to make plans much farther in advance than usual.
For this reason, the accompanying blank is provided
for your use in making the necessary reservations for
the luncheon meetings, requesting membership in the
Department, ordering a copy of the Directory, etc.
It will be to your advantage to check it and mail it
without delay.
Department Membership
Membership in the Department of Visual Instruc-
tion of the National Education Association is open
to anyone»who may be engaged in educational service,
among schools, churches, government departments, or
industrial organizations. Members receive, in addi-
tion to the Directory, a subscription to the combined
"Educational Screen and Visual Instruction News."
April, 193}
Page 107
Such other reports or bulletins as may be published
by the Department are distributed among members.
Members receive generous discounts on certain books
and monographs, as well as a special subscription
rate to the "International Review of Educational
Cinematography."
The cost of either Associate or Active membership
in the Department is but $2 a year. The services ex-
tended to members would cost more than twice this
amount, if purchased separately. Those who are
members of the National Education Association be-
come Active members and all others are Associates.
The services extended to both types of members are
the same, but Associate Members have no voice or
vf)tc in the affairs of the Department.
1933 Directory Ready
The Visual Instruction Directory for 1933 is now
ready for general distribution. Complimentary copies
have been mailed to all members of the Department
of Visual Instruction and will be mailed to those who
may join in the near future. It is the most complete
directory of its kind ever issued, containing in its
eighty pages the names and addresses of more than
3,500 directors of visual instruction and other visual
instruction workers.
The Directory is divided into six parts. Part I
contains a list of officials in charge of state visual
instruction service. This list should be helpful to all
those who are interested in securing visual aids on
loan.
Part II is a list of the officials in charge of city,
district and county departments of visual instruction.
This list will indicate, to a certain extent, the very
rapid progress toward definitely organized programs
of visual instruction among the leading school systems.
Part III includes a list of those in charge of visual
instruction service as offered by the various city, state
and national museums. In many instances, these
museums have extensive visual instruction service
available for the use of schools.
Part IV contains the longest of the six lists. It
is made up of names of those who are using visual
aids in connection with the educational plans of their
schools, but who may not be designated "Director
of V^isual Instruction." The list includes the names
of teachers, principals, superintendents, church work-
ers, and others who have shown an interest in the
improvement of instruction through the proper use
of visual-sensory aids.
Part V is a list of the teachers of university exten-
sion divisions. Those whose divisions are offering
visual instruction service of any type are so indicated.
Part VI is made up of a list of the institutions
which are offering visual instruction courses, includ-
ing, in most instances, the names of the instructors
in charge. There has been much demand for this
information from among those who desire further
training in the use of visual-sensory aids for the
improvement of classroom instruction.
As indicated above, those who are members of the
Department receive the Directory without charge.
Those who may apply for membership at this time
and pay the annual dues of $2 will receive it. Others
may purchase the Directory at $1.50 the copy, post-
paid. Requests for the Directory or applications for
membership in the Department of Visual Instruction
should be mailed to the office of the secretary, 1812
Illinois Street, Lawrence, Kansas.
International Review at Special Rate
Dr. Luciano de Feo, Director of the International
Institute of Educational Cinematography, has ap-
proved the extension of the library subscription rate
to directors of visual instruction and boards of edu-
cation in the United States. This is construed to
mean that any active member of the Department of
Visual Instruction may subscribe for the International
Reznew of Educational Cinematography at a discount
of 207c-.
The magazine is published monthly, averages about
seventy-two pages to the issue, and is attractively
bound. It is full of pertinent discussions of the educa-
tional uses and possibilities of the motion picture.
For example, the following topics are discussed in the
January and February issues of 1933 —
The Revolutionary Fifth Estate
What England is Thinking About the Cinema
Films in the German Schools
The Development of the Sound Film
The Progress of Educational Cinematography in
Great Britain.
Language Teaching and the Talking Film
The Edinburgh Scholastic (Film) Inquiry
Instructions in Cinema Technique ior Teachers
The Use of Films for Preventing Accidents
How Much of a Sound Picture Should be Talk?
Filming the Aurora Borealis
In addition, there are numerous brief news notes and
reports, citations of books and magazine articles, and
announcements of outstanding new film productions
in various countries.
The Review is published in Rome and is available
in any one of five languages ; Italian, French, German,
Spanish or English. The annual subscriptions rate is
$4, including a beautifully tooled Florentine leather
binder for the annual volume. The discount would
reduce this to $3.20. It is quite probable the January.
February, March and April issues can be furnished
to those who might desire to subscribe as of Januarj-
1. 1933.
Subscriptions may be forwarded directly to the In-
ternational Institute of Educational Cinematography
or may be ordered through the Department of Visual
Instruction. If ordered through the Department, a
charge of 30c per subscription will be assessed to cover
the cost of an international money order, postage, etc.
The total cost, therefore, will be $3.50 for the year's
subscription. Orders through the Department should
be mailed to the secretary's office. 1812 Illinois Street,
Lawrence, Kansas, where they will receive prompt at-
tention.
Page 108
The Educational Screen
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
New York State Education (February) This issue
offers as the fifth article in its Visual Instruction
Series, "The Stereograph in Education," by George
E. Hamilton. It is a concise summary of the
contribution this device may make to the visual
program. Because of its illusion of depth and space
relationship, the stereograph gives the looker a very
important impression of reality, which in turn
creates greatest interest.
Other advantages which make this type of aid
desirable are: its relative inexpensiveness, the ease
with which it may be used for individual study, and
its practical indestructibility.
"The Value of Educational Exhibits," by Julius
C. Braun, Director of the Department of Industrial
Arts, Hamburg, New York, in this same issue
emphasizes the importance of school exhibits to
acquaint the public with the general aims and re-
quisite information concerning school courses. Too
often inadequate and misleading information
reaches school patrons, resulting in adverse criti-
cism of the school.
Ohio Schools (January) Mr. B. A. Aughinbaugh,
State Supervisor of Visual Instruction in Ohio,
relates some " 'Believe It or Not' Stories" regarding
visual instruction, which throw new light on the
problem of testing the value of visualization. He
mentions a study conducted in Ohio a few years
ago which approached its objective by examining
the ability of each of the two forms of communi-
cation— visual and verbal — to convey messages in
the four rhetorical divisions — description, narration,
exposition and argumentation. To accomplish this
work, it was found necessary to discard the use of
commonly accepted forms of tests for any one of
the four cases except exposition, since the type of
testing generally used does not reveal the import-
ance of visual representation — a situation which he
claims has done much to produce the slow pace by
which visual aids have been introduced into school
work.
The American Cinematographer (January)
"Schools Strongly Favor Pictures in Education,"
whites Marian Evans, Head of Visual Education
Department of the San Diego Schools, but, Hke all
other school equipment, they must be selected with
care to fit the needs and interests of the students
and must be effectively used by the teacher. She
summarizes the service offered by the Visual In-
struction Center and suggests a representative staff
for a well-rounded program for a city of 150,000 to
200,000 population. Regarding the visual educa-
tion budget, she considers the most satisfactory
method to be that of figuring a percentage basis of
per pupil average daily attendance to cover all ex-
penses except that of installation of equipment per-
manently placed, such a rate to parallel the amount
allowed for books.
Mind and Body (January) "Visual Aids to Health
Education," by Howard L. Conrad, Supervisor of
Physical and Health Education of the Philadelphia
Public Schools, is the title of a series of articles
beginning in this issue. The series will attempt to
point out the values and methods of usage of various
visual aids as they apply to health education.
The writer devotes his first instalment to the
values of blackboard illustrations, which are stated
to be : they aid in the establishment of atmosphere,
in making the aim of the lesson more tangible, in
the presentation of new material, and in pupil par-
ticipation. "In this visual aid," he says, "there is
practically no limitation to the inventiveness, initia-
tive, and originality that may be displayed by the
teacher in presenting phenomena more or less com-
plex."
(February) In his second instalment Mr. Con-
rad considers the use of "Films, Charts, and Post-
ers as Visual Aids to Health Education," quoting
some of Mr. J. J. Weber's statements regarding
the values of films and ways in which they can be
used in a given lesson. He helpfully suggests
some features to look for in selecting suitable health
films.
The writer regards charts as great time-savers
in health instruction and tells of two kinds, the
commercial printed or lithographed charts and
pupil or teacher-made charts. Posters are very
popular and can be secured from various welfare
and health associations, and dairy councils. Prac-
tically all Art courses provide instruction in poster-
making.
Sierra Educational News (February) Addie L.
Wilkinson, Whittier School, Long Beach, Cali-
fornia, gives a concrete example of the "Use of
Slides in First Grade Reading," which resulted in
general interest and enthusiasm on the part of the
class. The slides were projected on the blackboard,
rather than a screen, so that words for study could
be written on the board, and remain when the pic-
ture vanished.
April, 19} i
Page 109
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
(The film EttimateSt in whole or in part^ may he reprinted only by special arrangement with The Educational Screen)
Blv C«ce. The (Clyde Ueatty) (Universal)
UnUAual, abftorbinif. thrilling, human tM>rtrayal
of wild-animal-traininK by younKe»t trainer
anil firiil to handle lions and tiKers togelher.
Beatty impreittics m» enKairinK hero of really
fine Hccomplishment. Some crude vulgar com-
edy mam an otherwise ttplendid film.
A~-excellent Y — Bxeellcnt
C— ^Fine but excitinff
Blondie Johnson fjoan niondell. Chenter
Miirrid i ( Wai neri Ster(K»typed Kangster-melo-
drama. but with main "biff ohot" a eirl.
cleverly acted by star. Main theme. "noUiin*
counts in life but douKh. see?" Smart-aleck
wittcsTacks, terrible KnKliMh, booze, sweeties,
double-croKsinRB. shootings, and vulgarian life
in general.
A— Traah Y— Pernicious C— No
ChriMopher Strons ( Kntharine Hepburn,
Colin Clivi't iKKOl Sophisticated love-trianjrle,
of piodern. intelliKent people, rather heavy in
both dialog and action, but well acted. Notable
for fine work of Misa Hepburn as aviatrix-
heroine. whose love for the married hero much
her senior, leads to her suicide.
A— Good of kind Y Deiidedly not C— No
Clear All Wires (Lee Tracy. Benlta Hume)
tMCM) Brisk newspaper-correspondent runs
hectic, wiHecrttckiiiK career in Paris and Mos-
cow, glorifying himself by sensational news,
whether true or not. AfTair with mistress of
his bo««s brings trouble and final failure. Breezy
entertainment in Lee Tracy style.
A— Depends on taat« Y— Doubtful C— No
Crime of the Century (Jean Hersholt. Stuart
Erwin t ( Paramount) Entertaining and de-
cidedly "difTerent" murder-mystery that does
not resort to KcaretJe vices for thrills. Picture
stops for moment to give audience chance to
solve. Interesting and suspense is well main-
tained, plot convincingly worked out, and act-
ing good.
A Good of kind Y— Good C— Perhaps
Dangerously Yoora (Warner Baxter, Miriam
Jordan) (Fox) Deft acting by the stars, as
gentleman crook and lady detective, operating
in English society and getting into many pro-
fessional and romantic complications. Makes
crime rather alluring but avoids offensive
scenes. Melodramatic and Improbable but
mostly amusing.
A— Good of kind Y— Doubtful C— No
Devil's Playground fGeorg« Vanderbilt)
(Cameo) PicturizcM private South Seas flsh-
inir trip. Fairly gix>d pictures of game-fishing
with clum.'*y faking for story sake. Off-stage
voice tries to glorify "George" and add thrills
by getting excitetl itself. Much over-state-
ment, poor English, and ridiculous humor.
A— Hardly Y— Harmless C— Perhaps
Face In the Sky ( Spencer Tracy. Marian
Nixon) (Fox) Fairy-tale mixture of rural-life
comedy, crude melodrama, incredible adven-
tures and pitetic whimsy. Super-conceited,
wise-cracking, sign-painter saves country her-
oine from brutish home. Has brief success
in New York, then back to rural life with his
devoted little wife.
A— Fairly good Y-Amaslng C Good
Prom Hell to Heaven < Carole Lombard.
Jack Oakie) (Paramount) Exploitation of
race-track life. Various characters, good, bad
and colorless, seeth about betting windows.
each playing the game with difTerent motives.
Much futile activity and emotion with some
labored comic relief by Jack Oakie.
A-Hardly Y— Hardly C— No
Gabriel over the White Housa (WalUr Hus-
ton) (MGM) Powerful, significant picture of
what a President of the United SUtes with
will and counuce could do to solve national
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C -Child (under 15 years)
Bold faced type means "recommended"
and international problems apd save civiliza-
tion. Outstanding film with perfect cast.
Whole nation should see Walter Huston's
masterful portrayal.
A -Outstanding Y— Excellent C— Excellent
Girl Missing (Ben Lyon, Mary Brian >
( Warner ) Two chorus-girls, one very cheap.
slangy and amusing, are left with -only their
wits to pay Palm B«ich hotel bill, when sup-
|H>se<l "sugBr-«lad<Iy" deserts. Murder, fake-
kidnapping, some (luick thinking — and they
defeat villainous chum and her gang. Lively
and unobjectionable.
A— Hardly Y— Probably amusing C— No
Great Jasper. The (Richard Dix) (RKO)
Utterly common, crudely amorous, hard-
drinking vulgarian is offered as hero. Neglects
devote<l wife and son, begets another by se-
ducing young wife of aged boss, and finally
does drunken spree with the two sons when
they are grown up. Excellent bad taste, more
offensive than amusing.
A— Trash Y — By no means C — No
Her Mad Night (Irene Rich, Conway Tearle)
(Mayfair) "Mother love'* story, heavily loaded
with melodramatic trash about daughter with
key's to many men's apartments, a sex-
obsessed villain, a murder, a death march to
execution chamber — and runaway mother
comes back and saves daughter ! !
A— Trash Y — Thoroughly bad C — No
Keyhole. The (Kay Frances. George Brent)
(Warner) New York and Havana furnish
glamorous background for exotically gowned
heroine and her loves. Brent likable as de-
tective who falls in love with heroine he was
hired by husband to shadow. Still preceding
husband makes the trouble. Clean dialog and
action.
A— Depends on taste Y— Not the best O— No
King Murder, The (Conway Tearle) (Ches-
terfield) Above average mystery story about
solution of murder of blackmailing, gold-dig-
ger mistress. No scenes of violence or scare.
Plot involved but interesting. Cast satis-
factory with exception of murderer. Prob-
ably wholesome excitement for average youth.
A — Rather good Y— Probably Interesting
C— No
Men Must Fight (Diana Wynyard. I^^wis
Stonef (MGM) Heroine's two-day lover killed
in Great War. she marries devoted old Major
to give child his fine name. Then film be-
comes strong, confusing propaganda for
peace, still showing war as inevitable and
preparedness essential. War in 1940 as
climax.
A — Unusual
Y— Very doubtful
C— No
Myatery of the Wax Mnseam (Lionel At-
will. Glenda Farrell) (Warner) Another hor-
ror-thriller with some new shocks and shud-
ders, over wax figures that are not what they
seem. Well-motivated leadimr role played
with dignity by Atwill. and Farrell's whirl-
wind wise-cracking comedy make above-aver-
age-mystery film.
A — Good of kind Y — Doubtful C — By no means
Obey the Law (I.*o Carillo) (Columbia)
Italian barber takes out papers and beconv^
a super-patriotic effusive American. H**
blunders into complications with gangs and
crooked politicians, but firuilly gets his eyes
open and is the means of defeating the gang-
sters. Sentimental and bombastic.
A— Mediocre Y— Hardly C— No
Our Belters (Constance Bennett. Gilbert
Roland) (RKO) American heiress, with un-
faithful English husband, turns hard and
becomes as heavily sex-appealing as possible.
Sneers at America, dominates decadent Eng-
lish society, and leads her set In braxen con-
duct. Sex-saturated high life in lavish setting.
A — Unsavoury Y— Pernicious C — No
Outsider, The (BritUh Cast) (MGM) Heavy,
slow-moving story of crippled daughter of
great surgeon. Supposed incurable until non-
meiltcal hero, with new-fangled electrical de-
vice, treats her, but she still cannot walk.
Thinking her beloved hero is leaving her. she
runs to him. cured.
A — Ponderous
Y— Hardly
C— No
Perfect Understanding (Gloria Swanson)
(U. A.) Trite and uninspired story about dif-
ficulties of remaining faithful in marriage.
Elementary production, supposedly laid among
English society, with elaborate Ixmdon and
Riviera backgrounds. Gloria's acting and
voice disappointing.
A— Mediocre Y — Unwholesome C — No
Pick Up (Sylvia Sidney, Gei>rge Raft)
( Paramount) Unconventional but decent love
affair, without sex exploitation, between a
prosaic, honest taxi-driver and fine little her-
oine down on her luck. Sophisticated situa-
tion, but cleanly told and well acted. Whole-
some elements dominant and total effect
probably good.
A— Fair Y— Probably vood C— Hardly
Rome Express (Conrad Veidt. Esther Ral-
ston) (Universal) Excellent English-made mel-
odrama a la Grand Hotel, all action confined
to Paris-R4>me through train. Many human
types, theft, murder, and illicit romance with
novel lesson, are Included. Plot, suspense,
acting, setting, details — all notably good.
A— Very good Y— Probably good C— No
Sailor's Luck (James Dunn. Sally Eilers)
( Fox ) Riotous, rowdy farce-comedy about
sailors and their doings in various ports, with
slapstick and horse-play almost swamping the
Dunn-Eilers love story. Artificial and absurd
misunderstandings keep story going. A chronic
drunk and a bathing-suit clown are features 1 1
A— Absurd Y— Hardly C— No
Soviets on Parade (Native Russian Film)
(Amkino) Elaborate news-reel of recent cele-
brations and personalities in Russia, military
displays, opening of new huge industrial dam.
etc. Presented with great enthusiasm for the
glory of the S^tviets and national mass action.
Explanatory accompaniment in English.
A— Perhaps Y— Probably good C— No
Strange Adventure (Regis Toomey) (Allied)
Murder-myster>' of scarcvthrill type, highly
melodramatic and improbable, merely seeking
to draw crowd to box-office by hair-raising
devices. Only original touch, revealing method
of crime merely by shifting angle of camera
to scene in question.
A— Mediocre Y— Doubtful C— No
Uptown New York (Jack Oakie) (World
Wide) Oakie plays likable character as the
clumsy, naive, but devoted lover of a heroine
in love with another man. In most other
respects, the film is mediocre, with trit« plot,
wobbly motivation, and the utterly obvious
ending.
A—Poor Y— Better not C— No
White Sister (Helen Hayes. Clark Gable)
(MGM) The old F. Marion Crawford story
beautifully screened, with Helen Hayes ex-
cellent as heroine and Gable measuring up
well to a serious role. Pictures convincingly
a great, true love grimly thwarted by disaster
of war. Church scenes done with fine dignity
and impressiveness.
A— Excellent Y— Mature bat fine
C — Beyond them
Page 110
The Educational Screen
THE CHURCH
FIELD
CONDUCTED BY R. F. H.
JOHNSON
How to Conduct a Worship Service With Visual Aids
REV. H. PAUL JANES
A GREAT many people have asked me : "How do
you conduct a worship service with visual aids?"
In the next several issues of The Educational
Screen I am going to try to describe a series of
worship services in which visual aids are used.
Here are some suggestions for a service entitled
The Call to Greater Heights.
Pictures are used in this service to perform at least
two primary functions: (1) to recall experiences
vividly in order that God may be revealed most viv-
idly. (2) To stimulate vicarious experience in order
that those who may not have had the desirable ex-
periences may also identify God and understand the
Christian gospel interpretation. Note this: The serv-
ice makes no attempt at interpretation. That is the
function of the one who conducts worship — the min-
ister or the teacher.
The church is in semidarkness. The only lights
visible are dark blue bulbs and fixtures at the entrance
to the nave. A -lighted "center of interest" should
be supplied for the eyes of the congregation. This
may be easily done by an appropriate slide on the
screen, by a lighted stained glass window, or more
elaborately as follows. A spotlight covered with blue
gelatin, placed at the foot of the chancel out of sight
casts the shadow of a cross upon the motion picture
screen at the front of the church. The effect is that
of a cross on a hillside silhouetted against a deep
blue sky. The function of this religious "center of
interest" is to stimulate the religious set of the gather-
ing congregation in preparation for worship.
While the congregation enters, soft familiar music
is played on the organ, piano or electric sound re-
producer. This music continues until the prelude,
and its function is to reduce prejudice and quiet the
emotions.
Ushers use dim flashlights to light the way to seats
as persons coming into a dark church are temporarily
unable to see. Flashlight beams are kept on the floor
and do not flash across the room or in the faces of
the people. Persons entering are not allowed to cross
the beam of light running from projector to screen.
Soft lights are provided for musicians and pulpit but
these are hidden from the view of the congregation.
As the hour for worship arrives the musician leads
into the prelude.
Suggestions : "Largo" from Handel's "Xerxes"
(V. R. 3S958-A) ; "Meditation" from "Thais" by
Massenet (V. R. 6844-A).
It is just as eft'ective to use electric sound repro-
ducer or phonograph with good phonograph records
as to play the organ'or piano, but if a sound repro-
ducer is used it must be a good one, so good that the
congregation will not be able to tell which is the organ
and which is the sound reproducer. If the service
is not held in the church, then less efficient equipment
can be used.
About one minute before the prelude is finished,
"fade out" the "center of interest" and project theme
picture, "Flowers in a Meadow." As the prelude
is finished "fade out" the theme picture and restore
the "center of interest."
(If possible it is desirable to use a double rheostat
between the stereopticon projector and the "center of
interest" so that one can be "faded" out as the other
"fades" in. This does away with the flashing on and
off of lights. The rheostat is not essential, however,
and most churches experimenting will not have it
available.)
The organist should swing from the prelude to the
adoration hymn, playing it through once before the
congregation begins to sing. As the last few notes
of the hymn are being played the light on the "center
of interest" should be put out and the adoration hymn
projected. At the end of the hymn, light the "center
of interest" again and take off the adoration hymn.
The scripture lesson is read from the lectern or
pulpit. A reading lamp with not over 10 watts illu-
mination is needed. Keep the lamp from glaring in
the eyes of the congregation. A few verses from the
Psalms are suggested: Ps. 19:1-3; Ps. 121:1-2; Ps.
24:1-2; Ps. 96:11-12; Ps. 95:1-7; Ps. 66:1-5. The
"center of interest" remains lighted during the scrip-
ture reading, and during the prayer following. It
is well to emphasize the theme of the service — "That
God may reveal Himself through His majestic and
beautiful creation." At the close of the prayer the
organist begins to play the theme hymn.
As the theme hymn is taken from the screen, begin
to project the motion picture. The organist can swing
from the theme hymn to the music for the motion
picture. In case instrumental selections suggested on
the cue sheet are not available substitute other selec-
April, 19 a
Page 111
lions of the same type. Often hymn tunes can be
found which will pcovide the musical background
needed. Most hymn tunes, however, are associated
with lyrics which people are accustomed to sing and
this is sometimes distracting to the congregation.
For this service Trees by Joyce Kilmer (V. R.
1325- A) has been selected as the special number.
\s the film ends the light on the "center of interest"
is turned on. The organi.st as quickly as possible
swings to the music of the poem. After playing it
! through once the soloist begins to sing the first verse
— and the projectionist puts the theme picture on
the screen and turns the light oflf the "center of
interest." As the first verse is ended the light comes
on at the "center of interest" and ofl the theme
picture. As the second verse is begun the picture
Tree by a Pool" is projected and the light on the
"center of interest" is turned off.
As the soloist sings "Poems are made by fools like
me" begin to light up the "center of interest" again
so that when the soloist sings "But only God can
make a tree" the light on the picture "Tree by a Pool"
can be turned off, leaving only the "center of inter-
est." If the reflected cross is used, the effect is beau-
tiful. Here is an identifying of the orthodox Christian
idea with the God of Creation which provides a
worship realization of great importance to your
I service.
Then, the sermon. Its general tenor may be sug-
gested by the following paragraph:
i "If you have stood on a mountain side in the morn-
ing and watched the sun push aside the clouds to
let in a new day; if you have reclined beside a camp
fire and watched the stars come out one by one, grow-
ing to their magnitude; if you have ever stood by a
waterfall and silently listened as the water broke itself
into a fairy veil and floated by you; friend, if you
have done these things, you know what it is to be still
and listen to God." Usually the only extra light used
during the sermon is a reading lamp on the pulpit
(10 watts). The "center of interest" remains lighted.
After the sermon a prayer of thanks to God who
speaks to us through His beautiful creation, calling
us to "greater heights" is in order. The organist then
begins the response hymn, playing it through once
as the light goes out on the "center of interest" and
the response hymn is projected for singing. At the
end of the hymn the "center of interest" is lighted
again. The theme picture is projected during the of-
fertory. "Morning" from "Peer Gynt Suite" by Ed-
ward Grieg (V. R. 35793- A) may be played or the
choir may render a number, but the music must be
appropriate to the theme picture or else it will not
be appropriate to the worship service — a thing which
too often happens in worship. If announcements must
l)e made— make them now — and pronounce the bene-
diction. Use "Prelude in G Minor" by Rachmaninoff
(V. R. 3595I-B) as a postlude — or some similar num-
ber— leave the "center of interest" lighted — do not
turn on any other lights — allow the congregation to
visit in the foyer — not in the sanctuary.
Slides and Film for this Service are:
1. Theme Picture, Flowers in a Meadow; 2. Adora-
tion Hymn, "Fairest Lord Jesus" — 2 vs. ; 3. Theme
Hymn, "God Who Touchest Earth with Beauty"—^
vs. ; 4. "Tree by a Pool" — the picture to illustrate
Kilmer's poem Trees — second verse. First verse is
illustrated with theme picture; 5. Response Hymn,
"This Is My Father's World" ; 6. Film, The Call to
Greater Heights — a trip made by a group of devout
young people to a lake in the mountains.
Cue Sheet — for musical accompaniment to film.
Begin with Triumphal March by Grieg — V. R.
35763-A.
Cue: Title — "God give us hills, and strength for
climbing."
Air de Ballet by Herbert— V. R. 9147-B.
Cue: Watch! — scene a beaver dam.
At the Brook by Boisdeffre— V. R. 20344-B.
Cue: Title announcing vesper service.
Liebestraum by Liszt— V. R. 35820-B.
Cue: Title — "There's fun around the camp fire."
Air de Ballet by Herbert— V. R. 9147-B.
Cue: Title — "All too soon it's over."
Cavalleria Rusticana Intermezzo by Mascagni
V. R. 2001 1-A.
Note: Letters and numbers (V. R. 2001 1-A) indi-
cate Victor records which may be used with
electric phonographs or sound reproducers to
provide musical backgrounds for this film. If
the musician is unfamiliar with the type of music
suggested, hearing the record will aid in selecting
a substitute number.
Government Activities
(Concluded from page 104)
card should be held in the "Out" file until the matter
is finally adjusted.
A request for attendance should always be made
in the shipment letter and this information as well as
any other information regarding the material which
the borrower chooses to send is typed on the reverse
side of the shipping card. If the attendance is not
given when the material is returned, a second request
should be sent for it as the information is quite
valuable when making up the monthly reports of the
work accomplished. Criticisms of the material are
also invited and this information typed on the reverse
side of the card.
From the above description of the use of the Dis-
tribution File, it will be seen that the entire history
of the loan is carried on the shipping card and at the
end of the year a perusal of these cards will give a
very definite report of the year's work as far as the
distribution and usefulness of the material is con-
cerned. (To be continued)
Page 112
The Educational Screen
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
Director, Scarborough
School,
Scarborough-on-Hudson, N. Y.
Demonstration In Use oF Visual Aids
yV/E ARE glad to pass on to our readers the follow-
^^ ing program of a demonstration of teaching tech-
nique in the use of visual aids, developed by Mr. A. G.
Balconi of the Department of Visual Instruction, Ne-
wark, New Jersey. This demonstration, the third of a
series, was held at the Lafayette Street School, March
8th. and the next one is scheduled for May 9th at the
Burnett Street School.
Auditorium (second floor) — 9:30 to 10:08 a. in.
1. Home-made song slides.
2. Home-made slides on "Safety".
3. Motion picture film (35mm), "Peter Stuyvesant,"
from "Chronicles of America." Explanation of
correlated use in written language of all grammar
grade classes.
4. Art Slides — Association of painting with litera-
ture and music.
Opp. 5-6 210 Hygiene
2A 310 Silent Reading
10:08 a. m. to 10:35 a. m.
Grade
5A
Room Type of Lesson
409 Geography — Coal
and coal mining.
7B 205 Art Appreciation —
Art Textiles and
Pottery
Opp. 7-8 406 New England States
— Industrial
4A 304 Oral Language
"Holland"
7A 208 Music Appreciation
— Stephen Foster
6A 410 Health-
Foods
3A 307 (a) story-telling
(b) silent reading
lA 207 Health Lesson
3B 305 Silent Reading
10:35 to 11:03
Grade Room Type of Lesson
8B 405 History— West-
ward Movement
6A 101 Manual Training
Lumbering
8A 403 Geography-
Development of
Transportation
Visual Aid Used
Stereoscopes and
stereographs ;
library pictures ;
museum exhibits.
Slides from Dept.
of Visual Ed.
Slides from
Keystone "600"
Blackboard illus-
trations
Slides
Com. exhibit ;
home-made exhibit
Still-film and slides
from Primary
"300" Set
Pictures & posters
Illustrated mimeo-
graphed materials
Visual Aid Used
Lantern slides
Motion picture
film (35mm)
Home-made slides
3A
IB
4A
5AB
Grade
6AB
7A
8B
5A
2A
4B
5B
Kdgn.
8A
306 Oral Language
311 Primary Reading
306 Geography —
Holland
209 Arithmetic— Com-
mon Denominators
11:03 to 11:30
Room Type of Lesson
408 Social Science —
"Egypt"
401 Geography —
Iron and Steel
402 History-
Civil War Period
407 Geography — Middle
Atlantic States, Salt
308 Nature Study —
The Farm .
303 Silent Reading on
Unit of Work —
"Congo Region"
Film slides
Illustrated silent
reading material
Library pictures
Slides from
Primary "300" set ;
home-ma<le slides
Motion picture
film (16mm)
Film slide
302 History— Period of
Exploration and
Settlement
102 Oral language ;
vocabulary building
404 Literature —
"Snowbound"
Visual Aid Used
Stereographs and
stereoscopes ;
museum objects
Film Slide ;
graphs ; maps
Lantern & slides
Commercial
exhibit
Motion picture
film (16mm)
Lantern slides ;
mimeographed
silent reading
material
Maps ; home-made
exhibits
Flim-slides
Lantern and
slides
Slides On ''The Awakening of Spring"
TWO lA and 2B Classes, combined with two IB
■ and lA Classes saw colored slides on "The Awaken-
ing of Spring" followed by colored slides of animals
that were familiar to the children. A little girl in
the fourth grade told the German story connected with
the nature study slides of the coming to life of the
flowers, butterflies and other insects. At the con-
clusion of the animal pictures it was asked that the
nature study story picture be shown again so as to
give the children an opportunity to express themselves
and to see their reactions to the pictures.
Another object of repeating the slides was to corre-
late a nature poem they all knew with these particular
pictures and to correlate the dififerent flowers and in-
sects they knew in these pictures. The correlation of
April, 19)}
Page 1 1 J
the nature })oeni with the pictures was developed in
ilu' follnwini^ way :
TcacluT: "These pictures remind me of a poem we
,ili know. Can anyone tell us the one we're thinking
• f?"
The different parts of the poem that the teachers
had in mind were mentioned voluntarily hy the chil-
dren with evidence of a close association made be-
tween the poem and the slides.
Child : Recited the poem, "In the Heart of a Seed . ."
Teacher: "Let's all say it together."
In the heart of a seed,
Buried deep so deep,
A dear little plant,
I-Jiy fast asleej).
"Wake," said the sunshine
.\ik1 creep to the light."
"Wake," said the voice
Of the raindrops bright."
The little plant heard,
And it rose to see.
What the wonderful outside world
might be.
The children then discus.scd the similarities between
the slides and the poem and brought out the differ-
ences with equal emphasis.
Adapting Visual Aids
(Cojii-ludi-il from pui/r 100)
greatest objections to film slides is overcome by mak-
ing double frame pictures. In projection the single
frame jiictures must be enlarged linearly about 72
times to produce a 6 foot i)icture while a double frame
only needs to be enlarged 48 times to produce the same
; size picture. Now if the same amount of light is
thrown on the two films the double frame pictures will
be twice as bright as the single frame since it has
I twice the area. The only practical limit imposed on
[ the enlargement of either size is the amount of light
one can use without burning the film. The single
frame film slide owes its popularity to the fact that it
i can be used in conibination film slide and motion pic-
ture projectors. I think educators should carefully
consider the possibilities of the double frame slide for
class room use. With a good projector results can
he obtained that are nearly as good as lantern slides.
During the last few years manufacturers of 35 mm.
still cameras have done a great deal to make amateur
1, copying a success. The Agfa Ansco Corj)oration have
I special methods of using their memo camera for copy
work. This is a single frame camera ranging in price
from twenty dollars up. The I^ica Camera — a dou-
ble frame instrument — also has accessories that make
it possible to produce good copies. Both manufac-
turers build projectors to take their film. The double
frame projector can also be very easily used for single
frame pictures by masking off part of the aperture
l>late.
For our use here I have constructed an attachment
For Screen Projection
Write (or free samples.
RADIO-MAT SLIDE CO., Inc.
1674 Broadway, New York, N. Y.
for the back of the i)late camera tiiat uses .?5 nmi.
film. It can be used for copying on to single or double
frames. Excellent copies have been obtained with this
attachment on to double frame films.
In using a copy camera for film use it is imjiortant
that all frames receive the same printing density.
Otherwise some frames will be too opaque and others
too transparent. .An exposure scale can be calcu-
lated and fastened to the back of the copy stand. It
is not essential for lantern slide work but must be
used for films. Such a scale can be calculated on the
basis of the law that the relative exposure retjuired
with a given dia])hragm opening is proportional to
the square of the distance froin the optical center of
the lens to the film. These distances can be measured
directly or can be calculated bv the well known lens
111
formula ; — H = — ; where Do is the distance
D, D. F
from the optical center to the copy and D; is the dis-
tance from the optical center to the film. F is the
focal length of the camera lens which is usually
printed on the front of the lens or can be determined
from the maker of the camera if it is not given. Slight
errors in the measurement of Do and Dj are unimpor-
tant. Thus it is seen that the closer the camera is to
the copy the longer the exposure must be. The cor-
rect exposure for any camera distance above the base
can be marked at the place where the screw (B)
comes. This exposure scale is shown at (F) figure 4.
Trying to copy colored material with ordinary posi-
tive film must be done with caution if good results are
expected. Red will photograph black and blue will
show white. In making titles or printed matter to
copy a black ink should always be used. Good titles
can be prepared by using a typewriter with a black
ribbon. A glossy white paper should be used and
borders around a title can be put in with India ink.
Halftone illustrations from magazines or books can be
copied, but newspai)er halftones use too coarse a half-
tone screen to make good copies. All material should
be carefully organized and should not be too long.
Summary :
1. Tests should be given on all visual material.
2. Projectors can be used to make or give tests.
3. Photographic copies of diagrams and pictures
used in visual material are valuable for make up work
and review.
4. Slides and film slides can be easily and cheaply
copied for pennanent use.
5. With a little greater investment schools can inake
some of their own visual material.
Page 114
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
Additions to Victor Equipment
The Victor Sound-on-Film head has been con-
densed to a single unit measuring only approxi-
mately 4" X 6" X 3". In case of attachment to silent
projectors now in use, it will, of course, be neces-
sary that the projector mechanism be converted
from the 16 frame per second speed to the talking
picture speed of 24 frames per second.
It is claimed that the new Animatophone has a
frequency range which insures accurate and natural
reproduction of the recording. The volume and
illumination may be reduced to living-room re-
quirements or stepped-up to meet the needs of
school or church auditoriums. With the Victor
Hi-Power Optical System and high intensity lamps,
nine-by-twelve foot or slightly larger images and
projection throws of a hundred feet or more are
easily possible.
Provisions are being made to permit the use of
the Victor. Continuous Projection attachment and
of the Victor Intermediate Take-up unit, which
accommodates 800 and 1600 foot reels with the
Animatophone.
A new type of editing device is the "Eye-Easy
Editor,!' which projects a large "still" of the frame
being inspected and thereby relieves eye-strain and
speeds up editing. It is equipped with a special
prism and projecting head which permits the pic-
ture to be projected any convenient distance and
viewed right side up. It is also equipped with a
rewind which may be used with or independent of
the projector head and the built-in splicer which is
also a part of the standard equipm'ent. Available
as an extra item is a small film pack camera which
attaches to the editor in place of the prism.
Two new Projectors have been added to the
Victor Model 10 Series to meet the demands of
certain communities that must provide for both 32
and 110 voltages in connection with the use of pic-
ture equipment. Model IOC is a combination 32V-
llOV projector equipped with a 165 W-30V lamp.
In foreign countries particularly, line voltages range
all the way from 105 to 250 volts. To meet this
condition Victor has announced the lOE Projector
which is equipped with a variable resistance rheo-
stat in the base for reducing A. C. or D. C. of up to
250 Volts to the 100 Volt rating of lamp and motor.
The lamp provided is the new 500 Watt-100 Volt
Biplane Filament.
ERPI issues New Film Catalog
A new form in instructional motion pictures has
been developed, according to an announcement by
Erpi Picture Consultants, a subsidiary of Electrical
Research Products. These new films are listed and
described in a catalog just published by the company.
The new pictures are for use with silent projec-
tors but differ from the usual type of silent motion
picture. They contain no sub-titles. Consequently,
much more motion picture instructional material is
contained in a one reel picture than is found in the
usual silent subject. Each picture is supplied with
a printed lecture which may be read by the teacher
to accompany the showing of the film, giving the
teacher an opportunity to play an even greater part
in the teaching and learning activity. The absence
of sub-titles, it is said, makes the film more coherent
and eliminates the frequent break in thought and
action heretofore present in the silent film.
The catalog lists a total of forty-five educational
talking motion pictures consisting of fifty-five reels.
There are twenty pictures in the field of Natural
Science, including both plant and animal life, three
pictures in the field of Social Science, five in Music,
one on Mathmatics, two in Vocational Guidance.'
ten in the field of Teacher Training, and four which
were produced in cooperation with the University
of Chicago for use in Physical Science courses. Ac-
cording to the catalog, all pictures may be bought
outright or rented on a daily basis. Among those
for use with silent projectors are the twenty pic-
tures in the field of Natural Science, the three Social
Science pictures and the University of Chicago
series.
The value of these instructional motion pictures
in the classroom has been established by careful
experimentation carried on by this organization,
Harvard University and other organizations. The
experimental tests conducted by Erpi Picture Con-
sultants in which approximately 2,000 pupils and
teachers were involved indicated a 25 per cent in-
crease in learning for students who have had the
advantage of the talking pictures as compared to
the learning of students having ordinary forms of
classroom teaching. These findings are almost con-
current with those resulting from a study conducted
by Harvard University, the detailed results of which
are to be released in the near future.
COMBINED WITH
Visual Instruction News
CONTENTS
Are You Interested in Visual Education?
Can Educators Profit from Industry's Experience
With the Motion Picture?
Modern Tendencies in Biology Instruction
A Filing System for Visual Aids
Museum Adventures in Geography
Single Copies 25c
• $2.00 a Year •
MAY
1933
H^r^'5 the FiLMO PROJECTOR
thafs best for each school need
FILMO Model M
An unrivaled value
for classroom use
The Filmo M Projector sweeps away
any barrier that cost may ever have
placed before the purchase of genuine
Bell & Howell Projectors for general
school use. For this time-proved pro-
jector, with every essential feature, may
be had for as little as $135 !
The single control Filmo M Projector
was designed especially with classroom
requirements in mind. In its basic
mechanism, in its fine, precise construc-
tion, it is identical with those previous
Filmos which have so thoroughly
proved their superiority in picture qual-
ity and in constant dependability and
longevity. The difference is in the con-
trols; those not needed in school service
have been eliminated. The result is
the utmost operating simplicity — a
schoolboy can be your projectionist. An-
other result is the low price : with 300-
watt lamp, carrying case included, $135 ;
with 400-watt lamp, $137.
FILMO Model R
A more powerful model
for larger rooms
Like Model M, the new Filmo Model
R Projector is basically the same as the
Filmos which have proved to visual
educators that they provide the finest
picture quality at the lowest cost per
projection year.
Model R has a 500- watt 110-volt lamp
which, with this projector's most effi-
cient direct lighting system, provides
theater-brilliant pictures. An improved
cooling system gives this high-powered
lamp unequalled cooling which prolongs
its life and gives maximum efficiency.
A refined reflector adjustment furthers
screen brilliance.
A power rewind rewinds a film in less
than a minute. A manual framer is
provided for out-of-frame pictures. A
clutch permits still picture projection,
and a reverse switch makes possible
running film backward to repeat a scene.
Filmo R Projector, with carrying case,
$195. Without case, $180. Without re-
wind, clutch, reverse, and case, $145.
FILMO Model JL
Ideal for the larger
auditoriums
Filmo JL is the finest 16 mm. pro-
jector to be had, and is recommended
to schools for use in the auditorium.
There it will do the work for which a
professional machine was formerly re-
quired, and do it wilh a greatly lower
cost and a total elimination of fire haz-
ard and of the need for a skilled op-
erator and a space-consuming booth.
Filmo JL now uses a 500-watt 100-
volt lamp, the operating voltage of
which is accurately controlled by a vari-
able resistance unit and a voltmeter.
This control permits burning the lamp
at its rated voltage at all times, regard-
less of line current voltage fluctuations
Filmo JL is 100% gear driven, and has
a gear driven power rewind, a pilot
light, a very fast projection lens — the
Cooke 2-inch F 1.65, and a host of other
refinements. Excellent for classroom
use, too, being as portable as any Filmo.
Filmo JL, with carrying case, $298.
BELL & HOWELL
FILMO
P'ersonal Movie Cameras and Projectors
Bell & Howell Co., 1817 Larchmont Ave., Chicago, 111.
Gentlemen : Please send me complete information on
Filmo M Projector Filmo R Projector
Filmo JL Projector Booklet "Filmo
Motion Pictures in Visual Education."
NaiTie
Position School
Address
City State
PROFESSIONAL
RESULTS
IV I T H
A M A T E U R
EASE
May, 19} i
Page 117
Educational Screen
Combined with
Visual Instruction News
MAY, 1933
VOLUME XII NUMBER 5
CONTENTS
THE EDUCATIONAL SCREEN. Inc.
DIRECTORATE AND STAFF
H*rb«ri E. SUught, Prat.
Frcdariek J. L«n*, Traat.
NaUon L 6r«*n«, Edifor
Bhworrii C. D*nf. Man*g*r
Evelyn J. Bak*r
Jo««pkirM Hoffman
OHo M. Fortcrt
Dudley G. H«yi
Stanley R. Greene
Joseph J. Weber
R. F. H. Johnson
Marion F. Lanphier
F. Dean McCluiliy
Stella Evelyn Myers
.118
.120
..121
..122
Hall of Science, Century of Progress Exposition
Museum of Science and Industry
Editorial
Are You Interested in Visual Education?
Elsie I. Chambers
Can Educators Profit from Industry's Experience
with the Motion Picture? Howard A. Gray.. 123
Modern Tendencies and Procedures in Biology Instruction.
Arthur H. Bryan 126
Government Activities in the Visual Field.
Conducted by Margaret A. Klein 128
Film Production Activities - 1 30
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent 132
Among the Magazines and Books.
Conducted by Marion F. Lanphier 133
News and Notes. Conducted by Josephine Hoffman I 35
The Film Estimates 1 37
The Church Field. Conducted by R. F. H. Johnson 138
School Department.
Conducted by Dr. F. Dean McCluslcy 140
Among the Producers 145
Here They Are! A Trade Directory for the Visual Field 147
Contents o{ previous issues listed in Education Index.
General and Editorial Offices, 64 East Lake St., Chicago. Illinois. Office
of Publicetion, Morton, Illinois. Entered at the Post Office at Morton,
Illinois, as Second Class Matter. Copyright. May, 1933, by the Edu-
cational Screen, Inc. Published every month eicept July and August.
$2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cts.
Page 118
The Educational Screen
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May, 19}}
Hall of Science at the Century of Progress
Page 119
OXK of the most marvelous buildings of the
Chicago 1933 World's Fair is the Hall of
Science, which contains exhibits portray-
ing the wonders of the basic sciences of chemis-
try, physics, mathematics, biology, geology and
istronomy.
The basic theme of the Exposition will be drama-
tized in the Hall of Science by scientific exhibits
I)repared by the staff of the Exposition and through
the cooperation of scientific and industrial institu-
tions. The theme is : that industries which have trans-
formed living conditions in the past hundred years,
owe their existence and present development to the
basic sciences.
Manufacturers of chemicals, scientific equipment,
m e d i c a 1 products, pharmaceuticals, laboratory
e(|uipment, instruments and supplies, who serve
millions of customers throughout 'the United
States, are developing exhibits of their products and
processes which will be shown in the Hall of Science.
The petroleum industry, representing an invest-
ment in the United States alone, of $12,(XX),000.000
will participate with a scientific exhibit in the Hall
of Science, sponsored by the American Petroleum
Institute. The industry, which began, and has grown
to its present mammoth proportions during the hun-
dred years which will be celebrated by the Exposi-
tion, will present displays dealing with the geology
ind chemistry of oil.
A working exhibit shows what happens before
the white-clad attendant at the filling station can
fill the motorist's gasoline tank. The exhibit will
tell how, where and why petroleum occurs in the'
earth and the many interesting chemical processes
that must be followed through before its hundreds
"f products are ready for the ultimate consumer.
With the scientific story of oil as a background,
various oil companies are planning to portray to
the millions of visitors their particular developments
md contributions to the production of gasoline and
■ther petroleum products. The Pure Oil Company
has already contracted for exhibit space in the
General Exhibits Group, now under construction on
the Fair grounds.
The petroleum industry's exhibit had its origin
in the report of a committee which recommended to
the American Petroleum Institute at its meeting in
Chicago last winter, the participation of the pe-
troleum industry as a whole in the Exposition.
The story of the advancements in the medical
sciences also will be told by means of dynamic,
moving exhibits.
The Pasteur Institute of Paris will demonstrate
Pasteur's contributions to the science of bacteriol-
ogy which have been of incalculable benefit to
mankind. The Robert Koch Institute of Berlin will
show Koch's discovery of the tubercule bacillus,
the cause of tuberculosis.
The "Transparent Man," loaned by the Mayo
Clinic, will enable the visitor to study the human
anatomy as though he possessed X-Ray eyes.
How the chemist has developed the world's raw
materials — air, water, coal, cellulose, rubber and oil
for man's benefit will be shown. Other exhibits will
tell how the chemist has produced ammonia and
nitric acid for the preparation of medicines, ex-
plosives, fertilizers, etc. and how by the application
of the principle of jibsorption, he has purified sugar,
oil, air and water.
A novel feature of the exhibits is the dioramas,
which may be described as pictures in three dimen-
sions, with the foreground modeled in perspective
and blending into a painted background, thus giv-
ing the illusion of distance. All the exhibits, even
. those visualizing the most abstract principles, are
in dramatic form.
Among the companies who have contracted for
exhibit space in the Hall of Science are: Abbott
Laboratories ; American Optical Co. ; August E.
Drucker Co. ; -Bausch & Lomb Optical Co. ; Borden
Sales Co., Inc.; Burroughs Wellcome & Co., Inc.;
Chicago Pharmacal Co. ; J. C. Deagan, Inc. ; Den-
tists Supply Company of New York ; Eastman Ko-
dak Company ; Gaertner Scientific Co. ; General
Electric X-Ray Corporation ; Hanovia Chemical and
Manufacturing Company; Hynson, Westcott &
Dunning, Inc.; lodent Chemical Company, Inc.;
Kendall Company (Bauer & Black); Mallinckrodt
Chemical Co. ; Merck & Company, Inc. ; E. R.
Squibb & Sons, Inc. ; Union Carbide and Carbon
Corporation ; Victor Chemical Works ; Vitamin
Food Co., Inc.
The following scientific and industrial institutions
and organizations are either furnishing or cooperat-
ing in the preparation of exhibits in Basic Science
and Medicine:
American College of Surgeons ; American Medi-
cal Association ; American Society for the Control
of Cancer; Bakelite Corporation; Baker & Com-
pany ; Bausch & Lomb Optical Company ; Willjam
Beebe; Boyce-Thompson Institute; Callite Prod-
ucts Company ; Chicago Dental Centennial Con-
gress; Clay-Adams Company; Cleveland Clinic
Foundation; Copeland Products Company; Corning
Glass Works ; Cutler-Hammer Company ; Thomas
J. Doe & Company; Fanstecl I'ro<lucts Company;
Page 120
The Educational Screen
Firestone Tire and Rubber Company ; General Bio-
logical Supply House; G. M. Laboratories, Inc.;
Goldsmith Bros. Smelting & Refining Co. ; Grigsby-
Grunow Company; Illinois State Department of
Health ; International Filter Company ; Johns-Man-
ville Company; Charles L'Hommedieu & Sons;
Mallinckrodt Chemical Company; Mayo Clinic; Mc-
Gill University; Merck & Company; Metal &
Thermit Company; Milwaukee County Hospital;
Milwaukee Public Museum; Museum of Science
and Industry; National Academy; Pasteur Institute
of Paris ; The Perser Corporation ; Rand McNally
Company; .Simoniz Company; Spencer Lens Com-
pany ; Standard Brands, Inc. ; Texas Gulf Sulphur
Company ; The Thermal Syndicate ; Union Carbide
& Carbon Corporation; University of Chicago; Uni-
versity of Illinois; Victor Chemical Company; W.
M. Welch Mfg. Company; Wellcome Institutions of
Medical Science, London ; Westinghouse Electric
& Mfg. Company.
The Museum o( Science and Industry
VISITORS to Chicago during the World's
Fair Year 1933 will be interested to know
that the great masterpiece of the Columbian
Exposition of 1893 — the Fine Arts Building — has
been restored with stone and steel. This is the
building Augustus St. Gaudens, a foremost Amer-
ican sculptor, described as "The" finest thing since
the Parthenon." This structure will house Chi-
cago's youngest institution which promises to be-
come world famous. The Museum of Science and
Industry, founded by Julius Rosenwald.
The vast interior of this building, designed to
accommodate the planned exhibits, will not be com-
The New Museum of Science and Industry
pleted until 1935. However, a large area, unfinished
as to tile and plaster but impressive as to sturdiness
and space, has been prepared to welcome the vis-
itor during 1933 and present the initial exhibits
where entertainment, education and inspiration
provide a new avenue of recreation and stud\'.
The Museum of Science and Industry, as the
building is now known, is situated on the northern
edge of Jackson Park, on the outer drive. Its loca-
tion in the park on Lake Michigan is due east of
57th Street. Its collections will trace the technical
ascent of man from primitive times to the present
day. Eleven miles of exhibit will tell in three
dimensional forms the story of man's use of tools
and- machines from the stone hatchet to the com-
plicated machines of today. Visitors will operate
most of the machines by pushing buttons or pulling
levers.
On July first a large section of the Museum floor
space will be open to the public. It will contain
interesting exhibits to give the visitor a cross-sec-
tioned picture of what the completed Museum will
ultimately be like. Chief among
these exhibits will be a full sized
and operating bituminous coal mine
of three thousand tons a day capac-
ity. In addition to the coal mine,
with its underground workings and
huge operating machines, there will
lie many other exhibits relating to
the geology, production, economics,
and utilization of coal.
Following the conclusion of A
Century of Progress many of the
important World's Fair exhibits will
be placed in the Museum, and at
that time the other sequences will
be opened. These will consist of a
series of exhibits on the fundamental
sciences of physics and chemistry,
and on geology, mining, agriculture,
forestry, power, transportation,
architecture and city development,
and printing and graphic arts.
In each division of the Museum
full sized operative equipment, scale
models, still and motion pictures, slide and film-
strip projectors, and other visual aids will be
utilized in presenting the discoveries in science,
engineering and industry. While the past
achievements in these fields will be stressed to
some extent, they will not be over emphasized.
The past will be shown more as a complement to the
mechanical wonders of today, and modern equipment
and i)ractice will take precedence over historic relics.
May, 19}}
Page 121
EDITORIAL
SINCE that moment of all moments in the re-
mote past, wheti there first emerged in the bi-
ologic cosmos a mind that could be called
human, the progress of racial intelligence has
dejiended upon the conveying of thought from in-
dividual to individual. For an)' generation to
achieve an advance, it had to receive its mental in-
heritance from the preceding generation. From
this higher vantage point only could the new gen-
eration climb on higher.
For this conveying of thought, fact or fancy, the
only path from mind to mind has been, and must
always be, "the senses." The sense of sight oper-
ated from the start, and from long before the start,
to give the primitive mind its truest knowledge of
realities. The sense of hearing became vastly im-
portant after the supreme imaginative achievement
of the infant race — the making of specific articulate
sounds to mean specific things. The human voice
could not speak the things, nor reproductions of
the things, but only sound symbols for the things.
When primitive man would discuss something out
of eye-shot he re.sorted perforce to the symbols ;
what he could not "show" visually he "described"
orally. (The elite few who could, drew pictures).
Sight was the great medium for grasping all that
could be seen — hearing for the things not visible.
Sight and hearing remained the chief avenues for
the transfer of ideas and thought down through the
elemental aeons of human progress. Sight gave the
truest transfer but was limited to what was within
visual range of both informer and informed. Hear-
ing gave truth — if the sound symbols were correct-
ly used by the speaker and correctly interpreted by
the hearer — for things remote or abstract, but only
for an audience within aural range. The value of
verbal transfer gained somewhat on visual transfer
as language increased its range of expression.
Printing expanded the verbal reach of the speaker
to the ends of the earth and for 400 years the
"word" was the thing. The priceless sense of vision
came to be used chiefly for "reading," not for "seeing."
Then came Photography, only 100 short years
ago, and the visual sense came into its own. No
longer was vision limited by horizons. The cam-
era could bring, from the ends of the earth or the
depths of space, realities to our eyes without need
of interpretation of verbal symbols. Printing de-
veloped the half-tone and kindred processes, and
these realities could be passed on to all other eyes.
And last, the motion-picture came to capture and
preserve scenes of life and motion at will, and make all
the peoples of the world eye-witnesses of those scenes.
Since Niepce and Daguerre, the world has been
rapidly learning the power of visual representation.
Millions of pictures a day are doing more than
twice their acreage in printed words could possibly
do. Industry, commerce, journalism, advertising,
entertainment — all use pictures on an enormous
scale, to their enormous advantage. Education —
the field where swift and accurate conveying of in-
formation is supremely important — probably benefits
least from visual presentation. Education alone is
content with its own traditions, content to miss
such values and keep its dignity. The comfort is
that more and more thousands of teachers are showing
the i)ath which tens of thousands more will follow.
THE greatest visual demonstration of what the eyes
can mean to the mind will be held in Chicago this
summer. It is called the Century of Progress
Exposition, and oi)ens May 27th, next, in spite of
doubt, drought or depression. To most of the millions
who will attend, it will be merely a "big show", albeit
the biggest and most impressive the world has yet seen.
To those who view it and reflect upon its tremendous
significance for the educational field, it will l)e the
greatest stimulus yet furnished toward nation-wide de-
velopment of the visual idea in education. Thousands
of teachers will visit this exposition, return to their
schools, and begin ladling out to their classes verbal
descriptions of the marvels they, the teachers, saw.
Rut other thousands — Praise be! — will be inspired to
use thereafter, as they never used before, the young,
keen, hungry eyes that throng America's classrooms.
If visual presentation, even amid the teeming distrac-
tions of a "World's Fair," can do for teacher minds
what this great Exposition will inevitably do, consider
what visual methods can do for pupil minds in the
ideal learning situation of an .American classroom!
The Chicago Exposition will be "visual education"
on a gigantic scale for the millions who will .see it. No
teacher, who believes there is such a thing as educa-
tional progress, can afTord to miss this supreme visual
experience of a life-time.
Nelson L. Greene.
Contributors to this Issue
Arthur H. Bryan, Science Department, Baltimore City
College, Baltimore, Md.
Elsie I. Chambers. Director Visual Education, Public
Schools, Huntington Beach, Calif.
Howard A. Gray, Research Worker in Visual Educa-
tion, 447 Second Avenue. North Pelham, N. Y.
H. Paul Janes, 407 Richey Avenue, West Collings-
wood, N. J.
Margaret A. Klein, Children's Bureau, United States
Department of I^bor, Washington, D. C.
Laura O'Day, Vi.-sual Education Division. Buffalo Mu-
seum of Science, Buffalo, N. Y.
George Carl Weller. Vice-Principal South San Fran-
cisco Junior-Senior High School, South San Fran-
cisco. Calif.
Page 122
The Educational Screen
Are You Interested in Visual Education?
Six objectives for the organization
and development of a Visual Education
Department in the elementary schools
VISUAL Education is a new subject in school
only in name. Progressive teachers have al-
ways -emphasized the gaining of knowledge
through the senses of sight, hearing, and touch, and
have always realized that the greatest number of pti-
pils are visual minded.
This method of correlating the study of pictures
with the text lessons and then following the demon-
stration with the development of a project or with an
exploratory field. trip so fixes the lesson to be learned
in the mind of the child that he never forgets it.
The method might be called the seeing, hearing,
doing method but as this is a longer way of defining
it we simply call it Visual Education and then proceed
to spend endless time in explaining that by visual
education we do not intend to give all instruction by
the means of pictures.
There should be a supervisor of the visual depart-
ment, one who selects the equipment, gives demonstra-
tions as to its use, prepares the exhibits, and trains
the classroom teacher to use the material to the best
advantage. The supervisor, with the assistance often
of classroom teachers, should prepare a course of
visual study for each grade in the school. Visual
work, to be most efifective, should have an allotted
period on the program of every classroom and these
periods should be as strictly observed as periods of
any subject in the curriculum.
For the visual equipment one may use glass slides,
still films, films and glass slides, picturpls, motion pic-
tures, stereopticon pictures, prints, of both wall and
desk sizes, charts, blackboard drawings, models, mari-
onettes, industrial exhibits, toy motion picture boxes,
strip theatre boards, film strips, costume dolls, and
soap and clay modeling.
There are a few important objectives that every
teacher should know and observe in the care and use
of equipment.
Rule One: Keep all equipment clean, attractive,
up-to-date, and in good condition for use.
When using slides, films, and motion picture films
in a darkened or partially darkened room, be excep-
tionally careful about the ventilation of the room, the
placement of chairs, screens, and machines. The
ventilation of a darkened room is a problem each vis-
ual department must solve. Chairs should be at least
twenty feet away from the screen. If using a sil-
vered screen no outside light should fall upon the
screen. The larger the picture that is thrown upon
the screen, the darker the room should be to give a
ELSIE I. CHAMBERS
clear cut picture. Avoid throwing the white light of
the machine upon the screen when threading or chang-
ing films. Many directors and classroom teachers
prefer the beaded daylight screens ; these should be
considered when other conditions are favorable. Ma-
chines should be firmly placed on their stands or tri-
pods to eliminate vibration. Pictures should be
focused vmtil the edges are clear cut, not blurred.
The framing of the picture should be even, as it is
irritating to the observer to see a streak of white light
or a part of another frame.
Children should be assigned places where each can
see the screen well without optical or posture strain.
They should not be required to raise their eyes more
than thirty-five degrees from horizontal or move them
more than twenty-five degrees from right to left.
Each child should take the same selected chair each
time he views films. From this we formulate
Rule Two : A darkened, or partially darkened
room, well ventilated, machines on solid bases, pictures
clear cut and well framed, chairs in correct position
and children in healthful positions.
In the classroom, pictures should not serve to
amuse, but to educate. They should be wholesome as
to family relations and emotions aroused. Their pur-
pose is to build character and to appeal to the attitude
of good behavior. The subject matter must be ac-
curate and well portrayed. The film should be pre-
viewed by the teacher to select two or three elements
which she wishes to bring out in the lesson. Children,
also, should be prepared for the film lesson in advance.
New words should be explained to them ; questions
given that will tend to focus their attention.
The film may be used as an introductory lesson,
correlating with the text lesson, explanatory of the
text, or as a review of the text lesson.
W'hen a film is shown for recreation it should be
wholesome, its material positive, its titles grammatical.
It should be in good taste, modest, clever. It should
improve the standards of living in the home and in
the community.
Rule Three, as seen above, sums up the kind of films
to use, the preparation for the lesson, and the corre-
lation of the picture films with the text lesson.
In the use of stereographs, prints, and charts, teach-
ers may employ many methods. The materials should
be carefully selected and may be placed in the hands
of the children for a class lesson and recitation ; on
the browsing table for their reference and enjoyment ;
as a review of a lesson ; or as an incentive for a writ-
ten composition.
May, 19}}
Page 123
Rule Four: In the use of the stereographs, prints,
and charts, choose for picture content ; see that the
light falls properly on the picture ; and do not use too
many pictures at one time. One or two pictures often
serve to point the lesson. Never use more than ten
or twelve at one time.
Blackboard drawings, or a dramatization of a les-
son with the crayon in the hand of the skillful teach-
er are sources of joy and instruction to an entire class.
And the attempt on the part of the student to drama-
tize a text lesson with a drawing or a series of draw-
ings is given constructive criticism for accuracy by the
other members of the class. Good models of plants,
birds, animals, and insects may be used to great ad-
vantage in visual demonstrations. The models may
supplement lessons with live objects or with pictures
and films and should be used in all grades. Models of
the human head, torso, and of the separate vital organs
are of inestimable value in teaching bodily health and
posture to the older students.
Use occupational or industrial exhibits to correlate
with films showing the occupation or to use as a re-
view after an exploratory field trip. Children of all
grades love marionettes and puppets and these may
be used to teach a great variety of lessons on manners
and morals, safety first lessons or to dramatize les-
sons in history, civics, and literature.
Rule Five urges teachers to use models, exhibits,
marionettes and puppets as tools in teaching the social
sciences, physical education, and vocational subjects.
Toy theatres, toy motion picture boxes, strip the-
atre boards, film strips made by students, dolls in
national costumes, and modeling are listed as labora-
tory work and each may be used in developing a pro-
ject or activitiy that had its inspiration from the film-,
set ot pictures, or text lessons. Each will serve to
keep the interest high until the lesson is thoroughly
learned. Each piece of laboratory work should be an
inspiration to carry over its high interest to the de-
velopment of the next lesson to be learned. This,
then, is Rule Six.
I have left the best of all visual aids until the last —
the exploratory field trip. Take your pupils to the
industries, factories, museums, the 200, libraries, de-
partments of government, historic places, to every
worth while place where men and women carry on
their occupations. Teach the boys and girls the right
conduct to observe on the field trips — courtesy to each
other and to their guides. Teach them to ask intelli-
gent questions ; to take mental and written notes ; and
teach them how to use this material in laboratory work
upon their return to the classroom.
Rule Seven : Take the students on field trips. Take
every class from Kindergarten through every grade
they are in school. Explore nature life, the home, the
neighborhood, and the community, in the Primary
grades. Have the Intermediate and the Senior High
School students explore to find how the world is
housed, fed, clothed, and governed. Perchance you
may be the means of helping the students in selecting
their life occupations.
This is Visual Education — the "Seeing, hearing,
doing method" — as the Department of Visual Educa-
tion at the Huntington Beach Elementary Schools, in
California, interprets the subject.
Can Educators Profit From Industry's Experience
with the Motion Picture?
[Concluded from April)
CASTING aside any resentment which we might
experience at the suggestion that we have failed
to avail ourselves properly of an instructional
medium within our reach, let us evaluate the following
suggestions by way of analogy.
Is it impractical to weigh the values existent in
sound picture programs of vitalized safety education,
public school relations, pupil conservation, the or-
ganization and administration of progressive schools,
when the effectiveness of comparable programs has
been demonstrated by industry in the fields of acci-
dent prevention, public relations, the conservation of
fuel, and the study of factory management? Or
would it be socialistic to advocate governmental par-
ticipation in education to the extent of further provid-
ing our schools with audio-visual materials similar in
nature to those already distributed by the Department
HOWARD A. GRAY
of Agriculture ? To balanced judgment the answer is
obvious when, in addition to the criterion of effective-
ness, the elements of cost and economy of time in
learning are taken into account.
Then there is the more general problem of adult
education with which private agencies and public
institutions of higher learning have been concerned for
some time. These organizations have been seriously
handicapped in their efforts to provide a compre-
hensive and effective program Ijecause of limited in-
structional facilities. The suggestion is here given
that the cultural level of the .-\merican people can
be wholesomely elevated if they are extended the
privilege of periodically viewing sound picture pro-
ductions in the arts and sciences ; music, literature,
painting and sculpturing; Americanization work, home
making, parental education, and the use of leisure
time; biology, psychology, jjolitical economy, and al-
most every other branch of human knowledge and
Page 124
Tbe Educational Screen
activity can be made available for purposes of adult
education. Industry has demonstrated the practic-
ability of the medium with much less interesting sub-
jects.
Mass Motivation
To grasp fully the significant influence which mo-
tion pictures have on social groups, let us review the
development of the advertising film. While few such
pictures existed before 1912, American theatrical
films circulated over the world had already given
American products thousands of dollars worth of free
publicity. The Department of Commerce estimated
that every foot of theatrical film exported sold a
dollar's worth of American goods before it was worn
out, destroyed, or returned to the home exchange.
It has been proved in several instances, that many
of the early Western thrillers and other motion pic-
tures, primarily intended for home consumption, acted
as silent but effective sales promoters in many foreign
countries where they were viewed more out of curios-
ity than for entertainment. Through such pictures
the first American sewing machine came to be sold
in Dutch Malasia ; a railroad water tank to be accjuired
in Khastun Sudan ; an endless chain conveyor to be
purchased in Santos, Brazil ; Mexican horse-saddles
to sell in Australia and Argentina ; a steam yacht to
strike the fancy of a Sumatran Sultan, and an auto-
matic conveyor to find a buyer in Montevideo. Sim-
ilarly, barber supplies came to have an appeal to
Tasmanian bushmen ; broadaxes found a new market
in Paraguay ; sidehill plows and buckets came to be
used in the Malay Peninsula, and as a final achieve-
ment, the theatrical film is given credit for the sugges-
tion which led to the installation of a hydro-electric
plant in Bolivia. News reels have since introduced
many other American goods to foreign consumers and
the end is not yet. Unfortimately, such a record is
not without a blemish. Labor troubles were ex-
perienced in Paris following the projection of an
American silent drama. A group of stenographers
are alleged to have called a walk-out after their
employer had refused to grant their demands for
office equipment such as they had seen in operation
in a Hollywood office set !
In 1912, a dynamite manufacturer photographed his
experiments in blasting tree stimips from untillable
land in Missouri. Interested onlookers requested to
see the finished picture. The news spread and the
film was subsequently sought and shown at farmer's
institutes, land shows, schools, and colleges in Mis-
souri and other states. Stump-blasting became a pop-
ular way of clearing land and dynamite sales increased
many fold. During the same year, a borax company
released a picture of its products through five road
crews equipped with portable projectors. A tour of
the nation included over 300 cities, and showings to
nearly a million people were made in theatres, hotels,
auditoriunjs, clubs, camps and other locations at an
average cost of two and nine-tenths cents per capita.
There followed in rapid succession films on golf
balls, tires, soap, automobiles, fashion shows, pave-
ment materials, pottery, tooth paste, lead pencils, toys,
candies, paint, bricks, motorboats, fire extinguishers,
iron pipes, typewriters, food preparations, chemicals,
sewing machines, batteries and other commodities.
By 1914 several studios were devoting their entire
time to the production of advertising films.
The sixteen millimeter projector replaced many
sample cases carried by traveling salesmen. These
early "projectors were operated with arc or gaslights
before the day of incandescent lamps. They sold
products and services which otherwise could not be
easily demonstrated and with them indifference was
conquered and good-will built up.
Merchandise difficult to transport from prospect to
prospect was easily demonstrated in far away corners
of the earth. Intricate machine assemblies were made
relatively simple for field men and customers alike.
Valuable furs and dresses were adequately displayed,
often to better advantage. Such pictures saved time
and words, corroborated a salesman's statements, and
showed the relative merits of products with ideas and
settings which verbal description could not convey.
They likewise revealed new uses for many articles
and tied up local dealers with central offices.
Our railroads were one of the pioneer groups to
use advertising films. Scenic wonders along their
routes were vividly portrayed to an interested public
and received a wide distribution. Pictures on the
historical development of certain rail systems per-
petuated the memory of leading railroad workers,
types of equipment, and principles of operation. Safety
pictures reduced accidents among employees and se-
cured the attention and cooperation of the public.
Colonization was promoted in unsettled areas and
agriculture developed by means of films on dry-farm-
ing opportunities and methods.
Other organizations, both at home and abroad, have
sold the ideas of good roads, store fixtures, tunnel
bond issues, and a further array of projects, including
the consumption of Swiss cheese and kippered herring.
As early as 1914, such films were being prepared for
showing in the theatres of Great Britain as well as
at trade exhibitions, fairs, and other public assemblies.
Three pictures, telling the story of shoes, cocoa, and
the tailoring of a popular brand of men's suits, were
sufficiently dramatized to be well received by theatre
audiences throughout England. In 1919 the Fed-
eration of British Industries resolved to follow the
example set by American industries by adopting the
motion picture as a part of an international advertis-
ing enterprise. Pictures on the installation and op-
eration of printing press machinery, processes of
smoking fish, industrial uses of an English made
automobile, and the story of a world-wide sales or-
ganization are among the many which have been
May, 19}}
Page 125
produced. Since the depression, efforts have been
doiihicd hy this organization to increase the numlier
of such tilms.
With the coming of the sound picture, advertising
grou(>s f|uickly recognized the additional advantages
wliich the new medium [jossessed. Owing to the
scarcity of sound jirojection equipment at that time,
no sound advertising pictures were produced until the
latter part of 1928. when an automobile sales organ-
ization instituted the practice. With a road crew and
portable sound projection e<|uipment, the picture was
sliuwn to over .^00.000 pe<)i)le in 220 cities during a
period of ten weeks. .\ short time afterward a piston
ring manufacturer in two months made 450 showings
to nearly 22.000 ])eople at projections arranged by
their dealers, jobliers and distributors, employing an
early model of a portable 16 millimeter sound pro-
jector. To date the same organization has increased
its sales 52% after projecting the picture for a total
atidience of 118.000 [persons.
Industrial sound i)ictures are being made even in
greater numbers as sound projection facilities con-
tinue to increase. .\ nationally known automobile
mainifactnrer, with a sound feature picture arranged
for the sales instruction of its dealers, reduced the cost
of their district meetings one-third. Over 95% of
the dealers put ideas suggested by the pictures into
local practice with a marked increase in sales. Auto-
nwbile manufacturers after testing the new ad-
vertising medium, planned extensive sound picture
programs to counteract the effects of the existing
depression. The major oil companies are utilizing
similar jiictures to train the station attendants, and
several organizations have helped to bring about better
personnel relations among their employees.
There are at present over one hundred and fifty
industrial sound pictures produced for advertising and
selling real estate developments, airplane trips, cement,
telephone, automobiles, baking powder, medical sup-
plies, travel tours, railroad equipment, press service,
coal, coffee, dairy products, insurance, steel, refriger-
ators, wearing apparel, watches, soft drinks, bakery
products, tapestries, trolley buses and many other
products and services.
In keeping with such a program, efforts are being
made to raise the quality of the pictures. An inter-
national advertiser's association has drawn up a code
governing advertising activities with the film, and a
research organization has developed a set of standards
which assure the elimination of objectionable and
unethical features and practices.
The Inference for Education
Let it be understood that the preceding paragraphs
are not intended to advocate or to justify the use of
commercial advertising films in American education.
However, as educators we must not fail to recognize
the potency of the sound film as a device for mould-
ing and crystalizing public opinion, which in the past
has regulated educational progress to a significant
extent. Also, we can review the evidence and note
where we might have furthered the cause of education
by the more extensive use of the motion picture.
Instead of merely creating a foreign market foi
American products it is a sad commentary that our
theatrical releases incidentally did not give evidence
of America's desire for international cooperation and
good-will. Or, that the philosophy of John Dewey
could not have been i)resented by motion pictures to
educators in foreign lands as an invitation for the
exchange of educational viewpoints.
While the American public was being informed of
the advantages of borax and dynamite, the reorgan-
ization of our secondary school system was being
attempted. But no effort was made to awaken the
interest of the laity and obtain the united support of
the educational profession by providing a motion pic-
ture interpretation of the need for such a reorgan-
ization.
The plea for funds to create good roads, tunnels,
and waterway improvements gained public attention
and approval throughout the nation by means of the
motion picture. Meanwhile, only a fraction of the
same population was made aware of the necessity for
school medical service, adequate school buildings, and
better trained teachers by the isolated pleas of school
workers in widely separated communities.
Through the medium of the sound picture new busi-
ness concepts and research findings of industrial lab-
oratories are reported to the employees of those
industries operating throughout the world. Conven-
tion costs are reduced substantially and deleg^ates
return to their work inspired with new ideas to assist
them in solving their problems. Workers not able
to attend national conventions receive the same stim-
ulation by the later projection of the pictures at local
meetings. An interested public becomes informed of
changed trade policies, and the merits of the new
products. The content of such pictures has been care-
fully arranged to convey a vivid, stirring message with
realistic appeal but with an economy of time and
absence of verbal redundancy.
The programs of our educational conventions like-
wise could be considerably enriched by sound picture
presentations of significant research findings deter-
mined from time to time. In fact, this innovation
already has been introduced. However, additional
pictures reflecting contemporary theory and practice
on problems of vital interest and value to the pro-
fession are sorely needed. After being shown at the
national conventions they could be profitably utilized
at state, county, city, and institutional gatherings.
Parent-Teacher Associations, and other civic organ-
izations interested in the welfare and progress of the
schools could intelligently l)ecome informed on edu-
(Concluded om page 131)
Page 126
The Educational Screen
Modern Tendencies and Procedures In
Biology Instruction
ARTHUR H. BRYAN
OME OF the most popular subjects in a high
school curriculum, which offers a pleasing and
varied appeal to the average student's interest
(that is if every modern teaching method is employed)
is biology. This paper is written with the idea of pre-
senting a few modern concepts in the practice of
applied pedagogy calculated to keep the biology stu-
dent vitally interested throughout the course in this
subject. The demand for biology within the last two
years in two high schools in Baltimore, has quad-
rupled itself, in one instance an increase from 200
to the present total of 850 pupils eleciing it. The
writer believes that the one word in pedagogy which
spells success in the class-room is "interest." It cer-
tainly is the dominant factor in the surprising demand
for biology evidenced at the four high schools in this
city where the subject is taught and where a similar
increase in enrollment has taken place.
No subject offers greater opportunity for putting
into practice the various methods of teaching, ap-
proved in modern educational circles, than biology,
with its infinite wealth of possible subject matter and
its adaptability to the various methods of presenta-
tion. If variety is the spice of life, biology can be
made a spice subject of real interest and value to the
students, by utilizing every modern means at our
disposal for revealing the subject matter to the stu-
dents. If the moving picture machine with endless
biological subjects adaptable to the class room ; the
revealing powers of the microscope ; the study and
dissection of interesting flora and fauna; experiments
by the students ; collections and study of life by the
students on their, trips into the country ; stereopticon
lectures and demonstrations, along with the regular
class room procedures — if all these fail to interest the
students, then the modern concepts of theory and
practice of teaching are wrong.
Biology aims to instruct the pupil in the funda-
mental principles governing plant and animal life,
with emphasis on the economic importance and civic
values as applied to agriculture and human welfare ;
hence the subject matter includes practical applications
of bacteriology, botany, physiology, hygiene and zool-
ogy, and in so doing answers many questions of vital
interest and value to him in later life. Vocational
aims are legion, for the subject reveals dozens of
possible fields for further study of which biology is
the fundamental subject. Medicine, including its
ramifications of public health, bacteriology, gardening,
biochemistry, horticulture, dentistry, veterinary med-
icine, pharmacy, nursing, etc. ; agriculture including
forestry, agricultural chemistry, dairy and live stock
industry, entomology, agronomy, etc. ; industry includ-
ing commercial enterprises engaged in food, clothing
supply, etc. ; such are the opportunities revealed di-
rectly or indirectly in the subject matter.
The socialized recitation stands high as a method
to be used in presenting non-technical lessons, such
as the "Economic Importance of Plant and Animal
Life," "Forestry, the Lumber Industry, and Forest
Conservation," "Current Problems in Agriculture,"
etc. In this type of lesson the teacher is merely an
observer in the back of the room, the students leading
the discussion, by presenting short oral reports on
any related topic in which they are interested fol-
lowed by controlled discussion.
One half, at least, of all the work done in biology
is, of course, in the laboratory and quite a fair per-
centage of this phase of the study in making drawings
of various biological specimens with or without the
aid of the microscope, and in making dissections of
plant and animal forms with reproductions of them
in drawings in the notebook. In addition, field trips
and other excursions can be undertaken to make the
work still more interesting.
The infinite wonders and glories of nature can be
revealed to the students partly through specialized
and varied biological topics presented as lecture dem-
onstrations. The interests of the student should be
developed along biological lines and his every means
of perception trained to appreciate these marvels of
life and living matter through every teaching method
available.
The project-problem method also finds its place as
a method of instruction. The classes called upon to
work out the functions of the leaf learned how the
leaf is the world's day-light food factory. Various
diagrams and picture puzzles in one of the older text
books are given to the students to work out in terms
of leaf photo-synthesis, and interpretations of leaf
function. After some supervised study of these pic-
ture problems, the students present orally or at the
blackboard the solutions, with free discussion by the
class.
Argumentation and debate become absorbingly in-
teresting towards the end of the year when the stu-
dents begin to appreciate the significance of heredity
and environment, and each student presents his rea
sons for believing either one or the other to be th
dominant factor in life, the text giving a splendi''
basis for numerous thought provoking questions o^'
a debatable nature.
When the students tire of ordinary lecture and
recitation methods, bring on the biological stage, dem-
May, 19} i
Page 127
oDstrations and visual aids. Illustrate forestry, with
beautiful stereopticon slides, or any of the dozen and
one films on the various phases of forestry and forest
conservation to be obtained from your State Forester
or from the United States Forestry Service, Wash-
ington. D. C. The wonders of bird life can be
revealed beautifully by the use of colored slides which
are actual photoRrai)hs made by a foremost Baltimore
Ornithologist, Mr. Brumbaugh, a former City Col-
lege instructor, or any State Ornithological Societies.
Swepson Karle, the State Conservation Commissioner
of Maryland has available for loan some excellent
slides and films of the various resources of Chesa-
peake Bay, such as "Chesapeake Bay Blue Crabs,"
and "Oysters of the Chesapeake."
The Baltimore City Health Department and like-
wise most large City Health Departments are ever
ready to co-operate with the class-room, with their
slides and films on public health topics, dental hygiene,
etc. Dozens of films have illustrative material in the
form of actual specimens, films, and slides which are
available for the asking ; for example, the American
Red Cross, the Metropolitan Life Insurance Co., the
International Harvester Conii)any, the United States
Tire and Rubber Company, Farke Davis and Co., etc.
Talking films are available with free demonstrations
using the company's machine and operator, notably
those from the General Electric Co. and the Inter-
national Harvester Co. The various branches of the
U. S. Department of Agriculture, Bureau of Mines,
Fisheries, Bureau of Aninial Industry, and Forestry,
etc., have catalogues of free film and slide services
obtainable for schools and colleges. Also many state
departments of agriculture have film and slide serv-
ice available. The UFA studios have marvelous bio-
logical films catalogued, but they are available at a
reasonable rental charge.
The finest biological films yet seen by the writer
are known as the "Science of Life" series of twelve
reels, i)roduced by the United States Dei)artment of
Health, Washington, D. C, in cooperation with Bray
Pictures Corporation, from whom the films can be
obtained. Some titles follow : "Protoplasm, the Be-
ginning of Life," "Reproduction in Lower Forms of
Life," "Reproduction in Higher Forms." "Interde-
pendence of Living Things." "How Plants and Animals
Cause Disease," "How Disease is Spread," "How to
Prevent Disease," "How the Mosquito Spreads Dis-
ease," "The Fly as a Disease Carrier," "Personal
Hygiene for Young Women." "Personal Hygiene for
Young Men," and "General Personal Hygiene."
An im])ortant point in showing films in the class
room is that unless the student is required to make
a written or oral report on the film following the
showing, he does not concentrate his attention on the
film sufficiently. Films, in the opinion of students,
are primarily for relaxation and pleasure and are too
apt to be forgotten quickly. The questions and dis-
cussion which follow fix in his mind the important
lessons and facts that the film has presented.
Students like to do things themselves, which is the
primary objective of the laboratory work in biology.
Here the students, emulating the microbe hunters of
the past, delve into the wonders of life in a drop of
water, or pieces of plant or animal tissue, using the
instrument that reveals new worlds of living things —
the microscope. Stained slides and specimens are
studied and reproduced in drawings from microscopic
observations. The students germinate their own seeds,
make daily observations of growth, dissect the various
parts, and observe selected sections under the micro-
scojje. They are encouraged to bring in their own
material, thus extending the classroom work to the
country side, stream, swamp, and bay, where the won-
ders of nature await the keen observer. Interesting
animals like the sponges, jelly fish, ta[)e-worms, earth
worm^, insects of all kinds, star fish, clams, the sea
.squid, fish, frogs, birds, reptiles, and mammals are
all studied in the laboratory.
The students of the writer's classes undertook as a
project recently to identify the trees on the campus
and label them. The survey by the students has re-
vealed valuable information, as several interesting tree
hybrids have been found, as well as some diseases of
the trees which need the services of the Municipal
Tree Surgeons to save them. The classes are trying
to discover the causes of death among some of the best
trees this year. In addition to this project, we include
practical instruction in first aid in the last month of
the work in biologj-, in co-operation with the American
Red Cross. Students completing the course and tak-
ing the prescribed practical examination will be eligi-
ble to receive the first aid certificates and buttons of
the American Red Cross.
Finally the criteria for judging the value of a sub-
ject lies in its application to the seven cardinal ])rin-
ciples of secondary education. Biology meets the
demands of all seven : —
1. Health through physiolog}' and hygiene instruc-
tion.
2. Command of fundamental processes, through
drawing, observation, and dissection.
3. Ethical character, through practical applications
of sociology, and the love and respect for the
laws of nature.
4. \\' orthy use of leisure — nature lore and study as
a hobby.
5. Social civic values in conservation of natural
resources, forestry and bird life, etc.
6. W^orthy home membership, in developing the
home garden, and in understanding the princi-
ples of dietics. first aid, and home hygiene.
7. Vocational aims in the presentation of dozens of
possible vocations.
The transfer values of biolog)' are important, for
the subject bears some relationship, directly or indi-
rectly, to almost every other science.
Page 128
The Educational Screen
GOVERNMENT ACTIVITIES IN THE VISUAL FIELD
CONDUCTED BY MARGARET A. KLEIN
A Filing System for Visual Aids
(Continued from April number)
fJEFORE proceeding with the description of the
■^ second section of the filing system which I am
describing in this series of articles, I want to insert
an example of the "shipment letter" mentioned in
the previous installment of this article.
The following shipment letter contains the infor-
mation usually included in such letters. Notice that
a request for attendance is included and this is im-
portant data to have when you compile your month-
ly reports.
November 16, 1931.
Miss Mary Black,
Central High School,
Rush Center, Colo.
My Dear Miss Black:
In accordance with my letter of October 11, we are ■
sending you today, a copy of the motion picture
"Diet" and a set of each of the posters "Diet Stand-
ards" and "A Healthy Diet." The material has been
examined since it was last used and I think you will
find it in good condition. We shall depend upon you
to have it carefully handled.
Inclosed are an acknowledgment form and a self-
addressed envelope. Upon the receipt of the material,
will you please fill out the form and return it to us.
The material should be returned so that it will
reach the office no later than November 30. We shall
appreciate your co-operation in carrying out this
schedule, since it causes us a great deal of inconven-
ience if the material arrives even one day late.
We shall be glad to receive a report of the attend-
ance at the showing of the material.
Very sincerely yours,
inclos.
II. The Stock File
The purpose of the "Stock" file is to have an ac-
curate record of all material available for distribu-
tion in connection with the visual education work
of the school system.
The "Stock" file will have as many main divisions
as there are kinds of material and as many subdi-
visions as there are copies of films, sets of slides,
sets of posters, and individual pieces of material.
The main divisions usually found in a stock file
are as follows :
Film strips
Models
Machines
Panels
Posters
Slides (glass slides)
Motion pictures (16 mm.)
Motion pictures (35 mm.)
These captions should be noted on the tabs of the
salmon colored guide cards that separate the main
divisions.
Each main division is subdivided when necessary
by blue guide cards. For example, let us suppose
that your visual education bureau distributes four
motion pictures entitled "Posture," "Good Health,"
"Diet," and "Exercise." Accordingly the motion
picture section is subdivided by four blue guide
cards with the titles. Posture, Good Health, Diet,
and Exercise noted on the tabs of the guide card.
The subdivisions contain an index card for each
individual article, motion picture, film strip, etc.,
or as in the case of the posters and slides, for each
individual set of material. For an example of this
division : Suppose your bureau has available for
distribution 14 copies of the motion picture "Diet."
Accordingly there are 14 index cards numbered
from 1 to 14 filed in back of the blue guide card
noted "Diet," and each card is an individual record
of an individual copy of this particular motion pic-
ture.
The index card known as the stock card is a
4 by 6 white card with a line across the top two
spaces below the top of the card. On the line three
things are noted: (1) On the left hand side is
stated the kind of material; (2) in the center is the
purchase date of the material, and (3) on the right
hand side is the number. (See illustration of stock
card.)
Two spaces below the first line is another line on
which are noted also three notations: Lent to:
Date: Returned: (See illustration of stock card.)
A glance at the stock card indicates whether that
particular piece of material is available. The pur-
chase date helps to determine whether the material
is too old for distribution and is also an indicator
of the wearing quality of the material. Since the
number of loans are indicated on this card by the
reservations listed under the caption, "Lent to:" the
usefulness of the material can be determined to a
certain extent.
Stock cards should not be made for the individual
posters, charts, and panels in each set, nor should
the sets be broken for distribution as it involves
considerable clerical work to keep track of individ-
ual articles of this nature. Accordingly poster.s.
panels, and charts arc loaned and recorded only as
sets.
When a reservation of material is made, the nota-
tion is typed on the stock card under the proper
May, 19 ii
Page 129
captions as follows:
Lent to: Date:
Black 11/16/31
Returned :
Stock card for motion
picture
"Diet"
Bought May, 1930
iN
o. 14
Lent to:
Date:
Returned : |
Gray
5/31/30
Ret.
-Ex.
-O.K.
Brown
7/10/30
Ret.
-Ex.
-O.K.
Williams
11/28/30
Ret.
-Ex.
-O.K.
Hanson
1/26/31
Ret.
-Ex.
-O.K.
Black
11/16/31
I'.t'ff)rc shipment is made
"Diet"
Bought May, 1930
No. 14
Lent to:
Date:
Returned : |
Grav
5/31/30
Ret.
-Ex.
-O.K.
Brown
7/10/30
Ret.
-Ex.
-O.K.
Williams
11/28/30
Ret.
-Ex.
-O.K.
Hanson
1/26/31
Ret.
-Ex.
-O.K.
Black
11/16/31
Ret.
-Ex.
-O.K.
After shipment is returned
Stock card for a set of posters
Diet Health Habits Made Sept., 1931 Xo. 2
Lent to:
Date:
Returned :
Black
11/16/31
Before shipment is made
Diet He*
ilth H;
ibits
Made Sept
, 1931
No. 2
ed:
Lent to:
Date:
Return
Black
11/16/31
Ret.-Ex.
-O.K.
After shipment is returned
NOTE : AH illustrations are smaller than the cards.
Actual size of card is 4 bv 6 inches.
As has been previously said a glance at the stock
card (sec illustration) will show whether that par-
ticular piece of materia! is available for distribu-
Stock card
for a set of charts
Diet Sta
ndards
Made Oct.
, 1931
Xo.
5
Lent to:
Date:
Returned :
Black
11/16/31
Before shijinu-nt is made
Diet Standards Made Oct., 1931 No. 5
Lent to: Date: Returned:
Black 11/16/31 Ret.-Ex.-O.K.
After shipment is returned
tion. In the case noted on the cards illustrating the
motion picture, "Diet," No. 14 is not available for
loan after November 16 until the notation "Re-
turned-Examined-O.K." is stamped under the cap-
tion "Returned." This is also true of the poster
lent for this particular exhibit.
IV. The Information Files
(The card-information file and the materials-in-
formation file.)
In order to be informed about the various meth-
ods of presenting facts by means of visual presenta-
tion it is necessary to collect information from
many sources. This is accomplished by being on
mailing lists, by personal contacts, and by writing
to agencies and organizations that publish visual
material. When information about visual material
is received ift your Visual Education Department,
a notation is made on a small index card as to the
name of the firm and the kind of material. This file
is called the "Card-Information" file. The circu-
lars, catalogues, etc.. are filed in a regulation size
filing cabinet and this file is known as the "Infor-
mation-Materials" file.
The index cards in the "Card-Information" file
are grouped under various headings so that infor-
mation will be accessible for any one subject. For
instance, cards under "Slides" indicate the address
of slide producers : the slides available on various
(Concluded on pagt 134)
Page 130
The Educational Screen
FILM PRODUCTION ACTIVITIES
The aim of this new department is to keep the educational field intimately acquainted with the
increasing number of film productions especially suitable for use in the school and church field.
Women's Guild Film Series
Based on the sound theory that it is much more
effective — and far more interesting — to see something
done than to read or hear about it, an organization
known as The Women's Screen Guild has been formed
to acquaint women, through visual education, with the
latest developments in home-making and household
management.
Through a series of talking pictures now in produc-
tion, the new organization will dramatize every home
subject, beginning with the kitchen and all its modern
equipment, and carrying on through house and garden.
One can readily see that a wide range of subjects
vitally interesting to women and teachers of house-
hold economics can be offered in such a program.
Nor does this give an adequate scope of the series,
for it will include such topics as entertaining, child
training, budgeting, beauty culture, personal charm
and dress — a comprehensive sweep through the entire
gamut of feminine interest.
Good taste, accuracy and authenticity are assured
each picture produced by the Guild by the close super-
vision of an Advisory Board composed of women who
represent the best traditions of American social, artis-
tic and home life. The chairman of the board is
Emily Post, noted arbiter of etiquette, whose books
are accepted as final authorities on social usage and
home management. Other members of equal promi-
nence in their respective fields are Edna Woolman
Chase, editor of Vogue, and Nancy McClelland, who
is an authority on interior decoration, antiques and
murals, and was made a Chevalier of the Legion of
Honor for her work in France. Decorations and
settings for the pictures will be under the supervision
of Mrs. Tony Sarg, Mrs. Joseph Urban and Mrs. Ben
AH Haggin, whose husbands have won world-wide
fame as artists.
The pictures of The Women's Screen Guild are not
to be confused with the usual commercial films, those
interested in the new project hasten to explain. Each
picture will tell a complete story of home life, and
where newly-developed time and labor savers become
part of the story, they will be introduced naturally and
unforced. Each picture will be shown at a convenient
hour for three mornings every other week in de luxe
motion picture theatres throughout the country. There
will be no fee charged at these showings, but ad-
mission will be upon invit&tion only. Cooperating
women's clubs, many of which already have gone on
record as being heartily in accord with the aims of the
Guild, have offered to take charge of the distribution
of tickets.
The first of the Guild pictures to be shown will be
Kitchen Magic, which covers the entire subject of the
modern kitchen from standpoints of efficiency, econ-
oni)- and beauty. Emily Post will appear in the in-
troductory sequences of this picture, and each
subsequent production will feature a leading authority
on the subject treated.
Executive Offices of The Women's Guild, Inc., are
at 205 East Forty-second Street, New York City.
New Firm Announces Three Films
The recently organized Progress Film Company of
Chicago is completing the following productions.
Ether is an 8-minute silent film on the story of
Anaesthetic Ether, produced for the Mallinckrodt
Chemical Works, St. Louis, Mo. The film treats with
the subject from three points of view, marking an
interesting departure from usual presentation. First,
Ether is shown being made at the factory, animation
being used to show the cycle of action. Second, the
structural formula of Ether is shown in animation, the
breaking down of alcohol and sulphuric acid molecules
into crude ether which is then refined. Third, the
chemical process is then dramatized in animated car-
toon in which the heat, alcohol and sulphuric acid are
personalized. It is available free in 16 mm. prints for
classes in chemistry, physics, pharmacology, etc. ; ex-
hibitor paying only shipping charges both ways.
1500 Fine Chemicals is an advertising film, all in
cartoon, 3 minutes in length, silent, showing the world
wide distribution of chemicals manufactured by the
Mallinckrodt Chemical Works. Available only in
16 mm. size, free of rental charge.
Nature — Builder of Teeth, is a one reel sound pic-
ture being produced for the Chicago Centennial Dental
Congress in association with the American Dental As-
sociation and Northwestern University Dental School.
In animation the developmental growth of the teeth
is shown from birth to the 18th year. The actual
movement of the teeth is shown ; the development of
the temporary teeth ; their eruption ; the absorption of
the roots ; the permanent teeth then coming in ; au-
thentic presentation of the relation between the proper
development of teeth and the shape and contour of
the face.
The film, while authentic in scientific treatment, is
being produced for lay presentation and will be fea-
tured at the Dental Exhibit at A Century of Progress.
It is part of a program of public education in which
mothers will be informed of the importance of the
care of children's teeth.
After the World's Fair, it is intended to circidate
May, 19)}
Page 131
the picture through the American Dental Association
and its 36.000 Dentist tnemliers through the country.
At p)rcscnt, the film is available only in 16 mm. sound
on disc form. '
Warner Inaugurates Non-Theatrical
Department
Unc (jf ilic laryc theatrical producing firms, Warner
Brothers, announces that it is now able to supply
schools, churches and other non-theatrical groups with
a comprehensive list of features and short subjects
which have previously been unavailable.
Included in the list are the excellent George Arliss
films, such as The Millionaire. Disraeli, Alexander
IlamiUon, The Man Who Played God, etc. Among
the short subjects particularly suitable to this field, are
the Neu'inan Travelogues, Ted Husing Sport Thrills,
Booth Tarkincjton Boys' Series, the Bobby Jones series
IIo7v I Play Golf, Adventures in Africa, and Ripley's
I'rlirv/' It or Not series. All are 35 mm. sound-on-film.
16mm Sound-on-Film
.Arnold .\u<lio Associates have re-recorded and have
ready for sale and distribution a 16 mm. sound-on-film
version of the classical fairy tale. Puss in Boots, which
i-; based on the story of the same name. They claim
that this is the first all-talking 16 mm. sound-on-film
feature. Nat Schilkret's Orchestra provides the music
and a very intelligent cast of children enact the play.
They have also reproduced a one-reel musical poem
entitled Out West in which .scenic views have been set
ii> music and singing.
Two Timely Subjects
jfc Universal Pictures Corporation has prepared a five-
^^Kel pictorial record of the career of Franklin D.
^^(oosevelt, entitled The Fighting President, which pre-
sents him as the boy, the youth, the man, and the
president. The picture traces his notable career, from
his first taste of politics during the campaign of 1912,
1^ assistant secretary of the navy, through successive
mipaigns to his own victory.
He is seen with his family at home, in the swim-
ming pool, at his summer home in Georgia, the in-
auguration, with his dynamic speeches recorded, and
the signing of the notable measures of the past few
weeks.
♦ ♦ ' ♦
Metro-Goldwyn-.Maycr has also just released a two-
reel subject on Rooscz'elt, the Man of the Hour, which
includes the highlights of his public life, from the
time when he first thought of a career in statecraft
to the first days in the presidency.
Family snapshots, domestic scenes and other hu-
man interest material will be found in the film, which
ims to express the "action" personality of the new
I 'resident in relation to the various environments and
increasing responsibilities against which he has been
plciced.
Intimate glimpses of other public personalities such
as Alfred E. Smith, Josephus Daniels and the late
Theodore Roosevelt are shown.
Mew Subject Visualizes the Metals of
a Motor Car
The Metals of a Motor Car, a new two-reel "silent"
educational motion-picture film, prepared under the
supervision of the United States Bureau of Mines
in cooperation with an automobile company, is the
latest addition to the Bureau's list of films visualizing
the mineral and allied industries. It shows the way
in which metals and alloys are used in the construc-
tion and operation of many parts of a motor car.
The film visualizes the necessity of constructing
various parts with a combination of metals which will
withstand heat, oppose wear, and resist shock, and
explains why numerous parts are made especially to
withstand strain and twist, while others are designed
to give qualities of hardness and toughness, or re-
sistance to shock and corrosion. The construction
of the automobile engine and chassis itself is interest-
ingly portrayed, together with the assembly of the
axles, steering knuckles, connecting rods, transmis-
sion gears, universal joints, diflferential, and other
parts of the car.
Copies of this film in both the • 16-millimeter and
35-millimeter size, may be obtained for exhibition by
schools, churches, clubs, civic and business organiza-
tions and others, without charge except for trans-
portation costs.
Can Educators Profit (rom
Industry's Experience?
(Concluded from page 125)
cational effort, culminating in a closer bond being
established between the home, the school, and the
community. The exchange of such pictures between
educators in this and foreign lands would advance
international educational relationships and under-
standing.
Unknowingly, industry has issued a challenge to
modern education. A challenge which professionally
minded workers cannot ignore since it concerns the
welfare of school children, taxpayers, and teachers
alike. It is the challenge of efficiency of method ;
tested, paid for, and proved by industry.
The three billion dollar American educational en-
terprise is experiencing sharp budgetary curtailments.
We are expected to maintain educational standards
established on more liberal monetary appropriations ;
to provide better or equally as good educational facil-
ities for lesser expenditures. By answering industry's
implied challenge we may be better able to discharge
our obligation without sacrificing standards and qual-
ity too precious and too long in the process of crea-
tion to be discarded as an economic expediency.
Page 132
The Educational Screen
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT, SECRETARY
1933 Directory In Demand
The Visual Instruction Directory for 1933, which
was released last month, is being requested by many
who desire to announce service of different kinds.
Although the Directory should be of interest to all
who are using or directing the use of visual aids, it
is of greatest value to those who desire an up-to-date
mailing list of the leading visual instruction workers
throughout the United States.
Inasmuch as the unusual demand for the Directory
was not anticipated, it is quite probable the quantity
printed will not take care of all requests. It is sug-
gested, therefore, that those who desire copies forward
their orders immediately, using the blank provided
in the lower left hand corner of this page.
Department Membership
Membership in the Department of Visual Instruc-
tion is increasing steadily, but should be ten times
its present total. It costs but $2 a year, and includes
services which would cost approximately twice that
amount. It is the best "bargain" among all member-
ships offered to teachers, administrators, and others
interested in the use of up-to-date and effective teach-
ing methods. Use the accompanying blank to join
the Department, make reservations for the annual
meeting, or order a copy of the 1933 Visual Instruc-
tion Directory.
Secretary, Department of Visual Instruction,
1812 Illinois Street, Lawrence, Kansas.
Date
Check
Below
I am planning to attend the Chicago meeting
of the Department.
I desire membership in the Department. ($2.00
annually. )
I am a member of the National Education As-
sociation.
I wish to order a copy of the 1933 Directory.
($1.50, postpaid.) (Directory is free to
members in good standing.)
I shall attend the luncheon at 12:15 noon, July
5. ($1.25)
I shall attend the luncheon at 12:15 noon, July
6. ($1.25)
I shall want a room reservation at the Congress
Hotel. (If checked, reservation card will be
mailed to you.)
Name
Address
City State
Rush Reservations!
A short time ago, approximately a thousand an-
nouncements of the summer meeting of the Depart-
ment of Visual Instruction were mailed to members
of the Department and others who might be interested.
Several have made use of the blank provided for the
purpose of making room reservations at the Congress
Hotel, reserving places at the luncheon meetings, and
requesting Department membership. The blank is
provided on this page for the benefit of those who
have not forwarded reservations or who may not have
received the announcement folder.
These blanks should be properly checked and for-
warded to the office of the Secretary without delay.
It will be necessary to know, well in advance, the
approximate number of those planning to attend the
hmcheon meetings, especially. If information is de-
sired which is not provided for on the blank, a letter
or a postal card will bring it.
Complete Program in June Issue
A complete and detailed program of the annual
meeting of the Department of Visual Instruction of
the National Education Association will be printed
in this section of the June issue. It will reach all
regular subscribers at the usual time and those who
are not subscribers may secure copies at the meeting
or at the visual instruction exhibit of the Century of
Progress Exposition.
Briefly, the meetings will be held in the beautiful
Florentine Room of the Congress Hotel ; many in-
teresting features will be presented, including a dem-
onstration of radio-vision as employed in the Chicago
public schools and a conducted visit to Adler Plane-
tarium ; the sessions of the Department avoid conflict
with the general sessions of the N. E. A. ; and the
meetings will be open to anyone who may be in-
terested, regardless of whether or not they may be
members of the Department.
The first meeting will be a luncheon at the Congress
Hotel, starting promptly at 12:15, noon, Wednesday,
July 5. The principal speakers will be Superintendent
R. G. Jones, of Cleveland ; President Albert Lindsay
Rowland of the State Teachers College at Shippens-
burg, Pennsylvania ; and Miss Elda Merton, of
Waukesha, Wisconsin.
The next session will be held in the afternoon, in
the same room. This will be followed by the visit to
Adler Planetarium on Thursday morning. The
Thursday luncheon will be held at the same time and
place as on Wednesday, followed by the general pro-
gram and business session in the afternoon.
May, 19} i
Page 133
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
Journal of Chemical Education (February) "An
Experiment in Visual Education," by J. O. Frank,
State Teachers College, Oshkosh, Wisconsin, pre-
sents some conclusions as to the kinds of slides
which are most effective as teaching aids.
Because of the variety of results and conclusions
reported from studies of the effectiveness of the
use of slides in teaching chemistry, the writer con-
ducted his own investigation to determine their
teaching value. He found that such conflicting
findings were partially due to the diflferences in the
values of the slides themselves, and in the method
of presentation. Several sets of slides were espe-
cially prepared on the basis of his conclusions, the
use of which rendered a 14% gain in the accomplish-
ment of his classes.
Another article of interest in this issue tells how
to make "Cellophane Roll Films for Slide Lan-
terns." The authors are Ross Bonar, Floyd Bonar,
and Earl C. H. Davies, the latter professor of phy-
sical chemistry at West Virginia University. No
extra lens system or alteration of the projection
lantern whatever is required for the projection of
the cellophane roll film. The slide carrier is merely
withdrawn and the roll carrier inserted.
Sierra Educational News (March) In his article,
"Use ot Film in Education," Robert S. Johnson of
the Department of Visual Instruction, University
of California, Berkeley, points out that the auditor-
ium and classroom require their peculiar type of
film and method of presentation.
He gives the following directions for the correct
use of films in the classroom: select those which
will assist in solving a particular problem ; use them
either to introduce or summarize a problem; time
their showing accurately; integrate film and verbal
instruction ; employ devices to aid students to re-
tain the knowledge gained. He also states certain
general rules which apply to auditorium films.
Child Welfare (January) "Better Movies," by
Catherine Cooke Oilman, Chairman of the Committee
on Motion Pictures, National Congress of Parents
and Teachers, is a "stimulating explanation of the new
Congress plan with regard to motion pictures." The
old and futile methods of cooperation with the in-
dustry itself are discussed clearly and without preju-
dice. The plan of the National Congress of Parents
and Teachers is then outlined with full directions for
getting into prompt communication with source ma-
terial and executive help. .\ copy of this issue should
be in every teacher's and parent's hands.
Journal of Education (.April 17) "\'isual Aids at
Little Cost," by (jeorge \V. Wright, Principal, Far
Hills, New Jersey, should prove helpful and stim-
ulating to both rural and city schools which cannot
afford mechanical visual equipment, as it suggests
how to make effective use of available aids, such as
.school journeys and field trips, pictures in textbooks,
magazines and newsjiapers, cartoons, blackboards,
charts, maps, sandtables, plays and pageantry.
The writer recommends the purchase of the five
mechanical types of visual equipment — stereographs,
stereopticon slides and lantern, film slides, still films,
and a motion picture machine — as quickly as circum-
stances permit, selecting that type which best serves
their needs.
Nebraska Educational Journal (March) "Why
the Geography Picture?" asks Superintendent Floyd
A. Cropper, Tilden, Nebraska, and proceeds to
answer the question. "Pictures and geography have
become synonymous. Approximately twenty per
cent of the space of the modern elementary text-
book in geography is devoted to pictures." He states
that the results of tests involving the use of flat
pictures indicate a gain of 15% in knowledge of
subject matter. The writer himself has conducted
a study in which an evaluation was made of the in-
creased ability of the class to interpret geography
textbook pictures after picture instruction.
International Review of Educational Cinematog-
raphy (March) Under a new typographical set-up
this estimable publication offers its usual contents of
valuable report and discussion in the film field. "Lan-
guage-Teaching and the Talking Film," "Internation-
alism and the Film." and "The Use of the Cinema
in Occupational Instruction" are among the articles
presented.
Parents' Magazine (March) "Better Week-End
Movies," by Lillian McKim White, offers one of the
many efforts of communities to protect their children
at the Saturday and Sunday movie. The writer feels
that the plan "will work under conditions as they
are without antagonizing theatre owners." This is
often the case, but frequently it is apt to be otherwise.
The Living Age (January) "The German Cinema,"
by Louis Cheronnet, translated from Le Crapouillot,
a Paris Literary Monthly, offers a S3'mpathetic ap-
praisal of the film in Germany as a "symbolic vision
that reveals the evolution of a whole people." One
may not agree with the writer's condemnation and
I)raise, both granted with equal enthusiasm, but one
does recognize an astute analysis of a subject.
Page 134
The Educational Screen
Book Reviews
Developing Attitudes in Children. The Uni-
versity of Chicago Press, Chicago, Ilhnois. 1933.
This published proceedings of the Mid-West Con-
ference of the Chicago Association for Child Study
and Parent Education, March, 1932, offers an ex-
cellent resume of the discussions, findings and con-
clusions of the organization. "The Effect of Motion
Pictures on the Social Attitudes of Children," by
Ruth C. Peterson, reports the experiments conducted
on this subject under the direction of Professor L.
L. Thurstone and financed by the Payne Fund. A
group of students was measured, for attitude, by
means of an attitude scale. They were then shown
selected motion pictures and were re-measured. The
most important social attitudes were definitely and
undeniably affected. Statistically supported, this re-
port leaves but one impression upon the reader. He
knows again, with sharp emphasis, the value and the
danger of this all-reaching art.
The 1933 Film Daily Yearbook, Jack Alicoate,
Editor and Publisher, 1650 Broadway, New York
City. 1024 pages.
The Fifteenth Annual Edition of Filmdom's en-
cyclopedia and book of reference has recently ap-
peared. It presents comprehensive data on all
phases of the motion picture industry — production,
distribution, organizations, exploitation, and financ-
ing. The Awards of the Academy of Motion Pic-
ture Arts and Sciences since 1927 and the Ten Best
Pictures of 1932 (and previous years since 1922)
are given prominence in the front of the book.
The Section on Production includes information
on 1932 features, both American and foreign ; a list
of all pictures released since 1915; original titles
of books and plays made into films under titles
other than the original; a list of serials since 1920;
facts on directors, players, writers, editors, camera-
men and recording engineers; names and addresses
of producers and distributors, together with their
Exchange address in key cities ; a list of motion
picture publications and books on the industry.
Addresses and members of state and local censor
boards are noted. A resume is given of the 1932
activities of such organizations as the Motion Pic-
ture Producers and Distributors of America, the
Academy of Motion Picture Arts and Sciences,
Society for Motion Picture Engineers, National
Board of Review, Motion Picture Theatre Owners
of America; the theatrical and non-theatrical mo-
tion picture work of the various United States
government departments ; the name and personnel
of societies, clubs, guilds and other organizations
associated with the industry.
The Section on Exploitation offers suggestions to
exhibitors regarding a public relations program to
secure cooperation from clubs, schools, churches
and public libraries. A feature of this section is a
compilation, by states, of all motion picture thea-
tres, totalling 18,533.
The last part of the book is devoted to the foreign
field, listing the names and New York address of
importers and exporters of film, and covering briefly
production and distribution in various countries. In
this connection appears a survey of the work of the
Motion Picture Division of the United States De-
partment of Commerce.
Government Activities
{Concluded from page 129)
subjects ; information about home-made slides ; va-
rious kinds of slide projectors, etc. It is of course
necessary to have subdivisions under such' compre-
hensive titles as "Posters", "Motion Pictures",
"Slides", etc., as there is a great deal of this material
on the market and consequently general headings
such as slides are subdivided by blue guide cards
with such titles on the tabs as Slide Producers ;
Slides (home-made) ; Slide Projectors ; and the sub-
ject name of the slide series such as "Teeth",
"Diphtheria", "Diet", "Sleep", etc.
There are also many details in connection with
the organization of a visual education division such
as the "Budget", "Reports", etc., and it will be quite
helpful to keep these details on index cards and file
them in the Card-Information file.
The main headings found in most card informa-
tion files are as follows:
Artists Novelties
Drama Pageants
Film strips Panels
Machines Posters
Producers Poster making
Glass slides Publications (relating to
Machines visual material)
Producers Photographers
Lithographers Printers
Machines (not projec- Programs
tors) Sand table projects
Maps Show cards
Mechanical equipment Show card makers
Motion pictures Special projects
Model makers Stereographs
Models Window displays
Other headings which will be useful are:
Budget Reports
Criticisms Reimbursements
The main divisions may be subdivided as follows:
Motion picture photographers
Motion picture producers
Motion picture (subjects)
Motion picture projectors: 16 mm.
Motion picture projectors : 35 mm.
Motion picture projectors : sound
(To be continued)
May, 19}}
Page 135
NEWS
AND NOTES
CONDUCTED
BY JOSEPHINE HOFFMAN
Visual Aids Offered by University
of Arizona
In his address delivered at the Arizona Education
Association meeting last fall, Mr. Max Vosskuhler,
Director of Arizona University Extension Division,
described the service oflFered by the Divison to the
public schools of the state.
"The selection of films and slides available is so
coni|)rehensive that it should satisfy almost every need
for educational as well as recreational purposes. The
total library of the Visual Education Bureau now
comprises over 350 reels of film in standard, 35 mm.,
and narrow, 16 mm., widths, about 100 rolls of film
slides, and 80 sets of glass slides aggregating more
than 2,000 individual slides.
"\ complete set of the well known Chronicles of
American Photoplays in 35 mm. width is being oflFered
this year at a reduced rental. These films have achieved
an enviable reputation for excellence among educators
as aids in the teaching of History, Geography, Civics
and .Vmericanization. Apart from this they also have
a very definite value as entertainment m.iterial because
of the authenticity, beauty, and dramatic handling
of the engrossing story of the United States from the
time of the discovery of .Vmerica until the clo.se of
the Civil War.
"Provision has been made for those desiring enter-
tainment moving pictures in a collection of 35 mm.
animated cartoons, comedies, and clean, standard
dramas available at a nominal rental. In the 16 mm.
field a service is oflFered providing a six-reel entertain-
ment feature film at two week intervals throughout
the school year, — a total of fifteen features. These
features are recent, high-class theatrical films which
have been especially selected and edited for this
service.
"A miscellaneous service library of some 200 reels
of film has been collected dealing with a wide variety
of subjects. The majority of these films are 35 mm.
in width ; but a library of 16 mm. subjects has been
definitely begun and is now also available for use.
"The film slide and glass slide libraries are espe-
cially extensive this year. The film slide collection is
particularly strong in foreign countries, foreign in-
dustries, and so forth, providing excellent material
for the study of Physical and Economic Geography,
Sociolog)-, History and related studies. The glass
slide library, among other sets, contains notable col-
lections of industrial slides, geological subjects, and
a inunber of beautifully colored sets dealing with do-
mestic and foreign travelogs, peoples, industries, etc.
"The entire library of the Visual Education Bureau
is listed and described in a printed bulletin which may
be secured upon request from the Extension Division.
In accord with the times charges for the use of films
and slides have been set at a nn'nimum. In general,
the Bureau is offering two types of films — rental and
service. Rental films are available upon payment of
the specified rental charges, while Service films may
be secured for as little as 25 cents per subject. Film
slides and glass slides are also available at 25 cents
per roll or set. For those exhibitors utilizing large
numbers of visual aids a special annual enrollment fee
of $10.00 has been provided which allows them un-
limited- use of all service films, both 35 mm. and
16 mm., for the academic year. Similarly an enroll-
ment fee of $10.00 allows unlimited use of film slides
and glass slides for the year. Exhibitors are asked
to pay transportation charges on all films and slides
from and to the Bureau in addition to the service or
rental charges. Funds secured by the Bureau of Vis-
ual Education will be used to enlarge the film and
slide library."
S. M. P. E. Prosram
The program of the spring meeting of the Society
of Motion Picture Enginers, held April 24-28 in New
York City, offered many interesting papers on a
variety of subjects. One of the most significant was
delivered by William Short, director of the Motion
Picture Research Council, which has been engaged in
film research work for the past five years under the
sponsorship of the Payne Fund. "Unoccupied Motion
Picture Fields" which he considered of greater im-
jjortance than any that have yet been cultivated
include : teaching pictures, juvenile entertainment, en-
tertainment for adults, educational work, documentary
work, and scientific work. The Council's researches
have dealt chiefly with the effects of movies on chil-
dren, and Mr. Short pointed out that pictures contain
too much crime and sex for young audiences.
No less important was the paper on "Photoplay
Appreciation in the Nation's Schools," by William
Lewin, outlining the experiment which the National
Council of Teachers of English has been engaged in
during the past six months to determine whether the
movie habits of adolescent America can be improved
sigfiiificantly through the medium of the English class-
room. Data in regard to the reactions of 5.000 rep-
resentative boys and girls involved are now being
compiled.
Other addresses of particular interest to this par-
ticular field were: "Motion Picture Aesthetics," I. A.
Page 136
The Educational Screen
Jacoby, College of the City of New York ; "The Sound
Film Program of the United States Department of
Agriculture," R. Evans, Division of Motion Pictures ;
"An Introduction to the Experimental Study of Visual
Fatigue," P. Snell, University of Rochester ; "Military
Training and Historical Films," F. W. Hoorn, U. S.
A Report from Wisconsin
Mr. J. E. Hansen, Chief of the Bureau of Visual
Instruction at the University of Wisconsin, in a recent
communication informed us that during the past year
the Bureau photographic laboratory, which is also
the official University laboratory, has made many
thousands of slides for the University's use. He also
reports that, although the circulation has fallen off
on other aids, the Bureau's 16 mm. film circulation
increased 15% during the past eight months over
that of the same period last year.
Signal Corps.
Talking Book for Chicago Exposition
Something quite new in books — a talking book — •
will be introduced by the Federal Office of Education
at the Chicago Century of Progress Exposition. Every
15 minutes the Talking Book will speak. It will ad-
dress visitors at the Office of Education exhibit in the
Department of the Interior display at the Federal
Building.
Those who come to the exhibit will see a large
book bound in red leather lying on a chromium plated
reading desk. On the quarter hour the cover will
slowly open and the pages will turn one after another
revealing a series of brilliantly colored illustrations.
There will be practically no text with the illustrations.
The text will be spoken.
From concealed loudspeakers on either side of the
book the words of the book spoken by United States
Commissioner of Education William John Cooper
will reach the ears of the visitors. The "talk" will
tell the work and service of the Federal Office of
Education. It will be synchronized with the turning
pages so that the illustrations will illustrate the spoken
words. The "talking time" of the book will be two
and a half minutes. The book will close automatically
until the next time for it to talk.
While the application of this idea to education can
only be conjectured, it is pointed out by the Office of
Education that it reduces eye strain to a minimum.
New York Newsreel Theatre
Inaugurates Student Plan
In order to stimulate widespread interest in its edu-
cational programs of current events, the Embassy
News Reel Theatre, New York City, offers a special
admission rate of 15 cents to students. These tickets
can be obtained from the Visual Education Depart-
ment, the Current Events teacher or Principal's Office.
To further concentrate the attention of current
events classes on these programs, the Theatre is con-
ducting a Weekly Prize Essay Contest on the subject,
"Which is the most significant event presented on the
Embassy News Reel Theatre Program this week?"
Foreign Film Activities
We are indebted to the United States Department
of Commerce for the following notes on non-theatrical
motion picture activities abroad.
Brazil. At the educational motion picture conven-
tion held in Rio de Janeiro in January, the first meet-
ing of the kind to be held in Brazil, a high apprecia-
tion of the value of educational films was shown, and
a number of proposals advanced all looking toward
the development of visual instruction. Due to the
lack of educational film material, the project of com-
pelling theaters to show a certain percentage of such
subjects, was abandoned.
England. The 21st Annual Conference of the Edu-
cational Association, held in London, was the occasion
for the display of several of the most recently pro-
duced educational films, including a number of 16 mm.
sound films, and a new series made by British In-
structional Films in close cooperation with school
teachers, embracing such subjects as natural science,
geography and elementary physics.
Germany. The Prussian Minister of Public In-
struction has recommended the 16 mm. film as the
best suited for school use. Since the issuance of the
decree of 1922, promoting the use of visual education,
the use of films in schools has undergone considerable
extension. In Prussia, 2,000 schools possess their own
film projectors and 25,000 schools are using films for
tuition purposes.
Italy. The use of educational and cultural films
is increasing in Italy. The general management of
the GUF, the national university organization, has
created a film committee the purpose of which is to
supply educational film material for use in high
schools, universities and at special shows. The first
year of the committee's activities is to be a test year;
and if this proves successful, it is planned that the
GUF institute a film archive and organize a film ex-
change with student organizations abroad.
Rumania. In response to the request of the Ru-
manian Academy, the Minister of Public Instruction
has arranged for cultural film showings with explan-
atory lectures at regular intervals for the pupils of
elementary and medium schools. These shows will
be considered as regular tuition and will take place
during school hours, with entrance free to pupils.
Programs will include travelogues of leading cities,
countries and provinces of Europe and other con-
tinents ; also pictures on natural history, hygiene and
sports.
May, 19}}
Page 137
THE
FILM
ESTIMATES
Being
the Combined
Judgments of a National Committee on Current Theatrical
Film!
(The Film EsiimateSt ht whole or in pari, may be reprinted only by special arrangement with The Educational Screen}
Air HovteM (Evalyn Knapp> (Colurabiat
Heroine an air-ho«tefls on coaBt-to-coaBt air
line, heru A yuuntr inventor with Hiff ideas
for pxpandine air travel. Vnmpinir widow
cau*CB uAual complicatiunfi which lead to hectic
and sennational thrilU. Just another movie.
A— Medi^wre Y No C No
Barbarian. The i Kamon Novarro. Myrna
Loy I iMGMi Highly sexed romance, heru an
Arab prince, artinu ait draRoman in Cairo,
brazenly A|HTiaIizinir in phyttical and Ananeial
conguest of traveling ladies. Then comes
heroine, "real love.*' aeniiuous desert adven-
tures, faUe emotional reveriiats. but hero
winp out.
* r>ependfl on taste Y — Pernicious C^ — No
\'.i-d Time Story. A (Maurice Chevalier i
ra.i Mfiurice is still the great philanderer.
l-ut now irives up his loves for the love of a
foundlinir. He and baby deliKhtfuI t^^iffi-ther.
Some very sophisticated and suintestive situa-
tions as uHual. but^ film is entertaining as a
whole.
A- Fine of kind Y Doubtful C~No
Be Mine Tonight (Jan Kiepura) iBritish-
Gaumont-Untversal i RefreshinK foreiKn-made
musical comedy, very un-H<illywood in its con-
tinental cast, manner, dialog, sets, beautiful
Swiss backgrounds and fine sinirinff. Clever
little heroine notably srood. Some over-actint;
by villain. Clean* amusinv, human, rhythmic.
A— Entertaining Y — Excellent C — Good
Central Airport (Richard Barthelmess. Sally
Eilers) (Warner) More air heroics and para-
chute thrtllii woven into love-8t*>ry not very
intercHtini: or credible. Dubious situation of
hero and heroine not offensively shown. Rath-
er weak supportinK cast, especially the "kid"
brother who steals and marries hero's uM-
A— Hardly Y— Doubtful C — No
City of Soni (Jan Kiepura) (Associated
Sound Films) Beauty of Naples and Capri
are background for musical love-story of boy
with Klorious voice and wealthy Engliah ffirl.
She would buy his way into European opera
Htit he, offended, returns to his Naples sweet-
rt. Korritrn cast. Fine sinRins.
Interesting Y Good C- -Fair
Lnhens and Kcllys In Trouble (Sidney-Mur-
ray i (Uni.) Crude, slapstick farce by the old
comedy pair in usual, harmless manner.
"Pat." the tuK-boat captain, invites "Nathan"
on board as Kuest and troubles begin. Ro-
mantic complications, drunken moments, and
•*•'■ same grimaces and mannerisms. Funny
lis kind.
I'erhaps Y— Probably funny
C Probably funny
Darinv Daushters (Marian Marsh) (Capitol)
Cheap production about innocent ciffar-counter
lirj and rich pent-house owner— complications
supplied by her sister, country-boy hero, rich
uncle, city playboys, sweeties, roues, etc. —
with insipid dialog and usual happy ending.
A— Trash Y— No C— No
Destination Unknown (Pat O'Brien. Ralph
Bellamy) (Uni.) Crude and hectic sea-melo-
drama, exploiting toughness, cruelty, and perils
of the sea to the utmost--then having the
effrontery to intnnluce a "stowaway." sup-
lN«edIy the Christ, who sm<x)ths and solves
all miraculously. Brazen attempt at religious
allegoo'.
A <'rude Y— No C— No
' x-Lady ( Bette Davis. Gene Raymond )
itner I Another modern marriage vs. "ca-
<■" situation with and without benefit of
■k'y, achieving many bedroom scenes and
expbiting moments. Both husband and
;•• have other "affairs." Moral ending when
tun is over. More fuel for Aaming youth.
\ Mediocre Y— Pernicious C~No
•;rand Slam (Paul Lukas. Loretta Young)
trnert Labored attempt at comic satire
i>ridKe-plHying and its exploitation by "ex-
'■«." fake and otherwise, too obvious to ho
••r. Story preposterous, characters im-
>>able. Dialog and action largely absurd.
\ Stupid Y— Little interest C— No
Homanlty (Ralph Morgan. BooU Halloryt
'■XI Very human and appealing study of
' old doctor and his service to mankind,
prepared to join father's work. lured
...Ui evil practices by gangland's easy money.
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C— Child (under 15 years)
Bold faced type meana "recommended"
I
Exposure brinira disKrare and death upnn the
old doctor, finely playol by Ralph MorKan.
A— Fair Y— Fair C--No
Infetnal Machine. The (Genevieve Tobin,
Chester Morrint (Fox) UoconvinrinK attempt
at mystery and dnuna aboard ship, where an
infernal machine haa supposedly been planted.
Much conversation, little action. Susireetlve
situation involvini; hero and heroine turns
out harmless and amusing. Far-fetched and
unconvincing.
A— Mediocre Y— Better not C— No
Kinff Kons (Rtibcrt Armstrong, Fay Wray)
(RKOl Grotesque thriller with absurd story,
but manterful. photofrraphy and trick effects.
Prehi.storic monsters, ffrewsome situations.
Scorns all probability for maudlin sensation-
alism and succeeds. The malcers of "Grass"
and "Chang" now turn splendid talents to
thU.
A- Notable of kind Y— Doubtful C — Very bad
Kiss Before the Mirror. A (Nancy Carroll.
Paul Lukas, Frank Morgan) (Univ.) Fine act-
ing in sensational, incredible, high pressure
sex story of infidelity and the unwritten law.
Brazen young wives of two fine, faithful men
play merrily with lovers until caught. Then
jealousy murder, hectic defense trial, and sur-
viving wife is supposedly reformed.
A — Depends on taste Y— Pernicious C — No
Lady's Profeaaion (Alison Skipworth, Ro-
land Young) (Para.) Impoverished Eng-
lish family recoups its fortunes by run-
ning speakeasy in America. Absurd situa-
tion of cultured but naive people trying to
de«l with underworld made more or less
amusing by skillful actor» — largely wasted in
such a hair-brained story.
A — Perhaps Y— Doubtful C — No
Looking Forward (Lionel Barrymore, Lewis
Stone) (MGM) Splendid, timely film, master-
fully acted and directed. Genuine, charming
characters, caught in grip of depression, work
out their salvation with loyal help of the
younger generation. Human heroics at their
best in intelligent, wholesome drama. A mas-
terpiece.
A— Notable Y— Excellent C — Mature
Midnight Warning. The (WillUm Boyd i
(Mayfair) Mediocre mystery stuff, well enough
acted, but with banal dailog and amateurish
direction. Plenty of suspense and nothing
objectionable except exceedingly grewsome
scare stuff with heroine locked in among
corpses in a morgue.
A— Mediocre Y— Worthless C— No
Mind Reader (Warren William) (First Nat'l)
Glorifies incurable, contemptible, cheap faker
as hero, who finally adopts mind-reading as
best paying racket. He even repays love of
sincere heroine by cheating, lying, and de-
serting her to face murder trial in his place.
Final "cure" does not cure film.
A — Hardly Y— Better not C — No
Mardera in the Zoo (Lionel Atwill) (Para.)
Grewsome murder thriller, with Zoo back-
ground of raging lions, tigers, anakea. etc..
about madly jealous director who staba aap-
ixised rivals with snake venom and throws
his wife to man-eating alligators. Aims only
at spine chilling, and succeeds for thoae who
care to furnish their spines.
A — Hardly Y — Worthless C — By no means
Mnasolini Speaks (Lowell Thomas and News
Reels) (Columbia) Skillful composite made
from sound-news-reel shots, with well-written
voice accompaniment. Comprehensive, im-
pressive study of man and methods that have
meant so much to Italy since great War.
Rings true, and is distinctly educational for
anyone,
A— Very good Y— Excellent C — Very good
Oaeer IS (Monte Blue, Lila Lee) (1st Di-
vision > Realistic little picture of policeman's
life at home with family, and on duty at
grips with gangsters. llirilling action and
excitement, yet not enough to outweigh human
interest. Avoids being propaganda for either
side. Dialog and action undistinguished.
A— Mediocre Y — Fair C — Perhaps
Parole Girl (Mae Clarke, Ralph Bellamy)
(Columbia I Little to recommend in far-fetched
story of crookednesa and vengeance, except
fine work by Mae Clarke aa innocent heroine
tricked into crime and prison, who then exacts
relentlessly punishment for the wrong she
suffered. Direction, plot, motivation faulty.
A— Fair Y— Undesirable 0— No
Phantom Broadcast. The (Ralph Forbes)
(Monogram I Famous radio voice, supposedly
from handsome six-footer but a contemptible
cad, cornea really from a hunchback of genuine
talent and voice. True hut hopeleaa love
brings him only death. Improbable, and act-
ing mediocre aave sad, fine, appealing role
by Forbea as hunchback.
A— Hardly Y— Doubtful G— No
Pleasure Cralse (Roland Young, Genevieve
robin) (Fox) Artificial farce-comedy about
married couple, really devoted but needing
vacation from each other. She Ukes ocean
trip "alone", but he goes incognita as ship's
barber. As climax she spends night in cabin
with her husband, supposing him new lover!
A— Only fair Y— Decidedly not C— No
Racing Strain (Wally Reid, Jr.) (Maxim)
tiementary melodrama about boy hero, skilled
race^lriver for autos or airplanes, but in-
hibited by horror of having seen father killed
at same game. He wins out. however. Fact
that hero is played by son of Wallace Reid
IS only element of interest.
A— Poor Y- Hardly O-tto
/ii »'>**,",. 'J*"^ Pickford, Leslie Howard)
(U.A.) Utterly charming love story with gen-
uine sentiment, delightful humor, beautifully
costumed and mannered. Two fine leading
roles faultlessly played, though hero's charac-
ter not wholly credible. Intelligent enter-
tainment of the best.
A— Excellent Y— Probably very good
C — Beyond them
Smoke Lightning (George O'Brien) (Fox)
A Western baaed on the Zane Grey story
i"?*??"'" Walls," with George O'Brien as the
likable hero who protectn a small orphan girl
and her ranch from the villains. Distin-
guished by the presence of little Betsy King
Ross.
A— Hardly Y— Entertaining C— Exciting
SUte Trooper (Regis Toomey, Evelyn
Knapp) (Columbia) Fair excitement and ro-
mance for the young, elementary for adults.
Ex-State-Trooper hero leads in oil-price war
against dishonest competitors, defeats bomb
plot, saves plant, and wins boss" daughter —
but why he wants her we don't know,
A— Hardly Y — Fairly good C — Passable
Sweepings (Lionel Barrymore) (RKO) The
Chicago fire and 40 years after : showing rise
of merchant, grimly obsessed with one idea,
the store. He wins wealth, but loeea four
children, deservedly. In parts human and
realistic, but often tedious and depressing.
Probably too much Barrymore.
A — Fairly good Y — Doubtful C — Beyond them
Today We Live Uoan Crawford, Gary Coo-
per) < MGM) Stern, depressing war-story of
English heroine and American hero, demand-
ing heavy acting and much less sex than us-
ual in Crawford films. Some tense, grim
drama, strong human appeal, striking war
scenes and super-tragic ending. Well done
by all concerned.
A — Good of kind Y— Better not C— No
UnwritUn Law, The (GreU Nisaen, L«w
Cody) 4 Majestic) Murder mystery, with con-
siderable suspense and thrill about a con-
temptible old rone whoae specialty of seduc-
tion and wife-stealing earns him death by
murder. Decidedly adult material for adulta
who want that kind.
A — Hardly Y — By no means C — No
Working Man, The (George ArlUs, Bette
Davis) (Warner) Arliss dominant and delight-
ful a» hard-fighting, but always fair-fighting,
manufacturer who wins success over strong
competition. Finally fights own company to
straighten out two wild young people who
need it. Strong, wholesome character-drama.
A— Excellent Y— Excellent
C — Good though mature
Page 138
The Educational Screen
THE CHURCH FIELD
CONDUCTED BY R. F. H. JOHNSON
Will Motion Pictures Pay Their Own Way?
THERE is a prevalent feeling among many church
' workers that the motion picture has not proved
to be of any benefit to the church — that is to say,
to individual churches. Several examples could be
pointed out of ministers of the most successful and
unsensational type who are turning people away
from their doors — not on an evening when enter-
tainment is expected, but on Sunday evenings when
people are supposed to be doing everything else but
going to church — if you listen to our proficient
modern pessimists.
There is very good reason to believe that the rea-
son people are not going to church in the evening
is because churches have cheapened their evening
services instead of enriching them. The men who
are using motion pictures and stereopticon slides
successfully and consistently have learned a new
language — no less than that — and if one is to use
the visual method he must likewise learn.
In future articles the writer hopes to tell the al-
most unbelievable tales of how some of these men
have learned to use pictures. In this article con-
sider the motion picture projector as a means of
providing clean entertainment for 300 children ev-
ery Friday afternoon and as a means of buying a
pipe organ ! This is literally what one projector
has done for Rev. Chas. Evers, pastor of Woodlyn
Presbyterian Church, Camden, N. J.
Rev. Mr. Evers is pastor of one of those difficult
parishes near a shipyard. People poor, often un-
schooled and without the facilities of the average
suburban community where the most successful
churches are located. If you knew Mr. Evers you
would say at once that there is one good reason for
the success of the enterprise — for although he is the
father of four children, all married, and although his
hair is grey there is a living, vital twinkle in his eye
— the seasoned, understanding twinkle of an old
campaigner — and Mr. Evers not only has been but
is now one of the most energetic men in South Jer-
sey church work. Being in the locality where peo-
ple depend mostly upon the m,otion picture theatre
for their entertainmeht you would expect to hear
the minister complain that in a purely social pro-
gram the church can not compete — what has hap-
pened?
F. S. Wythe, who built the DeVry School Films,
used to say there is only one kind of people : human
people. The people in Woodlyn are discriminating
people just as everywhere there are many of them.
H.PAUL JANES
They want their children to have the advantage of
discriminating entertainment. Mr. Evers provides
the entertainment. Last Friday there were 300 of
them — i7 were on the free list, of course, but the
others gave something to the lady standing at the
door, with a sack to catch the coins, pennies, nickles
and dimes— and it is this and this only that has
been paying for a pipe organ. Of course the pro-
jector paid for itself a long time ago. And could
this sort of program be kept up indefinitely? Rev.
Evers has been doing it only 13 years — shall we
wait to see?
Friday evening programs at Woodlyn are varied
— the average cost is $5.00. There is always a com-
edy, a commercial, and a travelog and sometimes a
two or three reel feature. Five reels or one hour
and fifteen minutes is the very longest program.
The children never tire — an important lesson ! The
commercial pictures show how tooth paste is made
as well as microscopic pictures of the little "bugs"
that should be cleaned ofif or another shows how
wheat becomes bread. Often the travelogs are
free commercials from some railroad or resort. In
this way Mr. Evers secures enough free film so that
he can concentrate his funds on a reel or two of
comedy or a good feature.
Yes, it takes lots of work and Mr. Evers is a
genius at showing people their responsibility and
teaching them how to carry out. Lots of people
working together can do splendid things even in a
parish where people are poor, supposedly undis-
criminating, and v^rhere they don't have a pipe or-
gan or clean recreation for their children, but want
both!
The Ministry of Healing
It is impossible in this brief space to describe
completely the successful use of a set of four or five
slides and a one reel motion picture in a Vvorship
service. For a complete description of the latest
technique being used in conducting worship serv-
ices with pictures one should secure a treatise on
the subject such as "Bulletin 100-Revised", avail-
able from the Presbyterian Board of Christian Edu-
cation, Philadelphia (50c). The film and slides are
also available from the same source and upon re-
quest you will be sent a complete outline of a serv-
ice. The rental cost for the slides is $1.00 and for
the film $3.50.
May, 19 i)
Page 139
\ realization that every gift of healing is from
i...d is the aim of the service. It begins in semi-
darkness with a dim cross reflected against the
screen. As the prelude progresses a picture of
Je.sus holding the hand of a sick child appears and
fades again as the prelude ends.
Then the congregation sings "At evening the sun
.,.iS set" by Twells. The scripture is read and then
there is a prayer. During the hymn there is a pic-
ture of a sunset; during the scripture and prayer
■■"ly the cross is seen.
Christ for the world we sing" by Wolcott is the
me hymn. The film comes with a cue sheet so
iii.tt there is no excuse for not having a beautiful
musical background. The sermon may hold up the
unselfish healing ministry of Albert Schweitzer as
typical of God's modern healing ministry. A com-
petent leader will find little difficulty in providing
a<lequate responses such as the hymn "Immortal
Love, Forever Full" by Whittier. Other prayers
and responses will suggest themselves.
At the conclusion of such a service a man came
to the minister and gsive him a ten dollar bill to be
given to healing work — the minister had forgotten
to take an offering, which should, of course, con-
clude such a service.
The film is one of 13 on the life of Jesus provided
by the Religious Motion Picture Foundation. N. Y.
C. and is listed in "1001" together with distribu-
tors. The slides are available only from the Pres-
byterian Board of Christian Education in Phila-
delphia.
H. P. J.
Baptist Women's Foreisn Mission Society
Uses Movies
\\ hile on a trip abroad, Mrs. H. E. Goodman, of
Chicago, president of the Women's American Bap-
tist Foreign Mission Society, made 16mm. movies in
Japan, China, the Philippines, Burma, India, and the
Belgian Congo. The films were taken with a view
of showing them to the people at home, and the pic-
tures include travel and scenic "shots" as well as views
of mission work.
"The pictures were shown in one of our western
states," writes Mrs. Goodman, "where they convinced
some of the doubtful churches of the worth-whileness
of our mission work. A year ago they were shown
in about fifty churches in one of the states in the
Ohio Valley, with great profit.
"f3uplicates have been made for the denominational
(headquarters, and they are listed in the catalog of mo-
tion pictures available. On several occasions they have
bci'ii shown in the Exhibit Room of our Northern
Baptist Convention. Recently duplicates were also
tnafle for a Hospital Association from which several
missionaries have gone out to the foreign field."
Do You Know Your Tools?
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of the Visual Educator.
Can you use this valuable medium properly, effi-
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monthly macaiinc owned by the National Conncil of Geocra-
phy Teacher*, and publlahcd eapeclally for teacher*.
THE JOURNAL GIVES YOU— Supplementary maUrial for atn-
denta and teechera . . . confidence by enabllnr you to know
the best and thus keep aereral leatuea ahead of the non-rab-
•cribera . . . sueceaa to teacher* and atudrnu who aincerely
want It.
If yon are not familiar with thia splendid maraxine pin thia ad
to your letterhead and the next copy will be aent to you FREE
of charve.
THE JOURNAL OF GEOGRAPHY
3333 Elflton Ave.
Chicago, IIL
K-3
Page 140
The Educational Screen
SCHOOL DEPARTMENT
CONDUCTED BY DR. F. DEAN McCLUSKY
Director, Scarborough School, Scarborough-on-Hudson, N. Y.
Museum Adventures In Geography
QEYOND the rim of the Arctic Circle stands the
■^ city of Hammerfest — the most northern city in
the world. At 70 degrees north latitude the winters
are long and cold. The snow is deep. Yet in and
out of the busy ocean harbor of Hammerfest ships
carry the commerce of many nations all through
the winter months. Strange though it is, this
northern port of Hammerfest is more icefree than
the harbor of New York City.
April, May and June mean spring to us whose
homes are north of the lands where it is always
summer. But let us travel south an equal distance
to the other side of the equator where our spring
months change to autumn. April, May and June
point to the approach of winter in the southern
hemisphere. It would be a curious experience for
us of the northern half of the world to go skiing on
the fourth of July! — stranger still if Christmas
came in summertime.
FOLLOWING THE NEW TREND
For Better Quality Visual Aid Material
AIL JRIESBWGH
STUDIES
zi-'cre selected from
Historical Motion Picture Stills
Edited for Visual Aids
By an Advisory Board of Directors of
Visual Education
And are offered
For Educational and Library Use
Covering the following subjects :
WESTWARD MOVEMENT
ROMAN LIFE
CIVIL WAR PERIOD
AMERICAN REVOLUTION AND ORGANI-
ZATION OF GOVERNMENT
Others in preparation
Each group contains about 15 8x10 photographs dry
mounted 9^x11, boxed, with introduction and full
descriptive text on each picture.
The mntpriat nfferfd it of historical accuracy and high photo-
f/raphic qimlity and is madf araitabtc hy us through the exclusive
co-operatinn and courtesy of the Motion Picture Producers and
Distributors of AnieHca, Inc.
Write for prices and descriptive folder to:
Educational Research Studies, Ltd.
5400 Hollywood Blvd. Hollywood, Calif.
LAURA O'DAY
We of the industrial United States think a good
deal of our daylight saving time. It conserves the
precious hours of sunlight for us and enables *is
to work in our gardens, play a set of tennis or go
swimming after work. But what would Egypt sav
to the introduction of daylight saving time?
Facts such as these are half the story of geogra-
phy. To a geographer the important question may
be summed up in three letters — "Why?" Why is
the harbor of a city beyond the Arctic Circle more
free of ice in winter than the harbor of New York?
The southern hemisphere works and plays outdoors
while the northern half of the world digs itself out
of a snow bank. Again the question is "Why?"
Geography looks to facts of climate, location and
position of the sun to find an answer to these ques-
tions. The workshop of the geographer is the
whole great world — its people and their setting.
How these people earn their living — what they do
— is part of the story. Why they do things in the
ways that they have chosen is the rest. How vastly
different this is from the geography of fifty years
ago!
Although our workshop in geography is the
world how many of us can travel from pole to pole
or sail around the globe? What can be done about
it?
The Buffalo Museum, of Science thinks it knows
the answer to this question. At least we are ex-
perimenting with a plan untried by other museums.
What the outcome of the adventure will be cannot
be predicted with certainty. It has not yet been
measured by impartial statistical methods. We
shall have to wait awhile for that. But for the pres-
ent— on with the adventure.
Suppose you are a fourth grade pupil ready to
study Japan. You might first open a book con-
taining the "essentials of geography" and read that
Japan is a group of islands off the east coast of
Asia, that the area of the islands is 261,300 square
miles and that by far the greater part of the area
is rugged and mountainous. This information is
accurate in its description of Japan. But do ab-
stract facts and figures paint a vivid picture of Ja-
pan for you?
Now let pictures take the place of words and see
how clear your first impressions of Japan become.
Here is a view of rice fields ; from our hilltop they
May, 19 a
Page 141
look like a giant patchwork quilt. The broad tract
looks pale green and silver in the springtime with
the fresh new rice blades showing above their wa-
tery blanket. In autumn these same rice fields turn
to yellow-brown and Japanese girls and women cut
the tall, dry stalks with sickles to prevent their be-
ing spoiled for weaving into mats and baskets.
Here is another picture: Japanese girls picking
tea leaves on a gently sloping hillside. How neat
an3 trim the dark green bushes are I They remind
one of well kept heclges in an English garden. And
now another picture : A clump of trees growing on
a corner of land too steep and rough for rice pad-
dies. They are mulberry trees with pretty heart-
shaped leaves picked for hungi'y, growing silk
worms.
These pictures with others contribute definite
ideas characterizing the people of Japan and their
far eastern home. Each view portrays a separate
bit of landscape. When fitted together the pictures
comprise a miniature tour through Japan and brief-
ly summarize life in the island Empire.
Carefully compiled sets of pictures are available
at the \'isual Education Division of the Buffalo
Museum of Science, ready to introduce the pupils
of the Buffalo schools to the geography of an area.
Each set is something more than a collection of
geographic view-s. In reality, each picture set is a
game or puzzle and is accompanied by a card out-
lining the chief features of an introductory tour of
a country. Thus pupils may become well ac-
quainted with geography while enjoying the fun of
the always popular puzzle.
Have you ever tried to see how many things you
could learn just by observation? Play the game
with me a minute. We will take as a very simple
illustration, life on the Sahara desert.
Our pictures show a flock of goats nibbling at
scrubby desert grass; a broad expanse of barren,
treeless wasteland; an oasis of tall palm trees;
Arabs resting before their tents of goat and camel's
haircloth. How much such pictures tell! Do the
pictures make you think this is a land of much or
little rainfall? What two signs of scanty rainfall
can you find suggested by the pictures? Are the
Arabs shown in the pictures nomads? How can
you tell?
The training afforded by a game like this devel-
ops powers of observation and reasoning. A little
practice and a tent home becomes a sign of nomadic
life while flat-roofed houses become evidence of little
rainfall. Picture sets, however, are only part of
our experiment.
In a moist, hot valley of Mexico at the foot of
snow-capped Orizaba there grows a luxuriant vine
with dark green, slender leaves. A plump, green
pod looking much like an unripe banana replaces
an exquisite orchid blossom in late spring. The pod
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turns yellow and becomes spotted with irregular
patches of brown. Then it is picked. After hours
of exposure to the tropic sun, guarded by the vigi-
lant care of native workers the watery pods are
transformed to slender, glossy, brown beans re-
sembling thin, candy cigars. Have you guessed
what the brown pods are? Perhaps not and a pic-
ture would not help you. But suppose I give you
one of the pods. As you handle it you catch a whifT
of its luscious odor. There is no longer any doubt
left in your mind. You recognize the fragrance of
vanilla — the bean from which vanilla extract is
derived.
Another brown pod comes from the tropic forests
of Ecuador in South America. It too is plump, re-
sembling a giant pear in shape. Its shell is hard
and brittle. This pod is the fruit of a small tree to
which it is attached in a curious manner. Unlike
any of the fruits with which we are familiar the
brown pods do not grow at the tips of the branches
of the tree. Instead they grow directly from the
tree-trunk around which they cluster in profusion
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Pictures
In Books
Charts
Drawings
Compositions
or
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designed
WITH THE SPENCER MODEL VA
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Inexpensive, light in weight, small enough to be
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Full particulars givan in K-74-M
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SPENCER
LENS COMPANY
Buffalo. N. Y.
Page 142
The Educational Screen
— a habit that accounts in part for their successful
cultivation in the windless tropic zone. Since the
pods could not swing with the branches of the tree
a wind would quickly snap them off and destroy
one of our valuable low-latitude crops. When the
pods have been cut down the natives split them
open. The fat brown beans inside are the treasure
demanded in large quantities by the candy-loving
people of the temperate parts of the world. No
doubt you know by now that these pods are the .
fruit of the cacao tree and contain the cacao beans
from which we make chocolate.
One may borrow cacao beans from the Museum.
One may study the curious sweet pod of the vanilla
vine in addition to a list of many other items. There
are, for example, bolls of snow-white cotton from
How LEI€ A Has Created
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It was the first "still" camera to use cinema film, giving the photog-
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The LETCA Camera takes up to 36 pictures on a single roll of film.
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the South and fuzzy, dark gray cotton seeds. There
are sections of sugar cane and stalks of bamboo:
copra, jute and wheat. And yet zve think that these
are not enough. Our adventure in geography as-
sumes a second form.
Geography is not concerned alone with the fact
that chocolate is made from a dark brown bean we
import from Ecuador or that vanilla beans of high
grade quality are grown in Mexico. Knowledge of
the raw materials alone or the process that manu-
factures the finished product of industry does not
constitute geography. Rather geography demands
a knowledge of these working facts as tools and
then sets out to find the reason why. Mounted pic-
tures are invaluable in the study of geography but
objects make their meaning more complete.
The Visual Education Division of the Buffalo
Museum of Science has prepared geographic charts
which Buffalo teachers may borrow for classroom
use.
There is a chart on coconuts for example, relating
specifically to the coconut crops of the Philippines.
At the top of the chart there is an 8 by 10 inch pic-
ture taken in the Philippine Islands. The picture
shows tall coconut palms — their fine, straight
trunks shooting up for 60 or 100 feet into a plume-
like cluster of long, fringed leaves. At the left a
native hut is shown with its steeply sloping roof of
palm-leaf thatch. At the right a Filipino lad fol-
lows along behind a lumbering water Bufifalo
hitched to a two-wheeled cart loaded with coconuts.
You would hardly know that they were coconuts
unless you had seen them as they were taken from
the tree, encased in their bulky, fibrous husks. Be-
neath the picture on the chart there are specimens
of fresh coconut meat, the grated meat and copra;
there are coconut milk and oil and the brown pulpy
residue so good for cattle food. Accompanying the
chart is a coconut in the tough, thick shell in which
it grew.
This chart with its guiding puzzle card has an
educational story to tell. Froin it you learn that
the coconut palm thrives in a tropic environment of
heavy rainfall. The lush vegetation and steep
roofed house of thatch agree in pointing out these
facts. You learn that coconuts are the fruit of the
coconut palm and grow just below the plume of
leaves at the top. They are picked by native Fili-
pino men and floated downstream to the coast for
export. The husks that have protected the nut in-
side are removed before the cargo is stowed away
on board. Although many coconuts leave the Phil-
ippines to be sold as food in distant lands coconut
meat is valued chiefly because of the oil that it
contains. The densel3r-peopled industrial nations
of the world buy vast amounts of partly dried coco-
nut meal — the copra of commerce.
Af<;v, 195}
Page 143
Your
Guide
to the Biggest
and Best
in Current
Motion
Pictures!
ISow Available I
The screen story of Franklin
Delano Roosevelt's INAUGURAL.
History in the making — the event
of the Century, in 16 nun. silent
only.
"The Voice of the Vatican"
A one-reel, sound-on-disc, picture shelving
the high lights of Vatican City, scenes of
the Basilica, the ne^' Vatican rail^ray, the
governing offices, the Pope's office and
incidental departments. You see and hear
the famous bells of Vatican Square. You
see the Pope, for the first time, meeting the
actual ruling head of a government 'when
he greets Mussolini and Victor Emmanuel.
The lighting of St. Peter's Cathedral is
also sho^vn.
"Symphony in Sight"
A novel film that is really novel — a
translation of Brahms' music into moving
abstract figures. This picture is a de-
velopment of music you can SEE as -well
as hear. Brahms' Hungarian Dance ren-
dered by a 150 piece orchestra is repro-
duced with a picturized fidelity that even
a deaf person can recognize and enjoy.
Write for information
Non-Theatrical Department, Bureau B
Universal Pictures
Corporation
730 Fifth Avenue New York, N.Y.
STEWART-WARNER
MOTION PICTURE
EQUIPMENT
VISUAL education is the big
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— But it's full possibilitiei
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Stewart-Warner, from a dote
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exist today in schools, has per-
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equipment — both silent and with
sound — that meets the conditions
most practically and economically.
The Super Power, 1 6-mm. Pro-
jector is the easiest of all projec-
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the very first time. This it the
projector that pioneered the 5 00-
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projects pictures with clear defini-
tion and theatre-like brilliance
from 10 ft. to 100 ft. and more.
Speed is interchangeable — and
projector can be stopped and re-
versed instantly. An automatic fire
tcrecn drops into place to prevent
injury to films when projector is stopped to show Stills. An
automatic pilot light turns on when projection light is turned
n<f. permitting changing of films, rewinding or any adjuitment.
Stewart-Warner Sound Equipment can be bought with the
projector or any time later if you with. The motor of the pro-
jector can take care of the sound unit with power to spare. A
synchronizing bar permits instant synchronization of sound with
lip motion during actual operation. Before you buy any motion
picture equipment anywhere, at any price, investigate the many
practical advantages offered by Stewart-Warner.
The STEWART-WARNER
PROJECTOR IS
AVAILABLE WITH
OR WITHOUT SOUND
EQUIPMENT
Stewart-Warner Coriwration ES-6
Educational Dept.,
ChicaKo. U. S. A.
Please eend me full details deseriblns Stewart-Warner Motion
Picture Equipment for Schools.
Name
I
Address
City
SUte
I
1
Page 144
The Educational Screen
Rocky Mountain Conference and Summer Courses
The Third Annual Rocky Mountain Visual Edu-
cation Conference will be held July 7, 8 and 9. at the
Colorado Agricultural College, Fort Collins. Ells-
DELIGHTFUL, ECONOMICAL
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A day ... a week ... or longer
To the Chicago World's Fair ... to
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Visit the Chicago World's Fair. See Duluth,
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Day
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75
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Correspondingly low rates
from other ports. (Railroad
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GREAT LAKES TRANSIT
CORPORATION
SS. Octorara, SS. Juniuta. SS. Tionesta sailmK frequently
between BulTulo, Cleveland. Detroit. Mackinac Island. Sault
Ste. Marie. lloUf;litt»n. Duluth, Chicago, Milwaukee.'
Automobiles Carried Between All Ports
For full information, apply any Tourist or Bailroad Atfeni or J . F.
Condon, P. T. M.. IM IMawnre Ane., Hnffalo, l\. Y.
worth C. Dent, secretary of the Department of Visual
Instruction of the N. E. A., will be present and will
lead several of the discussions during the conference.
He will teach two courses in the College summer
session during the three weeks immediately following
the conference.
In addition to demonstrations and exhibits of the
latest types of visual aids, projection and photographic
equipment, the conference will discuss such subjects
as : Planning the visual instruction program ; class-
room procedure ; sources of films and film supplies ;
making your own visual aids ; use of visual aids in
the elementary grades, junior high and high schools ;
visual aids in a general activity program ; costs and
relative values of visual aids as compared with other
forms of instruction, etc.
Anyone who is planning to attend the conference
and may desire to have other subjects discussed should
write to I. G. Kinghorn, editor of publications at the
College. He is in charge of arrangements and will
be pleased to adjust the conference discussions to
the needs and desires of those who may attend.
Teachers, school administrators and amateur movie
fans from all over the West and Middle West attend
these conferences. Those who wish to see some of
Colorado's scenic attractions while there may join
any one of several groups on the last day, Sunday.
One group will go trout fishing; others will go on
a 165-mile tour of Rocky Mountain National Park,
over the famous Fall River Pass, Willow Creek Pass
and Cameron Pass, returning by way of Cache la
Poudre Canon ; or on a geological tour of the old
Indian camps, with their interesting tepee rings, fire
pits, etc., north of the city ; or on hiking or nature-
study tours, as they may desire.
Visual instruction courses will be a part of the
usual summer session schedule, and will be listed in
the catalog as follows :
Ed. 116 — Visual Instruction. — Two hours daily, two credits.
Second three-week period. 8 :00— 10 :00— Room 200, Physics
Building. Mr. Dent. The purpose of this course is to
present a broad picture of the philosophy, psychology and
pedagogy of the use of visual aids to education in the class-
room. The methods of using various types of visual aids
and their comparative advantages will be discussed.
Ed. 117 — Special Problems in Visual Instruction. — Two
hours daily, two credits. Second three-week period. 10:00 —
12:00— Room 200, Physics Building. Mr. Dent. The pur-
pose of this course is to provide an opportunity for indi-
viduals or groups to work out their own specific problems
in the field of visual instruction. Emphasis will be placed
upon the construction of courses of study, making use of the
various types of visual aids. This will include research and
coordination of the films and materials that are available
in the particular territory where the teacher is located.
Attention will be given also to the technique of handling
machines of various types, both motion and still photography,
and the preparation of scenarios for local school films or
sets of slides. Afternoon field trips will be arranged in
connection with this course.
May, 19 ii
Page 145
Baloptlcon KOSB
DAYLIGHT PROJECTION"
helps you teach more effectively
The powerful illuminating system of
' Balopticon KOSB plus (he fact that it is
placed behind the translucent screen and
projects through it, enables you to project
in a room light enough for your students
to take notes without eyestrain.
The instructor (aces the audience and
can teach easily and rapidly from
the projected illustration. Besides
dispensing with an assistant, this
instrument enables you to hold
attention more closely and maintain bet-
ter discipline.
Standard glass slides, and sections of
opaque material up to six inches square
can be projected sharply and clearly. A
quiet fan cools the interior of the machine.
Opaque objects cannot be injured through
overheating.
Complete details on the several members
of this line of Balopticons will be sent
gladly on request.
BAUSCH & LOMB OPTICAL CO.
SS« ST. PAUL ST. ROCHESTER. N. Y.
Bauach & Lomb makm Uh own optical (laas.
Only BAI. clus meets BAL (Undards.
MICROSCOPES TELKSCOPI'^S BINOCULARS
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A Hall vf Seitnce Fea-
ture—the BtL EzkibU
Films For the Noon Hour
GEORGE CARL WELLER
I^OON hour around a high school, especially on
' ^ rainy days, is a noisy, boisterous place. Few stu-
dents care to spend the time directly after lunch for
study. Some do, of course ; the majority do not.
The noon hour is spent in playing, shouting, running,
and playing pranks. The results of these activities
are not always desirable for the sake of the building
nor for the students themselves.
Films during the noon hour! That's the solution
to the problem at the South Francisco Junior- Senior
High School, a school of 650 enrollment, with stu-
dents from the seventh to the twelfth grades inclusive,
a great many of whom bring their lunches, and a
greater number who return to school early from lunch.
The lunch hour is from twelve to one o'clock. The
last twenty minutes are used to project a film. The
students are given an assembly call by the gongs, and
they come to the auditorium. Here they see a film,
listen to the radio, and engage in quiet conversation
with their friends. This plan is thoroughly enjoyed
by all, and something is accomplished in the twenty
minutes which otherwise would be wasted.
The films are educational in nature, and most of
them are obtained free of charge, except for trans-
portation. The Bureau of Mines of the Department
of Commerce has a supply of films sufficient to last
any school for a year or more, depending upon how
rapidly the school wishes to show them. The Bureau
has thirteen offices scattered about over the United
States, and each one can supply industrial educational
films both in 35mm and 16mm widths.
In addition, a number of the moving picture manu-
facturers have free films available. Railroads, steam-
ship lines and factories have films which they are glad
to loan for showings. But why stop with free films ?
The school budget should include a certain amount
to be spent for the rental or purchase of films. Here
in California we are particularly fortunate in having
a great depository of films at the University of Cali-
fornia. These films are rented for as low as 50c per
reel. The University has a 136 page catalog of films,
together with a brief description — films on all subjects.
A famous college president once said, "Don't let
books interfere with your education." He was right.
These films bring to the students' eyes the impossible,
the unreal, the gigantic, the wonderful. And all so
inexpensively, and with just a little effort on some-
one's part — someone who will order the films, thread
the machine, take some time out of the lunch hour,
return the films — all so little, and yet so much for
the education of modem youth.
Page 146
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
The Modern Magic Lantern
W. J. ZUCKER, Vice President
The Stewart-Warner Corp., Chicago
TRAVEL lectures illustrated with stereopticon
views, so highly regarded in my youth, would
scarcely appeal to young folks today. But the news
reels and scenic shorts shown in the movie houses
whet their desire for knowledge of far places and
strange people just as the old-fash-
ioned magic lantern did ours.
The foremost educators recognize
and endorse the force and power of
moving pictures in the classroom. Vis-
ual instruction is almost unlimited in
its scope.
Silver screen presentations stimulate
interest in dry subjects. History,
geography and even the sciences can
thus be dramatized and taught most
understandingly. The development of
scientific films, visualizing in slow
motion, actions and reactions in chemistry, physics
and botany, is attracting widespread attention.
By means of films, city children have all the ad-
vantages of field excursions, prohibited by circum-
stances and expense, and those in rural schools ab-
sorb knowledge and information from a great di-
versity of industrial films.
The increasing nvmiber of educational films avail-
able today at small cost, makes a projector an es-
sential part of school equipment. Many have found
the new Super Power, 500-watt, 16 mm. Projector
made by Stewart- Warner, ideal for this purpose.
Outstanding features, such as interchangeable
speeds; brilliant illumination; automatic fire screen ;
ball bearing, self-oiling motor; duraluminum gears
and centralized oiling combine to make this modern
magic lantern an invaluable aid in imparting in-
struction.
A Treasure House of Historical Photographs
in Motion Picture Stills
p ECOGNITION of the treasure house of excel-
'* lent and historically accurate pictures available
in motion picture stills has led to frequent inquiry
from Visual Directors throughout the country re-
garding the possibility of securing this material.
Through the exclusive cooperation of the Motion
Picture Producers and Distributors of America, Inc.,
and a board of Visual Directors who have assisted
in the careful selection and editing of the material,
it is now made available in educational form by
Educational Research Studies, Ltd., of Hollywood,
California, who have used great care to select only
such pictures as are historically accurate and which
will broaden the child's vision of the high points
of the period studied.
The basis of a good education must include a
knowledge of what the world is like today and also
an imaginative re-creation of past events, peoples
and places, based on exhaustive research. We have
too long depended upon word pictures, both written
and oral, to supply the information to the child.
Following the new trend in visual education,
carefully selected photographs should be more and
more used to supplement the text. Leading Visual
Directors point out that these are the most valuable
of all classroom visual aids. Obviously the use of
pictures of such quality and historical accuracy will
result in active individual participation by the child,
greater stimulation to the imagination, and an en-
richment of his vocabulary.
In line with the new project method of teaching
social subjects, these photographs have been grouped
to cover certain periods. Clear, concise and inspir-
ing text material is attached to each picture as an
integral part of it, thus aiding the child in his re-
search and building a continuity of the outstanding
events of the period in such a way as to give him
a comprehensive view of the whole.
The following sets are now ready, with others in
preparation : Westward Movement, Roman Life,
American Revolution ami Organization of Govern-
ment, Civil War Period.
There are about fifteen 8x10 photographs in each
group dry mounted 9j4 x 11, and boxed. For prices
and descriptive folder covering this new visual aid
material write to Educational Research Studies,
Ltd., 5400 Hollywood Blvd., Hollywood, California.
May, 19}}
Page 147
A New Producing Organization
Progress Film Company, Chicago, is engaged in
the business of jilanning, ]jroducing and exhibiting
motion pictures for educational, advertising and pub-
lic relations purposes.
The Company was orgam'zcd in February, 1933, by
Morris A. Epstein, A.B., LL.B., (Ohio State Univer-
sity) an exjierienced advertising and motion picture
executive, formerly Director of Sales and Advertising
for Chicago Film Laboratory, Inc., Chicago, Illinois.
Associated with Mr. Epstein in the organization of
the company are: J. Manley Phelps, Educational Ed-
itor (Well known Educator and Teacher of Better
English and Better Speech ; President, Phelps Insti-
tute of Speech, Chicago) ; John A. Maloney, Scien-
tific Editor (For the past five years Assistant to the
Director, Museum of Science and Industry (foiuided
by Julius Rosenwald) ; formerly on the Staff of New
York Times ; popular writer on scientific subjects ;
Colonel Ira L. Reeves, Public Relations (Soldier,
Statesman, Civic Leader; Western Manager for the
"Crusaders") ; Mary L. Hutton. Executive Secretary
(Former Hollywood screen luminary) ; Catherine
Denny, Art Director (Formerly with Chicago Civic
Oi)era).
This company is now completing three motion pic-
tures of educational character for W'orld's Fair Ex-
hibitors. They will be made available for showing
before educational groups everywhere. A description
of the.se subjects apjiears in the department "Film Pro-
duction Activities" in this issue.
Filmosound Reproducer (or 16mm
Sound-on-Film
The Bell & Howell Filmosound, a highly per-
fected unit for reproducing 16 mm. sound-on-film
movies, has just been announced. Its simplicity
and compactness render it entirely suitable for
home, school, church, or any other non-theatrical
purposes, offering as it does ample picture size and
adequate sound volume for audiences up to 1000 or
more.
The projector, which is of the same basic design
as the Filmo silent projectors, is mounted upon a
Bell & Howell Sound Head of entirely new and
unique design. The amplifier chassis forms the
base for the combined projector and sound repro-
ducer. The sound reproducing head contains the
sound drum to which is attached an inertia storage
wheel. This mechanical filtering system is said to
produce a film movement possessing an exceedingly
high degree of uniformity. This head also carries
the sound sprocket, exciting lamp, a highly efficient
optical system, photoelectric cell, and the first am-
plifier tube, which is of the latest design.
The remainder of the amplifier is mounted on a
Again Available!
A limited second edition of
VISUAL AIDS IN EDUCATION
By Joseph J. Weber, Ph.D.
The author'* latest and finest work in the fleld in which he
haa pioneered and specialized and in which his purpose waa
"to compile for the proicreHsive educator a balanced sunimary
of the available scientiflc evidence on the values and limitations
of visual aids in education, and then elaborate upon this evi-
dence by way of tceneralization and application so as to inspire
this educator in malcinir a common-sense adaptation of visual
materialH and methods to the puri>oses of the school."
The book contains a wealth of material divided into thr«e
parts. Part I, under 22 chapter heads, discusses "The Valu^
and Limitations of Visual Materiala and Methods in the Won
of the School." ^
Part II presents, in six chapters, tho use of visual aids in
teachins. Geosraphy, Hbtory and Civics, Health and Hygiene,
Science, Literature and I>anffua(re, and miscellaneous subjects.
Part in discusses needed research in the visual aids movement.
The booic closes with a very detailed and complete index, ^ivina:
accurate and instant reference to the mass of invaluable ma-
terial packed into its 220 paves.
Price $2.00
THE EDUCATIONAL SCREEN
64 East Lake Street, Chicago
cast aluminum base, providing a high degree of
strength with a minimum of weight. Provision is
made for a microphone and also for a turntable
(78 or 33 1/3 R.P.M.) pick-up. The 33 1/3 R.P.M.
Filmophone turntable may be adapted to the Filmo-
sound Projector when so desired, thereby giving
both disc and film reproduction.
The entire apparatus is contained in two exceed-
ingly compact cases, weighing together only 60
pounds. The speaker case has provision for four
1000-foot reels, speaker cord, reel arms, one spare
tube of each type, spare photoelectric cell, exciting
lamp, etc. The projector, amplifier, and sound
mechanism are all mounted in one case, the controls
of which are illuminated and accessible with the
case closed.
Eastman Reduces Film Prices
A marked reduction in the prices of all its 16-
millimeter classroom films has recently been an-
nounced by Eastman Teaching Films, Incorporated.
The wide acceptance of classroom films in the
United States, as well as in more than thirty foreign
countries has made it possible to reduce the cost of
production greatly. This saving the company has
decided to pass on to its customers in the form of
a thirty per cent reduction in prices, thus bringing
the films within even easier reach of the schools.
The new advertised prices are :
Formerly Now
Full reels (approximately 400 feet) ....$35.00 $24.00
Three-quarter reels 28.00 18.00
Half reels 20.00 12.00
Quarter reels 11.00 6.00
Page 148
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 advertisement on outside back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
(See advertisement on inside back cover)
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
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. (1, 4)
228 Franklin St., Buflfalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 143)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
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. LaSalle St., Chicago, III.
MOTION PICTURE
MACHINES and SUPPLIES
BeU & Howell Co. (6)
1815 Larchmont Ave., Chicago, 111.
(See advertisement on inside front cover)
Eastman Kodak Co. (4)
Rochester, N. Y.
(See advertisement on outside back cover)
Edited Pictures System, Inc. (1)
330 W. 42nd St., New York City
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, III.
International Projector Corp. (3, 6)
90 Gold St., New York City
Motion Picture Accessories Co. (3, 6)
43-47 W. 24th St., New York City.
Regina Photo Supply Ltd. (3, 6)
1924 Rose St., Regina, Sask.
Stewart-Warner Corp. (6)
Educational Dept., Chicago, 111.
(See advertisement on page 143)
United Projector and Film Corp. (1, 4)
228 Franklin St., Buffalo, N. Y.
Victor Animatograph Corp.
Davenport, Iowa.
(6)
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
PHOTOGRAPHS and PRINTS
Educational Research Studies, Ltd.
5400 Hollywood Blvd., Hollywood,
Cal.
(See advertisement on page 140)
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave., Chicago
Motion Picture Accessories Co.
43-47 W. 24th St., New York City.
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.
330 W. 42nd St., New York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville, Pa.
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on page 141)
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 141)
Victor Animatograph Corp.
Davenport, Iowa.
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Keystone View Co.
Meadville, Pa.
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester. N. Y.
(See advertisement on page 144)
E. Leitz, Inc.
60 E. 10th St., New York City
(See advertisement on page 142)
Regina Photo Supply Ltd.
1924 Rose St., Regina, Sask.
Society for Visual Education
327 S. LaSalle St., Chicago, III.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 141)
Victor Animatograph Corp.
Davenport, Iowa.
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
REFERENCE NUMBERS
(1) indicates firm supplies 36 mm.
silent.
(2) indicates firm supplies 36 mm.
sound.
(8) indicates firm supplies 36 mm.
sound and silent.
(4) indicates firm supplies 16 mm.
silent.
(6) indicates firm supplies 16 mm.
sound.
(6) indicates firm supplies 16 mm.
sound and silent.
IS YOUR firm represented here? It should be. Continuous insertions under one
heading cost only $1.50 per issue; additional listings under other headings, 50c each.
■„^X,aN VENT ION ISSUE
Educationa
\
COMBINED WITH
Visual Instruction News
CONTENTS
The Importance and Role of Visual Education
In Our Schools
The Versatile Lantern Slide
Sciences Visually Demonstrated at Exposition
A Filing System for Visual Aids ^
Program of Department of Visual Instruction Meeting
Single Copies 25c
• $2.00 a Year •
\
JUNE
1933
'wkij ikeu'tc all
SWITCHINOT^VlCTOK
HECK the new Model 10 Series
16 m/m VICTORS feature by feature
with other projectors .... for Beauty,
Illumination, all'round Performance
and Greater Value, and for the Many
Patented Advantages and Conven'
iences that only VICTOR, the pioneer,
has been successful in perfecting. Take
nobody's word for it . . See for Yourself!
If you want all the ^wminalion it is pos^
sihle to get, ask particularly about the
Model IOFH'500 Premier Hi-Power VIC-
TOR with the new 500 Watt-lOO Volt
Biplane Filament Lamp .... the most
brilliant of all lamps .... introduced first
by VICTOR.
SOUND-ON-FILM . . . The New Victor 16 m/m Animatophone
is a marvel of Modern Sound Engineering . , . Appropriate
for both classroom and auditorium . . . Very attractively
priced. Do not overlook the fact that VICTOR SILENT
PROJECTORS can be converted to sound at any time desired.
"SEE FOR YOURSELF"
Victor Animatograph Corpn.
DAVENPORT, IOWA
EASTERN BRANCH, 2«2 W. iJth, NEW YORK CITY
WEST COAST BRANCH, 6so So. Grand, LOS ANGELES, CAL.
Manufacturers of: 16 m/m MOTION PICTURE EQUIPMENT
& ACCESSORIES . . . STEREOPTICONS . . . FEATHER-
WEIGHT SLIDES . . . SUDE-MAKING KITS . . . ETC.
V jke WoMD*s fiNEST i6mm Motion PictupvE EguiPMENTs^y^
Jum^, 19}}
Page 151
Educational Screen
Combined with
Visual Instruction News
JUNE, 1933
VOLUME XII NUMBER 6
CONTENTS
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
Harbarf E. SUught. Prat.
Fradancl J. Lana, Traat.
Nakon L Graana, Editor
Elbworth C. Dant, Mansgar
Evalyn J. Balar
Jotaphina Hoffman
OHo M. ForUrt
Dudlay G. Hayt
Sianlay R. Graana
Joiaph J. Wabar
R. F. H. Johnson
Marion F. Lanphlar
F. Daan McClutliy
Stalla Evalyn Myart
Editorial
Sciences Visually Demonstrated at Century of Progress.
The Importance and Role of Visual Education in
Our Schools. W. J. Hamilton
The Versatile Lantern Slide. W. T. R. Price
Government Activities in the Visual Field.
Conducted by Margaret A. Klein
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent
News and Notes. Conducted by Josephine Hoffman.
Film Production Activities
Among the Magazines and Books.
Conducted by Marion F. Lanphier
The Film Estimates.
The Church Field. Conducted by R. F. H. Johnson.
School Department.
Conducted by Dr. F. Dean McCluslcy
153
.155
.156
159
161
163
.166
167
.168
169
..170
Among the Producers
Here They Are! A Trade Directory for the Visual Field.
I
Contanh of pravioui itsuat listed in Education lnda>.
Ganaral and Editorial Officat, 64 East Laka St., Chicago, Illinois. Offica
of Publication, Morton, Illinois. Entarad at tha Post OfBca at Morton,
Illinois, as Second Class Matter. Copyright, June, 1933, by the Edu-
cational Screen, Inc. Published every month eicept July and August.
$2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 ett.
.173
178
180
Page 152
The Educational Screen
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Page 153
EDITORIAL
THKRE is one debt, owed by every teacher to
himself or herself, that should be placed at the top
of the list for payment — namely, to spend a few
days at least in Chicago this summer, and mostly
inside the grounds of the Century of Progress Expo-
sition. Any teacher who lets anything prevent that
experience will be |)ermaneiitly poorer for it. Edu-
cators should come en masse, not only for what they
will learn ])ersonally, but for what they will learn
about learning. Fortunately, the annual meeting of
the Visual Instruction Department of the N. E. A.
also takes place the first week of July, in conjunction
with the N. E. A. Convention in Chicago — making
that the ideal week for said visit.
The great World's Columbian Exposition of 1893
was perhajjs the finest effort of this country to date
in the monumental presentation of American life and
culture, in an unforgettable setting of classic beauty,
dignity and charm. The nation has changed greatly
in forty years. The new Century of Progress Expo-
sition seems accurately to reflect and typify the
change. It is still greater in physical extent, in its
vast collections of materials, in its scientific methods
of educational presentation. It portrays power and
achievement, leans away from art toward industry,
aims at mass rather than vista, is relentlessly modern
instead of classic. Its riot of garish colors, its reck-
less combinations of bulk and line, its bold unconven-
tionalities in shape and arrangement, and the whole
bathed and permeated with electricity — it may all be
more eye-filling than inspirational, but it is an irresist-
ible command to "look and learn."
The great exposition, in the months ahead, will
thrill millions of Americans with a new vision of the
physics, the mechanics, the chemistry that are the
bases of material life as we live it today. They will
know the process behind the product, the inner rea-
sons for results, the fa.scinating causes for things that
have been mere commoni)laces to them before. For
millions the great fair will transform matter-of-fact
into marvel, replace stolid acceptance with eager ap-
preciation, set them on the highway to understanding.
For the teacher, the Century of Progress holds far
more than this. We have merely to walk the endless
corridors attentively and thoughtfully. Pause when
an exhibit offers something for ourselves personally.
But above all, let us study the throng of learners and
the exhibits that are teaching them ; realize that we
are seeing in operation concentrated visual instruction
on a colossal scale ; and consider what it is accomplish-
ing for millions through their eyes alone. If visual
education can do this in wholesale, impersonal fashion,
what will it accomplish under ideal conditions in
American classrooms, with a few dozen pupils under
the expert direction and control of an understanding
teacher who knows what human eyes are for?
ONE "inducement" recently offered to the pub-
lic by the Century of Progress is irresistibly
comic, we suppose unintentionally so. The
public is cordially urged to buy a season-ticket of
admission for $15.00. The simple arithmetic, exceed-
ingly simple, of the Fair authorities proves this to mean
a 10-cent-a-day admission for the 150 days of the
e.xposition. The final master touch is to declare this
season-ticket "non-transferable."
Before they read the last line, there were probably
tens of thousands of Chicagoans — helplessly awaiting
summer "visits" by relatives and friends in colonies
and droves — who were ready to rush to purchase.
But that last line! Obviously $15.00 would allow
30 personal admissions at the regular retail rate, and
the most insatiable fair-goer could hardly achieve so
many. The only human being to want the 150 ad-
missions would be he who needs to "work" daily the
ever-changing populace within the gates with glib
tongue or fluent fingers. We would suggest to the
Police one real use for that $15.00 season-ticket.
Whenever one is purchased, arrest the purchaser on
sound susjiicion as a pickpocket or con-man. Instead
of hunting out the crooked gentry, merely wait for
them at the box-oflfice.
The idea of tapping the vast store of theatrical
picture material, accumulated for a generation past, to
select the wheat for educational purposes, has long
been the fond dream of many educators. Suclr selec-
tion, in order to make synthetic motion pictures
thoroughly suitable for classroom use, presents many
grave difficulties. But "stills" are a different matter.
Thousands are made yearly, by expert still-camera men,
beautiful 8 x 10 prints. Many of these are of genuine
educational value — perfect records of costly sets, back-
grounds, costumes, and characteristic scenes of many
lands and times, made accurate by meticulous research
and built regardless of costs. Such pictures, at the
enormous expense involved in creating the sets, would
be impossible for the school field from any other source
than moviedom.
FLIsewhere in this issue is described a promising start
on this salvage process. The first results are gratify-
ing. Selections are evidently made from a distinctly
educational view-point. No reference whatever is
made to the producer or the original film concerned.
Close-ups of well-known stars, or other elements
which would identify the film and thus distract the
learner, are carefully avoided. If such policy is main-
tained, and if free access to the storehouse is allowed
indefinitely, a continuous stream of pictures invaluable
to schools may result.
Nelson L. Greene
Page 154
The Educational Screen
Sciences Visually Demonstrated at Century o( Progress
Biological Sciences
How LIFE begins and develops — evolution
from the primitive cell to its highest organi-
zation in man — visualized for the non-scien-
tific observer, is the purpose of the comprehensive
biology section in the Hall of Science at A Centiiry
of Progress. The simple cell, unit from which all
living forms, both animal and plant, are constructed,
is the foundation. A complete biological laboratory
is at work. Cell activities are demonstrated and
illustrated by models of magnified cells. Methods
of scientists in isolating and studying the cell are
shown in utmost detail.
Physiology
A complete story of the development of the
human being from the cell is told in the Embryo-
logical exhibits. Moving magnified cells illustrate
how cells of diflferent characteristics from both
parents unite to form a new individual. To illustrate
heredity through cell combinations, a series of cages
of healthy guinea pigs, of different colors and with
rough and smooth fur, show how these characteris-
tics are transmitted and comljined in successive
generations. Photographs and charts show how
the same results follow in human families. Moving
models of the developed human being show the
finished physical machine in its internal action. A
life sized model of a man exhibits the circulation of
the blood, a -magnified heart pumping, showing
the action of the valves, red blood flowing out
through the arterial system and blue blood returned
by the veins. A simplified mechanical reproduction
of the digestive system portrays the absorption of
food elements by the body.
Two moving models of outstanding interest dis-
play the physical mechanism of speech and thought.
A model of the chest and thrf)at shows the dififerent
characteristics that produce high or deep voices.
A magnified model of a human brain shows the
areas in operation in the acts of speaking, hearing,
seeing or w riting.
Botany
Marriage of plant cells is shown in action by an
exhibit depicting gigantic dahlia stalk twelve feet
tall. How food is produced in plants only in day-
light is portrayed by a series of moving models of
the cell structure of a corn stalk. Circulation through
the cells of oxygen, carbon-dioxide and water vapor
shows the plant breathing out oxygen while the
combination of the water and carbon dioxide pro-
duces glucose. Tw-o phases are shown, day and
night. At night the plant gains size but food ele-
ments are formed only under sunlight and not by
specific rays but the natural complete radiation of
all the sun's rays.
How trees grow is shown by one of the most
remarkable moving models in the Exposition. A
section of a Basswood twig, magnitied to seven and
one-half feet in diameter, representing a branch
three years (jld, adds a year of growth in seventy-
five seconds, becoming nine feet in diameter by the
accretion of new material.
Biology
Central feature of the section of marine biology
will be the actual bathys])here in which Dr. William
Beebe, the famous deep-sea explorer, descended to
the depth of 2.200 feet, the steel globe being re-
quired to sustain a pressure of 1,000 pounds to the
square inch. A model of Dr. Beebe's famous oceano-
graphic ship, the Arcturus, will be shown afloat with
rej)roductions of the special nets and pipe drags
bringing up specimens from 3,000 feet. Sea and
amphibian life of the present day, but presenting al-
most the characteristics of prehistoric ages, is to be
shown in a diorama in color in three dimensions of
one of the islands of the Galapagos group.
Micro- Vivarium
Considered by scientists one of the most remark-
able exhibits in the biological section is the micro-
vivarium. Microscopic marine life is shown in
actual life enlarged thousands of times. Pin point
drops of water are the theatre. Powerful micro-
scopes will look through them and throw the living
scene upon the screen, showing the Aveird and
monstrous creatures swimming, eating, making love
and fighting in their infinitesimally minute world.
Comparative with this, a bacteriological laboratory
will be in operation, showing the technique of
science in rearing and studying l)acteria.
l^istribution of plant life over the globe will be
shown by an illuminated glass map indicating in
color the seven great vegetation areas over the
world's land masses. Detail paintings of these areas
will be shown in this section, featuring the dominant
animal life with the characteristic plants of the re-
gions, from arctic tundras to tropical jungles.
To sum up the field of knowledge co\ ered by this
vital department of science a .Synoptic Review of
Biology is planned by Dr. Jay F. W. Pearson, in
charge of the Biology Section of A Century of
Progress. By this display, making use of lantern
slides and preserved materials, the subject will be
rounded up in a brief survey of human knowledge
of evolution at the present day.
June, 19)}
Page 135
Ph
ysics
PHYSICS is the Aladdin's lamp which, during the
|)ast century, has brought electric power into
home and factory to do the work of millions
..f slaves, has given us light without flame and heat
without fire, and has enabled us to talk across oceans
ind to flv swifter than eagles. For without the funda-
mental knowledge physicists have obtained about the
various kinds of energy and about the constitution and
l)roperties of matter an<l electricity, the remarkable
achievements uf most nnxlern inventors and engineers
would have been impossible.
At the Century of Progress l^xi>osition. a series of
lutomatically oi)erating exhibits are demonstrating,
n a clear and intensely interesting way, many of these
fundamental phenomena and relations. These ninety
exhibits are placed on the main floor of the Hall of
Science just north of the Cireat Hall. They are ar-
ranged in .seiiuence so that, when seen in proper order,
they are equivalent to a series of exiwrimental lectures
covering the most fundamental physical i)henomena.
The exhibits will be placed on tables five feet high so
that all who pass in front of each exhibit may see it
before going on to the next. They will be clearly
numbered so that they may be seen in proi)er se(|uence.
and placards will be provided which can be read
ten feet away.
The first (jroiip (Molecular Physics) will deal with
expansion of gases, evaporation, refrigeration, etc.
It will suggest answers to many questions in the
general public's mind. How does the air in tires hold
up so luuch w eight ? \N'hy does steam exert such great
l>ressure when in contact with heated water? How
can electric power such as is used to heat electric irons
and toasters, produce cold in refrigerators? The
exhibits will not only deiuonstrate the pressure ex-
erted by compressed air and steani, but include a work-
ing model with steel balls insteal of molecules showing
how the pressure is due to bombardment of the walls
hv molecules which have the sjieed of rifle bullets.
The second (jroup (Sound) explains nature of
sound, including nnisic and sjieech. Sounds are of
great practical importance whether classified as speech,
music, jazz or noise. The exhibits in the Sound
section explain how sounds an> pri>d\ii-c(l Ikiw sound
The Electrical Building, Century of Progress
waves travel ; when resonance occurs, what deter-
mines the pitch of a sound, how speech sounds differ
and haw talking films reproduce sounds. The visitor
sees a large tuning fork apparently vibrating very
slowly through a large amplitude : he hears four tubes
of different lengths ringing in succession and sees at
the same time the image of the vibrating flames within
the tubes, reflected by a rotating mirror as flaming saw
teeth ; he sees a magnified image of the sound track
on a luovie film and at the same time hears the cor-
responding sound. In the final exhibit of this group,
si)eech sounds are transmitted on a light beam which
the visitor may intercept if he wishes.
The third groiil' (^IClectricity) begins with a diorama
of Franklin and his kite. Electricity, now our won-
derfully convenient and efficient servant, was merely
a curiosity a hundred years ago. Its astonishing de-
velopment is demonstrated in a series of exhibits,
which will explain the fundamental principles of the
dynamo, transformer and motor. We do not know
why an electric current affects a magnet or why a
moving magnet may induce a current in a nearby coil ;
but the exhibits demonstrate these effects and show
how modern electrical machinery makes use of them.
The fourth groiif< (Valve Tube and Radio) explains
radio broadcasting, the inodern miracle, undreamed of
thirty years ago. The key to the mystery is the valve
tube. Exhibits deiuonstrate the action of the filament,
grid and plate and show how sounds are amplified
and how the continuous oscillations necessary for
broadcasting are produced by use of such tuljes. Spark
signal sending and carrier wave sending arc visually
demonstrated.
The fifth (jronp (Light) shows efi'ects, nature and
])roperties of light. By the use of lenses in telescopes
and microscopes the eye is enabled on the one hand
to see glories of the heavens, otherwise invisible, and
on the other to study the minute structure of metals
and microbes. The refraction or bending of rays of
light by means of a lens is shown in an exhibit, also
the way in which a lens forms an image, .'\uother
exhibit shows how eyeglasses correct defects of the
lens of the eye. The beautiful colors of soap films
tell us that light is a wave motion similar to radio and
the frequency of vibration of green light is higher
than that of red. An exhibit shows in a simple way
how we know that the wave-lengths of light is about
twenty millionths of an inch. The electric eye, the
])hotocell. is a modern genie produced by .scientific
research. Exhibits show the fundamental phenome-
non and also applications to the reproduction of sound.
^\■ithout the photocell television would be impossible.
The last group ("Kays") deals with the various "in-
visible" rays. Physicists discovered the electron and
the proton, building .stones of all atoms. These tiniest
of particles cannot Ix; seen individually, but when
given speeds of 100 to 100,000 miles a second they are
(Conlinufd on page 158)
Page 156
The Educational Screen
The Importance and Role of Visual
Education In Our Schools
W. J. HAMILTON
LIKE many progressive ideas, visual education has
suffered from the extravagant claims of pro-
ponents more interested in the commercial than
in the educational aspects of the subject. Like radio
at the present time, visual education, especially the
moving picture, has been heralded as a substitute for
the teacher, the classroom instruction, and the or-
ganized school as we now know it. This over-state-
ment of the place of visual education, has resulted in
disillusionment and disappointment. Visual education
has now passed the experimental stages. Scientific
studies in education have corrected many of the dis-
appointments found in the early years of the use of
visual aids. The present finds us in a position to
approach a solution of the problem of visual educa-
tion in a sane and scientific manner.
There are at least seven significant aspects of visual
instruction which come to mind in the consideration
of the importance and the role of visual education in
the modern school. These are but a few of many
and are presented in the following order as being
worthy of consideration by those in a position to
study this interesting technic in education.
1 — From the psychological standpoint, what is the
status of visual education?
2 — What is its place and function in our educational
program ?
3 — What types of visual aids are now available for
use in the schools?
A — What has experimental research contributed to
the more intelligent use of visual aids?
5 — How adapt visual education to the typical school
situation ?
6 — Upon what basis can suitable visual aids be pro-
vided for school use?
7 — What is the contribution of visual education to
the ultimate ends of education?
(1) Students of psychology have in recent years
given considerable time and attention to the study of
visual perception. Extensive experimentation has not
only determined the importance of visual perception in
the general adjustment of the individual to life situa-
tions, but the elaborate studies of its relation to read-
ing, to personality development, and to emotional
stabilization, have made teachers more and more
sensitive to its place in the psychology of learning.
Dr. Charles H. Judd has pointed out the fact that
in the treatment of the general subject of perception,
"educational psychology has emphasized vision more
than anv other sense." This is due first to the fact
•Address delivered before the Metropolitan Chicago Branch of the De-
partment of Visual Instruction.
that the phenomenon of vision is more easily investi-
gated than any other sense, and second, that vision
plays so important a part in human experience.
Quoting further from Dr. Judd we find that "On the
practical side the importance of vision is obvious even
to the casual student of human life. The animals
depend in a large measure on smell and taste and
touch to guide them in their contact with the external
world. In human life the three senses mentioned sink
into insignificance as compared with vision. The
superiority of vision arises in part out of the fact
that it is a distance sense, that is, it brings to the
individual sensory impressions from remote objects,
and thus facilitates deliberate reactions which can be
formulated during the approach of the object. Further,
the highly differentiated character of vision makes it
possible to distinguish qualitative shades of sensation
which permit the most minute adjustments of reaction.
Hearing is a social sense and permits the developing
human being to come into relations with his fellows.
But hearing is not a suitable sense with which to ex-
plore the physical world, because bodies are for the
most part emitting sounds. But all bodies are con-
stantly reflecting light, and hence the importance of
vision as a sense is greater than that of hearing."
(2) As to the place and function of visual educa-
tion in our educational program, we have only to
observe the extent to which the subject has received
attention from all levels of instructional service. Since
the days when Johann Comenius introduced his "Orbis
Pictus" on down to the present time educationalists
have been interested in the improvement of visual aids
in education. Especially during the last century do we
find a marked increase in the use of maps, charts,
natural objects, models and other visual aids in class-
room teaching. The introduction of scientific technic
and the laboratory method of instruction have added
greatly to the purposeful employment of visual
technics. In the study of natural science we have
constantly been confronted with the problem of bring-
ing the pupil into personal contact with the thing
studied in order that facts may be based upon primary
evidence and first hand information. The success of
the laboratory method in the teaching of science has
been transferred to other fields of school work and
the use of visual aids have been greatly extended.
As a result of improved pedagogical methods visual
aids have gained wider use, included a wider range of
materials, and passed from the exclusive use for
demonstration by the teacher to use by the pupils
themselves. Observation of teaching practice in any
progressive school will show a wide variety of use
June, 1933
Page 157
nijidc of visual aids in laboratories, lecture rooms,
uuiseuins, and general classroi^m situations.
(3) As to the types of visual aids, the (juestioii
cannot be answered without attempting to delinc what
may l)e accepted as a visual ai<l. In the broadest sense,
a visual aid has been defined as "any device used to
objectify and thus to clarify the impressions or thought
of the learner." This will include anything from a
field excursion to the presentation of photographic
reprodnctii^ns by the use of charts, stereographs,
lantern slides, or moving pictures. In the literature
of visual education we find four types or classes of
visual aids, each having a distinct and definite place in
the work of the school. These have Iwen designated
as : —
1 — Objects themselves — which are actual, not rep-
resentative.
— Sticks, tablets, mechanical instruments, chemi-
cals, plants, shrubs, insects, models, etc.
2 — Pictorial substitutes — which are representative
of the actual objects.
— Photographs, lantern projections, drawings, etc.
3 — Schematic representations — which represent only
the essential qualities of objects for which they
stand.
— Maps, glol)cs, reliefs, scientific drawings, plans,
diagrams, etc.
A — Symbolic substitutes — which are not like the ob-
jects for which they stand.
— Graphs, diagrams, curves, outline, stereo-
grams, etc.
It is necessary that the teachers employing visual
aids in instructional .service shall be conversant with
the aids listed and seek to become familiar with the
methods to be employed in their use. Nothing is more
unfortunate for the advancement of the cause of visual
education than the misuse of the devices and materials
available in the several fields.
(4) Mention has previously been made of the
value of scientific studies in the field of visual per-
ception. Studies by l-'reeman and others who have
followed his line of investigation have served to clarify
our thinking and have aided in the recognition of the
educational values of motion pictures, and other visual
aids in the classroom.
(5) Students of visual education now realize that
visual aids must be u.sed with intelligence and in
accordance with the scientific findings now available.
There must lie a definite i>lan of procedure in the
mind of the teacher, and the apjjerceptive background
of the learner must be given careful consideration.
The use of visual aids nmst l)e i)receded by outlines
and other forms of preparation to j)repare the pupils
for the understandings to be developed in the teaching
activity. The teacher is still the most important factor.
The adai)tation of visual education to typical school
situations has been greatly aided through the extension
of a knowledge of the character of visual aids, their
place in the curriculum, and the values in using them.
It has been necessarv to devote much time and con-
sideration as well as money to the preparation of
visual aids suitable for classroom use. The problem
that confronts the teacher is one of .selection. Some
o£ the materials offered for teaching service are of
inferior quality and not well suited for the work in
hand. Methods of distribution are as yet poorly de-
veloi)ed. Outlines and aids to study are not carefully
])repared. The technics of classroom presentation are
greatly in need of development and refinement. It is
thus to be seen that an extensive field of investigation
and research is open to students of scientific education.
(6) The value of visual aids is large and the
teacher of today has not begun to make ade{|uate use
of the resources in this field. Training in the abilitv
to judge pictures and to evaluate other materials of
visual instruction is greatly needed. The trained
teacher will be able to .select an«l use pictures intelli-
gently. She must be able to determine the character
of the picture and the manner in which it shall be
used in the teaching period. This point has been well
illustrated by an article in School Progress, a journal
l>ublished by The Mankato State Teachers College,
May 1932, entitled "The Use of Pictures as an Aid
in the 'J'eaching of Geography." The author, Mary
Gwen Shaw, calls attention to the fact that "the
selection of pictures to be used in a unit of work on
geography must dei)end upon the use to which they
are to be put. Pictures may be used in many ways.
The following groujis and examples illustrate what
is meant."
a. "Pictures may be u^ed to introduce and motivate a
new unit of work. A picture .showing the flat land,
the long, built-up canals, and the windmilLs of Holland
will interest tlic cliild so that he will wish to find out
why the canals are higher than the surrounding land
and what the windmills are for."
b. "As a part of the assimilative material which a child
uses in obtaining the understandings of the unit, pic-
tures are invaluable. It is very diflicult, for instance,
for the child in Minnesota, without being able to see
the various stci)s by which the industry operates, to
obtain an accurate realization of the importance of
the banana industry in Central America. The state-
ment that 'frequently within two weeks after the ba-
nana has been cut, we have it for breakfast' takes on
new meaning when he can see the many processes
thru which the banana must go during these two
weeks."
c. ".\s checking exercises during the assimilative period,
the use of pictures frequently introduces the play
element into the lesson, thus avoiding inhibitions upon
the part of some children who arc unable to recite
or discuss topics to advantage in the ordinary ques-
tion and answer lesson."
d. "As a means of testing concepts in geography, pictures
can be used very effectively either singly or in groups."
In the use of photographic materials in our own
school system, there is a definite sequence in present-
ing the same to the class. Stereographs, lantern
slides, film strips, and motion pictures are employed.
The method of use is as follows :
a. The stereograph and other photographic materials are
Page 138
The Educational Screen
used for study purposes during the assimilation peri-
ods. Their use is similar to that of a reference book
and may be used in the library or in a classroom
situation under the direction of the teacher in a
teaching situation. Pupils are urged to study the
stereograph in detail and ample time is given to meet
the variation in pupil ability to grasp and understand
impression gained thru the eye.
b. The lantern slide is used in situations of group review
and is frequently placed in the hands of the pupils.
This means that the pupils of the class, organized in
working committees, select the slides, operate the
projection apparatus, frequently prepare the slides by
developing original drawings and diagrams, and ex-
plain the important understandings developed thru the
study of the slide. The lantern slide is a splendid
device for the review of units of work previously
studied.
c. The motion picture is employed as a summarizing ac-
tivity following the completion of the unit. By its use
an integrated experience is provided and the relations
of factual material may be observed in a natural
setting.
It will be noted from the foregoing statement, that
the several types of photographic' materials are used
with definite purposes in mind. Too often visual ma-
terials are presented as forms of busy work for
entertainment purposes. It is to be regretted that this
practice is so common.
One of the handicaps to the use of visual aids is
to be found in the difficulty in obtaining the right
kind of material. The Keystone View Coinpany of
Meadville, Penn., has greatly assisted in the solution
of the problem in so far as the use of stereographs
and lantern' slides are concerned. Several producers
have made available excellent and convenient material
on film strips and an increasingly large number of
teachers are making use of the same.
It is in the supply of the motion picture subjects
where the greatest difficulty is to be found. Service
organizations are in a position to supply certain types
of motion pictures, many of the subjects having been
produced by business corporations for advertising
purposes. Some of these studies are valuable as edu-
cational subjects, others are of little or no value.
We are all familiar with the Yale Chronicles and the
new series of 16mm. films available through Eastman
Teaching Films of Rochester. The most satisfactory
method of film distribution for school work is to be
found in the extension service which has been de-
veloped in several of the States. The larger cities
have been able to organize and support their own film
exchange, but the smaller communities must depend
upon booking service.
(7) The romance of visual education is to be
found in the fact that more and more the world is
accepted as a laboratory. This can only be realized
to the extent that it is possible to bring the learner in
contact with actual world conditions. All pupils can-
not travel to discover the knowledge of the world
through adventure, but a wonderfully vivid experience
is provided through the use of visual aids which brings
the world into our school rooms and within the vision
of our pupils. Out of this kind of education there
will come attitudes of understanding and appreciation
which may break down the deadly provincialism of
the present social order. Out of it may come an
intelligent interest in world problems, aiding citizens
in the ability to rationalize upon the basis of an ap-
perceptive background developed through visual per-
ception.
Douglas Fairbanks, in describing the objectives and
something of the technical difficulties incident to his
presentation of "The Black Pirate," directs our think-
ing to the aesthetic values in the motion picture. He
concludes with this paragraph : "I suppose I shall
always be making romances which run toward the ex-
traordinary and the extravagant rather than the
'realistic' pictures woven out of the homespun of every
day life. Not only do I think that the romantic
province particularly belongs to the screen, but that in
the human mind there is always a flickering revolt
against the stifling actualities of life and a desire to
escape from them. You can say, if you like, that the
real things of life are bread and how to win it, real
estate, subway trains and the vicissitudes of domestic
life. But I prefer to think they are the dreams we
live with."
Upon the basis of the foregoing statement, we as
teachers may find in the presentation of the motion
picture in the classroom, an adventure in learning
which borders close upon romance. It has frequently
been reported that the late William Rainey Harper,
first president of the University of Chicago, could
teach Hebrew in a manner that would make it appear
as a series of hairbreadth escapes. The romance and
realism of visual instruction when intelligently selected
and skillfully presented, will undoubtedly stimulate,
motivate, and make vivid the teaching in the modern
school. Visual education has arrived. It remains for
the teachers to refine and utilize the resources avail-
able.
Sciences Demonstrated at Fair
{Concluded from page 155)
called cathode, canal, alpha or beta rays and produce
eflFects which can be seen. Exhibits show luminous
effects due to cathode and canal rays in vacuum tubes,
also tracks of single alpha rays from radiuiu, and the
properties of x-rays which are produced when cathode
rays strike a target. Finally a "hodoscope" designed
by Dr. Johnson of the Bartol Institute will show the
paths of individual cosmic rays by means of flashing
neon lamps.
To watch each of the ninety physics exhibits go
through its cycle of operations will take a visitor
about two hours. In thig time, any person will in-
evitably acquire a better understanding of the funda-
mental phenomena underlying some of our greatest
industrial developments and a fuller appreciation of
the debt of our present civilization to Basic Science.
Jumg, 19})
Page 1)9
The Versatile Lantern Slide
INCRRASE in tlie use of visual aids in our schools
has naturally hroujjlit about an increase in
availahlf mate-rial. Xcw pictures, charts, maps,
models, stcveofirai)lis, lantern slides, motion picture
iilms. etc. are C(»nstantly being added to the collec-
tion.
' There is, in fact, such a wealth of material that
there has arisen some confusion and uncertainty as
to just what visual aid mij^ht be best suited to the
problem at hand. Some of the material is i)oor and
-hould not be used at all, while some is well suited
[ to specific puri)oses and should not be used for
others.
A Central Source of Information
In passing, it may be noted that this condition
])oints to the desirability of a central clearing house
where visual aids could be listed and information
regarding all t3'])es of equipment and materials be
:ivailable. This should not be entrusted to a com-
mercial concern, but should properly be under the
control of an unprejudiced authority on visual edu-
cation.
Certain kinds of visual aids require for their pre-
I ntation more or less expensive apparatus which
may not be within the school budget. Specifically,
the motion picture projector, lantern slide projector
and reflector come under this head. Wall maps and
■ ther visual aids are also often expensive in them-
-elves.
The matter of sufficient funds to carry on an
\ tensive program in visual instruction was a prob-
lem presented to Scarborough School at the begin-
ning of the year. It was the opinion of the director
that more definite results could be obtained by con-
centration on some one type of visual material which
would cover the greatest number of rc(|uirements.
Importance of the Lantern Slide
Among the great variety of materials available
for visual instruction, it is doubtful if any one can
cover so great a field or lend itself to such varied
uses as the lantern slide.
The scope of the motion picture is definitely
limited to the portrayal of motion. The still film
' is limited to those subjects near at hand which may
he easily photographed. Charts, maps, and other
I printed matter cover a limited field of subject
' matter which is governed more or less by the pub-
lishers. Actual objects or models of them cannot
Iways be obtained, and in any case can be made
■ ' illustrate only a small part of the ever growing
requirements of visual instruction. Within its limi-
tations, each of these mediums has a distinct func-
tion in presenting to the student a rertaiTi kind of
W. T. R. PRICE
visual image, and it is not intended to underestimate
their value or to assume that any one type of visual
aid can be made to answer all purposes.
The lantern slide, until recently, has been limited
in its technique almost entirely to photography, and
there is available an enormous variety of valuable
material of this character. A large proportion of
these photographic slides is confined to historic
scenes, depicting cites, buildings, ancient ruins,
street scenes, interiors, etc. Another large group is
concerned with photographing reproductions of
objects of art — such as sculpture, paintings, and
other material from museums and private collec-
tions. A smaller group, but one which is growing
with the advance of visual instruction is the photo-
graphic reproduction of maps, charts and diagrams.
There is also the school-made photographic lantern
slide, which is in much the same class as the still
film, except that it is somewhat more costly. Where
a school is already equipped with lantern slide prtn
jection apparatus, this slide is a valuable addition.
It is probable that there is a lantern slide to fit
almost any condition where a lantern slide could be
used. The procurement of the particular slide,
however, may present difficulties. This, again,
points to the need for a central clearing house
where such information could be obtained from an
unprejudiced source.
It may be gathered from the foregoing that the
lantern slide covers a wide field of information and
that its proper use can be made to fill many of the
needs of visual instruction. It was not this assump-
tion, alone, however, which governed Scarborough
School in the choice of the lantern slide as a medium
of instruction on which to concentrate its attention.
Quite recently a new type of lantern slide has come
into prominence, and it is this new slide which has
appealed particularly to the Scarborough facultv'.
The Hand-made Lantern Slide
.Here is a medium of expression for the student
in which he may share with his fellow students, in
a definitely dramatic fashion, his knowledge and his
art. The making of a lantern slide and the pro-
jection of it on the screen before the teacher and
the class carries with it a certain fascination which
is productive of unusual effort — not only in artistic
technique, but in the accurate portrayal of special
study and research which may have been necessary
for the accomplishment. The arti.stic effect of these
efforts may or may not be altogether satisfactory
from the adult point of view. In either case the
study and research have been well worth while,
and it is interesting to note that most of the student
criticism is constructive and that ridicule of the
Page 160
The Educational Screen
artist's efforts is very rarely in evidence. Contrary
to expectation, a large proportion of the student-
made slides present a creditable appearance on the
screen and many are admitted to the permanent col-
lection of the school.
Kinds of Lantern Slides
The following tabulation will summarize the fore-
going remarks on photographic slides and indicate
some possible subjects for hand-made lantern slides.
PHOTOGRAPHIC HAND-MADE
. (a) Professional (a) Pupil-made
(b) School-made (b) Teacher-made
SUBJECTS SUBJECTS
(1) Pictorial (1) Original drawings
Scenic (2) Copied drawings
Portraits, (3) Tracings
etc., etc. (4) Lettered or typed
(2) Reproduction (S) Mounted specimens
Drawings, (6) Superimposed colors
Maps, (7) Anything that may be
Charts, etc. painted, etched or ap-
plied to lantern slide
material.
TREATMENT TREATMENT
Black and white, Black and white, or
Tinted Colored.
Referring again to the photographic slide, it is
patent that many of the subjects treated could not
be reproduced effectively in hand-made slides, even
by an experienced artist. Their whole value from
an educational point of view lies in the accuracy
of photographic reproduction. A good- photograph
of a tiger, Raphael's Madonna or Hong Kong harbor
is more convincing than even a very excellent draw-
ing, and these subjects would most certainly present
difficulties to the amateur.
While correct representation is desirable and
often essential in the pupil-made slide, its greatest
value lies in its ability to express ideas.
Some Advantages of Pupil-made Slides
(a) Opportuj^ity to express and share ideas. By
far the most important pupil-made slide is the
original drawing in which the pupil expresses an
idea and shares it with the class under ideal condi-
tions. The usual distractions are removed with the
darkening of the room and the attention of the class
is concentrated on the screen.
(b) Stimulation to research. There have been
numerous instances at Scarborough where pupils
have improved their standing in certain courses
entirely through their interest in making lantern
slides.
(c) No extraneous material shozvn. In the pupil-
made slide it is possible and desirable to present only
such information as pertains directly to the subject.
This is not always the case in photographic slides
which may include distracting elements.
(d) Drazvitigs arc perfected before presentation
A criticism of hand-made slides has been "Why not
make the drawings on the black-board and save the
expense and bother of projection?" The answer
is that the black-board drawing is done under pres-
sure. The work is hurried and often unsatisfactory,
whereas the lantern slide may be done at leisure and
perfected. Also, black-board technique usually
comes off poorly in comparison with lantern slide
projection.
The Teacher-made Slide
The functions of the teacher-made slide are simi-
lar to those of the pupil-made slide; the main dif-
ference lying in the better organization of material
and improved technique, though slides made by
students with artistic ability frequently surpass the
efforts of the teacher.
The hand-made slide is extremely valuable to the
teacher as a means of supplementing text-book ma-
terial or other visual aids and covers a range from
the simplest pencil diagrams or text to carefully
executed maps in full color. It is safe to say that
there is no subject in the school curriculum where
the teacher-made slide could not be used effectively
in specific instances.
Materials Used for Hand-made Slides
( 1 ) Pencil on etched glass. The simplest slide is
made by writing or drawing on etched glass with
a hard pencil. The technique involved ranges from
very simple line drawings made by six year olds in
the first grade to intricate tracings and original
works of art in the high school.
(2) Black Ink on Clear Glass, Etched Glass, Pro-
tectoid, Traceolene or Cellophane. Waterproof India
Ink may with great care be used on glass, but it
was found advisable to prepare ink specifically for
this purpose. Ordinary drawing ink can be used
easily on Protectoid and Traceolene.
Ink drawings are found practical for certain pu-
pils in the fifth grade and higher. Protectoid ("non-
flam" celluloid) is by far the most satisfactory
medium for ink drawings and is much less expensive
than etched glass. This material is available in
both clear and etched surfaces. Interesting effects
are obtained on etched protectoid by the use of a
stilus. The pointed end of a knitting needle may
be inserted in a pen-holder or other handle and used
as a pencil. The effect produced is similar to that
of a black-board drawing, though of more delicate
contrast caused by the lighter background.
(3) Color. Black and white drawings, while ex-
cellent for certain kinds of work, leave much to be
desired in many cases. Color is essential : —
(a) where it will aid in contrast or differentiation
(such as in maps, charts, etc.).
(b) where it will aid in correct representation.
{Concluded on page 176)
June, 19}}
Page 161
GOVERNMENT ACTIVrTIES IN THE VISUAL FIELD
CONDUCTED BY MARGARET A. KLEIN
A Filing System for Visual Aids
(Continued from M«y number)
V. The Photographic File
piIOTOGRAPHS are an important part of visual
■ education. Especially are they useful in making
posters and illustrating compositions.
Photographs and negatives may both be kept in the
same file. When a new picture is received, it should
be catalogued and one copy mounted on a guide card
with the title and index number at the top of the guide
card. Extra copies of the photograph should be placed
in a large envelope and the caption and index number
noted on the outside of the envelope. The negative
should be placed in another envelope with the same
information on the outside. Both envelopes should
be filed in back of the corresponding guide card. The
title and index number are noted on all copies of the
photograph and also on the negative.
Every photogra|)h should have a caption on the
reverse side.
VI. Rubber Stamps
Rubl)er stamps will save considerable time in a
visual education section. I should suggest the follow-
ing selection as necessary for the proi)er functioning
of the work :
1. X'isual Education Division
Rush Center,
Colorado.
2. Collect
3. Shipment received by borrower
4. Returned-Examined-O.K.
Sometimes material is lent to an out-of-town bor-
rower ])rovided he is willing to pay transportation
charges both ways. This arrangement necessitates
the stamping of the shipping tags with the name and
address of the visual education division in the upper
left hand corner and the word "Collect" in the upper
right hand corner.
When the acknowledgment form is returned to the
division, shipping card is stamped "Shipment received
by borrower?"
As soon as the material is received in the office and
examined, both the stock card and the shipping card
should I>e stamped "Kcturiu-d-Examined-O.K."
VII. Cards Used in the Various Files
For all files except the "material-information" file
and the "photographic" file, the salmon-colored guide
cards should be used for the main divisions, the blue
guide cards for the subdivisions and the white 4 by 6
index cards for the stock cards and the shi])ping cards.
The regular large sized guide cards should be used
for the materials-information file and the photographic
file.
VIII. History of a Loan
The following outline is a complete resume of a
"loan" of visual-education material:
1. Reservation of material made.
2. Reservation noted oii shipping card.
3. Reservation noted on .stock card.
4. Shipping card filed in "Send" section of the
Distribution File.
5. Material shipj^ed on date scheduled.
6. Shipping card placed in "Out" section of the
Distribution File.
7. Shipment letter sent to the borrower on same
date as the material is shipped.
8. -Vcknowledgment form is inclosed with ship-
ment letter.
9. Acknowledgment form received from borrower.
10. Notation made on shipping card "Shipment re-
ceived by borrower."
11. .Acknowledgment form sent to central corres-
pondence files.
12. Shipment received in bureau.
13. Examined and report made concerning the con-
dition of the material.
14. If material is all right, shipping card is stamped
"Returned-Examined-O.K."
15. Borrower is notified of return of shipment and
condition of material.
16. Re])ort of attendance and other information
about the material submitted by the- borrower is
typed on the reverse side of the shipping card.
17. Shii)ping card filed in the "Closed" file.
18. Notation made on stock card "Returned-Ex-
amined-O.K."
With this outline in mind let us make a shipment
card so that we might "visualize" the jirocedure. The
shipment card will be made as follows :
I. This is an illustration of how the shipping card
is prepared when the reservation is made.
Black, Miss Mary
Rush Center, Colo.
Diet No. 14
Diet Health Habits No. 2
Diet Standards No. 5
November 16, 1931
Front view
Page 162
The Educational Screen
Purpose: Health exhibit in schoolroom
NovemI)er 23-25
Ketiirn date: November 30. 1931
Reverse side
II. (a) .Vfter acknowledgment form is received
from borrower.
(b) After shipment is returned and examined.
Black, Miss Mary
Rush Center, Colo.
, Diet No. 14
Diet Health Habits No. 2
Diet Standards No. 5
Shipment received by borrower
Returned-Examined-O.K.
November 16, 1931
III. Reverse side of card after transaction is en-
tirely completed.
Purpose : Health exhibit in schoolroom
November 23-25.
Return date: November 30, 1931
Shipment letter and acknowledgment form
11/16/31.
Comment : "The film was shown on three di f -
ferent days to about 1500 pupils. It is a very
instructive film."
The posters were displayed in llie lialls and
the pupils studied them carefully.
Report acknowledged 12/2/31.
NOTE: All illustrations on this f^age arc smaller lliaii
the cards. Actual si:;c of cards is 4 by 6 inches.
The May issue of the Educational Screen con-
tained illustrations of the stock card which, with the
Principal Makes Weekly Use of
Talking Pictures
Norman B. Hinds, principal of the Standing Rock
Indian Boarding School, Fort Yates, N. D., has estab-
lished a weekly program of talking pictures in his
school. Mr. Hinds worked on this problem in the
course, "The Talking Picture in Education," given last
summer at Teachers College, Columbia University, by
Dr. Max R. Brunstetter of the Research Staff of Erpi
Picture Consultants, Inc. The afternoon showing in
the schools is followed by an evening program for
parents.
illustration of the shipment card and the illustration
of the temporary card for the shipping clerk, com-
])letely visualizes the entire filing system.
IX. The Temporary File for the Shipper
A small shipping card is made for this file with
just enough information on it to enable the shipping
clerk to collect the material and to check it when the
material is returned. Usually the name of the person
to whom the material is being shipped and the list of
material is sufficient. To illustrate, in the case of the
shipment sent to Miss Black, the following card, 3
by 5 inches, would be made out.
Black, Mary
Nov. 16, 1931
Rush Center, Colo.
Diet Film No. 14
Diet Health Habits No. 2
Diet Standards No. 5
After the material is packed and shipped, the ship-
ping clerk files the card in a small filing box. When
the material is returned, he takes the card from the
box, checks the material and replaces the card in the
box' for the time being. At the end of the month, the
card is useful in reporting the number of shipments,
after which it may be destroyed.
The extra card for the shipping clerk is not abso-
lutely necessary as he could use the shipping card in
the Distribution File, if he were an intelligent person
and reliable enough to be trusted with the cards when
out of the file. However, there is danger of the card
being misplaced and also of it becoming very much
soiled by handling in the shipping room. For these
reasons, the small temporary shipping card is much
better.
If you have kept the articles from this department,
published in the April and May issues of the Educa-
tional Screen, you will have a complete filing system
for your visual education de])artment.
Contributors to this Issue
W. I. Hamilton', Suiierintendent of Scliools, Oak Park,
III.
H. Paul Janes, 407 Richey Avenue. West Collings-
wood, N. J.
Margaret A. Klein. Children's Bureau, United States
Department of Labor, Washington, D. C.
W. T. R. Price, Head Industrial Arts Department.
Chairman Visual Instruction Committee, Scar-
borough School, Scarborough, N. Y.
Victor Webb, Chairman Visual Instruction Committee.
Public Schools, Little Rock, Ark.
fiine, 19} i
Page 163
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT. SECRETARY
Prosram oF Chicago Meeting oF the Department oF Visual Instruction
July 5 and 6, 1933, Congress Hotel
President, C. !•". Hoban, State Museum and Visual
Eflucation, Department of Public Instruction,
Harrisburg, Pennsylvania.
First Vice-President, F. D. McClusky, Director of
Scarlx)rough School, Scarborough-on-the-IIud-
son. New York.
Second Vice-President, \\. W . Whittinghill. Director
of V'isual Education, Detroit Public Schools, De-
troit, Michigan.
Secretary-Treasurer, Ellsworth C. Dent, Bureau of
Visual Instruction, University of Kansas, Law-
rence, Kansas.
Local Chairman, Paul G. Edwards, Director of Visual
Instruction, Chicago Public Schools.
Wednesday, July 5, 9«) A. M.— Meeting of the
Board of Directors.
First Session
Luncheon, 12:15 P. M.. Wednesday, July 5
Theme: Responsibility of Teacher Preparation Insti-
tutions for Visual-Sensory Aids Courses from
the Standpoint of
(a) A Superintendent of Schools— R. G. Jones,
Superintendent of Schools, Cleveland, Ohio.
(b) President of a Teachers College — Albert
Lindsay Rowland, President, State Teachers
College, Shippenshurg, Pennsylvania.
(c) A Teacher — Miss Elda Merton, Assistant
Superintendent of Schools, Waukesha, Wis-
consin.
Second Session
2:00 P. M., Wednesday, July 5
I. H'hat Minimutit Rcalia {objects-spccimens-mod-
els) May Be Assembled Without Cost or at Very
Little Cost to School Districts in
(a) Geography — Edwin H. Rcedcr, Associate
Professor of Education, Teachers College,
Columbia University, New York.
(b) Elementary Science — Mrs. Grace Fisher
Ramsey, Associate Curator, American Mu-
seum of Natural History, New York City.
(c) Junior-Senior High School Science — Wilber
Emmert, Director of Visual Education and
Science, State Teachers College, Indiana,
Pennsylvania.
(d) Social Studies — Daniel C. Knowlton, Pro-
fessor of Education, New York University,
New York City.
II. IV hat Recent Scientific Experiments Show with
Reference to Visual-Sensory Aids (A Sum-
mary)—
Frank N. Freeman, Professor of Educational Psy-
chology', University of Chicago, Chicago, Illinois.
III. Discussion
Thursday, July 6. 9:00 A. M.— Visit to the Adler
Planetarium, under the leadership of Nelson L.
Greene, Editor, The Educational Screen, Chicago,
Illinois. Third Session
Luncheon, 12:15 P. M., Thursday, July 6
Presiding: A. G. Balcom, Assistant Superintendent
of Schools. Newark, New Jersey.
Theme : Visual-Sensory Aids and the Economic Sit-
uation from the Standpoint of
(a) Producers — (A Symposium)
(b) Supervisory Officials — A. J. Stoddard,
Superintendent of Schools, Providence,
Rhode Island.
(c) Visual Education Directors — (A Sym-
posium).
Fourth Session
2 :00 P. M., Thursday, July 6
Presiding: W. W. Whittinghill. Director of Visual
Education, Detroit Public Schools.
I. Radio-Vision — Demonstration of a Typical Pro-
gram
Directed by Miss S. Naomi Anderson, Field Su-
pervisor, \'isual Education, Chicago, assisted by
Station WMAQ, Chicago, Dr. William D. John-
son, Principal of Volta School, Chicago, and
Miss Florence Evans, also of Volta School.
II. Relating Visual-Sensory Aids to the Curriculum
(a) A Unit of Geography and History, C. C.
Barnes. Director of Social Science, Detroit
Public Schools, Detroit, Michigan.
(b) A Unit of Reading— Mrs. Mildred Smith,
Principal of Elementary Schools, Detroit,
Michigan.
(c) A Unit of Elementary Science — Miss Mabel
D. Vernon, Graduate Department, Univer-
sity of Chiacgo, Chicago, Illinois.
(d) A Unit of Junior- Senior High School Sci-
ence— John A. Hollinger. Director, Depart-
ment of Science and Visual Education. Pitts-
burgh, Pennsylvania.
III. Business Session.
Page 164 The Educational Screen
A MESSAGE
To the National Education Association
From the World's Oldest and Largest
Manufacturers of Motion Picture Projectors
It is gratifying that we are to be represented during the Conven-
tion of the National Education Association at Chicago, Illinois, in July,
and again have an opportunity to show Simplex products to the mem-
bers of this great organization. The National Education Association,
collectively, and its members, individually, have been pioneers in the
use of motion pictures for visual instruction and a large part of the
progress made in this field has been due to their efforts. Recent
surveys now confirm the facts they have acquired through practical
experience and we are glad to have this opportunity to recognize the
pioneer work of those who have for many years realized the value of
motion pictures for educational purposes.
As the world's oldest and largest manufacturers of motion picture
equipment, the International Projector Corporation has maintained a
commanding leadership since the inception of the motion picture
industry. The early users of motion picture equipment for professional
as well as non-theatrical purposes to a very large extent depended upon
Power's, Simplex or Acme Projectors and we have had some consider-
able part in the solving of their many technical problems. Although
we have discontinued the manufacture of Power's Projectors thousands
of theatres, schools, colleges, churches and public buildings throughout
the world are still using these machines and protected in their use by
our continued manufacture of genuine Power's parts.
June, 19}} Page 165
In the manufacture of our noted products, Sinnplex Projector,
Simplex-Acnne Sound Projector and Simplex Pockette Camera, we con-
tinue those standards of manufacture and design created and maintained
by this Company during the past quarter of a century. These standards
are for your protection. It is unfortunate that so many fail to realize
the importance of precision workmanship in the manufacture of motion
picture projectors. These men, methods and materials, that so greatly
contribute to the reputation we have established, are an assurance that
Simplex Projectors will give better projection, are under all conditions
more dependable and will give a greatly increased length of service.
Simplex Projectors are made to exact standards, comparable only to
those used in the manufacture of fine, scientific instruments, and we will
be glad to have members of the National Education Association visit
our plant so that we may have an opportunity to substantiate the
claims we make.
The writer has been connected with this Company, in various capaci-
ties, for nearly twenty years and many others have been with us from
ten years to over a quarter of a century. The manufacture of motion
picture projectors calls for highly specialized knowledge and it is essential
to have a thoroughly experienced personnel. Our personnel has the
full understanding of the exacting requirements of the manufacture of
motion picture projectors and we shall continue to produce and develop
motion picture equipment on the highest possible plane regardless
of conditions.
With the confidence based upon the facts which you have acquired
through long experience and the findings of recent surveys, we firmly
believe that there is to be a vast expansion in the use of motion pictures
by schools, colleges and all educational institutions. Motion picture
projectors are the working tools of motion pictures for visual instruction
and we give members of the National Education Association a full
assurance that they will receive from us complete cooperation in the
splendid efforts they are making to utilize motion pictures as an essential
auxiliary in their work.
Cordially yours,
>^
PRESIDENT
INTERNATIONAL PROJECTOR CORPORATION, NEW YORK
Page 166
The Educational Screen
NEWS
[
AND NOTES
CONDUCTED
BY JOSEPHINE HOFFMAN
i
Interesting Movies at Fair
Educators in attendance at the N. E. A. Convention
in Chicago, will have the opportunity of seeing over
sixty movie theaters at the Chicago Exposition, accord-
ing to the Educational Department of Bell & Howell
Company, Chicago. These movie theaters range from
the theaters of "Hollywood-at-the-Fair" where vis-
itors can witness the making of regular professional
movies, to educational and industrial film showings
in the exhibits of commercial firms and railroads, and
in displays made by a number of U. S. Government
departments and several of the states.
For instance, Libby, McNeill & Libby show motion
pictures giving a vivid idea of how various of their
food products are prepared in different parts of the
world. Among other progressive industrial com-
panies using movies at the fair are the Union Carbide
Company, International Harvester Company, A. B.
Dick Company, Household Finance Corporation,
Guide Lamp Company, Kerr Glass Company, Felt &
Tarrant, Pittsburgh Glass Company.
The Rock Island and Illinois Central railroads are
also showing interesting movies; among the latter
company's films are two reels on Mexico, showing
every day life and scenery of this picturesque coimtry.
In addition to the film showings by exhibitors there
is a daily program of educational motion pictures
illustrating the physical and biological sciences in the
South Lecture Room of the Hall of Science, arranged
by the University of Chicago Press.
Sound Film Experiments and Reports
"Measuring the Eflfectiveness of Sound Pictures
as Teaching Aids" is a detailed report of a compre-
hensive experiment conducted by Dr. V. C. Arns-
piger,' Director of Research, Erpi Picture Consult-
ants. This study determined first, the relative ef-'
fectiveness of teaching with and without sound films
and second, the relative importance of the various
elements involved in the composition of a film.
Approximately 2400 pupils and 64 teachers in the
public schools of five cities participated in this experi-
ment. One-half of the classes, (the control group)
were taught by the ordinary classroom methods, their
teachers utilizing any visual aids they deemed desir-
able except the sound pictures. The other half of the
classes (the experimental group), as part of their al-
lotted class time, viewed sound pictures, each of which
presented in ten minutes a vivid, realistc, and compre-
1. Bureau of Publications, Teachers ColJeKe, Columbia University, New
York. 1933.
hensive survey of the unit studied. Instruction for
each unit extended over a period of two weeks. Four
natural science and four music units were studied.
The superiority of those groups taught with the aid
of sound films over those groups taught the same sub-
ject-matter without the aid of sound pictures ranged
from 18 to 34 per cent in the individual units. For
the natural science units combined the superiority was
26% ; for the music units combined, 27%.
The specific contributions to learning made by the
sound pictures alone were determined by comparing
the groups on those test items the answers to which
were furnished directly or indirectly by the pictures
as well as by the study units. On these test items the
experimental or film groups exceeded the control
groups by 52 per cent in the case of the combined
natural science iniits and by 31 per cent in the case
of the combined music units.
The study also pointed out that the most important
elements of composition involved in producing an ef-
fective educational sound picture are the proper inte-
gration of audio-visual elements, a generous use of the
"close-up," excellent lighting of scenes, and judicious
repetition. Extraneous factors in a picture, even
though inconspicuous, definitely detract from the good
effects.
Dr. Arnspiger discusses a number of problems in
the field of educational sound pictures which are inv
l)ortant for future research. "These problems," he
says, "will depend for their solution upon the co-ordi-
nation and integration of the work of the philosopher,
the sociologist, the psychologist, the student of meth-
od, the subject matter specialist, the educational ad-
ministrator, and the expert sound film technician. It
will be through this co-ordination of effort that the
educational talking picture will assume its proper po-
sition of usefulness in the field of education."
♦ ♦ ♦
Another study to determine the contribution of edu-
cational sound pictures in teaching natural science and
music to large groups of pupils is being investigated
by Mr. A. J. Stoddard, Superintendent of Schools in
Providence, R. I. Fifth and sixth grade classes are
being" used in this experiment.
♦ ♦ ♦
Dr. Howard M. LeSourd, Professor of Religious
lulucation at Boston University, is experimenting with
the use of talking pictures in a program of character
training. He has used a film which presents life
situations involving distinctions in moral conduct, as
a basis for discussion in groups of young people.
{Concluded on /"c/.i/r 176)
]UM«, 19}}
Page 167
FILM PRODUCTION ACTIVITIES
Tbt aim of thii new departmtnt it to kttf tb* tducalional fitld intimately acquainted with the
increaiing number af film troductiont etpttiMy tuitabU for ute in the tchool and church field.
Anchor Line Releases Travel Pictures
I' wo new motion picture lilins have just been re-
leased by tlie Anchor Line which together provide
the first really comprehensive travel film of Scotland
available in the L'liited States. The new films are The
Highlands of Scotland in four reels and The Low-
lauds of Scotland in five reels.
For dei>iction of scenery and the actual life and
custom.s of Scotland the new .\nchor I^ine films are
une([nalled. The subject matter of the nine reels in-
cludes: Abenleen, Dunkeld, Killicrankie, Culloden
Moor, Inverness, Stronie Ferry. Ben Nevis, Fort Wil-
liam, Pass of Glencoe, Loch Lf)mond, The Clyde,
Glasgow, Dunoon, Cowal Gathering, Melrose Abbey,
Edinburgh and other points of interest.
.\t the same time two additional reels have been
released : Northern Ireland and Northern England.
Those who wish to arrange showings before local
clubs, churches and similar organizations should make
application to the nearest .Anchor Line branch office.
[ The films are loaned without charge to responsible
persons and on certain occasions the Anchor Line will
provide an ojierator and full equipment. .Ml the
subjects are available in 35 mm. safety stock, and the
Scottish films may also l)c secured in 16 mm.
Talking Picture Tells Use of
Municipal Power
.Showing how a municipally-owned electric sy.stem
generates and di.stributes power for the stimulation
of local industry, Po%ver and Industry, a talking pic-
ture, has l)een produced for the Bureau of Power
and Light of the City of Los .\ngeles by Metro])ol-
itan Industrial Pictures of Hollywood.
The film has already been given extensive theatrical
and non-theatrical distribution in the territory served
by the Bureau. During the first three weeks of
circulation, the picture was played by first runs and
seventeen subsecpient-run theatres in the City of Los
Angeles, and is now continuing to be shown in neigh-
b«irhood districts. Also, by the use of portable sound
))rojection equijunent, the Bureau is exhibiting the
film to group meetings of varied types of organiza-
tions throughout the territory.
The picture includes setpieiices which show the
I source and creation of electrical energ>-, construction
activity at Boulder Dam, bow power is distributed
over an area greater than that of any other city, and
how electrical energy at low rates adds to employment
by encouragement of industry. Scenes were made
.,liiiwit)(T tvjiical industries, such a* tire manufactur-
ing, motion pictures, clothing, fish canning, luml)er,
furniture, oil, and retail and export trade. A descrip-
tive talk accompanies the sequence of .scenes.
Game Conservation Portrayed
The Department of Conservation of the State of
Minnesota is releasing through Ray-Bell Films, Inc.,
f(mr new one-reel films on Conservation of Wild Life
in Minnesota. These reels are titled Wild Plumage,
Nimrods of the North, Trails of the Hunted, and
Fishermen's Fortune, and contain extraordinary scenes
made in the state on various expeditions into the
game country. Many scenes are in natural color,
employing the Multicolor process. Beautiful color
close-ups of the golden pheasant, black pheasant and
other species of game birds are shown complete with
the storj- of how wild life is being preserved in the
state through the scientific management of the Game
and Fish Division. The presentation of the films is
made under the stipervision of Wm. D. Stewart, the
Commissioner of Game and Fish, and are booked
through that department. Ducks, deer, moose and
fish setjuences are presented within the four reels.
Recent Industrial Subjects
From Field to Food is the title of a two-reel edu-
cational-industrial film produced by Ray-Bell Films,
Inc., for the Minnesota Valley Canning Company of
Le Sueur, Minnesota. This film, available in either
35 mm. or 16 mm., is a complete story of the grow-
ing and canning processes of peas and com. The
audience is taken through a modern canning factory
where one million cases of corn and ptsis are canned
each season by this company. Bookings can be se-
cured through either the sponsor or the producer.
♦ ♦ ♦
DeFrenes & Comi)any have recently produced
two films in silent form, which are available for free
distribution through non-theatrical channels.
The Full-Fashioned Knitting Machine (2 reels)
shows the process of weaving the tiny threads into
full-fashioned stockings. The film contains slow
motion pictures and animated drawings of the forma-
tion of the loops and the narrowing device which
gives the stocking its form. The Home of the Full-
Fashioned Knitting Machine (2 reels) shows all de-
tails in the manufacture of the Knitting Machine
itself.
They have also just produced a film entitled
Energy on 16 mm. width with sound on film, but
this is for distribution only for specialized audiences
in the automotive trade.
Page 168
The Educational Screen
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
School Executives Magazine (April) "Planning;
Instruction with Classroom Films," by Dr. George
W. Hoke of Eastman Teaching Films, Inc., is a
straightforward challenge to teachers. Further, the
article presents clearly a specific method of pro-
cedure in a given film presentation, together with
general conclusions rounding out this presentation.
This article should be in every teacher's hands who
wishes to use visual material intelligently and con-
structively.
The Christian Century (May 3, 10, 17, and 24th)
Mr. Fred Eastman reports in a series of splendid
reviews, entitled respectively "Your Child and the
Movies," "The Movies and Your Child's Health,"
"The Movies and Your Child's Emotions," and
"The Movies and Your Child's Conduct," the find-
ings of that inestimable study made under the direc-
tion of Mr. William H. Short and his committee
known as the Motion Picture Research Council,
financed by the Payne Fund. The method of the
study made and the wisely formed conclusions from
a breadth of viewpoint and a depth of understand-
ing rarely known furnish valuable reading to teach-
ers, parents, and all those vitally concerned with the
problems involved.
The author of this series has not confined himself
entirely to the material of this research but has, in
his comments, included "other sources for data
wherever he felt pertinent material of equally
authoritative value was available."
Quotation from any one or all of the series would
present but disconnected and general commentary,
but the editor again wishes to emphasize the im-
portance of the forthcoming volume in school,
church and home libraries.
New York State Education (March) Mr. Ells-
worth C. Dent, of the Bureau of Visual Instruction,
University of Kansas, discusses "The Value and
Economy of the Film Slide" in the sixth article to
appear in this Visual Instruction Series. Other names
for this visual device are "film strips," "strip films,"
"film rolls," and "picturols."
The advantages and limitations of the film slide are
set forth briefly and clearly. It is economical, both
in cost of materials and in cost of projection equip-
ment, and offers a simple method for home-made
illustrative class material. Many and varied subjects
are available from the commercial firms. Perhaps the
greatest disadvantage, as the writer points out, is the
limited amount of light which may be projected
through the film slide. Another limitation is that the
pictures are in fixed sequence.
(May) In this issue Mr. Daniel C. Knowlton of
New York University discusses "The Motion Pic-
ture in Education," the primarj- advantage of which,
he states, is that the element of motion is added to
the strictly pictorial element. To appreciate its
efifectiveness as a teaching medium he suggests the
instructor analyze the construction of an actual mo-
tion picture designed for school purposes, and cites
one of the Chronicles of America Photoplays as an
example.
Book Review
The latest contribution to the literature of the vis-
ual field is to appear this month — a book entitled The
Educational Talking Picture from the pen of F. L.
Devereux, Vice-President of Erpi Picture Consult-
ants, published by the University of Chicago Press.
As modestly stated in the ])reface, this is a most
welcome effort to "present preliminary solutions to
some of the more important problems encountered in
adopting the talking picture to the service of educa-
tion." Six chapters deal with the experimentation
already done, the fundamentals of production, and
some further problems to be solved by future research.
The remaining six chapters deal with the practical and
effective utilization of film in educational procedures.
The invention, development and perfecting of a new
machine may easily be a shorter process than the cre-
ation of adefjuate material for use with the machine.
Film production for educational purposes is an ex-
tremely complex affair. There must first be organized
research in curriculum content and trends and in cur-
rent teaching procedure ; before selection of material,
preparation of continuities and the technique of actual
production can begin. Throughout the entire process
it is essential to integrate and harmonize the activities
of the subject-matter specialist, the teacher, the con-
tinuity expert and the technician. The best use of
such products in classroom is again a matter of con-
tinuous research and experimentation in the years
ahead, which will in turn react upon and inevitably
modify production as it is now operating.
Colonel Devereux's book is vastly informative, not
only as to the jirinciples and problems imderlying a
proper future development of the talkie for schools,
but also as to the elaborate activities already under
way in the field. He details the steps necessary in
building a true teaching film ; gives complete working
continuities for films already produced and for others
planned ; describes the teacher's guides that must ac-
company each film ; lists school equipment. In short,
the field has here a completely detailed, comprehensive
and authoritative treatment of a subject of supreme
importance to American education now and in the
years ahead — the Educational Talking Picture.
Nelson L. Greene.
June, 19}}
Page 169
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Filcna
(Th0 Film Estimateif r» whole or in part, may be reprinted only by special arrangement with The Educational Screen)
Below the Sea 4 Ralph llellamy. Kay Wray»
I Columbia) Sensational thriller about trsKic
hunt for sunken lEoltl, with heavy-handed vil-
lainy, some thin romance, dull dialog, vapid
characters — but aUo notable under-nca pho-
tofrraphy and some informational value. Cer-
tain thrilU too stjonir for sensitive children.
A— Perhaps Y— Fair C- Doubtful
Black Beauty < Esther Ralston. Alexander
Kirkland) tMonofrrami The fine old senti-
mental story clumsily "mo<lcrnizecI" by Hol-
ly wmwl. Children will find some interest In
animal scenes, but unskillful direction, ama-
teurish plot and continuity, some mediocre
actintr. stamp it as unintelliicent produiUion.
A— Crude Y— Passable C- Fair
Bondage (Durothy Jordan. Alexander Kirk-
land I < Fox ) Pretended preachment about
Buppose<ily fine heroine yield Intr to ridiculous
radio-crooner, an utter cad. Depressint; ma-
ternity home, baby dies, frenzied attack on
matron. Insanity trial, freed and ttalvafiod by
lawyer hero. Apes "Maeilchen in Uniform"
but aims at box-offlce.
A- Hardly Y -Unwholesome C— No
Cheatinc Blondes (Thelma Todd) (Capital)
Twin sisters exchanRe identity so that one.
a successful cabaret singer, can be free to
marry and have a child. Subsequent com-
plications include murtler. Nobody cares
when the silly mess is straiRhtened out. Fu-
tile and absurd production.
A-TraHh Y— Worthless C—No
Devil Commands. The (Alan DInehart. Mae
Clarke t (Columbia) Successful lawyer, with
cultural baokfcround, becomes ob.tcsifed with
mad passion for fiancee of another man —
commits two murtlers, and almost a third —
and some really irood actintr is employed in
making the unpleasant mess.
A— Mediocre Y~Decidedly not C— No
Devil's Brother. The (Laurel and Hardy)
(M<7M ) Absurd anil hilHrious burlesque-op-
eretta. Inconicruous mixture of Laurel and
Hardy nonsense clnwninK. sinKinjr by Dennis
Ki.iir ns the romantic bandit-chieftain, and
Italian costumes and settinnTS of centuries
ago- Kntertainment value uneven, but thor-
oughly laughable in spots.
A- Oooil of kind Y— Amosing C — Fair
Diplomaniaes (Wheeler A Woolsey) (RKO)
Crariest stuff yet from these supposed stars,
mostly stale, crude. labored and uninspired.
Utter burlesque of Peace Conference at Geneva
is central idea if there is one. Bad taste
and vulKarity. some conscious but more un-
conscious, dominates.
A— Absurd Y— Cheap C— No
Eaffle and the Hawk. The (Fredric March)
(Paramount) Crim. reali>)tic war picture, with
natural traffic endinv. shnwintr revulsion of
fflorified aviator-hero to the klllinR business.
Broodinff brinss suicide for hero. Sex ele-
ment brief and unimportant. Fine actinff by
March makes strnnff anti-war argument.
A— Very cood of kind Y--Cood
C--T(H> stronsr
Elmer the Creat (Joe E. Brown) I First
Nat'l) Crazy farce. Small-town ball-player,
impossibly conceited, crashes suddenly into
biff li-affue ranks. Innocently involved in
iramblinff scandal, he blunders out of jail in
time to bat his team to world-series victory
and win his country sweetheart. Overacted
ffreatly but often thorouirhly funny.
A — Depends on taste Y — Aninainff
C^Very amaslng
Eleventh Commandment. The (Marian Mar«h)
(Allied) Sensational ntuff about desperate ef-
forts of two unscrupulous crook-lawyers to
Itet a fifty million dollar inheritnnce. Mis-
taken identities, false heirs, stolen evidence.
murder, hokum, etc. Tries to capitalise recent
eaac made notorious In the preaa.
A— Mediocre Y— Trash C— No
Estimates are given for 3 groups
A— Intelligent Adult
Y— Youth (15-20 years)
C--Child (under 15 years)
Bold faced type means "recommended"
Fast Workers (Mae Clark, John Gilbert)
( MGM ) Raw. unpleasant mess of artificial
thrill, crude sex and loose characters. Heroine
a blase street-walker, hero a braxen. boorish,
touffh-guy steelworker. Hero's sideline is
provinic to his dumb pal that there are no
"ffood" ffirls, which furnishes the "comedy."
A— Trash Y— Pemlckius C— No
Fichlinff President. The (Composite News-
reel t ( Universal I Well chosen newsreel shots
from career of Roosevelt from betrinninie of
his public life to Presidency. Well edited,
srood vocal accompaniment, preaentinff well-
rounded and wholesome picture of worthwhile
attainment by greatest national flffure of the
day.
A Interesting Y— Worthwhile C— Good
Gambling Six. The (Ruth Hall. Grant
Withers) (Freulen) Brave heroine inherits
sportlnff father's instincts and racing stables.
and at first carries on incredibly well. Finally
gambles away her fortune, but marries the
"riffht man" and happiness crowns her futile
career. So stupid that it is probably harmless.
A— Stupid Y— Waste of time C— No Intereet
Girl in 419. The (James Dunn. Gloria Stuart)
( Paramount) Police emcncency hospital is
background for lively action and suspense In
gang murder mystery. Beautiful heroine In-
nocently lnvolve<l. Exposure of murderer and
protection of heroine solved by Doctor's assist-
ant through unusual twist at the end.
A — Perhaps Y— Mostly goo*l C — No Interest
Hell Below (Robert Montgomery. Walter
Huston) (MGM) Submarine-war picture of
1918, notable for good acting and lively action.
and^ decidedly entertaining. Stress of war
again accounts for heroine-hero liaison, but
romance is rather submerged in tens« battle
scenes, good comedy and extraordinary photog-
raphy.
A—Interesting Y— Questionable
C — Very exciting
High Gear (James Murray. Joan Marsh )
(Goldsmith) Race-driver loses nerve after
sraaah, drives taxi to keep orphaned boy in
school, and later reffainH confidence, of course.
Simple, homely little tale, nothing in it out-
standing, but with real human appeal and
natural interest in racing scenes and boy's
school life.
A— Hardly Y— Fairly good C — Good
I Cover the Waterfront (Claudette Colbert.
Ben Kyon) (U.A.) Tough, California water-
front, gin-soaked melodrama about smuggling
of Chinamen. Young reporter, trading usual
insults with his boss in nasal slang, solves
problem and wln« heroine who is the big
villain's charming daughter. Incredible story
but some real human values.
A— Fairly good of kind Y— Doubtful C--No
International Hoose (Peggy Joyce, radio
stars, etc. ) ( Paramount i Feeble, far-fetched
story about a television invention in China,
built to parade well-known names and faces of
screen and radio. Vulgar humor and sug-
gestive wisecracks. Heroine has nothing to
contribute but the notoriety of her name.
A— Absurd Y— Cheap C— No
Lily Turner (Ruth Chatterton. George Brent)
(First Nat'l ) More low-life character made
heavily impressive by Miss Chatterton. She
starts by marrying lying cad who is really a
cheap vaudeville mountebank, then on to other
lower and more sexy affairs — with happy end-
ing dragged in to end the depression.
A — Hardly Y — By no means C — No
Made on Broadway (Rob't Montgomery,
.Sally Kilers) (MGM) Smart-aleck publicity ex-
pert leaves wife. Is tricked by gold-digger
whom he rewards by hoisting her to Follies
stardom. Finally disillusioned, he goes back
to worthy wife supposed still to love him.
Montgomery's conceited "cuteness" getting
tiresome.
A— Hardly Y — Unwholesome C — No
Oat All Night (Zasu Pitt«. Slim Summer-
ville) (Universal) Largely copy of "They Had
to Get Married" with added fine work of
Laura Hope Crews as dominating mother-in-
law who goes with newlyweds on honeymoon.
Rather amusing farce-comedy dotted with some
suggestive situations and dialog of doubtful
taste.
A— Fairly amusing Y— Doubtful C— No
Peg O' Hy Heart (Blarion Davies) (MGM)
Hartley Manners' old play about Irish fisher
lass who inherits fortune, goes to England,
but finds money <loes not surely bring happi-
ness. Close sympathy of father and daughter
finely pictured. Irish atmosphere and song
and dance appealing and amusing.
A— Pleasing Y— Very good C— Fairly good
Picture Snatcher (James Cagney) (Warner)
Cagney in a typical role — rowdy, breesy.
slangy, ex-gangster who decides to go straight
and becomes unscrupulous photographer on un-
ethical Ubloid paper. Fast, exciting action
involving gangsters, reporters, and police.
Some suggestive scenes and usual rough tactics
with girls.
A— Hardly Y— Better not C— No
Reunion in Vienna (John Barrymore. Diana
Wynyard) (MGM) The clever, highly sophisti-
cate<i Sherwood comedy carefully and faith-
fully screened. Holds much of the charm and
wistful sadness of the original, even though
hero 18 more Barrymore than Rudolph. Chief
fault, that it was first played by Lunt and
Fontanne.
A— Good of kind Y— By no means C— No
Song of the Eagle (Charles Bickford, Rich-
ard Arlen) (Paramount) Fine loyal German-
American brewer loses son in war and faith-
fully keeps brewery closed until prohibition
brings on bootlegging. Repeal of Volstead
law and some strenuous fighting beat gang-
sterism and racketeering. Much human ap-
peal and character value by Hersholt and
urease r.
A— Good of kind Y— Doubtful C— No
Story of Tcnple Drake (Miriam Hopkins)
llaramount) Braz«n sex expluiUtion at iu
worst. sliowinK ■•well-t>red" heroine prefer-
ring l>e8lial love of revoltini; and leeherou.
racketeer to marriam witi) worthy hero. Sor-
did. depressinK stulT. still much Umed down
from pernicious novel -elected for scrceninir
A— OITenBive Y— Pernicious C— No
West of Sincapore (Betty Compson ) ( Mono-
Kram) More hectic tropical melodrama about
young Englishman developing oil fields,
smashing and lashing his way through all
obstacles. Various villains and a faithlesa
sweetheart Anally drive him back to former
mistress. Dull dialog and unhealthy conduct
by entire cast.
A— Trash Y— Trash C— No
When Strangers Marry (Jack Holt) (May-
fair) Typical, sensational, tropic melodrama
about engineer-hero building railroad in fever-
ridden East Indies jungle against impossible
odds. Heavy villainy, vacuous doll wife, evil-
intentioned lover — but growling bravado of
two fisted Holt overcomes all. as usual.
A— Stupid Y— Possibly C— No
7a»o in Budapest (I.«retta Young, dene Ray-
mond) (Fox) Skillfully made picture atjout
lonely boy. brought up in Zoo with animals
his only friends, and orphan girl thrown by
chance under his protection. Notable photog-
raphy, charming boy and girl love story, with
great human as well aa animal interest.
A— Fine Y— Excellent
C — Very good though exciting
Page 170
The Educational Screen
THE CHURCH
FIELD
CONDUCTED BY R. F. H.
JOHNSON
How to Illustrate Hymns With Pictures
k^ANY a church service in which i)ictures were
■ ' ■ used has failed, not because the pictures were
so poor or because they were so crudely projected but
because they were not appropriate. Either they did
not contribute to the theme of the service or else the
leader simply "jazzed" up the service by introducing
a number of light songs, cutting out the sermon and
putting on some random motion picture in order to
"get by cheap." x\n inexpensive motion picture is
not necessarily a cheap one but without intelligent
jilanning any picture may be made to look cheaj) no
matter how brilliant its theme and construction.
In previous articles in The Educational Screen
principles involved in using pictures in worship have
been discussed. Keeping these in mind we may turn
to the consideration of specific facts regarding the use
of pictures to illustrate hymns.
Hymns selected for a worship service must be ap-
]jro]jriate to the theme of the service which, before
the hymns are selected, should have been expressed
in a ijicture. This picture is called the theme illustra-
tion or picture. It is usually used with the prelude,
which is selected to emotionalize it, and with other
special musical numbers on the worship program.
(See Bulletin 100 — Revised. ^^■estminster Press,
Phila., 1933)
The Theme Picture guides in the selection of the
hymns of which there are to be, let us say, three :
adoration, theme and response. The general and
specific principles which should guide in the selection
of a picture to illustrate a hymn do not seem to vary
with the type of hymn, or with its use in a service or
with the service in which it is to be used. Years of
experimentation indicate only a very few cases where
the proper illustration of a hymn was not appropriate
wherever the hymn was really appropriate.
Heretofore the principles involved in selecting pic-
tures for hymns have been listed as three general and
four specific. In this statement it has .seemed more
logical to discuss the same principles as four general
and three sj)ecific. These principles should be
memorized by any one who would make the most of
his work of illustration.
General Principles
I'irst. onl\ uiic picture should be used icitli a hymn
and usually only one slide. Hymns cannot be pro-
jected successfully with motion pictures because either
the words will remain too long on the screen or else
the congregation will sing too slowly and the words
will be on the screen too briefly. Again there are
H. PAUL JANES
exceptions. More than one slide has been used with
a hymn rather successfully and hymns have been i)ro-
jected by motion i)ictures. In general this has not
been very successful for verv obvious reasons.
One of the most distracting features of many filmed
hymns is the mechanical method of leading hymn
singing. Jumi)ing dots and waving hands have no
])lace in a dignified worship service especially when
they crowd out all significant illustration of the hymn
— such methods are bad enough when pictures are
not used. There are only two known ways to lead
the singing of hymns in a dignified service of wor-
ship : by means of a choir or a nuisical instrument
such as an organ or piano. In these cases either the
musician at the instrument nuist know how to lead or
else the choir director, who has previously trained
his choir to sing the hymns, may lead the choir. The
distraction of an individual mechanically directing the
congregation must be discarded just as the seating of
people in their pews during prayer or the singing of
a hymn has alreadv been discontinued. Communion
between God and man should not be hindered by the
introduction of mechanical distractions.
Why only one jiicture with a hymn — and why only
one slide? More than one picture used in the short
time of the singing of a hymn is distracting. Hymns
are to be sung with meaning, not as vocal exercise.
A good picture requires more than a moment of time
to deliver its message. Again the elimination of dis-
traction gives us the reason for using only one slide.
Four verses can be used on a slide and additional
verses are usually tiring. A long hymn is like a long
prayer or sermon.
Often a hymn has more than one theme — it should
not — and in this case the distracting verses should
be eliminated. (-)n rare occasions it is necessary to
use more than four verses, in which case two slides
nuist be used. If a dissolving stereopticon is used,
then the distraction of shifting slides is eliminated
and one slide may be used for each verse if convenient.
Some have comjilained that words of a lyric of four
verses illustrated are too small to read. In that case
use a larger screen. Recently a service was held in
Second Presbyterian Church, Germantown, in Phila-
delphia, a church nearly 100 feet long. The words of
the hymns were easily read but the screen was eighteen
feet wide. Incidently a motion picture of beauty and
brilliance was projected the same distance by a 16 mm.
motion picture projector and the picture was over 16
feet wide on a cloth screen.
June, 19)}
Page 171
Sc'coiul, pictures used with hymns should have mean-
ing in thcnisrives or ivhen associated with the words
■f the hymn. Watt's Sir Galahad might be considered
MX exception but should not be used unless the story
it is associated with is well known to the group sing-
ing. Unfamiliar pictures which depend upon un-
familiar stories or legends for their meaning should
be avoided.
Third, artistically good pictures should be used. No
amount of effort will correct the bad impression of a
poorly executed artistic idea. Fortunately the feelings
will guide in the selection of good pictures. If a
picture is not satisfactory to you, do not use it.
Fourth, pictures of Christ should be used with
chronological hymns only — never with a prayer hymn.
Wise men have long since ceased to try to describe
God in words. .\11 efforts to picture Deity are just as
futile. But it is just as logical to picture the humanity
of the I^)rd as it is to describe it. Words are but
symbols. In the mind they stand for a conglomera-
tion of pictures and sounds known as images. The
use of a picture of the Deity with a prayer hymn is
avoided because : (a) such a picture may limit the
conception of the Deity and (b) it may become an
image or idol.
With the hymn "Tis Midnight" by Tappan, one
might use Hoffman's or Copping's "Christ in Gesthc-
mane." With Croly's beautiful "Spirit of God,
descend upon my heart" one can only illustrate the
attitude of the singer of the hynm, or perhaps the text.
Specific Principles
Keeping the above general principles in mind let
us turn to the specific illustration of a few hymns.
First, we may illustrate the theme of a hymn. Take
Babcock's hymn: "Be Strong, We are not here to play,
to dream, to drift." Obviously the theme is "strength"
and there are many beautiful representations of strength
among the works of the artists.
Second, we may illustrate the attitude of the singer
of the hymn. Here one might use Pettie's "The Vigil"
with Babcock's lyric, for in the figure of the young
man pledging his sword at the altar we see not only
ourselves in devotion but ourselves as a strong young
man. Thus the theme and the attitude of the singer
are both illustrated. Such a happy combination is
stronger and more useful than an illustration involv-
ing only one of the principles.
Third, we may illustrate the te.vt of the hymn.
"Fairest Lord Jesus" (anon) may be illustrated with
a picture of a mountain with trees and a meadow full
of flowers in the foreground. Here the text is illus-
trated but also the theme, "beauty." This is far more
iTective than to illustrate "Where Cross the Crowded
Ways" by North with a picture of Wall street looking
toward Trinity Church in New York — the scene which
is said to have inspired the hymn. And yet the latter
picture is effective with the hvmn.
These principles have been tested in hundreds of
ways and throughout years of careful experimentation.
They are not final, of course, but they represent the
best we know at the present time.
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Page 172
The Educational Screen
Screens for Every
Educational and
Amusement Need
The Deluxe Challenger, illustrated above em-
ploys an entirely new principle for operating the
larger size portable screens. Being of the
combination metal case-tripod type it can be
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Largest size — 6' x 8'.
The DeLuxe Challenger is only one of a wide
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There's a Da-Lite model for every specific need
at a reasonable price.
See your dealer or write direct for full
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Da-Lite Screen Company^ inc.
2723 NORTH CRAWFORD AVE.
CHICAGO, ILLINOIS
New Units in
Geography
By Zoe A. Thralls
Assistant Professor of Geography
The University of Pittsburgh
Twenty - five Stereographs
and Lantern Slides
to Each Unit
Another Step Forward in Visual In-
struction.
Units Based on the Recommenda-
tions of the Thirty -second Yearbook.
Each Unit a Complete Treatment of
the Subject Covered.
Excellent Manual, with Descriptive
Material, Teaching Suggestions, and
References, Prepared for Each Unit by
the Author.
Further Information Furnished
on Request.
Keystone View Company
MEADVILLE, PENNA.
June, 19}}
Page 17}
SCHOOL DEPARTMENT
CONDUCTED BY DR. F. DEAN MeCLUSKY
Diractor, Scarborough School, Scarborough-on-Hudton, N. Y.
Little Rock's Use of Stereosraphs and Slides
VICTOR L. WEBB
FOLLOW I NG a survey of tlie use of the Keystone
' 600 and 300 sets of views and slides in the schools
of Little Rock, it appears that the following sug-
gestive procedure may lead to their more effective use.
1. Scopes — Only a few scopes are needed in each
room, from 2 to 5.
2. Number of Pictures — Only a few pictures, seldom
over five on any one subject being studied by a
class, should be available at one time.
3. Choosing the Pictures — The pictures may be chos-
en just as supplementary books would be chosen
if they were kept in a library. Choose them at the
beginning of the work on the subject, topic or
project.
4. The Social Studies teachers have the list of num-
bers given for each country and other teachers
have lists they have made from time to time. It
would be profitable to make a list of pictures
available for subjects that will be studied during
the next month of two.
5. Presenting to Class — This will vary just as the
presentation of any sui)plementary material will
vary.
a. Recommend the pictures.
b. Make the pictures a part of the assignment.
c. Assign pictures to certain pupils for special
reports.
d. Place on the reading table, desk, or case with
the scopes to be used during study period the
same as other supplementary material.
e. Train pupils to see what is in a picture.
(1) By asking questions.
(2) By having observations written down.
f. When the pictures are valuable enough to war-
rant the procedure use them as the basis for
the lesson. However, it is seldom that a les-
son can be made on a few pictures.
6. Making use of the material by the children — is the
same as with any other part of the assignment, or
other supplementary material. The pictures in the
textbooks are valuable, and should be used as
parts of the assignment. Use these pictures the
same way.
7. What pictures to use in the auditorium on visual
instruction day. The classroom teacher owes an
obligation to the auditorium teacher to give her a
list of the slides to be shown. This can be done
by a monitor.
8. Discussion of pictures in auditorium. The pic-
tures should be discussed and explained by the
children with the help of the teacher. The lan-
guage on the cards is too difficult for most chil-
dren. It is wise to ignore them or at least require
that the pupils report in their own language.
Spontaneous discussion is best anyway.
9. If you have a lantern but no auditorium, use it
once a week or two weeks in the classroom showing
the slides of the same views as used in the class
time.
♦ ♦ ♦
The College of Engineering, New York University,
is conducting an investigation on the value of visual
instruction aids, especially 16 mm films, in that phase
of the educational field.
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Page 174
The Educational Screen
FOR ONLY $3.00 A YEAR
Our special club plan offers fine 16 mm. educational and
entertainment films for individual or group showings.
For further particulars write
ASSOCIATED FILM LIBRARIES, Inc.
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What talking' pictures can do for education
^ and how to use them in the classroom— ^
is told by the man who has, perliaps,
done more than any man in America
to develop this modern instructional
medium — in this new book
THE EDUCATIONAL
TALKING PICTURE
By FREDERICK L. DEVEREUX
Vice-president, Erpi Picture Consultants, Inc.
An extensive review of past ex-
perimentation, suggestions for future
research, and practical help to admini-
strators, supervisors and teachers for
setting up local programs of audio-
visual instruction.
Illustrated. $2.00
The University of Chicago Pre
ss
Historical Photographs
The two pictures ])elovv, greatly reduced from their
actual size, are samples from a new series of still-
picture sets, designed expressly for teaching purposes
in schools. The photographic prints are 8x10 inches,
average 15 to a set and are dry-mounte^ on heavy
board to ensure an absolutely flat picture for handling
in classes or on reference tables. This feature also
makes for maximum ease in filing, economy in filing
s])ace, and assures minimum effort in selecting the pic-
ture or pictures desired for use on any given occasion.
Each set comes in a separate, labeled carton of con-
venient size and shape for handling or filing.
Technically these pictures are a delight to the eye
Ln^Uad Thw trtr tucam an
» k 1 1 la tl>« iln UrWittN rt MMr
School Installs Sound Equipment
The Alamo Heights High School of San Antonio,
Texas, has recently installed talking motion picture
equipment to be used in connection with the various
courses of study. Purchase of the equipment was
made possible with the aid of the Parent-Teacher
Association of the school. This organization jilans to
])ut on Friday night shows, the proceeds of which will
help pay for the equipment. Pictures for these en-
tertainments will be selected by a coniniittce to insure
obtaining suitable subjects.
of both teacher and pupil. They are the work of Hol-
lywood's most expert photographers, using the finest
still cameras to record the finest moments of action
and background throughout the entire process of mo-
tion picture production. Tens of thousands of such
"stills" have been produced in connection with the
making of motion pictures from the beginning to date.
The critical and painstaking selection, from this vast
store of photographic art, of subjects thoroughly suit-
able for educational purposes, is the task undertaken
by Educational J-tesearch Studies. Ltd., Hollywood.
The sole purpose of the company is to make available
to the teaching field picture-material of a quality and
range obtainable from no other source in the world.
The crucial jjoint is, of course, the selection of the
right material from such a mass. Most of the action
and setting of the theatrical movies is of no education-
al value, to say the least. An examination of the pic-
tures so far issued will satisfy on this point. Tin
merely sensational or striking have been seduloush
avoided, close-ups are generally eliminated and no ref-
erence whatever to the movie from which the still de-
rives appears on the finished picture.
Four sets are now ready, of about 15 pictures each
— Roman Life, The WesHvard Movement, The Revo-
lution and Oryamzatlnn of Corrnmiriil, and The Civil
IV ar Period.
June, 19}}
Page 175
Your
Guide
to the Biggest
and Best
in Current
Motion
Pictures!
Now Available!
"The Fighting President"
A 6-reeI feature of timely interest and
educational value. Recommended by the
National Film Estimates as follows:
"Well-chosen news-reel shots from career
of koosevelt from beginning of his public
life to the Presidency. Well-edited, good
vocal accompaniment, presenting ^rell-
rounded and ^vholesome picture of worth-
while attainment by the greatest national
figure of the day."
Also
The screen story of Franklin Delano Roose-
velt's INAUGURAL. History in the mak-
ing— the event of the Century, in 16 mm.
silent only. ^
"The Voice of the Vatican"
A one-reel, sound-on-disc, picture sho^ng
the high lights of Vatican City, scenes of
the Basilica, the new Vatican railway, the
governing offices, the Pope's o£Sce and
incidental departntents. You see and hear
the famous bells of Vatican Square. You
see the Pope, for the first time, meeting the
actual ruling head of a government when
he greets Mussolini and Victor Emmanuel.
The lighting of St. Peter's Cathedral is
also sho'wn.
Write for information
Non-Theatrical Department, Bureau B
Universal Pictures
Corporation
730 Fifth Avenue
New York, N.Y.
SEE your
subject taught the
^^Picturol way^^
in Booth C-4
Stop at Booth C-4, N.E.A. Convention. Ask
our representative to demonstrate the Picturol
Projector ^th a film on the subject you teach.
S.V.E. Picturol films and slides include the
following subjects — Civics, nature, geography,
literature, physics, hygiene, history, music, art.
The Picturol Projector is being used by
many schools to supplement oral instruction.
Pupils are enthusiastic over this modern
method of teaching. Knowledge which passes
through the eye is not easily forgotten!
Five pertinent facts
of Picturol Projectors and Films
1. S.V.E. Picturol films ("stills" on film strips)
are used 'with Picturol Projectors.
2. Films projected on screen or blackboard.
3. Pupils' response increased; their interest
intensified — improved grades result.
4. Projector is light, portable, easily operated.
5. Picturol Projectors range from $14 to $48.
Also S.V.E. motion picture film library avail-
able (16 mm and 3 3 mm width). Films for
purchase or rent.
Let us help you persuade your school board!
Literature on request. Address Dept. 663.
, Society Fok Visual Education. Inc.
■ 1 {imufacluren. ^Producen and (2)Utril>u/on of Ouuat jr{uh
izr >OUlM lA<.\llt «.TK.tET.. CHICAGO. ILll^^OIS.
i
Page 176
The Educational Screen
The Versatile Lantern Slide
{Concluded from paijc 160)
(c) where it will increase interest or appreciation
through better artistic value.
The psychology of color is far reaching and must
not be over-looked in Visual Instruction where ev-
erything depends upon making an impression on the
mind through the eye.
"The human eye loves color. Whether they know
it or not, all people react or respond to the influence
of color. The degree of this reaction varies greatly —
but all are susceptible to its influence. Color has
power to attract attention, to stimulate emotion, to
cheer and animate, or to quiet and subdue." — (Bon-
nie E. Snow and Hugo Frochlich in "The Theory
and Practice of Color.")
At this point the first serious problem arose in
the making of lantern slides at Scarborough. No
color could be found that would work satisfactory
on glass or cellophane. The Japanese transparent
water colors which are so eflfective on photographic
emulsion would not stick to the glass and were not
even satisfactory on glass specially prepared with
gelatine or other solutions.
The faculty committee on . Visual Instruction,
after some chemical experimentation, finally evolved
a brilliant transparent color which was dubbed
"Scarborite." This material in seven colors and
white can be used on clear glass, etched glass,
cellophane, Protectoid, Traceolene, or practically any
sttrface. It dies quickly and is easily removed with
a special solvent. It is permanently transparent,
water-proof and has withstood the heat and light
of a 500 W. projector for a continuous period of two
hours without disintegrating or changing color.
Scarborite color opened up a new world to the
lantern slide makers at Scarborough, and many
beautiful slides in full color have resulted.
The superimposed color slides listed under "Kinds
of Slides," were made possible and it is believed
that this feature may be of practical use in the
study of color. Two slides are made with blocks
of primary color so arranged that when one slide
is moved over the other, the colors will blend. The
over-lapping yellow and blue will fade into green,
red and yellow into orange, etc.
A successful set of slides has also been made to
illustrate the three color process. Three slides
were made in yellow, blue and red respectively.
These were superimposed on each other in pairs and
finally all together, resulting in a finished picture
with all of the color shades of a three-color print.
The making and using of lantern slides took on
such proportions that the demand for projectors
soon became greater than the supply, and it was
found that several classes frequently needed the
same lantern at the same time. The Director had
expressed a hope at the beginning of the year that
each class might eventually have its own projector
— and this hope has been almost realized in a period
of eight months. There are now fifteen lantern
slide projectors in the school. A few were bought
new, some used or rebuilt and some were made at
the school from stray parts. All of the class rooms
are equipped with dark window shades.
Summary
Some of the more important advantages of the
lantern slide as a visual aid are as follows —
1. Wide range of material already available.
2. Wide range of hand-made material possible.
3. Supplements many types of instructional
material.
4. Induces pupil expression.
5. Induces pupil participation.
6. Dramatic presentation.
7. Ideal concentration.
8. Ease of manipulation.
9. Small storage space.
10. Small cost.
The value of the lantern slide as a visual aid has
been forcibly demonstrated to the faculty of Scar-
borough School during the present school year, and
it is hoped that the material presented in this paper
may be of benefit to others who are experimenting
along similar lines.
News and Notes
(Concluded from page 166)
Results of the recently completed Harvard experi-
ment with talking motion pictures, sponsored by the
Carnegie Foundation for the Advancement of Teach-
ing, indicate that children taught with talking films
learned one-fifth more than those taught without films.
The films were supplied by J. A. Haeseler, Director
of the University Film Foundation, an organization
associated with Harvard University and devoted to
the production of scientific and educational motion
pictures. Certain films produced by Erpi Picture Con-
sultants were also used.
The study was conducted by Dr. P. J. Rulon, of
the School of Education, with three groups of ninth
grade pupils equal in previous instruction in general
science and in their scores on a standardized test in the
subject. One group, the "control group," studied the
textbook in the usual manner. The second group, the
"film group," studied the same text, but for fewer
hours per week, devoting the remaining time to look-
ing at films illustrating the text.
In tests given immediately after the six weeks period
of instruction, the film group exceeded the control
group in its total score by 20.5 per cent. In tests
given three months later the film group exceeded the
control group by 38.4 per cent. Dr. Rulon's final
report will be published during the year as one of
the Harvard Studies in Education.
June, 19)3
Page 177
FOR ALL AROIJXD ECONOMY
LRM Balopticon
See it at the Century of Progress
The LRM B«lopticon
A Hall of
Science Fea-
ture — The
B & L Exhibit
Ia CCHTUttr
SCMIC^kOOS
HERE'S an instrumenf fhat earns the right
to be on every budget — no matter how
restricted. It can do the work of three
different types of still projectors for it projects
clearly and sharply both slides and opaque
objects and with a special attachment that is
available (cost extra) projects strip film.
Outstanding members of the B & L line of
Balopticons will be featured at the B & L Exhibit
in the Rotunda of the Hall of Science at the
Century of Progress. Here you will see the
BAUSCH £ LOMB
many B 4 L instruments that will enable you to
carry out your program of visual instruction in
keeping with today's budgets and with maxi-
mum efficiency.
Make the B & L Exhibit your headquarters when
at the Century of Progress. You will find more
than enough money saving and efficiency in-
creasing ideas to amply repay you for your
time.
BAUSCH & LOMB OPTICAL CO.
688 ST. PAUL ST. ROCHESTER. N. Y.
B & L GLASS IS USED IN B A L MICROSCOPES, TELESCOPES,
BINOCULARS, SPECTACLE LENSES AND FRAMES . ■
OPHTHALMIC APPARATUS, SCIENTIRC INSTRUMENTS.
Educational Films
m m
16""" &. 35
All On Safety Stock
Extensive Libraries
of
Free and Rental Subjects
SCHOOL COURSE FILMS
SPORTS
SCENICS
COMEDIES
Regular Schedules for Full School
Year Arranged for Your Approval
Write for Your Copy of Our New
193 3-34 Edition of
"Selected Motion Pictures"
Y.M.C.A. Motion Picture Bureau
347 Madison Ave. 19 S. LaSalle St.
New York Chicago
FOLLOWING THE NEW TREND
For Better Quality Visual Aid Material
lUDlEi
were selected from
Historical Motion Picture Stills
Edited for Visual Aids
By an Advisory Board of Directors of
Visual Education
And are offered
For Educational and Library Use
Covering the foUowins^ subjects:
WESTWARD MOVEMENT
ROMAN LIFE
CIVIL WAR PERIOD
AMERICAN REVOLUTION AND ORGANI-
ZATION OF GOVERNMENT
Others in preparation
Each group contains about IS 8x10 photographs dry
mounted 9^x11, boxed, with introduction and full
descriptive text on each picture.
Tke material offered is of historical accurary and hiffk phct^
graphie aiMlity and is madt arailahle by us through ths exelusiv*
eooperaUon and courtesy of (he Motion Picture Producsrs und
Distributors of Amsriea, Jne.
Write for priest and descriptne folder to:
Educational Research Studies, Ltd.
5 537 Hollywood Blvd. Hollywood, Calif.
Page 178
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
Bausch & Lomb Exhibit at Fair
It is doubtful whether any single group of instru-
ments has contributed as much to the last century of
progress in science as have optical instruments. The
exhibit of the Bausch & Lomb Optical Co. therefore
takes an important place in the Hall of Science at A
Century of Progress.
Designed by America's foremost industrial design-
er, Mr. Walter Dorwin Teague, the exhibit is modern
and dignified in its conception. In and on its silver
and black cases, pillars and tables will be assembled
the most comprehensive display of optical instruments
and products ever attempted by any optical company.
Some of these instruments will be on demonstration
and others will be set up for the visitor to see.
Two particularly interesting features of the exhibit
will be huge models of a pair of eyeglasses and a
microscope. The microscope, standing 7 feet high, is
to be mounted on an attractive revolving platform and
will occupy a commanding position in the exhibit. Ev-
ery one of its parts duplicates in magnified proportions
the standard instrument. The giant eyeglasses feature
the new Loxit mounting developed by Bausch & Lomb
which eliminates the use of screws.
Every division of the extensive B. & L. line of op-
tical products will be shown, including intricate re-
search instruments which never before have been dis-
played at a public exposition. Not only microscopes
will be shown, but also representative types of those
many instruments which have played such an im-
portant role in the dramatic progress of industry and
science during the last one hundred years. Accom-
panying each instrument will be a card explaining its
use, and in many cases photographs of what is seen
through the instrument will be shown. Around the
back of the Bausch & Lomb Exhibit will be a photo-
graphic mural depicting the use of optical instru-
ments in science and industry. There will also be a
long panel of interesting photomicrographs made im-
der exceptionally high magnification, which will be
of interest to the layman and scientist alike.
In addition to B. & L.'s prominence in the Hall of
Science, the Rochester institution will be identified
with the Exposition in many other ways. Observa-
tion towers in the great Sky Ride, one of the most
spectacular features in the entire fair, are to be
equipped with B. & L. Telescopes.
Nearly half a hundred of their Coin Operated Tele-
scopes will be located at points of interest throughout
the fair grounds. Besides in its own booth where
several Automatic Balopticons will give projected con-
tinuous stories of different phases of optical manu-
facture, Balopticons will also be found in service at
many of the booths of other manufacturers and in
prominent instructive roles in the exhibits sponsored
by both educational institutions and state govern-
ments. Photomicrographs, made by Bausch & Lomb
instruments, will be found telling the "inside" story
in many educational and manufacturers' exhibits.
New Bell & Howell Equipment
The Filmo 70- li, an all-purpose personal movie
camera at a moderate price, has just been announced
by Bell & Howell. It has four indicated film speeds.
8, 16, 24 and 64, and is equipped with a Cooke one-
inch F 1.5 lens and a 216 degree shutter, giving it six
and one-half times the speed of ordinary F 3.5 cam-
eras. The super speed feature will be just the thing
for football, baseball, tennis, and other sports, and for
taking industrial pictures, as, for example, time and
motion study shots. It permits taking pictures in-
doors with a minimum of light, or outdoors at super
speed even in poor light. The F 1.5 lens is fine for
Kodacolor, also, and is instantly interchangeable witli
other special purpose lenses.
Bell & Howell has also recently brought out a new
Filmo projector, the Model R, complete with such fim
features as 500-\vatt illumination, automatic power
rewind, reverse switch for running film backwards,
clutch for still projection, manual framer, etc., yet
selling in the moderate price range. 300-, 400-, and
500-watt 105- to 120-volt lamps may also be used with
this model.
♦ ♦ ♦
Another development in this firm's line is an at-
tachment for use with a Bell & Howell 16 mm. motion
picture camera and any ordinary microscope for tak-
ing microscopic pictures. The device consists of a
horizontal tube mounting a split-beam prism which
deflects about 90 per cent of the available photographic
light in a parallel ray, into the regular standard 1"
F 3.5 camera lens, which remains set at infinity. The
remainder of the light passes up the microscopic tube,
set at 160 mm., over which fits a finder-sleeve fitted
with a mask which shows the user the limits of the
field being photographed by the camera. This re-
duced amount of light reaching the eye makes it easy
to observe the object that is being photographed and to
keep it in sharp focus by means of the fine adjust-
ment of the microscope itself. An adjustable camera
stand raises and lowers the camera.
Iiint; 19}}
Page 179
Sound-on-Film Animatophone on Market
\ictor Aiiiniatograi)h Corporation announces the
Appearance of the new Sound-on-Film Animatophone.
■lable features of this model are its simplicity and
compact arrangement. Threading and operation
no more complicated than with a silent projector.
] he Sound head is side-mounted on the support base
'' the projector and occupies a space of only 2yi"x
:''x6". The highly developwJ amplifier is mounted
ihe rear of the projector and occupies little space.
iditorium speaker and 50 foot cord are housed in
^movable side of the projector carrying case. The
:ire e(piipnient in carrying case weighs only fifty
nnds.
Several optical, mechanical and phonetic features
liave l>ecn developed which have made possible clear
sound reproduction and picture illumination. The
high frequency range which has been attained api>ears
l)e a particular source of pride to the makers.
It is understood that this initial model of the S-O-F
limatophone niav be follovve<l with a "Blimp" model,
and possibly a combination model which will include
tlie sound-oii-disc ecjuipment of the original Soimd-on-
Disc .'\nimatophonc. The .Vnimatophone will run sil-
' as well as Sound film.
♦ ♦ ♦
Keverse action will be included as a regular feature
Ml the Model 5 Victor Camera henceforth with no
rease in price. It is also available to present Victor
M.rs. This feature permits the film to be backed u()
i'>r making lap-dissolves or double exposures. Both
r<l and takeup reel shafts are i)ower-motivated and
. iuipj)ed with friction clutches. Film action is re-
\iTsed by means of a hand crank, which facilitates
anting of film frames.
A Circulatins 16 mm Film Library
Among the unusually rapid growing branches of
I lie advertising industry was its adaptation to radio
broadcasting. The advertisers were quick to recognize
the unusual advantages gained through sponsoring
dio programs and reaching the buying public at a
nine when it was assembled for relaxation.
Today sponsored 16 mm. films place various educa-
iial and entertainment reels within the reach of
homes and various groups owning 16 nmi. projectors.
The Associated Film Libraries, Inc., of Chicago for
tlie past fifteen months have been actively engaged in
this field. They have gathered together many fine
educational and industrial films and completed the
much-needed idea by adding comedies, scenics, sports
and other entertaining reels.
The library is sustained by the various advertisers
who pay a nominal yearly sum for the care and dis-
tribution of their films, and a small fee of $3.00 per
f.ir is charged to each library member.
■ni'i
RADIO MATS
OAH Y
Dl
ua
For Screen Projection
Write for free samples.
RADIO-MAT SLIDE CO., Inc.
1674 Broadway, New York, N. Y.
Many of the leading industrials of the country, in-
cluding such organizations as Westinghouse, General
Electric, Atchison, Topeka & Santa Fe Railway. Na-
tional Carbon Company, and others have taken ad-
vantage of the distribution that the Associated Film
Libraries, Inc., oflfcr. Public, private and parochial
schools as well as many churches, social groups, boys'
clubs, etc., are tising the service of the Associated
Film Libraries, Inc. The time will come when such
an organization will be national in scope and distribu-
tion will be available in leading cities throughout the
United .States.
or a
Glorious Vacation
come to
Mackinac Island
Endowed by nature with great beauty,
rich in legendary lore and historical facts,
Mackinac Island claims first place among
summer resorts of America, providing a
diversity of recreation and sport features.
THE CHIPPEWA
offart delightful accommodailont
Every room an oufside room, overlooking Straits of
Mackinac or Marquette Park
RATES
American plan as low as $4.00 per day
European plan as low as $2.50 per day
Without bath as low as $1.50 per day
(Hot and cold running water in all rooms)
Superior Cuisine — Unexcelled Service
The Chippewa Hotel
Mackinac Island, Michigan
Page 180
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)
S3 Hamilton Terrace, New York City
Producer of Social Service Films
Eastman Kodak Co. (4)
Rochester, N. Y.
(S«e advertisement on outside back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
Erpi Picture Consultants, Inc. (3)
250 W. 57th St., New York City
(See advertisement on page 150)
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
Modern Woodmen of America (3, 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.
(See advertisement on page 175)
United Projector and Films Corp. (1, 4)
228 Franklin St., Buffalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 175)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
(See advertisement on page 173)
Williams, Brawn 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. LaSalle St., Chicago, 111.
(See advertisement on page 177)
MOTION PICTURE
MACHINES and SUPPLIES
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)
330 W. 42nd St., New York City
Herman A. DeVry, Inc. (3, 4)
nil Center St., Chicago
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, III.
International Projector Corp. (3, 6)
90 Gold St., New York City
(See advertisement on pages 164-5)
Motion Picture Accessories Co. (3, 6)
43-47 W. 24th St., New York City.
Regina Photo Supply Ltd. (3, 6)
1924 Rose St., Regina, Sask.
United Projector and Film Corp. (3, 4)
228 Franklin St., Buffalo, N. Y.
Victor Animatograph Corp. (6)
Davenport, Iowa.
(See advertisement on inside front cover)
Williams, Brovm and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
HISTORICAL PHOTOGRAPHS
Educational Research Studies, Ltd.
SS37 Hollywood Blvd., Hollywood,
Cal.
(See advertisement on page 177)
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave., Chicago
(See advertisement on page 172)
Motion Picture Accessories Co.
43-47 W. 24th St., New York City.
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.
330 W. 42nd St., New York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville, Pa.
(See advertisement on page 172)
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on page 179)
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
(See advertisement on page 175)
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 149)
Victor Animatograph Corp.
Davenport, Iowa.
(See advertisement on inside front cover)
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Herman A. DeVry, Inc.
1111 Center .St., Chicago
Keystone View Co.
Meadville, Pa.
(See advertisement on page 172)
STEREOPTICONS and
OPAQUE PROIECTORS
Bausch and Lomb Optical Co.
Rochester, N. Y.
(See advertisement on page 177)
E. Leitz, Inc.
60 E. 10th St., New York City
Regina Photo Supply Ltd.
1924 Rose St., Regina, Sask.
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
(See advertisement on page 175)
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 149)
Victor Animatograph Corp.
Davenport, Iowa.
(See advertisement on inside front cover)
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
REFERENCE NUMBERS
(1) indicates firm supplies 35 mm.
silent.
(2) indicates firm supplies 36 mm.
sound.
(8) indicates firm supplies 86 mm.
sound and silent.
(4) indicates firm supplies 16 mm.
silent.
(6) indicates firm supplies 16 mm.
sound.
(6) indicates firm supplies 16 mm.
sound and silent.
IS YOUR firm represented here? It should be. Continuous insertions under one
heading cost only $ 1 .50 per issue; additional listings under other headings, 50c each.
IVWIBW uity. Mo.
Taachem Lihrarv
Educationa
COMBINED WITH
Visual Instruction News
CONTENTS
Visual Experience and Social Progress
Statistics For All— The Fact Picture
Polynesian Puzzles in Visual Education
Experiment in Visugraphic Religious Education
Report of July Visual Meeting at the N. E. A.
Single Copies 25c
• $2.00 a Year •
SEPTEMBER
1933
Publications o£ the
EDUCATIONAL SCREEN
Distinctly Valuable To Those Interested In
or Engaged In Visual Teaching Practice
VISUAL AIDS IN EDUCATION.
By Joseph J. Weber, Ph.D. 220 pp. Price $2.00.
The author's latest and finest work in the field in
which he has pioneered and specialized. His purpose
was "to compile for the progressive educator a bal-
anced summary of the available scientific evidence
on the values and limitations of visual aids in edu-
cation and then elaborate upon this evidence by way
of generalization and application so as to inspire this
educator in making a common-sense adaptation of
visual materials and methods to the purposes of the
school."
PICTURE VALUES IN EDUCATION.
By Joseph J. Weber, Ph.D. 156 pp., illustrated.
Price $1.00. (To subscribers, 67c.)
An important contribution to the literature of the
field, presenting in unusually interesting and readable
form the results of extended investigations on the
teaching values of the lantern slide and stereograph.
COMPARATIVE EFFECTIVENESS OF SOME
VISUAL AIDS IN SEVENTH GRADE INSTRUC-
TION. By Joseph J. Weber, Ph.D.
131 pp. Price $1.00. (To subscribers, 67c.)
The first published work of authoritative research
in the visual field, foundational to all research work
that has followed it — a Doctor's thesis accepted by
Columbia University. Here is pioneer research work
of high quality, not only valuable to research workers
in the field, but an essential reference work for all
libraries.
BIBLIOGRAPHY ON THE USE OF VISUAL
AIDS IN EDUCATION. By Joseph J. Weber, Ph.D.
24 pp. Price 50c. (To subscribers, 33c.)
The latest and most complete bibliography ever com-
piled on the field of visual instruction. Over 1,000
references to books and magazine articles, partially
annotated, classified under six major and forty-five
minor subject-heads, arranged alphabetically by au-
thors under each head. The major heads are — Gen-
eral, Motion Pictures, Still Pictures, Object Material,
Special Subjects, Sources of Visual Instruction Ma-
terials. An invaluable piece of work, essential to
any student of the field.
FUNDAMENTALS IN VISUAL INSTRUCTION.
By William H. Johnson, Ph.D.
104 pp. Price $2.00. (To subscribers, $1.34.)
This volume offers, in most readable form and in
briefest possible compass, a concise and comprehen-
sive survey of visual instruction. To an experienced
worker with visual aids, much of the book will seem
"elementary," as the fundamentals of any subject
should be to an expert. But such elements are basic
to a sound knowledge of any field — which explains
why Dr. Johnson's book has been used with such
marked success as a manual or text-book for courses
in visual instruction.
"1000 AND ONE FILMS."
144 pp. Price 75c. (To subscribers, 25c.)
An annual publication, indispensable to users of films
in school, church or community work. It lists several
thousand films — 16mm and 35mm, silent and sound —
for education and entertainment, elaborately classified
according to subject. Full information given on every
film — title, number of reels, brief summary of con-
tents and source or sources distributing the film.
THE HISTORICAL CHARTS OF THE LITERA-
TURES. By Nelson L. Greene, A.M. (Formerly
published at Princeton, N. J.)
Price 50c each. (To subscribers, 33c.)
One of the oldest and most successful visual aids
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September, 193 3
Page 181
Educational Screen
Combined with
Visual Instruction News
SEPTEMBER, 1933
VOLUME XII NUMBER 7
CONTENTS
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
Herbert E. Slaught, Pres.
Frederick J. Lane, Treat.
Nelson L. Greene, Editor
Ellsworth C. Dent, Manager
Evelyn J. Baker
Josephine 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
Editorial
Visual Experience and Social Progress.
Albert E. Osborne
Polynesian Puzzles in Visual Education.
Gordon P. Miller
Statistics for All. Marguerite E. Schwarzman
Filnn Production Activities
News and Notes. Conducted by Josephine Hoffman
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent
Among the Magazines and Books.
Conducted by Marion F. Lanphier
The Film Estimates
The Church Field. Conducted by R. F. H. Johnson
School Department.
Conducted by Dr. F. Dean McCluslcy
Among the Producers.
Here They Are! A Trade Directory for the Visual Field.
Contents of previous issues listed in Education Index.
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, September, 1933, by the Edu-
cational Screen. Inc. Published every month except July and August.
{2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cH.
183
.184
187
189
191
.192
.194
196
198
.199
201
206
.208
Page 182
The Educational Screen
to the Biggest
and Best in
Current Motion
Pictures!
Now Available"--
"The
Fighting
President"
A 6 -reel feature of
timely interest and
educational value.
Recommended by the
National Film Esti-
mates as follow^s:
"Well-chosen news-reel shots from career
of Roosevelt from beginning of his public
life to the Presidency. Well-edited, good
vocal accompaniment, presenting w^ell-
rounded and wholesome picture of worth-
w^hile attainment by the greatest national
figure of the day."
Also
The screen story of Franklin Delano Roose-
velt's INAUGURAL. History in the mak-
ing— the event of the Century, in 16 mm.
silent only.
"The Voice of the Vatican"
A one-reel, sound-on-disc, picture show^ing
the high lights of Vatican City, scenes of
the Basilica, the new^ Vatican raWway, the
governing offices, the Pope's office and
incidental departments. You see and hear
the famous bells of Vatican Square. You
see the Pope, for the first time, meeting the
actual ruling head of a government w^hen
he greets Mussolini and Victor Emmanuel.
The lighting of St. Peter's Cathedral is
also show^n.
Write f-or information
Non-Theatrical Department, Bureau S
Universal Pictures
Corporation
730 Fifth Avenue New York, N.Y.
A Prominent Superintendent of
Schools Writes:
"The class making experimental use
of this material covered fifteen
months' work in five."
The New
Keystone Units
in Geography
Parallel
The New Course of Study
in Geography
25 Stereographs and 25 Lantern Slides
to Each Unit
with
A Manual of Descriptive Material and
Suggestions for the Teacher Accom-
panying Each Unit
by
ZOE A. THRALLS
Assistant Professor of Geography
University of Pittsburgh
and
Mennber of the Committee That Prepared the
Thirty-second Yearbook
FURTHER INFORMATION OR SAMPLES
SENT ON REQUEST
Keystone View Company
MEADVILLE, PENNA.
September, 1933
Page 183
EDITORIAL
T 1 11-1 Icimiry of Progress^now quite resigned to
luaring itself called the "World's Fair," as was
iiifvitablo — continues to "go over" in a big way.
I-"or Miure than 100 days, at this writing, paid at-
tendance has averaged more than 150.000 pco])le daily.
Scarcely two score cities in the whole L'nited States
can claim a [xtpulation as large as the throng that
surges avidly and earnestly through the great expo-
sition every day.
As this national tide sweeps thru the gates — day
after day. week after week, month after month — what
do the clicking turnstiles say? It depends on who
is listening. To the private individuals who are the
l)romoters, hackers and bondholders of the great
])roject — a])i)roximately heroes to have carried through
in such times — the turnstiles sing success in getting
back a gigantic investment with jierhaps a modest
interest pro|)erly due for use of the huge funds. To
the concessionaires who were not too ambitious in
the anii.unt of space contracted for, it means a rea-
sonable return on money and hard work exj)ended.
To the "eat. drink and be hurried" e.stablishments,
from pretentious all-but-cover-charge Casinos down to
the redolent hamburger huts that sprout wherever
nothing else can thrive, it means real profits despite
high rents and hectic comiHJtition. To the college boys,
toughening their young muscles and callousing their
])oor feet behind a roller chair or in front of a rick-
shaw, it means another .semester or two at .\lma
Mater. Yes, the turnstiles sing "dollars," and happily
.so. or there could be no "h'air." But the financial
success, fundamentally essential as it was, is only part
of the song, the obvious and elementary part.
The great fact proved by the success of the Century
of Progress is this: the human race loves "visual
education." It loves to ac<|uire new experience and
prefers to get it through the eyes. Seeing is receiving.
The Ex]H)sition represents the most colossal visualiza-
tion of the facts and processes of life ever concentrated
in one place. Its appeal is primarily to the eyes. This
is the appeal that draws nniltitudes as no other apical
known to man can draw them.
Writers on education are moved more or less often
to point out and emphasize the importance of other
senses than sight in the learning process. It gives an
appearance of greater breadth, keener insight or sheer
profundity. i)erhaps, to stress touch, taste, smell and
hearing, for fear lesser thinkers may overstate the
case for sight. N'et no array of objects, foods, perfumes,
or sounds articulate or inarticulate could ever draw
a fraction of the millions that now come trouping from
the ends of the country and the earth lo sec. The
deaf come by the thousands, and what they lose in audi-
tory values is jierhaps amply made u]) in missing the
roar and hubbub, the loudsi^akers and barkers' bawl-
ings. Total lack of touch, taste and smell might
easily prove a blessing to the World's Fair pilgrims.
.\ smiling little old lady in Chicago — 84 years old.
deaf, half i)aralytic. with one hip recently broken —
has just comiileted her third visit to the Ex|)osition
this sunmier. She rides nine miles by street-car to
get there, her invalid chair folded up on the back plat-
foim. She can scarcely hear, taste, smell or move
unassisted, but she loves her Fair. She can see. The
one thing that is unknown, the one inconceivable
phenomenon among the far-traveling millions visit-
ing the ExiMJsition, is a blind man.
Many are still concerned over "proving" the value
of the visual idea by research and exjjeriment. It
was proved aeons before research was born, before the
human race could imssibly appear. When the first
little re])tiles crawled out of the estuaries and looked
out upon the land with eyes, there was incontrovertible
proof. Visual education was already working. With-
out eyes those humble con(|uerors would never have
left the ooze and set forth upon their conquest of the
world. The Century of Progress is but the latest
link in an unbroken chain of evidence on the incal-
culable ijower of the eye in the march up from slime
to civilization.
THE beginning of another .school year — during
which we insist ujxju hoping for big things from
the NRA and the .\nierican spirit — is an appropri-
ate time for reminding our readers of a fact so obvious
that it is easily overlooked. The fact is this : The
subscription price i)aid by the reader does not cover the
cost of fulfilling his year's subscription to the Educa-
Tio.x.M, Screen.
It is advertising that has made possible the first
dozen years of publication. Only advertising can as-
sure the second dozen years, and so on ad infinitum.
Our good friends, the advertisers, will stand by us
while we stand by them. Pai<l advertising will lie
forthcoming as long as it is paying advertising. -Ml
the advertiser asks is results, and he is iirojierly en-
titled to them. Incidentally, no (irogressive teacher
can be adequately in touch with advances in the visual
field unless he keejis informed on what the makers of
our materials are doing from month to month. Write
to advertisers and learn.
Nelso.n L. Greene
Page 184
The Educational Screen
Visual Experience and Social Progress
ALBERT E. OSBORNE
IN DEMOCRATIC countries it is taken for
granted that the primary purpose of public edu-
cation is to prepare the young for intelligent
citizenshi]). It is our purpose in this article to con-
sider, in the most general terms, the ills of human-
ity today; to give some reasons in support of the
point of view that a surprisingly large share of
these ills is due, not to innate evil or the limitations
of human nature, hut rather to the fact that we
have failed to prepare people for wise and effective
citizenship — in other words to the fact that vast
possibilities of people generally for interest in and un-
derstanding of one another have never been devel-
oped. We shall then turn to the work of public
education to consider, again in the most general
terms, some fundamental reasons why nations have
failed and are still failing to develop these vast
possibilities of human nature; and finallv we shall
consider some things that need to be done and
might be done in the schools of every nation in
order that people may be prepared to act more
wisely and effectivelj- as citizens of a common
world.
Unquestional)ly there was never a time in his-
tory when so many hundred millions of people
were harried with fear, because they feel that the
very foundations of society, as they have known it,
seem to ])e crumbling under their feet. Africa is
a tinder box; Europe is smouldering; Asia is on
fire ; revolution after revolution has recently over-
turned governments in South America; millions of
people are out of work in the United .States. Could
these appalling conditions have been prevented?
Can these tremendous problems be solved?
History shows that humanity has never satis-
factorily solved the problem of social change. The
past is a long ghastly record of revolution after
revolution. Can evolution be substituted for revo-
lution? Progress may result from revolution, but
always at great and unnecessary cost, not only of
material values but also of human life and suffer-
ing. Evolution can mean progress with the least
material waste and with the least cost in human
suffering and death. One writer in close touch with
world affairs says, "For the next hundred or two
hundred years the world will be in the grip of
revolution." (Paul Hutchinson. "World Revolution
and Religion.") Students of human affairs .say the
very structure of civilization is threatened. Are
there any outstanding facts about present-day
world conditions that might serve to guide us in
finding a solution to our tremendous social prob-
lems?
For one thing the World War, as well as a con-
tinuing series of subsequent events, ought to make
us all realize that the world today, largch' as a re-
sult of the Industrial Revolution, has evolved into
one great interdependent industrial, commercial and
social organism. As might be expected, therefore,
it is being found that with the present world organ-
ization of humanity, narrow selfish individualism,
whether exhibited by individuals, classes, nations,
races, or religions, is increasingly impractical and
suicidal, ^^'ith our remarka1)ly im])ro\ed means of
])r()duclion. transportation and communication we
have rushed ahead in binding the world together
into a great network of commercial and other re-
lationships ; and yet most of us. grown u]) in compar-
atively narrow surroundings, remain jireclominant-
ly provincial in our interests and outlook. There
is much evidence on every hand that this general
provincial-mindedness is the main cause of our
worst problems and the main hindrance to the so-
lution of these problems.
Some, considering symptoms rather than causes.
say that the chief trouble of the world today is
over-production. It does appear that with our jjres-
ent day knowledge of the forces of nature and our
machine equijiment no one need want for food,
clothing or shelter, or even for leisure and many of
the so-called luxuries of life. And yet there are
still hundreds of millions in dire need, and people
everjwhere who have wants far beyond what they
can satisfy. Clearly the trouble today is not over-
production. Rather, as has often been pointed out,
the main source of the world's ills is to be found
in our unsatisfactory and irrational human relation-
ships. While we have developed an industrial and
commercial organization that is internatif)nal in its
functioning, humanity is still divided up into a lot
of narrow national and other social organizations
that are continually competing and fighting rather
than cooperating.
Clearly our present interdependent world organ-
ization of humanity cannot be run by narrow pro-
vincial-minded people. Indeed it is becoming more
and more evident that there is toda}- a rapidly in-
creasing and even tragic need for bigger men and
women in every nation, men and women of vastly
wider knowledge of our common humanity, of
vastly wider interests and understanding and sym-
pathy, capable of world wide cooperation. With
even a minority of such people in each nation, there
is ground for believing that what would now be con-
sidered as wonderfully desirable but still impossible
Utopias, would become actualities. Many different
September, 1933
Page 18$
]>aiinceas are offered .is a cure for the world's ills,
Init it is not too imicli to say that a sufticient luiiii-
her of bijiKt'r '"cn aiul women is the outstandinj;
need of the world today, and the development of
such men and women is a matter of supreme im-
portance to the world's future.
Can a sufficient numher of such men and women
he developed? Many think not. Indeed there are
prominent thinkers who say that human nature is
innately selfish and evil and that therefore the mass
of people will always be so self-centered and selfish
with relation to class, nation, religion or race, that
the f>ld democratic ideal of government of the peo-
ple, by the ])eople, for the people, is increasingly
imjiractical. Others hold that democracy is iin-
]>ractical because the mass of jjeople have not the
capacity for such breadth of interest and under-
standing as would enable them to solve the world's
increasingly comi>lex social problenjs. Indeed Self-
ridge, a business leader of l\ngland, .said recently,
"1 came back from the United States strengthened
in my belief that democracy as a system of govern-
ment is an absolute failure. It cannot j)ossibly suc-
ceed in a great country where there are a great
many |)eople ... 1 believe that in a hundred
or two hundred years there will be no more democ-
racies in existence."
On the other hand, there are other thinkers who
insist that the trouble is not due to the innate evil
and selfishness, nor to the limitations, of human
nature, but rather to people's ignorance about
themselves and one another, and to the fact that
\ast possibilities of human nature for wider knowl-
edge and sympathy have never been developed.
Here then are questions of truly fundamental
importance. If humanity hasn't the capacity to
solve its tasks, if human nature is imiately evil and
selfish, if these views of human nature that have
been handed down by tradition, and that are held
by a materialistic science are sound, then they
should be taught to everybody and should be
definitely taken into account in the i)reparation of
the young for citizenship. However, in so far as
these views of human nature are taught and be-
lieved, it must follow that each person's respect for
himself and for others must be undermined, and a
])essiniistic and a more or less hopeless attitude
with regard to social progress must inevitably ap-
pear. Hut if there is any real question whether
these materialistic and traditional views of human
nature are true, then it is certainly important,
especially in i)re])aring the young to perform their
tremendous tasks of citizenship today, that they
should have put before them some at least of the
existing evidence that disproves these theories,
then, leaving each one free to accept whatever the-
ories of life he prefers.
Thus, vouth should have its attention called to
evidence — available even as long ago as Drum-
mond's "Ascent of Man" — that it is not the Strug-
gle for Life, the Struggle for Self, or selfishness,
but rather the Struggle for the Life of Others, that
has played the ])redominant part in the develop-
ment of the various forms of life on the earth.
Drummond eloquently set forth the undeniable
facts that the most precious product of each vege-
table or animal life is for its offspring ; that all
seeds and grains, nuts and fruits, and milk and eggs
are provisif)ns that each life makes for another life
than its own. If man is predominantly selfish 't
would appear that he is an alien in the realm of
ctrganic life.
With regard to the often rei)eated references to
man's "beastly" instincts, it would be well to con-
sider the wealth of evidence that Dr. Kropotkin
gives in his "Mutual Help," which shows that even
though much warfare exists between animal spe-
cies, mutual help is the jirevailing attitude between
individuals within species. .\s one among nund)er-
less instances, he notes the action of a herd of deer
that arrange themselves in a circle when attacked
by a lion, their antlers acting as a protection in every
direction. As to man's "savage" instincts, it would
be well to consider the wealth of evidence showing
that mutual aid rather than selfish struggle is the
predominating trait between individuals w^ithin
primitive tribes or clans. Scientific investigation
reveals, to use Dr. Kropotkin's words, "that though
a good deal of warfare goes on between different
classes of animals, or different species, or even
tribes of the same species, peace and mutual sup-
])ort are the rule within tribe or species: and that
those species that know liest how to combine, and
to avoid competition, have the best chances of sur-
vival, and of further progressive development.
They prosper while the unsociable species decay."
Certainly there are many weighty reasons for
denying the oft expressed statements that our vast
social ills are due to the innate evil and the limita-
tions of human nature. .And if human nature is not
innately evil and predominately selfish, it is of first
importance that jieoplc the world over shoubl know
it. The general recognition of this truth must be
an im])ortant first step if i)et>ple everywhere are to
substitute helpful co-operation for destructive com-
])etition and war.
Here then, on the one hand, we have the world's
really tragic need for bigger men and w-omen, big
enough to understand and cooperate with their fel-
low human beings everywhere; and, on the other
hand, millions of people everywhere with vast pos-
sibilities, as many authorities believe, for sympa-
thetic response to such understanding and cooper-
ation. Why then have not more of these possibil-
ities been develo])ed? We believe an investigation
that is within the reach of anv ordinarv citizen will
Page 186
The Educational Screen
show that the mass of children and adults always
have been and still are mentally and socially
starved, with all the dwarfing of humanity's larger
possihi-ities that this mental and social starvation
entails.
Here is a question that ought to interest ever\-
citizen and every parent, especially every mother.
A\ hat an astounding amount of activit}- and effort
on the part of society is put forth in providing for
our physical needs — particularly by mothers in see-
ing that the physical needs of their families are pro-
vided for. And yet it is an elementary truth that
these bodies have no value apart from the minds
and spirits that develo]) in connection with them.
It follows therefore that this immense effort in pro-
viding for bodily needs will be wasted if the needs
of the mind and spirit are overlooked. Mow vitallv
essential it is that every citizen and parent, espe-
cially every mother, shoidd give more concern to
the needs of the mind and spirit.
It is not hard to understand why these (piestions
have in the past failed to receive anything like the
attention their vast importance deserves. P'irst of
all, it is natural for man to look out before he looks
in. Thus it has often been pointed out that man's
first science was the science of the stars. That is
where man got his first ideas of law and order in
the universe. Then he developed his science of the
earth, geology ; his sciences dealing with vegetable
and animal life, and his various sciences leading to
the control of the forces of nature. Finally man's
scientific interest turned within. Thus man's latest
and infant sciences are al)out himself and his fel-
lows. And yet it is predicted that the developmenl:
of these human an<l social sciences will mean far
greater advancement and blessings for humanity
than has the development of our natural sciences,
which have revolutionized life for large portions of
the earth during the last 150 years. There certain-
ly are cogent reasons why every citizen, especiallv
every father and mother, should give careful at-
tention that will show, we believe, that the mass of
children and adults always have been and still are
mentally and socially starved.
Now, in making this investigation, it will be well
to begin with the child, and with this fundamental
fact about every child — that physically, mentally.
morally, as well as spiritually, he grows entirely
from within. Immediately growing out of this
truth, we find several fundamental truths about
children's and people's development and education,
about the develojMuent of their interests and under-
standing and sympathy, the development of their
attitudes of suspicion and fear, their prejudices and
hates — truths that are more or less evident from
experience and that have been pointed out by edu-
cators for generations.
(1) Xo teacher ever transfers anything he has in
his mind into the mind of ilu' child or adult as we
transfer any material object from one place to an-
other. One authority states the case thus : "All
that is possible is to ficcasion the jjroper act of
knowing. Xo error in teaching has occasioned
more bad work than this assum])tion that knowl-
edge can be transferred fn>m one iiiiiul to another."
(2) How does the child or adult jjut anything
in his mind? Does his mind just s])in ideas out of
nothing or grcjw in some magical wav ? Xo, his
mind is like his body in being dependent ])rimarilv
on food or building material — his mind Iniilds anv-
thing and grows only by the use of raw materials
f)r food that must be supplied.
(3) Where does the child or person get his food
and building material of the mind? The answer
stated over and over in books on education is that
his food and building material is su])])lied b\-. or in
connection with, our sense cxf^criciicrs. — experiences
that we build u]) in connection with im])ressions
made on our s])ecial sense organs of touch, taste,
smell, hearing, sight, or in connection with our
more general liodily sensations. While there is not
space here to show in detail how these sense ex-
periences provide mental "foodstuffs" or building
material, yet scientific investigation has revealed
that these exi)eriences are just as primary a neces-
sity for the growth of a person's mind, for the de-
velopment of his knowledge, interests, unflerstand-
ing, sympathy, etc., as is his physical food a pri-
mary need for the growth and activities of his bodv.
Perhaps we can get a suggestion as to the neces-
sar}' importance of these sense experiences, if wc
remember that in this life we are embodied spirits
and must alwaNS have a nerve and bodv state as an
accompaniment of every mental state. Ever\- men-
tal state must involve a body state. In fact everv
mental state is really a "body and mind state." To
try to build up the mind without building up or
providing for the ajjpropriate nerve states is like
trying to build the second story of a house with-
out building the first.
(4) We have noted that a child must build his
own mind or whatever he has in his mind. Does
he have much of a building job? He has to liuild
nothing less than a world. I'.ach person must build
his own world of natin-e and humanity. Moreover
his attitudes and acts will always be in accordance
with or a reaction to, what constitutes his wurld. —
this inner world he has built or is building. Indeed
this inner world really constitutes his lite. Other
things being ecpial. in so far as a i)erson's inner
world is a limited or distorted duplicate of the out-
er world, in so far will his life, the range of his in-
terests, knowledge and understanding, be limited
and distorted.
(5) Does nature give us any definite e\ icU-nce as
to the extent of each child's and ]iers()n's needs for
September, 193 3
Page 187
sense experiences — these experiences that must
>ui>ply the mental food or raw material out of
which each must build his inner \v<»rld? As all
know, nature jj;ives everyone a ravenous appetite
for sense ex])eriences. The child is impelled con-
tinuously to touch, taste, smell, hear. see. every-
thinjj within his reach. Not only does the child try
this with his immediate environment, but to satis-
fy his v.iiifr desire to see. every child should go
around the world ajj^ain and again with his parents
and teachers, if ])ossible. That is, we should note
|)articularly that every normal child or adult has an
eai^iT .ipiietite for a world range of sight experi-
Xow it can be taken as a matter of course that
ciur various senses are of varying importance in
hel(>ing us to build these inner worlds. We can
only take space to state here what is generally
recognized — namely, that l)y far the most important
of our senses for this purjxise is our sense f)f sight.
Indeed in the use of this sense we have a really
remark.'ible means of obtaining, with the least ex-
penditure of time and elTort, the widest range of
.•iccurate knowledge of the outer world of nature
and humanity, of securing attention and arousing
dormant interests. .\nd as we consider the im-
mensity of the task involved if people generally are
to build within themselves worlds that are approx-
imately ade(|uate duplicates of the outer world, we
realize the need of enabling ])eople to utilize this
sense of sight as widely as possible. In fact, it is
to be noted that while most of our needed experi-
ences of touch and taste and smell may l)e gained
in the home environment, with respect to the sense
of sight every normal person has not only an eager
appetite for, but a need for, a world range of sight
experiences.
Finally, therefore, it ought to be clearly evident
to anyone, as he thinks about it, that no child or
adult has ever gotten or is getting today more than
the merest fraction of the sight experiences of na-
ture and humanity that his eager a])j)etite craves.
The need of satisfying the physical appetite that
nature gives has never been <|uestioned. Tremend-
ous efforts have always been put forth in satisfying
man's physical appetite. Rut this mental ajipetite
has always been very largely ignored. In other
words we tind that with respect to the especially
important experiences of sight, humanity has al-
ways been, and still is, mentally starved.
(To be continued in October)
Polynesian Puzzles In Visual Education
GORDON P. MILLER
DEMONSTRATIONS or American health fihus
— which is the better method of teaching a
primitive peo])le good health i)ractices?
This (juestion is believed to have been solved by
Henjamin O. Wi.st. dean of the University of Hawaii
Teachers College, and Robert M. I'aulkner. principal
of Kawananakoa Experimental School in Honolulu.
Dean Wist and .Mr. Faulkner arrived at their con-
clusions after s])ending three months in .American
Samoa carrying on a teachers institute, which was un-
der the direction of Dean Wist. The institute was
spon.sored by the Harstow l-"oundation which is in-
terested in the advancement of the .Samoan peojjle.
'J'he Samoan islands are formed by the i)eaks of a
submarine chain of volcanic mountains and are lo-
cated 2000 miles south of Honolulu on the route to
.\ustralia. The largest islands of the Samoan group.
L'ikjIu and Savaii, with several smaller islands, were
mandated to New Zealand following the World War.
.\merican Samoa lies to the east of the mandated
islands and comprises Tutuila and the Manua group.
.\merican .Samoa has l)een governed by the Navy since
it came under .American control more than ,?0 years
ago. In 1930. the |Hipulation was 9876 persons, ex-
clusive of the navy iK-rsonucI. The i)eoplc of Samoa
are of the Polynesian race, l)elieved bv manv anthro-
]K)logists to be an offshoot of the Aryan race. They
rai.se yams, taro, and copra, and they fish within the
reefs that surround their islands.
Outwardly, the natives are Christians and observe
the rituals of their religion very strictly. Both the
Catholic and Protestant faiths have followers in the
islands. One village of 300 Protestants built a church
at a cf)St of $.32,000 Ijecause a neighboring village of
Catholics had erected a church costing approximately
$25,000.
Dean Wist and his party, which included William
McCIuskey, associate jirofes.sor of Education in the
University of Hawaii Teachers College, left Honolulu
on the Monterey November 24, 1932, and arrived in
Pago Pago five days later. Early in December, they
oi)ened the institute in Poyer .School, across the bay
from the Naval Station at Pago Pago.
Poyer School is the largest school in Samoa and
the only one hou.sed in a concrete building. It has
three rooms, including an assembly room with a .seat-
ing capacity of 200 j>ers()ns. The concrete structure
is supplemented by a frame building of two rooms and
a "grass house." Samoan "grass houses" consist of
frames of wood from the breadfruit tree, thatched
with sugar cane or pandanus leaves.
Mr. Faulkner was in charge of agricultural, public
Page 188
The Educational Screen
liealth and visual education. lie took with him all
the available health films in the film library of the Uni-
versity of Hawaii extension division, including films
dealing with bacteria, the blood, breathing, circulation,
circulatory control, digestion, diphtheria, living cells,
posture, sewage disposal, tuberculosis, the skin, food
and growth, and water. The films dealing with living
cells and ])osture were not shown because of lack of
time and facilities.
When the party arrived at Foyer school, it found
that the .school was not equipped with electric lights
and that the pictures could not be shown there. This
necessitated negotiations with the naval authorities
for the use of the Naval Station theater and boats to
transport the teachers across the bay. In view of the
complications, it was thought best to show all of the
films in three evenings. This precluded a compre-
hensive introduction and a discussion immediately fol-
lowing individual pictures.
On the first night, the 64 teachers and ])otential
teachers attending the institute, the high or talking
chiefs, and naval officials gathered at the theater to
witness the showing of pictures on tuberculosis and
sewage disposal. "The Virgin of Tau." a picture of
Samoan life, taken by the late Frederic Duclos
Barstow, Jr., was also shown.
The Samoan teachers, who witnessed the film, have
an eighth grade education and receive salaries of from
$15 to $40 a month, which is a large sum in Samoa.
They sat in respectful silence while the health films
were being shown. When "The Virgin of Tau ' was
shown, they laughed loudly and clapped their hands
becau,se the navy operator ran the i)ictures so fast
that the dances shown appeared to be burlesques.
In spite of the hilarity with which the teachers
greeted the film, the talking chiefs objected to having
the film shown again. Their objections were that a
half cast possessed a "Malietoa" name, a name ])os-
sessed only by very high chiefs, and that a lesser chief
had refused to give his daughter in marriage to a
Malietoa. To them, the refusal of the girl's hand to
a Malietoa was inconceivable.
Although the jjroblem.s of tuberculosis prevention,
and sewage disposal are very important in Samoa, the
films had little value other than to im])ress upon the
people the intricate devices used by highly civilized
coimtries in helping to eliminate the problems. The
films were too technical to be applicable to ])rimitive
conditions.
The tuberculosis film showed a huge sanitarium with
rows of immaculate beds, children soaping themselves
and washing in sjjotless lavatories, and other children
drinking milk. The lessons taught by the film are im-
practical in Samoa. Samoans do not have beds. They
cannot aflford sanitariums nor rtmning water in their
grass houses. The only water in their homes is in a
drinking pail, which is often accessible to the family
dog. Milk is unobtainable, for American Samoa is
not suited to dairying and the onK- herd of cows is
owned by the Navy. The milk is for the use of navy
personnel.
The film showing sewage dis])osal pictures a dis-
jiosal system built at the cost of several million dol-
lars. The picture showed the passage of sewage down
drains, through large water mains and into an elab-
orate i)lant. where it was sprayed with chemicals and
eventually turned into fertilizer.
.Such a system of sewage disjiosal can be nothing
but a dream to .Samoans for decades to come. Man\-
Samoan villages do not have even a toilet of the crud-
est sort. The Samoans wait until night, when they
visit the beaches to relieve themselves of bodilv waste.
Later visitors to the beach often contract hookworm
from contact with the excreta. With a people in such
a i)rimitive state of develoiiment, only pictures of verv
elementary systems of waste disposal are jiractical.
On each of the two other evenings, five films were
shown. They were run through without a break and
with only a brief introductory talk. One of the most
])ractical films dealt with the care of the skin. It
showed magnified ])ictures of the pores, how the pores
become clogged, and the skin troubles resulting from
uncleanliness. P>ecause the film was easilv under-
stood and because skin diseases are common in Somoa.
the picture was nnich more eftective than anv of the
others.
The discussions which occurred in the institute on
the days following the pictures indicated that the
teachers had been interested in the films but had
learned few of the primary lessons taught by the i)ic-
tures. For instance, some of them copied and mem-
orized the statistics regarding deaths caused by diph-
theria in the United States but failed to notice any
])rinciples applicable in Samoa.
Dean Wist and Mr. Faulkner recommend that per-
sons intending to use visual education among primi-
tive people ( 1 ) equip themselves with a portable gen-
erator, (2) preview all available films and choose only
the most elementary, (3) prepare talks designed to
adapt the films to local conditions, and (4) show only
one ])icture or two closely related pictures at a time.
.\ctual demonstration is a method of visual educa-
tion mucli better suited to similar situations than is
the use of the motion ]jicture, according to the two
educators. Their experiences with the use of dem-
onstrations in teaching agriculture and health prac-
tices, such as artificial respiration, showed that demon-
stration was by far the most effective means of teach-
ing. An oral description of the process of artificial
respiration made little impression on the Samoans but,
after witnessing a demonstration, they were able to
perform the oi)eration faultlessly. Because of the
relatively low cost and the high flexibility of the meth-
ods of actual physical demonstration. Dean W'ist and
Mr. Faulkner believe that it is the most efficient means
of educating primitive peoples.
September, 1933
Page 189
Statistics For All
The Fact Picture from Vienna is a Significant Visual Aid
MARGUERITE E. SCHWARZMAN
Tin-; l'l.i:\ Ilk teacher is continually on the
lookout for nt-w devices to vitalize knowledge.
She knows that the written word does not
suffice an<l that visual aids make a more lastinj;
inii)ression. Progressive educators have gone fur-
ther In- insisting that experience is the best teacher
ami have been stressing activity programs. Briefly
our educators have tried to make more indelible the
fmiils of human knowledge which is increasing
Number of Automobiles in the World
In th« V. S. A. R"t of Wi-'ld
M
MM
, SH. M, £^
d wIWm ^Hi VI
Figure 1. Each car reprficnts 2,i!(K1.00() niitoinobiics.
from year to year and are devising new techniques
to make factual information as real as possible.
J-'roni V'ienna comes a device which is both im-
portant and unique in the field of education. It is
not merely a new form of illustraticm supplement-
ing the printed word. It might ea.sily take the
place of text to a large extent. Dr. Otto Xeurath.
director of the Social Kconomic Museum of Vienna,
has been working for ten years to perfect his pic-
torial statistics or fact ])ictures and his A'ienua
method,' as it has been called, has been receiving
recognition in important educational centers abroad.
His brief .American visit in January gave educators
in the metropolitan area of New York their first
close contact with him and his work. They caught
the spirit rapidly.
Dry statistics are not everybody's forte, yet com-
parative facts and figures undeniably play an iin-
jiortant part in nuidern life and education. A
tremendous amoimt of information is hidden in
cumbersome lists of figures and the statistician i.><
justly enthusiastic. What the statistician however
usually fails to understand is that nu)st people do
not see the forest because of the trees. Essentials
need to be lifted out of the mass of confusing detail
and must be interpreted in terms of human inter-
est. ( l""ig. 1 ) The average mind can grasp and re-
member only a few details at a time aiul these must
be made impressive.
Upon such finidamental principles, Dr. Xeurath
has based his fact pictures. He has effectively suc-
ceeded in "selling" rather tedious information and
data. The original method of interi)rcting figures
— and the most familiar one until recently — was the
curve and trend line. These will never be wholly
in(lis])ensable. Later attempts at jiopularization re-
sulted in symbols rejircsenting lai-ger or smaller
areas. It became easy for the observer to distin-
guish between the tw(j but it was (piite impossible
to determine exactly how much larger (»r smaller
the (juantities were. Exact figures scrawled cither
on, over or under the inexact symbols <lid not make
the image more vivid. On the contrary.
One of Dr. Xeurath's basic principles is to repre-
sent a larger number of objects by a larger number
of symbols. To facilitate easier comprehension and
Rural and Urban Population in Germany
1«71
1925
In Rural
CommunUlca
n IVban
Communities
fifM^UnrhaftM Mttd'Wirt*rhaftMmu*evm in H i*-**
Figure 2. Each fi^Mrc represents 2,500,000 persons.
Page 190
The Educational Screen
Rubber Production of the World and the U. S. A.
(Yearly average before the crisis)
r
%
PHIUPPINEN
INDIEN UNDIN5ULINDE
prime interest. If the story of
rubber production and distribu-
tion is to lie told, the map merely
indicates localities and. therefore, a
blocked-in contour maj) suffices. In
Figure 3 a detailed world map would
deflect attention from the main point
to be stressed, namely that the lack of
planning in the rubber industry will
result in another crisis after 1935.
Figure 3.
GfUflhrlinfls-uiiil-Wirtffchafliimufti.'ain in U'l>
Each solid tire — 100,000 tons of wild or cultivated rubber exported.
Each outlined tire — 100,000 tons of wild or cultivated rubber imported.
Each tree — plantations under control of U. S. .\. which will produce 100,000 tons
of rubber a year after 1935.
stimulate interest, he chooses symbols that 'talk'.
These are not just squares or circles which might
mean anything: Indians living on government res-
ervations or sugar imported from Cuba. The sym-
bols must be carefully chosen so that they are
universally recognized and, if possible, can be easily
reproduced. This is important for schools since
pupils, particularly in the lower grades, can produce
their own statistical records.
Such fact pictures are so simply constructed that
a young child can easily transform comparative
data into graphic statistics by using symbols in
rows of rectangles. The little Viennese girl who
tells, by a "fact picture," the story of how her
classmates spent their Sunday is becoming equipped
to understand and interpret more complicated data
and statistical facts later. Incidentally Dr. Neu-
rath has found that young children make simpler
and better symbols than most older children and
adults.
The typical bar chart which is familiar to us all
— and is generally not over enticing — becomes in-
teresting when turned out by Dr. Neurath's work-
shop in Vienna. There is real life in the buoyantly
shifting German population from rural to urban
cominunities. (Fig. 2) Such a chart invites closer
inspection and stimulates thinking. In fact, tests
in the Viennese schools have shown that informa-
tion conveyed by a fact picture is two and a half
times more retentive than by reading alone.
It is evident that the average person, both child
There is ingenuity in these charts,
I you will grant, and the field for their
application would seem limitless. In
a colorful German edition of 100
charts* the versatility of these pic-
torial statistics is remarkablv shown.
These charts range from historical
mai)s to data pertaining to the eco-
nomic breakdown of our era. Few
subjects of himian knowledge are to-
tally neglected. A similar series trans-
lated to the present needs of American
education would seem highly desirable. There
is a great quantity of essential information which
has not gotten across to the present generation,
we are told. Might not attractive pictorial statis-
tics assist in presenting an overview in many fields
t)f learning?
Mibliugraphv
W. KaemplTert — Staccato Speech for Silent Sta-
tistics, New York Times, January 22, 1933.
O. Xeurath — Bildstatistik nach AX'iener Methode
in der Schule, Vienna 1933.
O. Neurath — Bildstatistik (Guide book to the
Musuem of Gesellschaft und W'irtschaft in
Vienna — Social Economic Aluseum).
*Gesellschaft und Wirtschaft — published by the
Bibliographisches Institut in Leipzig.
and adult, needs helj) to remember and in
Xeurath chart onl}- these elements are ,-
which are essential. Primarv facts shall
each
hown
be of
Contributors to this Issue
Sybil L. Daniels. Paul Revere Junior High School.
Revere, Mass.
Geokge a. Mark, Minister, First Congregational So-
ciety, Unitarian, Leominster, Mass.
Gordon P. Miller, University of Hawaii, Honolulu.
Hawaii.
Albert E. Osborne, Research Worker in Visual Edu-
cation, Brooklyn, N. Y.
Marguerite E. Schwarzman, Director. The Children's
Laboratories, Quaker Ridge, New Rochelle, N. Y.
Elk.\nor Skimin, President, National Commercial
Teachers' Federation, Northern High School. De-
troit, Mich.
Ethel Wood, State College of Washington, Pullman,
Wash.
September, 193 3
Page 191
FILM PRODUCTION ACTIVITIES
The aim of this mu dcpurlmcnt ;> to keep the eilimilinnal field intimately iicquainted with the
inrreasing numher nf film prnJiiitiom specially siiitahle for use in the school and church field.
New Rental Plan for 16mm Sound-on-Film
Arnold Audio Associates, New York City, are ar-
ranjjiiiji; a ri-ntal distribution ])lan whereby it will be
|M)ssil)lf for schools, churches and other educational
institutions to secure educational 16 mm. sound-on-film
pictures in the 36 key cities of the United States,
'i'he lil)rary includes such subjects as : Puss in
' Boots, a 4-reel musical film version of the fairly tale ;
Out West, a scenic tuusical poem ; Jungle Rabies. Some
Wild Appetites, wild animal studies; Trail of the
Lonesome Pine, a picture of Tennessee; and the fol-
lowing travelogues. .S'iijhtseeinf/ in Nrn' York. Canal
(iypsies. Lund o' Burns. Rock of Gibraltar, and An-
cient Rome in Africa. The series of Organlogues,
particularly the reel on Stephen Foster, should prove
valuable tor musical study in schools.
16mm Films of the World's Fair
A series of 10 mm. lilms of exceptional interest are
the Chicago Century of Progress subjects being dis-
tributed exclusively by Hell & Howell. The films were
made by Hurton Holmes, Inc., official cinematograph-
ers for A Century of Progress Exposition. Repre-
senting weeks of iiUensive work, these films include
many scenes difficult or impossible for the personal
movie maker to produce himself, and so are very de-
sirable for sjilicing in with one's own scenes of the
Kair, as well as for use just as they are.
.\ list of the films now available shows the wide
variety of subjects covered. Other special subjects
are being added as rapidly as they can be filmed and
edited. The titles of those now obtainable are :
.Around the Fair with Burton Holmes (available in
either 100 or 400 feet) : Opening Day Ceremonies,
Streets of Paris. Indian I'illage, IVings of a Century.
The Lama Temple, The Belgian Village. Enchanted
Island, and The Fair at Night — all 100- foot subjects.
Two New Natural Science Films
Krpi Picture Consultants. Inc.. has comjileted and
released two new educational talking movies as a
t part of its Nature Series. These are available in
silent form also, 16 nun. or 35 miu.
, Animals of the Zoo gives a splendid opportunity to
; see not only the animals themselves, but the different
kinds of food they eat. For some of the animals the
zoo has produced the conditions of their native homes.
Aphids deals with a little known but interesting
creature. It shows that most aphids have no fathers
or even grandfathers. Some are born alive, while
c "thers hatch from eggs ; only a few have wings. Ants
keep them as cows, while the aphid itself secures its
food in an unusual way. These scenes are supple-
mented by an animated drawing of the aphid's life
cycle.
Industrial Releases
Ihc Minimax t ompany, Chicago, has a new one-
reel 16 nun. film eiUitled Why I L'se Minimax, which
tells the story of dental alloy in an efifective manner,
showing various steps in the manufacture of Minimax
.Alloys, and the laboratory jirocedure in testing their
properties for compliance with Federal and .\merican
Dental .Association .Specifications.
The Oyster Industry in the Norttra'cst, a 16 nun.
motion picture produced by the Motion Picture Service
of Seattle for Padilla Oyster Beds, shows the new-
oyster industry of the Northwest. Its running time
is 30 minutes.
Films of Commerce, Inc., has recently completed
two silent films on cotton which may be secured free
of rental charge in either 16 nun. or 35 mm.
Cotton Te.rtiles shows the growing of the crop and
its manuf.icture into yarn, cloth and blankets. Spin-
ning and weaving processes are portrayed by ani-
mation. This subject is particularly suitable for use
in junior high schools. Cotton is a shorter version
of the subject made for use in the elementary grades.
/// the Dough is the title of a one-reel 35 mm. sound-
on-film production being distributed by Standard
Brands, Inc. It tells the history of bread making and
emphasizes the scientific research behind the process.
Two Timely Short Subjects
Metro-Goldwyn-Mayer has recently issued Inflation,
a striking short feature, which describes present-day
economic trends and possible developments. The pro-
duction was supervised by Dr. Gordon Watkins, Pro-
fes.sor of Economics at the University of California
in I^)s .\ngeles. The movements of the business cycle
during prosperity and depression are illustrated with
scenes and grai)hic charts to show the average citizen
what has hapi)ened to his dollars.
♦ ♦ ♦
.\ sj)ecial two-reel film, entitled The Neic Deal, has
l)een completed at the Vitaphone studio. Its purpose
is to stimulate interest in President Roosevelt's recov-
er}- program and should be good material for non-
theatrical showings.
Vivid scenes depict the reviving effects of the bank
moratorium, the economy act, the return of beer, the
farm relief and inflation bills, the Tennessee Valley
(Concluded on page 204)
Page 192
The Educational Screen
NEWS
AND
NOTES
CONDUCTED
BY JOSEPH
INEHOFFMAN
Visual Pioneer in New Field
Mr. H. W. Xorman. formerly director of visual
instruction at Indiana University, is now in charge
of the new Hammond-W'hiting-East Chicago Ex-
tension Center of Indiana University at the Roose-
velt High School, East Chicago. His position at
Bloomington has been taken by Ford Lemler, his
former assistant.
Mr. Norman still retains an intense interest in
the development of the visual field, however, and is
oflfering a course in Visual Education, which will
embrace a study of types of equipment and visual
aids; methods and experiments in their use; tech-
nical and administrative problems.
The Center will also serve as a clearing-house for
visual aids for school and community.
New Safety Lantern Slides
Available to Schools
Two new series of lantern slides, one designed
for the high schools on "What Price Accidents"
which includes 35 slides on motor vehicle accidents
and the other a series of 81 slides on street and
highway safety, home accidents and safety in play
and recreation have recently been prepared and are
available for free distribution in the schools. The
first set was i)repared jointly by Dr. Herbert J.
Stack of the National Bureau of Casualty and
Surety Underwriters and the Travelers Insurance
Company of Hartford, Connecticut, and the second
set by the National Bureau through the Alletta
Laurence Clarke Safety Memorial. Both sets of
slides are accompanied by lectures and stories to
illustrate the slides.
Schools may loan these slides without cost from
the home offices of these companies or through
State Departments of Visual Education.
Bureau of Mines Film Showings Increase
The Bureau of Mines of the United States De-
j^artment of Commerce re])orts that for the fiscal
year ended June 30 it received 34,638 requests for
])rints of non-theatrical films. These were shown
to a total attendance of 2,995,898 persons. During
this period there were 2,104 reels in the Bureau's
library for circulation. The survey states that the
demand for the Bureau's films has increased greatly
during the past year and that the librar}- is booked
for two and three months in advance.
"We have received reports from heads of colleges
stating that owing to economic conditions it was
impossible to take the student bodies to visit the
mines, steel mills and manufacturing plants of the
country and that they were using our films to ad-
vantage as a substitute for these trips," saicl M. F.
Leopold, supervising engineer of the motion pic-
ture production section.
During the fiscal year just ended the Bureau's
cooperators contributed approximately $40,000,
which was used for the revision of films and for
additional prints.
Free Monograph on Making Medical Films
Physicians and surgeons who are interested in
making medical, surgical or other scientific films
will welcome a monograph entitled "The Motion
I'icture as a Professional Instrument," prepared b_v
W. F. Kruse, of the Educational Division of the
Bell & Howell Company.
Following are some of the topics discussed : The
doctor his own cameraman : Developing the sce-
nario; Sixteen mm. film vs. thirty-five; Why is
interest in medical and surgical motion pictures in-
creasing? What lenses? Lights or lenses? Focus-
ing: Filters; Color pictures; Micro-motion study;
Time-elapse films;; Cinemicroscopy ; Animation;
"Talkies" ; Uses of motion pictures in medical
schools and hospitals; Films in lay health educa-
tion and professional societies ; The individual prac-
titioner.
The monograph consists of 28 pages and is both
comprehensive and concise. It concludes with an
extensive and valuable bibliography. It will be
sent free of charge to doctors or hospital executives
f)n application to the Educational Division, Bell i!l'
Howell Company, 1801 Larchmont Avenue, Chi-
cago.
Buffalo Museum Exhibits at Fair
\''arious types of exhibit material have been
loaned to the Chicago Century of Progress by the
Buffalo Museum of Science, including "props" for
the World Map, which displays the flora and fauna
of the various regions, Newton's Rings for the
Physics Exhibit, and a display in Comparative Em-
broyology, showing the development of the egg of
five animals through seven consecutive stages.
Probably their outstanding contribution, how-
ever, is a huge ten-foot model showing the circula-
tion of the blood in man. Another important ex-
hibition is the Body Book, a life-size model which
discloses the inner workings of man.
September, 1933
Page 193
New Source List of Visual Material
The Ci)nuiiittee on Visual Kducalioii of the Cali-
fornia Teachers Association, Southern Section, is
l)rei)arin{j a 2-i>ape minieofjraphed tabulation of
free or low-cost sources of posters, exhibits and
booklets on geographical, industrial and other top-
ics, which teachers may obtain by sending a sclf-
addressetl legal-sized stamped envelope to the San
I'rancisco or Los Angeles section headquarters.
The Association is indebted to Miss Hazel Nell
Hemus. Hirector of Art and \isual [•"ducation. San-
ta .\na Schools, for this data which has been coni-
l>iied from her files. The list includes sources for
material on i>ractically every country, and on 50 or
moVf |)rodiH'ts of inilustry.
Canada Museum Extends Service
A lii)rary of .^5 mm. motion picture lilnis has lieen
established by the National Museum of Canada as a
liranch of its educational and extension service. Most
of the films were taken by members of the Museum
statT during the course of field work, two have been
donated and others have l)een actpiired by long-term
lease. The subjects are available for loan to educa-
tional institutions, clubs and societies, subject to cer-
tain conditions.
The Museum also has a large collection of i)hoto-
graphs of Indian and Eskimo life, archaeology, mam-
mals, and birds, and the Geological Survey, with which
it is closely associated, has a collection of photo-
graphs of geological phenomena, physiography, pal-
aeontology, mineralogv', and mining industries in
Canada.
Another phase of the National Museum's .ictivity
is a series of Free Public Lectures for adults and
children which are illustrated by lantern slides or
siK-cimens, and supplemented by motion pictures.
Film-Strip Prices Unchanged
The same low prices for United States Depart-
ment of .Agriculture film strips will prevail during
the fiscal year 1933-34, according to an announce-
ment recently issued by the Office of Cooperative
J*-xtension Work of the United States Department
»)f .\griculture. The prices for film strips until
June 30, 1934, will range from 14 to 85 cents each,
<Iepending upon the number of illustrations in the
series. The majority of the 163 series that the De-
partment has available will sell for 28 and 35 cents
each. Film strips are available on such subjects
as farm crops, dairying, farm animals, farm for-
estry, i)lant and animal diseases and ])ests, farm
economics, farm engineering, home economics, and
adult and junior extension work. Lecture notes are
provided with each film strip purchased. A com-
plete list of subjects and instructions on how to
purchase them may be obtained by writing to the
Office of Cooperative Kxtension Work, United
States Department of Agriculture, Washington,
D. C.
Movies Used to Teach Golf
The use of motion pictures for teaching golf has
been officially ado])ted by the golf department of
the (,;arson, I'irie, Scott & Co. department store in
Chicago. Walter Keller, in charge of the store's
golf section, is using a Bell & Howell personal
movie camera to take slow motion shots of his golf
])upils' strokes to diagnose just what is wrong with
their play ; and then having located the weak points,
he proceeds to apply the proper corrective instruc-
tion.
Mr. Keller reports excellent progress on the part
of his pupils. H^ states that a comparison of the
movies taken before the pupils begin their instruc-
tion with shots taken later on gives them a vivid
idea of what has been accomplished. The fact that
they are able to see in the earlier pictures just
where their strokes are at fault enables the players
to get down to cases at once and alter their style.
Metropolitan Museum of Art
Announces Program
The Metropolitan Museum of Art offers for the
season of 1933-1934 a varied and comprehensive
program of lectures, gallery talks, study-hours, and
story-hours i)lanned for the interest and pleasure of
the general public and of students concerned with
the history and ajjpreciation of art and with its
practical application. Several courses are being
given this year for the first time, and others have
been extended in their scope.
Two groups of motion pictures will be shown at
the Museum: those produced by the Museum,
dealing with various phases and periods of art, on
Thursdays; and those made by Yale University,
the Chronicles of America Photoplays, on the first
and third Tuesday of each month.
Sociologist Predicts Future for "Talkies''
A report of the Kc.searcii Committee on Kecent
Social Trends, of which Dr. William F. Ogburn, pro-
fessor of sociology at the University of Chicago is
director, predicts im|)ortant develo])ments in talking
picture lectures for school and college students of the
future, and the probability of using talking books.
The transmission of motion ])ictures into homes is
also foreseen.
Page 194
The Educational Screen
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT, SECRETARY
Chicago Meeting Highly Successful
THE summer meeting of the Department of Visual
Instruction, which was held at the Congress Hotel,
Chicago, on July 5 and 6, was considered hy many to
be the most successful in the history of the organ-
ization. The accommodations at the Congress were
excellent ; the program had been well planned, and
was i)resented according to schedule ; and the attend-
ance reached a new high total. It was estimated that
more than eight hundred attended one or more ses-
sions. Those who attended were teachers, school exec-
utives, visual instruction directors, and representatives
of producers and manufacturers of visual instruction
materials and equipment, gathered there from all parts
of the United States.
The first session was a luncheon meeting at noon
on Wednesday, July 5. At this meeting, the principal
toi)ic of discussion was the responsibility of teacher
preparation institutions for visual-sensory aids courses,
from the standpoints of a teacher and of a teachers'
college president. The responsibility of the teachers'
college for this type of training was i)resented ably
by Dr. Albert Lindsay Rowland, President of the State
Teachers College at Shippensburg, Pennsylvania. One
would not need to listen long to Dr. Rowland to dis-
cover why Pennsylvania requires training in the use
of visual-sensory aids for certification.
The attitude of the teacher toward adetjuate teacher-
training for the use of visual-sensory aids was pre-
.sented by Miss Elda Merton, .'\ssistant Superintendent
of Schools at Waukesha, Wisconsin. Although Miss
Merton is now on the administrative staff of a well-
organized school system, she has been known for years
as one of the most effective classroom teachers in the
field.
The afternoon meeting, which convened at two
o'clock on Wednesday, was considered by many teach-
ers present to be the most helpful to the average
teacher in the average school situation. The discus-
sions centered around objects, specimens, models,
charts, and other visual aids which could be assem-
bled for school use at verv little or no cost. Mrs.
Grace Fisher Ramsey, of the American Museum of
Natural History, bnnight from New York a very
complete as.sortment of materials for natiu^e study and
general science classes. This was followed with a
demonstration lecture by Mr. Wilber luumert. Di-
rector of Visual Education and Science, State Teachers
College, Indiana. Penns\lvania. Mr. l-'mmert's dis-
cussion concerned materials which might be assembled
for use in jvmior-scnior high school science, and an
exhibit of articles including almost everything from
a piece of garden hose to a dentist's form for preparing
bridge and plate construction. The discussion and
exhibit indicated clearly that the teacher of general
science who is not able to present the subject with
pertinent illustrative materials must surelv be in the
clutches of that terrible disea.se, laziness.
Dr. Frank N. l<'reeman. Professor of Fducational
Psychology at the University of Chicago, gave a brief
resume of the recent scientific exi)eriments in the field
of visual instruction, calling atteiuion to those which
have been inclusive enough to give relialilc indications
of the potential value of visual-sensory aids. i)r()])erly
ajjplied. This was followed by an open discussion
of the ])roblems of visual instruction and its value
during [periods of economic stress.
The third meeting was another luncheon, convening
at noon on Thursday. Dr. C. F. Hoban. retiring Pres-
ident of the Department of X'isual Instruction, pre-
sented a symposium on visual-sensory aids and the
economic situation from the standpoint of producers
of visual-sensory materials and equipment. Many
special and sound reasons for the increased use of
visual-sensory aids during this period were empha-
ized by the producers who reported. The entire dis-
cussion gave a rather clear indication of the unsung
l)raises which should be due the individuals and organ-
izations responsible for the production of eflFective
visual aids in the face of almost certain economic loss.
It was pointed out quite clearly that many schools,
through the intelligent application of effective teach-
ing devices, could accomplish more with even less
expense than heretofore.
This report was followed by a discussion of the
situation from the standpoint. of supervisory officials.
This discussion was presented by Dr. A. J. .Stoddard,
Superintendent of the Providence, Rhode Island, city
schools. It was concerned chiefly with the results of
the recent experimental use of sound pictures in the
Providence schools. Dr. Stoddard was enthusiastic
in his praise of the sound motion picture as an eco-
nomical aid to the school or school system which is
confronted with the problem of meeting an increased
educational load with a decreased budget.
The high spot in the program, from the standpoint
of interest and attendance, was a demonstration of
September, 193 3
Page 195
radio vision l>y Miss S. Naomi Anderson, J'-ield Suixt-
visor (if Visual Kdiication in the Chicago City Schools.
A sixth fjradc class in jjfORrai)hy was hrought hcfore
the uroup asscnihli-d and jj'^'*^"" <i Ifsson in the geojj-
rajihy of the L'. S. S. K. with the aid of carefully
selected ^hi^s slides and a discussion ])resented hy
radit). The discussion was broadcast throiijjh Station
\\MA(J. and was presented by Dr. W illiant I). John-
son. Principal of X'olta School, Chicago.
During the luncheon program preceding the dem-
onstration of radio vision, two of the sixth grade boys
came to the lobby of the Congress Hotel to wait
for the jiroper time to participate. While they were
waiting and seemed to lie more or less restless, one
was asked if he were trying to tind the radio lesson.
His answer left no doubt as to the i)urpose he had in
mind. It was, "No, sir. I'm looking for the geog-
r;iphy lesson." His rei)ly was a very clear indication
of the way in which visual-.sensory aids have been
fitted into the work of the Chicago schools as a regular
part of the class |)roce(hire, rather than as a novelt\
or in an unnatural situation.
Following the radio-vision demonstration, pajjers
were presented which outlined the most effective meth-
ods for relating visual-sensory aids to the curriculum,
in geography, history, reading, elenientary science, and
junior-senior high school science. The discussions
were led by C. C. Harnes. of the Detroit Public
Schools; Miss Mabel D. Vernon, University of Hawaii;
Mrs. .Mildred Smith, Principal of the Elementary
.Schools. Detroit; and Dr. John .\. Hollinger, Director
of Science and Visual I'-ducation, F'ittsburgh City
Schools.
The linal meeting of the Department was the busi-
ness session, which gave brief consideration to the
usual business of the Department and elected officers
f(jr the academic year of I9,^.?-',M. Mrs. Crace Fisher
Uamsey, .Associate Curator of the .\merican Museum
of Natural Hi.story. New \'ork City, was elected
President. The other officers elected were the fol-
lowing :
I.s7 l'ice-f>resideiit — C. F. Hoban, Director of the
Museums and Visual Instruction, State Department of
Fducation, llarrisburg. Pa.; 2nd Vice -president — Ru-
IKTl Peters, Director of Visual Instruction, Kansas
City Public Schools. Kansas City, Missouri; Member
of lixecntive Comiiiittee — Kol)ert Collier, Jr., Director
of Visual Instruction, .South High School, Denver,
Colorado.
.\t the close of the meeting, the Executive Commit-
tee met and appoiiUed as secretary -treasurer, Ellsworth
C. Dent, Hureau of Visual Instruction, University of
Kansas, Lawrence.
The suggestion was made to the Executive Commit-
tee that the next meeting of the Department of Vi.sual
Instruction I>e held concurrently with the nieeting of
the Department of Su|KTintendence of the N. E. \.,
Vou Can Secure Copies of
F. Dean McClusky's Report on
VISUAL INSTRUCTION
Its Values and Its Needs
direct from the EDUCATIONAL SCREEN
This report summarizet the author's ten years of
intimate study and research in the field of Visual
Instruction. His work in this field includes a number
of surveys on the use of visual aids in education,
thus giving him a wide background of rich eiperi-
ence for the study reported herein.
Price $1.50 per copy
EDUCATIONAL SCREEN
but liic time and place of meeting was left with the
lixecntive Committee for later decision. Appropriate
announcements of plans will a])pear in this section
later in the year.
1933 Directory Available
rile I'^.ii "\ isual Instruction Directory," which
was completed a short time ago, is still available for
distribution. It is furnished without charge to all
members of the Department, including those who may
join <luring the fall months. Those who are not mem-
bers may secure co])ies at $1.50 each, postpaid. The
Directory is the most comi)lete available list of visual
instruction workers and service agencies in the United
States.
Membership Application Blank
Office of the Secretary,
Department of Visual Instruction,
16.W Illinois Street.
I^wrence, Kansas.
Date
I herewith make application for D Active □ Asso-
ciate D Institutional D Contributing Membership in
the Department of Visual Instruction of the National
Education .Association, combined with the National
Academy of Visual Instruction, covering the period
of one year from date.
Check below the preferred date for payment of dues.
D Remittance attached D First of next month.
D
Name
Position
Residence
City and State
I am D ) a member of the
I am not D ( National Education Association
Note: Make checks payable to the Department of
Visual Instruction.
Page 196
The Educational Screen
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
New York State Education (June) "Sound Pic-
tures in Education." by Homer Shattuck, Head of
Visual Instruction of Rye High School, New York, is
the ninth article in the Visual Instruction Series a])-
jjcaring- in this publication. It is a timely summary of
the outstanding studies that have been made to deter-
mine the educational value of sovuid pictures, and the
findings of such researches. From these results the
author draws certain definite conclusions and jjoints
out the need for many more such studies in other
subjects than science.
Sierra Educational News (June) This number
offers much material pertinent to the visual field.
There is a brief account of "The Map Slide, Its Value
and Application," by Wren Strange of the Longfel-
low School, Long Beach, California, telling how a 4.\
class made and used map slides in the study of mining.
"High School and Hollywood," by Bruno Lasker.
Education Secretary, American Council Institute of
Pacific Relations, New York City, discusses the need
for correction of American films that misrepresent
American life and that of other countries as well, cit-
ing some of the protests that have been made against
them by other nations. He suggests three ways in
which the American teachers can help eliminate these
undesirable films.
Suggestions for utilizing free and low-cost sources
of visual aids, which should be gladly received in
these days of severely-cut budgets, have been com-
piled by the Committee on Visual Education of the
California Teachers Association, Southern Section,
under the title "Visual Aids March On." The or-
ganization and mounting of study prints from
magazine illustrations is particularly recommended.
Journal of the Society of Motion Picture Engi-
neers (July) The experiment on photoplay appre-
ciation undertaken by the National Council of
Teachers of English during 1932 and 1933 with
1500 high school boys and girls is described by
AX'illiani Lewin, chairman of the committee, in
"Photoplay Appreciation in the Nation's Schools."
The purpose of the experiment was to determine
whether the movie habits of adolescents can be im-
proved through the medium of the English classroom;
and whether desirable ideals and attitudes can be de-
veloped through the medium of well-selected current
])hotoplays. To measure general growth in apprecia-
tion, the reactions of the various student groups as
shown on questionnaires will be tabulated and an-
nounced at the convention of the Council in November.
International Review of Educational Cinematog-
raphy (July) A very important contribution to this
interesting issue is Walter Gunther's "The Future
of the Sound Film in Teaching." The author is
convinced that the sound and talking film should
take its place in teaching alongside the lantern slide
and silent film, and examines the subjects which can
best he taught with such films.
The International Institute of Educational Cinema-
tography is sponsoring a universal symposium on the
teaching values of sound films, in addition to the scho-
lastic symposium already proceeding among teachers
and children on the question.
National Board of Review Magazine (May)
"Teaching Language with Foreign Sound Pictures,"
by Edward M. Ginsl)urg, tells of a series of experi-
ments which have been carried out with talking
films in correlation with city high school instruction
in modern languages through the cooperation of
Dr. L. A. W'ilkins. Director of the Department of
Modern Languages of the New York City Board of
Education, and the International Cinema League.
These films have also been cfifective in giving the
students a better understanding of those countries
studied.
Book Reviews
Our Movie-Made Children, by Henry James For-
man, published by MacMillan Company, New York
City, 1933.
As arresting as its apt title, is this published
resume of a series of studies made in a "nation-
wide four-year research by a group of scientists
especially selected for the task. Undertaken by the
Payne Fund, at the instance of the Motion Picture
Research Council, this group of scientists, psychol-
ogists, sociologists, and educators has made the
first comprehensive survey thus far attempted."
Pre-eminent among those wide-scoped minds who
have been delving into the difficult job of under-
standing human emotions is Dr. W. W. Charters,
who -writes the introduction for this volume. The
clear-cut excellence of his two concise pages can be
equalled only by the broad and clear-headed chap-
ter, "Summary and Conclusion," by the author.
And, despite the title of Dr. Forman's book, there
is, in the evidence presented, much of the "movie-
made adult".
"Disregarding," says Dr. Charters, "those difTer-
September, 193 3
Page 197
dices ill details of iiiteri)retati(»n and individuality
of style which arc inevitable, I agree with the auth-
or in the fundanicntal position that the motion pic-
ture is ])owerftil to 'an unexpected degree in affecting
the information, attitudes, emotional cx])eriences
and conduct patterns of children; . . . that the
commercial movies present a critical and compli-
cated situation in which the whole-hearted and sin-
cere cooperation of the producers with parents and
public is essential to discover how to use motion
jnctures to the best advantage of children."
In the beginning of his final chapter of conclu-
sion I^r. f*"orman asserts that "motion pictures,
scarcely a generation old in our experience, have
proved themselves to be one of those necessary
inventions of mankind whose absence f)r deletion
fmni nnr civilization is by now virtually unthink-
.iblc At their best they carry a high potential of
value and ijuality in entertainment, in instruction,
in desirable cflfects upon mental attitudes and ideals,
secoml, perhaps, to no medium now known to us.
That at their worst they carry the opposite possi-
bilities, follows as a natural corollary."
The author's last challenge is that "the aim of
all the stu<lies upon which the present book is
based, as well as of the book itself, is to bring us
face to face with the facts — and they are grave.
Once in jiossession of the facts, the public, it is
hojied, will find the remedies. . . . The Motion
i'icture Research Council, originally instrumental
in causing these studies to be made, will watch the
cxjiressions and comments of the public with keen
vigilance and, by a careful .scrutiny of these against
the background of the materials of the research, will
doubtless formulate its own conclusions and even,
possibly, propose remedies. At all events, the first
great step has been taken and now, largeh', the
facts are known."
In the contents, "The Scope of Motion Pictures",
"Who Goes to the Movies?", "What Do They
See?", "How Much Do They Remember?", "Mov-
ies and Sleep", "Other Physical Effects", "Horror
and Fright Pictures". "'Unmarked Slates'", "Mov-
ies and Conduct", "Moulded by the Movies", "The
Path to l)elin(|uency", "Movie-Made Criminals",
"Sex-DeliiK|uency and Crime", "Deterrent and Cor-
rectional", and "Movies in a Crowded Section", we
lind scientific data translated into vivid, popular
and readable information. Quite regardless of our
partial or complete agreement or disagreement with
J)r. Ftjrman's conclusion that the "facts are now,
largely, before us", we must recognize that a co-
lossal piece of work has been painstakingly accom-
]>lished and that this volume should be in the hands
of every adult seriously interested in this field.
Origin .and Dkvklopment of Visual Kducation
IN THE Philadelphia Public Schools by James G.
Signian — a dissertation submitted in partial fulfill-
ment of the recpiirements for the degree of Doctor
of Education in Temple University — has just been
l)ublished by Temple University.
This monograph of 249 pages should prove par-
ticularly helpful as a guirle to large city school
systems who are planning the establishment of
separate divisions of visual education, as it is a clear,
comprehensive treatment of all problems pertaining
to the development of such a department.
The Introductory section gives some facts on the
early beginnings of visual education and sum-
marizes the research studies which have been con-
sulted in the preparation of the handbook, the scope
and values of visual education. In the second sec-
tion the author traces the steps leading up to and
following the initial organization of a separate de-
partment devoted entirely to visual education, from
the beginnings of lantern slide service, nuiseuni in-
struction and school journeys, and illustrated lec-
tures in the earlier Philadelphia high schools, to
the organization of the Division of \'isual Education
in 1929. The third section of the dissertation out-
lines the developments of the division during the
three years since its organization and its progress
in carrying out accepted equipment and service
policies.
Fifty pages of valuable appendices contain in-
formative figures on equipment in use and circula-
tion of aids, in the city's schools, museum visits,
contents of city and state normal courses in visual
education, and standard equipment in the Phila-
delphia public schools,
♦ ♦ ♦
The Visual Fatigue of Motion Pictures is a
"world-wide summary and survey" of the subject,
compiled and edited by .\aron E. Singer, Research
I'^ditor, .Amusement Age Library Series, published by
The .Amusement Age Publishing Company, and
printed by the Greeley Press, Inc., New York City,
May. 1933.
Space does not permit even a listing of the chap-
ters of this book-pamphlet, but every phase of the gen-
eral subject is treated by experts in each specific field
of the subject. Current conclusions of researches by
the Cjeneral Electric Company, Westinghouse Lamp
Company. Bell & Howell Company, American Seat-
ing Company, .American Academy of Optometry, Na-
tional Institute of Interior Decorators, .American So-
ciety of Cinematographers and the Radio City The-
atres of RKO are included.
This is a publication which should lie in the hands
of every aduft, particularly in the possession of those
who teach or advise concerning children.
Page 198
The Educational Screen
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
(The Film EstimateSy in ivhole or in part, may be reprinted only by special arrangement with The Educational Screen)
(Film Estimates en releases during the past summer are available on the
legular weekly cards, carrying seven films each, at four cents a card.)
A Nous la Liberte < Dir. Rene Clair) (French
Production) Whimsical, subtle satire picturing
adventures of two escaped convicts who take
places in modern industry but find freedom
still elusive. Brilliant direction, beautiful
photography, deft acting. Crisp French dialog
but fine pantomime carries story fully.
A — Exceptional Y — Amusins:
C^Fairly amusing.
Blarney Ki88. The (Tom Walls) (B. & D.
Prod.) Fairly entertaining British picture con-
cerning the career of an Irishman who ac-
quired the gift of speech from kissing the
Blarney Stone in Youth. Sincere love story a
pleasing feature. Dialog mediocre but cast
good as a whole.
A^ — Passable Y — Fairly good C — Fair
Conquerors of the Night (Soviet Production)
(Amkino) Russian film without propaganda,
showing notable and daring adventures in the
Arctic, including re-enactments of past feats
by explorers of several nations, Graf Zeppelin
and Nobile included. English dialog through-
out, along with three other languages.
A — Notable Y — Interesting C — Beyond them
Dangerous Crcssroads (Chic Sale) (Colum-
bia) P^ast moving and thrilling railroad melo-
drama with Chic Sale as the old-time engineer
who assists hero to capture a band of freight
thieves. Some incongruities in story but a
few novel features and Chic Sale's usual dry
humor help.
A — Depends on taste Y — Good
C— Too exciting
Emergency Call (Bill Boyd. Wynne Gibson)
( RKO ) Fast-moving melodrama of hospital
life. (Jreat metropolitan hospital, ruled by
racketeers, gets new honest doctor who finally
straightens out the mess, after thrilling ad-
ventures and after losing to the killers his best
pal. Well-done for such a theme.
A — Good of kind Y— Probably good
C--T00 strong
Goodbye Again (Joan Blondell, Warren
William) (Warner) Author of sexy best-sellers
on speaking tour with secretary-mistress be-
comes entangled with former sweetheart, now
married. Farce comedy with unconventional
situations, risque dialog, and sex prominent
throughout. William miscast in comedy part.
A — Hardly Y— By no means C — N-j
Headline Shooters (William Gargan, Frances
Dee ) ( Radio ) Hero is hard-boiled newsreel
cameraman, with harrowing adventures as he
covers earthquake, fire and flood. A romance
with "sob-sister." already engaged, compli-
cates his situation. Exciting drama with drink
and slang considered typical of journalism.
A— Goo<i of kind Y— Exciting C— No
Her Bodyguard (Edmund Lowe, Wynne Gib-
son) (Paramount) Absurd light comedy of
gold-diggers and back-stage intrigue. Hero
becomes hired bodyguard for stage star, whose
jealous sponsor wishes her protected from
rivals, and of course wins the girl to end the
farce. Unimportant musical numbers.
A— Stupid Y— No C— No
It's Great to be Alive (Gloria Stuart) (Fox)
Sophisticated musical comedy with slender,
slow-moving plot and lack of memorable melo-
dies. Pestilence kills off entire male popula-
tion save lone hero whu becomes prized
possession of feminine world. Mediocre song
and dance numbers fill in time.
A— Mediocre Y — Mediocre C — No interest
Love Is Like That (John Warburton) (Ches-
terfield) Heroine falls in love with photograph
of rich bachelor, starts pursuit, and wins out
through ma/.e of obstacles combining mystery,
r mance and comedy. Amusing in spots, but
entirely too complex and confusing for satis-
lact ry entertainment.
A— Mediocre Y— Better not C— No
Lucky Dog (Chic Sale, "Buster") (Uni-
vensal) Novel and interesting picture of dog
life and the devoted friendship between dog
and man which survives all vicissitudes. Finely
phot-graphed, human, convincing, but its in-
tense pathos and near-tragedy are too strong
f''r child enjcyment. unfortunately,
A — ^Cco;i of kind Y— Good C — Very sad
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C — Child (under 15 years)
Bold face type means "recommended"
Man Hunt (Mrs. Wallace Reid. Jr. Durkin)
(RKO) Another well-intentioned effort at hu-
man and appealing drama abeiut small-town
boy's ambition to become great detective.
Drags badly at times, sensational at others,
thin throughout. Inade<iuate production in
most respects.
A — Mediocre Y^Hardly C^ — No
Man of the Forest (Randolph Scott) (Para-
mount) Stereotyped Western melodrama, from
the Zane Grey story in which the struggle for
possession of timberland starts the bitter war
between hero and bully. Beautiful scenery and
family of tame lions are interesting features.
A— Hardly Y— Wholesome C~Exciting
Man Who Dared. The (Preston Foster. Zita
Johann i ( Fox ) Idealistic portrayal of life of
young Bohemian immigrant ( "imaginative bi-
ography" obviously of Cermak) from coal-min-
ing up through political steps to mayoralty
and assassination. Interesting scenes of early
Chicago. Hero and heroine engaging and
convincing.
A— Good Y— Good C— Fairly good
Mary Stevens, M.D. (Kay Francis, Lyle
Talbot) (Warner) Serious melodrama follow-
ing medical careers of hero and heroine and
their complicated personal lives — his marriage
to another, divorce, and return to real love.
Rambling story and over-emphasis on suffer-
ing of children. Kay Francis fine as earnest,
successful doctor.
A— Fairly good Y— Doubtful C— No
Masquerader. The (Ronald Colman, Elissa
Landi ) ( U. A. ) Fine screening of the novel.
Colman excellent in dual role of degenerate
member of British parliament, and his double
from the lower classes who ably replaces him.
Landi fine as wife, and cast strong. Mature
theme treated with restraint an<i intelligence,
A^ExcclIent Y — Mature but good
C — Beyond them
Moonlight and Pretzels (Roger Pryor, Mary
Brian ) ( Universal ) Exceptional musical com-
edy of backstage life, well acted, fast tempo,
much character interest^ real plot novelty, and
notable camera technique. Plenty of semi-
nudity, gambling, the usual evil-minded villain,
etc., but total effect probably healthy amuse-
ment.
A — Fine of kind Y — Amusing C — Doubtful
Morning Glory (Katherine Hepburn. Fair-
banks Jr.) (RKO) Rather slow-moving story
made worthwhile by fine direction and notable
work of Hepburn as naive stage-struck girl,
determined to win success on Broadway, and
achieving her triumph finally after heartache
and bitter disillusionment.
A— Good of kind Y— Mostly good C— No
No Marriage Ties ( Richard Dix, Elizabeth
Allen) (RKO) Hard-drinking hero is unethical
advertising expert and preaches freedom vs.
marriage. Devoted mistress deserts him after
he causes another woman's suicide and his
fake business methods are exposed. Then ho
reforms and she returns. Waste of good cast.
A— Poor Y— Certainly not C— No
Oliver Twist (Dickie Moore, Irving Pichel )
( Monogram ) The Dickens classic screened
faithfully and with much strength, excellent
in settings and costumes, but crude direction
makes it slow-moving, clumsy, and inadequate
in spots. Over-acting and p:)or acting of some
roles are serious flaws.
A— Fair Y— Good C— Pretty strong
One Sunday Afternoon (Gary Cooper, Fay
Wray ) ( Paramount) Good screening of the
successful stage play. Dentist-hero with chance
for revenge on rival who stole his girl years
before, loses interest when he sees her and
realizes his own wife's worth. Flashback tells
story of love rivalry. Convincing and appeal-
ing.
A~ Good Y— Good C— Mature
Savage Gold (Com. George Dyott ) (Harold
Auten ) Outstanding film-travel chronicle of
Dyott's thrilling Ecuador expedition to rescue
lust explorer, captured and killed by head
hunters. Instructive scenes of savage life and
gruesome rites and orgies. Offered as authentic.
-A, — Very good Y— Very good
C — Good but strong
.Secret of the Blue Room (Lionel Atwill)
( MGM ) Good murder-mystery thriller : mini-
mum of hokum and scare devices, and maxi-
mum human interest. Decidedly well- written,
acted and directed. Characters are quite
normal human beings, and ending is agreeably
logical and surprising. Good suspense.
A Fine of kind Y- Good
C^Depends on child.
She Had to Say Yes ( Loretta Young) (First
Nat'l) Cheap, stupid mess about secretary in
garment concern, assignetl to entertain ()ut-of-
town buyers. Cheap situations and endless
complications before hero is finally convinced
of heroine's innocence. Vulgar, suggestive
"humor" from Winnie Lightner,
A— Worthless Y — Unwholesome C^No
Silk Express, The (Neil Hamilton. Guy
Kibbee) ( Warner i Rather intriguing murder-
mystery which takes place on trans-continental
flyer. Well-acted, fast moving, suspense well
sustained but plot somewhat involved and solu-
tion not entirely clear. Outstanding hit by
Kibbee as slow-witted detective.
A- -Fair Y^Entertaining C — Possibly
Sing, Sinner, Sing (Leila Hyams, Paul Lu-
kas I (Majestic ) Lurid and dreary mess about
torch singer in love with faithless racketeer
but marries alcoholic millionaire who com-
mits suicide. Racketeer goes to electric chair
to save her from being innocently convicted of
murder. Hyams and Lukas miscast and wasted.
A — Worthless Y — Unwholesome
C Certainly not
Song of Songs, The (Marlene Dietrich)
(Paramount) Sudermann's tale of peasant girl
who loved sculptor too well. Deserted, she
marries unhappily, falls to status of cabaret
wanton, and is finally saved by repentant
sculptor-hero. Beautiful settings, but much
uninspired acting, dragging action, and loose
ends.
A — Depends on taste Y— Impossible C — No
Supernatural (Carol Lombard, Alan Dine-
hart) (Paramount) Fine cast spent on strained
attempt at horror and morbid thrills through
fake spiritualism and heavy pseudo-science.
After execution of girl who strangled three of
her lovers, her spirit enters worthy heroine,
etc. Too fantastic for intelligent interest,
A^Hardly Y — Unwholesome
C— By no means
This Day and Age (Richard Cromwell.
Judith Allen) (Paramount) Thrilling, improb-
able drama, well acted and produced. Brutal
gang murderer of high school tailor, acquitted
in court, stirs student body into action to
prove guilt by kidnaping him and in sensa-
tional mob "trial" scene forcing his confession.
A— Perhaps Y— Doubtful C — Too exciting
Three Cornered Moon (Mary Roland. Claud-
ette Colbert) (Paramount) Light character
comedy — hardest to do— about widowed mother,
of no business sense, throwing her family into
sudden poverty. Boland delightful. Colbert
good, but others hardly up to this genre.
Clean, wholesome, and thoroughly funny most
of the time.
A Good Y- Very good C- Fairly good
Tugboat Annie (Marie Dressier, Wallace
Metry) (MGM) Human, natural story of crude
married couple whose tugboat is their life.
Dressier fine as wife of drunken captain to
whom she remains loyal in spite of conflict
with son who is offended by crudities of par-
ents. Fine photography and vivid sea action.
A— Very gaod Y— Probably good C— Doubtful
September, 193 3
Page 199
i THE
CHURCH
FIELD
C O N D U
CTED BY R. F. H
JOHNSON
An Experiment in Visusraphic Relisious Education
GEORGE A. MARK
P ( )K '\\]E i)ast two years I have l>een using visual
' aids as a method of instruction in the educational
program of the I""irst Junior Church in Leominster,
which includes the young i)eo])le of our parish be-
tween the ages of ten and eigiiteen years.
'ihe service is held in the church auditorium and is
conducted hy the minister assisted by the church or-
ganist and the Junior Choir which is led into the
church hy two Standard Bearers.
The order of worship is as follows:
' irgan Prelude
I'rocessional Hymn — (The congregation rises as the
Choir enters the Church and sings with the Choir
tile Processional Hymn).
Pledge ta the Flag of the Christian Church — (Con-
gregation standing at Salute).
"I pledge allegiance to the flag of the Christian
Church
.\nd to the cause for wliicli it stands.
The worship of tiod in sjjirit and in truth,
The giving of myself in .Service to Man."
/'ledge to the Flag of the i'nitcd Slates
"I pledge allegiance to the flag of the Uniteil
States of .America
.\nd to the Republic for wliich it stands.
One Xation, indivisible.
With Liberty and Justice for all."
Selection by the Choir
Minister : This is the day which the Lord hath made.
Congregation : We will rejoice and be glad of it.
Minister : 1 was glad when they said unto me. Let
us go into the House of the Lord.
Congregation : We will keep this place sacred so
that we may learn to find many places sacred,
and say of them all, Surely the Lord is in this
jjlace. This is none other but the House of God.
Ihclaralion of Purpose — (In unison)
In this church we meet for the study and practice
of religion. Here we learn the meaning of rev-
erence. Here we renew our loyalty to the spirit-
ual leaders of our race. Here we study the prin-
ciples by which our lives are to be guided. Here
we prejiare ourselves for our future work in the
church and in the coninutnity. In the love of
truth and in the spirit of Jesus, we. the younger
members of this church family, unite in the wor-
ship of God and the service of man.
Responsive Psalm (To be announced)
Lord's Prayer
Minister : 1 will praise thee. O Lord, with my
whole heart.
Congregation : 1 will show forth all thy marvelous
works.
Minister: 1 will be glad and rejoice in thee.
Congregation : 1 will sing praises to thy name. O
thou most high.
Hymn (Standing)
Scripture
Minister: C>ive unto the Lord the glory due unto
his name.
Congregation : Bring an offering and come into his
courts.
Minister: The Lf>rd is in his holy temple.
Congregation: Let all the earth keep silence before
him.
Prayer
Organ Response
Hymn (Standing)
Offering
Story Sermon
Recessional Hymn (The congregation rises and sings
as the choir leaves the church. .\t the close of the
hynm the congregation faces the back of the church
and when the choir is seated in adjoining room con-
gregation marches in order and take seats there).
Lesson for the Day
Benediction
The "Lesson for the Day" (half-hour in length)
is given by the minister. Last year it consisted of a
study of the life and te.ichings of Jesus illustrated
by the motion picture. "I AM THE WAY", which
comes in thirteen reels. One reel was presented each
Sunday with apjiropriate explanatory oral instruction.
The second half of the year was devoted to stereopti-
con lectures on the life and journeys of the Apostle
Paul. Two hundred beautiful and instructive slides
were used during the year to illustrate this subject.
At the close of this .series of illustrated lessons two
months were devoted to a complete review of the sub-
ject by the individual teachers with their classes. On
the last two Sundays of the church year written tests
were given on the subjects covered.
During the present year the study of the develop-
ment of Christiruiity and the Christian Church has
been continued. It has been assumed by teachers and
pupils that everyone who profes.ses the Christian re-
Page 200
The Educational Screen
ligion should have at least an elementary knowledge of
how our church and religion have grown. Illustrated
talks have been given to the pupils. These outlined
the history of the Church through the Middle .\ges,
the Protestant Reformation, the Coming of the Pil-
grims and will end with a study of the growth of
Unitarianism.
The visual aids used in connection with this study
have consisted of stereopticon slides and four motion
pictures as follows :
"The Story of the Wadensians" (6 reels) ; "The
Life and Times of Luther" (8 reels) ; "The Bell of
Atri" ( 1 reel ) was used on Humane Sunday : and one
reel on "The Isle of Shoals" is yet to be shown. For
review work the teachers have used with their classes.
"Movements and Men of the Christian Church" by
Dr. Charles T. Billings.
For next year I am planning a course entitled.
"Through Nature to God." It is hoped tliat through
such a study the pu])il may gain a comprehensive un-
derstanding of the world about him and how his in-
dividual life is related to the whole. Another helpful
course would be one on Christian citizenship. These
courses are offered as suggestions toward a program
of planned instruction. There is no limit to the illum-
inating ways in which the visugraphic method may be
used in religious education.
New Motion Picture Material For
Religious Programs
The latest film catalog issued by the Religious Mo-
tion Picture Foundation shows many additions to their
16 mm. and 35 mm. film library. They have a new
series of 10 reels on The American Indian, which is a
serious and comprehensive portrayal of our native
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.\mericans. the high idealism of their great traditions
and history, their struggle for adjustment to white
civilization, and their i)lace in our culture and economic
life of today ; 8 reels on China, a sympathetic study of
China as it is today with her background of rich cul-
ture, her struggle against poverty and dissention, and
emergence toward the ideals of modern civilization ;
and 4 reels on BrazU. which should stinnilate a greater
knowledge and appreciation of our neighbor coimtry.
These pictures are called ".Xdventures in Understand-
ing" and have been ])roduced in the ho])e that they
may contribute to the devotional life of the church,
to a broader understandng of the working of Chris-
tian principles in the comple.x conditions of the pres-
ent day. and toward a renewed activity in the church.
Com])lete jirogranis have been Iniilt around the films
in order to facilitate their use in church activities and
to make a more dynamic use of them. These Lesson
]Ieli)s or Reference Outlines are sent out well in ad-
vance of the film showing so that there is ample time
for the leader using the films to arrange his program.
A Reference Outline for one of the .\merican In-
dian ])ictures illustrates what has been develo])ed for
each picture. It gives a detailed stor\- of the film and
suggestions as to how it can be used in a worship
service, or serve as the basis for discussion in the
Sunday School, Women's Missionary Circle, or other
church groups. Suggested nnisical accom])aninient is
also included.
The booklet. "Services of Worship for Young
I'eo])le's (jroups." promoting the use of recorded
music in connection with silent film services, contains
many excellent services, prayers, litanies, and a list
of suitable religious music records.
Film Showing at Hall of Religion
The International Hour, presented daily at eight \>.
m. at the Mall of Religion, Century of Progress, is
s])onsored by the following organizations: League of
Nations Association, Mid-West Institute of Inter-
national Relations, Peace Films Foundation. Inc.. W'o-
men's International League, and ^'outh Peace Council.
The ])rincipal feature of the International Flour is
the daily ])re.sentation of the all-talking motion ])ic-
ture "Must \\'ar Re?" This is the first of a series of
])ictures to be produced by the Peace Films I'^ounda-
tion. Inc.. a non-profit membership corporation founded
in 1932 bv peace leaders in the East. The film is
tiocumentary, jiresenting an accurate pictorial and
sound record of the most imiwrtant and significant
events in the history of mankind. It shows the prog-
ress of the peace movement since the World War, as
well as the continuous preparations for future wars.
Each day the International Hour is in charge of a
different local group and local leaders will speak
briefly on international affairs. This program will be
free to the public, as the costs are being defrayed by
a s])ecial fund, now being raised.
September, 193 3
Page 201
SCHOOL
CONDUCTED BY
DIrvctor, Scarborough
DEPARTMENT
DR. F. DEAN McCLUSKY
School, Sc«rborough-on-Hudion, N. Y.
New Motion Picture Film Teaches
Typewriting Technique
^<)(i.\l/.A\T of the ai>prccialioii in visual educa-
^" tion, the State College of Washington at its sum-
mer session has developed a five hundred foot 16nim.
reel expounding Correct Tvj)e\vritinjj Technii|ue.
I his tilm. the first to have been developed on this
l>opular subject, takes the student through the suc-
cessive steps (jn through to the completion of letter
tvi)ing at 500 strokes or 100 words a minute. The
lechni([ue has been successfully applied at the .State
College of Washington, and this summer a beginning
i>ping class was develojjed through this niethod. Re-
sults in this s|>ecific case showed that thirty words, or
l.SO strokes a minute were ac(|uired in thirty days.
Use of the motion picture is of outstanding value
in teaching skill subjects where it is difficult, if not
impossible, to present actual techni(|ues slowly enough
for the inexi>erienced student to see clearly the process,
and still fast enough that the expert technique is not
lost.
Commercial teachers on the whole have been slow
to realize the [wssibilities of slow motion picture pre-
sentation of the fundamentals of both shorthand and
typewriting. They fail to ai)i)reciate the great ca-
pacity which most students have for imitating what
they see. The beginner who sees on the screen cor-
rect tyi)ewriting operations readily transfers what he
has seen into like movements of his own.
This new film, "Teaching Jieginners How to Tyi)e-
write," is intended for instructional use with begin-
ning typists as supplementary to the regular demon-
stration work of the teacher. Xo extraordinary speed
work is included. 100 words a minute being the fast-
est writing presented. Throughout the film, however,
emphasis has been j^laced on ease, smoothness, and
fluency of writing.
The first part of the picture shows the .secretary
from the time she inserts the pajjer, adjusts the mar-
gin stops, until the finished letter is removed from
the machine, correctly placed on the page. The stu-
dent readily locates the margin stops and the tabula-
tor as the ojK'rator makes the neces.sary adjustments.
He sees clearly the correct method of inserting and re-
moving the ])ai)er; and proi)er posture becomes for
him a simple matter of imitation.
l-'ollowing this is a scene showing how not to do it ;
how time and eflFort are wasted by the lack of tech-
nique in unskilled writing. Lost motion attendant
ELEANOR SKIMIN and ETHEL WOOD
u|)on [H>or posture, jHjor machine niani])ulation, and
unrhythmic writing is clearly portrayed.
In sharp contrast, the third scene in this division
shows a l)eginner, correctly trained, writing easily and
smoothly, with a stroking rate of 150 strokes a minute
— after only six weeks of instruction. The student
who api)ears in this scene was chosen from a regular
summer session class in beginning typewriting at the
State College of Washington.
The .second section of this film presents a detailed
analysis of various machine operations. The third
and final division of the film shows the result to be
gained by correct practices. an<l the ease of action
of skilled writing.
The time and effort saved in showing oi)erations
which heretofore have been talked about is well worth
while from the standjwint of the teacher as well as of
the learner, and the showing of this film has elicited
much praise and enthusiasm from educators connected
with universities, commercial colleges and high school
commercial departments. It is a step in advance in the
visual instruction of a mo.st practical subject that bids
fair to find its place in the curriculum of every pro-
gressive educational institution in the United .States.
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Page 202
The Educational Screen
A School Journey to the Beach^
A TRIP TO the beach always appeals to the chil-
' * dren and j)rovides a teacher with many new and
interesting' subjects around which she may arrange
valuable lessons. On one warm spring day, I took
my Adjustment class, a group of twenty-five, to the
beach during the last period of the afternoon — the
time scheduled for Nature Study, in a ])reliminary
discussion we considered proper conduct on the street.
The children were instructed as to the work of a
field tri]> and were given a few questions to assist
them in making definite observations of the sea gulls.
All went well during the seven minute hike but
upon our arrival we found the tide high. The sea
.gulls, usually so numerous, were nowhere to be seen.
"Must we go right back?" the children asked with a
iheUlorld
with
U/i ley Post
-I selected the LEICA as
the only camera to carry
on my round - the - world
flight because it ideally
combines so many import-
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only camera I could de-
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photographic record."
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model r ^ ^^_ ^„^,i
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camera today. Other LEICA Features: Built-in Range Finder, giving
you correct focus instantly, no guesswork, with Magnified Focusing
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micro adapters, projectors for I..eica and other slides, and many other
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Small, compact, fits the pocket. Write for free booklet "Why LEICA?"
and Booklet No. 1216 "Leica Model F."
E. LEITZ, Inc., Dept. 353
so EAST 10th ST., NEW YORK
SYBIL L. DANIELS
tone of disap]X)intnient. In reply 1 sent the boys and
girls scam])ering along the water's edge in search of
subjects for study. Each one was instructed to get
something within a given time and return to me on
signal.
Many forms of sea life were brought back, identi-
fied, and discussed, but perha])s the most interesting
was the Irish sea moss, or carrageen, which had l)een
washed ashore in large ([uantities during a heavy
storm. In telling the cliildren about it I mentioned
the fact that many times I had gathered Irish moss
for use in making a dessert or jiudding called blanc
mange. This a])i)ealed to them and it was amusing
to see the hands and pockets full of sea moss as we
started home. Many questions were asked and after
an ex])lanation of the very simple method of ])rep-
aration it was suggested that we recpiest Miss Dick-
son, the Domestic Science teacher, to instruct the girls
in making blanc-niange. She had never used sea
moss but was very willing to undertake the experi-
ment.
The following day was a bus\- one. The girls made
the blanc-mange and as soon as they returned to the
home room the boys wished to hear all about it. With-
out thinking of it as an English period the girls gave
some excellent oral compositions. \\ e also searched
through dictionaries, encyclopedias and nature books
for information about Irish sea moss and blanc-mange.
A study of the derivation of the latter word aroused
a similar interest in other words.
The third day proved still more interesting.. The
pudding was ready to serve and the boys received an
invitation to a "blanc-mange party" after school. This
gave an opportunity for an eflfective lesson on courtesy
and proved an incentive for noticeable improvement
in personal appearance, especially among the more
careless boys. After a seemingly long afternoon the
ajjpointed hour arrived and a most excited group was
welcomed by Miss Dickson, Our principal. Miss Yeo-
mans, told the boys and girls a story and then re-
freshments of blanc-mange and pineapple were served
by the girls. Everyone thoroughly enjoyed the party
and ex])ressed his appreciation to Miss Dickson before
leaving. I was ha])pily sur])rised by the dignity and
courtesy with which all conducted themselves.
What fun we had experienced with our Nature
Study hike, discussions, research, cooking and i)arty !
Miss Yeomans had been interested in the activities
but hadn't heard the entire story from beginning to
*\\e are indebted to .Mr. .Abraham Krasker for this interest-
inif project developed by Miss Daniels in conjunction
with the film lesson, "Beach and Sea Life," in Dr. Earle
Brooks' course in nature study for elementary teachers
given with the use of sound motion pictures, at Boston
Universitv.
September, 1933
Page 203
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Too Much Lecturing
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From the 16 mm. Shorthand Film
m
The Neu- W. S. C.
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and start the beginner aright. Develop rhythm, ac-
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"Teachinit li^irinners HOW to Typewrite"
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I'l MMAN. WanhinKton
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THE story is often told of an Englishman who
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Language. A friend accepted and the Englishman
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Hiring all of the people that were available, he
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On the sidewalks, the sides of buildings, shop win-
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QUIZ. That day the word "Quiz" was on the
tongue of every Londoner and everyone was ques-
tioning everyone else about its meaning. Hence
the meaning, to question. Quiz is now in the
dictionary.
Other words that have been coined have come
into common usage and among them is the word
"Balopticon." Because of the popularity of the
B & L Balopticon its name has become a common
noun. It is used synonymously with still projector.
Is not this fact equal to the testimony of thousands
of satisfied users?
Bausch & Lomb Balopticons are serving many teach-
ers as a means of visual instruction. Models for
lantern slides or opaque projection or both are avail-
able. Different models are suited to any projection
distance, in a smalt room or a large auditorium.
Bsusch & Lomb Optical Co.
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Please send me your Balopticon catalog.
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Page 204
The Educational Screen
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end. Therefore, duriii" the linghsh ])eri()d the next
morning each one undertook the writing of a complete
account for her. .Some wrote compositions while
others chose diaries or letters. All told of their good
limes or interesting information gained through the
study and others expressed appreciation of the oppor-
tunity of having lessons out of doors. Thus we
brought to a close an exceedingly interesting series
of activities which had begun as the children ran
along the beach in search of material for Nature
Studv.
Following the Demand for More
Accurate and Better Prepared
Historical Visual Aid Material
THESE PHOTOGRAPHIC SETS
FOR CLASSROOM USE
were selected and prepared from historical motion picture "stills"
and edited for visual aids by historians and an advisory Board of
Directors of Visual Education.
Tho following six sefs are now available:
WESTWARD MOVEMENT
ROMAN LIFE
CIVIL WAR PERIOD
AMERICAN REVOLUTION AND ORGANI-
ZATION OF GOVERNMENT
FEUDAL LIFE FROM ROBINHOOD
PILGRIMS
Each group contains about 15 8x10 photographs dry mounted 9'/4«l I ,
boxed, with introduction and full descriptive text on each picture.
The material offered is of historical accuracy and high photographic
quality and is made available by us through the exclusive co-operation
and courtesy of the Motion Picture Producers and Distributors of
America. Inc.
Write for prices and descriptive folder to:
Educational Research Studies, Ltd.
5537 HOLLYWOOD BLVD.
HOLLYWOOD, CALIF.
Film Production Activities
(Coiiiindcd from page 191)
])roject, the reforestation relief bill and the home
mortgage refinancing bill. Action scenes follow with
employee groups, employer groups and consumer
groups tersely explaining the benefits each will receive
from the National Industrial Recovery Act and its
general eft'ect on the entire nation.
P>urnett Hershey, who wrote the scri]3t. made fre-
c|uent tri])s to \\'ashington to confer with officials as
to the best manner of ]jresentation and the material
for the scenario. The short has the endorsement of
the .\dministration.
Educational Movies at Fair
A new type of movie thriller in which the heroes
hobble on crutches instead of riding bucking bronchos
is being shown in the public welfare section of the
Social Science Building at The Century of Progress.
World's fair officials and Miss Isabella Dolton. as-
sistant superintendent in charge of special schools
divisi(jn of the Chicago Board of Education, together
with W. F. Kruse, head of the Educational Depart-
ment of the Bell & Howell Company, cooperated in
the taking of this 16 mm. film which depicts the work
being done in the .Sijalding and Brown schools, in Chi-
cago, for handicapped children.
The movie is in two reels and .shows the progress
made in training crippled, blind, deaf, and otherwise
defective youngsters. A century ago society generally
considered these children "not worth bothering with" ;
today, as evidenced by these movies, such children
are the subject of serious studv and efl^ort.
Christian Science I'libHsliiin/ Co.. in its own building
on the mainland at about Twentieth Street, is showing
a silent film devoted to creating interest in its daily
newspaper, the Christian Science Monitor.
Ihra'oii, its scenery, customs, commerce, ruid tour-
ist attractions, mav be seen in motion pictures with
appropriate sound accompaniment in Hawaiian Head-
quarters on the ground floor oi the Federal building,
in the north wing.
Colorado has devoted its entire hall in the Court of
States to a theater in which sound movies describing
the recreational, agricultural, and industrial advantages
of the state are presented.
Nc7i' York State is showing eight 16 mm. motion
pictures of the various as])ects of the state, using four
b'ilmo Continuous Projectors. This state hall is dis-
tinguished by its extensive use of fine photographs.
Oliio, wishing to stress its imjrortant position in-
dustrially, is showing a number of motion pictures,
each dealing with one industry and each complete in
one reel. About half of these films are Kodacolor,
and these are alternated with the nif)nochrome films.
September, 193 3
Page 205
Your School Can Own The
Best Portable Sound Projector
made (DeVry) — right now —
this Fall — without any Cost
to the School Board.
After paying for its own purchase, it becomes a contin-
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enterprises. Write for booklet — ''Raising Funds With DeVry
Talkies" — also letters from many schools using the plan successfully.
HERMAN A. DE VRY, INC.
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CHICAGO
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Tell Stories
Learn how to make your camera become a
skilled story teller. It's all in understanding its
capacities and limitations.
There is joy in making good photographs . . .
Read how others do it. Subscribe to that beau-
tiful, monthly magazine.
Camera CraFt
It's devoted to photography. $2.00 a year,
sample on request.
CAMERA CRAFT
PUBLISHING COMPANY
703 Market Street, San Francisco, California
*-^ *^. -^
Pictures
Save Time
Get Results
You can do just as this science teacher
is doing — teach with the assistance of
pictures, saving time and getting better
results.
Pictures do tell a more comprehensive
story than words can possibly do.
With the Spencer Four-purpose PrO'
jector you may use all types of material
available — opaque — glass slides — film-
slides — micro-slides.
It is inexpensive and gives remarkable
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write for VAC booklet.
Spencer Lens Company
BUFFALO, N. Y.
Page 206
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
are free to tell their story in their oivn 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.
"Stills" for Visual Aids
Educational Research Studies of Hollywood. Cali-
fornia, have added two more sets to their educational
series of motion ])icture "stills," one on Feudal Life
and the other on Pilgrims. Sets previously announced
are: Weshvard Movement. Roman Life, Amerieaii
Revolution and Organization of Government, Civil
War Period. They average fifteen ])hotographs to
the set, each with text and introduction, and may be
obtained in two forms — mounted separately, boxed
for classroom use ; or bound in an easel-type, imita-
tion leather, durable binder for use on the browsing
table of school or ])ublic library. It is planned to cover
all historical periods in this nianner as rapidly as is
feasible and to maintain throughout the highest stand-
ard of quality obtainable.
The teacher who succeeds today, recognizes the vital
importance of the "seeing experience" and the need
of supplying vivid and accurate pictorial material
The huifian.lr *nd 'Wi.) □( <^ (n
loln )w*v bccoRK KHHind tndtil
>l>d a* prokl'm ol r>bu>Mi>v< rtir 'I
A "Still" from the "Civil War Period" Series
wiiich mav be made an integral ])arl of the lesson,
IModern visual material, covering present-day customs
and industrial processes, is useful and plentiful, but
accurate historical material, which reconstructs the
scenes and events of the jjast in the desired continuity,
has always been difficult to obtain. The ])erfection of
modern i^hotography and the resources of the motion
picture industry, which have made possible the scrup-
ulous research and attention to detail regardless of
cost, have placed in the hands of teachers the exact
means needed to liring this background and this wealth
of experience, to the child.
The teaching economy of carefully selected and pre-
])ared visual aid material is acknowledged, for it nat-
urally follows that results are more definite and more
quickly obtained. Directors and leaders of Visual
Education and those using these visual aids in con-
nection with the educational program of their schools,
have been enthusiastic in expressing their approval of
the quality, luiiqueness. and completeness of tliese
prepared photographic studies, stressing the concen-
trated attention displayed by the children when they
were used.
New Model Leica Camera
E. Leitz. Inc., New York City, aimoimces the intro-
duction of a new model F Leica Camera, one that
includes, besides the usual shutter speed range of
l/20th to 1 /500th second exposure, slow shutter sjjceds
ranging from one full second to one-eighth second.
An interesting feature of this device lies in the fact
that intermediate shutter speeds may be secured by
setting the index pointer between two calibrated speeds.
The new shutter speed control consists of a tiny, cali-
brated knob and operates independently from the regu-
lar shutter. A new magnifier lens is built into the
range and view finders which permits a larger image
to be seen. .Another point of refinement is the inclu-
sion of eyelets, one on each side of the camera, to ac-
commodate a special carrying strap equipped with
snap-hooks, thus ])ermitting the camera to be carried
and used without the aid of a carrying case. Rook-
let No. 1216 describes the new Camera, and may be
secured by writing to E. Leitz. Inc.. or visiting local
photographic dealers.
Bell & Howell Introduces New Reels
For those who are interested in securing continuous
])rojection of 16 mm. sound pictures for periods of a
half hour and 45 minutes, Bell & Howell Com])any has
developed 1200-foot and 1600-foot 16 nnn. film reels.
Also the Filmosound. the B & H sound-on-film 16 mm.
l^rojector, has been provided with 1200 and 1600 foot
reel arms.
The new reels are of all-steel construction and are
designed for maximum ruggedness as w-ell as for
lightness and facility of operation. They have the
self-threading hub feattu^e. The flanges have been cut
out not only to reduce weight but also to ])rovide ease
in threading.
September, 1933
Page 207
The DeVry Plan Fits the Economy Drive
( )f tlic (Inislic cuts >ch()()l ;iiul city urticials have
madi- in various school dcimrtiiients, it is gratifyinj;
to note- tliat Visual Education Departments have been
maintained. In the brief time that they have been
ojn-ratinj^ tlwy hare sold themselves to school author-
ities as valuable school aids. They have suffered some
reduced appropriations, but they have not been
drof'f'ed.
Jlerman .\. I)e\'ry. Inc., has made a real contribu-
tion to this situation in their plan which enables
schools tf) go right ahead with their visual education
equipment — including Sound-on-Film outfits — without
drawing on regular .school funds. "Talkies," fasci-
nating and i)()pular. provide entertainments in the
school auditorium at low admission prices, enabling
the outtit to raise its own cash; and then later on ac-
tually raise funds for other school activities.
This in no wi.se interferes with the regular class-
room and auditorium sh(»wings of strictly educational
films to go along with the course of study.
.\ good example of how schools are doing this, is
seen in the following letter :
We put these show.s on either Friday afterntMJiis
■ >r Saturday and charge 10c admission. The audi-
torium is usually larne enouRh to take care of the
curollment of that particular school, therefore, it
is not necessary to run more than one show. We
do not advertise the shows outside our own schools
but <lo encourage parents to come so they may know
the type of show their children are seeing.
Our ambition is to bring about an appreciation for
pictures of literary value. When mass satisfactions
are raised to a higher level, there will be less need
for censors. In other words, we are giving the par-
ents an opportunity to say "See this show" rather
than "Don't go to that show".
W. E. SWARTHOUT,
Principal, Kmerson School, May wood. 111.
Eastman Developments
Kor several years photography by invisible infra-
red radiation has received wide public attention
through the news|)ai)ers and the scientific j)ress. but
until tpiite recently commercial photographers and ad-
vanced aiuateurs have been concerned only with ])ho-
togra|)hy by visible light. Photographic materials
sensitive to visible light have amply met the require-
ments of the.se groups, even for distant landscapes —
which were photographed with a j)anchromatic enuil-
sion and a red filter for eliminating haze.
I'lates sensitive to invisible infra-red light have been
extremely useful to scientists, esjiecially astronomers.
Moreover, becau.se this light jienetrates through hazy
atmospheres far better than visible light, such plates
have Iwen used successfully for photograi)hy at great
1933'$
Greatest
Bargain in
Projectors
•
VICTOR
Model 7H-V.C.
500 Watt $117.50
Model 3-V.C.
400 Watt-$II2.50
•
Only 18 Proiecfors.
While thsy last.
Ruth your Ordar.
•
We have nnade a special purchase of these 18 pro-
jectors—(8) Model 7H.V.C. and (10) Model 3-V.C.
which list for $200.00 and $187.50 respectively, in-
cluding case. These Projectors are BRAND NEW
and carry a TWO YEAR GUARANTEE by the
VICTOR FACTORY of DAVENPORT, Iowa.
write —
SUNNY SCHICK
"The Filmo Broker"
"Sine. 1925" FORT WAYNE, INDIANA
(mcnUon Edacational Screen when writinR)
VICTOR Model 3-V.C.
distances. They may also be used for fantastic night
effects by daylight, or to produce a nearby landscai)e
of unusual character.
Recent improvements in infra-red-sensitive plates,
both in speed and sensitivity, make them luore practical
for the use of photographers who wish to take ad-
vantage of the special results and the unusual effects
they offer. A current announcement by the Eastman
Kodak Company states that three tyi)es of these plates
are now standardized for this work.
Kodak Panatomic Film, a panchromatic film of ex-
ceedingly fine grain, for use with miniature cam-
eras, is another new development. It has the same
sjjeed as N. C. Film in daylight and is twice as fast
by artificial light. Panatomic Film is l)eing manufac-
tured in three types of rolls: F127, for cameras tak-
ing 16 pictures on the "vest pocket" roll; F117 for
Rolleitlex cameras ; and a 30-exposure daylight-loading
roll for Leica cameras.
.Sinutltaneously with the new film, the Eastman Ko-
dak Company announced the addition of another
miniature model to its line of European-type cameras
— the Kodak Vollcnda equipped with a Radionar
.\nastigmat f. 4.5 lens and a Pronto shutter with
s|)eeds up to 1/100 second and with bulb, time, and
a built-in self -timer.
Page 208
The Educational Screen
HERE THEY ARE!
A Trade Directory for the Visual Field
FILMS
Arnold Audio Associates (5)
11 W. 42ik1 St., New York City
Bray Pictures Corporation (3, 6)
729 Seventh Ave., New York City
Carlyle Ellis (1, 4)
S3 Hamilton Terrace, New York City
Producer of Social Service Films
Eastman Kodak Co. (4)
Rochester, X. Y.
(See advertisement on outside back coven
Eastman-Teaching Films, Inc. (1, 4)
Rochester, K. Y.
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
Modern Woodmen cf America (3, 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.
School of Business Administration (4)
-State College, Pullman, Wash.
I See advertisement on page 203)
Society for Visual Education (1, 4)
327 S. LaSalle St., Chicago, 111.
United Projector and Films Corp. (1, 4)
228 Franklin St.. Buffalo, X. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 182)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia. Pa.
Y. M .C. A. Motion Picture Bureau (1, 4)
347 Madison Ave, Xcw York City
19 S. LaSalle St., Chicago, 111.
MOTION PICTURE
MACHINES and SUPPLIES
Bell & Hovirell Co. (6)
1815 Larchmont Ave., Chicago, 111.
(See advertisement on inside back cover)
Eastman Kodak Co. (4)
Rochester, X. Y.
(S*/e advertisement on outside back cover)
Edited Pictures System, Inc. (1)
330 W. 42nd St.. Xew York City
Herman A. DeVry, Inc. (3, 4)
1111 Center St., Chicago
(See advertisement on page 2')5)
Ideal Pictures Corp. (l, 4)
2() E. Eighth St., Chicago. 111.
International Projector Corp. (3, 6)
90 Gold St., Xew York City
Regina Photo Supply Ltd. (3, 6)
1924 Rose St.. Regina, Sask.
Sunny Schick (4)
Fort Wayne. Ind.
(See advertisement on page 207)
United Projector and Film Corp. (3, 4)
228 Franklin St.. Buffalo, X. ^•.
Victor Animatograph Corp. (6)
Davenport. Iowa
Weber Machine Corp. (2)
59 Ruttcr St.. Rochester, N. Y.
( See advertisement on page 203 )
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
PHOTOGRAPHS ami PRINTS
Educational Research Studies, Ltd.
5537 Hollvwood Blvd., Hollvwood,
Cal.
(See advertisement on page 204)
William Thompson
Malden-on-Hudson, X^. Y.
SCREENS
Da-Lite Screen Co.
2721 X. Crawford .\ve., Chicago
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
SLIDES and FILM SLIDES
Conrad Slide and Projection Co.
510 Twtnty-scco])d Ave., East
Superior, Wis.
Eastman Educational Slides
Iowa City, la.
Edited Pictures System, Inc.
330 W. 42nd St., Xew York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville. Pa.
(See advertisement on page 182)
Radio-Mat Slide Co., Inc.
lf)74 Rniadway. Xew York City
(See advertisement on page 204 I
Society for Visual Education
317 S. LaSalle St.. Chicago. 111.
Spencer Lens Co.
19 Doat St., Buffalo, \. Y.
( See advertisement on page 205 i
Victor Animatograph Corp.
Davenport, Iowa
Williams, Brcwne and Earle, Inc.
918 Chestnut St.. Philadelphia. Pa.
STEREOGRAPHS and
STEREOSCOPES
Herman A. DeVry, Inc.
1111 Center St., Chicago
(See advertisement on page 205 >
Keystone View Co.
Meadville. Pa.
(See advertisement on page 182)
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester, X. Y.
(See advertisement on page 203 i
E. Leitz, Inc.
60 E. lOth St.. Xew York City
(See advertisement on page 202 t
Regina Photo Supply Ltd.
1924 Kosr St., Regina, Sask.
Society for Visual Education
327 S. LaSalle St.. Chicago. 111.
Spencer Lens Co.
19 Doat St.. Buffalo, X. Y.
(See advertisement on page 206 i
Victor Animatograph Corp.
Davenport, Iowa
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia. Pa.
REFERENCE NUMBERS
(1) indicates firm supplies
35 mm.
silent.
(2) indicates firm supplies
35 mrn.
sound.
(3) indicates firm supplies
35 mm.
sound and silent.
(4) indicates firm supplies
16 mm.
silent.
(5) indicates firm supplies
16 mm.
sound-on-film.
(*i) indicates firm supplies
16 mm.
sound and silent.
IS YOUR firm represented here? It should be. Continuous insertions under one
heading cost only $1,50 per issue; additional listings under other headings, 50c each.
Taachars
\
Educationa
COMBINED WITH
Visual Instruction News
CONTENTS
Motivating the Writtng oF Shorthand Through
the Use of Motion Pictures
Visual Methods in Teaching Foreign Language
A New Idea in Projecting Microscopic Slides
Visual Experience and Social Progress
Single Copies 25c
• $2.00 a Year •
OCTOBER
1933
TRADE MARK REC'O.
_ portable
35mm sound projector
A positive assurance oF splendid tone and adequate volume in
addition to a professional standard of visual projection^ mechan-
ical efficiency, dependability, ease of operation and simplicity
For over a quarter of a century the products of
this company have held an unquestioned out-
standing leadership wherever motion pictures
are shown and enjoyed. In New York, Chicago,
Los Angeles, London, Paris, in all the greatest
cities of the world. Simplex Projectors are used
in the largest and finest motion picture theatres.
Simplex Projectors ere extensively used in South
America, Asia, Australia, Africa as well as
throughout North America and Europe. In the
isolated portions of the universe where dependa-
bility is absolutely indispensable. Simplex Pro-
jectors will be found. Governments, the Army
and Navy, great commercial organizations, uni-
versities, churches and other institutions have
used Simplex Projectors exclusively for many
years. More recently the finest trans-Atlantic
and Pacific liners have installed Simplex Pro-
jectors for the entertainment of their passengers,
WITH UTMOST CONFIDENCE, WE STATE
IN OUR ADVERTISING "SIMPLEX — THE
INTERNATIONAL PROJECTOR — SUPREME
ON LAND AND SEA." AND NOW WITH
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FULL DETAILS WILL BE SENT UPON REQUEST
INTERNATIONAL PROJECTOR CORPORATION, 88-96 Gold St., N. Y.
October, 193 3
Page 209
Motion Picture Screens
Improve Your Pictures
'r^-i^'-
■■■I
T
enger
HE reflective properties of a screen are either
good, bad or Indifferent. The better your
screen, the better your picture will be, for what
you see depends on the quantity and quality of
the reflected light.
Da-Lite Screens are nnade with that thorough-
ness and accuracy that results fronn specializing
many years in producing one product — Motion
Picture Screens.
Only Da-Lite offers twelve different models of
portable screens, each of which is made in from
three to six sizes. One of these is sure to be
just what you need.
Write for our new Fall catalogue.
Da-Lite Screen Company, Inc.
2723 NORTH CRAWFORD AVE.
CHICAGO, ILLINOIS
^^Braln
Windows''
Are the Eyes oF Your Students.
What Do You Show Them???
Pictures are quickly seen and immediately
photographed on the mind, leaving a lasting
impression.
If pictures are used regularly in school work
the pupils gather impressions never to be
forgotten. Can the same be said of words?
You can take your pupils to Brazil to see
the coffee fields, to Alaska where celery
grows, or to Japan to learn of the silk in'
dustry; you may show them the million
events which happen today and those of
hundreds of years ago, with equal ease —
without leaving the classroom.
You can accomplish this simply and inex'
pensively with a SPENCER lantern such as
Model YAC (illustrated). This one in-
strument will project pages from books,
clippings and the like — glass slides — film'
slides and microscope slides.
Model Y.'\C is the "daylight" instrument
which gives satisfactory results without com-
pletely darkening the classroom, a feature all
teachers will appreciate.
The, most reduced budget will allow for the
purchase of this reasonably priced instrument.
Purchase now before prices increase. Write
for data on YAC.
Spencer Lens Company
BUFFALO, N. Y.
Page 210
The Educational Screen
A Complete Service
to
A Great Industry-
The FILM DAILY
The news paper
of filmdom. New.-
w h e n it's news
The FILM YEAR
BOOK
The encyclopedia
of the motion pic-
ture industry.
The SHORT SUB-
JECT QUARTERLY
The industry's guide
to the short sub-
ject field.
The Film Daily
Since 1918 The Film Daily has been serving the
motion picture industry and is recognized as
a leader in the field. Exhibitors the world
over read the FILM DAILY for news and
reviews of features and short subjects to help
them in the conduct of their business. The
news In the FILM DAILY is presented briefly
and accurately. In these days when time is a
prime factor exhibitors doubly appreciate the
presentation of news in a brief snappy man-
ner. Film Daily reviews have been recog-
nized for years as authoritative and indis-
pensable to thousands of exhibitors.
The Film Year Book
This volume published by THE FILM DAILY
and given free with a year's subscription to
the paper Is the last word in valuable volumes
of information. For the past fifteen years
this boolc has been a part of The Film Daily
Service. Each year It grows In size and im-
portance to the industry. It contains every-
thing anyone might wish to know about the
motion picture industry. More than one
thousand pages beautifully bound, containing
a wealth of valuable information. Personnel
of companies, productions of the year with
full credits, a complete list of theaters, the
work of directors, players and their work,
cameramen and their work, the works of
authors, dialoguers, scenario writers, a com-
plete SHOWMAN'S GUIDE, (with hundreds
of practical showman ideas for putting over
pictures). A buying guide, a survey of the
foreign field, important legal decisions and
1001 other important Items of interest.
The Short Subject
Quarterly
Here is another Important edition of the Film
Daily. Four times a year every subscriber
receives a copy of this interesting issue. It
Is a complete survey of the Short Subject
field. Reviews of short subjects — Ideas for
selling shorts to the public — suggested pro-
grams— product announcements, and many
other interesting valuable bits of Information
about short subjects that will help any ex-
hibitor in the booking of short subjects for
his theater.
Exhibitors who have been subscribers to the Film Daily for the past fifteen years appreciate the value of
this service, and consider their annual ten dollar investment one that has netted them real dividends during
these years. Every exhibitor owes it to himself to become a regular subscriber to The Film Daily Service.
' The Film Daily Service
THE FILM DAILY I /cinnnD w \
lAKn R A I ($10.00 Per Year)
1650 Broadway ' '
New York City { INCLUDES
Gentlemen: | THE FILM DAILY
Please enter my subscription to the FILM DAILY, and The Film Dally Service. ' ^'^ °^^^ ^^'^^ "^^^^
I THE FILM YEAR BOOK
I enclose $10.00 (foreign $15.00) i PUBLISHED ANNUALLY
j 1934 EDITION NOW IN PREPARATION
'*'""' I SHORT SUBJECT QUARTERLY
j PUBLISHED FOUR TIMES A YEAR
Street I
[ SPECIAL EDITIONS
aty State \ AT LEAST ONE SPECIAL EDITION EACH YEAR
October, 193 3
Page 211
Educational Screen
Combined with
Visual Instruction News
OCTOBER, 1933
VOLUME XII NUMBER 8
CONTENTS
THE EDUCATIONAL SCREEN. Inc.
DIRECTORATE AND STAFF
Dudley G. Hays
Stanley R. Greene
Joiaph J. Weber
R. F. H. Johnson
Marion F. Lanphier
F. Dean McClutky
Herbert L Slaught, Pret.
Frederick J. Lene, Treat.
Nelson L Greene, Editor
Ellsworth C. Dent, Manager
Evelyn J. Baker
Josephine Hoffman
Otto M. Forkert
Motivating the Writing of Shorthand Through
the Use of Motion Pictures. Eleanor Skinnin
Visual Methods in Teaching Foreign Language.
George A. Stracke
A New Idea in Projecting Microscopic Slides.
William S. Green, Jr
Visual Experience and Social Progress.
Albert E. Osborne
Stella Evelyn Myers
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent ♦
News and Notes. Conducted by Josephine Hoffman.
The Film Estimates.
Among the Magazines and Books.
Conducted by Marion F. Lanphier.
The Church Field. Conducted by R. F. H. Johnson
School Department.
Conducted by Dr. F. Dean McClusky
Among the Producers
Here They Are! A Trade Directory for the Visual Field
Contents of previous itiuei lilted in Education Index.
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, October, 1933, by the Edu-
cational Screen, Inc. Published every month eicept July and August.
$2.00 a Year (Canada, $2.75; Foreign. $3.00) Single Copies, 25 civ
213
215
217
.218
221
222
224
225
228
230
234
236
Page 212
The Educational Screen
Publications of the
EDUCATIONAL SCREEN
Distinctly Valuable To Those Interested In
or Engaged In Visual Teaching Practice
VISUAL AIDS IN EDUCATION.
By Joseph J. Weber, Ph.D. 220 pp.
Price $2.00.
The author's latest and finest work in the field in
which he has pioneered and specialized. His purpose
was "to compile for the progressive educator a bal-
anced summary of the available scientific evidence
on the values and limitations of visual aids in edu-
cation and then elaborate upon this evidence by way
of generalization and application so as to inspire this
educator in making a common-sense adaptation of
visual materials and methods to the purposes of the
school."
PICTURE VALUES IN EDUCATION.
By Joseph J. Weber, Ph.D. 156 pp., illustrated.
Price $1.00. (To subscribers, 67c.)
An important contribution to the literature of the
field, presenting in unusually interesting and readable
form the results of extended investigations on the
teaching values of the lantern slide and stereograph.
COMPARATIVE EFFECTIVENESS OF SOME
VISUAL AIDS IN SEVENTH GRADE INSTRUC-
TION. By Joseph J. Weber, Ph.D.
131 pp. Price $1.00. (To subscribers, 67c.)
The first published work of authoritative research
in the visual field, foundational to all research work
that has followed it — a Doctor's thesis accepted by
Columbia University. Here is pioneer research work
of high quality, not only valuable to research workers
in the field, but an essential reference work for all
libraries.
BIBLIOGRAPHY ON THE USE OF VISUAL
AIDS IN EDUCATION. By Joseph J. Weber, Ph.D.
24 pp. Price 50c. (To subscribers, 33c.)
The latest and most complete bibliography ever com-
piled on the field of visual instruction. Over 1,000
references to books and magazine articles, partially
annotated, classified under six major and forty-five
minor subject-heads, arranged alphabetically by au-
thors under each head. The major heads are — Gen-
eral, Motion Pictures, Still Pictures, Object Material,
Special Subjects, Sources of Visual Instruction Ma-
terials. An invaluable piece of work, essential to
any student of the field.
FUNDAMENTALS IN VISUAL INSTRUCTION.
By William H. Johnson, Ph.D.
104 pp. Price $2.00. (To subscribers, $1.34.)
This volume offers, in most readable form and in
briefest possible compass, a concise and comprehen-
sive survey of visual instruction. To an experienced
worker with visual aids, much of the book will seem
"elementary," as the fundamentals of any subject
should be to an expert. But such elements are basic
to a sound knowledge of any field — which explains
why Dr. Johnson's book has been used with such
marked success as a manual or text-book for courses
in visual instruction.
"1000 AND ONE FILMS."
144 pp. Price 75c. (To subscribers, 2 5c.)
An annual publication, indispensable to users of films
in school, church or community work. It lists several
thousand films — 16mm and 35mm, silent and sound —
for education and entertainment, elaborately classified
according to subject. Full information given on every
film — title, number of reels, brief summary of con-
tents and source or sources distributing the film.
THE HISTORICAL CHARTS OF THE LITERA-
TURES. By Nelson L. Greene, A.M. (Formerly
published at Princeton, N. J.)
Price 50c each. (To subscribers, 33c.)
One of the oldest and most successful visual aids
in continuous use by schools, colleges and general
readers since the appearance of the English chart
in 1912, and carried in stock regularly by many school
and college bookstores.
Five charts are now available in the series (English,
American, German, French, Spanish), each a single
sheet, 38 inches wide by 16 inches high (American,
18 by 16 inches), furnished folded in cover (6 by 8^
inches) or unfolded for wall use as ordered.
(Send for special circular carrying full information on
these unique publications, giving terms, special offer, dis-
counts on quantities — together with a miniature photo-
graphic reproduction of each chart in the series,)
NOTE LIBERAL DISCOUNTS ON THE ABOVE TO SUBSCRIBERS OF THE
EDUCATIONAL SCREEN ($2.00 one year, $3.00 two years)
(Canada, $2.75 and $4.50; Foreign, $3.00 and $5.00)
Order direct from the
Educational Screen
64 E. Lake St,
CHICAGO
October, 193 3
Page 213
Motivating the Writing of Sfiortfiand Through
the Use of Motion Pictures
ELEANOR SKIMIN
THK STUDY of shorthand embodies the devel-
opment of various skills. Before training can
l)e given in the development of any skill, it is
necessary that the precise nature of that skill be under-
stood, and it is well for the teacher to study the na-
ture, relationship, and relative importance of each of
the re(|uisite skills in shorthand and develop them with
a minimum of time and labor.
It is my aim to obtain such interest on the part of
my pupils as will guarantee attention and learning.
\\'here there is no interest, there is no attention ; and
where there is no attention, there is no learning. This
fact is true in any learning situation, but never more
true than in learning the skills of shorthand. Unusual
interest is usually accomplished by strenuous effort on
the part of the teacher. Much of this effort will be
obviated by the use of motion pictures to motivate the
learning of correct writing habits. It is highly proper
at this ix)int to suggest that the guiding principle for
the use of visual aids in the development of correct
habits of writing shorthand is that of ju.stification. In
all shorthand texts we are told that it is advisable to
develop correct habits of writing, and many teachers
call the attention of the class to the need of such,
but nothing is given to motivate the learning of correct
technique.
Pupils are not averse to work if there is a definite
purpose or motive back of all the work they are doing
in the classroom. The philosophy that one learns to
do by doing should be constantly followed in the
teaching of .shorthand. A great step has been made
toward success when a good atmosphere has been cre-
ated within which the pupils are to work. This at-
mosphere will be built around the interest and effort
put forth by the teacher. I shall endeavor to explain
to you how I attempted to build this atmosphere in
my shorthand classes through purposeful motivation
of the pupils' learning.
According to Morrison, the steps in teaching a skill
are "setting the model, imitation, criticism, drill." On
the part of the learner, the activities are, getting the
idea of what is to be done, trying to do it, finding
out whether the effort is sutxessful or not, and drill,
drill, drill, which consists in repeated efforts to do
the thing correctly. The reason for setting the model
first is thus stated by Morrison: "The learner is set
to ])ractice with the goal itself as a focal content in
consciousness. So long as he practices with intent to
achieve the goal, he will eventually clear up his ran-
dom movements and arrive, but the goal nuist be recog-
nized and there nuist Ik- intent to reach the goal."
Hence, as an initial step in the learning, the pupil
nuist be made conscious of the goal by observing per-
formances at the level of the adaptations sought. It
is best to get an idea of what correct habits of writing
are. Therefore, I had motion pictures made of good
shorthand writers executing the various characters in
Gregg shorthand. Until a pupil has ob.served such
writing, he will have a very indefinite idea of what he
is trying to learn to do. We all learn acts of skill
much faster when we have a definite idea of what we
are trying to accomplish.
In this discussion, I am concerned with the devel-
opment of such writing habits as will produce ha-
bitual correct writing of shorthand from the begin-
ning. This involves correct hand position, fluency
of motion, and hand control in the execution of vari-
ous strokes as the motion picture so well explains. The
skillful i)erson, whether he be a dancer, a golfer, or a
shorthand writer, has acquired a series of smoothly
functioning habits of action. He has technique, and
techni(iue is nothing more than habits of action. Our
best habits are those we form consciously and cor-
rectly, attending to them when they are in the infant
stage and bringing them up in the way they should
go until they reach the age of maturity and can walk
alone. A reaction becomes a habit when it has oc-
curred so frequently that it is done automatically and
with little attention.
Progressive teachers of shorthand are advocating
early dictation. In the new order of teaching short-
hand, there is no such thing as a theory class followed
by dictation classes, but rather a program that blends
the two, with close attention given to the development
of all three skills — writing, reading, and transcribing.
Assuming, then, that the above statement is true,
that early dictation hastens better results in the short-
hand class, it is evident that attention must be given
to correct habits of writing. If, as has been said, the
emphasis today in teaching is u{X)n guidance and
stimulation, then the use of motion pictures in this
connection should be useful. The teacher who has this
fundamental objective in view all the time adjusts
instruction, course content, and practice to the end
in view. Morrison says : "In the great majority of
classrooms which one visits and in the great majority
of the courses of study which one needs, there are,
strictly sj)eaking. no teaching objectives set up. We
are apt to find, instead, a list of things to be done, or
a syllabus of ground to be covered, evidently in the
ho])e that the student will learn something as he passes
through the routine." .Sometimes shorthand teachers
Page 214
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are guilty of thinking of their objectives as ground
to be covered in the Manual ; so many pages of prac-
tice work, etc. Again, we may have another idea of
objectives. We may require our students to write
a certain list of words correctly, or at the end of, say
the third or fourth semester, to write eighty to one
hundred words a minute. Such standards are useful,
but, manifestly, these are not adequate statements of
the objectives of the shorthand classes.
Explanation of Film
A point of primary importance in writing shorthand
in the beginning stages of learning is position of body
and arms. Certain positions of body and arms are
more favorable to good writing, to easy and fluent
movement. Directions for good position are self-
evident in the picture. Sit straight, well back in the
seat, feet flat on the floor, left foot slightly forward,
both arms on the desk but not supporting the body to
any extent. The left hand should be used to adjust
paper, moving it upward as the writing continues, and
to turn the page. Notebook should be placed on the
table or desk at an angle of about thirty degrees.
Slight variations in position are to be admitted, since
entirely unvarying posture is hard for the person to
maintain, but he should not maintain any habitual
posture that is markedly different from the one which
has been described.
The hand should be held with palm down and wrist
level. In this connection observe illustrations in pic-
ture closely. The reason that the wrist must not be
turned to the side is that this position prevents the
hand from sliding easily across the paper. To make
this sliding movement easy, the hand should rest upon
the third and fourth fingers. The fingers slide upon
the nails. In any case, the hand should not rest upon
the side, or upon the base of the hand. These posi-
tions make it difficult to keep the hand moving side-
ward while the writing is being formed. The pen
should be grasped easily and lightly, in a position
which is natural to the form of the hand of the in-
dividual writer. The thumb and the first finger should
not be drawn in or tightly pressed against the pen-
holder. The finger should rest nearer the point of the
pen than the thumb. It is well to test the looseness
of the grasp occasionally by drawing the pen from
the fingers and seeing how much resistance is offered.
We may distinguish between two aspects of the
writing movement. The first has to do with the side-
to-side progression of the hand across the page while
the shorthand characters are being formed. Experi-
mental analysis has shown that this is one of the most
important aspects of the writing movement (moving
picture brings this point out very clearly). Exercises
should be given to develop this movement. When this
sideward movement is not properly carried out, the
hand becomes cramped and the shorthand forms can-
not be easily executed. This sideward movement is
very easily made alone, but slightly more difficult when
combined with execution of the shorthand characters.
The important thing to be learned is to combine the
two movements. Specific exercises will facilitate this
combination of the sideward movement and shorthand
character formation. The oval drill to the count of
three, followed by p. b. p. also to the covmt of three,
will develop the proper finger action in the formation
of these characters — likewise with f, v, and the straight
up and down strokes t, d, sh. ch, and j. (Motion pic-
ture illustrates these movements in the first penman-
ship drill.) The formation of the horizontal strokes
calls for more of a hand glide, with the same sideward
movement, the hand gliding on the third and fourth
fingers. Some arm movement is used to carry the
hand across the page, but the fingers are used for a
great part of the formation of the shorthand charac-
ters— note the finger action in the first drill in the
motion picture. Too much arm movement is not con-
ducive to rapidity.
Another aspect of the writing movement which
has not received much attention because it is dif-
ficult to observe, is rhythm. This is the organ-
ization of the movement in respect to its timing.
In the early stages of the development of writing
habits, we use a uniform rhythm in order to give
the student a start, but as the movement becomes
more delicately adjusted, we modify the rate. This
rate is adjusted to the ability of the students. Some
pupils will be able to adapt themselves to a faster
rate when the writing in concert is abandoned.
These individual adjustments can be made after
they have become accustomed to rhythmic writing
through class exercises. The good writer, as con-
trasted with the poor writer, writes smoothly and
quietly. There is no excessive motion evident in
his hand while writing — he has control over his
hand and its movements. Incidentalh-, the un-
trained hand is working much harder than the
trained one when writing rapidly. The objective
is to acquire better writing with less efl^ort, or in
other words, establish an individual rhythm which
will result in a thoroughly coordinated writing
habit. (Note the difference in the trained and im-
trained writer in the moving picture.)
The fundamental principle of practice in learning
a skill is repetition. Repetition, of course, may
merely habituate the wrong way of performing the
act, if the act is not properly done, or if the atten-
tion is not so directed as to bring about improve-
ment. The greater part of the writing period in a
shorthand class should be spent in writing under
guidance of the teacher. This writing may consist
of drills on common words, brief forms, or specially
constructed penmanship drills, written in a single
or double time, but the rule to remember is that
the pupil should be actually writing the greater
part of the time.
It is well to have a pupil practice continuously
October, 193 3
Page 215
tor some leiijjth of time upon the improvement of
some siiecific difficulty such as uniform slant, pro-
portion of characters, etc. Practice which is directed
to the improvement of some specific difficulty in
the writinjj will be much more resultful than prac-
tice in which the aim is merely fjeneral improve-
ment. While it is important that the pupil should
practice with concentrated attention upon the im-
provement of the appearance of his writing, yet the
attention is focused more upon correct movement.
I l)elieve we say that any act of skill is ])erformed
in fjood form. We mean by this that the position
which is assumed is the one which has been found
to he the best and that the movement is carried
out in the manner which is recognized to be the
best. Thus, in tennis, the left foot should be placed
in front of the right foot and in golf the right hand
should be placed below the left hand, and so on.
.Such general features of movement as I have
mentioned should be taught by means of instruc-
tion and demonstration. (The moving picture used
in this demonstration serves the i)urpose very
well.) In the beginning, accuracy of movement
is all-important and as the cour.se progresses the
pupil will find his characters taking on an accurate
form.
Thus, when correct habits of writing have been
established from the beginning, the daily work of
the student will have been a pleasure to him. He
is getting dictation down at the beginning, at the
rate of sixty to eighty words per minute, with
the greatest ease and skill yet the matter of speed
has been given little emphasis. His mind can be
directed now to what is being written. Thus he
is brought into the proper attitude toward his work,
and transcription of his notes on the typewriter
can and should begin from the first days of learn-
ing.
Visual Methods in Teaching Foreign Language
GEORGE A. STRACKE
A.W FORKICjX language instructor with
courage, enterprise, and a temporary dis-
regard for dignity and tradition can — by
following the visual methods here suggested — add
much to the value of his teaching, make his class
one of intense interest for his student, and, what
is more important, instill in them a knowledge of
and aj)i)reciation for that language, which is the
ideal of all but the attainment of few teachers.
First we may summarize some of the well known
arguments for "direct method" teaching of language,
and then show how visual aids are of particular
value with this method.
It must be admitted that most students who are
'e.xposed' to a course in a foreign language never
Irani the language. They learn. ])erhaps. some-
thing of its philology, they obtain a respect for
the marvelous intricacies of the grammar which
-Aristotle wrote for all languages twenty centuries
ago, and they memorize a few foreign synonyms
for English words.
At best they are mere translators. They "de-
velop strong right arms," and as one educator has
put it, "by turning the ])ages of the dictionary or
to the vocabulary at the back of the text." The
student spends half this time learning English, with
the result that his procedure in class is somewhat
as follows: (It is a French class) The instructor
asks a cpiestion. The student at whom the ques-
tion is directed mentally translates the (piestion
into English, formulates his answer in English,
translates his answer into French, and then re-
sponds orally. What a tremendous waste of effort!
His interest in the language usually has been
<leadened at the start by rules, such as "This is
true except in the five thousand cases where it is
not!" The final result is that he memorizes a few
glib phrases, which roll pleasantly around in the
mouth, and may be used to impress others the
fact that he has studied French, or Spanish, or
Latin as the case may be. It is my honest belief
that rules and grammar have done more to drive
the study of Latin out of our schools than any-
thing else.
It was stated earlier that courage, enterprise, and
a temporary disregard for dignity and tradition are
necessary. There is no royal road, and he who
departs from the beaten path must have courage,
for tradition is strong and there will be much
opposition from administrators. Kut having set
out on this new departure, one must find his own
way. The method I shall suggest demands in-
genuity, it demands a complete revamping of pro-
cedure, and it demands an application of the basic
knowledge of life. The instructor will face a tem-
])orary loss of dignity, for the success of this
method demands that he be a linguist, an actor, an
artist, an artisan, and sometimes even a clowning
fool. However, he will soon take on a new dignity,
one which will arise out of the wholesome respect
his students will have for ability.
Language is a living thing, it is growing, chang-
ing, expanding all the time. It cannot be bound
by rules. Every person learned to speak his native
language as well as he will ever speak it — except
for a few superficial alterations — long before he
Page 216
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knew there was such a thing as grammar. Gram-
mar is intended only to clarify our understanding
of the vitality of language. Any English teacher
will admit — privately, of course — that improving
the command of language is almost a hopeless task,
and that the study of grammar does little more
than acquaint the student with the knowledge that
such things as nouns, verbs, etc., do exist.
It should be obvious, then, that the best method
of learning, and therefore of teaching, a new
language is to follow the same process one used in
learning his native language. That is, to learn the
language by using it. If one wishes to learn or teach
the refinements (?) of grammar he mav do so
after the language has been learned.
Now as to method. The following is a typical
class in beginning French. As the students enter
the room they observe that the instructor's desk is
covered with a number of small articles, and that
the stereopticon has been set up. They carry no
text-books or note books, for the instructor ap-
preciates that once a thing has been written down
it becomes static.
"Bon jour, Mes eleves!"
"Bon jour, Monsieur !" — a quick note of vacant
seats — which in this class are few — disposes of the
roll. From this point forward no word of English
will be spoken in the class room, but for the sake
of clarity and understanding in this article all con-
versations will be in English.
"Today we shall discover and learn the appurten-
ances of French dining and perhaps something of
French manners." The students do not compre-
hend all that is said, but they do understand a
number of words and the smooth rhythm falls on
accustomed ears.
"Et maintenant." A slide is thrown on the
screen. It reveals a room in a typical French home,
with the table prepared for a meal. The instructor
points to each gross object in the picture and pro-
nounces the French word — combined with the
definite article, "the table, the chair, the napery,
the window, the servant," etc. The class repeats
each word after him. This maneuver is repeated
several times until the class can identify each ob-
ject readily.
Turning from the picture — which is withdrawn
— to the desk, he identifies each object thereon,
"the fork, the knife, the bowl, etc.," all or most of
the small objects being characteristic of the French
table. These are French objects — not American
counterparts.
Please note — the students are learning French
words for French objects — not French words for Eng-
lish words, not French zvords for American objects.
So much for the objective material.
The instructor arranges the table ware, and in-
dicates in pantomime the arrival at the table of
"maman, Pere Francois, petit Francois, Marie, etc.,"
interspersing his pantomime with the appropriate
word for the action or person. Seating himself, he
indicates and voices the processes of cutting, eat-
ing, serving and the like.
The reader will readily perceive the efi^ectiveness
of the method. Other typical lesson plans beyond
those of the routine of individual and family life
are :
A trip through the park and garden (actual)
A journey by railroad — slides, pictures, time-
table, and pantomime
Shopping — slides, pictures, olijects. coins
The Army — introducing foot and mounted sol-
diers, slides, pictures, war souvenirs.
Possiljilities are limited onh- by the ingenuity
and adaptability of the teacher. A safe way to
begin is to use the lessons in the average reader-
text, and secure visual material to fit these lessons.
A change may gradually be made as material is
obtained.
The resourceful instructor need not wait for ob-
jective material. Pantomime and simple black-
board illustrations will serve as a beginning. A
chair will do for a horse and the simple "I mount
the horse" accompanied by swinging the leg over,
and straddling the chair will convey the meaning
clearly.
Visual methods are not limited to objective ma-
terials. Words of space and time relation are
easily taught. A small bench may be j^laced on
the desk ; a book may be placed successively on,
below, in front, behind, to one side, and to the
other side of the bench. Time relations may be
taught with a calendar.
All of the foregoing are merely suggestions.
They are not hypothetical, but are drawn from
actual class room practice. They are applicable to
the teaching of any foreign language. Instruction
which is vitalized along the lines herein indicated
will meet with a ready response from students and
bring that satisfaction which is the teacher's reward
for work well-])crformed.
Contributors to this Issue
Mrs. Martha Cekada Edwards. Visual Education De-
partment, City Schools, Pasadena, Cal.
WiLUAM S. Green, Jr., East High School, Denver. Colo.
Albert E. Osborne. Research Worker in Visual Educa-
tion, 1086 F"ourth .Avenue, Brooklyn. N. Y.
H, C. Savage, Jr., Instructor in Drawing, Technical High
School, Atlanta, Ga.
Eleanor Skimin, President, National Commercial Teach-
ers' Federation, Northern High School, Detroit, Mich.
George A. Stracke, Specialist in Visual Instruction,
former Instructor in Visual Education, University
of Arizona, Tucson, Ariz.
October, 193 3
Page 217
A New Idea In Projecting Microscopic Slides
WILLIAM S. GREEN, JR
THK AVERAGE biology laboratory, even in
the most modern high schools, does not have
the s])ecial equipment needed to project micro-
scopic slides on a screen for group instruction.
This aspect of visual education has great possi-
bilities. The jirojection of microscopic slides
enables the instructor to point out things that
should be observed with the definite assurance
that all the students shall see them.
It is economical in several ways, both in time
and money. Where microscopes are few this
method enables the instructor to show slides to a
large group all at the same time. It is often diffi-
cult to secure good enough material for making
mounts for everyone in the class, especially where
the classes are large. The object of this article is
to explain how the projecting may be done without
the use of special and expensive projecting equip-
ment.
In the first place a standard projection lantern,
the type ordinarily used for slides, is necessary.
The author has successfully used a projector which
is adapted to both slides and opaque illustrations.
For microscopic slides the projector is set up just
as if one wished to show ordinary glass slides. The
next necessity is a micrf)scope. The eye piece
should be removed, which shortens the barrel and
makes the illustrations on the screen larger. This
may easily be unscrewed without damage to the
instrument. Xext bend the foot of the microscope
back so that the barrel will be in line with the end
of the projector. The projectors have a small
conical nose which fits nicely into the iris dia-
phragm beneath the stage of the microscope. The
mirror has already been pushed to one side as
it is not needed. A wooden rack may be made
to hold your microscope in this odd position, but
it is not necessary. Rooks may be used and re-
sults are quite satisfactory. The illustration makes
clear the method of arranging the apparatus.
This idea has a few disadvantages which should
be set forth so that the anticipation of those who
use it may not soar to too great a height. The
stage of the microscope is in a vertical j)osition
which makes it difficult to use liquid mounts with
a high degree of success. Mounts of plant sec-
tions in glycerine may be successfully used since
glycerine is more viscous than water. The bright
I'Sr'it going through the mount has a tendency to
heat and kill protozoan mounts, so that the pro-
jections of these interesting animals will require
skill and ingenuity on the part of the operator.
Regarding the advantages of the idea we should
mention first the fact that only a projector, a
microscope, slides and a screen are needed. This
equipment is within reach of any school laboratory.
A good stock of permanent microscope slides is a
great help, but these can be made gradually by
the instructor. Some of the slides you would like
to try first would be cross sections of stems, com-
pound eyes of insects, scales of butterflies' wings,
textile fibers, cells of an onion skin, stomata, bread
mold, leaf sections, to mention only a few.
With a clean slide, one previously washed in
alcohol, it is possible to project the formation of
crystals on the screen. There are many sub-
stances that can be used for this purpose. A good
one to try first is sulphur dissolved in carbon di-
sulphide. Put the clean slide under the stage
clips of the microscope, then dip a toothpick or
Micro-Projection Apparatus composed merely of a
Tegular stereopticon and a standard microscope.
suitable instrument in the solution and run it
across the slide. The carbon disulphide soon
evaporates leaving the crystals clearly projected
on the screen. This phase of the work is most
interesting to students of chemistry. It should be
mentioned that greater success will be obtained
when using a low power objective of your micro-
scope. The light bulb in the average projector is
not brilliant enough to give all the illuinination
desired when using the high power objective.
This, however, is a common problem experienced
by anyone who wants to use a microscope for in-
dividual peerings into the subvisible realm.
Finally regarding the screen it should be men-
tioned that good results in this work can be ob-
tained when using a distance of about six to eight
feet between the projection lantern and the screen.
A very desirable type of screen may be made by
using a piece of tracing cloth about three feet
square fastened to a wooden frame. This frame
Page 218
The Educational Screen
is made on a standard and can be placed a few
feet in front of the instructor's desk. The object
being shown is visible on both sides of a screen
of this type and is convenient in that only the first
row of students have to move back to see. The
instructor may point things out while standing
behind the screen and is not in the way of those
looking at the front of the screen. The pointer
appears as a very black shadow on the object.
Because economy is the paramount consideration
in this method of visual instruction, it might be
of interest to discuss briefly the preparation of
permanent microscope slides. The materials needed
are few in number and are available to most school
laboratories. Ordinary glass slides and cover slips
are the first consideration. If a microtome is not
available for cutting sections, good results of many
specimens may be made with a razor blade. With
a little practice one will be surprised and pleased
with the skill he develops when employing this
primitive method of sectioning. Stained mounts
show up much better on the screen and are more
beautiful. Eosin and gentian violet are two com-
mon and satisfactory ones to use. The eosin gives
a more delicate tint and is perhaps desirable where
intensity of color is not important. Alcohol is the
best solvent to use in the final stage of slide clean-
ing, as it is an efl^ective grease remover. After the
section is stained and placed upon a clean slide it
is ready to be mounted permanently. A drop of
Canada balsam is placed upon it and then the
cover slip is deftly set, excluding as many bubbles
as possible. Your slide is now ready to label and
becomes a permanent part of 3^our assortment.
The technique in making slides is variable since it
depends on a good many difi^erent factors. Much
splendid material has been written on this subject
and is easily available to those who care to delve
into this interesting field. Those who care to buy
permanent slides will find that the biological supply
houses have a wide variety of exceptional qualitj'.
There is, however, a certain satisfaction and
pleasure in doing the job yourself, especially if you
have the searcher spirit of science and enjoy work-
ing with your t\\'0 hands.
Visual Experience and Social Progress
(Continued from September Issue)
AS A result of our investigation so far then we
find that each person must build his own world
of nature and humanity, and that this inner
world of his is the only one he can react to or deal
with. It inevitably follows therefore that he can deal
intelligently and zvisely with the outer world of na-
ure and humanity, only in so far as his inner world
is an adequate and accurate duplicate of the outer
world.
Moreover we find that the mental food or raw
material each must depend upon in building his inner
world is gained only in connection with his sense ex-
periences. And yet we find that no child or person
has been able to get more than a mere fraction of the
especially important sense experiences of sight, for
which he has an instinctive appetite. This fact ought
to make us realize that these inner worlds that people
have been building and are building can be only ex-
tremely limited and inadequate duplicates of the outer
world. But really no scientific investigation should
be needed to establish this fact. No person of ordi-
nary intelligence would doubt the fact that the inner
worlds of people generally are not only pitifully lim-
ited in comparison with the outer world, but also that
these inner worlds are ludicrously false and distorted
duplicates of the outer world.
Indeed, in this limitation of peoples' inner worlds,
we find an explanation for many of the unsocial acts.
ALBERT E. OSBORNE
the terrible social ills, for which mankind has been
morally blamed. Here undoubtedly we find a partial
explanation at least for the prevalent beliefs in the
innate evil and selfishness of human nature. Unques-
tionably one of the greatest reasons for the lack of
wider interests and understanding and sympathy and
cooperation among people generally is because the vast
mass of humanity has never really appeared in these
inner worlds that most people have built. We live
on practically oblivious to most of our fellow human
beings because they have never appeared in our con-
scious world, or because our consciousness of them
is so vague and shadowy.
There are many things each citizen should know,
there are many habits and skills and professions in
which the varied citizens need to be trained if each
is to "carry his own load". There are in the world to-
day many industrial, commercial, governmental, social,
and other problems to be solved. But it is not too much
to say that so long as peoples' inner worlds are such
inadequate duplicates of the outer world, all time and
effort spent in training people for these various trades
and professions, in trying to solve these varied prob-
lems, will be largely ineflfective and wasted.
Sir John Adams, LL.D., University of London, in
his book "The Nature of Error," (pages 31 and 105)
says, "This inner world of ours is an individual mat-
ter. Each of us has an inner world of his own, while
the outer world is common to us all. We may speak
October, 1933
Page 219
of the first as subjective and of the second as ob-
jective." .... ".So far as the two (worlds) fit into
one another in the e.xptrience of the indivi(UiaI the
result is satisfactory .... every misfit in the inter-
actions l)etween the two worlds indicates an error
somewhere and the need for the removal of that error."
While there is such an utter discrepancy between these
inner worlds and the outer world, it is mere foolish-
ness to ex])ect people to act wisely as citizens — it is
mere foolishness to suppose that we can have those
bigger men and women that are necessary for the
solution of our vast social problems.
To summarize: If people must act with relation to
the world that each has built within; if these inner
worlds are such limited and distorted duplicates of the
outer world; if the raw material for building each
inner world is gained only from sense experiences ;
and if no one has been able to get more than a frac-
tion of the sense experiences, esj)ecially the sight ex-
periences, that he has an instinctive and eager appetite
for ; then clearly the primary ])roblem ojien for solu-
tion, is how to i)rovide a vastly wider range and a
vastly increased amount of sense experiences for chil-
dren and people everywhere. .\nd in as much as most
of the needed exiHiriences of touch, taste, smell and
hearing may be gained in connection with the home
environment, the problem really is how to provide a
vastly tcidcr range and a vastly increased amount of
sight experiences for children and adults everywhere.
Much is being said to-day about the wider and
richer environment in which jieople now live due to
the automobile, telephone, radio, movie, etc. This is
true to some degree. But great as are the effects
of these inventions, it still remains unquestionably
true that, for the mass of people from childhood up,
their eager appetite to see the world is not being
satisfied, and that there is still a ludicrous difference
between their inner worlds and the great outer world,
especially the great interdependent human world with
which they must constantly deal and which they must
help to carry on.
Undoubtedly many would assume that sufficient pro-
vision is made for this need for visual experience, of
the young especially, as far as the more advanced
countries are concerned, in the schools. Unquestion-
ably it is in the most important activity of civilized
society where such provision should be made.
Let us turn therefore, for a few minutes, to the
present day work in our .schools, to inquire particu-
larly as to what extent we are providing for this pri-
mary mental need for sense experiences, especially for
the preeminently important .sense exjieriences of sight,
for the millions of oncoming children.
What do we find? Well, we find the children gath-
ered in their various local comnumities into school
classrooms. And what are the children doing during
these vital growing years in these classrooms ? In the
especially important primary and elementary grades
the children spend most of their time in trying to
master what are often called "tool" subjects, or
"fundamentals" — the mechanics of reading, spelling,
and certain fundamental processes in arithmetic. Then
they sjjcnd their time on "content" subjects, (or the
"social sciences"), geography, history and civics.
Now, in the first place, we should note that while
humanity is the one thing, as far as we can see, that
the world runs for, yet there is not a subject in our
schools the sjiecific purpose of which is to see that
the oncoming generations become really acquainted with
the humanity of to-day. In the socalled "social
sciences" of geography, history and civics, the chil-
dren are supposed to gain their knowledge of this
wonderfully important humanity of to-day. But
geography is primarily a study of man's relations to
the earth. Even a recent Human or Social Geogra-
phy gives this definition of geography, — "The function
of modern human geography is to show how the
activities of man are influenced by the natural en-
vironment." History is a study of humanity's past.
Civics and sociology are as yet more a study of the
machinery of society and government (along with some
practice for the young in dealing with their associates
in the local school or community).
Here is a matter to be profoundly pondered. It is
generally conceded that great dangers threaten Western
Civilization because of the extent to which we set up
the material means of life, rather than life itself, as
the chief aim of our thought and endeavor. For this
great blunder our education, because of its extreme
emphasis on the means of life, is in large measure
responsible. There is no more profound ignorance
in the world to-day than the ignorance of the mass of
people of one country as to the mass of people in
another country, and yet there is not a study in our
schools the sjjecific object of which is to see that the
oncoming generation becomes really acquainted with
the humanity of to-day. At a time when we can pro-
duce far more of the material means of life than the
people can now buy, the young in the schools are
still required to give far more of their time and at-
tention to knowledge about the means of life than to
life itself. At a time when the world is falling down
particularly in its human relationships, there is little
done in our schools to clear up the profound ignorance
that |)€ople have of our common world-humanity.
In the second place, we find that in most of the
immensely important years the children spend in the
schools, they are sj)ending their time not in dealing
directly through their senses ti'ith the great world
of reality, but in learning to deal with and dealing
with s|X)ken and written languages, spoken and written
symbols. As Henry Fairfield Osborn says, "A stu-
dent in obtaining his education to-day strives to get
hundreds of facts from books to one fact from the
world of reality."
Page 220
The Educational Screen
Inasmuch as we are making the children depend so
largely on spoken and written language as a means
of developing their possibilities, of getting their knowl-
edge of things and people, in preparing them for
citizenship, we ought to have a very clear understand-
ing of how the childrens' minds act in the use of
language — of just what experiences or knowledge of
things and people they are able to gain by means of
language symbols. Especially should we have a very
clear understanding of the likeness or unlikeness of
the experiences of things and people that children or
adults build through language descriptions, as com-
pared to the experiences of things and people that
they build through their senses, their sense of sight
especially. We can only touch upon this extremely
important matter here.
Now of course it is to be taken for granted that
language is of the utmost importance to humanity in
countless ways. However, this should not keep us
from realizing that whenever it is depended upon as
a substitute for a sense experience, especially with
children, it is one of the most wasteful and ineffective
means to use.
^^'e must be constantly on our guard if we are not
to be misled or fooled by the many high sounding
statements abovtt language. Even in books about edu-
cation we find constantly repeated statements to the
eflFect that language "gives" or "supplies" or "conveys"
experiences from one to another. "Reading, however,
(or listening), as Paget says, "is a process of re-
constructing the meaning of the author." The child
or adult gets results in reading or listening to another
talk, only in so far as he himself can build the thoughts
or experiences of the author or speaker, supplying,
moreover, all the material out of which he builds these
thoughts. Nobody is "given" these sense experiences,
or these higher mental products, in any literal meaning
of the word, certainly not by hearing or by seeing
language symbols. Professor Dewey says somewhere
that two people can get the same idea in connection
with the same words only in so far as they have al-
ready had the same experiences, and in so far as these
words have been definitely associated with these ex-
periences in these people's minds. We cannot realize
too clearly, therefore, that spoken or written language
does not "convey" or "supply," what we have found
to be the child's primary mental need, his need for
mental "foodstuffs" or building material. This, as we
have seen, can be supplied only in connection with his
sense and bodily experiences.
Here lies, then, a fundamental bhuider in the work
of education — dependence upon language as a sub-
stitute for experience, especially sense experience.
Says one educator, "Minds must be brought into con-
tact with realities. A dozen pedagogical maxims
enforce this truth. The mind cannot grow upon itself.
It must be fed. We cannot think unless we have
things to think about. Hence the modern condemna-
tion of 'book learning,' 'rote teaching,' 'words before
ideas.' 'signs without things signified,' and so on."
It is an exceedingly complex problem to determine
all the things that need to be taught in preparing the
young for citizenship in the complex society of to-day.
Some higher institutions of learning give hundreds of
courses in English and other subjects. It has reached
a point where not only the ordinary citizen and tax-
payer, but even the teachers, are confused by the many
specialized courses of instruction ; when both teachers
and citizens fail to see the forest because of the trees.
Recently Dr. Judd, Director of the School of Edu-
cation, University of Chicago, stated that every ele-
mentary teacher should have not only courses in the
special subject or grade he or she was to teach, but
also a course that made clear the contribution that
each subject or grade should make towards the main
object of the schools, that is, preparation for citizen-
ship. It is exceedingly important that each citizen
and taxpayer and parent should have a basis for judg-
ing whether the subject and supplies that are of pri-
mary and fundamental importance in training the
young for citizenship are provided for in our schools.
Is it possible for the ordinary citizen to have standards
for such judgment?
In the brief inquiry we have been making, we have
found that each person must build his own world, the
world he reacts to and deals with ; each person must
gain from his sense experiences, especially his ex-
periences of sight, all the raw material he must depend
upon in building his own world ; that no matter how
well trained each person may be along some lines,
in so far as this inner world that he builds is an
inadequate duplicate of the outer world, especially of
the outer world of humanity, in so far will his activi-
ties as a citizen be unintelligent and a hindrance and a
source of trouble, rather than a help, in society. Here
then we find a fundamental standard by which any
citizen can see it is a mistake for our school to give so
much attention to the means of life rather than to
our common humanity; and especially that it is a loss
for our schools to depend to such a degree upon
language symbols as a sub.stitute for sense experience.
In the United States over six billion is invested in
school property ; and over two billion is spent for
teachers" salaries ; and over three-hundred million for
supplies and upkeep. It is an elementary truth that
whenever the schools make the young depend upon
language descriptions, instead of their sense of sight,
to gain needed experiences, there is a loss of the tax-
payers' money invested in the school plant, of the
money spent for the teachers' time, but above all, of
the lives of the children. It is a worse blunder than
for a farmer, with an expensive plant, to try to pro-
duce stock without giving them sufficient food, or to
harvest his grain with a sickle rather than with a
harvester.
There ought to be no question in any intelligent
person's mind that education is the most important
(Continued on page 227)
October, 1933
Page 221
DEPARTMENT OF VISUAL INSTRUCTION NOTES
CONDUCTED BY ELLSWORTH C. DENT, SECRETARY
Visual Aids At Teachers' Meetings
Tlic increasing iniporiaiicc of visual aids to instruc-
tion is sifi^iified to a certain extent by plans for the
use of these materials at the various state teachers'
association meetings during the fall and winter months.
Several sections of the Kansas State Teachers' As-
sociation have re(iuested materials and equipment from
the Hureau of Visual Instruction at the University
of Kansas. Films, slides, and other illustrative ma-
terials will he used as a part of the program of science,
geography, and history roundtables.
The Xehraska Teachers' .\ssociation has placed vis-
ual instruction demonstrations on two general and four
grou]) meetings, thus bringing the latest developments
in the held to the attention of approximately five thou-
sand teachers and .school executives.
The Utah Education Association will devote at least
one general session to visual instruction, with emphasis
ui)on visual aids among the group meetings. These
dcnioiistrations will be arranged by the Bureau of
Visual Instruction at Brigham Young University,
which has been organized during the past year.
The Colorado Branch of the Department of Visual
Instruction of the N. K. A. will meet in conjunction
with the meeting of the Colorado Teachers' .Associa-
tion. The Bureau of V^isual Instruction at the Uni-
versity of Colorado is providing materials for use at
1,'rou]) or roundtable demonstrations.
The Oregon -Association, which will meet during the
Christmas vacation period, is making plans for a sec-
tion devoted to visual instruction and will probably
arrange for the demonstration of the most effective
teaching aids.
This emphasis upon visual instruction should lead
toward a gradual, healthy and ])ermanent increase in
the application of visual aids to classroom instruction.
Such a development, if national in its scope, would do
nuich to improve the quality of instruction among our
schools, both public and private.
Why Join The Department?
Although the membership of the Department of
Visual Instruction of the National Education Associ-
ation has increased from year to year, the increase has
not been as rapid as the increase in the use of visual
aids. Why?
Perhaps the financial situation has some bearing up-
on membership in the Department. Very few organ-
izations have increased the membership total during
the past three years. However, the chief difficulty
may lie lack of information concerning the advantages
of affiliation with the Department. There may be
many who do not know —
That the Department of Visual Instruction of the
N. E. A. is the only national clearing-hou.se of infor-
mation concerning visual instruction problems.
That clearing-house service is extended to members
without charge, except for materials sold for perma-
nent use.
That all members receive, without charge, a sub-
scription to the Educational Screen, which is the
leading magazine in the visual instruction field.
That members receive, without charge, the annual
visual instruction directory of visual instruction de-
partments, directors and workers.
That membership in the Department of Visual In-
struction is a positive indication of a progressive at-
titude toward the problems of modern education.
That membership is open to anyone who may de-
sire to become affiliated with the most progressive
movement in the entire field of education.
That the annual cost of membership is but $2.00,
including the services and advantages mentioned above.
The above advantages are certainly enough to more
than justify the nominal cost of membership. The
Department is doing everything within its power to
take care of the needs of visual instruction workers,
many of whom need assistance and guidance from time
to time. This service can be increased as the member-
ship increases. If the present membership is doubled,
the possibilities for service to individual members can
be more than doubled. There is strength in numbers
and each new member becomes increasingly important
to the sound development of a true service to those
teachers and administrators who desire to utilize the
most effective teaching devices.
The accompanying blank is provided for the con-
venience of those who may desire to join the Depart-
ment at this time. Tear it out, fill in the information
as requested, and mail it to the address as given. If
it is convenient, send your remittance with the appli-
cation. If not, vou mav send it later.
Membership Application Blank
Secretary, Department of Visual Education,
National Education .Association,
16J8 Illinois Street,
Lawrence, Kansas.
Date
I herewith make application for membership in the Depart-
ment of Visual Instruction of the N. E. A., for a perioid of
one year at the usual fee of $2.00, which I am enclosing. (Pay-
ment may be deferred if desirable.)
My membership card, the 1933 Visual Instruction Directory,
and The Educational Screen should be mailed to^
Name
.\ddress
City and State
I am n 1 a member of the
I am not D * National Education Association
Note: Please make remittances payable to the Department
of Visual Instruction.
Page 222
The Educational Screen
NEWS AND NOTES
CONDUCTED BY JOSEPHINE HOFFMAN
Indiana State Visual Group Meets
The third annual meeting of the Visual Instruction
Department of the Indiana State Teachers' Associa-
tion will be held in Indianapolis, October 19. An at-
tendance of one hundred fifty or two hundred is
expected.
Dr. C. F. Hoban, Director of Museums and Visual
Instruction for the Pennsylvania State Department of
Education will be the principal speaker. His subject
will be "Fundamental Values of Visual-Sensory Aids.''
Officials of the Department are: President — George
Mclntire, Michigan City ; Vice-President — W. J. Day,
Shelbyville ; Secretary — Carrie B. Francis, Indian-
apolis ; Membership Chairman — Ford L. Lemler.
Bloomington.
Boston University Repeats
Visual Courses
The Visual Education course, "Leading Move-
ments in Education." is again being offered by Boston
University this term. This course was given for the
first time the second semester of the past school year
under the Harvard-Boston University Extension
Service, as reported in the February issue of The
Educational Screen.
The course brings before the class the national and
international leaders in education, with sound motion
pictures illustrating their discussions. In addition to
these leaders who provide material for the reels, the
local leading exponent of the same subject will intro-
duce the subject, prei)are the audience for seeing the
film, and, after the film is shown, discuss its contents
and bring the subject matter up-to-date.
♦ ♦ ♦
"Nature Study for Elementary School Teachers,"
under Professor Earlc Brooks, is a companion course
to the one in Visual Education for Nature Teachers
given last semester. It is prepared for those who
teach Nature Work of any kind and is illustrated
throughout by sound films. This study should be
helpful to leaders of Boy Scouts, or Girl Scouts, camp
coun.selors and other workers with children.
♦ ♦ ♦
Mr. Abraham Krasker, Director of Visual Educa-
tion in the Quincy, Massachusetts. Public Schools,
will again conduct a course at Boston University in
"Preparation and Use of Teaching Aids," which pre-
pares the teacher for making illustrative materials for
teaching, making ])ropcr use of such aids, and for
operating projectors.
Mr. Krasker writes that students taking his courses
have found the use of The Educational Screen
"most worthwhile, as it quickly acquaints them with the
vocabulary in the field of study, keeps them informed
with the progress being made in Visual Education,
brings together the experiences of the field, and makes
known current releases."
Report Shows Growth in City
Visual Department
The number of visual aids handled during the school
year 1932-33 by the twenty schools of the Santa Ana
City School District, California, totals 10,044, accord-
ding to the report prejjared by Miss Hazel Nell Bemus,
Director of Art and Visual Education. This is more
than twice the number of items handled the year be-
fore, which amounted to 4486.
The report shows slides to be the most extensively
used, totalling 3725, followed respectively by stereo-
graphs (2621), broad still films (1293), flat pictures
(1144), Santa Ana motion jiictures (671), pamphlets
(236), loan motion pictures (136), wall prints (128),
standard still films (52), and exhibits (38).
A Motion Picture Survey
The Bell & Howell Company has just concluded
a survey on the drawing power of upwards of 100
motion pictures shown at the Chicago Century of
Progress by industrial and educational exhibitors.
The use of motion pictures for putting over infor-
mation and for attracting attention has been a
remarkable feature of the Fair. Progressive insti-
tutions, both industrial and educational, are evi-
dently convinced of the importance of the motion
picture as a sales and promotional tool.
The survey discloses a vast difference in the
pulling power of the various motion picture show-
ings observed. When human interest episodes are
projected, crowds gather and look at the films.
When duller and less interesting sections are
shown, the spectators begin to melt away. Scenes
which the advertiser undoubtedly thought interest-
ing, due to his enthusiasm for his own business and
his closeness to it, are often, it is found, not so
widely appealing to Mr. John Citizen and his wife,
when the films are submitted to the acid test of
public showing. The crowds show a special
aversion, according to the survey, to long captions,
and they express this by simply moving on.
October, 1933
Page 223
All of which loads to the conclusion that you
c.-iti make industrial niotioti pictures, hut you can't
force people to look at them when the fihus arc
not interesting:. "The attention attractinfj quality
of many pictures at the Fair is undouhtedly high,"
states the survey, "hut this quality might have been
improved in certain instances. Advertising man-
agers and lilni producers will do well to give to
this matter of interest content increasingly in-
tensive study. The mechanical costs of making
an inferior or .n snpt-rior film are f>ractically the
same."
.\nother factor which, it is found, must be given
:iltention is the size of the pictures projected.
"The pictures," is is stated, "must be of a size that
is keyed to the size of the audience. A miniature
])icture. no matter how good the content, is at a
lU'cided disadvantage if a large audience is hoped
for. Modern 16 mm. projectors can project bright,
clear pictures up to 12 or 14 feet wide. Of all the
|)rojectors in use l)y Fair exhibitors over 95% arc
16 mm. This is due, it seems, both to the lower
cost of picture presentation with the latter style of
l)rojector and to the fact that truly modern 16 mm.
I)rojectors provide adequate sound and picture
■-!u)wings."
The survey concludes : "A little extra first cost
for picture projection pays well in the essential
matter of having one's films looked at — which is
what the films are for. The same thing applies to
sound projection. Where the sound is wheezy,
or indistinct and off tone, there is a distinct loss in
drawing power, regardless of the excellence of the
words of music in themselves. An effective sound
projector makes a decided difference in holding
the crowds when sound pictures are shown."
New Film Catalogs
1 he I933-,U catalog of ".Selected Motion Pictures."
listing 35 mm. sound-on-film, 16 mm. and 35. silent
safety film, available from the Y. M. C. A. Motion
Picture Bureau's New York and Chicago offices, has
recently come from the press. The booklet lists the
Bureau's motion picture library under the following
main classifications : Free Films, Rental Films, Free
Sound Films (35 mm.), and DeVry Film Lessons
( Rental). In the back of the book is a cross index
classification of specific and allied subjects under six-
teen sub-headings which should l)e helpful in locating
desired subjects.
♦ ♦ ♦
The appearance of ".\ Guide to Instructional and
Educational Films .\vailable for Educational and
Social Organizations in Great Britain" is significant
as it is the first attempt made in England to prepare
a catalog of standard (35 mm.) and sub-standard
( 16 mm. and 9.5 mm.) educational films. It was com-
piled by The Central Information Bureau for Edu-
cational Films, as part of its service to subscribers.
The films are classified under general subject head-
ings, with each distributor's films grouped together
under such headings, the 35 mm. reels together and
the 16 mm. or 9.5 mm. together. Information is giv-
en on each film as to fiammable or non-inflammable
stock, length of film, silent or talking versions, and,
in some cases, brief description of the contents is
included.
Sound Installations
The auditorium of Wells College. Aurora, New
York, has recently been equipped with talking picture
equipment. The school will present talking picture
programs of three different types. The first will con-
sist of strictly entertainment pictures for the faculty
and student body, the second will be of a cultural or
semi-educational nature, and the third the presenta-
tion of strictly educational talking pictures as a defi-
nite part of the school's curricula.
♦ ♦ ♦
One of the latest schools to install sound equipment
is the Central High School of .Alameda. California.
It is the belief of the Board of Education that from
this medium many unusual and otherwise impossible
programs of educational and entertainment value may
be brought to the student body.
Foreign Activities
Mexico. The Sociedad pro-Cine Educativo has
been organized to promote visual education in
Mexico. It is a non-commercial institution, com-
posed of scientific, pedagogical, and social workers,
and is the first organization of its kind in that
country. To facilitate their study of visual edu-
cation, the president. Luz L. de Ibarra, invites
correspondence from similar institutions in this
country. The address of the society is Bucareli
128, Mexico, D. F.
France. It is reported that the Minister of Pub-
lic Education plans to institute a commission for
the special purpose of studying the problem of
sound film equipment to be installed in schools and
that the manufacturers will be asked to demon-
strate various types of sound film equipment suit-
able for school use.
ScotlEnd. A group of Scottish teachers have
founded an association known as the Scottish Edu-
cational Sight and .Sound Association, whose chief
object is to investigate, promote and advise on
auditory and visual educational aids. The associa-
tion will undertake to build up a catalog of edu-
cational films : prepare Scottish regional films ; edit
and criticize educational films and suggest subjects
for such to commercial companies.
Page 224
The Educational Screen
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
(The Film- Estimates, in whole or in part, may be reprinted only by special arrangement tvith The Educational Screen)
(Film Estimates on releases during the past summer are available on the
regular weekly cards, carrying seven films each, at four cents a card.)
Arizona to Broadway (James Dunn, Joan
Bennett) (Fox) Lively, involved story con-
cerning efforts of a gang of medicine show
crooks, headed by the hero, to recover the
money which another gang has swindled from
heroine's brother. Love reforms hero and he
goes straight. Some amusing scenes.
A— Hardly Y— Inferior C— No
Avenger, The ( A d r i e n n e Ames, Ralph
Forbes ) (Monogram ) 'Hero, released from
prison on evidence of framing by crooked
bankers, cleverly traps them one by one into
confession of guilt. Nothing outstanding, but
fairly well acted and convincingly acted by
all save rather insipid heroine.
A— Hardly Y— Fair C— Doubtful
Beauty for Sale (Madge Evans, Otto Kru-
ger) (MGM) Some fine acting, chiefly by Otto
Kruger, wasted on elaborate, thoroughly un-
wholesome story about three girls and their
unhappy love affairs, including such ingredi-
ents as a betrayed sweetheart driven to sui-
cide, and illicit affairs with married men.
A — Hardly Y — By no means C — No
Big Brain, The (George E. Stone, Fay Wray)
(RKO) Supposedly based on life of notorious
"Jake the Barber." Brazen hero "advances"
from barber trade into shrewd stock swindl-
ing. Operations reach height and exposure in
England. Well-acted, fast-moving, with fun-
damentally unwholesome situations.
A—Hardly Y— Better not C— No
Brief Moment (Carol Lombard, Gene Ray-
mond) (Columbia) Cabaret-singing heroine re-
jects devoted, unselfish protector to marry
rich, worthless play-boy. Months of endless
gayety, booze and luxurious night-club life
estrange faithful wife— when play-boy finally
comes to his senses and wins back his wife.
A — Mediocre Y — Undesirable C — No
Bureau of Missing Persons (Bette Davis)
(First Nat'l) Fairly absorbing detective drama
gets slow start due to many introductory
scenes showing types of cases — most of them
sordid — handled by New York Bureau of Miss-
ing Persons. Many dramatic and humorous
scenes, but cheapened by slapstick ending.
A — Depends on taste Y — Better not C— No
Captured (Leslie Howard, Fairbanks, Jr.)
(Warner) English hero and pal meet in brutal
German prison camp. Hero's unfaithful young
wife has stopped writing. Pal's guilt finally
disclosed. Hero seeks vengeance but relents
and dies to effect escape by airplane for all
prisoners. Complex, incredible and largely
depressing.
A — Only fair Y — Undesirable C — No
Dangers of the Arctic (Earl Rossman )
(Explorer's Film) Authentic and thrilling
natural life pictures made by the Earl Ross-
man Arctic Expedition. Outstanding feature
is daily life of Eskimo showing great skill in
survival of the fittest. Excellent bits of
photography and good voice accompaniment.
A— Notable Y— Excellent C— Excellent
The Devil's in Love (Loretta Young. Victor
Jory) (Fox) Frail, incredible, romantic melo-
drama with meaningless title. Hero is noble
doctor who escapes from African Foreign Le-
gion Fort, having been wrongly convicted of
murder. Story obscure at times and far-
fetched throughout. Unobjectionable, merely
ineffectual.
A— Poor Y— Worthless C— No
Doctor Bull (Will Rogers, Marian Nixon)
(Fox) Unpretentious, mildly dramatic story
of country life, with Rogers excellent as a
careless, and blunt but kindly village doctor
in conflict with female gossips and town's pol-
iticians. Mostly wholesome, human stuff, but
some bad taste in comedy scenes.
A — Good Y — Mostly good C — Mature
Flying Devils (Eric Linden, Cliff Edwards)
(RKO) Fairly pleasing picture with plenty of
aviation thrills, noise and excitement. Two
brothers go barnstorming with aviator and his
wife. When wife develops true love for
another, the affair is settled by a fatal duel
in the air.
A— Hardly Y— Mostly good C— N )
F. P. 1 (Conrad Veidt) (Fox-British Gau-
mont-Ufa) Weaves mystery melodrama around
construction of a floating landing platform
for airplanes in mid-ocean. Vigorous mixture
Estimates are given for 3 groups
A — Intelligent Adult
Y— Youth (15-20 years)
C — Child (under 15 years)
Bold face type means "recommended"
of healthy romance, lively action, and long
struggle against dark villainy. Well acted,
elaborately set, thrillingly photographed.
A — Good of kind Y — Very good
C — Probably good
Four Aces ( Private Slack) More genuine,
original war-films, selected and pieced to-
gether with some skill to suggest continuous
story of Great War, with Private Slack's
heroic achievements. His own voice accom-
panies with sensible and straightforward com-
ments. Grim, grewsome, and largely familiar
stuff.
A — Perhaps Y — Harmless C — Perhaps
Good Companions. The (British cast) (Fox-
British Gaumont) Fine screening of Priestly's
charming story about adventures of traveling
theatrical troupe touring small English towns.
Wholesome characters, refreshing naturalness
in acting, humor and genuine human appeal
amply compensate for minor flaws.
A-Excellent Y~ExcelIent
C — Doubtful interest
Her First Mate (Zazu Pitts, Slim Summer-
ville) (Universal) Typical Pitts-Summerville
comedy, dull in spots but mostly funny and
harmless. Futile hero ambitious to captain
his own ocean-going ship, but peanut-selling on
river boat or running dilapidated ferryboat
seem to be his highest achievement. Zazu de-
serves better stuff.
A— Elementary Y — Fair C — Good
I Loved a Woman (E. G. Robinson, Kay
Francis) (First Nat'l) Idealistic hero inherits
Chicago meat packing business and becomes
ruthless in his desire for money and power
after falling in love with "other woman,"
who proves unfaithful. F'inancial ruin and
death. Realistic drama against interesting his-
torical background.
A— Interesting Y — Doubtful C — No
I'm No Angel (Mae West, Gary Grant)
(Para) Merely continuation of Mae West's
money-making by husky-voiced dialog, raw
suggestiveness, physiological invitation and
brazen vulgarian ism. Thorough glorification
of body over brain, with loud laugh at cen-
sorship, at taste, at common decency in film
production.
A — Depends on taste Y — By no means C— No
Lady for a Day (May Robson. Warren Wil-
liam) (Columbia) A film so beautifully done
that it becomes a delightful phantasy. Rob-
son notable as Broadway apple vendor whose
daughter, ignorant of real condition, brings
titled fiance for visit. Aided by friends, mother
rises to situation and becomes, for the mo-
ment, a lady.
A— Excellent Y— Notable
C- — Good but mature
Laughing at Life (Victor McLaglen) (Mas-
cot) Straight adventure tale following color-
ful career of lawless sold ier-of -for tune. Dur-
ing his travels his wife dies and he loses all
trace of his son until the two meet in a South
American revolution. Preposterous story with
fast-moving plot.
A — Hardly Y — Exciting C— Too exciting
Night Flight (The Barrymores, Helen Hayes,
Clark Gable, etc. ) ( MGM ) Heavy, tragic,
authentic picture, showing grim strain of 24
hours at central flying field for international
airmail at Buenos Aires. Tense moments,
exciting air dangers, but deficient in story ma-
terial. Too little plot to occupy notably fine
cast.
A—Fair of kind Y— Exciting C — Hardly
One Man's Journey (Lionel Barrymore)
(RKO) Homely, human story glorifying the
country doctor who foregoes his own ambi-
tion to serve poor community devotedly.
Barrymore appealing and convincing. May
Robson notable as the understanding house-
keeper. One seduction scene unfortunately
mars this fine picture for youth.
A— Worthwhile Y— Doubtful C— Beyond them
Paddy the Next Best Thing (Janet Gaynor,
Warner Baxter) (Fox) Weil-produced, clever
sentimental comedy with lovely Irish back-
ground. Improvident but loving father schemes
to wed elder daughter to wealthy hero. He-
roine's well-meant efforts to save her sister
from loveless marriage make much fun and
genuine character comedy.
A— Good Y— Excellent C— Good
Penthouse ( Warner Baxter, Myrna Loy )
(MGM t (Jangster-mystery-murder melodrama
in lu,xurious surroundings, well written, di-
rected and acted. Lawyer-hero, his reputable
standing lost by defending gang case, solves
murder of gangster mistress with help of
alluring heroine. Heavily spiced with sex af-
fairs, shooting thrills and fast night life.
A — Good of kind Y^Unwholesome C — No
Pilgrimage (Henrietta Crosman) (Fox)
Heavy, sentimental melodrama of jealous, sel-
fish mother who comes between son and his
sweetheart with fatal results. Realizes her
cruelty when she encounters parallel situa-
tion on her visit to France with Gold Star
mothers. Story and acting uneven in interest.
A— Only fair Y— Unsuitable C— No
Power and the Glory. The (Spencer Tracy.
Colleen Moore i (Fox) Pretentious "new" stuff,
told by jumpy cut-backs and off-screen voice,
about crass, unpleasant hero made successful
by loyal wife. When white-haired, he meets
new "love." deserts wife — suicide. Hero's
grown son then has child by second wife —
hero's suicide. His career supposedly justified.
A — Depends on taste Y — Unwholesome C — No
Shanghai Madness ( Fay Wray, Spencer
Tracy! (Fox) Dismissed from Navy for in-
fraction of rules, hero gets job on Chinese
river boat and subsequently saves brainless
heroine in an American mission from bandits,
for which Navy reinstates him. Far-fetched
melodrama for the indiscriminating.
A^Mediocre Y^Perhaps C — No
Soldiers of the Storm (Regis Toomey)
(Columbia) Aviator-hero is ordered to capture
a gang of narcotic smugglers near the Mexi-
can border, which involves several killings,
machine gun battles, a kidnaping and some
spectacular airplane stunting. Elementary
dialog and much trite melodrama.
A— Hardly Y — Mediocre C — No
Too Much Harmony ( Bing Crosby, Jack
Oakie) ( Para) Thin, back-stage musical com-
edy, harmless but feeble fun, about producer
who brings country talent to Broadway and
falls in love with it to complicate matters
seriously. Bing's crooning. Jack's crude clown-
ing, endless chorus dancing, and elementary
comedy.
A — Mediocre Y — Only fair C — Perhaps
Torch Singer (Claudette Colbert and good
cast) (Paramount) Charming heroine's il-
legitimate baby drives her through lurid career
— cabaret singing, luxurious liaison, telling
bedtime stories— till mother, father and baby
are happily reunited. False in spots, bad
taste in others, but mostly skillful, highly
sophisticated entertainment.
A— Good of kind Y— Very doubtful C— No
Turn Back the Clock (Lee Tracy, Mae
Clarke) (MGM ) Breezy hero, in humble cir-
cumstances, envies rich pal and an accident
lets him live life over in pal's circumstances.
Utter improbability of story quite unimport-
ant. Good light entertainment.
A — Fairly good Y — Very good C — Fair
Voltaire ( George Arliss. Doris Kenyon )
(Warner I Takes some liberty with French his-
tory yet outstanding entertainment for cul-
tured audience. The old Voltaire appears as
fi rebrand who fights for tolerance, defying
king and inciting populace to revolution. Fine
settings, fine cast, but Arliss' superb acting
is chief feature.
A— Notable Y— Worthwhile C— Beyond them
Wrecker, The (Jack Holt, Genevieve Tobin)
(Columbia) Rather interesting presentation
of the familiar triangle drama with an earth-
quake as the climax, followed by unusual
scenes of relief work and wrecking of build-
ings. George E. Stone's portrayal of idealistic
Jewish junk peddler outstanding.
A— Fair Y— Mostly Good C— Exciting
October, 193 3
Page 229
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
School Executives (September) "Budgeting for
Visual Instruction," by Marian Evans, Director of
the Visual Instruction Department, San Diego
Schools, California, is a sound discussion of a
problem with which the schools are now faced.
In this day of "cut budgets" visual instruction has
had to justify its existence. But it has done even
more than that, as pointed out by Miss Evans in
these significant statements :
"Educators who have made a thorough study
of the need for and the functions of a visual in-
struction center are convinced that the maintenance
of such a department has proven to be an economy
and efficiency move.
"With the increased enrollments and heavy class-
room teacher loads, there is more need today than
ever before for visual aids, since education must
now take advantage of every way of facilitating
pupil learning — enabling the pupil to learn the most
possible in the shortest possible time.
"Expenditures of such departments usually fall
under the following headings : circulating visual aids,
maintenance of department and upkeep of equipment ;
salaries ; and installation of standardized equii)ment,
which should really be charged to capital outlay or
building fund.
"In estimating the budget school administrators
should take into consideration the fact that visual
aids may cut down the cost of education by elimi-
nating a large i)ercentage of repeating students which
averages as an annual cost of $112 per pupil in cities
above 100.000."
The Parents' Magazine (August) "How the
Movies Harm Children '. by James Rorty, is an inter-
pretation of the recent brilliant research finished
under the Payne Fund of the Motion Picture Research
Council.
Do gangster movies help to make gangsters? Are sex
pictures a factor in promoting sexual delinquency?
These questions have been asked before, but the recently
completed four-year study of motion pictures, financed by
The Payne Fund, represents the first attempt to obtain im-
partial, objective and well-documented answers.
The chief points of their indictment are :
(1) That very young children sufTer from disturbed sleep
and nervous shock as a result of frequent attendance at
movies designed for adult audiences.
(2) That children and adolescents learn at the movies
attitudes and conduct which are in conflict with the morals
of the community.
(3) That the movies — specifically sex and gangster pic-
tures— definitely influence a considerable number of chil-
dren toward careers of delinquency and crime.
(4) That the great majority of movies are devoid of
artistic or genuine social content.
The Payne Fund financed the study at the behest of the
Motion Picture Research Council, which proposes to do
something about it. What? And how?
The remedy for the first condition would appear to be
comparatively easy. The exclusion of very young children
from showings of pictures likely to do them nervous injury
could be accomplished voluntarily by the industry, or by
legislation patterned after that already enacted in several
states. Coincident with this restriction would logically
come the development of a special library of "Child Clas-
sics" shown at special periods — this suggestion has been
made by William H. Short, director of the Motion Picture
Research Council.
The other problems are more complex and vastly more
difficult. For instance, the second problem has hitherto
been dealt with by censorship — a negative control which has
not been successful and which is sharply opposed not merely
by the industry, but by many intelligent and influential ele-
ments in the community. It is difficult to foresee what
positive solution the Motion Picture Research Council will
recommend for this problem beyond, possibly, the organiza-
tion of audiences along the line of their preferences, and
the encouragement of producers to meet these preferences.
The third problem — that of the movies as a factor in the
teaching of delinquency and crime — and the fourth, dealing
with the movies as an art form, are so inextricably bound up
with the social and economic problems of our day that it
is impossible to hope for any quick, ready-made answer to
them.
Certainly this comprehensive survey of conditions
has aroused an interest more acutely alive than has
been manifested for many a month of similar
comment, sensed rather than proven by scientific
research.
Journal of the Society of Motion Picture En-
gineers (September) The paper on "The Sound
Film Program of the United States Department of
Agriculture," delivered by Raymond Evans of the
Office of Motion Pictures at the Spring meeting of
the Society, is published in this issue. The Depart-
ment has made a few talking pictures and contem-
plates a gradual changeover from silent to sound
films. But they ex[iect to be circulating many silent
educational films for some years to come as the de-
mand for the silent films has fallen off but slightly
since the advent of sound.
The realization of their plans for distribution of
sound films has been slow, however, for these reas-
ons : ( 1 ) The depression has hit farmers harder than
any other class and, as the county agents for the most
part are financed locally, their budgets have suf-
fered accordingly: (2) the cost of sound equipment
has been too high: (3) there is still uncertainty as to
Page 226
The Educational Screen
the ultimate development of 16 mm. sound-on-film
equipment, which has tended to delay decisions as to
the purchase of equipment.
International Review of Educational Cinematog-
raphy (August) The contents for this month in-
clude: "Suggestions for the Production of Technical
Films," by G. A. Witt, which sets forth the results
of his study to determine the possibilities of the utili-
zation and production of technical films ; "Limitations
and Possibilities of the Cinema in Teaching," by I.
Armeau, which considers the role of the cinema in the
different subject matters of teaching; and "The Pos-
sibility of Using the Sound Film in Didactics and
Teaching," by M. O. Blemmec, a discussion of the
question — Has this recent progress created a new
field of activities for the educational cinema, or
changed the conditions of its use?
Book Reviews
Children's Sleep, by Samuel Renshaw, Vernon L.
Miller and Dorothy P. Marcjuis. The MacMillan Co.,
New York, 242 pp., 1933.
As stated in the authors' introduction, this volume
presents the statistical evidencegatheredon the subject,
with the related judgments and general conclusions,
as part of the larger and related group of investiga-
tions made by the Payne Fund. Quite regardless of
a reader's reaction and attitude to the conclusions
drawn, the book offers a scholarly and as nearly
accurate as possible series of studies, carefully con-
trolled and painstakingly executed. The material is
suggestive, for adults as well as children, in their
sleeping habits and those influences, other than the
one of motion pictures, that modify rest efficiency.
Like the larger volume which presents the sum total
of the Payne investigations, this smaller account of
"Children's Sleep" should be in the libraries of those
institutions and individuals in charge of children.
♦ ♦ ♦
Writing for the Films, by L'Estrange Fawcett.
London : Pitman. Price 3s. 6d. net.
Only the other day, one of the best-known directors
in England received a script for a silent movie with
the subtitles labelled "SNIPPETS!"
And every week the film critic receives a number
of letters asking him certain questions. In what form
should a film story be presented? How should a film
studio be approached? How much technical knowl-
edge is required to write a film story? Should an
actual scenario of the subject be attempted? Is there
any demand for new material or do the studios rely
entirely on their own writers for stories?
Mr. L'Estrange Fawcett's book provides set reply
to the ambitious and set instruction for the industrious.
One of Mr. Fawcett's laws is that no author should
write for the films until the film audience has been
studied. But is it as easy as the experts think to
study a film audience? Inside the cinema, many of
the apparently satisfied members of the audience are
merely content with the Talking Picture in general,
plus its escape mechanism, and the Super Cinema,
])lus its luxuries and comforts. Neither can box-
office receipts make theory, they can only show that a
certain bill of turns once lured an audience into the
show. Next time, perhaps, the bill will have to be
changed.
If films are to improve and to become part of
modern experience, the first study that the film author
should make is far more fundamental than that of
the film audience, it is what the film audience should
be.
Were the film scenarists to discover the receipt of
spiritual food ; then, hungry, we would all be forced
to return again and again to the box-office. When we
go abroad, our eyes are occupied and we never give
the movies a thought. Yet, we take music and litera-
ture (both spiritual foods) with us. So, a new gen-
eration of film scenarists could make it impossible
for the traveller to forget enchanted hours in the
dark.
Mr. Fawcett, though, is quite right in reminding
film authors, who would see their work on the screen,
that people do not speak of "this novel business" or
of "this play business" but always of "this film busi-
ness." Under present economic conditions, there is
too much money sunk in the talkies for any gambles
on art for its own sake. For instance, the would-be
film writer should bear in mind the sad fact that no
other artistic endeavor is as heavily censored as the
film.
With regard to the shape of the popular film, Mr.
Fawcett condemns the episodic (Knoblock) treatment
and urges the author to seek unity. The spectator
wants to sink himself in the film, as he can sink him-
self in the good novel but never in a volume of short
stories, so that he can let the rest of the world go
hang. Which is, after all, the most practical way of
pointing out that film and stage have, technically, lit-
tle in common. And how much the play loses eco-
nomically, as Mr. Fawcett himself humorously re-
marks, by not being able to show a ten foot square
baby in action !
There is one very curious but stimulating idea
which Mr. Fawcett casually introduces. He suggests
that talking films might be accompanied by orchestras
playing in the theatres. When the incidental music is
recorded, often the rhythm of the film is disturbed.
Also, there is always the danger of the spectator being
irritated by the conscious thought, "Where does the
music come from?"
OSWELL BlAKESTON.
October, 193 3
Page 227
Visual Experience and Social Progress
(Cu»ilii<li-it from piujc 220)
activity of human society. Without it our present
civilization would be utterly iinpossihie. And yet no
one should be oblivious to the fact, often pointed out
by educators themselves, that our work of education
is as yet the most unscientific of our human activities ;
that there is no other of our public activities in which
there is more waste because of the use of ineffective
means or methods. Certainly there is no other j)ublic
activity that deals with material that has such vast
undeveIojx;d ixjssibilities. The farmers, for instance,
are coming hundreds of times nearer reaching the
[)ossibilities of the soil than any school has yet come
to the possibilities of the children.
Of course the educators themselves are not to be
blamed primarily for these conditions. The schools
catinot advance much faster than the general intelli-
gence of the people. If any school superintendent
should ask for what he knows he needs to do the best
for the children and hence for society, he would either
be ignored or kicked out of office. As Hart says,
"The community will have to become aware of its
ilevastating part in education, before we can go on to
a greatly constructive program."
It is endeed an enormous task. Is there any pos-
sible way in which it can even measurably be ac-
complished? Even if it might be possible to find some
means by which this need might measurably be pro-
vided for, wouldn't the cost be prohibitive? Of course
there would be little gain in pointing out these facts,
even if true, or raising these questions, if nothing more
could be done about the matter than is being done.
Rut there are good grounds for saying that much
more can be done.
This primary need for a world wide range of sight
experiences, to be sure, could be supplied by actual
bodily travel by the millions — especially in the forma-
tive years — not mere pleasure seeking tours, but travel
with comjjetent interpreters. This however is evi-
dently impossible and, for children especially, un-
desirable. In seeking a more practical solution for
this great problem, it will be well for us first of all to
take note of a radical difference in the way we get
our sense exiieriences of touch, taste, and smell on the
one hand, and our experiences of hearing and sight
on the other hand. For our experiences of touch,
taste and smell, actual bodily contact with things is
required ; for hearing and sight, an outside medium is
involved — air waves for our experiences of hearing,
and light waves for our experiences of sight. This
simple fact of another medium needed is of enormous
importance to humanity.
I f we get our experiences of hearing, not by having
the sounding bodies touch our ears but only by the
impact on our ears of the sound waves coming from
the sounding bodies, then it becomes evident that as
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far as hearing goes, all sounding bodies are reduced
to the one common denominator of sound waves, —
that for the purpose of getting our experiences of
hearing we do not need the endless sounding bodies
but only such sound waves as they produce. Thus it
should follow that if we had some means, no matter
how insignificant these means might be, of reproduc-
ing these sound waves, then we ought to be able to
gain our experience of hearing by these means. Thus
we have found by the use of the telephone, the i)hono-
graph, or the radio, we are able to build up experiences
of hearing people who are separated from us by great
differences of space or time. It is no longer necessary
to have the material person present in order that we
may have a real experience of hearing him speak.
Likewise if we get our experiences of seeing, not by
having the material objects touch our eyes but only
from the impact of reflected light waves upon our
eyes, it becomes evident that as far as seeing goes, all
objects are reduced to the one common denominator
of light waves, — that for the purpose of getting our
experiences of seeing we do not need the great world
of material objects, but only such light waves as these
objects reflect. Thus it should follow that if we had
some means, the cheaper the better, of reproducing
these light waves, then we ought to be able to gain our
needed ex|)eriences of seeing in connection with these
means.
This brings us to a consideration of what must be
practically our only possible means of accomplishing
the immense tack of measurably satisfying humanity's
eager hunger and need for a world-wide range of sight
experiences — namely, pictures.
Page 228
The Educational Screen
THE CHURCH FIELD
CONDUCTED BY R. F. H.JOHNSON
Using Pictures and Sound in a Prosram to Reduce Delinquency
U ELIGIOUS educators and ministers, as well as
' ' teachers and administrators, will be interested in
a new character education project just launched in
Camden, New Jersey.
In certain areas of the city of Camden, where juve-
nile delinquency is high, motion pictures, stereopticon
slides and reproduced sound are to be the major tools
used in an effort to reduce the percentage of cases
and therefore the costs of handling them. The work
will be conducted from public school centers vmder
the direction of public school authorities.
During the years of depression, delinquency has
increased slightly in Camden. Camden school author-
ities have been studying the problem and the At-
tendance Department of which Mr. C. Paul Nay is
supervisor, has carefully charted the areas in which
the problems are the greatest. To do this Mr. Nay
has had to secure records of delinquency cases which
included names, addresses, and causes of arrest so
that the chart could be compiled. In his attendance
work the supervisor has most of the necessary ma-
terial at hand and it needed but compiling to make it
useful.
A plan that would reduce the percentage of delin-
quency would, of course, reduce the cost of handling
juvenile delinquency cases not only in the school sys-
tem but in other departments of government. The
cost of searching for delinquents, of arresting them,
of bringing them to trial and of keeping them in
detention homes is a very large one. In times of eco-
nomic stress it is more important than ever to inaug-
urate methods of economy especially in budgets where
costs tend to rise. Every dollar effectively spent in
reducing delinquency is therefore, thrice reproductive.
It reduces the cost of dealing with delinquents, it
retains young citizens in school, thus saving the cost
of making special arrangements for their education,
and it prevents the loss of state aid which results when
a child is taken from school.
Corrective methods are already in use in Camden.
There is a well organized Attendance Department in
the public schools and special classes have been ar-
ranged for mal-adjusted boys and girls. Those who
can be helped are soon returned to their regular
classes. Those who are hopeless are retained in spe-
cial classes until they pass school age.
The new methods are preventative in nature but
considerably more positive than that word would im-
ply. It would be better to say that the new methods
are educational. Teaching of ethics and memorizing
of precepts is probably as widely practiced in the
Camden Schools as anywhere and the new methods
are no substitute for old ones which are helping to
solve the problem. They are merely an additional
influence.
Those in charge of the new work believe that moral
or social behavior is motivated largely by the feelings.
Children behave as they like to behave. Their likes
and dislikes have been built up through the years as
the result of influences such as the example of so-
cially adjusted or unadjusted people, ethical teaching,
memorizing of precepts and environment conditions.
Most of the organized methods used in character
training are indirect in their approach to the feelings.
Many of them have been very viseful but since a large
problem in delinquency still remains it is obvious
that the desirable influences are offset by many uncon-
trollable factors. The school authorities have deter-
mined to approach the personality of the child by a
route to the feelings of children which is more direct
and which can be used consistently and regularly. The
distinct advantage in this method is in its directness,
making it much easier to offset the unsocial influences
which are largely indirect.
The arts are the nearest approach to a direct route
to the feelings. In school, techniques have been per-
fected for using the art media. There are music
appreciation, art (painting) appreciation, and drama
appreciation classes, and appreciation methods are
used in regular curriculum classes in the hope that
development of character will ensue and that this will
affect conduct. To a large extent conduct has probably
been altered by these splendid methods but there is
a large percentage of delinquency which remains. It has
been learned that high appreciation of music does not
necessarily precede or accompany a similar apprecia-
tion of ideals of personal conduct. The land of the
direct route to the feelings that affect social conduct
has been fovuid but the route has not been accurately
followed.
In Camden the areas of delinquency and the causes
of arrest are known. The aim of the authorities now
is to counteract the influences which bring about the
feelings which stinudate this unsocial or anti-social
behavior. The causes of arrest are considered to be
the physical reactions to negative stimuli. A search
is being made to discover what kinds of likes or dis-
likes these stimuli are. The next step obviously is to
October, 1933
Page 229
attempt to build likes and dislikes to counteract the
objectionable ones. The principles which will be en-
riched or made attractive are called positives and are
tlunijjht of as the ideals or social motives needed to
offset the negatives which stimulate delinciuency. It
is the aim of those who conduct this phase of the
jirograni to make the presentation of ideals by means
of artistic media as beautiful and desirable as it is
[Mjssible to make them with music, pictures and light.
The new method, then, is to use the appreciation
techiiif|uc and the artistic media to develop socially
useful likes and dislikes. Ideals will be presented to
school children as attractively and appealingly as pos-
-ihle in order that they may learn to like ideals — not
-imply intcllcctualizc about them or memorize them.
After all "ideals are caught, not taught." Motion
pictures, stereopticon slides and reproduced music are
to be used so as to secure as high a technical per-
formance as jKjssible at lowest cost. It will thus be
possible to avoid the ridiculous consequences which
are likely to occur when using amateur nnisic and
dramatic aids.
The programs are arrangements of artistic-intellec-
tual materials, selected and coordinated for the pur-
]xise of stinuilatiiig the appreciation of certain ideals.
They are planned to be intellectually appealing to chil-
dren and the intellectual material (ideals expressed
and explained in words) are interpreted with pictures
and music. These two media also serve, as emotional
stinudi to help bring the meaning of the ideals in-
volved through the intellect to the feelings or to the
feelings at the same time as to the intellect. Apprecia-
tion of ideals are thus brought about. The effectiveness
of the program dei)ends on the strength of the intellec-
tual appeal and the power of the emotional stimuli,
or to put it another way. it depends on the skill of
the original producer of the program in the use of
words, pictures and music together. After that any
intelligent teacher can reproduce it nearly anywhere.
Words, music and pictures as they are used in the
programs are neither wholly intellectual nor wholly
emotional. (Words are nnisical in poetry. Music
is intellectual in dramatic descriptive compositions.
Words, themselves, are only picture or sound symbols
of ideas.) Each of these media is used in the program
so that one interprets, or emphasizes, or accentuates,
or stimulates a greater appreciation of or feeling of
value for another. Thus each program is an intellec-
tual vicarious exj)erience. Because each program is
presented under conditions of almost complete psy-
chological control, each vicarious experience is more
intense than most ordinary experiences, thus definitely
impressing the ideal upon the memory and the feelings.
The advantageous conditiotis of psychological con-
trol in these programs are due to the lighted center
of interest in an atmosphere of semi-darkness. On
this atmosphere distractions are reduced, mental alert-
ness is stinndated and the attention is focused.
VICTOR Model 3-V.C.
1933's
Greatest
Bargain in
Projectors
•
VICTOR
Model 7H-V.C.
500 Watt-$1I7.50
Model 3-V.C.
400 V/atMII2.50
•
Only 18 Projectors.
While fhey l«it.
Rush your Order.
We have made a special purchase of these 18 pro-
jectors—(8) Model 7H.V.C. and (10) Model 3-V.C.
which list for $200.00 and $187.50 respectively, in-
cluding case. These Projectors are BRAND NEW
and carry a TWO YEAR GUARANTEE by the
VICTOR FACTORY of DAVENPORT. Iowa.
write —
SUNNY SCHICK
"The Filmo Broker"
■Since 1925" FORT WAYNE, INDIANA
(mention Educational Screen when writins)
The first programs are being presented in the audi-
torium period each day in designated schools located
in known areas of delinquency. In Camden delin-
quency areas and poorest living areas are generally in
the same locations. It is hardly possible that the work
of enrichment will entirely offset these influences but
it should be possible to lower the jiercentage of de-
linquency in many areas by making a better life ap-
pealing enough to call youth up out of their backward
environment by whetting their appetites and desires
for better things.
There is an area in the map of Camden where one
would expect to find considerable delinquency. The
homes are poor, work is scarce and most of the people
in the neighborhood are at one time or another in
real need. Yet here, in an area which ordinarily
breeds trouble, there is scarcely any. There has been,
in that section for several years, a work done similar
to that which is now being launched. So the method
has been tested in this area.
At the suggestion of Superintendent of Schools
Leon N. Neulen, a teacher with considerable ex-
perience with artistic media and with character train-
ing was selected to start the work. The man in
charge of the work is H. Paul Janes who for five
years has studied the use of reproduced music and
pictures in educational work. He is the author of
many articles, a book and a pamphlet on the subject.
Page 230
The Educational Screen
SCHOOL DEPARTMENT
CONDUCTED BY DR. F. DEAN McCLUSKY
Director, Scarborough School, Scarborough-on-Hudson, N. Y.
Drawing---A Visual Aid In Education
THE GREATEST of the so-called five senses of
man is. without question, the sense of sight or
vision. Yet sight training from a psychological view-
point is terribly neglected. The fact that the eyes
function almost without consciousness on the part of
the observer gives rise to the theory that this biologi-
cal equipment of man is an infallible mirror reflecting
true images upon the conscious mind. This theory of
visual perception, the most elementary form of cog-
nition, is merely an erroneous assumption.
The stimulus produced by an object or scene lying
in the field of vision throws an image upon the reti-
nae which in turn calls forth a certain ty])e of mental
activity. The resultant thinking is modified by ob-
structions or distractions tending to distort the visual
process. Two separate images are produced on the
retinae, but under normal conditions the lens of the
eyes are so adjusted that only one object is perceived.
Everything observed creates a mental image of defi-
nite characteristics, calling forth sensations of vari-
ous patterns. These picture patterns are not always
reliable data for forming definite conclusions concern-
ing a particular situation. For this reason every in-
dividual is more or less subject to hallucinations, de-
lusions, and illusions of various types.
Seeing is sometimes deceiving. How, then, is it
possible to correct this deception of visual perception?
First, by training the eyes to know what it sees, why
it sees, and what is worth seeing. .Second, by accu-
rate observing through visual experience. Third, by
acquiring, visually, information necessary for con-
structive logical thinking and clear expression. How-
ever, it should be clearly understood that sight train-
ing is practically impossible without an open mind.
That part of the cerebral cortex controlled and influ-
enced by visual perception must be free from and
untrammeled by conventional obstructions tending to
modify and distort the true image of a thing ob-
served. When I say conventional obstructions, I mean
those forces in society established from folk-lore and
traditions, which tend to prevent clear picturization
LEICA CAMERA & ACCESSORIES
are the ideal photographic equipment for visual instruction. The
LEICA Camera with its 11 interchangeable lenses is a marvel of com-
pactness and versatility. Write for full information about LEICA,
also the UDIMO Projector for all small cameras, and other equipment.
E. LEITZ, Inc. Dept. 384. 60 E. 1 0th St., New York
H. C. SAVAGE, JR.
in a logical way. Further, observation is constructive
looking, and not mere curiosity. Constructive look-
ing produces that mental training necessary for clear
expression.
Drawing is the true universal language, the clear-
est medium of expression. The spoken or written
word expresses only thoughts and ideas symbolically,
in a vague wa\-, and it remains for drawing to con-
vey an idea realistically by means of a picture describ-
ing the object or situation. To show clearly the value
of drawing I can do no better than c|uote Ruskin : —
"Learn to draw — that you may set down clearly and
usefully records of such things as cannot be described
in words, — either to assist your own memory or to
convey distinct ideas of them to other people, to ob-
tain a quicker perception of the beauty of the natural
world, and to preserve something like a true image
of beautiful things that pass away."
Drawing has no superior in training for observation
and visual ])erception. The knowledge of the rules
of perspective and those optical illusions generally
found in every day visual experience is the foundation
of the graphic arts. Observation of the.se phenomena
is a continuous process throughout life, and it is most
necessary to give careful consideration to the educative
value of drawing in our present scheme of educa-
tion. In the realm of mental development the power
to observe is one of the greatest functions of the
mind. Recognizing the superiority of drawing in
training for observation, the need for a thorough
training in this art is most imperative if we would
arouse the people to an appreciation of the aesthetic
culture in education.
Dr. Dewey gives three stages of mental develop-
ment— namely. Manipulative, Symbolic, and Realistic.
Manipulative representing the first stage, comes in in-
fancy as a result of the trial and error process on the
l)art of the child. Symbolic is that stage when we as
individuals seek to convey our ideas to others by
means of symbols in the form of words written or
spoken. Realistic, the last and highest stage of men-
W TYPE H
For Screen Projection
■ RADIO MATS ■
Write for free samples.
g OAIIV B
RADIO-MAT SLIDE CO., Inc.
1674 Broadway, New York, N. Y.
October, 1933
Page 231
tal development, conies only when the individual is
given other and better equipment in order to convey
more clearly his ideas. The mastery of drawing ele-
vates one to this realistic level. A lack of training
in this art causes the individual to remain in the sym-
bolic stage as a result of conventional attitudes. The
conventionalized idea prevails that drawing is closely
associated with art as seen by the artist and that this
grai)hic means of ex|)ression is only for those talented
individuals working in this realistic field. The er-
roneous conception of society continues to retard the
training of its youth in the field of drawing and paint-
ing. It therefore, becomes the duty of our teachers
and those dealing in education to elevate the masses
to that realistic level through the graphic arts.
The (juestion arises, wiiat emphasis should be placed
on drawing in our school curriculum to equip the in-
dividual to make a harmonious adjustment to his nat-
ural environment? If "to educate" means to assure
self-activity, accuracy of observation and clear ex-
pression of ideas, then drawing as an aid in education
is of unusual significance. Motivation through self
activity is exemplified by ])roblems involving line,
form and background in which the student through
his own efforts visualizes and understands the mean-
ing of the experience. If the experience involved in
the process of drawing is observed accurately, optical
illusions are eliminated, and the graphic evidence con-
veys a true picture of things seen. The impression
of the true picture stimulates the perceptive powers
of the mind, and develojjs clear thinking through logi-
cal sequence of ideas.
Drawing is concrete evidence of objects and things.
This universal language is the medium of clear ex-
pression of ideas by means of graphs, diagrams, and
pictures. The written language (a form of drawing)
expresses ideas in the abstract. A written description
of a complex situation is very often misunderstood,
whereas the picture gives an exact visual reproduction
and assures a correct interpretation of the thing
described.
Realizing the powerful factors of visual perception
and accurate observation, it is unfortunate that our
schools have failed to place more emphasis on visual
aids (more particularly drawing) as a means of de-
veloping and increasing the potential power of the
mental functions.
There are many devices for visual instruction ; i.
<-■., moving pictures, slides, maps, charts, etc. ; but
drawing stands alone in this field, since it is an aid
through which self activity predominates. Through
drawing the learner is activily engaged in solving
problems visually by sense i)erception. Psycholog;i-
cally, the mind is engaged in reflective thinking, a
purposeful process of a gradual unfolding, step by
step, of consecutive ideas leading to logical conclusions.
Emphasis on drawing in the school curriculum can-
not be denied. Its clo.se correlation with all school
THEODORE ROOSEVELT
MOTION PICTURE FILMS
Authentic, historical and bio-
graphical motion pictures. These
films cover a period of thirty-
five years, and contain some of
the earliest motion picture film
in existence. Ten productions of
^*^''- "^"^ I one and two reel lengths have
been completed showing among
other matters, the funeral of
President McKinley, Mr. Roose-
velt's inauguration, the construc-
tion of the Panama Canal, the
building of the Roosevelt Dam,
Mr. Roosevelt's adventures in
Africa and South America, his
reception in the capitals of
Europe, and his public appear-
ances in various parts of the United States.
T. R. Himjelf I reel 16mm and 35mm
Roosevelt — Friend of Birdi I reel 16mm end 35mm
Roosevelt — The Greet Scout 2 reels 16mm and 35mm
The Roosevelt Dam _ I r»el 16mm and 35mm
The Panama Canal 2 t—\l 35mm
Roosevelt at Home I t—\ 35mm
Roosevelt's Return From Africa 2 r«el« 35mm
The River of Doubt 2 r««l» 35mm
President Roosevelt I r««l 35mm
Roosevelt in the Great War I reel 35mm
These Films May be Rented or Purchased.
Descriptive Leaflet Sent on Request.
The Roosevelt Motion Picture Library
28 E. 20th ST. NEW YORK CITY
UNIVERSAL
Portable Talking
Picture Equipment
Picture and Sound Same as in Theatre
FOR AUDIENCES
50 to 1000
PRICED LOW
Uses 500 or 1000
watt lamps.
UNIVERSAL SOUND SYSTEM, Inc.
Plant ft Ceneral Offices
lOth and Allegheny Philadelphia, Pa.. U. S. A.
Nothing Else to Buy
Equipment Includes:
35 M.M. PorUble Projector — Com-
plete Sound-on-Film mechsnism —
Full A.C. Amplification — Dynamic
Speaker — Photo-Electric Cell — All
Tubes — 65 Feet of Cable (Ampli-
fier to Speaker I — Two Carryinit
Case^ — Complete Instruction Book.
Page 232
The Educational Screen
subjects should be recognized. Maps in history, charts
in geography, experiments in chemistry all give evi-
dence of the value and importance of drawing as a
mediimi of expression. Teachers of all subjects recog-
nizing this fact should encourage the learner to master
the language of drawing. Improvement will manifest
itself in all types of learning. The school room will
become a place of self activity as a result of the learn-
er's desire to produce on his own initiative a fine piece
of work on the basis of good technique derived from
his experience in drawing. Teach the boys and girls
in our schools to appreciate the value of the graphic
arts. The returns on the investment will manifest
themselves in those works of art produced by a people
taught to utilize the aesthetic sense in all fields of hu-
man endeavor.
Growth Of Pasadena Visual Aids For Health
MRS. MARTHA CEKADA EDWARDS
INCLUDED among the most important links in edu-
cation are libraries. These are for the benefit of
students and teachers. Our visual aids and our city
school library should be of invaluable service to our
instructors. We acknowledge this fact in Pasadena.
Our city schools with their beautiful buildings and
charming surroundings, are the pride of this commu-
nity. With sincere interest in educational work, we
are inspired to grow and develop along individual
responsibilities. It is with such stimulus that the Pasa-
dena City Schools visual aids library has made a noted
stride this year in giving successful service to its
schools.
We had the five primary schools' objectives as our
Following the Demand for More
Accurate and Better Prepared
Historical Visual Aid Material
THESE PHOTOGRAPHIC SETS
FOR CLASSROOM USE
were selected and prepared from historical motion picture "stills"
and edited for visual aids by historians and an advisory Board of
Directors of Visual Education.
The following six sets are now available:
PILGRIMS AMERICAN REVOLUTION AND OR-
WESTWARD MOVEMENT GANIZATION OF GOVERNMENT
CIVIL WAR PERIOD FEUDAL LIFE FROM ROBINHOOD
ROMAN LIFE
Each group contains about 15 8x10 photographs dry mounted 9'/4xl I,
boxed, with introduction and full descriptive text on each picture.
The material offered is of historical accuracy and high photographic
quality and is made available by us through the exclusive co-operation
and courtesy of the Motion Picture Producers and Distributors of
America. Inc.
Write for prices and descriptive folder to:
Educational Research Studies/ Ltd.
5537 HOLLYWOOD BLVD. HOLLYWOOD, CALIF.
guide. With the Xth Olympiad held in Los Angeles,
Health, our first objective, was most prominent, though
the three R's, vocational exploration, character and
citizenship education, were held in view.
The question arose as to how can we serve most
efficiently ? Heretofore the individual teacher felt that
it was his or her duty to secure special material. Con-
sequently there was an unusual drain on free material
olifered by the government, state or commercial depart-
ments, nuich of which was destroyed prematurely (hav-
ing served the immediate need). Because of a heavy
teaching load many teachers were unable to do the
research necessary to secure material in this way.
The usual investigation took place to solve this prob-
lem and as a result a chart was evolved showing the
local avenues of approach. Under the administra-
tive heads — Superintendent of Schools and Director
of Child Welfare — local sources of supply were en-
listed in the work ; such as the city Department of
Health, County Department of Health, Tuberculosis
Bureau, the Red Cross, Home Education Department
and School Cafeteria, Physical Education DepartmeiU,
local commercial concerns. Material from these
sources was organized under the Supervisor of Extra
Curricular Activities with co-operation of the Sci-
ence and Art Departments. Oiu" U. S. Department
of Agriculture and its various bureaus, as well as
nationally known health education agencies, are our
other sources.
We also discovered that a local commercial concern
advertises educationally — directly and indirectly
through newspapers, bill boards, radio, street cars and
through an educational program providing material
consisting of posters, films, charts, maps, booklets and
also speakers and exhibits. It was from this educa-
tion dej^artment that our greatest help came.
Following our analysis we proceeded to forward
requests for the above mentioned material to various
organizations. Some of it was purchased by our de-
partment while a great part of it was presented by this
local concern which allowed us to circulate it with-
out any advertising credit line.
When the material was received it was substantially
mounted for display use, and catalogued for future
reference, while any corresponding literature was pre-
{Conchtdcd on page 235)
October, 193 3
Page 233
to the Biggest
and Best in
Current Motion
Pictures!
ISlow Available "-"
"The
Fighting
President"
A 6 -reel feature of
timely interest and
educational value.
Recommended by the
National Film Esti-
mates as foUo^'s:
"Well-chosen news-reel shots from career
of Roosevelt from beginning of his public
life to the Presidency. Well-edited, good
vocal accompaniment, presenting ^veil-
rounded and wholesome picture of worth-
while attainment by the greatest national
figure of the day."
Also
The screen story of Franklin Delano Roose-
velt's INAUGURAL. History in the mak-
ing— the event of the Century, in 16 mm.
silent only.
"The Voice of the Vatican"
A one-reel, sound-on-disc, picture showing
the high lights of Vatican City, scenes of
the Basilica, the new Vatican railway, the
governing offices, the Pope's office and
incidental departments. You see and hear
the famous bells of Vatican Square. You
see the Pope, for the first time, meeting the
actual ruling head of a government when
he greets Mussolini and Victor Emmanuel.
The lighting of St. Peter's Cathedral is
also show^n.
Write for information
Non.Theafricat Deparlmeni. Bureau S
Universal Pictures
Corporation
730 Fifth Avenue
New York, N.Y.
The Easiest Way to Teach
VISUALLY
THE B & L Overhead Projecfor brings new ef-
fecfiveness lo visual instruction. This extremely
simple device allows the instructor to face his
audience and operate the projector himself. The
subject matter is projected onto a screen behind
and above the instructor. He can point out fea-
tures on the slide with a pencil without moving from
his chair. Operation is extremely simple. Slides
are inserted right side up, just as they appear
on the screen.
Baioptlcon E R M, for opaque objects only, greatly
widens the teaching field. Such material as
illustrations from books and magazines, postcards,
maps, specimens and opaque objects up to 6 in.
square, is placed in the E R M Balopticon — and
there it is sharp and clear on the screen — and
many times larger.
Complete details on request.
BAUSCH & LOMB OPTICAL CO.
688 ST. PAUL STREET ROCHESTER, N. Y.
vNRA.
BAUSCH e LOMB
J4R
•»f DO ouN n«jrT '
.••« eO OWM MMt
' Bausch & Lomb Optical Co,
1 688 St. Paul St., Rochester, N. Y.
I Please send me your Balopticon catalog.
I Name
I Street & No._ __ _
I City & State
Page 234
The Educational Screen
AMONG THE
"Where the commercial firm^s — whose activities have an
are free to tell their story in their otvn -words. The Ed
essary space limitations, such material as seems to have
PRODUCERS
important bearing on progress in the visual field —
iicational Screen is glad to reprint here, within nec-
most informational and news value to our readers.
New Simplex Portable Projector
To meet the demand for a more compact, more
portable, and lower priced sound and visual projector
for use in schools, colleges, churches, private and
public organizations, the International Projector Com-
pany has just brought out a new portable 35 mm.
sound projector which has been designed and con-
structed in accordance with the special requirements
of this non-theatrical field. Although lower in price
than the Simplex-Acme Sound Projector, the new
equipment maintains the same professional quality,
mechanical efficiency, and ease of operation.
There are many new and noteworthy improvements
in the sound reproducing system which has been so
placed that unnecessary adjustments as well as the
possibility of error are avoided. The volume will be
found adequate to meet the most exacting needs of all
moderate size auditoriums.
The speaker, amplifier and upper film magazine
make a compact unit in one carrying case, while the
entire projector-mechanism, lamphouse, take-up mag-
azine are enclosed in another carrying case which has
been carefully constructed and substantially built. The
straight feed adopted for the Simplex Portable Sound
Projector is the same as on all professional projectors
and simplifies threading.
Kodacolor Unit SlmpliFied
Of interest to 16 mm. users is the announcement
by the Eastman Kodak Company of a change in
the present Kodacolor Unit (consisting of projec-
tion lens, compensator, and filter) for the Model K
Kodascope. The new Kodacolor Assembly enables
the operator to use his regular Kodascope K lens
for Kodacolor movies. He need acquire and insert
only the filter and compensator, instead of having
to buy a complete extra lens. In addition to
greater simplicity and less cost, the new Kodacolor
unit gives about 100 per cent increased illumina-
tion, since the regular lens gives over 20 per cent
more light than the old Kodacolor lens and the
new filters have a much higher light transmission
value than those formerly used. It also gives bet-
ter definition and contrast, resulting in sharper and
clearer pictures.
To shift from Kodacolor to black and white pic-
tures it is only necessary to remove the filter. The
compensator may be left in the Kodascope at all
times, with only an occasional removal for cleaning
purposes.
A Non-Theatrical Exhibition Service
In addition to maintaining a large library of
16 mm. sound motion pictures, which can be
rented or purchased, LaTour and Tietsort, New-
York City, have recently announced the establish-
ment of their Show Service Division.
This is a non-theatrical service for churches,
schools, clubs and institutions, which will put on
talking and sound motion picture exhibitions in
either 16 mm. or 35 mm. in any part of the United
States or Canada, including films, equipment,
transportation, and operator.
Included in their film library are the Burton Holmes
Travelogues, the Grantland Rice Sports subjects and
semi-news reel types of outdoor events. The Lady of
the Lake, The Golden Pagoda and Streets of Mys-
tery from the Vagabond Adventure Series by Tom
Terriss, Fitzpatrick Traveltalks and Music Master
Series, Nature subjects, comedies, and animated car-
toons. Complete lists will be furnished on request.
750- Watt Lamp For Filmo R Projector
The Bell & Howell Filmo R Projector, which
has previously been equipped with a 500-watt
110-volt lamp, may now be had also in a special
model which uses the new 750-watt 100-volt T-12
lamp. With this lamp about 50% greater picture
brilliancy is realized than with a 500-watt lamp.
The 750-watt Model R has a special lamp house
base and a fixed resistance unit. Otherwise it is
the same as the original 500-Watt Model R. That
is, it offers these features ; aero dual cooling, auto-
matic rewind, manual framer.
AAA
Bell & Howell also announces a sturdy projec-
tion reel which will accommodate 200 feet of 8 mm.
film. It is built entirely of steel. The hub has
the convenient B & H self-threading feature and
flange spokes are calibrated to indicate film footage.
Wear at the spindle holes is minimized by the
hardness of the steel.
New S. O. S. Catalos
The new catalogue issued by the S. O. S. Corpo-
ration, New York, shows a very complete stock of
replacement parts for all types of American-made
motion picture machines and sound apparatus.
Sections are devoted to replacement parts for Sim-
October, 1933
Page 235
l>lex and Powers Projectors, Western Electric and
kCA Photophf)ne Sound Systems, the last two be-
iiijj prominently featurcti especially because of the
recent court decision which legalizes such replace-
ments.
A Replacement Service covering Amplifiers,
i'ower Packs and Soundheads of all makes for
f(|uipment now in use, also for those desiring to
assemlde their own, such as Recording Cameras,
Television Apparatus, Transformers, Chokes, Re-
>istors, Potentiometers, Condensers (fixed or vari-
able). Rheostats, Change-overs, Panel Meters for
Amplifiers, Gears, Sprockets. Soundgates, Aper-
tures, Shoes, Idlers, Springs, Lens Tubes (optical
systems). Sockets, Belts, Chains for Soundheads,
is featured, with a full line of parts in stock. Re-
l)lacement Tubes. Photocells, Exciters. Recording
■ind Projection Lam])s, for every Sound System
that has ever been manufactured, are also available.
School Department
1 Concluded from page ZiZ)
sented to our city schools librarian whose department
is in the same building.
In addition we have acquainted ourselves with gov-
( rnment and commercial departments of some foreign
countries, namely — Canada, Germany, Sweden, Eng-
land and Austria. Many beautiful art posters on
I kalth have been received from our friends abroad.
The problem of how to acquaint our teachers who
are interested in integrating health habits with class-
room studies, but find it impossible to visit our library
periodically, was met by holding exhibits in the Dental
Hygiene building. The display was made possible
through the splendid co-operation and efforts of our
dental hygienist who held a ten day session during the
month of March. There was shown an extensive
display of material which gave the visiting teachers a
most comprehensive idea of visual aids and reading
matter for their use.
The exhibit was followed by a careful listing of all
material in the visual aids library. The tabulation was
divided according to the subjects of: Air, Light and
Sleep ; Foods ; Cleanliness ; Health in General ; Recre-
.ition. Exercise and Posture.
.\ copy of this list, mimeographed, has been given
tip every teacher. From it she may order, by num-
lur, exactly what she needs for her class. Many
irachers have made schedules in advance for the en-
tire school year. The success of this plan and the
need for such material has been proven by a great
increase in the use of visual aids for health.
Further correlation of visual aids on health with
the units of the course of study will be made by the
.addition of visual aids from foreign countries.
Do You
Teach Geography?
IM P 70D teach or direct thr taschlnc of G*acrmph7. yon will
I want to inveKlifate The Journal of Geography, an illuHtrated
■nonthlj macazlne owned bj the National Conncil of Geosra-
phr Teachen. and publiahed eapeciallr for teachera.
THE JOURNAL GIVES YOU— Supplementarr material for ato-
drnta and teachers . . . confidence by enabling yoa to know
the beat and that keep aereral leaiues ahead of the non-iub-
ecrlbera . . . aucceaa to teachera and itadenU who ■Incereir
want it.
If Ton are not familiar with this aplendld macaitne pin this ad
to roar letterhead and the next eopjr will bo sent to yon FREE
of eharca.
THE JOURNAL OF GEOGRAPHY
3333 Elaton Ave.
Chicago, 111.
K-s
Do You Know Your Tools?
Photography Is without doubt the most useful tool
of the Visual Educator.
Can you use this valuable medium properly, effi-
ciently, artistically?
The CAMERA CRAFT BOOK SERVICE can supply
authoritative texts on any photographic subject.
The CAMERA CRAFT magazine brings you the
latest news and instructive articles.
Write for our free catalo9 giving a com-
pleta list of photographic booiit and a
Mmple copy of Camera Craft Magazine
Camera Craft Publishing Company
703 Market Street • - San Francisco, California
Page 236
The Educational Screen
HERE THEY ARE!
A Trade Directory for the Visual Field
FILMS
Arnold Audio Associates (5)
11 W. 42nd St., New York City
Bray Pictures Corporation (3, 6)
729 Seventh Ave., New York City
Carlyle Ellis (1, 4)
S3 Hamilton Terrace, New York City
Producer of Social Service Films
Eastman Kodak Co. (4)
Rochester, N. Y.
(See advertisement on outside back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
Ideal Pictures Corp. (1, 4)
30 E. Eighth St., Chicago, 111.
Modern Woodmen of America (3, 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. (1,4)
228 Franklin St., Buffalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 233)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
Williams, Brown 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. LaSalle St., Chicago, III.
MOTION PICTURE
MACHINES and SUPPLIES
Bell & Howell Co. (6)
1815 Larchmont Ave., Chicago. 111.
(See advertisement on inside back cover)
Eastman Kodak Co. (4)
Rochester, N. Y.
(S'iC advertisement on outside back cover)
Edited Pictures System, Inc. (1)
330 W. 42nd St., New York City
Herman A. DeVry, Inc. (3, 4)
1111 Center St., Chicago
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
International Projector Corp. (3, 6)
90 Gold St., New York City
(See advertisement on inside front cover)
Motion Picture Accessories Co. (3, 6)
43-47 W. 24th St.. New York City
Regina Photo Supply Ltd. (3, 6)
1924 Rose St.. Regina, Sask.
Sunny Schick (4)
Fort Wayne. Ind.
(See advertisement on page 229)
United Projector and Film Corp. (3, 4)
228 Franklin St., Buffalo, N. Y.
Universal Sound System, Inc. (2)
10th & Allegheny Sts.. Philadelphia,
Pa.
(See advertisement on page 231)
Victor Animatograph Corp. (6)
Davenport, Iowa
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
PHOTOGRAPHS and PRINTS
Educational Research Studies, Ltd.
5537 Hollywood Blvd., Hollywood,
Cal.
fSee advertisement on page 232)
R. Raffius Photos
Edward Mels, American Distributor
387 New York Ave., Huntington,
L. I., New York.
William Thompson
Malden-on-Hudson, N. Y.
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave., Chicago
(See advertisement on page 209)
Motion Picture Accessories Co.
43-47 W, 24th St., New York City
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.
330 W. 42nd St., New York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville, Pa.
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on page 230)
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on page 209)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Browne and Earle, Inc.
918 Chestnut St.. Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Herman A. DeVry, Inc.
1111 Center St., Chicago
Keystone View Co.
Meadville. Pa.
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester, N. Y.
(See advertisement on page 233)
E. Leitz, Inc.
60 E. 10th St., New York City
(See advertisement on page 230)
Regina Photo Supply Ltd.
1924 Rose St., Regina, Sask.
Society for Visual Education
327 S. LaSalle St., Chicago, III.
Spencer Lens Co.
19 Doat St.. Buffalo, N. Y.
(See advertisement on page 209)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
REFERENCE NUMBERS
tl) indicates firm supplies
35 mm.
silent.
(2) indicates firm supplies
36 mm.
sound.
(3) indicates firm supplies
35 mm.
sound and silent.
(4) indicates firm supplies
16 mm.
silent.
(B) indicates firm supplies
16 mm.
sound-on-film.
(6) indicates firm supplies
16 mm.
sound and silent.
IS YOUR firm represented here? It should be. Continuous insertions under one
heading cost only $1.50 per issue; additional listings under other headings, 50c each.
November, 193 3
Page 239
Educational Screen
Combined with
Visual Instruction News
NOVEMBER, 1933
VOLUME XII NUMBER 9
CONTENTS
THE EDUCATIONAL SCREEN. Inc.
DIRECTORATE AND STAFF
Herbert E. Slaughf, Pret. Dudley G. Hays
Frederick J. Lane, Treat. Stanley R. Greene
Nelton L. Greene, Editor Joseph J. Weber
Ellsworth C. Dent, Manager R. F. H. Johnson
Evelyn J. Baker Marion F. Lanphiar
Josephine Hoffman F. Dean McClusky
OHo M. Forkert Stella Evelyn Myers
Editorial 240
A Roman Town House. Mrs. Loring Dam. 241
Visual Experience and Social Progress.
Albert E. Osborne 243
Sound Motion Pictures as an Aid In Classroom Teaching.
Thelma Atkinson ,^„ 247
News and Notes. Conducted by Josephine Hoffman 248
Film Production Activities 252
Department of Visual Instruction Notes.
Conducted by Ellsworth C. Dent 253
Among the Magazines and Books.
Conducted by Marion F. Lanphiar 255
The Film Estimates . 256
School Department.
Conducted by Dr. F. Dean McClusky 257
Among the Producers 262
Here They Are! A Trade Directory for the Visual Field 264
Contents of previous Issues listed !n Education Index.
General and Editorial Offices, M East Lake St., Chicago, Illinois. Office
of Publication, Morton, Illinois. Entered at the Post Office at Morton.
Illinois, as Second Class Matter. Copyright, November, 1933, by the Edu-
cational Screen, Inc. Published every month except July and August.
$2.00 a Year (Canada, $2.75; Foreign, $3.00) Single Copies, 25 cts.
Page 240
The Educational Screen
EDITORIAL
Mu
seums
THE PERFECT "visual materials" for teaching
are the actual objects themselves, standing or
growing in their native environments, but most of
. these environments are utterly inaccessible to any given
school. The most nearly perfect substitutes, then, are
the actual objects, gathered into an accessible place,
with the native settings reproduced as perfectly as pos-
sible by human art. The Museum, in other words, is
the supreme source of the finest materials for visual
teaching. The Museum should be, therefore, the most
potent force in the visual field, the central citadel of
the visual education movement. It is not. Why not?
The great museums of America represent a colossal
investment, probably greater than that of any other
organization or enterprise serving the visual field of
education. Within the limited range of their influence,
museums render unparalleled service to the educational
cause. But these costly treasure-houses are not ful-
filling a fraction of their possibilities. Milbons of dol-
, lars have been spent to give a tiny bit of our popula-
tion fleeting glimpses of a multitude of things. It is
an enormous expenditure for a relatively slight and
superficial result.
If this situation were inevitable or necessary, there
would be grave reason to doubt the wisdom of such
investments to achieve such elementary purposes. But
the situation need be only temporary. So far our mu-
seums have succeeded in financing the major costs of
buildings, collections, organizations, classifications and
displays. It remains to accomplish what will justify
the whole magnificent achievement, namely, to carry
these values to millions, instead of thousands, of the
people that vitally need them.
The museum's o])portunity to serve is cruelly lim-
ited. It has so nuich to give, so few to give it to. Tlie
museum has immeasurable value for every commu-
nity in the country, yet it can serve only its own com-
munity. And this community must come to the
museum. How many come? A large proportion of
the local population never come at all. A still larger
proportion probably averages less than one visit per
year. A mere handful (is it even 1 per cent?) is suf-
ficiently appreciative to come often and stay long, and
only these out of the whole community derive anything
like the full value the museum was built to give. Hence
this palatial home for priceless things drawn from the
remotest corners of the world exists to serve one out
of a hundred people who chance to live within visiting
radius of the spot. For the other 99 out of a hundred
in its own territory, and for the tens of thousands of
other communities in the land which could benefit
equally by its treasures, the great museum stands hel))-
less to serve. "The mountain labored and brought
forth a mouse", as Horace put it.
Consider, too, the average "visit to the Museum" as
made by this fraction of the community. The visitor
struggles through the great entrance doors, wanders
toward the first row of glass cases he sees, or to the
first exhibit that catches his eye. His vision sweeps
over numberless objects in case after case, he pauses
at points of special interest but soon moves on "or he
will never get over it all". He turns right or left into
adjacent rooms according to what he glimi^ses through
the doorways, strolls on and on, until the thousands of
objects passed have surfeited his gaze and numbed his
attention. His eyes then rove over floors, walls, ceil-
ings, and over other stragglers making their "visit"
with him, and intermittently over those inexhaustible
and now exhausting exhibits. He walks more slowly,
more aimlessly, until he finally hits upon some cogent
reason why he "cannot stav longer today but will come
back again instead". He seldom comes back that year.
His visit exemplifies the average use made of a great
museum for more-or-less-informational entertainment,
not for intelligent acquisition of knowledge offered for
the taking. Such a visit is vaguely profitable to the
visitor for a certain pleasant mental stimulation, for an
occasional fact retained, and also he can say hence-
forth "O yes, I have seen the Museum."
The moments when a museiun does some of its finest
work are when a class from a neighboring school, ac-
compam'ed by an exj)ert teacher who has ])reiiared the
pupils properly for the exjierience, is spending a rich
hour or two pursuing a specific topic. But here again,
unfortunately, only a pitifully small part of the mu-
suem's values can be absorbed. That class can come
only at rare intervals. And it is but one of many
classes in the school. Every class in the school could
be using the wealth from that musevmi every school-
day of the year. But good teachers are few, school
routines are crowded, and the average pupil is limited
to a glimpse or two per year, or a mere corner or two,
of the great treasure-house called "Museum".
It is quite general among museum directors, even the
greatest, to be deeply impressed with the service they
are rendering, and suavely contented with their achieve-
ment as it stands. They have no doubts of the dignity
and worth of the work they are doing. They should
have none. It is a great work. If they would only
suspect that it might be ten- fold greater, perhaps a
hundred- fold! They need only stop thinking of the
nniseum as "the Mountain" and the public as "Ma-
homet". The first museum to realize that "the Moun-
tain" is the public and the museum "Mahomet" will be
on the way to the greatest achievement since the visual
education movement began. Aluseums need not con-
tinue as mere brief spectacles for thousands. They
can be living fountains of learning and inspiration for
millions every day of every year. (More anon.)
Nelson L. Greene.
November, 1933
Page 241
A R
Oman I own
H
ouse
MRS. LORING DAM
AS THE tyjje of ancient Roman dwelling most
widely known is the one so adequately illus-
trated by the excavations at Pompeii, Hercu-
laneuni, and other south Italian towns, it has seemed
best to choose this type for reconstruction in the
schools. It must be borne in mind, however, that dur-
infj the centuries of Rome's history, many variations
in architecture and decoration develoi)ed according to
the economic life of the period and locality or the
fashion of the day, and that the crowded tenements
of Imperial Rome (such as are partly illustrated at
Ostia) and the many luxurious country villas of the
rich ( I'ansylipon, near Xaples, Horace's Sabine farm,
etc.) illustrate equally important phases of Roman life.
The houses of the poor up to the 2nd century B.C.
consi.sted of a single room or a few rooms arranged
without tliought of architectural effect. Judging from
the scanty remains, most of them must have been of
wood or wattle construction. A few more substantial
ones were incorporated into the outer walls of the
great houses which liad an elaborate plan centering
about the atrium. These houses built generally of
rubble, reinforced with tufa blocks, and u.sually
-tuccoed, were only for the middle and upper classes,
as they were ostentatious rather than comfortable,
and must have required the service of numbers of
slaves.
I.\ RESPONSE to repeated requests from
■ teachers all over the country, the University
Museum in Philadelphia has just published a
cardboard model of a Roman house. It was
reconstructed by George B. Roberts, B. Arch.,
for the University Museum. Designed on
a .scale of }i of an inch to the foot, it is both
architecturally and historically accurate in every
detail. The main feature of the model, hitherto
impossible for teachers to obtain, is the uniform
scale reproduction of some of the most famous
Pompeian floor mosaics and wall paintings. The
coloring of these, and assembling the house, con-
stitutes an invaluable project for classes whose
study includes ancient domestic architecture or
Roman life. The floor plan, walls, columns, and
roof are supi)lied with complete directions for
coloring them and setting up the house, together
with suggestions as to furniture, garden, and so
forth, which may be ea.sily made of plastiline,
cardboard, soap. etc.
Two theories have been advanced as to the origin
of the atrium, the principal feature of the Roman
house. The older theory supposed a central hearth
in a single-room house with a hole in the roof to let
out the smoke. Gradually rooms were partitioned off
around the central space, the central hole became
bigger, and the impluvium was devised to carry off
the rain. The second theory supposes a central court,
such as was common in the East, with small buildings
The Atrium, or great hall, showing the Compluvium, or
opening in the roof through which rain fell into the
Impluvium. To rear, to right and to sides open the
Tablinum, the Andron, and the Cubicula.
around it, this court in cities becoming smaller and
being partly, though never completely, roofed. What-
ever the origin, the earliest example we have of the
atrium dates from the 4th century B. C, in the so-
called "House of the Surgeon" at Pompeii. This
house had originally no impluvium, but it had all the
other features of the front half of Man's typical plan.
At the end of the 3rd century B. C. or the beginning
of the second, we begin to find, as in our model, shops,
often shut off from the house, and with second-
story rooms accessible from them, made out of the
original front rooms of the house.
Our model does not reproduce any actual house.
It represents a corner house with jiarty walls on the
two sides not facing streets. It is adapted from Mau's
"typical plan," incorporating the best preserved frag-
ments of large Pompeian houses, in order to illustrate
the main architectural features and the several types
of wall and floor decorations. It was necessary to
modify some rooms to new shapes in order to make
them fit together, but the approximate size and shape
have been preserved and the rooms have been assigned
Page 242
The Educational Screen
to their original uses. (The ceiHngs, often arched,
and occasionally elaborately decorated, have been
omitted, so as not to interfere with a clear view of the
rooms when the roof is removed.) The front is
adapted from the "House of the Faun" (2nd century
B. C.) and the pavement of the fauces and atrium are
from the same source. The walls of the atrium are
from the "House of Sallust" which is of the same
period, and their decoration is in imitation of colored
marble. Houses of this period had often a portico or
colonnade at the back, but toward the middle of the
century the peristyle came into fashion. This was
adapted from the Greek house and was accompanied
by a vogue for Hellenistic detail in columns and capi-
tals. During this century peristyles were added to
already existing houses by all who could afford them,
and their prevalence continued until the middle of the
first century A. D.
Our peristyle is decorated in the "intricate style"
(50-79 A. D.), taken from the peristyle of the "House
of the Tragic Poet." The columns are of Greek
Doric type with the red stuccoed section characteristic
of Pompeii. At the far end we have the exedra, or
open-air living room, which was a feature of the Greek
house. Our exedra has on its floor the famous
Alexander mosaic from the exedra in the "House
of the Faun," and wall decorations of the "architec-
tural style" (80-10 B. C.) from the "House of the
Labyrinth."
The addition of the peristyle made another center
in the house about which rooms could be grouped.
The large Triclinium, or dining-room, reproduced from
the "House of the Tragic Poet." The colors are chiefly
red, yellow, green, blue and black.
It presented two advantages : it was more private than
the atrium since it was removed from the front door,
and it had much more light and air. The kitchen
was almost always removed to this part of the house,
and dining rooms were made to face the garden. It
is at this time presumably that the triclinium of our
house had its door into the atrium walled up and the
large doorway cut to give a view of the peristyle.
Also the room on the other side of the tablinum was
subdivided, and the andron made to connect the front
and back portions of the house.
The introduction of a second floor over this and
the other rooms on this side of the house cannot
have been made before the 2nd century B. C. Even
so, it must have required strengthening of the
original rubble walls with the newly introduced lime
mortar. A balcony
was added to provide
access from the stairs
and the room to which
they led to the room
over the andron and
the adjoining cubicu-
lum. This cubiculum
is decorated in the
" architectural style ' '
(80-10 B. C.) with
frescoes copied from
the Boscoreale cubic-
ulum now in the Met-
ropolitan Museum.
The upper floors over
the shops were rented
with the shops them-
selves and had ladders
or stairs of their own.
After this no fur-
ther structural chang-
es were made in our
house. The small din-
ing room next to the
exedra ( copied from a
room oft' the peristyle
in the Villa Diome-
des) was decorated
before 50 A. D. in the "ornate style" (which began dur-
ing the reign of Augustus) and was floored with a
"sectile" pavement of marble typical of this jjeriod. The
atrium of our house must by now have seemed very old
fashioned, but the family lived almost entirely in the
rooms around the peristyle, and the atrium was pre-
served in its traditional austerity much as we preserve
our Early American kitchens. The large triclinium and
the tablimuu were both redecorated in the "intricate
style," the former copied from the triclinium of the
"House of the Tragic Poet," with a mosaic pavement
from the same room. On the walls, pictures rep-
resent "Ladies with a Nest of Cupids" originally in the
same room, "The Embarcation of Chryseis" and "Zeus
and Hera", both from the atrium of the same house.
All ])ictures at Pompeii were part of the wall. No
framed jKiintings have been found.
Complete floor plan of the
Roman house.
November, 193 3
Page 243
The tabliiiuin is copied from that of the "House of
the Tragic Poet." with pictures representing "The
Sacrifice of Iphigenia" and "Tlie Return of Rriseis,"
f(niiid in the same house. The earlier pavement, from
tlic same room, has a picture of actors preparing a
satyr play.
Our house might have been further changed but
that the eruption of 79 A. 1). put an end to Pompeii.
We can, however, from the excavations at Ostia
form an idea of the subsequent development of
the large house. .\s the cities became more crowded,
the garden peristyle had to be abandoned. The in-
troduction of brick- faced concrete made houses of
many stories possible, and their subdivision into
apartments made better and more private means
nf access to the rooms essential. The atrium had
for many years been built merely because of tra-
dition. The comi)luvium and impluvium were now
enlarged, and the atrium became a mere corridor
connecting the rooms. On the upper floors a sim-
ilar arrangement was followed. The atrium space
next developed into a courtyard with loggias around
it. as has been found at Ostia and at Rome. From
this type of house to the Roman palazzo of the
middle ages is not a large step. The type persists
in the "casamenti" or large blocks of flats which
are still built around a central court and are the
most characteristic feature of Italian cities.
If this theory of development is correct, we have
a logical sequence from the earliest known times
to the present day, and our house represents merely
a link in the chain.
Visual Experience and Social Progress
(Continued from October Issue)
ALBERT E. OSBORNE
THE idea of pictures as the only hope for the ade-
quate education of humanity will still strike many
as ai)surd. This is an age when we have been
giving particular attention to material things ; when,
as Professor Bowne says, "Things that can be seen
and handled arc preeminently real, and the tendency
is to think that only such things are real." There
is probably no point at which this present day ten-
dency, to consider material reality as the preeminent
kind of reality, has led us more astray than in regard
to the nature of our experiences in connection with
pictures. That is, when we think of our experiences
with pictures we think unduly of the material things
involved, the material things we handle — the paste-
board and paper, the glass slide, the moving film, etc.
The material glass slide or film are realities, but we
assume that any exjierience that we might have of
seeing a mountain, for instance, in connection with
the slide or film, could not be a "real" experience of
seeing a mountain in any true sense of the word.
Inasmuch as the material reality in a slide or film is
entirely different in kind and insignificant in amount
as compared to the material reality in a mountain,
we assume that our experience of seeing the moun-
tain through the medium of the slide or film is entirely
different in kind and insignificant in value as com-
pared with the experience of seeing the mountain itself.
More careful thinking shows that this assuinption is
absolutely without foundation. Nevertheless the "mat-
ter of fact" person starts with this assumption and
takes for granted that our experiences with pictures
are not real experiences of seeing what is represented,
but rather illusions or make-believe experiences. There
is probably nothing about which there is more con-
fusion and contradiction of thought than in regard
to the nature of our experiences of seeing things in
the presence of these things themselves, and the nature
of our experiences of seeing these things through pic-
tures. Even in the writings of educational authorities
it is not unusual to find our experiences with pictures
called "real" and illusions in the saine paragraph. Evi-
dently we can expect that adequate utilization will be
made of pictures in supplying humanity's mental need
and hunger for a world wide range of sight expe-
riences, only as this confu.sion is cleared away.
Suppose we take a few minutes to analyze an ex-
perience of seeing things in the presence of those
things, that we may clearly understand the different
factors or kinds of reality that are involved in such
an experience.
Let us sup|X).se that w-e are in Plymouth, Mass.,
where the Pilgrims landed in 1620, that we are look-
ing out over the cemetery where Captain Miles Stan-
dish and others were buried, down to the Rock where
the little company landed, and out over the sea that
bore their boats ashore. There are four different ele-
ments involved in the intensely interesting experience
of seeing this historic place.
( 1 ) The crumbling headstones, the trees, the Rock,
and the sea stretching out as far as we can see.
(2) Light waves reflected from these material ob-
jects to our eyes.
(3) ■ Marvelously complex states of the nerves in
our eyes and body resulting from the impact of these
light waves on our optic nerves.
(4) Accompanying states of our consciousness of
seeing this memorable place, with all the endless
thoughts and stirring emotions.
Now it is important to realize that each of us must
himself build that fourth factor, the states of our
consciousness upon .seeing this historic spot. Tliat is,
images are formed in our eyes which we have learned
Page 244
The Educational Screen
(we will not stop here to give the details of the
process) to project out of our eyes and to superim-
pose on the material scene. To many people this would
at first seem unreasonable, or perhaps even absurd.
They are likely to say that when they look at such
a scene, it is not a matter of images at all. They simply
see the headstones, the Rock, and the sea, and the
headstones and the Rock and the sea are there, and
they could go out and touch them. But push a finger
beneath one eyeball, and you will notice that the dis-
tant skyline or any object in full view is moved and
doubled. Not only that, but the whole field of view
can be moved, you will find, by moving the eyeball in
this unusual way. This is a demonstration of the fact
that, even when we are in the presence of material
objects, we do not see the material objects, but rather
images or duplicates of these objects which we build
and project from our eyes.
Wherever you are, in your home or office or on the
street, note the remarkable clearness and detail with
which you can see the material "realities" before you.
Then push a finger beneath one eyeball and note the
way these "realities" are moved. Thus it becomes
evident that the reality that ive sec even when we are
in Plymouth (or in any place) has its source within
us, — that all the real objects that wc see are not the
material objects, but realities rather that we build
in connection with the nerve states induced by the
light waves.
Most of us have taken for granted that we just
"see" the objects that are before us ; we have never
realized the infinitely complex nature of our expe-
riences of seeing. We have not realized that we must
always live what we see, that in order that we may
see any object or place that object or place must first
of all be incarnated within us, must become, as a
result of the impact upon our eyes of the millions
of reflected light waves, distinctive states of our nerves
and flesh and blood. And what infinitely complex
nerve and body states these are ! It is said that we
have over 2-^0 billion molecules in the red corpuscles
of our blood, along with hundreds of millions of other
nerve and body cells. It is only in connection with
these inconceivably complex nerve and body states,
the millions of light waves induce, that we are enabled
to build and re-project for our mental vision the real-
ities we see, — realities that are so marvelous in the
richness of detail with which they represent the out-
lines and color and nature and quality of material
things.
In the common but unfounded assumption that we
really see material reality itself, and the consequent
failure to realize that in our every day experiences of
seeing we are dealing with two distinct and different
kinds of reality, we find the main source of the con-
fusion and contradiction of thought and judgment
about the experiences that we may gain with pictures
— that they are at once real experiences and illusions,
experiences of reality and experiences of appearance
only. Because matters of such importance to human-
ity hinge upon the clearing up of this confusion, per-
haps we should try to bring out a little more definitely
this fact, namely, that when we are in Plymouth, for
instance, we are really dealing with two Plymouths,
the objective material Plymouth, and what we may
call our subjective Plymouth. It may help us in
realizing the distinct difference between the two Ply-
mouths — that each can exist separately, can stand
on its own feet, as it were — if we note particularly
that the material Plymouth is not an essential or
necessary part of our experience of seeing Plymouth,
or of the Plymouth that we see. That is, if while
we were there the material Plymouth might in some
way vanish, and yet the same light waves could con-
tinue coming to our eyes, it is evident that our ex-
l)erience of seeing Plymouth, or the Plymouth
we had been seeing, with all the attendant knowl-
edge, thoughts and emotions, would continue ab-
solutely unchanged. If our experience of seeing
Plymouth could thus remain after the material Ply-
mouth is removed, evidently the material Plymouth
is not an essential part of our experience. The only
part the material Plymouth plays is in reflecting the
light waves. The only essential factors involved in
our experience are the light waves, the nerve states
the light waves induce, and the states of our con-
sciousness.
There is no good reason why we may not build
our experience of seeing Plymouth, apart from the
material Plymouth, provided we have some means
of reproducing the light waves, as sound waves are
reproduced by the telephone, radio, etc. Such repro-
duction is accomplished by good pictures, ^\"hether
the light waves come to us from Plymouth or from a
picture of Plymouth we must build, in connection
with the nerve states the light waves induce, the only
Plymouth, the real Plymouth, that wc see. With the
picture we have the same kind of light waves sup-
plied, the same kind of nerve states, the same states
of consciousness. The only differences in the ex-
periences of seeing Plymouth in the two cases, the
only ditTerences in the Plymouth we see in the two
cases, is a difference of quality, not a difference of
kind.
It becomes evident at once that the degree to which
the experiences with pictures may approximate the
experiences we gain in connection with the material
world, will depend to a very large degree upon the
quality of the pictures. This is a matter of great
importance. \\'e have not only many diflferent kinds
of jjictures, and an endless variety of subjects that
are represented in pictures, good, bad and indifferent,
but also pictures that vary vastly in quality. We
may say that, other things being equal, most pictures
November, 1933
Page 245
will be Ijcst in the degree that they rei)rocliicc light
waves that correspond most nearly to those reflected
l)y the objects tlieniselves. There are enormous dif-
ferences in this respect between good original pho-
tographs and the many kinds of reproductions. "The
l)hotogra])h is such an every day matter with us that
we forget its miraculous nature" in reproducing light
waves. And yet the slightest difference in the quality
of ])ictures affects those nerve and body states in-
volved in our experiences of seeing. Of course the
advantage of the re|)roductions is found in the pos-
sibility of nnihii)lying them (piickly and cheaply by
the printing press. This however should not make us
overlook the great superiority of the various kinds
of original photographs — a superiority that is so im-
portant as frequently to justify the difference in the
cost.
But even though the best original ])hotographs,
stereographs, slides or films are used, many assume
that because a person knows it is a "picture" of Ply-
mouth he is looking at, therefore he can not gain to
any considerable degree the same emotions he would
gain in looking at the actual spot. But such an as-
sum])tion is belied by jieople's reaction at theatrical
performances, at the movies, before the phonograph,
telephone or radio. In fact during all of a person's
life when certain sound or light waves have come to
him. they have given reliable testimony as to certain
realities in his environment ; and so eventually as a
matter of habit the same or similar thoughts and
emotions s])ontaneousIy arise, often irresistibly, when
such sound or light waves are repeated (as when
we see an engine approaching a destroyed bridge at
the movies). With good pictures we can not only
I see with the same marvelous accuracy, but also gain
I to a considerable degree the same emotions.
Just what is meant, then, when these experiences
gained from pictures are called "illusions?" In the
first place we should understand that the word "illu-
sion" is a general term that is applied to various kinds
of exj)eriences in which the facts of our mental states
do not correspond with the facts of the world about
us. There is one class of illusions known as hallucina-
tions. Hallucinations are those states of mind in
which a person projects some pigment of his imagina-
tion into the external world and thinks of it as a
' present reality ; as a man afflicted with delirium tre-
mens sees snakes when there are no snakes around.
Then there is a class of illusions known as delusions.
This term is applied to experiences where some sense
impression is received, but this impression is misin-
terpreted, exaggerated or distorted. Thus, Ichabod
Crane, with his mind absorbed by the thought of head-
less horsemen, took the stumps seen dimly in the
moonlight for headless horsemen. Another class of
illusions is due, not to any disorder of the mind what-
ever, but entirely to unusual conditions in the environ-
ment, as when, for instance, one sees one's face in
the mirror.
It is easy now to recognize, first, the fundamental
difference between this third class and the other classes
of "illusory" experiences, and, second, the essential
likeness between this one class of "illusions" and what
we ordinarily call "real" or "actual" experiences —
such as we gain in the presence of the material objects
and places themselves. The experience of seeing Ply-
mouth in pictures is called an "illusion," not because
it differs necessarily from the exjjerience of seeing
the actual Plymouth but solely because of the environ-
mental condition that the light waves are reflected from
a photograph or film rather than from the material
reality itself.
Now of course this substitution of photogra])h. slide
or film for the material Plymouth means that we can-
not gain any other experience of Plymouth than the
visual experience. We cannot utilize the material Ply-
mouth or any i>art of it in any way. When we are
actually in Plymouth we can not only see the waves,
but also hear them beat on the shore ; we can not only
see an ai)ple tree in an old orchard, but also touch and
smell and taste the apples. To this extent our visual
exjierience of Plymouth is incomplete, but the loss is
slight. We readily supply from past experience the
missing data furnished by touch, taste and smell.
Consider the simple fact that the sight of an actual
apple tree usually suffices to give us a complete and
satisfying concept of that tree. We seldom insist
on touching, smelling and tasting its fruit to complete
our concept, assuming that we have eaten apples. Life
would be too short to rejieat our touch, taste and smell
experience for a thousand orchards. The sight of
them is entirely adecjuate. It is just as great a blunder
to make the value (tf an exjjerience of seeing a j)lace
by a fine picture depend upon the presence or absence
of the material place, as to make the value of a tele-
phone conversation def)end upon the presence or ab-
sence of the person speaking to us.
In spite of the common feeling that "illusions" are
either worthless or positively misleading and harm-
ful, we can sec clearly that the right kind of illusion
is to be sought as earnestly and prized as highly as
any exjieriences of which we are capable. Indeed, it
is this capacity to get the proper illusory experiences
that must eventually be considered one of the greatest
blessings conferred on mankind. Here is a way by
which each individual child and adult everywhere can
be liberated to a considerable degree from bodily lim-
itation. Here is a way of escape from conditions that
hold him bound to narrow place and circumstance.
With the materially insignificant pieces of rubber and
metal composijig a telephone one may be connected
with and hear the voices of over twenty million f)eople.
With other equally in.significant material means used
Page 246
The Educational Screen
in the mantifacture of pictures, one may be thrilled
by the quickening of interest and knowledge and emo-
tion and understanding that comes from seeing im-
portant places and events anywhere throughout the
world.
But the typical "matter of fact," "hardheaded" in-
dividual of this materialistically minded age, sees only
the physical slides or films or pasteboard stereographs
or photographs. To such "practical minded" people,
the endlessly interesting and often thrilling experiences
made possible by these means, are experiences merely
of "pretty pictures" "make-believe experiences," "illu-
sions," "appearance" — not "reality." Here we find the
main reason why, in one school system, for instance,
uptodate projection apparatus and visual material are
provided for the children, while in another system
of equal financial resources nothing of the kind is
provided ; why school boards will invest hundreds of
millions of taxpayer's money for buildings and
grounds and other millions for teachers' salaries, and
then make the children depend to a large degree on
language descriptions as a substitute for the marvelous
experiences that children might gain by the u.se of
fine visual material — experiences that otherwise they
must travel hundreds of thousands of miles to obtain.
In spite of all the use that has been made of picti'ves,
we have scarcely begun as yet to realize the extent to
which the universal hunger and need of humanity for
an immensely wider range of sight experiences might
be satisfied by the use of pictures.
Here then we reach a truth that is of tremendous
importance to humanity — the truth that with appa-
ratus now available, children and people everywhere
can be enabled to build up real experiences of seeing
what is most important for them to see throughout
the world — that the eager appetite of earth's millions
for a world range of sight experience can be largely
satisfied; that by the use of pictures people generally
can gain the same kind of mental food that otherwise
they could gain only in the actual presence of the wide
material world. Here, then, we find a practical solu-
tion to the immense problem of providing for what
is a primary requirement if people are to build inner
worlds that are in any measurable degree accurate and
dependable duplicates of the vast outer world, a pri-
mary requirement in the world of developing those
bigger men and women for whom there is such a
tragic need today.
We come now to the briefest possible reference to
the questions as to the varying suitability and value
of the different kinds of pictures in the work of the
schools particularly ; the methods of their use ; the
pictures that are now available and the pictures that
are needed.
With regard to the work in schools, undue emphasis
is liable to be put on the moving picture. Unques-
tionably the moving picture is of very great value
in the schools. But of course the movie needs to be
and ordinarily should be used only when motion is
an essential feature. Furthermore the movie does not
give sufficient opportunity for detailed observation
and discussion. It is somewhat like trying to study
and become acquainted with and understand the world
of nature and humanity while moving through it in
an automobile or express train or airplane. Here the
still picture, like the lantern slide, has a decided ad-
vantage. Such pictures can be taken into the indi-
vidual classrooms, correlated closely with the subject
of each lesson, held long enough for detailed observa-
tion, more fixed impressions, and individual discussion
on the part of the class.
This matter of method in the use of pictures is of
great importance. Today as never before the impor-
tance of pupil activity is being emphasized. It may
not take long to see some place or event, but to gain
the significance of what is being seen is often a life
matter. There is no question but that so far in the
use of visual material there have been too many "pic-
ture shows." Even in the use of still pictures a con-
glomeration of objects — physical features, people, in-
dustries, customs, etc. — have been thrown at the chil-
dren at one time. This is much like going to a restau-
rant and trying to crowd down the whole bill of fare
at one meal. Such a use of pictures not only makes
for superficial knowledge of what is being seen, but
usually there is not even accurate observation as to
what is being looked at. This unpedagogical use of
visual material has prejudiced many unreflecting edu-
cators against its use.
As we turn to the question of the pictures that are
available today, we find of course a rapid increase in
the number and range of pictures supplied to the
general public in the movies, the newspapers, maga-
zines and books. For specific use in the schools there
is also an increasing number of pictures supplied —
movies, lantern slides, stereographs, reproductions in
books, etc. The schools have scarcely begun to
make use of the visual material that is now available.
However, this material is only a beginning of what is
needed. No adequate attempt has yet been made to
secure what is needed. A vast amount of time and
expense and trained ability have been spent through
many generations in ])roducing, collecting and grading
language symbols for use in education. An equal
amount of ability and some measure of the expense
should be spent in making a world range of pictures,
in getting information to go with them, in grading
them, and in devising the best methods for their use.
It is an immense task, an immensely important task,
concerning the performance of which we shall venture
only a few suggestions here.
(To be Concluded in December)
November, 1933
Sound Motion Pictures as an Aid
In Classroom Teaching
Page 247
THELMA ATKINSON
WITH THE development of sound motion
pictures, there has arisen the problem of
the value and use of educational sound
iTKition pictures in classroom teaching. At present
there is a lack of knowledge of the exact worth and
place of such pictures as a teaching aid. due pri-
marily to the recent and rapid deveUj])nient of
etpiipment making sound motion pictures possible.
Before the exact place of sound pictures as a part
of an educational ])rogram can be established, it is
necessary to determine the contribution which the
addition of sound makes to the film.
Dr. C. C. Clark of New York University has re-
cently completed some interesting experiments
which established the fact that the addition of
sound is a decided asset in some forms of classroom
instructit)n. Dr. Clark's experiments purposed to
establish as exactly as pos.sible the values of edu-
cational sound motion pictures as compared with
two other types of teaching aids; namely, silent
[(ictures and lecture demonstrations.
Two phases of the problem of evaluating the use
of sound motion pictures in teaching were studied,
namely, the relative values of such pictures as a
means (1) for the conveying of concrete knowledge
or information, and (2) for the stimulating and
maintaining of interests. No attempt was made to
determine the values of educational silent motion
pictures or lectures except in comparison with the
\ value of sound pictures.
Dr. Clark carried out his experiments in a class
in General Science in the School of Commerce,
.Accounts and Finance at New York University.
Twelve hundred students came under his observa-
tion in this work. The students were divided into
two groups: an experimental group and a control
group. The films were used in the experimental
group, while other means of demonstrating the
I same material shown in the films were used in the
i control group. The two groups were chosen in
! such a way as to make them as nearly as possible
i equal in mental capacity and achievement. Dur-
ing the latter part of the test the students were
I rotated.
Complete equipment for the projection of sound
and silent motion pictures was installed in the
classroom. It was done in such a way as to pre-
vent any distraction by noise or sight of the ma-
♦Material obtained and O.K.'d by Dr. C. C. Clark, who made
the experiments described.
chine. The equipment consisted of a standard 35
millimeter Simplex i)rojector and the best type of
sound-reproducing apparatus available.
Thirteen films were used, eight of these being
sound, five silent. These pictures constituted a
sampling of the best films available relating to the
subject matter of the course.
The pictures used in the first half of the experi-
ment related to the biological sciences and included
such titles as "Castles of Paper," a picture giving
the habits and characteristics of insects. The sec-
ond half of the experiment dealt with the physical
sciences, and included "Characteristics of Sound",
which gave the quality of music and speech.
Two kinds of test were used to determine which
group of students was getting the most from the
classes. The most novel of these tests was a photo-
graphic record of the students, made for determin-
ing just how many actually maintained attention
even while there was distraction in the room. For
this, Dr. Clark concealed a photographic apparatus
at the front of the classroom. This was connected
electrically with a bell near the door so that, at any
time he wished, the instructor could set both in
motion simultaneously by pressing a button. Both
while the film was being shown, and during a lec-
ture demonstration, the instructor pressed the but-
ton. A bell rang loudly. At the same time, quite
unknown to the students themselves, a picture was
taken of the class. When the resulting pictures
were developed, Dr. Clark was able, merely by
counting the number of heads turned toward the
noise, to determine how many students did not
maintain attention. The final percentages were
obtained after photographing the classes during the
showing of a number of different pictures, both
sound and silent, and during lectures. They showed
that, when watching sound films, 81.7% of the stu-
dents kept their eyes on the film. Of those watch-
ing silent films. 75.2% remained attentive, while
only 54.6% of those listening to lectures were at-
tentive.
The other test was a comprehensive examination
made up of 99 questions relating to the factual
content of the films. The.se items were of the multi-
ple-choice and recall types. This test was con-
structed by Dr. Clark himself, no satisfactory
standardized one being available.
The examination was divided into two parts.
(Concluded on page 2S4)
Page 248
The Educational Screen
NEWS AND NOTES
CONDUCTED BY JOSEPHINE HOFFMAN
Preliminary Educational Motion Picture ConFerence
CLINE M. KOON
/^N INVITATION of Dr. George F. Zook,
^^ United States Commissioner of Education,
more than thirty representatives of various govern-
mental, educational and motion picture agencies
met at Washington, September 25, to prepare a
composite report on the use of motion pictures in
education in the United States. This report will be
submitted to the International Congress of Educa-
tional Cinematography to be held in Rome in April.
1934. In opening the conference. Commissioner
Zook explained that the Office of Education was
simply acting as a facilitating agency in calling to-
gether representatives of various motion picture
organizations and educational associations that are
interested in making motion pictures serve more
effectively the ends of education. He said, "Our
office has not prepared a report to be submitted
here for your approval. We have no program for
you to endorse."
The educational influence of the motion picture,
the motion picture in the service of health and vo-
cational training, the motion picture as a factor in
national unity and international understanding, and
the systematic use of the motion picture in schools
were among the subjects discussed. They will be
considered in order.
The consensus of opinion of the conference was
that the motion picture is destined in the near fu-
ture to have a profound influence on education. Dr.
Ann Shumaker of the Progressive Education As-
sociation said, "We know, from various studies that
have already been made, the tremendous educative
power of motion pictures." Dr. Edgar Dale of
The Payne Fund reported that their recently com-
pleted research studies show that about two-thirds
of the children of a typical city attend the motion
pictures once a week and that motion pictures have
a lasting efifect on children's attitudes. The place
of the motion picture in the growing field of adult
education with its different ramifications was
pointed out. In this connection, the educational
value of wholesome recreation and the part that
motion pictures could play in this much needed
service were suggested.
In his introduction of the subject of vocationn.1
instruction with motion pictures, Mr. C. F. Kline-
felter of the Federal Board for Vocational Educa-
tion stated that motion pictures already have dem-
onstrated their effectiveness as aids in teaching
vocations and that in the present unemployment
situation, with more than eight million men out of
work, motion pictures have a unique opportunity
in employment readjustment.
Mr. Leslie C. Frank of the United States Public
Health Service explained how films were being used
to inform the public how to control and prevent the
spread of communicable diseases. Other health
films mentioned at the conference were the East-
man medical films, health films of various insurance
companies and the technical films being used for
instructional i)ur])()ses in medical schools. "The
question of policy that should be followed by the
motion picture industry as regards so-called health
films is an ever present one," said Governor Carl
Milliken of the Motion Picture Producers and Dis-
tributors of America. "The position of the industry
at present," he continued, "is that education on
health and social hygiene is a matter for health
authorities, school authorities, and parents."
In the discussion of motion pictures for national
unity the Yale Chronicles of History, the Eastman
pictures of Washington and Lincoln, and motion
jjictures in connection with the present recovery
program were mentioned. The danger of obvious
propaganda for any cause having the wrong effect
on people who go to the theatres for relaxation
and entertainment was pointed out. Representa-
tives of the motion picture industry mentioned that
probably fifty pictures were released each year in
this country which present some phase of national
life or historical development, but that the most
significant medium is the newsreel which keeps all
the people feeling that they are acquainted with the
personalities who are making the history of the
time.
The introduction of the people of one nation to
those of another was considered to be one of the
chief accomplishments of the motion picture in the
field of international understanding, according to
conference members. The danger of films disre-
garding national ideals and interferring with inter-
national relations was indicated also. In this
connection, Mr. Leon J. Bamberger of the RKO
Distributing Corporation explained the procedure
being followed by motion picture producers at the
present time in order to avoid offending peoples of
various countries by the way in which they were
depicted on the screen. Mr. W^illiam A. Reid re-
ported on the film work being done by the Pan
American Union in the field of international under-
November, 193}
Page 249
standing. One recommendation was that a series
of short feature films I)C produced showing children
of various nations at play.
Dr. C. F. Hoban, representing the Department
of \isual Instruction of the National Education
Association, and Dr. Edgar Dale of The Payne
Fund led the discussion of the use of motion pic-
tures in schools; and Dr. V. C. Arnspiger of the
Erpi Picture Consultants discussed the research
problems involved in the instructional use of mo-
tion pictures. Doctor Hoban said educators had
not taken the degree of interest in motion pictures
that they should. In his opinion the three things
that needed to be done were : to reach and sensi-
tize school administrators, to see that school bud-
gets made provision for motion picture equipment
and films, and to train teachers in the techniques
of visual instrncti6n. In this connection, Mrs. Rob-
bins Oilman of the National Congress of Parents
and Teachers spoke of the work of the Congress.
She said that her organization was stimulating the
increased use of non-commercial films for educa-
tional and recreational purposes and working for
better means of distributing films and the necessary
legislation in State and National government to
carry out these plans. Doctor Dale outlined The
Payne Fund experiment in teaching niotion picture
appreciation in secondary schools.
Throughout the conference reference was fre-
quently made to the need for closer co-operation
of the various agencies that are interested in the
production, distribution, and use of educational
films. Resolutions were passed expressing the con-
sensus of opinion of the conference that the Federal
Office of Education should serve as a national cen-
ter for the collection and dissemination of informa-
tion about non-theatrical films, and should take stens
to promote motion picture instruction in public
school curricula throughout the country.
Massachusetts Promotes Free Films
In order to serve both the user and the producer,
as well as the distributor of free films, three organiza-
tions are coo])erating to set up a centralized .service of
free films to the schools of Mas.sachu.setts. The cen-
tralized office will be at Boston University School of
Education. "The Massachusetts School Teacher." the
official organ of the state's Teacher Federation, rep-
resenting 18.000 teachers, will publish the lists of
available films. The Massachusetts branch of the De-
partment of Visual Instruction of the National Edu-
cation .\ssociation, is cooperating to establish the
service.
There is to Ix; no cost to either distributor or pro-
ducer for the use of the films. The user is to pay
transportation both ways for this service. Boston
University, being centrally located, will provide an
opportunity for schools within reach to call for their
films.
Brigham Youns University Extends Service
Always in the. vanguard of the progressive higher
educational institutions of the United States, Brigham
Young University has inaugurated a visual instruc-
tion service for the schools and communities of the
inter-mountain area. A small amount of service was
available last year, but the recent addition of more
than one hundred reels of 16 mm. motion pictures
and of many sets of film slides forms a library ade-
quate to take care of the needs of the majority of
the schools which are now equipi>ed to use these
services. Additional subjects and other tyj^es of
service are contemplated as the demands for them
become evident.
The service of the Bureau of Visual Instruction
at B. Y. U. does not stop with the organization of a
film and slide library. The teacher who does not
know how to use the visual aids properly will not
achieve the desired results. With this in mind, plans
are under way to give many teachers a working knowl-
edge of the use of those aids which will be of greatest
value in each situation. A short course in visual
instruction methods was offered during the summer
session of 1933. One residence and one or more ex-
tension courses will be oflFered during the fall quarter.
A manual or handbook of visual instruction will be
prepared for general circulation among those who
desire guidance in organizing a visual instruction
program for a class, school, or district.
The Extension Division of Brigham Young Uni-
versity has borrowed from the Extension Division at
the University of Kan.sas the services of Ellsworth C.
Dent, who has been in charge of the visual instruction
service at K. U. for the past ten years. Mr. Dent will
be in charge of the visual instruction course, will assist
with the further organization and promotion of the
visual instruction service, and will prepare the visual
instruction handbook.
The schools of the inter- mountain area are giving
excellent co-operation to B. Y. U. in the development
of the .service. The majority of these schools have
been obliged to send five hundred miles, or more, for
such service as they desired to secure on loan. The
materials are now available close at hand and at
very low fees. In addition to the service for schools,
special materials are offered to the seminaries and
other religious groups of the Mormon church.
The chief organizer and guiding light of the Utah
visual instruction service has been and is Dr. Lowry
Nelson, Director of the Extension Division at Brigham
Young University. His right hand man in the service
is F. Wilcken Fox, a graduate of Brigham Young
University who has been appointed secretary of the
Bureau f>f Visual Instruction. In addition, major
credit for the service is due Dr. Franklin S. Harris,
President of B. Y. U., who appropriated the necessary
financial support.
Page 250
The Educational Screen
Visomatic Tosses a
BOMBSHELL
'•CL^^fc^'
Into Visual Instruction Tradition
The newest Visomatic — combining stills, motion, sound and color
automatically — is a sudden, unexpected challenge to all other forms of
sound picture apparatus. Educators to whom private showings have
been made are exultantly repeating that Visomatic System dwarfs all
present — If not all presently contemplated — methods.
Simple, light, inexpensive, this latest Visomatic projects slide film
images synchronized with sound, when greater concentration is required.
It automatically switches to motion picture projection and sound when
motion adds to the educational value of the subject. And, most amaz-
ing, the stills and motion are sequenced on one strip of 35 mm. safety
film, (100 feet for half-hour lecture) housed in a four inch completely
enclosed self-framing and finger-print proof loading cartridge. A boy
can learn to operate Visomatic In five minutes, as no complicated
"threading" of film is required.
Sound is synchronized on new type, flexible, non-breakable sixteen
inch electrical transcription discs; pictures are changed, or motion added,
by an ingenious combination of electric Impulses relayed to a mechanical
ear from inaudible 5,000-cycle oscillator notes in the transcriptions.
Thus, without manual attention, the lecturer's voice, sound effects, music,
bird notes or other instructive sounds are positively synchronized elec-
trically, not mechanically, with the pictures.
True color on all subjects is projected when desired; the film Itself
being emulsloned with ordinary black-and-white emulsion, the primary
colors, (giving every hue and nuance of the spectrum) being imbedded In
November, 1933
Page 2)1
the film stock. 1.000,000 pri-
mary filters to the square inch.
Exposures are made in ordinary
cameras. No change is made,
no extra lights required.
At a time when 1 6 mm. sound
film is enjoying wide consid-
eration as the "coming visual
education method", this revolu-
tionary Visomatic System, edu-
cators say, tends to change
prevailing ideas.
For, where present-day ap-
paratus is often complicated,
heavy and expensive, Visomatic
is simple, light and low-priced.
Reels of ordinary sound film are
expensive for wide -spread
school-room use. Yet there is
need for progress beyond the
glass slide and slide film. There
is a positive demand for low-
cost and certain color film.
This newest Visomatic, combin-
ing the advantages of slide-film
with the values of motion, color
and sound, will interest all
students of visual education
methods.
Private demonstrations will be made after Dec. 1st at the New York
headquarters, Visomatic Systems Inc., 292 Madison Ave., New York City,
to those earnestly interested and who are visual education authorities in
schools, colleges, municipalities or church fields. Correspondence and
inspection is invited. No literature is yet available.
COMPAREI
Visomatir Sound-Film
1. Cost of Typical 15 Min.
Production $1200.00 up to S6000.00
2. Time for Hakins
Production 1 week I nionth
3. Cost of Original Neg.
Raw Stock $8.00 $140.00*
4. Coat of Duplicates
(Sound and Picture) $&.00 $14.00
5. Cost of Projector $175.00 $600.00
a. opportunity to Utilise
Prenent Material 100% 10%
7. PercentaKe Chance of
Film Itreak in
Projection 0% 8%
8. Decibels Extraneous
Noise of MechanJi!im . .01 up to 4.60
9. Practice Required to
Operate Projector 6 roin. 1 week
to. Time to "Thread"
Projector 80 sec. 3 min.
It. Size of Equipment single unit case two cases — each
6x11x14 up to 10x20x80
12. Weiitht of Equipment SO lbs. up to 76 lbs. and over
*4000 ft. exposed; cut and edited to 600 feet.
The flffures shown under Sound-Film do not refer to any par-
ticular equipment or service, but are based upon statements
received from a number of sources universally deemed reliable.
The Newest Vi.soniatic projects slide-film, motion, color,
and aynt'hronized 8(tund-on-di»c, automatic picture change.
A prccJHion instrument, optically, electrically, mechanically,
perfecte<i. Main features patent prolecte<l. Operates on 110
Volt, 60 Cycle, either AC or DC. Koldinv turnuble sinks
into case when not in use. Electric pick up head plays either
•'lateral*' or "hill-and-dale" transcriptions. 200 Watt illum-
ination, increased throutch entirely new optical set-up. Weight
30 pounds. Size 6x11x14 inches. Sealed cartridges. 4 inches,
hold film for half-hour lecture.
Vice President in Charge
of New Development.
Page 2 52
The Educational Screen
FILM PRODUCTION ACTIVITIES
The aim of this new department is to keep the educational field intimately acquainted with the
increasing number of film productions especially suitable for use in the school and church field.
Two Additions to Physical Science Series
A two-reel talking picture on the subject of sound
is now in production by Erpi Picture Consultants for
the University of Chicago Physical Science Series.
The first reel, entitled Sound Waves and Their
Sources, will show how sovuid waves are produced
and propagated through air. Animation and high-
speed photography will be employed to demonstrate
sound wave patterns and explain these invisible phe-
nomena.
The second reel, Fundamentals of Acoustics, will
explain echo and refraction of both photography and
animation. Either of these two reels may be used
independently of the other, although the first men-
ioned adds immensely to the better understanding of
the second.
Drs. Harvey B. Lemon and Hermann I. Schles-
inger of the University of Chicago supervised the
preparation of the scenarios.
New Filmo Library Releases
Filmo Library has secured, for immediate release,
four silent 16 mm. films picturing animal, plant, and
Indian life in America's southwest. These films,
each 400 feet long, are suitable for educational use,
and are also entertaining subjects for general use.
Wild Animals of the Desert shows, in their natural
habitat, the antelope chipmvmk, diamond back rat-
tlesnake, baflger, hydrophobia skunk, and coyote —
their adaptation to their environment, and life
habits. It also includes scenes portraying the life
of an old desert prospector.
Wild Life on the Desert pictures the topographical
aspects of the desert of the Colorado in Southern
California ; its mountain barriers, its shifting sand
dunes, a coral reef, remnant of the days when this
was a sea, series of horizontal lines of rocks
marking ancient water levels, and the Salton Sea
of today. Desert plants are shown, each with its
peculiar adaptation to its trying environment:
ocotilla, cholla cactus, Washington palm, smoke
tree, and others. Many desert animals are included
in this film in scenes which portray their habits.
Hopi Indians of the Painted Desert — how the Hopi
Indians live in their pueblo dwellings in the color-
ful desert of northeastern Arizona, their well-tended
farms, the planting of corn and preparation of corn
meal, their methods of cooking, tending their herds
of sheep, making baskets, and other Plopi customs.
Among the Navajo Indians — Navajo hogans, and
the family life in these log and earth houses, bath-
ing a baby and placing him in an Indian cradle.
weaving blankets, children tending flocks of sheep
and goats, family scenes in the summer shelter,
the preparation of food.
Psychological Experiments With
Monkeys Filmed
The results of an investigatit)n of problem solv-
ing in the Rhesus monkey, conducted by Charles
D. Young, Jr., of the Department of Psychology,
University of Kansas, were filmed by Mr. Ells-
worth C. Dent, Secretary, Bureau of Visual In-
struction, Extension Division. These experiments
were primarily designed to test the Gcstalt con-
ception of animal behavior at this level of evolu-
tionary development. Certain well known experi-
ments were repeated and new ones added. In each
of eight different experiments, the problem was
solved by one of the two subjects. Gus, but Sue, the
other subject, failed in numbers seven and eight.
The monkeys were approximately one and one-half
years old and were wild when purchased.
Experiments one and two consisted of simple
problems in brightness and color difi'erentiation.
The problem was to choose the darker of two
grays, or black as opposed to white, to secure a
hidden peanut. This part of the problem was
solved by both monkeys.
Both monkeys successfully distinguished as cues,
a triangle from either a circle or a square, in ex-
periment three.
In experiment four, the food was to be secured
from a long metal cylinder hinged at one end and
suspended in a horizontal position with the aid of
a rubber band and a prop. To secure the food,
the animal must remove the prop and either slide
the rubber band off the tube or pull the tube down-
ward, stretching the rubber band. By the second
trial, both animals succeeded, indicating clearly
that the relationship of means to ends must have
been grasped through insight.
In experiment five, the food was to be secured
by indling a rope which raised a small platform
inside of an elevator shaft, with wire-mesh front
through which the food was visible. A sufficient
pull lifted the platform to an opening above the
wire-mesh through which the food could be secured.
Sue, with some previous experience in string pull-
ing, solved it the first time. Gus, with no experi-
ence in string pulling, immediately pulled and
discovered that the platform was raised part way.
He succeeded on second trial.
(Concluded on page 255)
November, 193 3
Page 25 J
Visual Instruction Meetings Well Attended
TIr- \ isiial iii^iriR'iioii (lcmi>ii>li;ilii)iiN aiul dis-
cussions before the Utah and Xebraska teachers'
meetings in October created much interest in the
application of visual aids to instructional problems.
The intelligent in(iuiries which have resulted indi-
cate a probable steady growth in the use of visual
aids in both states.
The meetings of the Utah Education Association
were held in the magnificent Mormon Tabernacle,
in Salt I.ake City. These meetings were held on
October 26, 27 and 28. On Friday morning. Oc-
tober 27, the Visual Instruction Section held its
meeting in the Assembly Hall, which is just a few
yards from the Tabernacle. The meeting was
scheduled to follow the morning general session.
More than a thousand attended.
The meeting was opened by Mr. Glen Anderson,
the president of the Visual Instruction Section,
who introduced Dr. Lowry Nelson, director of ex-
tension at Brigham Young University. Dr. Nelson
explained, briefly, the plans for complete visual in-
struction service to Utah schools, through the Bu-
reau of Visual Instruction at B. Y. U., and intro-
duced Mr. F. Wilcken Fox, the secretary of the
Bureau. Mr. Fox called attention to available
service and requested the suggestions and co-opera-
tion of Utah teachers and school executives in
building a permanent and adequate loan service of
visual aids. The discussions were followed by
demonstrations of the best educational motion pic-
tures, including both silent and sound subjects.
There were also demonstrations of visual aids at
some of the group meetings.
In Nebraska, the arrangements were somewhat
different. The meetings were held on the same
dates as those mentioned for Utah, but the Ne-
braska Teachers Association meets at central points
in each of six districts into which the Association
has been divided. Two of these sections, the fifth
and sixth, placed major emphasis upon visual in-
struction.
The arrangements for the meetings of the Sixth
District, held at Scottsbluff, were somewhat differ-
ent from the ordinary, due to the careful planning
of Mr. E. T. Whiting, the chairman. The general
meeting on Friday morning was divided into two
groups, the elementary, and the high school and
college. The two groups met concurrently at the
two leading theatres. The elementary meeting
started at nine o'clock with appropriate music,
followed by the showing of the sound pic-
tures. The Creative Approach to Education and Seed
Dispersal. The high school and college meeting
started at the same time, with music by the Scotts-
bluff Band. This was followed by a discussion of the
ai)])lication of visual aids to high school and college
instruction, delivered by Mr. Ellsworth C. Dent of
Brigham Young University. At the close of his ad-
dress, two pictures. The Builders and The Molecular
Theory of Matter, were shown. While these pictures
were being shown, Mr. Dent went to the other
theatre and addressed the elementary group, fol-
lowing the showing of the pictures to that group.
In the afternoon, Mr. Dent met the Elementary
Principals section and the Normal Training section,
discussing visual instruction problems and possi-
bilities pertinent to these groups.
On Friday, Mr. Dent addressed the general ses-
sion of the fifth district, held at Holdrege, on the
subject, "The Use of Visual Aids to Solve Educa-
tional Problems." In the afternoon, discussions
and demonstrations were presented before the Vis-
ual Instruction, Social Science and Elementary
Principals sections.
There were approximately 3,000 teachers and
school executives in attendance at the meetings of
the fifth and sixth Nebraska districts, at Scottsbluff
and Holdrege.
Copies of 1933 Directory Available
The Visual Instruction Directory for 1933, the
most complete directory of its kind ever published,
is still available for those who may have use for a
complete list of the departments of visual instruc-
tion, directors of visual instruction, and leading us-
ers of visual aids, throughout the United States.
The Directory is furnished at $1.50 per copy, post-
paid, with a reduction of one-third to those organ-
izations which may desire ten or more copies.
Members of the Department receive one copy with-
out charge.
Next Meeting Planned for February
The next semi-annual meeting of the Depart-
ment of Visual Instruction will be held concurrent-
ly with the meeting of the Department of Superin-
tendence of the National Education Association, in
Cleveland. The Department meetings will be held
on Monday and Tuesday of the N. E. A. meeting
Page 254
The Educational Screen
week, and so arranged that there will be no con-
flicts with the general meetings of the Department
of Superintendence.
Those who may have suggestions concerning de-
sirable features to be included in the program of
the Department of Visual Instruction should send
them to Mrs. Grace Fisher Ramsey, American Mu-
seum of Natural History, New York City. Mrs.
Ramsey is president of the Department for 1933-'34.
Department Membership
Membership in the Department of Visual Instruc-
tion of the National Education Association is open
to anyone who may be interested in the application of
visual-sensory aids to educational procedure. This
would include teachers, school executives, members of
boards of education, members and officials of parent-
teacher associations, members and officials of various
public and private service agencies, ministers, Sunday
school workers, travelers, photographers, and any oth-
ers who may be interested. Active membership is
limited to those who are members of the N. E. A., but
associate membership is available to anyone, including
all services except the privilege of participation in the
business affairs of the Department.
The annual cost of membership is but $2.00, in-
cluding a subscription to The Educational Screen
and other services which would cost more than twice
the membership fee if secured by those who are not
members. If you are not a member, you are failing
to identify yourself with the most progressive move-
ment in the field of education. The accompanying
blank is provided for your convenience. Use it 1
Membership Application Blank
Secretary, Department of Visual Education,
National Education Association,
1638 Illinois Street,
Lawrence, Kansas.
Date
I herewith make application for membership in the Depart-
ment of Visual Instruction of the N. E. A., for a period of
one year at the usual fee of $2.00, which I am enclosing. (Pay-
ment may be deferred if desirable.)
My membership card, the 1933 Visual Instruction Directory,
and The Educational Screen should be mailed to —
Name
Address
City and State
I am n ) a member of the
I am not D > National Education Association
Note : Please make remittances payable to the Department
of Visual Instruction.
Sound Motion Pictures as an Aid to
Classroom Teachins
{Concluded from payc 247)
Part 1, relating to the biological sciences, was
given after the films had been used. The scores
on this were used for evaluating the effectiveness
of these particular films in conveying specific in-
formation. Part 2, relating to the physical sciences,
was given twice — before and after the films had
been shown. The gains in scores were used to
evaluate the effectiveness of the films.
The results of these tests showed that educa-
tional sound pictures in which sound is a vital and
realistic part of the picture were fully as effective
as lecture demonstrations. The three silent films
which were compared with lecture demonstrations
showed similar results. In the first part, the figures
were: 1.0 and 0.7 in favor of the sound films, and
0.4 in favor of demonstrations. In the second part
the experimental constants were 5.3 and 0.4 in favor
of the demonstrations and 1.4 in favor of the films.
These figures seem to indicate an advantage in
favor of the demonstrations over the silent films.
The comparison of the lecture type of sound
films^ with silent films identical or siinilar in con-
tent, showed that students taught with silent films
made slightly higher scores than did those taught
with soimd films. The differences in favor of the
silent films had experimental contestants of 3.5 and
16.2 on the two divisions of the test. These indi-
cate the superiority of the printed caption over this
particular type of sound film. Dr. Clark explains
this by the fact that in the silent films, the students
only require one sense; viz. sight. In the sound
films they are straining to catch the words of the
speaker at the same time that the eye is endeavor-
ing to see everything in the picture. This means
that neither sense works as completely as otherwise
it would.
In the interest examinations the percentages of
students who maintained their original interests, as
shown by their making the same choices on the
initial and final tests, were: demonstrations, 54.6%,
sound films, 59.4% and silent films 60.3%. The
percentages of students indicating new interests
stimulated by films and lectures were : sound films,
27.4%, compared with identical demonstrations,
22.2% ; silent films, 26.7%, compared with identical
demonstration, 26.2%.
1. Dr. Clark draws a sharp distinction between the picture
in which sound plays a vital part and the lecture type of
picture. By this latter type, he means those in which an
unseen voice explains and comments upon what is going on
in the film. The sounds which would be incidental to the
pictures, such as conversation, are not reproduced.
November, 193 3
Page 255
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
Sierra Educational News (October) "Using Vis-
ual Aids for Kcononiy and Learning" by Arthur
1.. McLean, of the Berkeley, California, Schools, is
a further testimonial to the economies attained
through the normal functioning of a school depart-
ment of visual aids because it not only conserves
the time of the pupils but indirectly the funds of
the school district.
This article is directly followed by "Visual Kdu-
cation in a Social Science Activity," a description
of a class project on "The Land of Cotton" con-
<hicted by Alma Lucille Smith, Lafayette School,
Long Beach, California, in which all forms of visual
aids were utilized — flat pictures, stillfilnis, a stu-
dent-made talking moving picture, and shadow
])ictures.
The Catholic School Journal (October) "With
more than twenty-eight million youngsters still
being educated attending the movies at the rate
of at least once a week, the effects produced upon
them becomes a matter of very greatest impor-
tance," wrties Rev. Kilian J. Hennrich in "The
Guidance of Adolescents: The Movies." That the
majority of current film productions produce dan-
gerous effects on both the health and morals of
children has been brought out by the findings of
the Payne Fund Research Committee, some of
which the author discusses. Various methods have
P been attempted in the past to improve conditions,
none of which was effective. The writer believes
the ultimate solution of this problem is self-censor-
' ship for adults who, in turn, should give instruc-
tion and moral guidance to the young, and promote
the showing of good films.
International Review of Educational Cinema-
tography (September) "Music as a Cause of Dis-
I ease and as a Healing Agent (With Special Refer-
' ence to the Sound Film)" by R. Assagioli, is an un-
usual and fascinating account of the influence of music
on body and mind. And now, says the author, "the
recent invention of the sound film opens up a new
and promising field for the ajjplication of musical
therapeutics. The union of sound with visual images
gives a greater efficacy to both, and increases their
curative possibilities." .As the result of a recent ex-
periment showing the beneficial effects of talking films
on hospital patients, the United .States authorities have
in preparation a plan for providing all the major hos-
pitals of the country with cinema projection apparatus.
Because of the ability of certain types of music to
produce harmful eflfects, the author recommends cen-
sorship not only of the films but also of the music
which is associated with them.
Utah Educational Review (September) The of-
ficial iniblication of tiie Utah Education .-Association
is running a series of articles on visual instruction,
starting with the September issue. The first article,
"Development in Visual Education," reviews visual
instruction activities among Utah schools and will
serve as an excellent introduction to the articles to
follow.
Mr. B. A. Fowler is the editor of the Review and
is both progressive and aggressive in his attitude
toward visual instruction. He should be congratulated
upon his intense interest in improvements of the
schools of his state. Incidentally, the Utah sch<x)ls
now rank well among those of the various states.
National Board of Review Magazine (Septem-
ber-October) In this issue Dr. P. J. Rulon of the
Graduate School of Education, Harvard University,
summarizes fully the Carnegie-Harvard experiment
to evaluate the sound motion picture as an instruc-
tional tool in teaching ninth grade general science.
Our readers will doubtless recall that the results of
this study were briefly reported in the Educational
Screen for June.
The complete rejjort of the experiment entitled "The
Sound Motion Picture in Science Teaching" is now
available in book form, covering 236 pages, from the
Harvard University Press.
Film Production Activities
(Concluded from pof/c 252)
Experiment six consisted of a difficult wheel-
elevator problem. The platform was to be raised
by turning the wheel, first demonstrated to the
monkeys by the experimenter. Gus solved it on
the fourth trial. Sue on the sixth. Experiments
seven and eight were modifications of Bingham's
method with Chimpanzees, and Gus proved the
superior pupil.
The experiments indicate that the process solv-
ing was insightful. The solution depended upon
seeing one detail in relation to others. There was
no evidence of mechanical learning in terms of
repetition or trial and error.
The pictures have been edited into a one reel
16 mm. motion picture and are available for loan
to colleges and other institutions which might
desire to use them. In addition to the titles which
call attention to the experiments, there is adequate
explanatory material in mimeographed or printed
form.
Page 256
The Educational Screen
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
(The Film Estimates^ in whole or in party may be reprinted only by special arrangement with The Educational Screen)
(Film Estimates on releases during the past summer are available on the
regular weekly cards, carrying seven films each, at four cents a card.)
Ace of Aces f Richard Dix) (RKO) Another
war-horror picture about sculptor, hatinj? tc
take life but shamed by sweetheart into enter-
ing air-service in Great War. Becomes one of
the best killers. The sirl. disillusioned by
war. tries to bring him back to former ideals
and finally succeeds.
A— Fair Y— Hardly C— No
After Toniffht (Constance Bennett, Gilbert
Roland) (RKO) War-spy thriller, with in-
credibly clever heroine a Russian spy in love
with Austrian officer. His task is to catch
unknown operative whose intricate doings de-
feat Austrian eflforts. Capture— disclosure-
heavy struggle for hero — and Armistice saves
the romance.
A — Fair of kind
Y— Perhaps
C— No
Anne Vickers (Irene Dunne, Walter Huston)
(RKO) Quite faithful filming of Sinclair Lewis
novel of career and illicit loves of social-
worker heroine, against background of prison
reform, harrowing at times. More restrained
and less vigorous than the book. Well acted
and well cast.
A — Fair Y — Unwholesome C — No
Before Dawn (Stuart Erwin, Dorothy Wil-
son ) ( Radio ) Gruesome Edgar Wallace mur-
der-mystery, motivated by hidden fortune left
by dead thief and guarded by his death mask.
Clairvoyant power of heroine proves effective
in solving mystery. Drama as a whole is
slow-moving and unreal.
A — Mediocre Y — Mediocre C — By no means
Bitter Sweet (English production) (U. A.)
Noel Coward's wistful, graceful, old-fashioned
romance of English heroine who revolts from
marriage with parent's choice, elopes with
musician-hero, suffers trials and poverty with
him in Vienna— and his death brings bitter
ending. Much charm despite inadequate act-
ing and direction.
A— Notable of kind Y~Good
C — Little interest
Bombshell (Jean Harlow, Lee Tracy) (MGM)
Fast, hilarious, highly sophisticated farce,
satirizing life of movie star of slight men-
tality. Her frantic press-agent aims to make
"Lola" synonym for glamour and seductive-
ness, and then marries her himself despite
rivals. "Snappy" dialog, clever acting, amus-
ing situations.
A— Good of kind Y— Doubtful C — No
Bowery, The (Wallace Beery, Jackie Cooper)
(U. A. ) Repeats "The Champ" with tough
little boy idolizing tough big man. Some
human appeal and pathos, but chiefly saloon
brawls, fights, booze and vulgarity, with J. L.
Sullivan. Steve Brodie and Carrie Nation lug-
ged into cast. Overdone burlesque of Bowery
life in the '90's.
A— Hardly Y— Perhaps G— No
Broadway through a Keyhole (Constance
Cummings. Paul Kelly) (U. A.) Highly spiced,
cheaply sensational night-club stuff, with in-
credibly dangerous gangster turning incredibly
benevolent and turning over heroine he has
raised to fame to man she really loves. Much
heavy villainy and much glory to the gangster.
A — Depends on taste Y — Unwholesome C — No
Broadway to Hollywood (Alice Brady. Frank
Morgan) (MGM ) Well-acted, convincing pic-
ture of stage-life in best vaudeville traditions,
as lived by "the Hacketts" — father, mother.
son, grandson— with the sentiment, joys and
sorrows, struggles and triumphs. Young wife's
suicide and its causes quite unpleasant.
A — Good Y— Probably good
C — Good unless too mature
By Appointment Only (Lew Cody) (In-
vicible) Sentimental Cinderella theme seriously
done. Famous heart-specialist prefers charity
patients to rich ones despite ambitious fiancee.
His adopted daughter complicates things but
logical ending is attained. Quite human and
charming, but slow tempo and much dialog.
A— Good Y— Good C— Fair
Estimates are
given
for 3 groups
A-
-Intelligent Adult |
Y-
-Youth
(15-20
years)
C-
-Child
(under
15 years)
Bold face type
means *
recommended"
Charlie Chan's Greatest Case ( Warner Olandi
( Fox ) Better than average murder mystery
with Gland as the engaging Chinese detective
of many adages. Dark murders in Hawaii
cast suspicion on many, until Chan's clever-
ness pieces together evidence and reveals the
criminal. Chief fault, too complex a plot.
A— Gcod Y— Good C— Fair
Damaged Lives (Weldon Pictures Prod, for
A. S. H. A. ) Effective dramatic presentation
of social disease problem, sponsored by Ameri-
can Social Hygiene Association. Delicate theme
handled with skill. Well produced, acted and
staged. Human and appealing story dealing
with lives of two cultured young people.
A — Worth seeing Y — Probably good
C — Beyond them
Devil's Mate. The (Peggy Shannon, Preston
Foster) (Monogram) Murderer, facing ■'lectric
chair, is about to give name of accomplice
when he is mysteriously killed by a pcison
dart. Unraveling of mystery provides novelty,
suspense and thrills, with natural ending.
A— Fair Y— Fair C— Better not
Dinner at Eight (All Star cast) (MGM) Pre-
tentious array of many starp in series of epi-
sodes connected only by liaisons and thread of
plot. Some fine work by Dressier, Burke,
Barrymores, Lowe and Tracy, with obvious,
sure-fire roles for Harlow and Beery. Social
comedy of little significance or dramatic value.
A— Fair Y— Better not C— No
Ever in My Heart (Barbara Stanwyck, Otto
Kruger) i Warner) Bitter racial hatred at out-
break of war cruelly affects loyal German-
American citizen and fine American wife.
Crushed, defeated, he turns German spy, meets
wife serving in canteen who bravely meets
situation. Poignant drama, finely acted and
produced, but psychology debatable.
A — Fine of kind Y — Very mature
C — Too mature
Kennel Murder Case, The (William Powell,
Mary Astor) (Warner) The Van Dine detec-
tive character smoothly played by Powell as
Philo Vance has two crimes to solve in this
absorbing murder mystery. Natural acting
and clever plot, not too involved, differing
somewhat from original story. Suspense well
maintained.
A— Good of kind Y— Good C~Perhaps
Life in the Raw (George O'Brien, Greta
Nissen ) (Fox) Another Zane Grey western,
only semi-gangster atmosphere, about East-
erner going west to run ranch under exciting
difficulties. More or less healthy thrills, with
sympathy rightly placed and honesty tri-
umphant. Probably better than average western.
A — Hardly Y — Harmless C — Perhaps
Mad Game, The (Spencer Tracy, Claire
Trevor) (Fox) Sensational, lurid, improbable
tale of all-powerful beer-baron a la Capone.
jailed, while his rival turns kidnapper. Dis-
guised by facial operation, hero is paroled to
track down arch-kidnapper. Succeeds and
dies. Low characters well acted. Sympathy
entirely on side of law.
A— Fair Y— Perhaps C— No
Meet the Baron (Jack Pearl, Jimmy Durante)
(MGM 1 The "Baron Munchausen" makes vis-
ible his radio antics in feeble story of much
nonsense, a little vulgarity, and some laugh.s
over Durante's overacting. Zasu Pitts' intelli-
gent play of imbecilic comedy, and a fine bit
by Edna May Oliver. For those who laugh easily.
A — Mediocre Y — Probably amusing
C— Not for them
My Woman ( Helen Twelvetrees. Victor
Jory) (Columbia) Ups and downs of man and
wife in "big time" radio. Hero, a conceited
know-it-all, is lifte<l to success by faithful
i\'ife, then, addled by success, drinks himself
to failure. P'orced and unnatural situations
despite some good acting.
A — Mediocre Y^Poor C- — Worthless
Police Call (Nick Stuart. Merna Kennedy)
( May fair) Stupid "thriller" about prize-fight
champion who wants to be an archaeologist,
but trouble with racketeers sends him to scien-
tific treasure-hunting in Guatemala and rather
absurd love affair. Typical hash, made in &
hurry, poorly acted, deceptively titled.
A— Stupid Y— Trash C— No
Quatorze Juillet (Foreign cast) (Directed by
Rene Clair) French dialogue film with slen-
der plot, dealing with joys and sorrows of
life in the Bohemian ciuarter of Paris. Keen
wit and clever, inspired direction holds in-
terest to the end. Particularly interesting to
students of drama and the screen.
A—Good of kind Y— Perhaps C— No
Saturday's Millions (Robert Young. Leila
Hyams ) ( Universal i Routine football story,
but with cynical hero who is utterly com-
mercial in his attitude, disloyal to best college
ideals, with booze and a mistress for his
pastimes. He gamely gives his all to win but
total effect of picture unsatisfying and un-
convincing.
A — Mediocre Y — Mediocre C — Hardly
Sleepless Nights (Stanley Lupino) (Reming-
ton Pictures) Light and inoffensive musical
bedroom-farce, made in England. Chief in-
terest is Lupino's clever performance, which
includes some good dancing and singing. Story
thin and monotonous, romantic complications
caused by mistaking hero and heroine for
newiyweds.
A — Hardly Y— Harmless C — No interest
S. O. S. Iceberg ( Rod LaRocque and foreign
cast) (Universal ) Grim, vivid, somewhat de-
pressing story of Arctic exploration, with
some incredible heroics and strained proba-
bility. But notable for its extraordinary pho-
tography of frozen Greenland waste, life
there, and with thrilling shots of icebergs
from birth to breakup.
A — Fine of Kind Y — Very good
C — Probably good
Stage Mother (Alice Brady, Franchot Tone)
( MGM I Devoted stage-mother, insisting on
daughter's career, nearly wrecks her happi-
ness. Brady interesting, but unsympathetic as
uncultured mother crashing through harsh op-
position. Appealing at times but story moves
slowly and has one objectionable situation.
A— Good of kind Y— Doubtful C — No
Tarzan the Fearless (Buster Crabbei (Prin-
cipal) First 4 episodes of above-average serial
of Tarzan's jungle encounter with heroine
seeking lost father, both of whom he rescues
often. Some good photography, variety of
action, much of Crabbe's physique, but medi-
ocre acting and plot very long drawn out.
A— Depends on taste Y — Good
C — Good but exciting
To the Last Man ( Randolph Scott, Esther
Ralston ( ( Paramount) Bloodthirsty feud in
Kentucky transfers to California and becomes
still more violent till both families are wholly
wiped out, save boy of one and girl of the
other — hence, romance. Incessant killings, with
extreme cruelty and intense hates.
A— Hardly Y— No C— No
Way to Love, The (Maurice Chevalier)
( Paramount) Chevalier again at his best in
mQod of "Innocents of Paris." Projects his
finest qualities in fascinating array, as Fran-
cois, the singing yet serious lad with the one
burning ambition to become a guide to Paris.
Ann Dvorak seconds him most charmingly.
A — Delightful Y — Entertaining
C — Mostly good
November, 1933
Page 257
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
Diractor, Scarborough
School.
Scarborough-on-Hudion, N. Y.
Correlating Radio and Slides
Before the N'ational Education Association meeting
last June in Chicago, Miss S. Naomi Anderson, Field
Supervisor, Visual Instruction. Chicago Public
Schools, gave a class room demonstration of teaching
a geography lesson by radio and stereopticon slides,
as practiced in Chicago. Her subject was "Russia.
The l^nd and the People."
A teacher and her pupils were on the platform, be-
fore the audience. One of her pupils liad a stereopti-
con, or lantern, ready for use. He had the stereop-
ticon slides, or pictures to be studied in this lesson,
ready to screen as asked for during the radio talk.
The reason for giving an approach to a unit of
study is primarily to build up an adetiuate apperceptive
mass as a foundation for learning and to motivate
learning. Presumably, sixth grade pupils know little
about foreign lands. Through the study of pictures
they may secure such vicarious experiences as are
necessary for developing desirable understandings.
Pertinent questions about pictures create a desire to
learn. The pupils may listen to a scheduled radio talk
which is illustrated by stereopticon slides.
Miss -Anderson then gave to the audience the sup-
po.sed "radio talk" about as follows, while the class
followed intently with the appropriate pictures before
them.
"Good Afternoon!
"Most of us have been reading bits of news here
and there about Russia, but it seems so strange. The
|)eo])lc have a new government, not at all like our
government. The country is so large that we learn
about regions of hot and cold lands, dry and moist
lands, and mountainous and flat lands. Well, boys
and girls, none of us knows everything Russia. We
are all trying to learn more about the land, and par-
ticularly about the people. One well-known Russian
has visited Chicago many times. He is Feodar Chalia-
pin, a singer of high rank. Perhaps some of you
have heard him sing here either in Grand Opera or
in concert. He is living and is still singing. Let us
listen to a phonograph record. Chaliapin singing "Song
of the Viking Guest". .V Russian singing Russian
music.
(Music)
"While we are studying Russia, let us remember
that this country has produced great artists such as
Chaliapin. The other day I visited a Russian restau-
rant here in Chicago. The host or manager was a
large man dres.sed in a red suit. His trousers were
short, full knickers, his coat was fitted around his
waist, and he wore a wide black leather belt. His
boots were black leather too, something like those
boots our western cowboys wear. His face was almost
covered with a heavy black beard. He was a young
man. I asked him why he dressed as he did, and he
told me that he wanted everything about his restaurant
to look as nearly like old Russia as j)ossible. He said
that his father had belonged to a Cossack tribe that
once lived in the mountains. You know the Cossacks
were and are skilled horseman.
"Our restaurant host had his clothes made like those
his father had worn. Let us look at a picture of an
old Russian village.
Slide No. 1
"This is not the home of one family. It is a village,
the home of several families. Perhaps as many people
live in these mountain homes as there are pupils in
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Page 258
The Educational Screen
For Teachers
of Ancient History, Latin,
Art and Social Science
An outstanding achievement in
illustrative teaching material
Model of typical
Pompeian house
reconstructed b y
the University
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Architecturally and historically accurate in every de-
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most famous Pompeian floor mosaics and wall paintings.
Offered to schools at cost — $9.50
ORDER FROM
Curator of Public Relations, Dept. E
The University Museum
University of Pennsylvania, Philadelphia, Pa.
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There is joy In making good photographs . . .
Read how others do It. Subscribe to that beau-
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A 6 -reel feature of
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Recommended by the
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"Well-chosen news-reel shots from career
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Also
The screen story of Franklin Delano Roose-
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"The Voice of the Vatican"
A one-reel, sound-on-disc, picture sho^wing
the high lights of Vatican City, scenes of
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The lighting of St. Peter's Cathedral is
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Write for information
Non-Theatrical Department, Bureau S
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November, 193 3
Page 259
two rooms of your school. Is there much land between
these huts and the mountains? Could we travel
([uickly through this couiUry ? We should have to go
horsfi)ack as the Cossack tribesmen do.
Slide No. 2
"A town is built along the nneii)er River. Many
more jK-'ople live here tlum in the mountain village.
Could we travel quickly through this country?
Slide No. 3
"This woman works in the mines. Does she think
she can do her work well? Is she proud of her job?
She earns just as much money as her husband or
brother can earn for doing the same work. She is the
mother of children, too. Who takes care of the chil-
dren while the mothers are working in the mines or
the mills or on the farms? The next ])icture will tell
you.
Slide No. 4
"Here they are! Do they seem to be in good care?
ICach morning before a mother goes to work she leaves
her children here in the day nursery. This is their
school. At noon their teachers serve them lunch. Is
it a picnic feast with more food than they can eat?
Do they look happy? \\'ould you rather eat here or
at home?
Slide No. 5
"This apartment building looks much like some here
in Chicago. Some common houses like this one are
built in the city for city workers and some are built
in the country for farmers. Many, many families live
in OIK- building, sometimes four or five in only one
small room. There are not enough homes for every
one. Let us lotjk again at our picture of the moun-
tain village.
Slides Nos. 1 and 5 are sereened alternately
■'Roth houses are crowded with people. In which
would you rather live?
Slide No. 6
"If we were inside this apartment building, we
might see a stairway like this one. It is wide.
Many people climb up and down it during the day.
We said, a moment ago, that those communal
houses were crowded, — several people living in one
room. The building is four or five stories high, and
there are no elevators, therefore, the stairway mu>t
be wide enough to allow all of the people who live
there to go to their apartments. Notice that very
little material, I believe it is steel, is used for the
railing, just enough to make it a protection.
Slide No. 7
"What can this building be? Here we see larger
windows than those in the apartment building. Do
you think that rooms with such large windows
would be small rooms? No. The rooms are very
large. All the food for the whole community is
I>repared here. People do not cook at home at all.
There are no kitchens in these new Russian homes.
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H RADIO MATS 1
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LEICA--The Choice of
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--therefore the most
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For educational use
Experienced profenaionals reitard the LEICA
as a marvel of scientific precision. Yet it
is a camera that anybody can use and Bet
perfect results. Its 11 interchanneable
lenses, includine telephoto. wide angle, speed
lenses and others, make it the most versa-
tile camera ever offered. There are als."
available over 300 accessories, which con-
vert the LEICA to meet any photographic
need. Among these are a focusing copy
attachment ; stereo attachment ; enlarging
and projecting apparatus and others. The
LEICA Camera has a built-in range finder
to secure correct focus for every picture.
It gives up to 36 sharp negatives from a
single roll of cinema film. Beautiful en-
largements up to 12 X 18 inches and more.
Fits the pocket, fast and easy to operate.
Write for new edition of free illustrated
booklet "Why LEICA?" giving full infor-
mation about the LEICA Camera and
listing over 300 I^eica products.
^ E. LEITZ. Inc.. Dept. 394
60 E. lOth ST. — NEW YORK, N.Y.
U'ni. .1. K<ibin*on
WILKIN8
The LEICA Camera
was used on Sir Hu-
bert Wilkins" Arctic
SubmarineExpedition.
GOULD
Dr. Lawrence M.
Gould, geologist, sec-
ond in command of
the Byrd Antarctic ex-
pedition, used LEICA
continually under ex-
trenit IV adverse condi-
tions in the South Pole.
McKINLEY
LEICA was the only
miniature camera to
fly over the South
Pole. Capt. A. C. Mc-
Kinley. official Aerial
Photographer. Byrd
Antarctic Expedition,
wrote: "I found it a
very rugged and
accurate instrument:
withstood rigors of
the Antarctic."
McMILLAK
Com. Donald B. Mc-
Millan, aerial explor-
er. use<l LEICA for hfa
aerial survey along
the Labrador Coast.
ROBINSON
The LEICA was used
by William S. Robin-
son, writer, adven-
turer, who sailed the
seas for three and a
half years in a S2-foot
boat, the "Swap" : the
smallest craft that has
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POST
Wiley Post used the
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Page 260
The Educational Screen
They may make a little tea in a samovar, but they
do not bake their black bread or make their soup
at home. Cooked food is all prepared in these large
factory kitchens.
Slide No. 8
"Near the city of Moscow, we should see most
of their workers spending their evenings in clul)
rooms like this one. Their homes are just places
to sleep, and so they gather in these club houses
to study and to enjoy themselves.
Slide No. 9
"What is happening? These Russian people are
talking earnestly about something. The woman in
the center is trying to answer questions. Some of
her listeners believe she is telling the truth. Some
of the other listeners do not believe she is telling
the truth. \\'hich woman seems afraid? One seems
to be thinking, "Ah, I told you so." The greatest
crime that can be committeed in Russia is any ac-
tion or talk against the government. The govern-
ment has spies all over the country who pry into
citizens' affairs. Here we can see that some cit-
izen, or comrade as he is called in Russia, has done
or said something which the government does not
like. Our picture shows a trial scene. The guilty
Followins the Demand for More
Accurate and Better Prepared
Historical Visual Aid Material
THESE PHOTOGRAPHIC SETS
FOR CLASSROOM USE
were selected and prepared from historical motion picture "stills"
and edited for visual aids by historians and an advisory Board of
Directors of Visual Education.
The following six sets are now available:
PILGRIMS AMERICAN REVOLUTION AND OR-
WESTV/ARD MOVEMENT GANIZATION OF GOVERNMENT
CIVIL WAR PERIOD FEUDAL LIFE FROM ROBINHOOD
ROMAN LIFE
Each group contains about 15 8x10 photographs dry mounted 9I/4XI I,
boxed, with introduction and full descriptive text on each picture.
The material offered is of hi.storical accuracy and high photographic
quality and is made available by us through the exclusive co-operation
and courtesy of the Motion Picture Producers and Distributors of
America. Inc.
Write for prices and descriptive folder to:
Educational Research Studies, Ltd.
5537 HOLLYWOOD BLVD.
HOLLYWOOD. CALIF.
persons must change their ways. Do you think
the woman in the center can change her ways
quickly?
Slide No. 10
"This little boy can learn quickly. He can under-
stand what Russia's new government asks him to do
He has been working in the fields and has stopped to
laugh with the photographer. Yes, he works. He
cannot go to school all day and then play the rest of
the day as American children do. He works and then
goes to school. Do you think lie is happy? Does he
look healthy?
Slide No. 1 1
"We see Russian soldiers ])arading in a public
square, Moscow. There are many, many people in
Russia. Here is just a small part of the large army.
In order to make the Russian people do what the gov-
ernment thinks is best for them, this powerful armv
is ready for duty at all times."
Following such a radio talk, as an a])proach to the
study of Russia, the pupils are provided with mimeo-
graphed copies of the complete assignment for the
unit which includes a series of questions and refer-
ences for directing the pupils' later study.
Illustrative Teaching Aids
Teachers who wish to motivate their lessons with
inexpensive illustrative teaching aids should know
about the Foreign Correspondence Club called The
International Legion. The object of this club, which
has over 24,000 members, is to promote the collecting
of souvenir post cards, stamps, coins, curios, etc, by
publishing the names and addresses of reliable col-
lectors in all parts of the world who are members of
this Society and will exchange with the other mem-
bers. This exchange of visual material contributes
effectively to the illustrated study of the geography,
history, languages and customs of the universe. Mem-
bership also includes "The International Post," the
bi-monthly official magazine of the Correspondence
Club.
One member, Wade Cudeback of Conneaut, Ohio,
writes that since joining the club he has "collected
view cards from 59 different countries of the world;
besides securing products, as cane from Porto Rico,
coins, flags, newspapers, curios, descriptive pamphlets
telling about foreign countries and cities, and items
of unusual interest. Through the use of these aids I
have succeeded in making my Geograjjhy classes more
interesting. It is more impressive to the pupils to
have picture study of the various places studied in the
lesson or to see things about which they are reading
or discussing in class."
Mr. Cudeback will be very glad to provide further
data regarding membership to those interested.
Novenib«r, 1953
Page 261
BARGAINS Ml
WRITE
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UNIVERSAL
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Equipment Includes:
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No Visual Program
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A Prominent Director of Visual Instruction
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aids, as have your pupil-made lantern slide
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CIRCULARS OR SAMPLES SENT ON REQUEST
Keystone View
Company
MEADVILLE. PENNA.
Page 262
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
are free to tell their story in their oivn 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.
Bell & Howell Camera for Expedition
Sir Hubert Wilkins, noted explorer and scientist,
has had the Bell & Howell Company, Chicago, pre-
pare a movie camera for the purpose of making a
continuous map of the regions to be traversed on
a 3,000 mile airplane dash soon to be made across
the south polar cap and return, passing directly
over the South Pole. Single pictures will be taken
automatically from the air at intervals of approxi-
mately six seconds. These pictures will be later
assembled into one of the most perfect map records
ever made at either pole.
Aerial mapping photos of Arctic regions have
been made before, but the film generally has been
at least nine inches wide, and it has not been feasi-
ble to carry sufficient film to take enough pictures
to make a continuous map covering an extended
path of flight, apart from the fact that cameras big
enough to accommodate the large size mapping
film are cumbersome and heavy.
The movie camera prepared for Sir Hubert, com-
plete with film magazine, electric motor, and suf-
ficient film, will weigh scarcely twenty pounds.
The film itself will be 35 mm. and this will be the
first time that this size film has been used for such
mapping purposes. Pictures made on 9-inch film
are seven inches deep ; and 100 feet of this film, for
example, would take only about 170 pictures,
whereas 170 pictures will require only about 10 feet
of the 35 mm. film.
Sunny Schick Announces New 16 mm.
Film Laboratory
Sunny Schick, motion picture equipment broker and
owner of the Atlas Film Company, announces the
opening of their new DuPont Film Laboratories which
will occupy new quarters in their newly constructed
building at 401 W. Washington Blvd., Fort Wayne,
Indiana.
The plant is of the latest type in construction and
its capacity is the developing of 500 rolls of movie
film per month. The plant is fully equipped to handle
reversing process of film as well as duplicate print-
ing and enlarging. Also the development of Leica
and Contax strip film and the printing of same. Mr.
Schick announces that it is one of the finest plants in
the middle west. All motion picture film sent into
the plant will be developed and shipped out the same
day, giving people in this section two day service.
Mr. R. D. Kimmel. formerly of Des Moines, Iowa,
is in charge of the .\tlas Film Company plant as
supervisor.
Historical Study Units
The constructive work being done by Educational
Research Studies of Hollywood in selecting fine "stills"
from the vast collection amassed in connection with
various movie productions of the past dozen years or
more, and in organizing them for teaching purposes,
has been described before in our pages.
This series of "Photographic Historical Study
Units" should prove exceedingly valuable teaching ma-
terial. Each unit consists of a minimum of 15 pic-
tures, painstakingly selected from hundreds of photo-
graphs with two specific ends in mind — namely ( 1 ) to
supply the maximum of informative content possible
in this number of views, and (2) to insure the most
perfect continuity possible. Each unit is accompanied
with a concise introduction necessary to lay the proper
background, with a text under each picture to ac-
centuate details, broaden meaning, and correlate the
picture with the others in the unit — and with a question
guide designed to aid the teacher in bringing out a live
and full discussion by the class. Sample questions
from the guide on the two pictures reproduced here
are as follows :
The Pilgrims
Locate those representing Elder Hrewster, Miles Standisli
and John Alden.
Where did the Naragansett tribe live?
Why should the red man and the white man have been
enemies almost from the start?
November, 193 3
Page 263
Feudal Life from Robin Hood
Why arc the devices on the two warriors at the right the
same ?
Why are the hands of metal worn around the wrist ?
Do you think the fighter at the left was expecting his guests?
How have the soldiers gained entrance to the room?
These pictures are sold in units only, not as sepa-
rate iiictures. for the sound and simple reason that
the aim is to teach a subject, not a scene. Says the
company :
"These units were prejjared to visualize the fact
that life is a series of experiences each of which is a
cause or an effect of one of the others. Therefore,
we have grouped and prepared them so that the dra-
matic significance of the period would spring to life
and the student or casual reader could enter into these
people's daily lives and gain a balanced visual under-
standing of how they acted and why they succeeded
or failed.
"Heretofore, only a few more or less unrelated re-
productions of paintings or sketches were available to
use as textbook illustrations, loose library pictures or
as visual aids in the teaching of a dramatic historical
]>eriod. .-Ml that the teacher or the author could hoiie
to do was to bring out one or two highlights and often
in so doing, the student or the casual reader was given
an unbalanced idea of what took place. The impres-
sion made by such pictures focused thoughts upon a
few scattered incidents and excluded a broad and com-
prehensive view of the subject.
"We frankly believe that one of the reasons why
historical classroom and library pictures have not
heretofore been more widely used is the fact that this
continuity was impossible, while in our study units
we have overcome this difficulty and correlated the
whole series to be of real assistance to the history
teacher and to supplement vividly the project method
of teaching social subjects outlined by the best modem
textbooks."
Government Buys Animatophones
The United States Government has purchased
100 Victor sound-on-film Animatophones of the
Model 12B type for use in training workers in the
1440 Conservation Camps located in every state of
the Union except Delaware.
Working efficiency has perhaps constituted one
of the greatest problems at the C. C. Camps, the
average peak of working efficiency so far attained
being only about 50%. The Department of For-
estry has definitely shown that this deficit in effi-
ciency can only be corrected by teaching the re-
forestation ariTiy the things it does not now know
about forestry, soil erosion, fire prevention, road
building, etc. It is understood that one of the first
recommendations of the Forest Service was that
the Department of Agriculture's fifty or sixty for-
estry and agricultural films be utilized in properly
training C. C. C. for its work.
Inasmuch as the films to be used for this purpose
were already in existence, projection equipment
offered the greatest problem in connection with ac-
tual application. Quite a number of the available
films are without sound and, although sound is be-
ing recorded as rapidly as possible for these sub-
jects, provision had to be made for silent as well
as sound projection. It was necessary, also, that
the equipment be easily portable and adaptable to
a variety of operating conditions, as each projector
will be constantly moved around a circuit com-
prised of about 14 camps. Economy of cost and
upkeep was another factor of major importance.
Elmer Pearson Joins DeVry Staff
Elmer Pearson, former Vice-President and Gen-
eral Manager of Pathe Exchange, Inc., has become
the new General Manager of Herman A. DeVry,
Inc., the well known manufacturer of portable
sound projectors and cameras.
Herman A. DeVry purchased the QRS-DeVry
organization last fall. Most of the smaller movie
projectors and cameras of that organization, in the
low price field have been dropped, and the new
firm concentrated on high quality sound projectors
and cameras.
Pathe was one of the leaders among theatrical
organizations, in establishing a non-theatrical de-
partment, and Mr. Pearson will bring to his new
position a wealth of experience in that field. The
new connection brings together two of the really
constructive pioneers in the movie industry, and
should be productive of important results.
Mr. Pearson's first campaign will be the launch-
ing of the new DeVry Straight Feed Portable
Sound Projector, the DeVry Double and Single
Recording Camera, and the coming DeVry 16 mm.
Sound Unit, which he regards as a distinct advance
in 16 mm. sound achievement.
Page 264
The Educational Screen
HERE THEY ARE!
A Trade Directory for the Visual Field
FILMS
Arnold Audio Associates (5)
11 W. 42nd St., New York City
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
Cinecraft Co. (4)
80 Boylston St., Boston, Mass.
(See advertisement on page 259)
Eastman Kodak Co. (4)
Rochester, N. Y.
(See advertisement on outside back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
(See advertisement on inside back cover)
Edited Pictures System, Inc. (1, 4)
330 W. 42nd St., New York City
Ideal Pictures Corp. (1, 4)
30 E. Eighth St., Chicago, 111.
Modern Woodmen of America (3, 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.
United Projector and Films Corp. (1, 4)
228 Franklin St., Buffalo, N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave., New York City
(See advertisement on page 258)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
Williams, Brown 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. LaSalle St., Chicago, 111.
MOTION PICTURE
MACHINES and SUPPLIES
Bell & Howell Co. (6)
1815 Larchmont Ave., Chicago, 111.
(See advertisement on page 238)
Eastman Kodak Co. (4)
Rochester, N. Y.
(S'.e advertisement on outside back cover)
Edited Pictures System, Inc. (1)
330 W. 42nd St., New York City
Herman A. DeVry, Inc. (3, 4)
1111 Center St., Chicago
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
International Projector Corp. (3, 6)
90 Gold St., New York City
(See advertisement on inside front cover)
Motion Picture Accessories Co. (3, 6)
43-47 W. 24th St., New York City
Regina Photo Supply Ltd. (3, 6)
1924 Rose St., Regina, Sask.
Sunny Schick (4)
Fort Wayne, Ind.
(See advertisement on page 261)
United Projector and Film Corp. (3, 4)
228 Franklin St., Buffalo, N. Y.
Universal Sound System, Inc. (2)
10th & Allegheny Sts., Philadelphia,
Pa.
(See advertisement on page 261)
Victor Animatograph Corp. (6)
Davenport, Iowa
Visomatic Systems, Inc. (2)
292 Madison Ave., New York City
(See advertisement on pages 250-1)
Weber Machine Corp. (2)
59 Rutter St., Rochester, N. Y.
(See advertisement on page 257)
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
PHOTOGRAPHS and PRINTS
Educational Research Studies, Ltd.
5537 Hollywood Blvd., Hollywood,
Cal.
(See advertisement on page 260)
William Thompson
Malden-on-Hudson, N. Y.
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave., Chicago
(See advertisement on page 237)
Motion Picture Accessories Co.
43-47 W. 24th St., New York City
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.
330 W. 42nd St., New York City
Ideal Pictures Corp.
26 E. Eighth St., Chicago, 111.
Keystone View Co.
Meadville, Pa.
(See advertisement on page 261)
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on page 259)
Society for Visual Education
327 S. LaSalle St., Chicago, 111.
Spencer Lens Co.
19 Doat St.. Buffalo, N. Y.
(See advertisement on page 237)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Browne and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Herman A. DeVry, Inc.
1111 Center St., Chicago
Keystone View Co.
Meadville, Pa.
(See advertisement on page 261)
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester. N. Y.
E. Leitz, Inc.
60 E. 10th St., New York City
(See advertisement on page 259)
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.
(See advertisement on page 237)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia, Pa.
REFERENCE NUMBERS
(1) indicates firm supplies
35 mm.
silent.
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silent.
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(6) indicates firm supplies
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sound and silent.
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A Community Asset With a Top Service
^]^ at a Bottom Cost
Visual Experience and Social Prosress
The Educational Film Program oi the U.S.S.R.
Anticipation— Service for Christmas
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Page 265
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Page 266
The Educational Screen
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Page 267
Educational Screen
Combined with
Visual Instruction News
DECEMBER, 1933
VOLUME XII NUMBER 10
CONTENTS
THE EDUCATIONAL SCREEN, Inc.
DIRECTORATE AND STAFF
HarbeH E. SUught, Pros. Dudley G. Hays
Fradarick J. Lane, Trees. Sfanley R. Greene
Nalton L Greene, Editor Joseph J. Weber
Ellsworth C. Dent, Manager R. F. H. Johnson
Evelyn J. Baker Marion p. Lanphier
Josephine Hoffman F. Dean McClusky
OHo M. Forkart Stella Evelyn Myers
Editorial 268
A Community Asset with a Top Service at a
Bottom Cost, Beula Mary Wadsworth 269
Visual Experience and Social Progress.
Albert E. Osborne. 272
The Educational Film Program of the U. S. S. R.
Claire Zyve 277
Film Production Activities 278
News and Notes.' Conducted by Josephine Hoffman 279
The Film Estimates 280
Among the Magazines and Books.
Conducted by Marion F. Lanphier 28!
The Church Field. Conducted by R. F. H. Johnson 282
School Department.
Conducted by Dr. F. Dean McClusky. 284
Among the Producers 288
Here They Are! A Trade Directory for the Visual Field ...289
Index to Volume XII 290
Contents of previous issues listed !n Education Index.
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 Matfer. Copyright, December, 1933, by the Edu-
cational Screen, Inc. Published every month eicept July and August.
$2.00 a Year (Canada, $2.75; Foreign. )3.00) Single Copies, 25 cH.
Page 268
The Educational Screen
EDITORIAL
Museums and Photosraphy
WE WERE wondering, in the last issue, why
museums are content to exercise only an
infinitesimal part of their potential influence ;
why such huge investments should be allowed to realize
but a fraction of one percent in value to the public for
which they were made ; why these stately edifices, with
their priceless contents, should be let stand year after
year in semi-stagnant isolation, satisfied with the meagre
figures from their turnstiles as an index of their
achievement.
W'e hasten to admit the fact that not a few museums
have long since recognized this danger of sterility and
have gone to great efi^ort and expense to avert it.
The efYort usually takes the form of circulating-unit-
cases carrying actual objects in their settings, collec-
tions of sample stuflfs, sequential arrangements of
process-materials, topical groupings of manufactured
products, etc. (In this issue we present Miss Wads-
worth's interesting account of the activities and achieve-
ments of one American museum which is small but
outstanding in worth to its community. We suspect
that the Kalamazoo museum belongs in the front rank
for magnitude of service rendered in proportion to
parvitude of resources available.) The unit-case is
valuable when any one sees it. Its costly weaknesses
are getting it built, getting it moved, and getting it seen.
A museum exhibit is worthless except when human
eyes are looking at it. The degree of its worth de-
pends upon the minutes or hours it is looked at by
those eyes. Now what is the fate of the unit-case in
schools? In a pitifully large majority of schools so
served the case means little. Where to put it is a
problem, customarily solved by placing it in some cor-
ridor more or less dark, at a point where it will be least
in the way during change of classes. The average
pupil's chief concern is not to bump into in going by.
A few look at its contents a moment or two, the day it
arrives, and merely dodge it the rest of the two weeks.
Occasional schools have a teacher sufficiently alert and
conscientious to take her class once to the case for
thoughtful viewing and discussion, when those students
near enough to see gain real value. A specialist in
decimal statistics might determine the coefficient of
efficiency of such a case in its round of the schools.
Assuming, however, adequate viewing of the ex-
hibit, consider just what these unit-cases do. They
aim to duplicate the object as it stands in the museum
for use at a di.stance. A most worthy aim. Nothing
can equal "the object itself" for educational purposes.
But the su])renie argument for "the object itself" is
that it permits the play of all the senses, and "we learn
through all our senses, not through any one alone."
Quite true! Yet the object, as displayed in the mu-
seum or in the unit-case, is carefully and necessarily
guarded against the operation of any sense save vision.
Inaccessible position, guard rails, or enclosing glass
ensure that the public shall not touch, taste, smell or
hear. It can only see. Further, it can see from one
side only, for the o]iaque sides and back of cases
and cabinets assure this limitation of view. The same
exclusive appeal to vision, the same limited viewpoint,
spell "picture". If vision is the only sense that can act
upon museum objects, why all the costly procedure of
transporting objects hither and yon? Why not a per-
fect picture of that object — a picture costing cents
instead of dollars for production, duplication, trans-
portation and replacement?
Tradition is an excellent asset, rightly used. It
should serve as the one sound standard whereby to
test and select the new, not as a fornuila to embalm and
eternalize the old. The museum tradition is venerable
and deserves the authority it wields. For twenty odd
centuries — from Alexandria to America — there was
no chance or reason for the museum to change policy
or method. "Gather things, anchor them, and let who
will come and see." But from 1833 to 1933, one brief
rich century, certain things happened of which the
museum world is still too blissfully unappreciative.
Photography was born with the daguerreotype, and
there followed the transparent negative, the paper print,
the stereograph, the lantern slide, film and the motion
picture, silent, in color, in sound.
Photography is ready and waiting, with all its forms
and subtleties, to end the isolation of museums. The
picture, the right kind for the specific object, can carry
the museum's treasures abroad safely, cheajjly, accu-
rately. It can move the mountain to Mahomet, where
ever Mahomet may be. A museum now doing sporadic
circulation of cumbrous objects can saturate with serv-
ice its comnumity, its State, and forty-seven other States
with the money now used in laboriously building and
carting around a few costly unit-cases to local schools.
Once photogra])hy has been harnessed for the pur-
l)ose, museums will be emancipated from present handi-
caps. They can broadcast all their possessions. But a
fraction of their exhibits are adaptable to unit-cases.
Most of them are too large, too small, too rare to be
risked in transportation. But no group can be too large,
no fabric too delicate, no exhibit too costly for pic-
torial distribution. Difficulties of cost, once prohibi-
tive become meaningless. With modern camera equip-
ment a few cents makes the perfect negative, a few
more the print or slide ; a few dollars make duplicates
by hundreds, and transportation is a matter of penny
postage. Result? The original objects stay safely in
the museum, but the whole collection can be laid under
the eyes of millions, in homes or in schools, to be
scanned and studied as long and as often as the spirit
or the teacher moves. When museums accept what
photography offers them they can take their normal
place at the head of the visual education movement.
Nelson L, Greene.
December, 1933
Page 269
A Community Asset With a
at a Bottom Cost
Tl 1 E increasing adult demand in addition to that
of tlic schools during the current financial de-
pression upon the infinite educational resources
to he had free for the asking in lihraries, museums,
and art galleries in our American cities is constituting
a challenge to those institutions to expand ade<|uately
their facilities with o f t e n diminishing budgets.
Moreover, participants in agencies for education in-
cluding stu<iv cluhs and evening schools more and
more are denianding personal use of visual material
as educational adjuncts; in other words, they want not
only the ])rivilege of viewing exhibits at the art gal-
lery, nniseum, or library, they want to borrow exhibits
as they borrow books.
.\ public library in a city of 62,000 population which
at a bottom cost has achieved the largest circulation of
mounted pictures yxr capita in the United States — the
United States leading in this respect, the above means
the largest in the world — and also circulates a[)proxi-
niately 288,000 objects a year has a story which should
be regarded as significant of trends, and certainly sug-
gestive as to methods, in the field of both adult and
preadult education on a restricted material basis.
Some years ago, a few months apart, two new de-
partments were born to the I'ublic Library of Kala-
mazoo, Michigan. In function they were from the be-
ginning like twins, for both were conceived for the
work of visual education — (jne, illustrative, called the
Art Department ; the other, objective, termed the Mu-
seum. The Art Department had its beginning when
it was set apart from the general service by collecting
as its primary basis all the art books in a separate
room. A hoarded collection of unorganized pictures
was originally a secondary attribute; but because pic-
tures, posters, lantern slides, and films were eventual-
ly organized as visual aids, the loans of this material,
particularly of its 50,000 mounted pictures, exceeded
in numbers the loans of art b<K)ks.
.\s for the origin of the Museum, I recall long ago
observing a musty, dusty remnant of what once was
somebody's pet collection of stuffed birds, Indian rel-
ics, hair wreaths, and what not, dating lack to the
eighties, displayed in a dark and seldom visited base-
ment of the main library building. Therefore, I can
appreciate somewhat the contrast of this unusable
nucleus to the present remarkable circulating collec-
tion of 600 exhibits averaging fourteen objects to each
exhibit and including a total of about 8,400 objects.
Added to this circulating collection, the Museum, now
known as the Kalamazoo Museum and Art Institute,
owns permanent collections in art, archeology, history.
Top Service
BEULA MARY WADSWORTH
and science ; docent service is maintained, travelling
art exhibits are shown, and classes in art instruction
for both children and adults are sponsored. Quite full
grown, these twins.
In very few instances is a public library under the
administration of the Board of Education. However,
this plan being extant in Kalamazoo, with the Museum
functioning under the library, the Museum is placed
in the unicjue position of serving visual education pur-
poses rather than the usual purposes of display. It
does this because the vision of those carrying on the
work of the librarj' saw this possibility. Moreover,
because the library with its seriously limited resources
of money and space can emphasize the visual educa-
tion of a museum more successfully than it can the
usual disj)lays which cost an enormous amount of
money and require an appalling amount of space.
Furthermore, the efTort to supply visual education ma-
terials has seemed to fill a "long felt want." This
unique position may or may not succeed everywhere.
Where a personnel is so constituted that there is not
an over-abundance of the lubricant of harmony, it
probably would not succeed unless the museum was
independent of the library supervision; conversely, it
has been successful in Kalamazoo because of the ideal
coordination of the entire personnel.
In the first place. Flora B. Roberts, Librarian, with
keen wisdom and foresight recognized in two women
fine literary and artistic backgrounds and inborn facul-
ties for detail, organization, and initiative. One, Eliza-
beth Barnard, then on her staff, was selected for Chief
of tlie Art Department at its inception ; and the other,
Mrs. Mary E. Palmer, Miss Barnard's sister and at
first her assistant, has become Curator of the Kala-
mazoo Museum and Art Institute. The two women
though not twins by birth, are like twins in their
charming i^ersonal relationship and in the harmonious
dove-tailing of the work of their respective depart-
ments. Incidentally, the Art Department of the Li-
brary and the Museum and Art Institute have over-
flowed from the library building into two adjoining
houses — the Library House and the Art House — an
arrangement which facilitates the interrelation of their
activities.
The kind of service rendered by the Art Depart-
ment imder Miss Barnard, though remarkable in ex-
tent, is quite usual through the country, and the kind
of circulating service of the Museum has become cus-
tomary in most museums. However, many of the
methods used by Mrs. Palmer are unusual. To know
the inside story of a top service at a bottom cost one
Page 270
The Educational Screen
must know Mrs. Palmer. Be it said, with her unique-
ness she is altogether self-effacing; her inspiring en-
thusiasm and untiring energy are all for the work —
the work is always first.
One will discover that acquisitions seem ever joy-
fully to converge at her small office although little
money is actually expended for them. With winsome
manner yet with a deep river of unswerving purpose
beneath the surface, she reaches out for gifts here,
there, and everywhere. The alchemy of her genius
transforms them into usable educational form, and
again her swift hands are extended to fill the teeming
needs of the community for her fascinating wares.
She may modestly tell you, for instance, how a Swed-
ish resident became interested in contributing a native
costume from Sweden, how a merchant or manufac-
turer generously donated a lot of sample merchandise,
or how delightfully the children bring stones, butter-
flies, and other finds with the glowing hope that they
will be accepted for their Museum.
Yes, their Museum, the people's Museum. Schools,
colleges, clubs, church schools, rural patrons, com-
"Italy" may be a unit of study with a group. There
will then be made ready for use cases of objective ma-
terial illustrating manners and customs, economics,
and arts and crafts of that country, including a suit-
case of miniature furniture and furnishings illustrating
the Italian style.
"Suitcase !" Yes, standard cases are far from ade-
quate in size and shape to accommodate the greatly
varied circulating exhibits of this institution. Here
is where efficient service together with low cost are
considered. Mrs. Palmer has originated for maximum
display effect, preservation, and carrying convenience
a series of economical devices a number of which
have quite plebeian sources. One device is the wood-
framed suitcase purchased in several sizes and costing
approximately only ninety cents each. The opening
of the large filing cabinet containing these pieces of
luggage reminds one of a checking booth in a bus sta-
tion, and the library attendant waiting upon the trav-
ellers into the realms of knowledge is indeed quite as
busy checking the curiously filled hand bags in and
out. Open a suitcase labeled "South American In-
Carrying Cases developed by the Kalamazoo Museum
mercial and other artists claim it. There is instilled
in the public consciousness a loyal sense of ownership
and responsibility toward the Museum. This attribute
on the part of the public operates not only toward
stimulating a magnanimous contributing of gifts large
and small and enjoyment of the resultant benefits, but
also toward preservation of the exhibits. Concerning
the last mentioned, the 20,000 to 28,000 objects circu-
lated per month have not suffered a single loss in th
course of a year. A secret is, for instance in the
schools which are the largest users, the room or group
is made responsible, not the individual.
The visual education material of this museum con-
sistently conforms with the community needs. The
curator or her assistant will note, for instance, that re-
quests have been presented for illustrative materials
on trees common to the locality. Forthwith, glass-
covered trays will be prepared ready for the expected
demand. The tray, or in this instance, a standard riker
mount contains a locality map and samples of flower,
leaf, limb wood, trunk bark, fruit shields, and seed fur-
nished by the State Conservation Department, and a
description is pasted on the back of the mount. Again,
dian" and there you will see that neat wooden par-
titions in varying sizes have been built in to suit the
character of the contents — a poncho of llama wool, a
shopping bag, wristlets, foods, and pictures covering
the subject matter in the case.
Of equal carrying convenience and without cost are
discarded sample cases travelling men have used, se-
cured from wholesale grocery companies. Opening a
spice sample case, for instance, reveals that spices
have been replaced by removable laundry cards fitted
to the bottom of each of the two parts of the case,
each card mounted respectively with a wild and a culti-
vated silk moth exhibit.
Slide boxes securable from photographic studios
for the cost of putting on handles, slide cases in 50
and 100 sizes discarded by schools who have trans-
ferred their individual slide collections to the Art De-
partment of the library for economic utility also have
been turned to good purposes. At a cost of one cent
each, metal slides had been cut at a metal shop to fit
the slots to divide suitably the spaces for such ex-
hibits as minerals, sea life, insects, wood samples, but-
December, 193 3
Page 271
tons, and bottles of soil. A device at once light and
compact.
A cupboard full of tin dinner buckets may suggest
an outdoor picnic, but in reality they have been tilled
with food for thought for indoor picnics in bird study.
Bird ca.scs built to order cost from $1.25 to $7.50, Mrs.
Palmer told me, but standard dinner buckets in large
lots can be purchased at fifty cents each. They are
light to carry And <lurablc. Their durability was evi-
denced by very little wear after two years of service.
The stuffed bird on its jierch mounted on a wooden
base to fit the bucket makes the siiecimen easy for chil-
dren to handle. The data wen- jjlaccd on an accom-
panying loose card.
Standard coin collection fillers aside from serving
for coin displays found new uses. I was shown fillers
exhibiting different kinds of grains, cereal foods, and
similar items.
Although current jokes about the innumerable ar-
ticles now wrapi)ed in Cellophane may seem to include
everything from the Declaration of Independence to an
"insane jumble" of pickles, spark plugs, golf tees,
and a de luxe edition of the New York Herald Trib-
une, there still is another use — wrapping museum ex-
hibits. Double sheets of stiff Cellophane made into
enveloj)es by inserting eyelets around the c<lges serve
to protect and display both sides of flat, delicate ar
tides such as lace and hair fabrications, and certain
fragile nature si)ecimens, and surprisingly enhance
their attractiveness.
Most interesting among the clever and thrifty de-
vices for circulating exhibits were cases which of-
fered more depth than Cellophane envelopes for shells,
sea life, and the like ; the inside painted white, the out-
side black, the specimens cemented to the bottom, and
glass bound to the top of the case with passepartout
tajje, you would not recognize their origin — they were
cigar boxes. Waste glass had been secured from pho-
togra])hers at five dollars a ton and then cut to fit the
boxes. A lot had been done together to minimize the
time element. Not counting the time, the cost of each
case amounted to less than one cent.
The loan records of all these collections differ frotn
those of most mu.seums due to the fact that the work
was born in the library ; the methods used in loaning
books are quite closely followed. All collections are
su|)|)lied with a folded |>ocket as is used in library
b(M)ks: this is pasted into the cover of the ca.se some-
where, then an identification card, such as the cards
used in libraries, is placed in the pocket, and a slip is
placed near the pocket on which dates may be stamped.
The identification information on the card and pocket
refer to certain nniseum records which describe in de-
tail the contents of each collection ; when the collec-
tion is loaned, the numlier assigned to the borrower
is written on the card and this filed in a tray. The
date the collection is to be returned is stamped on the
"date due" slip. This simple record enables one per-
son to make some ten loans in comparison to one loan
under ordinary museum methods, thanks to the ways
of Mother Library.
Cioing back to the various exhibit cases in which ar-
ticles as shells, stones, metal, and china objects had
been mounted I inquired, "What do you use for ce-
menting such materials?" Immediately I was given
a recipe which is simple indeed. Celluloid waste se-
curable from factories is jnit in a bottle, as much
amyl is added as the celluloid will absorb without ex-
cess, then with it is mixed an equal quantity of liquid
glue. This i)rcparation is in reality china cement and
therefore not altogether successful in cementing wood
to wood.
Not all the articles in the Museums' circulating col-
lection are assembled into definite exhibits. There is
what is called the fluid file containing items which go
out separately when so desired or are grouped with
various classifications as needed. In filing drawers
were observable hand looms, fabrics, and in a cup-
board were regalia and still life for loans to art classes.
There were more than twenty-five models of shelter
representative of different countries which had been
made in school project work and then presented to the
Museum. The flui<l file also included a great variety of
ready prepared commercial exhibits.
The commercial exhibits obtainable free from manu-
facturers are put out by concerns for advertising pur-
poses. To mention a few, there were cases or cards
exhibiting actual products in i)rogressive stages of
manufacture — watches, shears, pencils, pens, pins, coal,
Cuban sugar (in bottles), roi)e, thread, electric bulbs, —
400 items in all.
Commercial companies also issue printed bulletins
and booklets for advertising jnirposes. These are rc-
([uisitioned for the Museum not for advertising but
for their educational value. For instance, booklets on
Walter Baker's Cocoa are secured in duplicate to aid
several classes at one time when they are studying a
country which produces tliat product. These publica-
tions are filed according to country or industry in
vertical manila tag folders which in turn are organized
in bank file cases.
Bank file cases represent another astute economy and
utilization of facilities originally intended for other
purposes. Mrs. Palmers' unfailing observation found
unused file cases in the basement of a bank ; her dis-
covery was followed by the useful sequel that they
were donated to the Museum.
Cases for the general exhibition activities of the
Museum have been obtained in a similar nature. A
case from a jewelry store which once cost $125 was
purchased for two or three dollars. \\'hile motley
cases do not make an ideal effect, they serve very well
until more money is available — and museum cases cost
much.
These larger exhibit cases are used to display ob-
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The Educational Screen
jects of value too great for circulation. To utilize
them educationally, classes come to the Museum by
appointment for lectures by docents, a number of
whom are local specialists in given lines who contrib-
ute their services without compensation. Lessons for
classes are given on request — these being conducted by
the curator.
Go into the Library House and you will want to
browse at length among the alluring exhibits which
fill the various cases ; but if you will penetrate to the
second floor rear you will be rewarded by a look into
a live center of activity which fairly overflows from
the curator's office into the corridor. Here is where a
certain busy and gracious person is not too busy to
talk to you, and where visual education secrets are
not withheld.
Visual Experience and Social Progress
(Concluded from November Issue)
OF COURSE the children or adults have
not the time or need to see everything or
everybody in the world. Selection, there-
fore, would be a primarily important problem in
getting this visual material or mental feed for
the millions.
And what a problem this is! To decide what
the billions of children should see from earliest
years up through the various school grades, as well
as in adult life, will surely require the help of the
best students of children and of the world. The
individual traveler lays out his route with much
care. What immense care should be taken in lay-
ing out the routes that myriads are to take !
Moreover, it would not be enough to have the
most important photographs made (airplane views,
movies, slides, stereographs, etc.). It isn't enough,
of course, for people just to see each other, though
that is the most important first step in coming to
take an interest in, to know and understand each
other eventually. In fact the wisest and rarest
students of humanity should accompany the photog-
raphers not only to direct them as to what people
to photograph, but also by personal association
with these very people, to gain and provide for
use with the photographs the first hand and authori-
tative information that would be of most help in
aiding anyone to become acquainted with and to
understand the people thus seen. Here again se-
lection would be of the utmost importance.
We catch a glimpse of the possibilities here, in
the methods followed in studying life in a rep-
resentative city, "Middletown." A stafl' of workers
sent out by a research foundation merged them-
selves for more than a year in the varied life of the
city. "Members of the staff lived in apartments or
rooms in private households. In every way possible
they shared the life of the city, making friends and
assuming local ties and obligations as would any
resident of Middletown . . . staflf members dined
one night with the head of a large manufacturing-
plant, and on the next with a labor leader or a day
laborer. Week in and week out they attended
churches, school assemblies and classes, court ses-
ALBERT E. OSBORNE
sions, political rallies, labor meetings, lectures, an-
nual dinners, card parties, etc."
We get a further suggestion as to the import-
ance of certain pictures that should be made, and
the sort of information that should be obtained to
accompany them, when we take account of the
tremendous part that various "cultures" play in
the life of humanity. The comparative study of
humanity divides people ofi^ into varied culture
groups. The term "culture" is used as a general
name for all the customs or folk ways, mores, etc.,
that are exhibited by a group. The term is em-
ployed without the intention of conveying praise,
since every group possesses a culture, no matter
how simple and degraded it ma}' appear to mem-
bers of another group. Humanity is divided off
into major cultures and into a great number of
minor cultures. It would be difficult to estimate
the range and immense complexity of the customs
and folk-ways that make up the life of the simplest
culture groups. A large part of the education with-
in each group, in the schools and out, is devoted
to the indoctrination of the young with all the
ideas, beliefs and standards of that particular cul-
ture. As a result it is found that a people are
molded to such a degree by their native culture,
that they often come to think that members of
other cultures have a radically different human na-
ture from their own. Indeed in this common con-
viction of the people of one culture group that the
nature of people of other culture groups differs
essentially from their own, we find one of the
fundamental reasons why humanity always has
been and still is divided up into so many hostile
and warring factions. Due to the inculcation in
the young from childhood of the ideas, standards
and prejudices of each culture group, this convic-
tion persists, even though students who have in-
vestigated all the strikingly different culture groups
declare that human nature is essentially the same
the world over.
Now when investigation is made as to the rate
of cultural and social change, it is found that though
this rate is being constantly increased, yet it always
December, 1933
Page 273
has been and still is distressingly slow. However
a most siffnilicant fact is found, namely, that the
most backward peoples have been those that have
been isolated, while the peoples who have made
the most ra]>id advance were peoples like the Kgyp-
tians. the Hebrews, the Greeks and the Romans,
who were jjfeofjra]»hically ])laccd where the varied
cultures clashed. There only could the innumer-
able ways of living be brought out sharj)ly for con-
sideration by the masses. Then only could com-
parative judgment about these numberless ways
of livinj,' have an opportunity to function among
the m.isses of people — making possible the discard-
ing of the less desirable ways of living and the
adoption of the better.
Accordingly we can see that such a series of
pictures of peoples of varied cultures, the world
round, accompanied with authoritative information
with regard to these varied human groups, would
to a considerable degree provide for humanity
evervwhere those conditions which have contribu-
ted so powerfully for social jjrogress, conditions
which heretofore have been provided, more or less
by chance, for only a few people.
Of Course, helping the ])eople of the world to
become acquainted with, to understand each other,
is an immense task. To put this matter of the
information needed in the most comprehensive way,
it becomes evident (when we remember that each
person is reacting to his own inner world, the
vastly complex world in his head) that we can
really come to know people, to get their points
of view, only as we are enabled to explore these
inner worlds, to know not only the extent and limi-
tations of these inner worlds with relation to the
outer world, but also the accuracy or falsity of
peoples' estimates of the varied groups of folk that
appear in their worlds — their attitudes towards the
peoples of their own and other races, religions,
classes, nations, etc. Here is certainly a stupendous
task. The exploration of the physical world was
child's play in comparison with the exploration
•of these millions of inner worlds.
And yet the solution of our great social question,
like the substitution of mutually beneficial coopera-
tion for destructive war, of constructive evolution
for destructive revolution, depends upon the degree
that this task is accomplished.
Perhaps it will be suggestive to mention a few
features of these inner worlds that a little investi-
gation and reflection reveal. Though of course
this could mean only the merest glimpse at the
way these inner worlds are made, their content,
relation to the body, etc.. yet we hope that this
slight investigation may emphasize something of
the importance of far more adequate work in this
field.
In the first place it can be taken for granted that
investigations of these inner worlds would reveal
an astonishing amount of goodness, of unselfish
devotion, of endless service, among people every-
where ; but along with this goodness and service
an appalling amount also of ignorance of one
another, of unfounded race and religious and na-
tional and class j)rejudices, of unfounded hates and
fears, — anti-social attitudes that have caused end-
less wars, that hinder helpful cooperation, attitudes
that perilously unfit people for citizenship, attitudes
that act as veritable social poisons in human
relationships.
.Appalling as this vast mass of ignorance and
unfounded anti-social attitudes is, there is no gain
in remaining oblivious to it or shutting our eyes
to it. Rather should it be faced and inquiry made
as to the cause and what might be done to make
these inner worlds more wholesome. A very little
inquiry shows that we do not need to resign our-
selves to the belief that these conditions are due
to any innate badness of human nature. In fact
sociologists have pointed out again and again that
such anti-social traits and attitudes develop when
people grow up in the average narrow community.
Always are found such anti-social traits and atti-
tudes as egoism, clannishness, dogmatism, intoler-
ance, bigotry, and all the varied fears and prejudices.
Social scientists point out that these anti-social
attitudes are abnormal, not normal, developments
of human nature. They are due to the mental and
social starvation that people are subjected to in
the average community life. "Social starvation is
closely associated with isolation." Social and mental
starvation bring about these abnormal traits as
physical starvation brings about tuberculosis,
scurvy, anemia, and a long line of physical ills.
Dr. Hart describes the average community so-
cially as a "dank pool in which fear, hate, preju-
dice, war, superstition, morbidity, repression, all
have large place along with whatever sweetness
and light humanity has developed or conserved."
Into such communities people are born and im-
mersed from childhood up. Even slight considera-
tion of one fact about the way people build their
inner worlds ought to make us understand, not
only why the.se inner worlds of people everywhere
are .so colored and determined by their environ-
ment, but also why these inner anti-social attitudes
are so lasting. As we have seen, each person
builds his inner world of nature and humanity in
the most intimate relation with states of his
nerves, states of his body. From birth every ex-
perience, every thought and emotion, every act. in
some degree shajies and leaves some trace within
this inconceivably complex mass of nerve cells.
Now inasmuch as every part of a person's inner
world is built up in such close connection with
these states of his nerves and body we shall expect
Page 274
The Educational Screen
that every part of a person's inner world would
therefore be influenced to a considerable extent by
the person's nerve and body states. If, for in-
stance, a child has usually heard the word
"foreigner" spoken with a show of dislike and
hatred by his parents and companions, these feel-
ings will be registered in the child's nervous system
along with the spoken words, and thereafter these
associated feelings of dislike and hate will tend
to rise whenever he thinks of a "foreigner." Such
a person is thus likely thereafter to think and act
impulsively according to these feelings when the
subject of foreigners comes up. Reason and fair
minded justice would be likely to play little or no
part thereafter in his attitudes towards foreigners.
This should help us to realize why our religious
and national attitudes and loyalties, our religious
and national and other varied prejudices and hates,
are so lasting. These nerve systems in which un-
numbered impressions have been accumulated
from the dank social pools in which we have lived
from childhood, cannot be easily or quickly changed,
and hence all these inner attitudes associated with
these nerve conditions, are not easily or quickly
changed. Indeed in these to so large an extent
permanent nerve conditions, we find what may be
called the material basis for the permanence of
character, good or bad.
In fact, in this permanence of nerve conditions
that have been determined by impressions received
through the ears, especially impressions received
during the first few years after birth, we find the
reason why social changes must come slowly, and
why mothers play a primarily important part in
the retardation or acceleration of social progress.
If all babies could be placed at once after birth
in the care of mothers who were free from all
unfounded race and religious and national and class
prejudices, humanity would make more progress
along these social lines in one generation than it
ordinarily has made in thousands of years. But
because of the overlapping of the generations and
the permanence of these nerve impressions, par-
ticularly those made in early childhood, any real
eft'ective work for social progress must proceed
not merely according to a "five year plan," but
according to a two or three generation plan.
As said at the beginning we can take the space
here only to give a few suggestions as to the
range and selection of pictures, especially of hu-
manity, that are needed. And also but the slightest
intimation as to the information that is needed
to accompany the pictures, if people are to be
helped most in mutually understanding each other ;
if we are all to do the most possible in clearing our
inner worlds of ignorance and unfounded super-
stitions and fears and prejudices and hates of
one another.
Yet undoubtedly there will be many who will
object that there is no place nor time in our over-
crowded school curriculums for such wide experi-
ence and studies of human life as have been
suggested. Here we meet again of course the old
question as to what knowledge is of most worth.
Perhaps we should refer at least to a few of the
criticisms, by educational leaders, of our present
day curriculums, on the very ground that they
deal to so slight an extent with human life and
society of to-day. Says Dr. Finney. "The schools
are dealing mainly with dead hangovers from by-
gone ages." Such authorities say that the schools
in their studies should parallel at least the civiliza-
tion in which we live, and which the young are
constantly going out to carry on. And yet Rugg
says in his "Child Centered School," — "There is
to-day a disheartening two fold gap between the
curriculums of the schools and adult society, and
between the curriculums and the interests of chil-
dren." Dr. Finney says also, "By this fundamental
principle of parallelism, the monstrous deformities
of our present school program are revealed in all
their ludicrous absurdities." Page on page of
equally drastic criticism along this line bv educa-
tional thinkers and leaders could be given. Instead
of objecting then that there is no time or place in
our work of education, in our work of preparing
the young for citizenshi]j, for these wider experi-
ences and studies of humanity, there are urgent
grounds for saying that they should form rather
the core and unifying aim of the curriculum.
Some estimate that human beings have been
on the earth for a million years or more. For ages
man lived in profound ignorance of nature and its
forces. People supposed that all sorts of evil spirits
were directing these forces, and spent, most of their
time, as millions do in Africa still, in trying to
propitiate these spirits. As a result of a more
scientific study of nature during the last 150 years
these spirits vanished, and in their place was found
immense forces that could be utilized for man's
benefit.
As has been noted, there still exists among ])eople
everywhere a profound ignorance of their fellow
human beings, along with a generall}- held belief
that the great masses of these unknown fellow
human beings are naturally selfish and hostile and
must be feared and fought. However, from what
scientists tell us. about human nature everywhere,
— that human nature everywhere is essentially the
same, that the almost universally held fears and
prejudices and hates of the various human groups
are based on this common ignorance — then there
are good grounds for the belief that if this mutual
ignorance of the difi^erent nations and races and
classes could be really done away, it would be
found that the peoples of these diflferent groups
December, 193 3
Page 275
were not enemies, but rather fellow human heinRs,
that would be glad to cooperate with and help one
another, and that there would follow an advance
along social lines that would not compare unfavor-
ably with humanity's advance along material lines
during the last 150 years.
To say that it is impossible or impractical to
provide the needed millions for this task is absurd.
Congress has recently set aside $238,000,000 as the
first decisive step in building up our sea forces to
the strength allowed under the Washington and
London Limitations Treaties. This is but a be-
ginning in our contemplated expenditures for naval
defense only. Says Secretary Swanson in support
of this ])rogram, — "Either other nations must stop
building or we must build up to our authorized
strength. We would prefer that all nations should
agree to a reduction in tonnage, but there seems
to be no present plan to agree on a reduction, so
we have taken the first decisive step toward bring-
ing u]) our Navy to the ratio which all nations have
agreed upon as fair and equable. There should be
no complaint on the part of any nation to our at-
taining the ratio thus established." Of course
similar statements are issued to the people in every
nation in justification of the more than $5,000,-
000.000 that are annually being expended for war
purposes even in these times of world depression.
\N'ho can doubt the wisdom of setting aside com-
{Kirativeiy few million dollars to provide a practic-
able means of promoting a better general human
understanding? One i)rominent educator, Dr.
Charles H. Judd, Dean of The School of Education,
University of Chicago, said recently of this promo-
tion, "Unquestionably such a foundation as that
proposed could obtain material that woidd be used
in every nation. Such pictures and the explanatory
materials supplementing the pictures would s])eed
up educational activities everywhere and would
make possible a general human understanding far
beyond that which has been attained up to this
time."
It has been our purpose only to venture a few
suggestions in regard to the accomplishnietit of
this great task of providing a world range of visual
material, accompanied by appropriate helps, and
organized for use in the work of education. Here
is a task to be provided for b}' some public spirited
and philanthropic people of wealth. It is not to be
expected that any private company will make the
initial investment necessary to assemble experts
to lay out this work ; to send photographers
throughout the world, accompanied by social e.x-
perts to direct their work and to gather on the spot
the needed and authoritative information, and then
to assemble this material, and prepare methods and
helps for its use.
Moreover there would be need for a permanent
staff constantly at work improving the material and
keeping it in accord with important changes and
improvements in the various nations and lines of
human progress. As this work was done, it
might be wise to turn the material over, on some
etjuable basis, to private companies to manufacture
and sell. But it is too immediately important and
too expensive a matter to wait for the slow initia-
tive of private enterprise. One sociologist has esti-
mated that to have the work done with anything
like the rapidity and thoroughness its importance
justifies there would be need for a foundation with
an income of five hundred thousand dollars yearly.
There is no other purpose for which money could
be expended that would make such a contribution
towards human progress. Billions of dollars have
been contributed by philanthropists for research
and various means that would contribute towards
better provision for the material needs of life. Five
million dollars was contributed recently for the
construction of a new gymnasium for an American
college. Yet no specific or adequate provision has
ever been made to obtain the means of satisfying
peoples' primary mental and social appetite and
need, those means that are necessary if the vast
l)ossibilities of people everywhere for a world-
wide range of interest and knowledge and under-
derstanding and sympathy are to be developed,
those means that are of primary importance in
developing those bigger men and women who are
required to .solve the complex social problems of
to-day.
A man was sent to a certain part of India to
build a steel mill. In that part of India he found
the highest age limit was about 35 years, while the
average age limit was much less. People lived in
villages. During the dry season all sorts of filth
and offal were dumped on the ground. When the
rainy season came all this filth was washed down
into the village pools. Cows and pigs were al-
lowed to wade in this water. And yet the villagers
drew their water for cooking and all other purposes
from these pools. Periodically cholera and other
diseases swept through this region.
For breakfast the average family boiled some
rice and drank the rice water. At noon the rice
was again boiled and the water used for the noon
meal. At night the rice was again boiled and the
rice and water used for the evening meal. As
might be expected, the steel man found that it took
from ten to twelve of these natives to do the work
of one Yankee. Accordingly he secured from the
government the right under certain pledges, to be
absolute ruler over a territory 27 miles square.
Reasonably sanitary regulations were enforced,
sufficient healthful food was provided. In a com-
paratively short time the death rate went down, the
strength and vigor of the natives were increased,
Page 276
The Educational Screen
and the steel mill was built with native labor.
It would certainly have been foolish for this steel
man to have proceeded immediately to try to build
his steel mill with the sort of laborers he found
available. It is equally foolish for us to proceed
immediately to solve the tremendous social prob-
lems of to-day with the citizenship now available.
The great masses of humanity have had little op-
portunity to share in the good things that have been
and are now available. Especially have they been
dwarfed by a pathetic narrowness of experience.
People generally haye an eager hunger for experi-
ences of the world of nature and humanity, an
eager desire to know their fellow human beings
everywhere. While the mass of people continue
to be thus mentally and socially starved, with all
the dwarfing in interests and understanding and
sympathy that result from such starvation, it is
foolish optimism to hope for, and equally foolish
pessimism to despair of, humanity's solution of the
tremendous national and international problems of
to-day. But with this universal hunger of the
masses for world experience and knowledge measur-
ably satisfied especially during the early years, it
is not unreasonable to expect that many of man's
dreamed of Utopias would become realities.
It is not supposed, of course, that the satisfaction
of this universal hunger for world experience and
knowledge would be a cure-all, making unnecessary
the best possible contributions of the home and every
other important and helpful social agency. The point
is, rather, that as long as this hunger of people is un-
satisfied, the home especially and all the other social
institutions will render only a fraction of their pos-
sible service. So long as each new generation is com-
pelled or permitted to grow up in narrow and dwarfing
surroundings, and to build into their nerve organisms
and conscious lives all the varied prejudices and anti-
social attitudes that normally develop in such narrow
surroundings ; so long as the young are compelled or
permitted to build into their lives the religious prac-
tices and theologies, the national loyalties, the myriad
folkways of a small section of the great human fam-
ily— so long must destructive revolution and war rath-
er than constructive evolution and co-operation char-
acterize human affairs ; so long must statesmen largely
waste their efforts, newspapers and books have but
a fraction of their possible circulation, business reach
but a beginning of its possible volume, religion fail
largely in having its ideals actualized, and every move-
ment for human betterment and social progress be
continuously delayed.
"There were 65,000,000 men in the World War;
8,500,000 were killed or died; 21,000,000 were wound-
ed; 7,750,000 were missing or were prisoners. Total
casualities 37,500,000 — more than half of those who
took part."
People who think, not of humanity according to its
possibilities, but of the humanity that has always been
mentally and socially starved and dwarfed and pois-
oned, would hardly believe it possible that the World
War with all its inconceivable loss and suffering could
have been prevented. Such people are likely to scoff
at the idea that even worse wars in the future could
be avoided. And yet social students are convinced
that such work could be done in the field of education
throughout the world, as would not only make future
wars impossible, but that would also bestow blessings
on mankind that heretofore had existed only in men's
dreams. Such people realize that in the work of edu-
cation in its broadest sense we are not simply running
schools and other educational agencies, we are deter-
mining how the world will run a few years later.
The need that education shall reach its possibilities
quickly is appalling. The material achievements of
our civilization, our roads and bridges and buildings,
can be handed on from one generation to another ; but
man's intellectual and ethical heritage, man's social
riches, must be achieved by each new generation for
itself — it must be created anew in the lives of each
rapidly succeeding generation. Hence the work of
education must not only be continuous, but there is
no other field of human activitiy in which whatever
needs to be done and can be done, ought to be done so
quickly.
After the prejudices and hates and varied anti-social
attitudes that are mainly implanted in the early years,
have borne their natural and inevitable fruit of social
conflict in adult lives, national and other social groups
awake to a feverish activity, and draft and destroy bil-
lions of material wealth and millions of their finest
lives in unnecessary and unreasonable revolution and
war. If but a small portion of this feverish activity
should be directed in advance to the removal of these
preventable causes of conflict, an immense increase
in well being and happiness for humanity, as well as
innnense material benefit, would result. The need for
innnediate action in this field of work is enormous. As
H. G. Wells has said, "The future is a race between
education and catastrophe."
Contributors to this Issue
L. F. HiRK, Principal Eastern Junior High School, Pon-
tiac, Mich.
H. Paul Janes, Christ Church, Penn Wynne, West
Park Station, Philadelphia, Pa.
Albert E. Osborne, Research Worker in Visual Edu-
cation, 1086 East Fourth St., Brooklyn, N. Y.
Beula Mary Wadsworth. writer of special articles
on education, Saranac, Mich.
Claire Zvve. Principal, Fox Meadow Elementary
School, Scarsdale, N, Y.
December, 1933
Page 277
The Educational Film Program of the U.S.S.R.
CLAIRE ZYVE
FILMS are playiiiK an important role as a medium
for social education as well as for the teaching
of the more traditional school subjects in the
schools of U.S.S.R. The j)eculiar i)roblem of the
country in the correction of adult illiteracy as well as
the necessity for mass education in politics have taxed
ingenuity for means for the conveying of ideas. Per-
haps mure tlian in any other country today graphic
representation is being used in educational programs
in Russia. Charts, graphs, wall newspapers, illus-
trated teaching posters, exhibits, the stage, the cinema,
all arc being used side by side with newspapers and
books. The support by the ])cople of the economic and
industrial program has come in many cases as a result
of the vivid graphic portrayal of ideas.
There is an intensive i)rogram for the production
and distribution of educational films. The selection
and preparation of those used either for entertainment
or instruction is centralized in Moscow in the Central
Institute of Art Education for Children. In the
summer 1933, the catalogue for films put into teachers'
hands shows approximately 700 adapted films avail-
able. These films have not been especially made under
the direction of the Institute but were already in ex- '
istence or have been adapted from adult films since
1926. They are silent films and are in 35 mm. more
often than in 16 mm. width. They are distributed in
number among the various school subjects about as
follows:* social sciences, 162; geography, 226; gen-
eral .science 61 ; work of man (labor) 73; biology 48;
zoology 15; physics 55; chemistry 41; astronomy 7.
.The content of the films dealing with the social sci-
ences is possibly of most interest since it indicates the
part which films are playing in the furtherance of the
social ]irogram. An analysis of 138 of the 162 films
so classified ( omitting the .seeming duplications) shows
them to be divided among the following subjects :
Subjects No. of films
Life of Young Pioneers or Octobrists 13
Collective vs. individual farming 11
Contact between city and village 5
Industrial development with the five
year plan 35
Soviet work with nationalities 10
Conditions of women and children before and
now, the cultural revolution 5
History of the revolutionary movement 12
World War 7
The story of the party 9
Class struggle and the communist movement
in foreign countries 12
The struggle with religion 4
Relation with capitalistic countries 11
Racial equality 3
Opium 1
*F. N'. : Reference book on educational films for schools,
published by Roskino. 1933.
In addition to these adapted films which are being
constantly revised to keep them abreast of social prob-
lems, the Institute has had about 38 new films pro-
duced under its direction, 27 others are in pre^iaration,
while the 19.54 program will add 34 more. The titles
of 23 of these which are completely finished are given
below to indicate the direction of this new film pro-
gram :
Sun, Coal, Books, Oil, Transformation of
Electricity in Motors, Water Transport, Air
Transport, Timber, Animals, The Earth
Among the Stars, The Desert, Vegetation of
Northern Tundras, Waaler Underground, In-
terior Water, P^xternal Powers Which Change
the Earth's Surface, Mountains, The Fight
for Better Quality of Seeds and Earlier Sow-
ing Dates. Life of Animals on Earth, Man as
a Creator of New Trees (grafting, etc). Elec-
trification, Making of Glass, Iron.
These are classified to be used for subject teaching as
follows: geography 10, labor (or industries) 2, astron-
omy 1. chemistry 2, physics 3, biology 4, social science
1. It is noticeable that the majority of these films are
on science subjects. The content of some of them is
purely impersonal, that is, has no reference to the
present social program of U.S.S.R. such as the one on
"Animal Life on the Earth." In other cases in such
films as the geography films on life in the far north,
or in the desert regions of U.S.S.R., the life of the
country and geographical features are shown first then
followed by material on the improvement program of
the U.S.S.R.
The Russian Republic of approximately 160 million
population has now about 3000 schools equipped with
motion picture ])rojectors. These are of course only
in the best schools. The second 5 year plan has as its
objective the equipment of all schools with projectors
while the program of the first year. 1933-34 is the in-
stallation of projectors in 6000 schools. Much is being
done to educate teachers in the use of films. The film
catalogue which is distributed by Roskino, the film
distributing agency, gives in detail the types and cost
of equipment and explains how the films may be
rented. All films are distributed through Roskino to
sjiecial renting bureaus at a cost of 5-6 rubles a day
for full length films and a proportionate amount for
shorter ones. The schools have unlimited money for
rental which comes from the local district appropriation
of moneys.
Regulations for the showing of films are carefully
set. These include the cubic feet of air required per
pupil, the temperature of rooms (16-18 C), the percent
of moisture (40-45), lighting, seating of children, and
(Concluded on faye 286)
Page 278
The Educational Screen
FILM PRODUCTION ACTIVITIES
The aim of this neiv department is to keep the educational field intimately acquainted ivith the
increasing number of film productions especially suitable for use in the school and church field.
Astronomy Film In Production
Ru Roy Sibley, well known astronomer and geolo-
gist, announces the preparation of a popular film on
astronomy, to be knoVn as Looking Through Great
Telescopes, which is also the title of a book by Mr.
Sibley soon to be published.
This film will give to audiences the equivalent
of the actual experience of looking through the
great telescopes of the world. Features of the
film, all of which is being made with Bell & Howell
equipment, will be a really remarkable series of
stellar sj'stems, studies of the Milky Way galaxy,
the sun and planets of the solar system, including
the great white spot of 1933 on Saturn. There
will also be an imaginary trip to the moon and
close-up views of many lunar mountain forms and
topographic features. A presentation of the latest
theories of stellar formation based on the struc-
ture of the atom and the flow of energies in the
universe will be particularly interesting and in-
structive.
This film will be released in both silent and sound
versions, and will be available in 16 mm. and
35 mm. widths. It is said to be one of the first
reall}' comprehensive films embracing the whole
range of general astronomy. The film is due to
be completed about February 1, 1934.
New U.S. Dept. of Agriculture Films
Films dealing with the agricultural crisis, the "A
B C" of forestry and the control of mosqvutoes are
among recent motion picture releases announced by
the U. S. Department of Agriculture.
The Agricultural Crisis, (one-reel, silent) presents
a graphic summary of the causes that have contributed
to the depression, with special reference to farm
products.
Too Much Wheat (one-reel, silent) shows by ani-
mated graphs how the wheat surplus has piled up
year after year since the beginning of the agricultural
slump.
The A B C of Forestry (one reel, silent) was made
especially for use in the C. C. C. camps. It offers
elementary information about the forest and the
practice of forestry.
Mosquitoes (three reels, silent) covers broadly the
life history of the mosquito and approved methods of
mosquito control. This picture includes many unusual
under-water microscopic shots of mosquito larvae and
pupae. Control methods followed in New Jersey and
Florida are leading features.
Horses and Bats (two reels, silent) shows types of
botflies that attack horses and mules, and outlines
methods of treatment and eradication.
// Might Have Been You (one-reel, silent) portrays
a disastrous forest fire that in 7 hours destroyed
23,000 acres of timber and 25 ranch houses and ren-
dered more than 100 people homeless — all the result
of the carelessness of a smoker. It shows what is
done to prevent such catastrophe.
These films may be borrowed by application to the
Office of Motion Pictures, U. S. Department of Agri-
culture, Washington, D. C. No rental is charged, but
the borrower must pay transportation.
Travel Subjects
A recent release from the Anchor Line Division is
entitled Europe Has Everything, a 4-reel subject por-
traying scenes, sports, and public buildings of England,
France, Germany, Czechoslovakia, Hungary, Switzer-
land, and Italy. A Ramble in Erin is another new film,
showing scenes of Galway, Cobh, Blarney Castle, Kil-
larney, Croagh Patrick Pilgrimage, Limerick, Clare,
and Dublin.
Single reels on Trinidad, Havana, Curacao, Caracas,
and the Canal Zone have also just been released by this
line. All are 16 mm. silent reels and are available for
free loan from any of the company's branch offices.
Transportation charges to destination are prepaid.
Cinegraphs Eight
Eastman announces sixteen new releases covering
a wide range of subjects, for 8 mm. film libraries.
Nine of them are 50 feet in length, the equivalent of
100 feet of 16 mm. film, and are titled: Rome; Paris;
The Alhambra ; Bethlehem and Gethscmane ; Havana;
Panama and the Canal Zone; Porto Rico, Martinque,
Barbados and Trinidad; Haiti, Jamaica, Nassau and
Curacao; and Bermuda.
Six of them are 100 feet in length: Tarpon Fish-
ing; Down the Colorado River in a Rowboat ; Wild
Men and Beasts of Borneo; The Bull Fight; Jerusa-
lem; and The Pyramids and the Sphinx. Slozv Mo-
tion Analysis of Bobby Jones is supplied in 200 feet.
December, 1933
Page 279
NEWS
AND
NOTES
CONDUCTED
BY JOSEPH
INE HOFFMAN
Iowa Visual Instruction Meeting
The Iowa section of the Visual Instruction Depart-
ment of the National Education Association held its
annual meeting in connection with the Iowa State
Teachers Association Convention, November 3.
Original jilans provided for a program meeting in
connection with the Science Section on Friday after-
noon, at whicli time a s|>ecial showing of University
of Chicago sound films was to be given. Due to changes
in the general program the Science group did not
meet, tinis eliminating this particular part of the pro-
gram.
Many important personalities in the visual field in
Iowa gathered for a breakfast meeting on Friday
morning at which time the following officers for the
coming year were elected.
President — H. L. Kooser, Visual Instruction Serv-
ice. Iowa State College, ;\mes, Iowa.
Vice-President — A. P. Twogood, Supervisor Indus-
trial Arts, Junior-Senior High School, Newton, Iowa.
Secretary-Treasurer — Miss Reba Carey. High
.School, W'interset, Iowa.
It is the plan of the group next year to offer a visual
aids demonstration or a si^eaker on this subject toall
sections at the* state meeting. Efforts will also be
made to stimulate visual programs at the various di-
visional teachers meetings throughout the state.
Fiourishins High School Photoplay Club
"One Hundred Movie Critics" is the title of an
illustrated article in a recent issue of the Junior
Ked Cross Journal, dealing with the flourishing
Photoplay Club of Central High School, Newark,
New Jersey. This club of one hundred amateur
movie makers and alert students of professional
movie productions has been so successful that in-
quiries come to it from all over the country asking
how to form such an organization.
The club was founded about five years ago as a
result of student demand. Local newsreels and
original photoplays are made, edited, titled, and
projected as featured activities. Serious and in-
tensive study of current theatrical movies has re-
sulted in an understanding of motion picture
technique that has been translated into outstand-
ing results in the club's own productions.
The students use Bell & Howell amateur movie
making equipment. How they made ^heir initial
purchase is an interesting story which points the
way to other organizations doing the same thing.
-Says the article: "For the first year or so the club
had to depend upon individually owned equipment to
do their photoplay work. While the students were
learning a good deal, the club felt hampered and de-
cided to put on a show in the high school auditorium,
earn the money, and buy their own equipment. The
show was made up of nevvsreel shots of events in and
around Central High and included a picture entitled
A Page of Bronze in the Book of Newark. Central
.students were featured in the film. Ten cents admis-
sion was charged. The school has a large enrollment
and the show was a big success. From the proceeds
the first equipment was bought."
English Film Bureau Issues Bulletin
The Central Information Bureau for Educational
Films, England, is concluding its first year of ac-
tivity in supplying information on the use of cine-
matography in educational and social welfare. The
Bureau has received no grant from Government or
charitable institutions but is entirely dependent on
private funds and subscriptions.
The "Bulletin" just issued by the Bureau reports
the progress made to September 1933 and sets forth
the following definite projects planned for 1934.
(1) To publish monthly bulletins carrying in-
formation on the latest developments of educa-
tional cinematography in all parts of the world.
(2) To create a Trust Fund for the production
of Shakespeare's plays and of stirring episodes of
world history which will be historically accurate,
such films to be made available to schools, churches,
clubs and homes.
(3) To encourage the teaching of modern lan-
guages by means of the talking film.
(4) To promote the establishment of a Film
University which will become a center for the col-
lection of films of a high quality approved by pro-
fessional and other learned societies for the purpose
of comparative research and professional instruc-
tion. This project is discussed at greater length
in a regular article.
This meaty introductory Bulletin also offers per-
tinent news items, reviews of theatrical films, re-
views of books dealing with cinematography, and
interesting articles. "The Cinema Church" is a re-
minder of the great assistance the film can render
missions and churches.
Page 280
The Educational Screen
THE FILM ESTIMATES
Being the Combined Judgments of a National Committee on Current Theatrical Films
nrh^F^Esti„,ates^i,^^.^^^ ^y i,e reprinted only by special arrangement u^ith The Educational Screen)
Agrgie Appleby, Maker of Men (Wynne Gib-
son. Charles Farrell) (RKO) Gutter Aggie's
tough lover being jailed, she bumps into young,
scholarly, unsophisticated Bostonian of good
family but long suppressed at home. Aggie
"makes a man of him" along lines of her
absentee lover, and soon he outfights them all.
Largely absurd.
A— Mediocre Y— Trash C— No
Berkeley Square (Leslie Howard, Heather
Angel) (Fox) Charming, romantic masterpiece
for the intelligent, beautifully written and
directed. Twentieth Century New Yorker in-
vades his ancestral 18th Century London home.
Superb acting by Howard and fine cast of
supra-Hollywood quality. A motion picture
that is art.
A— Excellent Y— Fine but mature
C — Beyond them
Big Executive (Richard Bennett, Eicardo
Cortez) (Para) Struggle between financial
giants, old conservative and young fire-brand.
Age wins and crushes youth, but young love
saves the day. Utterly sordid atmosphere of
money-getting, with little relief except Ben-
nett's fine character-portrayal.
A— Ordinary Y — No C — No
Blind Adventure (Robert Armstrong, Roland
Young) (RKO) Hilarious, mystery melodrama
with jumbled series of incredible adventures,
characters and events, shrouded in London
fog. Plenty of excitement and suspense, and
Roland Young as a seasoned crook supplies
his inimitable humor. Crazy story for so
good a cast.
A— Hardly Y — Probably amusing C— Doubtful
Chief, The (Ed Wynn, Chic Sale) (MOM)
Crazy hash by and about Ed Wynn as the
accidental hero of a fire company, with his
supposedly funniest antics and sayings woven
into absurd story. He tries hard to be ex-
cruciating but his devotees will probably pre-
fer him on the air. Rather regrettable film.
A— Mediocre Y— Poor C— Perhaps good
Dancing Lady (Joan Crawford, Clark Gable,
Franchot Tone) (MGM) Rather wholesome
back-stage story of hard-working heroine's
dancing career, which wealthy suitor tries to
ruin to win her hand. She saves career and
marries her producer. P'ew but fine chorus
and dance numbers. Quite free from usual
vulgarity.
A — Good of kind Y— Entertaining
C — Little interest
Deluge (Peggy Shannon, Sidney Blackmer)
(RKO) Hash of violent disaster and complex
sex-stuff too absurd to be worthwhile. De-
struction of New York by trick photography
IS the hardly impressive big feature of what
may be called as a whole merely an emotional
stunt picture. Pathetically unconvincing.
A— Mediocre Y— No C— No
Emperor Jones (Paul Robeson, Dudley Digges)
lU. A.) Ignorant hero's sordid, immoral
life in low negro circles in Harlem, crap-
game murder, prison, escape — merely suggested
in play — shown in lengthy detail. O'Neill
play forms last reels. Robeson ideal for role
but good acting and technique cannot restore
unity.
A— Disappointing Y— Better not C — No
Female (Ruth Chatterton, George Brent)
(1st Nat'l) Artificially built to give typical
sex role for Chatterton and fine role for
Brent. At office a super-woman executive : at
home sensuous seductress of any man she
fancies. Scorns marriage till "right man"
comes. Sensuality made alluring and re-
warded highly in the end.
A— Well done of kind Y— Unwholesome
C— No
Footlight Parade (James Cagney, Joan Blon-
dell) (Warner) Elaborate, high-speed musical
play of hectic, overdrawn stage-life in vaude-
ville. Impossibly clever hero, tempo too fast
Estimates are given for 3 groups
A— Intelligent Adult
Y— Youth (15-20 years)
C — Child (under 15 years)
face type means "recommended"
Bold
for truth, bold vulgarities, but ideal roles for
Cagney and Blondell, gorgeous stage effects
and dance numbers. Sensational success of
Kind.
A— Notable of kind Y— Doubtful C— N..
T ^?Wen Harvest (Richard Arlen, Genevieve
Tobm) (Para.) Well photographed, realistic
picture of farm-life and the production and
marketing of wheat. Combines agriculture
economics, commerce, with generous amounts
of wholesome romance and comedy. Informa-
tive elements theatricalized, of course, for en-
tertainment purposes.
A— Fair Y— Interesting C— Little interest
rJ^^.Tt ^\^?7'%^^°^'" Blondell, Glenda Far-
rell) 1st Nat' ) Cheap gold-digger farce about
two brazen chorus-girls on swindle trip to
Cuba. Stale and tawdry mixture of slang
wisecracking, crookedness, booze, vulgarity so
continuous as to be monotonous. Shoddy hash
ot stupid sensationalism, put out for quick
profits.
A— Trash Y— No C— No
Hoopla (Clara Bow, Preston Foster) (Fox)
Traveling-circus life of a lot of wrangling
cheating, boozing characters. Common hero-
ine seduces common hero on a bet, by crude
methods. Clara's farthest nude to date in
a story revamped to allow her old stuff— and
It IS old.
A— Elementary Y^No C— No
Invisible Man, The (Claude Rains) (Uni-
versal) Super-thriller on preposterous but
rather original theme of scientist who learns
to make himself invisible and works terror
and destruction till killed. Gruesome, morbid
tense well played by whole cast, and with
exceedingly clever trick photography to pro-
duce invisibility.
A— Notable of kind Y— Exciting C— Too strong
Jungle Killer (Carveth Wells travelogue)
(Century) Numerous assorted shots of Afri-
can animals and natives, uniquely edited anJ
travelogued. Much is very interesting, some
IS gruesome, with wholesome "debunking" of
African big-game hunter. Often too brief and
sketchy, continuity not always good, and pho-
tography uneven.
A^Goodofkind Y— Good C— Good but strong
Ladies Must Love (Neil Hamilton. June
Knight) (Universal) Cheap as its title, sex
stult m worst possible taste. Four gold-dig-
gers, instead of one. operate on men and p^ol
their earnings, until "real love" ruins the
racket. A brazen bid for the quarters of the
vacuous and prurient-minded.
'^— Trash Y— Pernicious C— No
':l'"*r„y,^"'*" (Katharine Hepburn and star
cast) (KKO) Superb production of the Alcott
classic, brilliantly directed and acted by chois-.
cast. True to original in dialog, action and
character, the human, charming, sentimental
life of 70 years ago lives again in this master-
piece. A film worth the Industry's imitation
A— Excellent Y— Excellent C— Excellent
My Weakness (Lew Ayres, Lilian Harvey)
(I'ox) Ridiculous production, supposed to be
whimsical farce-comedy. The whimsy is most-
ly silly, the sex-stuff cheap, the rhymed dialog
stupid, and the acting elementary. Photog-
raphy is good but not worth the cranking to
say nothing of the film.
A— Stupid Y— Trash C— No
Only Yesterday (Margaret Sullavan, John
Boles) (Universal) Finely produced, tragic
war-romance, notably acted by heroine. Boles
less wooden than usual. After charming se-
duction at Virginia moonlight party, hero
sails, and cannot remember heroine on re-
turn ! ! She proudly raises her son alone, till
her death unites father and son.
A — Good of kind Y — No C No
/T,**"!' ■** Carotte (Red Head) (French cast)
(Pathe-Nathan) Fine foreign film, notably
acted, gives subtle character study ot sensitive
boy, suffering from hostile, neurotic mother
and stolid, non-understanding father, until his
rebellion and near-suicide win father to his
side. Fine French dialog, English titles. Sad,
strong, charming.
A— Notable Y— Strong C— Too sad
Private Life of Henry VIII (Charles Laugh-
ton) (U. A.) English production (as it should
be), gorgeously costumed and set, finely di-
rected and acted, with masterful portrayal by
Laughton of the King. Shows chiefly the jov-
ial, sporting, and lecherous sides of Henry's
colorful career. A picture of distinction for
the intelligent.
A— Notable Y— Very doubtful C— No
Rafter Romance (Ginger Rogers. Norman
Foster) (RKO) Light comedy built around
humorous situation of boy and girl who be-
come sweethearts without knowing they oc-
cupy the same attic room, she at night while
he works and he during the day. Mostly un-
objectionable save for very distasteful role
given to Laura Hope Crews as amorous old
tipster.
A— Hardly
Y— Fair
C— No
Right to Romance (Ann Harding, Robert
Young) (RKO) Ann Harding splendid as great
plastic surgeon who refuses to let her career
cheat her of love. Fine dramatic values by
fine cast. Genuine, strong, charming romance
untainted by cheap sexiness, objectionable ac-
tions or risque dialog.
A— Fine of kind Y— Mature but good
C — Beyond them
Sweetheart of Sigma Chi (Mary Carlisle,
Buster Crabbe) (Monogram) Another "college"
like glorified country club, with puppy ro-
mances and athletics dominant. Supposedly
irresistible heroine gathers frat pins. Bet-
ting she can get college hero's nearly loses
her the hero. Harmless save its burlesque of
college. Excellent boat race scenes.
A— Mediocre Y — Fair C— Perhaps
Take a Chance (James Dunn, Cliff Edwards)
(Para.) One of poorest musical comedies since
earliest efforts. Naively composed, woodenly
acted by most of cast and the one or two
good actors miscast. Bad taste, mediocrity
and stupidity throughout. Thrown together to
be thrown away.
A — Stupid Y — Worthless C — No
White Woman (Charles Laughton, Carole
Lcmbard) (Para.) More lurid sex stuff in the
tropics, with very tough men after the lone
white woman. Uses Charles Laughton as the
bestial, ultra-cruel husband of the heroine.
Gruesome thrills, depressing atmosphere, with
hardly a healthy moment.
A — Unpleasant Y — No C — No
Wild Boys of the Road (Frankie Darrow)
(1st Nat'l) Well-intentioned social problem
picture. Naive introduction shows "gay life"
of high school kids. Depression strikes work-
ing-class parents, boys leave home to find jobs
and help parents. They fail, turn vagabonds,
and finally genial judge saves them. Elemen-
tary sensationalism.
A — Hardly Y — Harmless C— Doubtful
World Changes. The (Paul Muni. Marv As-
tor) list Nat'l) Notable acting by Muni in im-
probable story of four generations, from Da-
kota homesteading in 1867 to financial orgies
of 1929. Hero sees his packing industry for-
tune wasted by worthless posterity. Melodra-
matic and depressing, but early western scenes
fine,
A — Fair Y — Probably good C— Too mature
December, 193 3
Page 281
AMONG THE MAGAZINES AND BOOKS
CONDUCTED BY MARION F. LANPHIER
Educational Method (Xovember) "The Use of
the \ii\c I'liotuplays in an Elementary School for
Adults," by J. \V. Tilton, Associate Professor of
Educational Psychology, Yale University, and Ar-
ney R. Childs, Principal of Logan School, Colum-
bia, South Carolina, describes the experiments con-
ducted with these Photoplays at an Opportunity
School for Adults held at Clemson College. The
results suggest as a tentative conclusion that "the
Photoplays may be viewed with profit by any adult
group on the elementary school level, supplying a
basic core knowledge of American history to those
who lack it, supplementing and enriching, in pro-
portion to the amount of such basic knowledge al-
ready possessed."
"Choosing the Movie," appearing in this same
number, tabulates the replies to the question, "How
do you choose the movies you see?" included in
a questionnaire given in 1931 to pupils of the
Horace Mann School, New York City, by Mary
Allen Abbott. In comparing them with those ob-
tained in a similar study in 1929 by Alice Miller
Mitchell, the writer found that the most widely
used method with both groups is by reading the
reviews in the newspapers. The most striking dif-
ference is in the matter of parents' advice. Nine-
teen per cent of the Horace Mann children and only
one and six-tenths per cent of the Chicago children
say their parents help them choose. This is doubt-
less due to the active part which Horace Mann
parents take in the movie experience of their chil-
dren.
Cinema Quarterly (Autumn) For those readers
of liliu comment and criticism who prefer their ma-
terial put up in a typographical form that combines
the angular beauty of the modern trend with the
rich formalities of a more conservative set-up
Cinema Quarterly, a publication from Edinburgh
with the flavor of internationalism, should be most
acceptable. It is not stodgy in its attitude nor
affected in its effort to be distinguished.
An entire paragraph devoted to the externals of
this periodical is forgivable only because the con-
tents might be similarly described. Evenness of
expression and breadth of outlook mark review and
feature article. We are glad to present it among
our magazines.
Parents' Magazine (November) "Motion Pic-
tures for Children", by George J. Hecht, is the
exposition of "a definite plan to provide better"
product for that ever present group of youngsters
viewing adult material in our theaters. Calling
attention to the horror of conscientious parents and
the strange lack of concerted effort toward accom-
plishment of any plan to remove the cause for
horror, and referring to the studies reported by
the Payne Fund Researches, the author offers a
model municipal ordinance that would require cer-
tain practices on the part of every operating theater.
The ordinance provides that children under ten
years of age shall not be admitted to motion pic-
ture theatres except at family audience perform-
ances and then only if accompanied by a parent,
teacher or guardian. Children from ten to seven-
teen years of age, inclusive, shall be admitted un-
accompanied to family audience performances but
can attend other performances only if accompanied
by a parent, teacher or guardian.
Space does not permit quotation of the model
ordinance nor those steps essential to the enact-
ment of such an ordinance.
While the material of the ordinance itself is not
new, the method of procedure to accomplish its end
is direct and novel in some respects.
Book Reviews
Motion Pictures and Youth, A Summary: Get-
ting Ideas from the Movies, by Charters, Holaday,
Stoddard. Macmillan Co. 1933.
This is another volume of data and conclusions,
presenting not solutions but the facts found. "There
is no single solution nor formula that will meet the
situation. The best procedure is to find the facts and
publish them to stimulate discussion from which pro-
grams of action will eventually crystallize . . . The
producers occupy the key position . . . The sim-
ple, obligation rests upon those producers who love
children to find a way of making the motion picture
a beautiful, fascinating, and kindly servant of child-
hood." This volume presents, as have all the volumes
published to date, a clear cut organization of found
facts. We repeat again that no parent or teacher
can afford to be without these books.
Motion Pictures and Youth; The Emotional
Responses of Children to the Motion Picture
Situation; Motion Pictures and Standards of
Morality, by Dysinger, Ruckmick, Peters. Mac-
millan Co. 1933.
This somewhat bulkier presentation of data, offers
remedial suggestions if not actual solutions, in the
chapter entitled "Practical Conclusions." The social
mores are given more attention by nature of the top-
ics for exi^erimentation. If one were selecting only
certain of the volumes for purchase this one should
be among those selected.
Page 282
The Educational Screen
THE
CHURCH
FIELD
C O N D U
CTED BY R. F. H
JOHNSON
ANTICIPATION--A Service For Christmas
H. PAUL JANES
TO PRESENT this service properly the Church
■ should be lighted in the rear with soft blue globes,
providing just enough illumination to allow the wor-
shipers to find their seats. Do not use the main lights
in the auditorium at all, either before or after the
service.
Provide a suggestive center of interest in the front
of the Church ; it may be a manger, large enough in
proportion to provide the real focal point. Light it
with either a soft blue spotlight swinging from above,
or with a strong electric bulb lighted in the hay within
the manger. Place the manger below and in front of
the screen, but in full view of the entire audience. Be
sure that none of the light showing on the manger,
or from the manger reaches the screen, and that no
part of the screen is hidden. In this way you will have
created a Cathedral atmosphere, providing a feeling
of privacy among many, and an appropriate religious
symbol to stimulate the Christmas thought.
Provide ushers with flash lights to seat the congre-
gation. Caution them against throwing their lights up
or across the room ; keep all lights pointed at the floor
or directly at the seat. Never allow a light to shine
in any person's eyes. In the back of the Church or
at turns in the aisle, use standing lamps with blue
bulbs to illuminate the floor. If possible, set up a
double rheostat between the stereopticon projector and
the light on the manger, so that as the picture appears
on the screen the light on the manger can be faded out,
and vice versa on the screen.
Order of Program and Directions
1. Prelude. The manger is lighted during the as-
sembling of the congregation. If the light is to be
taken oflf the manger during the periods when slides
are on the screen (if no rheostat is used) be sure not
to turn the light off on the manger until the light is
on the screen. For prelude the organist may use the
"Pastoral Symphony" from "The Messiah" by Handel.
or the music "Town of Bethlehem" by H. Walford
Davies, No. 81, Church School Hymnal for Youth.
2. Theme Picture. LeRolle's "Arrival of the Shep-
herds" (slide No. 1) should appear on the screen dur-
ing the last minute of the ])relude.
3. Introductory Music. During the musical swing
from the prelude to the tune "Watchman" by Mason
(if the light on the manger is off) turn the light on the
manger and then take LeRolle's picture off the screen.
Then put the picture "Bethlehem'' (slide No. 2) on the
screen and (if necessary) turn the light off of the
manger.
Two hidden soloists or two hidden divisions of the
hidden choir may sing the first two verses of Bower-
ing's "Watchman, Tell Us of the Niglit." Preferred
tune "Watchman" by Mason, No. 393, Llymnal re-
vised.
4. Scripture. (When there is nothing on the screen
always be sure the manger is lighted.) Have the pro-
phetic scriptures typed so that they can be read in
quick succession. The reader may be hidden or may
stand in a soft spot of light so arranged to one side
of the screen that it does not shine on the screen and
is not reflected to the screen, or if the manger is lighted
from above, the reader may stand immediately behind
the manger and read. Read Haggai 2 :6-7 ; Malachi
3:1-4; Micah 5 :2 ; Isaiah 7 :14 and Isaiah 9 .6-7.
5. Prayer. To God for an expectant spirit.
6. Christmas Carol. (Slide No. 3) Have the hidden
choir lead the congregation in the singing of "It Came
Upon the Midnight Clear" (Vs. 1 & 3). Lyric by
Sears; preferred tune "Carol" by AVillis, No. 177,
Hynmal revised. Illustrated with Millet's "The An-
gelus."
7. Scripture. Joseph and Mary going to Jerusalem,
Luke 2:1-7.
8. Christmas Carol. (Slide No. 4) Congregation
sings "O Little Town of Bethlehem" (2 vs.). Lyric
by Phillips Brooks; preferred tune "St. Louis" by
Redner, No. 181, Hymnal revised. Illustrated with
picture of "Bethlehem."
9. Scripture. Shepherds hear angels sing. Luke
2:8-15.
10. Christmas Carol. (Slide No. 5) Congregation
sings, "While Shepherds Watch Their Flocks" (4 vs.)
Lyric by Tate ; preferred tune "Shackelford" by Chess-
wright. No. 184, Hymnal revised. Illustrated with
picture of shepherds.
11. Special Music. While the last words of the pre-
ceding Christmas Carol are being sung turn the lights
on the manger (if it has been off). Then turn the
lights off on the screen. Almost immediately put slide
No. 6 on the screen. Notice that slide No. 6 is next
in the slide carrier of the stereopticon projector. To
change quickly throw a large piece of cardboard across
the beam of light at the projector. Shift slide No. 6
in quickly and lift the card again quickly, tluis pro-
December, 1933
Page 283
jecting slide No. 6 on the screen. Then (if necessary)
turn the light off the manger. While Copping's pic-
ture (slide No. 6), "The Shepherds of Bethlehem,"
is on the screen the hidden choir sings "Hark ! the
Herald .Angels Sing." Lyric hy Wesley ; preferred
tune "Mendelssohn," adai)ted by Cunnnings, No. 174,
Hymnal revised.
12. Scripture. Visit of the shepherds. Luke 2:15-
20.
13. Special Music. (Slide No. 7) While LeRolle's
"Arrival of the Shepherds" is on the screen the hid-
den choir will sing "Silent Night, Holy Night." Lyric
by Mohr; preferred tunc by Gruber, No. 55, Vesper
Chimes.
14. Meditation. While slide No. 8, "St. Paul be-
fore Feli.x," is on the screen (see directions for slide
No. 6) the Pastor may desire to call attention to some
of the ideas expressed in the following paragraph.
If the manger is lighted he may stand directly behind
it. H he stands to one side a very soft light such as
that suggested for the reader may be thrown on him,
or he may prefer to speak from a hidden position.
"Had Christ come to the world amid the blaring of
trumpets and the beating of drums — had he been her-
alded by His own emissaries of a great kingdom of
power, whom he might have clothed in purple and
decorated with gold and precious jewels — if He had
arrived amid pomp and splendor and ceremonious
pageant after the custom of worldly potentates — He
might have awed even the Roman empire, and the King
of Jerusalem would have received Him on bended
knees and proclaimed Him King of Kings and Lord
of Lords."
15. While slide No. 9, "The Finding of the Book"
by Copping, is on the screen (see directions for slide
No. 6) the substance of the following paragraph might
be presented.
"Had he come in a cloud of glory with the speed
and brilliance of light — had His arrival been amid cos-
mic turmoil, and had he loosed the forces of the uni-
verse which move at His touch, the priests of Jerusa-
lem would have hailed Him as the promised Messiah,
the Son of David.
"Millions would have bowed down to Him and
thousands would have brought him gifts — His com-
ing might have been hailed by thousands of 'hired'
voices that would have split the heavens with their
shouts, proclaiming His glory.
"When wise men from the East asked for in-
formation regarding His coming the king turned
and inquired of the priests who hastened to their
books to discover where and when the Messiah was
to be born.
16. While slide No. 10, Honthorst's "The Adora-
tion of the Shepherds," is on the screen (see direc-
tions for slide No. 6) the following ideas may be
elaborated.
"And even before all this had happened lowly
shepherds of Judea gazed upon the Holy Child.
The King of Love had come to those who, laboring
under the burden of imperial tyrants and ecclesiasti-
cal bigots, looked for release through a Messiah
who would forever deliver them.
"The Savior came to those who anticipated Him,
who looked earnestly for His coming with hope-
ful, an.xious hearts. These included the humble —
but no less the wise.
".Around the manger, in a stall for cattle, as-
sembled the humble men. Awe and wonder mingled
with joy and j^eace filled their hearts as they gazed
upon the wonderful scene. There in a rustic cradle
amid swaddling clothes lay the Hope of the World,
the Redeemer of mankind.
"Just as He came to the hund^le and wise in the
days of long ago, He comes today to those who
are anticipating Him. He is as real today as then,
but unless He is anticipated He will be seen and
not recognized.
"It is no wonder that the hearts of those who
look for Him swell with joy at finding Him, until
all around the world sound the notes of the carol,
'Joy to the World, the Lord is Come'."
17. Christmas Carol. (Slide No. 11) As the Pastor
repeats his final words put slide No. 11 on the
screen (see direction for slide No. 6) and the con-
gregation will sing "Joy to the World." Lyric by
Watts; preferred tune "Antioch," revised from
Handel by Ma.son, No. 180, Hymnal Revised. Il-
lustrated with "The Adoration of the Shepherds"
by Borguereau.
18A. Film. A very good Christmas Motion Pic-
ture Film has been provided by the Religious
Motion Picture Foundation in New York, or from
the Presbyterian Book Stores of either Philadelphia or
San Francisco. This film might be used instead of the
pageant or before the pageant. A cue sheet will be
provided giving a com])lete list of music to be ijlayed
during the picture including directions for playing it.
The Motion Picture is reel No. 1 from the Series "I
am the Way" entitled "When Jesus was Born."
18. Pageant. With the light on the manger the three
wise men in proper costume and bearing their ap-
propriate gifts, after having sung the first verse
together, one at a time, march down the aisle each
singing his verse of "We Three Kings of Orient
Are," finally kneeling at the manger, where the
three sing the fifth verse together. If preferred,
voices in the hidden choir can sing the parts for
the wise men. but the pantomime should be carried
on the same. "We Three Kings of Orient Are."
lyric and music by Hopkins, No. 60. Vesper Chimes.
The first verse will be sung by the wise men or the
(Concluded on paye 287)
Page 284
The Educational Screen
SCHOOL
DEPARTMENT
CONDUCTED BY
DR.
F. DEAN McCLUSKY
Director, Scarborough
School,
Scarborough-on-Hudson, N. Y.
Visual Education In Junior High Schools
L. F. HI RE
THE Junior High Schools of the city of Pontiac,
■ Michigan, have for the last three years carried
on an extensive program of visual educatian. Visual
aids include maps, charts, an extensive picture collec-
tion, film slides, glass slides, and the use of a well
organized yearly program of 16 mm. films.
Each junior high school has a visual education com-
mittee which is appointed yearly and has one member
each from the science, history, and geography depart-
ments. After mapping out the program for their re-
spective schools, members of the various committees
meet and formulate the program for the entire school
year. One of the schools acts as a clearing house,
carrying on all necessary correspondence for the book-
ing of the entire year's program. The complete sched-
ule is then put into mimeograph form and placed in
the hands of the teachers.
BARGAINS II!
WRITE
SUNNY SCHICK
Cinevtachinery Brokers
I have what you want, or
can sell what you have.
Bargrains in Equipment: a14 Ri
BELL & HOWELL *" "
EASTMAN
SIMPLEX
VICTOR
STEWART- WARNER
Save 30% to 60% on cameras, projectors
and accessories.
407 W. Washington Blvd.
.Since 1925 Fort Wayne. Indiana
A program carried on for a number of years nat-
urally acquaints one with the sources of film informa-
tion. We have found the most dependable sources
to be the Educational Screen and its small hand book,
One Thousand and One Non-theatrical Films; also the
Victor 16 mm. film directory, the United States Bureau
of Mines, the United States Department of Commerce,
the State Department of Conservation, and the Y. M.
C. A.
Financing of the program is made possible by the
showing of one or two feature motion i)ictures after
school hours and in addition ten percent of the pro-
ceeds of all motion picture entertainments. A large
item is the transportation expense which in our case
is being met by the Board of Education. Three new
Victor 16 mm. projectors have recently been placed in
service by the schools.
A definite series of recommendations is carefully
followed in the use of class-room pictures :
1. Films are to be used in class-rooms in so far as
it is possible.
2. When shown on the screen in the auditorium
to a larger group, teachers are to sit with
classes.
3. Pictures are not to be shown to classes unless
they pertain to the work being covered.
4. Pictures are to be discussed in class before and
after showing.
5. List of films, with teacher's opinion as to their
value should be placed on file with the visual
education chairman.
Following is the program of 16 mm. films to be used
by the Junior High Schools of the city of Pontiac
during the school year.
Number following titles indicates number of reels :
October 2 Light of a Race (1)
October 3 The Miracle of Corn (1)
October 4 The Manufacture of Sheet Metal
and Tin Plate (1)
October 10 Man Against Microbe (1)
October 16 Wild Wings (2)
October 17 Michigan Mammals (2)
October 18 Carbon Monoxide (1)
October 23 Logs and Lumber (1)
October 24 Golden Health ( 1 )
October 25 Electric Heat in Industry (3)
October 30 .Story of a Storage Battery (2)
October 31 Velvet — King of h'abrics (2)
November 3 Romance of Rubber (2)
December, 1933
NovemlK-r 6 The Red Poacher (2)
November 7 ( Ireecc < 1 )
N()veml)cr 7-9 The Conquest of Diphtheria. ...( 1 )
Xoveniher 8 Li<|uid Air (1)
N«)vein!)er 7-9 Romance of the Keai)er (5)
N'ovemI)er 13 Nutrition and Dental Heahh (2)
November 14 About Bananas ( 1 )
November 20 I'aper Making ( 3 )
Xoveml)er 20-22 Money Making industry (1)
Novemlur 22 The Metals of a Motor Car (2)
November 27-2<) The Story of (}asoline Motor.. (3)
November 27 A Day with the Sun ( 3 )
December 4 Mazda Lamp Manufacturing (2)
December 1 1 .Mong the Firing Line (2)
December 12 People who live on the Great Plain ( 1 )
December IX Evolution of the Oil Industry
December \9 Story of Lubricating Oil (2)
Jamiary 10 Working for Dear Life ( 1 )
January 15 The Wizardy of Wireless (2)
Second Semester
February 5 The Benefactor v^)
Februarv 7 The Miracle of Corn ( 1 )
Februar'v 12 Litpiid Air ( 1 )
I-ebruary 1 3 1 .ight of a Race ( 1 )
lY'liruarv 14 Carbon Monoxide (1)
bVbruary 19 Kvolution of the Oil industry (3)
February 20 Story of Lubricating Oil (2)
February- 21 The Manufacturer of Sheet Metal
and Tin Plate (1)
i'^bruarv 27 Peoi)le Who IJve in a Crowded
Valley (1)
March 6 The Metals of a Motor Car (2)
March 12 A World of Pafier (2)
March 12-14 A Dav with the Sun (3)
.March 14 The Red Poacher (2^)
March 20 Story of a Storage Battery (2)
March 27 Mazda Lamp Manufacturing (2)
.April 2-4 Money Making industry (2)
.Ajiril 3 Story of Gasoline Motor
.April 9 Michigan Natural Resources Inventory. (2)
A])ril 10 Michigan Mines and Minerals (1)
April 16 .Along the. Firing IJne (2)
.Ai)ril 18 Electric Heat in Industry (3)
April 25-27 Romance of Rubber (2)
May 1 The Wizardy of Wireless (2)
Sound Equipment for Elementary School
One of the first strictly six-grade elementary schools
in Westchester County, New York, to be equipped
with professional sound eciuipment is the Milton
School at Rye-on-the-Sound. While high schools ancl
junior high schools have been so equipped, elementary
schools as a whole have not received the benefit of
such eciuipnient. The sound is made up of a wide
range ami)lifier, aniplion unit and 9 foot horn. All
controls are in the booth. Signal buzzers are so ar-
ranged that lights and volume and tone are controlled
from the booth. A double turntable is connected with
the ami)lifier so that records may be played through
the picture apparatus. The equipment is arranged
to throw a 9x12 ])ictnre.
Page 289
The
CHALLENGER
A iMirtable scre«n that is out-
stJindinR ! Compact, simply operat-.
ed. with self-Bupporting feature.
Neetls no table : readily placed
anywhere, with picture surface
approximately 45" off the floor.
Swivel bracket fitting Kfooved
tripod tube provides rapid, easy
adjustment and keeps screen in
perfect alitcnment. Stronsly
constructed ; folds compactly
for storaKC and transportation.
S«" X 4«" — 120.00
36" X 48" — $25.00
39" X 52" — $30.00
''STANDARD
EQUIPMENT"
— So do many of the most sue-
ce»fu1 visual educators refer to
'DA-LITE" screens! They appre-
ciate tne quality of DA-LITE'S
brilliapt glass - bead reflective
surface that gives pictures new,
life-like brilliancy. They like the
convenience of DA-LITE's com-
pactness and easy portability.
They are grateful for the fair
DA-LITE prices that keep equip-
ment costs minimized. You, too,
will like DA-LITE screens. Inspect
the entire comprehensive line at
a dealer's near you — or write
us direct for circulars and the
address of a nearby distributor.
THE DA-LITE
SCREEN CO.. INC.
272 1 N. CRAWFORD AV.
CHICAGO, ILL.
SOtJND EQUIPMEMT
PORTABLE
35 mm. Sound-on-Fllm Projector
Now available
for School Room
and Auditorium.
Features Simplicity of
design, rear shutter,
straight line film travel.
Uses 500, 750 or 1000
watt Maida lamps. Easy
to set up and operate.
This Syncrofilm Sound
and Visual Projector
maintains the high stand-
ards that have made
the name Syncrofilm
famous. It incorporates
all the latest develop-
ments in sound and
sight projection.
V/RITE FOR DETAILED
CIRCULAR.
WEBER MACHINE CORP.
59 RUHER STREET ROCHESTER. N.Y.
E«port Office: 15 Laight St., N.Y.C.
Cable Address: Romos. New York.
Distributors throughout tho World.
Page 286
The Educational Screen
The FORD MOTOR CO. are CAREFUL BUYERS
AFter thorough investigation they gave Herman A. DeVry, Inc., the largest
industrial order For standard portable sound outfits ever given in America.
This obvious endorsement should mean
to you —
PERFECT TALKIES
FOR SCHOOLS
Many schools not able to pay cash have used
the DeVry Self Liquidating Plan, which does not
obligate the School Board. It has worked out suc-
cessfully in every school where it has been tried.
Write for free booklet, "Raising Funds with
DeVry Talkies."
State whether you are interested in 16 mm.
or 35 mm. Sound Equipment.
HERMAN A. DEVRY, INC.
I I I I Center Street Chicago
Educational Film Program of U.S.S.R.
(Concluded from page 277)
speed of the films. A movie, mechanic is required for
operation of moving picture machines except in small
schools where a technically trained teacher may operate
if he has a certificate given by Souzkino. An institute
was held in Moscow in August for training of film
s])ecialists. About 50 teachers elected from the vari-
ous districts were expected to attend this. They will
go back and ex])lain the use of films in their local dis-
tricts.
There are far too few educational films to meet the
needs of schools. Between 1925-28 they were let out
without a plan and the present system is still somewhat
chaotic. Many films such as the saving of Novile's
Dirigible, or the building of the Turkish Siberian rail-
road are considered already out of date. Teachers are
advised to become well acquainted with the films
available and be able to choose parts from several
films when films are not of the most recent. Many
helpful notes are included in the catalog to indicate
their best use.
To meet the need for educational films there is an
extensive production and revision program : During
1933 two million rubles were spent on the preparation
of new films and the revision of old ones, while four
million have been appropriated for 1934. ^ The fol-
'Data by Stcpanoff-Soiizkino.
lowing program for production in 1934 includes both
new films and revision ■}
1934 Production Program
New Revised
Subject (meters) (meters)
Social science 900 4800
Physics 2900 1350
Chemistry 3500 1800
Biology —
Botany [1200 900
Zoology 3500
Physiology 2870
Geography 6000 4800
Labor and politics 3980 900
Agriculture 3000
Astronomy 2100
Practically every school has a slide ]irojector so that
little attention is being paid to such equii)ment. How-
ever the institute plans in 1934 to prepare 100 series
of 30 or 40 slides each for both geography and his-
tory, 30 series for chemistry and has a plan in prepara-
tion for physics slides. The new films being produced
are mainly in 35 mm. size although 16 mm. films are
made for the schools which need them. Practically
nothing has been done yet in sound films although one
on the subject of sound is being ])repared this year
as an experiment.
2F. \. : Data given by Venogradov and Uden, directors edu-
cational film section. Central House of Art Education.
Moscow.
December, 193 3
Page 287
The Church Field
((.'oiicludcJ jri»ii piii/i- Z'^i)
choir before the first wise ni.in marches in. The
List will be sung while the wise men kneel.
19. Offertory. As the organist iK'gins to play the
offertorv ("The Halleujah Chorus" from "The
Messiah" by Handel is preferred — may be sung
by the choir) the wise men will stand and extend
their arms to the congregation in invitation, and
the deacons will begin from the rear of the Church
to take u]) the ofTcring, cither of gifts for charity
or of money. They will bring the ofTering to the
front of the church and give it to the wise men, who
will place it in front of the manger and kneel again.
20. Christinas Carol. As the offertory is ended the
wise men will ari.se and signal the congregation to
stand. There will be enough light on the manger
and in the room to illuminate them. The congrega-
tion will then sing (slide No. 12) "O Come All Ye
Faithful" (2 vs.). Lyric translated from Latin by
Oakley : preferred tune "Adeste Fideles." author
unknown. Xo. 173, Hymnal Revised. Illustrated
with "Der Engel Freude" by Studer.
2L Benediction.
22. Posllude. Leave the lights in the auditorium
out. As the congregation passes out quietly, the
organ plays "Xicaea" by Dykes, customarily sung
with "Holy, Holy, Holy." Lyric by Bishop Heber,
Xo. 82, Hymnal Revised. The choir will not sing
this.
Hymnal numbers are from the Presbyterian
Hymnal. The eleven slides are available, done in
colors, from the Presbyterian Board of Christian
Education, Philadelphia, Pa.
Yule Log— Symbol of Christmas
What pleasant old customs jieople used to have at
Christmas! With great ceremony, in the olden days,
the Christmas log was brought into the home. This
great "clog" of wood, chosen with care and laid in
the huge fireplace, was lighted with a brand saved from
last year's log. Great drinking, singing and telling
of tales in the light of the ruddy blaze were part of the
Christmas celebration. .-\11 through the night that Yule
log was kept burning and if by any oversight the flame
went out ill luck would
surelv befall the home.
Who has not at
times lamented t h e
passing of these sim-
ple holiday rites? In
memory of the pleas-
ant old custom the
193.^ Christmas Seal
depicts the . bringing
in of an ancient
Christmas yule log.
The Typewriter Slide
For Screen Projection
Write for free namplcii.
RADIO-MAT SLIDE CO., Inc.
IMS llniadway
N>w York. N. Y.
.\nnounced by the heralding bugler, two mediaeval
figures drag in the enormous log, against a background
of golden winter sunset. They call to mind the former
days and symbolize the true spirit of peace on earth
that unites all (feojjle at this season of good will. They
would remind everyone who pastes the little stickers
on mail and packages that the old, real Christmas is
not gone. For true Christmas jieace and happiness,
which no amount of material troubles can everlasting-
ly destroy, will l)e in the heart of everyone who
"shares" the gift of health by using Christmas seals
throughout December.
Photographic Historical Study Units
are prepared to cover a period not a scene,
giving the student
a balanced visual understanding
of what took place and why.
IS 8x10 dry mounfed photographs fo the unif complate with intro-
duction, full descriptive text and question guide dry mounted
9'/4«ll and boied (or classroom use.
UNITS COVERING THE FOLLOV/ING SIX PERIODS
ARE NOW AVAILABLE:
Roman Life Feudal Life from Robinhood
Westward Movement The Pilgrims
American Revolution and Organization
of Government
Slave Life and Abraham Lincoln
Others in Preparation.
The photoxraphs iliastratinc thcM period* wrrr m-
lect«d from motion picture stillft. and grouped and
edited by historians and leaders in visual instmrtion.
Write for prices and descriptive folder to:
Photographic History Service
formerly
Educational Research Studies, Ltd.
5537 HOLLYWOOD BLVD. HOLLYWOOD, CALIF.
If East of the Mississippi send ysur inquiry to
LEE WHITCOMB
Eastern Sates Manager
LEONIA. NEW JERSEY
Page 288
The Educational Screen
AMONG THE PRODUCERS
where the commercial firms — whose activities have an important bearing on progress in the visual field —
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.
Two Important Announcements
Educational Research Studies, Ltd., of Holly-
wood, California, publishers of Photographic His-
torical Study Units from motion picture stills an-
nounce a change in name to PHOTOGRAPHIC
HISTORY SERVICE. The address, 5537 Holly-
wood Blvd., Hollywood, California, remains the
same.
They also advise that Mr. Lee Whitcomb of
Leonia, New Jersey, has been appointed Eastern
Sales Manager handling through his sales organi-
zation all territory east of the Mississippi. Mr.
Whitcomb is widely known among educators, hav-
ing devoted many years to sales work in the visual
field.
An Aid to the Study of Optical Phenomena
Light and the study of optics, while a subject of
major interest to the philosopher and physicist for
hundreds of years, remains a mystery to the average
man. Thus when such a term as "optical bench" is
mentioned, laymen greet it with expressions of polite
curiosity, or simply raise their eyebrows. Indeed, it
is surprising how many well educated persons are
almost completely ignorant regarding a branch of
science that concerns almost every phase of modern
life.
Investigation has shown that this lack of interest
is due primarily to the inadequate attention given
courses in optics by the av-
erage high school and col-
lege. Undoubtedly instruc-
tors have been handicapped
by the high cost of good
optical equipment, and be-
ing unable to give interest-
ing and attention-holding
demonstrations, have been
obliged to rely on the the-
oretical exposition of the
literature and the lecture
room. Heretofore, such an
important adjunct to the
physics laboratory as the The Optical
optical bench has been too costly when accurate enough
for research work ; or if cheap enough for individual
experimentation has been too inaccurate and limited
in application to be used for research work.
"You Can't Keep A Good School Down"
Old Man Skeptic riz up again and said "Talkies are
for Theatres, not Schools" — just as he said, years ago,
"Movies are for theatres not schools." But the schools
just won't let a good thing go by. Any medium that
ini])resses the human mind in new and vivid ways, is
a pro])er instrument for education. Indeed the schools
would be criminally negligent if they did not shape
new tools to educational uses.
The news from Herman A. DeVry, Inc., is encour-
aging. Scores of schools and churches are equipping
themselves with DeVry Portable Sound Units — and
they are writing back, also, that the equipment is eas-
ily operated and gives absolutely satisfactory sound.
DeVry reports a notable experience. A prospect
for a DeVry portable sound on film unit wrote a large
number of users on the DeVry list, to get their opinion
after months of service. He received replies from
80% of the users. Every letter praised the outfit.
Not one discouraged the purchaser from buying a De-
Vry. This looks like some sort of a record.
Nearly all of these schools use "talkies" for group
instruction and entertainment in the auditorium. A
few like The Evanston High School, use talkies dur-
mg the lunch period just for relaxation and entertain-
ment, charging a small fee, which gradually pays for
the equipment.
The DeVry experience, combined with that of other
manufacturers of sound eciuijiment. confirms the fact
without a shadow of doubt, that "talkies" have estab-
lished themselves as valuable and legitimate equip-
ment for the modern school.
We will give our readers full information regarding
the new DeVry 16 mm. Sound-on-Film Equipment in
the January Educational Screen. It will be a real
piece of news for those schools which are interested
in this type of equipment.
Bench Developed by R. Fuess Inc. (Berlin)
There have recently appeared advance notices of a
new o]3tical bench which represents a revolutionary
improvement in design and manufacture, permitting
{Concluded on page 292)
December, 1933
Page 289
HERE THEY ARE!
A Trade Directory for the Visual Field
FILMS
Arnold Audio Associates (5)
11 \V. 42ml St., New York City
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. V.
(See aitvertii%ement on ouUide back cover)
Eastman Teaching Films, Inc. (1, 4)
Rochester, N. Y.
Edited Pictures System, Inc. (1, 4)
330 W. 42.k1 St.. New York City
Ideal Pictures Corp. (1, 4)
30 E. Eighth St.. Chicago, III.
Modern Woodmen of America (3, 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.
Stewarts School Films (4)
21 Liberty St.. Trenton, X. J.
United Projector and Films Corp. (1,4)
228 Franklin St., Buffalo. N. Y.
Universal Pictures Corp. (3)
730 Fifth Ave.. New York City
(S:e Hdvertiscment on page 265)
Wholesome Films Service, Inc. (3, 4)
48 Melrose St., Boston, Mass.
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
Y. M .C. A. Motion Picture Bureau (1, 4)
347 Madison .'\ve.. New York City
19 S. LaSalle St., Chicago, 111.
MOTION PICTURE
MACHINES and SUPPLIES
Bell & Howell Co. (6)
1815 Larchmont .\ve., Chicago. III.
(See advertiaement on inside back cover)
Eastman Kodak Co. (4)
Rochester, N. Y.
tSfe advertisement on outaide back cover)
Edited Pictures System, Inc. (i)
330 W. 42nd St., New York City
Herman A. DeVry, Inc. (3, 4)
I 111 Center St., Chicago
(See i.dvertiBement on pase 286)
Ideal Pictures Corp. (1, 4)
26 E. Eighth St., Chicago, 111.
International Projector Corp. (3, 6)
90 C,uU\ St., New York City
(See advertisement on inside front cover)
Motion Picture Accessories Co. (3, 6)
43-47 VV. 24th St., New York City
Regina Photo Supply Ltd. (3, 6)
1924 Rose St.. Regina, Sask.
Sunny Schick (4)
Fort Wayne, Ind.
(See advertisement on pave 284)
United Projector and Film Corp. (3, 4)
228 Franklin St.. Buffalo, N. Y.
Victor Animatograph Corp. (6)
Davenport, Iowa
Weber Machine Corp. (2)
59 Rutter St., Rochester. N. Y.
(See advertisement on page 286)
Williams, Brown and Earle, Inc. (3, 6)
918 Chestnut St., Philadelphia, Pa.
PHOTOGRAPHS atid PRINTS
Educational Research Studies, Ltd.
5537 Hollywood Blvd., Hollywood.
Cal.
(See advertisement on page 287)
SCREENS
Da-Lite Screen Co.
2721 N. Crawford Ave.. Chicago
(See advertisement on page 286)
Motion Picture Accessories Co.
43-47 W. 24th St., New York City
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.
330 W. 42nd St.. New York City
Ideal Pictures Corp.
26 E. EiK'hth St., Chicago, III.
Keystone View Co.
Meadville, Pa.
Radio-Mat Slide Co., Inc.
1674 Broadway, New York City
(See advertisement on pace 287)
Spencer Lens Co.
19 Doat St.. Buffalo, N. Y.
(See advertisement on page 265)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Browne and Earle, Inc.
918 Chestnut St.. Philadelphia, Pa.
STEREOGRAPHS and
STEREOSCOPES
Herman A. DeVry, Inc.
nil Center St.. Chicago
(See advertisement on page 286)
Keystone View Co.
Meadville, Pa.
STEREOPTICONS and
OPAQUE PROJECTORS
Bausch and Lomb Optical Co.
Rochester, N. Y.
E. Leitz, Inc.
60 E. 10th St.. New York City
Regina Photo Supply Ltd.
1924 Rose St., Regina, Sask.
Spencer Lens Co.
19 Doat St., Buffalo, N. Y.
(See advertisement on paire 265)
Victor Animatograph Corp.
Davenport, Iowa
Williams, Brown and Earle, Inc.
918 Chestnut St., Philadelphia. Pa.
REFERENCE NUMBERS
(1) indicates Arm supplies
86 mm.
silent.
(2) Indicates Arm supplies
85 mm.
sound.
(3) indicates firm supplies
85 mm.
sound and silent.
(4) indicates firm supplies
16 mm.
silent.
(5) indicate* firm supplies
16 mm-
sound-on-ftlm.
(6) indicates ftrm supplies
16 mm.
sound and silent.
IS YOUR firm represented here? it should be. Continuous insertions under one
heading cost only $1.50 per issue; additional listings under other headings, 50c each.
Page 290
The Educational Screen
Index to Volume XII (1933)
The Educational Screen
FORMAL ARTICLES
(Arranged Alphabetically by Authors)
Adams, W. Bruce, Brondening the Horizon of Visual In-
struction Mar.
Atlcinson, Tlielma, Sound Motion Pictures as an Aid in Class-
room Instruction Xqy
Boyce, George A., I Can't See Geometry !peb.
Bryan, Artliur H., Modern Tendencies and Procedures in
Biology Instruction May
Burt, U. S., Unitied Department of Visual Instruction Feb
Chambers. Elsie I., Are You Interested in Visual Education ?. May
Dam, Mrs. Loring, A Roman Town House Nov
Freeman, Ira M., The Use of Foreign Talking Films in Lan-
guage Instruction Yeh
Gray, Howard A., Can Educators Profit from Industry's Ex-
perience with the Motion Picture? Apr. 101-May
Green. William S. Jr., A New Idea in Projecting Micro-
scropic Slides Oct
Hamilton, W. J., The Importance and Role of Visual Edu-
cation in Our Schools June
Hanson, C. H., How County Extension Agents Look at 'Vis-
ual Aids
.Jan.
Hochheimer, Rita, The Effectiveness of Visual Instruction in
Teaching Safety .Tan
Miller, Gordon P., Polynesian Puzzles in Visual Education !sept
Oldfather, O. H., The Use of Motion Pictures to Promote
Community Relations Mar
Osborne, Albert E., Visual Experience and Social Progress
„ ■ ■ ■ • • Sept. 184-Oct. 218-Nov. 243-Dec.
1 etry, Robert L., The Production of Animated Diagrams with
Amateur Equipment Jan
Price, W. T. R., The Versatile Lantern Slide '.'.'.! '.'.■.■ June
Beitze, Arnold W., The Educational Museum. .Jan. 8-Feb 43-Mar
Schwarzman, Marguerite E., Statistics For All — The Fact Pic-
ture a Significant Visual Aid Sept
Skimin. Eleanor, Motivating the Writing of Shorthand through
the Use of Motion Pictures Oct
Stewart, Clyde, Adapting Visual Aids to Class Routine.....
„. ; ■■ -A .• Mar. 69- Apr.
htracke, George A., Visual Methods in Teaching Foreign
Language Oct.
Wadsworth, Beula Mary, A Community Asset with a Top
Service at a Bottom Cost Dec
Zyve, Claire, The Educational Film Program of the'u!s.S.R..'Dec.'
GOVERNMENT ACTIVITIES IN THE VISUAL FIELD
(Conducted by M.\rg.\rkt \. Ki.kin)
(Arranged in Chronological Order)
A School Journey to Washington .Jan
Industrial Exhibits Pej,' Vs'.Mar
A Filing System for Visual Aids Apr. 103 'May'l28 June
DEPARTMENT OF VISUAL INSTRUCTION NOTES
(Conducted by Ellsworth C. Dent)
(Arranged in Chronological Order)
Branch Activities — California, Massachusetts, Oregon New
York State ja^
Branch Activities — New York City, Chicago!
Introductory Membership OfTer , .[
Pennsylvania State Education Association Program ........ Feb
Massachusetts Program
Chicago Branch Meets ......,......[.[
Special Visual Department Meeting in Jiine. .............
Plans for Summer Meeting '.*.'.'' Mar
Encouraging News from Massachusetts. .].........[..'
Teacher-Training Courses Increase
Annual Meeting of Department Apr
Interesting Program Planned
1933 Directory Ready '..'.'.'.'.'.'.'.'"
International Review at Special Rate.
1933 Directory in Demand Mav
Rush Reservations for June Meeting
Program of Chicago Meeting of the Department ' of visual
Instruction June
Chicago Meeting Highly Successful Sept
Visual Aids at Teachers' Meetings ' ' ' ' Oct
Why Join the Department ?
Visual Instruction Meetings Well Attended Nov
Copies of 1933 Directory Available .'.'.'.""
Next Meting Planned for February
NEWS AND NOTES
(Conducted by Josephine Hoffman)
(Arranged in Chronological Order)
Educator Em])ha.sizes Cultural Value of Motion Pictures. . .Jan
Schools Install Radio and Sound Systems
Experiments in Film Evaluation
Statistics Visualized in Museum ..'.
Motion Pictures Aid Psychology Classes.
Boston University Second Semester Visual Courses Feb
New York Visual Division Resumes Slide Service to All
Another "Talking" Experiment
Pictorial History of Iowa
Page
72
247
40
126
39
122
241
42
123
217
156
10
11
187
71
5
159
73
189
213
99
215
269
277
13
75
161
16
17
17
51
51
52
52
80
80
81
106
106
107
107
132
132
163
194
221
221
253
263
253
14
14
15
15
IS
46
46
46
47
D. A. R. Film Activities , Feb
Virginia Adds to Visual Collection
Visual Aids Service Urged for Nebraska Mar
Report on Business Film Showings
S, M. P. E. Meeting in April '...',
American Lumber Film Shown in Europe
Head Masters Discuss Visual Education
College Plans Course in Study of Motion Picture .'
Central Information Bureau tor Educational Films
Talking Films Urged as College Economy
Visual Aids Offered by University of Arizona Mav
S. M. P. E. Program .'
A Report from Wisconsin '
Talking Book for Chicago Exposition
New York Newsreel Theatre Inaugurates Student Plan ' ' ' ' '
Foreign Film Activities (Brazil; England; Germany; Italy;
Rumania)
Interesting Movies at Fair ' ' ] * [june
Sound Film Experiments and Reports
■Visual Pioneer in New Field . .Sept.
New Safety Lantern Slides Available to Schools
Bureau of Mines Film Showings Increase
Free Monograph on Making Medical Films
Buffalo Museum Exhibits at Fair ..'.*.'.
New Source List of Visual Material
Canada Museum Extends Service '.
Film-.Strip Prices Unchanged
Movies Used to Teach Golf
Metropolitan Museum of Art Announces Program. . . . . . . . .
Sociologist Predicts Future for "Talkies"
Indiana State Visual Group Meets . . . . ! Oct
Boston University Repeats Visual Courses . .
Report Shows Growth in City Visual Department !
A Motion Picture Survey
New Film Catalogs ....*. .*...'..."..'.'*'
Sound Installations .'......'...'...'.
Foreign Activities (Mexico: France; Scotland).!..
Preliminary Educational Motion Picture Conference Nov.
Massachusetts Promotes Free Films
Brighani Young University Extends Service.......!.....!
Iowa Vi.iual Instruction Meeting Dec
Flourishing High School Photoplay Club !!!!!!!!!!!
English Film Bureau Issues Bulletin !
Page
47
47
77
77
77
77
78
78
78
78
135
135
136
136
136
136
166
166
192
192
192
192
192
193
193
193
193
193
193
222
222
222
222
223
223
223
248
249
249
279
279
279
FILM ESTIMATES
The number of films covered by Film Estimates for the vear are as
follows: Jan. 30, Feb. 32, Mar. 28, Apr. 28, May 33, June 29.
Sept. 31, Oct. 32, Nov. 29, Dec. 28. Space forbids listing these films.
FILM PRODUCTION ACTIVITIES
(Arranged in Chronological Order)
Films on Character-Building and Health Jan.
Historical Picture Sought, for State Archives
4-H Club Tour Photographed
A Source for Foreign Films
RCA Starts 16 mm. Sound-on-Film Library. ...!!!!!!! ! ! ! Feb.
An Industrial Sub.iect
Milk Association Production ! ! ! !
Prepare Near East Film ! !
Mentor Pictures to Import Films
Eastman Releases Lincoln Picture Mar.
Culver Academy Filmed !!!!!!
Pictures for Special Days Planned !.!!!!!
New Dairy Lecture Film
Adventure Series Completed !!.!!!
New Industrial Productions !.!!!!!
Two Releases from Educational !!!!!!!!!
Founding of Woodman Society Filmed .\pr.
Two Scenics
Child Health Film !!!!!!!!!!!!!!!!!!!!!!
Two More Films Ready in University of Chicago Series
Army Sound Productions
Preparation of Food Shown in Short !!!!!!!!!!!!!!
Women's Guild Film Series May
New Firm Announces Three Films !
Warner Inaugurates Non-Theatrical Department
16 mm. Sound-on-Film
Two Timely Subjects !!!!!!!!!!!
New Subject Visualizes the Metals of a. Motor Car! !!!!!!!!
.\nchor I>ine Releases Travel Pictures June
Talking Picture Tells Use of Municipal Power
Game Conservation Portrayed
Recent Industrial Subjects' ! !
New Rental Plan for 16 mm. Sound-on-Film .Sept.
16 mm. Films of the World's Fair
Two New Natural Science Films
Industrial Releases
Two Timely Short Subjects !.!!!!!!
Educational Movies at Fair
Two Additions to Physical Science Series !..!!!!!!! Nov.
New Filmo Library Releases
Psychological Experiments with Monkeys Filmed. .!.!..!!!!
Astronomy Film in Production ' Dec.
New U. S. Dept. of Agriculture Films
Travel Subjects
Cinegraphs Eight !!!!!!!
18
18
18
18
50
50
50
50
50
82
82
83
88
83
83
83
105
105
105
105
105
105
130
130
131
131
131
131
167
167
167
167
191
191
191
191
191
204
252
252
252
278
278
278
278
December, 193 3
Page 291
AMONC: THE MAGAZINES AND BOOKS
(Conduclfil by Makion K. I,aspiiikii)
(Arrangrtl in ('Aronoioj/inil Ortlrr)
No.
Sisnilardk and Riquin>nipnt« of Projvction for Vini»l Educa-
(inn (ti>- I'hniiKrrii I., tlrrrnr in Joufnol o/ Sotirly Mo-
(iMii /"iXkiv Ettninfm) .Jan.
Tho rinro of ViMial Kdurniion In lh» Elrnifnlary School
(by ir //. jKhMiin in <'alhMf Hfhaol Inlrrmla)
l.K Effi-oli%v I'll.' of Vi»u»l .\id« in Science Innlruction <by
;,. I'nul Uilirr in Thr lliilh School T'oehrr)
World Tnily Ihroim-h (he Molion I'iilure (hy Anna V. Dor-
rin in Sierra Ethirtttitmal AVir*)
The .SlereoBrnph in ii Visunl Aid (by Uririt llirkt in Sirrra
Educalifntnt .\> «■* t
Xoies on Visunl Kducaiion for French CImsm (by /. it. Arm-
Mlronff in Virvintfl Journal of Eduealton)
The School .lourney as a Visual .Aid (by C. F. llohan in ^
.\rw York Stole Eiluealion) f'eb.
The Story of tin' Map (in The Xational (Ifoaraphie Maiia-
zdie )
KITeciii of riaf« Movira TeMed (In the JVew York TiiM ««»>
ptement)
Home.Made Slidea (by B. Louitt Cottrrll in Safely Bdura-
Uon)
The l'«e of \fapa In Osographic Inalniction (by Zor A.
Tkrallt in the Journal of the National Edtiralion Afo-
cialion )
|)eh\inkinK ViHUPil Instriiolion (by B. A. Auithinhangh in the
lliah School Teacher)
The I'M' of I'hotoKniiihic M/ilrrial in Teachinct Elementary
(leoerniOiy (by ilalcom J. Proudfool in the Journal of
Oeoiiraiihy)
T. chniqiie of Teachine with Motion Pictures (by John A.
llolliniier in the lllinoia Teacher)
N Your Child a Home Movie Star! (by A. S. Wauek in
Parenli' Mai;azine )
Sound Molion Pictures a> an .\id in Teaching Science (by
r. C. fUark in .SViVnce Etiucalion ) Mar.
Pictures in Education (by J. J. JrukiiiJi in .Veir Tor* Slair
Eduealton )
(ilobes. (iraiihn. and Muoeum Materials (by Zor A. ThralU
in Journal of Ihe yational Education AMoeiation)
Will Hays and What the Picturen Do to U» (by iVormon
Uapyood in the Altantie Monthly)
Motion Pictures in the Xavy (by C. E. Fraser In Journal of
the S. M. r E.)
The Stereocraph in Education fby Oeorye B. Bomaton in
JNVic York Stale Education) Apr.
n lieve It or Not Stories (by B. A. ^u0k<nbau;A in OAi'o
*c*oo/»)
Schools Strontsly Favor Picturea In Education (hy Sfarian
Eranti in the American Cinematoffrapher)
Visual Aids to Health Education (by Howard I.. Conrad in
Hind a tut Ilodp)
Ise of Slides in First (Irade Reading (by Addie t. ITiUHn-
iron in Sierra Educational Sevt)
.■\n Experiment in Visual Education (by /. O. Frank in Jour-
nal of Chemical Education) May
l^se of Film in Education (by R. S. Johntion in Sierra Edu-
cational Xetce)
Hetler Movies (by Catherine Cooke Oilman in r*i7<f Welfare)
Visual .\ids at Little Cost (by George IT. VTrigM in Jour-
nal of Education )
Why the (Jeoeraphy Picture! (by Floyd A. Cropper in Ne-
braska Educational Journal)
Better Week- End Movies (by Lillian UcKim White in Tor-
enta' Hoffarine )
The German C^inema (by Louia Cheronnet in the hiring Affe)
Planninsr Instruction with (^assroom Films (by George W.
Boke in School Execuliven Magazine) June
Your Child and the Movies (by Fred Eatitman in Chrietian
Century)
The Value and Economy of the Film Slide (by E. C. Dent in
A'cic York State Education )
Tlie Motion Picture in Education (by Daniel C. Knotplton in
.Veic York State Education)
Sound FMciures in Education (by Bomer Shaltuek in .Veic
York Stale Education) Sept.
The Map Slide, Its Value and Application (by ITren Strange
in Sierra Educational AVica)
High School and Hollywood (by Bruno Liuker In Sierra
Educational Seu-it)
Photoplay .Vppreciation in the Xnlion's Schools (by William
Leu-in in Journal of the S. M. P. E.)
The Future of the Sound Film in Teaching (by Walter Oun-
Iher in /nfernaftono/ Keriexc of Educational Cinema-
tography)
Teaching Language with Foreign Sound Pictures (by Ed-
icard M. Oinaberg in the Sational Board of Review
Magazine )
Budgeting for Visual Instruction (by Jfan'an Erant in
School Executiven) Oct.
How the Movies Harm Children (by Jamee Rorty In Pareuta'
Magazine )
The Sound Film Program of the C. S. Dept. of Agriculture
(by Raymond Erana in the Journal of Ihe S. M. P. E.)
Suggestions for the Production of Technical Films (by G. A.
Will), Limitations and Possibilities of the Cinema in
Teaching (by /. Armeau), The Possibility of Tsinc the
Sound Film in Didactics and Teaching (by M. O. Rtem-
mec) in the Ittteruational Reriev of Educational Cine-
matography
I'sing Visual Aids for Economy and l<earning (by ^rfAur
L. McLean in Sierra Educational \ewa) Nov.
The Guidance o( .\dolescents : The Movies (by Rer. K. J.
Bennrich in Catholic School Intereata)
Music as a Cause of Disease and as a Healing Agent (by R.
Aaaagioli in Intemaiionol Review of Educational Cine-
watography )
P.\OK
19
Ifl
10
19
19
19
54
.'i4
,'i4
54
54
55
55
55
55
79
79
79
79
86
108
108
108
108
108
139
13»
133
133
133
138
133
163
168
108
168
196
196
196
196
196
196
225
225
225
226
255
255
255
No. PaoK
Development in Vwual Education (by B. A. Fouler In Vtak
Educational Rerieu-) V ' ' •,; ' V
The Sound Molion Picture in Science Teaching (by P. J.
Rulon in .Vn(inri(i( Board of Rerieir Magazine) 285
The r>e of the Yale Photoplays in an ?;lementary School for
Adults (by J. If. Tillon and Arney R. Childa in Educa-
tional Method) D*""- **{
Cinema Quarterly ;• V; ••.•■,•' W ■■'; '. "
Motion Pictun « for Children (by George J. Berht in Parenia
Mayazine ) *"*
BOOK REVIEWS
(Arranged in Chronological Order)
Know Your Movies (by Welford Bco(on) ............ Jan- 20
Commonsense Applied to Motion and Time Study (by ..IHon
B. Mogenaen) V ;.: ! ' ' '
Developing Attitudes in Children (.Fnircr«i<|/ of Chicago
Pffaa ) May 135
The 1933 Filni Dailv Yeai^book (Jack Alieoate, Editor) 135
The Educational Talking Picture (by F. L. Derereur) June 168
Our MovieMnde Children (hy Henry Jamea Fornion )...... Sept. 196
Origin and Dev. lopinent of Visual Education in the Philadel-
phia Public Schools (by Jamea O. Sigman) 19<
The Visual FnliKu.- ■)( .Motion Pictures (hy .4nron E. Singer) 197
Children's Sleep ( l.v Samuel Renahaw, Vernon L. Milter and
DoAlhy P. Marquia) . . : Oct. 226
Writing for Ihe Films (by LEalrange Fau-cett) 226
Motion Pictures and Youth. A Summary: Getting Ideas from
the Movies, (by Charlera. lloladay, Stoddard) . . . Dec. 281
Motion Pictures and Youth: The Emotional Responses of Chil-
dren to Ihe Motion Picture Situation; Molion Piclurea
and Standards of Morality (by Dyainger, Buekmiek,
Prtrra) 381
THE CHURCH FIELD
(Conducted hy B. F. H. JonNsoM)
{Arranged in Chronological Order)
Plans for Financing tho Purchase of Projectors for Churches. Jan. 22
"Screen and Projector in Christian Education" 22
Kew Missi^m Films 28
Clergyman Interested in 16 mm. Talkies 2|
Suggistions from the Religious Motion Picture Foundation. .Feb. 68
Clergyman "Shoots " Camp Movie 57
Stereoplicon Lectures on Religious Education 57
Priest Makes Travel Film »T
Film Announcements ."•l,.".; „ 5T
A Survey of Molion Picture Usca in the Church Field Mar. 84
Church Movies in the Impression ■ • °*
How to Conduct a Worship Service with Visual Aids (by
B. Paul Janea) Apr. 110
Will Motion Pictures Pay Their Own Wayt (by B. Pail
Janea) M»y J»f
The Ministry of Healing J J*
BaptLsl Women's Foreign Mission Society I'ses Movies 138
How to Illustrate Hymns with Pictures (by // run/ /(iiiea). June 170
An Experiment in Visugraphic Religious Education (by
George A. Mark) Sept. 199
Xew Motion Picture Material for Religious Programs iOO
Film Showing at Hall of Religion "-00
Using Pictures and Sound in a Program to Reduce Delin-
qnency Jjct. 228
Anticipation — Service for (Miristmas (by //. Pniil Jone») . . . Dec. 282
SCHOOL DEPARTMENT
(Conducted by Dr. F. Dkan MoCU'SKY)
(Arranged in Chronological Order)
Visual Education in the English Claaa 0>y Joaeph D. Walah) .J»o. 24
School Using Operalogues 'J
History's Use of Tin Puppets • •«
Project for George Washington Celebration (by Grace Good-
hue) ; „. 27
Some Uses of Pictures (by Myrtle Sezauer) Feb, 58
Visualizing Music in Light (Film Review) 58
Educational Possibilities of Films in Art Courses (by Eliat
Kalz) ., 60
Our Bird Sanctuary— A Project (hy Ethel M. Bill) Mar. 87
(bounty Cooperative Educational Film Library 89
A Geography Lesson with Visual Aids (by Sue Biakop) . . . . 90
Demonstration in Use of Visual Aids Apr. 112
Slides on "The .\ wakening of Spring" 112
Museum Adventures in Geography (by Laura ODay) May 140
Rocky Mountain Conference and Summer Courses 144
Films for the Noon Hour (by George Carl Welter) 145
Little Rock"s Use of Stereographs and Slldea (by Victor L.
Webb) ■■ Jane 173
Historical Photographs 174
.School Installs Sound Equipment 174
New Motion Picture Film Teachers Typewriting Technique
(by Eleanor Skimin and Ethel Wood) Sept. 201
A Schocd Journey to the Beach (by SybU L. Daniela) 202
Drawing — A Visual Aid in Education (by B. C. Sacage,
Jr.) Oct. 280
Growth of Pasadena Visual Aida for Health (by lfr». Martha
Edwarda) 232
Correlating Radio and Slidea Not. 25*
Illustrative Teaching -Aids 260
Visual Education in Junior High Schools (by L. F. Bire) . .Dec. 284
Sound Equipment for Elementary Schools 285
AMONG THE PRODUCERS
(Arranged in Chronological Order)
I.eica Valoy Enlarging Apparatua Jan. 30
The New Keystone Lantern Slide Ink 80
Electrical Research .\nnounces Reduced Rental Prices on
Films 80
Sound Accompaniment for lantern Slidea 81
Page 292
The Educational Screen
No. Page
Victor Supplying" Powerful New 500 Watt Lamp 31
Photography by Heat Feb. 62
Bell & Howell Animation Stand 62
Bass Film Service 62
New Victor Products 62
Self Liquidating Visual Education Equipment Mar. 94
Increased Light for Eastman Projectors 94
Leica Developments 94
S. O. S. Purchases Government Equipment 95
Bell & Howell Title Writer 95
New Portable Public Address System 95
Additions to Victor Equipment Apr. 114
ERPI Issues New Catalog 114
The Modern Magic Lantern (by W J. Zucker) May 146
A Treasure House of Historical Photographs in Motion Pic-
ture Stills 146
A New Producing Organization 147
Filmosound Reproducer for 16 mm. Sound-on-Film 147
Eastman Reduces Film Prices 147
Bausch & Lomb Exhibit at Fair June 178
New Bell & Howell Equipment 178
Sound-on-Film Animatophone on Market 179
A Circulating 16 mm. Film Library 179
"Stills" for Visual Aids Sept. 206
New Model Leica Camera 206
Bell & Howell Introduces New Reels 206
The DeVry Plan Fits the Economy Drive 207
Eastman Developments ■ 207
New Simplex Portable Projector Oct. 234
Kodaeolor Unit Simplified 234
A Non-Theatrical Exhibition Service 234
760-Watt Lamp for Filmo R Projector 234
New S. O. S. Catalog \\ 234
Bell & Howell Camera for Expedition Nov. 262
Sunny Schick Announces New 16 mm. Film Laboratory 262
Historical Study Units 262
Government Buys Animatophones 263
Elmer Pearson Joins DeVry Staff 263
Two Important Announcements Die. 288
An Aid to the Study of Optical Phenomena 288
"You Can't Keep a Good School Down " 288
MISCELLANEOUS
(.Arranged in Chronological Order)
The National School of Visual Education Mar. 92
Hall of Science at the Century of Progress May 119
The Museum of Science and Industry 120
Sciences Visually Demonstrated at Century of Progress June 154
Yule Log — Symbol of Christmas Dec. 287
Among the Producers
{Concluded from page 288)
it with its accessories to be offered at prices easily
within the reach of the average industrial laboratory,
high school, or college. With it almost every con-
ceivable experiment in optics can be performed, either
by individuals or as a classroom demonstration. Ac-
cessories are provided for experiments in reflection,
refraction, diffraction, polarization, telescopy, micro-
scopy, photography, spectroscopy, etc. The usefulness
of the bench can be further extended into the fields of
photo-electric and thermo-dynamic phenomena by the
addition of suitable equipment.
It is pointed out by the manufacturer that a labora-
tory or individual interested in optical research may
make a modest beginning by purchasing the funda-
mental equipment required for elementary experi-
ments. The more elaborate accessories may be added
from time to time with assurance that each unit will
be found perfectly adapted to the whole set.
Dr. a. J. Ginsberg.
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STATEMENT OF OWNERSHIP. MANAGEMENT, CIRCULATION,
ETC., REQUIRED BY THE ACT OF CONGRESS
OF AUGUST 24, 1912
Of The Educational Screen and Visual Instruction News, published
monthly except July and August, at Morton, 111., for October 1, 1933
State of Illinois, County of Cook, ss.
Before me, a notary public in and for the State and county afore-
said, personally appeared Nelson L. Greene, who, having been duly
sworn according to law, deposes and says that he is the editor of The
Educational Screen, and that the following is. to the best of his
knowledge and belief, a true statement of the ownership, management
(and if a daily paper, the circulation), etc., of the aforesaid publica-
tion for the date shown in the above caption, required by the Act of
August 24, 1912, embodied in section 4L1, Postal Laws and Regulations,
printed on the reverse of this form, to-wit:
1. That the names and addresses of the publisher, editor, manag-
ing editor, and business managers are:
Publisher, The Educational Screen, Inc., 64 E. Lake Street, Chi-
cago, 111.
Editor, Nelson L. Greene, 64 E. Lake Street, Chicago, 111.
Business Manager, Ellsworth C. Dent, 1812 Illinois St., Lawrence,
Kansas.
2. That the owner is: (If owned by a corporation, its name and
address must be stated and also immediately thereunder the names and
addresses of stockholders owning or holding one per cent or more of
total amount of stock. If not owned by a corporation, the names and
addresses of the individual owners must be given. If owned by a
firm, company, or other unincorporated concern, its name and address,
as well as those of each individual member, must be given.)
The Educational Screen. Inc., 64 E. Lake Street, Chicago, 111.
Herbert E, Slaught, 5548 Kenwood Ave., Chicago.
Ne.son L. Greene, 6836 Stoney Island Ave., Chicago.
Dudley G. Hays, 1641 Estes Ave., Chicago.
Frederick J. Lane, 6450 Kenwood Ave., Chicago.
Marguerite Orndorff, 1617 Central Ave., Indianapolis, Ind.
3. That the known bondholders, mortgagees, and other security
holders owning or holding 1 per cent or more of total amount of bonds,
mortgages, or other securities are: (If there are none, so state.) None.
4. That the two paragraphs next above, giving the names of the
owners, stockholders, and security hjlders, if any, contain not only
the list of stockholders and security holders as they appear upon the
books of the company but also, in cases where the stockholder or se-
curity ho.der appears upon the books of the company as trustee or
in any other fiduciary relation, the name of the person or corporation
for whom such trustee is acting, is given ; also that the said two para-
graphs contain statements embracing affiant's full knowledge and be-
lief as to the circumstances and conditions under which stockholders
and security holders who do not appear upon the books of the com-
pany as trustees, hold stock and securities in a capacity other than
that of a bona fide owner: and this affiant has no reason to believe
that any other person, association, or corporation has any interest
direct or indirect in the said stock, bonds, or other securities than
as so stated by him.
5. That the average number of copies of each issue of this pub-
lication sold and distributed, through the mails or otherwise, to paid
subscribers during the six months preceding the date shown above
is . (This information is required from daily publications only.)
NELSON L. GREENE.
(Signature of editor, publisher, business manager or owner.)
Sworn to and subscribed before me this 1st day of October, 1933.
(SEAL) LYDA SHEA.
(My comraission expires December 16, 1935)
BeH & Howell
rememhered everything
in designing this
7 7i<- J-ilnio k I'roji-clur jor schoolroom
or auditorium.
Filmo School Projector
OXLY an old established, pioneering
manufacturer like the Bell & Howell
Company, with years of experience
to guide it, would have thought of all the
fine details that make the Filmo R Pro-
jector ideal for schoolroom or auditorium.
Of these details, the more obvious are
the autotnatic re-wind, the reverse move-
ment, "still" projection of any desired
frame, the extraordinary ease of threading
and operating, the instant interchange-
ability of lenses, the broad, secure base,
and the light weight and compactness.
But hidden — except for the results they
produce — are the exclusive nine-to-one
film movement that eliminates flicker, the
powerful 500 - watt or 750 - watt direct
lighting system with its ingenious method
of adjusting the reflector for all-over
illumination, the remarkably efficient air
cooling system which permits economical
use of high-powered lamps, Filmo's in-
herent ruggedness, durability, and con-
stant dependability, construction which
gives film every protection from damage,
and a score of other refinements that add
to the simplicity and effectiveness of
projection in the school.
Filmo engineers, who for more than a
quarter century have built the profes-
sional movie equipment used by the
major film producers of the world, know
projection problems as no one else does.
And the Filmo Projector they have de-
signed and built demonstrates this fact.
Don't buy a projector — 35 mm. or
16 mm. — until you have seen a Filmo
demonstrated, thrilled to its theater-brilli-
ance, its easy operation, its quietness.
Send the coupon for full details.
BELL & HOWELL
FILMO
PERSONAL MOVIE CAMERAS
AND PROJECTORS
Bell & Howell Co., 1817 Larchmont Ave, Chicago, 111.; New
York. Hollywood, London (B & H Co., Ltd.) Established 1907 '
Bell & Howell Co., 1817 Larchmont Ave.,
Chicago, III.
Gentlemen : Please send me complete information
on Filmo Projectors for auditorium
use classroom use Booklet "Filmo
Motion Pictures in Visual Education."
Name
Position School .
Address
City
State.
!• R () F V. S S I () \ .\ I.
R V. S U 1. T S
W 1 T II
A M A T !•: V R
V. .\ •> E
DOUBLE
Identification
BOTH margins of 35-millimeter
Eastman Safety Film carry the im-
portant words Rastman,.. Safety... Kodak.
Thus the film that gives you full protec-
tion when you show standard-width pic-
tures without a booth is doubly easy to
identify... Specify prints on this Eastman
film and... for safety's sake... look for the
identification throughout each reel be-
fore projecting. Eastman Kodak Co.
(J. E. Brulatour, Inc., Distributors,
New York, Chicago, Hollywood.)
EASTMAN
Safety Film
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