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September - 1945
^"^■^
m^'
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^'ntfnmo
"Learning Unlimited" contains valuable, war-
proved suggestions for those using or contem-
plating using movies in teaching.
It is based not only on study of the use of mov-
ies in training warworkers and fighters, but
also on years of study of school applications.
To get your copy simply pin the coupon to
your letterhead. No cost, no obligation.
Remember, too, the success of your motion
picture program depends on the excellence of
your projector and films. Filmosound l6mm.
sound film projectors excel... in performance,
dependability, coolness, and ease of operation.
And the lilmosound Library offers thousands
of films covering a wide range of subjects.
Bell & Howell Company, Chicago; New
York; Hollywood; ^^"ashington, D. C; London.
Established 7907.
OPTI-ONICS- products combinln( the
sciences of OPTIcs • electrONics • mechanics
Filmosounds Now
Available to Schools
Filmosounds are now being buil
for the uses of peace. Accumu
lated school orders are beinj
filled rapidly, in sequence of re
ceipt. To avoid unnecessary de
lay, anticipate your needs anc,
order now. Send the coupon fo.
details.
Keep Buying and Holding
Victory Bonds
HKI.I. & HOWKLLCOMI'ANY
7184 McCurmick Koad, Chicatro 45
IMcftnc send, without obliinition: I )
"Learning Onlimitrd"; <_► Informa-
tion on riimosound I'rojectorK; ( )
FilmoMound Library Catalog of (educa-
tional Fitou.
A'am* . . .
AddrtAM,
City. .
SeevHear
No. 1
SEPTEMBER 1945
Vol.1
!^
iiblished each month
f the school year—
epiember to May in-
chisive, by
SEE and HEAR
A Division of
E. ^r. Hale and
Company
FAU CLAIRE. WIS.
Price
$3.00 Per Year
$4.00 in Canada
Printed
U. S. A.
Copyright 1945
See and Hear
Eau Claire, Wis.
^■Klm%
'<iAuc^
"Coordinated Audio-Visual Aids"
Kingsley Trenholme ' •
"Beginning Geography— Foundation for
International Understanding"
Raymond C. Gibson Ifi
"The Documentary Enters the English
Classroom"
Bertha L. Crilly 21
"Time to Spare"
Brooks Hardy 27
"Before the Word— The Idea"
Claire Meienburg ?>?>
"The Teacher Evaluates Films"
John Hamburg 41
"Camera Hunt— Profect for Every Classroom"
O. A. Hankammer 46
"Survey of Audio-\isual .Mds Used in
^Visconsin Schools"
L. Joseph Lins .5.^
"Objectives of Dept. of Visual Instruction N.E..\."
Boyd B. Rahestraw .5<)
"Films for Adults" (Housing in Scotland)
John L. Hamilton 63
"Bibliographically Speaking-
Films on Intergroup Relations"
Esther L. Berg 71
"Bringing the Library Into the Curriculum"
Ruth A. Hamilton 75
"Viewing the New in Audio-Visual Education"
Paul Wendt SI
"A Filmstrip of Gulliver's Travels"
A. M. Saunders 87
"Some .Answers"
ir. A. Witlirli and J. C Fojflkes 93
"MUST" IGmm SOUND SUBJECTS FOR YOUR CLASSROOM
For sale and for rent exclusively through "
IDEAL PICTURES CORPORATION. ;
SYMPHONIC FEATURETTES
Symphonic Featurette No. 1 I
FIRST MOVEMENT OF THE VIOLIN CONCERTO in B MAJOF
By Beetlio\en
Symphonic Featurette No. 2
SECOND MOVEMENT (Unfinished) of SYMPHONY NO. 8
By Schubert
Symphonic Featurette No. 3— SLAVINKA
KODACHROME 2-Reelers on Canada
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PORTAGE
Write for particulars.
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1st — Our 1946 Educational Catalogue
2nd — Our 1946 Catalogue Supplement
3rd — Our Catalogue of Religious Subjects
Address nearest office
IDEAL PICTURES CORPORATION
28-34 EAST 8th STREET, CHICAGO 5, ILLINOIS
Ideal Pictures Corp. Ideal Pictures Corp.
18 So. Third St., Room 1 — Lobby F"loor — Reliance Blcig.
Memphis 3, Tenn. 926 McGee Street,
Ideal Pictures Corp. ^^"^^^ City 6, Missouri
2408 W. 7th St., Ideal Southern Pictures Co.
Los An^'eles 5, Calif. 440 .Audubon Hldg.
New Orleans 16, Louisiana
Ideal Pictures Corp. tj , r, , «. r^
2024 Main St., I^^^al Sou thern Pictures Co.
Dallas 1, Texas 9^36 N . L 2nd Ave.,
Miami 38, Honda
l^^f 1^,'J'^'f!;*? ^**''P' Weal Pictures Corp.
yiSS.W. 10th Ave., 714-lSthSt.,
I'ortland 5, Oregon Denver 2, Colorado
Ideal Pictures Corp. Stevens-Ideal Pictures Corp.
IV) !•:. Main St., 101 Walton St.. N. \V.
Richmond 19, Va. Atlanta ?>, Georgia
Bertram Willoughby Pictures, Inc.
Suite 000. 1000 Broadway, New York City 19, N. Y.
!
IS NUMBER ONE
OF
^;-°
IN PRESENTING the first issue of S,ee and Hear your pub-
lisher looks forward to developing a publication on audio-
visual learning that will be of outstanding practical value and
interest to all school administrators and teachers. The tremen-
dous future possibilities in this comparatively new art of teaching
are a challenge to our entire school methods, and the release of
facilities by the cessation of war demands now makes it possible
for great forward strides to be made by all schools from the
"little red school house" to our largest universities. It will be the
cndea\or of See and Hear to be a leader in
such progress.
Personally I wish to express my apprecia-
tion to all those whose efforts have made this
publication possible. Your comments and
suggestions will be appreciated.
Sincerely,
E. M. Hale
Publisher
Publisher
1
THANKS to Victor's World Wide Servu
new chapters of ^'Maintenance'' haJ
been written . . . keeping prewar ar
wartime projectors at the gruelhn
vital war job of training and entertaij
ing on the Fighting Fronts. At ho-
too, Projectors were kept running.
The various branches of the Servfij
Schools, Industry and Churches hai
learned the value and importance ot U!
outstanding service . . . have learnl
that the word ''Sold" does not carryj
finality of interest m the dj
namic job that Victor Projij
tors are doing throughout t,
world. Yes, even 10-year-<l
Victors are still doing duty d
to the unusual quality
Victor's interested service.
Now, too, look to Victor
the most comprehens;
understanding of the wa
Service.
VICTOR
MAKERS
Pog« 4
O F
I 6 M M
ANIMATOGRAPH CORPORATH
/ >^Home Office and Facfory: Davenport, H
^"^^ New York (18)— McGrow Hill BM
330 W. 42nd St.
Chicago (1)— 188 W. Randolpl
SINCE 192
September— SEE and HSi
Sttm/ S(W*pSi({uim:f
^Mvic!
What IS Audio A'isiial Learnins:?
I'loiii tlic time \\c fust aAvakeii in the nioinitio ^ve are
infliicnied hv our ability to learn ^sith oiu' eyes and Avith
oiu ears. This is the means throiioh which we can effec-
lively iniderstand our environment. When we apply this
means of learninsj to oiu" formal classroom situations we
learn most effecti\'ely, because Tvhen we see and when we
hear— AS'e kno^^^
The current war has siiown to us the possibilities of
enriching om^ learning situations Avith equipment and
with materials which will allow us to see more and to
hear more about oiu" environment ^vhich must be made
meaningful to oin- children if they are to be educated.
Todav thinkino; administrators and teachers realize that
we must do more to make the social and natural environ-
ment meaningful to the children w^e educate.
Anything we can do to bring knowledge of that en-
vironment into the classroom \\\\\ assist in establishing
more valid understandings. To do this we must investi-
gate the contribution of the mounted picture, the black-
board, the bulletin board, the filmstrip, slides, models,
exploded vie^vs, and the more spectacular visual equip-
ment Ashich too often Ave alloAv to occupv the center of
the stage— the modern soimd motion pictiue projector
and the films it carries.
It is oiu- aim to investigate the extent to which the
presently accepted materials of visual instruction can help
to make more graphic, more easily retained, and more
interesting those socially desirable learning experiences
we as teachers wish to bring to the children of America.
Pupils of the old
Greek philosophers
were taught h\
means of the Ptole-
maic map of thf
ancient countries.
In the
Columbus
seamen
navigation
Portitian
the knovsi;
vironment.
Maps BASIC THROUGH THE CENTURI^
From the days of the luud maps of Babylonia, man has used map s^
boHsms to represent the surface of the earth and matters pertamingi
location and distribution. Map reading skills and map use were ne.
so important as today. Modern geography, .vith its complex patt^
of natural and cultural factors, requires many map symbols to presi
Ihc relationships of environments to man.
Send for new map oatalos
U> would be pleased to «end you a copy of our ';^;- j;*;;;/;;*:;J"«,„i'.
copy.
Name.
. Sclioiil.
Address.
City.
.State.
3333 Elston Avenue
Paga 6
A. J. NYSTROM & CO.
CIIICVGO 18, ILLINOIS
NYllTIMni
-I ■All
n
September — SEE
and HI
We are well past the time when we slioiikl formulate
plans for audiovisual education in terms of free materials.
Audio-\isual counnunication via good teaching ecjuijv
mcut is here. It is here to stay as a working part of our
classroom environment.
W^e, therefore, have passed beyond the point of emer-
gency appropriations. P. T. A. gifts, service club sponsor-
ship, scrap paper drives and other precarious policies of
fmanciiig audio-visual education. Now that audio-visual
materials must become an integral part of teaching tech-
ni(|ues. more solid budget provision must be made. On'y
insofar as audio-visual materials enjoy a budgetary status
comparable to that which other school equipment enjoys
can the program of audio-visual learning ajjproach full
effectiveness.
Isn't it, then, high time that we also examine the finan-
cial cost of a well-coordinated program of audio-visual
education in oin- schools and make necessary budgetary
provisions for it?
These are the purposes of SEE and HEAR.
\\'ai.ter a. W'ittich
C. J. Anderson
John Guy Fowi.kes
CEILINC
iUlumM
Sr Teachers who plan courses with the aid of slid
films and 2" x 2" color slides arc practically unrestrict.
as to subject matter.
Because of the greater convenience of 3S mm. slid
films and 2"x 2" color slides in visualizing daily Icssoi
S. V. E. has pioneered the production of this effeai
teaching material for many years.
FREE CATALOGS
.\r« iJl^logl of projtllioH
eifMifiiMrnl.filmUriliiaMJl'xi
tlitlti an jiaiUblr. Br surt
to i;>r<//) makt JHtl moJtl «/
preirHt rifnipmeHt.
Uriit Dtfarlmtml 9HS.
SOCIETY FOR VISU
EDUCATION, INC.
%jgf. A lotlfittt Cerperolien
100 lAST OHIO STRUT . CHICAGO 11, IIUN
Manufoelur.fi, Produe.fi and Oisfribufofi of VISU At A
Pag* 8
Saptember — SEE and I II
ADVISORY EDITORIAL BOARD OF SEE and HEAR
ROC.l R AlKRK.lir. Icadiiiin lilm Ciislodi.iiis
I.KSIKR AXDI'.RSOX, liiixtrsiiv ol Minm-soia
\'. C. ,\R\SI'I(;rR. FiKV(I()|):K(lia Bri(iiiini< a Films. Inc.
MRS. FSrHKR lU-.RC;. New York City I'iil)li( Sdiools
MRS. C.'\MILL,\ REST. New Orleans Pul)lic Schools
CH \RI.FS ^r. ROFSFF. \rilwaiikfi- Coimirv Dav Sdiool
JOSFIMI k. 1K)LI/.. C.ooiiliiialor, C:iti/tiislii|> Fclucatioii Sliuly, Dcdoil
LI . I AMKS \V. BROWN. In Charge. I raining Aids Section. Great Lakes
MISS MARCARF!" J. CAR IFR. National Film Roanl of Canada
C. R. (.RAK.FS. Fchuational Consultant. l)c\ ry Corporation
JOSEI'II F. HICKMAN. Chicago rnblic .Sdiools
DFAN F. noit.I.ASS. Fdiuational Dcpt.. Radio Corp. of America
GLEN G. EYE. University of Wisconsin
LESLIE E. FRYE. Cleveland Public .Schools
I.OWEI.I. P. GOODRICH. SniKMintciuIcnt. Milwaukee Public Schools
lOHN L. HAMILION, Film Officer, Uritish Information Services
MRS. RUTH A. HAMILTON. Omaha Pnblic Schools
O. A. HANKAMMFR. Kansas State Teachers College
JOHN R. HEDGES, University of Iowa
MRGIL E. HERRICK, University of Chicago
HFNR^' H. HILL. President. George Peabody College for Teachers
CHARLES HOFF. I'niversity of Omaha
B. F. HOLLAND. University of Texas
MRS. WANDA AVHFELFR JOHNS! ON, Knowille Public Schools
HEROLD L. KOOSFR. Iowa State College
ABRAHAM KRASKER. Boston University
L. C. LARSON. Indiana University
GORDON N. MACKENZIE, Teachers College, Columbia University
CHARLES P. McINNIS, Columbia (S. C.) Public Schools
EDGAR L. MORPHET. Department of Education. Florida
HERBERT OLANDER, University of Pittsburgh
BOYD B. R.\KESTRA"\V, University of California, Berkeley
DON C. ROGERS, Chicago Public Schools
W. V. ROWLAND, Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, Jr., Office of Inter American Affairs
E. E. SECHRIEST. Birminghain Public Schools
ll.\ROLD SPEARS, New Jersey State Teachers College (Montclair)
ARTHUR STENIUS, Detroit Public Schools
MISS MABEL STUDEBAKER. Erie Public Schools
R. LEE THOMAS. Department of Education, Tennessee
ERNEST TIEMANN, Pueblo Junior College
ORLIN D. TRAPP, W^aukegan High .School
KINGSLEY FRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT, University of Minnesota
LT. AMO DeBERNARDIS, Recruit Training Command, Great Lakes
DAVID B. McCULLEY, University of Nebraska
W. E. ROSENSTENGEL, University of North Carolina
C. R. REAGAN, Office of War Information
W. H. HARTLEY, Towson State Teachers College, Md.
and HEAR— September Patr» 9
to See and Hear
•. iiA
i?t^-'
c.>>^;>.-i
^!
'<y. t*
^S
COMMUNICATIONS
The RCA Sound Film Projector Brings i
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and the pri)grcs> of man deserve the best in sound and pirliirr n |irn.
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KCA N'iclor Division. Radio Corporation of America. (*aniden. \. J,
BUY
VICTORY BONDS
Pcf* 10
Leads the Way
Septembar— SEE and HEfll|
Attractive bulletin boards must offer more than pleasing eye appeal. Audio-
visual materials must always be related to the studies which the children are
pursuing. Good coordination of maps and of mounted pictures which illustrate
the activities of the map region is one example of valuable coordination of visual
materials.
AUDIO-VISUAL AIDS
KiNGSLEY TrENHOLME
Director of Visual Education, Portland Public Schools
Portland, Oregon
<HE enduring future of audio-
visual aids to learning lies in
close relation to the curricu-
n of our schools and the more
ictive training of teachers in
use of audio-visual materials,
e premise implicit in the term
ds" suggests that of themselves
and HEAR— September
these materials will not teach.
They can only aid in teaching.
The use of audio-visual aids in a
fashion unrelated to the sequence
of studies or to the demands of
the learning process is not help-
ful. The present tendency to use
movies, for example, when avail-
Pa«a 11
tihir rather than wliiti needed, is
an ilhistratioii ol this unrchticcl
use of audiovisual aids and is
doomed to disapiK-ar as soon as
thf results ol this iniplanncd and
unwise use arc subjected to scien-
tihc evaluation.
The present interest in audio-
\isual aids will not continue its
u|)waMl trenil unless a more coni-
jjlete iniegiation is elTected be-
tween the many existint^ audio-
visual teachint^ materials and the
"going" classroom program.
Suidy pictuies. filmstrips, slides.
records, exhibits and movies must
be assembled to supplement the
specilic course ol study job which
is being done by the teacher at
exactly the time she is accom-
plishing it! All of these aids may
not be available at one time, but
the effort shoidd be to use a va-
riety of materials keyed to the
(onunon end of making more
graphic and thus more under-
standable the subject being
studied. It is a simple yet work-
able idea, but very dilhcidt of
achievement.
The armed services ha\e made
the best use of coordinated aids.
Many excellent examples can be
cited from their programs. An
army teaching unit on servicing
W moiois provides one example.
A special teaching kit was pre-
pared, rhe kit included models,
filmstrips. and lilms to illustrate
\arious phases of the same sub-
ject. Their correlated use was an
essential i)art of teaching tech-
nicpie. liut this is the army. W liat
ol the schools?
Pag* 12
A iiuml)er of civilian agenciej
are making beginnings in the pre;
duction of sets of coordinate*'
\isual aids. 1 he U.S. Office o
I'.ducation makes fdmstrips to ac
company its movies. Kncycloj^ae
dia Britannica bilms is riunoiei
to l)e considering this same plat
1 he fdm is used lo present thi
sid)ject as a secjueiitial and mear
inglul whole. I hen the frames ar
chosen which cover the points o
particular emphasis in the him
and as a filmstrip can be throw
on the screen for any length c
time, it allows ample time lor di^
cussion on each point.
A number of educational a
\aniagcs are evident in such
procedure. It has been appare
particularly in the lower grad
that movies pass by too rapi
for the childien to understa^
adecpiately the material. Whi!
the synthesizing value of the mo
ing jMcture is evident and shoul
not be discaided, its use as tf.
complete learning scc]uencc is f:
from desirable. .\ hlmstrip or
set of slides (in full color) mac
from the motion picture an
studied leisurely and in deta
woidd overcome much of the dit
culty which the fast moving ni
lion picture fdm now preseiii
For instance, a Kodachrome slic
of each of the animals seen in tl
lilm "Conunon Animals of tl
Woods" woidd enable the teach,
to organi/e work aroiuid each •
the animals and then culmina
the luiit with the film.
1 he primary grades particula
jy nved such a simplihcatio
September — SEE and HE
A flat diagram, por-
hculorly in science sub-
jects, is often insuffi-
cient to present the
true perspective of the
thing being studied.
Lorge over-all diagram
:harts compare locations
vhile on anatomical
nodel provides oppor-
tunity for detailed ex-
omination. Handling a
model, turning it about
to examine it from all
ingles is true object per-
ception.
.Moving pictures are a concen-
trated teaching aid and need
considerable preparation for niax-
iniuiii utility. Excellent prepara-
tion may be made by first study-
ing still pictures included in the
film to be shown. A device for
•Uowing up the mo\ie or in
preparation for it is a panel of
pictures to be put up in the book
corner for individual study. Pic-
iines thus become as much a part
ol regular study as books.
The fields of science, biology
[and physiology offer other study
SEE and HEAR— September
areas in which still pictures and
models which accompany movie
reels would be most beneficially
used. The student needs a good
deal of time to handle and study
the various parts of an electronic
tube before he is able to under-
stand the movie on the subject.
Our schools have found a large
model of the human heart show-
ing heart action very usefid when
used in conjunction with ana-
tomical wall charts and the film
Heart and Circulation. The arm-
ed forces have made similar use of
Page 13
mock-up models of guns, planes,
engineering devices and the like,
beloie showing the lilm on these
subjects.
It is in the social studies that
the lack of coordinated audio-
visual aids is no\v most api)arent.
It is true that gooil sound mo\ ies
such as Settlers of Early New Eng-
land, Life in IStli Centwy Wil-
lia}7isburg, Flatboatman of the
Ohio, Pioneers of the Plains, Ken-
tucky Pioneers, Give Me Liberty,
Song of a Nation, and others can
present history in a life-like guise.
What social studies teacher does
not welcome such films? But too
few of them exist. Those that do,
need much teacher help in the
form of vocabulary study and
backgiound information to put
over the underlying concepts
which give meaning to the facts
shown in the films. Individual
pictures, models, and good record-
ings if directed at the subject are
helpful. Radio adaj)taiions like
N o r m a n Corwin's Lonesome
Train are effective in making his-
tory human.
Properly, all the materials used
in teaching a |)ariicular subject
should be interrelated. \Vritten
materials, pictures, models, rec-
ords, all should aid in enriching
the students' concepts and imder-
staiulings of the things he is study-
ing.
A unit on Eskimo Life might
use dolls to show costumes, mod-
els of a kayak and house, recortls
of dances and singing games, still
pictures in various forms on the
locale and people, and as a cul-
Pog* 14
KiNGSLEY
I RENHOLME
was born in Alabama,
received his B.A. de-
gree from Reed Col- ■
lege in 1928 and his |
M.A. degree from the
University of Wis-
consin in 1930. He
has served education
in several capacities;
first as a teacher, os
a high school vice-
principal, and as on elementary school I
principal. Since 1942 he has been director
of the Bureau of Visual Instruction of the
Portlond, Oregon, Public Schools.
Mr. Trenholme is the Oregon 16mm. War
Loan Movie chairman, and a member of
the Notional 16mm. War Loan committee.
His plans for the future ore to manufac-
ture slide and filmstrip sets on the city of
Portland, perhaps movies on the some. He
also plans to manufacture materials on
primary curriculum in the field of visual
education.
mination, a color sound movie
which is realistic and authentic
rather than a superficial trav-
elogue. Such a jjattcrn of instruc-
tional materials would provide
the teacher with the materials
necessary to build a good learning
situation.
A number of problems may be
foreseen in producing such co-
ordinated materials. The ques-
tion of cost at once arises and
nuist be faced. Audio-visual ma-
terials are expensi\e when dollars
and cents are considered but very
inexpensi\e when their contribu-
tion to effective teaching and
learning is the basis of judgment.
School boards must be convinced
Sepfember— SEE and HEAR
f their utility and iitucssity.
loncy nnist be pro\ idcd before
le program can succeed. Public
ducation in the United States
as for too many yeais l^een fi-
anced at a U\ei not at all (om-
lensurate and far below its social
orth to ilu- nation. This nuisi
lange.
Schools neetl more money, and
hen the I'nited States Clhamber
f Connncrcc proclaims a na-
onal program for better educa-
ional support, we lune a power-
aI ally. Already much progress
as been made. Systems such as
,os Angeles, Detroit, Cleveland,
)akland, St. Louis, and Portland
3 name a few are pioneering in
le attempt to procure coordi-
ated materials, and the situation
)oks more hopeful, ^\'hen a de-
land backed by j)urchasing pow-
appears, new materials will be
reduced to satisfy it.
Two sources of coordinated
udio-A isual aids are in the offing,
le commercial producers and the
:hool committees or departments
f audio-visual education. The
Dmmercial producers could in
lany cases market a variety of
ids at a reasonable advance over
he price of one aid. Encyclopae-
ia Britannica, for instance, could
ave slides and still pictiu es made
n conjunction with their movies,
nd in many cases recordings
lould be made on location. The
xpense of the script and location
vould not be greatly increased by
uch a procedtue, nor would the
ost of marketing. Still pictures
ind recordings cost much less to
jEE and HEAR— September
reproihuc ihan movies and ilie
combined price need not be ex-
cessive.
The second jK)ssiljle source of
(oortlinated mateiials is the au-
dio-visual aids departments of the
interested city school systems and
the teaching materials labora-
tories of the iuii\ersities. The city
department, in close touch with
the teacher antl the curriculum is
in the best position to organize
and produce teaching aids in
many areas.
Coordinated audio-visual aids
are nothing new. The idea that a
\ariety of materials enriches the
child's experience has always been
considered soimd. From a teach-
ing point of view coordinated ma-
terials provide a multiplicity of
approaches to the problem being
studied and offer much more op-
portunity for student participa-
tion. Bruce Findlay's (Los An-
geles Public Schools) pamphlet
"Audio-Visital 'Tools' that Teach
for 'Keeps' " emphasizes this im-
portant point. (Interested people
should request a copy.)
Education ought to capitalize
upon the example of the armed
service training programs where
for the first time good teaching
ideas were allowed full scope
without the hampering considera-
tion of budgets. Let us move for-
ward to get the same support in
the field of materials that the
armed forces have had. The post
war job of education demands the
best of teachers equipped with
the best in teaching materials.
Page 15
"Here's Nebraska!" How different it looks on the globl|
or on the flat surface of the wall map! There is no way
teaching the world's roundness other than by using a glob
Foundation for
Infernatlonal
Undersfandina
I
Pog* 16
r TOOK, two wars within one
miaration to convince admin-
isiiatois and teachers that oui
knowledge of geography should^
extend beyond the narrow con-j
fines of continental Unitctl States.;
W'f neglected to teach the geog-
laphv of the otlier continents. VVi
failed almost completely to tea
the geography of North Americ
In the years innnediately preced?
ing this war. the typical piiijii
school (urricuhnn in geograplv
iiK hided imaginary world tra\cli
in llu- louith grade, a study of the
I iiiuil States and North America.
I
B^ Raymond Gibson
Director of Training School
bU'veus Point State Teachers College
S«ptemb«r— SEE and HEAS
the filih, ami a superficial a new tra, and wt- hope, into a
inipse ol all other continents in new philosophy of the social stud-
le sixth giade. Nothing that ies as a dynamic interpretation of
)uld be seriously called the study world-wide citizenship and inter
geograj)hy was taught in most dependence of all j)eoj)les. In too
mior ami senior high schools. many instances following the first
The materials for teaching this
ctchy geography ciuricidmn
.iially consisted of a 12-inch
obe, a map of the United States,
id a map of the world together
ith a few sets of over-aged geog-
iphy textbooks. After Septem-
n', 1939, some city school systems
World War. our emphasis in the
social studies was the then new
nationalism, and the schools help-
ed to teach that unlortunate con-
cept. After W^orld War II. wc
shall have the ines(apable respon-
sibility of teaching a freshly con-
cei\cd internationalism with its
ccived national recognition by attendant requirements of better
■ry naively proclaiming that no human relationships and econom-
aps and globes would be pur-
lascd until after the war. Rep-
able map publishers were hard
t until the Army and Navy start-
l purchasing more globes than
;DIT0RS NOTE: Dr. Raymond Gibson draws
on a splendid teaching experience to discuss the
lis, particularly maps and globes, which we will
: in meeting the responsibility that we have to
ch a better understanding of geography. He be-
ves that, underlying all of our attempts to under-
nd our places as world citizens, geography becomes
J broad base of factual experience and knowledge
on which much of subsequent thinking and ul-
uate understanding of world affairs will be built,
s challenge for beginning early those basic con-
Jts of geography which lend themselves to pri-
ry and intermediate work should be seriously
nsidcred by all of us who teach.)
uld be manufactured. Soon, we
scovered that we were a nation
geographic illiterates. Many of
recognize now that for the past
o or three years the school chil-
ien themselves, by their knowl-
Ige gained elsewhere, have
reed a tardy teaching profession
It of its isolationist lethargy into
; and HEAR— September
ic interdependence.
The teaching of foreign rela-
tions, world commerce, and the
need for world cooperation can-
not wait until the adult
state of education. These
problems and concepts
must be taught to the
masses; and that places
the responsibility upon
the elementary and high
schools of our country.
There is no need to fear
the task, for it is easier
to teach tolerance, inter-
dependence and world-
wide fair play to chil-
dren than to adults.
If the reader will think of geog-
raphy as the interaction of peo-
ples with their natural resources
in the formulation of community
cultures, he will appreciate the
significance of commerce, trade,
foreign relations, international
and community relationships, and
the development of human re-
Page 17
R.WMONU
C. Gibson
Raymond C. Gib-
son received his A.B.
and MA. degrees
from Western Ken-
tucky State Teochers
College ond his PhD.
from the University of Wisconsin with a
mojor in School Administration and a minor
in Political Science.
His wide ronge of teoching experiences
includes one year in o village grade school,
six years as grade and high school principal
in Kentucky, two ond one-half years as
principal of on elementary school in Mad-
ison, Wisconsin, and two summers as prin-
cipal of the Elementary Laboratory School
ot the University of Wisconsin.
Dr. Gibson is at present Director of
Teacher Troining and will teach a course
in Educational Philosophy at Central State
Teachers College, Stevens Point, Wisconsin.
.sources as tlic controlling^ factors
in ge()grajjhi( interpretation.
riKse arc the concepts which
must ha\e their beginning in the
jjriniary grades if we are to be-
come world citi/ens in fact.
Dynamic geography is a basic
part of the kindergarten curricu-
lum because it is here that chil-
dren first leave the home. They
travel out of their own limited
home en\ironment to come to
schools to exj)erience organized
group relationships, a larger con-
ception of the size of their com-
nnuiity and what it means to trav-
el from one j)lace to another.
Ihey learn the use of streets and
roads antl varying forms of trans-
I
portation. They begin to appre-
ciate the purposes which moti
\ate the actions of a group. The.
schoolroom becomes a small so-
ciety with hardly enough com-
mon interests, at first, to hold th.
group together. They learn to
inieract with older children in
the same school and change their
own habits accordingly. In short
I hey become members of a d\
n.imic society.
The first grade expands (hi?
feeling of belonging lo a com
munity. Here, children learn tci
read, which makes possible
much Avider langc of experiences!
liisl-grade children take naturi
ally to such projects as gardeningi
pets and animals of all kindsi
which lead ine\itably to a stud'j
of food, clothing, shelter, and sea-
sons.
These experiences should bl|
continued in the second grade t<
include connnunity helj)ers sucJ
as the grocer and where he gel
the \arious foods, the milkma
with whom every child is fami
far, the fire department, the bal
cry. and the post oflice. Thci
should l)e many exclusions t
gain firsthand knowledge of thes
services which make a comnuniii
fuiuiion. 1 here need not be ar
formal gecjgraj)hy class, but uni
on these topics will lead to
study of widening phases of tl
social studies environment,
trij) to the zoo, for example, leat
naturally to incpiiries about tl
native habitat of the various ar
mals and birds. A natural cons'j
Pag* 18
September — SEE and HE I
lU'iKC is to learn more about llic
ustoms and environment of
lany foreign countries.
There is nothing abstract about
le metliod of teaching social
udies in kindergarten and the
St two grailes, but chikhen at
is level will have gained the
any concepts as well as the pur-
oses necessary to nioti\ate them
the study of units which do
ecome abstract, at least to some
s:tent. Children of the third
ade must begin the study of
immunities far removed from
leir own. The mge to do so,
Qwe\er, should come from local
)mnnniity problems whose con-
quences and solutions are natm-
ly expanded beyond the con-
ies of local experience.
The airplane, radio, and mo-
on picture have taken most of
le abstractness out of the study
remote commimities. New tools
learning— maps, globes, motion
ctures, models, radio, and
larts, — should be employed for
1 they are worth to make the
udy of the various sections of
IT own country, as well as of
hers, as concrete and real to
lildren as possible.
It is in the third grade that the
cher will need a simplified
be of the world, for that
ould be the first and basic way
introducing the world map to
iildren. The concept of streets
d roads which children have
own since preschool days can
used to determine directions
^ and HEfiR— September
and distances on the globe. In
fact, a good way to introduce mer-
idians and parallels is to call them
"the streets by whicii sailors and
a\iators determine ho\\' to go
from one place to another and
know when they arrive." Simpli-
fied maps of the United States
and North .\mcrica should be in
every third-grade room, and chil-
tlren shoidd be taught to read
them just as they arc taught to
read books. The distortions which
exist on the flat map should be
explained fully and clearly. Large
desk outline maps shoidd be
available for children to color
dining art as well as in social
study classes.
Children Love Maps
Children love maps, and if giv-
en an opportunity, they begin to
learn from maps at a very early
age. They love the radio, the air-
plane, and especially motion pic-
tures,—yes, classroom motion pic-
tures. With all of these new tools
plus the excellent materials that
are being written about our
neighbors the world over, it
should not be half as difficult to
introduce geography as it was
even ten years ago. With these ex-
cellent tools at the teacher's dis-
posal, she should be ready to push
back the horizon of children un-
til it encompasses the whole
world. 1 hrough the objective
study of such units as wool, ranch
life, cotton, rubber, silk, and
farming, which are world-wide in
their consequences, gieat interest
can be developed in the geogia-
Page 19
phy ot our world neighbors.
These factors of environment,
which arc so important in chil-
dren's lives, must be brought into
the classroom, in some cases as
actual physical objects to be stud-
ied and in all cases, through mo-
tion pictures.
Such a program for the kinder-
garten and primary grades will
be in harmony with the best cur-
rent educational thinking; name-
ly, the opportunity for children
to interact with the elements of
their environment in answering
their own inquiries rather than
ha\ing them learn without pur-
pose the facts of their environ-
ment. The result should be a
continuity of experience from
kindergarten through the entire
school and adult educational life.
This is most important if the
pupil is to build up backgroimds
of concepts which are so imj^or-
tant as a basis for the straight
thinking he will have to do con-
cerning the myriad problems!
which he will face as a partici-
pating member of the commun-
ity of nations. We shall nol
only study geography; we shal.
change and improve it through
the process of education towarc
the end of making it a functioni
ing tool for better social lixinjj
and understanding. i
School Boards, Please Note:
At the last annual spring meeting of
the Underwood Comnuinity, Nebraska,
Board of Ediitation, a visual education
scholarship was granted. Among the
first of its kind, the scholarship was
granted to help defray the cost of gradu-
ate study for an Underwood Community
teacher, Miss Mary King.
Following tlie adoption of the pro-
posal to buy sound motion picture
equipment, the school board felt it ad-
visable to adecpiately train one of their
teachers in the selection and utilization
of audio-visual materials to l)e brougl
into the school system during the ne>
school year. The community club gran,
ed Miss King the summer scholarship i
order that she could help defray pa'
of the expense involved in a summer <
graduate study in visual education on
large midwestern campus.
Miss ^fary King, Assistant Princip;
Underwood Community Schools, N
braska, received her visual educatic
scholarship award from Wavne IMckar
As a result, slie studied problems of «
lecting and utilizing visual educali(
materials as a graduate student durii
the summer of 1945.
Wayne Pickard ond Mary King
Pago 20
A. J. McClelland, widely known 1
his work with schools in develop!
large visual educational programs, 1
been appointetl director of educatioi
sales for the \'ictor Animatograph C
poration, Davenport, Iowa, a ma
producer of 16 mm. motion picture p
jectors, cameras, and allied equipme
it is announced by S. G. Rose, vi
president of the corporation. Mr. >
Clelland resigned from his connecti
with the Encyclopaedia Britannica
ccntlv to join Victor.
September — SEE and HI
DOCUMENTARY
ENTERS THE
Bertha L. Crilly
Newark, Ohio, Public Schools
iOnOR'S NOTE: English has been
le subject area not too well served by
sual materials. The alternatives arc
ther to do without or to make such a
ever application as is suggested in this
lendidly conceived article by Miss
illy, an experienced teacher in the
wark, Ohio, schools. Many English
chers will find in this suggestion the
ssibility for adding zest, interest, and
ality to the written communication
ea, which too often has been reduced
the level of repetitious mechanics.)
S,
uu
'id
s«
AM reporting on my experi-
ments with the use of aiidio-
sual materials in the English
assroom. Fom- of the teachers in
le English Department of the
ewark Senior High School asked
^e to demonstrate the use of a
ocumentary film as a means of
lotivating the Language-Arts
ills of reading, writing, speak-
[Mg, and listening.
The Public Library loaned us
ty or more books and pamph-
ks on South America for a long
iriod. Each teacher had a map
lid a globe in the room. The
! E and HEfiR— September
■ami
film, THE BRIDGE, was rented
by the school for a week so that
each class saw the picture twice.
The classes comprised industrial
students; two of the classes were
all boys. Tenth- and eleventh-year
groups were chosen for the ex-
j^eriment. In every class, the day
before the film was shown the first
time, volunteer students present-
ed informal talks on the geo-
graphic, economic, and political
situation in South America. After
the first showing, the class re-
sponse to a discussion was prac-
tically a hundred per cent. The
film was then shown a second
time. All of the pupils wrote a
short paper in class on some
phase of the picture after the sec-
ond showing. As one teacher ex-
pressed it, they definitely had
ideas to write about. Many read
the books and magazines that had
been brought into the classroom
and made written or oral reports
on these.
All four of the teachers consid-
Page 21
STILLS from
"THE BRIDGE"
Above: "In this market, the meat is
transported and sold in the open
without refrigeration." THE BRIDGE
comments on the diet of the Indians,
for whom only the cheapest foods are
available.
Left: "Mama needs water . . . there
is no source of water in the house . .
the oldest daughter takes a can, goes
half a mile to the town pump. The
utensil which the doughtcr carries hos '
great advantages ... it is quite un-
breakable and lacks only a lid. It ill
the product of on American oil com-
pony, but this family has no use for
the oil."
Soplember— SEE and HEAR
STILLS from
"THE BRIDGE"
Photographs through
courtesy of Office of
Inter- American Affoirs
ond New York Univer-
sity.
Left: "Potatoes, dried corn...
thot's what is sold, that's what
is bought. The vitamin content
is not very great. No green
vegetobles, no whole grain, no
milk . . . the baby gets sugar
and water. In father's plate,
there will be a portion of black
meat."
"Nine out of ten
ve like this! Nine out
f ten hove never
sen 0 mine or on oil
eld." Here is o land
here "nothing changes
ut the faces on the
oins." THE BRIDGE
^lows how the people
f South America ore
s capable as others
nywhere in the world,
ut because they ore
D weokened by dis-
osc and poor nutri-
ion, the whole conti-
ent becomes handi-
opped.
trctl ilic U!>c ol bucli audio-\isual
material an excellent stiniiilus for
speaking and writing and to a
lesser degree for reading. All wish
to do more next year. The ad-
ministration in Newark is favor-
able to the use of \ isnal aids in
the classroom so that I think more
can be done in another year. The
trend seems to be definitely in the
direction of greater use of audio
\isual aids in the classroom.
The following outline shows »
the procedure used in the success
ful presentation of a film in these '
Knglish classes:
Plan for Using a Documentary Film. THE
BRlDCiE, as a Teaching Aid wiih an
Klc\cntli-^'car Class of Industrial Students.
rime of Showing— 20 minutes.
OP.IKCnVES
1. To promote an understanding of
an important problem of today;
i.e., the relations of the United
States with South America.
2. To induce reflective thinking
hased upon factual knowledge.
3. To promote observation and thus
give ideas.
4. To serve as an inspiration for
reading and writing.
Miss
Crii.ly
hos done grodu-
ofc work at Co-
lumbia University,
Northwestern Uni-
versity, ond the
University of Wis-
consin. For many
years she has been
teaching English
in the Senior High School, Newark, Ohio.
Her interest in audio-visual oids is the
result of attendance at the University of
Wisconsin and Workshop on problems in
secondary schools. She hopes to continue
using visual aids next yeor especially to
motivate the work in composition in classes
comprising students of average ability or
under.
Pag* 24
PROCEDURE
On the day before the showing
of the picture five- or ten-minute
oral themes on the following top-
ics are given and discussed by the
class:
1. What is meant by Good Neighbor
Policy?
2. Position of Argentina in relation
to the United States.
3. Raw materials of Chile used in the
United States.
4. Geography of .South .\merica.
Emphasis upon the .\ndes and
the Amazon and jungle life.
5. The type of airplanes used for
freight transportation.
Second Day. The following
(| nest ions were placed on the,
board and read by the class:
1. What docs the title, THE
BRIDGE, mean?
2. How do the peo|)le in remote vil-
lages live? '
3. What is the health situationi
Causes for it?
I. What agricultural methods art
used in South .\merica totlay?
5. What is shown of the development
of the rubber tree?
6. Would you want to go tlicre tcJ
work? lo live permanently?
September — SEE and HEf
7. WIku kind of positions nrc avail
al)lt' to uliat t\|)c of (rained inii\
and women?
8. Docs the presentation of the hoiuc
life of the people add interest?
Whv?
9. Are there siiffuient natural re-
sources in South America to make
the modern standards of living in
tlie Unitcil States possible there?
"irst showing of the fihn without
coiniiicnt by teacher or pupil.
")is(iission of tlic foregoing (|ues-
lions and any other ideas that
arc suggested by the class.
'upils choose topics that interest
them for writing.
iccond showing of film:
Pupils take notes.
Teacher may make comments;
uch as,
"Notice the nearness of South Ameri-
ca to Europe, a possible war danger
if South America is not friendly to
the United States."
"Argentina has the same things to
ell as the United States."
"^\■inding roads are necessitated by
he mountains."
Jlass discussion and writing.
Plan for writing:
Length of theme: Three paragrai>hs
of approximately 150 words each.
Notes taken during second showing
used.
.Additional ideas brought out in the
class discussion.
Arrangement of the ideas in a short
outline; such as.
Importance of the Airplane to South
.America
I. Geographical and Geological
Facts
II. Capacity and Speed of .Airplanes
III. Results of the Use of the Air-
plane
.A. To South America
B. To the United Stales
The themes may all be written in class
*'EE and HEAR— September
"Corn has dropped to 1^ a
bushel. . . . Corn is cheap. The
corn of Argentina is being used as
fuel." The film, THE BRIDGE,
shows how the South Americans,
who need corn vitally, cannot use
it because of poor transportation
and communication.
in ink. The themes are read and dis-
cussed. Questions about mechanics of
English may be asked.
Alternative plan for written com-
position:
Themes started in class.
Themes written first in pencil, revised,
and corrected.
Themes copied in ink and handed to
teacher.
After the themes have been read by the
teacher, some of them are read in
class.
These themes are longer and more pol-
ished prcxluctions with some attention
Page!
given lo si\k- iiiul atciiralc choirc of
words.
Readings suggcsiccl:
"Green Mansions"— W. H. Hudson
An idvllic roinanrc of Soiiili Ameri-
can outdoor life.
"Far .Vway and Long Ago"— W. H.
Hudson
.\mol)iography of a man who spent
liis l)oyho<Hl in South America.
"A B(K)klo\er's Holidays in the Open"
— 'riiecMJore Roosevelt
Chapters 4, 5, 6, 7.
"Inside Latin America"— John Ciun
ther
Political situation.
"South .\merican Sketches"— \V. H.
Hud.son
"Soiuh .\merica and Hemisphere De-
fense"—J. F. Rippy
"Meet the South .\mericans '— Carl
Crow
"Transgressor in the 1 ropics '— Farson
-Negley
"Land of Tomorrow, a Story of South
America"— R. \V. Thompson
Oral Composition:
Oral themes may be developed from
ideas suggested by the picture and by
readings. A panel discussion or a de-
bate might be arranged.
"Making packsaddles for mul
. . . without tools, out of strow . .
woven with bore hands. Three hu
dred years ago, saddles were mo
just like this."
THIS is tlic sioiy of an idea that became a sound
lilm, I IMl. TO SPARE. It is the account of a teach-
iug-nu'lliod |)i()>;rani worked out among and applied to
the one room stiiools of Mercer County, West \irginia.
11 ME TO SPARE was produced l)y the Mercer County
Schools under the (hrection of Miss Bonnie BowWng,
teacher of Hat Top Scliool; Brooks Hardy, assistant coun-
ty superintendent; and Ciodfrey Elliott, director of audio-
\isual aids, liie IGnnn. soinid fdm, 'JO minutes, was
photographetl during the school year 1910 1911. Incpiiries
concerning rental or purchase should be addressed to
the Audio-Visual Aids Service, Mercer County Schools,
Princeton, West \'irginia. The story of the development
of the teaching plan and its fdming is a fascinating one.
The soiuul fdm which resulted is one which every county
superintendent in .\mcrica will want his rural school
stalF to sec and hear.
The Editor
A S TO the story of the de\el-
C\ opmcnt of the fihii, TIME
ro SPARE, this was secondary or
n aftcrtliought to a planned pro-
rani of rural school inipro\e-
nent which started in 1937. Prior
o this date, our one-teacher
chools had been using a fairly
igid grade-placement program
kith a daily schedule of thirty to
orty short, assign-recite classes
.ith class periods ranging from
ight to not more than fifteen
linutes in length. This type of
)rogram naturally held the teach-
rs and pupils close to the state
idopted textbooks.
EE and HEAR— September
PLAN FOR »
IN-SERVICE y
TEACHER
TRAINING
Brooks Hardy
Assistant Superintendent, Mercer County
Schools, West Virginia.
In the fall of 1937, we appoint-
ed a committee of teachers from
one-teacher schools to work with
their assistant superintendent in
making a study of their problems
and also to help ^\'ork out a solu-
tion to their findings. The com-
mittee's report indicated that
their first problem was lack of
time, with many teachers report-
Page 27
"A short tcn-minufe planning period begins each doy. . . . Teachers go
from group to group, ossisting them in making their plans. Having os-
sured herself that other groups are at work, the teacher is free to give
individual attention to the younger children."
ing a lack of materials to do an
adequate jol). However, a careful
analysis of these problems reveal-
ed that the big problem facing
the teacher in the one-teacher
school was not one of time nor of
material but a problem of organ-
izing time for better use of mate-
rials at hand. This fact was
brought out by making a com-
parison of the teacher load in one-
teacher schools (average about
20) with that of teachers in grad-
ed schools (average about 30) in
our coimty. This comj)arison
jx)inted out to the rural teachers
that they really had more time
per puj)il than teachers in larger
schools, and that what was need-
ed was not necessarily more time
but a better organization of time.
An analvsis of tlie program in use
at the lime alsf) re\caled that there
Pag* 28
Brooks Hardy
Mr. Hardy is a
native of Mercer
County, West Vtr-
ginia, where he re-
ceived h i s public
school cducotion. He
was graduated from
Concord College,
Athens, IM c r c e r
County 1 West Vir-
ginia, with a B.S.
degree in physicol
science and mathe-
matics. He has done graduate work at Duke
University and West Virginia University.
He has finished the requirements for the
M.A. degree in elementary education at
West Virginia University except for com-
pletion of his problem on rural school or-
ganization.
He has taught in rural elementary schools,
junior high schools, and Mr. Hardy wo$
Supervising Principal of the Montcalm!
Public Schools from 1929 to 1935. At pres-
ent he is Assistant Superintendent of Mer-
cer County Schools in charge of Elementary'
Schools.
September— SEE and HEAR
eally was no serious shortage of
natcrials to work with (our
chools arc fairly well etj nipped) ,
jut the schedule of time consiniied
jy textbook assignments and reci-
ations did not give the teacher
md pupils an opportunity to use
he libraries and other facilities
hey had in the building, much
ess the vast science and social
tudies resources in the smround-
n" conuniuiitv.
After exjjcrimentally trying out
e\eral types of programs, we fi-
lally selected a program of grade
;;rouping and block planning
with the tool subjects, language
arts and arithmetic, taught to
small ability groups as ouilined in
the schedule shown in the film.
Individual needs and abilities are
cared for in the iniits of work
through differentiated assign-
ments.
The need for the fdm develop-
ed after we had designated our
experimental schools as observa-
tion schools for other teachers
who had not participated in the
experimental work. Teachers who
observed often reported difficulty
Fi.it Tod School
DAILY SCHEDULE 0'' '■'ORK
1940-41
Tiic
Mimitcs
Tirio-Block
jr^iip B: Gndrs l-?-3 Group A: Gndcs 4-'^-6
t;
Assnnblv Period
All Gndcs
9:15
10
Planning Period
Flaaniag .-norning activitios: All Grades
-■:25
140
Skills Period
1. Language Arts
(90 Binutos)
2. Number Work
(30 minutes)
(11:30 - play period
or free activities)
1. Language Arts
(90 minutes)
Including Free
Reading
2. Kunber V/ork
(60 minutes)
1:00
15
Planning Period
Planning afternoon activities: All Grades
l:i;
120
V'ork-Conference
Period
Integrated units of
work.
(Early dismissal)
Subjoct-Ficld or
Integrated units of
••ork. Social Stvidics,
Science, Healtli."
3:?0
Froo Expression
Music-Arts-Hobbies and Club Activities
HGTE
Recess at 10:30, 12:00, and 2:30
All time allotncats subject to change as need arises.
This outline form represents the recommended daily schedule of the
Flat Top School. Through the planning represented by this schedule, the
teacher may not only accomplish her educational objectives but find that
often she has "time to spore."
SEE and HEAR— September
Page 29
in imdcrstanding the general
|)hilos])liy of the program because
they could see only a j)art of a
"long term" plan in action. The
lilm was developed to fill in this
gap— to give an "over all" pictine
of the program before the class-
rocjin ol>ser\aiion experience.
We plan to make another film
on the vocational and health
phase of rural education. This
])an of the prcjgiam natinally
should be centered in the school
l)ut directed by the sj)ecialists
"Field trips have a purpose." A well-conducted field trip is the result of planning
so that the time is put to good use.
As the result of the field trip, during which the children visited the fire tower ond
were able to see square miles of their county spread before them, the children re-
turn to the clossroom and prepare to lay out their own community. "The entire
group gathers together to give their individuol reports. One student tells how the
school's position was spotted. Supplementary pupil activities grow out of activities
such OS these." a
Iroin our auxiliary a«;c'ncics such
as the scliool nuisr. county agent.
l-II clul) Itaclcis, home dciuon-
stration agents, etc.
It is not necessary to say that
the fihn. TIMF TO SPARE, is
purely an amateur jol). We had
no outside help. The cost was not
5roliibiti\e— about S300 for fdm,
iroccssing ol tiic master negatiyc,
anators' ser\iees, etc. We feel
that we ha\e been amply repaid
or our ellorts antl wish to recom-
mend the production of moying
pictures and fdmstrips as a medi-
um for exchanging ideas on edu-
cational practices.
Though it is om- own jol) of
planning and pioduction, TIME
TO SPARE, very effectively tells
a teaching plan. Through picture
and nanator's (onnncnt, TIME
EC) SPARE explains one way in
which the daily schedule of the
isolatetl one-teacher school can be
oigani/ed to j)ro\ ide sufficient
time lor the indi\ iilual and group
attention that pupils need. A
typical one-teacher school already
organized in this fashion is used
-QMrnS-
"The reaction of the State
Cinriculum Workshop group to
TIME TO SPARE was very fa-
Norable. ... It should be made
i\ailable for use by County
Teachers Institutes."
—Ciordou Mackenzie, Professor of Ed-
ucation, Teachers College, Columbia.
"We were \ery impressed
)v the Rural Education Film
HME TO SPARE. \Vhile not a
mished product technically, it
deals with its subject matter in an
tonest and straightforward way.
Its makers are to be commended.
I can see many excellent purposes
or this fdm in a teacher education
)rogram."
-Professor Edward fCrug, University of
]\'isconsin School of Education.
"TIME TO SPARE has a
Krtinent place for study not
Here viewing in a County Normal
I SEE and HEAR— September
School. Here is the place for this
type of training to begin. I want
to use it."
—Haiiiey Cornell, Principal, Door-Ke-
iraunee Xorinal, Algonia, Wis.
"I think the film TIME
TO SPARE can serve a very defi-
nite purpose in in-service work
with teachers. While I will not
want my teachers to convert com-
pletely to the plan shown in the
film, I am sure that studying the
film with them woidd help them
to see many possibilities for im-
proving their own school day and
its results through an adaptation
of this type of program to their
own situations. I am sure we will
want to use the film in Eau Claire
County, if it is made available to
us.
—Jenny L. Webster, Supervising Teach-
er, Eau Claire Co. Schools, Wiscotisin.
Page 31
to illustrate the iiii)}oit;4iit points
of the teacliei-piipil phtiining and
execution of the two major tinie-
blocks of the school day. The film
attempts to show in a positive
way how pupils in the one-teach-
er school can be organ i/ed on the
basis of broad ability gioups,
thereby giNing both teacher and
pupil much moic time than
would be foinitl under traditional
plans of orgjtni/ation.
The film describes the activity
that goes on in the school's morn-
ing SkilK Period and afternoon
Work-Conference Period as well
as the preparatory planning pc-
1 iods. Due to the inability of a
him of this length to treat the en-
tire schedule in a comprehensive
maimer, other lime-blocks of the
schedule are only mentioned in
passing.
Teachers who use the film are
urged to consider it as the basis
for discussion and detailed study.
We suggest to teachers that any
fdm. including TIME TO
SPARE is usefid only to the de-
gree that it stinudates and assists
further discussion and study of
the problems that are (1) already
in mind, or (2) raised by viewing
ilie film.
Chart .\ presents the outline
form of the daily schedule of the
Flat Top School, Mercer Comity,
W. \'a.. in which TIME TO
Si'. IRE was photographed. This
is the same schedide shown at the
ojxning and closing of the film.
The pui])ose of the one-teacher
school is the same as that of any
other type of school; namely, to
educate boys and girls. What is
Paga 32
done in the one-teacher school in
order to reach this goal will need
to differ from that done in other
types of schools only because the
conditions imder which the pu-
pils and teacher work are differ-
ent, and because the experience
background of the children is dif-
ferent.
The teacher in the one-teacher
school must handle a group of pu-
pils whose ages range from six to
sixteen and whose learning spans
the first to sixth (or eighth)
grades. The problem of handling
these small groups of different
grades in such a way as to organ-
ize them into an educational
whole is admittedly not an easy
one.
We who administer rural edu-
cation are often accused of talk-
ing in terms of theories. One way
to talk in terms of practical ideas
is actually to demonstrate the
thing we beliexe can be done
The rural school can be organized
to serve its children effectively
Such an organizaticjn was set up,
photographed, and e\j)lained in
an accomj)anying sound track as
one answer. Yes— one answer that
can be sent aroimd from school
to school and actually experienced
by the teacher who conscientious-
ly seeks helj) with her problems.
A total of 889 visual aids have been
toinplctcd bv the L!. S. Oditc of Fduca-
tion. t.")? of tlicsc are motion pictures
and 432 are fiiinstrips. Since Novcml)er
of 1941. when the first U. S. Office of
Education training films were released,
more than 22.000 prints ha\e been sold
to war plants, \ocational schools, col-
leges, unisersities, as well as other civil-
ian users. —Naved
September— SEE and HEAR
re
n
THE IDEA
Mrs. Claire Meienburg
Teacher, First Grade, Longfellow School, Madison, Wis.
T 7 HEN is a child ready to
rV read? Every year, parents
e asking this question, and
achers are constantly searching
»r new ways of discovering the
iswer. For yoimg children to
;tach meaning to these "draw-
igs" that we call "words" is first
matter of having experienced
eanings. In my class of eighteen
re-readers (I call them this be-
luse their I.Q. range is from 54
) 82) , getting ready to read is in-
eed a challenge. In this class, we
y to lead children through many
ctivities through which they can
experience visual auditory and
tactile concepts. These children
are waiting patiently to develop
the functions necessary to begin-
ning reading: language develop-
ment, visual memory, auditory
discrimination. These skills and
others will enable children to be-
gin to read successfully, or rather,
to attach meanings to those ab-
stract and difficult things called
"words."
Our whole plan is to broaden
the experiences of the children
through allowing them to take
lE and HEAR — September
Page 33
Q
\
w
Pag. 34
Large paper, bold oufll
strokes, bright colors — and I
outcome is 0 tascinotirtg approach to real '
These youngsters ore combining monipulotj
skills with the formation of concepts and understandings upon whJ
reading may be built successfully. ,
September — SEE and HI
Ill in j^aiiK's or otlur iiitciesiing
iiiiini; situations wliidi will
i.uliially ii,i\v tluin tlu- hatk-
! omuls ol meanings Irom whiili
> .i|)j)i<)acli the reading problem.
1 making games, we consider es-
1 ( i lUv the \ isual ajjpcal. We use
iil;i\ attra(ti\e figures, good pro-
Mi ion. aiul l)right colors. Each
time is made as personal to the
lild as possible. For example, in
n animal game, the child is ask-
lI, "Which animal do you choose
) be?" It is surprising how many
incepts of understanding chil-
len learn from each unit of work
)r which games are planned.
One of the most interesting
nits began when we studied ani-
lals. We went to the zoo to see
le ditferent animals and observe
lem so that the children coiUd
lentify them. W^e learned how
nimals are housed and what they
It. We saw how their cages and
ouses or homes are washed with
ose and water. We visited Annie,
he elephant, and the monkeys.
\'e learned how some animals
Mrs. Cloire Meien-
burg is a graduate
of the Milwaukee
State Teachers Col-
lege and has attend-
ed the University of
Wiscon sin. Her
teoching experience
in Horicon, Wiscon-
sin, and the Madison
Public Schools has
been with Special
Class children — men-
jolly handicapped pre-primory group. She
. i^xpects to teach in the same capacity this
:oming school year.
^>EE and HEAR— September
like (old weather, and others do
not. It was sur|)rising to me to
dis(()\(.r that chiklreu could not
tlistinguish between a lion and a
tiger, and yet, why should we ex-
pect them to do so?
On returning to the school-
loom, the children decided to
construct their own Longfellow
Zoo. Orange crates, lath, colored
paper, ancl powder paint were
used in the coinse of de\eloping
the project. Circus nuisic, stories
about zoos and animals, oral dis-
cussions, art work, stories in read-
ing, games and rhythms were all
de\ eloped about this theme.
Among the interesting games
which were used to pro\ide ex-
periences out of which vocabulary
de\elopment grew was the "Make
the Animal" game. A large paper
animal w^as prepared and then cut
up into easily recognized parts—
the ears, the legs, the neck, the
body, the tail, the spots, the
horns, and so on. Through asking
the children to assemble this ani-
mal and identify the parts of the
body, we were able to build \o-
cabulary and concept imderstand-
ing which later was to carry o\er
into the reading situation. What
follows is a report of the conver-
sation which took place during
the teaching of this game.
Teacher. We have been having so
much fim playing the animal
game. Jimmy, what animal did
we ha\e yesterday?
Jimmy. The zebra.
T. Ves. \Vhat did he look like?
J. He had stripes.
Page 35
T. The animal we are going to "play"
totlay is different. How is he differ-
ent?
Beverly. Because he is big.
T. Our zebra was i)ig, loo. This animal
is —
upil. Long.
\ We have another word.
. Tall.
\ ^cs. and this animal wears what?
Sptxs.
T. Vcs, tiiis animal has spots, and what
did the other animal have?
I*. Stripes.
I . Does anyone know what this animal
is?
Joan. A giraffe.
T. Let's read together the story right
under the giraffe.
Class: "Make the giraffe."
T. What do you call this part of the
giraffe, Joan?
J. The body.
T. Jimmy, would you find the heai
and put it in the right place? (Bo
puts head in wrong place.) Is tha
the way the giralfe looks?
Class. Nol No!
r. Jimmy, find the neck. (Boy fine
neck and puts it on body.)
J. I put the neck on the giraffe.
T. Fine! What does he need over hen
(Pointing to end of neck.) (Be
puts head on neck.) Children, s<
if we are doing it just right.
J. I put the head on the giraffe.
T. Does anybody know what "horni
are? Can you find the horns, Jin
my? (Jimmy puts horns on giraffe
T. How many horns does the giraf
have, Jimmy?
J . Two.
T. How many?
J. Two horns. I put the horns on il
giraffe.
r. Jane, will you put the right ear
place? First, hold your right hat
"Put the hind legs on the giraffe, Jimmy," and Jimmy proceeds to ide
tify a vocabulary item, to follow directions, to select a given object, and
place it in relation to the whole figure — oil valuable experiences Id pi
reading development.
QlfflfJC
up. (Children raise right hands
with teacher's help. Jane finds the
giraffe's right ear.)
This is a big ear, and where does
it belong? Show me where you
would put it. What did you do?
me. I put the right ear on the giraffe.
What does the giraffe have on this
side?
The left ear. (Puts left ear on gi-
raffe.) I put the left ear on the
giraffe.
Why does the giraffe need
What does he do with them?
ears?
indra. The giraffe hears.
'. How about your ears? Could we
hear music and stories if we didn't
have ears?
lass. No.
'. Can you find the eye, Sandra?
Where is it?
iE and HEfiR— September
"And so far, we hove placed how many
spots on the giraffe?" "1, 2, 3, 4, 5" re-
sponds the class. They ore having lots
of fun, and at the some time, are be-
ginning to attach significance to an ab-
stract number system.
S. I put the eye on the giraffe.
T. How many eyes does the giraffe
have?
S. Two.
T. Just like you and me. Frank, can
you find the other eye? (Boy puts
an eye on the other side of head.)
How about the mouth? He can't
eat without a mouth. (Frank puts
the mouth on head.) That is good,
Frank. What did you do?
F. I put the mouth on the giraffe.
T. Now, what does the giraffe need
over here?
Class. The nose.
T. Beverly, will you put it on? (Girl
puts nose on giraffe.) How could
Page 37
1
"Here's our idea of how o zoo should look!" Once these youngsters begi
to read stories, they will have little difficulty in recalling the visualize
tions which abstract words demand.
this animal get anywhere unless
he had legs? How many does he
have?
II. Four.
T. Will you find the left front one?
That's jusl fine! Vou know what to
do, don't you?
\\. I \i\n the left leg on the giraffe,
r. \\'ill you put another front leg on
the girallf. Ilaiiford? CRoy puts right
front leg on giraffe.)
Banford. I put a front leg on the giraffe.
T. Who can find the hind legs or the
hack legs? f^Joan finds legs.) Now,
what else docs this giraffe need?
Class. Spots.
T. Jimmy, you put one on any place
you think would be a good place.
(Boy puts a spot on the giraffe.)
Poo* 38
j I put the spot on the giraffe.
r. Will you put another one on, Joar
(Joan puts a spot on the neck.)
T. That's a gmnl place for that spo
too. \Vhal did you do?
). I put the spot on the giraffe.
T. How many spots are right up hei'
now?
Class. Two. I
T. Two, that is fine! ^^'ill you put ai
oilier one on? Two wouldn't 1
enough for a giraffe. (Joan puts <
another spot.) What did you do-
J. I put a spot on the giraffe.
T. How many spots are on here no\
J. Three.
T. Three, all right. Will you put c
September — SEE and HEi
aiiolhcr one. Beverly? (Beverly puis
a spot on tlie girafTc.)
I put a spot on the girallc.
Joe, will you put another on? (Boy
tlocs so.)
I put a spot on tlic giraffe.
Girairc. Say it again.
CiiralTc.
How nianv spots do you sec?
ass. Fi\e.
Are there any left?
iss. .\o.
Where arc they?
ass. One the giraffe.
Let's count them together.
a.ss. 1.2.3, 4, 5.
Just as many as you have on your
hand. Let's read this story again to
see if we have done just what it
asks us to do.
ass. 'Make the giraffe."
The opportunities for discov-
"ing just how successful chil-
ren are becoming in understand-
ig vocabulary and meaning is
MTV easily atcomplishcd thioiigh
games uhicli tiHoiuage the j)ar-
titipatioii ol all oi the (hildren.
Tiiese same games Iiold out oj>-
jjortiuiity for beginning niuuher
tomprehension as well by eouni-
ing spots, by keeping track of the
number of legs that have been
phued on the animals, and by
e(jmparing animals one with an-
other. In this way, concepts of
number can be established.
Other games which \\'cre used
in connection with the unit on
animals gave the children an op-
portunity to follow directions, to
match like objects and to distin-
guish betAveen unlike, to assem-
ble simple puzzles, to formulate
simple animal stories, to describe
animals in terms of their likeness-
es and differences. All of the abil-
ities just mentioned are very es-
sential when entering into formal
reading, which depends on skills
such as these just enumerated.
Several of the more successful
games are described briefly:
DRESSING MOTHER BEAR /after dramatization of the "Three Bears.")
Directions: Put the hat on Mother Bear.
Put the coat on Mother Bear.
Put the shoes on Mother Bear.
What did you do?
Clarification of ideas: I put the red hat on Mother Bear.
It has a green feather.
ANIMAL ABSURDITIES
Use pictures of animals.
Use different heads on animals.
Children enjoy humorous elements involved here and will tell what
is wrong.
ANIMAL CUT-OUTS (in cages)
Child chooses animal he w^ants to talk about.
P and HEAR— September
Page 39
I
Itlciuif\— learn names of animals— differences.
How do tlicv look alike?
Matching and reading names of animals.
.\M.\I.\L STORIES
I see ".\nnie Elephant."
She is big.
She has two eyes.
She has two big floppy ears.
.She has a trunk.
.•\nnie likes peanuts.
.\M.\IA1. (.AMI.
Make attractive animals to use for game rack.
Identify— nial(h all tigers, lions, etc.
Left to right.
Which arc going in the same direction?
What animals have spots?
What animals have stripes?
What animals are the same color?
/.KBR.\ G.AME (Also use other animals.)
Cut animal into parts.
Make animal as to directions— matching.
Child tells what he has done.
Learn lo identify parts and use, if anv. Ears, stripes, mane, eyes,
tail, nose, mouth, front feet, hind feet.
FISHING GAME
Make paper fish and staple on one or more places. Decorate fish with
various designs, cf)lor easy number concepts, or names of zoo ani-
mals. Use pole and magnet. When child catches a fish, in order to
keep this fish, he must describe, read number or name of aniinal.
ICE CREAM CONE GAME
Develop number concepts— language development.
Which cone do you want?
How many scoops— child describes different kinds of ice cream.
Read numbers on scoops.
Filling the rack— matching cone number with number on rack.
Tell a story about your cone. I
SPINNING WHEEL
Zoo animals, birds and domestic animals.
.Spin the wheel, where spinner stops tell whether he lives at the
ion. or if not, where does he live?
ANI.MAL LOTTO GAME
Matching of pictures.
Matching of words.
Poo* 40 Soptambor — SEE and HEfl
The Teacher
John Hamburg
Assistant Superinterident of Edgerton, Wis., Schools
Much of the confusion in film selection and use results from
the fact that the evaluation of tlie film is not done by the per-
son who uses the film. One way of helping assure that the
teacher gets the film which exactly serves the subject area and
the pupil interest is to ask this same teacher to accept the film
selection responsibility. Mr. Hamburg and his committee have
demonstrated one wav in ^vhich this can be accomplished. As
such, their contribution becomes a challenge to all teachers,
particularly those in other subject areas than the social studies.
— The Editor.
'8
OCIAL studies teachers
should know in advance
vhat a fihii teaches." That is the
hought which prompted a new
ype of study undertaken jointly
Dy the Wisconsin Council for the
liocial Studies and the University
jixtcnsion Division for the pur-
loose of "sorting" social studies
ilms.
' In 1944, Ruth Fuller, a social
itudies teacher in Manitowoc,
itVisconsin, ordered some teach-
ing films. She showed them, in
Phe course of time, to her stu-
ilents. The students welcomed
hat type of instruction. They
:heered, but learned little be-
::ause, despite the advertising and
he undoubted good quality of
;he films, the films did not fit
■EE and HEfiR— September
either the age level or the subject
then under discussion. To say
that Miss Fuller was displeased is
to put it mildly. She found, too,
that many teachers had expressed
dissatisfaction over the same
thing. The Advancement Com-
mittee of the Wisconsin Council
for the Social Studies summed up
the situation as follows: "Social
studies teachers want to use films.
Many of them have the equip-
ment, but they are afraid to order
films at public expense because
they aren't sure that the films will
fit the grade level and the type of
unit being taught." Other doubts
included not knowing whether
the film was designed to "open
up" and create interest in a sub-
ject with a general overview or
Pag* 41
FIIM SVAWHUOH PROJECT
Wi.con.in council for SocUl Studl.s and .Jnivar.ity of Wisconsin
Extsrsion Division. Bureau of Visual Instruction
Directions, 1. Pl«»«e sho- the filn to your cl.ss or to l"t«"»*«^
°* corriittoes of t«»ch«rs and pupils. Discuss the filn
with thoE. note their reactions.
2. please fill in as nuch of the questionnaire as
possible and return it in the fito can.
Dane of evaluator_
Address of ev»luator_
Title of film
Length in ininute8_
Source
Sound Silent_
Date published
IS teaching cuW available7 Ye3_ V.o_ Is it adequate^ Yes_ !,o
content, (Cive a short description of the film, use only the space
below.)
Do you recorr^nd the film as far as quality, photography, sound track.
«tc. are concernedt Coonents, . __
Utiliiation Data ... . \
i. p.,coru-.end;rF.rade level and subject, (Check or write in.)
Prioary SubJoct_ ""it
Internediate Subject_ ""^^
Junior H. S.
Serlor H. S.
SubJoot_
Sub 1ect
Unit_
Unit
Page 42
Actual size — stondord 8Vixl 1-inch sheet
September— SEE and HEfl:
2. Does th« nin stimulu'-.e goclully useful discussion?
Illustrate.
If so,
3. Does it correloto with other r.ood teachinc natoriuls now used in
your classroom? If so, tell how.
4. Can you sufpiest any films which do a better job?
give titles.
If so.
5. List favorable or unfavorable pupil reactions.
6. Does the filn fit in with news; or current events, study?
If so, how?
7. Judging fron your reading or travel, would you say the filn is
authentic, up to^ta, typical? Conments:
8. ^Thftt attitudes does the fiLii engender in the audience? (For
example: world brotherhood, courtesy, reform, hone participation,
etc.)
9. Does the filn raise problems?
Illustrate;
Offer solutions?
10. Other comnents or criticisms;
EE and HEAR— September
Page 43
wlicthcr it really taught the spe-
cific steps in a process.
The Aclvancement Committee
of the Wisconsin Council for the
Social Studies prcjiaretl a list of
primary, intermediate, jiuiior
high, senior hii^h. and college
teachers known to he leaders in
social studies education. \Vilh
the help of the Bureau of Visual
Instruction of the University of
Wisconsin, letters were sent to
these pe(;ple explaining the prob-
lem and asking their assistance.
They returned cards indicating
that o\er sixty of them woidd be
willing to have motion pictures
sent to them from the Extension
Division and that they would an-
swer a cjucstionnaire to determine
just what was taught by the film.
The Extension Division did its
part by reducing the rental rate
for these films and offering cleri-
cal assistance. Films were sent
out, shown to students of all
grade levels, and returned. In
each returned film "can" was an
S
John
Hamburg
received his Ph.M.
^^^flj, jf^t <legree at the Uni-
^*^r versify of Wisconsin.
He majored in Polit-
ical Science under
Professor John Gous.
He now is Assistant
Superintendent at
Edgerton, Wisconsin,
but insists on con-
tinuing in teaching within the social science
oreo. He is most fascinated with teoching
ninth grode citizenship and twelfth grode
problems of democracy.
Poo* 44
evaluation cjuestionnaire, a copy
of which is shown on the jireced-
ing pages.
Finally the Bureau had a huge
stack of returned cjuestionnaires.
Miss FiUler and I began weeks of
toil. Each reply was read, placed
with others concerning the same
film, and the actual writing of an
evaluation bidletin was l)egim.
The cooperating teachers liad
done their work well. Ihey
praised and condemned with
ecpial vigor. The comments fiom
the people in one part of the
state or in a large school were
frequently similar to those from
a small school in another part of
the state. For instance, every
teacher who saw and exhibited
The River commented on its
"teachability." Teachers com-
j)lained about soiuid tracks,
praised acting, told why a film
shoidd not be shown to yoiuig
children, commented when stu-
dents laughed at outdated auto-
mobiles in the films, told how to
prepare students not to expect a
"plot" when one was hinted at
but did not develop, warned
against using some films in the
wrong part of a luiit, and listed
grade levels and types of units
where the students coidd use
these films best. In short, social
studies teachers cannot be sold
any propaganda. They are criti-
cal, but when it comes to co-
operating for the betterment of
teaching, they cooperate beauti
fully.
The study prepared by teachers
for their fellow teachers is a very
September — SEE and HERS
i.utical and usable contribution
.) the social stucHes classroom.
riie pamphlet takes up each film
.11 alphabetical order with a di-
jfcsted conunent on each. Here is
I typical one:
Protecting the Public
(Sound) 9 minutes
Jr. H. S.. Sr. H. S. |.50
Use this film in teaching crime or
he fudicial or Executi\e Depart-
neni ol the Federal Government.
Be prepared for the fact that the
nap sequence, showing the loca-
ion of the 21 federal penal in-
.litutions, is short. The photog-
raphy is good and the sound ex-
cellent. It is old (Cummings was
the Attorney General) but it does
explain the treatment of prison-
ers in an effort to get them to
again take their proper j)laces in
society."
Some educators have pointed
out that the study may have the
effect of encouraging the in-
creased use of films throughout
the state. They believe that teach-
ers have always wanted films and
that the jiiiblic has been willing
to pay for film rental, but that the
teacher has been worried about
whether he is going to get "a cat
in a bag" which will just teach
something, true enough, but not
the thing being stressed at the
moment. Such studies, it is also
pointed out, get teachers to work
together on their common prob-
lems and make them conscious of
the new methods being used in
the profession.
New Coronet Slidefilm Series
Announced
A new series of 35 mm. slidefilms or
Milmstrips to he made from Picture Sto-
ries appearing in Coronet Magazine has
been announced by the Society for Vis-
ual Education, Inc., of Chicago. The
new series will include eight slidefilms
to be released one each month from
October, 1945 through May, 1946. Each
slidefilm is accompanied by a reprint of
the Picture Storv in Coronet which serves
as a teacher's manual. The slidefilms
become the permanent property of those
who receive them.
The October Picture Story is The
Liberated ... a story of people who
have been freed all over the world. It
will be followed in November by The
Storm ... a documentary story of
t storms. The C'.ennan is the subject
J for December. It will be an analytical
SEE and HEAR— September
Story of the kind of people the Germans
were before the war and what we may
expect of them in postwar.
These slidefilms of the Coronet Picture
Stories can be used on any projector
which accommodates 35 mm. single-frame
strips. Each will have continuity titles
on the individual frames, and the re-
print of the Picture Story in the mag-
azine will provide additional informa-
tion for the use of the teacher or other
person using these for group instruction.
The slidefilms are primarily intended to
serve as a basis for the discussion of
problems of the day, and those released
during the past two years have been
used by thousands with all types of
training groups. The principal users
have been junior and senior high
schools, but they have been used by
many churches and community groups,
and among hundreds of units of the
armed forces, at home and overseas.
Page 45
PROJECT FOR
EVERY CLASSROOM
O. A. Hankammer
Professor of Education, Kcmsas State Teachers College
EDI rORS NOTE
THE effectiveness of audio-vis-
ual materials as tools to learn-
ing has been denionstraied so
thoroughly that the inobleni now
is one of pro\iding teachers for
tlie American public schools who
are conwrsant with these male-
rials. With the aim of bringing
information antl instruction in
audio-\isual materials to school
su|)erintendents, jirincipals, and
leac hers. Kansas .Stale I eac hers
College ol I'iiisburg iield its sec-
ond Visual Echuation conference,
June l.S and II. 191"). I he pro-
gram (onsisled j>iimarily cf ilem-
onstrations, discussions, and ex-
hibits.
One ol ilu' i)oints of view ex-
pressed at the (onference was that
ihe leadiiug film as designed lor
school use has become a mechan-
ical oj)portunity to understanil
Pag* 46
1)1. O. A. Hank-
ainnicr. Director
of the Vocational
l)i\isi()n of the
Kansas Slate
Teaciiers College,
l'ittsl)iirp;, Kansas,
lid iiis institution
lowarii a forward-
looking position in
the field of Visual
Kducation when
on Jiuje 13-11.
1*(1.'), he sponsored
the second annual
Kansas .State Teachers College Insliluie
on \ isual Kdiiiation. While formal
talks higlilighted the program, several
very practical tiemonstralion situations
were huiit around the use of visual
learning materials in the classroom. The
adount of one of iluse demonstrations
is hrought hy Dr. Hankammer to the
attention of all who are interested in
observing one nietho<l of using the
soinid film at the intermediate grade
level.
September— SEE and HEAR
BOBOLINK
our cn\ironnicnt so \i\iclly, so
completely, so pennanently that
the lessons it teaches will be a
part of our exj>eriences from that
day on. With it we overcome the
barriers of season, climate, locale,
and time.
As an illustration of how
schools today can meet the re-
sponsibility of knowing more and
more about oiu- environment, the
following film presentation is in-
cluded. Perhaps no better way to
discuss the utilization possibilities
of fdms in the classroom can be
presented than the experience of
watching a teaching situation
which brings into use a good class-
room film. The following demon-
stration was conducted with a
group of fourth giade pupils
from the Horace Mann Labora-
tory School:
The lesson was one on nature
study dealing with birds. The
(ilni on '////•: liOIiOl.lXK AM)
111/-: liLUI.I.l) was useil. Ihe
rapport established i)etween the
teacher and the children was re-
maikai)le. Clritic tea( hers, student
oiiservers, school administrators-
all praised the demonstiations.
riie range between grade and sec-
onchuy levels was sulfic iently gicat
to demonstrate to all that visual
materials need to be selected
sharply with regard to levels. Va-
rious technicjues used in teaching
with films were explained.
So that the reader can follow
the progress of the presentation of
the fdm, this stenographic report
of the demonstration situation is
here included:
Using the
Film
Teacher: The most important part of
visual education is that which starts in
the grades. We can spend tfie rest of
our lives teaching the direct training of
seeing and hearing to college students.
It is only by starting this type of in-
struction at the bottom and continuing
to do it that we can see it filter and
spread and influence the whole educa-
tional system.
Ihe ciuestion has often been asked,
"Do films serve the primary grades?" Up
until a few years ago the answer woidd
have been "no." During recent years,
however, some of the most outstanding
teaching films have been developed for
the primary and intermediate grades. Of
chief value to the elementary grades is
the function which the film ser^■es in
establishing information about which
children may write, talk, or read. Films
then become background or readiness
' SEE and HEAR— September
Page 47
experiences. This afternoon let us turn
our attention to a nature study film at
the fourth grade level.
Teacher: Have you hoys and girls
studied al)OUt hirds in vour nature
study classes?
Pupils: Ves.
Teacher: This afternoon we're going
to study a motion picture* ahout hirds.
We arc going to make helicve that this
is the same kind of a lesson you might
read al)Out. We are going to work at
this picture show.
The teacher then read the
first paragraph on the study
sheet. (See the copy of the pupil
study sheet used by the children
as they studied this film.)
Teacher: Why are birds silent during
the nesting season?
Pupil: So no one will find the nest
and destroy the eggs.
The teacher read the .second
and the third paragraphs from
teaching guide.
Teacher: Do you see why the hirds
arc a friend of man? If we got rid of
all the birds, what would happen to
these gartlens of ours?
Pupil: The insects would cat up all
the gardens.
The teacher then continued
reading jrom the study sheet.
Teacher: We are getting ourselves
ready to see a film about birds. Before
we see it let us see if we know the words
that will be used in the movie. .Some of
the hartler words arc listed here for us
to study. What is a beak?
Pupil: .\ bill, a bird's mouth.
Teacher: Yes. What docs blooding
mean? (Only two hands went up.)
'Bobolink and Bluejay (10 min.).
16 mm. (Sound) Coronet.
Pag* 48
When we don't know the answer we go
to the dictionary, and if we were in our
classrcM)m that is just what we woidd
do. But we have no tlictionary here, so
1 will tell you this one. The brocxling
feathers are on the breast of the mother
l)ird. Now then, who can guess what
the mother i)ir(l does when she is
l)rooding?
Puj)il: She keeps the eggs warm.
Teacher: Ves. it's like putting a down
blanket over the eggs. Do you know
what is in a "down" blanket?
Pupil: Down or feathers from ducks
and geese.
Teacher: T hat is right. What is the
bird's crest?
Pupil: The crown of his head.
Teacher: Feather track.
Pupil: Tail feathers.
Teacher: Wing feathers.
Pupil: Is it where the feathers slick
into the bird?
Teacher: That is a little more like the
right answer. But not cjuite right. When
wc can't find it in a dictionary, where
else might wc go?
Pupil: To the encyclopedia.
Teacher: Ves, if wc had an encyclo-
pedia here, we'd find that feathers grow
in lines on the wings and back of the
bird. The feathers overlap like the
scales on a fish. Those lines of feathers
growing from the skin of the bird are
called feather tracks. What dcM?s incu-
bate mean?
Pupil: The bird sits on the nest and
keeps the eggs warm.
Teacher: Panting. What does a i)ird
do when it pants?
Pupil: It breathes hard.
Teacher: The bird has only one way
to cool itself, and that is to jjant. What
does plumage mean?
Pupil: Structure?
Pupil: Feathers?
September — SEE and HEAR
Teaclicr: Vcs. Diil you know all tliis
.il)()ul l)ir(ls? (All answered that they
(lid not.) If wc had not stndieil these
words first, what might have happened
when we saw the piitiires?
I'lipil: We would have j^olien all
tangled up.
Teacher: Von are all going to have
jol)s to do. Before wc look at the fdni
let us look at what .some of these jobs
are. Bobby, what is the first job we arc
;()ing to have as wc learn from the film?
Pui)il: (Reading first ([ucstion.) Watch
(arifully so that you will be able to
ifsrrihc the (oloring of the male and
female bobolink and the male and fe-
male bluejay.
Teacher: Yes. And the second job is
to find out who feeds the voting bobo-
links and who feeds the young bluejays.
Kugcnc, what is the next thing you are
going to watch for?
Pupil: (Reading (jucstion four.) In
what places do the bluejay and the
bobolink build their nests?
Teacher: What else are you going to
watch for, George?
Pupil: To see what they use to build
their nests.
Teacher: Jimmy, read question num
her five.
Pupil: Be able to describe the young
boboUnks and the young bluejays from
the time they are hatched until the time
they are ready to leave the nest.
The teacher then had other
children review the instructions
and the pupils then responded
with such statements as: We will
; want to watch these young bobo-
links and bluejays grow from the
time they hatch out of the eggs
until they are grown. Do bobo-
links li\c aroimd here? Yes, they
do.
Kollowing this the If) mm.
soiMu! and (oloi film HOIiO-
I.IXK AM) HLLLJAY was pro-
jected on the screen, following
the showing the teacher resumed
the discussion.
readier: Did you ever get that close
to a live bird before— and waiih it so
long?
Pupil: No.
Teacher: Win do birds die when they
arc thrown out of the nest?
Pu|)il: They can't get any iood by
themselves.
Teacher: But you could feed tlicm.
.Vnd yet, they still often die. Why?
Pupil: The bird gets cold.
Pupil: How do they take these pic-
tures?
Teacher: That is a good question.
They build a "blind," that is a screen
of grass and bushes, so that the birds
can't see the people who take the pic-
tures. The blind can be built very near
the nest. Or, they can use what is called
a telescopic lens on the camera. What is
a telescope?
Pupil: It makes things look bigger and
closer.
Teacher: That is right. But with a
telescopic lens if you jiggle the camer<i
Bird photos by Dr. 0. S. Pettingell Jr., for Coronet Productions.
' SEE and HEAR— September
Page 49
a link- l)it. i( jigKlcs tlie picture a lot.
S<i lluv UMiallv use blinds. Tlic camera
mail hides inside the hliiid aiul wails
very quietly until the birds act just as
if no «nie was near them. ! hen he
starts taking i)i( Hires.
Pupil: There is a r<>t)ins nesi 1)\ my
window. In tlie morning 1 lan look out
and see the lillle robins.
'Feather: We siiould always try to find
out liow much we iiave learned. We
learned a great ileal from this film. But
let's see liow much.
At this point ilif tjiic'stioiis on
the second page ot the study sheet
were studied by the ehilchen.
riiey were instructed to put a
This study guide allows the pupil to anticipate his learning
experience. It gives him the opportunity of studying in ad-
vonce this vocabulary which may cause him difficulty, and
most important, provides for the evoluotion which would fol-
low most text type teaching films.
FILM STUDY SHEET Number 2 for film "Bobolink and Bluejay" Page 1
Every day we see birds. We think we know all
about them Hardly ever, though, do we have a
chance to get close enough to them to have a good
look at their plumage, at their bills, or at their nests
because birds are usually very silent during the nest-
ing season They want to attract as little attention
as possible to themselves.
Whether we realize it or not, birds are good friends
to man. The two birds, the bobolink and the blue-
jay, that you wiU see in this picture, catch many
kinds of insects. Some of these insects are very
harmful to the crops which man raises. The grass-
hoppers, which are food for the young birds, are
gathered from gardens and grain fields where they
often would do much damage to the crops planted
by man.
Young birds are fed many times their own weight
in insects each day. What would happen do you sup-
pose, if birds suddenly stopped gathering insects for
the young birds and for themselves? Farmers' crops
would be completely eaten by insects. Your food
supply would be very much smaller. Without the
•id of the birds, we would have a hard time finding
enough food for ourselves.
This it an interesting picture about birds, but, before
we look at it, lefs become familiar with a few unusual
words that we shall meet:
beak
black-eyed Susan
brooding
crest
feather track
incubate
panting
plumage
Be porticulorly on the lookout for these important
things which you will see in the fil.Ti:
1. Watch carefully so that you will be able to de-
scribe the coloring of the male and female bobolinks
and the male and female bluejays.
2. Who feeds the young bobolinks? Who feeds the
young bluejays?
3. How is the male bluejay different from the male
bobolink?
4. In what places do the bluejay and the bobolink
build their nests?
5. Be able to describe the young bobolinks and the
young bluejays from the time they are hatched until
the time they are ready to leave the nest.
Crovm ^-^^
HiA£ coverlets
Secondary wing feathers
Tail coverlets ^■
Tall feathers _
Primary wing feathers
Shank
DON'T TURN THIS PAGE UNTIL YOU HAVE READ THIS PAGE, AND HAVE SEEN THE FILM
Published by FIIM STUDY COMMITTEE. 131 S. Pinckney St.. Modison, Wis.
All lieKit l«.rr^ (0 1*41
Pag* 50
September— SEE and HEAR
question mark, in tlu- inar};iii
wlicicNcr they could not answer
a (|iKsti()ii to their satislac tion. As
soon as the youngsters were
through, they were asked to raise
their hands whenever the ques-
tion niinil)er was called for which
they woukl not know the answer.
It was very e\i(.Ient that while
some information was secured
from the fust showing, much re-
mained unanswered.
Icadici: From this \\c can see that
uc haveiit learned all the answers.
What can wo <i() alxuit it? (.corgc, have
yon an idea <»f what we could do?
Pupil: \Vc conid guess al)()ut thnn.
Teacher: I don't want you to do that.
What else (an we do?
•After a period of blank looks
and even l)lanker answers, one
child finally spoke up, rather
timidly.
Pupil: We might look at the film
again.
leachcr: (Over the heads of the
fourth grade, to the student teachers at
the back of the auditorium.) A very
good example of the tradition these
Page 2 of the film study sheet.
TEST
Now that you have seen the film, test yourself to discover how effectively you hove learned what
it contained. Underline, circle, or fill in the answers.
1. The bobolink's nest, made of -- , 14. The young bobolinks are ready to leave the nest
when they are only days old.
is deeply hidden among the weeds.
2. The three eggs in the bobolink's nest are: a. blue
b. brown c. speckled white.
3. The most noticeable thing about the young bobo-
link is its large: a eyes. b. mouth c. wings, d. feet.
4. The female bobolink looks like a sparrow because
nature does not want her to be seen easily.
TRUE -- ..FALSE
5 & 6. According to the film, the duties of the female
bobolink are: (Select 2.) a. building the nest. b. them
incubating the eggs. c. singing continuously, d feed-
ing the young birds, e. protecting the meadow from
mtruders.
15. The bluejay builds its nest high in the trees.
TRUE FALSE
16. The bluejay builds its nest out of
17. The newly hatched bluejays are covered with
soft, fluffy feathers TRUE FALSE
18. The female bluejay fluffs out her feathers and
holds herself close to the young birds to
7. The young bobolinks eat many
19. On hot days, the female bluejay cools her young
birds by spreading her over them.
20. The full-grown male and female birds can cool
themselves by panting. .TRUE FALSE
21. Bluejays are close relatives of
22. Both male and female bluejays share the duty
of feeding the young birds.
TRUE
-FALSE
8. The male bobolink helps feed the young birds just
as cleverly as the female bobolink does.
TRUE FALSE
9. The male and the female bobolinks look very
muchalike TRUE ....FALSE
10. The chief duty of the male bobolink is to pro-
tect the nest. TRUE FALSE
11. Young bobolinks eat three or four grasshoppers
every: a. minute, b. ten minutes, c hour. d. day.
12. When the young bobolink is about hungry. .TRUE FALSE
days old, it is entirely helpless, blind, and deaf. jS. If you were to try to make a pet of either the
13. When the young bobolink is bobolink or the bluejay. which would you choose?
days old, it can stand up, see, and hear.
Now turn to the questions on the other side of this sheet, and test your ability to answer them.
SEE and HEAR— September p^g^ 51
23. The young bluejays are not able to leave their
nest as soon as the young bobolinks can.
TRUE —FALSE
24. According to what you saw in the film, a young
bird's fear is soon forgotten when he grows very
children arc acquainted with, looking
at ail ciiicrtainnient film only once.
The teacher then used orally
the check-up test on the reverse
of the study sheet.
Teaclier: We would try to individual-
ize this film, if we had more time. \\c
would find out, for instance, that George
likes other birds, l)esides boijolinks and
l)luejays.
The teacher then opened the
discussion to the teachers.
Observer: Would the children like to
see films on oilier birds ami animals?
All: Yes.
George: I would like to do this the
hrst hour of every afternoon.
Observer: How much of this prelim-
inary preparation can you go through
without killing interest?
Teacher: Let's ask tiie children. Why
did we do all this work before we look-
ed at the picture?
Pupil: We have to know something
about what we arc going to see.
Teacher: What do you think about
going through all these words? Did it
help?
Pupil: Yes.
Teacher: Would you rather have just
come in, looked at the film, and gone
back to your classrcx)m?
I'lipils: \().
I'upii: That way we wouKl not know
what kind of iiirds tliey were.
Teacher: Do you remember the ])art
of the film where they told al)out
feather tracks?
Martha: Yes.
Teacher: Why do you go to the pic-
ture show downtown?
Stanley: For the pleasure of it.
Teacher: But this kind of film is not
Pag* 52
the same as the kind you see down-
town. It is a study movie, a lesson
movie.
.Audience: What about the retention
of material learned in this way?
Teacher: We can definitely develop
the facility for observing. There have
been interesting studies conducted on
ability to observe, in some cases there
has been an increase of 300 percent in
OITO .\. H.\NK.\.\IMER, head
of the Industrial Arts and \ocation-
al Education Department of Kansas
State Teachers College of Pittsburg,
was born in Van Wert, Ohio, in
1891. Undergraduate work was
done at Wooster College and Kan-
sas State Teachers College. The
M.A. and Ph.D. degrees were re-
ceived from Ohio Slate I'niversity.
Before going to Kansas State
Teachers College, 1922, industrial
positions were held in drafting
and commercial art departments.
In World \Var I he served as Mas-
ter Signal Electrician in the Signal
Corps, 37th Division.
the powers to retain observed informa-
tion.
.Audience: .Should we carry that into
pictures for entertainment?
Teacher: I doubt it.
.Audience: Would \()ii use tlie .same
general techniiiue with the primary
grades?
Teacher: ^ es. in general, l)Ut orally.]
Reading wduld l)e a barrier in some]
cases. Please tlon't feel that Tin trving
to say this is tiie way. Tin not. This is
just one suggestion. There are many
sources pulling out study guides with
films. I lie leather must aiwa)s l>c the
one to decide whether the film is one'
wliidi should be inerelv seen and en-
joyed or studied intensively.
September — SEE and HERK
OF AUDIO-VISUAL AIDS
USED IN WISCONSIN SCHOOLS
L. Joseph Lins
Detroit University
MR. LIN'S in a very practical way has sought to
examine the present status of visual instruction
in the state of Wisconsin. Of even more worth than the
statistics he has discovered is his fine summary of exist-
ing needs in the field of visual education and the
recommendations he sets forth. This study is an at-
tempt to discover the existence of full or part-time
directors of visual education, the nature and use of
audio-visual aids, the equipment owned or rented by
the schools, the administration of the program and the
felt needs today. \ very forward look is made in at-
tempting to discover how a better state-wide plan of
action for the increased use of visual materials can be
achieved.— T/(e Editors.
TO DETERMINE whether or
not a school or school system
wished to take part in a state-wide
survey of audio-visual education
facilities and practices in Wiscon-
sin, a letter together with a self-
addressed reply card was sent to
508 superintendents or principals.
With interest evidenced from
351 schools or systems, a question-
naire was sent to 351 Wisconsin
schools or school systems in De-
cember, 1943. Of the 283 ques-
tionnaires returned, this summary
includes 253, the others being
eliminated due to repetitious re-
SEE and HEAR— September
ports or lack of properly submit-
ted information. A breakdown
shows that information was re-
ceived from: 174 primary, 174 in-
termediate, 198 junior high, and
231 senior high schools or divi-
sions of school systems represent-
ing a combined enrollment of
156,952 students or a mean of
620.4 students per system.
So that use might be compared
in varied-size schools, the data
were assembled in four groups:
schools with enrollments of less
than 250, with 250-499, with 500-
999, and with over 1,000 students.
Page 53
TABLE 1 — Expenditures for Audio-Visual Aids
Enrollment
Budget Appropriation
Total Ex
1?.-
f>enditures
Purchase
Rental
AU Agencies
No of
Systems
Per Pupil
Cost
No. of
Systems
Per Pupil
Cost
No. of
Systems
Per Pupil
Cost
0-250
21
$.68
18
$.54
33
$.85
250-499
26
.29
30
1
.33
41
.43
500-999
12
.32
18
.22
25
.34
Over 1000
14
.21
17
.17
28
.24
Total
73
.28
83
.24
125
.34
TABLE 2
Equipment
for
Audio-
Visual
Education
Type of Aid
If
Items
per
System
Percent of
Systems
Owniag
16 mm. Sound Projectors
151
1.21
62.85
16 mm. Sound Reels Film
29
103.14
5.93
16 mm. Silent Projectors
132
1.35
54.15
16 mm. Silent Reels Film
41
61.53
11.07
Microscopic Slide Projectors
84
1.2
33.99
35 mm. Sound Projectors
7
1.43
3.56
35 mm. Silent Projectors
21
1.10
9.88
Lantern Slide Projectors
186
1.50
73.12
Stillfilm Attachments
50
1.18
20.15
Film Strip Projectors
128
1.50
51.38
Still Films, Film Strips
94
66.80
42.69
Sound-Film-Slide Projector
39
1.1
11.46
Sound-Film Slides
4
83.25
.24
Opaque Projectors
81
1.6
32.8
Stereographs
62
174.97
30.43
Museums
37
1.65
15.42
Pag* S4
September — SEE and HEAR
Siiui- \\ illinniuss lo |);ii ti( i|);iU'
in iliis siiuK was clctci iniiucl l)c'
loll' i|iK"sti()iinaircs were sent on I,
ihc possibility is coiuickd tliat
this stiulv piisiiits an auili()\is-
u.nl program lor Wisconsin which
In sn|)tiior to the o\er-all picture.
ONLY l(i.59% of the 223 sys-
tems reported directors or
part-time directors ol \isual edu-
cation. Due to this lack ol direc-
tors, it becomes necessary that in-
terested persons either directly or
indirectly connected with the
school are obliged to select and
ire(()inniend mateiials they wish
to use ior tluir own classes or for
Masses taught by others.
In 11.70'^'p of the schools repre-
sented, selection of aids is made
by the teachers. Selection by joint
principal-teacher action occurs in
.Sl.39% of the cases. Joint direc-
tor-teacher coojjeration is evident
in nearly 17% of the schools. The
remaining 10.32% select aids by:
in rank order— the principal
alone, teachers in cooperation
with department heads, director
alone, jjrincijjal and department
heads, superintendent and teach-
ers, P.T.A. and teachers, and stu-
dents.
As the systems progress in en-
lollment size, there is less selec-
lion by the principal and teacher
jointly and more by teachers in-
dividually. Block booking is used
in 18.37% of the systems. This
practice is most prominent in
schools of less than 500 enroll-
ment.
Though a great deal of interest
SEE and HEAR— September
Ikis l)e( n i\id(n(r(l in tlie lickl of
.uidio\ isual cchuation, it is aj)-
pauiii ill. It this interest lias not
1)1111 iiianilislid in the course of
stud\ lo am glial extent. Onlv
.S:5.l!)"„ of iIk' schools rejjoit that
ihe use of complementary aiils in
the cuiriculuin is specified. This
is es|)riialh true in svstiins of
o\er 1,000 enrollment. However,
as student enrollment increases,
there is a corresponding increase
in the audio-xisual in-ser\ ice im-
pro\ement of teachers with the
large part of the training being
done during teachers' meetings
\\iihin the school. This does not
imply that large systems have a
superior program, for only
JO.SIJ'q report in-service actixnties
relating to a program of visual in-
struction.
Film learning guides or student
study guides are used in 07.69%
of the schools reporting. Greatest
use was reported by schools en-
rolling from 250-499 pupils. Be-
cause of the evident lack of film
facilities many schools reported
that they encouraged attendance
at those theater productions
which they felt had something to
offer the classroom learning situa-
tion. Over 70% of the schools
encourage attendance at selected
theater productions. Size of school
had no appreciable effect on this
phase of the program.
Financing
ACCORDING to 231 reports
of expenditures, size of
school system does not determine
source of funds alloted to the vis-
Paga SS
ual cducition. Among all tin-
schools reporting, the rcspccii\c
per cent of funds received from
\arious sources are as follows:
budget. 54.11%; student activity
fimd. 8.G()%; general instruction,
().93*^!o; general supplies, 4.76'^'^,;
P.T.A., 1.73%; and 0.43% from
each: student collections, science
budget, petty cash, class dona-
tions, sale of scrap, and Student
Civic League.
One luuulred twenty-five re-
ports of actual amoimts spent on
au(lio-\ isual aids were recei\ed.
In terms of per pujiil cost based
on total enrollment rathci than
average daily attendance, systems
with less than 250 students spend
the most for \isual materials. As
the si/e of the school increases, per
pupil cost of the entire program
decreases as is shown by Table I.
That the ecpiipment found in
Wisconsin schools is inadequate
is shown by Table II.
Present-day INTEREST in vis-
ual instruction is not in accoril
with present USE. An examina-
tion of present use shows tliai
greatest usage is made of: first,
wall maps and globes; second,
blackboards; third, charts and
graphs; fourth, lantern slides; and
then 16 millimeter soinid films;
j)osters and cartoons; objects,
s])ecimens, and models; momited
pictures; 16 millimeter silent
films; film strips and still films.
Present interest appears to be
TABLE 3 — Use of 16 mm. Sound Motion Pictures
School Type
No.
Enrollment
Percentages
) 10 20 30 40 50 60 70 80 90 100
Primary
126
38
Under 250
Over 250
^^^^\\\\\\\\mm\\\m\vj
■^^■'^^^^\\\\\\\\\\\\\\\\\\\\\M
Intermediate
135
38
Under 250
Over 250
^^^™^vvmm\\\\\\mmH
^^^^»\\\\\\\mm\m\\w^
Junior H. S.
118
57
Under 250
Over 250
Senior H. S.
130
48
15
27
0-249
250-499
500-999
Over 1000
WWWWIHi
1
Often
^^???i Sometimes
Pao« 56
CZI Never
September— SEE and HEAR
greatest ill the areas of \6 niilli-
nieter films. Sixteen millimeter
sound films are reportedly used
often by 59^^ of the senior higli
schools Avliile silent pictures of
the same si/e are usetl often by
only 27% in contrast to practi-
cally no use of 35 millimeter.
The jj^raph (Table No. 3) pre-
sents the ()\er-all employment of
I() millimeter sounil films among
those Wisconsin schools which re-
j)orted.
Persons responding to the ques-
tionnaire were asked to specify
subjects in which 16 millimeter
films were used most extensiyely.
Diyiding systems into senior high,
junior high, intermediate, and
primary, natural science and so-
cial science rank first and second
respectively at all levels, with the
former being reported nearly
twice as often as the latter.
Following these in usage in the
senior high schools are films deal-
ing with home economics, agricul-
ture, history, industrial arts, geog-
raphy, and English. Geography
ind history rank third and fourth
in importance in the junior high
schools whereas safety, health, and
conser\ation appear in the inter-
mediate, with story telling and
nature study being the subject of
some films used in the primary.
Needs
R£SPOx\SES from 242 school
systems indicate the inade-
quacy of the present program.
Eighty and seventeen one-hun-
dreds per cent of the schools re-
i SEE and HEAR— September
porting recorded definite feelings
ol need lor a more comprehensi\e
program of visual instruction.
Difliddties which might ac-
count for lack of extensive use of
visual materials were listed on
the questionnaire form together
with blanks in which additional
items could be written in. Schools
were asked to indicate the relative
imjjortance of the three most difh-
cult items by placing a (1), (2),
or (3) respectively before the
greatest, second greatest, and
third greatest difficulty. By weigh-
ing the items by multiplying the
frec|uency of response on each
item by its categorical weight of
one, two, or three as of the above,
the number one problem was
felt to be: teachers are insuffi-
ciently trained in the use of au-
dio-visual aids; the number two
problem: lack of understanding
of the values which well-chosen
audio-visual materials bring to
classroom instruction situations.
In order of importance, other
problems confronting schools in-
terested in visual education are:
insufficient budgetary provisions,
lack of available aids being made
available to the classroom when
most needed, aids not covering
the course of study adequately, in-
ability to obtain equipment and
supplies due to priorities, and
lack of information on sources of
desirable materials.
Suggested Ways
THIRTEEN suggested ways of
improving visual education
service were listed on the ques-
Pag« 57
tionnairo. .\i;ain. usins^ the inctli-
ocl u[ \\xi};lunj' as j)i t\ ioiisly out-
lined, schools reporting l)clic\c
the foII<)wiii,n o])j)ortimitic'S must
he pro\iili(l il \isual education
services aie to nio\e loiward:
Demonstration lessons conducted
by cxjx'i ts shoidd he conducted in
all school systems: expert evalua-
tion ol dims ami other aids nuist
be accomplished: additional mo-
tion pictmes shoidd Ik- jirodiucd
to meet insfriu tion:d needs: su-
jK-rxisoiy conlerences in visual
education should be conducted by
teachers; courses in audiovisual
ediuation shoidd he ofTeied at
coinenienil) located centers;
course of studies and lesson plans
should show how visual materials
can be better correlated with the
course of study, and finally, study
of visual education should be
made a center point of study at
local and state teachers' meetings.
Signs of the Times
I'irf^inia Legislature Al>l>r()l>ri(iles (h'er
Million Dollars for Visual Education
in Public Schools
The recently adjourned Virginia legis-
lature appropriated S;] .! 12.000.00 for
\isual aids in the |)ul)lit s<h<M)ls. Tiic
appropriation became available |ul\ 1.
194"), and the monev is aliocaied to
each school division in liie slate on tiie
basis of S'J \n\ pupil enrolled fur llic
preceding year.
The stor\' l)ehind this huge appropria-
tion inxoUes two survevs of \irginia's
public school system, plus the intense
interest of CJovernor Colgate Harden in
improving public cducaticm in the state.
I he deficiencies^ revealed bv the sur-
vey of the State ClKunber of Commerce,
aroused the- businessmen and the news-
papers to demand that something be
done to improve the situation. This led
to another survey, aiuhori/ed and paid
for bv the state legislature. This second
survev was headed by Dr. neiniy. former
Chancellor of the L" Diversity of .\la-
bama. Dr. Denny's committee submitted
to the legislature recommendations cov-
ering a 10-year program of imjjroving
|)id)lic education in the state, including
increased fuiancial support. The recent
appropriation of over a million dollars
for visual aids is oidy one of the pro-
gressive and aggressive steps taken by
the last legislature to improve public
education in the slate. The legislature
also a|)propriated over four million dol-
lars to increase teachers' salaries during
the next twelve months.
.•\sidc from the projectors, films, mai>s,
slides, and other visual materials which
will be purchased, the State Department
of Kducation is not neglecting the train-
ing of teachers on how to use these ma-
terials. I he professional staff of the
state department is being expanded, and
courses in audio-visual education are
now in operation in the various state
teachers' colleges. ^Vilhout doubt, the
eyes of the entire nation will watch the
ex]>ancling visual program in \'irginia
Willi keen interest.
The Belgian minister of education,
.\iiguste Iiuis.seret, in his opening re-
marks at the first German schcK)l re-
opened bv the .\llied Military Govern-
ment, grudginglv paid tribiue to the
etlec tiveness of .Nazi teaching melhcKls.
It was pointed out that 8,000 lantern
slides and 300 movies were circidaied
irom a cc-ntral exchange in (.ermany
along \sith other attractive visual aids
iiH hiding maps. brochures, colored
(harts, exhibits, etc., which were used
bv the Nazis in training the Belgian
voMili. M. Biiisseret has a])plied to the
I'nited .Nations education commission
in London for advice in help on re-
placing Belgium's old svslem of teaching
with one as elfeciivc as the Nazis' had
proved.
Time
Pag* 58
September — SEE and HEAR
PROPOSED OBJECTIVES
of the DEPARTMENT of
VISUAL INSTRUCTION
of the N. E. A. ..1945-46
As expressed by the President
EDITOR'S NOTE: During the war years the Department of Visual Instruction
was severely handicapped through loss of personnel. Under the able leodership of
Camilla Best and Leiia Trolingcr, the Department of Visual Instruction was kept
alive as a functioning organism during the trials of the war years. Their splendid
work will be carried on now by the newly elected president, Boyd B. Rakestraw.
He has been asked to present briefly some of the objectives toword which he be-
lieves the organization needs to point its future work.
1. To bring the manifold or-
ganizations engaged in the field
of \isual education together at a
meeting with the object ot find-
ing out jjrecisely what each is
doing or planning to do; to look
over the field of needed activity.
and to draw up an overall pro-
gram which will coordinate the
many activities engaged in by
these many organizations.
2. To assist in developing
strong local organizations to sat-
isfy local needs, and make pro-
vision for knitting and coordinat-
ing these local organizations into
the national organization of the
Department of Visual Instruc-
tion. It is important to keep the
overall Visual Education Program
under the immediate direction of
the people who are doing the
work in the field.
3. To convert to the use of edu-
cation that personnel which has
SEE and HEflR-— September
been intensely trained in war
work in the Armed Forces, indus-
try, or the general field of audio-
\isual instruction.
4. To encourage educators to
evaluate existing audio-visual aids
and to recommend for education-
al purposes the best material
available for educational use.
5. To encourage existing peri-
odicals as a voice for the Division
of Visual Instruction.
6. To make arrangements for a
permanent national headquarters.
7. To work with producers of
film and projectors in developing
those facilities which will further
educational progress.
8. The Department of Visual
Instruction represents the con-
sumer in the audio-visual field.
All other factors, valuable as they
may be in single instances, repre-
sent service groups which are de-
Page 59
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Hundreds — even thousands — of dollars
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you'll never know the pride that will be yours,
the amazing improvement in the clarity of
the pictures, and consequently the greater
effectiveness of the showings . . . until you
see these pictures projected on a RADIANT
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NAME „ —
ADDRESS - -
CITY _ STATE
(Zone)
Poa* 60 S«ptembei— SEE and HEAR
Newly Elected Officers of the Department
of Visual Instruction-N. E. A.
• BovD B. Rakestraw
•L. C. Larson
>^4
VV. A. VVrnicH
Boyd B. Rakestraw, B.S., University of California. Since 1919 asso-
ciate director and business manager. University Extension, Univer-
sity of California. Since 1928 supervises audio-visual instruction
departments, University Extension. Formerly director and vice-
president, AsscKiation of School Film Libraries; Audio-Visual Com-
mittee, California School Supervisors; Audio-Visual Committee,
National University Extension Association. Past president, Califor-
nia .\udio- Visual Aids Association, president Zone VH, Department
of Visual Instruction, president of Department of Visual Instruc-
tion. N.E.A., 1945-46.
L. C. Larson, Vice President, is now director of the Bureau of
Visual Instruction, Indiana University, Bloomington, Indiana.
W. A. Wittich. Second Vice President, is director of the Bureau
of \'isual Instruction, University of Wisconsin, Madison, Wisconsin,
and Editor-in-chief of See and Hear.
signed to serve the consumer;
therefore, their activities should
be centered on furthering the
ideals and acti\ities of the con-
sumer group. The Department
of Visual Instruction, therefore,
must become more articulate.
9. The Department of Visual
Instruction believes that educa-
tion will pay its way, and that the
ser\ice organizations will be com-
• Photo by Sidney V. Webb
SEE and HEAR— September
pensated in direct relation to
their effectiveness in carrying out
the ideals of the educators. We
believe that visual education does
not need to depend on undue
government support. We should
go forward believing in the edu-
cational worth of the materials
and techniques developed in the
field of visual instruction.
Page 61
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complete freedom of choice in ma-
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equal intensity whether projection
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A built-in blower cooling system
and extremely rugged construction
round out the features that adapt it
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Pag* 62
September— SEE and HEAR
HOUSING IN
SCOTLAND
BMTIMl MtMiTRl v« INK■>llMATIO^
rilM
Before this group of University of Minnesota students in Adult
Education, Mr. Watson E. Dickerman, Professor of Adult Education,
led the discussion on the film HOUSING IN SCOTLAND.
^i
I DITORS NOTE: John Hamilton has
licen associated with visual educational
materials many years. Recently he join-
id the British Information Service be-
1 ause of his interest in films as a means
ti>r strengthening international under-
vianding. He speaks with conviction and
.aithojity about the place of the docu-
mentary type film as a medium of com-
munication between nations and cul-
tures.
"^Iml^
As a teaching tool the 16 mm.
sound motion pictme prom-
ises much to the field of adult ed-
ucation. This is a new tool. Like
any new tool, care and patience
are required by the craftsman
who turns the first one from the
die. To decide that the tool is no
good because the first one from
John L. Hamh.ton
Film Officer
British Injormation Service
' SEE and HEAR— September
Page 63
the die is imperfect is folly. To
dismiss films from the field of
adult fdiuation because they are
"all of secondary le\el" or "propa-
ganda" is also sheer folly. If we
arc to learn how to use films with
adult groufjs, we will have to be-
gin by using the tools as they
stand today. Tomorrow will then
find us prepared to ask for the
films we need.
Of one thing we are certain.
Whether the films be used tor
adult audiences today or tomor-
row, they are of little or no value
unless they stimulate thinking on
current lojiics of the day. We are
also certain that the adult group
John L.
_ Hamilton
L— g,_J5a John L. Hamilton
.„ _ >T^I ]S\ is Film Officer for
British Information
Services for the
Midwest area with
headquarters in Chi-
cago.
He was a student
at the University of
Wisconsin completing his undergraduate
work there, continuing with graduate study
at the University of Iowa and University
of Minnesota with an MA. from the latter
institution. During his residence at Minne-
sota he taught courses in speech, stage
lighting, pre flight lormyl, speech, and
motion picture oppreciation.
Prior to joining the British Information
Services he held the position of Assistant
Director of Visual Education at Minnesota.
The duties in this position involved odvis-
ing on the use of visual aids within the
University and the direction of 16 mm.
sound films produced by the University for
use in the classroom and in public rela-
tions.
Pag* 64
who views a film must be allowed
to discuss the subject matter im-
der the guidance of a competent
leader if \isual education at the
adult education level is to have
meaning. It is on this point that
we note an outstanding difference
between the use of films with
adidt audiences and with second-
ary or college level groups.
Teaching at any level is incom-
j)lete if the pupil is not allowed to
express himself on the subject
brought before the class by the
film. I do not refer to the typical
written expression where the pu-
pil is moti\ated to absorb the film
content due to an impending
written test. Teaching at the
adult level dismisses the test en-
tirely and places high slakes on a
competent leader and the orally
expressed opinions of the group.
In this way the important points
of the film are brought to the
foreground. Here is where the
film becomes a probing and ex-
tracting tool in the hands of the
skillful adult teacher.
Let us examine a typical in
stance of the use of a film with an
adult group. Ihe British film
Uousiug iti Scotland was shown
to a group of discussion leaders
specializing in adult education at
the University of Minnesota. .\
stenograj)hic record of the com-
ments by the leader and by the
gKMip was made in order to dem-
onstrate the methodology and re-
ac tions to the showing of a typical
adult film to an achdt grouj). The
introthuiory remarks anil the
leadership in the discussion were
September— SEE and HEAR
)) W'alboii i'.. DickiiiiKin,
,or of atluli (.clucalion.
piolcs-
Mr. Dickirrnutt: llie film you arc
iboiit l(> sec is one on which we woultl
ike your reactions. It is called Housing
n Scotltnul. It is a typical film made
)y the Britisii government for distri-
)Ution both at home and abroad. It is
)rimaril\ a film for adults which should
linudale interest in the problem of
lousing now and after the war. Even
hough the material deals specifically
sith the housing problem in Kugland,
l)clie\e it has basic implications for
uiult groups in this country.
It was assumed for practical
purposes that the group had not
acklod the problem of housing
jeforc. It therefore seemed mi-
vise to tonmient at gieat length
xlore the class saw the film. Here
s certainly one place where the
;arridous teacher can curb his
endcncies to do all the talkins;,
ememl^ering that he has seen the
ilm and the class has not. Ver-
jalization about things visual
(films particularly) makes for
lull listening and little learning.
After the film was shown the
irst reaction was a negative one.
This is a typical "first reaction."
Student: I think maybe it might be
jveroptimistic. I don't see how they
:an immediately give these people these
cood houses. The few having to li\c in
)re\var houses would be disappointed!
I belie\c it is typical of an
^dult group viewing the outline
)f a suggested change to resist
hat chanu;e. In Hou.sius; iti Scot-
'and one solution to the housing
)rol>lem is presented. Upon first
glance, the suggestions do seem
iilmost too good to be true. In
I'act, adult films that pretend to
JEE and HEAR— September
show ilu path lo social progress
arc liable to i im up against just
such a challenge as this, and dis-
cussion leatleis should be pre-
pared for it.
In this particular biiuation, an-
other student \oiced similar feel-
ings through recognizing another
factor as follows:
student: It occurs to me that the Kng-
lish have given some thought lo the
housing problem by using these tempo-
rary houses while more permanent ones
are being built for others. Some people
will still have to live in their old
houses, but I wonder if some of us
would not be content to do that if we
could see some of the population being
taken care of. Some of us would be .sat-
isfied to do this just to see the program
moving along.
A poor leader will lei the dis-
cussion drift at will; the result
will be no clear picture of what
was to be gained from the film.
A skilled leader will guide the
discussion into channels that will
bring out the desired points. This
means that a leader must have
some plan before he goes before
the discussion group.
Quite obviously the major val-
ue of using the film Homing in
Scotland is to see if any of the
ideas expressed in the film carry
o\er into the American housing
problem. Housing in Scotland is
merely a record of what Scotland
is doing rather than a model for
other nations. In order to get the
class to make a carry-over between
the Scottish plan and the Ameri-
can problem, Dickerman plunged
in as follows, beginning with the
method shown in the film:
Page 65
Shown in the film HOUSING IN SCOTLAND this prefabricated
steel house combines o living room, two bedrooms, kitchen, both-
room, and shed. Carefully insulated, this house compares favor-
ably with what housing experts believe could be made available
at low cost in the United Stotcs. It is the joint effort of A. W.
Kenyon, Chairman of the Royal Institute of British Architects,
the Central Advisory Committee of Nation Planning, and Scien-
tists attached to the government sponsored Building Research
Station. Houses such as these ore the core of the temporary
house reconstruction plans mentioned in the film.
Pictures reproduced by permission of British Information Service.
Pag* 66
September — SEE and HEflF
Dickfiman: Did you get the imprcs-
on from lliis pictiiio that the gDvcrii
init was tlt>iiig this prcttv niiicii on
s own witiioiii tiic people's participa
on?
Student: Oil. no! Questionnaires were
sed— filling ihein out gave the people
chance to express their opinions.
Student: Rut wt-ren't these on points
f interior facilities rather than cx-
rior design? Aside froin the question-
aire and one or two other things, this
as pretty much government sponsored
lid government taking the responsibil-
y.
Student: And the houses are all alike,
ull anil drab looking.
Dickermaii: 1 hey builil a lot with
ark stone, whereas we tend to brick
nd limestone. ^Ve get the impression of
arkncss due to the characteristic build-
r»g materials. Some of the houses seem
a blend into the landscape.
Student: The only way to find out
low .Americans would feel on such a
lOusing program is to go out and ask
icm if thev woidd settle for that kind
f housing here in .\mcrica.
Here is the first indication of
arrvino; over the Scottish sokition
o tiic -American problem.
Student: In Fort Riley, Kansas, the
overnmcnt built homes for federal em-
>loyees. People pay rent for these and
^re glad to get them. The houses are
11 alike. The houses are not what peo-
)le like, but are all they can get. There
s a long waiting list of renters.
Dickerman: For what economic level
l>f society are the houses built?
Student: In 1940 in Peoria a whole
cction of shun area was torn down and
K series of houses built under FH.\.
rhey were all occupied and the people
iveci in better circumstances.
Student: If we had a slum clearance
>n Washington .\venuc, building a
vhole row of new houses, the people
Aould move back into them, but would
hat solve anything? The exterior is
:nore beautiful, but will the lives of
ihe people be bettered?
lEE and HEAR— September
Somctimts (|iiisti()iis iciul to
end up on philo.stjjihiial points to
whidi there is no innnediate an-
swer.
Student: It may give them an incen-
tive to improve their li\ing standards.
The sanitary (onditions would certain-
ly be improved.
DickeniKin: \Vill the difTcrcncc in in-
come make any dillcrence in the readi-
ness to accept the housing program?
Will it appeal to the low income group
more?
The students cjiiickly applied
this kind of a plan to the housing
problem as they themselves know
it. It is important however, for
the leader to guide the discussion
so that it does not get off on petty
experiences that are unrelated to
the problem of bringing about
better housing here. Again the
skill of the leader comes into play
in the smooth functioning of a
forinn discussion.
The next step in the use of this
j)articular film is to bring into the
discussion some of the obstacles
that may be encountered in bring-
ing about an improved housing
program. This was alluded to
earlier by one of the students who
mentioned the need for sending
out a questionnaire to find out
how Americans woiUd react to
such housing plans. The discus-
sion leader rightfully left this
point for discussion later. There
are other obstacles to inaugurat-
ing such a program which must
be brought in by the leader when
the time seems right. This part
of the discussion was recorded as
follows:
Pago 67
Student: There have been cnougli
sucli govcriuneiit projects to load us to
believe they can be successful.
Student: Then why aren't we getting
more?
Dickernian: Private enterprise is often
in conflict. Editorials in the Minnesota
Daily show thai there is a group of
property owners in Southeast Minne-
apolis who are dead set against the Uni-
versity building any more housing fa-
cilities. This group even created legisla-
tive action. Evcr\l)ody at the Iniversity
has gone <»n record as saying the student
housing situation is not only deplora-
ble, but critical, and iniless new build-
ings are provided we cannot accommo-
date more students unless we relax ou
housing restrictions and let the student
live in the basements and garrets o
these property owners.
Student: Apparently there are pres
sure groups on both sides, the ones wIk
need the housing and the people win
already own property. They do no
want to see it depreciate by the build
ing of housing projects.
Dickernian: In talking to a mayor o
a city in Iowa, he said, "We need 3.00
more home units in this city. We hav
done everything we can to get them
In desperation we have written to Mi
Henry Kaiser for prefabricated houses
^Ve don't like the idea, but maybe hi
HOUSING IN SCOTLAND directs thoughtful attention to the
great need everywhere for modern, efficient, low-cost dwellings.
The dwellings in this picture were rebuilt from old unsanitary
houses and now provide country housing for form workers. The
British government plans to build many more such houses after
the war. While the film does not necessarily point to THE answer,
its wide use in this country would stimulate thinking concerning our
own housing problems.
Pag* 68
Saptember — SEE and HEii
r
I ill he able to help us out." Later I
L.<pcaleil ill is to a business man of llie
Mnmuniiy. whose comment was "Damn
Ir. Kaiser." liiis man was a prothuer
" lumber for the buiUling of homes on
private basis and lie doesn't want to
e mass protluttion coming into the
(turc to jeopardize his continuing to
lake a living as he has in the past.
Oiilv portions of tlic complete
iscusston ha\c l)t'on rccoidcd
ere lor the purposes of giving
le reader some idea of how fihus
an pro\ ide tlie basis for a fonini
isciission. This discussion like
11 gix)d sessions, closed with some
oncrctc suggestions from the
roup as to what conld be done to
■npro\c housing conditions here,
["hesc were drawn out by the
;ader and did not come forth
utomatically. This may come as
shock to those who expect mira-
les from the film. The film can
e, however, only as good as the
»ader who guides the discussion,
'ew persons are really skilled in
landling discussion meetings and
ewer still with using films as a
tasis for such meetings. It has
>een the aim of this article to
how how a film was used success-
ully with an adult group and to
)oint out some of the hurdles to
he ultimate place films will take
n adult education. Steps toward
his goal can be taken now if
hose who plan film forums will,
imong other considerations, (1)
elect and preview films carefully,
(2) let it not be assumed that
inyone can make a good discus-
ion leader, (3) try out the films
hat are now available to see what
ype makes a real contribution to
he film forum, and (4) depend
EE and HEAR — September
less on chance and nu)rc on good
solid plaiming before eat h film
forum.
.\duli groups and teachers of
adult groujxs should sii iously con-
sider the splendid new tool to
leaiiiing which the dociunentary
type film proves itself to be.
FILM PREVIEWS
Mutiny on the Bounty
16 MM. Sound, -H Minutes
Use: For Literature Classes,
European History Classes, and
Auditorium Programs.
An abridged version of the entertain-
ment film of Nordhoff and Hall's novel,
with Charles Laughton and Clark
Gable. Film skillfully abridged so that
the narrative in its most dignified form
is retained. The mood of the times
and the need for social reform stressed.
Good photography and sound track.
(TFC)
Source: Ohio, Wisconsin.
The Peace Builders
16 MM. Sound, 10 Minutes
Use: For everyone interested in
inaintaining the peace.
A film well worth being seen by every
person who is attempting to understand
the issues involved in the San Francisco
conference. The film traces the work of
the Peace Builders, Stalin, Roosevelt,
and Churchill, from 1941 through the
Atlantic Charter, the Casablanca and
Ottawa Conferences, the Moscow Pact,
the Cairo-Teheran Conference, The
Dumbarton Oaks meeting, to the con-
ference at San Francisco. Attention is
given to the problems which were han-
dled at the various conferences. (Bran-
don.)
Source: Sunrav. \Visconsin YMC.A.
Page 69
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for
VISUAL INSTRUCTION
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OF ACTUAL CURRICULUM SUBJECTS /^
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Every phase of the service perfected by leading authorities
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Here, At Last, is a complfte Visual Instruction
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Editorially and technically you can be sure that
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lesson plans. Manuals include summaries, discus-
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tary projects. Prepared by experienced teachers
who have a thorough working knowledge of \our
teaching problems and needs, they bring vou a
wealth of stimulating and practical material.
They show how to prepare your students for film
showing, how to invite comments, promote dis-
cussion, and check results.
A COMPUTE EQUIPMENT SERVICE, TOOl
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Equipment offered bv ^'oLsc America Films is
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In the meantime, we will be glad to send you
copies of the ^bung America Films and Equip-
ment Catalogues PLCS a folder telling you "How
To Build a Self-Supporting N'isual Education De-
partment." In the Film Catalogue is a list of
N'oung America Films with a brief summary of
each, indexed by grades, titles and subject matter,
together with a listing of integrated lesson plans
and manuals. Mail Coupon Nowl
Young America Films
This proud American eajjle ap-
pears on the cover of every copy
of "'Soun)} .America" — the Na-
tional News Weekly for '\buth.
To teachers and school administrators it has
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the school publication field. Now, it is des-
tined to become just os hifihiy respected as
the hallmark of quality and service in the
\'isual Hducation field as well.
Pag«, 70
.'-H-l
I
YOUNG AMERICA FILMS.
33 I. S7th St., New York 23. N. Y.
Plrasp frnil mr Ihf ninip of my pirluBlrr ilit« (111-
trUiutor tor Yitunc Ainrrlca Film* ind Kqulpmrnt.
n Send mr liolh rour I'^llm and your Kqulpmtnt
('•laloillri for I9«.'.'I94(!.
r .MemI mr Ihf fnlilfr ••flow To HulW A Sflf-
Supoorllnc Vltual Ktlurallim Itrparlmrnl."
Nam*
8<hool
.UtU*.
Schael Addrtti
City
September — SEE and HEHR
BIBLIOGRAPHICALLY
SPEAKING
INTER -GROUP RELATIONS
tsiHKR L. BfRG
Assistant Principal. Junior High Srlinnl, New York City
Too often we emphasize international
nderstondings and go far afield in our
ttempt to understand people of our own
roup, their customs and cultural contri-
utions. Of greater importance is our re-
nsibility to get along happily and com-
ortobly with those with whom we mingle
oily. We will call this responsibility of
nowing each other within our own corn-
unity the inter-group responsibility. Mrs.
lerg has mode the study of inter-group
lotions a personal as well as a profes-
ional "first." This article brings you her
actions.
THROUGH recent improve-
ments in transportation and
oinniunications, the peoples of
he earth are being made neigh-
)ors, but there still needs to be
leveloped an attitude of neigh-
)orliness. Our conduct toward
nenibers of other races and na-
tionalities is often based upon
gnorance and prejudices. We
lave been too prone to accept
tcreotypcs; too often ha\e we
tressed the aspects of life in other
ountries that have been different
rom oius. How then to correct
hcse distortions? How to learn
• bout the lives and the living of
)eoples of other lands? The teach-
er confronted with these problems
■ EE and HEAR — September
readily recognizes the potency of
the motion picture to bring the
world into the classroom.
It is significant that at the San
Francisco Conference there were
two motion pictine theaters set
up— The United Nation's Theater
and the Conference Theater, in
each of which the daily programs
included films of the many coim-
tries whose delegates had been in-
\ited to the Conference. Un-
doubtedly the viewing of "other
people" helped for a better im-
derstanding of the "other people"
and thus films may have, to some
extent, influenced the thinking at
San Francisco.
In the attempt of the teacher to
change attitudes and correct dis-
tortions, the film can serve as a
sj^ringboard for discussion, and
the plan should be to use existing
films as a point of departtire for
the "living together of peoples of
different countries." The success
of the film forum depends upon
the quality of leadership whereby
the films are effectively coordinat-
ed with the discussion. In this use
Page 71
tlic leachci is iir^rd to cniphasi/f
the likenesses that exist between
pcoj)lcs, and to present an inuler-
standing of their cidtural patterns
and of their way of life. When-
ever dillerenccs exist, wouldn't it
be better perhaps to show how
the world and we have been en-
riched by these differences?
In its broadest application, in-
ter-group reIationshij)s may be
interpreted as between nations,
between races, and between socio-
economics groups— a very large
field anil an e\er-expanding one.
Hence, no attempt could be made
to list all available films in this
area, and the films herewith sug-
gested are but a small sampling.
The Peace Builders (NFB) 10
minutes
Roosevelt, (Inndiill, Stalin, and
Cliiaiig Kai-Siiek with military and dij)-
lomaiic aides at conferences from the
Atlantic Charter to Yalta. Shows prog-
ress in international organization
through military c()0|)craiion and
I XRRA, Food and Agriculture, Brel-
lon Woods. Announces I'nitcd Nations
Conference on International Organiza-
tion.
ChaUeu'^e to Democracy (OVVI)
(Oolor) 20 minutes
Odiiial record of nio\ing Japanese-
Americans from the Pacific Coast to
guarded inland (amps.
Amazon Axcakeyis (C.I..\.A.) -10
minutes
l)<|)i(ts ■■C;<iO(l .Neighbor" policy.
The Negro Soldier (OWI) 4.5
minutes
Irihutc to Ncgro-.Americans in our
military historv from the Revolution to
this war. Also in sports, music, art,
and everyday life.
Pag* 72
ESTHER L. BERG
is at once an admin-
istrator, an instruc-
,,1^^^^ tor, a consultant in
L^ ^W^f curriculum and visual
-■''^-^- -^^^-'-^W education, a writer,
editor, and producer
of visual aids.
In addition to be-
ing assistant to the
principal, Junior
High School, New
York City, she serves
on the Bureau of
Visual Instruction, Boord of Education, in
an administrative capacity. As an instruc-
tor, she hos for many years given to teach-
ers in-Service courses in visual instruction
ot Hunter College, and has talked to mony
forums, clubs, and institutes during 1944
and 1945.
As a consultant on visual education she
has been appointed and assigned a member
on many committees to investigate the pos-
sibilities of and to evaluate the use of
films and other visual aids. As co-chair-
man of a committee she prepared a special
catalogue, correlated with curriculum oreas,
of all films used in the Junior High School
Division of the New York City Schools.
In numerous periodicals devoted to visual
instruction, Mrs. Berg contributes articles
dealing with research, experimentation,
practices, and techniques of visual educa-
tion. She prepares a monthly Teachers'
Visual Aid Supplement to the classroom
curriculum study of articles in "Coronet"
magazine.
Americans All (MOT) 20 min-
utes
.\nti semitism and violence in .Amer-
ican communities.
Weapon of ]Var (U. S. .Army Fihr
(lomiminitjue No. 12)
.Animation of me<licinc man tryinj
to sell race and religious prejudice t(
a crowd. .Amusing and stimulating.
Our I\)iem\ the Japariese (OVVI)
20 minmcs '
)apanesc "Unity" under F.mpero;|
September — SEE and HEfll
rorshi|> and Sliiiuo. Shows agriculture,
idustry. education and military train-
ing-
rhr Common Cause (BIS)
A Chinese and Anieritan airman on
ne side of the gloi)e and an Knglish
nd Soviet Naval Olhcer on the other,
emonstrate very dramatically and cf-
clively how international iniity ce-
tiented by the war will continue in
he peace.
Vorld We Want to Live in
Describes the wholesale oppression of
linoritics by tliclalois abroail. ami evi-
enccs of racial prejudice in the Unit
d States. Produced by the National
'.onference of Christians and Jews.
'copies of Canada (NFB)
Families of manv European countries
nduding the French, English, Dutch,
rish, Scotch, German, Ukrainian and
Russian have settled in Canada and
uilt a democracy through cooperation
nd mutual respect.
rhe Story of Dr. Can>er (TFC)
The story of a Negro slave boy who
eceived an education and became a
cientist.
\ilack Legion (Human Relations
I Scries)
I This excerpt deals specifically with
jhe question of "Americanism."
'^uiy (Human Relations Series)
Mob formation in the .south— inelfec-
ive government officials.
•Why We Fight" Series (OWI)
Orientation fdms produced by the
U'ar Department, U. S. A.
Battle of China
Divide and Conquer
Battle of Britain
Battle of Russia
The Changing Face of India
(BIS)
Impact of western social customs and
!?cientific advance on Indian life in vil-
lages and cities.
Russia's Foreign Policy (NFB)
j Development of the socialistic plea
EE and HEAR— September
for "(ollective security" in the League
of Nations.
Peoples of Western China (FBF)
Reveals the influence of habits and
customs of past centuries in the scenes
of present-day China.
Ilometoxvn—U. S. A. (Bell and
I lowell)
I he story of an American community,
a small town which might be situated
anywhere in .America, showing its people
as they are today in war and as they
hope to be tomorrow in peace.
* * #
Discussion guides are available
on some o£ these films Irom Mo-
tion Picture Bureau, YMCA, 347
Madison Avenue, New York 17,
N. Y. United Nations Film cata-
logue available, 610 Fifth Ave-
nue, New York, N. Y.
Initials indicating producers
of fdms refer to the following:
BIS— British Information Service
NFB— National Film Board of Canada
DFP— Documentary Film Productions
(see Brandon Filins)
EBF— Encyclopaedia Britannica Films
TFC— Teaching Film Custodian
MOT— March of Time
OWI-Office of War Information
CIAA— Coordinator of Inter-American
Affairs
NFB makes short trailer (5 min.)
footage to show discussion in progress.
It demonstrates the technique to be
used in film forum discussion.
According to a recent newspaper article,
the Russians are losing no time in pre-
senting their story to the German people.
Instead of waiting until German sidj-
titles can be superimposed on movies
they want the Germans to see, Russian
officials are sending an interpreter to the
movie houses where such Nazi-banned
films as Professor Mamlock are being
shown, and at appropriate intervals the
fdm is stopped while an interpreter tells
the story of what is happening.
Page 73
EDUCATORS GUIDE
to FREE FILMS
FiHh Edition
An annotated listing of some 2.500 free films, more
than 1.500 of which are 16 mm. sound. A brief description
of each film is given together with information as to the
source, size (16 or 35 mm.) aiiri whether sound or silent.
Some 15 pages are devoted to the listings and describing of
slidefilms.
The films are classified under the following headings:
APPLIED ARTS
Aeronautics Agriculture
Agriculture, Soil Conservation
("ommercial Education
Home Economics — Clothing
Home Economics — Foods
H<)me Economics — Housing
Shop Work
FINE ARTS
Art and Handwork Music
HEALTH EDUCATION
Entertainment
First Aid
Health and Social Hygiene
Nutrition and Diet
Recreation Sports
SCIENCE
Biology General Science
Chemistry Physics
SOCIAL STUDIES
Cluhs and Scouting
Conservation
Consumer Education
Geography- — Alaska and Canada
Geography — I -at in America
(Geography — Other Countries
(Geography — United States
History
Safety
Social Prohlems
Tran-portation
\\()rld War Prohlems
The source-index occupies 25 pages. Some 16 pages are
devoted to a subject-index while some 13 pages are given
to a title index. Index pages are in colors and are readily
separal(Ml from each other and from the white pages on
which descriptions (»f the films are gi\eii. 1 he (»l IDK was
revised as of August. 1915. S1.00. Pamphlet entitled "Free
Films in Schools' by Dr. John (aiv Fowlkes. sent free on
request.
€bucatorS |3iogiTgs ^crbice
RANDOLPH :: WISCONSIN
Pqo» 74
September — SEE and HEflK
/'4b W m/OMAduA^\_
Mrs. Ruth A. Hamilton
Druid Hill School, Omaha, Nebraska
KT THAT can a library teacher
W in a small school do, in
iddition to the regular procedure
)f library science— help in refer-
ence work, appreciation of litera-
ure. and recreational reading, to
•nrich the environment of the
'our hundred boys and girls
,vhom she sees only once, twice,
[or at most three times each week?
Ij^ith no monograph or course of
itudy as a guide, this problem
ivas a challenge to my initiative
ind resourcefulness.
Obviously, the first thing to do
ivas to discover the needs of the
:hildren. It was felt that the chil-
dren needed an opportunity for
(visualization by pictorial repre-
jcntation, by dramatization of
^EDITOR'S NOTE: Mrs. Hamilton is a
large city school librarian who has be-
-oine interested in making her library
1 greater source of information to all of
the children in her school. You will be
very interested to see how cleverly she
^las contrived to do this.)
SEE and HEAR— September
literary selections, or by iinper-
sonating the characters they met
during their reading. The fur-
ther discovery that there was no
organized plan for the use of
projected visual aids, gave me a
starting point, and fortunately,
one of gieat interest. Given the
green light by the administrative
officer of the school, I began to
plan.
It was my intention to be of as
much service to the classroom
teachers as possible in finding
those materials which take such
hours of time to unearth. By
using projected materials to vital-
ize the subject matter I felt that
information coiUd be brought to
the various units of study which
would add new interest for the
boys and girls.
Since the children came to the
library for such short periods and
rather infrequently and since this
material was to supplement the
units being studiefl, very little
Pag* 75
J.k. ci.Bi
ft...- .. .
A.
V'-'
Teaching films stimulate and
re-awaken interests thot may hove
been lying dormant. Just look at
the activities these films inspire.
"v'
■Jb ♦ ' W'
w
M
\fm
■c-a;
a
lid
The film Tl- *
AJO INDIA <
not show H"
nicol side <■
ing. The "
through tn
roseorch ho' •
vestiQota th
icparatiDii could be done with
le children during the library
jur. The cooperation of each
assrooni teacher, then, was abso-
itely necessary to achieve the dc-
led results. Accordingly, pc-
odic checks of the luiits imder
nsitieration gave nie the infor-
ition needed to select films and
her visual materials pertaining
those units. We, that is the
achers and I, insisted in pre-
ewing all the films we thought
L" might want to use. A list of
aching suggestions was drawn
) for each fdm. \o attempt was
lade to fit units to the films
ailable; rather, we sought out
ms that fit the units being
fudied by the various grades,
iter seeing the film, "The
ddy Bear's Picnic," kinder-
ten and first grade teachers
d it was a "must," and immedi-
ly worked out a plan for using
is film in teaching rhythms to
eir groups. To see those young-
!^rs imitating the koala bears to
ie music from this sound film
is recompense for any effort in-
' lived.
.\djustment of the attitude of
le children from the idea that
<ch film showing was to be an
(itertainment, to the idea that it
is to be a tool for learning, was
i>t as difficult as many have sup-
>scd it might be. During the
(Iscussion period in a third grade
II lowing the showing of FARM
\IM.-\LS, one habitue of the
tincr mo\ie serial, said, "That
ysn't any good. There wasn't any
liurder in it." A few months later,
and HEAR— September
Mrs. Ruth
A. Hamilton
Several years
ogo when Mrs.
Hamilton's husband
entered the non-
theatrical motion
picture business,
her interest in vis-
ual aids to instruc-
t i 0 n deepened.
Then, as a mem-
ber of the National Film Evaluation Proj-
ect conducted by the Educational Screen,
she scored many films, and hoped for the
day that she could choose films correlated
with the school curriculum. For the past
year and a half she has had that oppor-
tunity as library teacher at Druid Hill
School, Omaha, Nebraska.
Her chief interest, in addition to visual
education, is a very active, air-minded,
ten-year-old son who helps keep life in-
teresting.
after THE PASSENGER TRAIN
was shown to this same group, I
asked this child what she thought
of the film. Before she could an-
swer, a little boy spoke up, "Oh,
she probably wanted the train to
run off the track and tip over."
Thus, the social censure of the
group helped to make the transi-
tion to the study-type film an easy
one. Without much difficulty, we
found films to serve the needs of
at least one unit for every grade
in the building, so that no child
would feel that he had been for-
gotten. The interest and grati-
tude of the children w^as ade-
quately expressed when they
often said, "That's our library
teacher. She's the lady who shows
us pictures."
Two projects during the past
year arc worthy of note. A second
giade was studying about animals
that help us, so the film FARM
ANIMALS seemed very appropri-
ate. This film was shown after a
fine preliminary preparation by a
\ery interested teacher. As a fol-
low-up. the children in this grade
pursued their lessons in language
arts with mimeographed mul-
tiple-choice tests including such
cjuestions as: "Cows get up with
(1) back feet first, (2) front feet
first; with Nocabulary drill and
sjxlling assignments all based on
the film content. In natural
science, the diildren made illu-
strated booklets, and as a culmi-
nating experience, they produced
an interesting and instructive
asstnihly j:)rogram to which they
in\ited their parents.
The eighth grade was studying
.\mciican Indians in general and
their contribution to our society.
The film, THE NAVAJO IN-
DIANS, was seemed for two show-
ings. The film was \ iewed the first
time before any particular stress
was given to the study of the Nav-
ajo tribe. Aftei this showing, inter-
est in further elementary research
was keen. The pupils investigated
the si/.e and location of the
present Navajo reser\ation. They
were interested in disco\ering
why the peoi)le of the Navajo
tribe live as they tlo. The chil-
dren were absorbed in reading of
the tjuaint customs, especially of
the marriage ceremony and the
dances. They sought to discover
the Navajo contribution to oui
Page 78
ci\ili/ation. A day or so after the
first showing, two boys broughi
a crude handloom made of tree
Inanches; someone else brough
models of both the summer anc
winter hogans, and one boy, whose
interest in school had been ccjii
spicuous by his absence had made
a string of beads! Before the weel
was o\er, nearly e\eryone in the
loom had made either a hand
loom, a string of beads, or hac
hammered out a bit of jewelry
Soon the rug-wea\ing fad sj)reae
to other rooms in the building
and children coidd be seen weav
ing whene\er they had a span
moment. Other Indian souvenir
were brought in, stimulating dis
cussion of the arts and crafts oi
the various tribes. From a genera
study of Indians, the interesi
aroused by this j^icture directec
the attention rather to an intense
study of the Navajo compared tc
other tribes. Subtle implication:
were aroused in the minds ol
many of the pupils, as was evi
denced by this connnent from <
written report from one membei
of the class, "We shoukl not lool
down on the Indians because the^
get along on so little. They were
taught by Natiue to get along or
a little. Iheir small amount!
meant more to them than out
large amounts tlo to us. The^
always have something to worl
at." Finally, the organization ol
tluii material for pid)lic presenta
licMi was so well done that, aftei
repeateil assemblies at school
they were invited to ajjpear be
loie a church group, which the)
September — SEE and HEfll
id u^aciously, making a fine pub-
c relations contribution. I.ook-
it;. l.istcnini;. Learning, ami
Kii Ixst ol ail. perhaps, Sharing,
^'hat more could ^vc ask?
11 we were snccesslid in accom-
lishing in any degree that which
e set out to do— to enrich the
n\ironment of the boys and girls
1 oiu- school through the vicari-
ous i\|)erience of visual aids— it
was tlue in large measme to the
wholehearted, willing coopera-
tion of the classroom teachers in
oiu- organization. W^ith this ex-
perience behind us and the assur-
ance of our own ecpiipment in
the near futme, who can tell to
what extent we will be able to
enlarge the educational horizons
of OIU- boys and girls?
Important Audio-Visual Conference Scheduled
\ rITH its first Iowa Ncl)iaska Aiidio-\ isiial Institute still a topic of convcrsa-
tion among liiosc who attended last year, the University of Omaha is com-
leting final arrangements for an even more valuable program October 4, 5 and 6
lis vear. More than 600 persons from eight different states attended a year ago
11(1 officials are predicting an even greater attendance for the conference next
;iunth.
The institute program is being expanded this year into five separate divisions
one each for grade-school level, high school, college, and adidt education, with
nc complete division through all three days dc\otcd to religious education. During
e thrce-dav period each di\isioii will ha\c one demonstration, with its age or
itcrest-group participants luider cla.ssroom conditions, of each of the following:
1) somul film, (2) silent film, (3) radio, (4) maps, globes and charts, (5) slides
;nd strip film.
.\mong the speakers present will lie Dr. Walter \Vittich of the University of
isconsin; Chester Cumming of the Omaha Public Schools: Dr. Stephen Corey
f the I'niversity of Chicago; Dr. W. H. Ihompson of the University of Omaha
epartment of Psychology; Dr. \'. C. .\rnspiger, \ ice-president of Encyclopaedia
ritannica Films. Inc.: Dr. AVarrcn Bailer. University of Nebraska; Dr. Bruce
lahan. Director of Extension at the University of Iowa; Dr. Floyd Brooker, U. S.
)ffice of Education; Dr. Frank .Sorenson, University of Nebraska; Ray Mertes of
iie United .Airlines Education Department; Miss Gertrude Le Petri of the Santa Fe
Lailway; John Hamilton, British Information Service; Oscar Sams, Office of Inter-
merican .Affairs; C. R. Reagan. Office of AVar Information; Dr. >rary Palmer,
isual Education Specialist from Chicago; Joseph Dicknian, Director of Visual
(lucation for the Chicago Public Schools; Esther Berg, Visual Education Specialist
Dr New York Public Schools; R. E. Scott, Minneapolis County Superintendent;
;)orothea Pellett of the 'I'o]K'ka Public .Schools; Miss Elizabeth Girling: Dean E.
)ouglass. Regional Education Director of RC.\; and Miss Margaret Carter.
EE and HEAR— September Page 79
23 KIT-SETS-514 SUBJECTS
•
LIGHTED PICTURES
.->>;-,
Now Ready
TO HELP INSTRUCTORS
.^IISSS
-^^
THIS extensive library of discussional slidefilms covering a wide range of sub-
jects has been skillfylly prepared and is specially designed for school use
Discussionar slidefilms will not only help you do a better job in class instruction,
but will also conserve your time for future planning and other important instruc-
tion octivities.
Each film contains clear, carefully planned, graphic illustrations and description
— arranged to teach. To the individual student they register a clear, visual im-
pression. For the class as a whole, all can see the large, projected lighted pictures
— with each picture held on the screen as long as needed, permitting the instructor
to give special emphasis and to present pertinent supplementary information.
Write today for detailed catalog information or any other special information
yoo may be interested in obtaining.
The Jam Handy Orgoniialion, 2900 East Grand Blvd., Delroif 11, Mich.
n^JAM KAKDY Okccnijation
\liiMM
lfe)W
IN
AUDIO-VISUAL EDUCATION
Paul Wendt
Director uf Bureau of Visual Education, University of Minnesota
DIRIXG the war there have
been exciting developments
II audio-visual education. The
ISC of training aids in the armed
orces and in industry have been
rcat. ^Ve should take notice of
he trends that are beginning to
le apparent and which may well
pply to schools. These trends
ntl the equipment developed
imultancously should both be
valuated for their applicability
0 school use.
Strictly speaking, we cannot say
liat the new equipment is some-
hing entirely different from what
1 was before the war. Ho^v'e\er,
ome audio-visual aids previously
ittlc used have been developed
luring the war to a point where
hey become effectixe tools. For
example, the voice reflector or
wire recorder has been perfected
to such a stage that it meets the
requirements of speech and lan-
guage instruction. This device
v.hich records voice or music mag-
netically on fine steel tape at neg-
ligible expense can take record-
ings for periods ranging from one
minute to eight hours. In the
one-minute form it has proved its
\\orth as a practice instrument for
recording students' extemporane-
ous or prepared short talks and
then playing them back so that
the students may hear their own
\oices and appreciate their own
mistakes. As soon as the price of
this instrument is radically re-
duced, it will find wide use at the
secondary and college level.
'DITOR'S NOTE: Mr. ^Vendt has for years made it a business to keep abreast
'ith new developments in his field as Director of the Audio-Visual Education
ervice for the University of Minnesota. He stands in a splendid position to keep
ou posted on the newer instructional devices which are making their appearance
n this very intriguing field of audio-visual method.
EE and HEAR— Septerober
Paga 81
Tlic unhampered use of train-
ing aids in the armed forces has
resulted in some interesting com-
binations of aids which we h>i-
nierly used separately. For in-
stance, charts are combined with
real materials, motion pictures
are combined with \\orking mod-
els, special efTects projectors and
soimtl tracks. Filmstrips have
been integrated with teaching
films by the Ollice of Education.
No longer will we limit oinsehes
to a particular device which we
sliould adopt for school use, l)ut
now we nuist in\estigale the ef-
fects of combining and integrat-
ing various teaching aids.
Exploded views ha\e become
very clTectiNe in training indus-
trial workers in the assembly of
manufactured articles. Compli-
cated assemblies ha\c been made
easily understood with the help of
an exploded view. The average
worker can learn an assembly
process in a fraction of the time it
formerly lequired. Let us hope
that soon we can circulate to
schools particidarly to science,
home economics, intlustrial arts
and e\en social studies classes ex-
ploded \iews of such everyday
things as an electric light socket,
a simple motor, a shoe, household
aj)pliances, etc.
l^\o of the accompanying il
lustrations show interesting de\el
opments in the use of globes at
the St. Paid Institute imder th(!
Students at thi
University o
Minnesota us
ing the voici
reflector.
// we could hear ourselves as others hear us how surf>rise(l we'd be.
When sliort extemporaneous talks of one or two minutes are re-
corded in the "wire" and then played back, the speaker is in a
position to criticize his or her errors in pronunciation, diction, in-
flection or expression.
Pag* 82
Septombor— SEE and HEfl
rcttioii of Dr. l>ouis H. l*owcll.
1 one j)icturc we see a most in-
nious mounting of a large black-
)aril globe riccssed in the wdU
take up a minimum of class-
om space. Mounted on rollers
is globe moNcs freely in any di-
ction. The oilier pic lure shows
concave spherical map which,
my opinion, has definite ad-
ntage o\er ihe sphere in com-
ehending world relationships
cause the student can see all
Paul
Wendt
Mr. Wendt has been
ive in Audio-X'isual
ucation for sixteen
irs. After receiving^l
; B.A. at Harvard^^
liversity, he was on
: staff of the Uni-
sity Film Founda-
n at Harvard. In 1933 he joined the
ff of the St. Paul Institute's \'isual
ucation Department which provided
dio-visual aids for all St. Paul schools.
1935 he was appointed Production
d Research Manager of the Visual
ucation Service, University of Minne-
a and was on the teaching staff of the
neral College. He has been Director
the Audio-Visual Education Service
ce 1941. He received his M.A. de-
X in Education at Minnesota in 1942
d is now completing his Ph.D. In
J7-38 he studied procluction methods
• seven months in Hollywood and
w York on a Rockefeller General
ucation Board fellowship. He was
xluction Manager of the Rockefeller
n production experiment in the Visu-
Education Service 1938-41. He has
:n a member of the faculty of the
liege of Education since 1941, teach-
l the courses in Visual Education.
i: and HEAR— Soptombor
points on a complete hemisphere,
or both sides, at one lime.
New on the educator's horizon
is a self-contained projection sys-
tem cncasetl in a mo\ablc box.
Showing a self-contained picture
j)rojected on a translucent screen,
this unit projector offers an al-
iernaii\e teaching device which
may yet prove itself. The claim
of clear projection in an imdark-
cncd room and without benefit
of a screen is intriguing to educa-
tors who await experimental trial
of the newly announced and ad-
\ertised equipment. Time will
show whether these ingenious de-
\ices can compete against the
standard system of projection.
Probably the greatest innova-
tion is promised to school use in
the form of three-dimensional
projection. Pupils will be obliged,
however, to wear polaroid glasses.
Three-dimensional pictures are
being used now either as flat pic-
tures or as projected slides or as
motion pictures. The use of pol-
aroid glasses has eliminated the
need of using the old red and
green glasses and is a far superior
device. Three-dimensional pic-
tures, of all the devices invented
or perfected during the war, hold
the greatest promise for adding
realistic experience into our
school teaching. Three-dimen-
sional diagrams will be very effec-
tive in teaching solid geometry or
shop subjects such as machine as-
sembly or design. Three dimen-
sional motion pictures will proba-
bly be so much more realistic that
they may make two-dimensional
Po«« 83
Recessed blackboard-
globe mounted on rollers
to provide free rotation
about three axes. De-
signed at the St. Paul
Institute under the di-
rection of Dr. Louis H.
Powell.
Photos from Uni-
versity of Minne-
sota.
notion j)ictures obsolete, especial-
V in partidilar subjects. To ac-
oinplish tiucc-diniensional pro-
ection it will be necessary for
,chool cliildrcn to become as ac-
:ustonied to polaroid glasses as a
rlassroom tool as they have been
iccustonied to the use of pencil
nul paper.
Concave spherical map also pro-
duced by Dr. Louis H. Powell. Maps
such OS these give the viewer the
impression of roundness which mokes
study on a global mop so valuable.
The size allows for greater detail as
well OS visibility — factors sought
after by teachers of geography and
the social studies.
EE and HEAR— September
In the production of teaching
materials during the war, the ed-
ucator and the commercial pro-
ducer have been thrown together
A\ith \ery beneficial results. The
commercial producer has learnetl
the importance of how to teach
more effectively. The educator
has learned to dc\elop teaching
aids which are li\ely and interest-
ing. The simple army and navy
training skill films follow the
]>rincij)lcs of psychology and
learning. In most respects these
training films are so superior as
teaciiing materials that they can
haiclly be compared to pre-war
j)if)duc tions. The makers of arm-
Page 85
cd forces oricuiaiioual and nioti-
\ational films (siuli as could be
used in social studies) ha\e trans-
lated into action the piinciple
that human beings (an often
learn more throu^Ii iluii emo-
tions than thnnigli ihtir intel-
lects. \Vc are leaining how to
teach the whole lunnan being and
not just his brain. Ihe circctive
de\ices that the theatrical motion
picture producer has known for
years have appearetl in leathing
films in a restrained and carefully
(onirolled use. Color and humor
have at last found their place in
the teaching program.
Still newer is tiie realization
that courses in audio-\isual edu-
cation shoidd be taught at all
teacher-training institutions. This
should not be a specialty taught
by a few colleges and iniiversities,
but as a universal tool that every
teacher must acquire. E\ery teach-
er shoukl know as a matter of
(omse how to riui classroom pro-
jectors, iiow to get the most out
of the carefidly selected materials
by intelligent ( lassroom use.
Teachers should be able to recoir-
ni/e gootl materials that meet
present-day high standanls.
finally, all this activity in so
many phases of audio-visual edu-
cation in the last four years is
boiuid to residt in a new program
of research. It will not be re-
siarch on whether or not visual
aids in general are useful,— that
was j)ro\cn more than ten years
ago by objective research. Rather,
we need research into the elfecti\e
uses of particular aids for i)arii{ii-
lar purposes. \Vc need more fun-
damental research on how puj)ils
learn from \isual aids, on how to
use them more and more ellecti\e-
ly, and on how to produce these
better materials that the schools
will demanil in the future.
How to Run a Film Library
-Appreciating the need for a functional
manual on the mechanics of operating
a 16 mm. classroom film library, Ency-
clopaedia Britannica I ilnis, Inc., has
pul)iishcd "F^o\v to Run a Film Library"
for use by school film librarians.
The book is designed to help improve
procedures so that better and more frc-
<|uent use of fdms will be possible.
"How to Run a film Library" is pre-
pared in four general sections:
1. Forms for operating procedures.
2. Film storage.
3. Care, maintenance and repair of
films.
4. How to offer more technical help
to the film user (teacher) .
The manual is uni(|ue in its format.
It is designed to be of considerable as-
sistance to the organizational work for
the director of visual instruction or
Pag* 86
school fdm librarian.
The extremely simple forms (only
two in lunnber) are arranged so that
they will fold right out of the book
onto a minicoscope for stencilling. The
entire booking proceilure pops up to
show the complete ojierating procedure
physically as well as in worcls.
The book is a "\isual." Practitallv
every function of the film library is
\isuali/eil in pictures, samples, diagrams,
charts, miniatures, and the like. \
"blueprint" in film form of a film rack
for jMojcction on a blackboard is in-
cluded, from which a manual training
department can build tiie racks.
i'crsonalized, complimentary copies
have been "ear marked" for visual in-
struction directors and directors of school
film lii)raries. Distribution is being
made through F.ncyclopaedia Britannica
Films franciiised re|)resenlati\es. Ihc
manual is priced at 50 cents.
September— SEE and HEflK
A. M. Saunders
Unix'ersity of Oklahoma
English Department
Editor's Note: Mr. Saunders
of the English Department of
the University of Texas has done
in an extremely effective man-
ner a masterpiece of frontier
thinking. In an area often
thought to lie outside the realm
of effective visualization, his in-
triguing scheme points the way
for others in the field of the language arts.
Not only is his description of this one
treatment very vivid and worth while —
more important, his further suggestions
hold challenges for all teachers of English
and literature who are interested in making
their studies more fascinating and more
readily visualized.)
SEE and HEAR— September "
WHii.E teaching a course in
sophomore literature at the
Uni\ersity of Texas in the fall of
1944, I felt the need of illustra-
tions to help my students visual-
ize characters and scenes in Swift's
Gulliver's Travels. One of the
Pao« 87
main barriers to student interpre-
tation of Gulliver is the failure to
get an acic(juate concept of the
satiric purjx)rt of the hook in
terms ol c<)stumin<; ;iiul scale, e.g.
Gulli\er the Giant in the land of
the Lilliputians and C;ulli\er the
Pigmv in the land of the Brob-
dingnagians.
One of my colleagues who has
for some lime been working with
visual aids used in tea( hing at the
Ihiiversity suggested that 1 make
a .'if) mm. filmstrip of Gtdliver.
Profiling by his generous advice
and experience in making a simi-
lar filmstrip,^ I set to work. One
of the first diffiddties I encoun-
tered was to find illustrated edi-
tions of the travels. Most of the
\arious editions, I found, were
designed for children, and they
included only the J'oyngc to IJI-
liput or the Voyage to Brobding-
nag. As a result, I had an embar-
rassing number of pictures to
illustrate the first two voyages and
few pictures of the Voyage to
Laputa and the Voyage to the
Laud of the Houyhtihjuns. Illus-
trations outside of children's books
are virtually non-existent.
In \iew of these obstacles I was
tempted to include pictures that
would illustrate the \ ices and fol-
lies of mankind, the objectives of
Swift's corroding satire, and pic-
tures of contemporaries of Swift
alluded to throughoiil the book,
liut, if the filmstrip included pic-
• See Joseph Jones, "Thoreau: A Home-
made Filmstrip on a Homemade
Philosopher," Film and Radio Discus-
sion Guide, XI. June. 1945, 17-20.
Paa* 88
tures to illustrate the narrative
and the backgiountl material, it
woidd lack unity. Such an under-
taking was out of the (juestion.
Ihe number of frames would
have exceeded the limits of a sin-
gle filmstrip. It woukl have neces-
sitated the expenditure of more
fuiuls than were a\ailable at the >
time. It would have in\olved too
C'xtensi\e a plan of research. It
woidd ha\e resulted in the use of <
too much class time, which, be-
cause of a crowded schedule,
would have been impracticable.
Consequently, it was decided to
use only pictures that would re-
\ eal the story itself and such other
illustrations as would best clear
up points in the narrative that (
had not been fully visualized by
the students.
The filmstrip consists of a total
of GG frames, 6 of which are de-
voted to introductory material, 15
to Lilliput, 19 to Hrobdingnag,
1(") to l.aputa, and 10 to the
Houyhnhnms. The titles of rep-
resentative frames in the filmstrip
are as follows:
(1. 2, 3) F.dilor's acknnwlcdRincnts,
(4) Portrait of Swift. (.")) I'omail of
(iulliver, (7) Gulliver couiinR ashore on
i.iliiput, (8) Map of l.illiput. (9) C.iil-
liver ticil up by the l.illiputiaus. (II)
(lullivcr taken to Mildcndo on cart.
(12) Ciullivcr chained in old palace.
(\i) (liilliver reviews the emperor^
troops, (15) Gulliver kisses the empress
hands. (1(5) CJulliver eats I)efore tlieii
majesties. (17) I.illipulian tailors meas
lire (.iilliver for a new suit. (18) (iul
liver captures the Blefiiscan Fleet, (!*•)
(;iilliver informeil of the plot against
his life, (LM) (iiiiliver shows oil his
cattle on his return to Kngland, (22)
Gulliver involuntarily marcwncd on
Septemb«r— SEE ond HEAS
irobdingnag. (28) Map of Brol)diiig
lag, (24) Caillivcr in tlic Bioljdin^
lanian (Oinlu-ld, (LT)^ (;ullivcr (apturc'
» iIr- lirohdinniiagiaii fanner, (2(),
.ullivti kills a Riant vat on the bed,
27) How C.idliNci is laiiicd from place
o place, (30) Tlirec Brohdingnagian
(holars pronoiinee C.ulliver a freak of
latiirc, i'M) C;ulli\er attacked hy giant
\asps, (3")) How Urohdingnagian band
niisic alfetts Gidlivers ears, (3(i) Gluin-
lalcliteh plays the harpsichord, (38)
.ullivcr reads a Brobdingnagian book,
(39) An eagle (lies away with C.ulliver
nui liis box, (41) Gulliver east adrift
)y the Dutch and Japanese pirates,
;42) Map of Laputa and adjoining
slands. (43) Laputa or the Flying
Island, (45) Laputians accompanied by
heir flappers, (46) King of Laputa and
lis court, (48) Lodestone that causes
[.apiua to rise and fall, (49) Map show-
ing how the Flying Island is conveyed
lo different places, (50) How pigs are
used for plowing in the Academy of
Projectors, (52) The book-making ma-
:iiine, (53) How to talk without using
words, (54) Governor of Cdubbdubdrib
raises spirits of Caesar and Brutus, (55)
Struldbrugs, (57) Gulliver shanghaied
by mutineers, (58) Map of the Land
of the Houyhnhnms, (59) Gulliver's
first meeting with Yahoos, (60) Gulliver
compared with a Yahoo, (61) Gulliver
taught to read by the sorrel nag, (63)
Gulliver's encounter with infant Ya-
hoo, (64) A Houyhnhnm milking a
cow, (65) Yahoos at labor, (66) Gul-
liver learns to trot like a horse.
Student Reaction to the Filmstrip
AFTER the students had finished
J\. their reading of Gulliver,
they were shown the filmstrip. At
the end of the class period they
were given a sheet of mimeo-
graphed questions to answer and
turn in at the next class meeting.
In order to evaluate student
response to these questions it was
necessary to decide upon some
"frame of reference" that ^s•Oldd
reveal the particular merits and
SEE and HEAR— September
dcmci its of the fihnstrip and what
use would be made in the future
of a filmstrip of this type as an
aid in the effect ive teaching of
literal ure. A serious liandicaj) in
such an evaluation was the fact
that few students ha\e had the
ti aining to analyze effectively their
own thoughts and emotions. Fur-
thermore, their taste has become
vitiated by seeing too many fun-
nies, too many picture magazines,
too many movies. With these real-
ities in mind, it was decided to
evaluate the answers to the ques-
tions as follows: Are the answers
sincere? Does the student try to
answer in terms of what he really
thinks? The questions and com-
jjosite ansAvcrs are discussed be-
low.
(1) ]Vliat does the filmstrip
help you to remember from the
book?
Answers to this cjuestion chiefly took
tlie form of the size and relative heights
of the figures of Lilliputians and Brob-
dingnagians and that of Gulliver, the
similarity or dissimilarity between Ya-
hoos and human beings One student
remarked: "The projects of the Acad-
emy of Projectors ^vere not so vivid to
nie before I saw the filmstrip." Another
wrote, "It helped me to remember the
important events that took place during
each voyage."
(2) What parts of the book is
this filmstrip not able to inter-
pret?
Most of the answers to this question
were to the effect that the filmstrip
could not express the thoughts and
words of the characters or interpret the
satire.
(3) How do you account for
Pag* 89
the discrepancies between Gulli-
ver's age as represented in certain
of the frames and his real age in
the book?
Most of ihc class ihoiiglit that llic
ililfcrent ages of Gulliver in the various
frames was due to the diflcrcnt imagi-
native concepts of the illustrators. One
iliought tiiat "the artists hail not read
the book"; another surmised that the
illustrators had been careless in their
reading. One ingenious student declared:
"It is almost a ride of literature that
heroes should be young and handsome;
a Gulliver forty years old woidd not
coincide with the popular conception."
A few students reasoned that the illus-
trators drew their pictures for children
rather than for grownups. As one ex-
pressed it, "Some of the pictures were
probably made as illustrations for chil-
dren's books and showed Gtdliver as a
young man in order to make the story
more interesting to children."
(4) Does the filmstrip help you
to visualize better the characters,
incidents, scenes, etc.?
Most answers were couched in gen-
eral terms: "It produced a clearer dc
scription of scenery, styles, dress, physi-
cal characteristics"; "It made some char-
acters seem real"; "Pictures have a more
lasting and comprehensive impression
on the mind than do words"; "It more
or less molded together my mental pic-
tures of scenes and characters"; "Until
I saw the pictures the whole thing was
more or less ha/y in my mind." A few
students mentioned particidar scenes
and particular characters iliat the film-
strip had helped to clarify.
(5) Did the filmstrip give you
a different concept from your
reading of the book? Or in what
respect did the filmstrip differ
from your concept of the book?
Failure to inulersiand the meaning
ol concept resulted in hazy answers to
this cpiestion. Almost without exception,
Pag* 90
howcNcr. most students agrcctl that the
pictures tiiey had got of the Yahoos in '
the book were erroneous. Some said that <
ihc strip as a whole did not diller from
ihcir coiKCjitions but that it intensified
;mi<1 made clearer their thoughts aboiu
liu- book.
(6) List briefly any other com-
ments you ivould like to make \
concerning the eQectiveness or the \
ineffectiveness of the filmstrip.
One student wrote: ".Seeing the mis- |
takes illustrators make gives me an ^
awareness of the necessity of clear read-
ing"; another said that "It scr\ed as a
Mimulus to look uj) certain details about
incidents and scenes." Many reiterated
tiie statement made in answer to the i
second c|uestion that the satire was not I
illustrated. Others thought the fdmstrip
loo brief. .\ single student shrcwilly ]
slated that "there are limitations to
this techni(|ue. The important thing ,
about Swift's satire is not physical char- ]
acteristics but actions and beliefs. In- i
stead, the strip's usefulness is its ability j
to make clearer the pictures of dress i
and physical description." Others com- |
mented on the confusion resulting from (
seeing dillerent Gidlivers by different I
illustrators and of the necessity of show- j
iiig the film while the book is being '
siudicd and not afterwards. Slight dis- '
(repaiuies due to defective photography i
and the order of the pictures also
brought forth slightly adverse comment.
How the Filmstrip Can Be Used
Efjcctively in the Teaching
of Literature
It cannot be claimed by even the most j
enthusiastic that the filmstrip will ulti-
mately serve as a substitute for other i
leaching devices now being used. // (
judiciously and inlellii^ently used, it '
tan assist the teacher of literature in '
many ways. It shoidd serve only as an ]
:ui\iliary device and not as a substitute I
lor regular teaching techniques: it can \
make a\ailai)lc material that is inacccs- i
sible or material that is not focused in .
a form convenient to the stuilent. For !
instance, for a student studying any of ji
Saptember— SEE and HEAK
Alexander M. Saunders
\Ic\;m(lcr Saiiiulors received his B.S.
.l'.ll"J) ami M.S. (I9'2:f) from tlu-
lahaina I'olvtcchiiic Iiistitulc. Auburn,
lal)ama; MA. (1«»'J8) from tlic LJiii-
?rsitv of Illinois: Ph.D. (1910) from
ic Johns Ho|)kins University.
He lias laiiglit at the .Mal)ama Toly-
rthnic Institute, Mississippi State Col-
'ge. L'liixcrsitv of Illinois. rni\ersity of
altimore, Johns Hopkins I'niversity, A.
r»(l M. College of Texas, and the Uni-
ETsity of Texas.
.\t the present time he is assistant pro-
?ssor of English at the University of
•klahoma,
(Mr. Saunders' photograph has not been
KTcived in time to be included in this issue.
t will be printed in the October issue. — The
dilors")
tie literary masterpieces of the 18th
pnturv by Pope. Swift, or Johnson, a
Imstrip of Hogarth's satiric caricatures
f London life (his Rogue's and Har-
jt's Progress series) ^vould be very
timulating. A filmstrip of picturesque
lliistrations in 18lh ccnturv travel books
.'oidd be illuminating for a class of
raduate students of 18th century cul-
urai patterns. Other parallels, even on
he secondarv school level, readilv come
o mind. A fdmstri]> of Longfellow's
'.vangeline could include, in addition
o frames concerning the main narra-
ive, backgroimd material concerning
he genesis of Longfellow's ideas; the
lometown of tlie real-life Evangeline in
it. Martinville, Louisiana, along the
janks of Bayou Teche; and other useful
)icturcs that would clarify and illumine
he original poem. Stephen Vincent
tenet's John Brn-wn's Body would lend
tsclf to the creation of a most fascinal-
ng filmstrip showing "battles and lead-
rs," politicians and poltroons. It would
iiake the period live and glow and
hrow light on the poet's craft. I-ee's
>eing likened to a "blank verse statue"
ivould then not be a puzzling phrase
luit a fusion of poetry and sculpture.
U'iili a picture of the reclining statue
uf Lee by \'alentine before the student's
eves, the teacher could easily affect the
N\nthesis. In addition to the above type
of filmstrips, certain other adjunct-types
would be especially useful. For instance,
SEE and HEAR —September
the modern student's total innocence of
an\ tiling connecteil witii classical and
nonclassical mythology would be greatly
aideil by filmstrijxs illustrating the gods
and goddesses and their immortal stories
and legends. The utili/alion of tlie fdm-
slrip in the classroom is in its infancy,
I>ut in the hands of a good teacher it
(an be made to .serve ;ls a valuable ad-
jund to conventional pedagogy.
A Salute!
During the war years one of the
ilivisions of school experience called
upon repeatedly was the area of visual
education. It was during these same
vcars that those of us who "stayed at
iiome" most appreciated the splendid
work done by retiring Department of
\'isual Instruction President Camilla
Best, and retiritig Department of Visual
Instruction Secretary-Treasurer Lelia
Trolinger.
Everyone interested in the field of
visual education, therefore, salutes Miss
Best and Miss Trolinger for the untir-
ing service that they have been willing
to bring to the Department of Visual
Instruction in guiding its work and
planning through the most difficult
vears of its existence.
Omaha World Herald Under-
writes Visual Material Project
When the Omaha Public Schools open
this fall they will have added to their
teaching materials $12,000 worth of
visual instructional materials. Early in
the summer of 1945 the Omaha World
Herald purchased and presented to the
Omaha Public Schools and the Uni-
\crsity of Omaha slides and motion
picture films to the amount of SI 2,000.
Duplicate sets of the film and slide
teaching materials are being presented
bv the World Herald to the Public
Schools and the University. Each set
contains the fifteen complete teaching
films included in the 47-reel Yale Chron-
icles of American History series and
1 ,000 glass slides portraying the his-
torical march of events in the history
of the United States.
Pago 91
Do You Know the Cadmus
Complementary Reading Plan
for Classrooms?
— -It's rapidly growing in national popularity for it
is the one practical way of fulfilling a definite teach-
ing need plus solving several perplexing classroom
problems without disturbing curriculum or present
class methods.
CADMUS
— stretch your book dollars
— save the teacher's time
— outwear ordinary books
230
POPULAR TITLES
Average Price Only 87c each!
SEND FOR THIS—
—Send for the CADMUS Booklet— describing the
entire Cadmus Plan.... the unique READING
GUIDE.... and a complete list of titles, grouped
by grades from kindergarten to high school. It's
FREE, of course, and interestingly informative!
Just write — "Cadmus Booklet" and your address
on a post card and send
"WINNEBAGO
BOY i
ky >U>K^.m^ ■tfSil SC*M<
Pa0*.92
M. HALE and Company
Publishers
EAU CLAIRE - WISCONSIN
September— SEE and HEAR i
'here are numerous basic questions re-
arding Audio-Visual learning that fre-
uently puzzle newcomers in this field
... so the editors of See and Hear offer
\V. A. WiTTicH AND John Guy Fowi.kes
Tcaclicis and adfuinislrators are irwited to sub-
mit questions relative to evaluation of materials,
source of materials, and methods of maintaiyiing
and using equipment . . . address— The Editors,
SEE and HEAR.
\ DO MOST schools equipped
- • lor sound-film projection
msport the machine to the
^eral classrooms, or does the
iss move to the room ^vhere the
achine can be used?
I II)K.\I.L\, the classroom would
*-o be cc| (lipped with a motioii-
tiue projector, a slide projector, and
hlmstrip projector just as today it is
nipped with maps, a globe, and many
icr visual materials. However, most ad-
nistrators agree that, until such a day
ri\es. it is wisest to set up one cen-
il projection room. In such a room
is then possible to assemble one set
the necessarv visual projection ccpiip-
Mit, including all the wav from a
od screen to blackout curtains, accus-
al treatment, and good ventilation,
le central, well-equipped projection
oni typifies practice in most schools
J and HEAR— September
where successful programs of visual in-
struction are provided.
OWHAT would be the ap-
• proximate cost of equip-
ment for establishing a visual
education program for an ele-
mentary school?
AREG.ARDLE.SS of the size of the
• elementary school, the equip-
ment necessary and the materials neces-
sary for bringing a complete program
of supplementary visual information to
the units of work that are set up in
the primary, intermediate, and upper
Page 93
grades are quite uniform. A complete
program will provide for the purchase
of such equipincMt as wall charts, maps,
globes, models, a slide j>rojcctor, a film-
strip projector, and motion-picture pro-
jector. While any amount up to tlie
maximum may be spent, the mechani-
cal apparatus useful in the elcniantary
school situation will cost approxi-
mately as follows: sound motion-picture
projector, $450; beaded glass screen
(200 audience size) , $3'); dual purpose
2" X 2" slide and fdmstrip projector,
$65; 3" x4" slide projector, SfiO; opacpie
projector, $100; charts, ma|)s, and
globes, $200 up. Since most (ilms arc
secured under a rental basis, it is esti-
mated that $25 to S30 per grade per
year must be spent in rentals in order
to secure the best films available.
OHOW nuich training is
• necessary for the teacher to
become able to run her own
sound projector?
A DURING a recent summer ses-
• sion course, it was possible to
demonstrate and to teach the majority
of a class how to operate a sound pro-
jector during two class periods. Demon-
stration of threading and operating the
machine was first given, and then cadi
member of the class attempted to thread
and operate the machine. After two or
three tries, most of the students, who
were teachers and administrators, were
alile to master the operation of the ma-
chine. This, together with leisure-time
study of the well-prepared manuals
which accompany projection equipment,
put the majority of the students in a'
position to operate the machine with|
confidence and effectiveness. '
Mechanical aptitude varies greatly;
among teachers. Some pick up the skill,
very readily, and others find that it is
a great chore. Many school adniinistra-|
tors report that, even at the elementary,
level, it is not at all difficult to locate,
(hildrcn, particularly boys, who have a.
iiigh natural aptitude for machinery and
thus for operating projection equipment.
In many schools, a projectionist club
stands ready to handle as many screen-;
ings as will not interfere with its rcg
ular school work. Frequently, these bov
become as proficient, and in some casc^
more so than many adults. They him
often proved their ability to handle
ctTcctively sound motion-picture equip
nicnt.
These sixth-grade boys
hove Icorned to operate
all the projection equip-
ment used in their cle-
mcnfory school. They
ore as dcpendobic and
reliable about operating
the 16mm sound pro-
jector OS anyone could
osk. Needless to soy,
they hove become of
great assistance to
tcochers in assisting
with the problem of
sound-film projection.
Pago 94
September — SEE and HEfll
"\ HOW can I dcierniinc the
c • \aluc ot specific movies in
le particular subject fields that
e taught in my school?
k THE question of evaluating films
*-• for course of study use at definite
ade levels is one which can be accom-
ishcd only through preview. \V^hile
any evaluations of films do exist,
achcrs frecjuently report that they are
)t in a position to really know of what
line a film may be to the unit of work
ring contemplated until they have ac-
ally seen the film. During their years
experience, teachers have gradually
lilt up an acquaintance with good
xtbooks and good supplementary ma-
rials. They must approach the study
classroom films with the same atti-
ide with which they attack the evalua-
on of books and other teaching mate-
als. We are suddenly becoming con-
ious that films can play a part in our
assroom teaching, and we are searching
T a short-cut evaluation technique
hich does not exist. Only through pre-
ew, particularly preview which in-
udes the students who are using the
m, can the teacher validly evaluate the
)ntribution of that film. If records can
i kept of good films, the teacher will
on build for herself an index of sub-
cts in which she may have confidence
id which she knows will contribute
> the subject area she teaches.
^ SOME of my pupils are very
'^^ disappointed in the films
have begun to use this year.
EE and HEAR— September
1 hey expect U) be ciiuiiained
when they see mo\ies and are
(|iiiic disappointed when I expect
ilum to use the motion pictmc
iinilcr study conditi(jns. I low
can I change this attitude?
AWV. MUST remember that the
• sciiool children we deal with to-
day represent a generation brought up
in continuing contact with the Holly-
wood entertainment feature. I hey have
a "Hollywood heritage." In many cases,
the teacher is also under the spell. It
isn't strange, then, when we consider
the youngster's background of experi-
ence in connection willi films, that he
feels a little let down when, instead of
a thriller, he is confronted with a text-
film. It is possible to point out to chil-
dren that the film teaches just as a book
teaches, and that many of their geog-
raphy book chapters, which they may
spend a week or ten days in studying,
arvi presented in film form in as little
as ten minutes. Many films in the social
studies area present interestingly, au-
thentically, and graphically the same
material that textbooks and supple-
mentary readers deal with through ab-
straction, or at best, through still pic-
tures. Teachers have reported that, when
children are given the alternative of
studying social studies materials from
textbooks or from films, and applying
to both the same valuable and the same
traditional procedures that have been
worked with over the course of years,
the children without question choose
the film as the learning tool. The re-
sponsibility for removing the entertain-
ment attitude lies with the teacher.
Teachers should not be disturbed at all
by this initial attitude. If they hold to
the realization that the educational
sound film is the avenue to a more
complete understanding of the social
areas of our environment that lie be-
yond our ready grasp as far as tradi-
tional materials are concerned, the stu-
dents with whom they work will auto-
matically become imbued with the same
attitude. First reactions are not neces-
Page 95
sarily sound reactions. Inevitably, chil-
dren rccogni/c the worth of the ediua
tional sound film as a teaching tool and
invariably they agree (hat it isn't to be
compared willi the Saturday matinee.
0\\ I, -VRK very intcrcstctl in
• \isiial education in om
school, but the board won't buy
us a projector. Is there anylhintf
we can tlo to get a program start-
ed wliile we are waiting?
A.V PROGRAM of visual instruc
• tion is much broader than teach
ing with sound fdms. \ isual instruction
includes using the blacki)oard cleverly;
it includes accumulating a personal file
of mounted pictures which have been
taken from travel magazines and from
slick paper periodicals; it includes build-
ing a bulletin board which is so atlrac
live that it will draw pupils' attention
and motivate enthusiasm; it includes
taking the map out of its resting place
in the corner and using it in connection
with current events reports or with so-
<ial studies lessons; it challenges the
teacher to interest her pupils in con
strucling models of the things they are
studying, of making ground-glass slides
which portray reading experiences in
science or in the social studies. There
arc many things such as these that teach-
ers may do to develop ways of learning
through "seeing." A visual program
should first include all of the above as
well as the use of the filmstri]) and the
silcnt and sound motion-picture fdm.
By first doing what we can do with the
limited resources at hand, tan we best
infliieiKc the administration, if not tlie
sihool board, to .see that visual mate
rials are so fundamental in teaching that
we warrant having all of the nu-dian
iral devices that are available to lis.
Pag* 96
OLS I HKRE any rule to fo
• low concerning seating c
(liildrcn before the screen?
AM A r painted screens will alio
• stiidenls to sit at a greater angl
from ihc screen than will beaded gla
.screens. The principle of the beadc
glass screen is such that light is reflccte
toward its source. The best place froi
whidi to view a film projected on
beaded glass screen is from the imm
diate vicinity of the projector. All oi
has to do is to walk from one side «
the room to the other, as a pictiii
is being projected, in order to get a vci
good idea of how far awav from tl
center of the room children may sit ar
still be able to view a clear, well i
liiminatcd image. A convenient rule i
follow recommends that no child sliou
sit outside of a 'l,')-degree angle draw
to the perpendicular of the screen.
0
W'llKRE can we secure co;
• ies ol the pupil stiu
sheets which I am told are avai
able with some classroom films? i
AM.VNY film producers and oth
• agencies arc preparing film stiii
sJKcis which may be used by the ])iii
before and after they view the fil:'
Among the sources of these study shct
are: |
I
Kncyclopaedia Rritannica Films, 20 (
Wacker l)ri%e, Chicago 6 I
Film .Studv Committee, 121 S. Tim!
nt\ Street, Madison .S, \\isconsin '
National .\iiclio-\'isual Council, 160 \
I.aSalle Street, Chicago 1
Scholastic Bookshop. 220 East 42 ^
Street. New York 17
I'. S. Office of Kducation, Washingtcl
1). C.
I hesc agencies will send lists of tj
Idins for which they ha\e jireparj
study materials. \
J
September — SEE and HE
SeevHear
Ike^ouA/ruxl&n
Reg. U. S. Pat. Otlice.
Published each month of the school year— September to May inclusive
-by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE
and Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors.
H. Mac McGrath, Business Manager; Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U.S.
Sl.OO in Canada and foreign countries.
i/OL. 1 OCTOBER - 1945 NO. 2
jnimj^
'4^uC,
Page
New Horizons for Primary Tots— Ellen Millman 10
Releasing Creative Imaginations— Josephine S. Miller 16
Canada Comes to the Canadians— Margaref /. Carter 21
Scanning the Nation's Visual Education Programs— A Graph
Story— Alvin B. Roberts 30
Save, Serve, Learn, Share— Some Victory Loan Ideas 40
American History Films— David B. McCulley 43
Vernon G. Dameron Appointment Announced by N.E.A 47
Postwar Geography for the Intermediate Grades— Raymond
C. Gibson 50
Free and Inexpensive Instructional Materials— Joseph Park.... 56
Portable Observation Cases for Specimens and Products—
William M. Gregory 59
Selecting Globes, Maps, and Charts— John Guy Fowlkes 64
What About Television?— Dr. Miller McClintock 67
The Motion Picture in Remedial Reading— H. W. Embry 72
"Seeing" Contemporary Afiairs— Ralph A. Fritz and Esther
A. Park 82
Picture Story "Letter to Grandmother" 90
Questions and Answers— Wittich and Fowlkes 93
» Ciopyright 1945 by SEE and HEAR, Eau Claire, W^is. Printed in U.S.A. •
Members of the Editorial Advisory Board
of SEE and HEAR
ROGER ALBRIGHT. Teaching Film Ciutodiaiu
LESTER ANDERSON. University of Minnetota
V. C. ARNSPIGER, Encyclopaedia Britannica Filnw. Inc.
LESTER F. BECK. University of Oregon (on leave)
MRS. ESTHER BERG. New Vorlc City Public Schools
MRS. CAMILLA BEST. New Orleans Public Schools
CHARLES M. BOESEL. Milwaukee Country Day School
JOSEPH K. BOLTZ. Coordinator, Citizenship Education Study. Detroit
LT. JAMES W. BROWN. Officer in Charge. Training Aids Section, Great Lakes
MISS MARGARET J. CARTER. National Film Board of Canada
C. R. CRAKES, Educational Consultant. DeVry Corporation
LT. AMO DeBERNARDIS, Training Aids Officer, Recruit Training Command. Great Lakes
JOSEPH E. DICKMAN. Chicago Public Schools
DEAN E. DOUGLASS. Educational Department, Radio Corporation of America
GLEN G. EYE, University of Wisconsin
LESLIE FRYE, Cleveland Public Schools
LOWELL P. GOODRICH, Superintendent, Miln^aukee Public Schools
WILLIAM M. GREGORY, Western Reserve University
JOHN L. HAMILTON, Film Officer, British Information Services
MRS. RUTH A. HAMILTON, Omaha Public Schools
O. A. HANKAMMER. Kansas State Teachers College
W. H. HARTLEY. Towson State Teachers College. Md.
JOHN R. HEDGES. University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL, President. George Peabody College for Teachers
CHARLES HOFF, University of Omaha
B. F. HOLLAND, University of Texas
MRS. WANDA WHEELER JOHNSTON. Knoxville Public Schools
HEROLD L. KOOSER, Iowa State College
ABRAHAM KRASKER, Boston University
L. C. LARSON, Indiana University
GORDON N. MACKENZIE, Teachers College, Columbia University
DAVID B. McCULLEY, University of Nebraska
CHARLES P. McINNIS, Columbia (S. C.) Public Schools
EDGAR L. MORPHET, Department of Education. Florida
HERBERT OLANDER, University of Pittsburgh
C. R. REAGAN. Office of War Information
DON C. ROGERS. Chicago Public Schools
W. E. ROSENSTENGEL. University of North Carolina
W. T. ROWLAND. Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, Jr., University of Tennessee (on leave)
E. E. SECHRIEST, Birmingham Public Schools
HAROLD SPEARS. New Jersey State Teachers College (Montclait)
MISS MABEL STUDEBAKER. Erie Public Schools
R. LEE THOMAS, Department of Education. Tennessee
ERNEST TIEMANN. Pueblo Junior College
ORLIN D. TRAPP. Waukegan High School
KINGSLEY TRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER. University of Colorado
PAUL WENDT, University of Minnesota
Pag, 2 October— SEE and HI
HOOL MOVIES — DOORWAY TO EDUCATIONAL RICHES
e magic power of motion pictures as a vicarious living experience and its
value in the field of education is well known,
lost of feature and short subject length 16 MM sound films, selected from
the best produced in the world of motion pictures, is described in the new
HCXDL LIST CATALOG. Here is a wealth of material especially chosen
for suitability and curriculum enrichment.
your Visual Education Dealer or write
your school list today.
Ims incorporated
W. 42ncl St., New York (18); 101 Mariefia Sf.,
nfo (3); 64 E. Lake Sf., Chicago (1); 1709 W. 8lh
Lot Angeles (14); 109 N. Akard St., Dallas (1);
S. W. 9th Ave., Portland (5).
and HEAR— October
Please send your SCHOOL LIST Catalog of
16 MM Alms. No obligation, of course.
Nome
School
Address
City ond Stote
Page 3
AN EDITORIAL
"Seeing is believing" is an old adage, but the dif-
ference between looking and seeing should be recog-
nized by all concerned with visual education. There is
a real danQ:er that the use of visual materials will be
a matter of "looking" rather than "seeing."
Indeed, this is likely to be true unless the specific
functions of visual materials have been established,
validated, and accepted as an effective means of pro-
viding a desired experience. After the valid choice of
visual materials, a carefully evolved plan for their use
must be made if seeing and not merely looking is to
take place.
Learners must be made aware of what they may ex-
pect to learn from visual materials. Any technical or
special vocabulary difTicultics should be considered and
removed before visual materials are used. Sjjccific cues
and "tips" of what the learner should be on the lookout
for should be given to him. Specific evaluation in terms
of knowledge, understandings, appreciations, and inter-
pretive ability should be made after the use of visual
aids just as is done when other text materials are used.
The basic function of visual materials is to make each
j)upil see.
The Editors.
Page 4 October— SEE and
The RCA Sound Film Projector Brings
the World to Your Classroom
• The films ihal picture for your students the wonders of nature
and the progress of man deserve the best in sound and picture repro-
duction—a projector that is simple to operate and easv to maintain
— a projector made for you by the same expert RCA engineering skill
that produces superlative theitre equipment for America's great
molion-piclure houses the precision-built RCA ]6mm projector.
For detailed information on the new RCA 16mm Sound Film Pro-
jector. send for descriptive folder W rile: Educational Dept. 4.3-31A,
RCA Victor Division, Radio Corporation of America, Camden, N. J.
UY
Y BONDS
and HEAR— October
the Way
Page 5
i^5^ ^ -fKo/^ /
New Film Catalog
Two "now-itcan-bcloUl" films of war-
time achievement are listed for the first
time in the new 1<)J5 catalogue of 16
mm. sound films just published by the
Film Division of the British Information
Services. They are Operation Pluto,
telling of the highly secret method by
which gasoline was supplied to the Al-
lied front through pliable steel pipelines
laid across the English Channel, and
Dale With A Tank, a graphic story of
the building of a gun to beat the Nazi
Tiger Tanks.
Unlike previous catalogues, this issue
for the first time includes with the gen-
eral list, titles of highly specialized sub-
jects such as Chest Surgery, Psychiatry
in Action, and Malaria.
The new catalogue lists 156 titles and
in addition to films of farm and garden,
fighters on the home and war fronts,
there is a new scries entitled Marfronl
British, comprising items such as Ny-
lon, Fiber Glass, Paper Tanks and Fac-
toiy to Farm and Back.
Vivid glimpses of the final stages of
the European war are afforded by a spe-
cial group and other titles cover recon-
sirudion, rehabilitation and Britain's
cllorls toward social betterment.
All 10 mm. pictures released by the
British Information Services are dis-
tributed out of six key U. S. cities and
stale Bureaus. There is a nominal serv-
ice (harge.
Octohrr Sec and Hear is HERE'.
"It was the best of times, it was the
worst of limes."— Dickens.
Ill is October issue is a true accomp-
lishment. In the face of strikes in the
Chicago area which have completely
lied up all «'ngraviiig and priming
eiiianaliug from lliis source, \ou slill
have your copy of SEE and HEAR.
In the face of a paper shortage more
slringrni than anytiiing experienced
Pag* 6
during the war years, you still receiv
your copy of SEE and HE.\R.
^ Oil have received it now. Vou \.
continue to receive it— each copy bet
than the last— each copy filled with
fectivc teaching reports, survey ma
rials, and ecpiipment information.—'!
Editors.
Surplus Properties???
When the movie films and project
used by the .Army, Navv, and other g
ernment agencies are no longer necc
for war service, they will be made av
able at very low cost to schools una
to afford them at retail prices but h
ing facilities and personnel to use th
effectively, the Surplus Property Bo
announced September 8, 1945. No t
tribution of movie e(|uipment to cdc
tional institutions whose finan'
resources would permit them to I
from regular suppliers is contcinplai
SIMl said.
This program is in accordance ^^
the Surplus Property Act, which autl
izcd dislribution of surplus goods
health and educational use on the b
of community need and public bem
The Initcd States Office of Educati
Federal Security Agency, is the age
responsil)lc for determining what c<
munitics have greatest need and I
plans for use of surplus visual educal
e(|uipment.
How maiiv films and projectors ]
exentually become surplus is not kno|
Approximately 10,000 16 mm. sor
projectors have been ordered by the n
lary services so far— 11,000 by the N:
9.000 by Army .Air Forces and ah
17.000 by .Army ('.round Forces-
only a rather small percentage of tl
is ever expected to become surp
Many have been lost in action, capti
by the enemy, damaged in use
transit. Others will be needed for
habilitation of veterans and post
military training. Many of the projec
October — SEE anci H
^OW READY FOR YOU!
First l6mm School Sound-Films To Be Released
As Part of Young America Films'
Complete Visual Instruction Service*
We, the Peoples: (Adocumcntaofilm)
thoughtful exposition of the strugj^le of nun for peace
I in cxpUnjtion of the UnileJ Nations Charter and the
anKJtion which it forms. The film discussed the chief
nh of the Charter and the functions of the various com*
tecs and administrative offices.
Our Shrinking World: (Adt>cumentao^im)
haltcnging discussion of how time and distance have been
lunvenled through modern methods of transportation and
vnuniLation.
-J
Here they are! First releases of 108 productions for the
school year 1945-46. . . on subjects that nation-wide
surveys proved teachers want most . . . productions
thoroughly representative of the high quality you can
expect from Young America Films.
Check the list now. Decide which films you would
like to see. Then circle the numbers in the coupon
below and mail. Our distributor in your state will
show you these new curriculum films.
*For full details of Young America Filmi' complete new Visual
Instruction Service, see the October issue of this magazine.
hnny's Day: (Prinury GraJ«)
wi jn jvcrjgc American boy throujth
il diy s jclivity, showing when he
nf he dresses himself, eats his break-
follows his Jjily routine until he goes
Designed to help orient the primary
hild to his childhood environment.
deral Government: (junior
-Analyses the ihrce branches of our
I giwcrnmenl and shows how they
I separately and as an integrated unit.
Bte Government: (junior
-Describes the component jarts of
te government and explains their
unctions and operations.
chniques of Typing: (junior
-A beginning him which shows the
how the proper approach and basic
jcs will help achieve speed and ac-
i> typing.
7. Typing Techriiques: (Senior
High) — An advanced (ilm to demonstrate
to students how they may achieve maximum
efficiency in the use of the typewriter.
8. Map Study: (Elementary Grades)
Prepared to help the Elementary school
student understand what a map is and what
meanings are behind the conventional sym-
bols he must learn to understand.
9. Everyday Health Habits:
(Primar>' Grades) — Demonstrates and dis-
cusses the fundamental principles of personal
hygiene and the fun of following health rules.
10. what Numbers Mean:
(Primary Grades) — A film which develops
the concept and meaning of a number, using
actual experiences, concrete objects and re-
lationships shown by animation.
1 1 . Keeping Fit: For Boys (Senior
High) — A demonstration of simple exercises
and sports that will develop and maintain
proper physique and good health.
12. Keeping Fit: For Girls (Senior
High) — Demonstrates and explains recrea-
tional exercises and sports which develop
posture and poise as aids to good health.
13. Safety at School: (Primary
Grades) — A film that shows the actual safety
experiences of a primary grade child on his
way to and from school. Primarily designed
for the purpose of teaching street safety.
14. Safety at Home: (Elementary
Grades) — Points out the fun of living safely
by showing how safe living in the home is
a matter for all members of the family.
1 5. Safety at Play: (PrimaryGrades)
— Designed to promote safe conduct of play
activity and demonstratingthe necessity of safe
conduct among children in group activities.
CHECK THE FILMS YOU'D LIKE TO SEE . . . AND MAIL COUPON NOW!
YOUNG AMERICA FILMS
".1 Complete Sen'ice in Visual Iiistriic/ion Films and f.qtiipment"
lUNG AMERICA FILMS, Inc.
E. 57th St., New York 22, N. Y.
ivt circled the numbers of the new
luctions of Young America Films I
Id mcHt like to see as s<x>n as possible.
Please send me also your complete
1 and Equipment Catalogues for 1943-
i.
5<nd me the folder: "How To Build
clf-Supporting Visual Education
•itment."
1. WE, THE PEOPLES 6.
2. OUR SHRINKING WORLD 7.
3. JOHNNYS DAY «.
4. FEDERAL GOVERNMENT 9.
5. STATE GOVERNMENT 10.
TYPING TECHNIQUES (Junior High) 11.
TYPING TECHNIQUES (Senior High) 1].
MAP STUDY 13.
EVERYDAY HEALTH HABITS 14.
WHAT NUMBERS MEAN IS.
Name-
SchooL
KEEPING FIT (For Boyi)
KEEPING FIT (For GiHi)
SAFETY AT SCHOOL
SAFETY AT HOMt
SAFETY AT PUT
SH-2
_Crada_
School Addrets-
Clfy__
.^lale_
onci HEAR— October
Page 7
that are declared surplus will require
servicing and repairs.
The number of film prints to he
turned over for civilian use is another
factor that could be determined now
only by taking a cumbersome and costly
world-wide inventory, SPB said. Several
thousand films, and many prints of each,
have been protlutcd for war use, on sub-
jects ranging from wing assembly of
planes to war activities of American
towns, but many have been worn out in
showings to servicemen all over the
world. Others have been damaged by
enemy action, unfavorable weather con-
ditions and similar factors.
Roth projectors and fdm prints will
undoubtedly be declared surplus in
small, continuous dribbles rather than
in large lots, SPB said. Some films are
held now by the Office of Surplus Prop-
erty of the Department of Commerce,
disposal agency for all film equipment,
but cannot be distributed until legal re-
strictions, such as copyright releases, are
cleared. No 16 mm. projectors are held
by the Department of Commerce at this
time although some models are expected
shortly.
SPB urged education officials and
community leaders wishing to obtain
visual education equipment to outline
programs for the effective utilization of
such equipment. Educational institu-
tions will be requested in the near fu-
ture to submit these plans to the proper
state and federal educational authorities.
Those communities which can show, for
example, that films and projectors will
be circulated among schools, hospitals
and cultural institutions in an area will
have better chance to obtain their needs
than a single school that can make no
commitment to share with neighbors.
New Visual Aids to Music
Appreciation
Instruments of the Orchestra, one of
the newest productions in the field of
educational sound slidefilms, has been
added to the film library of the .Society
for Visual Education. It is designed to
leach recognition of various instruments
of the orchestra by picturing each in-
strument in proper position for playing
Pag* 8
while its sound is reproduced from
recording. This unusual teaching aii
was produced in the Los Angeles CitI
Schools by the Visual Education Sectio)
in collaboration with the Music Sectioc
The instrumentalists who assisted in th
recording were instructors and student
from the Los Angeles Junior and Senia
High Schools.
Instruments of the Orchestra is
sound slidefilm in four parts. There ar
two double-faced, 16-inch, 331/5 r.p.u
recordings and one side of each dis
provides the sound for one slidefiln
Part 1—The Strings illustrates the vie
lin, viola, violoncello, and double ba*
Part II— The Woodwinds shows tb
flute, piccolo, oboe, English horn, clar
net, bass clarinet, and the bassooi
Part HI— The Brass takes up tb
trumpet, trombone, the French hen
and the tuba. Part IV—The Perot,
sion, presents the tympani, bass driii
snare drum, tambourine, gong, cymbal
triangle, castanets, and the orchesti
bells.
Accompanying the sound slidefilm
an instructor's manual which includ(
a list of additional recordings to illu
trate the orchestral use of the varioi
instruments.
Geometry Series
Knowledge Builders Classroom Filn
are releasing a scries of geometry tead
ing films in 16 mm. sound, under tb
title of Practical Geometry. The fin
subject in the series, now available, i
Lines and /I rjg/ej— designed to aid tb
student in his understanding of tt
mathematical applications of bast
geometry.
Other subjects in the series are i
production and will be released in tfc
very near future. They are:
Angles— n film whicli will help tl
student luidcrstand all the various ^yp^
of angles and their relationship to eac
other.
Congruent fi\|Tur« — illustrating tl"
geometric principles of "equal sides an
c(|ual angles."
Locus— m which a difficult topic ft
many geometry students is clearly vUi
ali/ed.
October— SEE and HBI
Government,
Industry and
Educators
combine to make available an
audio-visual library of text and
recreational films and slide films
through the
"EDUCATORS GUIDE
TO
^ FREE FILMS"
Fiffh Edifion August, 1945
Complete, up-to-date, organized information on over 2,500 free
films and slide films, more than 1,500 of which are 16 mm. sound.
Data includes titles, sizes, types, number of reels, running
times, color or black on white, dates of release, brief descrip-
tive annotations, terms and conditions of loans, names and
addresses of distributors.
Better than 25 per cent of the titles are new in this edition.
All new titles are starred in the Title index.
Title index of 13 pages, subject index of 16 pages, source in-
dex of 23 pages, all in colors readily separated from each other
and from classified listings of films; 15 pages of slide films, an-
notated, sound and silent. All in one book of 262 pages. $4.00.
Pamphlet entitled "Free Films in Schools," by Dr. John Guy Fowlkes,
sent free on request.
progress
RANDOLPH
WISCONSIN
I
( ) Please send, on approval, copy of 1945 edition
I of EDUCATORS GUIDE TO FREE FILMS.
I At the end of 30 days, I will return it or ap-
I prove payment of $4.00.
I ( ) Please send without charge copy of your free
I pamphlet, "Free Films in Schools," by Dr. John
I Guy Fowlkes.
1 Name
^ School
JAddr..
'£
%
\
•«t
.^
\
\
V
■1
<^.
The animals had a council and suggested ways each onimal might he
boys and girls be happy and enjoy playing together. If children we
happy, then they wouldn't quarrel and have fights. Some of the animc
song songs, some said poems, some did tricks, and all of them su
gested ways to help boys and girls be happy.
Ellen Millman
Trochcr, liellexnie Sclinol, Clayton, Missouri
CHILDREN will always agree
that seeing a movie is fun.
And we want children to have
fun— wc want them to enjoy their
school work. Hut more and more
we are departing from the idea
that seeing a movie is fun and r
more than that.
During the last year I ha
had the opj)ortiniity to lo(
through many ol the new fih
which ha\e been made for p;
niary children. I was most agrcc-
ibly surprised by what 1 loinul.
True, these younger children's
motion pictine films were inter-
:sting and in many cases do^vn-
iijht lascinatiiiii. But more than
hat, they were filled with infor-
nation which brought new ideas
to the children in an intriguing
manner.
Not long ago I had the oppor-
[unity to try out some of these
filnis with a group of second-grade
hildren. Alter beginning con-
icrcnces with the children, it was
.lecided that the theme of our
itudy should be how farm animals
(lelp Uncle Sam. Together we
discovered that we knew a little
3it about many animals, but not
too much about any one. Each
±ild decided that he was most in-
:erested in one particular farm
inimal and felt that he wanted to
learn more about that one.
We decided to read farm stories
in books, ask people about farm
mimals, talk to children who had
spent some of their time on the
[arm, to go on a trip to the farm
if we coidd, and even to see
movies about farm animals if we
could find such.
After they had decided on this
unit of work, I secured the film
Teen Age Farm Hand. And then,
one morning we saw it. We didn't
just walk in to sec the film, lu^w-
ever. There were several things
we did before that. We talked
about farm hands, we discussed the
meaning of tiic title of the film,
we guessed how old the boy might
be, and we thought we might look
to see all the things he would
have to do if he were a good farm
hand. After this discussion, the
group planned to look for three
things as they watched the movie:
1. How old the boy might be?
2. Was he a good farm hand?
3. What chores did he do on
the farm?
After returning to the class-
room, the children dictated a
story:
Teen Age Farm Hand
Kin lived on a farm. He was a boy
As soon as the teacher becomes aware
that the child is curious about environ-
ments farther removed than those he
can walk to or observe directly, her
problem becomes one of finding mate-
rials which are realistic and at the same
time of social worth. Among the newest
materials which can bring more remote
experiences to young children are those
which are being provided in the form of
well-photographed, logically-organized,
and correct teaching films. Miss Millman
explains some of her interesting experi-
ences with them.— T/ie Editor.
Imj lotA
about 13, 11, or 15 years old. Wc saw
the farm where Kin lived. We saw four
cows that gave milk for children. Ducks
were swiuuuing in a pond. Hens were
laying eggs in the chicken house. Kin
milked a cow but not as fast as his fa-
ther. The pigs were eating tomatoes.
The horses pulled a hay rake in the field.
Rosemary had a baby calf. The calf's
legs weren't strong enough for it to
stand up. The pony walked up behind
mother and Kin. Brownie had five baby
kittens. Kin uas a good farm liand. He
liked his life on the farm.
Another day Gretchen brought
a snapping turtle for us to see.
After we had examined it care-
fully and talked about it, I ar-
ranged for liic children to see the
film Snapping Turtle. Taking a
cue from the experience we have
had in seeing Teen Age Farm
Hand, wc decided that each child
should think of all the things he
would want to learn about snap-
ping turtles before he saw the
nio\ic-. \Ve weren't at all sure
that we would find all our an-
swers, and we discovered that
we didn't. Here are some of the
questions the children listed be-
fore wc went to see the motion
picture, Snapping Turtle.
1. Is the turtle big or little?
2. Does she hide in a shell?
3. What does she eat?
4. Where does she live?
5. What does she do?
6. Can she close her eyes when
she sleeps?
After talking and answering the
(jucstions, a committee dictated
this story:
Pag* 12
Ellen
MiLLMAN
Miss Millman is
a native of the Mis- ,
souri Ozarks. After \
high school in '.
Eminence, Missou*
ri, and undergradu-
ate work at Spring-
field Teachers
College, Miss Millman received her
master's degree from Teachers College,
Columbia University, New York.
Miss Millman has taught in the
primary grades in Missouri schools am
in the laboratory schools of the state
universities of Wisconsin and Ohio. At
the present time she is teaching fourth
grade in Bellevue School, Clayton, Mis-
souri.
A Snapping Turtle
The snapping turtle lives in the water
part of the time. She eats fish, water
insects, plants and crawfish. She crawlec
upon the ground and laid 37 eggs. Then
she covered the eggs with sand, then
left them. The warm sun would hatch
the eggs. The baby turtles knew enough
to go to water to find food. In the win-
ter the turtles hibernate at the bottom
of the pond. They dig their way out in
the spring.
Not always did the children
talk or write about the things they
had actually seen in the picture.
Frequently the experience ol
\ iewing the film became a founda-
tion upon which creative worl
could be built. Two of the girU
decided that they woidd write
their own stories about the snap
ping tiuilc. Here they are:
Once upon a time there was a snappi
October— SEE and HEAI
[urtlc. She ate fish, insects, and water
slants. She almost ate a crawfish. She
;ot one leg off, but the crawfish didn't
.are as another leg would grow. The
inapping turtle crawled upon the earth
Hul dug a hole. Then she laid her eggs.
»hc went away and didn't have to do
inything more for her babies. The yun
ivould hatch them. Turtles eat their
)abics sometimes. They don't know
;heir babies. A dog saved the turtle's
:?ggs. In the winter the turtle slept in
:he mud. In the spring she came out.
She was one year older.
The snapping turtle has two homes.
Qne home is in the water and another
is on land. She eats fish, waterplants,
ind insects. She laid 37 eggs in the sand
inil covered them. A skunk found the
jggs. A dog found the skunk eating the
^s; the dog barked at the skunk, and
the skunk ran away. Three months later
the baby turtles hatched. It took a wliile
before they got to the water. When they
got there they swam into the water.
Another morning the children
went to the auditorium to see a
movie about farm animals. They
discussed farm animals and plan-
ned to see how each animal
helped Uncle Sam. Following the
viewing of the movie there was a
discussion. Some of the par-
ticipants asked questions which
the children answered. Since two
questions were unanswered, it was
decided to read in books for the
answers. The questions were:
1. Does a horse stand up all the
time?
A second grader explains all about elephants. This is an example of
how art work was correlated with the summer school work which used
films extensively as a source of interesting and understandable informa-
tion about animals.
SEE and HEAR— October
Page 13
atXL.
The children enjoy reading the second-grade newspaper which was o
direct outgrowth of seeing the films THE SNAPPING TURTLE, POULTRY
ON THE FARM, FARM ANIMALS, and TEEN AGE FARM HAND. It
was decided o weekly newspoper wos a good way to record our experi-
ences in the laboratory school. Each Friday the children organized the
happenings of the week for the newspaper — such as stories of movies,
the most interesting news, science experiences, trips, and individual
stories about the farm animals that help Uncle Sam.
2. Does a cow and a horse get
up the same way?
Vhe information gained from
this mo\ic was used later in writ-
ing incli\ichial stories about farm
animals that help Uncle Sam.
As more and more information
was gained about how animals
help Uncle Sam, the children
were led from one source of in-
formation to another. After see-
ing films, they read books, or they
asked one another about experi-
ences that they might have had
with animals. It was not difficult
Pag* 14
to seek more information in addi-
tional films. So it was (juiie logi-
cal, because some of the children
sought information about turkeys,
hens, and ducks, to secure and
look at the film Poultiy on the
Fa rtn .
Again, before seeing this film
the children discussed all the
things they hoped to learn about
poultry. They listed all of their
questions, and then each child
chose one which he would investi-.
gate and about which he would
bring the answer to the whole
October— SEE and HEAR
J
oup. Some of the second grad-
s questions were:
1. What is a baby duck called?
2. How old are ducks before they can
swim?
3. Why can a duck swim and not a
hen?
4. What is a mother turkey called?
5. What is a father goose called?
6. A goose says .
7. A rooster wakes the farmer
by .
8. A baby goose is a .
y. Ducks have feet.
Several very tangible results
ere apparent. The children
»oked forward to viewing mov-
s. The non-readers in the group
lowed increasing interest
irough their discussions of the
lovies, and they, as well as the
ther children, showed that in-
)rmation had been gained. We
)on found ourselves doing some-
ling that hadn't occurred to us
t the beginning— to settle argu-
lents and to look for further
iformation. The children them-
:lves asked to be allowed to see
nd study the same movie a sec-
nd time. W^e soon found our-
!lves doing this regularly.
In my judgment, excellent
caching films exist which may be
sed effectively in second grade.
hey are excellent because they
iclude a commentary which is
nderstandable to the children
nd they proceed leisurely enough
3 that even second graders can
eep up. For the purpose of over-
oming the difficulty of explain-
ig to young children things that
re far away or hard to witness
rst-hand, it would be hard to
find a good substitute for a
primary grade film.
Films suitable for second grad-
ers are:
Airplane Trip.
Animals of the Zoo.
Care of Pets.
Dairy Farm.
Goats.
Gray Squirrel.
Our Foster Mother, the Cow.
Shep, the Farm Dog.
Three Little Kittens.
Fireman.
Policeman.
Robin Redbreast.
Baby Beavers.
Common Animals of the Woods.
Frog.
From Wheat to Bread.
Good Foods: Milk.
Honey Bee.
Passenger Train.
Some Friendly Birds.
It may be on film— but!
During the war, the Japanese Army
made a propaganda film at an Allied
prisoner-of-war camp in Siam. The film
unit was set up outside the prisoners'
canteen. Allied men filed past the cam-
era receiving fruit, eggs. Red Cross par-
cels, and mail. Japanese guards took
these from the prisoners at the end of
each performance and re-issued them
for further shots.
Other scenes were photographed show-
ing men reading letters. They were
Japanese Army correspondence lent for
the occasion. There was also a back-
ground of Red Cross boxes. All were
empty. Canteen scenes showed the men
sitting at the tables piled high with
fruit, eggs, meat, and vegetables. At the
word "go" the men were ordered to
start eating. The camera recorded for
two or three minutes, then the Allied
prisoners were told to stop eating and
were marched from the canteen. Japa-
nese officers took their places at the
tables.
Allied Land Forces of South East Asia
Command.
EE and HEAR— October
Page 15
How to
use puppets
in a simple
and prac-
tical way
IjA
Josephine S. Miller
Principal, Jefferson School
LaCrosse, Wisconsin
EDITORS NOTE: Puppetry
a splendid means of making co
Crete the creative imaginativene
with which children are endowe
Through puppetry they give co
creteness to their artistic talents ai
to their language facility. M:
Miller, who has long been fascinati
with this medium of expression, h
in a very practical way overcon
many of the mechanical difTiculti
of puppetry through pcrfectii
means which arc described in \.\
article.
B
EING in someone else's
boots" is the aim and ambi-
tion of everyone at one time or
another. Puppetry makes this aim
come very near true for the school
child. There is nothing more ex-
citing than being "Cinderella"
via the puppet string or "jack"
in "Jack and the Beanstalk."
Being able to become tempo-
Page 16
rarily the person one interprei
offers the child an excellent o
j)ortimity for understanding d
whys and wherefores of anothei
conduct. Not only in a fable bi
in studying history or geograpl
is this feat possible.
I am speaking now not of
studied and stilted puppetry pla
October — SEE and HE
opportunity for in-
dividual artistic ex-
pression is evi-
denced as this little
girl colors the face
of her puppet "just
the way she
imagines is should
be."
Simplicity in oper-
ating a puppet is
one of the first es-
sentials. Notice that
only two sets of
strings need be
grasped by the
child.
but one in which the children
themselves make up the lines and
situations. Creative dramatics
must lie back of the puppetry
presentation in order that the
greatest benefit to the child may
ensue.
It wasn't long ago that educa-
tors learned that children's hands
should be educated, and voca-
tional training was the talk of
teachers' institutes. Very recently
a few of the leaders began to won-
der what could be done about the
child's emotions. They opened
the way for many kinds of cre-
ative activities recognizing that
the creative is the richest life for
the individual as well as for so-
ciety.
Self-consciousness makes life
miserable for many a boy and
girl, especially in the adolescent
period. Being able to take the
place of another temporarily and
speak for another tends to allevi-
ate this difficulty by means of a
delightful and profitable pro-
cedure.
A too-crowded program keeps
many schools from recognizing
puppetry as an educating and so-
cializing force. However, as more
schools realize that this art can fit
easily into any literature or social
studies unit, we shall see this very
fascinating and worth-while ex-
perience used regularly.
The construction of puppets is
not at all difficult. The following
procedure has been used effective-
ly in our school. First, clay is used
Pago 18
to form an egg-shaped head. Eye
may be formed by pressing a fin
ger gently into the clay. The)
press down where the nose end
and with a slight upward pressur
hump up some clay for the now
Later, when the rest of the face i
being painted, you can paint
mouth. Get three metal paper fa
tencrs or three small hairpins an
press them into the clay head, ori
at each ear and one at the necl'
The neck clip will be used latt
to attach the head onto the bod
Press each clip into the clay e:
cept the last one-fourth incl
The strings to control the hc^
will be tied to the clips pla.
at the ears. Plan to let the hc;i
dry for several days while v
make the body and clothes.
The body can be made of pin
peach-colored, white, or unbleac
ed cloth. The material must 1
new enough to be strong, but
should not be stiff. Make rectan
ular pieces for the trunk, legs ar;
arms. Make the foot and leg !
one piece and the hand and ar
also in one piece. Just round tl
cloth off like the main part of
mitten for the hands and fecj
Then you can bend the foot fc
ward and sew it in position
See illustrations on
preceding page.
Cut the pieces the followi'
sizes, then fold each piece ai
sew it aroinid the edges on t
sewing machine: Body, 5" x 5i/<
each leg, 21/2" x 7"; each ar
214" X 61/2". Put a double siri
inside each part before you s-
October— SEE and HI
e edges. Later the strings \vill
! of assistante in turning tlie
ft inside out.
Use the following procedure in
ing an arm. First, fdl the hand
th dry sand and sew it. Then
ive J^" without sand and sew
tin. Fill in more sand to the
)ow and sew across, leave ]/^"
thout sand, and sew again.
rials so they can move easily.
Young children or beginners
should not be expected to handle
wooden controls. One ad\antage
of this method of construction is
that only head strings and hand
strings need be operated by the
child. This simple construction
allows the child to give most of
his attention to creating his im-
With a little work, some
care, and a surprising amount
of interest and enthusiasm,
see what happens. You are
correct, unless you had seen
it, you wouldn't believe it.
Then put in about two inches
sand, sew it, leaving the rest
'thout sand to lap over the body
'the shoulder. This will leave a
ice at the shoulder without
iid to allow the arm to hang
np. Make the legs like the arms
id then bend each foot forward
id sew in place across the heel
' that the foot will stay in the
u'ht position. Fill the trunk
|th cotton or rags so it will not
; heavy.
Dress puppets with soft mate-
^. and HEAR — October
And here's the whole family— mamma,
papa and the little girl, Ah Ling.
This is iL'hat children can do when
assisted through the basic steps but
alloived to give free rein as far as cos-
tume, art work and modeling are
concerned.
pressions of what his puppet char-
acter should say and do.
After the head is thoroughly
dry, it is ready to paint. Orange
and white make a good color for
skin. Any flat paint will work
well, even wall paints. Look at
dolls or pictures and real eyes be-
fore you paint eyes, eyelashes and
Page 19
eyebrows. It is better to keep
them as simple as possible. Make
a small mouth. Put some rouge
or red powder paint ujion the tip
of a finger and put on rosy cheeks.
Hair may be made of yarn,
string ravelled out, real hair, or
anything else that you might wish
to try. 1 he hair for male puppets
should be painted on the head.
Duco, Tcstor's cement (not the
airplane cement) , or glue will
hold the hair on.
History, geography, literature,
and scenes from books may all
come to life on the puppetry
stage.
The puppet play might be a
folk tale of a country or a demon-
stration of some of the national
customs. Following the play chil-
dren use other mediums to learn
about the places studied. Maps,
books, pictures, and teaching
films are all essential parts of the
whole learning experience.
A puppetry story can easily be
built up about an historic episo(
being studied. You will find th
if a child becomes the pupp
character and speaks for him, 1
will not soon forget the far
underlying a history assignmei]
The whole study becomes brig
and alive with reality. Caesii
Robespierre, Columbus, or Fl(
cnce Nightingale come to life
the minds of the young pi
peteers.
Dramatization of an imagii
tive story from literature is fi
cinating and productive. The
nations appeal to the child aj
the truths of the story 1|
through visual and auditory intj
pretation.
It is not only fun to mal
puppet, but it is fun to be a
of a creati\e scheme of things,
be able to make a puppet a<
then to speak and live and
for it offers a great appeal to a
"child" whether he be five •
fifty.
IF YOU need a good audio-visual handbook, write to Boyd F.
Baldwin, University of Montana, Missoula, for a copy of a Tenta-
tive Guide for Montana High Schools, The Audiovisual Aids Hand-
book, Curriculum Bulletin No. 3. The bulletin is organized under
four headings: 1. Why take advantage of audio-visual materials? 2.
What procedures are effective? 3. \Vhat aids are actually available?
4. Where may schools obtain cfiuipnicnl. materials, repairs, informa-
tion? The format and organization of this brief yet inclusive 18-page
mimeographed bulletin may well serve as a model for others who plan
to compile similar information for their own schools or communities.
THK booklet "Simplicity in Visual Education" will be sent it
response to in<|uiries about Sono-Vision's IG mm. motion picluri
sound projector.
Ihis b<M>klet outlines the manv operational advantages of rear
projcdion. It is claimed that the Sono-X'ision cabinet unit can b<
used in any classroom wiihoiu prior room conditioning, without dark
ening windows, and without disrupting classes or classroom seating
-SEE aiU 1 'S
Pog* 20
October
J. Margaret Carter
National Film Board of Canada
PRIL skies frown menacingly scending gloom. The schoolyard
. on a bleak little district is a happy jumble of farm trucks,
•ol in the rural settlement of
(leton, Ontario. It has never
eared more dismal nor unin-
ed. And yet a strong under-
' of excitement seems almost
each out tiny hands to push
V the heavy clouds of tran-
cars, and bicycles which have
transported the radiant-faced
Canadian school children from
the seven schools in the district.
Down the road a little band of
children with their teacher enter
the last lap of the three-mile walk
Courtesy Foreinn Policy Association and "Canada, Our Northern Neighbor," Merrill Denison.
nd HEAR— October
Page 21
he Story the Pictures Tell
• ON Ol'POSITI-: PACF. •
IHcrc one of over 100 skilled operators and experienced discussion lead-
ers unloails his C(iiiipniciU al a Canadian rural school. Traveling in
■full dress," Rural Circuits' projectionist liill Ritchie arrives at a small
Canadian town complete with projector, sound-box, films, and screen.
In the school, etiuipment will he set up. School cliildren of the dis-
trict will see the program in the afternoon; in the evening the adult
audience will arrive for their showing. Programs generally last for 1 1/^
hours, arc followctl by forum discussions on questions raised in the pic-
tures screened.
2 Streaming into the school, these children have come from miles around
tlic district for their afternoon fdm showing. National Film Board projec-
tionist greets them at the door. In the evening, the same hall will be
filled with adults gathered for their Rural Circuits program.
3rrom seven dilTerent schools, the children come for their fdm showing
at .Vppleton, Ontario. Some arrive on foot, some by bicycle, others in
cars or farm trucks. Children look forward to these Rural Circuits show-
ings eagerly, flood the projectionist with questions relevant to the pic-
tures presented. Often essays are submitted by students on the films they
have seen.
4 1 he fdm forums affect the whole community wherever people gather.
1 hey may read the announcements or discuss the listed visit of the cir-
cuit truck. At the general store in a Canadian town, the National Film
Board poster announces the next Rural Circuits program. Showing will
be held in town hall, school auditorium, church basement, or whichever
happens to be the largest place in town. Rural inhabitants for miles
around gather for their regular monthly film showing, consider it an
important community event. Rural Circuits audiences across Canada
now total 400.000 people.
5 Together, the discussion leader and pupils from the school discuss the
announcement of the fdm they will see that day. Depending on the
predominant language spoken, films are prepared with appropriate com-
mentary. In those sections of Canada where the French language pre-
dominates. National Film Board programs on the Rural Circuits are
presented complete with French commentaries. Bringing regular month-
ly film showings to some 250,000 Canadians living in the towns and
villages of the Dominion, the Rural Circuits, as well as presenting eve-
ning showings for the adult population, offer afternoon programs for
school children. Above, a National Film Board poster in French an-
nounces the time and place of the next showing.
6 An appreciative Rural Circuits audience comes to the school at night,
after the day's chores are done. They will see documentary pictures,
comedies, films dealing with themes of direct interest to rural inhabitants,
singsongs. Most encouraging development of these showings are the film
forums which follow each program. Men and women engage in stimu-
lating discussion on films seen, exchange ideas on various questions the
films raise.
Pictures courtesy National Film Board of Canada.
EE and HEAR— October Page 23
from a neighboring school.
In the doorway the representa-
tive of Canada's National Film
Board welcomes the audience to
the monthly program of docu-
mentary films where they will
learn about their neighbors on
the rocky shores of eastern Canada
and those who earn their liveli-
hood in the wheat lands of Sas-
katdicwan. Other types of films
included on the programs are
those dealing with Canadian art,
music, and social living in Can-
ada. Hundreds of practical school-
learning projects have been the
residt of cooperation between
teacher, pupil, and operator.
Admittedly not the most effi-
cient possible utilization of the
Editor's Note: Nowhere has a project
been begun which may affect adult
awareness of current social problems
and vocational opportunity comparable
to that effect which will be wrought
upon Canadian thinking through the
National Film Forum program. No ham-
let is too remote, no provincial frontier
loo inaccessible to feel the impact of
this great program of public enlighten-
ment. It is a story of one man's dream
come true— one man's dream of telling
the farmer of Alberta about the fisher-
men of Halifax, of bringing the music
of the Indian Potlatch to the ears of
Montreal listeners, and of allowing
every child to thrill to the adventures
of the C-anadian "voyageur" and the
Indian trapper.
motion picture for educational
purposes, never-the-less this by-
product use of the National Film
Board Riual Circuit jjrograms
does make an inestimable con-
Paga 24
tribution to the rural schools of
Canada. It does bring the film
into schools where, otherwise,
learning through visual materials,
the factual film, would not likely
be experienced for years to come.
In Canada there is no equiva-
lent to the United States Office ol
Education. In July, 1867, with
the passage of the British North
America Act, Canada became a
united nation fusing together th(
two widely differing racial ele
ments, the English and th(
French. In the process, emphasi:
was placed on the retention o
certain basic provincial rights
chief among which was educa
tion. The distribution of lilnv
within each province depend
upon obtaining the cooperatioi
and good will of the provincia
Department of Education.
The Rural Circuits were dc
signed primarily for adult audi
ences. When the progiam wa
initiated early in 1942, only 30 o
these traveling theater units wer
utilized in carrying out the pre
gram. But the venture was rt
ceived with such enthusiasm tha
it soon became apparent that e>
pansion was in order. Now 10
circuits bring monthly program
to approximately 250,000 rura
folks in every province of Canads
from British Columbia to Nov
Scotia. The technique for staj
ing the programs follows an ider
tical pattern in each provino
On a designated day, set well i
advance, the traveling projectioi
ist arrives in the village. Dmin
Oclobar— SEE and HE;
afternoon he presents the pro-
ni to the local school. If there
no other facilities, the school
isecl again in the evening for
adult audience. In some
!S, however, the adult audience
hers in the community hall,
irch, or other public meeting
ce. In some isolated regions
se film circuits have brought
se individuals their first film
•ericnce. Many of them come
m miles around in sub-zero
ither to see the film showing.
lach showing provides them
with a balanced program of films,
including pictures pertaining to
definite agricultural problems of
specific interest to farming com-
munities—films of people and
e\ents in other provinces which
set the perspective of their lives
against the national and the in-
ternational scene, purposeful car-
toons and lively singsongs to
serve as icebreakers. Many of the
film programs are prepared with
a view of acquainting peoples of
varying racial and occupational
interests with the life and pur-
Film showings and discussion meetings usually held in town halls,
churches, or in school buildings sometimes find their way into
remoter sections. Here's a group assembled in one of the buildings
of a far northern lumber camp shown just after they have com-
pleted the viewing of that month's circuit program of pictures
which brought them news from the rest of Canada.
wm^
^^^
,
1
-%5
J. Margaret
Carter
Miss Carter ina
jorccl in Englisli
and was graduated
^ from the Iniversity
^tf^ of Iowa with a
-^L Jr^ 15 -^- degree and a
^L Jp teacher's certificate.
\/ Through her later
work with Rand McNaily and the Uni-
versity of Chicago I'rcss, she l)ecanie en
thusiastically interested in the primary
tools for learning.
She was among the lirst far-sighted
persons who spoke above the protesta-
tions to the teaching film being a fad
and frill. More recently she has con-
ducted fdm utilization surveys and has
conducted courses in visual education
for teachers at the University of Florida
and Southern Methodist University.
Since January 1, 1943, she has been
director of non theatrical distribution in
liie United States for the National Film
Board of Canada.
suits of their fellow Canadians.
Back in Appleton, Ontario, the
farmers of the district have Qn-
ishcd their chores for the day and
have gathered at the school to en-
joy the monthly film program.
Here they see a documentary film
of Pierre, the fisherman, whose
life is regulated by the rise and
fall of the tide. These farmers
see how Pierre's life in his simple
fishing village is very different
from that of the farmer in On-
tario, for here the land is poor
while the sea is rich. They see
how Pierre sells his catch to a co-
operative which assures him top
market prices. The farmers watch
Paa* 26
the cooperative meetings wher;
the fishermen gather to studj
problems and decide how
business is to be managed. The
see the fishing people builj
democracy or share responsibility
into their way of life.
Later the farmers ask the waj
in which this cooperative theoi!
could be applied to a rural corJ
munity through the formation i|
credit unions. This is describe]
to them in the documentary filrj
The People's Bank. This pictuj
shows the growth and purpose
credit unions which have gro\
up in fishing and mining co?
muniiies, in the farming and il
dustrial settlements all ov|
Canada. Filmed in Quebec, NtJ
Brunswick, Nova Scotia, M«
toba, and Saskatchewan,
Canadian farm and town famill
participating in the story, t|
credit union film points out h^
rural communities have put «|l
operative finance into practice.
The spontaneous discussij
which takes place among U
farmers of Appleton. immediat
following the showing, is a
cal reaction on the rural circu]
For this reason, the field rej
sentatives are carefully selcc'
for their ability to lead a disc;
sion as well as operate a project
The field representative musti
able to lead forum groups ara<
the farm audiences and to ansij
questions on film content.
A series of Citizen's Foritt
has developed out of these f>
October — SEE and H »R
jrains. Sonictiiiics, these forums
ire given in conjunction witli
uch organizations as the Ca-
ladian Hroadcasting Corporation,
he ('.aiuulian Association for
\diih Education, and the Coun-
il for tchication and Citizenship,
during the past two years more
han 1,000 of these forums ha\e
)een initiated and the influence
)f the grass roots on the composi-
ion of Fihii Board programs,
hrough the medium of the Rural
Circuits, has been beyond calcu-
ation.
So successful ^vere the Rural
Circuits, that the Film Board
nitiated an Industrial Service in
943, ^\•hich at the present time
caches over 250,000 Canadian
vorkers each month in 1,200 in-
histrial plants across the Domin-
on. Labor and manajjement
ooperate in putting on these film
)rograms in the plant on com-
)any time. There is no charge
or the showings. The projection-
st who is to serve the particular
)lant consults with management
oncerning the most practical lo-
ation for setting up the projector,
ind the workers gather around to
ee a half-hour program made up
)f films concerned with problems
)f both national and internation-
il significance, cartoons with defi-
lite objectives, and development
>f labor-management committees
n other countries.
Of special interest, because of
ts particular adaptability to
idult educational work, is the
Frades Union Circuit on which
■EE and HEAR— October
the Film Board presents a month-
ly film program to approximately
40,000 'Frades Unionists. To
meet the needs of this interested,
yet critical audience, a number of
special discussion trailers of from
three to fi\e minutes have been
prepared, particularly in connec-
tion with films on industrial rela-
tions and the rehabilitation of
returning veterans.
At the conclusion of each film
presenting a problem which em-
bodies some current controversial
issue, the film trailer introduces
on the screen a study group simi-
lar to the assembled audience.
Under the expert guidance of a
chairman, the screen audience
points out the various issues
raised in the film. The chairman
then sums up the major issues
which they have raised and we
see a close-up on the screen as he
turns to the real audience and in-
vites their participation.
Following the example of this
trailer, the audience engages in a
lively discussion. This new tech-
nique has resulted in advancing
the use of the film as an aid to
discussion. The value of these
discussions can be measured di-
rectly by the thousands of groups
throughout the Dominion who
have been stimulated to study the
fundamental problems of our day.
Under the guidance of expert
leaders, almost any film about in-
ternational, political, or economic
issues can be adapted to discus-
sions on citizenship.
Page 27
- • ' ^ -
As a counterpart of the Rural Circuits are the Industrial programs.
In this machine shop in Montreal, work was stopped while the
operator set up his equipment right in the center of their work
environment. Incentive films were shown to interested workers
who used the very tools upon which they worked as resting places.
i
In addition to the regidar
Rural and Industrial Service
Circuits, the Film Board has co-
operated with many local
(organizations to expand the non-
theatrical distribution of govern-
ment fdms. Kivvanis International
.md Jimior Boards of Trade have
put on thousands of shows
iluougii their Volunteer Projec-
tion Services. Many regional film
libraries, fountl in colleges, uni-
versities, public libraries, provin-
Pag* 28
cial departments of education
normal schools, Y.M.C.A.'s, art
regularly serviced by the Filir
Board and are responsible foi
providing films to many rural anc
urban communities throughou'
the Dominion.
In Canada the importance o;
the documentary film as an edu
cational and informational me
dium has been firmly established
as evidenced by the thousands o
Canadians who regularly attenc
October— SEE and HEA
he monthly programs sponsored
)y the National Film Board. The
locmncntary encompasses many
ypes of films, from the straight
actual to the more intricate film
>f information concerned with
ocial implications. In the latter
atcgory the range is limitless—
rom the exploration of the basic
nterests of the citizen to the in-
erpretation of complex interna-
ional affairs. And so the
locimicntary film treats such so-
ial problems as housing, child
velfare, public health, nutrition,
igricultural instruction, and rural
ociology, labor-management re-
ations, and the reconversion of
ndustry, regional planning, and
nd us trial research for full em-
jloyment.
The significant difference be-
ween the documental y and the
eature film familiar to theater-
joers, lies in the fact that the
locumentary follows the dramatic
jattern in the actual, while the
eature seeks the dramatic pattern
n the fictional. The essence of
he documentary film is reality,
rhe lives of ordinary men and
vomen are re-enacted in the fa-
niliar settings of their everyday
ives— the farm, the factory, the
hip, the lumber camp, the mill,
he school, the church, the village
itory. No mere newsreel, the
locumentary is built around a
pattern of thought interpreting
:he events of the day in terms of
ievelopments in the past, and, in
:urn, relating past and present to
:he future that lies ahead. The
iocumcntary film-maker is con-
)EE and HEAR— October
fronted with the problem of pre-
senting a record of actuality
within a span of 20 minutes or
less. To achie\e this end, it is
necessary to compress the essen-
tial facts into a logical secjuence
without violating reality.
Thus, the documentary film
becomes one of the newer supple-
ments through which remote in-
formation can be "captured" and
made fluid in the ability to which
it can present its story far and
wide. It does this as often as is
necessary for the audience to in-
terpret it and under conditions of
time, place, and use which will
make it of utmost value to the
groups that are seeking to influ-
ence their funds of information
and social thinking and future
plans of action as a result of par-
ticipating in this newest type of
adult information— that which is
brought to them through the
realistic and valuable docu-
mentary.
The second part of Miss Carter's
• Canadian story will appear in •
the November issue.
SEE and HEAR PREVIEW
A Fish Is Born
(Sound) 10 minutes. Use: Natural
Science I; Conservation, General Science
J; Biology S, C; Clubs A.
THIS fine film shows the method of
extracting the eggs and milt from
male and female fish, the steps in
the fertilization and development of the
embryo fish in the egg through the fry,
fiiigerling, and final adult stages. Ex-
cellent time-lapse photography and
microphotography are included. Bell &
Howell. At your nearest film library.
Page 29
SCANNING THE
NATION'S VISUAL
EDUCATIONAL PROGRAMS
Alvin B. Roberts
Principal, Gilson, Illinois High School
Mr. Roberts has
very ably complet-
eci one of the most
ambitious siineys
of some 4,000
scliools or school
systems throughout
the United States.
While his returns
represent a sam-
pling, the trends
they show must be
(onsidcrcd valid because they so ac-
curately represent the cross section of
thinking that exists today. Mr. Roberts
has prepared the following digest of
thumb-nail chart descriptions.
The Editors
THE publicity given to the mil-
itary training program has
created trcnicndous interest in the
use of audio-visual materials as a
part of our educational program.
As a result of this wave of inter-
est, many are predicting a rapid
expansion in the use of these ma-
terials in our schools in the post-
war period. However, while
interest is paramount in the de-
velopment of this program, it is
by no means the only factor. Con-
sctjucntly, one may ask if the cir-
Pag* 30
cumstances which have always
had a tendency to check the fur-
ther use of audio-visual materials
have been altered by the military
training program?
Here are the basic factors that,
in the past, have had a tendency
to retard the audio-visual pro-
gram in oiu- schools.
1. Teacher training. The ulti-
mate success of the audio-visual
program must be measured in
terms of the contribution of these
aids to the educational objectives.
This in turn depends upon the
teacher's knowledge of the func-
tion of these aids.
2. The attitude of the admin-
istrator. In all too many cases the
principal or superintendent fails
to see the audio-visual program in
its true relationship to the cur-
riculiun.
3. Distribution of materials.
These materials must be in the
school at the time needed by the
teacher. Consequently, materials
must be booked at considerable
time in advance of the date need
October— SEE and HEAI
id. This requires detailed plan-
ling and the nicest cooperation
)Ctw'ecn the instructors and the
irector of the audio-visual pro-
ram.
4. Production. This involves a
ong series of problems, but pos-
ibly the most important one is
loser cooperation between the
jroducer and the ultimate con-
umer, the classroom teacher.
5. The board of education con-
rols the purse strings. For the
L)oard of education to be aware
')f the need of projectors is one
hing, for it to realize the essen-
ial importance of an adequate
Audiovisual program is of much
liiore consequence.
1
The success of the audio-visual
urogram in the schools of tomor-
]ow depends upon the degree to
ivhich the different groups will
!:ooperate with one another in an
'•ffort to further this whole move-
ncnt.
How can the classroom teacher,
he administrator, the director of
he audio-visual program, the dis-
1 ibutor, the producer, and boards
t education all work together to
idvance and enrich the educa-
ional program through the use
t audio-visual materials? In an
ittempt to answer this question
he author has made an extensive
Uudy of the audio-visual move-
nent on a nation-wide basis. If
Jill schools are to use these ma-
terials, then it is well to know
how those that are carrying on
bn audio-visual program are do-
pEE and HEAR— October
ing it, what their problems are,
and how they are planning to
meet them.
To get an overview of the prob-
lems of the schools the author
mailed 4,125 questionnaires to
schools or school systems. They
were mailed according to the fol-
lowing enrollments. In Illinois
200 to each group with enroll-
ments as follows: Group A— en-
rollment of over 500, Group B—
enrollment of 150 to 499, and
Group C— enrollment under 149.
In the remaining 47 states 75
questionnaires were mailed, 25 to
each group as listed above omit-
ting schools in cities with the
population of over 100,000. In all,
3,515 were sent to the 47 states
and 600 to the schools of Illinois.
To check still further on trends,
other than those indicated by the
school people, and to get a better
perspective of the problems of
the distributor, 195 question-
naires were sent to large rental
libraries or other distributors of
audio-visual materials.
In addition to the above, the
author has discussed postwar de-
velopment with most of the lead-
ing producers of audio-visual
equipment and materials.
The ideas and suggestions ad-
vanced in this paper are based
upon the above sources, and 20
years' experience in the audio-
visual field.
The number of questionnaires
returned was very satisfactory
when one considers the extra bur-
Pag« 31
CHART I
Cameras and Screens
SIZE OF SCHOOL
A
Over
500
B
499
to
150
C
Under
149
TOTAL
YES NO
YES NO
YES NO
YES NO
Does your school own a movie comero?
60 254
15 215
6 30
81 499
Hove you made any films which you
have used?
102 203
30 192
2 29
134 424
Does your school hove access to cam-
eros for 2x2 slides?
100 204
40 196
4 30
144 430
Do you believe school-mode movies will
have a part in audio-visual program
of the future?
270 38
200 23
30 4
500 65
Do you believe 2x2 slides will have a
part in program of the future?
235 29
293 21
33 3
561 53
SCREENS:
TOTAL
Glossbeod
607
233
40
880
White
400
128
21
549
Others
41
4
0
45
TOTAL
1048
365
61
1474
The outlook for school production from the number of schools that
own their own cameras that have made their own films is for a postwar
period in which well-ec]uipped schools will do much local production of
visual materials. Not only does the ownership of equipment point in this
direction, but the attitude which school people have expressed in answering
the question, "Do you believe that school-made movies will have a part in
the audio-visual program of the future?" indicates an overwhelming affirma-
tive answer. Perhaps the greatest production will be in the area of 2 x 2
slides.
den placed upon school people
by war. Of the GOO sent to the
schools of Illinois 195 were re-
turned. Of this nimiber 165 were
tabulated. For the three groups
this is 271/2% return.
The total returns from the
other states was much smaller, 955
in all. However, 341 reported no
audio-visual program or returned
Pag* 32
the questionnaire without at
comments, leaving a total of 61
171/4% suitable for tabulatio
The greatest number of blai
returns were from the small
schools.
Approximately 50% of the
mailed to film libraries or d
tributors were returned. Of ti
October— SEE and HE
CHART II
Equipment Plans for the Future
SIZE OF SCHOOL
A
OVER
500
B
499
to
150
C
UNDER
149
TOTAL
35 mm. Sound
14
11
X
25
35 mm. Silent
3
4
X
7
16 mm. Sound
190
87
13
290
16 mm. Silent
19
5
X
24
Stondord 3' 4 x4 Slide
18
5
2
25
2x2 Slide
24
14
5
43
35 mm. Stripfilm
37
13
5
55
Tripurpose Projector
49
20
5
74
Opaque Projector
42
18
2
62
Motion Picture Camera
52
21
2
75
2x2 Slide Camera
23
6
1
30
It needs no study to point out that most schools anticipate the pur-
chase of a 16 ram. sound projector as a number one "must" now that the
war is over. The tripurpose, the opaque, the 35 mm. filmstrip, and the
2x2 projector are listed next in order of the plans which school people
are making for their purchase. Are we heading for a greatly expanded
school use of visual education materials? The answer most decidedly is "yes."
Learning by seeing and hearing will invade more and more of our schools.
amber only 57 were tabulated,
hose not tabulated dealt with a
•ccial film or were too restricted
' be of value.
The total return suitable for
bulation was slightly over 17%.
hroughout this paper the per-
•ntage of replies is based upon
le total number of replies to
tch question or item, and not
1 the total return.
The returns are distributed as
,'llows: Group A— 55%; Group
r41%; and Group C-57p. In
ilinois the returns were: Group
|E and HEAR— October
A-28%; Group B-48%,; and
Group C-24%. New York and
Michigan hold first place in the
greatest nimiber of returns. These
two including Colorado and In-
diana had better than a 30%
return. Wisconsin, Washington,
Pennsylvania, South Dakota, and
Montana had over a 25% return.
While the six states— Florida,
Georgia, Louisiana, Mississippi,
Tennessee, and West Virginia
had less than a 10% return.
Regardless of the number of
returns per state the items or
Page 33
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Pag* 34
October— SEE and HI
CHART IV
How Is Visual Education Administered Today?
SIZE OF SCHOOL
A
Over
500
B
499
to
150
C
Under
149
TOTAL
0 you hove o Director of Visual
Instruction?
Yes
78
30
0
108
No
255
213
38
506
no director, who is
responsible?
Supt.
82
81
15
178
Prin.
130
105
17
252
Teach.
83
39
6
128
0 students help in handling
moterial?
Yes
245
153,
26
424
No
51
58
11
120
0 students operote
projectors?
Yes
228
145
26
399
No
76
70
11
157
0 students check and oil
projectors?
Yes
137
96
13
246
No
173
116
23
312
0 you have a program of train-
ing for students?
Yes
150
84
9
243
No
99
82
24
205
0 teachers know how to operate
projectors?
Yes
234
154
22
410
No
58
53
13
124
/ould simplified uniform forms
be helpful in the administra-
tion of your program?
Yes
218
151
22
381
No
45
37
10
92
f your curriculum were studied
and films suggested for use
] with various units, do you feel
j riiis would be a valuable serv-
1 ke in the administration of
your audio-visual program?
Yes
258
202
30
490
No
30
8
4
42
nterested in such a service if
provided at small cost?
Yes
240
185
27
452
No
36
18
7
61
ntercsted in such a service if
Yes
252
200
30
472
provided ot no expense?
No
21
6
3
30
juestions checked are in approxi-
iiately the same ratio. The 614
ihools reporting owned a total
I 2,016 projectors of all types.
j Much remains to be done in
lie field of administration. Less
iJan 17% of the schools reporting
ave a director of visual instruc-
.on. In the schools having no
irector this work is carried on
N and HEAR— October
by the superintendent, principal,
or the teacher, or by a combina-
tion of the three. In most cases
the principal or superintendent
is too busy to give the necessary
time required to develop a well-
balanced audio-visual program.
This is also true of the classroom
teacher who is assigned to this
position, and in all too many
Page 35
(ascs the auclio-\isual director is
not gi\en suflicicnt time for tlie
work required.
Many schools arc encouraging
students to liclp with the pro-
gram by jjroNiding reguhn- train-
ing periods for tliem. This train-
ing will be of considerable \alue
to those entering the teaching
profession.
What then are the greatest
needs in the field of adniinistra-
tion as reflected by this survey?
The following refers to
The majority of teachers are
attempting to correlate the film
with a specific topic. However,
many reported the film not on
hand when needed. This does not
mean the film was not delivered
when scheduled, but the schedule
was prepared so far in ad\ance
that exact timing is difficult. If
one waits luitil the film is needed
then it is probably booked by
some other school.
Of the 525 schools reporting,
38G feel their teachers are not get-
ting the maximum value from
the films. By way of explanation.
.S7 report "the teachers just show
the films," 10 report "they let the
director show the film and lead
the discussions," 29 say "their
teachers arc not interested," while
14 indicate that "their teachers
do not imderstand the function
of the film as a teaching aid."
Do the teachers use the plans
sent out with the film? Approxi-
mately 50% do. However, only
17 central libraries report that
Pag* 36
0\cr 92*^^ indicate they wouh
like help in correlating the film
with the cinricuhuii. This pei
centage is about the same regard
less of the enrollment of th
school. The fact that such a larg
nimibcr of the schools are e\ci
willing to pay for this ser\ice I
indicative of the demand. A\
proximately 63% feel that a chai
that will simplify the work of th
teacher and the director in settin
up the audio-visual program wii
enhance this movement.
Chart V on next page.
teachers are using these material
while 27 say they are not.
Only 46% of the teachers ai
pre\iewing films before usin
them. However, many qualific
their answers by saying that moi
teachers Avould if projectors wei
available and more convenient.
Judging from the prefereiK
indicated, the sound films rar
first at all grade levels. In schoo
that are using both silent an
sound, more teachers prefer tl
silent film for use in the first foi
grades. Three of the seven libr
ries reporting stated there is
definite need for good silent filr
on the lower grade level.
The large majority of schoc
are depending on rental librari
or other centralized sources f
their films. Consequently, the fil
is not in possession of the teach
long enough for her to use it
she would like in developing,
given unit of work.
Over 60% feel that short sirt
October— SEE and HE
c:n ART V
Hen's What Teachers Think About the Way
Visual Materials
They Use
SIZE OF SCHOOL
A
Over
500
B
499
to
150
C
Under
149
TOTAL
Are films selected to correlate
with a specific mottcr topic?
Yes
275
202
28
505
No
31
20
1
52
Are the majority of films in your
school presented to?
Closs
227
133
12
372
Group
86
89
18
193
Projectors used?
Closs
155
87
12
254
Special
223
160
26
409
How many times is film presented
to the some group?
1
63
53
9
125
2
120
115
17
252
3
84
44
4
132
4
46
13
3
62
On overage, films are used to?
A — Introduce
87
56
12
136
B— Present
135
81
8
188
C — Summorize
124
80
11
180
Short strips of films would help
round out, or in follow-up work?
Yes
202
150
20
372
No
54
29
9
92
If yes, do you think the value in
moteriols would justify the
price?
Yes
139
99
12
250
No
66
40
3
109
Is student preporotion required
' before the films ore shown?
Yes
199
127
24
350
No
78
76
8
162
Is sufficient follow-up work
given?
Yes
222
151
28
401
No
54
46
4
104
1 Do teachers get the maximum
' value from films?
Yes
73
55
11
139
No
217
150
19
386
Do teachers preview each film
Yes
136
79
15
230
before using?
No
149
121
17
287
Do teachers use plans accom-
panying the film?
Yes
107
103
12
222
No
129
84
12
225
' Films preferred for use
Silenr
18
10
0
28
Kindergarten
Sound
157
83
18
258
Elementary
Silent
17
6
1
24
1
Sound
163
105
18
286
Intermediote
Silent
6
4
1
11
Sound
185
113
19
317
Secondary
Silent
4
4
1
9
Sound
210
126
22
358
Hove industrial films eliminated
objectionable odvertisina'
Yes
253
171
22
446
No
37
32
2
71
SEE and HEAR — October
Page 37
CHART VI
How May Teachers Be Trained to Know About I'isual
Materials and Their Use?
SIZE OF SCHOOL
A
Over
500
B
499
to
150
C
Under
149
Total
Do you believe teachers'
lock of troining hinders
Yes
280
207
32
519
development of your
progrom?
No
23
22
3
48
If troining is to be pro-
vided for teachers, which
Formol courses in the univer-
sity and teachers colleges?
It
64
9
84
type of instruction do
you believe will be more
valuable?
Formol extension courses provid-
ing the teacher on opportunity
to experiment with visuol ma-
teriols in her own classroom?
87
75
13
i
175
Short, informal courses conduct-
ed by 0 well-qualified person
at a low expense?
229
165
19
413
Would you be interested
in promoting such courses
Yes
227
182
29
438
offer the war?
No
10
8
2
20
of 35 mm. film presenting 20 to
50 or more scenes from the film
would be helpful in preparing
the student to \iew the film.
Teacher training is still the ma-
jor factor that will tletermine the
expansion of the audio-xisual pro-
gram in our schools of tomorrow.
Of those reporting 94% feel that
the teachers' lack of training hin-
ders the development of their
program.
How shall this training be pro-
Poge 38
vided? The preference is as fol-
lows: First choice. 62% favor the
short informal course conducted
in their own school. 1 his type of
course is best suited for training
of teachers in service.
Second choice, 26% favor the
formal extension course. An au-
dio-visual instruction course can
be handled exceptionally well by>
extension. It provides the teacher
with ample opportunity to ex-
jx'riment with these aids in her
own classroom.
Ocfobei— SEE and HEAR
CHARr VII
By What Mrom May Schools Be Snpf)licd With Visual
Materials Service?
SIZE OF SCHOOL
A
Over
500
B
499
to
150
C
Under
149
TOTAL
you believe that, depending
upon the large rental libraries
for material, you can develop
an audio-visual program that
Yes 148
87
13
248
will meet the needs of your
school?
No 142
132
19
293
you believe small libraries
servicing from eight to fifteen
schools would more adequately
meet your needs?
Yes 146
153
16
315
No 116
60
16
192
IS anything been done in your
section of the state in setting
no small libraries?
Yes 144
81
9
234
No 121
119
26
266
> you expect to build up a li-
Yes 131
96
12
239
brary of films in your school?
No 144
115
20
279
Third choice, 12% favor the
rmal course as offered by iini-
rsities or teacher training insti-
tions.
From what source or sources
11 the schools of tomorrow get
eir audio-visual materials? As
arly as one can interpret, prob-
ly 40% of the schools in groups
and B will own at least the
icleus of their own library,
unding out their program with
ms from the larger ones. Still
larger number of schools in
oups A and B might meet their
eds more adequately, and also
Ip meet the needs of some of
e smaller schools by serving as
center of a co-operative library
rvicing a restricted number of
tiools.
! and HEAR— October
The Nassau Instructional Film
Center may serve as a pattern:
"In 1938 the Nassau Instruc-
tional Film Center was organized
to serve the schools of Nassau
County. This is a non-profit co-
operative venture. At the present
time we have approximately 175
films and about 80,000 standard
slides which were formerly dis-
tributed by the state department.
As far as I know this was one of
the first, if not the first, co-opera-
tive library in the United States
working out of a public school
for service to other public schools
in other school systems. The small
library cannot meet the entire
needs of member schools but it
can help them and give them
more for their money than the
larger commercial libraries."
Page 39
i^
J'^f^'^
More than ever the Treasury
imist look to the schools for steady
support in the campaign of thrift
education and personal savings.
Unlike the war plants, the schools
will be in a position to carry on
in the task of explaining the rea-
sons for continued savings and of
selling Victory Bonds to the com-
nuinity.
During the past school year,
September, 1944, through ^Iav,
1945, War Bond and Stamp sales
credited to the schools amounted
to the following percentages ol
total E Bond sales for that period
in leading states:
'Alabama 31 %
Georgia 24 %
New Jersey 19.6%
l.oiiisiana _ 19 %
Oklahoma 18.2%
Maine 18 %
North Carolina 17.2%
Hawaii 17.1%
Mississippi 14 %
Florida IS.5%
Soulhcrn California IS.5%
New Hampshire 12.3%
Delaware 11-5%
Illinois 11 % '
Missouri 10.8% i
Pennsylvania 10.8%
\'irginia 10.2%
Utah . 10 % '
>ERVE . . . LEARN . . . SHARE
To the School Teachers
of America:
The nations eternal gratitude is dtie our schools,
our teachers, and our children for the magnificent
work they ha\e done to speed victory and build
toward postwar prosperity and peace. I know that
the nation can count on you to keep saving, serv-
ing, and sharing until our last man is free and
home again."
FRED M. VINSON Secretary of the Treasury
During this Victory Loan there
ire many things your schools and
lasses can do. Here are some
ested classroom projects:
WINDOW DISPLAYS were
lesigned by high school art stu-
lents in \Vilmington, Delaware,
o give suggestions and working
nodels to local retailers for the
Jeventh W^ar Loan.
CARTOONS by elementary
chool art students in Winchester,
Virginia, gave the reasons for sav-
ng in a school display before the
3rive and in a letter home during
he first week.
NEWS FOR PRESS AND
HADIO are frequently an out-
growth of English classes on the
lookout for good composition ma-
terial and feature ideas for spot
radio announcement.
PUBLIC ROUND-TABLE
DISCUSSION may develop from
classroom discussion of such top-
ics as postwar government financ-
ing, the threat of inflation, and
the relation of savings to price
control.
ISSUING WAR BONDS is the
Drive assignment of business edu-
cation classes at Bay View High
School, Milwaukee. Expert typ-
ists make out the Bonds while
honor bookkeeping students keep
the records.
A TOWN HALL MEETING
might pit the youngsters from
FHE PICTURES (Opposite Page) TOP — Social studies bring out the fine points of post-
war government finoncing since all nations look to us and we to them for future trade
ind cultural relotionships. CENTER — Posters from school and college art classes are
jffective for the community. BOTTOM — News from student journolists mokes good
)ublicity for school and city press.
lEE and JiEAR— October Pag» 41
Arithmetic dosses ot the University of
Missouri Laboratory School teach thrift and
occurocy as these pupils tally the day's
soles in stomps.
high school against the oldsters
from the City Council, for cxani-
])lc, to pro\e the need for con-
tinued post^^'ar saving.
WAR liOXD SPK.AKKRS w( nt
on tour from Kansas State Teach-
ers College, at Emporia, after
basic training in speech classes.
College speakers were assigned to
elementary and high school as-
sembly programs, to civic clubs,
and to industrial groups.
I'OSItRS A\D MURALS
from the art classes will often at-
tract more attention than the
pi in ted \ariety in downtown shop
windows and on deli\ery trucks.
WIIKLY SAVINGS RE-
.\II\DERS in every home are
sure to develop as a by-product
Pag* 42
of a live-wire organization for the
school's weekly Stamp Day.
SALES CHARTS AND
CR.XPHS to show progress toward
the \'ictory Loan goal can be
made as part of the arithmetic
assiginnent.
The peace for the youth of to-
day—they must participate in its
making, its financing, and the re-
alization. Help them to serve!
A small gold sticker designed to in
crease interest in the 16 millimeter in
diislry by capitalizing on the gcx)d will
of ex-servicemen, but otherwise non-
commercial in character, is being sup
l>lied to distributors and dealers bv the
Victor .Animatograph Corporation, Dav-I
enport, Iowa.
In one corner of the sticker is a pic-
ture of the honorable discharge butter
and the text reads. "Ask the man whc
wears this what 16 mm. sountl lilnw
have meant to him in teaching, train
ing, and entertaining."
The slicker is intended for use or
letterheads, monthly statements, in
voices, literature, envelopes, |)ackages
and in such other ways as will helf'
reach large nundjers of people.
V'ictor will supply the stickers on n
(picst and witiioui cost.
.\lbert J. Rosenberg has joined th>
stalf of the McCJrawHill Book Compan
as \ isual Aids Kdilor. His main j<)l
will be to coordinate training films aiK
other audio-visual material with M(
Craw-Hill textbooks.
Mr. Rosenberg came from the U. *•
OfTice of Education where for the p;i
two years he was Aviation Technii
Specialist, responsible for the productid
of over (").") manufacturing and mainl<
nance sound motion pictures and a lil^
nmnber of filmsirips and coordinati
instructors' manuals.
October— SEE and HEA
I
David B. McCulley
Srrrchny. Bureau of Audio-Visual Instru( liou ,
University of Nebraska
F.ditor's Note: ^Vhcn we study things
whith happened before "any of us were
there," we rini into trouble l)oth from
the standpoint of teaching this material
and assimilating it. But now through
the medium of the motion picture fdm.
it is possible to bring together the tal-
ents of the expert photographer, the
museum curator, and the specialist in
history. Oiu of this combination has de-
veloped the history teaching film
through which it is possible to turn
back the clock and to relive episodes in
our past culture as vividly as if we had
been there" ourselves.
D
I RING the war the youth of
our land has thrilled to the
lieroism of our gallant armed
forces. Through newsreels, photo-
giaphs, radio, newspaper, and
magazine, the recent history of
our country and all other coun-
tries has been \i\idly taught to
them.
Now that hostilities have
ceased, it is important that Ameri-
can history continue to j:)lay an
important role in the education
of American boys and girls.
SEE and HEAR— October
I believe that when "GI joe"
returns from the armed forces, he
will want to forget as soon as pos-
sible I wo Jima, Corregidor, The
Battle of the Bulge, and other
high points of the recent war. He
is going to be more interested in
what is being taught in the
schools which will make meaning-
ful our democratic heritage. He
realizes to a greater degree than
we on the home front do, that in
the classrooms of America, France,
Germany, Russia, England, and
the other nations, the real strug-
gle is just beginning— the fight to
win the right to a democratic way
of life in the further realization of
"liberty and the pursuit of happi-
ness."
It is my opinion that we need
to give more consideration to the
basic structure of our own gov-
ernment—to those ideals for
which men have lived and have
been willing to die.
Page 43
There is a wide variety of films
available that, properly used and
interpreted, will do much to
bring about a more complete and
lasting recognition of acts of
bravery and ways of life that have
given our country its characteris-
tics, its color, and its way of life.
American historical films avail-
able through many university
film libraries and which are brief-
ly descriljcd below are illustraii\e
of episodes and periods of Ameri-
ca of an earlier day:
Discoxiery and Exploration.
Use: Soc. St. I, J; U. S. Hist. S.
(Sound) 11 minutes.
A one-reel film describing with ani-
mation the North American territory
involved during the period of discovery
and exploration from 1492 to 1700.
Paths taken by explorers from Europe
in seeking new routes east; the Spanish
conquests; early northeast trade routes;
mid-continent developments. (EBF)
Westward Movement. Use: Soc.
St. I, J; U. S. Hist. S.
(Sound) 11 minutes.
In this one-reel film, by means of ani-
mated drawings, the story of the west-
ward movement from 1790 to 1890 is
told. Some topics included are: terri-
torial expansion, routes of migration,
incrca.sc and distribution of population,
extension of settlement, admission of
states to the Union, and mining and
cattle frontiers. (i.HF)
Early Settlers of New England
(Solrm 1626-1629). Use: Soc. St. /,
J; U. S. Hist. S.
(Sound) 11 minutes.
1 ids one-reel film re-enacts the life of
Salem's hardy pioneers of about 1626.
Page 44
Types of people; proximity of their bar!
wigAvams and dugouts to the seashore
their dependence upon sea food an<
corn; need for mutual assistance; divi
sion of labor; care of the sick; problem
of crop cultivation; relationships witl
England; beginnings of .\mericai
democracy. (EBF)
Colonial Expansion. Use: Sot
St. I, J; U. S. Hist. S.
(Sound) 10 minutes.
Development in American coloni(
from the point of view of the influem
of each of the great powcrs-Spaii
France, and England. Treats in deta
tlie struggle for control which final
ended with England's supremacy. An
mated drawings and interpolation seen
are used effectively. The development (
industries, inter-colonial and forcij
trade are also traced. (EBF)
Colonial Children. Use: Rea
ing Read. P; Soc. St. I.
(Sound) 10 minutes.
Depicts in an authentic setting tl
self-sufficient home life of colonial tinv
Shows in detail the furnishings, clot
ing. customs, and events in a coloni
family's day from the morning ciioi
to the reading of Scriptures by the fii
side in the evening. (EBF)
A Planter in Colonial Virgin
(1740-1765). Use: Soc. St. I,
U. S. Plist. S.
(Sound) 11 minutes.
A one-reel film in which the atm
phere and functions of an 18th centi
Virginia tobacco plantation are indie
ed. The significance of Williamslnirg
the political and social center of I
colony; the roles of the slave, indentui
servant and artisan are clearly shoi
Methods of manufacture and means
transportation; political and econoi
factors; practices in medicine and
nology; costumes, architecture, so<
customs and music of the period. (Ei
October— SEE and HI
htnlucky Pioneers. Use: Soc.
f. /. J.
(Sound) 11 minutes.
Aspects of early pioneering movement
to the Kentucky territory in tlic 1780"s.
ravel along the \Vililcrness Road; role
the frontier forts; settler's establish-
ent of new homes. \Vca\ing: soa]>
aking; cooking; cantlle nioUling; car-
Mitrv; cabin construction; schooling;
h\ sciuarc dancing. (EliF)
Flatboatman of the Frontier.
rse: Soc. St. I. J; U. S. Hist. S.
(Sound) 11 minutes.
Reveals how the early settlers of the
hio N'allcy were required to be "farm-
• Iwatmcn" through their dependence
\ the soil for livelihood and on the
vers for transportation. X'alley agricul-
iral economy; frontier homes and
omcstic activities; flatboat building and
>ading; and the trip down river to mar-
st. Frontier personalities, speech and
msic throughout. (EBF)
Life in Old Louisiana (1S30-
850). Use: Soc. St. I, J; U. S.
list. S.
(Sound) II minutes.
Representative aspects of Louisiana
nd its key City, New Orleans, during
tie years of the Creole dominance. His-
orical and regional factors, including
clta country, cotton and cane planta-
ions, slavery, education, religion, archi-
ecture, music, the code duello, Creole
ustoms, manners and attitudes,
>rcvalence of I rench speech. (EBF)
Pioneers of the Plains. Use:
^oc. St. I, J; U. S. Hist. S.
(Sound) 10 minutes.
Traces the experiences of a pioneer
I);ivid B.
MtCiilIcy
David B. MrC.ul
ley, .Secretary of the
Bureau of Audio
Visual Instruction
of the University of
Nebraska, was
graduated from
Simpson College,
Indianola, Iowa. He is also a gradu-
ate of the American Institute of
Business, Des Moines, Iowa, and has
taken graduate courses at Drake Uni-
versity, Columbia University and Iowa
Universitv, from which latter institution
he holds the M.A. degree.
Mr. McCuUey has served as a teacher
of commercial subjects, a superintendent
of schools, and as fmancial secretary of
a state teachers' college.
He was, for a period of two years,
state chairman of the Iowa High School
Program Association and at present is
executive secretary of the Midwest As-
sociation of Directors of University
Film Libraries.
family from Illinois to a homestead on
the midwestern plains. Sequences in-
clude relationship with other settlers
and cattlemen, building and decorating
a sod house, plowing, collecting fuel,
and contacts with a circuit riding min-
ister. Conversations and music of the
time lend reality to the film. (EBF)
Other films portraying person-
alities, incidents, and places in
American history are described
in the following list:
Abbreviations— EBF— Encyclopaedia Britannica Films. TFC— Teaching Film Custodian.
iEE and HEAR— October Paa« 45
Bostou Tea I'dvly. I'sc: Sm . St.
/; r. S. Hist. S.
(Suiiiiil) II initiulfs.
Ihc statues and places commemorated
in American history between 177.5 and
1807: \ irginia House of liurgesscs. the
I.iherlv Bell, Conconl Bridge, the vil-
lage green at Lexington, Fort Ticonder-
oga. IMiKjuc of Putnam, Bunker Hill
Mdiiunient. .Statue of William Hale,
monumeiUs (ommemoraliug battles of
Trenton and Saratoga, Independence
Hall, house of Betsy Ross. (TFC)
l>n\ ]]'ho Saved a Nation. Use:
Sor. S!. I; U. S. Hist. S.
(Sound) II iiiiiiiites.
Manpiis dc Lafayette is forced to flee
from France because of his wish to join
the American colonists in their war with
Kngland, He goes to Philadelphia and
receives a commission as Brigadier Gen-
eral under Washington. At Valley Forge
he does much to encourage the soldiers.
His courage carried him through fifty
turbulent years of laboring for liberty
ill France. As an old man he recpicsts
that he be buried in France in soil
brought from the bloodstained sides of
Bunker Hill. (TFC)
Life in IStli Century ]\'il-
lianishiDi^. J'a.. Part I. Use: Soc.
SI. /. /; U. S. Hist. S: Clubs: A.
(Sound) (Color) 20 minutes.
An excellently photographed, well-
narrated, authentic reconstruction of a
period in the history of our country.
.Stress placed on a description of home
life— relationships between slaves anil
owners, a detailed description of how
food was secured and prepared for the
tabic, the general rousing of the house-
hold in the slave tpiarters in the master's
house, breakfast being served and the
master and his son preparing to leave
lor work. (Eastvtan)
Page 46
Nor Long Remember. Usi
Soc. St. I, J; U. S. Hist. S.
(Sound) 20 ininulcs.
.\ two-reel dramatic presentation (
the Gettysburg .\d<lress. The scene is
small town general store several dal
after Presitlent I.iiKolns dclivcrv of th
(icttvsburg .Address. The settings, coi
tumes, and dialogue are historical!
accurate and provide a fresh and rw
basis for understanding the life of ih
time. A splendid film that will fmd wit
appeal. (Join Handy)
Give Me Liberty. Use: Sor. S
I.J: U. S. Hist. S.
(Sound) (Color) 22 minutes.
A two-reel color film with scene laf
in \ irginia in 17r).'), just after the king 1
lax proclamation has been read anil tl '
legislature is in an uproar. Knsuii
events lead to a protest meeting heU!
patriots at Richmond, at which Pati
Henry delivers his "Give Me Liberty
Give Me Death" speech. Wild acclai
follows, in spite of the fact that the it
coats enter. The story is lictionized, li
the speech is delivered authentically ai
in full. (TFC)
Life in ISth Centttiy II
liamsburg, Va., Part //. Use: S(
St. /. /; U. S. Hist. S; Clubs;
(Soutid) (Color) 20 minutes.
An excellently photographed, wi
narrated film showing many of the (
tails of life as it existed during i
18th century in Williamsburg, (arcl
attention given to the explanation
the master and apprenticeship systi
modes of transportation, costume, di
ardiiici tuic, and familv life. Splen^
reconstruction of past hisloiii cpisoil
(F.astman)
Oihei lilms (oiuiibuiing to i
Ini inatioii on lii.siorical cvci
and (liaraclcij) will be lound
consulting the "Biography" a
"History" sections ot imivcrs
nil II catalogs.
October— SEE and HI
i
N.E.A. APPOINTS
/ERNON G. DAMERON
\NK\V Division ol the Nation-
al Ktlucation Ass(^( iation
IS been crcatrtl to promote the
pansion anil cle\elopnient of
ulio \isnal instruction on a na-
)n-wiilc basis. Hie program
ill be \ery compreliensive, tlcal-
g with all of the many types of
ds to learning, including radio
id television, and in\ol\ing all
vcls of education.
Vernon G. Dameron was ap-
ointed recently as the first direc-
)r of this newly established Divi-
on of Audio-Visual Instructional
-Tvice and executive secretary of
le Department of Visual Instruc-
on of the N.E.A.
Mr. Dameron brings many fine
ualifications to his post. He
•S. and HEAR— October
majoic'd in ph)sic<il scicniis .ind
so( ial sluilies at Marshall (iollege,
education and social studies at
West \'irginia l'ni\(rsi(y. and
.tudio-N isual instrudion at Ilar-
\ard University. He has had five
years of experience in public
school work, incliiding audio-
\ isual instruction, lie has also
had extensive experience in still
and motion picture photography,
recording, radio conmuuiication.
and music. For the j)ast thice
years, he served as director of the
Planning Department and a co-
ordinator of the AAF Training
Film Preparation Unit (recently
designated the AAF Filmstrip
Preparation Department) , locat-
ed at Chanute Field, Illinois.
The working program of the
di\ision will be based upon a sur-
\ey of the present status of audio-
visual instruction. Problems
which probably will be scheduled
for early consideration are:
1. Means by which audio-visual
instruction can be made more eco-
nomically available. One of the
first activities in this area will be
to help procure for the schools
much of the surplus audio-visual
equipment and materials from
the armed services.
2. Methods for coordinated
and accelerated distribution.
3. Provisions for closer collabo-
ration between educators and pro-
ducers.
4. Criteria for better selection,
evalution, utilization, and inte-
gration in the curricula.
5. Research.
Page 47
5^ 0*1 -f+tO/v J
/
Nnu Series on American Pointers
To bring a cross-section of much of
the best work by American painters of
tlie 20ih century into classrooms and
lecture halls throughout the United
States, Encyclopaedia Britannica Films
will distribute a series of kodachrome
slides reproducing 116 canvasses from
the Britannica collection of contempo-
rary American painting.
The slides will be contained in a
fimctional and easily portable case
which will also hold a portfolio of lec-
ture materials and suggestions and a
copy of "Contemporary American Paint-
ing," a book on the Britannica collec-
tion written by Grace Pagano and
published by Duell, Sloan & Pearce.
These complete units of materials
;Me expected to be produced in a quan-
tity sufficient for widespread distribution
this year, E. H. Powell, president of
Britannica and its affiliated film com-
pany, announced.
The slides themselves will be standard
size, two by two inclics, and will repro-
duce in full color representative paint-
ings from the collection. Most of the
best-known painters who have lived and
Al.KXANDF.R
Saundlrs
Here's his picture
as promised in ilir
September issue. It
was omitted from
his article. — ".\
Filmstrip of Gulli-
ver's Travels.
Pacre 48
worked in this country since the tu:|
of the century are included. Amo
them are George Bellows, John Sic
Thomas Hart Benton, Grant Wc
John Steuart Curry, Charles Burchficll
William Glackens, Rockwell Keil
Cieorge Grosz, Doris Lee, Salvador Daj
Georgia O'KeefTe, and Dale Nichols.
Establish Midwest Assnciatiom
The state imiversities of Iowa, Kansil
Missouri, Colorado, Wyoming, Soul
Dakota, and Nebraska have cstablishj
the Midwest Association of UniversJ
Film Libraries. David B. McCulley, nl
retary of the Bureau of Audio-Visil
Instruction of the University of NebrI
ka was elected executive secretary of l]
organization. Their purpose is to im"
to discuss problems of mutual inter
in the administration of and the edii';!
lional services extended by film librarii
Because the motion picture was U5|
in the theater long before it entered t
classroom, it has been difficult to dispt
entirely of the idea once held U
audio-visual education meant entir
showing pictures now anil then. 1
films should be as integral a part of I
learning process as the teacher or I
textbook.
The place of the lilm is just as d'j
nite and clear cut and its proper
rc(|uircs just as mucli skill. Becaj
I his is the case, Mr. McCulley
much of his time last year, and he vj
spend much time this year, too, meet!
with teachers all over the state to <f
cuss and to demonstrate the proper
of audio-visual aids. Hi is he will
in constant cooperation with the T«
trs College so that audio-visual edi
lion will be looked upon always al
phase of professional education.
October — SEE and Hll
Jil
puilt like a fine watch — powered by a
'^ smooth-running motor and mech-
; that purrs through reel after reel
.vhout a flutter or a jump — so simple,
itudent can operate it — that's the new
lA'RY 16mm. sound-on-film projector.
|he ultimate of sound, whether it be crisp.
:}fx, intell.gible conversation, or the full
ii;-esty of symphonic mus c . . . clear defi-
of image . . . uniformity of illumina-
'.er the screen's entire surface . . . soft.
.1 brill. ance that assures viewing com-
^-ause it is kind to the eyes.
iron
Model 16-1966
SOUND-ON-FILM
PROJECTOR
The new DeVRY is a 3-purpose unit that
(1) SAFELY proiects both sound and silent
films; (2) that shows BOTH black-and-white
and color film without extra equipment; and
(3) whose separately housed 25-watt ampli-
fier and sturdy 12-inch electro-dynamic
speaker afford portable Public Address facil-
ities— indoors and out.
Make DeVRY your source of 16mm.
sound and silent Classroom Teaching
Films for SALE OR RENT. DeVRY
CORPORATION. 1111 Armitage Ave.
Chicago 14. Illinois.
w^\
)nly 5-TIME WINNER of Army-Navy "E" for the
reduction of mofion picture sound equipment
DaVRY CORPORATION
1111 ArmitaBa Avanua, Chlcace 14, llllneto
Please mail me catalog of Audio- Visual Teaching
Equipment. Also your new 1946 Film Catalog.
SchooL
Address.
I at7-
_St«t«_
ff and HEAR— October
!
Pago 49
RAYMOND GIBSON'S
Second Geosraphy Discussion
R. C. GIBSON
FOR THE INTERMEDIATE GRADES
LAST May an excited fourth-
grade teacher came to my of-
fice to tell me that a certain par-
ent ^vas planning to take his son
from her room to go to the north
\voods of Wisconsin on Memori-
al Day and that the boy's father
wanted him excused from the last
six days of the school term so he
might stav in northern Wisconsin.
Even though the boy had been a
very good stuilent the teacher
thought it \vould be very serious
for him to miss the last six days of
school, because the class had just
started the study of India, and
George would miss all of India!
The teacher was commended for
her loyalty to the attendance de-
partment and India, but asked il
she didn't think George \vould
learn more geography in thi-
•k"J}eginnitii^ Geography" in the Septem-
ber issue of SEE and HEAR outlined
the new ideas of introducing geography
to second and third grade children.
Pog* 50
iioi th woods of \Visconsin than h(
would studying about India.
George's fourth-grade class wa:
just completing its formal geogra
phy experience which had indud
ed a study of Malaya. Greenland
Norway. Kirghiz Steppe, the (ion
go. South America, Eg>'pt, Chma;
and India in that order. Such ;,
course of study is usually referret
to as "World Travels" or "\isit
in Other Lands." What it actt,
ally amounts to is a survey cours|
in geography at a grade levt
where children cannot possibl
have any conception of the inipl|
cations of such a study. The wri
cr has yet to see a survey course i
anything that justifies its exis
cnce as a basis for introducin
children to a new area of lean
ing. Yet we have these courses i
mathematics. English, geograph
history, etc., at the high scho<
and college levels and even at tl
October — SEE and HEj]
Visualizing information
end orienting it to the
orea where it is typical
is a very important step
in establishing under-
stondings. Too often the
span between abstract
interpretation and under-
Stonding makes it diffi-
cult for children to un-
derstand the reasons for
people doing things and
living as they do.
cincntary lc\cl in the case of
ogiapliy.
Textbooks cannot be the core
1 a geography program that
ows out of children's experi-
ices and is committed to an un-
.Tstanding of the cultmes of the
orld which represent the devel-
Muent of many resources, includ-
ig human resources. Textbooks
e important supplements to
ich a study just as maps, globes,
pictures, charts, libraries, field
trips and motion pictures are im-
portant supplements. But no one
of these is the core. The child is
the core. ^Ve should start with a
gi'oup of children and their inter-
ests, needs, and experiences in-
stead of Malaya or the Congo.
These children are living and
working in a social situation
which should open up more com-
plicated community, national and
Very desirable is the
practice of explaining the
some type of information
using many medio as pos-
sible. A mountain range
is described in a reoder,
located on a flot map,
and finally shown in re-
lation to adjacent topog-
raphy, oceans, rivers, or
continents.
international social problems. If
the teacher fails to socialize the
small group of children in her
room, she cannot hope to teach
membcrshi]) in the larger com-
munity. And if the children's in-
terests and curiosities under the
stinudation and guidance of a
competent teacher do not nat-
urally lead to a study of the
Congo in the fourth grade, then
the Congo should not be studied.
Why should children start with
"World Travels" when they have
not studied their own country? Is
it logical or psychologically cor-
rect to introduce world geography
in the fourth grade as a basis for
the next year's detailed study of
the United States which children
will meet in the fifth grade? Is a
survey course in geography desir-
able or possible at the fourth
grade level? If the conventional
viewpoint is not accepted, where
shall we begin to study as a fourth
grade interested in geography and
where will it lead us? Will it lead
to a study of the whole world?
Geography must begin at home,
through a study of the develop-
ment of community resoiuces and
activities in which children have
a personal interest and with
which they have had experiences.
The study of commimity helpers
in the primary grades expands
children's interests beyond the lo-
cal community. The study of food,
clothing, pets or animals leads us
(juite naturally toward a study of
other and more remote conmiuni-
Page S2
tics. The solutions of many
the everyday problems we nie
in the study of our immedia
cn\ ironment depend upon our i
lationship to other and more i
mote communities. .\ study ol 1
cal people and their activities so(
and quite automatically expan
to a statewide, national and fin;
ly international problem if :
the possibilities are investigate
There is not a state among tl
forty-eight that is not full of c<
orful folklore and geographic at
historical interests for its citize
and children if the instruction
resources immediately at hand a
fully utilized. Yet there are ve
few schools that have done a ere
itable job of teaching state histo
and geography. Perhaps this m
lect of the state's place is due
the fact that there are few sta
geography textbooks. Textbo(
publishers would not find it pn
itable to print forty-eight difft
cnt texts for the fourth grades
the United States. It is not tht
responsibility. It is the respon
bility of the teaching professic
to produce these materials, and
is a cardinal responsibility
boards of education and admin
trators to provide teachers wi
tiie time and pay necessary to i
creditable cinricular studies
this area of learning. In the mea
time it is necessary for teachers
teach state social studies witho
organized courses of study.
Why not investigate the re
tionship between geography ai
history? It is not at all unique j
find children in a given gra^
October— SEE and Hi)
^V
Children should hove repeated opportunities to work with all the explanatory
means through which geographical regions, locations, and inter-relationships can
be mode meoningful to them. There is more than one woy of establishing under-
standings. All of these ways — models, maps, globes, and good textbooks end sup-
plementary readers are necessary to make the study of geography a living
experience.
[dying the history of one coun-
I and the geography of another
separate activities pursued dur-
f the same school day. Geogia-
y includes a study of people,
:ir activities, resources and cul-
es and their relationships. Such
itudy must inevitably include
tory. Geography and history
: often one and should be so
ight. Elementary science too
quently becomes a part of the
(ial studies at this level. Chil-
ian infrequently analyze the en-
lonments of their communities
>.hGut becoming involved in
ence.
I
(Vlusic, art, games and rhythms,
i|d dramatics are naturally cor-
iated with the social studies to
i and HEAR— October
make the peoples and cultures as
real to children as possible. An
intermediate grade unit on "Old
W^orld Wisconsin" de\eloped in-
terest in and study of the music,
art, history and literature which
the nationalities represented in a
fourth-grade class had at one
time brought to the state. Music,
art, dramatics, games and
rhythms, history, geography and
language were woven inseparably
into that unit as a result of pupil-
teacher planning in an area of
learning that was vital to every-
one concerned. Such a unit, prop-
erly adapted, could be used in any
state. Children will want to make
\arious maps of their communi-
Page 53
tics and state on ^vhich they may
record their findings. A state
study of this kind naturally leads
to the desire to learn more about
the different nationalties in oilier
parts of the United Slates and
finally in foreign countries from
which the jKoplc came. This
l)i()ader de\eloj)inent then pro-
\ ides the conlent lor the fifth year
of study.
The children's interests stimu-
lated by the approach described
abo\e can logically lead to a
study of the historical, geogiaphi-
cal, industrial, political and eco-
nomic development of the United
States.
But what about the physical
study en\ironmcnt to be provid-
ed for these children? Their class-
room should be equipped with
maps, charts and other visual ma-
terials to illustrate graphically the
\arious content areas they \\ill in-
vestigate. Natural regions, rain-
fall, vegetation, population, relief,
climate, railroads and highways
should be illustrated by appropri-
ate wall maps. A sixteen-inch
globe and maps of the world and
of all continents shoidd be incliul-
ed to teach the relationship of the
United States to the rest of the
world. Many excellent classroom
motion pictures have been de\cl-
oped on all phases of the social
studies for the United States.
These materials should be care-
fully selected to correlate with
classroom topics. Field trips
should be made to gain labora-
tory experience in community
problems and resources.
Pag* S4
Such an approach relieves
social studies of the abstracti
so characteristic of a purely t(
book study of the subject. The
cial studies thus become a sti
oi comnumity problems projec
for their solution into all part!
the world.
Mexico and Canada quite i
urally may be studied in com
lion with the United Stales,
studying Mexico the child
should learn as much of its i
lure as possible through exp
ences in art, music, dancing, ;
tlramatics. Examples of the cr
so characteristic of Mex
movies depicting real peoj:)lc ;
their customs in Mexico, and n
and globe study supplement e
other.
Not all the geography of
United States can be taught
one year because pupils can
know our geography with
knowing that of the rest of
world— they arc insepara
When one teaches the intc
pendence of nations with rcs)
to natural resources, standard
living, and maintenance of W(
peace, he teaches the basic «,
cej)ts for economic and j)olil
cooperation on a world-wide
sis.
I'he continents and region
the world cannot be inxentoi,'
classified and the material j
sen ted to pupils when the scl
decides; continents are not <
ties, they form a world geogra
a whole whose parts are inc
plete when isolated from
whole, riiis is a concept w
October— SEE and .
schools will li;i\i' lo k-.ti II
)n today on. W'f sliouUl no
ger j)lan tlic geography pro-
im on thf basis of teaching cor-
1 contiiK-nts in each grade.
\t the sixth grade lc\el there
il uld be a liirilier pursuit ol the
ji krstanding ol local problems
b terms of this relationship to
h rest of the world. This will
t\ to a further study of our own
[.ntry and to a more significant
fclysis of local problems as they
1 or mav be alTected by the
fid, other peoples, resources,
jl cultural contributions.
The materials used in the fifth
i|de will be needed in the sixth.
|c teacher should make use of
[^ny kinds of outline maps upon
^lich children feel free to record
ijir ideas in writing or in graph-
ctorm. As a correlative activity
>i' sixth-grade group of children
Iiided to end their study of all
tl nations of the world with a
Dject during which they made
'' 'x and dressed them in cos-
s representing the \arious
Diions. Close cooperation be-
II the homeroom teachers and
11^ .at teacher made this activity
Wsible. The result was the most
itt:nsive social science research
wich one can imagine at the
silh-grade level. The children
n'de the dolls and their costumes
a<ording to the best descriptions
a^ilable in wide readings of
lets and library books. In doing
tlij for many nations they learn-
e< amazing amounts of interest-
ir and useful information about
ti customs and contributions of
S«and;HEAR— October
tluii uiighbors all omi the uoikl.
i hey carricil out the activity lie-
cause they wanted to— not because
it was in their geography text-
book, for it was not there.
It is perfectly obvious that the
social stuilies start with local in-
terests and experiences. A study
of local geography as an end
within itself, however, would be
without real purpose. On the
other hand, when children are
introduced to geography through
the abstract study of arbitrary se-
cjuences of foreign countries, the
resiUt is too often confusion and
frustration. Local community ac-
tivities and problems lead natu-
rally to a study of the whole world
if socially usefid meanings antl
concepts are developed.
SEE and HEAR PREVIEW
Children of the City
(Soutid) 30 minutes. Use: Psy-
chology, Sociology C; Clubs A.
THE problem of juvenile delin-
quency and how it is handled in
Scotland is shown. It demonstrates
not the sensational approach, but the
real life situation of three boys and how
their mischief turns to crime. Botii ciiild
and parents are brought together with
the authorities at the juvenile court to
discuss what is happening. The three
boys are dealt with separately because
of the differences in their backgrounds
and their probable futures. It shows
how Scotland handles problems of child
care and guidance which are common to
communities, both rural and urban, in
the United States. This excellent story,
well photographed, is narrated with the
traditional English accent, which, to the
uninitiated, is somewhat difficult to un-
derstand. British Information Services.
At your nearest film library.
Pag* SS
GOOD MATERIALS
AT LOW COSTS
JosF.PH Park
Director of the Curriculum LaboraU
Northivesiern University
No. 793 To every small child studying China, this conies
closest to traditionally-taught ideas— the tea house where news
is exchanged and gossip bantered by men of the town as they
dress in storybook costumes.
Today we hear and read much concerning intergroup
and international relations. Today we as teachers are
always on the lookout for free and inexpensive instructional
materials. Freqticntly, as director of a large ciuriculuni
laboratory, excellent visual teaching materials come to mv
attention. Ihe better of these should be noted.
Just recently an inexpensive packet of instructional ma-
terials was received from the East and West Association, lo-
cated at 40 East 49th Street, New York City 17. Among the
packets of materials that tiiey issue is one entitled "Life of
a Family in China."
This is one of three portfolios which is designed to pre-
Page S6 October— SEE and
i
\k.
icnt d pictorial bioi) ol a Cihincsc family. Ilu- portfolio is
available for a charge of fifty cents.
The sets of pictures are well done and tell a (onsccutive
story. Although producers maintain that the captions have
been carelully ^sritten and checked, the vocabulary aj)pears
to be rather ad\ anced. The pictures may be used for class-
room or group study, bulletin boards, and library exhibits.
IS During the
i of war in re-
China, even
accounts and
ewspaper can't
to us an ap-
uion of the
tation that has
lened. The
boy waits at
ruins of his
sure that his
y will return
m.
^^2^&
No. 1734 But a
new China is
emerging— a China
in which coopera-
tion is the keynote,
as with this coni-
|iosite wing of Chi-
nese and American
aviators alerted on
one of the airfields.
and HEAR— October
Page 57
^
\'o. 774 However
far away it may be.
our tastes are very
similar. With slight
changes this could
he any favorite can
(ly store just around
the corner in home
town, U. S. A.
.V t» . 2 I 67
other e\iden{
it are app
Here in a ch
(ry lab uidik
own. studcni
Nanking Iniv
a re invcsti)
prcsont-day "
and more ho
Iv, what it c
for China.
(PliotoKrnflis from the circulating exhib
the Host and West Association )
SfE and HEAR PREVIEW
Moulci'ideo Family
(Sound) 20 tninutes. Use: Social
S; Cliih.s J, A.
THIS is a "grass roots" discussion of
life as it is lived in the capital city of
I'ruguay, Montevideo, by a middle-
class family standing at the 90th percen-
Pag* 58
liif of income. 1 he routine of the
in the home, at school, with rc.spc<
work and recreation is tlone in a
pletely imderstandable and inirig
way. The family could well be oi
our neighbors. It is excellent for enl
ing intergroup understanding. Offi<
Inter- Avierican Affairs. At your iiCj
film lil)rary. i
October — SEE and
PORTABLE
FOR SPECIMENS
AND PRODUCTS
W. M. Gregory
IVcsloti licseme University, Cleveland
Editors Note: Too often we are
erncd because we can't get ma-
Is. Wc must fill out priorities or
ire blocked wbcn confronting long-
budget policies. Rut enterprising
5ns will ask themselves what can be
! right now to put visual materials
ther, to assendjle them in perma-
form so that they can be used over
over again. Mr. Gregory suggests
ly in which every teacher can start
t in collecting specimens or models
;h will help visualize their subject
lend concreteness to it so that valid
jrstandings can be gained. Mr.
;or\ shows what a little knowledge
andicraft, within the grasp of every
ol, some patience and ingenuity can
inplish in the way of building rath-
crmanent visual materials. What he
incs, every teacher can start doing
y)
EACHERS %vho use fragile
materials for obserxatiou in
s or laboratory instruction find
ir organization and preserva-
1 a problem. The collecting,
ing, and preser\ation is only
t of the problem because,
and HEAR— October
when the material is used in the
class, there is always considerable
loss and damage.
Pasteboard boxes that are used
for storage are easily damaged and
deteriorate rapidly. Glass jars and
bottles are broken and, unless
tightly sealed, the contents are
soon scattered. Glass containers
do not facilitate the bringing to-
gether of the label, the specimen,
and the picture at the opportune
time. Wooden boxes with glass
tops are good, but these tops are
too frequently broken. Tin cans
and pasteboard mounts are also
objectionable.
The following suggestions re-
late to portable cases which are
cheap and practical for many
kinds of fragile specimens and
valuable materials whose study
involves much handling. The
cases can be used for class ob-
Pago 59
Interesting exhibits of what children do, specimens they have brought in,
ideos they hove contributed to visualize the things they study are so
often lost. In this form any teacher can accumulate gradually a collec-
tion of materials which will serve year after year to suggest additional
projects to children.
servation as well as for storage.
The material can be quickly as-
sembled for class use and stored
in a small space.
These plyAvood specimen cases
arc of two sizes of which the larg-
er fne or a smaller ten fit into the
carrying and storage box. The
cases are constructed of quarter
inch, three-ply fir-wood, selected
and seasoned. The larger case is
81/2" X 1 1/2" X ISs/g". The smallcr
case is one-half the size of the
larger one. The cases can be
made with one or two open faces.
The open face on one sitlc only is
for the larger and heavier speci-
mens which require more room.
NOTK: Clear polished lumarith (1/32") is
obtained from the Celluloid Corporation, 290
I'erry St., Newark, New Jersey.
Pag* 60
The open face is closed wj
heavy polished transparent lui'
rith (1/32"). This materialj
used ratlicr than glass as it is :
breakable. The specimens
clearly labeled and laid or moil
ed on stiff cotton batting (mc<
proofed) so that they will be hi
firmly in place when the lumail
cover is in place.
J
On the back of the single
faced case is placed a picture :((
ilirections for observation of j
sjjccimens. In the cases with
open faces, a sliding panel is
serted so that it may be pu
out, and on it are directions
observations.
All specimens are mi
proofed, India ink is used
October — SEE and 1
•liii«;, and all loose samples or
(leieil protlucts are wraj)j)cil
Liniarith and scaled. When all
inicns antl labels are in place,
luiuarith co\cr is pcrmancnt-
itlached \\ith scre\vs. Screw
:s arc closed with plastic wood.
I cases are stained a light
,vn to bring out the natural
n, and a label is attached to
side.
he cost of such specimen
s varies and almost any indus-
l arts department or school
D can produce the large case
40 cents and the smaller one
20 cents. The chief cost is the
larith which is about 15 cents
each opening. This material
tough, flexible, non-inflam-
)le, and does not become brit-
or yellow with age. In
:imen cases that have been in
for over fi\e years, the luma-
is in excellent condition,
ivever, when the lumarith is
I, it is apt to become brittle
crack under pressure.
'he carrying box for the speci-
1 cases has the following di-
Wh.ijam M.
Gregory
Mr. Gregory is
the founder and
former director of
t h e Educational
Museum of the
(.leveland schools,
now the Division of
Visual Aids. He
has long been not-
ed for insisting on
the integration of
audiovisual aids
into the subject matter of instruction.
He was instrumental in the introduc-
tion of visual aids into definite radio
broadcast lessons. His published articles
in the field of visual aids and geography
are well known. At present his courses
in visual instruction are given for teach-
ers in Cleveland College.
mensions: S%" x 934" x Mi^".
Each carrying box is made of
three-ply fir-wood and the bottom
is one-half inch material. The
cover is fastened to the box by
hinges and a strong clasp. A car-
rying handle is attached to the
top and a label holder is placed
on the end. A carrying box costs
about 95 cents for materials.
3nd HEAR— October
Page 61
I-
In a form such as this, the models of the horse chestnut, its $i
leaves, blossom, and bark can be assembled along with other matei
in a letter file to be used year after year.
Page 62
October — SEE and H
These cases will kct'|) fragile
)ccinK'ns of many kinds in a
can bright condition and can he
Lsilv obscr\cd by students with
Imost no damage. The stabili(\
f these mounts is a|)j)arent as
ell as their conM-nieiKc for class
se or trans{)ortati()n from class
) class. This is a cheap and sim-
le organization that saves time
[id brings order to a cluttered
oreroom.
It will ret) u ire time for the
reparation of sufficient material
>r the elementary science classes
r high school biology groups,
ut, if the empty cases are pre-
arcd in quantity as an industrial
rts project, they can be pro\ ided
^r classes to make their own
iounts. The resulting cases can
1 time become the basis of a
orth-while school collection.
isual Education Fellowship
Protestant churches of the United
ates and Canada are l)econiing incrcas-
gly aware of the power of visual ma-
rials and methods. The International
)uncil of Religious Kducation is the
ganization througli whicli 42 denoiui-
itions, 90 per cent of Protestantism co-
»erate in the educational field. Its
apartment of Visual Education is now
unching THE VISUAL EDUCATION
LLOWSHIP which will bind together
id render a variety of services to
urch workers in local, regional and
itional positions of leadership.
This fellowship was announced by Dr.
ary Leigh Palmer, Director of the In-
rnational Workshop in Visual Educa-
')n during its sessions August 13-18 at
'mfercnce Point Camp, ^Villiams Bay,
tisconsin. This workshop which was
•tended by over 250 church leaders
om all parts of the United States and
E and HEAR — October
Canada was the second to be held by
the Internal ionnl Council. The Interna
lional worksho]) cvcniualed in a drniand
for the types of service the fellowship
will render. Persons who have attended
ilic first and second International work-
sliops have stimulated and led confer
ences, schools, classes and instilwlcs on
visual method in tlic church at various
points throughout the country. These
local and regional groups have also
called for the lu'lp ollcred through the
fello\\ship.
Any person interested in the use of
\ isual materials in church work may
join the fellowship. Experiences will be
exchanged, information shared, leaders
who can serve within their denomina-
tions and through state and city councils
will he discovered and used, develop-
ments in the visual field will be kept
before the members. A newsletter will
be sent to all members five times a year.
In addition, the "regular" members will
receive all of the mimeographed and
printed guidance materials that the In-
ternational Council's Department of
Visual Education issues and other help-
ful materials collected from various
agencies from time to time. These and
other services will be rendered increas-
ingly as they are made possible by
"sponsoring" members.
.\n attractive folder giving complete
information about the fellowship and
the various types of membership is
a\ailable upon rec|uest from Dr. Sfary
Leigh Palmer, International Council of
Religious Education, 20,S North Wabash
.\venue, Chicago 1, Illinois.
SEE ann HEAR PREVIEW
Work of the Stock Exchange
(Sound) 15 minutes. Use: Matlie-
tnatics J; Commercial J, S; Social Studies
S, C; Clubs A.
THE operation of the stock exchange
is told in a very clever and under-
standable story, and the reasons for
its existence. One complete transaction
is made of taking out a membership in
the exchange, and a second transaction
in which a security is bought and sold.
Coronet. At your nearest film library.
Page 63
SELECTING GLOBES
MAPS and CHARTS
by
John Guy Fowlkes
LEARNING at its best is a
J process of discovery; teaching
at its best is the stimulation and
direction of learning. Effecti\e
learning demands doing, seeing,
and hearing. These component
actixitics of learning are possible
only when necessary materials arc
available. This is true especially
in the field of social studies, par-
ticularly with respect to visual
materials.
All good teachers of social
studies recognize the importance
of visual materials in their field.
Among the important basic visual
learning materials of the social
studies are globes, maps, and
charts. These essential visual ma-
terials are considered as "musts"
throughout the nation in all types
of schools and at all levels of
learning. It is, therefore, essen-
tial that discriminating care char-
acterize the selection of these
visual materials.
Criteria for Selection
The wise selection of globes,
maps, and charts demands the ap-
plication of criteria and standards
which rellect sound principles of
learning and clearly established
curricular objectives. There are
seven basic questions that may
Page 64
well be raised in the selection an
purchase of globes, maps, an
charts, namely:
1. Do the materials meet tl
curricular objectives of the schoi
in which they are to be used— ai
they functional?
2. Are the materials authcnti.
3. Do the various materia
complement each other?
4. Are the materials suitab
for both indi\idual pupil ar
group use?
5. Are the materials adapted
the learning capacities of the ch
dren who will use them.
6. Are the materials attracli";
in color and arrangement?
7. Are the materials good m
chanically?
Functional l
The basic requirement f'
globes, maps, and charts is th
they implement effectively t
cinriculum and program |
studies of the given local scho
system in which they are to j
used. Materials that are chos'j
on a general hit or miss basis w!
prove ineffective in the develc;
ment of concepts, appreciatioi^
and attitudes, in the acquisitiij
of basic factual material and
the interpretation of such fact;
October— SEE and Ir.
aterial. Specific functions that
e to be rendered by globes,
aps. and charts should be estab-
ihed before such materials are
losen and only materials which
n meet the established demands
ould be selected and purchased.
Authenticity
The essentials of authenticity
globes, maps, and charts scarce-
need any comment. Unless the
xtual materials of such devices
painstakingly accurate, their
e will pro\e to be a handicap-
ng and confusing, rather than a
ofi table and clarifying ex-
:rience.
Are the Materials
Complementary?
The old practice of expecting
)ys and girls to learn to read
from one textbook has long been
known to be highly unsound. At
present in all good schools, many
reading textbooks are made avail-
able at all levels, but especially
during the beginning years of
reading.
Similarly, no one globe, map,
or chart can serve all needs of
visual aids to learning in the so-
cial studies. Physical, political,
economic, and social concepts de-
mand corresponding special ma-
terials. Series of globes, maps, and
charts are essential for effective
learning. Also, individual items
should have a definite relation to
other items, thus being mutually
complementary.
Individual and Group Use
Learning is an individual ex-
CLOTH
EXTEN
SION
OIL CLOTH
OUST PROOF COVER
Implicit to the problem of map selection ore many factors other
than what the surface of the visual material appears to be. Fre-
quently under the guise of "penny economy" the school person does
himself an injustice. Rather than this, every attention should be
given to the possibility of securing mechanical equipment which will
exhibit the visual material ottractively, permanently, and in con-
tinuing good condition. Here are several factors which you should
insist upon having in the maps you purchase.
E and HEAR— October Pago 63
perience. Learning is a personal
matter. But learning in school,
while being individual and per-
sonal, often takes place when the
individual is a member of a
group. Therefore, globes, maps,
and charts must be easily usable
by groups of children as well as
by individuals. Good teachers of
the social studies not only use
maps themselves, but also teach
their pupils to use them. The
possibility of committee and
gioup work with globes, maps,
and charts is one of their greatest
values.
Adapted to Learning Capacities
As is true of all text materials
and learning devices, it is essen-
tial that globes, maps, and charts
be well within the learning ca-
pacities of the children who are
to use them. Too much text ma-
terial on globes, maps, and charts
will increase the difficulty of
learning to the point that interest
may be killed. Overcrowded text
material prevents effective pupil
learning and interpretation.
The symbolic use of color with-
in a series of maps is particularly
important. Within a given series
of maps, the same color shoidd
have the same meaning from map
to map, thus making interpreta-
tion easy and avoiding confusion
to the pupils.
Attractiveness and Arrangemerw
It is a well-established fact tha
child interest in any learning d(
vice is determined in part by th
attractiveness of the material. Th
aesthetics of globes, maps, an
charts make or break pupil inn
est. Lights and shadows, higl
lighting, contrast, compositioi
and prominent color tone shoul
be given serious consideration i
the selection of these visual aid
Durability
The importance of the qualii
of materials and the mechanic:
aspects of these visual aids cannr^
be overstressed. Mountings, glil
ing, sewing, and taping should l!
examined with the closest scrur
ny. Inferior materials and shodc
workmanship will make appa
ently low-priced articles really e|
cessively expensive. As is true
the purchase of all school equi
ment, value per dollar spent
well as how many dollars are b
ing spent should be considered.
The effective teacher or admi
istrator will undoubtedly ma
additions to the criteria suggest'
abo\e for the selection of ma)
globes, and charts. The importa
thing to be kept in mind is tli
"selection" implies the use
valid criteria.
Paga 66
October— SEE and HI
WHAT ABOUT
(91A»
?
Dr. Miller McClintock
Consultant in Education
Encyclopaedia Britannica Films, Inc.
Editor's Note: How many times the question has been asked: "What's
ahead in television?" In order to get a fair answer to this, we must
consult the people who know, who hove had experience, and who see the
educational possibilities and limitations of this newest mode of communi-
cation. Here is an understandable statement.
^HE full development of tele-
vision will undoubtedly be
3 of the most significant ad-
ices in the field of communica-
n in the postwar world. Its
plications with respect to the
ication of the masses as well as
school people in this country
[i abroad are great. It is im-
iisible to anticipate accurately
\ rapidity with which these
!ues will be available.
jTelevision is, however, not a
|x)thetical or academic activ-
i It is in actual operation in a
jiTiber of our larger cities on
uilar daily schedules. Its qual-
i as well as its technique of pre-
hation is being refined rapidly.
This does not lead to a conclu-
in that in a very short period of
Lie after the war television will
'i available to any substantial
•pt of our total population, in-
"ding the majority of American
tools. Television is costly with
%3nd HEAR— October
respect to studios and transmit-
ters, with respect to methods of
transmitting programs over long
distances, and particularly costly
with respect to the actual produc-
ing of "shows." These develop-
mental costs are being borne at
the present time by the larger
broadcasting companies. Even-
tually, it is assumed that they will
be borne by commercial advertis-
ers, as are the costs of regular
radio today.
These facts lead to some sig-
nificant guiding conclusions with
respect to the availability of tele-
vision and the character of its
programs. Since the unit cost of
reaching one thousand individu-
als is relatively high by television
as compared with radio, the first
development of television will be
in the larger centers of popula-
tion such as New York, Philadel-
phia, Boston, Chicago, Los
Angeles, and in other major cities.
Page 67
In the second place, television
waves are relatively restricted in
the territories covered, as com-
pared with radio waves. Thus,
the most powerful television sta-
tion in the city of Chicago would
broadcasting today. The a
elusion may be modified soi
what by the trend, perhaps (
ored a little by wishful thinkii
that advertisers are becoini
wiser in the type of program
Picture courtesy CBS Tele, i
During the television show HUNGER TAKES NO HOLIDAY, w h
was recently telecast over EBF-CBS, the adaptation of the mc n
picture film as a supporting part of a telecast program was den
strafed following the discussion led by V. C. Arnspiger (center)
provide only a fraction of the cov-
erage which a 50,000-watt radio
station in Chicago provides today.
It is to be questioned, therefore,
if the great majority of our school
systems will in the relatively near
future be in the zone of reception
of a television station.
Supported by commercial ad-
vertisers, there is no reason to be-
lieve that television with respect
to the educational content of its
programming will differ material-
ly from that found upon standard
Pag* 68
terial which will be used. 1 i^
scarcely to be anticipated, li
ever, that any substantial parol
the daily television programir i;
in any area will be devoted f
cifically to subjects of defi ic
value in teaching progi; s
Twenty-five years of stanc il
radio under similar condit i>
have not produced such din i^
useful materials in any voluni
There is another condi ^ii
affecting program content wl li
is inherent in mass programn li^
October — SEE and 'v*
L, tcle\ision, as it is over radio,
"ichinjj; progiams acceptable
iler inininuim standards for
isroom use are not essentially
I se which arc understood or ap-
ijciated by the general public,
evision as well as radio pro-
inniing must be designed pri-
lily for mass consumption and
for the special requirements
3 Miller
Clintock
r. Miller Mc-
itock has his
. from Stanford,
$, and his A.M.
Ph.D. from
iKard. 1924. He
(Is an honorary
from Tufts,
^. He has been
lident of the Mutual Broadcasting
vem since January, 1943. He is
nor of various books on traffic and
lisport, advertising and marketing
iSects. He has served as instructor in
L^lish at Stanford, professor of munici-
)J government at the University of
^ifornia, director of Bureau of Mu-
1 pal Research at both Harvard and
I'e. He is a member of the Federal
\lio Education Commission.
)l schools. Radio and television
3()adcasters should not be criti-
:pd necessarily for this situation,
liis one which is created by the
-jPnce of their business as it ex-
h today.
There is one field of television
wich promises to make a unique
ajJ special contribution to school
sjations. It is a contribution
v.ich is strictly within the scope
^ and HEAR— October
of general mass programming,
riiis is the field of ciurent events
of significance as they are actually
happening. Thus, for example,
great public events such as the in-
auguration of a president, a sig-
nificant debate in the Senate, or
the launching of an important
ship, are types of programs which
television would naturally carry
for the mass audience and which
would have significance for school
populations.
Beyond this, television has
many peripheral values and po-
tentialities, but there are natural
limitations to their full utiliza-
tion. In addition to those which
have been mentioned, it would be
difficult for a public television
broadcaster to adjust his educa-
tional programs so that they are
accurately coordinated with
courses of study. Any program
requires careful preparation, re-
hearsal, and split-second schedul-
ing. It would only be by accident
that a particular program hap-
pened to come at an appropriate
time in the classes of several
schools in the same territory. The
actual scholarly research for close
coordination could be developed
if there were an incentive for
commercial television operators to
provide it. There seems to be lit-
tle possibility for such an incen-
tive to exist, however.
In its essence, television is a
sound motion picture. It is not
the real action. It delivers no
visual or auditory impression
which is different from one which
Pag* 68
can be obtained from any sound press great enthusiasm for t
motion picture. educational possibilities of te
_, , , , , ., vision. All, or practically all,
Educators who today are fail- ^j^^ advantages of television i
ing to utilize the tremendous as- available today for the impro
sets of audio-visual education ment of teaching proces
must find ihemsehes in an am- through the intelligent use
biguous position when they ex- educational films.
®{)e tKen Commanbmentsi
jFor ^ounb jFilm Wi^txi
Prof. W. H. Hartley
Teachers College, Columbia University
1. Thou shall not make of the motion picture machine a god of cogs and
wheels, with soul of celluloid, to he howed down to and used to the
exclusion of other worthy teaching devices.
2. Thou shall not use sound motion pictures when sound and motion are
not essential to the concepts to he taught.
3. Sit not thy pupils down to a mess of visual hash totally unrelated to
thy course of study, calling it visual instruction, thus profaning a good
name and dragging educational ideals through the dust.
4. Tiiou shall not present to that mixture of innocent habes and potential
and actual devils known as thy class, motion pictures which thou hast
not carefully previewed and the use of which thou hast not carefully
planned.
5. Leave not the fdm to tell its own story unaided by thee and thy maps,
slides, still pictures and other aids. Prepare thou thy children for each
showing and follow up with live, entluisiastic activities.
6. Be not taken in by the honeyed words, stirring music, flag-waving and
other highly emotionalized aspects of the propaganda films which knock
daily at thy classroom door. View all such material with the eye of the
skeptic and teach thy children to do likewise. Ask always, "Is this material
worthy of time and place in a public, tax-supported school?"
7. Blast not thy neighbor's eardrums nor cause his walls to vibrate from
the loud and raucous noises emanating from an improperly tuned sound
projector.
8. Thou shall never, never attempt to run a sound film on a silent machine.
The renters will not hold thee guiltless for the ruination of film.
9. Covet not thy neighbor's time for the use of the projector, but avoid
confusion by ordering thy films well in advance and posting thy schedule
with the powers-that-be in the central office.
10. Fear not the sound projector, but make it serve thee. Experiment with
it, trying new and better ways of teaching; at all times being guided by
sound, common sense.
Reprinted from The Educational Screen.
Page 70 October— SEE and HI
RSATILITY to Meet Any TEACHING NEED
^
The Bausch & Lomb
LRM Balopticon meets
every still projection
need in the classroom
or school auditorium. It
a versatile teaching aid which
11 handle any type of material . . .
des, photographs, pages in books
magazines, drawings, even actual
scimens. It gives the instructor
mplete freedom of choice in ma-
ial to illustrate his talks. Bal-
ced illumination provides bril-
nt screen images which are of
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from lantern slides, printed ma-
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A built-in blower cooling system
and extremely rugged construction
round out the features that adapt it
so well to its many uses in the up-
to-date school . . . the same fea-
tures that have contributed so much
to its usefulness as a military in-
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EE and HEAR— October
Pofle 71
Motion Pictures
J.
in
H. W. Embry
Director, Visual Education, Dallas Public Sclwols
m
Ml
b
CAN we use motion pictures in
remedial reading classes?
This was the question facing the
teachers who took part in a read-
ing clinic and who were to have
the responsibility of some sixty
pupils ranging in giade levels
from three to seven and in read-
ing levels from non-readers to 3.9.
In general, the mental ages of
these children were normal. On
the whole, these pupils did not
like school at any time, much less
during the vacation months dur-
ing which time this clinic was
Editor's Note: A problem thot is con-
stantly with us is — whot to do with the
child who is not making the school progress
that his apparent ability should allow him
to moke. More than a problem of subject
achievement, it often becomes one of otti-
tude toward responsibility, namely, the
school room tasks that are his. Mr. Embry
relates his experiences from a very prac-
tical point of view as he has observed the
modern teaching film being used with
"hord-to-motivate" children.
Pag* 72
operated. Their attitudes toward
school were negativistic due most-
ly, no doubt, to their inability to
work successfully in their former
classroom situations. Thus, one
of the big problems of the clinic
was to get the children to like
school.
It
IB
a
It was decided that, during the
six weeks, the children of the
reading clinic were to see
films. Some questions confronted
the teachers: "How can wc best
capitalize on the possibilities
which these motion pictures may
hold for poor readers?" The
teachers selected the films to be
shown and determined the ordei
and time of the showings. To do
this they selected from a film
catalog a list of films they thought
would interest their pupils and fit
in with their plan of work.
Fifteen of these were pre\icwed
during two teacher meetings. Thej
teachers viewed and selected th
October— SEE and HEAS
HI
ms. Boat Trip, Children of
lina, Airplane Trip, Adx'en-
rcs of Bunny Rabbit, Bobolink
d Blue jay, Nairn jo Cliildren,
exican Children, Arts and
afts of Mexico, Sawdust Side-
hls, and African Fauna.
African Fauna was selected be-
usc of its many beautiful and
tercsting scenes even though the
mmcntary was indistinct and
2 vocabulary was felt to be too
Ticult.
Each teacher took notes at
previews and made her own
lins for the utilization of the
ms. The showings "\vere sched-
r?d for Tuesday and Thursday
ieach week. AH the pupils saw
same films at the same time
under the same projection
m conditions in the audi-
<ium, which was considered bet-
ij than any of the regular class-
•0ms.
For the purpose of analyzing
y. use made of the films and the
3Jpil reactions discovered, the
iding classes will be considered
i three groups: group 1 was at
lout the third grade level in
4ool, group 2 at the fourth and
ijh-grade levels, and group 3 was
){ or above the sixth-grade level,
tte following discussion concerns
it methods used to introduce the
Bin to the pupils, the vocabulary
!"sons used, the follow-up activ-
pS, the correlation procedures,
ad lastly, the pupil reactions.
t)ne of the principal tasks of
l^ reading clinic teachers was to
Wand HEAR— October
enrich the pupil's auditory, sight,
and writing vocabularies. In in-
troducing the fdm and, later, in
the follow-up of the showing, the
teacher took advantage of the
many words and phrases used by
the pupils in their preliminary
and follow-up discussions. Teach-
ers employed these vocabularies
in word games and drills in order
to make the words a part of the
child's own vocabulary. Oral
stories inspired by the film show-
ings were typed or printed on the
board and read aloud by the
pupils. Older pupils were asked
to write stories or paragraphs
about the film subjects. From
these stories their spelling needs
were analyzed. The words and
phrases studied were selected
from the pupils' oral discussion.
The words used for spelling les-
sons were taken from analyses of
their written expression. They
scarcely realized that they were
being "taught reading and spell-
ing."
The variation in the vocabu-
laries used at different grade
levels is illustrated by the follow-
ing that were developed from the
film, Navajo Children:
Group 1: Children, sheep,
goats, yarn, necklace, planting,
wagon, shearing, weaving, dances,
rugs, winter home, summer home,
stirrup, squash, target, corn, cor-
ral, arrow, range, desert, shoot,
melons, loom, and monument.
Group 2: In addition to the
words above, the following were
needed: Navajo, festival, Indians,
Pag* 73
silversmith, and silver belt.
Grouj} 3: Flock of sheep, tender
young glass, cradle board, through
the desert, shear wool from sheep,
weave yarn into rugs, trading
post, to pasture.
In the first group tlic words
were nouns and not very long. In
the upper groups phrases were
added which included more diffi-
cult words.
In connection with the use of
the film, Boat Trip, consider the
vocabulary Avhich grew out of the
study of boats. I'he film experi-
ence enabled the children to de-
velop this list of words recalled
from the experience and they be-
came the basis of reading and
spel
ling study:
l)oat
ship
(ajJlain
oars
engines
cabin
wheel
bow
deck
keel
rudder
motor
freight boat
life boat
ice cutler
p-t boat
speed boat
steering wheel
lever
steam
engine
anchor
pipes
sails
river
ocean
sea
lake
stream
canal
brook
creek
lug boat
ocean liner
barge
ferry boat
cruiser
steamboat
motor boat
submarine
rowboal
canoe
aircraft carrier
house boat
kayak
police boat
fire boat
battle ship
Not every teacher used vocabu-
lary lessons with each film. At
Pag* 74
H.\V. Embrv
Born in Mid
lothian, Texas, Or
tober 16, 190'), Mt
Embry graduatei
from Sweeiwaic
High Schoo
Sweetwater, Texa.
He received hi
B.A. and MA. d<
gree at Souther
Methodist University.
Mr. Eml)rv began leaching in a run
school in New Mexico in 1927. H
taught science in the high schools (
Iconard, Carrolion, Wilmcr-Hulclun
and Dallas, Texas, from 1928 to Ma
1915, when he was appointed direct'
of audio-visual education for the Dall
Public Schools.
least one teacher of the tlm
working in each grade level <U
use such a vocabulary lesson wH
each film, however.
Methods of introducing tl
film to the children differed wn
different films, with diffcrc
teachers, and at different gr;
levels. A frequency tabulation
the methods used is shown
Table 1. As only ten films we: ^
used, and as the methods of i' (
troduction varied from 13 to 1
it will be obser\cd that usual
more than one method was c
ployed with a given group for:
single film.
The methods used to follow •
a film showing and to corrclait
with tlie classroom work ;
shown in Table 2. A frequei.
of five would mean that the pr
lie ular follow-up method was e
October— SEE and H K
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Each film contains clear, carefully planned, graphic illustrations and description
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ployed in five different fdms. It
is seen that more reliance is
placed on oral discussion in the
larlier grades than later, that the
more mature pupils write more
original stories about the film,
and that the reading of related
stories resulted with almost half
the films, there being only ten
fdms and a frequency possibility
of ten. Teachers report that the
stories written about fdm subjects
were usually longer than those
written about other subjects.
They report, also, that when
pupils are asked to write about a
topic of their choice they usually
choose film subjects. From lower
grade groups came reports of
more cases of reading related
stories following the fdm showing
than from other groups.
The follow-up of the showings
did not end with the immediate
discussions, but were carried on
into the subsequent weeks of
study, both as incidental and
planned teaching. Pupils often
referred to films weeks following
their showing. In most cases,
where pupils had seen a film in
their previous school experiences,
they showed no diminution of in-
terest in the classroom showing or
discussions.
One or two anecdotal records
will illustrate how the showing of
films was converted into the ac-
tivity of basic responsibility dur
ing the reading clinic:
Adventures of Bunny Rabbit
Children wrote stories answer-
Paga 76
ing these questions: What did
Mother Rabbit say to Bunny?
What did Runny say to Mother?
The children told about pet
rabbits and wild rabbits. They
then read a book named, Story of
n Rabbit.
In another group "children
looked for similar library books."
In still another "a discussion
arose as to two of the habits of the
bunnies that necessitated using
library books to find the answer."
"Children wrote rather long
stories enumerating the rabbit's
adventures in search of lettuce."
Three pupils wrote stories of
the ending explaining Avhat tlu
bunny told his mother. Three
others wrote about original ex-
periences with rabbits.
Children of China
"Two children had seen the
jjicture and were anxious to tell
about the Chinese schools. We
decided to watch to see how the
schools of China were similar to
or different from our schools."
"Youngsters told stories learned
from class work and previous
reading. We checked to see if all
the things expected were seen in
the movie. We added others. Thi
talks gradually led to war in
China."
"Some saw it before but liked it
again."
"We revised the word list.
wrote stories about phases of
October — SEE and HEAR
(
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I
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as to subject matter.
Because of the greater convenience of 35 mm. slide-
films and 2"x 2" color slides in visualizing daily lessons,
S. V. E. has pioneered the production of this effective
teaching material for many years.
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New catalogs of projectiou
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EE and HEAR— October
Pago 77
Chinese life which appealed to
the children, and these were
typed. Each child read his own
story aloud to the gioup the next
day."
"The children learned to spell
the words in their compositions
which they wanted to use, but
which they did not know. The
kinesthetic method was used. One
boy decided to read a book on
China."
African Fauna
Between the t^vo showings of
African Fauna, groups met and
discussed the animals' character-
istics, habits, etc.
Before the showing one group
"discussed what animals they
might see, looked at a map of
Africa, and located the district to
be shown."
After the showing "children en-
tered into discussion enthusi-
astically, described each animal,
where it lived, what it ate, and
wrote sentences about the
animals. Then they looked at a
book entitled Zoo.
A teacher commented, "After
all, science and social studies are
a part of reading. I think terms
and phraseology are a cause of
difficulties in these subjects."
During the second showing,
"children looked for information
which they had missed in the first
one, and these answers were dis-
cussed afterward."
After the showings "the pupils
Pag* 78
wrote about the animal they liked
best, furnishing material for tht
use of the Fernold method. We
compiled all stories written in in-
dividual booklets and read their'
aloud."
"They (children) like it, bui'
parts of the narrative they coulc.
not understand." >
Now, let us consider what con'
tributions the pictures made t(
the reading clinic and to the soluj
tion of its problems.
1. The use of films varied thi
program of learning for the chil'
dren. Films added interest anc
made the children's participatioi
in the clinic a happier one. Th«
use of films improved the child',
attitude toward school.
2. The use of films enriched th
child's experiences and concepu
In the future when he reads o;
Mexico, China, Indians, bird?
circuses, or wild animals, he wil
have a better understanding o
the things he reads. Because c
his experiencing he will be bette
able to comprehend those simila
experiences he meets during hi
reading.
3. Film use enriched the vocal
ularies of the pupils. Many wore
and phrases were added to tb
vocabulary games and drills th:
they otherwise would not ha\
included. The words and phrasi
studied came directly from tl:
suggestions of the pupils and gre
out of their own experiences an
needs. Thus, vocabulary lessoi
October— SEE and HE/
P
S
ccamc more moaiiingful and in-
resting to the children.
4. Fihn use stimulated oral and
ritten expression. Most of the
cries ^vhich the children wrote
ere about fdm subjects. The
ories based on fdm viewing ex-
crience were generally longer
lan those written on other sub-
•cts. The classes participated
artily in oral discussions con-
■rning each fdm.
5. Experiences gained through
Im use contributed to the de-
.'lopment of interest in securing
irther information from books
jout tlie materials covered in
le fdnis. The desire to read for
^formation was stimulated. In-
^rest was promoted in reading
ories found in books in the class-
i)om and in the library.
The work of the reading clinic
ith films in the teaching of read-
Vg was only a beginning. Most
:. the teachers were unfamiliar
ith the use of films in the class-
)om, and they developed their
methods of using fdms as they
j)r<)gressed. Some suggestions of
changes that they believe would
imj)rove the use of the fdm in the
clinic situation are:
1. Training of each teacher in
the operation of the motion pic-
ture projector and making it
available to her for use as she
needs it in her particular class-
room situation.
2. Urging the teacher to re-
quest films that correlate more
closely with her particular class-
room work, and to show them
when the time appears most op-
portune.
3. Having the films shown to
individual class groups instead of
to all the groups at the same time.
There is no one best way of
getting children ready to see a
film. Perhaps the best suggestion
is to use tested and traditional
teaching techniques in introduc-
ing the film viewing situation to
children. Table No. 1 shows that
TABLE 1 — Methods Used for Introducing Films
(Method) (Group 1) (Group 2) (Group 3)
Discussion of things to look for in the film 6 8 9
Story telling 2
Discussion of pupil experiences with subjects to be
expected 2 5 3
Writing story on board 1
Telling about film by those who had previously seen it 2
Mop study 3 1
Discussing still pictures relating to film subject 1
Discussion of related books previously read in class 1
Visit to on exhibit 1
TOTALS 18 13 14
jE and HEAR— October Page 79
the teachers used the assignment
method most frequently. The
other less widely used techniques
for introducing the film are listed
in Table No. 1.
Typical of the assignment made
before viewing the film, Bobolink
and Bluejay are these questions
which one teacher wanted her
children to be particularly on the
lookout for:
1. Describe coloring of the
male and female bobolinks and
bluejays.
2. Who feeds the young bobo-
links? Young bluejays?
3. How is the male bluejay dif-
ferent from the male bobolink?
4. In what places do the two
build their nests?
5. Describe the two from the
time they are hatched until they
are ready to leave the nest.
Seeing a film is not sufficient-
it must be correlated with the
subject being studied and follow-
up learning opportunities provid-
ed. The most frequent follow-up
activity used in the clinic was tt
vocabulary lesson based on tt
content of the film. A typical vi
cabulary game growing out of tt
experience of seeing the film o
the Airplane Trip is here e:
plained.
First, the children were aske
to recall interesting words whic
they had heard used in the filr
The words one group of childre
recalled are these:
pilot
navigator
co-pilot
fly
stewardess
flew
wings
flown
toil
landing
propeller
take-off
monoplane
mechanic
biplane
uniform
berth
charts
motor
weatherman
kitchen
solo
ticket
wheels
airport
gasoline
hongor
sky
runway
air
beacon
mail
radio
ground
airplane
goggles
field
helmet
cngme
rudder
passenger
parachute
transport
steward
The children
played a
TABLE 2 — Methods Used to Follow Up and Correlate Films
(Method) (Group 1) (Group 2) (Group 3)
Discussion of questions about the film 8 6 3
Discussion of subjects outside the film but related to it 4 1 2
Reading of books on film subjects 6 4 3
Writing of original stories or paragraphs 4 8 9
Vocabulary lessons 10 10 9
Trip to museum, exhibits, etc 3
Collection of pictures and objects related to film 2 1 1
TOTALS 37 30 27
Page 80 October— SEE and HJ
TABLE 3 — Reaction of Pupils to Film Showings
(Film) (Group 1) (Group 2) (Group 3)
Boot Trip excellent excellent excellent
Airplane Trip excellent excellent excellent
African Fauna good good good
Children of Chino excellent excellent excellent
Adventures of Bunny Robbit excellent foir good
Bobolink and Bluejay fair good excellent
Navajo Children excellent excellent excellent
Mexican Children excellent good excellent
Arts and Crafts of Mexico good excellent no report
Sawdust Sidelights excellent good excellent
nth these words, which went
Miiething like this: The Airplane
•anie. The words were put on
iliall cards. Each child became a
jlot. \\^hcn his turn came, he
cew a ^\ord card from the pile,
lad the A\ord, which if correct,
.flowed him to fly to the height
q 1.000 feet. The child who
could gain the highest altitude in
the shortest time won the game.
Free reading in the library or
in classroom books was another
popular follow-up activity, which
interestingly enough correlated
well when we compare books se-
lected to film subjects seen.
"A-V" Is International
(During the past months. Dr. Julio
\ Jahn, Director de la Escuela Indus-
t:al de Lecheria, Colonia Suiza, Uru-
pay, has been working with the state
(oartment in attempting to set up a
In program through which an under-
snding of the dairy industry and agri-
dture can be developed as a course of
Sidy experience in the schools of Uru-
Riy. This is just another example of
ti- attention being paid to the facility
t)| the well-executed 16 mm. teaching
fin to convey correct impressions of
r'lote environmental experiences to
l«mers.
I o o o
' [We are entering upon a new era, a
p iod in which we propose internation-
a,understanding instead of world con-
flit; discussion and mutual cooperation
iitead of war as a part of the social
picess. \Ve propose to maintain peace
ii the world by friendly intercourse,
Bj and HEAR— October
with no superior races, but with the
recognition of the dignity of man and
the sacredness of human personality.
This achievement cannot just happen of
itself, it is only through education that
such an end can be accomplished. The
World Friendship Hour observed in all
the United Nations is world cooperation
in its most perfect form. It can insure
peace in the world."
—Dr. E. George Payne, Dean
School of Education
New York University
"I learned from the Commissar of
Education in Moscow that the motion
picture was the chief agency in chang-
ing Russians from 90 per cent illiterate
to 90 per cent literate in 25 years."
—Herbert S. Houston, Chairman
World Education Service Council
for a World Friendship Hour
Pag* 81
COAirEMPORARr
AFFAIRr
Dr. Ralph A. Fritz
Director of Library Education, Kutztown, Pa. Teachers College
and
Esther A. Park
Reference Librarian, Pittsburg, Kansas State Teachers College
□ Editor's note: Dr. Fritz and Miss Park believe that a library is more □
than a place in which books are housed. They believe that the library
in any school, large or small, can be made a dynamic medium of
communication through the use of free traveling rented or purchased
exhibits concerning contemporary affairs. Their illustrations are so
practical that they will inspire readers to develop or assemble their
own displays to supplement and enrich other curricular materials.
Why and What
to Display
IS A LIBRARY a place only for
reading? Should it not also be
a place for seeing? For each of
us the world is so large these days
that one almost discourages of
learning even a little about all
parts of it. But we believe that
librarians can help people learn
by displaying charts, pictures, and
other materials telling about
places, jiersons, events and things.
Materials that help to inform
about a place which is currently
Pag* 82
in the news are especially gw!
When our fighting men wen.
Africa, we all learned abc .
Africa; when they moved
Sicily, our interests moved ilu
and when they were in Italy, £|
were mentally set to learn
things Italian. Teachers and
brarians must keep on their t!
if they make the greatest possi ^
use of current happenings
educational ends.
Can we maintain a working ;|
ganization for world peace? li
chances for doing so are good 0(
if enough persons in each natij
October— SEE and H
HERE are three posters from the United Nations Office poster
kit. A small charge is made for these materials which are
obtained from the United Nations Information Office, 610 Fifth
Avenue, New York City 20. As can be seen, the information
presented on Australia, the American republics and France offers
thought-provoking material which stimulates students to further
reading or inquiry.
Display tip — Reading materials are displayed at either side of
the exhibit to show passers-by where they can find related and
concise information dramatized in the posters.
TRAVELING exhibits are available to everv school. The one
shown in this case is available from the British Information
Service, New York City. Dr. Fritz says, "You and I may not
like everything British, but world circumstances have wedded
the United States to their neighbors. We must prevent incom-
patibilities from leading us toward internationl divorces." The
panels shown above are taken from the exhibit entitled "Young
Britain."
kJ hear— October
Paga 83
I
understand the other nations of
the world well enough to get
along with them. Understanding
other nations, coupled with a de-
termined effort to get along with
them may contribute to help keep
the peace, whereas military pre-
paredness has always failed to do
so and likely will continue to fail
Materials to help us understand
the nations of the world are at
hand. Let us examine closely one
example of such material w^hich
presents much of its information
in very graphic ways. In the form
of an inexpensive kit of mater
current valuable informa )n
about the United Nations cai
secured by any teacher, libra
or school administrator. Thi'
includes 23 poster charts;
copies of a bulletin enti
United Nations: Today and
morrow; 15 copies of a bull
The United Nations: Peoples
Countries; and a study gi
Each poster consists of facts t
ly given and photographs of
in that nation.
We first used these materia 'inj
Pag* 84
THE use of book jackets and large poster display cal
attention to interesting reading for those who wai
to "Know China."
Display tip — Observe the harmony of shapes placed ti
gether, divided space and wide margins. Good horizo
layouts sliould include the principle of side margins cqu;
and the bottom margin wider than that at the top.
October— SEE on iEA«
i of the classes of the college
\,\ school. 1 he bulletins were
^ked out to members of the
:s and each pupil was asked to
rpare himself about a specified
ion. When that nation was
jussed by the whole class, the
Kially-prepared pupil posted
li chart for the nation, spoke
lly about it, and supplcnient-
Ihis remarks with other ma-
uls or information he may
^j discovered. Later, all of the
jers were strung around the
by of the college library where
li interested persons could stop
I examine them leisurely and
ijfully. They were used a sec-
1 time after the student person-
had largely changed with the
opening of the sununcr session at
the college.
Many months ago we arranged
with the British Embassy office to
recei\e at regular intervals boxes
of mounted photographs of vari-
ous phases of life in Great Britain
during the war. Each set consist-
ed of 15 to 50 pictures. We hung
some of them about the library
walls and others we set on tables
where the individual captions
could be read and the pictures
studied leisurely.
Shortly before Christmas our
library secured a catalog of ma-
terials for sale by the Russian
War Relief. An order was filled
for some books, a Petinka ker-
Dr. Ralph A. Fritz
Dr. Fritz (Ph.D. University of Iowa, and B.S. in L.S. Geolrge
Peabody College) was formerly librarian at Kansas State
Teachers College, Pittsburg, Kansas. On September 1, Dr. Fritz
became director of Library Education, State Teachers College,
Kutztown, Pa. He was a Captain of Infantry in World War I;
has taught in high schools in Wyoming, Colorado, and Iowa:
and for the past 17 years has been professor of education and
then librarian at Kansas State Teachers College, Pittsburg.
In 1937-38 he spent nine months traveling in 15 nations of
Europe, an experience which assists him in formulating the
valuable suggestions about which he writes.
siER A. Park
!■ Park (A.M. University of Illinois Library School) is
nee librarian at Kansas State Teachers College. She was
lent of the junior division of the Kansas Library Asso-
»)n. 1938-1939.
I 1940 she participated in the Local Indexes Project of the
nr members of the American Library Association. Member
nierican Library Association, Kansas Library Association,
trican Association of University Women, and Delta Kappa
JTia. Her individual problem, presented in partial fulfill-
C' for the masters degree in library science in 1941, is en-
tt "Mural Painters in America, 1800-1940: A Biographical
MGeographical Index."
,nd HEAR— October
1
Paga 85
T.
HE Pacific area is high in terms of public attention. This display
of books about war on Japan is l)uilt around a Pacific area map
mounted on Celotex wall board. Note how the map is suspended from
the molding by a combination of pig rings and pull rings from dis-
carded pamphlet boxes.
Hi
r
0^
■,il
IN DIFFERENT dress these people could be fount! in any of our
American communities or rural districts. Yet. how valuable it is
to offer opportunities of "seeing" our neighbors. This exhibit of
Russian types was secured through Russian War Relief.
Display tip — The pictures are hung at eve level. The grouping
of these |)iciurcs focuses the ()l)scrver's eye within the group. See
the direction of the general lines from right and left and how
they lead toward the center.
Pag* 86 October— SEE aij
icf in gt)Itl color, four sheets of
[t wrajiping paper, a folio of
;ht rejjrocluciioiis of Soviet
isteis, and photograplis of
ehe different types of Russian
ople. \\'itli tliesc, used at dif-
'cnt times and in \arioiis coni-
nations, \\c have eniphasi/ed
me facts about Russia, esj^ecial
when that coimtry was much in
e news.
VVc think that charts, pictures
d maps are of great value in
csenting important facts on
THIS display features reading
materials on "charm." At the
time of this exhibit available
library materials were displayed
which lied in with lectures being
conducted by a visiting stylist.
Posters were supplied by the art
department in the form of en-
larged book jackets.
THIS illustrates the utilization
of materials at hand to store
posters for future displays. A
discarded mop handle is cut the
length to fit across a closet which
is under a stairway off the main
corridor. Prewar coat hangers
are cut and hooks turned at
eidier side of the twisted stem
so that they hang from the pole
as shown. Spring clips (two
sizes: li^" and 2i4") from the
dime store are hung at each side
of the revamped hanger. Posters,
sorted as to size, subject, etc., are
inserted in the clips and left
hanging like clothes from a rack.
Poster papers of various sizes,
weights and colors are then
stored on the shelf above the
pole.
Page 87
1
topics of the day and in calling
attention to books which give ad-
ditional facts. Every librarian
and teacher should be on the
lookout for such display materials
and should save them, for fre-
quently an item can be used
again in a new combination, or
altered slightly to serve in a new
situation.
Hoiu to Display
ONCE good materials have
been secured, the next con-
cern is to display them attractive-
Sow rcf5
ly. The best single suggestion
to "accentuate the positive" I
combining materials pertinent
the topic. In the foregoing par
graphs we have pointed out i)
importance of challenging the
tention by means of placing m
terials on the "eye level," in go.
light, and having the directic
lines lead to the center of intereii
We have illustrated the desirabj
ity of keeping harmony of spaci
shapes, and margins. In additio
we ha\e shown how to utilize mi
terials at hand.
'II
Offices of the British Consulate, Kansas City 6, Missouri; British Information Service,
30 Rockefeller Plaza, New York 20. N. Y. ; >few8 Map of the Week, Inc., 1512 Orleans
Street. Chicago, 111.: Russian War Relief Inc., 5 Cedar Street, New York 15, N. Y.;
United Air Lines, Room 305, Palmer House, Chicago 3, 111.; United China Relief,
1790 Broadway, New York 19, N. Y. ; United Nations Information Office, 610 Fifth
Avenue, New York 20, N. Y.
Note: Additional sources may be found in Standard Catalog for High School Libraries.
4th Ed New York: The H. W. Wilson Company, 1942, pp. 849-871, "Sources for
Pictures."
SEE and HEAR PREVIEW
Grassy Shires
(Sound) U minutes. Use: Social
Studies I, J; Geography S; Clubs A.
THE grassy shires are the farmlands
of Leicestershire— a fertile dairy,
fattening, and grain area. The
mode of hfe on these shires is well por-
trayed. It describes briefly what changes
have been brought about on the shires
during World War II. British Informa-
tion Services. At your nearest film li-
brary.
Sff and HEAR PREVIEW
Crofters
(Sound) 24 minutes. Use: Social
Studies I, J; Agriculture S, A.
THIS fdm is a photographic experi-
cnic in living with the farmers in
the Highlands of Scotland. The
crofters are small farmers, shown as
they pursue their self-sufficient way of
Pag* 88
living. Peat cutting, communal she)
herding, gathering in the crops, al
fishing are all accomplished by hal
methods. The traveling store, the ml
car, and the village telephone are \>/
interestingly compared with our f.n i
ways. British Information Services. <
your nearest film library.
SEE and HEAR PREVIEW
Home, Safe Home
(Sound) 10 minutes. Use: Sa
I, J, S; Home Economics J, S; Cluh
THIS film is built around the in
mation that each year over Sn
people die because of accidcj
and shows common causes of home a i-
dents. It is constructive in its appro ll
rather than alarming. It shows e
correct uses and incorrect uses of e
kitchen range, electrical appliances, j ■
cautions to be exercised on stair w( <,
etc. It is an exceedingly worth-wie
film. National Safety Council. At y f
nearest film library.
October — SEE and H#
L
Ma*uf> teaolteAA. a^Aee, :
c/\j)0, it doesn't make sense ... to buy
the BEST and then project these costly fihns
on an inferior makeshift screen or even a
clean sheet!
Hundreds — even thousands — of dollars
may be invested in equipment and films, but
you'll never know the pride that will be yours,
the amazing improvement in the clarity of
the pictures, and consequently the greater
effectiveness of the showings . . . until you
see these pictures projected on a RADIANT
Screen !
WRITE FOR FREE COPY
"SECRETS OF GOOD PROJECTION"
RADIANT
..^.-^■ri^wi c/^DCCKIC RADIANT MAJ^Uf ACTURING CORP.
PROJECTION SCREENS ,,75 w. Sup«no, street
Z' ' / / I \\^\ Chieogo 22, Illinois
Wease send FREE copy of "Secrets of Good Projection."
NAME-
ADDRESS.
aiY STATE.
(Zone)
and HEAR— October
Page 89
d/e(Wtis'
hf
EDHORS NOTE: A Letter
to Grand77iother stimulates
language facilities and is ideal in
creating reading backgrounds.
The iihn is an outstanding ex-
ample of the progress being made
in preparing authentic, interest-
ing and challenging films for the
Page 90
A PICTURE STORY FOR THE
ELEMENTARY GRADES
Coronet 22 Min. Black and White. Sour
primary and intermediate grad'.
Here is an example of how a C(.-
tinuing. logically organized, ;--*
gogically correct learning expe
cnce, heretofore barred to r
lower grade children, can nov;
brought into every classroom
the country.
A Letter to Grandmother tr'i
sccnds the barriers of time a
distance, gets behind offif
screens and sees through a hig
complex process of governmi
service in such a clear-cut nan-
tive manner that it is undcrsta I-
able to a child studying tns-
portation and comnuinication.
October — SEE o'
I
rhe Pictures—
. Mary is writing a letter to
her gramlmotlicr who
lives on a farm. "Will you
please send my dog's ball
and blanket which we left
at your house? Chips begs
me every day to play ball
with him."
. Mary slips her letter to
grandmother in the corner
mail box.
. "Do you come for the
mail every day?" she asks
the mailman as he un-
locks the box. "Yes," he
answers, "I pick up the
mail twice a day on week
days and once a day on
Sundays and holidays. Ask
your mother to bring you
down to the post office
and I will show you what
happens to your letter to
your grandmother."
[. Mary and her mother
have gone to the post
office for a visit. They are
on the rear platform. "I
bring the mail to the post
office from all over the
city in these satchels," says
the mailman.
'). Mary and her mother
watch the letter to grand-
mother being sorted into
a bundle with other let-
ters which are to leave on
a northbound train at
noon.
I. Grandmother has received
Mary's letter and has
wrapped the dog blanket
and ball and sent it to
Nfary's town. Here the
package is being put in
the proper bag for parcel
post delivery.
'. The driver of the parcel
post truck delivers grand-
mother's package to
Mary's house.
SEE and HEAR— October
Page 91
,?0-,^;
.o^
c^*
^^i^
HOT lOMOTTW
Jl
•*' now »-»•••
X^^
o*
ill '
¥rl^
THANKS to Victor's World Wide Servir,
new chapters of "Maintenance'' hte
been written . . . keeping prewar ad
wartime projectors at the gruellii;,
vital war job of training and entertai
ing on the Fighting Fronts. At hor2,
too, Projectors were kept running.
The various branches of the Servii,
Schools, Industry and Churches h;'(
learned the value and importance of tii
outstanding service . . . have leanx
that the word "Sold" does not carr i
finality of interest in the 1/
namic job that Victor Proj:^
tors are doing throughout it
world. Yes, even 10-year- Id
Victors are still doing duty <ic
to the unusual qualitybf
Victor's interested service, r '
Now, too, look to Victor ar
the most comprehens/e
understanding of the wed.
"Service."
VICTOR
MAKERS OF
Pag* 92
fmit
I 6 M
ANIMATOGRAPH CORPORATIN|
^^Home Office and Faeiory: Davenport, I '•
New York (18)— McGrow Hill 11..
330 W. 42nd St.
Chicago (D— 188 W. Randelp
EQUIPMENT SINCE 19
October— SEE and HE
Many questions on Audio-Visual
Learning come in your editor's
mailbag - - - here are —
W. A. WiTTicH AND John Guy Fowlkes
^ WHAT is the best method
^* of accomplishing an in-
ervice training program for
eachers with respect to organ-
dng and utilizing a program of
isual materials in the classroom?
\TOO often the attempt is made
• to organize a complete program
f visual materials and then to dump it
nannounced onto the staff of a school
t the opening of school in the fall. Any
rogram which affects the teaching
lethods of the teachers should be their
rogram. The teachers should have the
pportunity of determining the needs;
liey should have an opportunity of dis-
overing the materials to be used— the
1ms, the maps, the charts, the film-
trips, the mounted pictures, etc. Every
ttempt should be made to begin the
isual materials program as a coopera-
ive teacher-administrator study. Several
chool systems which today are success-
uUy using visual materials have done
0 through an inservice training pro-
Tara. Very briefly, the steps they went
hrough are listed here: (1) Extensive
cading in books and magazines in an
ttempt to discover how the needs of
he local school can be served through
isual materials. (2) A period in which
he materials were examined and eval-
uated in terms of their usefulness in the
lassroom. The examination period in-
EE and HEAR— October
eluded opportunity to isee available
films, filmstrips, maps, globes, etc. (3)
A period during which those materials
which made a new or outstanding con-
tribution to classroom method were se-
lected and budgeted. (4) Almost a year
later, the final period during which the
materials were purchased or rented and
brought into classroom use as an inte-
gral part of the learning experience.
0 RECENTLY I have heard
• of a process for photo-
graphing on black and white film
which will project in color. Is
this true?
A THE process of photographing
• on black and white and pro-
jecting in color is not a new discovery.
The process is accomplished by record-
ing photographic images simultaneously
on the quadrants of a normal motion
picture frame by receiving the photo-
graphic image through four parallel
lenses and through four variable color
filters. By means of this very interest-
Page 93
ing optical arrangement, the images are
photographed simultaneously as they
pass through the four filters and are so
recorded on hlack and white film nega-
tive. Later, when this is projected
througli a similar four-lens arrangement
on the motion picture projector, the col-
ors projected through the filters are cast
upon the screen. Far from complete and
still in laboratory stages, this develop-
ment may promise something for class-
room use. since it allows high speed
photography, which could not be ac-
complished on present color stock.
OHOW much is it? Much
• has been said about the
school's ability to pay for good
visual materials. How much does
it really cost to produce a teach-
ing film?
A THE schools can and will pay
• their way in underwriting the
making of outstanding educational
films. However, there is no direct an-
swer to the question of how much films
cost. The type of film, the conditions
under which it is produced, make the
costs variable. Ariluir Rarr, producer,
reports that his production costs run
about S500 per reel. The United States
Office of Education films are reported to
have averaged about $6,700 per reel. On
the other hand. Rev. James K. Friedrich,
prcxluccr of Cathedral Films, reports
that at tlie present time the religious
film subjects that he authorizes are be-
ing produced at approximately $16,000
per film and are paying for themselves.
From this it can be said that films do
f05/— that schools must expect to in-
crease budgets. The films produced un-
Pag* 94
der government subsidy have not asked
schools to pay the complete cost ofij
liciuidating the production budget.
Since subsidized arrangements will, no
doubt, be discontinued, school systems,'
if they want to take advantage of the
benefits of visual education, must plan
for materially increased budget provi-
sions.
Teachers and adiiiitiiilralurs are
invited to submit questions relative
to evaluation of materials, source
of materials, and methods of main-
taitiitij^ and using eijuifiment . . .
address— The Editors, SEE and
HEAR.
OTHE acoustics in our audi
• torium are bad. It is ver
difficult to hear the sound tracl;
Is there anything we can do aboii
it?
A.
MANY of the school rooms I
which sound motion-picture pre
jection is being conducted today wei
not built for that purpose. In many si
uations, the acoustics are bad. The shaf
of the room is unfortunate in that tc
many pupils have to sit at too wide a
angle from the screen as they watch ll
picture. Fortunately, acoustic material
one of the unrationed items which ca
be secured from any nearby lumb*
yard. These materials can be applit
very easily to ceilings and walls. Tl
expense of this treatment is surprising
small. The speaker of the project'
should be placed so that the soui
waves traveling from it strike first tl
ears of the listeners. Too often, t)
speaker is placed directly on the sta
floor or against one wall in such a ma
ner that the floor or wall surface a«
as sound reflecting surfaces which rai
liply the reverberations which reach t'
listeners' ears, producing confused au
October— SEE and
!1^'
I images. Suspending the speaker
Iway between iloor and ceiling, and
jing it so that the face is perpendic-
r to a Une drawn from the auilience
itly improves the situation.
>.
AS a school librarian, we
arc interested in what we
1 do about establishing a pro-
im of visual materials for our
Idren and for interested adults.
!iat assistance can you gi\e me?
WE have addressed your inquiry
L* to a Ubrarian who has very sue-
fully carried on film forums. This
arian. Martha B. Merrell, has been
d enough to write a report of her
vitics which are herein given. Her
ort xvill go a long way to answer
r question.
M5-46 will be the third season we
e shown educational films for adults
i-monthly in our Main Library. We
this is definitely out of the experi-
ital stage but there is still much
m for improvement in the method
presentation.
coated in an old Carnegie building
1 no auditorium and every corner
d with books, twice a month, Oc-
;r to May, we push back tables and
.s in a second floor room occupied by
City Extension Department. We can
vd about 75 folding chairs (borrow-
From the Park Department) into the
ra; when the crowd reached 175 as
id for Eighteenth Century Williams-
g, 35 children sat on the floor and
some adults sat and stood on chairs
red through the hall and in a stock-
m on the far side. (That is not
)mmended for comfort, but did not
n to affect the enthusiasm.) At every
ular film the chairs have extended
5ugh large double doors (which we
expected to close to keep the sound
n the rest of the building) into the
"ravel films have naturally been the
it popular. Eighteenth Century
and HEAR— October
Williainsburg was by faf the most suc-
cessful if judged by numbers attending,
hut South America (Americans All and
Roads South), Alaska (Alaska— Reservoir
of Resources and Alaska's Silver Mil-
lions), Great Lakes (Lake Carrier, Great
Lakes, and A Fish Is Born which was
a last minute filler l)ut good) , China
(Here is China and China—First to
Fight), Horses (Horse in North America
and The American Horse), and Astrono-
my (World We Live In, Solar Family,
Mooti, and Exploring the Universe) all
taxed the seating capacity of our room
and hall. Judged by what the library
wished to achieve— adult education— we
consider the forums on Television and
Child Guidance among our most suc-
cessful. For those, we secured the at-
tendance of specialists, not 'to conduct
the forums, but to contribute to the
discussion and answer questions. A
word of warning about advertising
films: since they are free, it is a temp-
tation for libraries (with notoriously
low budgets) to use them. Some are
very good, but in some the advertising
is so dominant that the desired effect
of the forum is completely nullified.
At no time have we had an oppor-
timity to preview the films before the
morning of the showing, and conse-
quently could not change, even if we
were disappointed. With no projector
of our own, we have depended on the
generosity of library friends and have
usually held our preview before a Vo-
cational School class the morning of the
forum (to be held at 8 o'clock at the
Library) . This has a second disad-
vantage even greater than the one just
noted: \Ve are very little more familiar
with the film content than our audience.
All of our selection is made from re-
views. The H. W. Wilson Educational
Film Catalog is our Bible for all but
the most recent films. Our book lists
prepared by the Adult Department for
each meeting must be prepared with
only the information from reviews, and
newspaper publicity uses the same re-
views. An opportunity to view the films
at the time of selection would be highly
Pago 95
desirable. I still think a public library
should add films to the books, pictures,
records, slides, etc. now accepted as
part of its stock in trade, but 1 have
been unable to secure the necessary sup-
port for this "revolutionary" idea.
We start our forums promptly at
eight, show about 40 minutes of film,
and close the discussion by 9:30. Some
films naturally provoke much more dis-
cussion than others, but I feel weak
discussion is usually the fault of the
leader. Since I have conducted most of
ours to date, and the better forums were
lead by staff members who spent more
time in background preparation, I feel
free to express this opinion. Thorough
preparation is essential to the leading
of lively discussion. My only excuse is
that what we have been able to ac-
complish with a crowded schedule is
better than nothing and we are striving
toward an important contribution to
adult education. Our library forums
are planned for adults (children are
allowed but must sit on parents' laps
or on the floor if the room is too full)
who finished school before visual aids
were a common tool of instruction. The
entertainment value is purely incidental.
The total cost for 20 Film Forums:
Rental of Films $ 58.65
Printing (9,500 flyers) 52.25
Projection (operator with
his own equipment) 100.00
Film Insurance 4.00
Express Charges on Films 21.02
$235.92
If a library must judge the value of
its services by circulation results. I can-
not be very sanguine about the dollar
and cents value of such forums. We
have been able to trace some circulation
of books directly to the forums. We
circulate pertinent material (books,
pamphlets, periodicals^ at each forum
and distribute recommended lists, which
are also available later at the lil)rary.
But we feel the value to the library
and to the people of our community is
far in excess of that indicated by circu-
lation statistics. Each forum brings
new faces to the library, and why isn't
information or inspiration gained from
Page 96
a film just as important as that gaii|
from the printed word?
0 WHICH is best to use
• the classroom: The sili|
fihii, the sound film, or the fill-|
strip?
A THIS question is often asked d
• represents one that should bf
even exist in the mind of teachers or1
ministrators. It is never a questioi jf
which teaching material is best; ij
rather a question of what do the te
ing materials accomplish in the c
room? What values can be attache<ti
them? Under what circumstances le
they most effectively used? If this p-
proach is used, all groundless arguniiO
will disappear in favor of a more A
uable contemplation of visual mateui
as they contribute to our classr^il
method. It is senseless to argue the .m
parative merits of the filmstnp v«^
the motion picture. Rather it shoul
recognized that the filmslrip lends i
very admirably to situations whid
volve detailed study. The filmstrip
plains well when the explanation
not have to depend upon motion to
complete understanding. The stud
architectural forms or of plant s
tiires can be accomplished ver>- cU
through the filmstrip, if motion not
an integral part of the objective i be
attained. However, the processes in-
volved in preparing the lumber i be
used in building, or in making th pi-
per upon which we write, or in cm
ining the operations involved n «n
internal combustion motor as it
ning— all depend on motion, if cc;
understanding is to be gained
rather investigate visual matcn
terms of what they will do and <'•■
they will not do instead of atte
to seek one technique which will a
all problems. No one visual ma]
will serve under all circurastan
leaching. There is always a questi
selecting that visual material whir
fulfill ilie needs of the learning
lion.
October— SEE and!
See'WHear
fke^ouAAtal cm
r Reg. U. S. Pat. Office.
Published each month of the school year— September to May inclusive
-by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE
I and Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors.
I H. Mac McCrath, Business Manager; Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U.S.
$4.00 in Canada and foreign countries.
MO\..\ NOVEMBER - 1945 no. 3
jnimy^
y^iuc^
Page
Editorial 4
To See and Hear 8
A Challenge for Tomorrow— /4/ Perkins and Marie Seton 12
Memo to You— Boyd B. Rakestraw 19
Realities of Current History— O. A. Hankammer 20
Seven-County Co-op. Film Library— A^enng</i F. Bartels 29
For Want of a Nail— /acA Amacher 34
Book Review— /oe Park 35
Canada Comes io the U. S.— Margaret Carter 38
What's E¥LA-Elizabeth Flory 49
An Instructional Materials Center for Teacher's Colleges— ZJ. James
Brown and Lt. Robert Abbott 52
The Motion Picture in Health Education— T-Varren Sovthioorth 60
Eyes and Ears South— O^car E. Sams, Jr 63
Where Do We Go From Here— Dr. Arthur Stenius 74
Navy Films Pay Off-L/. Charles F. Schuller 78
Watchtower Over Tomorrow— l^a/<er T. Brown 87
Some .Answers— I^J'. A. Wittich and John Guy Fowlkes 94
• Copyright 1945 by SEE and HEAR. Eau Claire. Wis. Printed in U.S.A. •
Members of the Editorial Advisory Board
of SEE and HEAR
ROGER ALBRIGHT. Teaching Film Cu»todians
LESTER ANDERSON. University of Minneiota
V. C. ARNSPICER. Encyclopaedia Britannica Filnw, Inc.
LESTER F. BECK. University of OreRon (on leave)
MRS. ESTHER BERG. New York City Public Schools
MRS. CAMILLA BEST. New Orleans Public Schools
CHARLES M. BOESEL. Milwaukee Country Day Schoo
JOSEPH K. BOLTZ. Coordinator. Citisenship Education Study. Detroit
LT. JAMES W. BROWN, Officer in Charge. Training Aids Section, Great Lakes
MISS MARGARET J. CARTER. Nation.4l Film Board of Canada
C. R. CRAKES. Educational Consultant. DeVry Corporation
LT. AMO DeBERNARDIS, Training Aids Officer. Recruit Training Command. Great Lake •=
JOSEPH E. DICKMAN. Chicago Public Schools
DEAN E. DOUGLASS. Educational Department. Radio Corporation of America
GLEN G. EYE. University of Wisconsin
LESLIE FRYE. Cleveland Public Schools
LOWELL P. GOODRICH. Superintendent. Milwaukee Public Schools
WILLIAM M. GREGORY. Western Reserve University
JOHN L. HAMILTON. Film Officer. British Information Services
MRS. RUTH A. HAMILTON. Omaha Public Schools
O. A. HANKAMMER. Kansas State Teachers College
W. H. HARTLEY. Towson State Teachers College, Md.
JOHN R. HEDGES, University of Iowa
VIRGIL E. HERRICK. University of Chicago
HENRY H. HILL, President. George Peabody College for Teachers
CHARLES HOFF. University of Omaha
B. F. HOLLAND. University of Texas
MRS. WANDA WHEELER JOHNSTON. Knoxville Public Schools
HEROLD L. KOOSER. Iowa State College
ABRAHAM KRASKER. Boston University
L. C. LARSON. Indiana University
GORDON N. MACKENZIE. Teachers College. Columbia University
DAVID B. McCULLEY. University of Nebraska
CHARLES P. McINNlS. Columbia (S. C.) Public Schools
EDGAR L. MORPHET. Department of Education. Florida
HERBERT OLANDER. University of Pittsburgh
C. R. REAGAN. Office of War Information
DON C. ROGERS. Chicago Public Schools
W. E. ROSENSTENGEL. University of North Carolina
W. T. ROWLAND, Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, Jr.. University of Tennessee (on leave)
E. E. SECHRIEST. Birmingham Public Schools
HAROLD SPEARS. New Jersey State Teachers College (MontcUir)
MISS MABEL STUDEBAKER. Erie Public Schools
R. LEE THOMAS. Department of Education. Tennessee
ERNEST TIEMANN. Pueblo Junior College
ORLIN D. TRAPP, Waukcgan High School
KINGSLEY TRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT, University of Minnesota
Page 2 November — SEE and I
i(//i;/t/i/a/ CLASS ROOfA Projector
/ AvaiCable at Low Cost . . . with 16MM Sound-on-Film Movie-Mite
ABLE— Weighs only 21 Vi
omplete.
' case contains: Movie-Mite
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ind still has ample space ior
lamps, etc.
laely compact; only slightly
than a portable type^writer;
:idmately 8x12x15 inches in
'Ideal for small group show-
! Larger size standard screens
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STANDARD FEATURES— Plainly marked film path makes
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Cords, permanently wired to speaker, cannot be lost.
Reel capacity 2000 ft. Reel arms slip into accurate sockets
. . . fast power rewind . . . adjustable tilt . . . quickly
adjusted framing device . . . utilizes a single, inexpensive
standard projection lamp for both picture and sound pro-
jection. No separate exciter lamp necessary . . . case of
durable ply^vood . . . leatherette covered . . . universal
A.C. or D.C. 105-120 volt operation ... no converter neces-
sary. Mechanism cushioned on live rubber mounts for
smooth, quiet operation . . . entire unit made of best quality
materials and precision machined parts.
Write for interesting folder, "It Makes Sense." See your favorite Photographic
or Visual Aid Dealer for Demonstration and Delivery Information.
'JC££P YOUR EYES AND EARS ^N ^GVJE-A//TE^
MOVIE-MITE CORPORATlOM^-a^'
•TM5
1109 East ISth St.
Kansas City
AN EDITORIAL
TS VISUAL education always going to continue to be in the
-'■ hands of 48 state film libraries? This is a constantly re-
curring question. It has been estimated that 75 per cent of
the films used in public education are distributed through
state university or state department of education film library
channels.
But more about the (juestion. Leadership certainly has
been necessary. And the ageiicy which teachers and school
administrators will expect to assume this leadership, particu-
larly dining the early days of unprofitable budget conditions
has rightly been some large educational institution or the
state department of public instruction.
From everywhere reports come to these leaders indicating
astounding increases in circulation and use of visual education
materials. Rightly so, then, the question may be asked, "Is
the future of visual education to be determined by such cen-
tralized organizations?"
Certainly, the fimction of the central educational libraries
will be to exert continuing leadership and to pioneer in ex-
jjloring and distributing this educational tool. On the basis
of past experience and meritorious service, the growth of
central libraries is understandable. (
Among administrators and supervisors, there is increased
interest in examining the possibility of assiuning the responsi- ^
bility locally to collect good audio-visual materials and to '
Page 4 November — SEE and h^
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liidy smooth -running motor and mech-
that purrs through reel after reel
It a flutter or a jump— so simple,
k.udent can operate it— that's the new
^-\ RV 16mm. sound-on-film projector.
. l.e ultimate of sound, whether it be crisp,
■'' intelligible conversation, or the full
V of symphonic music . . . clear defi-
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'■ II <il brilliance that assures viewing com-
d because it is kind to the eyes.
Model 16-1966
SOUND-ON-FILM
PROJECTOR
The new De\'RY is a 3-purpose unit that
(1) SAFELY projects both sound and silent
films; (2) that shows BOTH black-and-white
and color film without extra equipment; and
(3) whose separately housed 25-watt ampli-
fier and sturdy 12-inch electro-dynamic
speaker afford portable Public Address facil-
ities— indoors and out.
Make DeVRY your source of 16mm.
sound and silent Classroom Teaching
Films for SALE OR RENT. DeVRY
CORPORATION, 1111 Armhage Ave.
Chicago 14. IlHnois.
Wf
J DsVRY CORPORATION
j 1111 Armitas* Avanua, Chicane 14, llllnoto
Please mail me catalog; of Audio- Visual Teaching
Kqaipment. Also your new 1946 Film Catalog.
>nly 5-TIME WINNER of Army-Navy "E" for the
reduction of motion picture sound equipment
SchooL
Address-
CIty_
_SUte_
p.emd HEAR— November
Page 5
Continued from page four
own and distribute them in order to provide more effective
utilization. True, witli increased interest is boinid to come
greater budget appropriation and de-cenlrali/aiion in the
ownership of the materials with which programs of \ isual
echuation can be effectively conducted.
Another trend which is already making itself felt is the
tlecrease in cost of materials. For years fdms have sold for a
standaid price of fifty dollars. Now, good films of comparable
(]ualiiy and of equal length arc appearing at the price of forty
dollars and in some cases less. Administrator after adminis-
trator has reported the belief that that school system whith
((in. should embark on its own jirogram of visual material
purdiase comparal)lc' to that which has cvohcil fiom fifty
yeais of practice in the sup]jlementary text and book field.
From isolated points across the land come indications that
visual education budgets are large and in some cases ajjproach
or ecpial textbook expenditines. Fhis is as it should and
will be.
\\'ith increased demands will come the necessity for in-
creased local budget appropriation to meet the cost both of
text antl visual instructional materials. The great central
libraries will continue their leadership but will be freed, as
larger school systems become independent, to extend their
service to smaller communities which cannot and perhaps
never should be asked to underwrite a complete program of
visual material jomchase.
When all interests in the field of visual education atlopt a
long-term program wisely conceived and move ahead cour-
ageously, the field of visual education will become a ped-
agogically sound program whidi deserves continued financial
and educational support.
—The Editors
Paga 6
November — SEE and 1
Keep It SIMPLE!
//
... a good rule to follow in visualizing
the daily lessons.
Teachers who observe this
axiom depend on S. V. E. pro-
jectors and visual material
to help them do the job . . .
S'.V. E. film strips and 2"x2"
color slides for authentic
teaching material . . . S.V.E.
projectors for convenience
and efficient projection.
Write today for catalogs and
information.
MODEL AAA-300 WATTS
TRI-PURPOSE PROJECTORS
MODEL DD— 150 WATTS
A PROJECTOR TYPE
TO MEET EVERY NEED
DCIETY FOR VISUAL EDUCATION, INC.
A Business Corporation
Dept. 1 1SH, 100 East Ohio Street, Chicago 11, Illinois
T'jl2" slides and film STRIPS
AND
PROJECTORS
26 Years of Leadership in Producing Visual Aids
ix and HEAR — November Pajje 7
^5^ ajl -Htfi^ i
/
The group of sixth-grade youngsters
on the cover ilhistrates a very practical
way of studying the solar system and
its relationship to the sun. Often it is
very difficult for youngsters to under-
stand the effect of the sun's rays on the
earth's surface as the axis of the earth,
represented bv the position of the north
pole, is tipped toward or away from the
sun. These students were working under
the direction of Miss Helen Simon,
sixth -grade teacher. Picture courtesy of
Madison Public Schools.
Akron Library Film Program
The Akron Public Library, in April,
1943, conducted a series of three film
forums under the leadership of Miss Ida
Goshkin, Director of Group Service. A
series of six forums held at the Y.M.C.A.
in the spring of 1945 was planned with
the active assistance of the library, which
also helped furnish discussion leaders
and made discussion outlines. A series
of four forums, in cooperation with the
League of Women Voters of Akron, is
in progress now. Several other single
forums have been planned and promot-
ed by the Library in cooperation with
other groups.
A major purpose in these programs is
to demonstrate the method, and this has
been done with such success that these
and other groups are proceeding to plan
and conduct their own meetings. Since
a major problem in this connection is
availability of films, the library has gone
forward with its plans to set up a film
lending library.
A deposit of 70 films was secured from
ihf OWI in August and 39 more from
OIA.V. Letters were sent to a selected
group of corporations and other organ-
izations resulting in the receipt of 23
lilms for deposit. We have purchased
eight titles to date. Thus, in two months'
Pa«« 8
time, we were able to assemble a toij
of 140 lilins with little expense.
Since the main purpose of the Groj
Service Department is that of assistij
local groups in planning tiicir prograiJ
it is possible to suggest not only fir
titles for their use but the forms of pi
gram and the ways in which ihey fl
be used. For this reasem and also l|
< ause film lending can easily be
tegrated into traditional lending servU!
it is believed that public libraries (I
and should play an increasingly imp>j
tant part in the distribiUion of ediij
lional films.
— R. Russell Munn. Lihiariat^f
Akron Public Library
Movie-Mile Appoints
W. B. Bennell
William G. Wilson, General Mans
of . the Movie-Mite Corporation,
nounces the appointment of W.
Bennett as Sales Manager. Movie-I
manufactures a small, compact,
light-weight sound on-film projector
industrial, educational, and home il
Mr. Bennett, formerlv Industrial &]
Manager with Bell & Howell and
recently of Swain-Xelson Company, i
plan Movie-Mite's postwar sales (|
gram.
Color Slides on the Other
American Republics
The American Council on Educatl
tlirough the cooperation of the Offiol
liuer-Amcrican Affairs has rcccntlycj
|)lcted assembling 33 teaching unit
2" X 2" color slides dealing with
other American republics. Ihe pro|
was directed by Florence Arquin.
riie assembling of these units
made possible by the interest and i i-
(Turn to page ten) w
November — SEE and IW
s of the old
Ir. pliilosophrrs
I .1 u;* lu li y
- i.f the Ptdlf-
inap of tlir
ijiit countrk'r-.
' 'a?^
I
In the time o f
Columbus apprentice
seamen learned
navigation from the
Portiilan thart of
the kmiwti world.
Today, pupils are
taught to interpret
many kinds of maps
in the study of man's
relation to his en-
vironment.
ft*::
\Iaps
BASIC THROUGH THE CENTURIES
Ku the days of the mud maps of Babylonia, man has used map sym-
jsras to represent the surface of the earth and matters pertaining to
ition and distribution. Map reading skills and map use were never
•Important as today. Modern geography, with its complex patterns
jiatural and cultural factors, requires many map symbols to [)resent
I relationships of environments to man.
Send for new map catalog
nouH be pleased to send you a copy of our new C'45 ojitaloc It
- (in colors) and describes visual aiils for the teachinjr of Reoii-
?tory, health and biology. Sign and mail tliis coupon for your
r
Scliool.
eas.
xvirrinmiii:,^:^
.state.
A. J. NYSTROM & CO.
J Elslon Avenue CHICAGO 18, ILLESOIS
|E and HEAR— November
Page 9
croiis c<K)pcratioii of the Brooklyn Mil
scum, Chicago Miiscimi of Naliiral His
tory, Press Division of tlic Office of
Inter-American Affairs, Muscinn of
Modern Art, Art Department of the
University of Texas, Pan American Air
ways, Taca Airways, anil leading jiho
tographers indnding Florence Arquin
and Julien Bryan.
Complete files of the 33 units to-
gether with teachers' notes have been
placed on deposit for loan distribution
with the following institutions:
The Southern California Council of
Inter-American Affairs, 707 Auditorium
Building, Fifth and Olive Streets, Los
Angeles 13, California
The Rocky Mountain Council on In-
ter-American Affairs, 1425 Cleveland
Place, Denver, Colorado
Division of Inter-American Educa-
tional Relations, U. S. Office of F.duca-
tion, Washington 23, D. C.
Pan American Union, Washington 6,
D. C.
Art Institute of Chicago, Chicago 3,
Illinois
Extension Division, The State Uni-
versity of Iowa, Iowa City, Iowa
Hic I'an Aiiuruaii Society of Mav
cluisetts and .Northern Xew F.nglat
I IK.. 75 Newbury Street, Boston Ifi. M,
sachusetts
The Southern Council on Intcri
tional Relations, Box 1050, Chapel H
North Ciarolina
Portland Extension Center, On
State System of Higher Educatii
Portland, Oregon
Division of Education, Philadclpl
Museum of Art, Parkway at 2(ith Sti
Philadelphia .^0, Pciuisvlvania
Institute of Latin .American Studi
1 he University of Texas, .Austin
Texas
For comjilele information concernil
a\ailabilit) and service charges,
directly to the nearest dejjository.
Send for It!
SEE and HE.VR ail vert isers oiler bol
lets and catalogs that are valual)lc a]
source of dependafile information
\isuat aiils. ^ Ou are invited to send i
the ones you desire.
BRUCE A. FINDLAY, Instructional Aids and Services Branch of the
Board of Education of the city of Los .Angeles, has recently accepted
in addition to his regular work the supervisory respoiisil)ilities in the
audio-visual field, the lif)rary and textbook fields, antl the coiniscling
and guidance work.
Tlic loivo-Nrhraska Institute
THE second Iowa-Nebraska Institute on .Aiulio-Visual Education rang
down the curtains at the University of Omaha after the total regis-
trations had reached 1.028. Eighty-two cities and towns were represented
from 13 states, 45 Nebraska towns and 30 out-of-state towns. Exhibit
booths showing the latest in all t\pcs of new equipment numbered 28.
This vear's institute was separated into live divisions. These divisions
were specifically for elemental \. .setoiulary, and (ollege teachers, religious
education leaders, and adult education groups.
'The same intense iiileusl in (kinoiislrations of leaching methods at
the various school and (olUge kvels was shown as was evidenced last
year. The reaction to the adult and religious education divisions has been
particularly encouraging though surprising. As a direct result of the
inspiration received at the film forum demonstration contlucted by Mar-
garet Carter and John Ilamillon. one Omaha group which has been stiidv-
iiig juvenile deliii(|iKii( \ for inaiiv immtfis has now set up a film-forum
as a permanent monthly program.
Page 10
November — SEE ond ; '\f
The Cadmus Program
ties into visual learning
e Approved Complementary Reading Plan
...from Kindergarten to High School
|(t's rapidly growing in national popularity for it
the one pract cal way of fulfilling a definite teach
;. nceJ plus solving several perplexing classroom
i)blems without disturbing curriculum or present
Iss methods.
— stretch your book dollars
— save the teacher's time
— outwear ordinary books
230
POPULAR TITLES
Average Price Only 87c each !
END FOR THIS—
Send for the CADMUS Booklet — describ-'ng the
tire Cadmus Plan.... the unique READING
'JIDE....and a complete list of titles, grouped
grades from kindergarten to high school. It's
^E, of course, and interestingly informative !
jst write — "Cadmus Booklet" and your address
• a post card and send
99c Q
^1
MMfcJ JIIGHT OF' "t
99c
f|^^^|«^
I
A
i96c
99c
X
nAGO
^.tAiAO^ .se-'ti
E. M. HALE and Company
Publishers
EAU CLAIRE - WISCONSIN
d HEAR— November
Page 11
1. i Ilis is tlic appioath
Hometown." It might '
the approach to any small
community in the I 'nil'
Like any community, it's
|)hKC where fatlicr starts c
early in the morning just
his father did before hii
Most of the men have prci
good jobs right now, i)
many of them are wondcrii
what's going to happen ad
reconversion.
I TUC CTriDV riC UrtMCTOUfKI II C A
THE STORY OF HOMETOWN, U. S. A.
.lis a town that needs a new high
|school, where the educational system
lis considered good because most every-
jone is pretty well educated, but
'where, nevertheless, there is lots of
nM)m tor planning and improvement.
■• Here many of the people sit in their
cozy homes enjoying one another's
' comradeship. Many families, like
this one, enjoy good housing, warmth,
Pictures by "Look" Magazine
iE and HEAR — November
adequate diet and the common lux-
uries of good living.
5. But like many of the small communi-
ties, it does have places of which it
is not proud. Some of its citizens
don't have decent clothes to wear,
good food to eat, or even minimum
dwellings. Ugly, makeshift houses,
poverty, unhappiness, or squalor have
no place in any hometown in the
United States. Plans should be made
to rout out conditions such as this.
Page 13
^-7KjiHnj9c(/-~^
Albert R. Perkins
Film and Radio Director, LOOK Matrazinr
With Evaluation by Marie Seton
Film Director, Abraliam Lincoln School
I
Editor's Note: The fighting is over and
our eyes turn toward the home front.
Many new problems confront our com-
munity social living— problems whidi
had i)een met temporarily during the
war, l)ut which now need some definite
constructive consideration. What ha\c
we been fighting for? What of our tradi-
tions have we sought to preserve? What
new standards of living, of recreation,
of public health and of connnunity serv-
ice do we hope to achieve? Honietoifti
U. S. A., which Mr. Perkins so ably dc
scribes and which Miss Seton so realisti-
cally evaluates, can well l)e a measuring
stick for many similar home towns
throughout our land. School adminis-
trators and specific groups should give
serious attention to the stimulation to
community planning which the seeing
of this film may begin.
TWO years ago, when the n
lion's thinking was ccntcn
on the grim business of war. oi
editors reasoned that it might I
well to look into the future ar
j)ieture in ad\ance some of tJ
problems likely to arise in d
United States after the war hi
been won.
At a series of conferences,
was decided to approach the pa
war era through a survey of da
to-day life in a typical Americ;
connnunity, not only as it u
during war but as it might be
peace.
Next step was the selection
the specific communi
to be studied. The ar
liad to be large enoui
to comprise a cro
"Hometown" has iicgun
guard the health of
voungstcrs. It started
the moment they were bo
I he bustling well-ha
( linic is always full
iiioihcrs and children. T
should be a "must" in e\<
hometown.
I a
ion ol most American rom-
"litics, yet sinall enough to
esent small-town rather than
an life. It must also be in a
rcsentati\e section of the
ntry, ami contain an a\erage
varied range of homes, indus
s, chinches, civic organiza-
is, natmal resources, and
lulation-types.
kfter a nationwide search, the
iniunity of Glens Falls, New
k, on the Hudson River in
5er \ew ^'ol k state, was select-
ior the experiment. Ecjuidis-
l from New York, Boston, and
ntreal, this historic trading-
ter was foinid to contain in
rocosm most of the assets and
)ilities of any American town.
Vn office was opened in "Home-
m" early last year, and a staff
writers, researchers, city-plan-
s, and photographers from the
gazine took over. Their find-
is were reported some months
er in a series of factual picture-
ries publisfied under the
ometown" title. These articles
istituted the most intensive
;t and jjicture survey of a single
iim unity in American publish-
; history.
tncouraged by public response
its account of what one group
Americans were doing about
sir postwar problems, the in-
stigation was carried one step
rther to make a documentary
:)tion picture on the subject,
rcordingly, in the fall of 1944,
m director Albert R. Perkins
jveled to "Hometown" together
itii staffwriter George Koetler,
E and HEAR — November
Albert R. Perkins
After working on ncwsiiapcrs and
magazines, Mr. Tcrkins began liis lilm
career ten years ago as writer-director
with "The March of Time." Subsc-
(|nently lie went to Hollywood, where
he was scenarist with thiiversal Pictnres,
and story editor for Walt Disney Pro-
ductions.
Mr. Perkins is now film and radio di
rector for Look magazine. Before join-
ing this staff, he served as script
director for the Columbia Broadcasting
System. For Look, in addition to the
Hometoum, U. S. A. film, he has pro-
duced 15 one-reel documentaries under
the series-title, "World Spotlight." Four
of these, Challenge to Crime, America
Prays, Kings of Sport, and Luckiest Peu-
f)le on lunlli. arc currently being used
in 16 njin. form by educators.
Marie Seton
Miss Seton first became interested in
films as a theater critic for the digest
magazine Review of Reviews. Since that
lime she has been film correspondent
for Manchester Guardian, Theatre Arts
Monthly, World Film News, Sight and
Sound, as well as a lecturer and writer
in the field of the documentary film.
Her broad experience allows her to
interpret the film as a model of social
living.
photographer Harold Rhoden-
baugh, and a crew of technicians.
Ihe story was filmed in 16 mm.
Kodachrome with the active co-
operation of the community's
19,000 inhabitants, who enthusi-
astically participated as actors
and ultimately adopted the name
"Hometown U. S. A." for their
Note: The film Hometown U. S. A. was
produced by Look magazine as one of their
World Spotlight series of films dealing with
American living. This 16 mm. film is avail-
able in color or black-and-white from uni-
versity film libraries and through the motion
picture bureaus of the Young Men's Christian
Association.
Page 15
Some f)f the fellows here
have found the traditional
old swimming hole. Actiiallv
and too often it's just stag-
nant water in an abandoned
stone quarry and out of
hounds. But with no public
pool or community beach,
the kids will hunt out a
place like this— no lifeguards,
likely pollution, no super-
vision.
.\s the youngsters grow it
young men and women, ma
of them find good clean f
wherever they can locate
Looking for them, they arc i
very far away from uatu.
Pleasant winding roads \i\
away to woods and for*,
where they can hike or pi
or go exploring the way yc
people like to do.
In "Hometown" most of the
dance spots and places that
have juke boxes are closed
to kids of school age. That's
why the youngsters sometimes
flrift into whatever they can
find along the streets and
alleys after dark. And when
they do, then it's too late
to talk about recreation
centers. And maybe the
grown-ups in "Hometown"
are more to blame than the
youngsters themselves.
Paga 16
nuuinily, erecting signs to thai
set on the outskirts of town.
The film made no attempt to
:ture "Hometown" as the per-
t phice in which to H\e: nor
i it seek to gloss o\er the com-
uiity's weak points. Lack of
which has been fomid useful by
social science classes, (lunches,
(onnnuniiy clubs, and other civic
groups which are seeking to
stimulate thoughtful considera-
tion of current local problems.
Alice V. Keliher, visual education
)rtunatcly for all.
JonietouMs" inayoi
id councilnien, its
blicspiritetl m c n
id women, its husi
i:ss leaders, are not
lily talking about the
turc— they're rcorA-
Ig at it. Their plan-
Ing boards have al-
ady started postwar
pojects— new streets-
finer airport — more
aygrounds— a l)etter
ty hall— a swimming
X)l— a place where
le young people can
dance at night.
jcational facilities, especiallv
■ young people; need for new
lools and hospitals; danger ol
dcspread unemployment unless
istwar plans became deeds
thcr than words— all were pic-
icd realistically and imcom-
oniisingly— together with the
;mv achanta^es of the com-
imity— its ideal geographic loca-
m. the spirit of its people, its
irdy pioneer background.
As a result, the completed film
iierged as a frank discussion-film
; and HEAR— NovemLier
authority of New York University,
described Hoineloivn U. S. A. as
a timely film to be "seen and
studied bv e\erv comnuinitv club
and good-citizenship organization
in America. Its concern for youth
welfare and for the returning \et-
eran brings forward issues that
confront all of us."
Let us sur\ey some of the possi
l)ilities ^vhich the film Homelmmi
U. S. A. holds for stimulating;
thinking and constructi\c action.
Here is a twenty-minute pictmc
Page 17
which presents a general survey of
a small New York town of 19,000
people. A narrator notes the
town's assets and its deficits-
slums, children insufficiently
clothed, lack of recreation for
youth, and a fear and danger of
juvenile crime due to the lack of
constructive ways of carrying off
excess energy.
While we are given too little
direct contact with the people of
the community, we are told about
them, warned of their problems.
Ihis is a picture applicable to
any "smallish" town. It can be
used as a means of stimulating
discussion in conununities as to
their own specific problems. Such
a film can be used by community
groups to promote the idea that
postwar prosperity and the ad-
justment of veterans, and even
displaced war workers, depends in
large measure upon the building
of confidence and respect among
all groups. Respect and confi
dcnce are greatly enhanced by al
groups knowing and recognizint
the needs of the community. Foi
example, bad housing, whid
while confined to one section o
the community, may breed a re
scntment which will affect al
community relationships and ac
as a severe hurdle to any attcmp
at general community planning; I
Hojnetoicn U. S. A. also deal
with the question of recreation a j
a cure to juvenile crime. |
This picture, aiming to mal
no deep analysis of comnumii
problems, certainly presents a cor
slructive social viewpoint by sui
gesting that the bad features of
community require "tackling" i
order to prevent degeneration c
community relationships.
And all of this is with
one objective— to hiiiUl
a city, a town, a ham
let for our citi/cns of
tomorrow. It is our
planning today which
must be for them.
That's why we have
good schools. That's
why we care about
health and housing
and recreation and all
the other tlescriptions
that we can use in
telling about a stand
ard of living for the
democracy we are
building.
Pag* 18
MEMO TO YOU...
ARRANGEMENTS ha\e been concluded for the tiansfer-
oncc of the secretary-treasurer's Department of Visual
Instruction records to the National Education Association
1 headquarters in W^ishington, D. C. This change should allow
inipro\cd scr\ice to D.\M. members.
Great credit shoidd be given Miss Lelia Trolinger for her
work as secretary-trcasiucr during the war years. Her work
was done as a professional contribution to the association. We
all share the highest regard for Miss lYolinger's service to the
Department of Visual Instruction.
Miss Trolinger, in her sunmiarizing report, points oiu
the impotency of the zonal organization. If a zone organiza-
tion renders service to the active units imder it, then it has
value. This has been the case in only a few of the D.V.I, zones.
[ I believe this represents a problem of professional organiza-
tion which requires further thought and study.
We need to examine, as Miss Trolinger clearly points out,
the method of selecting officers. As our organization grows,
we should be more than ever alert to see that all educational
groups are properly represented in the officers selected. I
! believe it is impossible to represent each group in the form
I of an officer either on the executive committee or in the line
1 officers. Officers, however, should be selected on the basis of
i their breadth of interest in the field.
We need to convene at an annual meeting. It is my hope
that the American Association for School Administrators will
nu'ct again in February of 1946. We must plan to gather there
and discuss oiu mutual problems. The field of visual educa-
tion is entering a new era of service to American education.
Only through effective organization and clear-cut purpose
tan we serve.
(Suggestions or reactions should be addressed to Oircctor Hoyd B. Rakestraw
I care of SEE AND HEAR Editorial Offices, 1204 West Johnson Street, Madison
, Wisconsin.)
Jnd HEAR— November Page 19
k
After the first World War. many German (ifluers, seeing no possihiliiv
other than complete economic and social dissolntion, took this way out.
THE
mi
[jMlht
Dr. (). A. Hankammicr
Professor of Educalion, Kansas Stair Teachers Collrgi
mi
i'tort
■nil;
WK HEAR M) nuuii about
the ability of the film to
iLs.sist us in our study of social
pioblcnis and current history.
Films which rccoicl current events.
Iilms which can take iis to wit-
ness episodes in the past, or films
Page 20
wiiidi can intioduce us to cxj i ■
cntcs which arc far rcmo\eti<M
luilikely to be imderstood nv
often bring us clear-cut infoua-
lion.
Rather than write extcnsih
abf)ut what it may do, I w(:ld
November — SEE and
!
lint in other in-
stances, more
resohiie officers,
a in o n g them
Knil Haushofcr,
returned to
university teach-
ing, there to
write, to clarify
his thinking,
and to lay the
groinidwork of
his new geopo-
litical doctrine.
ile to submit a report of what
|)pencd at one of our demon-
ruion meetings at our recent
eifcrence on visual education.
\ group of high school students
uJ agreed to come in to one of
\ meetings at which a recently
jsased film, Geopnlitic—s:iid to
be useful in the study of events
leading up to World War II, was
to be shown. Together with the
teacher and in the presence of a
large audience of spectators,
Avhich at its best we know is not
conducive to good classroom
atmosphere, the seeing of the film
jOt content
Sth theorizing
lid a i) s t r a c t
I inking, Ru-
)lf Hess, for-
ier a i d e - d e-
liinp to Haiis-
-)fer, pleads
'ith him to
|ek the assist-
•^ce of a man
of act ion.
^
n
w iih the accompanying discussion
took place. Rather than say any
more, I give you a report of what
happened:
Teacher (To the pupils) — ^Vc are
going to watch a fihn which will tell
you some unusual things about the
subject you are studying. What you
learn as you sec it may have some bear-
ing on the kind of life you arc going
to lead here in Pittsburg after the war.
It concerns things just around the cor-
ner—peaceful relations with other na-
tions. Vou are accustomed to reading
assignments. This afternoon you are
Class— (Affirmative response.)
Teacher— hill have any of you hca :
of Karl Haushofer?
(.\fter some silence, one stu-
dent replied that Karl Haus-
hofer was a teacher.)
J'ea^hcr— This fdm will bring us i|
formation showing how Karl Haushot^
was able to influence Hitler to laun
into the events that led up to W'w
War H. On tlie sheets I have given \t
you will find interesting informati
about the political and economic thii
ing that was being done by Europe;
before World War H. Read it as 1 rt
it aloud.
I
And the stage-
setting is begun.
In Landsburg
prison, the first
of a series of
many meetings is
brought about be-
tween the author
of Mein Kampj
and "Herr Pro-
fessor D o k t o r"
Haushofer.
going to have a film assignment. It will
be work, but no more work than a read-
ing assignment. It will be a regular
classroom job. It may be in a new area
—that of current world affairs. How
many of you have heard of Hitler?
"\ears ago, an English geograU
named Sir Halford MacKindcr waif
liis government of the danger of a
si.'iU German .Mliaiuc. He l)clieved
iherc existed a so-called pivoial
which was the center of the great E|l
r~| Editor's Note: Too often we ore concerned only with passing along
our heritoge from the post. Often we arouse great enthusiosm in mobilii-
ing our resources and our thinking to meet the emergencies of a conflict
such as World War II. But oftener than not, we give no thought to analysis
of the lessons which current history teaches, and to their use in the cradico-
tion of a social evil. The demonstration which Dr. Honkammcr refers to,
uses the film GEOPOLITIK, to focus attention on on object lesson in
history. May 't never happen again.
Page 22
SEE and HEAR— Nov«t
. M l.iiul mass lit- l)clit'veil lliat ulio
( Diiliolkil lliis area would some
nhcril tlic earth.
MacKindcr explained that, because
|ople living in this pivotal area could
iiintnin interior lines of coiiimunica-
im safe from outside interference, they
■ ! grow to be the most powerful
f on the earth, etc., etc., etc."
jc/jer— Another thing you should
I, before you see this fdm is to acquaint
nirselves with some of the unusual
|)rds you will hear as the film con-
^)ucs. Let's study them one by one.
|)ok at the first word. "Auslander"
^reau. What does it mean?
Pup//— It means something about
reign office.
7"eac/»er— That's right. It would be
inparable to our state department,
t's look at the next one. Diplomatic
tnunity. Who can tell us about that?
Pii/W/— A diplomat is one who works
a foreign office or in a state depart-
?nt.
Teacher— And immunity?
Class— (No response) .
Teacher— li we were back in our class-
mis, what would the logical thing be
do about this? If we are stuck on
is meaning now, we certainly wouldn't
OTTO A. HANKAMMER, head
of the Industrial Arts and Vocation-
al Education Department of Kansas
jState Teachers College of Pittsburg,
I was born in Van Wert, Ohio, in
1 1891. Undergraduate work was
I done at Wooster College and Kan-
isas State Teachers College. The
'M.A. and Ph.D. ilegrees were re-
ceived from Ohio State University.
! Before going to Kansas State
•Teachers College, 1922, industrial
positions were held in drafting
and commercial art departments.
I In World War I he served as Mas-
ter Signal Electrician in the Signal
Corps, 37th Division.
|E and HEAR— November
understand it when it lamc up in lite
film.
Pupils— Look it up in the dictionary.
Teachcr—\'cs, and if we did, we would
find out that, if we are immune to
something, we are protected against it.
So, diplomatic immunity would mean—
Pupil— Some protection that diplomats
have.
Teacher— Then l)C sure to be on the
lookout when you hear this word used
in the fdm. You will be able to get its
meaning then from its use.
(Note: During the demonstration, all
of the words were carefully studied for
their meanings. After the vocabulary
study, the class was asked to note care-
fully their responsibilities during the
showing of the film. These responsi-
bilities are shown on the film study
sheet under questions 1-8, page 1. After
page I was studied, the film Geopolitik
was shown.)
Teacher— Do you think that you
would have obtained as vivid a picture
of this story if you had read the story
when it first appeared in Fortune maga-
zine?
Pupils— (Negative answers) .
Teacher— y^ow, we kno\v that today
the Allied armies are occupying Ger-
many. What is happening in Germany?
Ruth— Peop\e are turning against
their leaders. The government has had
to be reorganized.
Teacher— What would have happened
in America if we had been defeated and
our enemy's armies were occupying our
country?
Pupil— We would be the ones who
are starving.
Pupil— The conquerors would take
all the gold and upset our banking sys-
tem.
Teacher— What about the money you
have in the bank or in war bonds?
Pupil— It would be gone.
Teacher— Do you begin to see why
people are so anxious to follow a new
Page 23
1
leader;-' Ihis same iliiiig llial you saw
happening lo tlie people of Germany
after \Vorld War I might just as well
happen here, should conditions some
day he in reverse. Is the war over when
we (ire the last shot?
Piil>ils—'>io.
I etuher— When we begin studying
the causes of World War II, are you
going to be able to unilersiand those
(.luses better?
Pupil— Yes. This has been very easy
lo follow, and interesting.
7fa<//er— Why do we study history?
Jttilh— To prepare us for the future.
Teacher— W'hai can you do about this
world political situation, five years from
now? Here we are, just a little group
of people way off in Pittsburg. What
tan we do about this peace plan called
Dumbarton Oaks?
Pi//;j7— We must understand it and wc
must make our wishes known through
our representatives. Thai's what they're
for.
Teacher— We have tried to show this
afternoon that it is necessary to get
ready lo study a film just as you get
ready to study a text.
The meeting was then thrown
open to discussion.
Teacher (To the audience) —From
primary to high school lc\el, as we get
into lilm areas of greater difriculty, it
iiecomcs increasingly important to use
the fdm in this way— vocabulary, assign-
ment, film experience, then self-evalua
tion. We can greatly increase the value
lo be received from each sliowing of the
him.
Q(/<'s7/V>ri— \Vhat is the reaction of the
I lass to the study sheet?
leaiher-How ai)Out that, class?
What do you think about this study
sheet business -doesn't it spoil the show?
Piil>iLs~Ku\
Teacher— Why}
Hitpil-il is brief and to (he point.
Pupil— Xl does not use a lot «>f words
I (loii'l understand.
I'iipil—\i gm'dfs our thinking.
Page 24
IIOV
in
kill
laioi
w
Teachet— 1 here is no reason why eadl
of us as teachers cannot prepare thrj
type of presentation every time we nl
(civc a film. There are many agencit
tlistributing teaching films. Fortunateh
wc will find that the film is accompaiilB iln
by a teaching guide in increasing n^ jiiil
bers of cases.
Qi/«/ion— Is it intended to standardu
the thinking?
Teacher— Ho you teachers feel stull
fied by teaching guides being thru
upon you?
ro/'re— That depends on the ind ^
vidual.
Voice— \o\.\ must adjust teaching
meet the needs of the pupils.
Tt'ar/j er— That is right. So. use wh
is good and throw away the rest.
Foifc— Wouldn't this help the teac
ers complete the routine materials mo
rapidly so that they can get on with tl
new material more quickly?
Teacher— Yes, I believe it will ser
that purpose. j
Voice— ll would speed the got)d use iftjuu
films by teachers who are a little uiT
certain of the techniques of using thejj
Voice— Wovihl the class rather haJ|
the teacher read the study slieet
them, or would they prefer to havejl
c<py of the sheet in each pupil's han«l|
Fnpil—li we have the sheets, wc li,
to look them over and get the in:|
pt)ints.
Pupil— I would like to keep the sluJ
sheet for my notebook anil for revilj
Teaclter (To the audience) —
There is no one best method
using a teaching fihii in the claj-
loom. I othiy there are well o\
50 techniijucs for teaching youi;j
people how lo read. Soon ilub
may be as many describable ineM
Otis in the field ol iitili/ing leav-
ing films in ihe classroom.
When we consider using tea
iiig film in the classroom, often c
iK'iM' expected too much of ts
JKlI
»«[•(
m
November — SF.K uikI H
'h
I
1 I
loiirtesy of
llING FILMS
' 'DIANS
ilier. the in-
(■ of m'opolitirs
iiilitnilcd funds
III .11 its disposal.
here that Gcr-
only secret
. ;i was atcumu-
iiifonnation. In-
<n was gath-
. v.n so vast a scale
i it staggers the
iinatioii — data on
all in Poland and
the activities of
iersive groups in
' nation of tiie
1 — on everything
linahle was gath-
sin anticipation of
' xrar.
the man with
"funny" little
che wasn't funny
more. For he
tl Haushofer in a
on where he
tp indoctrinate the
al stafl with his
ies of geopolitics.
march into Fo-
ils unlooked-for
iilevnstating defeat
re the pan/er di-
ijus of Germany
1 for serious and
iliy speculation hy
Allied general
The conflict had
com|)iciely out
ontrol. AVhat
ii\ the outcome
j Thus, the evi-
'e leading >ip to
II transpiring to-
J. the opening
les of World War
! portra\cd in the
1 Cenf)olitik, the
lb for IVsiruciion.
iiisiiunicnt. We have let the fihii
do the whole job. It slioukln't
be expected to! Teaching films
cannot be made to do the teach-
er's work. We cannot continue to
use teaching films in and of them-
selves. When using such a film in
the classroom, the teacher must
assume the same basic teaching
and guiding responsibility as
when introducing other tradi-
tional units of work. The re-
sponsibility for "whipping up in-
terest" is still the responsibility
the teacher.
Every teacher must accept ,
sponsibility for the teaching j
that specific vocabulary whicM
nccessaiy for an undcrstandini
any definite area of study. .
must prepare the pupil for tl]
vocabulary before the film
shown.
Other important responsib'.
tics appear when we ask this qii
m
ire
Tlicse were the study sheets that were used during
process of the demonstration.
FILM STUDY SHEET Number 3 for film "Geopolitik" Po.. __
Years ago, an English geographer named Sir Hal-
ford MacKinder warned his government of the dan-
ger of a Russion-German Alliance. He believed that
there existed a so-called pivotal area which was the
center of the great Eurasian land mass. He believed
that whoever controlled this area would some day
inherit the earth.
MacKinder explained that, because people living
in this pivot land could maintain interior lines of
communication safe from outside interference, they
could grow to be the most powerful people of the
earth, since within this attack-proof "heart area"
lay all of the important resources necessary for man
to ma'intain peace or to wage war. From this secure
fortress, its holders coula reach out to gain the rest
of the world through conquest.
After the close of the first World War, a former
German army ofliccr and holder of the chair of mili-
tary science of Munich, Karl Haushofer, became so
interested in this plan, which he called "Geopoli-
tiks", that he decided to bring it to the attention of
his country — Germany. Long a believer of land
power over sea power, he saw a chance through this
plan of cancelling out England's control of the sea
and of leading his own country to a place of world
domination. With the ri.sc of air power, he was sure
that his adopted plan would work.
The film that you are about to see explains how
Karl Haushofer, the former World War I army offi-
cer, developed his plan of geopolitics and brought it
to the attention of Adolph Hitler.
Here are some words and phrases which shov'
studied in order that you can get the most out <'
film:
"Auslander" bureau ■
diplomatic immunity
geopolitical state
Karl Haushofer
League of Nations
Lcbensraum
lendlease
"Mein Kampf"
power of blockade
Prussian militarism
Rudolf Hess
World Court
As you watch this film, try to learn the answers I
questions as these:
1. After the first World War, what opinion d
common man in Germany have of the m
group?
2. To what group of people did Karl Haushol
tempt to explain his plan?
3. What part did Rudolf Hess have in a.ssistinj]
Haushofer in making his plans grow toward it,
4. Be able to explain what geopolitics is l)aso<
and how Karl Haushofer believed it would I
Germany.
5. What was the "secret weapon" that the G«
sought to develop and by what means did
to develop it?
6. What great mistake were you able to de
one of the main reasons for the downfall of
complishment of the plan for world dominai
7. What effect would fulfillment of the geop
plan have had upon this country?
8. What was Japan's part to be in llau.'ici
plans? '
I
't.:j
isi
DON'T TURN THIS PAGE UNTIL YOU HAVE READ THIS PAGE, AND HAVE SEEN THE 1^
Pa9« 26
November— SEE ancj]
i i: How can I find out what is
[I at; on in your minds during
\ showing of the fdm?
I his question brings out a fur-
h responsibility— that of evahi-
I'u. This responsibility of
'hi.ition can be satisfied in sev-
il ways. We can conduct an
1 discussion. In this, all may
' ti(ipate. Or, we can prepare
of questions with which the
ipil may test himself. The
il>il must be challenged to dis-
cover what he has learned and
what he has overlooked. If im-
portant jioinis are missed, the
cjucstion confronting each pupil
becomes "How can I fdl in those
gaps? What I did not learn be-
comes my next job to do."
If this piqiil, who has arrived
at the conclusion just stated, is
given the opportunity to see the
film a second time, he will seek to
fulfill his individual needs. Too
often the same teachers who insist
TEST
Answer all of these questions in terms of what you saw in the film. Underline, circle,
>l in the answers.
itT World War I. German economics and gov-
.tally collapsed. TRUE FALSE
.Vorld War I, the attitude of the people in
lany toward their military leaders was one of:
indifference. b. defiance. c. loyalty.
iny of the German war leaders retired to civil-
fe to lay plans for further aggression.
TRUE FALSE
cm what you saw in the film, the Peace of Ver-
s gave Germany a. greater "Lebensraum".
ditional seuports. c. restricted land areas,
uality with other world powers,
irl Haushofer felt that the Peace of Versailles
usly limited Germany's possible expansion.
! . . TRUE FALSE
I?. Man-made boundaries mean nothing,
national strength depends upon who controls
iwo basic elements of geography:
aushofer believed in the domination of air
-T over sea power. TRUE FALSE
aushofer's students were taught that Germany
i rule the world, but first she must
it.
rlaushofer believed that conquest landwise could
eve German domination of the greatest "land
id of the world TRUE ' FALSE
.■\ccording to Haushofer, whoever ruled the pivo-
irea — Europe, Asia, and Africa — could rule the
The first people to whom Haushofer explained
plans were his - . .
Rudolph Hess introduced Haushofer to
Haushofer was able to put his thories into effect
n be became director of the Institute of
15. & 16. Among the thousand employees who
worked under Haushofer were members of the
and
17. The only "secret weapon" that Germany ever
had was .
18. Among the groups organized in foreign lands to
assist German expansion were the _
19. Hitler's conquest of Europe began when German
troops marched unopposed through the Rhineland
in the year .
20. Hitler invaded Poland on the basis of the
weather forecast which stated:
21. & 22. Surprise and the "key" to defense systems
helped overwhelm the countries of - -.
and
23. Propaganda was used to convince people that
resistance was too late. TRUE FALSE
24. Germany's quicl^ victories resulted in great prof-
its in stores of materials and supplies.
TRUE FALSE
25. The tide of Hitler's world conquest changed with
the invasion of _ - ._- _.
26. Hitler revealed his plan for world conquest by
forming an alliance with .
27. & 28. Hitler's plans nearly succeeded but for
two factors: (Select 2.) a. man's love for freedom
and for the ground on which he was born. b. shrink-
ing reserves of natural resources. 3. the inability to
control permanently the conquered territories, d.
overestimating Italy's strength, e. the sudden rise
of Allied air power.
low turn to the questions on the other side of this sheet, and test your ability to answer them.
and HEAR— November
Page 27
that the pupil read and re-read
the text will show a film to them
only once, and expect them to
"siet" all of it.
Use of the fdm today is in the
same stage of development as was
the use of books 23 or 30 years
ago. It is yet handled too much as
a gadget or as a special event. We
will now discuss the classroom use
of that fdm which serves as direct
supplementary information to
sonic specific luiit of study. This
is not an entertainment film, it i
a text film.
Dr. lliwkamiuir
There is e\ery indication iha
pupils prefer to make a systcmati
j>reparation prior to using th
film as another type of "textboo
assignment." This demonsiratio
shoidd serve as a model, not cona
plete, but rather as a point froi
.which you can begin in writin;^
your own classroom practices. Ij
New Film Association Formed
MIDWEST Association Forum. The state universities of Iowa,
Kansas, Missouri, ("olorado. Wyoming, South Dakota, and Nf-
hraska have cstahhslied the Midwest Association of University Fihn
Libraries. David B. McCulley, secretary of the Bureau of Audio-Visual
Instruction of the University of Nebraska, was elected executive secrc
tary of the organization. 1 heir purpose is to meet to discuss problems
of mutual interest in the administration of and the educational services
extended by film libraries.
Because the motion picture was used in the theater long before
it entered the classroom, it has been difficult to dispose entirclv
of the idea once held that audio-visual education meant merely show
ing pictures now and then. The films should be as integral a part
of the learning process as the teacher or the textbook.
The place of the film is just as definite and clear cut and its propier
use requires just as much skill. Because this is the case, Mr. McCuUev
spent much of his time last year, and he will spend much time this
\ear, too, meeting with teachers all over the stale lo discuss and to
demonstrate the proper use of audiovisual aids. This he will do in
constant cooperation with the Teachers College so that audio-visual
education will be looked upon always as a phase of professional
(mUk alion.
ADE\'ICr. I've used to inciiivate children's interest as they approach
the study of birds is described below. 1 hold in my hand several
wing feathers, tail feathers, and breast feathers. Holding these up one
at a time. I ask the students to write their guess on a piece of paper
Irom what part of the bird the first feather romcs, the second and
succeeding feathers. Then I cpiicklv give them the answers and let
them grade themselves. This is followed bv exhibiting specimen
wings of birds, (crow, hawk, etc.) and asking the children to identifv
I hem. After that, the class is vealU readv to go.
— Norman I.. Wiiikop
t
■'ag«>
28
November — SEE and H
SEVEN SCHOOL
FILM LIBRARY
Ki NNpnii
r)iii(il)al oj Hancock,
DITOR'S NOTE: As visual materials in-
se in availability, many communit-ics
no longer going to be content with the
sitory provisions made through film
ol ogencies. Film rental agencies will
oinly continue, but in a capacity similar
large central libraries of books. This
crship exercised by Mr. Bartels ond his
ciotes is a "feather in the wind." Mass
luction of films and decrease in price
see countless others following this plon.
Mr. Barte's says, "We'll hove every
gymon, milk route driver, mail carrier,
itincront citiien driving our films
ind. Do you think the community will
IV what's hoppening?"
'HE organization of the Seven
C Film Coopcrati\c composed
Almond, Plainficld. Hancock,
lutonia. Wcstfield, Montello
I Oxford public schools lo-
rd in central Wisconsin marks
new \entiire for the smaller
ools in the field of visual edu-
ion.
rhcre are few similar programs
our country which have been
up to adminisirate a fdm o^vn-
hip program among several
ools. The only possible excep-
n to this statement can be
md in the city systems where
•ir \isual education {)roblems
ond HEAR— November
V. Bartii.s
Wiscoyisin High School
arc some\vhat difTercnt from the
small school problems. The fol-
lowing obiecti\es were in the
minds of the organizers as stimuli
for the formation of a film co-
operative:
(a) We desired a more prac-
tical approach which would cre-
ate a more sound and logical basis
to justify the financial outlay in
terms of utilization and benefit to
the pupil in bringing to him con-
cepts of widening horizons here-
tofore imre\ealed.
(b) Such an oiganization stim-
idates curricidiuii rc\ icw and re-
search which too often is stymied
in traditional practices among
smaller school systems.
(c) It pro\ ides for better inter-
school relations in a constructive
field other than the competitive
relationships already established
in athletics, forensics, dramatics
and nuisic. This is an important
factor due to the fact that in the
very near future schools of the
size and type found in oiu- organi-
zation are facing delinitc reorgan-
ization in both administrative
Page 29
and attendance areas. Such inter-
school relations should tend to
break down the existing barriers
to future progress.
(d) We assumed that the pride
of ownership would negotiate a
higher standard in the mechanics
of our visual education program.
(e) By inaugurating a pro-
gram of film evaluation, adminis-
trators and instructors will be-
come cognizant of the possibilities
and residts of the visual educa-
tion program. Through a con-
structively critical and analytical
approach to film utilization, the
staffs of the participating schools
automatically keep up to date.
With these objectives in mind
principals and representatives of
schools in a close geogiaphical
area met and discussed the terms
of the lease plan of purchase.
This lease offered 63 films which
comprised a basic luiit of teaching
films. A representative sample of
the films offered were Adventures
of Binuiy Rabbit, Flowers at
\Vork, ElcctrocJicmistry, The Brass
Choir, Children of Mexico,
Jumps and Pole Vaults and Dr-
x'elopment of Transportation.The
financial obligation incurred by
each of the seven schools was stip-
ulated in a lease arrangement.
At the first meeting of the seven
cooperating schools these regula-
tions were legislated:
1. llamotk High School Board of
Kducalion wouUl act as a clearing house
for the lease.
2. Seven schools would he the liniii
Page 30
numerically. This is to prevent the out
growth of the organization beyond th
geographical area and beyond the tii
of efficient service to its members.
3. Each school will be the permancn
owner of nine films. This was consic
cred for two reasons: that boards of edi
cation would be more likely to acccp
the plan if they had something tangibi
as a result of their investment and tha
each scliool faculty would become a: juiirilo
integral part of the organization ai
would be more apt to receive the
tual benefits.
- for
-101, he
ifce:
mhtdo
adiaigr
4. That meetings would be hel{
whenever necessary to facilitate thj
manipulation of the project.
Administration of the
Program
Establishing a pioneer pro^
presented many obstacles to
overcome so that our previousl
stated objectives might be rr-'
ized. It was decided that the b;
for administrational proced
would be topical units in the varij
ous study areas of the curricula
Following is a statement of pi
cedures in setting up the plan:
1. Procedure one included the listini
of the typical units under tlic stud
areas of social studies; physical scienct
including physics, general science aik
biology; athletics and music.
2. After this was completed each filr
was previewed and assigned symbols dc
noting the grade level of utilization; fo
ixamplc: primary — p, elementary— e
junior high scliool — jh, senior hig
school- sh, college — c, and adult.
,"?. Each film that we owned wa
placed but once under a correlated iut
jftt unit in the proper column. It it
noted that the utiliz.ation of these film
in related units would be left to th
discretion of the teachers depending up '
on their objectives and motivations i
;iiiv specific direction. In other word;
Novombar — SEE and HEAl
(omi
tip sol
I Da Ik
-tpoii
I SKIS I
n iliat
•■w (
IVsar
lib
KlliOn!
■•Hev
loian-
■'Mtif
"ill,
"•liiar
Tie
idiarj'
Kknnkth F. Bartels
r. Hartcls" tcacliing career is diar-
ized by his broad interest and en-
asm for evei^tliing that makes
i! fascinating to youngsters. Formcr-
Iwnd leader, a classroom teadier, a
Scout leader, and now a school ad-
strator, he is able to bring the re-
of his experience to a forward-
ng program of which many a
nunity would be proud.
s administrative responsibilities
today do not stand in the way of HANCOCK
teadiing mathematics, science, and
/ere making no attempt to earmark
Dne of the fdms to one specific unit
istruction but merely eliminating
ble film assigning conflicts if it
placed in all the probable units
e it could be used.
The member high schools were
I in order of geographical proximity
ihat commuting between villages
fi help solve transportation difficul-
jThis list was placed after the first
on the list. In case of the second
the position of the members on
ist was rotated in particular pat-
so that distribution would be
ted among the schools and so that
equence of planning would not be
ired.
Flexibility of teadier planning to
seasonable subjects may be met
The sample page in this article
e table of subject units, fdms and
locations will be in each of the
Is. They can immediately spot the
on of any film at any time during
ear, notify the schcjol of their need
he film, make arrangements with
chool having the film that period,
le film and return it to its planned
ary. The many industrial, social
)usiness contacts among the villages
'ify such flexibility greatly.
In the right-hand column of the
nistration guide we have previewed
which have been placed on the
ementary film list. This list is by
id HEAR — November
no means complete or above revision.
We suggest that the teachers include in
their evaluation of this projea any film
which they think should be justly added.
7. In fields where there are no films
Marquette L Countij
AAONTELLO'
Truly a compact area, though
it cuts across county lines, tiie
seven communities are well lo-
cated with reference to highway
transportation and communica-
tion. It is the plan of these
seven administrators to enlist
the services of a traveling min-
ister, a theater manager, county
officials, milk route drivers, a
merchant, an itinerant teacher,
a local bowling team, and other
routine travelers in overcoming
the distance handicap. The ob-
vious public interest which will
be aroused by such a courier
system is significant.
Page 31
f.l
I Suinplr Pdj^i- Irorn Admitiislrntion Guide
BIOLOGICAL SCIENCE
Unit
Seven C Films
Date
School
Supplementary Fil
Animals with
Frog <the'
Sept.
Oxford
Spinoi Cords
el jh sh c
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Almond
Plainfield
Hancock
Wautomo
Westfield
Montello
Conservation
Wild Fowl Conservot
jh sh
Wild Flowers
Leaves
Sept.
el jh sh
How Orgonisms
Almond
Meet Food Problems
el jh sh c
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Plainfield
Hancock
Woutomo
Westfield
Montcllo
Oxford
Digestion
Digestion of Foods
Sept.
Plainfield
jh sh c adult
Oct.
Nov.
Dec.
Jan.
Feb.
Mor.
Hancock
Woutomo
Westfield
Montello
Oxford
Almond
Circulation and
Heart ond Circulaf
Assimilation
jh sh c
Respiration
Mechonics of BreotI
jh sh c
Excretion and
Work of Kidneys
Elimination
Hancock
jh sh c
Control of Body
Endocrine Glands
Sept.
by Glonds
Oct.
Nov.
Dec.
Jon.
Feb.
Mar.
Wautomo
Westfield
Montello
Oxford
Almond
Plainfield
1
Ik-ii- IS .1 jil.iii \\iii(ii iii;i\ l)c an aiiswiT lo how the small
svsicins laii provide ilicMiMhcs uiih ilic latest and inosi clfe
iiiaU'iialN. Willi s( iiool tnif)iliiunis \arvinc; from 110 ic
pupils, uith Icadicr sialfs of from 8 to 15. and in romn
of from 408 to 1200 population, the seven administrators
ihroiij»h a cooperative plan brought a modern program of vj
insinution to their children.
Poga 32
Novemi/er — SEE onii
Number of
School Sysfcm
Enrollment
Teocfiers
Population
Principal
Almond
140
8
500
Frank Wcix
Ploinfield
344
13
537
Howard Chase
Hancock
205
9
491
Kenneth Bartels
Woutomo
300
14
1200
Horold Geyer
Wcsfficid
300
14
968
Walter Ploetz
Montcllo
280
15
1168
L. A. Kigcr
Oxford
190
8
408
Lewis Walters
I ilic lilii;n\ llieic is :in <ip|)(>rlimit\
)r iMf teachers interesicd in tiiesc siih
■rts lo |ircpnrc n topical outline, prc-
iew and retoniinend films. Here will
c found the opportunity for fiiliirc
rowtli.
8. The siirtess of the entire program
cpends upon the individuals in each
hool and their ability to evaluate, ex-
lore and to place into practice wortli-
hile contributions for the mutual ben
tit of all.
The filiiLs will be distributed
tiring the last week in August to
|he schools assigned to that par-
icular film. In the cover of each
Int box there will be a distribu-
ion card for the ready reference
is to the film's location. There
'.ill be a teacher's manual in each
Im box plus some carcfullv
Manned utilization suggestions. A
ineeting has been planned for all
iculty members of the group at
lancock early in September
."hich will include actual demon-
trations of the techniques of util-
I'ation by some well-experienced
ducator, utilization and evalua-
ion discussions and a social
)eriod.
Mimeographed material on
Valuation, utilization procedure,
he care of the films, evaluation
•heets and study guide material
iiave been carefully compiled and
vill be sent to each of the schools.
It is gratifying to note the alei i
cognizance to current trends in
l)ehalf of the pupil's educational
de\elopment in each of the
schools by their respectixc boards
of education. The entry of each
school depended entirely upon
the approval and signature of the
board of education to the five-
year lease-to-purchase contract.
Their recognition of a definitely
planned and organized program
in visual education sets a prece-
dent in meeting the needs of the
individuals and extending the
educational opportunities of rural
youth with no unjust financial
expenditure.
SEE and HEAR PREVIEW
Problems of Hoviing
(Sound) II minutes. Use: Sorinl
Sludies I, J; Home Economics J, S:
hiduslrial Arts S.
WE CANNOT all live in dream
houses, but this picture shows us
what wc can do to improve the
house in which we live. It answers very
practicailv the problems of keeping out
the weather, Of supplying adet]uate
light, of maintaining safety, of striving
for beauty, and of providing , freedom
frcjm intruders in such terms that the
school child can grasp the significance
of the wiiole housing problem and the
standards to be sought. Encyclopaedia
llritanniia Films. At your nearest film
librarv.
!nd HEAR — November
P- '" 13
''For Want of a Nail!''
THE icatlicr has spent hours evaluating films, the budget has been
set up to allow rentals, the children have done their preliminary
work, tiic film has been received — all is in readiness — and then — the
projector lamp burns out or the projector belt snaps. There is a scurr>'
for replacements that can't l)e found. Visual education stops right tlien
antl there.
Of course, that can't happen in your school.
Or wait a moment! May we suggest you verify that statement for
your own .satisfaction. Should you find everything in order, you will prove
to yourself tliat you are an efficient administrator.
Check your equipment for:
□ Extra supply of projector lamps
□ Sufficient supply of fuses
□ Fresh supply of cleaning tissues, □ cloths, □ brushes
□ Projector (sewing machine) oil
□ Ejcciter lamps
□ Projector belt
The oil is important because your projector needs occasional lubri-
lation the same as any piece of madiincrv. It is usc<l for such
short periods that the tendency is to oil it only spasmodically. However,
the manufacturer has set definite time limits when it should be oiled.
(More projectors need repair because this precaution was not taken than
for any two other reasons.)
Until the manufacturer installs a "speedometer" as an integral part
of the equipment, you will have to keep this factual record yoarsclf —
a notebook or card in the speaker case will do the trick, but see that it
is kept. Such a record may also keep you posted concerning the life of
your lamps — another good technical practice.
As simple as these suggestions may seem, an inspection by you will
be worili while. Without them, visual education bogs down, your teach-
ing schedule is interru|)led, and you've lost a rental diarge on an unuse<i
portion of a film. Even in this atomic age, a "horseshoe nail" is important.
—Jack Amacker, Ampro representative
Arithmetic Becomes More Graphic
IN THE teaching of eighth-grade arithmetic, take, for instance, the sub-
ject of taxes. Bring in tax bills, both properly and income tax, state
an(i federal. Use the dclinea.scopc to show the tax fonn and the tax
breakdown; the city tax, county tax, asscs.sed valuation, and the total
amount. From the city tax as.sessor*s office, you can get statistics, bulletins,
charts, and booklets that can be projected on a screen. Abstract subjects
can be made completely fascinating when we visualize them. The delinea-
scope is an ideal tool for projecting tax forms, tax computations, and
totals sf) that ail may see uniformly the often detailed arithmetic process
you e\jjlain.
— Norman L. Wittkop
Pog* 34
November — SEE and HEJ
^OU CAN MAKE IT"
I \ II' if a 1(1 by
Joseph Park
Curriculum Laboratory
Northivestern University
lU Can Make It is very read-
ible and appears to be en-
y usable. The book has been
:en on tlie assumption that
— PSS'D'OOas
everyone likes to make things
with his own hands. The projects
suggested vary in difficulty. Some
are very easy; others call for much
skill, time and effort. Almost all
of the projects arc constructed
from paper.
The authors have divided the
projects into ri\e groups. The
From "You Can Make It."
I .c. I
nd HEAR— November
Page 35
A
. ,1
first group is "Personal Adorn-
ments." Under this heading are
included such items as beads,
belts, pins, masks, crowns, fans,
woven hats and enlarging pat-
terns and designs. The second
s^ioup includes "toys and games."
Listed and described under this
heading are bird wands, spinners,
floaters, jumping jacks, rocket
toys, doll houses, papier-mache
animals and numerous others.
The third category is called
"Gifts and Decorations for Holi-
days and Special Occasions." Un-
der this division are to be found
references to such things as greet-
ing cards, blotters, baskets, birds,
banks, silver trees, snowflakes,
festoons and Easter eggs. The
fourth division is "Projects and
Decorations for School and
Home" and includes stickers, flash
cards, plaques, tea tiles, sewing
cards, ornamental fruits, sign
hangers, banners, wall decora-
tions, etc.
The last gioup is designated as
"Projects for the Library and
Study." Here the authors describe
accordion booklets, looseleaf
booklets, envelojKS, boxes for
l)r)oks, book jackets, desk blotters,
portfolio, easel stands, and waste-
baskets.
The descriptions of methods of
making these items are of value to
student and teacher, but the draw-
ings which accompany each proj-
ect make the book unique and in-
crease its utility immeasurably. In
most cases illustrations appeiU" on
the same page as the description
Pagm 36
of tlie project or on the oppoit
page. Thus the reader can rit
the printed word and study i«
illustrations without tun
pages. V\
The final chapter of the bl
is devoted to needed niaterf
tools and processes. This is a
illustrated book which can be
onunended for use in the s(
the church and the home.
Lewis V. Ncwkirk and La Vada ZuB
Vou Can Make It—Thinzs to
With Scissors and Paste. New Yo
Silver Burtlctte Company, 1944,
214.
"INTEGRATED HAND-
WORK FOR ELEMEN-
TARY SCHOOLS"
Integrated Handwork for
inentary Schools has been wr"
to cause teachers to recognize
handwork is an integral par
all elementary subjects, and
it is not to be considered a i\
rate school subject; and to C
nate the bewilderment on the
of teachers concerning hand
techniques used and the v
of hand tools and constru
materials that arc available
The book is divided into|
parts. The first section is
cerned with a definition of I
work; the relationship cxij
between handwork and indi
arts, fine arts, social studies,
lish, science, arithmetic and :|j
ing; integiated liandwork
teaching procedure; and <^
ment and proper school facinSj
November— SEE or
a well-ioimdcil handwork pro-
iin.
fart two is devoted to a discus-
n of types of handwork and
hnicjues of construction. All
>es and techniques discussed in
rt two have been tried out in
ious classrooms and are illus-
ted by pictures and drawings,
ne of the types of handwork
cussed include marionettes,
itern slides, book and paper
king, children-size projects,
[ten constructed by kindergar-
1 children and include such
DJects as playhouses, doll houses,
ins, etc.) , hand-loom and reed
aving, toys, models, musical in-
uments, maps and charts, di-
imas and panoramas, linoleum-
)ck printing and blueprinting,
ip carving and soap making,
■talworking and electroplating,
iple pottery, leathercraft, sew-
,' and textiles, and cooking and
)ds. A list of science equipment
d apparatus is given in the final
apter.
The book undoubtedly has val-
ior the teacher who is search-
5 for information on handwork
lich she may use to find sug-
jted activities for her various
isses. However, the author's de-
e to cover so many subjects has
i to an inadequate treatment of
tain items, e.g., cooking and
-)ds.
U*is V. Newkirk, Integrated Hand-
ti'ort for Elementary Schools — Teach-
er's Guide in Use and Techniques,
New York: Silver-Burdette Company,
1940. pp. 342.
'■ and HEAR— November
jusi Three Weeks Unlil-
Willi the Christmas season upmi tis.
the search for V'lilctide plays begins.
Good suggestions are lounci in tlie 19-t6
catalog "Plays for Children." Address
your inquiry to Row, Peterson & Com-
pany, 11)11 Ridge Avenue, Evanston,
Illinois.
Recently the Dundee, Nebraska.
P.T.A. sponsored a carnival to raise
funds for the purchase of a complete set
of audio-visual equipment for the ex-
clusive use of their school. Gross income
was over $1,600. Both this year and last,
Dundee School has sent children who
participated in demonstrations at the
Omaha University Visual Education In-
stitute. Both years mothers relieved
teachers in the Dundee School in order
that those teachers could attend the In-
stitute.
The American Museum of Natural
History, Central Park West, New York
City, is establishing an Audio-Visual
Aids Center as one of its special services
provided for teachers and students
throughout the United States. In this
center there will be samples of equip-
ment, catalogs, descriptive brochures,
maps, specimens, pictorial materials in-
cluding slides, posters, charts, graphs,
photographs, motion pictuies, slidefilms,
dioramas, also recordings, radio pro
grams and all other types of audio-visual
aids for school use at all grade levels.
These materials will be placed in a
large display room on the second floor
of the education section of the museum.
Here teachers and students may come
to view new types of equipment, project
fdms and slides, listen to recordings,
make selections from catalogs of ma-
terials for school purchases or loans, and
do research in audio-visual aids for
ilefinite curriculum areas. This center
will thus provide teachers with a source
to which they may come to examine
materials and equipment, and secure
practical information and assistance in
the fickl of audiovisual instruction.
Page 37
mn,.
.. wij
.~iy'
Arts and Crafts of Canada. Tlie rolling slopes that dip into
waters of the St. Lawrence have been the cradle of French ^''
dian life. Here a father and son use a reversible plough 0»
hills above Baie St. Paul, tilling the same soil that was
broken some 200 years ago by their forefathers.
IT HAS often l)een said that sfhool children of the United States have
a better opportunity to see other lands through the medium of the
motion picture than tliey have of interpreting the states, the regions,
the industries, or the culture of their own country. If this is the case,
then possibly all of us can take a cue from the systematic approach which
our neighbor to the north has made in introducing all of Canada to
her peo|)lc. Rcmoiclv separated, inadcfpiatelv served bv transportation
anfl communication, (anadas need is great for interpretive films. Many
of these films are now available for school use in the United States.
Through them we can learn. The bibliography which Miss Carter includes
is available ihrougli Film Roard offices and from many rental hbraries.
The Editors
Pogc 38
November — SEE and 1
.omes to the U.S. A
J. Margaret Carter
National Film Board of Canada
Seiiuel to "Canada Comes to the Canadians"'
in the October issue of SEE and HEAR
All pictures courtesy of National Film Honrd of Canadn.
EFORE the war, the goveni-
nicnts every\vhere were exper-
?nting with the idea of reporting
ir stewardship through the mc-
im of the sound and silent nio-
II picture fihii. Fihii reports
m Finland on their culture, on
ir Ling system of physical edu-
ion, on the scenic beauty of the
intry— Great Britain's reports
socialized medicine and on the
ivities of the postal department
fnited States films on conser\a-
n, industrial processes, and the
ivities of the Treasury Depart-
nt, the Surgeon General, and
Department of the Interior-
re activities explained and en-
iced by the advent of World
irll.
t was about this time that
riada began to consider her
ticipation in the production of
tis which would catalog and
onicle the resources, the cul-
les like this from Tomorrow's Tim-
can do more to help children grasp
significance of the large scale lumber
rations of Canada than anything we
can read to them or tell them.
turcs, and the social mo\cmcnts
of her population and land.
Canada's participation in the
dociuiientary film mo^■cmcnt ex-
tends back over a period of almost
•50 years when, in the first days
after the first World ^\^ar, Robert
i
■llfilU
"i'^Ffci.-
A A'
^T"'-'^.
The sound motion pictures such as Business of Farming, New Plans for the Lai,
and Iceland on the Prairie bring us new and valid insight into the Canadi
West. . . . Below, the film Great Lakes becomes an experience of great value wh
we attempt to teach youngsters, particularly inlanders, what transportation opei
lions arc like on the water barrier wliich lies between the I'nitcd States and Canac
■^
i l.iheitN l)L'gim his wojk on the
»i world-famous Nanook of the
J til. At this time the Canadian
^cmment, fully cognizant of the
tribution that films could
tc in the promotion of trade
tions, formed the Canadian
'cmment Motion Picture
eau. Functioning under tlie
>artment of Trade and Com-
ce, this organization issued
larly over a period of 20
s a small number of films
ing with the natural resoiu-ces
^Canada. During the thirties,
Clever, the go\ernment of Can-
D sensed the grooving impor-
ijce of putting the film medium
>i more weighty use by stating
laaila's case to her friends
fjoatl and explaining the Do-
nion to its own people.
uccordingly, in 1938, the Ca-
!ian government invited John
erson. Britain's pioneer docn-
itar) film-maker, to visit Can
i with the idea of making a
uey to determine the possibili-
i for expanding its film pro-
iiu. His recommendations
nlied in the foimation of the
k :ional Film Board which was
I up under the authority of the
Uional Film Act in 1939. In
! I it absorbed the Canadian
'^crnmcnt Motion Picture Ru-
<ii. The Board was composed
• wo ministers, three senior civil
(ants, and three members of
1 public selected for their inter-
"■ in the film as an instrument
« creative national policy.
irierson, who became Canada's
1 Jnd HEAR— November
In Si liiin lonnnissioucr, served as
executive officer of the board. All
government film j)roduction and
distribution was centralized in the
board and all departments of the
government were required by
statute to use it as their medium
of production and distribution.
The Canadian Film Board re-
leases one film each month for
two major theatrical series— T/2<'
World in Action and Canada Car
ries On. The general public is
best acquainted with the work of
the National Film Board through
these theatrical releases. The
films circulate internationally on
a regular commercial basis. Can-
ada Carries On plays to over 800
theaters across the Dominion once
each month and is now^ in its fifth
consecuti\e year. World in Ac-
tion, the international coiniter-
part of Canada Carries On,
showing Canada in relation to
J. Margaret Carter
Miss Carter majored in English ami
\\as graduated from the University of
Iowa with a B.A. degree and a teacher's
certificate. Through her later work with
Rand McNally and the University ol
Chicago Press, she became cnthusiasti
tally interested in the primary tools for
learning.
She was among the first farsightcd
persons who spoke above the protesta
tions to the teaching film being a fad
and frill. More recently she has conduct-
ed film utilization surveys and has con
ducted courses in visual education for
teachers at the University of Florida and
Southern Methodist University.
Since January 1, 1943, she has been
director of nonthcatrical distribution in
the United States for the National Film
Board of Canada.
Page 41
^ r.
icr
M
The stories of tlic western coast Indians of Canada, indil
accounts of their craftsinansliip, their customs, their intisic.l
I heir lionic life :iie beautifully jiortrayed in the dim Propl^
the Pntiatch (co\or) .
the iiiici ii;iiional scone, plays in
()\cr 600 theaters in Canada, in
'j.OOO in ihe United States, and in
approximately 1,000 in Britain
once each month. The films i)r()-
duced for these two scries become
available ior non-theatrical dis-
tribution following their rini in
I he theaters.
Out of the several Inindred
films prodtired by the Canadian
lilm lioaicl each year, a liniitod
Page 42
number is selected for dist
lion in the United States. In I
eral, these film subjects are ai
able on a purchase basis ihrc
national commercial distribul
These Canadian documc
films, interpreting the reso*
of the Dominion both humai
natural, and offering the mea
a better imdcistanding
I lie peoples of the western
j)here. are widely used by sc
November — SEE and'
Id adult education groups
[loughout the United States.
iiintainhead for information
Iteming sources for olxaining
nadian films, and the terms un-
' which lliey are available, is
[> Chicago office of the National
m Roaril at 81 East Randolph
eet. Periodically, this office re-
uses bulletins listing new films
thev are selected for distrii)u-
\ bilateral Committee on Edu-
tion, made up of Canadian and
S. educators and established in
44 recommended an exchange
information in the
;as of study:
following
The first task of a far-sighted pro-
in for Canadian-United States rela-
ns is that of widespread study of the
lipcnous cultures and characteristic
alities and problems and trends of
h nation. The geography and re-
irccs of the land, the composition and
iribuiion of the population, modes of
ing, industries, agriculture, school
.terns and religious foundations, agen-
|s of communication, transportation
ilities, trade cultural traditions, social
engths, and tensions— these are legiti-
iie areas of study for friendly but in-
ipendent neighbors. From this study
■ the citizens of the two countries
Juld come knowledge, understanding,
id mutual respect. At the same time
ice the construction of the Alcan
'ghway, we have taken increasing in-
iCst in the great Northwest. The film
|0A to tlie North shows the work of
^ great force of American soldiers as
'.y cut through Canada's wilderness to
aska. \ chronicle of the bushland,
e muskeg, and the rivers of the North
l«ke the seeing of this film a very dif-
ferent and unusual experience.
each nation would |)rorit by (he social
cxporiciKC of tlie other."
The following is a partial list of
the Canadian films now circidat-
ing in the United States which
have been chosen with these of)-
jectives in view.
INDUSTRIES AND
RESOURCES
Business of Farming
(2 reel)
lly means of charts the film shows the
relation of f.irm costs In farm iiicoine in
Canada in ilic years from 1926 to the
present. A complex organization of
workers in grain elevators, factories,
trains, ships, offices, and shops is neces-
sary to bring the farmer's produce to
the factory worker, and manufactured
goods to the farmer. The Business of
Farming shows how the price of these
manufactured products is determined by
operating expenses, rent, taxes, wages,
and the cost of raw materials, plus the
profit added by manufacturer and re-
tailer. The farmer, on the other hand,
cannot set his own price to cover both
costs and living expenses. His income
is determined by the current market for
food products— not by the amount he
needs to run his farm and keep his
family.
Fur Country
(2 reel) (color)
Each year the Canadian trapper packs
his lines and makes ready for the far
north. He must live in the of)en through
days and nights of bitter cold while he
sets his traps and collects the valuable
pelts which are an historic source of
Canada's wealth. The cameraman, de-
lighting in the colors of a Canadian win-
ter, follows the trapper on his journey
and returns with him to the outpost in
lime for Christmas festivities.
Great Lakes
(2 reel) (color)
The main stream of shipping down
the Lakes and an outline of the great
industries along the sliore provide the
theme for this color subject. It is tic-
signed to convey an idea of the Lakes as
one of the greatest industrial regions of
the earth, with an immense amount of
diversified cargoes flowing along the
shipping routes between two countries.
The ship[)ing theme links together short
secjuences on steel production, pidp
manufacture, ship building, grain stor-
age, and the workings uf the great locks
and canal system!>.
tiiglnoays North
(2 reel)
A (oniprehrnsivc picture of wartime
Pag* 44
development in .Alaska and the N'ortI !
west siiowing how the vast problemj
communication and transport
solved. A chain of flying fields has
established from Edmonton to til
^'ukon and, six months after the .Annil
tice, the Alaska Highway is due to b,|
come Canadian. Thus, a great
head of civilization has been
through territory wiiich, only ycste
was still a vast unknown.
Land for Pioneers
(2 reel)
Exploration and the fur trade tc
er opened up Canada's northwest
lories, a land for pioneers. The
of gold once lured thousands int
Yukon, but greater riches lie east of
, Bliil
■il 1
ordi
[OCl
IF'
mi
Mi
lie;
tCoi(
kmii
Klondike, imbedded in the rocks aifjtn
tundra of Canada's Great Shield. T!
day these are being skillfully exploit
along with the farm areas, the fisheri
the forests, and the rivers with thi
promise of wealth. The .\laska Hlg
way now opens up potential grain ficli
and air routes form a close link with t!
i)usy centers of the South. :,
Look to the North
(2 reel)
This is a film dealing with the
development of the Canadian nortbl
for strategic and postwar pur|)oses. T^
immense project of the Alaska Highi*;
regions is only one cause of wartii I
|)rospcrity in these northern regioU
liiis land is now being conquered aiU
before long, it will pro%'e the short
air route from the western hemisph-V
of Europe and Asia— a mainstream '
continental traffic over territory no lui;
cr untouchcil bv man.
me SI
m
:.{m
nl
<!icra
■'. i i
iJupii
liiel
(111
«eoi
|.Tlie
New Phais for the Land
(2 reel)
This film estimates the changes wh« J*''i
war has brought to Canadian farms al
shows how the resulting problems "
being met. New lucthotls of culiivat i
and increased use of the cooperat •
s>siem bring relief to the ovcn()urdci i
farmer, (.raplis illusirale ihe influr
November — SEE and HJ^l
-a*
%-
farm |)ii(cs upon the economic life
the country.
iagarn Frontier
(1 reel)
A traditional tourist's paradise, ihc
iagara Peninsula, also occupies a
ratcgic position of iinportaiuc. Here
1 an orchard land of the first order,
ith peaches and apples growing in
i»undance. The Great Lakes are ideal
i.hing grounds and the peninsula's
ant transformer stations are arsenals
i hydro-electric power. At the cross-
tads of inter continental shipping
,ncs, tlie Niagara Peninsula has become
port of call for ocean-going steamers,
hile train traffic from all places in the
cstem hemisphere converges to cross
!/er the six international bridges.
all from the Earth
j (1 reel)
'The camera tours Canada's great salt
line at Malagash, N. S., where there is
large enough deposit to supply the
hole world for 500 years. We are
lown how the salt is mined by scoop
lovel or an evaporation process, and a
Mvey of the manifold uses to which
anada puis this native product con-
udes the fdm.
^iviber Front
(2 reel)
The film gives an account of the im-
ortance of Canada's forests in the na-
onal war ellort, and stresses also the
ital part which they will play in the
•constructive social planning which will
>llow. The reckless exploitation of for-
iis in bygone days is contrasted with
le care and foresight devoted to the
ooillamls today.
tomorrow's Timber
(2 reel)
Canada has always been a forest land.
hrec million tons of timber are ex-
orted annually. Latest scientific devel-
pments show iiow tinii)cr makes rayons
nd plastits, how it i)uiUls planes and
ouses, how it means wages. Forests,
EE and HEAR — November
with their rivers and streams, give
health to local agriculture and provide
hydro-electric power system.
HUMAN GEOGRAPHY
Alexis Trcniblay: Ilnbilanl
(4 reel) (color)
Life for Alexis Tremblay and his fam-
ily is dedicated to the soil, following
the tradition of ancestors who (amc
from France to settle along the shores
of the St. Lawrence over 300 years ago.
In this simple existence tiie church
plays an important part, the blessing of
the seed each spring being a sacred
ritual passed on from one generation to
another. AVe follow this Frencii-Cana-
dian family through the busy autumn
days as it brings in the harvest and
helps with bread baking and soap mak-
ing. Winter sees the children revelling
in outiloor sports while the women arc
busy with their weaving: and wiiii the
coming of spring, young ami old alike,
repair to the fields once more to plough
the earth in preparation for another
season of varied crops.
Gaspe Cod Fishermen
(1 reel)
Two hundred years ago, Ireiuh set-
tlers came to the small village of Grande
Riviere, and today it boasts seven hun-
dred inhabitants. Fresh and salted cod
form the staple diet of Gaspe fisherfolk
and the plentiful surplus is prepared for
export. At cooperative meetings the
lishermen of Grande Riviere have dc
vised a form of trading beneficial to all
members of their small community.
Grand Manan
(1 reel)
'Fhe heroes of this fdm are the her-
ring fishermen of New Brunswick's most
southerly outpost in the Bay of Fundy.
Two hundred years after Champlain
first set foot here, British Empire Loyal-
ists settled on the island, where, if Llie
soil is poor, the sea is rich. Each fisher-
man builds and thatches his own weir;
special boats collect the catch; the men
Page 45
^
Tr r^wrw'W^
While of primary interest to the fisherinan of the eastern islands, wc. loo,
interested in seeing how Canada harvests vast crops of wheal in the upper R«
River valley.
salt the herring, and transport them to
I he cannery— three hours distant on the
iiiainlnnd shore. On Manan- itself the
herring fishermen make their home, a
place of (|uiet harbors and of luiidy
logs.
Habitant Arts and Crafts
(1 reel) (color)
Alter emigrating from France, the
habitant preserved both his mother coun-
try's traditions and made himself profi
( ient in old Indian crafts such as snow
^lloe making, shipbuilding, and wooil
carving. Raking in outdoor ovens,
growing flax, and spinning are all
.luiong liie accomplisiimenls of these
ihrifty folk.
Iceland on the Prairies
(2 reel) (color)
This is an interesting sociological
Pag* 46
study of an immigrant comnuinity.
is over 70 years since the first pion(
jjraved the journey from Iceland to th<
Canadian west, where the majoritv o
I heir descendants today carry on iho
traditional Icelandic occupations oj
farming and fishing. The Canadiati
!i danders typifv the fusion of two cul<
tures. Many of them play a prominen
part in academic, medical, and civii
life. Their children go to Canadiai
schools but learn also the sagas ant
Icgentls of their Icelandic forefathers.
Lessons in Lix'ing
(2 reel) '.
This film shows how a school projeci
revitalized a community by giving th'
children a part in community life. Tli<
community of Lantzvillc, British Coluni
bia, is a cross-section of nationalitic
November — SEE and HEAi
Jl
iiiduslrial groups— farmers, fislicr-
lumhemicn, and railroad workers
ill a dispiriteil public sdiool. The
ol and coinnuinity cliangcd and the
is the story of tiicir transformation
V Scotland
reel) (color and black-and-white)
lilders of the famous bluenose
oners, the people of Nova Scotia
k Gaelic amongst themselves. C.ar-
g on the well-known Scottish tradi-
s of etlucation, schooling for the
Ircn is a primary concern, while in-
rial activity is apparent in the Cape
on coal mines and iron ore smelters.
cc River
(2 reel) (color)
•read across northern Alberta and
ish Columbia is the Peace River
itry, a huge block of farming land
ounded by mountains and wooded
. This is the most recently settled
1 country in Canada, peopled by
esteaders and in many ways still a
tier territory. The film outlines the
ement and activity of the Peace Riv-
lisirict and points to the contrast
k-een pioneer settlement and the
em development of the region to-
^ple of Blue Rocks
(1 reel) (color)
hese fishermen of Dutch and Ger-
|i origin live on the proceeds of their
jh and inhabit villages built along
blue slate rocks of Nova Scotia.
irs is a closely knit community life,
the village store as social center.
witness an auction held for the
^t of the local church fund.
iples of Canada
(2 reel)
•t a time when half the world is
! in racial hatred. Peoples of
' carries a stirring message of
Dance. The film tells how men of
ny races have crossed from the Old
••id to the New— from France, Eng-
pnd HEAR— November
land, Scotland, Ireland, Holland, (icr-
many, and Uic Ukraine; but whatever
their race, they have laid the foundation
of a true democracy through their co-
operation and their respect for other
men's beliefs.
Peoples of the Pot latch
(2 reel) (color)
Despite the development of mo<Iern
intlusiry, these Indians of northern
British Columbia still preserve their old
hunting and fisliing traditions. Their
line painting and wood carving are fa-
mous, and lumbering provides a further
source of income. Many of the Potlatch
Indians lead a nomadic life, hunting
and trading with the Hudson's Bav
Company. We ^^'atch them during their
sports and recreations and the film ends
with scenes of the Potlatch, a native
tribal feast where some of the andent
songs and dances are still remembered
by the older folk.
Portage
(2 reel) (color)
Canada as the land of waterways and
rapids is seen in this film. Her fresh
Avater streams and rivers were replaced
as the regular highu'ays of commerce
only by the coming of the motorcar and
railway. The fur trade which drew early
settlers to the New World depended on
these routes, and in turn on the light
swift canoe, that alone could navigate
them. Portage gives an idea of the im-
portance of the fur trade to Canadian
history, and shows in detail the building
of a birch bark canoe by Indian crafts-
men. The film concludes with scenes of
the canoe in action, carrying the load
down the foaming inland waterways to
Montreal.
Prince Edward Island
(1 reel)
Abegweit, age-old Indian name for
Prince Edward Island, is largely agricul-
tural, farms being devoted to the island's
main crop, potatoes. The fresh fine
climate is ideal for growing all types of
cereals and fruit. However, there is also
Page 47
some sheep brcciling, liog and cattle
raising, and fur breeding, along with
fisliing for lobster, herring and mackerel.
I he people of the island, descended
from Scottish. English and French set-
tlers, are ardent readers and are serv
iced by traveling libraries. The film
ends with a panorama of Chariot ictown.
the capital.
I 'l;)(iini(ni Clnisltfuis
(2 reel) (color)
(hrisimas is celebrated in a Ikraini.m
comnuinitv near ^Vinnipcg, where an
cient songs, traditional dances, and bril-
liant costumes make gay the home
festivities. These lighthearted scenes are
brouglii into striking contrast with the
solcitinitv of the Christmas ceremonies
in the Greek OrlhcKlox Church.
Vhrainian Dance
(2 reel) (color)
Colorfid music and dances are pi
formed by the Ukrainian Canadians
Manitolia! largest Slavonic group
Canada. Ukrainians brought with the
their native arcliitcclurc. their thatch
roofs. lUvantinc domes, and symba
cMubroiderv designs. Here we glimp
traditional jjageaniry, costumes, ai
dancing, as preserved and rc\i\ed
lioth men and women.
.\11 titles may be obtained for pren
prior to ]inrchase from National Film
offices in ChicaKO. New York. Washingt^
Los AnRclcs. Also, all titles are available
rental tbrongli three commercial film librmr
in New York. Chicago, and Dallas.
"Red Feather" Training
I
chest budgets can be grapiiically shoi
during workers" training meetings ai
later to employee groups of prospeeti
contributors.
Here Mr. Co/ad is shown teaching©
of the comuuinity chest workers. M
F.arl Sage, also of Omaha, how to thrr
the projector in anticipation of h
meeting one of her assignments as n\
rcsentati\e of the community chij
speakers' bureau. '
Herefi
kgoo
Ido
"Wear it jiroudly" is the advice to
those of us who have supported the
conununity chest idea. But few of us
realize the great training problem in-
volved before the campaign. In planning
future couimunilv drives, we can take a
cue from .\Ir. Walter F. Co/ad, wlio pre-
pared a If) nun. silent film as a training
device.
The film is an effective instrument in
training communitv chest workers be
cause through its medium. e\amj)les of
work accomplished under communit\
Pag* 48
SfE and HEAR PREVIEW
Iitinl'oint Safely iiotnr
(Sound) n tninulcs. I'se: N"l'
/. /, S; Clubs A.
Tms film is aimed at remedying I
existing situation: each year o\
30.000 deaths and over .').000.()00
capacitating accidents occur in the hor
I he ireatnicnt is dignified— it shows t
error and, more important, the me?'
of overcoming it. The four-jioint saf<
program is organized around prof
maintenance, good housekeeping, s\
cial protection for children, and forn
tion of safe habits. \eui York Sti
linaifl of Health. At your nearest fi
library.
November — SEE and HE
m
mlFil
i Ii is
:3o[f
nation
'HOI
stfd
St
EFLA?
By El I7ARF.TH H. FlORY*
X hat can I secure for this unit of study?
\1iere can I get these films?
low good are they?
]an we make it ourselves?
low do other people run their film libraries?
^at does Education want in the way of audio-visual aids?
ncidentally, what is EFLA?
LET'S take that last question
r first.
EFLA stands for the Educa-
ional Film Library Association,
nc. It is a professional associa-
ion of film libraries and their
cpresentati\es from all kinds of
ducational institutions and agen-
ies across the country.
Since all users, distributors and
roducers of audio-visual materi-
Is arc dependent one on the
thcr, EFLA is geared to meet the
eeds of this whole field.
There's the matter, though, of
aking first things first. The 16
im. motion picture has seemed
0 need more attention than
ther media for the time being,
rhus most of EFLA's activities
lave been pointed in this direc-
Mrs._ Klory is the Executive Seceretary of
le Kducatlonal Film Library Association.
EE and HEAR— November
tion. Questions such as those list-
ed above have been pouring into
the EFLA office ever since it was
established early in 1943. As
needs are made known, EFLA will
continue to endeavor to meet
them.
All thiough EFLA's two and
a half years of existence there has
appeared a dominant factor. This
has been the growth of a kind of
o\er-all united front, so to speak,
for audio-visual educators, a dis-
co\ery of a common bond, com-
mon needs and the resultant
inter-membership cooperation in
action.
Of course, now that the first,
war-stimulated impetus has pass-
ed, EFLA, in tune with the times,
is going through a reconversion
period. All of us are certain that,
much as we all have progiessed
Pago 49
ifa
Mr. I. C. BoERLiN
Chairman, Board of Directors, EFLA
In Charge, Audio-Visual Aids
Library
The Pennsylvania State College
in this audio-visual area during
the past few years, the "bud has
barely begun to bloom."
With constructive plans, not
headily ambitious, the new EFLA
Board of Directors looks forward
to productive months ahead, a
few activities terminated, others
expanded, new ones initiated— all
a part of KFLA's sizing itself up
in terms of the needs of the fu-
ture as best we may predict.
The work of the original Edu-
cational Film Lending Library
Conmiittcc, in aiding the govern-
ment in its efforts to meet Educa-
tion's needs in wartime informa-
tion, has been continued and de-
veloped by EFLA. EFLA has
Paga 50
Dr. Edgar Dale ^ ,
Vice-Chairman, Board of Directors.
EFLA
Bureau of Educational Researcii
The Ohio State University
been called upon to act on the
National 16 mm. Advisory Com-
mittee, on the War Loan Drives,
in the progiam for distribution
of surplus property, in advising
on establishment of a national <
film library at the Library of
Congress, and in ad\isory com-
mittees for the Quebec Food and i
Agriculture Conference, and the j
Educational and Cultural Organ- i
ization of the United Nations. 1
Many EFLA members who '
have been serving in the govern- .
ment and in the armed forces
training programs are going to
lia\e many "success stories" we'll
;ill want to hear and read.
All of us want to know more
of methods and actual examples
November— SEE and HEAK j
Elizabeth Harding Flory
(Mrs. John Flory)
Executive Secretary, EFLA
Mrs. Patricia O. Blair
Secretary, Board of Directors, EFLA
Curator of Films
Cleveland Public Library
successful utilization of all
)es of audio-visual materials for
ucation— for adults as well as
ildren.
Many of us are thinking more
d more of taking a part in the
Dduction of these materials,
her actually making them our-
ves or serving as subject-mat-
specialists at least.
With so many new aids-libra-
■s mushrooming up, these new
lits need the benefit of the ex-
rience of older hands to assist
their healthy development.
•Ml of us need to examine close-
: and HEAR— November
ly, and set up higher and more
clear-cut standards for these mul-
titudinous audio-visual aids. We
should ascertain what is best,
from the utilization as well as the
production point of view, and
then be satisfied with no less
henceforward!
EFLA stands ready to help in
all these details as well as broad
aspects of the field, through its
clearing house of information,
distribution of educationally pro-
duced films, its varied publica-
tions and, best of all, its facilities
for cooperation in a united front!
Pago 51
AN INSTRUCTIONAL
FOR THE TEACHERS COLLEGE
I.T. James W. Brown A^fD Lt. Robert B. Abbott
Training Aids Section
Ninth Naval District Headquarters, Great Lakes, Illinois
rn Editor's Note: Lt. James Brown and Lt. Abbott,
U.S.N.R., are former scliool people long experienced
in visual educational materials and methods as they
apply to instruction. Lt. Brown, on the basis of ex-
perience in setting up training aid sections in Eng-
land, on the west coast and now at Great Lakes,
shares with Lt. Abbott in bringing to school people
suggestions which they have observed to be highly
functional in the Navy training progiani and which
they believe can carry over into civilian school work.
(The ol>inions or assertions contained in this article are tlir
private ones of the writers and are not to be construed as of-
ficial or rePecling the views of the Navy Department or the
Naval seivice at large.)
l:
THE war years have witnessed
a remarkable increase in the
production and utilization of a
variety of newer instructional aids
to learning, particularly in the
armed forces and in industry. The
general increase in emphasis in
Page 52
this field has caused presiden'
and deans of many teacher trai
ing institutions to explore t)
possibilities of making wider u
of newer instructional maierir
in both professional educatic
and content courses. Sayings su«,
November — SEE and HEl.l
T
r
I About the Authors—
)AMKS \V. UROWN was. l)cfoic entering tlie U. S. Navy in 1U41.'.
!l.*|)crvisor of Aiidio-\isual Fxlucation witli tlic State Department of
lliication, Richmond, Virginia, wliere he was responsible for organiz-
i; a state-wide audiovisual instructional materials program in co-
inTation with teacher training institutions. His previous experience
di hided public school teaching in ^Vashington State and a General
|j iication Board study fellowship with the Motion Picture Project of
jiL- American Council on Education. At the present time he is in
^.iii^e of the I raining Aids Section, Ninth Naval District, (^rcat
Jlk.s. III.
r
'. ROBERT B. ABBOTT has been engaged in school work in Cali-
fornia for many years. He was formerly principal of the Heaton
Demonstration School (asscKiated with Fresno State Teachers College) ,
research consultant with the Oakland Public Schools, and vice-
principal of tiie Oakland High School. He has in addition taught
courses at Fresno, San Francisco, and Chico State Teachers Colleges
and Washington State College, Pullman. A past president of the
California Elementary Schools Principals' Association, Mr. Abbott is
on leave of absence to the U. S. Navy and is at present engaged in
training aids utilization work in the Ninth Naval District.
Teachers teach as they are making available in one location
ught" or "We learn by doing" materials which can be used in
,ve particular application to the college content courses, educa-
roblem of acquainting teachers tional methods courses, and prac-
ly in their careers with the na- tice teaching courses. (2) Insofar
ire of audio-visual instructional as possible the College Instruc-
tional Materials Center slioiild
bring its instructional materials
aterials, the techniques most
nerally accepted for obtaining
aximum benefits from their
'itili/ation, and the equipment
ith which thev are to be used.
«
It is the purpose of this article
) present in brief outline form
lime suggestions having to do
I'ith the organisation of and rec-
mmended facilities for a central-
ced "instructional materials cen-
pr" for institutions engaged pri-
jiarily in the training of teachers.
I Stated simply, the teachers col-
:ge instructional materials center
iroposed here will have as its
>rincipal function: (I) To serve
ihe needs of college instruction by
(EE and HEAR— November
to the attention of ptiblic schools
in the teachers college service
area. The outline below indicates
in brief some of the services to be
rendered by the center and some
of the principles to be followetl
in its organization.
SUGGESTIONS FOR
ORGANIZING THE CENTER
A faculty committee for setting up the
policies for the instructional materials
center is advisable.
A!:
OLICY-making committee
composed of faculty mem-
bers is suggested since its recom-
mendations will afford a general
Pag« 53
MODEL ASSEMBLY showing the layout for storing and handling, i^
materiols in a Navy supply hut. All sections are colored and re-
movable for flexibility of use.
policy for the instructional mate-
rials program based on the needs
of the college as a whole. This
committee should have in its
membership interested and quali-
fied faculty members. It should
not assume executive responsibili-
ties.
The teachers college should maintoin a
special department for coordinating newer
instructional materials and for stimulating
good utilization in college classes and in
the field. This department should be in
charge of on instructional materials spe-
cialist.
An instructional materials spe-
cialist shoidd be hired to carry
out the program as approved by
the faculty committee. Office, film
library, photographic laboratory,
and jirojection room space should
Pictures ore from Official U
Page S4
be assigned, sufficient to allow
center to carry out the functioi
assigned to it. All facilities shoul'
be centralized in one locatio!
easily accessible to faculty me;
bers and students. During
early development of the cen
the specialist in charge might
started on a half-time basis.
It is considered advisable f'
I lie center to maintain custody ■
all jjiojcction machines on tli
campus. Although they may 1
loaned to \ arious departments f<
a term or a year they should 1'
available at all times to the cc
ter and called in for overhaul
least once a year. An accural
record of use for each machine, i
kept by the college departmeU'
S. Navy Photographs.
November— SEE and HEA
will provide data liom which the
Kilter can tlcteniiinc whether
»hort or long term loans are need-
?d to satisfy requirements.
The instructional materials cen-
ter will not only buy or rent (de-
pending on the si/c of the school)
!ilnis, lilmsirips, slides, recordings,
models, and other teaching aids,
but it will make arrangements for
ibtaining them on a loan or rent-
d basis from larger libraries
throughout the country. It is pos-
sible for the local system to be
onductcd almost entirely with
sorrowed or rented materials.
Purchases should be made only
nhen it is shown that sufficient
use will be made of the materials
to warrant the expenditures. It is
essential in providing instruction-
il materials that an aid be pro-
vided the instructor at the time
md the place it will be most effec-
tive. This principle is basic in de-
termining purchases.
Many teachers colleges now
liave cameras and other photo-
MINIATURE OR 3'/4" by 4" qIoss slides ore
m importont contribution of tne college in-
itructionol materials center. The same nega-
'ives may also be used for making 35mm.
'ingle and double frame filmstrips. Cost of
naterials is low.
>EE and HEAR — November
A COPYING CAMERA need not be as large
as this one to make possible detailed repro-
ductions of smaller hand-drawn diagrams and
sketches or photographic copy from textbooks
or other sources. Negatives can be used for
2" by 2" or 3 ','4" by 4" slides, contoct prints,
or photographic blowups suitable for use in
direct teaching to an entire class at one time.
graj)hic equipment which may be
in the hands of various college de-
partments. It would be well to
concentrate this equipment in the
instructional materials center and
to assign to the center the respon-
sibility for using it as required.
The center can make a significant
contribution to instruction in the
college through the use of its fa-
cilities for making 2" by 2" and
3i/^" by 4" slides, still pictures,
and photographic blowups.
Such an insfructional materials center
should provide:
(A) Projection mochines as needed
(B) Educational films, slides, recordings,
filmstrips, and other aids in stock
(owned locally)
(C) Centralized service for renting or
borrowing instructional materials from
other sources as needed
(D) Repair facilities for equipment and
materials
(E) Clerical assistance and projectionist
services
(F) Minimum photographic facilities
(slides, still pictures)
(G) Chart and poster making facilities
(H) Expert advice on the selection and
utilization of materials
Page 55
(II Courses for teochers on the use of
newer instructional materials
The instructional materials cen-
ter should be able to assist all col-
lege departments in selecting ap-
[)ropriate teaching aids of all
t\'])es. The center should not only
give such advice when it is re-
quested, but it should assume ac-
will be ol ;l^si^lance to them. Reg
ular pre\iews of new educations
films, filmstrips, and slide coll
tions to which interested faculty]
members are in\ited will help iril
this connection. Another sirail
service will be the systematic <
lection of catalogs of all ty
Avhich will be available for tacul
reference. It is feasible to raaki
tive responsibility for informing the department responsible foJ
instructors of teaching aids which the maps and charts of the collegd
BELOW— Left— PROJECTOR MAINTENANCE and repoir is on important
function of the instructlonol materials center. Right— PHOTOGRAPHIC
BLOWUPS are being mode by projection. Enlorgcmcnts up to 40" by 60" ore
common. Colored charts can be produced easily by printing in reverse
(white lines on a block background) ond coloring the white lines with onlline
dyes on cotton swabs. Large charts con be colored in this monner in o few
minutes.
■1 *^?W
-\
.. ' .1
^...--ef-
:* P
^^ In'
Pago bb
ABOVE— Left— SILK SCREEN PRODUCTION mokes use of relatively In
expensive equipment, for the production of charts ond diogroms hovinq i
professional quolity. Scporotc screens allow printing in many colors. Right—
WOOD AND METAL WORKING EQUIPMENT enables the production of model
ond mockups for um in college classes.
November— SEE and HEAI'
oviiliiij; lor their disiribiilioii,
r annual repair, for storage, aiul
r standardization.
It is evident that teachers col-
ics must assume responsibility
r ilie training of teachers in the
e of the newer instructional
ds. The center with facilities
id materials in one location
liich assumes the responsibility
r making them available to stu-
nt teachers during their period
practice teaching will aid in
Iving the problem. Offers of the
an of materials should be ac-
mpanied, however, by sound
Ivice on proper utilization tech-
ques and instruction in the op-
ation of basic equipment. Spe-
al courses, offered during the
gular term as well as during the
mmer session (and required of
1 teacher trainees) should pro-
de practical training in the se-
ction and classroom utilization
' instructional aids and equip-
ent. Above all, the center should
jcome the natural place to
hich student teachers would
irn during their period of train-
ig whenever the need for instruc-
onal materials arises.
In fime, the department should also pro-
le:
U Shop focilities (for models, exhibits,
special training devices)
') Silk screen facilities
'.) Facilities for making simple filmstrips
)) Facilities for making simple 16mm.
silent films
:1 Facilities for making photographic
blowups
■) Facilities for making recordings
j) Mimeographic facilities (especially for
student teachers)
H) Multilithing facilities (including plate
making)
iZand HEAR— Novprnljer
In time, many additional lacili-
lies should be offered by an in-
structional materials center. If a
sejiarate shop is not practicable,
facilities of the college shops
shoidd be made available to the
center for the construction of
models, exhibits, and educational
devices of various types. Silk
screen facilities will be found use-
ful and an inexpensive means of
producing schematic diagrams,
simple maps, and charts for im-
mediate college needs and for
some circulation to other schools
in the service area. Mimeograph-
ing and other reproducing facili-
ties might well be centralized in
the instructional materials cen-
ter, particularly because of the op-
portunity for training teachers in
the operation of this equipment.
If pictures, diagrams, or line
drawings are to be used in illus-
trating mimeographed or multi-
lithed materials, the center will
be able to provide the service.
Most colleges now have facilities
for making recordings, but im-
provements made during the war
will make it advisable to invest in
new equipment when it is avail-
able. Such equipment might well
Ije placed under the supervision
of the instructional materials cen-
ter for use in its recording studio
and for loan to other depart-
ments as required.
Extensions of the instructional materials
service could include: (A) public relations
and promotional services (multilithed
pamphlets, photographic service for the en-
tire college, promotional motion pictures,
etc.) for the college.
l*rovision of instructional ma-
Page 57
^
CHART AND POSTER PRODUCTION con be conducted on o small seal
with 0 minimum of equipment, contributing much to the improvement <
instructional materials.
tcrials scr\ircs for public schools
in the college scr\ice area is here
suggested. Such a project should
be of considerable appeal to the
teachers college since in this way
it could extend service to its stu-
dents beyond graduation and
bring about a closer relationship
with the communities near at
hand. Too often "visual educa-
tion" services have grown up
serving this purpose alone, with
little or no efTort expended to
stimulate adecpiate luili/.ation
and instruction within the college
itself which is where the major
emphasis should be. Little need
be said about the possible use of
the facilities of the instructional
materials center for public rela-
tions and general promotional
purposes. Rather, it should be
Page S8
emphasized that a brake be plac
on tliis use of the center.
Emphosis of the instructional moteri
center should be the STIMULATION of g.ll
utilization of materials, as well as «
selection, and not simply that of ou^j
matically servicing departmental requeil
In teachers colleges in particular the tf
phasis should be placed on instructing s^
dents in the principles of good utilizati^
The fatuliy j)()licy conunit
should entlea\or constantly
make the instructional materi;
center serve the requirements
the college. College instructo.
like instructors everywhere, ne.l
information concerning what ni-
tcrials are available in their ficl«
and how and when to use thu
most appropriately. This is esj
cially true in the teachers colle-
where the example set by the o
lege instructor will help to inti-
November- SEE and Hfij
ce prospective teachers to the
asons for ami methods of using
er instructional materials in
ir own classes. The instruc-
mal materials specialist who is
icouraged by policies set up for
jerating his center will be en-
)led to do much towaril encour-
jing good classroom utilization.
e shoidd be expected to be ac-
ve in serving the needs of the
)llege rather than passively to
xept and fill routine requests.
The deportment should be financed in
ch a way that its work is not handicap-
•d by chorges to college departments for
iowings or rentals.
Many colleges have established
isual education departments as
I part of the extension service,
hich practice has usually meant
lat not only ^vere the major ac-
ivities of the service outside the
)llege but that the basis for fi-
ancial support was largely non-
:>llcge. Instructional materials
Tvices rendered in such instances
Ire usually charged to various de-
lartments, a practice which too
iften results in a great deal of ac-
i^unting and clerical work and,
|i the end, a perfunctory service
3 the college. A far better plan
i to allot the instructional mate-
lals center sufficient funds to
arve all college departments with-
ut charges for specific services,
tnprovement of instruction
tiould be a college-wide aim
(hich is in no way hindered by
nter-departmental service fees.
Services to the community, to
'he schools in the service area,
nd to various clubs are impor-
:E and HEAR— November
tant aspects of the program in
which the instructional materials
(enter could contribute to public
information.
Now is an appropriate time for
teachers colleges to make definite
plans for expanding and improv-
inj; their instructional materials
services. Centralization of respon-
sibility for coordinating the pro-
curement and utilization of
educational films, recordings, film-
strips, slides, charts, maps, models,
special devices, and similar mate-
rials will insure wiser selection
and more widespread utilization
throughout the college as a whole.
Prospccti\e teachers who com-
plete college content courses in
which such appropriate instruc-
tional materials are wisely and
effectively used will benefit great-
ly by an improved understanding
of the subject itself and by an in-
sight into the extent to which
the materials contribute to such
understanding. When such ex-
perience is coupled with an op-
portunity to draw from the center
instructional materials to be used
under supervision in their own
practice teaching classes, prospec-
tive teachers are well on their
way toward proficiency in this
phase of their profession.
The teachers college, through
its off-campus instructional mate-
rials service, is given an opportu-
nity to maintain liaison with some
of its former students and to as-
sist them in improving their
teaching by influencing the na-
ture of the materials selected for
their teaching problems.
Page 59
THE SOUND FILM
IN HEALTH EDUCATION
VVarren H. Southworth
flealtli Coordinator, Wisconsin Cooperative School Health Pro{rra\
Editor's Note: Recently Dr. Southworth spent nearly a day previewing
teaching films in the subject of health ond health education. His interest
led him to write this very worth-while article describing what he believes the
place of the teaching film may be in the pursuit of health habits. A list of
sound and silent films on health, available to schools follows at the end of
this article.
THE .sound motion picture is
one ol the most efficient me-
diums through which we can de-
\elop desirable understandings,
attitudes, interests, and behavior
rclati\c to health. When skillfully
used, it is one way of bridging
the wide gap between "knowing"
and "doing" — of stimulating the
application of certain hygienic
principles toward more effective
daily living.
1 he classroom films in the field
of health may be divided into
three gioups: physiology, saniia-
tion, and hygiene. Physiology
films deal with such subjects as
nervous reflexes, digestion, circu-
lation, breathing, skin, and mus-
cles. Sanitation films j)rescnt some
asf>ects of bacteria, water supply,
and sewage disj>osal. Hygiene
films arc concerned with subjects
like cleanlin<ss, iiuiiiiion. pos-
Pag* 60
ture, care of the teeth, first ai^
home nursing, and preventir
disease. In all these films, motivj
tion of health behavior is accoi
plished by showing how and wl
things should be done rather tl
by sliowing what happens to
sons who do or do not follol
hygienic practices.
Motion pictures ha\e ma
unique ways of teaching physic
ogy, sanitation, and hygiene
that maximiun results gtow oi
of the lessons. First of all, the pi
lines and the accompanyin
sound, when properly preparec
always know their subject. Tht
ne\er tire or forget. Teachc
sometimes do. Further, the piij'
lures show action — everythii
from the wiggling swimming
bacteria to the peristaltic actio[
Reprint from IVi^cottsin Journal of EducaHti
\liifih. 104''. 1
November- SEF. and HB^H
>[ iIr' .ilinuiiiaiy tract. The cam-
jra, through slow motion photog-
«>hy, can analyze very rapid
Tiovcmcnt like that of the cilia
vhich line sonic parts of the res-
>iratory tract, and ii can also
peed iij) acti\ity, like the growth
if bacteria which is too slow to
vatcli through the niicroscojic.
Motion pictures bring the field
rip into the classroom and show
he things the pupil should see,
rojj^vithout the confusing elements of
niiinjjortant details. A trip into
lie field, whether it be to a water
)urification plant, sewage treat-
iicnt j)lant, milk j)lant, or abat-
.oir will be meatlv enriched when
'the processes and principles in
aperation at the plant are pre-
viewed or reviewed through a mo-
tion picture fdm. Here the "eye"
3f the camera is always at the
most desirable place, and the pu-
pil's attention can be directed
toward important points with un-
obstructed \ision. Likewise, com-
Iplica ted laboratory demonstrations
'Iiai are too difficult to arrange
I or class use and observation are
asily seen through the camera's
"eye," and when the picture is
projected, the whole class sees the
(Iciiionsiration from a "close-up"
\ icw.
1 he animated diagram is an-
'ther special feature of the mo-
ion picture. It shows activity that
the class cannot readily obser\e
otherwise, such as the mo\ement
>f the diaphragm and stomach
lontractions. Diagrammatic fdms
may even show processes that arc
not visible, as the exchange of
lEE and HEAR — November
DR. WARREN H. SOUTHWORTH
Dr. Soiuliwortli received his B.S. from
Massachusetts Slate College, his M.A. in
medical sciences from Boston University,
and his Doctor of Public Health degree
from the Massachusetts Institute of
lechnology. His experience includes
iiigh school teaching, research work in
ihe Massachusetts Department of IMiiiiic
Health, a professorship at Pan/er Col-
kge, and service with the American .So-
cial Hygiene .Association in the Army
Sixth Service Command.
At present he is on loan to the Wis-
consin Slate Board of Health and the
Stale Department of Public Instruction
in the capacity of health coordinator for
the Wisconsin Cooperative School Healtli
program.
gases or dissohed substances be-
tween the blood and tissues. Heie
it can truly be said that a single
picture is worth 10,000 words.
Ves, all that!
Some classes and lessons in
health education are as dry as a
handful of desert sand, and just
about as useful, because the teach-
er siinply talks, assigns homework,
and lists new terms. On the other
hand, those teachers who use all
available teaching tools, including
educational sound films of high
I. O. (instructional cjuotient),
make health and safety a living
subject and a vital part of each
pupil's life.
The films to which Dr. Souili-
worth refers and which are a\ ail-
able to schools through your near-
est film libraries ate as follows:
ALIMENTARY TRACT Sound 10 min.
EBF
BODY DEFENSES AGAINST DISEASE
Soinid JO uiiu. EBF
Page 61
k
CIO IHING .Sound 10 min. EBF
( ON IROL OF BODY TEMPKRA
I IRl-: Sound 10 mill. EBF
DICES r ION OF FOODS Sound 10 min.
EBF
ENDOCRINE GLANDS Sound 10 viin.
EBF
EVES AND THEIR CARE Sound 10
inin. EBF
I IRSr AID Sound 10 min. EBF
FOODS AND NUTRITION Sound 10
min. EBF
CROWTH OF CITIES Sound 10 min.
EBF
HEART AND CIRCULATION Soutid
Id min. EBF
llEREDIl V .Sound 10 min. EBF
HOME NURSING Sound 10 min. EBF
MECHANISMS OF BREATHING
Sound 10 min. EBF
NERVOUS SYSTEM Sound 10 min.
I.BF
I'OSTURE AND EXERCISE Sound 10
tnin. EBF
REPRODUCTION AMONG MAM-
MALS Sound 10 min. EBF
TUBERCULOSIS Sound 10 min. EBF
WORK OF THE KIDNEYS Sound 10
min. EBF
BACTERIA Silent 15 min. EBF
BLOOD Silent 15 min. EBF
BODY FRAMEWORK Silent 15 min.
I BF
I'.REATHING Silent 15 min. EBF
( HILD CARE-BATHING THE IN
IAN F Silent 15 min. EBF
C:HILD CARE-FEEDING THE IN
I ANT Silent 15 min. EBF
CIRCULATION Silent 15 min. EBF
CilRCULVIORY CONFROL .Si7cn/ 15
min. EBF
CLEANLINESS-BATHING Silent 7
min. EBF
CLEANLINESS-CLEAN CLOTHES Si-
lent 7 min. EBF
CLEANLINESS-CLEAN FACE AND
HANDS Silent 7 min. EBF
Poga 62
CLEANLINESS-KEEPING THE HAIR
CLEAN Silent 7 min. EBF
DEVELOPMENF OF A BIRD EM
BRYO Silent 15 min. EBF
DIGESTION Silent 15 min. EBF
DIPHTHERIA Silent 15 min. EBF
FVES Silent 15 min. EBF
FEEF Silent 15 min. EBF
FERTILIZATION Silent 7 min. EBF
FIRE SAFETY Silent 15 min. EBF
FIRST AID - CARE OF MINOR
WOUNDS Silent 5 min. EBF
MRS! AID-CARRYING THE 1N4|
JURED Silent 5 min. EBF
IIRST AID-CONTROL OF BLEED
ING Silent 15 min. EBF
FIRST AID-LIFE SAVING AND RE
SUSCITATION Silent 15 min. EBF
FOOD AND GROWTH Silent 15 min.
I BE
1 ORMS AND USES OF THE TEETH
Silent 15 min. EBF
FROM FLOWER TO FRUIT Silent 15
min. EBF
HOUSE FLY Silent 15 min. EBF
LIFE HISTORY OF THE MOSQUITO
Silent 15 min. EBF
LIVING CELL Silent 15 min. EBF
MUSCLES Silent 15 min. EBF
ONE CELLED ANIMALS-THE PRO
lOZA Silent 15 min. EBF
SKIN Silent 15 min. EBF
Under arrangements including an ex-
panded format and increased content,
tilm News has appeared as the niaga-
-ine of the Educational Film Library
\ssociation. Mrs. Esther L. Berg, New
^<lrk. City, has been appoinlcil to serve
;;s the EFLA Film News editor.
1 he American Council on Education
I .IS available a series of 33 fihnstripsj
(i.j "Life in the United States." More:
(ban 10.000 strips have been sold in the,
list year. If you are not familiar with;
iliese materials, write for a catalog, ad- 1
dressing the American Council on Edu-
( ill ion, 744 Jackson Place, Washington
(■). D.C.
November— SEE and HEAR
m
'
Editor's Note: Before World Wor II the traditional geography se-
quer>ce had little or nothing to soy obout South America. With the
completion of World War II, we shall probably experience a great
awakening in the organization of geography classes everywhere. New
cultures, new people, and accounts of both have occupied prominent
positions in news magazines, in current literature, and in newspopers.
Schools everywhere ore squeezing in a unit on South America. The
production of teaching materials in the traditional sense has lagged
greatly, so that we find more and more people inquiring where thoy
may get authentic information concerning South America. One promi-
nent source has been mode available through the outstanding work of
the Office of Inter-American Affairs. The purpose of these films, the
means through which they are distributed, and the current status are
very ably described by Oscar E. Sams, Jr.
Oscar E. Sams, Jr.
erim Office of International Information of the U. S. Department
of State
/1HARLES LAMB once said to
'-^ a friend, "Don't introduce
II to that man over there. I hate
iin, and I want to continue to
'' c him. When you introduce
to him, then I shall learn to
^ ^w him and shall stop hating;
1." The triuh in Lamb's state-
nt is just as obvious today as
^vas in the 19th century. Dis-
ind HEAR— November
like for our neighbors usually
stems from the fact that we do not
know them and consequently fail
to understand them. A conscious
effort to study their personalities,
their habits, their work, and their
home life usually develops a sym-
j)athetic imderstanding and close
friendship.
As commimications shrink the
Page 63
Tlie child viewing the film Belo Horizonte would Ijc impressed by the
siiniiaiitv which exists bciwccii this citv and most up-to-date American
tommuniiies. Care should alwa\s he taken to use many visual ma
lerials when approaching the study of South American nations, for
no one film tells all liie story. Isuallv the emphasis is on the old
or the ni:w, and a balance of experience must be met.
world, Avc find ouisehcs pililully
lacking in an understanding oi
people wlio ha\c suddenly be
come our neighbors. Futureworld
security may depend on llo^\• well
we "get along" with those neigh-
bors, and we know that getting
along with them depends alto-
gether on our developing a sym-
pathetic understanding through a
concentrated program of self-edu-
cation.
An example of such a program
is that carried on bv the Office of
Inter-American Affairs. ^ In Au
gust, 1910, the Nazi war machine
was rolling with apparent ease
Pag* 64
down the liighioad to \ictory
Europe. It seemed then that
onlv a matter of weeks ail Kuro
incliiding Britain, would be cop
pletely subdued, and wc in l
United States knew that Hit
did not i>lan to sioj) when t
was done. Wc had already he
about Germany's propaga:
drive in Latin America, and
knew that this campaign was
ginning to succeed in m
1 Formerly known as tlie Office of the
ordinator of Inter- American Affairs. 0
inally established as the Office of t
t'oordiiiator of Coniniercial & Cultural
l.Tficins bctwrrn the American Republ ■
Now oporafinir witliin the Interim Offic* I
International Information under the Un >
Stales Department of State.
Novamber —SEE and .
I'
hotos by
en I^ryan
<)1 A \.
ODAY teachers are using splendidly prepared films distributed by the Office of
Inter-American Affairs. Entirely realistic, exemplifying technological status, and
utting across home life, customs, education, ond vocation, films about the United
llations ore now available to all schools.
"OP riC.l URE— Tliis scene from Bolivia allows us to experience the mode of
ving in remote market places of the local focal point for all communication of
leas.
«ELO\\— Comparison sharpens any child's appreciation of the standarcLs he enjoys.
he opportunity to all but live with in the classrooms in Colombia helps him
nderstand his neighbors and to critically evaluate his own educational oppor-
unities.
places. Sonieihing had to be done.
The peoples in the other Ameri-
cas had to be alerted to this for-
eign danger.
Consequently, that same Au-
gust, 1910, The Office of the Co-
ordinator of Commercial and
Cultural Relations between the
American Republics was estab-
lished as an agency of the United
States government to implement
and give exjiression to the Good
Neighbor Policy. Among the sev-
eral branches of the new office was
a division devoted to the produc-
tion, adaptation, and distribution
of motion pictures.
The sound film proved an
effective means for bringing
about quick results in the pro-
gram. Through the Press Divi-
sion, newspapers did a tremen-
dous job, and radio stations all
over the Americas carried the
message of understanding and
friendship from this country.
Sound films implemented and
completed an informational cam-
paign the likes of which had
never materialized before. For
there are many thousands who
cannot read newspapers, and
there are more thousands who
have no access to radios. But
those thousands can gather in
schools, autliioriums, and in town
s(juares to sec and hear soiuul mo-
tion pictiues.
As planned and carrietl out. the
film progriuu was defmitely a
two-way street. Motion pictures
showing our way of life, our war
effort, and our resources were sent
Pag* 66
to Latin America; while fill
showing how the peoples of th
other American republics live'
work, worship, and play werj
shown in the United States. i
Here was a new expenmeni
For ages men had girded therrjj
selves with swords and guns fc
war; here men were girding thenli
selves with information aboi[
each other so that a better undei
standing and sympathy could
developed among themselvel
Here men were girding thei
selves for peace.
And 16 nun. mo\ie films wei'
playing an important part in tl
whole program. For it is the 1
mm., not the 35 mm., that is be
suited for the program, becau;
many of the film subjects we
not the type wanted for theatricjj
use. The program needed moi
of the atmosphere of the sch(
room and the auditorium tha
that of the theater. Sixteen
meter projectors lent ihemselvJ
to easier portability than 35
machines did, and portabilii
was an important factor, espeda
ly in the other Americas wh«
film showings were plainied f(J
remote sections that had nev«f
seen motion pictures before.
Our primary objective here
to describe the operation, iinpi
cations, and objectives of the fil
program about the other Aiiun:
cas used in the United States. Btl
since this project was considcrcj
bv OIAA to some degree as sc
ondary to that in Latin Amcric;
let us consider briefly the Lati:
November — SEE and HEi
f
Oscar E. Sams, Jr.
)scar E. Sams, Jr., is chief of Do-
lic nistributioii. Motion Picture
ision of the former Office of liitcr-
irican Atfairs, now functioning as
part of the Interim Office of Interna-
lal Information of the V. S. Depart
^nl of State.
^Ir. Sams, who has held this position
October. 1943, has had charge of
ition and distribution of the 80
subjects released by the office.
*reviously with the Division of Uni-
ity Extension of the University of
inessee, Mr. Sams organized the edu-
iional film library, directed its activi-
p, directed all university radio pro-
jms, and taught all university visual
ts classes for four years.
'reviously he was instructor in En-
[ih and speech at Knoxville, Tennes-
High School. He holds bachelor's
es from Carson Newman College
Columbia University, and a master's
ree from the University of Tennessee.
lerican operation, in order to
juire a better understanding of
whole project.
jThe production of some new
about the United States
buld be necessary for the pro-
Vm in Latin America, but
realized that much ideal
kterial was already in existence
could be used with few, if
f, changes. The Hollywood in-
Jstf)', \arious commercial con-
ns, independent producers of
icational films, and other gov-
imcnt agencies, had already
de hundreds of film subjects
It would fit the program. Of
irse, in most instances the
inish and Portuguese soiuid
cks had to be prepared by the
'fice, and in some cases the ex-
ind HEAR— November
isting lilnis had to be changed and
re-edited. Through its combined
organization, the Motion Picture
Producers and Distributors of
.\merica, the Hollywood industry
gave OIAA the 16 mm. rights for
Latin America on practically all
of its short subjects, and for many
of these films the Spanish and
Portuguese theater versions were
already in existence. Many com-
mercial and industrial concerns
such as General Motors, RCA,
Greyhound Bus, and others grant-
ed OL\A the use of their educa-
tional film material. For such
films, however, the Office has been
obliged to steer clear of advertis-
ing sequences, and some re-edit-
ing was necessary. Besides,
\aluable material was made
available from other government
agencies such as the Office of War
Information, the Public Health
Service, and the Bureau of Mines.
Classroom teaching films pro-
duced by such organizations as
Encyclopaedia Britannica Films
were bought outright much more
cheaply than it would have cost to
produce the same subjects.
Consequently, the Office of In-
ter-American Aflairs has not had
to produce all the films for its
jjrogram in the other Americas.
\Vhere certain film subjects were
needed and not available from
other sources, the Office has not
hesitated to go into actual pro-
duction. A competent staff for
this purpose alone has been kept
busy constantly.
Besides the IG mm. newsreel
Poflo 67
i!
American
chincry is hi
i n g accorap
nioclern
(ion in Colom
A child really
understands the
story of rubber
when he watclies it
being laboriously
tapped from scat-
tered rubber trees
in the forests of
Bolivia to being
gathered at. a cen-
tral shipping point.
'It) iiiulcrsiiw
a people, its ^
^»<rT*'- toins nuist l)c \
fc^Jf,,* pcricnccd. Sipji|
*^ ♦ mate is as ii(
1 social nicet
^ •- ^ I'arnjTuay, as :
' •"-(»"" diiituT co(Tc('
' , . ^ ' K. lis.
«^
ich goes to the other Americas
h week, the Office has released
nost 300 different motion pic-
e subjects, except in Haiti
lere French is spoken. A num-
• of special releases have been
de in French for Haiti. Impor-
»t in the program have been
:r 60 technical, medical, and
ntal films acquired from the
nerican CoFlcge of Surgeons
d the American Dental Asso-
tion.
In each capital of the 20 south-
1 republics, the Office of Inter-
lerican Affairs is represented
a Coordination Committee
uposed of patriotic American
idents. A paid secretary and an
ce staff attend to the business
the Office in each country.
t quotas of each film release
.' shipped to these offices, and
committees themselves pro-
te the distribution and utiliza-
n of them in the respective
as. Over 350 sound projectors
ve been placed with the various
|<^mittees for use throughout
?tin America. The services of
id projectionists are used for
Me actual showings. Gasoline
: nierators are necessary, for many
< the exhibitions are held in re
ote sections where electricity is
t a\-ailable.
]t
That the motion picture pro-
m in the other Americas has
' n successful can be attested to
me extent by the fact that an
erage audience of over three
illion persons monthly see
lA.A films. In many cases the
and HEAR— November
film showings have become a
regular part of the daily lives of
the people. This is especially true
in remote areas where theatrical
films have never been used. Space
does not permit recalling here the
multitude of instances which
have proved that through this
project the peoples of Latin
America are coming to realize
that we in the United States want
them as friends and that through
this friendship our hemispheric
security can endure.
The general aspects of'OIAA's
domestic motion picture program
are already known by most users
of 16 mm. educational films in
this country. This fact can be
presupposed when we realize that
in the past five years the films
have been shown to a conserva-
tively estimated total of over 45
million people in the United
States. Over 330 thousand pro-
grams of 16 mm. motion pictures
have included, in whole or in
part, films released by the Office
of Inter-American Affairs. Over
14 thousand prints of 80 film sub-
jects have been disuibuted by
more than 200 depositories, one
or more in every state. Fifty-five
of these have been located in col-
leges and universities where one
or more prmts of each release
have been automatically allocated
as they have become ready for use.
Thirty-six commercial distribu-
tors of 16 mm. films have made
complete sets of OIAA films avail-
able in all sections of the country.
Twelve Inter-American Centers in
metropolitan areas have supple-
Page 69
To know our
neighbors is to
understand how
they are edu-
cated, how they
earn their liv-
ings and how
they worship.
inciitccl their activities by becom-
ing distributors of the films.
Other non-profit organizations
such as the Pan-American Union,
tlie Bureau of Prisons, and the
\arious state war film organiza-
tions ha\c affected easy access to
the motion jiicturcs by those who
needed them. A large group of
city and county school systems,
pulilic libraries, and other ediua-
lional instituiicms ha\e distril)ut-
ed OIAA films on a limiteil ba.iis.
Films about Latin Amciica
have been acquired from \arious
sources. The first release, Amrri-
cans All, was secured from Julicn
Bryan, well-known traveler, lec-
turer, and cincmatographcr, and
even after five years it is still near
the top of the list in pojndariiy.
Since Americans All, 24 other
Jidien Bryan productions have
Pago 70
been added to the list. Aino^
these are Roads South, Schools':
the South, Montevideo Famil
Housing in Chile, and You%
Uruguay.
Early in the project the Nati(j
al Geographic Society agreed
allow the Office of Inter-Ameri
Affairs to distribute seven fi
subjects already prepared by tj
Society. This group included sd
titles as Brazil, Venezuela, a]
Colo7nbia. At the same timi
series on ^^exiran fiestas and 1[
was accjuircd from Ralph G:
famous for his expeditions ii
Mexico and Middle America
In 1941 the Office sent \V t
Disney to the other Americas >
gather material for a scries i
films to be made by his organ)
tion for use both in Latin Amu-
ca and the United States. A'
November — SEE and
suit ol ihis contract a gioup of
ipular lilins have been released
eluding South of tlic Border
ith Disney, The Amazon Awah-
•, Winged Scourge, The Grain
hat Built a Hemisphere, Water:
riend or Enemy, and Defense
gainst Invasion. At this time
lere is about to be released the
ew "Health Awareness Series,"
set of ten ten-minute films in
;)lor done in true Disney ani-
lated style including such sub-
lets as The Human Body, Infant
Mre, Nutrition, and Insects as
arriers of Disease. Most of the
alt Disney films have been pro-
uced primarily for the program
the other Americas, but they
ave proved so effective in the
'nited States that English tracks
ave been prepared also.
With the cooperation of the
)ffice of Strategic Services, OIAA
other film subjects making a total
of 80 in all released to date. Nor
is it possible to name approxi-
mately 15 new subjects in various
stages of production for relc-^se
soon.
It is estimated that about 75
per cent of the showings of OIAA
domestic film releases occur in
schools. This fact is true mostly
because the majority of 16 mm.
sound projectors are school-
owned, and because schools are
constantly searching for material
similar to that made available by
OIAA. On the other hand the
Office makes no claim that the
films have been edited necessarily
according to any accepted class-
room film technique or to fit any
established curriculum. Rather, a
strong attempt has been made to
edit them so that they w^ould have
a broad, general appeal both in
Previous to the war, few children indeed could re-
call any valid concepts or understandings con-
cerning the South American nations. Too often
their impressions were limited to marimba bands,
rumbas, exotic, technicolor, star-filled impressions
from the entertainment theater and that was all.
las recently made available a new
[roup of films on Brazil. Sao
^aulo. Southern Brazil, Wings
Over Brazil, and Belo Horizonte
omplete this series produced un-
ler the expert craftsmanship of
Hfollywood-traincd Sam Engel
ind Gregg Toland. Space does
lot permit the mention here of
-E and HEAR— November
and outside the classroom. The
style in some of the subjects has
been predominately document-
ary; in others the travelogue
effect has been gained. The fact
that over half the films have been
in color and that all of them have
carried musical background for
the narration is proof enough
Page 71
thai an aiiciupL has been made
to make them entertaining as well
as instructional. In spite of this
tliere has been an overwhelming
acceptance of the films in schools
all over the nation. To the
knowledge of those in charge of
distribution, only one school sys-
tem in the United States has,
while knowing of the availability
of OIAA films, made little or no
attempt to use them for instruc-
tional purposes. On the other
hand, over 50 school systems in
eluding those of New York City,
Los Angeles, Cleveland, Cincin-
nati, Newark, and Denver regu-
larly use either complete sets of
the films or selections of them in
their classrooms.
Claims have been made vari-
ously that some of the OIAA
films about the other Americas
should not be used for formal
classroom work because they
"l^aint UK) rosy a pictiue of cor
tlitions in Latin America." or tha
"they present one-sided vievi
points and half-truths." or tha;
"they are not designed to fit thi
curriculum." Such opinions. C|
course, ha\e been relatively fevj
and OIAA feels that for such corj
tentions the best answer is the faci
that an increasing number c\
teachers each year are finding th)
films valuable and effective ;
teaching aids. The major prol^
km has always been that of suf(
plying the great demand for thj
films with the limited niunfjcr f
prints available.
I
Some time ago the domestij
film releases of the Office of Iii
ter-American Affairs were mad|
available for piuchasc at labor,
tory cost by organizations and ii
dividuals interested in ownin;
copies outright. The Office, as i
government agency, docs not i!
W li i 1 e many
i)Outli .American
11 r b a 11 (lt"\clo|j-
iiieiits closely
parallel local
scenes in ilie
touted Stales, re-
moter disiric is
^«tlll practice the
customs ol an-
in|uiiy. This na-
ifve of Paraguay
(aiches his Tish as
did his f o r e-
I at hers during
hundreds of yean
of existence he-
lore him.
sell ilic films, but it does au-
'tc such purchases when
lers arc made payable to desij^-
laboratories and first sub-
[ted to the Office for proper
)rization. Many film libra-
are taking advantage of the
-ilege of owning OIAA films
fright, ami the number of ac-
Jl orders is increasing by the
ith.
uring the ^arious stages of
rid War II leading up to the
id victory and the organizing of
United Nations for Peace, we
he Motion Picture Division of
Office of Inter-American
irs have experienced a groAv-
consciousness of the import of
task. In a very significant
it has been an experiment
ill the actual waging of peace in-
stead of war. In it we have di-
icdcd (he acti\ities incumbent to
the facilitating of friendship
among neighbor nations that can
ne\er again li\e peacefully while
isolated from each other.
True, the project has involved
the relationship between nations
of only half the world. Mistakes
have been made; lessons have
been learned; and results have
been far short of perfection. But
out of the experience has come a
pattern which perhaps will be
effective in the years ahead when
the same project will be promoted
not only for the solidarity of tlie
W^estern Hemisphere but for the
security of all nations and peoples
of the world.
I am confident that it would be fruitful to
experiment with making filmstrips "on a shoe-
string." The help of science teachers and cam-
era clubs might be enlisted here. If you are
fairly good at taking pictures, or, at least, can
choose pictures with skill (and can get them
free or almost free) , and if you omit art work
on them . . . well, there are real possibilities. A
low-cost filmstrip might be a group project for
a social studies or science class or for various
kinds of civic and social organizations. Not
only would its production interest people of
varied talents, but it would be good education
lor them, because they would have to wrestle
hoih with technical problems and with subject
mutter.
—William FI. C.iry, Jr.
lond HEAR— Novembf'r
Paga 73
WHERE
DO WE
GO FROM
HERE?
Dr. Arthur Stfnius
Conrdinnlor of Visual, Radio,
and Safety Education,
Detroit Public Schools
THE war years have kept school
audio-visual programs from
normal development. In spite of
iiureascd interest in the use of
leaching aids, needs of the Armed
I'oi CCS ha\e left few projectors for
civilian programs. Such has been
Detroit's experience.
As Detroit looks to the future,
ihcreforc, there is more of a
"building from scratch" nature to
present plans than would have
i)ecn the case if normal develop
nicnt could have been maintained
(luiing the past four years. These
plans have been placed on a fi\c
year basis. In such a period, a
truly adequate and functioning
program should be a reality.
Page 74
IllOf
iiico
-jtical
<Hlie|
flSVO
lisii
The words "adequate"
"functioning" do not connote >
fection nor completeness. I ^,
terms are used in light of ceri
practical demands arising fii
conditions applicable to
Detroit Public Schools. Pre:
equipment and materials, adr
istrati\e organization, total bi iA<
etary needs, and like circ
stances make the plans fcas liii
for Detroit. They may be in;
(|uate, overbalanced in s(
|)hases, or unsuitable if an
tempt is made to translate tl
in terms of another city's si
tion. The basis, methods,
standards used in the plann
however, may be usefid to oi
for comparative study, and
presented here for that pur
The plans outlined in thi
tide are concerned with proje^
visuals only. At the present tij
Detroit's e(|uipment inventCj
in this field provide an a
age of one opaque projec
one stereopticon, and one
mm. motion jiicturc projectorj
each school building. -Ml 1
schools are provided with si
fdm projectors. 1 he motion
lure fdm liliraries list 1, '525 si
films dealing with 220 sub}
and 661 sound fdms with 419
ferent titles. The .Si4"x4" s
lil)rary lists 1.740 sets compr,
of 31,038 separate slides, and
reels of slidefilms.
The j)rogram of the futui
lo be based primarily on thd
mm. motion picture, the slidefUi
and the 2" x 2" slide. Only W
different types of projectors fi
November — SEE and
Editor's Note: Whot's ahead in visual education? All of us ore raising
that question. Arthur Stenius has approached this problem and out of it has
grown a five-year program of planning which takes into account budget,
mechanical distribution, supervision, and in-service training. It is a high point
of critical estimate. It revcols many guideposts for others who are ottempting
to make plans for the future.
needed. It i,s bclicxcd that
Ises which will accrue from such
Indardization will be more than
;t by the advantages gained,
^ndardization permits quantity
lying with its discount benefits,
a policy also has value in
[lining teachers in operation
rhniques, permits the carrying
a smaller parts in\entory, fa-
jitates work for repairmen, and
iplifies inventory procedures.
In working toward a basis for
amount of equipment that
111 be needed, several sources of
commendation were investigat-
j. Although the American Coun-
on Education's recommenda-
^ns reported by Seaton may in
le be fitting, it was believed
It five years will not see De-
lj)it's program sufficiently devel-
?d to justify such a low pupil-
jr-projector ratio. But Scaton's*
m was followed in part in that
commended purchases of equip-
;nt were placed on a per-
ident rather than a per-school
^ndard. Sound motion picture
[ejectors are to be furnished on
jasis of one for each 500 pupils;
Idefilm projectors on the basis of
lie for each 300 students. All
lools, of course, are to have at
»st one projector before any
Seaton, Helen Ilardt, A Measure for
'-fto-Fijiia/ Programs in Schools, American
ncil on Education Studies, X'oliime VIII,
)ber, 1944. Washington, D. C.
and HEAR — November
school receives a second one. It
is further recommended that all
schools be equipped with at least
one soinid motion picture pro-
jector by 1948.
Present plans call for the con-
tinuation of a centralized library
of motion pictine films, but basic
libraries of slidefilms and 2" x 2"
slides will be established in indi-
\idual schools. A central library
of the last two types of \isuals
will supplement those in the
schools. At the present time, ex-
perimentation is being made in
two high schools to determine the
advisability of individual school
libraries of motion picture films.
It may be that utilization values
are so greatly increased imder
such a system that there will be
justification for placing such li-
braries in all large schools. In
considering the feasibility of this
action, of course, the increased
costs of many individual libraries
over circulated films from a cen-
tral sotirce must be balanced
against increased benefits.
No more difficult problem pre-
sented itself in working out pro-
posed expenditines for the next
fixe years than that of determin-
ing the relationship of the in-
creased equipment purchases with
new films. Even intangibles such
as teacher acceptance of visuals
were weighed in making decisions
Page 75
on ihis point. A larger library
than use will justify is not wise;
a smaller one than needed would
be even Avorse.
On this }>oint not nuich help
was iecei\ed from outside sources.
Personal contacts brought little;
published materials even less. As
>,et, there seems to be no basis
for the number of films per pro-
jector that are needed for a func-
tioning visual progiam. Admitted,
there would be poor philosophy
behintl any program which at-
tempted to prescribe one or more
\isual aids per unit of teaching;
yet there is in all probability a
practical minimum and maxi-
numi to library needs for a gi\en
number of projectors.
To determine the e.Ktent of li-
brary materials, a few assump-
tions had to be made. One of
these concerned the period of
time within which every teacher
had a right to expect use of an
ordered film. A semester, obvious-
ly, was too long. A film can hardly
be considered an instructional
tool if one receives it when teach-
ing a luiit f)f work in no way con-
nected with the jiicture. On the
other hand, it is not practical to
build a library so large that a
leacher can always get a film on
the day he would most prefer it.
Half way between the latitude
of an entire term and a single ilay
was not a suitable compromise.
.1 teacher should be able to get
a film witliiJi ihe period of lime
given oi'er to the unit of work to
which the picture applies. Upon
Pog* 76
this assumption, Detroit's niii- i^
brary is planned. Enough pr
of all subjects will be purcha
lo assure teachers who will <i
using the film that they can
a print within the period usu;
gi\en o\er to the area of w
concerned. In most cases, this^'
mean a readiness to furnish a fi
to a teacher within two we
cither way of any specified d
Although delivery of filmsj
sc hools has been on a basis of fi\
times a week during the past thf^
years because of war tianspoj
tion restrictions, the near futj
will again bring materials
schools daily. Such a deli\|
schedule and the employment
a night-time inspector-ship^
will assure maximum availabii
of all films.
The existing library of so
films is adecjuate to service mi
more projectors than are in
schools at present. For this
son, as well as the fact that m;
nuim use of films will not
gained imtil much teacher
ing work is done, the amoun
be allocated for films will
nuich greater during the last
years of the period encom
by present plans. In roiuul figii
3700 sound films should he ow
by the Board of Education
1950. This library should be a|
mented with many other films!
j)osited by conmiercial con
and goxernmental agencies.
Each individual school lil
will consist of at least 50 fihnsj;
and 50 2" x 2" slide sets. T\
November — SEE and fi
llicsc ilcms ;irf lo \)V <;i\cii v:\i li
'II lo llu' schools wiili suitable.'
I 1)R ARI IIIIR STEN'IUS
Ur. Slciiiiis ir(ci\c«l his lijiclielor's tlc-
p from ihc I niscrsily of Notre n;niK\
lasters ticgicc from the I'niversiiy of
roit. and a doitor of pliilosopliy de-
e from Ohio State Liiivcrsity.
n 103*i Or. Siciiius spent nine months
oad stiidvins? audio visual programs
ten Kiiropean (ouiilrics. He lias i)ccn
netted with the Detroit I'uhlic
ools since 1!(2S and has served as a
h sdiool teacher, secondarv school
liiini^lralor. and prcsenilv is conrdi-
or of \isnal. radio, and safely cduca-
I. Since 1040 he lias hccn a faridty
iiihev of Wayne University, as well.
iuipnicni. Dc\eIopnicnt of these
Taries, of course, will depend
on the availability of suitable
aerials.
The expansion of any audio-
ual program is much more
n an increase of equipment
materials. Personnel must be
ed to care for increased ship-
g, inspection, repair, and su-
visioM. During the first two
rs of development, there will
more "reconversion" than cx-
ision. Increased personnel is
t planned until the third year.
Only one more item is siiffi-
'ntly important to justify men-
>n at this time. Attention has
en given to the values accruing
'in an enlarged production staff.
iiere are many classroom needs
■^tirely local in nature. Every
iial education director knows
w easy it is to buy films con-
incd with tlic bushmcn of Aus-
I
^. and HEAR— November
li.ili.i c)i llie He ibeis of Ahi(n. but
how dillKidi it is to gel materials
dealing with the locality's civic
agencies and industries. 1 jic
school system's production unit
promises to be the most effecti\e
means of meeting such needs.
Plans, to be true, are cheap;
realization of a program as pre-
\ iously outlined costs money. Just
what cuts in projector and film
costs can be expected five years
from now is anyone's guess, but
it is thought that the five-vear
program as planned will cost in
the" neighborhood of $250,000 for
ecjui]jment and materials. $41,000
is to be spent the first year. At
the present time, 81 sound motion
picture projectors are on order.
Planning material and e(]uip-
ment accessions is in no way the
greater part of a visual director's
responsibilities, to be sure; but it
is a vital job, nevertheless. Espe-
cially so, in these days when the
rush to instructional aids is on.
A program which is Avrongly bi-
ased now may result in the ex-
penditiue of much money with
little return in increased teachin<>
effectiveness. Also, little can be
done on many other problems in
the field until equipment is se-
cured, or unless there is some
a.ssurance of the way that this
phase of the program will ex-
|)and. Significant steps, therefore,
have been taken in planning De-
troit's future visual program. At
least, when asked, "Where do we
go from here?" the answer is a
ready and definite one.
Page 77
Charles F. Schui.i.er
Lieutenant, USNR. Training Aids Officer
NOTE: The opinions and assertions contained in
this article are those of the author and are not to l)e
construed as official or reflecting the views of the
Navy Department or the naval service at large.
(Signed) Charles F. Schuller, Lt., USNR.
Editor's Note: A good teacher can do
a splendid job of using visual materials
as supplementary or complementary in-
formation to the subject being studied.
A poor teacher can render the best vis-
ual material |)ractically useless through
careless presciUalion. This, in brief, is
the theme of Lieutenant Schuller's re-
port. Like so many former educators
now in the service, he seeks to winnow
the valual)le residues for learning from
the vast training aids experience which
has been his during his call to tiie
armed forces.
TRAINING films have caused
many officers and men of the
U. .S. Navy to agree with Con-
ItKJtis that "One j)i(lnre is worth
a thousand words." Had Con-
Page 78
fuciiis been able to foresee the d
velopment of the motion pictui'
the slide film, and the carto<
technique apjilicd to posters ai
charts, he wouki imdoubted
have enlarged his statement. 1
several thousand words.
THE PROBLEM
(iood teachers have alwa
made use of visualization to til
niaxinuim permitted by facilitil
and their own ingenuity. T'
armed services were faced \\ i
the tremendous problem of takii
thousands of men, largely witho
teaching experience, and makii
November — SEE and HF'
qiave learned by doing. In this telephone talker training class- .▲.
sound power phones for each student are hooked into a
Jal circuit. The instructor can listen to any one or a com-
lion of phones by means of a switchboard. Wire recorders are
to give each man a reprodurtion of his own voice over the
phones as a source of correction and improvement.
Hardly ever do we read or just talk about how it works. Rather,
we say, "Here it is! Look at itl Handle it!" Then we can at-
tempt to understand it or stop and investigate further. A class
•^ being taught the inner workings of one type of suction pump.
t
m
■z<
€^:
\.
»
..-:«<
^
# "
^ood insiiiKiors out ol them.
' Iraining wins baitlcs" was the
keynote of the toughest training
job the world has e\er seen;— 13,-
000,000 men and women had to
be converted from average ci\il-
ians in all walks of life to the
most elTcctive, technical, and
deadly fighting team of all time.
Many millions more had to be
trained for the production and
distribution lines so that our fight-
ing men would have a sufficient
number of planes, ships, guns,
ammunition, food, and the count-
less other supplies essential to
modern warfare— enough and on
liinc.
THE ATTACK
As one means of attack on this
gigantic problem, the Xavy, Army.
Coast Guard, Marine Corps, antl
other g(j\crnment agencies em-
barked upon a \ast j)rogram of
J raining Aitls dexeloj^mcnt early
in the war. Films, filmstrips, charts
and posters, pamj)hlcts. models,
mockups and s\nihciic de\ ices
were turned out (Jii thousands of
subjects. For example, Traijiing
Aids were produced to train men
to fire and maintain e\ery tyjie of
gun fiom a ..38 cal. re\ol\er to the
giant 16-inch rifles on our great
battleships; to land and li\e in
the jungle, the aictic, oi" in desert
country; to operate semaj)hore,
blinker, and radio conmumica-
tions; to understand and manipu-
late the intricate mechanisms of
fire contiol and radar; to j)aiiu
ships and boats; to identify air-
(lafi, aiul to man\ other acti\i-
liis.
Pago 80
i\o detail was too small, no a
too vast to be covered. Films i
other aids were made on such s >
jects as how to tie a square ki
the formats for Xavy correspo
ence, the care of office machi
specific vacuimi tubes, a sir
propellor adjustment, how to
a sea bag, etc. On the other hi
such topics as a complete shi
shore operation. Rules of
Road, convoy manemering, n
gaiion, the construction and
eration of all types of marine
gincs, radio operator train
radio and technician train
pilot and technician training
every major type of aircraft,
were covered both extensively
intensively by specially plan
groups of films antl other aids
.\t the outset it was necessai
anticipate training needs and
(luce aids caltulatid to sal
I hem. Later, as training progr;]
l.r. Charles Schuli.kr, USI
l.i. Scliullcr was for I.T years a j
lie school teacher and administr
1 lien he was commissioned in
I niied Stales .\avv, and. followii
period of ofliccr indoctrination, w;
signed as a Iiaining Aids Ofliccr ii
Iliglith Naval District.
From there he went to the Eu:
liieater of operations in a grouj
eight oflicers handling the Navy
ing Aids program preparatory to
invasion of Normandy. He is tods
charge of the Branch Training Aic
I'uget Sonnil Navy Yard, Bremc
W'asliingion.
progressetl. films and other
were jiroduced primarily
answer lo specific requests.
Novemljer- SEE and
ivities, further, supplied a tech-
1 director to assure getting
at was desired in the fihn. Eac h
ject had to be passed on by a
d of review in Washington
ere it was approved, adjusted,
disapproxed in terms of its
•id, its applicability to other
lilar training curriculums, and
quality.
CURRICULUM
EVISION? AND HOW!
Vot infrequently, the rapid de-
opments of wartime rendered
fais obsolete. Various films on
rcraft Recognition, Communi-
ions, Ordnance, Chemical W ar-
te and others became out of
i te and were withdrawn from
;culation. Each month for ex-
uple, recognition training offi-
s received revised lists of Class
Und Class B planes to be taught
the several theaters of opera-
tion. Slides, films, and models of
other planes were immediately
withdrawn from use. Similarly,
after the second Battle of the
Philippines, lookouts no longer
needed to be trained to recogni/e
numerous Jap warships which had
suddenly ceased to exist.
MATERIALS FOLLOW
THE "JOB"
It was recognized early in the
war that good visual aids in them-
selves would never be enough. Lt.
Comdr. Francis W. Noel, then in
charge of the Utilization and
Evaluation section of the Train-
ing Aids Division in the Bureau
of Naval Personnel, set about pro-
curing a corps of specialists whose
This mockup of a CVE and refuel-
ing ship makes possible effective
refueling on the high seas. No ad-
venture—but an often-rehearsed
and thoroughly understood duty.
L
HEAR— November
Page 81
Damage Control Tiaincr. 1 ypical ship's coinpartmenls witli wai
tiglit (ioors, electrical installations, pipes, etc. In these train
it is possible to simulate conditions of damage or fire at sea
job it would be to assist training
oflicns and instnictors in tlu-
|)M)pci niili/ation ol training aids.
These officers, largely former
tea( hers and supervisors with par-
tic iiiai experience in visual edu-
cation weie assigned to each
\a\al District under (he directoi
of training after a period of spe-
cial training in the Bureau. Many
were later sent o\eiseas to ad-
vance bases in Knghincl, Africa,
Austialia and the islands of the
Pacific wlure they could work
with training close to the scene
of actual operations. Ofhces and
(dm lil)iaries were fretpiently set
up in a cpionsef hut though anv
Paga 82
kind of space available was usi
One library in England use "
lent, another was set uj) aboarti
permanently moored ^esseI aloJ
side an old dock. Regardless]
location these c:)flicers and thp
specially trained staffs of
listed men worked toward cl
end— the promotion of Navy trcjj
ing thiough the use of \isual
l)oth in shore schools and abol
ships.
1 HE FIRST DEMAND
(;()()n USE!
Once the idea of using au«
\isiial materials to train men
November — SEE and il
Wlien a seemingly
' iinsinkable s h i p"
(onics in, there may
l)e many a reason for
it. Many practices like
this make damage
com vol a routine ex-
perience ratiur tlian
a (lisorgani/etl mishap.
A mockup allows real
experience in slioring
up a bulkhead inside
the Damage Control
Trainer.
lie efficiency had been "sold,"
le was little difficulty in get-
j; these materials into use. It
> apparent from the beginning,
sever, that the simple fact of
was not enough. With inex-
ienced or vmtrained instruc-
, particidarly, the tendency to
the film do the teaching had
stantly to be counteracted.
is never-ending problem was
uked Ironi several angles—
namely, (a) indoctrination of
commanding officers and super-
\isors, (b) demonstrations and
conferences with instructors both
indi\idually and in groups, and
(c) through provision of instruc-
tor aids to good utilization.
The fundamental facts that a
training aid is an aid and no
more; that its careless or unin-
telligent use can produce confu-
sion and actually imjxde learn-
(BlU Ijo handling can
ally be practiced
part." School is
place to make mis-
s—it costs no lives.
by the time the
ice hits the deck,
!«; tnust know the
feel of it, come
id or high water.
Cl<i»v''<°"V.
ing; that training film showings
are not an oppoi lunity loi the in-
structor to sit back indifferently
or step out for a cigarette; that
such films apj)endecl to entertain-
ment programs arc usually worse
than useless from a teaching stand-
point; that aids must be chosen
Paq* 84
\'isiial luaiiTials arc no iniratlc
\isual inaifiials don't do iht'
job— tliey do make good tcadi
ing. better teachinp. There
many a good way to teach will
visual instruction materials
Here's one way the Navy ha
developed. Schools, attenii"i
please!
November— SEE and 1 j^'
I
fit llir luid ui iIrv ate belter
t ust'd at all— tlicsc and other
idaincntals had to be cmpha-
•d again and again.
n demonstrations and confer-
;es the following procedure was
onuuended for film use:
Preparation by instructor
Preview.
Selection of film to fit need. If it
doesn't fit, don't use it. Lesson
plan on film selected. Ise training
aids guides for suggestions.
Preparation of class
IntrcKluce the film. .\ rouse interest.
tell uhy it is being shown, what
will be seen,
•oint up specific Points to Look For
so that attention is immediately
focused. This cannot be neglected.
Show the film
Details should be cared for in ad-
vance in-so-far as possible; pro-
jector threaded and ready to switch
on; room conditions— temperature,
ventilation, darkening — adjusted;
nothing to detract from the fdm
showing.
Review and discussion
nstructor to review main points cov-
ered, encoiuage questions, clear up
difficulties.
Test
Brief test of some type is essential.
In no other way can instructor
know what has or has not been
learned. Rcteaching may be neces-
sary on some points, including re-
showing of the film, if needed.
'iFollow-up
Practical application at once is the
best possible follow-up. If this is
not practicable, planned activities
10 be performed by the students
>nd HEAR— November
MUKst l)c given to /;\ newly ac-
quired knowledge and to put it to
work as soon as possible.
These are simple, almost self-
evident principles. They apply
as readily in a sixth-graclc geog-
raphy class as in a class on the
20 millimeter gun or on the Mark
III Gas Mask, because they are
based on the way in which the
mind functions in learning. The
chief difference in the two situa-
tions lies in the fact that careless
training in the public schoolroom
may hide behind the skirts of
time, its results less apparent un-
til it is too late to remedy them.
In training for war, inefficiency
can be measured more sharply in
the lives of men and ships.
To assist the instructor in
achieving good results with films,
Training Aids Guides were pre-
pared for many key films, by the
Bureau Training Aids Division,
suggesting ideas for effective in-
troduction and follow-up activ-
ities in addition to a test, and a
survey of content and key il-
lustrations from the film. A basic
manual entitled "More Learnino
in Less Time" was placed in the
hands of Navy instructors to aid
them in efficient use of films, film-
strips, slides, charts, models, mock-
ups, still pictures, and the black-
board. A monthly magazine
called the "Training Bulletin"
kept all training personnel up
to date on what was being done
in training all over the Navy, un-
usual methods employed and new-
aids available. The Curriculum
and Instructor Training Sections
Page 85
ol tlic Training Division Bureau
published also various aids to ef-
fective instruction. Those men-
tioned above are but samples of
the type of assistance given
through publications.
BUT JUST AROUND
THE CORNER
The tragic costs of war cannot
be measured in terms of blood,
lives, and money alone. Educa-
tion in the United States has suf-
fered serious setbacks in the loss
of thousands of teachers and low-
ered standards of selection neces-
sitated by the gieat war we have
just come through. This cost will
be paid primarily by our children
of this generation, at least, for the
rest of their lives. It is particular-
ly encouraging, therefore, to
recognize that the war has also
brought forth a rapid develop-
ment of the visual eclucation field
which cannot help but benefit
succeeding generations of yoinig
Americans. American teadiers
and schools for vears have maile
use of visual aids. They have
Ixen hand Ira j)]>cd ])iimarily by a
lack of apj>r()])riatc materials and
siiffuicnt lunds to experiment and
develoj) the visual field. The
aimed services during this war
have been able to carry forward
that dcM'lopmcnt. Hoards of edu-
cation, administrators, and teach-
ers of oiu youth are now squarely
faced with ihc lesponsibility of
taking lull advantage of the
lessons learned at such great price.
Page 86
PREVIEWS
Death Valley National AIonume\\
(Sound) (Color) 10 minutes. L't\
Natural Science I: General Science
Geography S; Geology C; Clubs A.
A WELL PHOTOGRAPHED cot
film, it shows geological foriifi
tions, the nature of llie borax <i|
posits, the lowest points below sea lev
ilie surrounding heights, the volca]
upheavals, and the rocky stratilicat^
tliat typify Death Valley NatiotJ
Monument. This is an excellent, all-
elusive document of this very intere
formation. Drliy. \l your n«
film library.
Magic Bullets
(Sound) 30 minutes. Use: Ph^
ulogy J, D; Nursing C; Clubs A.
THLS is a condensation of the feat
film starring Edward G. Robins')
based on the life of Dr. Paul Ej^
lich, famed scientist who discovered
()()G cure for syphilis. It opens with Ej-
lich's difTiculties with the budget «■
iiiiitee in whose hands lies the fatc.'l
his experimental laboratory, and shU
the beginning of his work with
.scnicals. Ehrlich's struggle to
fluids is portrayed when the bu<i
committee cuts his appropriation
the film carries on through the
drcds of experiments up to the
which provetl successful. Office of
Ihjormation. At your nearest filmj
biary.
Hydraulics
(Sound) 11 minutes. I sc.
I ml Sticuce J; Physics, Industrial Art^
Aeronautics C.
HM)RAl)LICS shows through sii
experiments tlic basic principle
the hydraulics of liquids.
iHi|)(>rtani, it shows some of the varij
juadical ap|)lications of hydrauli
automobile l)rakcs, airplane lane
(laps, landing gears, bomb-bays,
heavy presses. British Information Si
lies. ,\t vour nearest film library.
November — SEE and
0 IWViGiJ
W^^LTER r. Brown
War Aclix'ities Committee of the Motion Picture Industry
*01)AV wc aic in tlano;cr ol
being so close to a great social
jvement — the loiniation and
option of a -world constitution
jhat we may not realize it is
)pening. It may be the old
story of being so close to the trees
that we can't see the forest. All of
us nuist assume the responsibility
of [jreventing this from happen-
ing. Certainly the educational
group of the nation must have an
ally, it sliould have been done long ago," says one bus rider to another in
menting on plans for an effective international security organization, based on
Moscow, Dumbarton Oaks, and Crimea Conferences, and explained in the film
Watch tower Over Tomorrow.
ires by courtesy of the War Activities Committee of the Motion Picture Industry
%
important part in preventing this.
During the past year, wc have
seen the developing framework
and at hist the crystallized first
plan for world peace. Dumbarton
Oaks and all the previous con-
Here and there we come acre'
the fatalistic longings for rctiii
to normal, a return to prc\v
days, a return to nationalisi
thinking. There can be no ii
turning, for today conununi
ferences leading up to it has tions and the complete intcrc
survived a meeting of the minds jk ndeiue ol nun as illustrated
at San Francisco. It is a man- the last conllict has complef
made plan and characteristically , uled out such a possibility. 1
fraught with all the hazards of Dumbarton Oaks plan exists
human planning. But a plan it ,.,ct. u is the challenge for
IS, more forward-looking, more
hopeful, more idealistic than any
that man has heretofore agieetl
upon. It is a plan made by adults,
a plan unknown in its details by
too many people— by too many
youth— by too many children.
morrow and is the responsil)ilif
of exerv one of us.
But what can you and I as
di\iduals tlor \V'e certainly cl
have no direct part in its ope|
tion. Alone, we cannot change
In the proposed liuci national Court of |usticc'. the rights and !j
legal responsii)ililies of all nations, large and small, will he in
terpreted and enforced.
Po0* 88
Novombor — SEE and HS
As a guardian of the future peace is this proposed General As-
sembly of all the nations of the world. It is an international
"mind and conscience." Representatives of every nation are
dedicated to the preservation of peace and are charged with
the. job of preventing a third world war.
tor's Note: Many of us have been
ling valiantly through the media
e local newspaper, the weekly
ine and the radio commentator to
tand the practical workings of the
plans so effectively worked out
finally adopted at San Francisco.
film Watchtower Over Tomorrow,
ough presenting a hypothetical
liUon, demonstrates the workings of
great international plan for peace
Jearly and vividly that you and I
understand it. Watchtower Over
orrow is a film which should l>e
n by civics classes, students in
lems of democracy, government
es, and by all of us as adults.
y copies are available to schools
ghout the United States.
and HEAR— November
or strengthen it. But as a collec-
tion of individuals, we can fulfill
one basic responsibility, namely,
we can understand it.
After understanding it, we
must be completely willing to
applaud and commend operations
within the plan which we believe
are sound. .\nd on the other
hand, we must be just as vocifer-
ous in our willingness to express
ourselves to our representatives
concerning misdirection, unwise
appointments, or poor decisions.
It has been said that the price of
liberty is eternal vigilance. The
Page 89
FILM STUDY SHEET Number 7 for film "Watchtowar Over Tomorrow"
TEST
Aniwcr all of lh*M quMtioni in l*rmt of what you (aw in th« film
1. The first plan (or world peace which Theodore
Roosevelt attempted to set up is today known as
the --- - PUn
2-3. The two Americans most responsible for the
establishment of the League of Nations and
its accompanying World Court were
and --. -.
4 World War I resulted in attempts at world peace
which were rendered ineffective because:
a. Woodrow Wilson died. b. People were not
interested. c. Depression struck Europe,
d. Congress would not accept it
5-9. In making plans for lasting peace following
World War II, list the following events in
the order in which they occurred by placing
the numbers "1," "2," "3" in the blanks be-
fore them:
Hot Springs, Va., Food and Agriculture
Conference
... Crimea Conference
Atlantic Charter
Monetary Stabilization at Breton Woods
Connally Resolution
10-11. All of the piece-meal plans for world peace
were united at the final conference held at
the city of
and appeared under the name of the
-Plan
The plan just recently accepted by the allied
nations at San Francisco includes several coun-
cils and assemblies In the blanks after the name
of the group in Column A. insert the letters of
the statements in Column B which explain the
(unctions or descriptions of these groups
Underline, circle, or fill in the
Column A
12-14. General Assembly .. .
15. Economic and Social Council
16 International Court of Justice
17-20 Security Council
Column B
a Includes five permanent members:
China, Russia, United States, Great Britain
two temporary members elected by smaller
tions.
b. Settles minor disputes between rutions ev
their legal rights.
c. Discusses and recommends the removal of da
gerous monopolies which infringe upon aOt',
people's freedom.
d. Responsible for actively removini; any thnl
to world peace. (
e. Does everything in its power to bring ebcj
peaceful settlement between nations seemin{;
headed toward war
Representatives of peace-loving nations inti
ested m discussing and improving social *|
economic conditions. '
Discusses and formulates general policies oij
for world peace.
h. Responsible for work on problems of labor, fo'
and agriculture, education, communication, ct
rency stabilization, international trade, and •
recommending changes,
i. May call out armed force to suppress threett'
peace. f
21-22. Describe briefly what two things can hapcj
to a future "Hitler" under the provisions
the Dumbarton Oaks Plan
f.
g
. ;
Now turn to the quettioni on the other tide of this sheet, and test your ability to answer them.
Seeing a film is not enough. Discussion, analysis, and sup|
mcntary reading must grow out of film use if it is to becomcil
effective teadiiug iiisirumcnt. Iliis sliuiv guide (2 pages
shown here) , prepared for use with the Idm Walclitower C
Tomorrow, is typical of what any good teacher could do
make the presentation of a film more effective.
same applies to peace. As admin-
istrators, super\isors, teachers, or
I*. r.A. members, we tan be vigi-
lant—we can be informed— we tan
express our views. In our dass-
looms we tan study tlie plans. In
our jniblic meetings in the com-
Page 90
-
munity, we can do likewise.
Mudi has been written ab*
it. anil recently the j^lan has b<
presented in visual and v
giaphit lorm in the film Wat
lower O^'cr Tomonou'. Ihroi
the film and in a hypothet:
November— SEE and h
STUDY SHEET Nombr 7 for film "Wotchtower Ov«f Tomorrow" Pog« 3
M
c o o o o o L
MHNATIONAI COU«t 0» JUSTICE
o o o o o o o o " o
I
GENERAL ASSEMBLY
£i5)
e o o o o o
I
O
nr
iECU«II» COUNCll
KONOmIC 1 SOCI*l COUNCll
I
I
cic
I
-Q -Q-QQ-O
'^
WOONAl SlCUff
AftANClMlNTS
* AOlNCNl
DmQ
o
if I??
NATIONAL CONTINGENTS
Of ARMED fOBCES
Covr»>r o4 rAIENT'S MAGAZINE
Recently the film Watchtower Over
>morrow was shown at the Omaha
ual education meeting. It was used
a group of college students study-
k social problems. You will be in-
I ested in the reactions of one of the
iidents, who says:
■M 'I believe two things were accom-
^r^hed by the showing of Watchtower
er Tomorrow. First, it gave us a
iple, basic understanding of the or-
lization and structure of the United
itions' plan for peace. Second, it
outlined the operation of this organ-
ization under specified conditions. I
think that the film did an excellent
job.
"I believe, however, that the film
must be followed by careful discussion.
Not only will discussion further under-
standing, but it will also stimulate a
desire for further knowledge of the
background and future of plans for
peace."
—Robert Neujahr, Student
Municipal University of Omaha.
ind HEAR— November
Page 91
When disaster threatens, when the fateful moment comes, when all fails
a recalcitrant representative "walks out." it becomes the responsibility of
proposed Security Council to take those drastic measures which can parajH
the social and economic life of the aggressor nation and make it impossilj
for him to wage war. i
The United Notions ot Son Froncisco drew up a program for world peace.
The plan is shown in WATCHTOWER OVER TOMORROW. When former
secretory of stote Stettinius expressed the wish that a film could be made to
show how peace could be preserved, the Motion Picture Industry volunteered to
try. Ben Hecht wrote the original script. Two days after Mr. Hecht's tolk
with the secretory, the plot was on paper.
The film, itself a powerful appeal for cooperative action among nations,
.wos approved by the Office of War Information for notional distribution. Dis-
tribution of the film was carried out by the War Activities Committee and
the subject wos shown on more than 14,000 motion picture screens through
the United States. Various world peace organizations obtained copies for
showing to porticulor groups that they influenced. Sixteen millimeter versions
of WATCHTOWER OVER TOMORROW were distributed and shown in mony
schools and colleges. Today the film is available to schools through film
libraries everywhere or directly from its source, the Teaching Film Custo
dions, Inc., 25 West 43rd St., New York 18, New York.
Paff« 92
Novemboi— SEE and If^
Walter T. Brown
Salter T. Brown is Associate Co-
nator and Director of Publicity,
Activities Committee of the Nfotion
urc Imiustry. As a Captain in tlie
. Army Reserve, he served from 19J2
944 when he was wounded in the
y campaign.
twecn the years 1936 and 1942 he
lecretary to Governor Lehman, New
He is a graduate of the University
issouri School of Journalism and
t journalism at Northwestern Uni-
y-
was a staff writer for the Asso-
Press from 1928 to 1931 and Chief
e Bureau, Associated Press, Albany,
York, from 1931 to 1936.
\
ation, the plan is not only ex-
ined in its component parts,
is shown in simulated opera-
The interplays of economic
blems, problems of health, of
rights of smaller groups are
n as they are being handled
the International Court of
'£e. More important disputes
ond the domain of the general
assembly or the coiut arc shown
as they are being handled by the
Security Council.
While the film presents the
plan as an idealistic if not abso-
lute solution, no thinking person
can leave it as such. Every teach-
er's responsibility will be to evalu-
ate its strong points, to point out
its weaknesses. Only through
awareness of the charter, only
through thought of it, discussion
about it, evaluation of it, only by
keeping it foremost in our think-
ing can we help to make it live
and exist as the free and demo-
cratic potential for accomplishing
world peace that it must become.
The film described in this ar-
ticle and the pupil's comments
concerning his reactions to it in-
dicate its possible use and value
in helping to accomplish what is
our democratic prerogative— con-
tinued vigilance, the right to ap-
praise, and the responsibility to
object.
New Audio-Visual Aids Center
e American Museum of Natural
>ry, Central Park West, New York
, is establishing an Audio-Visual
Center as one of its special services
ided for teachers and students
ighout the United States. In this
there will be samples of cquip-
t, catalogs, descriptive brochures,
s, specimens, pictorial materials in-
li ing slides, posters, charts, graphs,
tOgraphs, motion pictures, slide films,
mas, also recordings, radio pro-
a and all other types of audio-
aids for school use at all grade
nd HEAR— November
These materials will be placed in a
large display room on the second floor
of the education section of the museum.
Here teachers and students may come
to view new types of equipment, project
films and slides, listen to recordings,
make selections from catalogs of ma-
terials for school purchases or loans,
and do research in audio-visual aids for
definite curriculum areas. This center
will thus provide teachers with a source
to which they may come to examine
materials and equipment, and secure
practical information and assistance in
the field of audio-visual instruction.
Page 93
Your Editor's mail bag brings
many quiries on the hows, whys
and whats of visual learning
here are
W. A. WrnicH and John Cuv Fowi kf.s
OWliat type of pidurcs and
{)thci\<^raj)hi( inalcrialslioiikl
be iiuluclcd in tiic flliusuip?
A Show people doiiio; lliijis^s. I. and
• forms mean liitlc except as view-
ed in relation to human activities. A
map or two is valuable in the filmstrip
if these maps are especially made to
show si/e, relationships, or other strikinp;
spacial concepts. Detailed map work can
he carried oa before or after the fdm-
strip showing, with classroom maps.
Picture maps and maps emplo\inp; pic-
torial syndjols to depict data of import-
ance are especially a])propriate. Use
praphs, certainly, if they help to com-
plete the storv, and make them picto-
graphs whenever possible.
Questions siuh as llic abo\c
kept popjjinj; up throughout the
course of production. The an-
swers were given in the light of
the best practices which we knew
about. Consianth, we were re-
iniiuled of the need for fiuther
research and experimentation in
the field of filmstrip production
and utilization. VVc are not sure
Page 94
that oin- answers are the best
terms of present practice. We
sure that they are not final a
that filmstrips will improve
better answers are given.
The .\udio-Visual Aids Co
mittcc of the National Clouiii
for the Social Studies is seeki
new wavs of c()oi)erating with p
dming groups. J he comiuit
members are conxinced that cl;
room materials will improve o
when educator and producer wi
hand in hand, each cognizant
the otlu'i "s problems, needs J
desires.
0
WHO should select
films we use in our s(
Aril.M .selection should alway
• done, wherever possible, o
preview basis by the teacher who is
iiiR to use the fdm. It is very desi
lo preview the film in the preseiK
the students who will be asked to V
November — SEE and hi
the film. Main times our adult
iiUs lose sight ot the chiiils re-
F.xpciieiiteci teachers often lose
I of values very greatly appreciateil
children. In short, preview and sc-
ion is hest actomplishcjl when the
nation includes the class group as
|i as the teacher. Doing this over the
irse of years of teaching e\|)erien(e
find the teacher ec] nipped with a
iography of (dms much as she now
ips herself with a hiidiography of
i text and supplementary ijooks in
field of her interest and stndv.
Where can I get Briuv Fiml-
* lay's pamphlet, ".Vudio-Vis-
Tools That Teach lor
?ps"? ALso, what books do you
mmend to inform me on au-
visuul aids?
Address Rruce Findlay at 1 he
• Board of Kducation, 1205 \Vest
Boulevard. Los Angeles 15, Cali-
a. There are many Korth -while
on audio-visual materials. The
wing are strongly recommended:
s on Learning, .Motion Pictures in
School, by Charles F. Hoban, Jr.,
'can Council on Education, and
her studies issued by the American
idl on Education Committee on
on Pictures in Education. These
be secured by addressing The
ican Council on Education, Wash-
n, D. C.
In addition to teaching, I
have a Sunday School class.
Id you direct me to sources of
s which would be suitable to
t to Sunday School chil-
I One source is the Cathedral
• Films, 6404 Sunset Boulevard,
vwood 28, California. Their fdms
made by professional actors and
rate Bible subjects as authentically
possible. Names and addresses of
Ind HEAR — November
distributors can l)e learned bv writing
(liredlv to Rev. James K. Friedrich at
the above address.
.Vn interesting cxccri)t from a recent
letter ex|>lains the methods inider which
these films are made.
"Practically all denominations are us-
ing our fdms. .Many of them are used
as part of the worship service. However,
it is our plan to encourage (hurchcs to
use them primarily as teaching films in
the .Suiulay School. Then they will ac-
complish the purpose for which they
were produced.
"We use the regular facilities avail
able to any producer here in Hollywood.
We rent stages for interior scenes from
the major studios and travel about ;^0
miles to Chatsworth for our exteriors.
.Ml actors are professionals and we arc
governed by union regulations in all
phases of production. It is our policy
to make films available to the churches
using a standard of production com-
parable to that of the theater and we
feel this has been accomplished in what
we have done so far.
"Very few projectors, until now, have
been availal)le to or owned by churches.
With the war over, the whole situation
is changing rapidly. Churches every-
where are buying projectors anci equip-
ping themselves with- visual aids, both
sound and .still pictures."
0
"HAVE you heard anything
• definite about the 77,000
motion picture projectors which
the government is to sell to
schools?"
A "TO the best of our knowledge,
• there won't be more than 5,000
of the 77,000 motion picture projectors
iti condition for use after the armed
forces are through with them. The
present plan is that the Office of Edu-
cation is going to distribute these to
the state departments of public instruc-
tion of the 48 states. Thereafter, each
slate department will be given the re-
sponsibility of distributing their quota
Page 95
to school districts on the basis of finan
cial effort and need.
■ Ihe figure you quote, 77,000, is the
direct result of some of the announce-
ments which have been going the
rounds l)ut in which. I belie\e, there is
lilllc material sul)stance.
"For those schools planning to pur-
chase etiuipmciit, the best advice now
is-purchase etjuipmcnt that you know
can be delivered within a reasonable
time. On the basis of our own ex-
perience with machines that have been
used by the armed forces, the sugges-
tion is a strong one when we say, buy
a new machine. It will be yours to care
for and to maintain properly."
cniment subsidy has encouraged i
proiluction of subject films by coll
and university departments, in which
partmcnts scientifice discoveries, ind
trial or technical processes, or social
search have been so developed as
make their reporting a real contribut
to the general social good. In a I
spots, notably the University of Min
sota and New York University, beg,
nings are being made in this country
OIT HAS been my feeling
• that not many good teach-
ing films exist at the college level.
Is it that I am not fully enough
acquainted with the field of visual
materials that are available, or is
it that they don't exist in any
great number?
A THE development of teaching
• films has been largely around the
high school subjects. Very fortunately,
of course, more recently produced films
are being developed for tlie elementary
grades and for the college level. The
science films produced by the Brittanica
Film Corporation, several science films
by Coronet, and others by British In-
formation Services may certainly be used
at the college level. Even then there
is wide room for more films which deal
with subject matter in a searching and
more complete manner.
We in this country might well take
;i tip from foreign coiiiilrics where gov-
Teachers and administrators are
im'ilrd to sitbtriit questions relative
to evaluation of materials, source
of materials, and methods of main-
taininfr and usinf^ equipment . . ■
address-The Editors, SEE and
HEAIi.
Pag* 96
OWHY don't you stress gc
• blackboard and good b
letin-board use more than )
have in your first two issues? T
is something that everybody
urging us to stress, and yet I h;
combed magazine after magaz
and no one ever mentions it.
A GOOD blackboard and bulle
• board use is something that al
us can improve. You are correct,
arc having some difficulty in loca
people who will write up their d«
utilization of this "grass roots" met
of making visual teaching more effet
in their everyday classroom tead
plans. Our plans include articles
good blackboard and bulletin-board
In the meantime we urge all of
to assist us in bringing clever and e
live blackboard, bulletin-board,
model utilization to the attention 01
readers. If you are doing somet
which you believe is effective (and
not be modest about it) , please fil
and clip off the attached informai
coupon. Paste it to a post card or
it in a letter. Mail it to the Editd
Office of SEE AND HEAR. 1204
Johnson Street. Madison 6, Wisco»
We will tell you how to proceed
I would like to report on cffe
teadiing use of blacklx
bulletin-board raa^
filmstrips.
Please send me information as to;*'
to proceed. Write your name, ad-fi
and position on the margin below |j
and send. . . .
See-vHear
Reg. U. S. Pal. Otiice.
Published each month of the school year— September to May inclusive
|-by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE
ind Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors.
H. Mac McG rath. Business Manager; Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U.S.
$4.00 in Canada and foreign countries.
OL. 1
DECEMBER - 1945
NO. 4
i%/fej^
^^AuC^
Page
ireshokl to Learning— T/ie Editors 4
See and Hear 6
E and HE.A.R Film Previews 9
ce .Again — The Christmas Story —
Mrs. Gwenylh Hochradel and Mrs. Marion Smith 12
istmas Carols Film Study — Boyd F. Baldwin 17
m the Children — Hen ?■)' /. Qiieen 22
ough the Looking Glass — Carl Gernetzky 26
•moting Better Fibn Utilization — L^ W. H. Durr 31
wn the Three Lane Highway — Velda M. Williams 34
opean Odyssey — Dr. Arthur Stenius 46
ree Books for Little Folks — /oe Park 50
ignment: Tomorrow— PI'' i7 /a rrf E. Givens 53
e Surplus Properties Board and the Schools 58
aws in the Wind — C. R. Crakes 60
lizing Business Letter Writing — Norman L. Wittkop 62
th Looks to the Future — Dr. E. G. Williamson 66
ard Understanding Our Allies —
William H. Hartley and William H. Cary, Jr 72
uahzing the Annual School Report — Kingsley Trenholme 82
nging the World to the Community — Dr. Leslie E. Brown 87
e Answers— W. A. Wittich and John Guy Fowlkes 93
jCopyright 1945 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. •
Members of the Editorial Advisory Board
of SEE and HEAR
RCX3ER ALBRIGHT. Teaching Film CiMtodUn*
LESTER ANDERSON. University of Minnesota
V. C. ARNSPIGER. Encyclopaedia Britannica Film*. Inc.
LESTER F. BECK. University of Oregon (on leave)
MRS. ESTHER BERG. New York City Public Schools
MRS. CAMILLA BEST. New Orleans Public Schools
CHARLES M. BOESEL, Milwaukee Country Day School
JOSEPH K. BOLTZ, Coordinator. Citizenship Education Study, Detroit
LT. JAMES W. BROWN, Officer in Charge, Training Aids Section, Great Ukes
MISS MARGARET J. CARTER. National Film Board of Canada
C. R. CRAKES, Educational Consultant. DeVry Corporation
LT. AMO DeBERNARDlS, Training Aids Officer. Recruit Training Command. Great Lakes
JOSEPH E. DICKMAN. Chicago Public Schools
DEAN E. DOUGLASS, Educational Department, Radio Corporation of America
GLEN G. EYE, University of Wisconsin
LESLIE FRYE, Cleveland Public Schools
LOWELL P. GOODRICH, Superintendent. Milwaukee Public Schools
WILLIAM M. GREGORY. Western Reserve University
JOHN L. HAMILTON. Film Officer. British Information Services
MRS. RUTH A. HAMILTON. Omaha Public Schools
O. A. HANKAMMER, Kansas State Teachers College
W. H. HARTLEY, Towson State Teachers College, Md.
JOHN R. HEDGES, University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL, President, George Peabody College for Teachers
CHARLES HOFF. University of Omaha
B. F. HOLLAND. University of Texas
MRS. WANDA WHEELER JOHNSTON. KnoxviUe Public Schools
HEROLD L. KOOSER. Iowa Sute College
ABRAHAM KRASKER. Boston University
L. C. LARSON. Indiana University
GORDON N. MACKENZIE. Teachers College. Columbia University
DAVID B. McCULLEY. University of Nebraska
CHARLES P. McINNIS. Columbia (S. C.) Public Schools
EDGAR L. MORPHET, Department of Education, Florida
HERBERT OLANDER, University of Pittsburgh
C. R. REAGAN, O&ce of War Information
DON C. ROGERS, Chicago Public Schools
W. E. ROSENSTENGEL, University of North Carolina
W. T. ROWLAND. Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, Jr., University of Tennessee (on leave)
E. E. SECHRIEST, Birmingham Public Schools
HAROLD SPEARS. New Jersey State Teachers College (Montclait)
MISS MABEL STUDEBAKER. Erie Public Schools
R. LEE THOMAS. Department of Education. Tennessee
ERNEST TIEMANN. Pueblo Junior College
ORLIN D. TRAPP. Waukegan High School
KINGSLEY TRENHOLME, Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT, University of Minnesota
Page 2 December — SEE an
muidual Ci^SS Room Projector
t
pn BLE— Weighs only 27 Vz
kciplete.
tiB:ase contains: Movie-Mile
iB.sound projector, desk top
»«t-?peaker. cords, take-up reel
'd still has ample space for
' mps, etc.
'♦O'y compact; only slightly
J«rhan a portable typewriter;
>:o aately 8x12x15 inches in
»al Jor small group show-
rger size standard screens
t k used ior larger groups.
Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite
STANDARD FEATURES— Plainly marked film path makes
threading easy. Only one moving part need be operated it
entire threading. Show can be on screen in less than three
minutes.
One electric plug completes all connections to projector
Cords, permanently wired to speaker, carmot be lost.
Reel capacity 2000 ft. Reel arms slip into accurate sockets
. . . fast power rewind . . . adjustable tilt . . . quickly
adjusted framing device . . . utilizes a single, inexpensive
standard projection lamp for both picture and sound pro-
jection. No separate exciter lamp necessary . . . case oi
durable plywood . . . leatherette covered . . . universal
A.C. or D.C. 105-120 volt operation ... no converter neces-
sary. Mechanism cushioned on live rubber mounts foi
smooth, quiet operation . . . entire unit made of best quality
materials and precision machined parts.
te\
Write for interesting folder, "It Makes Sense." See your favorite Photographic
or Visual Aid Dealer for Demonstration and Delivery Information.
n
'JC^fP YaUR FVfS AND FAJfS i3N 3^0Vi£'J^IT4
MOVIE-MITE CORPORATlOHt*^
1109 East 15th St.
Kansas City 6, Mo.
Threshold
to Learning
AN EDITORIAL
Hack in 1922 a magazine o[ national circulation printed an article
entitled "Exit the Teacher, Enter the Eilm." Since that time other
unfortunate interpretations of the role of the classroom film have been
made.
Comments like this: "What do we want to do— make learning so
easy for children that they will no longer have a teacher— that thcv
will no longer have to have books— that they will no longer do any
studying?" have added to the complications of those who are involved
in the presentation of a going and a valid program of the utilization
of visual materials.
Far from these facetious statements lies the truth of the value «if
visualizing in making more graphic those backgrounds of informatio
which (hildren must have before they enter the realm of the print(
word. It is a long established learning tenet tliat in order that tli
pupil be able to attach meaning to verbalisms or to the printed won!
experience backgrounds must first become a part of his consciousness
C^onsidcr the beginning reader. \\'e carefully plan his cxperienc
so that he observes firsthand the pets, the conmiunity helpers, tl
things in nature that he later reads about. Consider, also, the need <
the fourth-grade child. First he must have had some experience in oli
serving the costumes, in listening to the language, in participating ii
the work-a-day routine of the people of distant lands; before he h;i
hope of attaching significance to the social studies reading that he
asked to do.
V^isual education and books certainly go hand in hand. They con
pienieiU each other. \'alid experimental evidence illustrates this agai
and again through such things as increased interest in free library reac,
ing, greatly enhanced reading comprehension. Always before the wore
we nuist have the idea.
How are we to bring these ideas to children? Certainly, throt
first-hand ej^perience. When those are impossible, then they should
i)rought through good techniques of presenting information visual
through maps, pictures, slides, filmstrips, and the sound teaching filB
The Editors.
Pago 4 December — SEE and
-J
I
/
mm
'V
-^iiTi,^
Model 16-1966
SOUND-ON-FILM
PROJECTOR
t like a fine watch — powered by a
smooth-running motor and mech-
that purrs through reel after reel
Jut a flutter or a jump — so simple,
ient can operate it — that's the new
16mm. sound-on-film projector.
Ij! ultimate of sound, whether it be crisp,
intelligible conversation, or the full
ty of symphonic muse . . . clear defi-
of image . . . uniformity of illumina-
^yer the screen's entire surface . . . soft.
brilliance that assures viewing com-
tijrause it is kind to the eyes.
The new DeVRY is a 3-purpose unit that
(1) SAFELY projects both sound and silent
films; (2) that shows BOTH black-and-white
and color film without extra equipment; and
(3) whose separately housed 2S-watt ampli-
fier and sturdy 12-inch electro-dynamic
speaker afford portable Public Address facil-
ities— indoors and out.
Make DeVRY your source of 16mm.
sound and silent Classroom Teaching
Films for SALE OR RENT. DeVRY
CORPORATION. 1111 Armitage Ave.
Chicago 14. Illinois.
DaVRY CORPORATION
11111 ArniHaK* Avanu*, Chlcaca 14, llllnel*
Please mail me catalog of Audio-VisD«lTei^hing
Eqaipment. Also your new Film Catalog.
SchooU.
h S-TIME WINNER of Army-Navy "E" for the
liuction of Tnotion pidure sound equipment
Address-
Clty_
-SUte_
.i.
ind HEAR— December
Paga 5
^lo^^ ojl iho^ !
A \\i\\ 2~-\Hnt\\d readily portable
souiiti inoduii piclurc projector has Itecn
annouiucd recently by the Movie-Mite
Corporation, Kansas City 6, Missouri.
I he manufacturer claims that this
model 63-L can be coinj>letely unpacked,
set up, threaded, and put in operation
in less than tiiree miniUes.
The plainly marked film path makes
threading easy. Only one movable part
need be operated in tiic entire threail-
ing operation. One electrical plug com-
l>letcs all connections to the projector;
cords are permanently wired to the
speaker and cannot be lost. Reel arms
of 2,000' capacity slip into accurate sock-
its. Universal ,\.C.-I).C. operation for
both projector and amplifier eliminates
need of a converter. If you are interest-
c<l send for descriptive literature.
A series of classical music films in
which the music is interpreted by the
leading artists of the day is offered by
Official Films. Inc., 625 Madison .Avenue,
New ^Ork City 22. These films, orig-
inally proiluced in France, present the
music of outstanding pianists, violinists,
cellists, singers, dancers, and opera. Re-
(|uests for preview opportunities shoidd
be addressed to Official Films.
Mr. Kenneili li. 1 hwrston, who taught
social studies in Illinois before coming
to Indiana liii\ersity with the opening
of the I Diversity School in 1<(38, has
been ai)pointed Assistant in Utilization
on the stair of the Bureau of Audio-
\'isual Aids. In addition to this new
responsii)ilitv, .Mr. 1 hurston \xill con-
tinue as instructor and critic teacher in
social studies and supervisor of audio-
\isual aids in the Uni\crsity School.
I he .Auit'iitan (.oiuiid on l;ducation
lias available a .series of 33 filmstrips
Page 6
on "Life in the United States." Mi
than 10,000 strips ha\e been sold in t
last year. If you arc not familiar w
these materials, write for a catalog. ;
dressing the American Ciouncil on Ec
cation, 744 Jackson Place. Washingi
(5, D. C.
Nf.w Loan Packets on Inter-A.merh
Subjects Announced by U. S. Offk i
OF Education
ANEW scries of 18 loan packets
Inter-.Ameritan subjects avail.i
for the use of teachers, elementary
secondary schools, college students,
adults was announced today bv tli(
S. Odice of Education, Federal Sen
,\gency.
The individual packets of the
series contain bii)liographies. source
magazines, jjictures. maps, imits
courses of study, program outlines, ^
games, music, descriptive booklets,
feience reports, reprint of arii
])amphlels. and other materials,
material is suitable for use from the
menlary le\el through lollege. T(
ers, school administrators, librarians,
others will find many timely suggc.<;t
easily adaptai)le to u.se as teaching
in each packet.
Publishers and distributors of the
ions packet items are indicated to I
ilale ordering bv those interested in
taining file co|)ies for use after the
period has expired.
Packets are available oi\ loan I'
weeks without cliaigc except that r<
postage is to be paid by the borri
vvhich will vary according to p'
/ones.
The titles and nund)ers of the pai
arc as follows:
Teachers' Materials:
1. Sources of Instructional Maicrij
See page
December— SEE and ll
4
I'M
V . '^1
^^^F^
^1
0(1*
t
MMHlHItdr
K
The 4nimafophone
Moiferpiece of 16mm
Crattimamhlpl
sOV"""
Perfect 16mm
Sound Pictures
FROM PERFECT PROJECTION
Brighter projection is achieved on the Animato-
phone by Victor's direct optical system. All
elements permanently aligned at the
factory . . . nothing to get out of order.
Spira-draft Lamp House means longer
lamp life . . . means brighter image
for a longer time . . . means fewer lamp
.^,__^ ^^ replacements. Standard, pre-focused lamps
^^^^^ obtainable anywhere, at no extra cost.
Other exclusive features — ^^^ for brighter
illumination — are: Coated Sv^ ^''ojection
Lens, Conza Condenser Lens, ^^^ Special
Shutter design and Instant Accessibility to entire
optical system for cleaning.
Can you afford to use other than this, the
Snest of l6mm equipment.''
VICTOR
K E R S OF
nd HEAR— December
I 6 M M
ANIMATOGKAPH
CORPORATION
Home Office and Factory: Dovenport. /owo
New York MSI MeGrawHUI BIdg.. 330 W. 42nd Street
Ch/cogo lU 188 W. Randolph
T SINCE
E Q U I P M E N
19 2 3
Page 7
^
Continued from page si.\
2. Educalion «)f Spanish-speaking
Children.
Materials for Elementary and Secondary
Schools:
3. Hi)^3ani( Countries and Cities.
J. Brazil.
5. Social Studies,
f). Music.
7. Art.
8. Literature.
9. Spanish for the Elementary School.
10. Beginning Spanish (Secondary) .
11. Intermediate Spanish.
12. Plays, Pageants and Programs.
13. Pan American Club Organization.
14. Pan- American Club Activities.
Materials for College Students
and Adults:
15. Economic Problems.
16. Current Political and Social Prob
lems.
17. Development of Pan Americanism.
18. Education in Latin America.
Requests for the packets should be ad-
dressed to:
U. S. Office of Education, American
Republic Section, Division of Interna-
tional Relations, Washington 25. D. C.
We believe that curriculum films can
be a very real experience to the stu-
dents, and that such films make their
greatest educational contributions when
the teacher uses them as a basic learn-
inu cxiKriencc, not as a "supplementary
aid" Curriculum films do not merely
add a little more of the same thing to
what is taught in other ways and with
other materials. Curriculum films lay a
foundation of sensory experience in the
student's mind which is basic to the de-
velopment of meaning, lar from merely
"supplementing" books, curriculum films
lay a foundation for heller learnmg
from books, maps, grafihics, and other
curriculum materials. They develop a
"readiness" for reading, expression, con-
duct, skills, and other activities in the
curriculum.
— Young America Films. Inc.
Paga 8
"1 feel that the fundamental machir
for the small school is the opaque pti
jector. That should be the startir
point. Information in picture form froi
books, from free publications, from Ic
tcrs may be projected with this machir
very effectively. Upon this basis a mo
ambitious program certainly shall
built."
— Mrs. Lili Heimers
Sew Jersey State Teachers Colte,
Montclair, New Jersey
In keeping with the publishers poli
on advertising in SEE and HEAR, tJ
editors are approving only such pa
advertisements as they feel are oflen
materials or equipment of true val
from tlic school's viewpoint. You, •
reader, are invited to send to SEE
HEAR, or direct to the advertiser,^
any information desired. If you
the advertiser be sure to mention
and HEAR.
Many fine comments are coming
SEE and HEAR from readers. On U
our fourth (monthlyl) birthday
cannot resist quoting a few of them
follows
"The articles are interesting as H
as informative, and we have found I
pul)lication as a whole a most hdp
reference. . ."
-Mildred M. Roblee, Editor of B«
Science Research Associates.
"SEE and HEAR is far more thari 1 1
anticipated for any new inaga/ine.
siiKcrely congratulate the editon
being ai)lc to compile so much valua
and inspirational material for tlie H
issue. . ." , c
-Wanda Wheeler Johnston, b»\
visor Art Education, Knoxvillc '
Schools.
•\V(> have noted the advent of \ '
publication with interest and wish '
every success. I note that it is 1
iient, current, and a valuable ad'
to the field."
-Charles F. Parsons. Coordn
Visual Education. Placer C<
Schools. Auburn. California.
December— SEE ami
i
PREVIEWS
r
EXPLANATION ON CODE LETTERS . . .
-primary S— senior liigh school
J I— inierinediate
( J— junior high school
Gallup Poll
(Sound) 10 minutes. Use: Civics
U. S. History S; Mathematics S, C;
lehology, Sociology C.
HIS film shows how Dr. Gallup
builds up his sampling technique
in probing public opinion. His
ipling is explained and illustrated,
c events of AVorld War II years are
estigated. Here is a valuable experi-
e in observing American public opin-
as it occurs. Teaching Film Custo-
ms, Inc. .\t your nearest film library.
Higliivays North
(Sound) 22 minutes. Use: Social
\dies I, J; Geography S; Clubs J, A.
HIS is one of the best existing films
on the .\lcan Highway and the
Canol oil project. The photog-
y is good, the sound track satisfac-
It gives a valuable impression of
terrain and the type of land of
western Canada— a worth-while ex-
ence. National Film Board of
ada. At your nearest film library.
Peace Builders
(Sound) 10 minutes. Use: Civics
p. S. History S, C; Clubs A.
HE work of the peace builders, Sta-
lin, Roosevelt, and Churchill is
traced from 1941: Atlantic Charter,
blanca, Ottawa Conference, Moscow
[t, Cairo-Teheran Conferences, Dum-
on Oaks. Attention is given to the
lems which were handled at the
|Ous meetings. National Film Board
"ariada. At your nearest film library.
and HEAR — December
C— college
A— adult
Peru
(Sound) 20 minutes. Use: Social
Studies I, J; Geography S; Clubs A.
THE desert coastal area, the rocky up-
land plateaus and mountainous ter-
rain, the oases along the rivers, and
the jungles of the upper Amazon are
viewed. A good cross-section of the activ-
ities of the people (mining 10%; agricul-
ture 90%) is shown. This supplements
the Britannica film Peru, Indians of the
Mountains. Office of Inter-American Af-
fairs. At your nearest film library.
Yellowstone Wild Life
(Sound) (Color) 11 minutes. Use:
Natural Science I; General Science J;
Geography S.
THIS film is concerned largely with
the wild life to be found in Yel-
lowstone National Park. It opens
with good photography and descriptions
of the grebe, the blackbird, the pelican,
and the osprey, as they live in their
natural environment. It shows Old
Faithful in action, the Morning Glory
Pool, some of the cascades, and the
upper and lower falls of the Yellowstone
River. The photography is good of such
big game animals as the antelope, the
buffalo, the moose, and the bear. It is
valuable chiefly because of its color pho-
tography. The sound track is somewhat
below average. Bell and Howell. At your
nearest film library.
Pag« 9
i'sitig J'isual Aids in Training
(Sound) ]f minutes. I'se: Psy-
(hology, Teaching C.
THIS film is very valuable in in-
scn ice teacher training. It is geared
specifically to the application of
(ilmstrip, models, and motion-picture
film in shop work, inu is fine regardless
ot specific subject application. It is
splendid for use during faculty meet-
ings. The ccmcepts of preview, siiowing,
and follow-up are well explained and
illustrated. U. S. Office of Education.
.At your nearest film library.
Uruguay
(Sound) 20 minute.'!. Use: Social
Studies I. J: Geography S; Clubs A.
THF. smallest country of South .Amer-
ica. I ruguay is similar to Ohio.
Montevideo is excellently photo-
graphed. The film illustrates the exist-
ence of universal free education; the
"Frigorificoes"; legal and compulsory
vacation plans; state-owned ancl ojjer-
ated casinos, ho.spitals, banks, insurance
companies, and industries: their opera-
tion luuler the direction of the Senate;
the government, which parallels our
own cicmocralic state very clo.sely. Uru-
guay is held to be the jnost literate
country of .South .America and the most
democratic, with a great middle cla.ss
being served by many state controlled
and owned service agencies. Office of
Inter- American Affairs. At your nearest
film library.
I'rtnishy and Bahin, Production
No. I
(Sound) 10 minutes. Use: Musii
I. ./. S. A.
TWV. X'ronsky and Ilal)in piano team
plays the following two selections:
Walt/, Opus 39 by Brahms, and
Flight of the Bumble Bee. The well
photographed close-up views emphasize
technic|ue, and a very faithfully-record-
ed sound track accomplishes the ellect
of the piano duel sufficiently to inai
it a valuable experience in appreciatic
as well as technique. It is to be high
recommended, i.ducational Film I
brai-y Association. .At your nearest fil
library.
Sighlsccing al Home
(Soutid) JS minutes. Use: Si
Studies I, J; General Science }; Ge<
f>hy, Physics S; Cluhs J, A.
AN UNDERST.ANDABLE e\p]
tion is made of how tele\ i
actually operates. It is com|i;
from the scientific .standpoint, and
easily understorxl through animal
example, and clear-cut photogr;i;
General Electric. At your nearest
library.
Soullicrn Brazil
(Sound) 20 minutes. Use: Sot
Studies I, J; Geography S; Clubs A.
THE activities of the three southe
most stales of Brazil are shoi
Recent developments are the new
cut harbors, the Brazilian railroad T\
ning up the 3,000-foot escar|)nient inh
from the coast, and the modern ti
toward go\ernment control. The ind
tries revolve about cattle, grain,
meat. Office of Inter.-imerican Afft
.At vour nearest film library.
I'cojjlc of the Potlatch
(Sound) (Color) 22 minutes. >
Social Studies I, J; Geography S; So(
"CV (': Clubs J, A.
HERE are well-|)hotogTaphed, C(
c'd sec]ucnccs of how the West (
Indians li\e. It shows dramatic
and vividly their costumes, their (
monial ol)sei\ances. their feasts, dai
nuisic. and totems. .A Potlatch celi
lion is included, which is their wi
festival celebrated by feasting, dani
and ceremony. National Film lioan
Canada. .At voiu" nearest film lihrai
Page 10
December — SEE and 1
'HI-. l*u>cc■l•tlill!4^ 1)1 tlir
IHIRl) AXMLM. VISUAI,
)UCATi()\ ixsrn u IE of
[E I'Mxi Rsnv OF WIS-
)NSI.\ is now a\ailabl(.'. I liis
jocccdiiigs answers two iinpor-
it t|iicstions; What materials
iiuhulcil in a loinplcte pro-
ini ol \isual education? What
some ol the reconmiended
kys ot using fihns and other
KUal etUuation materials in the
lissroom"- Extremely practical in
suggestions, the Proceedings
bounts seven demonstration and
^russion situations as \erbatim
counts ol classroom luilization
ifilnistrips: slides; maps, globes.
charts; silent and sound mo-
tn pictures.
[le Proceedings also includes
nationally recognized teach-
administrators, supervisors,
leaders in the field ot audio-
Hual education think about the
questions mentioned. Among
speakers represented in the
pceedings are: L. H. Adolfson.
L-r A 1 blight. V. C. Arnspiger.
Esther Herg. }ames W.
)wn, Leslie E. Brown. J. Mar-
Carter, C. R. Crakes, Josej)h
:knian. John Guy Fowlkes,
Criiison, C;harles Holf,
jC. Larson, Don Rogers, Robert
con.
limited number of Proceed-
have been printed and are
[ilable at SI. .50 each. Retpiests
md be addressed to W. A.
jttich, Edit.)r; 12(H West John-
Street. Madison (>, Wisconsin.
and HEAR— December
liobitison C) ii.soe in liin^ian
"The Soviet dim industry is prepar-
ing a special proiluction of Robinson
(tiisoc,' to l)c exhiliitcd on a new stereo-
scopic strcen tiesigncd to give ronndetl
lliree (liinensionai images.
'Senicon l'a\ lo\ icli hanoff, the in-
\entor, said today that the screen creates
an illusion so perfect that people uncon-
sciously doilge when pictures of birds
or airplanes are shown. lie believed
the screen surpasses anyiliing Hollywood
has done to achieve realism. His effects
are achieved by the projecting of a
spcciallv designed film with a double
row of images side by side onto a
screen made of 2.000 exactly cut and
matched pieces of mirror glass.
' Robinson Crusoe' is being filmed in
the Caucasus under the direction of
Alexander Xikolacvich Andrivevski."
From Xew York Times, j-. 95, October
22. 1045. f). 15.
Another J'isual Aid Sendee
Realizing the need for inexpensive,
yet worth-while facilities for visual edu-
cation, Coronet has established a Visual
.Aid Service for Schools, in addition to
the special pictnre sections in the maga-
zine adaptable for classroom use.
In cooperation with the Society for
X'isual Kducation, Inc.. Coronet offers
the teacher an annual series of eight
slidelilms. Kadi film presents cme of
the Coronet Picture Stories on film that
may be u.sed in a 3.") mm. single-frame
sliilefilm projector. The sidjject mat-
ter usually has direct relationship to
world e\ents, or presents some signifi
cant personality, or a social or scientific
problem in an intenselv interesting
form.
Write to Lee Ridiardson.
l-.ducation l)e|)artmeni. '.)1')
Michigan .Avenue. Chicago 11.
for further information.
Coronet
.North
Illinois,
I ell vour school friends about SKK
and HKAR . . . they. loo. will want to
"keep in touch" with the new audio-
\isual progress.
Page II
ONCEAGAIN^^y?:
/
Mrs. Gwenyth Hochradel
and
Mrs. Marion Smith
"Now when Jesus was born in
Bethlehem of Judea in the days
of Herod the king, behold, there
came wise men from the East
to Jerusalem saying, where is
He that is born King of the
Jews? for we have seen His star
in the East, and are come to
worship Him."
Pictures
Courtesy of
Cathedral
Pictures
^
m-
1 o illiislralc ilic reading of tlie following, lliis scene is shown: "Anil siulili
(here was with the angel a multitude of the heavenly host praising Ciod, .
saying, Glory to God in the highest, and on earth peace, good will towanl nu
VISUAL education has not
only adxanccd with raj)id
strides in the school systems ol our
(oiuitry, but has also taken a gieat
place in religious education incur
( lunches.
1 he most joyous season ol all
the year is nc^t lar away. With
its coming we fintl oursehes,
teachers, clergy, and laity, busy
getting ready lor the many tnid
most elaborate programs ol the
year-
Work lot liacher"! to Inul aj>-
propriate pieces!
Work lot iiKtihers to make tos-
iinnes at a time of added respon-
sibilities in tin- home!
Pag* 14
Heartaches for "Mary" \\
thinks she shoidd ha\e had ;
j)art "Helen" has!
Is the true meain'ng of Chi
mas not lost in all this tiinii'
\'es, but tcxlav wc ha\(
sol m ion — \ isual education. /
CInislnias Slory* on the sen
l,c-t us look lor a moment at v\ i
these 2xL' slides ol Tlir Clnisd
Sloyy will mean (o oiu' (ihristi
program.
1-irsi. Iiom the standpoint
the program itself; there will
no need lor many j)ractices, s
the program will tell the en?
•C.ithctlial Films, St. I.ouis and HolIy««
I'iftiircs hy permission.
December — SEE and HI
•Ml
Iry more completely. If some
pees arc still dcsiretl, they can
chosen to fit in with the slides
inteispcisetl. 1 he words to
hymns will dispense with pass-
out hynni books or mimeo-
iphini^ song sheets.
?cond, we look at the artis-
value of these slides. I'he
[iety ol scenes and the beautilid
[tuming could never be portray-
in the axerage urban or rural
rch. With the exception of
Baby Jesus in the manger
les. which do not carry the
iitional look and halo around
child, the scenic pictures make
story seem real.
["hird. from the educational
;le, children and adults Avill
lerstand the story as they hear
read it. and see the pictures
ore them. The pictures of the
pherds are much more real,
do not bring sheep or the
ed lamb into the church for
shepherd scene. \'et, they
here on the screen. Again, to
the wisemen coming on camels
a distance will linger longer
he minds of most. Should the
hynuis not be familiar, other
hynui slides coidd be procured in
ad\an(c to be used.
Lastly, we look at the whole
story from the religious point of
\iew. Clan there be a more per-
fect, a truer story of Christmas
than the one given to us by God
in His Holy Book? These slides
bring, true to the ^Vord of God,
through the eye and ear gate,
completely and clearly the true
meaning of Christmas. The pro-
jected liymns give the audience
an opportunity for expression, for
response, and for an affirmation
of their faith in the Prince of
Peace Avho is born anew again
through these scenes of our
Christ's Nativity. The Christmas
Story will be a real Christmas pro-
gram. It may also be used in
schools as a basis for a Christmas
jirogiam for the children and
their parents.
\\^hile several carols are includ-
ed in the slide set, such as Silent
Night, Holy Night; Aiuay in the
Manger; Hark, the Herald Angels
Sing; Oh, Come All Ye Faithful;
As "with Gladness Men of Old;
>
Inland
Kditor's Note: At Christinas time, every teacher's attention turns
to thoughts of ohservances which in sonic measure will convey
the spirit of the occasion. To learn how a newly released set of
slides on the picture story of Christmas might be used in schools,
both public and parochial, Mrs. Gwenyth Hochradel, wife of
Karl Hochradel. pastor at Hazcn. North Dakota, was asked to
preview the set of slides entitled Tlie Cltrislina.i Storv with
some of her children. Likewise, Mrs. Marion Smith of the Fair-
mount School, Duluth, Minnesota, and chairman of the Com-
mittee on \'isual Education for that city, because of her interest
in visual materials, brought her judgment to the set of slides.
H EAR — December
Page 15
I
And the wise men brought their gitis. "And when they were come into the hoi;
they saw the young Child with Mary His mother . . . ; they presented unto 11
gifts: gold, frankincense, and myrrh."
We Three Kings of Orient Are;
Let Us All With Gladsome Voice,
other songs certainly may be se-
lected to vary the program in any
way that the teacher sees fit. These
might be suggested: // Cmue
Upon a Midnight Clear; The
First Noel; and Joy to the World.
As it is now, the program which
is built around the showing of the
slides will extend dining about a
hall-hour, not beyond this. The
teacher may add to or alter the
setjuence of the slides so as to
allow variations in the number of
children who participate or in the
umiiber of songs in( hided.
Children's reactions to ihe two
pit tines of the Christ Child alone
Pag 16
in the crib are intercstii
Through the study of many paii
ings, we have built up the tr;i
tional idea of how the Chi
Child looks. Children, trying '
explain their reactions, said, "1
baby looks so modern!" Of coui
it is. It is a good photogiapli
a child.
In showing any colored sli'
the room should be dark as nn
of the beauty is lost with ci^
peting sunlight.
Any school planning to
these slides should get the gii
beforehand so children may
given practice in reading or
citing the commentary acc(
panying each slide.
December — SEE and H
idHl
^1
•^ W -: X •- 'i-
CHRISTMAS CAROLS
FILM STUDY
Boyd F. Bai dwin
Unix'ersity of Monlayia
liter's Note: \'isual materials are
g produced which will assist us in
ng our plans for the Christmas sea-
Aniong the newer ones in this
» is Christmas Songs. In order to
n evaluation of it, Mr. Baldwin ar-
ed to try this out with children
nting several grade levels.
IS is about three Christmas
oh— Jingle Bells, O Little
vn of Bethlehem, and Silent
ht. The picture reveals mod-
figures, and silhouettes in rel-
1 HEAR— December
ative motion, photographed in
technicolor. The sound is both
instrumental and vocaL using
standard arrangements of the car-
ols.
Mr. Barry was adept at intro-
ductory remarks made before the
fdm showings, and at leading the
children in their discussions with-
out undue suggestion on his own
part. Teacher reactions indicated
that the spontaneity of pupil re-
Pago 17
iiuiiks iollowing film viewing was
one of the outstanding virtues of
the film.
In general, we have concluded
that the film stimulates the finest
pupil responses; that it leaves an
accrual of understanding, and mo-
ti\ates the interest of pupils in
traditional music. Music teachers
can use it to illustrate many tech-
The writer wishes to express his
llinnks to the schools of Missoula
and Ircnclitoiini, both in Montana,
for cooperation in this experience.
Suf}erintendent C. S. Porter of the
Missoula system assigned Kenneth
Barry, tniisic and art teacher of the
school system, to carry out the ac-
tual uork. The writer supewised
the experiment in both the Mis-
soula and Frenchtown schools. Ap-
proxitnately 500 children rnnf^ing
through grades 1-12 participated.
nii^ucs in \ocal and instrumental
production. Pupils were stimu-
lated to artistic discriminations of
high type.
In making more concrete com-
ments on judgments and reactions
of teachers and pupils, we have
set them up grade-by-gradc. Typ-
ical reactions \ary with age, but
not in well-delinetl grade areas, of
course. Technical conmients on
photography and somid reproduc-
tion follow the grade-by-grade dis-
( ussioii.
1 he (dm was shown to groups
averaging from 3;") to 10 eacli. In
the presentation, Mr. Barry in-
variably made a statement telling
why we were showing a Christmas
(dm out of season. He asked the
Page 18
puj>ils to be at ease, and to n
spond in any way they desire(
There was an attempt to renio\
the ordinary classroom limiiatioi
on expressions of the childrei
Where quotes are used, the writ(,
is borrowing an expression froi
one of the many reactions writtc
l)y pupils after seeing the filr
In most cases there were V\
showings of the film to ea(|
group.
First atid Second Grades
Soon after the orchestral mus
of Jingle Bells began, seatten
\oices followed the music spo
taneously. They wanted to sii
and they did, but being uiial
to read the legend at this giv
level, they lapsed into huinm
or repetition of words alrc;i'
familiar. Particularly on Jin
Bells these grades were unal)li
keep the tempo. They had
tendency to drag. Teachers
the Jingle Bells tempo is too i
for lower grades; temj>o is ri
in O Little Touni of Bethlel
and Silent Night.
Other spontaneous activities
eluded laughter, cla])i)ing
hands. (ian( ing, \ocal express!
of delight, attitudes of pieasi
and re\erence in O Little Tt
of BetJilehem and Silent Nii.
Primary children took delighi
original actions matching wo:
and thus a rhythmic and j)hysi
impression was adtled to the ai
tic.
Ill their oral expressions i
commented on views of the "U
ttecember— SEE andH
1
SILENT MGHT
SiK'iit nijilit, Holy iii{;lit!
All is calm, all is bright.
|'Rouii(i yon Virgin Mother and Child
JHoly infant so tender and mild,
I Sleep in heavenly peace, —
Sleep in heavenly peace!
Silent night. Holy night!
Shepherds quake at the sight!
Glories stream from heaven afar.
Heav'nly hosts sing Alleluia;
Christ the Saviour is born, —
Christ the Saviour is born!
Silent night. Holy night!
Son of God, loves pure light.
Radiant beams from Thy holy face.
With the dawn of redeeming grace,
Jesus, Lord, at Thy birth, —
Jesus, Lord, at Thy birth.
the "descending angel."
were jubilant over the
,vman," "windmill," and the
ng snow." I'hcy were able
ecognize male voices, and
leaving the projection room,
ildren hummed and sang all
ray down the hall. Teachers
ne they wanted to hum, sing,
iance at intervals all the rest
|ie day! They kept recalling
ay many things of interest.
al children seemed to think
gures themselves were doing
nging. One went home with
w determination to study
> and "ring bells like in
li? Bells"; others thought of
onnection between the fdm
HEAR — December
and church, home, the Bible. A
teacher thought her pupils were
motivated to complete their Jun-
ior Red Cross Christmas boxes at
an accelerated pace.
Third and Fourth Grades
At this level there was immedi-
ate use of the singing activity on
the part of a few pupils, but the
activity was not general until the
teacher removed traditional class-
room barriers to freedom of ex-
pression. The legend was under-
stood at this level, but moved a
bit too fast for the third grade
pupils, who made noticeable gains
o\er the younger group in ability
to maintain tempo. On one run,
Page 19
tests were made with high-and-
low-level volume. We found that,
if the tempo of the class is to be
synchronized with the film, a fair-
ly high-level volume should be
maintained.
There was no lagging of inter-
est—rather, rapt attention and
facial expressions of pleasure were
noted throughout.
The teacher found that the art
and music were equally enjoyed.
These pupils had studied part
singing, it was natural that some
discussed the "bass and tenor,"
and commented on the balance of
arrangement. The teacher passed
out the chorus books and since
the arrangements were the same,
the pupils found pleasure in sing-
ing with the quartet, using so-
prano, alto, tenor, and bass. Mr.
Barry stated definitely that such
films would provide examples
worthy of emulation, and would
enhance his four part singing pro-
BovD F. Baij)Win
Mr. Baldwin organized tlic hui
and use of the first collegiate radio i:
mitter in the stale of Montana in H
He recei\ed his master's degree at
University of Washington and since tl
has directed the activities of the M
tana Council on Civic Broadcasting,
is affiliated with the University of M
tana during the suinmer sessions
during the winter months superintc
a suburban school system where
University does some of its demons^
tion work and teacher training.
gram. The film stimulates
jHi]:)il to creatixe acti\ity in
and iiuisic. Teachers commen
favorably on the symbolism j
trayed.
Hidi School Students
High school students likev
enjoyed it, particularly bccaus
so well illustrates blend, enur
tion, intonation, tempo varia
and use of sustained tonal efl
Students at this grade level
— Pupil Covitnents— ~
I enjoyed the picture very much. It had i)cauliful scenery and llic
colors all blended together very well. The words and the singing
helped to explain the story and made it more interesting. (Grade 7)
I liked the figures because they looked holy and solemn. The snow
fell so gracefully and looked clean and while. 1 liked the picture of
Christ in the little cradle. (Grade 5)
I like the film because it had lots of color and the singing was
smooth and sweet. The scenery was placed very beautifully and the
color was gorgeous. (Grade 4)
I was on the sleigh ride too. I felt cold. It also made mc think
of going to church. (Grade 3)
Pag* 20
December — SEE and i
[icularly interested in these course, be the creative part of a
ic showing ot this fihn slioulcl
Ibe substituted for actual pu-
)articipation in a Christmas
ram. Cliildren should, of
program to make it worth-while
to them. However, this film is a
fine touch to add to any school
entertainment at holiday time be-
cause of the inspiration it offers
both artistically and musically.
0 LITTLE TOWN OF BETHLEHEM
le town of Bethlehem, How still we see thee lie,
re thy deep and dreamless sleep the silent stars go by;
^n thy dark streets shineth the everlasting light,
lopes and fears of all the years are met in thee tonight.
!Ihrist is born of Mary, and gathered all above,
|e mortals sleep, the angels keep their Avatch of wond'ring love.
)rning stars together, proclaim the holy birth,
[praises sing to God the King, and peace to men on earth.
silently, how silently, the wondrous gift is given;
od imparts to human hearts the blessings of His heaven.
ar may hear his coming, but in this world of sin,
e meek souls will receive Him still, the dear Christ enters in.
y Child of Bethlehem, descend to us we pray,
^^out our sin, and enter in, Be born in us today.
ear the Christmas angels, the great glad tidings tell;
e to us, abide with us, our Lord Emmanuel.
d HEAR— December
Page 21
PUPIL EVALUATIONS OF THE
FILM— PEACE ON EARTH
Henry J. Queen
Montauk Junior High School, Brooklyn
Editor's Note: The problem of evaluation will always be with us.
Many and varied are the proposals indicating how the evaluotion of teach-
ing materials should be accomplished. In this instance, a film on a very
much discussed topic, PEACE ON EARTH, was chosen. This film shows in
animation and color a situation in which man, through his continual war-
fare, succeeds in exterminating himself. The follies of man's actions are
then discussed around the fireplace on Christmas eve among a family of
squirrels. Old grandfather squirrel reminisces and repeats the story of
mon's extermination to the rest of the family.
It was used by Henry J. Queen of the Montauk Junior High School
in Brooklyn with a group of junior high school children. After they viewed
the film, they discussed its contents for one-half hour. When they returned
to school after the week-end, during which time they hod a chance to
organize their thoughts on the subject, they wrote the very candid com-
ments which follow.
After reading this report, I believe many of us will say, "We should
conduct our evaluation in a regular classroom situation so thot teachers
and pupils may bring their thoughts together and, through the interoction
of their ideas, make a more volid estimate."
FOR those of us who have been
involved in the evahiation of
textbooks and similar materials
for classroom use, the idea of
evaluating fdms presents scxeral
problems. In evaluating text-
l)ooks, we have learned about the
j)rintcd materials in our field
jUiaduailv and (onlinuouslv dur-
Page 22
ing the (oiuse of our lead
careers. Today, however, we
becoming increasingly inten
in visual materials. ^Vhen im
gating them, we are confroi
by a great number of films fo"
j)urposes and of many oi
with which wc ha\e had shoi
quain!ance; intleed, how toj
December— SEE an*|
luc l)ciui aajuaintccl with them
imains ihc (|uc.sti()n.
. lUnHkt textbooks or sets of
lips, (ihns cannot be skimnied
iroii,t;h. Fihns do not permit
luiubing througli tables of con-
tits or o])ening sentences. In
sort, there is no substitute for
S'ing through the entire length
n the film.
A question that arises is the
■ rrnner of seeing the film for the
fst time. Should wc preview
tose materials in teacher com-
•jiUtees after school, or should we
pempt to bring them right in
itj classroom situation where we
iiy talk them over with the chil-
pn? We certainly should not al-
V the students to influence se-
i tion by every whim that strikes
1 in, but rather we should heed
• sincere and solid opinions
It some youngsters are capable
expressing.
he statements ^vhich follow
e the written reactions of 12
[lividual junior high school stu-
ts to the film Peace On Earth.
ause of Hoard of Education
lations prohibiting the use of
pil names in connection with
Jorts emanating from the Mon-
k school, these pupil reactions
1 ha\e to remain anonymous.
"I think that the picture was very
utiful and had a fine musical Ijack-
nd. It was smart to start the pic-
on Christmas Eve. It gave a feeling
,ce and contentment."
At the introduction, the contrast
een the weapons of war and the
'Py people is very good. The quick-
and HEAR — December
iRss ol ihc disasters of war are filmed
well. At the end the rel)ui!ding of the
weapons of war into means of peace is
a mcss;ige to every American. I he ctlect
at the end leaves a lump in your throat
and the hope that there will never be
aiiotlur war."
3. "I think that Peace On Earth was
a very worth-while picture to show in
the classroom. It is meant to show how
lucky the human race is that it has re-
alized in time how futile war is. It
shows that if the human race could be-
come extinct, there would be no more
war. It is worth-while to show Peace On
Earth to children because they should
know what is going on in the world."
4. "This picture should not only be
shown to civics classes, but to students
of all ages. The Bible, I thought, was
brought in very cleverly. A great prophet
once said that all our tools of war
should be converted to tools of farming.
Our parents have already taken steps to
prevent future wars. But we, the future
citizens cannot carry out these plans in-
telligently if we don't fully realize the
value of peace. If we have many films
of this sort teaching the young genera-
tion how much peace means to them, we
may at last have peace on earth."
5. "This is one of the best short films
I have ever seen in school. It is in tech-
nicolor and with sound, which is not an
ordinary occurrence in school. I think
it portrays vividly what will finally hap-
pen to the human race if wars continue.
It is a picture easy to understand by
everybody; and in my opinion it is very
profitable to show it."
(). "This fdm, which ^vas shown to our
class on Friday, should not be shown
to civics classes in school. The moral of
this film is that if we all work together
we will have j^eace on earth. Through-
out this war most people have been
working shoulder to shoulder to attain
and keep peace. Therefore, I think this
picture is outdated, and shouldn't be
shown to civics students."
7. "I didn't think this was a worth-
while picture. I don't like the idea of
including Christmas with war. Christmas
Page 23
is supposed to be peaceful and war is
anything ')ut that. 1 don't think it
stressed its point very well and I didn't
like how the war was brought in. Ihey
didn't show cnougli horrors of war to
have an effect on anyone. I thought the
part where the people rebuilt the city
was worth-while as it tics up with us in
the present time. I also like the color
and how it started off."
8. "The rdni is made so that the story
remains in your memory. I think it is
an excellent way to teach tolerance and
a way to enforce the 'code.' If the rules
were made into fdms like this one, 1
think we would be enforcing the 'code.'
Children of all ages will secure readily
any information given throiigh such en-
joyable channels."
9. "The discovery of the atomic bomb
makes this picture very realistic because
the bomb is capable of wiping out
humanity as the picture shows. Al-
though the characters may have been
childish, the thought behind the picture
was not. Instead of making iiouses out
of helmets, we will rebuild Europe."
10. "Its something out of the ordinary
because a first-rate movie company
made the film for school consumption.
Peace On Ilnrlh is really wonderful. It
should be translated into different lan-
guages. It is ciucriaining, yet education-
al and a gooil clean film whicli stresses
all good things on earth. More films like
iliis sliould l)e made."
11. "As far as I can sec. the average
9B student will (jonfuse the issue and
too many luiplcasant trains of thought
will l)e opened for the pupil. We will
be the future citizens of ilie world and
I think it is wise to get us to believe
that man will be the cause of his own
ilownfali if wars continue. A jjicturc ex-
plaining this simply and not too harshly
without leaving room for wrong con-
clusions to l)e reached, will serve the
purpose well."
12. "I think that this film Peace On
luirth is very worth-while and loft in my
mind the thought that there must never
Page 24
HENRY J. QUEEN
Mr. Queen has taught mathcmatic
and gerTeral science in the New Yor!
city schools. At present he is chainnai
of the visual aids department of Mon!
tank junior High School and is ajJ
engaged as an instructor of physicsi
Cooper Union evening school of eug
nccring. He is very much interested!
ilcveloping administrative procedure
that will insure maximum cfficienqr 0
\isual instruction.
be another war, and that there shoul
be an everlasting peace. This film,
though a cartoon, is not childish, i
I think .shoulil be shown in schools
present this thought to school children
The evaluation of Pence 0
Earth was acconii)lishetl in a typ;
cal classroom situation. Yon ha\
read the pnpil rtat tions. In g( ;
cral, the teacher consensus (tin
teachers observed the class discii,
sion) was that this picture v
technically well done - its col,
its general arrangement made i
entertaining. The primary obi
live of tliis film seems to be tl.
of moti\ati()n if not just eiii'
tainment. Us use in the ci\i
classroom could be justified on,
on the basis of anti-war prop
ganda which the film inchul<
In this respect the film con
do some good. ■
In general, the teachers did n|
agree with the impression whi^'
ihc film gives that the hinuan i i
will be wiped out as the re^
of continuous warfare. Likevi
they thought that the film ten
to over-simi)lify the catises of w:
It minimi/es the evils of politu
machinations and completely
December— SEE and
1
!
nr s liic possibility of idealism
•fA. ing a role.
inallv, our reactions to all
should be examined. Do we
it films to accomplish the
ling job, or are we going to
)t them as supplements to
ing situations? This film may
!j;ood motivation to the study
of the possibility of man obtain-
ing political plans and organiza-
tions which Avill lead to peace.
The fdm cannot be thought of
as containing one bit of informa-
tion other than that which raises
the question of what man's re-
sponsibility must be in attempt-
ing to solve the problems of war
and peace.
To the reader: You have been a bystander to the evaluation of the
film Peace On Earth. A brief description of the film was given you,
or perhaps you have seen the film. How would you evaluate this
I ; film now that you have heard from the children and the teacher?
i Please let us have your reactions. If you are interested to the extent
' of securing the film's use, please indicate your wish to the editors
and we will attempt to secure a copy for you.
" Delinacopy"—An Interesting Map Project
A YEAR ago in a junior high school, we undertook an experiment
in the making of maps in the geography classes. It was an op-
i ponunity to see if enough interest and activity could be aroused so
that geography classes would be more than formal reading and recita-
! tion.
I chose an 8-A geography class because it was comprised of a
heterogeneous group— pupils of low and high I.Q.'s. The question of
map making was put up to the pupils with the remark that 99 per cent
of the work would necessarily have to be done after school, before
school, and during the noon hour. The response was highly grati-
fying. There were many more volunteers than we could use at any
: one time.
Paint brushes were ordered, shovsxard paints were obtained, and I
had a plentiful supply of cardboard 21"x27". A delineascope was
used to project the maps chosen for enlargement. Following the guide,
the outlines were traced on the cardboard, rivers were roughed in,
and later when time permitted, the details were added.
It was interesting to note that pupils who were lax in classroom
discussion were among the first to volunteer to participate. As a result
of their participation in map making, these same pupils noticeably
took a more active part in class discussion.
—Norman L. Wittkop
SEE and HEAR is the journal for both administrators and class-
room teachers ... a visualization of what is being done in audio-
visual education in schools all over the country ... a month by
month magazine of ideas and inspiration. Big things are ahead
for 1946 issues. Don't miss them.
HEAR— December
Page 25
Editor's Note: During the
and particularly since its closc*i
hove been poying increasing o n-
tion to our neighbors to the
and to the south. Mrs. Bl
Corey and Mr. Cor! GernetI^
port on the opportunity to brin •■
formation about Canadion chi w
to children in Council Bluffs th ^
the medium of a well-prepared *
Carl Gl•RNF.T/K^
Principal, Bloomer School, Couficil Blujjs, Iowa
EVERY DAY wc add new cxi-
dcncc in supjjoi t of learning
by seeing and hearing. We are so
convinced that such learning is
(■fTcrti\c, that today we inxcsiigatc
cxcry opportunity lor bringing in-
to our classrooms every means
which Avill bring into active play
Page 26
the visual and auditory scr>r
mechanism of the child.
Unless we inehulc in they«il
c li i 1 d ' s experience cveryt ii|
available in learning dex i'
further good learning ( xp
we are falling slujri of oui
sibility. Passing on, yen
December — SEE'onc
1
!
Films are val-
uable learning
(1 c \ i c e s. B II I
guidance, en-
c: o u r a g e m e n t ,
a n (1 leadership
still remain the
res|)onsi!)iliiy of
tiie teacher.
1, the accumulated informa-
1 of the past is not enough. We
St present and interpret the
lurcs of all nationalities to our
Idren.
There is a popular notion that
n we bring moving pictures
• the classroom, they become a
lime or a fun-time. This must
be the case. We must use the
I as any other supplementary
e of teaching equipment. We
iild apply to the use of the
1 the same tested teaching
iniques that ue have used in
other day-to-day classroom
ik. W^e ha\e discovered that,
I HEAR— December
in using the film, only seeing it
is not sufficient. We have to antic-
ipate, we have to set the "stage,"
and we can do that in numerous
ways which will result in an im-
proved learning experience. Let
us follow the technique of one
teacher in presenting a classroom
film, French-Canadian Children*
The teacher had asked for this
film, along with many others last
spring, so that it could be coor-
dinated with the film rental pro-
gram for the ensuing year. The
film was previewed before it was
to be used. At this preview the
film study sheet, which had been
Page 27
ordered with this film, was also
used. Had there been time, the
teacher could have arranged her
own vocabulary list, questions,
and discussion outline to follow
in presenting the lesson. Even
when study sheets are available, as
they are for many films, the teach-
er should still preview the pic-
ture.
When the class met the follow-
ing morning, the regular program
was followed. The actual teaching
procedure follows:
Teacher: We have studied French-
Canadian children, and how they live.
We have seen some pictures about how
they dress and what they do. It would
be nice if we could take a trip to visit
these children so that we could actually
see and hear them. We can't do that,
but we can do the next best thing and
that is to see a motion picture of a
French-Canadian family. But first there's
a job we must do. Look at your study
sheets. Be sure that page 1 is up. That
is the side we want to look at first. Let
us read the column on the left.
"Canada is one of our closest neigh-
bors, and yet we know so little about it.
Very few of us know that Canada is
much larger in size than the United
States. It is larger by more than half a
million square miles. As we travel
northward, we come to the imaginary
line, the 49th degree of latitude, which
extends all the way from the Pacific
Ocean to Minnesota. From here, this
Getting ready to see a film is just ^
as essential as introducing the next
chapter in the study unit. To sec a
film without first anticipating its
showing would be a great error.
line follows the Great Lakes eastward
This imaginary line is the border be-
tween Canada and the United States.
"Not as many people live in Cana^
as in the United States. For every 1
persons in the United States, there i
only one person in Canada. This meat'
that the total population of Canada
a little more than eleven million. Mi
of the people of Canada live within
four-hundred-mile strip along the south
cm border. In the eastern part of thi
strip live the French-Canadians.
"The French-Canadians, three milli
of them, or about as many people
live in the state of Wisconsin, are
"island" of French-speaking people
an English-speaking world. The f
Frenchman came to this area of Quel
four hundred years ago. In that vt
the land along the St. Lawrence Ri
was claimed by Jacques Carticr for
own country, France. He found that i
shores of the St. Lawrence were covci
* French-Canadian Children,
sound, black and white.
Britannica Films.
Page 28
11 minutes.
Encyclopaedia
}
•1 h great forests in wliich fur-bearing
a inals lived and that the St. Lawrence
mers abouiulcd with fish.
'Many French people came to this
Iv land. They became traders and
)pers and farmers. Ihey came to
I, settle the land, clear the forests,
I, and build cities. The descendants
Ithese people call themselves French-
ladians. The fdm you will see is
^ut one of these French -Canadians."
Teacher then refers to a map of
\\\'orth America to orient the chil-
'Ken in the location of Canada and
VJie position of the border.
eacher: Now let us study some of
new words we will meet in the film.
V, what do you think a box stove
ss like?
idy: It looks like a box. It keeps the
ise warm— they bake in it too.
[j'faf/icr; We'll watch and see. Cyn-
j, what do you think a spile is?
No answer.)
Teacher: Let's look in our diction
aries. . . .
(The entire list of about ten words,
box stove, ecolc, hooked rugs, maple
sugar, Province of Quel)ec, St. Law-
rence River, snowshoes, spile, and zero
cold, is discussed for meaning pro
nounced, and spelled. Then:)
Teacher: We should be on the look-
out for the following important things
that we will see in the picture. Joe,
read the first question.
Joe (reading): Where do these French -
Canadian people live? In what ways are
they very much the same as we are?
How are they different from us?
(The children note six other things
to look for in the film, which in-
clude:)
1. Compare the homes of the French-
Canadian children with your home.
Compare the kitchens.
2. Are your school experiences like those
of the children you saw in the film?
3. How is maple syrup made? Tell all
Assignment, too, is an essential responsibility preceding a
film showing. In fairness to the children in their eagerness
to learn, they must be given the opportunity to know what
their responsiliilities are.
and HEAR— December
Paga 29
First-hand experience and experiences through par-
ticipating in film jonrneys to other lands, build valuable
backgrounds of understo7iding and information. Both
give childrc7i the opportunity to express their ideas, their
x'ieiopoints. Both allow valid attitudes to be developed.
CARL (.KRNETZKY
Carl Gcrnetzky is principal of Bloom-
er Junior High School, Council BlufTs,
Iowa. He is a graduate of Stout Insti-
tute, receiving his M.A. in 1940. Twelve
years prior to coming to Bloomer School,
lie taught printing at Thomas Jefferson
High School in Council Bluffs and at
the junior high school in Chippewa
Falls, Wisconsin.
He has been quite active in amateur
photography ancl has made 2x2 slides,
both in black and white and in koda-
chrome. In 1940 he directed the first
Visual Education Clinic in Southwest
Iowa.
the different steps in making syrup.
4. Is it snowy, cold and winter-like all
during the whole year where these chil-
dren live? How does the climate there
compare with the climate where voii
live?
f). Would these French-Canadian chil-
dren make good neighbors?
f). Compare the way your parents get
food and clothing with the way Laur-
cllc's parciUs get theirs. Wli;ii dilferciue
docs this make?
Tcactier: Now, if you boys will draw
the shades, we will take our trip to visit
a French-Canadian family.
The fdm I'nurtiCauadian Children
is shown. At the end of the fdm the
children relax for a minute or so.
Teacher: Now, let's sec how well we
remember what we saw in the picture.
Evaluation is a Acry necessary
part of any teaching cxpcTicncc.
It may be accomplished through
discussion or through formal or
informal testing situations, but
unless e\aluation is made, there is
Pag* 30
no possibility of checking tlu
learning accomplished. Througl
discussion of the questions t(
which the children initially se
out to discover solutions, it is pos'
sible to evaluate the extent u
which each child formed impri
sions— either correct or incorrct.
A film is similar to any oiln
learning material. If evaluatior
proves the need for further study
the film should be used again. I
the need for re-showing is n
present, then lesson plans shouiv
be made accordingly. Wisely uso<'
films bring our world to us. Wii
good films our environment i
placed before us— through tli
looking glass— quite the reverse <
Carroll's heroine, but much luoi
effectively.
SEE and HEAR PREVIEW
World We Want to Live In
(Sound) 10 minutes. Use: Son
Studies I; Civics J: U. S. Histoty
Clubs J, A.
AVFRY tiignified plea is made f
undt-rstandiiig and tolerance
llic other fellows viewpoint. Tl
excellent film can be usctl in situatio
where inicrgroup relationships are Ixrii
studied and di.scu.sscd. It shows i!
viewpoints of the I'rotestant, the Cat
olic, and the Jew, as well as the vie
points of heretofore conflicting natior
groups being l)rought together on t
basis of mutual understanding. Nation
Conference nf Christians and Jews. ^
your nearest film library.
December — SEE and ]
iOMOTING
^ I 1 1 / n / i/.
ix^K^
Lt. W. H. Durr
Office r-in-Chnrge, Training Aids Section, NTS,
Norfolk, Virginia
Editor's Note: The impetus given to learning by seeing and hearing
through the use of visual and auditory materials by the armed forces has
i contributed more to public education than we realize. So often we take
for granted that everyone will use these materials efficiently, that fre-
quently we overlook the responsibility of mentioning the steps involved in
the presentation of a visuol learning situation. We can take a cue from
Lt. Durr's very simple device, perhaps even to the extent of making copies
of our own for use in our classrooms.
I
ORDER to direct more at-
cntion to the "before" and
?r" phases of instruction with
d films and fihiistrips, the
or developed the chart,
N YOUR IXSTRUCTIOX-
OUR WISELY. Originally,
art was dexeloped for the
f Trainino; -Aids Officers in
asi/ing for Xa\y instructors
ct that any period of instruc-
involving the use of training
'; should include three phases:
aration. Presentation, and
>w-up. The concept of the
I element, indicated by the
of a clock, underscores the
' for apportioning to each
i nd HEAR— December
j)hasc an adccpiate amount of in-
structional time.
Obviously the chart neither pic-
tures the teacher preparation (se-
lection, procurement, previewing,
lesson planning, arranging seat-
ing, preparing equipment and
room conditions) that precedes
the instructional hour, nor the
teacher acti\itv that follows the
instructional hoin\ Also, it nuist
not be assumed from the chart
that the three phases should cover
approximately ecjual periods of
lime. The amount of time al-
lowed for preparation, for exam-
ple, would depend upon such fac-
Page 31
PLAN YOUR INSTRUCTIONAL MOUR
WISELY
ust
TRAINING AID5 LmCIENTLY
The chart has been used successfully with many groups of Navy
instructors, it has resulted in better understanding of the three
phases of using instructional materials: PREPARATION, PRESENTA-
TION, and FOLLOW-UP. Actuolly, its lesson is not limited to train-
ing films, but has application to all situations in which instructional
materials ore used. Good teachers recognize thot, to increase the
effectiveness of instructional materials, it is necessary to "Plan Your
Instructional Hour Wisely."
tors as the purpose for the show- who then were urged to obi
ing, the student background and the following guides.
j)ievious training, and the diffi-
culty of niaiciial to be covered.
The chart was actually used as
a visual reminder to the teachers
Paga 32
Prej)aration
The students must be prof
"prepared" if they are to or
maximum value from the si
December— SEE and tA*
» of training or educational
US. A student once told the au-
)r that the third time he saw
Oarticular training fdni was the
U time he "got anything out
lit": and it was brouglit out in
thcr questioning that just prior
<the third showing was the first
lie that an instructor had told
111 the purpose for seeing the
\(i and exactly what he was to
dk for.
nstructors may indicate the
^nts of information to look for.
jcse may be either in the form
simple statements or questions,
both. These assigned learning
bs" should be consistent with
objectives for showing the
a. Only important points
luld be indicated and their
nber should be kept relatively
"ill for any one showing. Teach-
n guides developed for use with
E'^.y training films usually list
r to six points to look for with
i^lve being the outside maxi-
lirn.
I 'he practice of giving a pretest
)re using training films tends
>[ocus attention further on es-
siial points to be covered in the
ll showing.
istructors should give prelim-
■y instruction on vocabulary,
holism, or other difTicuhies
Bmay be encountered in the
, in order to insure better un-
^landing of the material.
isentation
he actual showing of a film
nds on the objectives of the
HEAR— December
lesson. If used to introduce a top-
ic, it is good policy to run the
whole film without interruption.
When the film will be used dur-
ing the study of the topic, it may
be effective to run only those sec-
tions of the film which are need-
ed. Stop the film to give projected
stills, or turn off the sound to per-
mit instructor or student com-
mentary, if this will emphasize or
make clear the important facts or
operations to be learned.
Satisfactory presentation de-
mands good ventilation and prop-
er room temperature. Seating
must allow all to have a clear
view of the screen. During the
presentation, the operator should
control the volume of the speaker
so that it is loud enough for all
to hear.
Follow-Up
The "after" phase of using in-
structional materials is the "fol-
low-up." This is the period which
serves to "clinch" the learnings
acquired from the film. The "fol-
low-up" may include discussion of
the points to look for as brought
out in the presentation, clarifica-
tion of any misunderstandings
from the presentation, summari-
zation by instructor or students, a
test over material coxered in the
film, drill on actual equipment,
etc. While certain phases of the
follow-up must come immediately
after the showing of the film and
xvithin the same instructional
hour, the long time follow-up,
such as drill and review, may ex-
tend over into the days to follow.
Lt. IF. H. Durr.
Pago 33
Velda M. VV^illiams
Horace Mann Laboraloiy School
Pittsburg, Kansas State Teachers College
Editor's Note: Miss Velda Williams describes the many interesting
ways in which she helps her children understand their immediote environ-
ment. This, of course, is one of the first responsibilities which teachers
have to children as they enter their formal school experience. Only upon
wide backgrounds of experience does facility in language expression and in
reading develop.
TIIK three L's arc the threc-
hine modern higlnvay to the
tliree R's, and when om- six-year-
olds start the jouiniy in the fnst
f^rade lA the lloiacf Mann l.al)-
oratory Seliool at Kansas State
IVachers College in Pittsburg,
Kansas, they are eiuonraged to
look — to listen — to \i\v. This
represents the philoso|)hy under-
lying the daily acti\ities and ex-
jK-rieiKcs whidi take phuc at
s( hool.
-Adhering to the premises ihai
the (hild karns best through ex-
ploring and experiencing, through
seeing and hearing, and from di-
rect (ontact with his social and
Page 34
natural environment, the te;i
stresses the use of visual and a li
tory^ aids. In so far as pos-
real life situations are prox
both inside and outsitle the >
room.
The children are taken oi
cmsions to secure firsthand i
maiion. They are incouragi i«
bring specimens anil ol)jects "«
the classroom for close obs
tion antl study. Extensive u i
made f)f bulletin boards. l>
i)oards, books, charts, pici
slides and stereoscopic view
Keystone lantern and a Bal)ti
(on are a\ailable. These i^
jjossible the use of a wealth o
December — SEE ^i"'
RUTUMN
--*•->«*•
$1-»i-
\Vc looked aboui
IIS aiul saw a rain-
how. What was it?
^\'c didn't know!
But we were very
curious. So, we
found out from
stories, from books,
from pictures, and
even from a flower
bed!
I ble and timely materials such
pictures from magazines, news-
[)ers, textbooks, and post cards,
•iich are projected upon a
Sicen.
I
jIThe program is centered around
inherent interests and prob-
of the children, taking ad-
itage of the events and inci-
its as they occur spontaneously
|1 naturally day by day. The
jldren's curiosity concerning
)ple, plants, animals, rocks,
ither, airplanes, and such
igs becomes the area of inter-
the basis of units of study,
the core of the curriculum.
0]
id J
jVlthough such a program is ini-
fted incidentally, it is by no
fjans developed accidentally or
a haphazard fashion. The
ler acts as interpreter and co-
mator as well as guide and
Knselor. Her function primarily
1 HEAR— December
is one of "helping the child to
help himself." She has in mind
definite and specific goals of
achievement. She emphasizes those
points of interest which are most
worth while and valuable in
extending and enriching the ex-
periences and concepts of the
child. She endeavors to direct the
thinking and the doing so that
these goals may be accomplished
pleasantly and successfully.
Some of the inost vital, desired
pupil achievements are:
1. Cultivation of an acquisitive interest
in people and things.
2. A comprehensive background of in-
formation, concepts, and understandings
which enable the child to interpret, ap-
preciate, and function efTectively in his
social and natural environment.
3. Habits of alert and accurate observa-
tion and listening.
4. Good speech habits— to speak distinct-
ly and interestingly with ease and free-
dom before a group.
Page 35
5. Freedom and ability to ask good
questions as well as to answer intelli-
gently.
6. Self-responsibility in finding the an-
swers and the solutions to his own ques-
tions and problems— emphasis being
placed upon evaluation— the use of crit-
ical judgment, the securing of true facts,
and sequential organization of ideas.
7. A broad background of experience
which enables the child to react readily
and efficiently.
8. An extensive meaning and speaking
vocabulary. A good basic reading vocab-
ulary.
9. Intelligent self-control and self-direc-
tion emphasizing social and emotional
maturity.
In Older to broaden the scope
of interest, experience, and under-
standing and to facilitate the
learning, the room is equipped
and arranged according to "Cen-
ters of Interest." These inchide
the Library, Question and Answer
Corner, Science Center, Health
and Safety Unit, Daily News
Bulletin, Weather Observations,
Around the World Exhibit, Mov-
ing Picture Show, Radio Broad-
casting Station, Games Center,
and the Art and Workshop Units.
The "Library" features books
of the infoiniational tyj)e, partic-
ularly related to social and natu-
ral science such as: Home and
family, community helpers, health
and safety, farm life, city life, peo-
ple of other countries, animals,
plants, birds, insects, food, cloth-
ing, travel, and transportation.
They are largely big picture books
and easy realistic story material
presented on the primary level of
difficulty. Many opportunities are
provitied each day for free use of
Pao* 36
the library. The children are c
couraged to browse through tj
books in search of interesting n*'
tcrials, sometimes solely for reel-
ation and at other times for inf«ii
mation to help them answer Sj|
cific questions such as: Wljj
makes the rainbow? What mal,
the leaves turn red and yello
How do the bees make hon>i
The teacher leads the children
realize and appreciate the va |
of good books as a source of >
formation. The following disc i
sion is a typical example of st
guidance. I
Teacher: I have a report today. It ii
about something very beautiful whic
saw as I came to school this mornin)
shall print my report on the blackbo 1
I should like to have you read this It
die and see if you can guess what I :
They were white.
They were up in the sky
They looked like little white sh
What did I see?
Pupils: Clouds.
Teacher: Yes, I saw lovely clou
over the sky. Tliey looked like a
flock of sheep on a blue hill. They
me think of this poem whicii I le;
wlicn 1 was a little girl. (Refers loj
jjoem printed on a chart and post
the bulletin Ijoard.)
White sheep, white sh
On a blue hill.
When the wind stops
You all stand still.
AVhen the wind blows,
You walk away slow, «
White sheep, white sh
Where do you gof'
Teacher: Can you answer the
child's question? Where do the
go?
Pupil: They keep on moving until ley
get out of sight.
Teacher: What makes the clOuds n
Pupil: The wind blows them alonp
Docombor — SEE ond
(
I'fe
wet 1
jvioE'
becW
< hrr: What are the clouds?
■i; They arc smoke.
I think they arc hig piles of snow
in the sky.
'her: .Arc you sure? We don't want
iiess. We might guess wrong. How
we find out what the clouds really
n: I will ask my daddy.
1/y; My brother is a pilot. He goes
ugh the clouds sometimes when he
^ying.
icher: That will be a very good way
find out about the clouds. But we
e something in our room that can
us now.
'>i7; Maybe we can find it in a book.
\tr: Yes, books help to answer our
itions. What kinds of books tell
ut clouds?
■n: I have a Book of Knowledge at
iiiie. I will bring it to school.
: I have a book that tells everything.
s a big book. It is called a 'cyclo-
ia. I think my mother will let me
i^g it to school.
cher: Those are good books. Jim,
r book is called an e-ncyclopedia. It
j answer many of our questions. We
1 be glad if you will share your
ivs with us. Today I placed some
[ice books on our "Look and Learn"
John, Margaret, Don, and Carol,
se look through them and see if you
find some stories about clouds. Put
vinarks in the right places and lay
books on the "Report Table." I will
them to you at story hour. Now
all give you some paper. Draw a
ly picture showing the white clouds
iie blue sky. ^Ve shall select one to
e on our chart to illustrate the
n.
yhen a child finds something
[•resting in the library, he may
to show and explain the pic-
I'S, or he may ask the teacher
a^ead it to the class. When he
S^iops sufficient reading matu-
li he is encouraged to read or
^ill the story to the group. As
nd HEAR— December
the pupils ad\aiue in ability and
interests, new materials are added
to the library to fit the exer-ex-
panding needs.
The "Question and Answer
Corner" is a unit often called our
"Look and Learn" table. It con-
sists of a large table and a bidle-
tin board. Books, pictures, new's
clippings, and stereoscopic views
are displayed which relate to a
subject of special and timely in-
terest to the group. Questions
which have been asked by the
children are printed on charts and
placed on the bulletin board, or
they may be written on cardboard
strips and put in our question
box. The children investigate and
locate the desired information.
Bright colored bookmarks are
available. When a child finds the
information, he inserts a book-
mark and places the book on the
"Report Table" in readiness for
the "Reporting Class" or "Story
Hour." He locates the material
largely from picture clues until
he is sufficiently advanced to read
the content independently. Some-
times the information is printed
on cards and put in our answer
box to provide supplementary
reading materials. It may be
printed on charts or in a class
booklet.
The "Science Center" includes
a large glass exhibit case (a dis-
carded show case secured from a
store) which is our museum, an
exhibit table where the children
place their specimens and objects
for display and study, and an
aquariimi. Pictures and charts
Page 37
(oncerning natural science are ar-
ranged on the bulletin board
above the table. The wonders o[
the outside world are brought in-
to the classroom, therefore this
center is designated as our "Won-
ilcrland." It is most stimulating,
challenging and extremely fasci-
nating. Many new things are con-
tributed each day. These offer a
constant source of experience as
well as academic achievement.
In the "Health and Safety Cen-
ter" -we ha\e pictmes, charts,
jjostcrs, books, news clippings,
and objects relating to health and
safety. The teacher takes advan-
tage of real situations to stress the
actual application of health and
safety information. Exhibits such
as "A Good Breakfast" or "Foods
That Help to Make Good Teeth"
are displayed. Charts and posters
such as "Ways to Play Safe at
Home, At School, and on
Street" are presented on the bu
tin board. A mirror, a nail
and a box of Kleenex are pro\
ed to encourage personal cleai
ness, sanitation, and glooming,
first-aid kit is also available
children are taught simple aspt
of first aid.
For a "Daily News Bulle
some significant events of the jl
vious day are printed on 1''
sheets of news print. Since
news bidletin is read each ni< i
ing, we call it "The Mornij
Sun." It may be a record of S' »>
individual or group experi
which occurred either insidi
outside the classroom. Chili
arc cncoinaged to bring in ii
esting and worth-while lur
interest stories, news clippi
and pictures from magazines n
newspapers. These are jjrintciir
IQgf^
What happens today—
that's news. And when
it happens so we can
sec it, we can talk
about it— so, we un-
destand it.
Pag* 38
Here's our own
in o V i e. VVc
made it. It tells
about the birds
\\c liave seen.
^*
■•<-
t
r news bulletin, pasted in a
apbook, or displayed on the
Iletin board. This offers an ex-
sive and attracti\e medium for
dental reading experiences.
casionally, the children take
me a mimeographed reproduc-
n of the "Morning Sun" to
id to their parents. This is an
cellent means of informing the
rents concerning school activi-
This miniature newspaper
:Iudes items of special interest
ut each child as well as reports
group experiences. It is com-
ed and organized by the pupils
th the teacher acting as printer
■ editor.
The "Weather Observations
i Cnter" is particularly attractive
t the children. The changes in
father and seasons are a signifi-
icit part of the child's environ-
4rnt. He is curious about the
n, snow, fog, wind, and sun.
Ve teacher takes advantage of
first rainy, snowy, foggy, or
idy day to emphasize the caus-
ed residts of such phenomena.
land.HEAR— December
Weather changes are observed
and recorded on the calendar or
weather chart. Experiments are
performed, such as observing the
evaporation of water from a wet
cloth, watching ice melt, and see-
ing water form on the outside of
a glass of ice water. The ther-
mometers (indoors and outdoors)
are read at the opening and clos-
ing of each school day, and the
temperatures arc recorded on the
weather chart.
An "Around the World Ex-
hibit" is popular. The war, the
airplane, the radio, and the mov-
ies ha\e greatly enhanced the
child's horizon. The six-year-old
of today is a world-conscious in-
dividual. His span of interest en-
circles the globe. In many cases,
the child's father, relatives, or
friends have been engaged in over-
seas service. He is curious to know
about the people and places his
relatives and friends have visited.
Countless numbers of articles and
pictures are brought to school and
shared with the group. They are
Page 39
displayed on a tabic and a bulle-
tin board which constitute our
"Around the World Exhibit."
The children show and explain
iluir contributions at the report-
ing class time. A globe is an in-
triguing part of this unit. Maps
are also displayed and referred to.
Objectives pertaining to the sig-
nificance and appreciation of
maps as well as a few simple ele-
ments of map interpretation are
accomplished during the year.
One of the most delightful of
all the classroom activities is the
making and showing of their own
"Mo\ing Picture Show." The
making of the film is a group
project which invohes very valu-
able and happy experiences. It
includes training in selecting,
evaluating, organizing, planning,
discussing, setpiential thinking,
continuity* of ideas; drawing, col-
oring, painting, oral comjiosition,
oral expression, and measuring,
as well as socialization. Some of
the films are portrayals of favorite
stories read by the children or
teacher. The story is divided into
incidents, each incident constitut-
ing a shift of scene or action. An
individual or committee is ap-
pointed to make each picture.
The memljeis of the class plan the
content of the pictures so that
there will be continuity and se-
(juence of ideas, colors, sizes, and
other details. Some films inxolve
reading as well as pictiues.
Many represent the culmina-
tion of a unit of study such as the
one shown in the picture present-
ing "Oui l*ii(l rri( luls." Ihe first
Pag* 40
part of this film is printed
formation relating to "How i
Birds Help Us"; the latter ]
|)resents twelve pictures of
most common birtls. \Vhen a :
is shown, children present i
sound effects, the speaking p;ii
and the interpretation of
story. The mo\ie machine i
simple cabinet about 46 ini
high, 30 inches wide, and 10 in
cs deep. It has an opening at
top wliich is .24 inches long .
18 inches wide. The film is li I
in place by thiunbtacks insci I
through the [)aj)er and into
\ertical rods. Ihe rods are lui
by means of a handle attachci
each of them.
Another favorite acti\ity -
broadcasting o\er our make
lie\e "Radio Broadcasting
tion," H.M.L.S. (Horace M
Laboratory School) . This com
utes greatly to the training of
ter speech habits and gooil :i
ence situations. Incidini.
much is accomplished in enc
aging good selection of r.
programs. Announcing, rcac
s(ri|)ts, storytelling, news rc]
ing, weather reporting, sin^
music appreciation through
use of records, and "Inforniai
Please" programs pro\ ide a v
\ ariety of experience for pcrfoM*
ers and listeners.
The "Games Center" is a f;i
ite spot dining the free acti
jicriods. Many games of the i
cative type are available sud
puzzles, ring-toss, dominoes, bii
j)cg boards, colored beads, p.
dolls, building blocks, tinker I
December — SEE andl
1
I
< nd bean-bag games. They offer
my opportunities for number
Jtpericnces such as counting.
LXjping scores, reading and writ-
^g numbers; lor learning the
eanings of numerical terms, and
r developing \ isual discrimina-
an with regard to colors, sizes,
\d shapes. They also encourage
cvelopment of manipulation,
dgnient, self-control, creati\e
jwession, and social adjustment.
The "Art Center" is equipped
th an easel, various sizes of
wsprint paper, paints, clay, col-
ied paper, paste, and other es-
ntial materials. Most of the
ork evolves from and is integrat-
W'ith all other classroom activi-
s. Creative expression is empha-
ed. Materials are easily accessi-
:; at all times. Free use of this
liter is encouraged. The "Work-
)p" is a part of the art center.
is the place Avhere the construc-
n and the building activities
Giving the use of wood are
iducted. These also coordinate
I h all the other classroom activ-
i!S and units of work.
The daily program starts with a
12 activity period at which time
h child works or plays at some
livity of his own choice. Also
ithis time individuals and small
:<nmittces assume their responsi-
ilies for locating and preparing
Iterials for special reports and
iWties. Children are encourag-
to use this time to investigate
find the answers to their
istions. Although the teacher
as supervisor and counselor,
stresses pupil self-reliance and
nd HEAR— December
-$
self-responsibility. If the child has
something to present to the re-
porting class, he talks it over with
the teacher. This assures readiness
both of the teacher and pupil.
Worth-while selection and proper
preparedness are emphasized as
an important part of the child's
training.
When school is resumed at nine
o'clock, the children take their
places ready for the "Reporting"
class. Each child is given an op-
portunity to present his contribu-
tion to the group. The teacher en-
deavors to emphasize something
of edticative significance from
each report such as good social
attitudes and ideals, health, safe-
ty, good diction, clear enuncia-
tion, correct pronunciation, good
listening habits, free oral expres-
sion, extension of meaning and
speaking vocabulary, word recog
nition, number concepts, reading
and WTiting numbers, composi-
tion of story charts and news re-
ports, and the increase of scientific
knowledge and general informa-
tion. The children are always
eager and enthusiastically respon-
sive concerning the reports, be-
cause of the fact that they are
presenting something of their own
choice and special interest.
Real specimens, concrete ob-
jects, and firsthand experiences
are used extensively throughout
the whole program. They are the
most reliable mediums for devel-
oping correct concepts and clear
imderstandings, as well as estab-
lishing readiness and promoting
Page 41
satisfactory progress in all phases
of the curricuhim.
The following activities present
a few typical examples illustrat-
ing the use of visual aids. These
arc experiences which ha\e taken
jjlace during the first six weeks of
this school year.
On the first day of school the
children were taken to the street
corner to learn to observe f!
street lights and to cross the su
safely. Throughout the year,
take walks to re-eniphasize the <
servance of safety on the street.
On the first day of school j
made a tour of our school bu i
ing to become acquainted ^ '
our en\ironmcnt. We discoxi
many safety devices such as (
How to get to
school safely?
That's the ques-
tion. We went out
and looked, and
after we looked,
we understood
when it was safe
to cross the street.
^ ^
//
o
I
B
Klinguishcrs. fuc-alarni box, and
re escapes. \Vc emphasi/cd the
npoitaiue of "Safety First" in
ie school building. This initiated
special unit of study concerning
iifety at school, at home and on
le street. VVe displayed posters
id charts showing ways of play-
ig safe.
One afternoon a rainbow ap-
•ared in the sky. The next morn-
g a child wanted to give a
rt about it. The teacher sug-
ted that he make up a riddle
>out the rainbow to present to
e class. This was printed on a
; art:
/ smu something pretty.
It was red.
It u'as blue.
ft wasyelloiu. - ■
It was orange.
It was violet.
It xuas green.
What did I see?
The question arose, "What
makes the rainbow?" The chil-
dren looked through science
books to find the answer. The
teacher read the information to
the class. Later when the children
were taken for a walk to look for
rainbow colors, they found them
in flo^v'er beds, trees, grass, and
sky. Four weeks later they went
back to the same places and ob-
served the changes. This brought
Here's where the weather man gets his "news." We've often
wondered about what was inside those funny boxes. We went
to see— and now we know!
Page:43
Here's our Science Exhibit Table and Museum Case. We c
it t)ur "W'oiKlerful r.xliibit." \Vc found many of ihc thir
that you sec— i)ird nesls, caterpillars, flowers, and leaves.
up the question, "What causes We went to the windows ai
the changes of colors in the flower watched the rain. .\n intcrcsti
beds, the trees and the glass?" discussion developed which
Then the children brought spools volved these questions:
to school and blew soap bubbles.
Thev foiuid out what made the
rainbow colors in their bubbles.
On the first rainy day there was
nujch excitement because we had
not had rain for several weeks.
VELDA M. WILLIAMS
Velda M. Williams is assistant pro-
fe.ssor of education and first-grade super-
visor in tbc laboratory school at Kansas
State Teachers College at Pittsburg.
She has taught in the elementary schools
in Kansas and has been a grade school
principal in Girard, Kansas. Her work,
both as teacher and professor, has been
particularly in the field of primary read-
ing.
Pag* 44
What is rain?
Where does it come from*
Where does the water go?
How does the rain help us?
What makes the lightning?
What makes the thunder?
These were printed on a cli
and placed on the "Question ;i
.Answer" bulletin board. Childi
foiuid stories about the rain ;i
I he teacher read them to the cl.
Si\eral experiments were j
formed, such as: Observing
evaporation of watcj" from a si
low jian, from a wet cloth oi
rainy day, from a wet cloth oi
Docembor— SEE and 1^1
1
iny day. W'c ^vcnt on an cxcur-
m to the weather instrument
^clter to see how the daily
lather reports are determined.
|e watched a college class get the
(cords from the thermometers
lid rain gauge.
A demonstration of the safe
m proper ways to manipulate
umbrella was presented by a
[ild who had brought his to
lool.
One day a bee was brought in
th a bouquet of sunflowers. The
ildren observed the bee as it
Ithered nectar and pollen. This
used an intense interest in the
dy about bees. The children
nd stories and pictures in the
ence books. One child brought
Tie excellent material which he
nd in a magazine. The pie-
ces in the magazine were pro-
ted on the screen through the
que projector. Slides were also
)wn. We went on a trip to visit
: flower beds on the campus and
tched the bees at work. Soon
uer, another child brought a
erpillar to school. We watched
nakes its cocoon. This was put
in our museum. Next spring we
hope to see a butterfly emerge
from the cocoon.
Scores of specimens have been
brought in for observation and
study, such as: A kitten, a puppy,
turtles, a toad, crayfish, goldfish,
butterflies, cocoons, caterpillars,
bees, crickets, wasps and wasp
nests, wild flowers, cultivated
flowers, grasses, milkweeds, cat-
tails, leaves, seeds, and nuts.
In our discussions we particu-
larly emphasize the social utility
values of the specimens and a de-
sire to want to know true facts
about them. We also stress the
importance of training the child
to find the answers to his ques-
tions independently. We want
him to realize that, if he ob-
serves closely, listens carefully, and
thinks intelligently, he will learn
to understand and enjoy the won-
ders of the world in which he
lives.
We have been learning about
our environment. We have been
traveling down the three-lane
highway with the three L's— look-
ing, listening, and living.
USING THE CLASSROOM FILM" is a new teacher training sound
motion picture photographed in cooperation with the Laboratory
■chool of the University of Chicago. The film was produced and is being
tistributed by Encyclopaedia Britannica Films, Inc.
The new Westinghouse Stratovision system — mounting transmitters
and antennas in airplanes flying 30,000 feet above the earth —
brings television and FM radio reception within the reach of everyone.
Stratovision overcomes line-of-sight limitation of ground stations by
blanketing an area 18 times larger than is possible from a standard
ground transmitter.
ind HEAR— December
Page 45
THE STORY OF VISUAL AND RADIO
EDUCATION IN PREWAR GERMANY
Dr. Arthur Stenius
Coordinator of Visual, Radio, and Safety Education,
Detroit Public Schools
THERE are few who will not
admit that the educational
methods of prewar Germany were
tremendously effective in terms of
the objectives set up by the Nazis.
What was taught was well taught,
wrong as the controlling princi-
ples miglu ha\e been. It is inter-
esting to note, therefore, that
probably no country in the world
had developed the use of audio-
visual instru( lional tools as far as
had Germany in ID:}*).
No one has c\er charged the
German schools with minimizing
the value of "hard" methods of
learning. The teacher's demand
has always been look<>(l upon as
sufTicient stinudaiiou l(jr pujjil ac-
tivity. The lecture and drill have
long been keystones of instruc-
tion. The ac(C})tancc and de\el-
opment of audio-xisual instruc-
Pav* 46
tional dc\ices by the schools
Germany, therefore, should assiy
the most academic-minded teaq-
er and administrator in this con-
try that bringing pictines ail
radio programs into the classroc)
need not be looked upon as ent--
tainment for the students.
The purely auditory portion!
Germany's instructional aids p
gram was limited almost cniii<
to radio. Motion pictures con-
tuted the major part of the visil
phases. I'hough teacher use I
radio programs and instructioi I
motion pictures was optional
all except a few instances, accc
ance of both types of teachi.;
tools was broatl, with visuals i:
more widely used. Films a I
broadcasts sponsored by edii
tional authorities ne\er carric(ii
demand for use in the classroc-
December— SEE and H >■
|ionic' .spt-)ii!>oic(.l by ilic piopa-
|*anda ministry, however, were
'must" items. Ihc latter were few
In number, probably not more
Ihan ten or iwel\c broadcasts and
iilms each vear.
Visual- aids were considered so
mportant to German education
hat each school child in the na-
iion was assessed a fe^v pfennigs a
lonth to pro\ide a fund for the
laking of motion pictures and
he manufacture of projection
quipmcnt. Each university stu-
ent also was forced to make pay-
lents for this purpose, the assess-
lent in his case being higher
lan that for school children. By
iw all money so collected was to
e spent for production of mate-
als and equipment, yet the fund
IS at all times sufficientlv larsije
) permit all administrative costs
: the program to be met from
le interest paid by banks on the
oney deposited.
Schools had projectors and films
ade a\ailable to them without
•St. In June, 1939, there was
I'Ughly one projector for each
o schools in the country. This
ct does not mean that almost
iilf of the schools had no oppor-
mity to use films. Rotation of
fojectors gave every school an
iportunity to use motion pic-
rcs at certain times. Fewer
ools were equipped with radio
ivers than with projectors.
I
jFilms were circulated from dis-
fct libraries. In urban sections,
course, such district libraries
;^ed a comparatively small geo-
and HEAR— December
lulitor's Noic: During 1939 Arihiir
Steiiius himself finaiited iiis trip through
Europe. W'iicn lie Ijcgan, he planned to
\isit cle\cn countries. Soon after ('vccho-
Slovakia lost its status as a nation, and
Dr. Sicnius foinid he was not permitted
lo visit I'rague as he had planned. He
went on, however, to visit ten countries,
Sweden, Norway, Denmark, The Nether-
lands, IJelgium, France, Switzerland,
Italy, Germany, and England.
While he was interested hoth in visual
and auditory education, his primary
purpose was to study radio education.
In each coinitry, Dr, Stenius visited
schools, the National Education Depart-
ments, and broadcasting organizations.
Tlirough personal interviews, analysis of
material, and classroom observation, he
gathered the material which will be re-
ported in a series of articles to appear
in SEE and HEAR.
graphical area; in rural sections
the areas served were often quite
extensive. E\en schools located
away from electric power were
able to use classroom films be-
cause a special projector contain-
ing a small generator powered by
gasoline had been developed to
meet this need.
Neither films nor radio pro-
grams intended for school use
were produced by agencies within
the Ministry of Education. The
Reichsrundfunk, the go\crnmen-
tally controlled company holding
a monopoly on broadcasting priv-
ilege, was in complete direction of
radio broadcasts. A separate bu-
reau, supported as previously out-
lined, was charged w'ith responsi-
bility for the production of films.
This independence from the
educational system did not result
Page 47
1
in ihc products being any less val-
uable to the schools. The reverse
was true. School radio was "good"
radio, and school films were some
of the best that the writer has
ever had the opportunity to see.
Of special interest was the tech-
nique of using miniature sets and
three-dimensional characters in
presenting content which is usii-
ally handled by animation in this
(ountry. The care taken in pro-
ducing these stringless puppet
presentations was extreme and re-
sulted in smoother action than
present-day Hollywood shorts of
the same nature. Another out-
standing motion picture film seen
by the writer was one concerned
with joints of the body which
pictured in X-ray the mo\ement
of the bones as the arms were rais-
ed and the legs bent. All films
seen by the writer were silents.
The monthly "visual education
fees" paid by the university stu-
dents were allocated to the mak-
ing of special films suitable for
use in institutions of higher learn-
ing. Although these films were
produced in much the sarne man-
ner as other school films, in most
instances they were produced un-
der the direction and upon the
request of professors of the vari-
ous universities. Any professor
could have a film made to picture
some study of his own. When the
writer asked it such a riding did
not result in an overwhelming
number of such requests and the
production of a niuiibcr of fihiis
of (jucstionablc worth, he was as-
sured iliat the contrary was the
Pag* 48
DR. ARTHUR STENILS
Dr. Sieniiis received his bachelor's de
gree from the University of Notre Dame
a master's degree from the University o
Detroit, and a doctor of philosophy de'
gvee from Ohio State University. ,
In 1939 Dr. Stenius spent nine month i
abroad studying audio-visual program,
in ten European countries. He has l)eci-
connected with the Detroit Publi'
Schools since 1928 and has served as
high school teacher, secondary schocj
administrator, and presently is coordi,
nator of visual, radio, and safety educa
tion. Since 1940 he has been a facult
member of Wayne University, as well.
case. Any film so produced w,
considered as being made uik1<
the requesting professor's dire
tion. Acknowledgment of this f:i
was always given in the opcnii
title. Academic prestige was .
stake, therefore, in the making .
the film. This possibility of ha
ing one's name connected witli
film of doubtful value was an t
tirely adequate check.
Two half-hour programs dai
constituted the school radio schi
ule in Germany in 1939. Th.
were broadcast each morning 1
tween ten and ten-thirty, one pi
gram from the Deutschlands.
der, or national transmitter, ai
another from the various region
stations. These school broaden
were presented on three lev(
the first for children five to i
years of age, the second for tlv
between ten and fourteen, ;
the third aimed at students fi
fourteen to eigiucen years of .
Each of these age levels was gi
the same amount of progi
time.
December — SEE and H'K
here was no attempt to tie in
lool broadcasts with any course
study. The progianis were in-
ded to offer the tcnclier supplc-
ntary material in his teaching
ith special stress upon language
social studies. Dramatic pres-
ations constituted approxi-
tely 60 per cent of all school
lio offerings. Musical programs
de up the greatest portion of
remaining part of the sched-
\lthough the regional stations
Germany were more or less
:onomous in making up their
^ am offerings, this autonomy
not apply to school programs,
ladcasts intended for use in the
ooms were completely ad-
istered, wTitten and produced
a single department within the
lichsrundfunk in Berlin. This
le office was responsible for the
ler Youth and general chil-
n's programs. The expressed
lis for this arrangement was the
essity of guarding against over-
ing. Obviously, programs in-
ed for the schools and for
of-school listening by children
bid find the same audience.
he past six years have made
ent the aims and perverted
ciples of the Nazis. In their
Is, the Germans have been
;ed to be wrong. There is a
ency to let such a judgment
ly to all their methods as well.
is apt to be misconstrued in
roving a means because of the
for which it was used.
ut if German objectives may
nd HEAR— December
be set aside, the prewar audio-
visual program of that country
may be labeled "good." There
was a recognition of the fact that
visual and auditory aids were in-
structional tools of great value.
There was further acceptance that
this value could come only when
equipment and materials were
furnished to schools in adequate
cjuality and quantity. School films
and radio programs were not con-
sidered to be of secondary impor-
tance and, therefore, to need* only
second-rate treatment. As a result
of these accepted principles, many
phases of our audio-visual pro-
gram are only now approaching
the standards which existed in
Germany six years ago.
The Teaching Films Survey
Announced
A group of publishers is undertaking
a survey of educational motion pictures
and other visual aids to education. This
survey, known as the Teaching Films
Survey, is sponsored by the following
publishers:
Harcourt, Brace & Company.
Harper & Brothers.
Henry Holt & Company.
Houghton Mifflin Company.
The Macraillan Company.
Scholastic Magazines, Inc.
Scott, Foresman & Company.
The purpose of the survey is to evalu-
ate the effectiveness of the visual aids
now available and to explore more fully
the possibilities of correlation between
(ilm production and textbook publica-
tion.
The survey will deal with many
questions of fundamental importance in
education. It is being conducted for
the benefit of the schools of America
and is being sponsored by the above
mentioned publishers.
Page 49
Tvl^ical illustrations from "Daticing Cloud"
joi Park
Nortlnix'stern University
Dancing Cloud, The Navajo
Hoy, by Mary Marsh Buff.
New York: The Viking Press, 1937
pp 8U. niiis special edilioii lias
been published by Cadmus Hooks.
E. M. Hale and Company, Fan
Claire. \Vis(<insin. after special ar-
rangements with the pid)lislier of
the regular edition.)
Dnucing Clnud, Ihc Navajo
/}o)' is one of the most dcli,t;h(riil
books lor wliirh :in clcinciiiaiN
school child coiiici wish. The
Page 50
Story is \vo\cii ;ii)oiii two Nav(
children, Dancing Cloud and f
sister, Lost Tooth.
1 he author presents in a ^"
readable manner a descrii)tio
how the liogan or log and i
home o[ the Navajo Indiai
made. Then a backward gl
is made to the very early ana
of these people who are ref(
ic) as "The Dawn People." '
;iccc)uiu is followed by a narrai i
on the "Dineh" or the "Pco]
December— SEE and 1^'
s the liuliaiKs lall ihciiischts. li
f made clear in the story that the
ame Navajo is the name gi\en
) these peoj)le by the Spaniards.
Farther on in tlie book Dancing
Joud's nncle tells him a very
ripping story— how the Navajo
omen were taught to weave fine
ankets, ho^v horses were seemed
oni the .Sj);uiisli. and how, in the
ist, bad days fell upon the
oj)le when the Mexicans and
ic AjKiches made war upon
icm. The uncle continues by
lling how Kit Carson, known to
ic Indians as Rope 1 hrower,
eated them. The uncle relates,
lope Thrower led his men into
e canyon. The white men had
ms. They had cannons that spit
e. They burned our fields.
hey drove away our sheep and
|trses. They burned oiu- peach
irecs and our hogans. VV^e had no
wood to keep us warm. We ate
the bodies of our dead horses.
We starved. At last they captined
us. . . Fi\e years we li\ed in New
Mexico. . . But the Great White
Father at Washington wished to
sentl us to Oklahoma. . . We long-
ed only lor the country of our
forefathers."
This interesting bit of Indian
history is followed by others con-
cerning wild horses, Dancing
Cloud's mother, catching a rabbit,
planting corn, the spring shearing
of the sheep, and others.
Certainly, every Indian loving
boy and girl will wish to read this
story presented in a fine book, il-
lustrated by eight colored and
nine black and white full page
pictures.
p, by Wesley Dennis.
'lewYork: The Viking Press, 1941,
I 10 pagination. (This book has
I cen published l)y Cadmus Rooks.
and HEAR— December
Some of the many drauin^s in "I-'iip"
E. M. Hale and Company. Eau
Claire, AVisconsin, after special ar-
rangements with the publisher of
the regular edition.)
The story of Flip is ideal for
Page 51
children who love horses. It flows
along in an unusually smooth
manner and will stimulate the im-
agination of any who read it or
hear it read aloud. As you Avill
find when you read the book, Flip
was born on a large farm in Ken-
tucky. On this farm were miles
and miles of rail fences and a
most enchanting stream which
wound in and out among the
green fields. It was along the
banks of this stream that the colt
loved to play and where the
events related in the book took
place.
Flip's mother, so the story goes,
would jump over the brook to es-
cape Flip's playfulness and to en-
joy a few minutes of quiet graz-
ing. Since Flip cannot jump the
stream, and it never occurs to him
to wade or swim across, he spends
hours in practicing jumping. But
he never succeeds in jumping the
stream. One day, after much
practice, he is o\'ercome with fa-
tigue and nestles himself on the
grass near the banks of the stream
and falls asleep. While asleep, he
dreams that he has developed a
beautiful pair of silvery wings. In
his dream, with these marvelous
wings, he jumps over fences, hay-
stacks, and the barn. As you can
imagine, the sight of Flip's ma-
neuvers frightens a mother hen,
who is known as Old Scratch and
Cackle, and Willy the Goat. Upon
being bothered by a fly at which
he snaps, Flip gets up from his
nap, and being convinced of his
jumping ability as a result of his
Paoi» 82
dream "he cleared the brook wit
plenty of room to spare."
Tlie ABC Bunny, by Wand
Gog.
CowarcI-McCann, Inc., 1933, no
pagination. (Published by Cadmus
Books, E. M. Hale and Company,
Kau Claire, AVistonsin, after special
arrangement with the publisher of
the regular edition) .
The ABC Bunny is a book (
the letters of the alphabet. Illi
trated in black and white, tl
book has been read, looked at ai '
enjoyed by untold children ai
mothers; just a series of rhynK
A for Apple, big and retl
B for Bimny, sung-a-bed
C for Crash!
D for Dash!
E for Elsewhere im
flash.
etc., etc ii
SEE and HEAR PREVIEW
Salt From I lie Earth
(Sound) 9 minutes. Use:
Studies I, J; General Science J; Hc
Economics J, S, C; Chemistry S, I
Clubs A.
IN A large east coast salt mine,
is extracted by two predomini
methods. The first method is a
ing process similar to that used fori
trading coal— a gravity system wfl
out by cutting sloping excavations
the salt deposit— an intriguing one-
second method is dissolution. By
nieans water is sprayed at the tc
the underground deposit by mul^
spraying systems, the water falls, th«
dissolving the salt from the rock,
brine is pumped to the surface
evaporalea. National Film Board
Canada. At your nearest film libnrfl
December — SEE and Ff
ASSIGNMENT...
n-)flxWiour
VVlLLARD E. GiVENS
Execiitwe Secretary
National Education Association of the United States
HE National Education Asso-
ciation is noAv distributing to
state education associations a
w docinnentary film on the
ce and importance ot the
cher in American life, entitled
ignrnent: Tomorroxc. This film
26 minutes is followed im-
diately by a trailer film of 7
utes which describes the rela-
[nship of the local, state, and
tional professional organiza-
s and presents the program of
NEA.
"eachers should see this film; it
[Ids pride in the teaching pro-
Fion.
igh school students shoidd see
film as part of their prepara-
for selecting a career; it will
ourage capable young people
nsider teaching as a career.
tudents in teacher education
itutions should sec it; it will
ire these teachers of tomor-
with a new zeal in the pro-
ion for which they are pre-
ing.
nd HEAR— December
Every layman interested in the
education of American youth
should see this picture; it will im-
press him with the significance of
education in our nation's life.
Assignment: Tomorrow is the
story of the more than 800,000
teachers in this country. It is the
first national documentary film
that has been made dealing with
the American teacher. It presents
the significance of the work of
teachers as individuals and in or-
ganized groups. The cast of char-
acters consists of real teachers
working on the job of education
for a better America. The film
brings home the fact that the
teacher has many responsibilities
and performs many duties beyond
the four walls of the classroom. It
show^s how through organization
the teacher becomes part of an ef-
fective group wherever action is
needed in behalf of better educa-
tion and better teaching condi-
tions.
Address booking requests to
your state education association.
Pago 53
I lie war is over. 1 here is pkiiu ut time for thiiikiiig, and \
<an bet it's not about military strategy— it's about the futi
To see some conditions, it makes a fellow wonder if he n
did "fMiish the job." There is much to be done here at ho
The dreams of a man in a fox hole were of yoimgsters \
are a fine crop of good citizens, who will learn to choose p'
leaders, who will become self-supporting citizens, who
healrhv :ind happy, will produce art and culture, ami who \
soon want a chance to use their skills.
The National Kcliication Associa-
tion is making prints available to
state associations on a free loan
basis. Almost all state associa-
tions ^vill have a clistril)iiiion
plan arranged. There will be no
charge to you other than a nomi-
nal booking and service fee in
some states. If arrangements arc
not made by your slate associa-
tion, yoiu- request will be for-
warded either to the \KA or t(j
an authorized distributor in your
area. Send your request now to
yoin- state association if you Avisli
lo gel an carlv liooking.
Pag* S4
Suggested Questions for D j
cussion After Showings |
for Discussion by Teachers
1. How can we strengthen U
teaching profession?
2. How (an teachers have an
ti\e part in legislative activl
when they arc so busy teal
ing?
.'{. Is the answer to be foun(ln|
strong professional org)-
izaiions which can and
represent them?
December — SEE and tl
4. How can wc make tlie public
realize the significance of edu-
cation to the solution of such
problems as employment, in-
tercultural relations, and
capable citizenship?
5. How effecti\e is our local
teachers' association?
6. What is the program of the
state education association?
How does it touch and help
the local situation? Docs the
program lielp both teachers
and laymen to broaden the
scope of their educational in-
terests?
7. How does the program of the
National Education Associa-
tion constructi\elv aid in lo-
cal, state, and national prob-
lems?
H. What can indi\idual teachers
do, through their local and
state organizations, to
strengthen national activities?
9. What can we do to make all
our professional associations
more effective?
10. Do teachers realize the full
significance of their work?
For Discussion by Laymen
1. \\^hat can education do to help
solve postwar social and eco-
nomic problems such as full
employment, high income, sav-
ing national resources, improv-
'ho is going to cultivate this crop of American youth? First
is the parents. But second, the teachers of the nation, the
p€r\isors, the principals and superintendent— from hill coun-
y and big city— they are the' public servants who breathe life
Into the coinnuinitv— thev will brine in this harvest.
and HEAR — December
Page 55
At 400 in most schools the day is
over Cliildrcn relax and play, in-
culcated xsilh ideals tliey have been
exposed to in a good school.
But at 4:00, a teacher's day is just
beginning. She attends depart-
mental conferences, does post-
graduate work, or takes in-service
Vraining courses. She works in the
librarv, or makes a visit to a home
to inriuence a parent to send on to
school his son who is gifted and
shows promise of succeeding as an
engineer.
And during many an cv
ning, while the pupils ;
home, a teacher may be i
principal speaker at a mc
ing of town officials ai
community leaders. She si
forth why good schools a
important. Teachers bcco
part of an effective gr.
wherever action is needed
behalf of better cducai
and better teaching con
tions-in behalf of deni.
racy. The teaching prof'
sion is a way of life in itsc
We all are a part of it. ^
all believe in it!
December— SEE and HE
Pag* 56
riic rich flood of
lalenl that is stored in
today's yoiitli is in-
cstitnahlc. Here is
Marv Pearson. Nobel
I'ri/c winner in 1985.
Here is Jciniie Blair,
whose son will gradu-
ate from medical
school it. 1983.
ing health, promoting intci-
group and world goodwill?
Can just anyone teach school?
What arc the certification stan-
dards in our state? Are
parents sufficiently concerned
about the character and pro-
fessional skill of the typical
teacher?
Are competent well trained
persons encouraged to enter
and to remain in teaching? Are
salaries high enough to main-
ain a decent level of living?
4KVhat types of educational op-
portunities are available to
children and youth? How
jiiany drop out of school?
iWhere must they go for spe-
rialized or advanced prepara-
ion?
■ iVhat can education do to
)vercomc differences between
ind HEAR— December
conflicting groups in American
life?
6. Do citizens generally recognize
the significance of education?
7. What plans have been made
for the improvement of the
educational program? Have
the citizens generally partici-
pated in these discussions?
8. What is education's role in in-
ternational affairs?
SEE and HEAR PREVIEW
Trees for Tomorrow
(Sound) 18 minutes. Use: Natural
Science I; General Science J; Biology,
Agriculture S; Clubs A.
THIS film is a thrilling account of
man's management of America's
great forest resources. It shows the
many uses to which wood is put. It
demonstrates forest management through
planting, selective logging, and seed-
tree duties. It is a well-photographed
and narrated film. American Forest
Products Industries. At your nearest
film library.
Page 57
Left to right, Captain Robert VVckion, U. S. Army Air Forces;
Professor \V. Fred Farrar, University of Omaha, who has directed
(he planning and organizing of the Technical Institute; and Cap-
tain jack Norris, chief training liaison officer for the AAF area 7.
The Surplus Properties
Board and the Schools
The Army Air Forces want schools
and colleges to know of the nse that has
been made of mock-ups and other visual
aids in its suctcssful war training pro-
gram. With this in mind, the AAF piu
together a complete set of technical
training mock-up materials— new etiuip-
Micnt iimuutcd on poiialilc panels— load
cd ihcm into a (aia\au of army trucks,
and spent eight months exhibiting and
demonstrating the unit in high schools
and colleges throughout the stales of
North and South Dakota, Minnesota,
Nebraska, Montana, and Wyoming.
The University of Omaha was invited
Pago'BS
to cooperate in this '"demonstration
the early part of the program last spi
Ik'ing interested in sue h teaching
the university did cooperate, d'
everything possible to get the c<luc;i
of this territory to inspect this fine
hibit.
The AAF training officers were ^^
pressed by the interest in audio-vil
aids shown by Omaha University's p!<'
dent, Rowland Haynes, and by his ;• I
tude that a municipal university shc^
be a place where the students can "\*f^
to live a cultured life and learn to •*
Oecember — SEE and 1
living, not as two processes hut as
le."
These officers were also extremely in-
rested in the new technical institntc
;ing developed at Omaha "V." as a
:acttime continuance of the type of
rogram carried on as the ESMVVT dur-
iff the war under the U. S. Office of
mcation. This institute will provide
|l types of technical training for post-
gh school and adult groups.
One of the features of this program
the installation of a fully accredited
[RCRAFT .\XD ENGINE MECHAN-
5 TRAINING .SCHOOL, where grad-
ites may obtain "A and E" licenses.
At the end of the tour, AAF officers
imed to see what progress was being
ide with this Technical Institute,
asses were already under way. The
jiversity of Omaha had enrolled near-
100 veterans in various departments
the school. Many were showing in-
fest in technical institute courses and
en G. I.'s had enrolled in the A and E
iss. Officials of the university, who
'
Army Air Forces finish
unloading $60,000
worth of aviation edu-
cation equipment at
the University of
Omaha. One panel of
this mock-up shows
the intricacies of the
external lighting
system of an airplane.
had already recjuested such equipment
from surplus disposal agencies, were ap-
proached to see if they would be willing
to make the eciuipment available for ex-
hil)it to any and all educator groups
coming to Omaha, if it were left with
the university on a permanent exhibit
basis for use by the technical institute
instructors.
The plan was quickly worked out,
approved by "Washington," and $60,000
worth of the world's most modern visual
aids equipment (containing among
other things a cut-away 160 HP Kinner
engine, with moving parts covered by
Plexiglass windows; automatic adjust-
able propellers, mock-up panels showing
complete electrical wiring unit, oil sys-
tems, carburetion, heating facilities, etc.
Yes, even a 16 mm. movie projector, a
stripfilm projector, screens, training film,
and two day-lite view boxes) was moved
into the University of Omaha's aero-
nautics annex shop. The equipment is
now in use daily by boys from five dif-
ferent states who have already enrolled
in this one course.
and HEAR— December
Page 59
C. R. Crakes
Educational Consultant for DeVry Corporation
EDITOR'S NOTE: \'ery few of us ran hoard sticamlincrs or air transports ai
in the space of a year carry on interviews with cchicators, teachers, anil childn
of schools in 3') slates. We can't do this, we haven't the time, liitt it is a part
Charles R. Crakes' everyday joh as his conimitincnts make demands upon him
an educational consultant. His impression of what educators and teachers are thin
ing has been condensed to these truly— straws in the wind.
PIONEER leaders in the field
of audio-\isual teaching aids
are becoming keenly interested in
the basic reasons for the tremen-
dous forces behind the Audio-
Visual Teaching Aids Movement.
"Why." they ask, "this sudden
interest in teaching de\ ices ^vhich
we ha\c been using for the past
twenty years?" "Why so much ex-
citement?" "Why so many news-
paper and magazine comments?"
They are also vitally interested
in just what cfTcct this movement
will have on the future of Ameri-
can education. The writer has en-
deavored to find answers to some
of these questions and briefly
mentions seven powerful drives or
forces behind the movement.
1 . The returning veteran has
already exercised considerable in-
Page 60
liuence in educational circles. F
has successfully used audio-visu
teaching aids in the milital
training program. He likes tl '
tcchni(]ues used. He has becoi
an interested learner. He wai
to know why the same mcthi
cannot be used in the typii
classroom. All leading educat
consulted proj)hcsied that as m<
of these veterans return to ci\ili
life their demands will incre.
for more and better use of i
type of training tcchnicjues whi
lune converted them into si
cessful and victorious fighters.
2. Almost overnight, we,
Americans, find ourselves citizi
of the most powerful nation
the world— whether we dcSirt
or not we are the leaders and i
December — SEE and Wl
hole world is looking to us for
adcrsliip as well as financial
Hp. lluis, we must become
Ijoroughly familiar with inter-
iitional problems and interna-
mal relationships.
There is a very definite feeling
t;it we do not have the time to
liin our adult and youth popu-
lion to accept and become fa-
liar with this new global view-
int, through the use of word
nbols. Thus, the motion pic-
re will be used as a device to
in Americans cjuickly and ef-
:tively to take their place in the
ily of nations. As the last
th-bound generation, it be-
nes our duty and privilege to
in our youth for the world in
ich rapid transportation makes
neighbors of all the peoples of
earth.
Industry has learned how to
n personnel through the use
udio-visual training materials.
, industry will exert a tre-
dous pressure upon public
cation to do a better job of
ational training through the
of many of those tools of
Tiihg which industry has
through its recent experi-
can do an effective training
. Adult education will become
ality when audio-visual mate-
i» become the first teaching de-
i in such a program.
ind HEAR— December
5. Leaders in the guidance
movement realize that to carry
on a successful \ocational guid-
ance program they must present
to their students simulated experi-
ences which only a motion picture
can bring to the classroom. Stu-
dents will be introduced to voca-
tional opportunities through it.
D. Educators interested in giv-
ing greater recognition to individ-
ual differences are seeing in au-
dio-visual aids a tremendous tool
to assist them in elevating the in-
tellectual level of the retarded pu-
pil and to enrich the educational
opportunities of the accelerated
pupil.
7. Last but not least, American
education faces a golden age in-
sofar as financial support is con-
cerned. The American citizenry
has come to a renewed realization
of the value of a good educational
system. Along with this greater
interest on the part of the public
is coming a demand on our teach-
ers to do a better job of actually
teaching our youth to take their
place in the world of the future.
Such a change of emphasis in our
educational system will demand
keen, sharp teaching tools. Audio-
\isual teaching materials consti-
tute such tools. Thus, we see a
very definite trend toward a more
widespread acceptance and utili-
zation of all forms of teaching ma-
terials and techniques which are
now commonly called audio-vis-
ual teaching materials.
Page 61
y-
►
/
^<>.
^
j^ ^
\J
VITALIZING
WRITING
Norman L. Wittkop
Vice-Principal, McKinley School, Mihuauhce
EDITOR'S NOTE: The study of written composition, particularly in con-
nection with a business letter involves many details of style, grammar,
form, and arrangement. Often abstract in its meaning to students, the
study of business letter writing can be enhanced vividly through application
such as Mr. Wittkop suggests.
^USINESS letter writing in the
9-B junior business training
is usually a routine, formal,
and dried episode that must
endured by student and teach-
llalike.
ifter ha\ing analyzed my own
ler-writing experience, I re-
ked that during the time of my
experience in letter writing,
k'as inllucnced very directly by
letters I had read in the
of my work. Yes, I had
led by imitation. So, too, can
;inning students learn by im-
ion.
o arouse interest, and before
class knew what constituted a
letter, they were allowed to
mine some business letters and
ive their opinions about each
in question. Was it inter-
g? Did it urge them to read
ler? Some of the sample let-
nd HEAR— December
ters were chosen because they
were "terrible" specimens. And
others were excellent. Among the
poorer letters, margins were un-
balanced, punctuation was incor-
rect, abbreviations were used to
excess, opening sentences were
strung on or lengthy, and para-
graphing was poor. Ordinary
English usage was abused to a
noticeable degree in some letters,
while others were excellent ex-
amples. The students were not
entirely sure!
Having injected the element of
curiosity, the next step was to
capitalize on it. This was done by
suggesting to the class that each
member would actually write to
business concerns, public office
holders, school executives and
authors.
Were they interested? After
three classroom periods of inten-
Page 63
sive study of the qualifications of
a good business letter, we were
ready to start on our venture of
actually writing real business let-
ters. Each student brought three
stamped envelopes and se^eral
sheets of business-size paper. Ad-
dresses of people and concerns
had been procured beforehand.
Interest and enthusiasm was more
How Would You Do It?
NO SUBJECT is devoid of values
which can fire the imagination of
siiulcnts. For example, we once studied
the subject of water. I placed a drop
of stale water beneath a microscope.
The students walked by and one at a
time they looked through the micro-
scope at the small, living, moving or-
ganisms within.
The comments of the first student
who looks through tlic microscope is
really the firing of the imagination and
interest of the other students. Each
succeeding student tries to sec more tlian
the preceding one. If he was a good
observer he did see more. They were
rcaily to attack the subject.
TRY this the next time you introduce
the study of our forests. Place two
pieces of wood about a foot square on
ihc table. Ask a girl or boy to hold
tliese up before tiie class. Tlie idea is
not primarily to see tiie wood, but to
have the student express his surprise bc-
cuusc of the fact that one piece of wood
is light, soft wood and tlic other very
hard. The dillcrence in weight is defi-
nitely noticcal)le and this is the first
thing to be spoken of— that some wood
is harder and heavier than others.
An inspection of the grain of the
wood follows, and then tlie reason whv
one piece is heavier than the other is
evident. Ihc class is then asked wliat
they wouUl like to find out about
families" of trees and types of forest
crops. I he unit is lainiched.
—Norman L. Wittkop
Pag* 64
Norman L. Whtkop
Mr. Wittkop has had an unusu
background in business and teaching c
periencc. He has served with utiliti'
and with business firms producing pr
jeciion equipment. After gradualit
from Marquette University, he has spei
thirteen years in tlie teaching professu
which has allowed him to do pionceril
and experimenting in the field of audi
visual learning. At present Mr. Wiltkc
is vice-principal of McKinley School
Milwaukee.
than evident.
During several classroom pe
ods, the pupils* letters we
worked and reworked. No letl
was considered eligible to
mailed out unless it was in i
ceptable form with respect
English, punctuation and contei
Then the letters were mailc
Within two or three days repli
began to come in. Each mornii
the class would gather around
long table and look over all I
mail. Both iiiicrest and a critic
eye were developed by having t
entire class examine the lelte
Then the letters were passed o
to the individual students
v.hom they were addressed.
AH letters were opened befc
the class, read and discussed
the basis of what a good biisir-
letter should be. Margin, lu
iiig, inside address, saluiaii'
complimentary closing, contcn
letter, good English, good oj)cni;
and closing sentences were (j
cussed and the decisions learnl
by everyone. Expectation alwJ
December— SEE and »
ept enthusiasm ami curiosity at
high level.
; The result of any effort in any
jirection is the measure of its
lorth. Was this business letter-
jriting innovation really worth-
hile? Out of nearly 200 letters
ailed out, nearly as many replies
ere received. Punctuation and
ammar were learned easily be-
cause they were vital parts of
making our whole plan operate.
The students now know the im-
portance of clear thinking, correct
spelling, courtesy, conciseness and
legible writing. They received
letters that were fine examples of
the very things we teach them.
They received good models which
they could use as challenges.
"TO A 275,000,000 AUDIENCE"
Little did anyone anticipate at the beginning of World
War II that the 16 mm. motion picture film would become
the instrument of public information that it has. If figures
are impressive, examine the Office of War Information film
distribution record during the Treasury Department's War
Loan film showing program for the three years just ending
but not including the Victory War Loan:
OWI (excluding Treasury War Loan Showings)
SHOWINGS ATTENDANCE
July, 1942-March, 1943,
9 mos. @ 4-million average 144,000 36,000,000
April, 1943-August, 1945,
23 mos. @ 71/2-million average.... 691,000 172,500,000
Total (exclusive of Treasury) 835,000 208,500,000
TREASURY WAR LOAN SHOWINGS
Fifth War Loan 29,297 10,420,916
Sixth War Loan , 86,913 23,500,000
Seventh War Loan 141,615 33,402,950
Total for Treasury only 257,825 67,323,866
Plus regular OWI Showings.. . 835,000 208,500,000
GRAND TOTAL 1,092,825 275,823,866
Total of 177 titles, 77,387 prints released through 324 dis-
tributors in the 48 states.
This is truly a preview of things to come— a preview of the
educative power of the 16 mm. film.
ind HEAR— December Page 65
TO THE
Dr. E. G. Williamson
Uninrrsity of Mi^utrsoln
('iiidaiice directors arc
(|ii;ilili(<l U) givr torn
prtlicnsivc lists wliirli
sciciuifically measure
tlie amount and kiiul
of a[)liiudes )(>>>ng
people have.
Pago 66
Counselors, teachers, am
parents are ready to hclj
young people in choosin;
ihc right occupation f<
their particular apt
tudes. Aptitudes arc vai
icd, but can be classifici
into six headings, nu
chanical, social, clcrica
musical, artistic, a n
scholastic. The amoun''
in which indi\iduals ptv
sess these can be inea
urcd.
ITOR'S NOTE: In one way or
ler practically everything we do in
Is helps prepare the student for
lace in society. Too often we allow
Id to follow the subject empha-
experiences he has in school, only
d that we have done too little to
in directing him into the life ex-
in which he is apt to find
returns for the efforts that he
md toward achieving good voca-
adjustment.
• G. AVilliamson describes an at-
create an intelligent attitude
e part of the student toward an
-tanding of the specific aptitudes
"esses and their relationship to the
ments of a broad vocational area.
ilm Aptitudes and Occupations,
has been developed under the
on of Drs. E. G. \Villiamson and
Hahn of the University of Minne-
HEAR — December
sota, is described in this article. Guid-
ance people e\erywhere Avill welcome
this as an additional tool with which
to attack a stubborn and continuing
problem— life guidance.
ONE of the most important de-
cisions with which a young
man or woman finds himself con-
fronted at the high school or col-
lege level is that of making a
vocational choice. Surveys among
the adults of today reveal a wide
variety of trial and error Aocation-
al experiences that have been en-
gaged in before settling down to
one long-term career.
Frequently adults say, "I wish
someone could have guided me or
Page 67
advised me." More frcquciuly
tliey sav, "I knocked about
through' half a dozen different
jobs before finally hittitig upon
the one I am in now." The im-
], lie at ion that today ^ve can ap-
proach more scientifically the
pioblem of selecting the wide
vocational area within which the
young man or woman will prob-
ably 'find success nuist be (juali-
fied. But even among the qualifi-
cations, there is much that can be
done.
It has been discovered during
recent years and through wide ex-
jjcrience in counseling pupils,
that wiser vocational choices can
be made today than in the past.
Page 68
It has been determined quite l
erally that pupils may be
quainted with three sets of
formation about various j
First, they may be given infoi
lion about what is actually d c
in the job, that is, the nature jl
ihe work, the type of dcm '
that the job will make on th<
di\idual. Second, the student
be given information conccn
the kind of aptitude requircil
completing a given job success
ly. And "third, through tc^
instruments available today, ^i
student can be given an op r
tunity to disco\er whether "
possesses those qualification
character and aptitude which
December— SEE and >\
is seems to require m a given
iince it is possible to bring
an analysis to young people
io are seeking sincerely to in-
Itigate the job area in which
ly may find greatest chance of
ijcess, this responsibility repre-
its the least that any school or
it any guidance department
|uld be expected to bring to its
lents.
\'hen it is considered that to-
hundreds of ^ocational op-
tunities exist which did not
t ten, fifteen, or twenty years
, the school must be expected
ccept increasingly the respon-
ity for evaluating its students
terms of their qualifications
their opportunities to make
vocational adjustment.
choosing an occupation, it
mportant for the pupil to
erstand what kind of work he
be doing if he enters that
pation. He will want to know
ther he will work with his
, his head, with people, or
tools. His interests in vari-
occupations are determined
he kind of work he will de-
to do when he becomes an
t. But interest in work is
one of the important factors
enter into success on a job.
must have aptitude for that
of work in addition to in-
t, and this is the point at
h many pupils are confused.
!f)W does one learn whether
possesses aptitude? Studies
been made to show that in-
d HEAR— December
terest alone is not always directly
related to aptitude. Sometimes
one is interested in work for
which he has insufficient aptitude.
In other cases of under-achieve-
ment, a young person may have
sufficient aptitude but no interest
in using it in a particular type of
work. For this reason, it is neces-
sary to show students not only
what types of activities go on in
various jobs and what kinds of
aptitudes are required, but also
how he can find out whether he
possesses the required aptitude;
hence the emphasis on testing
methods, both in terms of practi-
cal job experiences, part-time and
summer, and also in the modern
psychological tests of aptitude.
It is believed that, if pupils un-
derstand more thoroughly the psy-
chology of people in relationship
to occupational success and the
choosing of an occupational goal,
then the choices made by them
will be sound. Occupational coun-
seling, to a very large extent, is an
integial part of education. Pupils
are assisted by occupational coun-
selors and teachers of classes of
occupations in understanding
themselves in relationship to vari-
ous jobs. This self-understanding
prepares one to make more intel-
ligent choices than would be pos-
sible if the choices were made by
chance, by relatives, or by teach-
ers. The pupil participates in
making a choice on the basis of
a more valid understanding of
himself in relationship to the re-
quirements of the \arious occupa-
tions.
Page 69
It is to help more of us accom- tratcs not only an attitude tow.' I
plish the aims just outlined that the problem of vocat.onal coi
the fdm Aptitudes otuI Occupa- seling, but specifically ^clcn
liotis was first organized, written,
and then produced. The film is
\alual)le largely in that it illus-
Page 70
strates the existence of m
human aptitudes. 1 he film <
tinues to illustrate the relati
December— SEE and HI
lip between the basic human
[ptitudcs and the need which cx-
sts for these aptitudes in several
Dr. E. G. Williamson
Dr. Williamson is Dean of Students
id Professor of Psychology at the Uni-
■rsity of Minnesota. His work in the
Id of guidance places him among the
-ranking national authorities.
Besides making contributions to maga-
|nes on the sul)jects of psychology and
idance, he is author of the book
udenls and Occiil>ations and Hoiv to
tinsel Students, and joint author of
ent Personnel ]Vork and Student
idanre Teclmiqucs.
ell-known occupations. The film
;presents an opportunity to cre-
e an intelligent attitude through
le possession of ^\•hich young
ople may attack more objective-
ihe problem of vocational se-
tion. The motivation that a
m of this nature will bring is
It an opening step in the whole
jjiocess of vocational counseling.
It sets the stage, so to speak, and
sets it very effectively. It opens
the way for continued coimscling
to be accomplished by the student
and the guidance officer. More
than this, it becomes a splendid
\ehicle of information through
which those of us interested in
counseling believe we can carry
on a continuing advisement serv-
ice which will direct students
away from hit-and-miss romanti-
cally conceived ideas concerning
vocational choice and help them
to approach the problem more
realistically.
Scholastic ability is the apti-
tude to learn easily from books.
It is necessary for successful
work in schools and in the pro-
fessions of law and medicine.
School grades in academic sub-
jects over a period of time are
a good indication of future
scholastic abilitv.
ures from
film-
litudes and
cupations
Coronet
TUctional
nu.
and HEAR— December
Page 71
At Yaha, the Big Three said:
•Only with the continuing and growing
cooperation ond underetonding omong
oor three countries and among oil. the
peace-loving nations can the highest
ospirotion of humonity be reolized-
o secure and losting peace.'
J
J
J
J
_J
US S.R. in the family of nations
In the for north is the tundra, or
frozen marshland. South of it, a great
forest belt. Then, the open steppe.
TOWARD
T
HE National Council for tl
Social Studies, through i
Committee on Audio-Visual Aic
is actively interested in cncouraj
ing the production ol iiKjrc an
better material especially designc
for the classroom. Certainly oi
of the areas badly in need
good, stinuilating, honest, visu
material is the Union of Sovi'
Socialist Republics. We were d
lighted, therefore, when Willia
and Dorothea Cary of tlie Pub)
.\ffairs Film Company request(
our cooperation.
Just how could a national t
gani/ation such as ours help tl
Carys to jiroduce a worth-whi
-^
Pictures 1 through 6:
Up to ihc present, we have kno'
less about our ally, U. S. S. R., than
have about minor nations who h;
contributed little to the winning of I
war. Our ability to get along with th'
in the future will be in direct rclati
to our ability to know and undcrsta
ilicin as neighbors, powerful and efl
live in the world of tomorrow.
William H. Hartley
Mmyland State Teachers
College, Towson
and
William H. Gary, Jr.
New York City
notes to assure accuracy of infor-
mation and balance in presenta-
tion. Mr. Richard W. Burkhardt
of Harvard University represent-
ed the Committee on Interna-
tional Relations.
At the first conference with the
producers, the Committee on
Audio-Visual Aids represented by
the writer, took up fundamental
matters of the most desirable form
for the filmstrip. Here are some
of the problems which were dis-
cussed and the answers which
strip? There seemed to be two
lable contributions which we
d make. First of all, the mem-
of the National Council's
io-Visual Committee, because
peir knowledge of classroom
Is and their interest in visual
iiods of presentation, could
se as to the form which the
itrip should take. They could
er judgments on such vital
lers as type of organization,
h of the strip, suitability of
re material, technical meth-
>f presenting ^v•ords and pic-
< the teacher's manual and
Te titles. The second service
the National Council ren-
through its Connuittee on
'[national Relations was to
'" the material in the filmstrip
die accompanying speech
' HEAR — December
EDITOR'S NOTE: There are many
who beheve that the hope for peace lies
in understanding our neighbors. Thus
It IS our responsibihty to examine every
opponunity of making clearly under-
stood information, particularly about
our allies, a part of the learning ex-
periences of our children and youth.
The filmstrip occupies a place of
great importance as we attempt to ex-
amine opportunities for bringing graph-
ic impressions to our students. It is
encouraging that men of Mr. Gary's cal-
il)cr and experience should give their
efiorts to the creation of the filmstrip
i .S.S.R. The Land and the People. In-
terestingly enough, this is among the
first of the filmstrips planned in co-
oi)eration with the representative of the
National Council for the Social Studies
Dr. ^ViIliam H. Hartley, chairman of
the Committee of Visual Aids of thai
association. Dr. Hartley and Mr. Rich-
ard Burkhardt worked closely with Mr.
Cary in making suggestions dealing
with subject matter and technique.
Dr. Hartley's statement is a very sig-
nificant one. It points the way to future
plans of cooperation between producing
agencies and the classroom teaclier. Most
interesting are the questions and an-
swers which indicate the very practical
nature of Dr. Hartley's approach to the
problems involved in filmstrip utiliza-
tion in the classroom.
Page 73
were arrived at after consultau'
with other members of the co
mittee.
r^ How long shoiikl such
^-^ ' fihiistrip rim with full scrij
A Keep it to a half-hour maximt;
• This will allow lime for b-
introduction, follow-up disru^ion
nuilation of problems needing fu
research, and assignment of pre;
stimulated by the iilmslrip.
Q
Shoukl it be a sound or
• lent strip?
6 A colleclive farm family of Torkmenia,
eo»l of »f^e Cospion Sw Tf>e Soviet people
are of mony notional origin*. They speok
125 different languoge*.
A Silent. The inimber of sell
• CHjuipped witli soundfilm pit
lion apparatus is so limited as lo ii
ardi/c the successful distribution d
sound strip. Besides, most of the <
inittec felt there is something dc
mechanical about the canned voice
the audible signal for changing
one strip to the next.
/^ Should the strip consist T
^^ * tirely of pictures, or shot
titles and reader frames be i
serted?
A On this, the expression of I
• C'onimiiiie was quite def
riain picture strips are a trial and ti
lation to the classroom teacher. (:
necessitates reference to notes durinjl
projection and tioes not make l^
smooth presentation, (b) The nou
lost, worn, dog eared and are jui'
Pictures 7 through 10:
lis millions of people vary from
who miglit easily walk along the 81
of our great cities to those wiio *"
of their dress and backgrounds *
tirely foreign to us but arc not ii
world of today.
Pliotographs from the filmstrip (/••
riie Land and The l^coplc supplied t
:hc courtesy of Brandon rilms, IncJ
iribntors.
DR. WILLIAM H. HARTLEY
Dr. Hartley is at present professor of
iiistory at the Maryland State Teachers
lollcge at Towson. During tJie summer
,e conducts courses in audio-visual in-
:ruction at Johns Hopkins University
m\ at Teachers College. Columbia Uni-
jiTsity.
I He is the author of Selected Films for
merican History and Problems. He
mtributed articles on audio-visual aids
)r the Encyclopedia of Modern Educa-
on. Each month he edits a department
I Social Education, the official publica-
on of the National Council for the
xial Studies, called "Sight and Sound
I the Social Studies." He has served as
lairman of the N.C.S.S. Audio- Visual
ids Committee for the past five years.
ore item for the teacher to handle.
) The filmstrip should be a unified
aching tool, largely self-e.xplanatory
im which the students may gain valu-
le information. The teacher should
ready and able to elaborate upon
e information it presents. To assist the
ucher to find material, well organized
|id interestingly presented, a manual to
rompany the filmstrip was suggested.
What should be included in
• a teacher's manual to accom-
ny the filmstrip?
Practical suggestions concerning
audience preparation, smooth pres-
lUon, and possible follow-up ac-
ties should be given. Don't just sug-
t a pretest, but give an actual test
ich can be used in the classroom and
T the answers. Then give additional
Serial on the topics covered by each
ture. Present it briefly so that the
'her can make quick use of it with-
plowing through a lot of non-essen-
|p. The teachers of the social studies,
most teachers, are much too busy to
all the reading they should. They
good summary statements and
illustrations which they can use
their students.
Unorganized
sports and
hobbies
flourish, foo.
^Sob;ffopic5
.i :■ C
16. Forests mainly evergreen, cover more
(B than half the USSR.
18 The desert: too dry for crops,
too barren for grozing. Only the
cornel could endure these hot sands.
,/ Th.s, too, wp, a desert. The PeoP'?^^9
irrigation wnals, ond now much of W
Middle Asia is prosperous cotton country.
QWhat type of pictures anc
• other graphic materia
should be included in the film
strip?
A.S7(oif people doing things. Lane
• forms mean little except as view
c'd in relation to human activities. /
map or two is valuable in the iilmstri[
if these maps are especially made t<
show size, relationships or other strikini
spacial concepts. Detailed map work cai
he carried on before or after the film
strip showing, with classroom map:
Picture maps and mai)s em|>loying pi(
torial symbols to depict data of impoi
tance are especially appropriate. Ul
graphs, certainly, if they help to coB
plcte the story, and make them picU
graphs whenever possible.
Questions such as the abo>
kept popping up throughout tl
course ol production. The ai
severs were given in the light <
the best practices which we kne
about. Constantly, we were r
minded of the need for fiirtl
research and c\i)crimentation
the field of filmstrip producti'
and utili/alion. We are not sii
that our answers are the best
terms t)f piesent j^ractice. \Ve ;i
sure that (hey are not final ai
that filmsliips will improve
)etter ansAvers are given.
The Audio-Visual Aids Cf>i
tiiittee of the National Coiiin
or the Social Studies is sceki;
new ways of cooperating with f)i
ducing groups. The commiti
members are convinced that claj
Pictures 11 through 15:
Their coiniirv extends from the arc!*
to the sub-tropics and activity is
varied as any place on earth. But 1
potentials are beyond the realm of
imagination.
40 Moscow Rivw-port of the MoscowVolgo
Conol. Beyond it is the Kremlin. .
[pom materials will improve only
[fhen cilucaior and producer work
Kand in hand, each cognizant of
l|ie other's problems, needs and
lesires.
[ontinuing "Toward
'nderstanding Our Allies"
by
Wii.i.iAM H. Gary, Jr.
HAVE nothing against talking
as a method of teaching— ex-
pt that it doesn't work very
II. Let's confess, fellow educa-
irs, that talking is indeed one of
pleasantcst indoor sports. It
es us the comfortable feeling
being on our toes— even though
often gives the students the
fortable feeling of being in a
;e. But if telling alone is not
>ugh, then the problem be-
es one of opening and putting
better use that amazing instru-
nt of sensory perception, the
!..et us consider the filmstrip.
t why a filmstrip instead of
e other teaching device? Be-
ise it is so manageable: you can
it at any position— at a pic-
e or map or chart— for ques-
ts or discussion. You can turn
ack to a previous frame. You
vary the pace and edit the
ch notes of a silent strip to
the interests of the group. A
hstrip is valuable with a rather
;e audience; it is perhaps even
er with a small group: people
more ready to "grow" when
meet new ideas in the friend-
nd HEAR— December
William H. Gary, Jr.
Mr. Gary, native of New York, served
in World War I as a telegraph operator.
After his return, he served as an editor,
traveled, taught at a private boys' school,
was on the staff of Bowdoin College and
Harvard College, and more recently was
matriculated in Russian studies at
Cornell University.
During the summer of 1945 he fin-
ished the filmstrip U.S.S.R. The Land
and Uie People. Other filmstrips upon
which he has worked include those for
the Council Against Intolerance in
America and for the U.S. Housing Au-
tiiority.
ly gi\'e-and-take of a small in-
formal group, where no one is
put on the spot or shy about ask-
ing "dumb" questions.
The opportunity to develop a
filmstrip on the U.S.S.R. aroused
in me a great enthusiasm. Per-
haps it was because, if we are to
achieve lasting peace and pros-
perity and prevent a World War
III, the United Nations— and es-
pecially the two most powerful of
them, the U.S. and the U.S.S.R.
—must learn how to get along to-
gether in one world. To get along
better, we need to know each
other better.
Hence, the general background
filmstrip U.S.S.R. The Land and
The People. Hence its five main
sections: varied people, their
country, the development of natu-
ral and human resources, and
finally the U.S. and the U.S.S.R.
as allies in war and in peace.
In developing this filmstrip, the
usual steps were followed; that is,
Page 77
WATER
TRANSPORT
But how to
troniport whof
they produced?
Moscow is now
the port of
3 seat.
TaS^ _j
wc tlccidcd first what were the
most important subjects to be in
chidcd; then we made a workii
outline indicating the topic li
each frame and describing tli
kind of picture we would try r
find to illustrate that topic. ^\
selected the pictures and th(
wrote the legends and the spee(
notes. Of course, it was not ea
to hold so big a suljject within tl
running time we had dccidtv
upon— 30 minutes.
As for the technical side, vn
had 7"x9i/2" glossy prints mad
of the pictures. A printer o
movie titles printed the legem
for the photographs in white in
on black paper. These were the:
pasted in place. Reader frame
were printed in white on mottle
grey cards: first, to avoid th
somewhat funereal eflect of a
all-black background, and secoiK
ly, to give a note of variety when
a new main topic or statement c
special importance is introduce!
As soon as we had a trial priri
of the strip, we tried it on a grou
of about one hiuulrcd high scho<
students. A pretest based on tl"
filmstrip was given to these sU
dents just before projecting t^
strip in their study hall. Tl
purpose was not to test them, bi
to get them on their "mcnt i
toes."
We started the film with Mi i]
Pictures 16 through 19: i
Cicalcst storclioiisc of resources in i I
world, Russia begins to uiili/c it in li. t
111 its, on licr rivers, among her youi i
a-rS
.■<■■
[WHAT DO YOU KNOW ABOUT THE U.S.S.R.?
Mark X in the space xuhich indicates the correct answer
(or, in the case of Qiiestion 1 , your oion attitude) for each
of the folloiuing 16 questions:
The sun takes 7 ( ) 11 ( ) hours to pass over the U.S.S.R.
The shortest route from Moscow to San Francisco passes approximately ovei
Nfanchukuo ( ) the North Pole ( ) .
I The Ob, Yenisei, and Lena Rivers flow into the Caspian Sea, Arctic Ocean,
and Pacific Ocean, respectively ( ) all flow into the Arctic Ocean ( ) .
To grow wheat 10,000 feet above sea level is impossible ( ) possible ( ) .
The people of the U.S.S.R. speak about 9 ( ) at least 125 ( ) difl"erent
jlanguages.
The people of the U.S.S.R. are fond of music and dancing, but tliey are
not ( ) they are also ( ) fond of athletics, sports, and hobbies such as
Americans enjoy.
I feel that the people of the Soviet Union are fundamentally difl^erent from
.\mericans, and my natural inclination is to be suspicious of them rather than
to trust them. ( ) I feel that the people of the Soviet Union are funda-
mentally like Americans, and I think they and we could easily become
friends ( ) .
In the U.S.S.R. a large proportion ( ) comparatively few ( ) of the people
ire illiterate.
The private ownership of a dwelling house is ( ) is not ( ) allowed in the
J5.S.R.
ealth services in the U.S.S.R. arc charged for according to the patient's in-
.ome ( ) are supplied free to all ( ) .
Vonien in the Soviet Union have ( ) do not have ( ) much opportunity
or cultural and professional development.
The city of Magnitogorsk (a center of industry in the Ural Mountains; popu-
tion 145,000 in 1939) is almost as old as Kiev ( ) did not exist in 1930 ( ) .
L "collective farm" is ( ) is not ( ) the same as a "State farm."
~he people of the national minorities take part ( ) do not take part ( )
1 the government of the Soviet Union.
"he Soviet Union tried for some years before the war to persuade other peace-
Jving nations to work with her for the collective security of all against
isdsm. Yes ( ) No ( ) .
1 their report on the Yalta Conference, representatives of the United States,
Tie Soviet Union, and Great Britain stressed ( ) did not mention ( )
le need for cooperation and understanding among all the peace-loving nation.*-
d HEAR— December
Page 79
J
46 Todoy a network of oirlmM hes
together neoHy oil the importont cihe*
m the Soviet Union.
EH
A5. In the Moscow subwoy.
)^
Cary at the projector and I i
Iront near the screen reading t
notes. All of a sudden at t
frame of a map of the world,
burst of subdued talk and laug
ter smote my ears. \Vhat \v
wrong? I glanced at the scree
Nothing but the map, and a
parently in good focus. \Vha
funny about a map? Then
dawned on me: the speech noi
for that frame, which bega
"The sun takes 1 1 hours to p;
over the Union of Soviet Social
Republics," were answering qu
tion number one of the pre-te
and the students were utteri
low groans or cheers and co
paring notes on whether they h
put an "X" in the right or t
wrong place on the pretest.
My approach to filmstrips is r
as a photographer or technicia
I am interested in internatior
relations and in social proble
on the home front. There's a t
mendous need for good fdmstri
in this field. We need more hi
strips and I'd like to make mc
on the U.S.S.R. such as: Eve
day Life in the Soviet Unic
History, Government and PI:
ning, Science in Soviet Life, a
Education and the Arts in t
Soviet Union.
I believe that so-called "c(
troversial subjects" may be de
Pictures 20 through 24:
Developing iians|joialion on a scale si
ilar to that of any other country in
world, Russia bids for leadership
every front— in the air, under grou
on the land, and on the rivers
43. Thii 'expreM glider' on the Block Sw
corrie* UO possenflerv ond con do
50 mile* per hour.
iih in filinstrips. Many siu h
iil)jc((s luid urgently the liglu
I toi tluiirht discussion in schools,
hurches. civic groups, hihor or-
ani/alions, etc. Fihnstrips on
{oil' Pafxr Is Made and Scenes of
)ld Holland, for example, will
A special course might well be set up
) train people to make filmstrips who
lrca«lv have some competence in tlic
elii of social studies. Just filmstrips.
ach student niiglit be reciuircd to pro-
uce as his "thesis" or final test, a film-
rip for which he or she had written
(le text and chosen the pictures. In
ny such class of from 12 to 20 persons,
here would be probably several who
new quite a bit about taking pictures
nd about doing art work and labora-
>ry work: they could perhaps do certain
arts of the job for other members of
he class, who in turn could help them
1 other ways. In the last days of the
ourse. each member could project his
trip for the others to criticize. Some
trips might be only rough diamonds,
ut others might be practically ready to
e put into production and be distrib-
ted throughout the country.— William
I. Gary, Jr.
lot help prepare Americans to de-
end democracy against its en-
mies, who have by no means dis-
ippeared with the coming of mil-
iary victory. They will not show
IS how to establish a lasting peace.
Vnd if we educators don't help
)eopIe to find their way through
:ontroversial subjects, we may
ind ourselves with plenty of time
o reflect about education— behind
)arbed wires.
We used the pre-test largely to
)uild enthusiasm. Most of the
questions were factual. However,
(EE and HEAR — December
one or two attitude (juestions were
i'.uluded. Although we could not
chaw sweeping conclusions from
this sample, we find five students
among the 9G who indicated that
their inclination was to be highly
suspicious of the Soviet people. A
week later, the same test was giv-
en after the showing, and after
the filmstrip had been studied.
Their scores jumped up marked-
ly and several attitudes were
changed.
"If I were either an administrator or
a teacher, I would make the reading of
this magazine a 'must' for myself, and
urge it upon others as well. If I were
a parent, I certainly would be interest-
ed in promoting teaching, as set forth
in these articles, in the schools my child
attended.
"The articles, which are well written,
show how, what were abstract concepts
in teaching, and therefore dry and not
too meaningful, can be concretely re-
lated to actual and real life as the chil-
dren experience it.
"I like the fact that articles are con-
tinuous until completed, and not 'con-
tinued on page so and so.' The brief
qualifying characterization of the au-
thors is a splendid idea, as it gives the
reader a basis for confidence in his
or her authority to write on the sub-
ject."
—John I. Felsher, Simon Bros. Co., Inc.
"May I say that I am most enthu-
siastic concerning SEE and HEAR.
Your stated purposes point toward the
bringing out and exchange of tangible
and functional training ideas among all
of us interested in the improvement of
instructions; something which is of great
need at this time.
-Lt. R. E. Denno. USNR Officer-in-
Charge, Training Aids Section San
Diego, California.
Page 81
/ /
THf ANNUAL 'SCHOOL
KiNCSLEY TrENHOLME
Supen'isor of Audio-Visual Education, Portland Public Schools
AS A part of tlic oppoi tiinity
to establish school aiul com-
munity relationships, the annual
report occupies a position ol ma-
jor importance. 7"oo often it is
just a printed chronicle of what
may often be termed the school's
"\ ital statistics."
In contrast to this, consider the
opportunity which we ha\e for
interpreting to parents informa-
tion concerning the conditions
Editor's Note: All times are the times
to start gathering pictures for next
year's report, .\nyone who has heen
through the experience of visualizing
ihe annual report knows the value of a
large supply of j)ictures taken whenever
the opportunity presents itself. There's
noiliing worse than waiting initil the
last moment and then trying to provide
artificial pictorial settings.
Ihe author makes very practical sug
gestions which will go a long way in
creating hetter school-community rela-
ships and understandings.
Page 82
inider which their own childre
live for the major part of eac
day during the school year. I,oi
ago we recognized the opporti
nity of reporting in \isual lai
guage. The ready acceptance
visual materials by the public h:
been demonstrated in manvschoc
systems. Others should be encou
aged to turn to the pictorial r
port as a means of expressir
graphically and interestingly tl
condition imder which the scho<
system houses its children, pr
vidcs educational service, olTe
co-cinricidar acti\ ities, and final
spends its budget.
The ciurent annual school i
port cited here is a project whic
is under the innnediate directic
of Mr. }. W. Edwards antl whi<
was produced by the staff of tl
Portland, Oregon, sclujols. We c;
report that the public reactic
has been most favorable. One d
December — SEE and HE
ifrom I J ear to I J ear
f\)r\\. CNKOLLMENT
AOMINISTH ATION INSTRUCTION
929 1934 i9j9 :9JJ
n*. CCNT OF aUOGET SPENT FOR
OPERATION AND MAINTENANCE
• ER CENT
INCOME FROM
LOCAL - STATE ■ FEDERAL SOURCES
MILLIONS OF DOLLARS
Stalislics concerning the expenditure of Iniciget ami the sources of budget
;irc an essential |)art of anv wood report. Too often thev are presented
in the traditional "hone (h"\" form. Achninisiraiors should he interested
in ilir procedure used here to make this section of the announcement
more altracli\c to the coniniunitv.
lE and HEAR — -December
Page 83
As is ihe environment, so, too, are the ideals, the standards, and the hopes
which children build within themselves. In this democracy our purpose
is to create a Ijcttcr society. This cannot he done by educating children
under one standard and expecting that they will Iniild for themselves
another as soon as they become adults. Two pictures from the annual
report are here reproduced which contrast playground facilities m the
same city system. Parents making the comparison will have little doubt
as to their desires for their children.
As a parent being asked the question, "Which
school do you want your child to attend" or
"Are you in favor of a l)uilding program to
replace barrack schools" would there be any
doubt about the way you would vote?
id HEAR— December
Page 85
line live liaiiiic ol this icpoi ( is
I he tetlinitjiie ol pieseniini; Ijoth
the good and the batl s( hool situ-
ations as they exist vvithin oiii
own (oniniunitx . Ik-injn (()ni]jlete-
ly realistic, \\e tlici not hesitate to
portray conditions as wc know
they should exist in contrast to
those conditions whi(h we know
need correction.
Oiu" community has an exten-
sive jx)siwar ])lan lor building
and plant improvement. This
plan will include the proposed
expendituie ol some five nn'llion
dollais. This photographic report
is one of the first stejjs in report-
ing to the public the present con-
dition of their schools and the
needs which nuist be fulfilled il
every child in our comnuuiity is
to have an o])portunity to be led
through his expei ieiices in educa-
tion under coiuliiions which are
conducive to hajjjjiness, recrea-
tion, and pleasant study enviion-
ments.
We arc now jjlanning to visual-
ize our regidai bulletins more
extensively anil to (irculate the
periodical among a large ninnbcr
of citizens. Previously, the bidle-
tin was (onfined to the stafT, but
the interest disj)layed by the pub-
lic has suggested jjlans for a more
extensive ilistribution. A bright,
well-illustrated, and interesting
magazine shoidd do nuuh to
promote j>iiblic appreciation of
<>m sc hools.
One hoped-for outcome is thai
.schciols everywhere will seize upon
the opportuuitv of visualizing
KiNCSI i:V 1 REN HOI MK
\v;is 1)1)111 ill .\lal)ani;i. rt'cci\C(l liis 15..
(IcRicc irom Rie»i Collc^r in 1928 an
his M.A. (Itjiicf from the I ni\crsit\ <
Wisconsin in \9W. He has served edi
ration in several tapacities; first as
leather, as a liiRli sdiool vice-principa
and as an ekiiuniar) sdiool ])rinci|)a
Since H)12 he has heiii diretlor of tl
lUireaii of \'isiial Inst nut ion of tl
I'ortland, Oregon, l'iil)lic Schools.
Mr. Trenholnie is tlie Oregon Ki niii
War I.oan Mf)vie chaiinian, and a men
her of the National 1() mm. War Loa
(ommitlec.
His plans for the future are lo niani
facliire slide and fdmstrip sets on il
city of Portland, perhaps mo\ies on tl
same. He also j)lans to nianufactin
materials on primary curriculum in tl
(ield of \isiial education.
their rejjorts to parents and cit
zens in order to create a moi
active jiariicipation in bringin
the best school environment, tli
best school staff, and the bci
coinses of study to our childre
who nuist assmne the burden c
tomonow's social responsibilitie
SEE and HEAR PREVIEW
Star and the Sand
{Sound} 20 minutes. I'st': I
History S; World History S, C: Si>'
ctiy C; Clubs f. A.
FOLLOW l.\(. the Na/i iinasion <
Vugoslayia, a group of ahout .S.Ofi
evacuees uas taken to Italy and the
lo an Kgypiian desert (amp Ity ill
I NRR.\. This oulstanding do( inner
shows how these peo|)le. lorn a\va\ froi
i.'uir native environment of green mour
lain y alleys, reconsinu ted their morali
their (iilliire. and their (oiniiuinil\ ]i>
iiig in the haireniuss of a desert cami
and how, pro\ ided with basic assistant
l>y ihc IINRR.\, ihey buill from ther
lo restore ama/ingly llieir national ciil
luie. ()(ficc uf War lufnrtnntiou. /\
\oiir nearest film library.
Page 86
December — SEE and HEA
M \aIAL
Dr. Leslie E. Brown
Former Director of Adult Edu-
cation, Sl>ringfield, Illiuois.
Mml^ 4pl^^% /^^^^
DXE great value of the sound
film in adult education is its
reat adaptability to a variety of
tuations and to \arious methods
f use. There is no "one method"
[ using films with adult study
oups. The methods to be used
ise from the purpose to be
rvcd and the situation to be
let. The use of the excellent doc-
mentary film, HERE IS CHINA,
1 three different situations, illus-
ates the point, emphasizing
jain that the film is a tool for
arning— useful, flexible, power-
il.
The first situation in which the
Im, HERE IS CHINA, was used
as an open meeting of the Lan-
E and HEAR — December
caster ^Vomen's Club. But, let's
begin at the beginning:
In ihc spring of 1944, a group
of the members of the Lancaster
Women's Club chose "China" as
its topic for special study during
the following winter. Carefully
they planned their series of week-
ly meetings, to culminate in a
presentation of a summation of
their study before the entire club
and guests.
Each ^seek, t\\o or three mem-
bers were assigned the major re-
sponsibility for assembling and
presenting the facts on the topic
of the week. Members not "on the
progiam" were responsible for
Pago 87
KDITORS XOIK: Bringing ihc
world to even the more remote commu-
nities of onr country is fast becoming a
reality. For many years, community for-
ums, service clubs, and women's clubs
depended upon the medium of the ra-
dio, the printed and spoken word as
their means of becoming aware of events
in far-off places. Today, to this already
very effective list can be added the
sound motion picture fdm. Hundreds of
well-planned and beautifully photo
graphed pictures of living conditions
and social problems as they exist in the
lands of our allies are now being pro-
duced on 16mm. sound film. Here and
there throughout the country, we are
f)eginning to get reports on how these
excellent, current-event teaching devices
are being successfully utilized among
interested groups of adults. What fol-
lows here is an account of how Dr.
Rrown, former Director of Adult Educa-
tion, Springfield, Illinois, planned and
conducted a film forum before a wom-
en's club gathering in one rural com-
munity, before a mixed urban group,
and before a group of professional
women; and how he literally brought
the world to the groups by means of the
superb ability of the sound film to re-
cord and convey its impressions realis-
tically, vividly, and interestingly.
general reading in the field. The
chairman of the group presided
at eacli meeting. After the leaders
for the evening had presented
facts and points of view, general
discussion followed, during which
the leaders were challenged con-
cerning the facts they presented
and particularly on their inter-
jjretation of them. Each successive
week, two or more other members
became the leaders on another
aspect of Chinese life, and the
same (jucstioning and challenging
couuncnt from the group fol-
lowed.
Pag* 88
I attended the next to the last
meeting of the series in response
to a request for "someone who
can help us with discussion meth-
od." Six members participated
that evening as a panel. Each
came armed with pamphlets, pe-
riodicals, books, maps and charts,
and their own compilations ol
notes gleaned from arduous studs
of materials of their own, periodi
cals from the public library, pam
phlets from their imiversity exten
sion di\ision, and books from th<
state library commission. For near
ly two hours, the discussion alter
nately waxed furiously and lullcc
to frequent pauses for contempla
tion and new approaches. At it
conclusion, we planned togethei
the final meeting two weeks away
Nearly one hundred townspeo
pie came to the final meeting. /
six-member panel talked on threi
major points— the economic stress
cs and strains in China, the di
vided opinion as to the conduc
of war by Generalissimo Chianj
Kai-shek, and the future of China
For an hour and a quarter ij
li\cly, informed, reasoned manne
there j^ourcd forth a flow of fac
and interpretation which rousetL
the audience to immediate qticiH
lion and comment. And finally, a\
a climax we showed the filit,
HERE IS CHINA. There, befor^
our very eyes, with our minds full
attuned to many of the needs, th
problems, and the riches of Ch
nese life, were unrolled for twenf;
fi\e minutes the beauty, the mi;
ery, the waste, the poverty, an,
the hopeful steps forward bein
December — SEE and HE/
K^^'J^
^,^.1.*^
■40^*-
"China is a land of rivers, great and small. One of the important staple foods
is fish. . . The cormorant, the bird which is o slave to its tremendous appetite,
is token advantage of by the fishermen who need neither pole nor line to take
their catch from the river."
Photos from United China Relief, Inc.
ide by the Chinese. More giaph-
than words alone were the
mpscs of China's vast unhar-
»sed rivers; her teeming millions
people— frugal, poverty-stricken,
ergetic, competent; her primi-
e agriculture, her lack of trans-
rtation, her initial efforts at
)dernization, her great chain of
operatives, her great potential
world neighbor. It was truly a
max, for here was verification;
re were widely selected actual
t home" pictures of these Chi-
5e, giving vivid point to the
cussion which had preceded,
mping indelibly through vi-
n and sound the facts and basic
editions which our panel had
ably presented to the ear alone.
and HEAR — December
Two final questions were asked,
and we adjourned. As the crowd
moved homeward, I overheard,
"Gosh, how that picture empha-
sized what they saidi Seeing is
sure believing."
In a second community, an en-
tirely different situation gave rise
to a different procedure. It was a
single meeting of a mixed group-
townspeople, college faculty, and
a few students represented di-
verse groups, interests, and back-
grounds. Six community leaders-
three men and three women— had
been invited to serve as a discus-
sion panel. They had neither seen
the film, HERE IS CHINA, nor
made any intensive preparation
Page 89
lor fifteen minutes ininiediately
hclorc the nicotinic, at whidi time
1 asked each to name a major
problem in C-hinese life, incliul-
ing China's relation to the worlil
scene. Quicklv, there were pre
sen ted a number ol broad aspects,
some of which we at once broke
down into smaller subtoj)ics. Eadi
peison made a note of one or
more points whidi he was to state
briefly in the general meeting.
We then mo\ed into the audi-
torium, and the members of the
jjanel were seated aroimd a table
down in front (not uj) on thf
stage) . After brief iniiotluctions.
I explained to the audience that
first the panel would state briefly,
l)ut not discuss, some major as-
pects of Chinese life which the)
considered essential in under-
after which the film would !)(
shown, and tliscussion and inter-
pniation b\ all woukl then fol-
low.
We had prepared for all a mini-,
eographed JJage of the following
((uestions to guide the discussion
in a general wav. Adequate space
was left lor making notes. This
\ery brief yet very flexible discus
sion guide is included:
Film Forum
■11 FRF IS CHINA
I. Before viewing fibn—
What seems to you to be ir
portant facts or problems whic
we need to consider in a study
of China?
B. After film shoxuing—
l.What feeling or attitude to-
Far from recreation as we know it, these Chinese formers line the bonks of the
pond in which massive woter buffalo are pitted one against the other.
. a
wind (Ihina docs the film rrciitc
in you?
2. What sfcni to you the pi iu-
(ipal facts which the fihii pre-
sents? IIo^\• much can we j^i n
crali/e about China fiom these
facts?
.'?. What are tlie needs of China
as presented by the (ihn? What
steps were taken to meet some
of those needs?
4. What inijjortant problems
are not included in the fdm?
3. \Vhat implications does the
fihn make ior United States
jjolicy in China? for us as citi-
zens?
Kach panel member briefly pre-
nted his point or points. Some
lestions were exchanged among
e panel for the purpose of darl-
ing or defining a problem. This
eliminary discussion served to
t forth some facts, to get the
oup thinking process focused,
id to create a "readiness" for,
id alertness to, the scenes of
hinese life to follow.
After the film was shown, the
uiel resumed their places at the
ble. A few minutes w^ere de-
)ted to the discussion of the film
self— Did it give a true picture?
id it have a purpose? If so, was
a legitimate purpose? The
inel then picked up their initial
Dints, elaborating upon them in
le light of the film information,
'awing out certain interpreta-
ons. Question and counter-ques-
on sharpened issues, clarified
E and HEAR — December
l.i.M.ii. I'.. Ukowx
Dr. Brown (B.A., I'nivcrsity of Wis-
consin, and M.A., Tcadicrs CloUcgc, Co-
liinihia I'nivcrsily) lias been a ictturcr
ill cdiKatioii at tiic I'nivcrsily of Wis-
consin, a liigli school principal and
snpcrinlcndcnt of schools in Minnesota,
director of Windward School, White
riains. New \'ork. and director of Coni-
iiiiinilv School for Adults, Springfield,
IMinois.
facts. The audience joined in
with comment, challenge, and
question,— related first to the film
and then to matters not touched
by the film, for no single film can
tell the whole story of China.
Finally, we turned to the mean-
ings that these facts held for our
government and for us as indi-
viduals, to the values that would
accrue from adequate understand-
ings. W^c agreed that those actual
scenes from the real lives of
Chinese people were forceful evi-
dence of the essential sameness of
peoples, of the potential for peace
that lay in the mutual under-
standings of peoples. As Confu-
cius said "A picture is worth a
thousand w'ords."
Now, let's consider the third
circumstance under which the
film, HERE IS CHINA was used.
Somewhat similar was a use
with a women's professional edu-
cation sorority at a university.
Their programs for the year had
centered about various aspects of
\vorld affairs. It was a cohesive
group, the members well ac-
Pago 91
cjuaintcd and used to discussion
together. Here again, we used
the question sheet referred to
above. However, preceding the
showing of the film, I, as discus-
sion leader, elicited from the
group a broad range of problems,
facts, issues, and some opinions-
all concerning China and our re-
lation to her. We viewed the film,
and in the light of its portrayal,
analyzed and interpreted as many
of its facts as time permitted. We
called attention to significant
writings about China, both brief
articles and more comprehensive
works. We argued the biases of
writers, of the press, of ourselves.
A common comment was, "Well,
I'm certainly going to look that
up further. That makes me re-
vise my thinking."
In each of these situations, a re-
showing of the film would have
been helpful. In each case, brief
reading lists might have capital-
ized upon the interest created by
the film, by making further study
more easily undertaken. In the
last two cases, a second meeting
would have been very valuable.
Continuity of interest is stimu-
lated and directed by the impres-
sions gained from the film. The
panorama of Chinese life made
possible by the film may have
presented even deeper under-
standings than the limited \iew
possible by brief travel in an un-
familiar land.
HERE IS CHINA is a good
documentary film. As yet, the doc-
umentary film has not reached
Pag* 92
perfection. Each film has limiia
lions and requires adaptation o
method to purpose and situation
Important phases of life have no
yet received the attention of th(
film makers, yet there exis
enough good documentary film
on current problems, and mon
are regularly appearing, to pro
\ ide bases for scries of related dis
cussions. Where possible, a serie
of related topics will produo
greater returns in understanding
and in the skills of discussion it
self.
Not all the peoples of the worl<
can personally experience the cul
tures of the rest of the world
Sound films, particularly th(
documentary, can and do providi
one effective channel for the in
terflow of essential understand
ings, which alone can assist ir
establishing a basis upon which s
structure for peace may rest. Pro
giam chairmen and teachers neec
not be fearful of using films. Ski!
in their use comes by using thciu
by recognizing both their short
comings and their strengths, anc
by boldly and carefully building
discussions around them.
It is a commonplace saying thai
the world is shrinking. Nothing
could be farther from the truth
The world has not shrunk and
will not. If the world seetm
smaller, it is because man ha;
grown in vision and in under
standing. To these visions and tc
these understandings, the docu
mentary sound film has great con
tributions to make.
December— SEE and HEAS
Many questions on Audio -Visual
Learning come in your editor's
mailbag here are —
W. A. WiTTicH AND John Guy Fovvlkes
"^ How much money per child
c • should a school board spend
n the visual education program?
i This is a very difficult question
A. • to answer, because a certain basic
nount needs to be spent for the pur-
lase of equipment, screens, black-out
aterial, film rental, or film purchase
:fore any program can even begin.
If the school system is small, this
eans a high per capita expenditure,
the school system is a large one, the
st per capita appears smaller. Once
e initial cost of equipment has been
et, a basic program of filmstrip pur-,
lase and film rental is at present cost-
g many small school systems between
iOO and .S500 a year. This may mean
veral dollars per pupil. In general, it
ay be said that many school systems
e today spending as much on a pro-
am of visual instruction, which pro-
des for map and filmstrip purchases,
ctures, slides, and motion picture
ntals, as they are spending on text-
)oks.
■^ We have just begun a pro-
c • gram of visual education
hich includes films. Our first at-
;mpts in getting and scheduling
[ms haven't been too successful.
E and HEAR — December
Can you refer us to anyone who
has had experience and who
might send us some advice?
A This problem of scheduling, se-
• curing, and using films varies
from school to school. Just recently, Mr.
Michael F. Serene, Assistant Principal
of The Ambridge Junior-Senior High
School, Ambridge, Pennsylvania, wrote
to us about the very practical way in
which he is meeting this problem. A
good answer will be found in the tech-
nique they have set up. Mr. Serene ex-
plains it to you.
"In Ambridge High School we feel we
have worked out a plan which avoids
many problems. Too often confusion oc-
curs when films are ordered from out-
side agencies. When only two projectors
are available in a large building, sched-
uling becomes a mechanical problem.
Getting films so that they arrive exactly
on the days scheduled is another con-
cern. Teachers want them not too early,
not too late, but on time. These and
other problems are often not discovered
until too late. The results are detri-
mental to school morale, costly, and un-
necessary.
"But now about our plan. Early in the
school year, faculty members and depart-
ments are asked to present their requests
for films to the assistant principal. This
is done early so that all films requested
Page 93
may l)c booked on the days selected. A
list of available dates when films mav
be shown is drawn up. A date or dates
for the showing of each film is selected.
A mimeographed sheet is printed which
shows the title of the film, number of
reels, teacher or department receiving
the film, and dates on whidi the film
is to be shown. A suflicient number of
copies of this mimeographed sheet arc
run off so that every faculty member
may have one.
"In ordering films from the various
sources, the mimeographed sheet or
schedule is cut with a pair of shears
into strips. These strips or horizontal
cuts list the title of the film, reels, teach-
er or department, company or agency,
and the date of showing. These strips
are placed in an envelope with a notei
asking that the films be sent on the days}
listed. i
" I hcsc mimeogra|)hed schedules oi
sheets serve three purposes: (1) Teach
ers or departments are notified whet
films are to be expected. (2) All other
teachers on the stalf are notified also o
films expected. .Sometimes the film topi
is such that other faculty members ask
to !)ring their siudcnls in to see tlie film
(3) The schedule furnishes a stimulus
towards more efficient use of visual e<lu-
cation equipinent. Quite often other!
facidty members, who previously havj
not used films, ask for the schedulini
of films for their use."
A sample of the schedide is showi
below:
hi I
TITLE
No.
Reels
Company
Teacher
Date
1. Rome, No. X9074
Bell & Howell
1801 Lorchmont
Chicago, III.
Gundermon February 27
2. How Not to Conduct o
Meeting
General Motors Corp.
Dept. Public Relations
1775 Broadway
New York 19, N. Y.
Gundermon January 14
3. Molecular Theory of
Matter, No. 541.2
Motion Picture Dept.
Pcnn. State College
State College, Penn.
Mottuch
Jonuary S
ilie
tfnt
4. Principle of Current
Electricity, No. 537
5. Chemistry of Com-
bustion
6. Sand and Flame
Motion Picture Dept.
Penn. State College
State College, Penn.
Mottuch March 26-27
Motion Picture Dept.
Penn. State College
State College, Penn.
General Motors Corp.
Dept. Public Relations
1775 Broadway
New York 19, N. Y.
Rosenberger February 7-8
Rosenberger January 7-8
7. Nesting of the Ruby
Throated Humming
Bird 1
Fish Commission
Penn. Dept. of Com,
Harrisburg, Penn.
Rice May 13-14
8. Foods and Nutrition 1
Health and the Cycle
of Water 1
Paga 94
Deportment of Health
Horrisburg, Penn.
Mottuch January 9
December— SEE and HEAR
tiiilv
mersl
)II()\v lai in ;icl\.iiuc should
• the \isual proi^ram be out-
ictl? 1 1 is <;rtting to be very
Ihdih to get the hlnis we order
iliss we hook a year in advance.
k III order ilial ilic teacher and
V» ilic |iii|)il Ik- lu'st served, the
cal situation woulil l)e for fdms to l)c
ailable at any time for exactly the
te on \vlii(h tlic teacher wished to use
e (dm will) her pupils. I'ufortunaiely,
is is not always the case. The best
actice has cpiite generally fa\ored ad-
nce bookings of a year, and in some
ses, more. All we need do. however, is
consiiler how often class ]>lanning
cs awrv, and we know that under
[ig-tinie ailvance bookings there is very
tie likelihood for the teacher actually
time her work so as to be at the place
e anticipated at the time the fdm
lich she ordered arrives. Several large
ite bureaus have announced "spot"
lokings, which practically guarantees
the teacher a fdm service with as
tie as a week's notice. Ultimately,
is shoidd be our goal. It is impossible
plan a year's program in advance.
)idemics of illness, the appearance of
luable new films, unexpected increases
the rate with whidi children attack
eir work— all throw the l)cst made
iching plans into chaos. Teachers
ould insist on being able to order and
reive films on short notice.
encourage
\ Should I
c • school board to set
idget appropriations for
irchase of films?
my
up
the
^ This is a matter which each
\.» locality must decide for itself. It
«i is a problem in simple arithmetic,
aially, when film rental costs begin to
sunt higli enough so that additional
idget witii provision for outright pur-
ase must be made, that local com-
Linity should embark on local film
.nership.
Of great interest is the announcement
bv ^■()ung .America Films, Inc., of lOO
fool subjects retailing at lif) dollars a
print. This is just one half of the cost
price of the i)est available film subjects
at present. This may be the beginning
of the economies wiiidi can be brought
about through larger editicms in film
production.
OOur church religious educa-
• lion dej^artment is starling
on a project of emphasizing ways
so even the smallest church gioup
can use visual materials. Can you
gi\e me some assistance?
A Many excellent sets of slides,
• hymns on sound film and sound
motion pictures particularly developed
for church use are available today. Such
sources as Cathedral Films (Bible stories
photographed in color) at 3441 Olive
Street, St. Louis 3, Missouri, and at 6404
Sunset Boulevard, Hollywood 28, Cali-
fornia; and Hvmnalogues, Post Pictures
Corporation, 723 Seventh Avenue, New
^'ork 19, N. Y., should certainly be in-
formed.
\'ery interesting films also have been
developed in the field of nature study
and in the field of international under-
standing. Any interest group need but
write to their nearest film library to
.secure lists of these films, many of which
are particidarly adapted to the smaller
children in Sunday School groups.
For films which emphasize inter-group
relationships, we refer you to the bibli-
ography in the September issue of SEE
and HEAR, or write directly to Mrs.
Esther Berg, 25 Central Park ^Vest, New
^ ork City.
Teachers and adtninislrators are
invited to submit questions relative
to evaluation of materials, source
of materials, arid methods of main-
taining and using equipment . . .
address— The Editors, SEE and
HEAR.
E and HEAR — Etecember
Page 9S
0 1s it necessary to dark out
• the room entirely when
showing films? Where can we get
some information on the possi-
bility of projecting materials in
rooms equipped with translucent
shades?
A A great deal has been said
• about the ability of the daylight
screen or beaded screen to make pos-
sible the projection of visual materials
in classrooms which are not completely
darked out. Anyone who has had any
experience in projecting material knows
ao«wtt*tkl Macf
Himioi) ASS1
k-lf'-**
dilferent problem. An example of what
the armed forces have developed is de-
scribed briefly but with detail enough
so that anyone with reasonable ability
in woodworking can duplicate it.
Roughly, the problem is one of project-
ing the image down a tunnel long
enough that when the image is cut by
the ground glass screen, the same will
be large enough to be seen by audiences
up to 200, even in rooms which are only
partly darkened.
To overcome the mechanical difficulty
of the distance between projector and
scieen, the device which is described on
the accompanying drawing cuts this
necessary distance in half through a sim-
rftAMfMOMl 0' tOl tl
COwfTNUCTCO Off urtcl
III DM
vc
PORTABLE DAYLIGHT PROJECTION ASSEMBLY
25'X 31" TRANSLUCENT GROUND GLASS SCREEN
I4-XI6" GLASS MIRROR REFLECTOR
that efficiency is materially cut down
whenever any amount of light is ad-
mitted. Usually, some of the disad-
vantage can be overcome by moving the
projector close enough to the screen so
tliat light will I)c concentrated in a
small image which is still large enough,
however, for the children to see ade-
(juately.
To project to larger groups poses a
Pag* 96
pic reflection system. This projection
icchniijuc has demonstrated its clfcctivc-
ncss and may be of interest to admin-
istrators.
The question always remains, which
is the easier— to arrange for darkening
ihc room or to go to the trouble ot
handling the complicated mechanism,
which may be the harder of the two
alternatives? ^
December — SEE and HEAR'
Hei
Ittii
Lii
See
Tip
11,0
Fini
k
}'m
m
Tea(
Rde
M
Euro
Bool
fori
I'lilii
Itepo
m
hi
•Coj
See-wHear
//uyou/iAial&n
Keg. U. S. Pal. Uilici;
Publuhed each month of the school year— September to May inchisive
-by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE
and Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fowlkes and C. J. Anderson, Editors.
H. Mac McCrath, Business Manager; Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U.S.
$4.00 in Canada and foreign countries.
^OL. 1 JANUARY -1946 no. 5
jfiUmj^
'^AuC^
Page
Here . . . and There 2
Editorial _ 4
Editorial Advisory Board of SEE and HEAR 6
See and Hear 8
Tips From Topcka— Do ?oi/iea Pellett 12
$l.0O0.0O0-A Stake in Democracy-Jo/m T. Omernik 16
First Experiences With the Visual Educational Program— Henry /. Queen 17
For Community Thinking— Afarie Seton 23
Financing a Program of .Audio-Visual .\ids. Committee Report—
Leslie E. Frye 30
While We Wait for the Millennium— AT. Evelyn Davis .^ 34
Teaching the Basic Seven— Loi^ie Holston 40
Releasing the Genie— Bea/rice Bergh 45
N.E-A. and Audio- Visual Education— Fernon D. Dameron 50
European Odyssey— .4 r</iur Stenius 53
Books, A Review— 7oe Park _ 58
For Inter-regional Understandings— Afr5. Christine Cash 61
Utilizing the Potential Power of the Reading and Study Film—
Lt. Donald A. Eldrige and Leonie M. Brandon 65
Report of Indiana Committee on A-V Materials 70
Bibliographically Sp>eaking— Music— Leroy Klose 71
MultJ-Sen«ory Aids in the Teaching of Mathematics— Donoi/an A. Johnson 73
A Film in the Lesson— Pau/ F. Brandivein 77
Teaching the "Hush-Hush" Subjects— L. Warren Nelson 84
Son^thing to Reflect-C. P. Peterson, L. A. Emans and Holland Nock 90
Qucstiotis and .\nsy.ers— Wittich and Fowlkes 94
> Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. •
Jii^ . . . y^ihAM^
American -made motion pictures will
be welcomed in the reeducation of free
Europe and in Belgium in particular,
according to a group of Belgian journal-
ists who recently discussed reconstruc-
tion in their war-torn country.
Said Valere d'Archambeau of Liege,
"Our Minister of Education is a great
believer in the cinema as an educational
tool. Our children have been badly
handicapped in all educational facilities
under the German occupation. We are
primarily interested in pictures depicting
manual training, for we have a tremen-
dous rehabilitation problem. Motion
pictures can encourage our people to
desire greater knowledge of the subjects
they see on the screen."
The extent of audio-visual instruction
in one state only is indicated by a recent
report by the Virginia Superintendent
of Public Instruction. During the school
year ending last summer there were
39,158 showings of educational motion
pictures in classrooms and auditoriums
in 498 public schools. Because of lack of
electricity, 2,100 schools could not show
motion picturr^s. ♦\rrangements have
been made to install electricity immedi-
ately in 800 of these.
JDEAl
ONE advantage of 3i4x4 slides is the
ability to project them in a par-
tially lighted room. This fact is well
known, but less well known is the fact
that such slides can be projected directly
upon the blackboard in a semi darkened
room. This would certainly ajjpcar to
be an anomaly amidst the talk of head-
ed and brilliant screens. Such screens
are necessary for the 2x2 slides and for
16 mm. motion pictures. However, tlia-
grams, charts, circuits, and geometric
figures rendered boldly in white lines on
the 31/4x4 slides can be projected satis-
Pag* 2
factorily on a blackboard. If the boarc
has been used and is slightly coverec
with chalk dust, the brilliance of tli<
tliagram is enhanced.
The value of being able to project!
diagrams directly upon a blackboard is
this. The instructor may use white or
colored chalk to explain the construction
of the figure, to trace the circuit of an
electrical diagram, or to make additions,
to the figures. This method is pariicu-j
larly helpful in explaining construction;
in geometrical optics and in radio aiu
electronic circuits.
—Edward T. Myers, Documentar
Film Group, University of Chicago.
The San Diego Visual Instructioi
Center has a staff of 13 employees serv
ing G6 city schools and approximate!
.50,000 students and teachers. A librar>j
of 2,000 reels of film is somewhat in-
dicative of the size of the department.
Government Man Gets New Post
Lincoln \'. Bur"-
rows, former chief
of the Photograph-
ic Section of the
W a r Production
Board, has been
nanictl director of
distribution of the
Victor AnimaKi-
graphic Corpora-
t i o n, Davenport,
Iowa.
"SEE and HE.VR has made a splendid
start. . . . Teachers will welcome it ix-
cau.se . . . the policy of making it a d.i-
room instrument of the entire field
visual is a worthy one."
— Joseph K. Bolts, High School Coordiun:
Detroit Public Schools.
January— SEE and HEA«
idividual CikSS ROOfA Projector
/ Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite
ABLE — Weighs only 27 Vi
omplete.
case contains: Movie-Mite
sound projector, desk top
I. speaker, cords, take-up reel
ind still has ample space ior
lamps, etc.
aely compact; only slightly
than a portable typewriter;
ximately 8x12x15 inches in
Ideal ior small group sho-w-
Larger size standard screens
>e used ior larger groups.
STANDARD FEATURES— Plainly marked iilm path makes
threading easy. Only one moving part need be operated in
entire threading. Show can be on screen in less than three
minutes.
One electric plug completes all connections to projector.
Cords, permanently wired to speaker, cannot be lost.
Reel capacity 2000 ft. Reel arms slip into accurate sockets
. . . fast power, rewind . . . adjustable tilt . . . quickly
adjusted framing device . . . utilizes a single, inexpensive
standard projection lamp for both picture and sound pro-
jection. No separate exciter lamp necessary . . . case of
durable plywood . . . leatherette covered . . . universal
A.C. or D.C. 105-120 volt operation ... no converter neces-
sary. Mechanism cushioned on live rubber mounts for
smooth, quiet operation . . . entire unit made of best quality
materials and precision machined parts.
Write for interesting folder, "It Makes Sense." See your favorite Photographic
or Visual Aid Dealer for Demonstration and Delivery Information.
FOR THE DEPARTMENT
OF VISUAL INSTRUCTION
WHAT disposition will be made of many of the Army and
Navy films which may be of use to public education in
the United States? There has been a great deal of discus-
sion concerning these training films. So far no definite course of
action has evolved. There must be a number of films which
might be very useful in the achievement of existing school cur-
riculum plans.
To be specific, the Army produced a series of films which were
used to develop understandings of the background of World War
II. Wouldn't these films fill'a much needed place in high school
and college social studies to help students get a better under-
standing of the events preceding and causing World War II?
Other films on first aid, mathematics, mechanics, electricity, etc.,
might also well be used in schools.
Many educators were connected with armed forces training
film programs. Now many have returned to school posts and
should be in a position to give us clues concerning the films of
value for schools. These men might well head up committees
to preview and evaluate Army and Navy films and make recom-
mendations on the questions raised above.
The schools do want films, but not just because there is an
opportunity to get them free. They do want films which will
help to bring about a more effective learning situation. Any
Army and Navy films which will help to accomplish this objec-
tive should be made available.
Rightly we look to the Department of Visual Instruction of
the National Education Association and the United States Oflice
of Education to take an active part in this important matter.
The Editors.
p^g, 4 January — SEB and HEAI
ilt like a fine watch — powered by a
y smooth-running motor and mech-
1 that purrs through reel after reel
)ut a flutter or a jump — so simple,
dent can operate it — that's the new
RY 16mm. sound -on-film projector,
e ultimate of sound, whether it be crisp.
inteUigible conversation, or the full
ity of symphonic music . . clear defi-
i of image . . . uniformity of illumina-
)ver the screen's entire surface . . . soft,
al brilliance that assures viewing com-
ecause it is kind to the eyes.
Mo<lel 16-1966
SOUNO-ON-riLM
PROJECTOR
The new DeVRY is a 3-purpose umit that
(1) SAFELY projects both sound and silent
films; (2) that shows BOTH black-and-white
and color film without extra equipment; and
(3) whose separately housed 25-watt ampli-
fier and sturdy 12-inch electro-dynamic
speaker afford portable Public Address facil-
ities— indoors and out.
Make DeVRY your source of 16mm.
sound and silent Classroom Teaching
Films for SALE OR RENT. DeVRY
CORPORATION. 1111 Armitage Ave.
Chicago 14. Illinois.
DaVRY CeRI>ORATION
1111 ArmHaK* Avanu*, Chleace 14, linnote
Please mail me catalog of Audio- Visnal Teaching
E^jnlpment. Also yoat new Film Catalog'.
h
SefaooL
y 5-TIME WINNER of Army-Novy ' E ' (or the
docfion of moHon picture sound equipmenf
Addreaa.
I City.
.1.— .
.^tate_
and HEAR — January
Pa«« 8
Members of the Editorial Advisory Board
of SEE and HEAR
ROGER ALBRIGHT. Teaching Film Custodians
LESTER ANDERSON. University of Minnesota
V. C. ARNSPIGER. Encyclopaedia Britanniea Films. Inc.
LESTER F. BECK. University of Oregon (on leave)
MRS. ESTHER BERG. New York City Public Schools
MRS. CAMILLA BEST, New Orleans Public Schools
CHARLES M. BOESEL. Milwaukee Country Day School
JOSEPH K. BOLTZ. Coordin-nor, Citizenship Education Study. Detroit
LT. JAMES W. BROWN. Officer in Charge. Training Aids Section. Great Ukes
ROBERT H. BURGET. San Diego City Schools
MISS MARGARET J. CARTER. National Film Board of Canada
C. R. CRAKES, Educational Consultant, DeVry Corporation
LT. AMO DeBERNARDlS. Training Aids Officer, Recruit Training Command. Great Lakes
JOSEPH E. DICKMAN, Chicago Public Schools
DEAN E. DOUGLASS, Educatioail Department. Radio Corporation of America
GLEN G. EYE, University of Wisconsin
LESLIE FRYE, Cleveland Public Schools
LOWELL P. GOODRICH. Superintendent, Milwaukee Public Schools
WILLIAM M. GREGORY, Western Reserve University
JOHN L. HAMILTON, Film Officer, British Information Services
MRS. RUTH A. HAMILTON, Omaha Public Schools
O. A. HANKAMMER, Kansas State Teachers College
W. H. HARTLEY, Towson State Teachers College. Md.
JOHN R. HEDGES, University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL. President, George Peabody College for Teachers
CHARLES HOFF, University of Omaha
B. F. HOLLAND, University of Texas
MRS. WANDA WHEELER JOHNSTON, KnoxviUe Public Schools
HEROLD L. KOOSER, Iowa State College
ABRAHAM KRASKER, Boston University
L. C. LARSON, Indiana University
GORDON N. MACKENZIE, Teachers College. Columbia University
DAVID B. McCULLEY. University of Nebraska
CHARLES P. McINNIS. Columbia (S. C.) Public Schools
EDGAR L. MORPHET, Department of Education. Florida
HERBERT OLANDER. University of Pittsburgh
C. R. REAGAN, Office of War Information
DON C. ROGERS, Chicago Public Schools
W. E. ROSENSTENGEL, University of North Carolina
W. T. ROWLAND, Superintendent. Lsxington (Ky.) Public Schools
OSCAR E. SAMS. Jr.. University of Tennessee (on leave)
E. E. SECHRIEST, Birmingham Public Schools
HAROLD SPEARS. New Jersey State Teachers College (Montclair
MISS MABEL STUDEBAKER, Erie Public Schools
R. LEE THOMAS, Depirtment of Education, Tennessee
ERNEST TIEMANN, Pueblo Junior College
ORLIN D. TRAPP, Waukegan High School
KINGSLEY TRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT, University of Minnesou
I
Pag* 6 January — SEE and HEJ
\nlmafophone —
Sound Projector —
In the Field
with Victor's exclusive
Spira-draft lamp house
During projection, lamps get hot . . . very hot.
But only in the Animatophone this condition is
anticipated and alleviated with Victor's exclusive
Spira-draft lamp house. Only on the Animatophone
is the cooled air forced in a spiraiized, all-over,
fast-moving stream through a multiple wall to dissi-
pate heat more efficiently.
Result . . . longer lamp life, clearer pictures. And
remember, on the VICTOR, the lamp has a standard
base, obtainable anywhere, at no extra cost
Here's another outstanding feature that gives (he
Victor Animatophone its leading position in the
I6inm industry.
Home Office and Factory: Davenport, Iowa
New York (18) McGrav^-Hill BIdg., 330 W. 42nd Street
Chicago (1) 188 W. Randolph
MAKERS OF I6MM EQUIPMENT SINCE 1923
and HEAS — January
Page 7
^kji qmX -jrho^ !
Educational Films in Sports
A selected list of films consisting of
(a) Instructional motion picture films
(including content and appraisal of
each) , (b) Instructional films in process
of production, and (c) Promotional
films, has been prepared by the Chair-
man of the Visual Aids Committee,
National Section on Women's Athletics,
and published by the American Film
Center, Rockefeller Plaza, New York.
The Educational Film Library Associa-
tion of New York is cooperating in this
project. To order this catalogue, write
either to E. F. L. A., 45 Rockefeller Plaza,
New York 20, N. Y., or to N. S. W. A.,
1201 Sixteenth Street, N. W., Washing-
ton 6, D. C. Fifty cents will include the
new catalogue and supplements for the
next five years.
The Japajiese Question
Of great interest to those concerned
with the problem of intcrgroup rela-
tionships will be the newly released re-
source unit for secondary schools ]>rc-
pared for the Workshop on Intercultural
Education at Portland, Oregon. It is
called FREE AND EQUAL? and bears
the subtitle, "The Japanese-Americans
in Oregon." It is by Beatrice Stevens,
High School of Commerce, Portland,
Oregon.
This unit of work includes among its
objectives the purpose of imderstancling
contributions made by Japanese-Amer-
icans to the citizenship and culture of
Oregon. This primary objective is sought
through an understanding of the causes
of prejudice against Japanese-Americans,
through appreciation of the part that
the Nisei pUiyed in the past war, through
understanding the upheaval wrought to
Japanese-Americans during the mass
evacuation of 1942, and through a more
sympathetic understanding of the prob-
lems facing the Nisei in Oregon.
Pa«* 8
Inquiries should be directed to D
\ernon Anderson, Director of Curricu
lum, Portland Public Schools, 631 North
east Clackamas Street, Portland 8, Ore
gon, or to the National Conference o
Christians and Jews, Oregon .'Vrca, Bedel
Building, Portland 4, Oregon.
For Community Use
New Tools for Learning, 280 Madisoi
Avenue, New York City 16, announo
a series of easy-to-use autlio visual di
cussion kits for commuiiitv groups. Tl
initial series of kits includes five timel
subjects: Foreign Trade, Full Emploj
ment. Inflation, Technological Unei
ployment, and Sound Investment vers'
Idle Savings.
Available on a purciiase or rent
l)asis at minimum cost, the kits a
planned to enable connnunitv groups
all sizes, from neighborhood "block" dis '
cussions to town-wide civic forums, ici
arrange provocative and informative pr
grams with no exjicrt present in persoi
Mcxlcrn see and hear mctlia. widely ai
effectively used in wartime training p
grams, display and talk the facts.
Each kit contains visual materia
graphs, charts, pictures— to clarifv tht
subject. Identical visual materials
a\ailablc in four styles— filmstrip, 2<
or 3i,^x4 lantern slides, or inclividua
pictorial pamphlets. Choice of visua
material is according to the equipment*
budget or preference of the group. Pro*
fcssionally produced conunentary on i»
phonograph record— easily regulated
provide for adequate discussion of c;
point— explains the visual material, pi
(|uestions for discussion, presents answi
for evaluation. Each style of kit inchidd
a discussion guide which repeats
commentary of the record, plus e;«
to follow directions on use of the au'
visual materials. If the leader prcfcn
he can present the commentary orallj
Turn to page Vt
January — SEE and HBI
avi
'0!til
M
\))ij)orta7itt
Timely I
f
eaiiii
'ngfu I !
I
VE NEW ENCYCLOPAEDIA BRITANNICA CLASSROOM SOUND FILMS PRESENT SOCIAL, ECONOMIC CONCEPTS!
iie group of twelve new Encyclopaedia Britan-
Classroom Films (sound) just released, major
hasis has been given to the examination of man's
il, political and economic structures. In "De-
racy" and "Despotism" teachers w ill find authen-
iefinition and description of these conflicting
3 of life. In the new series on Foods, authentic
;rial is presented to show the fundamental im-
ance of foodstuffs in the world's economy.
ncyclopaedia Britannica Classroom Films are
essionally created for teachers to use as an in-
al part of the regular school curriculum. That's
teachers and educators acclaim them as the
most collection of teaching films anywhere. To-
thanks to such plans as the Cooperative Film
ary, our "Lease- to- O'^'N" and others, even
e schools with small audio -visual education
gets can use these important tools to aid in the
on ignorance and misunderstanding. For com-
B information, write Encyclopaedia Britannica
IS, Inc., Dept. 24 -A, 20 North \^'acker Drive,
:ago 6, Illinois.
TEACHER'S HANDBOOK wif/i every fl/m
NG THE CLASSROOM FILM"- a text film on teaching
films is now available. Shows the six steps in typical
zation of a classroom film. Write for details.
DEMOCRACY
Co//obofO(or: HAROLD D. LASSWELL, Ph.D.,
Yale University, and others
DESPOTISM
Co;/obofo>or: HAROLD D. LASSWELL, Ph.D.,
Yale University, and others
PROPERTY TAXATION
Collaborator H. F, ALDERFER, Ph.D.,
Pennsylvania Slate College
DISTRIBUTING AMERICA'S GOODS
Co//oboralor: J. FREDERIC DEWHURST, Ph.D.,
The Twentieth Century Fund
PRODUCTION OF FOODS
Col/aborofor. O. E. BAKER, Ph.D.,
University of Maryland
DISTRIBUTION OF FOODS
Co//oboro(or. O. E. BAKER, Ph.D.,
University of Maryland
CONSUMPTION OF FOODS
Co//obofolof. O. E. BAKER, Ph.D.,
University of Maryland
MILK
Co//obora(of: K. G. WECKEL, Ph.D.,
University of Wisconsin
THE FOOD STORE
Co/Zaboralcf MARJORIE D. SHARPE,
Principal, the Tenocre School, Wellesley, Moss.
THE BUS DRIVER
Co/Zobofo/or: PAUL R. HANNA, Ph.D.,
Stanford University
BREAD
Co//oborator B. E. PROCTOR, Ph.D.,
Massachusetts Institute of Technology
PLAY IN THE SNOW
CoZ/abofotof: LAURENCE E. BRIGGS, M. S.,
Mossachusetts Stote College
^=^1 ENCYCLOPAEDIA BRITANNICA FILMS INC
E and HEAR — January
Pag* 8
From page eight
tclligent preparation, can take over
Rroiip leadership with assurance of a
lively, worth-while session. For further
information, write to New Tools for
Learning at the address given.
Helping Teachers to Help
Themselves
Lists produced by the Teaching Aids
Service of the New Jersey State Teachers
College, Upper Montclair.
Since the Army and the Navy brought
to the attention of the public their tech-
niques of teaching the G.I.'s, schools
have been forced to consider the neces-
sity of using the same methods. As a
matter of fact, only the educational film,
the filmslide, the opaque projector, and
the recording machine and play back are
comparatively new techniques. Inspired
teachers have for many years employed
the same props as the military, namely:
the field trip, slides, models, all types of
illustrations, pamphlets, and even the
sand table.
With today's increased output of all
forms of teaching aids by educational
institutions, commercial agencies, and
various other organizations, it becomes
necessary to collect the materials them-
selves in order to analyze and evaluate
their use.
Such research has been carried on for
the past seven years by the Teaching
Aids Service of the Library at New Jer-
sey State Teachers College. Upper Mont-
clair. The research was intended orig-
inally only for the graduates of the
school, but the annotated lists were
found so useful that in 1940 they were
first copyrighted. Since then they have
l)ecomc increasingly popular with in-
dividual teachers, curriculum laborato-
ries and boards of education throughout
the country.
The bibliographies sell for from 25
cents to a dollar each. By means of
them, teachers are able to find inexpen-
sive or free charts, graphs and maps,
pictures and posters, 16 mm. rental and
Paf7« 10
free films, slides and filmslides, record-
ings and radio programs, commercial ex-
hibits, illustrated pamphlets, and much
else that fits into the curriailum of th<
junior and senior high school and tli
junior college. In many instances tli
materials listed also interest the graiU
teacher.
Each of the 16 publications now avail
able is fully indexed and cross-indexc
by the librarian, and since the teachinjj
helps are grouped under separate ui
headings, it is easy for anyone to fill
what he needs at a glance.
• —Lilt Heitners, N. J.,
State Teachers Collet
Montclair, N. Y.
"We are on the threshold of the gre:
est period of growth. Though the
is over and armed forces no longer u;;t
sound films for training on the s.ini'
scale as they did during the hostilities
this is offset by the demand frt
schools, churches, business firms, honi
and other sources."
—Mr. Rose,
Victor Animatograph.liii
I
Send for Them!
SEE and HEAR advertisers offer 1:
lets and catalogs that are valuable
source of dependable information djn
visual aids. Vou arc invited to send
the ones you desire.
l>o<l
B
?(
1
PREVIEW CODE NUMBERS
Code abbreviations used in SHE
and HEAR PREVIEWS on
other pages of this issue are as
follows: —
F— primary
I— intermediate
J— junior high school
S— senior high school
C— college
A-adult
1
tl
'. in
itic
w!
sr
January — SEE and HIJ *'
ud
Films from Britain
for Teachers
STORY OF D. D. T.
25 Min.
he development of the famous
isecticide from its discovery in
170 to large scale production
aring World War II. Its adapta-
lity from clearing large areas,
eeing foxholes to delousing hu-
ans and the spectacular success
iring a typhus epidemic is
lown.
EIGHTH PLAGUE
r3 Min.
A local problem in East Africa of
international concern is shown
being solved in this film. The de-
struction of crop-eating locusts
before they migrate is accom-
plished by radio, aircraft, and the
cooperation of tribal chieftains.
UNITED STATES
45 Min.
[ade by the British Army Film Unit and shown to British servicemen
id women to teach them something about the United States of America,
kaleidoscope of her past, her present, her future. This film portrays
le battle of the U. S. A. against nature, her struggle for freedom, her
aditions rooted in rugged individualism, her daily life, her likes and
islikes. A complete picture of a huge country finding integration in its
rogress from the days of the pioneers to modern living.
A MAMPRUSI VILLAGE
21 Min.
measure of self-government in
primitive African tribal society
the subject of this film. Taxes,
ansportation, policing, and edu-
ition are all problems to be
orked out for the good of all.
3r social study classes.
CORNISH VALLEY
78 Min.
The county of Cornwall in the
southwest of England with its tin
mines, slate and granite quarries
and farming communities is
shown in detail. Of value in ge-
ography and social science classes.
AVAILABLE FOR LOAN OR PURCHASE FROM
British Information Services
An Agency of the British Government
30 Rockefeller Plaza, New York 20, N. Y.
360 N. Michigan Ave., Chicago 1, 111.
1336 New York Ave. N. W., Washington 5, D. C.
1680 N. Vine St., Hollywood 28, Calif.
391 Sutter St., San Francisco 8, Calif.
and from British Consulates at Boston, Detroit, Houston and Seattle
E and HEAR — January Pas* 11
^SCWOOV ^\JS«
-*
1!
0
xp |MM.']0|lfi?c(^
Dorothea Pelleit
Director, Department of Visual Education, Topeka Public Schools
Editor's Note: Topeka, Kansas, has a totol school enrollment of 10,972.
Three years ogo, it began to recognize the increasing importance of visual
educotion by establishing one of the few full-time visual education depart-
ments in the Middle West. This article docs two things. It briefly sum-
marizes the octivities of this department. It shows how the traditional
onnuol report can be mode attractive reading for the general public.
T ET'S look at the experience of usual annual school report. If
■'— ' Mr. Citizen, who rallies suf- gets past the cover, there's a tussle
ficient courage to pick up the to keep the book open. He strug-
January — SEE and HEAK
Pag* 12
In addition to furnishing films, slides, dioramas, pictures, and objects of all
kinds, the deportment arranges bus trips to many points. This latter service
is usually carried on in conjunction with the elementary school social studies
program which "takes the walls of the schooihousc down," and transports
children to view the things they hove studied. Such tours include trips to
department stores, railroad stations, airport, industrial plants, court house,
state house, post office, forms, and other places covered in the various
units of school work.
▼ The visual education center correlates museum-type materials with regular
curriculum experiences, features student participation, and displays loon
exhibitions as well as its permoneat collection of dioramas, objects, models,
pictures, and realia.
I
Br
A Maps and globes in the visual education center display new developments
in these materials of instruction. Modern teachers realize the air age ha
annihilated space and streamlined geography.
gles down the first paragraph— it's
a long one. He turns pages— solid
print clear out to the margin.
Statistics! More words. More
pages. Now he tells his civic-mind-
ed conscience that another day
he'll look into this business of
what the schools are doing. And
he finds it easy to forget that an-
nual school report with its sincere,
factual, but inadequately told
story.
But suppose that report had
been made directly for Mr. Citi-
Pa0« 14
zcn, keeping in mind, what It
looks at and reads becaiise h^
can't help it.
Dr. Kenneth McFarlaml, supcrJP
intcndent of the public schools oij,
Topeka, Kansas, decided this jobfj
called for something new in thci
technicjue of reporting. He setj
about to make his report a boo'
as readable, as attractive, and
luiderstandable as possible.
Nothing discouraging and foP^
midable would do; the keynot
i
.-<*■
January — SEE and HEAK}
"31
an
DORO IHF.A PELLETI
Diirothca Pellctt directs the depart-
u-nl of visual ctlucation for the public
hools of lopcka.
She formerly directed prcxluction of
isual materials for Kansas museums
nd schools, had taught in Topeka
rhools and had written magazine arti-
les for children. Her 7-year-old son,
x)king at the first copy of SEE and
lEAR. said, "I think the schools would
e more educational if they showed
lore movies."
k'ould be simplicity. Technical
n d professional terminology
k'ould be avoided. Stacks of statis-
ics? No, but many much needed
japhic figures would be present-
d visually with comparisons that
eally told a story.
Plenty of white space was in-
licated so that the reader could
ook at a page as long as he liked
nd not feel crowded out or bur-
ied. Toward this same idea there
^'ould be "story-a-page" continu-
ity, with no break-overs. The few
pages of solid printing would be
short paragraphed, varied in type,
and carry bleed-off top and bot-
tom in red to match a spiral bind-
ing that opens flat.
Taking the cue from visual ed-
ucation, the completed book pre-
sents its information through 106
pictures on its 55 pages, eleven of
them full page. Close-up human
interest photographs show stu-
dents taking part in representa-
tive school activities making a
first-hand record of "Topeka
Schools in War and Peace."
The Topeka report is graphic-
visual— clearly presented. It's a
"picture book." Look at the
"shots" which tell the story of the
visual education department
which today is about to begin its
fourth year of service to the
schools of Topeka, Kansas. This
is a story in itself. This is a chal-
lenge to "reporting" methods.
The use of teaching films and other audio-visual materials
during the past year showed an increase of up to 103% over
the previous year. A total of 2,949 requests were handled with
5,607 showings and a pupil attendance of 288,029. On the av-
erage, every Dearborn pupil learned from more than 18 class-
room films.
William G. Hart, Director,
Department of Audio-Visual Instruction,
Dearborn, Michigan, Public Schools
"The publication impresses me as something decidedly differ-
ent. It is not only novel in make-up but the contents should be
decidedly practical and helpful not only for teachers in the
audio-visual field, but to enlist the professional interests of all
teachers ..."
O. H. Plenzke, Executive Secretary,
Wiscon.sin Education Association
EE and HEAR — January
Page 15
THIS is the story of a small
township whose outstanding
cooperation in helping to pay for
World War II has made it the
example and the inspiration for
the entire federal rural war loan
solicitation program.
It is the story of a community
of people, all of German descent,
making the finest single record of
war bond purchases of any com-
munity of its size in the United
States in World War 11.
Above all, it is the persuasive
story of the power of the motion
picture to bring about such an
accomplishment. Here it is:
The Township of Addison in
Wisconsin covers six square miles
and is made up of 231 farms. The
village has a population of 231
souls. In World War II these peo-
ple set for themselves the goal of
one million dollars in Ixjnds from
the 231 farms and the 231 persons
residing in the village— nn^/ they
have topped it! The farm people
nlo7ie have bought over one mil-
lion dollars worth of war bonds!
Furthermore, none of the money
represents corporate investments;
all of it comes from individuals.
Pag* 16
^A^S MILLION DOLLARS,
A Stake i?i
Demon acy
Success is due to two things:
The first is the ability to assemble
the farmers to meetings at which
bonds can be sold. How are they
motivated to meet? By showing
war stories on 16 mm. film. Mo-
tion pictures brought the war to
their community and made them
feel a part of the war effort.
The second factor contributing
to this amazing success is the fact
that these people planned their
own solicitation, which turned out
to be so effective and so remark-
able that it was made the model
lor the entire national rural farm
solicitation program.
The plan is to encourage people
to sell bonds to themselves. In this
Township of Addison, bond lead-
ers selected 22 farm people to so-
licit their neighbors. Each calls on
ten others. Each solicitor tells his
neighbor this story: The govern-
ment needs your money to help
pay for the war. 1 he 33 mm. war
pictures have shown the necessity.
On the occasion that the people
of .Addison reached and went over
the one million dollar goal, they
were invited to broadcast their
remarkable story over CBS.
—John T. O.mkrmk
Manager, Agricultural Diviaion
Wiccontin War Finance Committee
January— SEE and HEAP
WITH THE
VISUAL EDUCATION PROGRAM
Henry J. Queen
Monlnuk Junior High School, Brooklyn
iter's Note: Inquiries in general indi-
concern over the steps to take in or-
zing a program of visual education.
helpful are reports which come in
school systems where, after many cir-
us beginnings, a program characteriz-
y smoothness of operation evolves. This
3cen the case at Montauk Junior High
of. Mr. Queen outlines his procedures
the hope that others may profit by his
rience and do directly some of the
IS which he has found to be effective.
ETTIXG the materials to the
teachers— this is the first con-
1 of anyone who tliinks of at-
pting to bring the benefits of
iching by seeing" to many de-
Lmcnts of any school. For two
:s we lia\e been assembling a
of information on visual in-
ctional material. Today it is
iprchensixe, but far from com-
;e.
iood films seem to come from
ti\ ely fe^v• firms and these very
gingly offer their products on
/iew basis. Filmstrips, while
ind_ HEAR — ^January
not yet available in any orderly
fashion, are being produced as
teaching supplements in areas
never touched as recently as two
years ago. At the beginning we
attempted to cover only the field
of science and social science, but
soon branched out into art, music,
home economics, w'oodworking,
printing, sheet metal working,
Latin, English, and French.
One teacher at each grade level
for each subject field just men-
tioned agreed to supply informa-
tion concerning the units of work
she had scheduled for discussion
and the type of visual materials
she would like to secure. This in-
formation each teacher agreed to
supply to us on the form illustrat-
ed in Figure 1. It became our re-
sponsibility to locate suitable in-
formation as that was presented
through the mediiuii of the film
or the slide. Miss Jones of the sci-
Page 17
Submitted by_
-Date-
Subject Department.
--Grade-
Week of
Term
Topic Scheduled for Discussion
Type Aid Suggested
(Films, Slides, Etc. )
Figure 1
cncc department was in search of
visually presented information for
a unit on magnetism. As we locat-
ed what we believed was the type
of material which would be suit-
able, we entered this information
on a chart which was kept in the
office for the purpose of acquaint-
ing all the teachers concerned
with teaching aids of this type.
Figme 2 presents our attempt
to inform the teaching staff of the
status of their requests.
After the master chart for the
term was completed and teachers
signified their satisfaction with it.
the indi\idual requisitions for
materials were made out, sent to
the distributor, library, or source
of the filmslidc, film. f)r other ma-
terial. When confirmaiion was re-
ceived, which was the case in
about 95 per cent of the re(juisi-
tions. a green cir( le was j^hucd
aiounil the (oi lesjjonding notice
on the chart. J his allowetl the
(eadier to know that she could
plan definitely on the material as
a pari ol Ik i tcadiing unit.
Page 18
As we began our school-wi
j>rogram. oiu" in\eniories inclu
ed one silent motion jiictme pr
jector, one soiuid motion pictu
projector, three standard gl;
slide pif)jectors e(]ui])]X'd wi
adapters for using filmslides, a
one opaijue {projector. None
these machines had been used ti
lull caj)acity during the precedin)
terms. By the end of October d
the semester during which the \
ual teaching material service w
inaugurated, the motion j)i(tu
piojec tor Avas in use in .'{5 of t
a\ailal)le 10 periods each week
Each ol the other projectors wa
utili/ctl at least ont-half ol ^h
pti iods available.
Ihis led to diffitulties and ir
lle\ii)ilitv. To ease this c(|ui])iuen
shortage, more j)rojectiou itjuij
ment was secured. Two additioi
al silent j)ro)ectors were obtaine<
additional ])ortal)le screens, extel
sion KMils, and replacement bu
were secured. This increased
ol e(|ui|)ment created a probl
in seduiug the j)ersoiniel req
ccl to operate the e<piipment i
January — SEE and
viu tly the liiiK" the teacher wish-
I the use of the te;uhin_<; mate-
al.
In set tint; up a prou;rani of \ is-
;il instinttion, the ojHialion of
u mechanical machinery is look-
1 upon as an insurmoinitahle
Ijstaclc by many teaclu is. W'e be-
une of service when at the begin-
ing of the cinrent term, we or-
ini/ed a s(|uad of l)oys who were
iterested in operating j)rojection
i(|iu'pment and who had pi()\ed
their intiiest by demonstrating
theii ability to handle all the
types of e(iuipment owned by the
scliool.
We were able to organize this
s(juad without infringing on their
attendaiKe at sche(hik-d c;lasses.
Our plan of operation was this:
Kach class at iMontauk is pro-
grammed for one library period a
week. One boy in each class is
; OF
ASSEMBLY
S C I E N C
E
HISTORY
Yucatan
7B
8B
9A
7A
7B
. 18
How Animals
Atmospheric
Primitive
Wolfe &
x-c-20-p
Get Air
Pressure
Man
Montcalm
(South America)
F-S
S-B-15-S
P-C-B
S-B-45-B
. 25
How We
Know Your
How We
Egypt
Vincennes
Breathe
Beans
Hear
G-B
S-B-45-B
C-B-15-S
S-B-15-S
X-B-15-S
F-S
2
Defense
Airship
How Seeds
Carbon Cycle
Greece
Eve of
Against
Story
Are
G-Bl-A
G-B
Revolution
Invasion
S-B-15-B
Scattered
S-B-45-B
(Walt Disney)
G-llM-A
Coal Mining
X-C-IO-P
Drinking
D-A
(Health)
Health
S-B24-15-A
9
N.Y.C.
Insect
N.Y.C.
Rome
Declaration
Water
Friends &
Water
G-B
of
Supply
Enemies
Supply
Independence
G-47M-A
G-36M-A
G-47M-A
S-B-45-B
FIRST SYMBOL
SECOND OR MIDDLE
THIRD SYMBOL
FOURTH OR LAST SYMBOL
X
Sound Film
C Color Film
15 running time
A
Am. Mus. Nat. Hist.
S
Silent Film
B Black and white
B
Brooklyn Museum
F
Filmslide
# Catalog Number
BM
Bureau of Mines
G
Glass slide
M With Manuscript
£H
Bell & Howell
P
Charts
C
Castle Films
D
Dioramas
G
M
N
p
S
General Electric
Museum of C. N.Y.
N.Y.U. Films
Princeton Films
District Library
Figure 2
IE and HEAR — ^January
Page 19
selected on the basis of interest
and ability as the class operator
and reports to the visual instruc-
tion office diirinj,^ his weekly li-
brary period. After a boy has
proven his proficiency in operat-
ing equiiMiient and has been ac-
cepted as a member of the pro-
jectionist group, an organization
which has'a regular club meeting
once a \\eek and is presided o\er
by an officer panel of older mem-
bers, he is given an identification
card such as indicated in Figure
Three.
Boys receive continuous instruc-
tion in handling equipment, in
chilling not only methods of oper
at ion Init care of the e(iuipment
1 hey are cautioned to conduc
liicir service in such a Avay as t
cause little or no disturbance t
the j)upils and teacher. They be-
come familiar with the many
types of material which are being
used in the se\eral classes, and are
encouraged to ofTer suggestions to
their own subject teachers.
Fretpiently these club members
act as operators -within the sam
This is to certify that
oL
VISUAL INSTRUCTION SQUAD
For the term ending.
{orer)
Figure
3
< FRONT
BACK^
Lib. Teacher — This pupil is to take library
in room 212 (initial)
Club Adniin. — Please assign this pupil to
visual aids in room 213 (initial)
Official Teacher — The possession of this
card entitles the holder to 5 points service
credit on second third mark.
HENRV |. (^ItEN
Mr. Qjiocn has taught mathematics
ul general science in tlie New York
ly S(h(H)ls. At present he is cliairman
the \isual aids (le|)artnuiit ol Mon
Ilk Junior Higli Sdiool and is also
igaged as an instructor of physics at
x)per I'nion c\cning school of engi-
rering. He is very nnicli interested in
■veloping athninistrative procedures
at will insure maximmn efficiency of
sua! instruction.
asses of which they are members,
heir itlcntification cards give
icni a certain status. They con-
ibiite their time ancl effort to
ic welfare of the school. It offers
icm a certain freedom ^vhich is
3t to be abused in the comse of
leir services as operators. Not
ily is there a boy scheduled for
ich class meeting, but there is a
jalified operator in the office
ery periotl during the day to act
, an alternate in case of absence,
■ to handle last minute lequests
■ repairs.
Thus far. the emphasis has
}en entirely on bringing existing
sual instruction materials to the
tention of teachers who, hereto-
re. ha\e not used them as in-
nsi\ely as they might. It has
len a beginning, but we recog-
ize many limitations. However,
lerc is a credit side to the ledger,
luing departmental conferences,
mionstrations of good visual in-
ruction techniques have been
\en. Teachers ha\e been refer-
•d to outstanding books on vis-
il instruction methods. An effort
IS been made to evaluate mate-
als used in the current term so
E and HEAR — January
that, (hiring subscfpient terms,
teachers can refer to these esti-
mates of materials and base their
ie(|uests upon those materials
\\Iiich th(.\ louiul to be satisfac-
loiy. In this way we will gradually
eliminate poor materials.
There is much ^vork to be done,
howe\er. Ideally, all of the mate-
rial should be previewed by the
teacher prior to classroom use.
\Vc hope to attain this. At pres-
ent, we can only send the teacher
the abstract of the material given
in the directory, the catalog, or
through a description. Evaluation
of films must proceed in a more
orderly and continuing way. Over
the course of years, teachers will
grow to know the "literature" in
the field of visual education as
they today are acquainted with
the textbook and allied study ma-
terials with which they work.
The cost of our progiani has
been small. It has been accom-
plished for approximately 50 dol-
lars a term, which is spent ex-
clusively for transportation and
maintenance of ecjuipment. We
know now that we will need in-
creasing appropriations far above
this as we become acquainted
with newly produced materials.
For our work in this field we
have been granted five teacher
periods per Aveek, which is entire-
ly inadequate if leadership is to
be maintained and the program
is to grow in usefulness. Ultimate-
ly in an ideal situation, there
shoidd be no need for a visual in-
struction department in a school.
Page 21
Every classroom shoukl he ecjiii])
ped with suitable jMojedion
rcjiiipnient and every school li-
brary shoukl include a basic col-
lection of films, slides, filmstrips,
charts, recordings, dioramas, and
collections. These should be avail-
able to any classroom at any time
and handled in the same manner
as the book collection. K\ery
school should ha\e one shop de-
voted to the maintenance ol the
school's cle( trical jirojection
((|uipment. Major repairs should!
be handled through the regidar'
board ol education contract chan-
nels. Every school should ha\e u
least one shop or art class devoti d
to the production of \isual aiiK
material such as lilmslides, gla^s
slides, ilioramas, charts, motlc U.
and specimens.
In this way one may acquire]
the fullest benefits from the use!
of visual aids.
UNTIL receniK the ihoiights of men have been coin iminica led 1)\
tlic written word. In tlie future, the thoughts of men will be
communicated in greater volume, more fully and accurately to the
then immediate present and to the then future by sound motion
pictures.
—.Miss Elizabeth Irf.land,
Slate Superintendent of Public Instruction, Montana.
Grant Permits Study of ]Vnrlime Educational Technique
What can civilian schools and colleges learn from Army-
Navy war lime educational technique is the $160,000 ques-
tion, the answer to which the Ainerican Coinicil on Edu-
cation hojK's to find in a three-year in\estigation to be
started soon.
The grant was matle by the Ciarnegie Ciorporation of
New York and the General Education lioard lor this work
which is to be carried on inuler the direction of Dr. Alonzo
G. Gray, on lea\e of absente from his jX)sition as Gonnnis-
sioner of luliuation of Gonnec ticut.
Erom a W'ashingloii lKad(|u;n tci s. ;i {omiiu'tlcc of edu-
cators working with Dr. Ciray will \isii miliiary installations
o\er the (f)imtry to ol).serve training ])rograms in operation.
Various subjects ha\c been selected for stud) and one oi
these is the use of visual teaching materials.
-NA VED.
Page 22
January — SEE and HEAR,
R/
ective Security describes the method
uhich the American Armed Forces
mpted to convince Okinauans that
; American way" is worth-while. What
we at iiome attemjJting to do to re-
icate ourselves to the belief that the
t we can do is little enough if we are
to preserve our democracy?
Marie Seton
Fihn Consultant
and HEAR — January
THE greatest difficulty con-
fronting both the develop-
ment and the use of documentary
films in the commiuiity is the
Hollywood movie which has ex-
erted an enormous influence upon
the conununity standard of ap-
preciation. Hollywood films,
whether of the highest or lowest
(|uality, stand for drama with a
capital D. Very different in nature
are the best documentary films
which, even when dramatic in
Page 23
I
"By their works ye shall know them," is as good advice today asl
was ahnost 2.000 years ago. The rc'ijoii ol ilic C;i\il .\IIairs tcai
(>|>crating in Okinawa gives one a thrilling experience in seeing h(j
"the American way" was applied to protect homeless civilians,
clothe them, shelter. and feed them, and to win their confidence!
our way. Here Okinawans are awaiting the distribution of Aiiuric
supplies. (Objective Security, (). \V. 1.)
subject, stress the opporliiniiy to
present their story icalistically.
It may be said that the tlocti-
nientary film stresses the rational
rather than the liighly colored
emotional point of view. Hence,
people conditioned to Hollywood
pictures re(|iiire some readjust-
ment of attittide towards the mo-
lion pictine mediimi of expres-
sion for the ftdl appreciation of
Pag* 24
(lociinicniary dims. In short, tlicn
is the same difference between th(|
dramatic film and the documon
t.'irv as there is lietwccn a nove'
on the life of Leonardo da Vine
and a study of da Vinci's owrj
notebooks.
Ill the development of ilocuj
mentary films, partitidarly Am<
i(an ones, there has been a gre
ilial of conftjsion concerning
January — SEE and 1
ylc of prcscntalion of ^;llu;ll)I(•
1(1 important iilras. Tliis has
:cn causcil mainly by the a^vc in
Iiith Hollywood's style and in-
U'licc has l)tcn hckl. ami the in-
lia which binds pioiluceis to
le belief that ideas e^ni be pre-
nted to tile jiublic only in sngai-
tated j)ills. The result of the
•niiision and inertia has been
lat many non-fiction films are
tually imitations of fiction
o\ ies, aiul. being presented in
form which corresponds neitlier
fiction nor fact, they create a
arkcdly hybrid impression.
It is vitally important that pic-
res attempting to deal with liv-
g problems and designed to be
ed in commmiities attack the
oblems raised in a convincino;
id. above all, a sincere manner,
such films are merely imitati\c
melodiamatic story films with
moral tacked on or present the
OS and cons of a given problem
rough the trite sayings of stock
taracters, the effect left is that
a lecture about something
liich no one has any real inten-
3n of remedying.
Thus far, I have presented the
'gative aspect of an existing situ-
ion. What about the more posi-
/e aspects? And, on the positive
ie, what kind of films are there
ith which to carry on commu-
ty work at present and in the
:ar future?
The immediate problem is that,
!ace having come unexpectedly
St, there are relatively few films
dich pose the postwar needs of
E ond HEAR — January
the a\erage community adequate-
ly. We ha\e a situation in which
most oT the best documentaries
lia\e been j)ioduced in ff)reign
(oiuitries and, theiifore, deal with
local community problems f)nly
by inference or chance siuu'laritv.
The most serious film studies of
such universal postwar problems
as rehaijilitation, employment,
food xlistribution and planning,
as well as ju\enile crime are for-
eign made; for example. Back to
Normal (B.I.S.) , Psychiatry in
Action (B.I.S.) , A Maji and His
Job (X.F.B.C.) , World of Plenty
(B.I.S.) , Children of the City
(B.I.S.) , Second Freedom
(B.I.S.) . A Start in Life (B.I.S.) ,
and Highland Doctor (B.I.S.).
It is unfortunate, at the present
time, that there are not more up-
to-the-moment American pictures
on these vital contemporary sub-
jects. There are ob\ ious disadAan-
tages in always referring to the
foreign way or the foreign exam-
ple. Even so, these films are of
great value to those interested in
community planning.
Probably the most A'itally im-
portant issues for community dis-
cussion at the present time center
around gaining a deeper under-
standing of other countries and
cultures, the community obliga-
tion in building postwar Amer-
ica, and problems concerning race
relations.
In the realm of race relations
there are seAeral useful films. The
most clear and concise is the short
cartoon Weapon for War
Page 25
To appreciate completely the standard of living \\c now enjoy, i
slioiild be the oxpcriciKC of higli school social studies (lasses, a'
well as atlult groups, to see the long chain of deinocraiic nulestonc
tlirough which we have passed. Slill far from perfection, the demo
cratic way is one which is i)eing souglit after— never reached, hut w
liope more nearly approaclied. (Milestones of Democracy, Bell
Howell.)
(O.W.I.) , which was incluckd in
War Ojniimtnique No. 12. This
is a j)ictiire which e\ery j)arcni
and child in the coninumiiy
should .see. Another good discus-
sion film is Americans All
(M.O. r.) . which is accompanied
by an excellent discussicjn guide.
Imohi the })oint of view of in-
ternational iindeislanding. se\eial
of the pictures released through
the Coordinator of Inter-Ameri-
can Affairs are good; loi example.
llu- liridgf (O.I..\.A.), which sm-
veys the economic striic tmc of ihc
Pag* 26
Latin-American countries, anc
Housing in Chile (O.I.A.A.)
which, if shown together wit
rhe City (I.T.r.),' brings th
identical housing problems
.\merica and Clhile within th
giasj) of the comnumitv. Vo
study of the cidtme jjaticrns o
Latin America and Asia there i
High Plains (O.I.A.A.), whic
deals \viih an Indian tribe in lie
li\ia but is also rcNcaliiig of th
whole Latin - American - Indian
Spanish lelaiionship. All of thes
picltncs a|)|)roach liic j)roblcm c
lorcign countries irom the insid
January — SEE nnd HE
Editor's Note: How much leadership should schools exert in helping to guide
community offoirs? The answer might well be, "Much more than in the post."
But immediately teachers and odministrotors wonder just how to attack this very
complicated problem in school-community relationships. Current problems ore
more than just something to be used as a basis of making pronouncements. They
are problems which demand background information which will determine policy
ond action. Often background informotion, which is the crux, can be presented
through film information available in the form of currently developed docu-
mentaries. Miss Seton very ably describes the present status of the documentary,
suggests worth while titles, but at the same time warns thot we should exercise
caution. Her suggestions ore entirely procticoi.
It ami not liom the tourist or
nsational point of view.
For our own postwar scene, let
consider the ciurent and new
lies of nine Victory Loan fihns.
irticuhirly to be reconiniended
The Diary of a Sergeant
).\V.I.) , a real life story of the
habilitation of a handlcss vet-
in; Objectwe Security (OAVM.) ,
lich traces what may be called
c democratizing of the thinking
Okina\vans: and the Treasury
apartment discussion film Peace
jmes to America (O.W.I.) . All
these films can be secured from
\\\ nearest film library or di-
ctly from the Treasury Depart-
ent in \Vashington, D. C.
Motion jiictures can help the
iiununity by showing ways of
King problems. For example,
oljlem of technological uneni-
ovment can be lessened, I be-
;ve, by the retraining of men as
own in the picture ]' alley
own (X.Y.U.) . Pictures of this
pe are valuable because they
nphasize civic responsibility,
id. if the pid:)lic feels that coni-
uniiy leaders are honestly con-
med and will frankly discuss
E and HEAR — January
the (oniinunity needs, the public,
instead of being apathetic or even
hostile, will cooj)erate more readi-
ly in connnunity projects.
Today, there is a particular
need for luulerstanding the world
in which we live, both in national
and international terms, in order
that we do not return to a state
of apathy and ignorance. It is
imj)ortant, for examjjle, for so-
cially backward communities to
re(ci\e stimulus from more active
conmuuiities — to be given the
know-how of dealing with their
problems. Again it is increasingly
necessary for communities to un-
derstand the world beyond the
United States, in order that each
citizen will be better equipped
to comprehend the position of
.America in the postwar world.
Many times I have been inter-
ested to note how commimity
groups have responded to visual
explanation of the foreign scene;
for example, A Start in Life
(B.I.S.) or The Second Freedom
(B.I.S.) , both of which explain
what the conmion man in Britain
is able to do today about better-
ing his lot in life — his standard
Page 27
of living. It appears that srrivo;
makes it easier lor people to un-
derstand the signifiran(e of news.
There is little doubt that such
\isual instruction on j)ublic issues
can be very effective in helping
people to understand the prob-
lems of peace. I beliexe, lor in-
stance, that no one today can
luiderstand national policy with-
out knowing the problems facing
American Army officials in the
task of occupying Germany and
Japan.
From my experience, I woidd
say that the most effecti\ e method
of presenting docinnentary films
is to use them as the basis of dis-
cussion. In this way all the sig-
nificant points made in a film can
be explored and the audience
drawn into actixe participation.
I think that people are better pre-
pared to discuss the ramifications
Marif. Seton
Miss Scion first became interested i
films as a theater critic for the digej
magn/ine Review of Reviews. Since tha
time she has been film corresponden
for Manchester Guardian, Theatre Ar
Monthly, World Film \ews, Si^ht an
Sound, as well as a lecturer and writt
in the field of the documentar)' film
Her broad experience allows her t
interpret the film as a model of soci;
li\ing.
of a picture if they know in at
\ance that the picture is going t
be discussed and that they ca
j)articipate. After the picture hi
been shown, one person, or i
the case of a forum, se\eral pet
pie can rexiew the various poin
raised gi\ing perhaps their rea
tions antl criticisms. From there
is usually possible to get animate
discussion from the Moor, i)artici
larly if analogy is drawn betwee
what has been shown on t
From "Mile-
stones of De-
m o c r a c y"
(Bell& Howell)
Page 28
lanunry — SEE and HE/J
O-ccn and what exists in "our"
onniuniity.
Because visual education is
atlicr new to adidt groups, they
a\c a tendency to react in a sonie-
liat passi\e manner unless the
icture is presented to ihem by
jnieone who has studied the
hn and has a clear mulerstand-
ig ol the liuiction ol the motion
icture as a means ol information
nd clarification.
It is, howe\er, decidedly grati-
^ing to find that people respond
ery cjuickly to the idea of learn-
ig through seeing if they are
i\en the opportiuiity to examine
1 discussion what they have just
?en on the screen. ^Iy students
ill me that under such condi-
ions they find that their "movie-
oing" becomes decidedly more
intellectually stimulating. They
have learned to lool< for the ideas
contained in the film. W^hereas
formerly the attraction of films
was mainly emotional, they now
enjoy themselves intellectually. I
have also been told on several oc-
casions by peoj)le who ha\e been
American through for generations,
that they had ne\er realized the
full importance of the Mississippi
to America imtil they saw the pic-
ture The Rix'cr (U.S.D.A.) and
that this film has made America,
the land of their birth, nmch
clearer to them.
Producers: j
li.I.S., British Information Services;
I.^r.T., International Theater and Television;
M.O.T., March of Time; N.F.B.C, National
I'ilm Board of Canada; N.Y.U., New York
University; O.I. A. A., Office of Inter-Ameri-
can Affairs; O.W.I., Office of War Informa-
tion; U.S.D.A., United States Department of
Agriculture.
A new S.V.E. PICTUROL C.\TALOG announces several new and
revised educational filinstrips which should be of great interest to
primary and intermediate teachers. The filmstrips Little Black Sambo
and Little Black Bear are designed for use in the lower grades. The
filmstrips Carlsbad Cax'erns, Grand Canyon Xational Park, Rocky
Mountain Xational Park, and Sequoia— Kings Canyon National Park,
wiiich have been made in cooperation with the Xational Park Service
and the United States Department of Interior, will be of interest to
intermediate grade teachers. The new catalog may be secured from
the Society for Visual Education, Inc., 100 East Ohio Street, Chicago
1 1 , Illinois.
"Hie documentary film, properly and naturally made, offers the
most effective medium for acquainting the peoples of the world with
each other. Through this we can make one of the basic and the most
important steps toward lasting Avorld peace, ^\■hen the peoples of the
world really know each other and understand their common problems,
they will not be so easily misled by politicians, militarists, and dic-
tators."
—Julien Bryan
5E and HEAR — lanuary
Page 29
REPORT OF COMMITTEE ON
AN AUDIO-VISUAL AIDS
PROGRAM
Lesi.if. E. Frye
Director, Division of Visual Education
Cleveland Public Schools
Editor's Note: Recently, at the request of the Educationol Film Library
Associotion, a committee of four was appointed to investigate existing budget
practices covering the financing of a program of audio-visual educotion. On
this committee were Marion N. Rowley, director of curricular materials,
Glendale, Coiifornio; D. W. McCavick, director of visual instruction, Uni-
versity of Texas; R. Russell Munn, librarian, Akron Public Library, ond
Leslie E. Frye, director of visual instruction, Cleveland, Ohio. The report
which wos presented to the association follows.
Dl'RIXG recent years, so nuich
thinking lias been done con-
cerning the place of \ isiial in
struciion in schools and in the
connnunities of our country, to
ihe |)roduction of films, and to
matters of distribution that the
underlying foimdation on which
any sound program of \isual in-
stiiK tion nuisi lie — budget — has
been almost entirely lost sight ol.
Up to this point, the rather kalei-
doscopic j)ioblems (onfronting
those inteiested in \isual instiiu-
liou have been all but oxeiwhelui-
ing. The time is already long past
when we must systematically
probe specific areas tlnough oi-
dei ly research in\estigations
which will throw light on the fu-
luic- and remove our j)lanning
froui the subjectixc.
Pag* 30
In response to the cpiestioi
naire. "Expenditures for Rent:
or Purchase of Instructional Kiln
During the School Year. 11)44-45.
the following replies were recei^
^"^'' No. of Ropli.
Cily School SyslL-ms 14
(.oimty School Systems 2
Slate Depts. of Kiliicalion 1
I'lihlic Libraries S: Museums., l
Colleges & I'niversitics 7
This is a very sketchy samplin
and must be inteipieted as on
which includes those most iiue
ested in making the ellort of r<
porting. Insofar as this is the case
this rei)ort may be iineipreted i
ie\ealing the more o|)iimistic siti
ations as they existed in Jul;
\\)\'). InterjMeted as such, we i
\isual education liavc "a lonj
tough row to hoe," because ih
January — SEE and HE/
AMOUNT SPENT PSH TEACHER ON TOTAL VISUAL EDUCATION PROGRAM
.'lo. of Teacl.ers
Amoujnt Spent -pe
r Teacher
0-12
$2 - $5
25 - $10
no - nb
over $15
1 - U9
50 - 09
100 - 200
2'0O - 500
^,00 - 1000
1600 - 5000
over '^OOO
1
1
1
2
2
1
1
1
1
?.
1
Table A
pidiiic is iiol good. I'lcciiKiilly.
iiuh rcsjjonscs as tlicsc ■wcrcniaclc:
'We have 780 teachers; about 200
oi thcni use fihiis," or "Out ot
1 .".()()() teachers. I hojie tliat 8.000
jre iisinu lihus." In smaller school
ivstenis. the response that out ol
filteen teachers only four were
Lisin;; films is jirohably more real-
istic.
One of the most revealing, if
not sorry, pictures is seen in the
amount of money spent per teach-
er. Table A shows that the
:mu)unt spent per teacher varies
from S2.00 to .$18.75. If we break
this down to a per-pupil basis and
use the figure "30" as the average
enrollment, we know that then
the annual expenditure varies
from <)i/2C to fiOc. Those of us who
have been confronted by opera-
tional l)udgeis which include ])in-
cliases and maintenance know
that OOc per pupil is a niggardly
allowiuuc
liom Table A, ncj trend can be
SEE and HEAR — January
distinguished. The small school
may spend little or much. The
largest school system reporting,
which is commonly heralded as
ha\ing one of the most liberal
budgets in the coimtry, spends
slightly over .1^500 per teacher.
An interesting analysis can be
made of rental and purchase prac-
tices. It is not necessary to con-
duct a survey of this nature to
learn what we already know;
namely, that the small school does
not piuchase, but rents films. It
is of \alue, howexer. to know that
this statement, which all of us
ha\e believed, is established.
Quite a definite trend in piuchase
practice exists. Table K indicates
that the small school does not
j:)urchase audio-visual aids, but
when one reaches the school sys-
tem of the 100-teacher class, pur-
chase budget amoiuits are set
aside \\hich greatly exceed the
rental ])ro\isi()ns. Note s])ecifical-
ly that, in the . 100-200 teacher
school, amounts up to ."iJS.OOO were
Page 31
AMOUNT SPEKT PER TEACHES ON FILM REKTAL AND HTRCHASE
Size of School
Ar.oant Si?ont tier Teacher
No. of Teac^.ers
For Filn Ber
ital
"or Film Purchase
0
to $200
to $-jOO
to 11000
over
0
to $'00
to $^00
to $1000
ovt
O-U9
50-99
3
1
1
3
1
1
ioo-;^oo
1
1
1
1
2^
200-500
50'0-1000
1
1
1
2^
2
1
2'
1000-50:0
l'
over 5OOD
1
a $3030. $13^1
■b 13975. $iioc
c $2550. $1200
d $65,000
Table B
liiulgcted for purchase of audio-
visual aids. As purchase budget
j)ro\isions increase, rental budget
pro\isions decrease. Among the
schools reporting, practically no
rental budgets existed for schools
abo\ e 500 teachers.
Table C reports the jK-rceniages
of sound and silent films used. If
we can assign an axerage to the
averages, which is a convenient
but not a statistically \alid tech-
nique, we find that, in the small
school of 100 teachers or less. 11
per cent of the films used were
silent and 89 per cent, sound; in
the 100-500 group, S6 per cent
were silent, (il per cent, soinul; in
the 500 or more teachers group.
25 per cent were silent, 75 per
cent, sound.
Two county schools reporting
PERC31JTA53S OF SO'JM) AOT SILniT FILMS USSD
Size of School
Less
th=>i
lOf^
Silent Files
Less
thin
" 10^
.. - J T"!
1 _
No. of Teachers
to 25
:o 50
to r-
to I'.O
Ave.
to ?5
to 50
to 75
to 100
Ave.
0-100
3
1
llf^
1
3
ssf,
100 - 500
2
2
2
}e%
2
2
2
6U56
over 500
1
3
.._
2b%
•^
1
1
75*
Tiible C
Paga 32
January — SEE and HEAR
STATUS OK FILM Bj::a;-i' PiJkNs ans use
AMOICG SEVEi: C0Lli:5ES AMD STATE UKIVERSITIES
CAMPJi USE 1
"ilrr. feiital
Filr. Purchase
!:o. Seeing Filrr. |
Eiln^ I
se
A";ount
ATioiJit
Stulents
Teachers
0
11-50
51-100
101-150
151-200
2
2
1
1
1
$1-300
301-600
601-900
901-1200
over
1 3
1
1
...2 .
0
1-250
250-500
500-750
over
1
2
1
2
1-20
20-UO
UO-tvO
60-TO
tO-lOO
3
2
2
LENDING SE3iVICE J
0
Ii3jo-}50
351-^00
U01-U50
US 1-500
U
1
1
1
0
*;i-250
251-300
ov^r 300
2
2
1
2
0
relow one
ir.il] ion
million
to ten
million
1
3
1
1
Groups
1-250
251-5'00
501-750
751-1000
1
3
2
1
Table D
iital budgets ot :?535 and $600
ire included. One county school
ported no money for piu'chase
audio-visual aids while the
her reported §2,100. Four hun-
cd teachers were employed in
le county, and 550 in the other.
One state department of educa-
)n reported the follo^ving: $20
r rental, .^lOO for purchase of
idi(v\isual aids, serving an esti-
ated 500 students.
Four libraries reported spend-
g $130 or less on rental, and
lOU or less on purchase of audio-
Bual aids. The audiences served
ere mainly in the 5,000 to 10,000
LESLIE E. FRYE
From a wide background of practical
experience, including mechanical draw-
ing instruction, superintendent of shop
suljjects, and administrative positions,
Leslie Frve now serves as director of the
Division of Visual Education in the
Cleveland Public Schools.
area population. One library re-
ported serving 1,064 audiences.
The last table to be submitted
carries its own story of the service
and budget in the seven colleges
and uni\ersities reporting. It
emphasizes lack of uniformity in
.service and budget but the sam-
pling is somewhat small to draw
\alid conclusions.
B and HEAR — January
Poga 33
FOR THE MILLENNIUM . . .
for \^^'^'°' _The t«J'*°'^-
It.
TIIK j)i()riisi()n ol mcthaiiical
and other audio-xisual aids
c(|ual to those used in the United
States Army and i\a\y training
bases during the war is seldom
loinid in the modern high scliool.
Neverilieless, most schools have
N. Evelyn Davis
Supc\-visor,
Auclio-J'isual Depart inctit,
Long Beach Public Schools
miuh audio-visual material
use. It may be said salelv tli
many a school system which mo
estly admits. "We wish we lu
an audiovisual program in o'
school," lias a nmuber of teachc
who are carrying on sinprising
good programs. These teaclu
aic making their work ali\e ai
graphic to their pupils by niea
of real objects, charts, maps, ai
some simple j>rojected materia
Displays of stiulcnl work
and displays to annouiuc
coniiiig events arc cHet-
tivc means of conveying
ideas. \Vliile some schools
arc forlunale enough lo
have hiiill-in display ca.ses,
ingenuity tan provide
ihem in any school situa-
tion
■^
I
ag«
34
/ AI 12
¥«'*i»i;
y 1
>
January — SI
•E and HE
Caul \vc he more orderly about tlie use of i!ie blackboard? Frequeutly
uc, as teachers, understand our subjects so well that we expect any
"doodling" to sullice. Here a pupil uses a carefully worked out black-
l)oanI diagiam to explain to his classmates a concept fundamental to
tiie understanding of the formation of comj)ounds.
\ithoiit their world realizing that
hey ha\e a real audio-visual pro-
;r;mi in their classrooms.
The highly mechanized equip-
nent may be absent froin these
eaching situations, but even in
he military centers one finds
jreat reliance placed upon the
impler tools ot learning as well
IS upon the more complex. This
loes not mean that sound motion
iidure projectors, recording ma-
il ines. flash meters, mechanized
nodels, and even television are
lot needed in our schools. They
ire needed, but while teachers al-
Tiost breathlessly await their ar-
rival in sufficiently large quanti-
ties so that all classrooms may
JEE and HEAR — January
possess an amjjie supj)ly, it may
be well to emj)hasize the possil^ili-
ties of good teaching through the
medium of the simpler tools. In
order to be specific, a walk
through some high school class-
rooms in one medium-sized city
may l)e iieljjful.
All classrooms in this city, as
in most cities, have blackboards.
Sometimes, they are used merely
as a suitable place for writing the
next assignment in the textbook.
Often, as in the case of a teacher
of radio at Polytechnic High
School, diagrams are drawn by
the instructor as he exj)lains some
intricate piece of mechanism to
his class. A teacher who finds it
Page 3S
k
N. EVELYN DAVIS
Miss Da\is s|)ciu llic early years of
her life on a farm in northern Minne-
sota. Since getting degrees from the I'ni-
versity of California and Stanford I'ni-
vcrsity, she has taught in elementary
and secondary schools of Southern Cali-
fornia, served as elementary school jirin-
cipal, and during the past nine years
has heen supervisor of audiovisual edu-
cation in l.ong Beach, California.
clillKiilt lo iliaw and talk at the
same time should place his dia-
grams on the board before the
lecture.
Another science teacher uses
her blackboard for review lessons
Avith her pupils. The students
place diagiams on the black-
board and explain them to the
class which in turn criticizes their
work.
In more of our classrooms,
some part of the space usually
given o\er to blackboards has
been covered with cork or com-
position board into which pins
may be easily stuck. This bulletin
board often occupies one com-
plete classroom wall. In some
cases mimeographed notices seem
to be the only materials which
luul their way to the bulletin
boards. But more usually, charts,
clippings, mounted pictures, or
other materials closely related to
classroom interests have been
j)laced there by teachers or pupils.
When only small bulletin boards
are pro\idcd, j)ictures and charts
often crowd o\er on to the black-
board space in order to find suf-
ficient room to present theii
graphic message.
Page 36
One temporary classroom is en-
lixened with a well-arranged dis-
play of mounted pictures of an-
cient and modern Egypt, chal-
lenging the student to the study
of Avorld history. One teacher
remarks, "I haven't time to ar-
range exhibits, but a little time
spent in discussing gootl arrange-
ment sets the puj^ils on the light
track and after that thev assume
lull responsibility."
.Ml high schools in Long Beach
ha\e display cupboards in the
school libraries^ and in the halls
One display window opening fac
ing tin? stfeia^ serves to tell pass
eis-bv of "the Avork of this tech
nical school. These displays were
especially appreciated during wai
limes when the school carried on
an extensive ^var training pro
gram. Boys and ghls in all the
schools often use the display cabi
nets to create interest in extra
(iirricular acti\ities or to exhibi
their hobbies. Exhibits of art worV
or handicrafts, as well as hobbies
with a discreet use of the nauK
of the yoimg person responsible
for the exhibit arc occasionalh
used as guidance tools by the
teaching staff.
.\ series of exhibits caiiec
"These .\re Americans" is beinj
iisetl in one junior high schoo
because for the first time in it
history darker-skinnetl ])upils ii
large numbeis are attending it
classes. Boys and girls, with tin
librarian's help, choose a ])hotn
gi aph of a person or gioup of per
sons with examples of their cow
January — SEE and HEA.
rihutioiis to socictv and .inanj^c
luin ill \hc CISC.
Many tcadins havt' tia\rlcil
ixtcnsivdv anti lia\c collected
^ciy excellent exhibits of social
itnclics. forci«;n langna^e, aiid sci-
Muc materials. Om- I'lc ndi (tadi-
:r has he;iutiiul photographs and
:olored motion pictures ol Fiance.
A'ith her room arranged for {|nick
laikening aiul Avith her own prel-
ector, she can present alinosi any
jhase of prewar French life at a
iionient's notice.
(lass is makin;.; ils
.\ scieiK (
own (()lle<ti()n of lossil shells
loniul in the oil-bearing Signal
Hill distri(l. llu- ncai cases often
(onlain fossils not nuiitir)ned in
the printetl literatme on the sub-
ject. A biology student in this
snnc (lass is regulating the tem-
jKiaiure of an atpiaiiuin so that
lie may make a display of troj)ical
(ish.
A home arts teacher has the
school photographer take from 50
to 100 feet of motion pictures of
The axiom, "Sliow me. for wlicn I see. I know." has liccn uttered
again an«l again amonw educators. Here is an cxamijle of how the
concrete object is in c\ iclcnce as a theoretical exphniation is conducted.
Can't we do more to accompany our ideas with concrete iUustrations?
5EE nnd HEAR — lanuary
Page37
fiuli ol her classes each semester.
I luse pictures arc projected and
studied as the girls attempt to
iuij)ro\e their postiue and theii
jjersoiialiiies as expressed in their
i)odily movements. Still pictures
may be used for a similar study.
Voice stuily is carried on Irom
recordings in these and other
classes.
Glass slide projectors — both
standard size and two-inch — are
in common use in science depart-
autlio-visual tools. One of thest
teachers, however, says, as we talk
with him, "Courses of study are
(hanging more rapidly now. It is
liaril to procure adecjuate \isual
materials when frequent changes
are made." Because courses do
change rapidly, and because there
are always teachers who need
help, the curriculum department
in l.ong Beach is now listing these
simpler audio-visual tools anc
their soiuces, as well as motion
pictines and radio programs in
Tlic mailer of space tie
(jiicntly ilocs not allow ;
permanently set up pro
jection situation. Here i;
an answer. 1 he relleito
scope is set up hehintl ;
translucent screen. It i
ready for u.sc but take
up little or no space.
ments and in- one of the mathe-
matics drpaitments. A Junior
High S( hool remedial reading
(lass is helped through the use of
(ilmstri|)s.
'I'he j)ariiciilar teachers whose
wot k has been described above
probably do not need much helj)
from the administrative and su-
jH'r\ isory staffs to aid and encout-
age their tisc of the moic rommon
Pag* 38
each new resource unit that i
wiitten. This department sug
gests, also. efTective ways of usin^
these materials in class work. The
audio-\isual depaitment pio\ide
materials for teachers who haven'
entirely aclec|uate collections o
their own and contititially cattie
on a program to encourage ihei
use.
School systems which are iio
SEE and HEAR— lanuar
\\>v viuniiih to li;i\i' ihcsc special
r\i(is (ail aiul do maki- illc'(ii\c'
It ol llusc Icadiiiij; tools. It is
)ti<.val)lc' ill Loii<» licadi llial
)vs ami j^irls arc tspct iaily aii\-
iis to lulp in a j^rograiii wlicic
a|)liic iiiatciials arc used. Ihcy
( ( ilucatcd not only by the use
tiiosc materials that ha\c been
ilkticil. but c'\cn more i)y eol-
cting and arranging the nia-
rials.
1 he two problems in this field
ie, first, to inspire all teachers
I rccojrni/e and to make intelli-
gent use of siuh "fice for the ask-
ini;" andio-\isual teaching ma-
terials as are available about
ilu 111, and second, to .secure newly
de\elo|)ed worth while commer-
cially prepared audio-\isuai ma-
terials and etjuipment for all of
the schools at the earliest moment
they become available.
But, while we're wailing, let's
do what we can with what we
have. Let's do a better job by
using every opportimity to make
our classroom teaching alive with
graphic experiences.
Last year marked the fiftieth anniversary of the projected motion
picture. Few people remember the early days of motion [)ittnres.
In 1891 Edison patented the kinetoscope in which his films could
be viewed bv I)ut one person. This marked the beginning, even
llioMgli Edison regarded motion pictures as a mere curiosity.
liut in 189.5, fifty years ago, one Mr. Latham exhibited motion
pictures projected onto a screen in New York in April, 1895. Then
came ihe earliest movie .houses— the nickelodeons — with their
nickel admissions. Memories of these early theaters will be mostly
of robust comedies. The Museum of Science and Industry in Chi-
cago has included such a theater in its exhibit of an old-time
Main Street of years gone by. These nickelodeons showed several
short films with interruptions for a change of reels.
In 1900. sound accompanied films at the Paris Exposition. The
complications of synchronizing the mechanical phonograph of that
date to the film were far too great for real success. Experimentation
continued. Success was achie\ecl in 1927 when sound synciironi/ed
with film became a reality.
Motion pictures had been put to considerable educational use
in the early 1920's. Unfortunately, the ecpiipment of that date
was cumbersome; the film was not neces.sarily the noninnammable
safetv type; and the subject matter was not usually suitai)le for
teaching.
Not until sound film in the convenient and safe 16 mm. size
became available did the educational advantages of motion pictures
a])pcar. World \\ar II, with its great training problems, focused
attention cm the value of tcacliing through the use of visual educa-
tional media and especially through the use of the sound motion
picture. I oday the student may see the subject of the lesson and
lieny the e\|ilanations regarding it— a long step from Latham's first
"moving pictures."
— Edward T. Mvers
IE and HEAR — January
Page 39
"?a>^ J ^x^eavj
LOTTIF F. HOI.STON
Snow Hill, Mmyland, Elerneritoij School
Kdilor's Note: Miss Louie I. Holsioii,
a sixth graiie teacher at tlie Snou Hill
F.lciiu-ntary School. Snow Hill. Mary-
land, wrote recently, "In a few weeks
my groi'P of children will be studying
a unit on health— how to care for the
body, the value of food, rest, etc. I am
searching for films to use to illustrate
graphically attitudes and facts of infor-
mation on the suljject of health and
nutrition."
Shortlv tliereafter, Miss Holston was
able to secure a copy of the newly re-
leased I'nited States Department of Ag-
riculture film entitled Sumclliiiig You
Didn't l-Ml. Her reactions to this film
as leaching material follow:
W1-: lE.ACHER.S ol .Snow
Hill arc agreed that pioh-
ably no other niean.s is quite as
;.',()ocl as the motion |)i(tiire tech-
ni(|ne when it (omes to j)resent-
ing inlorniation that traditionally
has been a little hard to ni.ike un-
dcrstandai)le to childnn. In the
case ol health le.s.sons. when we
consider the length of time ncccs-
Pag* 40
sary to show a film such as Soin
thing You Didn't Eat, inform;
tion^ is probably learned moi
rapidiv and more lastingly ih:i
it would have been through an
traditional materials.
Wc showed the film Somrthiu
Yon Didn't Eat to the fourtl
Idth, and sixth grade pupils. W
Jh /Vea^.tiX some food
from each group ...every day!
/M ADOmON TO TMC BAS/C 7. . .
CAT ANy OTHCR FOODS YOU WANT
January — SEE and HE/
Scurvy, that niystcri-
oiis iiKiladv, lias stnuk
a<faiii. I>i I.iiid, tlic
sliip's surgeon, is puz-
zled. He feels sure
there is some (onnec-
tion between scurvy
and the food the men
eat. But what can it
be? Meat— broth— bis-
cuits — men slioiild
thrive on this.
ivncn't at all sure at what lc\cl
the content would be iiiulerstand-
ible. Very interestingly, fourth
^lade pupils were able to under-
stand most of the information
ivhich ^\■as presented. "With the
Fifth anil sixth grade pupils, the
experience of seeing the film led
to enthusiastic description and
into many in\estigations which
the youngsters became curious
about.
In the sixth grade, discussions
centered around the causes of
scurvy and how that nutritional
He tries an experi-
ment. Each day two of
these men have two
aranj^cs and a lemon
added to their diet.
But before six days
fiave passed, these men
tiave recovered. In the
ivords of Dr. Lind.
'The most sudden and
I'isible good effects
were perceived."
5EE and HEAR — January
Page 41
While iiucstigaling
(lie tropical disease,
beriberi. Dr. Kijk-
niann made an aston-
ishing dis(<)\try. \a
lives who li\c-<i on a
diet of polished rice
weakened and died.
We know today thai
he had discovered vi-
tamin B' foinul in iiii-
polished rice and in
all grains and in their
products.
tliscasc roiilcl he prevented. It was
c)l)ser\c(l that tliis disease is ])rac-
tieally unknown in our o^\•n coni-
nuinity, and tlie diildien tlecided
it must be due to the vitamin C
that they took into their bodies
in the loiin of the citrus fruits.
They spoke of the disease, beri-
beri, liovv the whole giain cereals,
jjarticularly rice and wheat, could
j)re\ent this and how indudin^
any whole grains in our diet were
real health insurance.
Naturally enoui;h, after the
children learned about the seven
basic foods necessary to gooil
health, they decided to investigate
the lundieon menus in the school
(afettiia. Ihis they did and com
jKired what they found with the
recjuirements known as the basic
seven, as well as with the neces-
Distributcd through the United States De-
partincnf of ARriciilturc, the film Soinctliiiin
Vou Didn't Eat can be smirc] from your
nearest film library.
Page 42
I () 1 1 11 IIOI.SIO.N
.Miss Lottie Holston describes hersel
as "just a plain teacher of many years
standing." ^'oll will agree that her aj)
praisal of her ai)ility is an understate
Mienl after you read the very practica
suggestions she brings to you.
U
saiy food i^ioupings thev nat
about in their hygiene text.
We have agreed that this film i;
an effective way to make \ivid t(
children the importance of select
ing a (omplete diet. Some writtei
c\])it"ssions from the sixth giadi
pupils will be of interest.
Bonnie Cnhlcr: "Seeing the pic
tine bi ought me many good iileas
Mrs. Jones didn't know she couU
ha\c sa\i.'d her tomplexion aiu
Ml. Jones didn't know that hi
poor posture was all because the'
didn't ral llu' right foods to ge
I lit liiilii vitamins. I know hov
January — SEE and HEAJ
It here's the irony <»f
Hfic wc arc, in llu-
rattst fcuxl piodiu
g nation in the
5rld— and yet. out of
cry ten people in
is country, sn'en
ive weak links in
cir diet— because of
uincthing they didn't
t." Children are
own examples of
meals which
the basic sev-
so necessary to
alth and thus to
ppiness.
pical
ovide
icy coiiltl ha\c avoided tliis bv
iting the light foods!"
lx>a Mar Hinmnn: "Eacli of its
lalized \vc should cat a gieat
any tilings we ha\en't eaten,
[any of us children thought that
lything we ate helped our bodies
I grow. That isn't true. \Ve
list eat some of the basic foods
ich day. They are green and
;11()W \egetables; citrus fruits;
3tatoes and other vegetables and
uits; milk or milk products;
eat, poultry, fish, and eggs; ce-
cals and bread; fats and butter,
enjoyed the film \ery much."
iLeah Riley: "I found I should
It the seven basic foods daily. I
y to eat three or four of them at
reakfast. At noon three or four
lore, and also at supper. I
arncd what the seven basic foods
re and I can remember them."
Shirley Holston: "Seeing some-
£ and HEAR — January
thing you didn't cat brought to
my mind incidents when 1 have
been tempted to go without the
right foods. I know much better
now."
Betty Marie Gibson: "The film
brought me many ideas. I have
learned that there are right foods.
I have learned about the many
foods which I can select to get the
basic seven. \Vhen we know what
we are putting into our stomachs,
we can help build better bodies."
NEW CANADA DIVISION FORMED
The opening of a l)ranch office of
International Theatrical and Television
Corporation in Toronto. Canada, was
announced today by George A. Hirli-
man. president of that company. This
office will be the first of a group of
such offices to be opened luider the
name of ITTCO of Canada, to better
service that country with the best avail-
a!)le films in Ifi mm.
Page 43
Pag* 44
January — SEE and HEi
lil.AlRICi: lilRGlI
Eiiit juniu) High School, Sioux Cil\. louui
Editor's N'olc: Recently, Miss Ueairicc
Jergh used a good (ilmstrip witii her
cstiuli grade pupils. Her account,
ifhich is a descriptive evaluation, iudi-
airs its uniiiue advantages for classroom
iv( I he (duisirip Hie Forest Ranger is
me of the newly released "Life in tiie
Jniled States" series available through
he American Education Council.
"piIE pioblem of bringing back-
•*• grounds of information into
he classroom is one ^vhich must be
net and solved. In an attempt to
lo this, I lia\e used the filmstrip
The Forest Ranger with a group
of children of the seventh grade.
I ha\e long believed that one
doesn't just shtiw a (ilmstrip. One
studies it. Ihe best way to de-
sdibe how we studied this collec-
tion of several do/ens of good
l)ackground pictures is to report
just what went on during the
time it was used in the classroom.
First, we discovered what the
jnipils' needs for information
were. We examined their piesent
Many boys know and love the \\oods. For them there is a career ojjcii with a
% strong appeal. They have their personal hero: the protector of a great public
possession, the guardian of the National Forests — the Forest Ranger.
Two Boy Scouts want some cpiestions answered. They visit the Ranger, who
sketches a rough map of the I'nited States on a flat rock. "It's a big country,
boys," he tells them. "There are now 160 National Forests in 35 different states.
There should be more."
lorcst Rangers try to prevent destruction and help forests return to what they
should be. Millions of acres of land have been ruined by overcutting or burned
bare by forest fires.
The Ranger continues, "It's my job to take account of the damage and decide
what's to be done. When the right kinds of trees cannot grow back naturally,
new trees must be planted so that the forest can recover ciuickly."
"This instrument, called an increment borer, tells you how old the tree is
without injuring the tree. It lakes out a slim core and you can count the rings
yourself. One ring is formed each year of life."
'Beavers can help in flood control. They can be very useful if they build their
dams in the riglit places. AVe see to this by fishing them out of the place where
we don't want them, put them in a truck, and drive them to a place where a
dam is needed. 'I hen we tell them to get busy!"
>EE and HEAR — January
Pag* 45
imiiicssions tlirou,i>h a discussion.
Next, we saw the [ilinstii|). I luii
wc sjxnt more time in distussion.
and again, as wc leisurely re-
viewed this learning tool, we
clarified our understandings.
Belorf the (hiidren saw ilu pic-
tures, the teacher asketl tin in to
answer some ol the lolhnving
{juestions. She did this to discover
their currrni understandings.
1. Wliiit is incaiu by forest service?
2. How do rangers lell liow old the
I ices arc?
3. In preparation for a timber sale,
how do Inmhermen know which trees
lo cut?
4. How can forest lires he located in
vast forest areas?
.'). How important are trees in con-
trolling the behavior of soil?
The responses ol the children
to these questions were very inter-
esting because they gave the
teacher an idea how much the
pupils knew about the topic, but
fiuthcr. what they didn't know.
The discussion of these (juestions
motivated them to search for ad-
ditional information. They want-
ed to learn. Some of the responses
which indicated what they needed
lo learn thiough an obser\ation
of the pictures are given below.
I hey are numbered to corresjKjnd
to the cjuestions which ajipear
al)ove.
1. "1 think forest service means when
some men oder lo cut and jnepare Inni-
l)er for sale." "I think forest ser\i(e
means showing people tlironf^h forcsi
areas."
Pag* 46
.MISS lil^.VlRICt BLRC.H
Miss Rergh taught four years in the
grade schools of Sioux City. Iowa, afie'
which she t(x)k a post as critic leache:
at the Normal school of that cilv. Fo;
iwo years she did vocational guidaiu<
work in the ninth grade at Fast Jiinio'
High ScluH>l and is now supervising the
student teachers who come from .Morn
ing Side Clollege to do practice teachin}
in the fields of geography and literal iirc
(oul
It
2. "Forest rangers tell the age of :l
tree by the number of limbs and th«|
layers of bark the tree has." " Fhey puj
a stick up at the side of the tree an<
see how many inches it grows eaclj
year."
3. "Forest rangers pick oul all tiie old!
rotted trees lo sell." They sell only thij
trees with smooth, line bark. They strij
the bark and if the inside has evci|
grain, tiiey mark it for sale."
4. "Forest rangers locale forest fires m
lookout towers. Fhey locate foresj
fires by sending inspectors around t«^
hunt for fires."
.'). "Trees soak iij) water from ihi
ground and prevent flocxls. Free
make soil fertile by shedding leaves oi
the ground."
Their needs arc of two tyjx-s
First, they lack information. .\nt
second, and even moie challeng
ing, much of the information the'
have now is incorrect. So. twc
things have to be accomjilished -
unlearning and new learning.
.Mter this disc ussion, we showet
I he filmstrii). Pupils were asked tc
keep their own responses in mine
and to compaic- them with u ha
they learned - what the\ saw
Ihey were asked to coriect air
erroneous responses that they hai
January — SEE and HEA
iri
.11
iiKuli'. I Iir sli()\\iii|i; was (omliut-
ctl very slowlv so iliat ilu- pupils
could ask. ([Ufstions.
It was soon tliscovt'iril iliai iio
(IMC Irarning cxpcritiuf ^\<>llUl
|)i()\iili' answiTs to all ol llu- <|ucs
lioMs. Souic ol the (jucstious about
\v hi(h the puj)ils weic curious hut
iMueerniuf' which linthei inloi-
nialioii lioui hooks was necessaiy,
weic these:
1. How soon after a die can ihcy
, plant new trccs?
2. How many men are employed in
i' the forest service?
3. lo whom is the Inmbcr in the
forests sold?
1. What insects are injnrious lo trees?
'. \\'hy don't all slates lia\e national
lOlCSlS?
Kaeh jjupil was then askeil lo
list the iiiloriiiatiou that he had
obtained Ironi seeing the ])i(tme
strip. The items of inlorniation
lollow:
1. The age of a tree is found by the
use of an increment borer which docs
not injure the tree.
-. ^ oung trees are planted lo take the
place of those burned out by fire.
'. Caring for young wild life in for-
I est areas.
I. A serious residl of erosion is the
, decrease of irec growth.
''. Signs arc placed on trees to indi-
(,iic which shall be cut for lumber sale.
'"). The use of the alidade in locating
ilu' exact position of a forest fire.
7. I he use of a short wa\e radio set
and HEAR — lanuary
in broadt .is( jii^ ilu- hxatinn of a lorcst
(ire.
S. I se of airplanes and paraduites in
I he forestry service.
<l. I he amoiuil .ind kind of knowl-
edge needed by a foiest ranger.
1(1. ( arifid reiords are kcpi <luiing a
lumi)er sale.
11. "I'lanling" beavers to ai<l in for-
est rv
\2. The great responsibility of the
forest rangers.
One ol the great adxaniages ol
the picture strip is that questions
may be asked and answered as
the ])ietiiie progresses. .\ny pic-
ture may be obser\ed as long as
desired. \ picture may be turned
backward or forward, allowing
c:om|)arisons of information to be
made. The class resjjonded \ery
well to tile picture strij) The For-
est Rnnirrr, and much was learned
\\hi(h will not be forgotten soon.
1 he Iilmsuiji moti\ated further
study of the lumber industry.
This fact bears rejjcating. The
filmstrip is a \aluable source of
learning. But it must be studied
just as intensively as other ma-
terials which we ha\e been using
in our classrooms for years and
\ears.
■■(;ongratidali(jns on a Inie job. \ou
were smart lo ado|>t the pojjidar 'di-
gest' si/e. I predict liiat SKI-, and HKAR
will "calcii on' promptly and will be a
real factor in the development of audio-
\ isual cducalion."
— Bruce E. Maliaii. Director, Extension
Dirision, State University of loiva.
Pago 47
ir Ydu Aw A
SchiKil ExiTulive...
ANEW problem faces those who are responsible for the
nianagcment of schools. It is the question of how to
most effectively utilize modern audio-\isual teaching tech-
niques imder existing conditions, correlate them with cur-
ricuhnns, create the necessary initiati\e and enthusiasm of
the teaching staff and make the many decisions required in
regard to the purchase and allocation of equipment and
materials.
Schools that do not accept and utilize every possible
application of audio-visual methods will soon be lagging
far behind in their job of teaching. 1 he millions of re-
tiuned members of America's army antl navy, trained to
their ser\ice jobs by Audio-Visual methods, plus the ever-
increasing acc|uainiaiKe of other fathers and mothers with
this newer way of teaching forecast an insistent public de-
mand iliat cannot be overlooked by school executives.
The editors of this publication, SEE and IIICAR, and
their associates, have for several years, been devising ways
and means of getting the iniunnerable \isual aids that
schools can so easily actjuire into actual classroom use. How
to use such materials and get fidl \alue from ihem as teach-
ing tools, is by far the most imiKjriani (juestion facing
school executives and teachers today. It was to provide
needed answers and suggestions, as well as carefidly con-
sidered exaluations on methods, materials and results ihat
SEE antl IIE.\R was established.
E\ery teacher in the country needs SEE and HE.AR,
needs it for the definite information it gives on how to
make the learning acquired by his or her pupils easier,
faster, broader and more useful. This applies to teachers in
every graile from kindergarten up, and as nnuh to those
who have only the most simple \\()rking ecjuipment, as to
Pago 48 January — SEE and HEAR
those with all modern devices, for SEE and HEAR is NOT
just a "nu)\ie" publication.
The |nil)iisheis of SEE and HEAR believe that it is a
ileHnite part of tlie duty of every sc hool board, su[)erintcnd-
ent, principal or administrator that has the autliority to
do so, to make this journal on audio-visual learning avail-
al)lc to evci-y teacher. To confine it to a library where it
may be seen, or to a \ isual training specialist, is not utiliz-
ing its possibilities as an in-service help and inspiration.
SEE and HEAR cannot or docs not even hope to be able to
cover "everything" in the audio-\isual category, but it does
provide nuich of the helpful, dependable and pedagogically
correct information now urgently needed and now un-
obtainable from any other source.
Consider SEE and HEAR as an investment in teaching
eciuipment, or any other classification you like— a minor
expense of a few cents per month per teacher— and order it
with the assurance that it will be one purchase that will
pay great dixidends to you, your school and the children
you teach. Send a "Group" order, direct it to SEE and
HEAR at Eau Claire, Wisconsin, for the lower five-or-more
price.
The Publisher
of SEE and HEAR
The subscription price of SEE and HEAR is Three
Dollars per year for single suljscriptions within
the United States. Group orders of five or more
subscriptions sent in at one time (to be sent to
the same or separate addresses as desired) accepted
at S2.50 each per year. Canadian subscriptions-
Single, $4.00; Group, .$3.50.
SEE and HE.VR is issued nine times a year-
September to May, inclusive.
EE and HEAR— January Page 49
The N. E. A. and
Audio-Visual Education
X'iK.NON 1). DaMIRON, I)i)C(ln)
i\(ili()H(il i.diicatum Associalinn
Tlll-.RK arc great cxpcc (atioiis
lor audiovisual instrutiion
in the ]:)ostwar period, and the
National Education Association is
interested in taking an arti\e |)art
in its expansion and (le\elo[>inent
in tlie schools ol the nation.
1 he program of the new NEA
Division ot Audio- Visual Instruc-
tional Service will deal Avith all
ol the many types ol audicj-visual
aids, including radio and tele\i-
sion, on all levels (^1 eihuation.
Details ot the program will be
based on a sui\ey ol the present
status and trends. I he lollowing
general aspects ol the liekl ini-
clouljtedly will receive nuich con-
sideration:
Means by xvliidi (ludio-visudl
instruction can he nuidc less
cxpcnsix'c
Financial limitations constitute
a gical impcilimeiu to exj)ansion
and (JeNclopment. Ihere is prob-
ably more diversity in educational
oppoituintv in this field than in
any ollui.
Intensive elloits are now i)eing
excited to c-liec t the release ol
siM|>his ((|ni|>inent and materials
li oni I lu :n mkc! joi ( ( s lor disti i
Paga 50
bulion to the public schools <>
the basis ol need and linan( i,
status.
Schools— especially those whic
have photography or art course
or camera clid)s— and tcxtbop
publisheis will be encouraged t
j)i()cluce tvpes ol audio-v isual aid
Criteria for more ejfectivc sele
tion and evaluation of audit
x'isual aids
As the cpiantitv and cpialitv c
such aids inciease. ciiteria nui
become more exacting because c
the wider lange ol selection. 11
most serious obstacle to the lo
nudatic^n ol criteiia is the lack c
objective, definite, detailed pu
poses of the units of stuciv in tl
vai ions couises.
Methods and techniques ft
more effectix'e intcirration i
the curric uluni and utiliz
tion ol (ludio-xnsual tiids
.Much needs lo be done in r
<;aicl lo integration, because <
llu c \()lv ing concej)t (1) that tl
tunc lion of audio-visual instru
lion is now considered too suppl
mentaiv in natuic, just an "aid
as is definitely implied by tl
January — SEE and HEi
t;
»iter
clcsi^naiioii. "iiiulio-N isual did."
ami (2) that it shoukl Uv con-
sidered lUDic basic—an integral
part c)i the "core" of the educa-
tion process.
■ Also, there is the jnobabiliiy
that a very comprehensive and in-
tinsi\e progiani may extend iJie
hoi i/ons ol the various c(juise;i of
study by making it possible to
show material now slighted or
omitted because of the diihculty
ol ellecti\e verbal treatment.
Frtwision for closer collabora-
tion between educators and
producers of audio-xnsual ma-
terials
\ The needs of the student must
be recognized as the basic deter-
minant of the content and treat-
ment of auclio-\isual materials.
This all-important goal cannot
be attained imlcss educators and
jjroduceis work closely together.
The need for closer collaboration
is clearly indicated by the large
niunber of a\ailable audio-visual
materials not adapted for integra-
tion into any con\entional unit
of study.
Methods for a better co-ordi-
nated and expedient distri-
bution of audio-visual tna-
terials
An ideal program of instruction
Would in\ol\e little distribution
from a center outside the school
system. The problem of obtain-
ing the best materials for the ])ar-
ticular jjurpose on a definite date
is of considerable consequence,
especially in the case of a small
SEE and HEAR — January
school which depends almost en-
tirely upon rentals fiom a distant
or inadecjualely stocked distribut-
ing center.
Encouragement oj ividespread
adoption of audio-visual in-
struction
The vast majority of schools
ha\e no organized audio-\isual
programs. It is scjmetimes due to
lack of sufficient interest on the
part of school officials who do not
request adecpiate appropriations
and sometimes it is due to failure
of teachers to realize the signifi-
cance and advantages of such in-
struction.
Promotion of audio-visual in-
struction for instilling desir-
able attitudes and apprecia-
tions
The more dynamic types of
auclio-\isual materials provide for
emotionally derived learning
which may be the most effective
means of inculcating hard-to-
teacli but nevertheless extremely
impcirtant concepts, such as tol-
erance, ethical conduct, demo-
cratic ideals, and international
understanding.
Research
Much remains to be learned
about this relatively new instruc-
tional mediiun. The entire field
is permeated with hazy criteria
and arijitrary standards. The Di-
^ision of X'isual Instruction will
encourage research programs and
cooperate with colleges and imi-
versities and other professional
research agencies.
Page SI
A
PROBLEM
IN
PHYSICS
THE film, ELECTRODY-
NAMICS.* shows vividly
through animated diagrams how
ahernating currents are generated
by a simple dynamo and how the
current increases its alternation as
the speed of the armature increas-
es. 1 he film animation continues
to de\cl<)i) lealistically how tlic
current is then picked up by the
brushes and passes on through
resistances in the external circuit.
In the opening scenes, the film
presents these princij)les in a \ery
elementary lashion, then proceeds
to increase the complexity of elec-
trical devices in a manner that
makes the material very real and
\cry c()Mij>reliensible to the stu-
dents. The pupils' approach to
the study of a film can be made
nnich more effective if the teacher
sets I lie stage for the shoAving of
the film l)y discussing interesting
background material which leads
logically into the film (ontent.
' !lncycliii>acdia Ilritannica I'ilius.
Poga 52
After films in
the field of physics
have been shown
and discussed, one or more re-
showings are usually necessary in
Older to allow the students to ab-
sorb every use of the graphically
presented materials which good
leaching films contain in such
numijers. Later, the students of
their own accord paralleled their
text and classroom discussion Avith
supplementary readings liom
other texts and magazines.
Any instructor of physics will
fully recall the difficulty of teach-
ing the unit pertaining to elec-
tricity and the difficulties stand-
ing in the way of successfully im-
derstanding the theory. \V'ith the
aid of this film, this phase of
j^h^sncs was co\ered very thor-
oughly in but a fraction of the
time we formerly used. Not only
was time saved but achievement
was increased. Achievement un-
der traditional methods was less
than when the film was used.
— Vila Rastnusscji.
January — SEE and HEAK
N'
^^^
I In this typical classroom situation, a class of Danish sludcnls arc listening
to a broadcast, planning and pnidiiclion ol uliicli is in the hands of edu-
cational authorities.
SCANDINAVIA
Dr. Arthur Stenids
Coordinator, Visual, Radio, and Safely Education,
Detroit Public Scliools
NORWAY and Sweden had way's was also effective. Denmark's
somewhat similar patterns of school radio program was one of
school broadcasting in 1939. That the poorest in Europe,
of Denmark can better be con- yj^j^ j.^j^j^ j^ effectiveness be-
trasted than compared with those comes more interesting when one
of the other two countries. Of the learns that, of the three coimtries,
three, Sweden's program was by only Denmark places responsibil-
far the most advanced, but Nor- ity for school broadcasting in the
SEE and HEAR— January Page 53
Editor's Note: These are doys when we
hear the pros and cons on the value of
radio in general education. Without doubt,
the pros ore vastly in the mojority. But we
are still at the stage where communities
differ greatly in their evaluations of the
place radio should have in the classroom.
We ore certainly still in the plonning period
and, becouse we are, there con be much
value to us in examining what has happen-
ed in other countries. Mr. Stenius's account
of his observations of radio education meth-
ods in Norway, Sweden, and Denmark are
brought to us because of the value their
experiences may hold for us.
hands of ccliuational authoiitics.
In tlic other two countries, the
broadcasting organizations. Ra-
dio tjnnst in Sweden and the Norsk
Rikshringhnsting in Norway, are
completely responsible for the
production of all school programs.
The implication in\ol\ed was
borne out in other Emopcan
coimtries as well. Educators are
less able in producing usable
school radio j^rograms than are
broadcasting officials.
I'lie lack of radio "know-how"
on the part of educators was not
the only cause for ineffective pro-
grams * when responsibility for
school broadcasts was in theii
hands. They lacked interest in
developing radio as an instruc-
tional tool. In all of the Scandi-
navian countries, the attitude of
educational officials was moie one
of tolerance and passivity than
one of active interest in making
useful broadcasts availaijje to ihc
schools.
The Dauisli broach asiing sys-
tem pr()\iclecl time, transmission
lacifities. and financial suj^poit
Page 54
for all school broadcasts, but the
national Board of Education held
entire responsibility for the plan-
ning, writing, production, and
evaluation of the programs. The
l)asis for such a policy was simple .
The broadcasting system did not
wish to encroach upon the offer-
ings of formal educational agcn
cies. Fiuther, school officials
slujuld be in the best jiosition to
determine jjolicies in regard to
broadcasts intended for classroom
use, and such policies woiUd stand
to be accepted more readily bv
teachers if j^rogram direction was
in the hands of educational spe-
cialists rather than ofTered by an
outside agency. As good as this
reasoning may be, the fact re-
mains that school broadcasting in
Denmark was j)oorly planned and
execiUed, ineflecti\e as a teaching
aid, little used, and evaluated by
the personal judgment of a single
individual.
In both Norway and Sweden,
school radio was initiated by the
brc^adcasting org;tni/ations. In
neither country did educators see
the medium as a potential ^aluc
in classroom instruction. Admin-
istration of educational broadcast-
ing in Norway was carried by the
Director of Talks, a title suggest-
ing that all school j)rograms were
merely broadcast lectures. The
implication was not \alid. School
broadcasts varied in natme. Mu-
sic, diama. reportage, and inter-
view tcchnic|ues were all used to
make school jirograms eflective.
Ihe only help which the broad-
casting organization received from
January — SEE and HEAR
WiMl
IS
iclioo
ler
He,
«i
lansi
tlioo
tllQC
the schools ill makiiii; uj) ))ro-
!»rams loi dassrooin use was thai
i\hi(h caiiu' lioin nK-mhcrs ol an
inh)iiiial advisory connnitttc'
made up ol li-adicrs and adminis-
trators.
In Sweden, sdiool broadcasting
ivas the result ol collaboration be-
tween radio officials anil the Min-
istry of Education, but the joint
cHort was more a matter of theory
than practice. A broad outline of
programs for the school year was
(Norked out at a conference of rcp-
resentati\es of Rndiotjnnst and
educational authorities. Programs
v\ere then planned as to scope and
st\le of presentation, and submit-
ted to the■^^inistry of Education
for aj)pro\al. All remaining work
was comj)letely in the hands of
the Educational Director of Ra-
diol jayisi.
In all three Scandinavian coun-
tries, both time allotments and
financial support given school
broadcasting were entirely ade-
quate. Only Denmark had set a
definite time allotment of 200
hoins per school vcar. Norway
and Sweden jilaced time given for
school programs on a need basis.
If tentative plans called for more
or less broadcasts than was the
case during the preceding term,
transmission periods put aside for
S( hool programs varied according-
ly-
As a result of these policies,
both Sweden and Norway broad-
cast fewer school programs than
did Denmark in 19.H9. Danish
school piograms, however, were
SEE and HEAR — January
MiU( h less ellecli\c' and seemed to
show that those directing the
work felt more an obligation to
fill broadcasting time allotted
than to meet school needs. In
Sweden there was a steady de-
crease in the ninnber of school
broadcasts from 1935 to 1939, a
(ircumstance Avhich was dwc to
the belief that schools had been
"fed" too nuich radio, or at least
more than they could use effec-
ti\ely. The budget for school
broadcasting had not been cut
during this same period, so the
reason given for the decrease of
j)rogram time seems verified.
This phase of school broadcast-
ing in the Scandina\ ian coimtries
has important implications for
educational radio in this country.
\\^ith many school systems plan-
ning to ha\e FM broadcasting
stations of their own, the air is
apt to be filled with programs in-
tended more to fill time allot-
ments than to meet real classroom
needs. FCC regulations requiring
stations to be on the air for at
least a certain minimum time will
tend to stimulate just such a con-
diticjn. Educational radio must
learn to build its own policies,
not fit itself into the conventions
of connnercial broadcasting. A
school broadcast that needs 22
minutes should be given that
amoimt of time— there should be
no need to cut the heart out for a
15-minute period nor to pad it so
that it fills a half-hour spot.
In bcnh Norwav and Sweden,
radio nuist contend with a lan-
guage difficulty. The former coim-
Page 53
try is bilingual in spite of the fact
that the country has a homogene-
ous jK'oi:)lc with no sliong section-
al liilferences. Swedish broadcast-
ing is troubled to a lesser degree
with a \arian(e between the spo-
ken and written language. Radio
promises to do more in bringing
about a single mode of expression
in both of these countries than
any other mediiun.
Through years of Danish rule,
the old language of Norway was
changed to a Dano-Xorwegian
tongue which became the oflicial
language. It is referred to as Rik-
smal or Bokmnl and is the lan-
guage of governmental documents
and of most literatiue. After Nor-
way's freedom from Denmark in
1814, a wave of nationalistic spir-
it lesidted in the establishment of
Laruls?nal or Nyjiorsh, a language
worked out from a group of west
coast dialects.
In the past, political parties
have championed the cause of
Nyvorsh in an attempt to gain
added support from riual sec-
tions. Laws were passed to make
the two languages of c(|ual imj)or-
tance. Local school boards were
j)ermitted to choose the language
children were to be taught.
DR. \R rUlR SFKNIl S
In 193!> Dr. Stt-niiis sptiit nine months
aI)roa<l .stiul\inp; niidio-visiial programs
in ten European coiinirics. Ho has l)c<'n
connected with the Detroit Piil)lic
Schools since 1028 and has served as a
high school teacher, secondary school
administrator, and prescnlly is coordi-
nator of \isnal, radio, and safety educa-
tion. Since 1010 he has heen a facidty
nicmhcr of Wayne University, as well.
Paga 36
y\s a result of this language sit-i
nation, sdiool broadcasts, as well nt
as those ior the general jniblic, s
are given in both tongues. During an
the school year 1938-39, 21 per
cent of all broadcasting to the
schools was in Nyuorsh. Alihouiih
the two languages are still slightly
sepaiated in many respects, tin \
are gradually reaching a com-
promise ground whereon lies the
greatest possibilities for a com
mon tongue. Radio has done ami
will continue to do nuich to a(-
comjilish this end.
In Sweden, many word forms
are used in writing that are not
used in speaking, the difference
being much more than merely a
choice of expressions. Practically
all languages ha\e a moreconserv
ative written language. English is
no exception, but in no case does
our own tongue approach the
complete change of words, differ
ence in endings, and demanded
omissions or inclusions that is to
be found in Swedish. Kor this rea
son, radio broadcasting in Sweden
offers a problem of demanding
writers who can write as one-
speaks.
The effect thai ladio will ha\e
on the future of the two phases ol
the Swedish language is impor
tan I. Just as broadcasting in Xoi-
way is bringing togethei that na-
tion's two languages, in the same
way radio promises to level the
differences between sjioken and
wi iitcn S\\edish. The cost of such
a compromise will, as is aheady
obvious, be paid by the written
language.
January — SEE and HEAR
Hell
uvii
Ill :ill three S( ;iiuliiia\ i;m (oim
II iis, ilu' ;itliilt eiliKiition pioi^iam
is highly di\ clopeil. Radio has
carried its share in this program,
listening gionps ha\e been \\ide-
Iv organ i/eil. and carry through
inii"nsi\e j)r(.paralory and loihiw-
np activities lor all broadcasts in-
tended for their study jnirposes.
The broadcasting svstcnis do
much in the ^\•ay of jjublishing
!matcrials to further such a study
Iprftgram.
Sweden, Norway, and Denmark
have long sjionsored lecture series
lor studv groups. It was natural
th;it all thought of the possibility
of having radio talks replace per-
sonal appearances of speakers to
carry on this activity. Grants gi\-
cn to sponsor traveling lecturers
were canceled, and the radio or-
ganizations were asked to take
over the activity. Broadcasting
did meet the need, and during the
years 19'^0-.13, the widesj)read lec-
turing program decreased sharply.
Hut when the novelty ol railio
woii' off and the ci ies lorecoiuiiiiy
(ame within bounds again, it was
seen that the loudspeaker was not
a full substitute for the lecturer.
In lO.Sl). the lecture series had re-
gainetl their former importance as
well as their state subsidies, but at
no loss to radio's listeners. The
two have been seen to supplement
each other, each filling a certain
need, neither able to offer a com-
plete service.
In stimulating the adult educa-
tion program, school authorities
look Uttle j)art in the past. Tlie
educational broadcasts for the
general public were even more an
activity of the radio systems than
were school programs. The fact
was obvious— professional educa-
tors had not realized the potenti-
alities of radio as an instructional
medium. But this circumstance
should not cause wonderment.
What was true in Scandinavia in
19-^9 is too often the case in this
country today.
AC.LA.SSROO\f lilm is used as a teaching tooi. It enriches ant! illus-
irates ahnost any subject taught from kinciersiarlcn tliroiigh llie
nni\trsitv. It makes places and texts lliat for the pupil seem pro-
saic, take on life and become interesting and far more assimilable.
— Miss ELI/ABFTM iRFl.ANn.
State Sulxrintendiiit of Public Itistntction, Montana.
TUF.RE are at present in the United States about 16,000 schools
c(|uippcd with 16 mm. projection ecjuipment. Kr]uipnient manu-
facturers ha\e thousands of unfilled orders for 16 mm. projectors from
farsighted school boards and superintendents. Some indication of the
\ast held opening up here may be had from statistics indicating that
there are in the United States 148,000 electrically ecpiipped schools,
of which 28.000 are high schools.
SEE and HEAR — January
Page 57
The Real Mother Goose.
Chicago: Rand McNally & Com-
pany, I<)ir> pp 128. (Renewal of
Copyiigiu, 1944. This .special edi-
tion of tlie l)ook has been pid)lishcd
by K. M. Hale and Company, Kan
Claire, Wisconsin, after arrangement
with the pnblishcrs of ilie regular
edition.)
77/r Real Mother Coose is a
rolk'dioii ol all the Moiliii Cioo.sc
rhyiius from Little Bo-Peep to
When the Snoiv is on the (iroinul.
— 2H() in mtniljti. 1 he l)Ook in-
( liidc's a li.st ol all the rlivmcs and
an alphalu'tical list ol Inst lines.
Pag* 58
Joe Park
Assistant Professor of Education,
Northivestern University.
This book is very well illustrated
with 115 pictures in full color.
rwenty-seven of these are full
pa,t;c 7''.sxlOl^-inch pictures, illus-
trating such rhvines as "Rain."
"Pat-A-Cake," "To Market, 1 o
Market, To Buy a Fat Pig," and
"Goosey. Goosey (iander. ' An
outstanding Mother Goose book.
Pablo's Pipe, by Frances Eliot.
New York: E. P. Dntton &: Co., Inc..
1936 pp 48. (This .special edition
is piil)lislu'd after arrangement with
the publisliers of the regular edi-
tion, l)y E. M. Hale and Company,
Kan Claire, Wisconsin.)
PAIU.O'S PIPE is the stoiy of a
little Mexican boy, who makes
gooil with his bamboo pipe on
Halftone rcproduction.s from the full-color
illnslrations in "The Kcal Motlicr Goose."
SEE and HEAR — January
h);
iN'hicli he could play quite a num-
ber of seemingly delightful times,
riicre Averc three others in his
family: his father, Jose; his moth-
er, Amelia; his sister, Nita.
One Satinday. as the family was
prej)aring for its Aveekly trip to
the market, a terrific wind swept
down upon the region. Now the
uind was so strong that "it blew
off Pablo's hat. The mangoes that
were almost ripe fell from their
branches and blew away down the
hill. The wind blew and blew
and blew. It blew the blossoms
from the vine by the door, and it
blew the red peppers from the
plants in the garden." Eventually
it blew away e\erything that the
family had made ready for the
market. Since the materials for
the market had been lost, it seem-
ed that the family might be doom-
ed to a temporary state of poverty,
SEE and HEAR — January
However, the reader nnist not
iiiuiii tstin\atc the ability of Pab-
lo. He hits upon the ingenious
idea of going to the market to
help Miguel, a kind old man who
looked allii- the donkeys which
people from far away rode to the
town. With his father's consent,
his bamboo pipe, and a list of
things he was to purchase with
the money it was supposed he
might earn, our friend sets out for
town.
Since it was a long way to town
and the weather was warm, Pablo
sat down to rest. .\s he rested, he
jjlayed a little tune on his pipe.
At that \ery moment three min-
strels, a woman, one thin man,
and a little fat man came along.
The three persuaded Pablo to
join them.
All that needs to be said con-
cerning the success of the adven-
Pa0« sd
tuic is that Pablo made cnou,i;Ii
money to buy two new hats, two
firmly wo\cn wicker baskets, one
of which he filled with ripe man-
goes, antl the other he filled with
corn meal, a bunch of reeds, an
earthenware pot with his name
on it, and a boiupiet of beautilul
(lowers. Not bad for a bit of pip-
ing. Espi'cially when the three
adults of the group must have
taken their share of the income.
Pcrliaps it should be added that
the three minstrels thought so
well of Pablo that they agreed to
come for him to join them when
he had grown up.
A very interesting book is Pab-
lo's Pipe. It is of special value for
introducing children to certain
aspects of Mexican culture. It ap-
pears unfortunate, though, that
the illustrations, which are in col-
or, are not more exact. For ex-
ample, in se\eral places reference
is made to mangoes. The illustra-
tions at best, indicate that man
goes grow on trees. From the
leading, the child can learn that
mangoes are eaten, but he cannot
gain any concept of the si/e of the
mango, the color of the fruit, etc.
In fact, the illustrations are about
as valuable as the dictionary defi-
nition, which contains such words
as "Anacardiaceous tree (Mangi-
fera Indica) ."
It seems to this re\iewer that
(hildreii's books which attempt to
present factual information, of
one sort or another, should be \ iv-
idly and accurately illustrated.
—Joe Park.
Page 60
Xavy Men Slarl New
Film Company ]
A new ])ro<liution roinpany, National
Educational Films, Inc., to fulfill tliC'
tuiriculuni needs of public cdutation,
was aniiounceil this month Ijy Lt. Com-
mander W. Irentli (iiliiens, president
of the new corporation, upon his return
to the motion picture lieUl after three
years' active service in the U. S. .\a\v.
I,t. Comdr. Grant Leenhouts, formerly
in charge of planning and jiroduciion
for tlie Training Film and Motion Pic-
ture Hranch, U.S.N., and special assist-
ant to the War Finance Division of the
I'. S. Treasury in its War Bond and
Victory Loan fdm programs, has been
named general manager of the new
firm.
Specialists, brought into the Navv
program in 1942 because of their previ-
ous extensi\e ci\ ilian experience in visual
instruction and motion picture |)rodnc-
lion will join the new organization upon
their release from active duty. Thev
are: Ft. Comdr. HaroUl R. Roberts,
formerly of Stanford Iniversitv and the
College of Idaho; Ft. Comdr. Herbert R.
|ensen. formerly of the lni\ersitv of
Minnesota \isnal F.dutaiion Service;
Miss Dorothy Dinglcv. formerlv of the
Fong Reach, California Public Schools
Klie
Regional directors for National Fdu
cational Films, Inc., so far named are:
Ft. (omdr. Don Ci. Williams. formerlyfcr\e(
of Stanford I'nivcrsitv and director ol j^dj.
\ isual education in the Rerkelcy, Cali-
fornia sihool svstein; Ft. Jack \V. Evans
formerlv director of visual education
N'irginia rid)lic Schools; Lt. Cusiav
Revel, formerly director of visual edu-
cation, California Schools; and Ft. De
I'orcst S. Mamilton. formerly of Fresnc
State College. I'niversitv of California
and supervisor of audiovisual aids
Sonoma County. California Schools.
Key writers and directors, also ol
Navy motion picture activities, will be
come associated with the new firm upor
their release from the Navy.
January — SEE and HEAS > ^
R'
nilj
iltlii
Ilia
en
lUoi
m
m
FOR
UNDERSTANDINGS
Mrs. Christine Cash
Superintendent, Center Point School, Pittsburg, Texas
Kdiior's Note: The ability of the
eacher to lead her pupils through ex-
•crienccs which will allow them actually
0 "know" physical surroundings, the
liinatc. and the mood of other localities
5 a constant concern. Mrs. ("ash explains
he use to which she has put good
caching material in bringing experi-
tices from far away into her own class-
oon\.
D ECENTLY we had the oppor-
^^ tunity of viewing the fihn
^lay in the Snoic. The staff and
he childicn of the Center Point
kliool all participated. It was ob-
erved that the pupils of the inter-
ncdiatc grades were enthusiastic
nul jubilant during the showing
)f the scenes from the fdm, par-
:icularlv those in which the chil-
hen A\ere engaged in coasting.
Following what we had learned
irotn this first showing, a second
iliowing was arranged for pupils
af grades three to six.
After an intioductory discus-
sion, the children were told to
ivatih for situations in which the
rhildren of the film observed safe
3EE and HEAR — January
behavior and precautions con-
cerning health and comfort. After
the showing, several questions
were asked.
(luestion: Can >ou tell about some of
the play situations that you saw in the
picture?
Tliird Grade liny: I saw the children
playing snowball, building a snow man,
playing the game of fox and geese, coast-
ing and skiing on the hillside.
First Grade Boy: I watched them
snowballing, coasting, and skiing.
Question: ^Vhat health precautions
did you see the children take?
First answer: The children put on
warm sweaters when they went out to
play.
Second answer: Before they got cold,
they stopped playing and ^vent home.
Question: Did you see the children
take any safety precautions as they play-
ed?
Ansxi'er: I watched a boy make sure
there were no coasters in the way when
he was ready to coast down the hill.
As the result of their discussion,
the children were very eager for
a second showing. Again after this
showing, they were eager to talk
Page 61
Pag* 62
;iboui wh;il ihcy saw in ilu pic-
lurc. They Noluntccrccl to wiitc
iiboiit the cxjxiiciuc's they saw
and biinjf their (oinjjositions to
school ihc' next clay. Without
(|iKslion. we ol the stall of the
(Center Point School heliexe that
the film may be used \ery achaii-
taj;eously in tirades lour to six. It
may even be ol inurest at IiIl^Ii
school levels.
It suppK mints best the work of
the chilchtn in health and |)h\s-
ical eduiation. It is an opi)oituni-
ly for them to witness sports with
which thcv are not familiar here
T<>j> -lVi\l and Nell aiul C.liarlc\
arc Koiiig; lo make a snow iiiaii. He
will staiiil wlicrc the l)ig{!;csi roll of
snow .stops. Another hii^e snowhall
makes his chest, and another iii^
head. He will look realistic cnoMi;li
to .say, "How <lo yoiil
S('( Olid — Let's piny "Fo\ and
(iecsc"! lo |)lav it. \on hrst ii.imp
down a hif; rin^;. and tluii lUl it
as yon cut a pie. Ihen tramp tlowii
the trails. Ciiit the i>ic hito two
jiieces less than tlie iunnl)cr of chil
dren pla\ing. The children on the
ontcr rinj> are the geese. 1 he fo\
is in tile center. The extra cliild is
the goose without a nest.
riiitil — Vhc fox tries to catdi the
goose withont a nest. 1 hey tan onh
nni on the healin trails. Kver\onc
keeps iiio\ing so no one is the fox
long.
/{o//o;;/ - It's a line day for coast
ing — crisp, clear, and (old. I he
hill is marked with flags to prevent
accidents. The children coast clown
one side of tile Hags and walk ii|)
llie other. Hill waits until (he coast
IS clear hefore he starts down. ^Oii
don't even need a sled! Coasting is
good on an old dishpan. a shovel,
or a ho\.
January — SEE and HEAR
MRS. CHRIS IIM. W. (ASH
Mrs. C.a.sh. now locil su|KMiiiU'n(l«iii
«>l Ihf (tiilir Point School. I'illslinrn.
I i-\;is. lias had i\|>ii iiiui- as a liadici
in onr ro«)n» iniai sihooU. <<)uni\ snni
incr noiinal.s. sunnncr scs.sion.s of ^\'iil\
anil larvi.s Colleges and as a higli sdioo',
ua«her.
She has done nunh experinu lUation
with hehavior prohleni (iiiidren and
those of snhaverage al)ility and oppor
tnnitv. She has evahiaied many ednca
iional hinis.
ill the .Soutii. Ill soutlurii ;ircas
tluTC is .sckloiu siifhciciu snow to
make it possible lor chikireii to
|).ii ticijiate in such play as the
iihn shows. Thus, this fihu Avill
pro\ icie \icarious expeiiciues
whicli. otherwise, they probably
would not ha\e.
.Se\eral obiecti\es are a({()iii-
plishecl— a con.sciousness on the
part ol the children re^ardiii';
|)roper wearing apparel to be
To/; — Its fiui to eoast together,
Charley on top of Bill. Down thev
slide!
Serourf — Skiing is one of the most
thrilling wavs to enjoy tiie clear
cold days of winter. First, ski hind-
ings are hrmiv fastened — no loose
skis to spoil the fmil Remember to
keep skis straight when walking
straight. Herringbone fashion is
best on a slope, sidestepping for a
steep hill.
T/i/)f/ — .Ski jiim])ing on the school
slide is great fini. Boys and girls
learn to make graceful leaps. Hying
throngh the air like birds.
/{o//om —Tired. Bill. Nell and
Charley trndge home throngh win-
ter's wonderland.
I'lctures CDiirtfsy KncyiI<)|iatMli;i riritaiiiiic.'i
lilms. Inc.
SEE and HEAR — January
V ^
Page 63
worn during various seasons of
ilic year, a consciousness of the in-
dividual's responsibility for ob-
serving good safety behavior dur-
ing group play, and the healthy
emotional attitude which results
from observing children who arc
engaged in playing congenially.
The fdm is a valuable experi-
ence in that it encourages chil-
dren to express themselves easily
and enthusiastically. The children
were \ery interested in writing
short descriptions of the scenes
which they saw and the impres-
sions which they received from
the film.
Die-,
Th rcc-Dimension Projection
I (Iras Arc Incrcosiyifn,
I Ik- .S()\itt lilin indusliy lias acliic\C(l
ihicc (linicrisional images in llic invcn-
lioii of Scmeon Ivanov. This method is
a variation of tlic grid process by which
iwo images are projected on the screen
sinudtancously and are broken up into
( losely spacctl i)ands by a grid or grating
near liie screen. This grating also serves
as the selective viewing means.
Three other stereoscopic systems are
now being developed. The Anaglyph
method employs complementary colors
with individual viewers. The Polarised
Light method involves the use of polar-
izing viewers in which the axis of |)olar
i/ing of one eyepiece is crossed with the
axis of the other.
A balaiucd lens optical system, using
single-image |)hoiographv and standard
projection e(|uipment. has been develoi)-
ed by .Stephen E. Garutso. With prac-
tically unlimited focal dei>lh, from lO
indus to infinity, this optical bahum-
gives the illusion of third dimension.
Pago 64
SEE and HEAR
PREVIEWS
(SEE PAGE TEN(
Curing Fork Country Style
(Sound) Black and White, and
Color, 20 minutes. Lit: Ilonu- Ec. J, S,
C; Agric. S; Clubs A.
THI.S is an excellent sound-film de
scription of how to cure pork coun
try style. Organized around three
basic rules to be followed, the dry and
brine methods of curing, the construc-
tion of a smoke house, and the steps
taken in smoking the cured pork and of
|)rcscr\ing the pork after smoking, are
elfectively and interestingly portrayed.
Vnited States Defiartrnent of Agricul-
ture. At your nearest film library.
Second Freedom
(Sound) 17 niiiiutcs. Use: Home
Ec. S, C; U.S. Hist. S, C; Socio. C; Clubs
A: Nursing A.
THE emphasis in this film is on social
planning during the sdiool years
of the child in Englantl and
through his vocational or professional
training years. It explains in detail the
social sccuritv measures available to
22.000.000 workers in England. Socialis-
ed health security, emplovmenl securii\.
housing, old age retirement and sccuritv
arc dealt with extremely realistically. A
valuable model for the I'nited .States to
contemplate. British Itilornuition Scnf-
ices. At your nearest fdm library.
A Start in Life
(Sound) 22 minutes. Use: Home
Ec. S, C: U. S. Hist. S, C; Socio. C; Clubs
A: Nursing A.
THIS is a complete story of the so-
cial responsibility which England
feels for every child regardless of
social situation or circmuslance. Organ-
ized prenatal care is being extended to
all its citizens, (.omplete heallli ser\i(C
from the time the child is born until he
reaches the age of five is explained dear-
Iv, interestingly, and without pretence.
It olfers a model that we might well
(((iisider in this (onntrv. British Injur-
iiuition Strvi((s. At your neaiesi him
library.
January— SEE and HEAR
UTILIZING THE POTENTIAL
POWER OF A
The connected story of the territorial annexations to the
original 13 states of 1783 is told graphically through such
maps as these.
Lt. Donald A. Ei.dridge
Assistant President, Wesleyan University, Middletown, Conn.
(on leave)
and
Leonie Brandon
irector Audio-Visual Educalion, Neio Haven, Conn., Public Schools
T 7HAT \vc describe here is
A/rcally an application of a
rnnila for the use of training
nis which has proved so success-
il in the wartime navy training
■ogram and which is the basis
E and HEAR — January
of the training aids guides pre-
pared for use with many navy
films. Careful ad\ance prepara-
tion by both student and instruc-
tor, effective showing of the film
in terms of specific purpose, and
Pago 65
Editor's Note: With the oddition of coch
new teaching tool, the necessity of coordi-
noting them efficiently increases the re-
sponsibility of the tcochcr. How con the
study film be mode a port of the Icorning
situation? Todoy, on Lt. Donold A. Eld-
ridge's return from service in the navy, he
reaffirms old beliefs and describes a typi-
cal classroom technique for coordinating
film ond printed motcriais in history. Some
time ago he and Miss Brandon developed
this technique as a study guide for the film
TERRITORIAL EXPANSION OF THE
UNITED STATES
imiiictliatc aiul caiflully |jlaniK(l
lollow-up in the loiin ol discus-
sion, testing. (Icnionstration. and
application — this is navy way.
This study technique lias been
and is being applied now to a
|)opular and efTectixe history film
called Tcrriloriul Expansion of
the United States. It is built
around animated map study
which shows the se(|uential ex-
pansion of territorial actjuisition
against a backdrop of representa-
tive flashbacks, such as. the wagon
trails acioss the j)lains, early rail-
road di\el<)pment, and treks
through the Kentucky wilderness.
The advantage of the film lies
chiefly in its ability to j)resent an
overview of well-related evidence
which describes the push to liu
West from 178-i to IRf^.H.
lis ])()lc-ntial jjower can be real-
ized luliy only by thorough and
extentled study in the classroom.
Learninir exercises should Ix plan
ned with exlended sliuly ()j)|)or-
tunities in mind. Discussion of
'The film and ihr sliuly tn.lterials iJpscribcH
ill this artii-lc arc tnoiliiccd by IntiTiiatiunal
(jcf>Kr.Tl>liic ricturcs. New York, iiiulcr tin-
title Tcrriloriul li.\t>iinsion of tin- Unitcil
States from 17H3 to 1S53. ThotoKraphs by
l>crniission.
Pag* 66
I
wril-ananged iaciual ijucstious
olien clarifies anil emj)hasi/es tho
basic facts dramatized in a history
picture. Studv cxeicises desiniud
to bring loiih time and place
backgrounds will make tluni
"stick." Map exercise can be va-
ried and thus be made challeng-
ing and vvcji th while.
A time line of real sociallv im-
poitant events helps the student
tcj establish relationships which
enable him to relate the stoiv ol
each new territorial accpiisition i<
the other imj)ortant historicai
events of the time. .Student
shciuld read widely ihcjse bio
graphical stories ol the men aiu
women associated with the factua
l^hases of historv. Poitraits or ac
tion drawings ol the people con
cerned. if available, help v isualizc
the individuals and fix their asso
c iations to historical events.
Every suggestion ])i()])osed fo:
incorpoiation in a (din stud'
situation can be tried first in air
classroom under normal teachin)
conditions with .m experiencci
teacher and tyjMcal students. Vh
finished technicpie. which is th
result of selecting those ajjjjroacli
es and activities which provec
most ellective under actual condi
lions, can and should be j)assct istru
along to other teachers. This iWs
what has been clone- with the filr oi
pie.sentaticju of Tciiiloyial E>
f)(insion in the United Slates.
Some ol the melhods which a
included in the studv manual fc}
this film are woilhv ol nunlioi
1
lioih a teacher's and a sti,
d( Ill's version of a study me
January — SEE and H!
Ill
«ory
pinsi
(«ib(
foli
Loi
un
fJiion
icr
Saiidl
I lie .story of disputed
1 laims uliich is told i)y
(lie narrator is visual-
ized hy accompanying
animated map studies
such ns thi!!.
jmrmn
In review the whole-
story of territorial ex-
pansion is built up step
by step for the student,
resulting in this final
picture.
id booklet were drawn up. Jn
ffect, the former is a nianiial of
nstruction containing the answers
nd a special introduction ad-
Iressed to the instructor, while
he latter is a student's workbook.
^ Loose-leaf binding, with pages
-• unnumbered, permit rear-
angement and insertion of illus-
rations, written reports, and
ther materials which the indi-
idual student collects. The stu-
dent is expected ultimately to
luunber his pages and prepare a
table of contents. The teacher,
likewise, can incorporate her own
notes into her copy.
q Biief short-answer tests are
^' included as a part of each
student's copy. These probe film
content and challenge the student
to pursue reading.
A Actual materials provided
'• studeiU actixitv include t
for
ime
EE and HEAR — January
Page 67
4f
'•'•\
rrccjuent Hash-
backs show models
of transportation
used by the settlers
as they pushed in-
to the newly an-
nexed territories.
1 he co\ered wagon
train, the early
coach, railroads,
and niany otiier
llaslibacks help stu-
dents identify
events with social
jjrogress.
\
lies
(ove
ken
hsi
lir(
iii{li(
alt
of ill
111(1
he 1
lorie;
Fo'
ive.
line, cutout maps and an outline
map. These maps correlate spe-
cifically with the maps in the film,
thereby helping to "carry over"
and fix the continuity from the
film.
p "Biograjihies" of famous peo-
-*• j)lc living during the period
co\crcd bv the film are included
with spaces provided for the stu-
dent to add information obtainetl
tliroiigh wide reading.
The entire unit of work — the
sc(]iience of territorial exjjansion
between 1783 and I8.')-{ — can be
lead in history books and corre-
lated with the film content. After
\iewing the film antl doing basic
reading, the pupil is ready for the
f)}()l>lrni.s joy (in llirr study. 1 lerc
the boy or girl who learns cjuickly
can find suggestions for many
worth-while additional activities
of i)road scope, and the class pe-
Pag* 68
LT. DONALD A. KLDRTDGE AND
^fISS LEON Hi BRANDON
Miss Brandon has used visual aids in
her teadiing assignments in the New
lla\cii I'liljlir Schools for many years.
.Slie participated in tiie original experi-
ments conducted by Knowlton and Til-
ton with the Chronicles of America. She
succeeded Lt. Eldridge as Director of
Auilio-Visual Education at New Haven
when he left four years ago to assume
the position of .Assistant to the President
of AVesleyan University, Middletown,
Connecticut, from which position he is
now on lca\e while serving as OfFicer-
in-Chargc of tiie Training .Aids Section,
Potomac River Naval Command, Wash-
ington, D. C.
While in New Haven. Lt. Eldridge
also served as Executive Director of the
Connecticut Educational Film Library
.Association, a cooperative him lil)rary
operated for some thirty school systems
in the state. This was discontinued when
the I'niversity of Coiuiecticut set up a
librarv. Me was at one time president
of the Connecticut .VudioXisual Educa-
tion As.socialion.
Miss Brandon is now conducting spe-
cial courses on audifivisual aids at the
New Haven State Teachers C"ollege, in
addition to her regidar duties with the
New Haven Schools.
uide
I
January — SEE and HE,
fm
ioil c;in he iisctl for stuckiit and
oinniittcc reports on these acti\i-
ies and the prohlcnis tlu-y un-
ovcr. Interesting reports ha\c
)ccn presented on divergent top-
es such as songs anti music popu-
ar (hning the expansion period,
lulicatini' the inlhience of histoi i-
al events on the trend of music
)f this perioil and the importance
mil methods of conservation of
he natiual resources of the tcrri-
ories.
Kor end-of-the-year review, the
ombined use of guide and fihii
las been found extremely effec-
ive. The students — particuhirly.
shen they have taken advantage
>f the loose-leaf structure of the
;uide to include supplementary
material — have a concise, inter-
est ing. and often (olorful simi-
mary of the e\ents of the period.
When studied prior to the class
rt\ iew of this jieriod, this ex-
panded guide pro\ ides excellent
j)reparaii()u for a Hnal sur\ey of
I In- film.
In brief, the study guide has
helped to cooidinatc student-
motixated research with the text-
book and with the film. By so
doing, it has helped teachers to
stiuudate students to become ac-
tive participants in, rather than
mere passive observers of, the his-
tory as im folded on the screen.
This is the essence of good use of
teaching films.
THE enduring future of audio-visual aids to learning lies in its
close relation to the curriculum of our schools and the more
effective training of teachers in the use of audio-visual materials. The
premise implicit in the term "aids" suggests that of themselves these
materials will not teach. They can only aid in teaching. The use
of audio-visual aids in a fashion unrelated to the sequence of studies
or to the demands of the learning process is not helpful. The present
tendency to use movies, for example, wheii available rather than
when needed, is an illustration of this unrelated use of audio-visual
aids and is doomed to disappear as soon as the results of this un-
planned and unwise use are subjected to scientific evaluation.
Study pictures, filmstrips, slides, records, exhibits and movies must be
asscml)led to supplement the specific course of study job which is being
done by the teacher at exactly the time she is accomplishing it! All
of these aids may not be available al one time, but the eflort should
be to use a variety of materials keyed to the common end of making
more graphic and thus more understandable the subject being studied.
It is a simple yet workable idea, but sometimes difficult of achievement.
Kingsley Trenliolme
lEE and HEAR — January
Pago 69
Report of Indiand Coiin/iillcc on .1-1 Materials
A statewide committee on audio-
\isual materials for Indiana, which was
recently appointed i)\ Dr. Cllcnieni T.
\lalan. State SiiiKTintendent of Public
Instruction, held its (irst meeting in In
dianapolis at the Slate House on No
vemhcr Ki. Dr. .Malan ]iointcd out that
the Committee was appointed to help
work out a program and to make iccom-
mendations relative to the optimum use
of audio-\isual materials in the |)id)lic
schools of Indiana.
Among the problems discussed was
the need for an elementary handbook
which would include: (1) a description
of all types of audiovisual materials and
e(|(iipment with emphasis on the educa-
tional motion picture; (2) siJccific sug-
gestions on organizing and administer-
ing an adccpiate program of auclio-\isual
materials; (3) effective ways of using
materials; (4) bases for evaluating a
program of audio-visual materials; and
(5) sources of materials and etjinpnicnt.
Members of the Committee recognized
that the successful completion of this
assignment would necessitate the evolve-
ment of a nund)er of guiding principles
which would serve as a basis for the
selection and treatment of content in
the handbook, as well as for reports
from the Connnittec to Dr. Maian. .Some
of the more important ])rojects which
will be undertaken bv the general com
mittee and sub-committees are:
1. Principles iniderlying the organiza-
tion and administration of a service of
audicj \ isual materials.
2. Most effective methods for using
each type of material.
3. Pre service and in-service training
programs for teachers including confer-
ences, clinics, institutes, workshojis, and
undergraduate and graduate credit
cciurses in the field of audio visual mate-
rials, and suggested c|ua1ifications with
respect to experience and training of the
director of audio visual maieri:ds who is
expected to coordinate a school |)rogram
on either an extra c hi ii< ular, ])art-time
or full lime basis.
Page 70
4. Survey of sources of audio-visual
materials available for use in Indiana
schools.
'). Study of the ai)ility of teacher-
training institutions with their present
libraries of audio-visual materials to
meet the rapidly increasing demand for
audio visual materials from smaller
schools and community groups.
6. Desirable teacher-matcrial-and-
etpiipment ratios.
7. Suggestions on ways by which pres
cut classrooms can be adapted in an
economical fashion and new buildings
can be planned for a most effective use
of audio-visual materials.
8. Basis for financing a program of
audio-visual materials including recom-
mendations inider which state-aid
schools coidd i)urchase cc|uipment and
purchase or obtain leaching materials
on a .service-charge basis from an educa-
tional library of audio-visual materials.
9. Plans which will enable Indiana
schools to take full advantage of avail-
able sinplus cc|iM'pment and materials in
the field of audio-visual materi;ds.
10. The need for, and functions of, a
state su|)crvisor of audio-visual materials
in the State Department of Education.
Members of the Committee are: L. C.
Larson, .Assistant Prcjfessor of Audio-
\ isual Kducation, Indiana rniversity,
liloomingion. Chairman; Miss Evelvn
Hoke, Director. Teaching Materials
Service. Hall State Teachers College,
Muncie; Lowell Hojikins, Director of
Auclio-\isual Kducation, Evansville ('ity
■Schools, Evansville; Mrs. Daisy Mae
(ones. Supervisor of Intermediate
(iracles, Muncie City .Schools. Minicie;
Richard H. C.emmecke. Teadier of .So-
cial Studies, T.lkiiart Senior High Schocil,
Elkhart; \V. O. Puckett, Superintendent,
Princeton City Schools. Princeton; Eiovd
T. Walker, Principal, Lapel High
Sdiool. Lapel; Max Norris. Principal,
lUiill Avc'inic School. Indianapolis; Otto
j. Newman, Superinieiuktii, St. Joseph
County .Schools. South Hend.
January— SEE and HFAR
I'
.1
ku
BIBLIOGRAPHICALLY SPEAKING
Leroy Klose
Director of Music, Madison Public Schools
EDITORS NO IE: Mr. klosc "lias I)ccn llicic. " Starling as a teacher
he arcumulatcd invaliialile experience which he now brings to his
supervisory rcsponsiI)ililies. Years ago he i)ecanie interested in the
possibility of introducing visual instructional materials into his work.
He today believes that work in instrMnieiital music and in music appre-
ciation becomes very effective when it is built on not only the mider-
standing of the instruments involved, but in a cognizance of the
physical finidamentals of sound and acoustics. Music teachers will enjoy
his comments and his short bibliography of very excellent films.
A LI. of us who appreciate
r\ good music and outstand-
iig techniques of execution be-
onie actively interested in pass-
rjg along our enthusiasm to those
^e teach. If we stop to examine
ur own interest in music, we find
hat it has been built up in the
ace of many obstacles, long hours
f practice, financial and other
acrifices in attending the per-
nrmances of skilled artists and
iiiisical organizations, and other
larriers over which others might
asily have become discouraged,
'et today A\e have an instrument
or fostering appreciation of fine
nusic and fine techniques which
leretofore has been used only
ketchily and inadequately— the
ound teaching or textfilm which
leals with solo or group perform-
EE and HEAR — January
ances of musical accomplishment.
How many of us, regardless of
how often we hn\e listened to the
Minneapolis Symphony Orches-
tra, the Pro Arte Quartet, or the
Chicago Opera Comjiany, ha\e
wished that we could have a clos-
er look, a more leisurely oppor-
tunity for examination and eval-
uation, a chance to see again and
analyze those performances which
we particularly admire and which
have won our respect. This last
opportunity is available to those
teachers and pupils who Avish to
begin to use some of the best of
the sound films which have be-
come available in the field of the
symphony orchestra and in the
area of detailed examination of
indi\idual instrumental tech-
Page 71
niques, or who wish to witness the
finished performances of many of
the outstanding artists such as:
Jose Iturbi, Emanuel Feuermann,
and the Cooiidge String Knsem-
ble.
For the use of those teachers
and directors interested in having
their ])upils witness the finiction
of each of the instruments inchid-
cd in the orchestra, the qualities
of these instruments, and the
place of their voice in the indi-
vidual choirs and in the over-all
organization of the orchestra,
films such as the following are
recommended without reserve:
THE STRING CHOIR-Shows the im-
portant functions of the stringed instru-
ments in orchestral music. Types of
bowing and pizzicato and the finger
tcchni(|ues of vioUn, viola, cello, and
contrabass are illustrated. Compositions
are interpreted. Brittanica.
THE WOODWIND CHOIR - Demon-
strates the individual lone quality of
the various woodwind instruments and
illustrates playing techniques. Composi-
tions include excerpts from famous sym-
phonies bv Rrahms, Mendelssohn. Ros-
sini, \'on Weber, licethoven and Schu-
mann. Brittanica.
THE PERCUSSION GROUP-Demon-
stratcs. witii full orchestral accompani-
ment the playing technicpies of the
tympani. tom-tom, snare drum, bass
drum, tambourine, cymbals, chimes,
gong, castanets, triangle, bells, xylo-
phone, and celesta. Brittanica.
THE RRASS CHOIR-Revcals the func-
tion of the brass choir in a full orches-
tral setting. Shows each brass instru-
ment in solo passage, with ample oppor-
tunities to study tone qualities, con-
struction, and techniques of playing.
Brittanica.
THE SYMPHONY ORCHESTRA-De
Pag* 72
lineatcs the relation of composer and
conductor to symphonic music and elab-
orates tiie various choirs that make up
the orchestra together with the func-
tions of each, lechniqucs of the coq^
ductor are treated in detail. Brittania
^
.Splendid materials upon which
to Iniild music appreciation are
films such as the following which
dramatically, vividly, and authen-
tically reveal the technicpies. ef-
fects, and artistry of the iorcmost
of our American musical perj
formers: ;
JOSE ITUKhl-Sevilla by Albeniz and
I'aiitasia Impromptu by Chopin arfl
plaved by this popular concert musiciani
(.utlolin.
EM.\NUEL FEUERMANN - Cellist -
Rnmlo, Opus 29 by Anton Dvorak and
Spintiitip, Sonjr by Popper are played by
the world's premier cellist, Emanuel
Feuermann. Gutlohn.
COOIJDGE QUARTET - Strong En
semble— The Andante movement from
Carl von Dittersdorf's Quartet in F. Flat
Major and the Fugue from Beethoven'}
Quartet in C Major are interpreted b)
tiiis top-ranking siring cjuartct. Cutlohn
m
iQii
laiic
lids
nine;
bit
prov
k
tiiel
pni
Music teachers are also more and ?™
more realizing the necessity for es
tablishing understandings in th(
physics of sound. They feel that
throtigh establishing understand
ings of how sounds are producec
and what their physical qualitie-
include, better musicianship anc
tcchnitiue can ultimately be at
tained through the heightenec
understanding and appreciatior
which can be developed with \is
ual and sound aids.
January — SEE and HEAl
"Multi-sensory"
AIDS IN THE TEACHING
OF MATHEMATICS
llir Coinmitlcc an Multi-sensory Aids National Council of
Teachers of Mathematics, Bureau of Publication,
Teachers College, Columbia University, New
York, N. Y. 1945 $2.00 455 pages
EVliN as this yearbook claims
to acUl a new ^\•old, "niulti-
scnsoi y." to ihc vocabulary of cd-
iicaiion, so this book suggests a
pattern lor reports on teaching
aids in other helds of secondary
education. This book is the eight-
eenth of a scries of yearbooks by
the National Council of Teachers
of Mathematics de\oted to im-
pioving instruction in mathemat-
ics. It is a welcome addition to
the literature on audio-visual aids
particularly in the field of mathe-
matics which traditionally treats
abstract subject matter in a formal
manner. Perhaps no field of sec-
ondary education is in gieater
need of using teaching aids in
developing meaningful concepts
rather than rote memorization of
rides and skills.
This yearbook consists of a
number of articles which survey
the work in mtdti-sensory aids
carried on by mathematics teach-
ers throughout the country. It
was prepared by a committee of
ten assisted by 136 additional in-
SEE and HEAR — January
ili\ iduals listed as contributing to
its preparation.
This report does not claim to
be an exhausti\e study of all the
aids which mathematics teachers
ha\e used and can use to good
ad\antage. The individual ar-
ticles describe a laree nimiber of
dilTerent kinds of aids and some
of the experiences which their au-
thors have met in using them.
ihc types of multi-sensory aids
described include the foUoAving:
exhibits, demonstrations, models,
linkages, pictvues, designs, graphs,
paper folding, experiments, in-
struments, charts, construction
materials, films, slides, historical
materials on models, three-dimen-
sional projections and other
teaching devices.
In addition there are articles on
the preparation and proper util-
ization of visual equipment, mo-
tion pictures, slides, stereograms,
models and instruments. The ap-
pendix includes short descriptions
of individual models and devices
Pago 73
How intriguing il can he lo visualize some of the mathematical theories
and ahstractions whicii we too often apply in terms of verbalisms alone.
Think of how meaningful tlie laws regarding a\crage tendencies he-
come wlien we demonstrate again and again the probabilities of
samplings which can be worked out in a matter of seconds with the
use of the demonstration board (No. 9) above.
The yearbook Multi-sensoiy Aids in the Tearltitig of Mathematics
stresses the values of such visualizations as: (1) and (2) plastic curve
portrayals, (3) rectangular solids to demonstrate (.-\ — B) ', (5) coni-
cal surface, (fi) cones showing intersections of plane and conical sur-
faces, (7) ellipsoid, (8) left— hyperboloid of one slieet showing its
generating lines, right— a surface generated by straight lines, (9) ar-
rangement illustrating normal proi)ability curve, (10) three-dimen-
sional column diagram.
s
Pag« 74
January — SEE and HEAR
D()N()\.\\ A. JOHNSDN
Aliir scvci;il yrars ;is ;i n;u Iut of
iiiuc and mathematics in Minnesota
ul Wisconsin, Mr. Johnson is now com-
Ictiiig liis work for his I'h.I). at the
iii\irsit\ of MiniKsota wlierc iiis (hs
rtatioii will l)e an i'\|)ii imenlai stiuU
I visual aids in maiiiematics teaciiinji.
!e has l)ccn a menil)cr of the staff of
'gional institutes on aiulio-\isnal aids
loiisured l)V the I iii\ersit\ of Minne
rta; is a meml)er of an educational film
•\i<-win}i; committee: antl is sponsoi of
u .iudio-\ isual operators' did) at the
nnersitv High Stiiool. He is now
ead of the mathematics department at
le University of Minnesota.
eNcloiK'cl by niatheiiiatics teach-
rs ami an extensi\e bibliography
I" lorty-six i)a,s»cs on such aids as
lie slick- rule, calculating instrii
lents, surveying instruments,
harts, sun dials, homemade in-
truments, linkages, telescopes, ex-
erinients, paper folding, con-
Lructions. the mathematics
iboratory and library, contests,
xhibits, plays, recreations, games,
rt, architecture, dynamic sym
letry, history of mathematics,
caching mathematics and books,
ince tlie source and the cost of
ids such as films, filmstrips, and
nstruments are listed, this report
hould be an excellent source
ook for mathematics teachers
r'ho wish to use visual aids. It
i illustrated appropriately by pic-
ures and drawings. As a whole,
his book will meet the needs of
nathematics teachers in the field
if multi-sensory aids in that it
i\es specific and detailed instruc-
ions on how to obtain, construct,
nd use mathematical aids.
EE and HEAR — January
I lowever. this book contains
material that, in the mind of the
re\ i( '^\■('r, could well ha\(.' been
omitted. i*"or examjjle, the com-
plete plans for constructing a lan-
tern slide projector or the descrip-
tion of cameras and j)hotographic
materials with j)rices listed that
are already outdated do not seem
woi thy of iiK lusion.
1 he authors of articles in this
yearbook ha\e seemingly suc-
citmbed to the ease of preparing
and using \ isual aids in geometry,
wheieas other fields of mathemat-
ics also need concrete materials.
It is apparent that geometry of-
fers greater opportunity for visual
material than other fields of math-
ematics but the reviewer feels that
much could be done in arithmetic
and algebra. I'o illustrate, a mo-
tion picture could be produced
showing the application of formu-
las in science and industry or a
filmstrip prepared dealing with
consumer problems or laboratory
equipment other than measuring
instruments used in the develop-
ment of formulas.
Although the committee points
out that the report is not an ex-
hausti\e catalog of all available
aids, there does not seem to be
any explanation for the omis-
sion of a sound film such as The
Earili in Motion or a silent film
as Snoiv and Dezufall or of a book
such as The Education of T. C.
Mits. Has this report omitted
other materials that are of a math-
ematical nature and contribute
much to a mathematics class just
Page 75
because ihcir titles do not indi-
cate mathematical subject matter?
In conclusion, it can be em-
phasized that this book %\ill un-
doubtedly have a stimulating
inllucncc on the teaching ol math-
ematics. It will certainly be wel-
comed by teachers who desin
means for a departure from th<
traditional method of teaching
mathematics. It is a book thai
should be in the library of evei|
mathematics teacher
^=^
Head, Dejiartnicnt of Mathematics
University High Scliool
University of Minnesota
World War II has shown us the possibilities of enriching
our learning situations with equipment and materials
which allow us to see more and to hear more about our
environment and our activities.
Today thinking administrators and teachers realize that
we must do more to make our social and natural environ-
ment meaningful to the children we educate.
Anything we can do to bring knowledge of that environ-
ment into the classroom will assist in establishing more
valid understandings. To do this we must investigate the
contribution of the mounted picture, the i)lackboard, the
bulletin board, the filmstrip, slides, models, exploded views,
and the more spectacidar \ isual ecjuipmcnt which too often
we allow to occupy the center of the stage— the modern
sound motion picture projector and the fdms it carries.
Pav* 76
January — SEE and HEAl
«
A FILM
I
Um
n
W^\^
Dr. Paul F. Brandwein
lead, Science Department, Forest Hills High School, New York City
rUL ]Moduccr of classroom
films could increase his al-
eady wide influence on the learn-
ng situation if, in providing ma-
crials of instruction, he enabled
he teacher to fit the film to the
esson rather than forcing the les-
on to fit the film. Perhaps this
nomalous situation exists be-
ause the producer of films is
isually forced to think in terms
»f subject matter rather than pu-
)ils. \Vhatever the reason for pro-
iding materials which are fitted
o a certain footage and not to
essons which are limited to sub-
ect levels and often not to pupil
evels, the producer of films may
leed to check his scenario and his
inishcd product, in the classroom
so as to determine whether the
film serves the teacher's objectives.
In science this is particularly
necessary. Producers of films have
often failed to realize that science
is at least three inseparable enti-
ties — a body of information, a
body of technological devices, and
a method of attacking problems.
The teacher of science is concern-
ed with all three and places con-
siderable emphasis on the last. In
general, the producer of films, to
date, has placed emphasis on the
first two and has neglected the
last.
Films can be used to stimulate
students to obser\e carefully,
think rellectively, make judgments
Editor's Note: Visual materials have a ivide scope both
in form and availability. Their effective uses are as broad as
man's ingenuity. An example of creative imagination and
challenging teaching is brought to you in Dr. Brandxuein's
account of a film lesson which combines all of the aspects of
good teaching procedure.
EE and HEAR — January
Page 77
and prc'ilictions on the basis of
the facts ol)scr\c(l. A film lesson
on the Finicdoti of White Blood
Cells with siu h objectives in mind
is discussed below.
The film used was diliircni in
many aspects Irom those which
are ordinarily j)iotiucetl. It had
no titles oi- sound track. Instead
of titles, blank trailer (fi\e sec-
onds duration) was interspersed
between scenes. These blanks be-
tween scenes were to give me, as
Dix>isi()ti, Milosis, Ferlilizalion
Peristalsis, White Blood Cells
Pollen Tube Formation. '<uu\ Bud
ding of Yeast.
When the teacher wishes U
lia\e a lesson on cell di\ision, hf
need not use 20 miniues of ht
jjeriod in showing a reel on cell
in which scenes on cell divisiof
are dispersetl thioughout the lilin
The 50 feet on tell tlivision whicl
we ha\e can be used at whate\ei
j)oint in the lesson they are need
a teacher, the opportunity to shut ed and whene\er the (juestions o
off the projector at intervals with-
out losing any of the film content.
The entire film, scenes and
trailers, was about 150 feet in
length. It was jjrepared in the
Laboratory of Celhdar Physiolo-
gy, New York University by Mr.
C. G. Grand and the writer. After
testing in the classroom, some
scenes were re\ised, new scenes
were added, and certain sequences
changed.
Our department film library at
Forest Hills High School has
many short films of this sort. They
vary in length from 25 feet to 150
feet. Some of the subjects are Cell
jjupiis requne the film activity
Titles do not gi\e the puj)ils th(
ideas which can be his througl
accinate obser\ation and rellec
ti\e thinking. Also, the teachei
may show the scene o\er and ovei
again imtil his stutlents are satis fcfkap
fied that they ha\e made the ex Kirik
perience theirs
[dirliff;
dicresw
Mir va
joriiia,
JoriM'
hack'
ret the
\i\t sol
jfjiT: V
I proble
\mlm
live a 1
lifn.' 1
ot
^' llOll'
*. I
irobleii
'mho
m: r
Probably a better itlea of thi;
method of using films ^\ill be ob
tainetl from the lesson which fol
lows.
riie pui pose of the lesson, as i'
is gi\en here, is to indicate
somewhat tlilicreut use of lilii
material.
The Lesson
Topie —Wh'WQ Blood Cells — Defenses Against Racteria and
Foreign Bodies.
Aim —To fiunish students with some experience which would
help ihrm understand the finiction of the white blood
cells in the body.
Previous Lesson —'I'hv fiuuiion ol c|)illulial structures as the
first line of defense auainst bacteria
uul foiiign bodies.
iihei
kte;
ikebac
imoiie
ill rigl
Idrtlu
jkebai
m.l\
km
id IV
'mk
ouex]
'hm
t was
mrc-
iW
labile
Idlfllf
Hi
1i«r(
lit all
*Tra<lu-i: If niivonr liiid (old me (l):it
students would want tu conic to school
Pag* 78
on Sntuidav, I slioidd have been ver;
inutli surprised. Hut here you are. (Gen
January— SEE and HEA^E
*itas
n;il la ugh tor.) How many of you woiilcl
"avor a six-ilay scliool week?
itudfnt: Would vacation come earlier?
(Laughter iu audience.)
Tiiichtr: I sujiposc so. You wouldn't be
ntercstcil in learning more and taking
,<)iir vacation as usual, would you?
S'orma. wiiat do you think?
\orma: I 11 have to think it over.
Ttachcr: (iood. Right now let us think
3\er the problem which Jerry seems to
tia\c solved.
}cri\: Who? Me? I didn't know I had
1 problem to solve. (Laughter in class.)
Tcaclier: Oh, yes, you have. I notice you
have a large band-aid on your forehead.
]try\: I got some skin rubbed olf when
t fell olf my sled yesterday. But I don't
see how I sohed any problem.
Phil: I tliink I know. Jerry solved the
prolilem of keeping bacteria from enter-
ing tluough his broken epithelium.
Tiacher: Good.
Joan: I've had skin rubbed off and noth-
ing happened to me. I just got a scab.
Martha: But isn't it best not to take
chances? A broken epithelium can let
ditferent kinds of bacteria in — especial-
ly the ones that become full of pus.
Teacher: Martha seemed to imply that
the bacteria become full of pus. Is there
anyone who will improve her statement?
.\li right. Martha, do it yourself.
Martfta: \Vhat I meant was that the part
the bacteria are in may become full of
pus. The pus. I think, is the dead tissue.
Ldicard: Oh, no. The pus is made up of
dead white blood cells.
Teacher: I see puz/led looks. Ed, can
you explain your statement?
Edward: W^ell, I was reading — I think
it was in the textbook — but I'm not
sure — that pus is made up of white
blood cells. That's why pus is white.
Uliitc blood cells are like amoebas.
Teaclier: Good, Ed. Somehow, Jerry's
band -a id. his broken epithelium, and
Edward's story of the white blood cells
are all ccmnected. As a matter of fact,
some .scientists have called the white
■ The first few interchanges between teacli-
er and pupils were merely designed to ease
the tension.
SEE and HEAR — January
A portion of a (ilm is made by pho-
tographing white blood cells on a
glass slide as seen through a micro-
scope. Here white cells move about
under 140x magnification. "They
looked like small amoeba," said
Peter. " Ihey seem to move by
sending out thin portions of them-
selves . . . that is, pseudopods."
blood cells our second line of defense.
^Vhat is our first line?
Roberta: An unbroken epithelium.
Teacher: Yesterday, we studied the epi-
thelium as the first line of defense. It
is only logical that we understand what
happens if this first line of defense is
broken. \\\, I see many hands up. Joan.
Joan: .As Edward said — if bacteria get
past the skin, or the inner endothelium,
the white blood cells take over.
Teacher: We've been talking about
white blood cells. Who has seen one
alive? Ralph.
Ralph: Well, they're small and like
amoebas, but I haven't seen them alive.
I saw a picture in the textbook. There's
one thing I don't understand. I once
got a long splinter in my hand and the
whole splinter became full of pus. How
could the whole sj)linter become pussy?
Teacher: Well, perhaps we can answer
this (juestion and learn something of
the function of the white blood cells if
wc .see them in action. How many would
like that? (Class raises hands.)
Page 79
Teacher: I have a film here made by
photographing white blood cells on a
glass slide as seen through a microscope.
Suppose we examine them. Lights ofT,
please. (Shows five seconds of a scene
showing wliite cells moving about under
440 X magnification. There's an "Oh"
from class. Light is snapped on at teach-
er's recjuest.)
Teacher: On the basis of what you have
seen, who can describe a white blood
cell?
Peter: It looked to me like a small
amoelja. It seems to move by sending
A foreign body, such as a starch
grain, is quickly surrounded by
white blood cells on ail sides. Some-
thing in the starch grain must have
attracted them. But (lie bacteria
also attracted them. The attraction
of while blood cells to foreign
bodies is called cliemoiropisni.
out thin portions of itself — wait— I
know — pseudo — pseudopods, that is.
Jiulh: I thought they were cells. I didn't
see a nucleus.
Tcnchrr: Look again. (Shows five sec-
onds more.)
Page 80
Ruth: If they've a nucleus like other
cells, I didn't see any. All I saw were
sort of small dark spots — like granules.
Teacher: You're right. A nucleus can't]
be seen while the white blood cell is[
alive. It can be seen when the cell is«
stained. If you want to, we can stain our'
own blood on Monday or at another^
lime. (Students nod heads.) But we still'
haven't described the cell fully. What is
its size? Look again. (Shows five seconds
more.) George.
George: On the screen they look as if
they were almost six inches. But we
know that's magnified — so we can't
know the exact size.
Teacher: Suppose I told you that the
round object in the left corner of the
film is 100/25,000 of an inch or a 100
microns. (Writes figures on board.)
Look again. (Shows five seconds more.)
I see many of you can estimate its size.
Faith: A white blood cell is about one-
half the size of the round object. So it
must be about 50/12r),000 of an inch,
or about 50 microns.
Elleti: I noticed some were large and
some were small.
Teacher: Good for you. Tomorrow, that
is, Monday, we will learn more about
the different sizes in wiiite cells, since
awhile ago you indicated your desire to
study the cells in your own Iilood. Right
now, let us continue witii our study of
these white l)lood cells. Rutli mentioned
some small dark spots in the white
blood cell — like granules, she said.
What might these i)e?
John: Could they be bacteria?
Teacher: Let's see. I'm going to show
you white l)lood cells on a slide wliich
contains round colonics of bacteria.
These colonies will be on the lower
right hand of the film. (Shows low
power and high power .shot of white
blood cells and colonics of bacteria. 1 he
cells swarm over the colonies, disrupting
iliein and engulfing bacteria.) Who can
descril)e what happened? (Many hands
are up.) Irene.
Irene: Well, the white cells made a bee-
line straiglit for the bacteria and began
pushing into the round colonies.
Junuory— SEE and HEAB
DR. PAUL F. BRANDVVEIN
Or. Brandwein, after tcarhing biology
n New York University, enteretl high
Khool teaching. His interest in research
das been in this field for the last eight
years. Over 60 piii)lished papers and
)ooks attest to his productivity. Today
le iicads the science department at For-
est Hills, New York City, where he is
ilso president of the Federation of
kicnce Teacher Associations.
■ihi: There was more than that. You
roiild actually see some white cells sort
)1 (lowing around the bacteria, like an
irnocba does. And after the whole thing,
ho cells were full of those spots which
Ruth saw in the first white cells we saw.
^iith: .And some white cells attacked the
irst colonies. Others went past to attack
he others.
Teacher: Does anyone want to add to or
m|)rove upon these statements? Max.
Max: No, not that. But I want to know
low the white blood cells knew the bac-
cria were there. They made straight for
hem.
Ibc: They can't know. They're single
:ells and haven't a brain. Isn't it like
he amoeba swallowing another proto-
zoa?
Teacher: Swallowing?
ibe: I mean engulfing.
Teacher: I was prepared for that ques-
:ion, but I don't know how to answer
I exactly except by showing you the
reaction of white blood cells to a foreign
5odv, like a starch grain. On the basis
)f this evidence, we may be able to sug-
gest an answer. (Shows a scene wherein a
itarch grain is quickly surrounded by
ts'hite blood cells on all sides. As light
is snapped on, almost whole class has
tiands up.) Marilyn.
Marilyn: ^Vhy, white blood cells swarm-
id from all corners and went straight
For the starch grain. All I can say is
that something in the starch grain must
have attracted them.
Teacher: But we also saw that bacteria
attracted them.
fim: Well, could it be that anything
5EE and HEAR — January
which the white cell* — that is — any-
thing which isn't utually in the body —
attracts them?
Teacher: Could it?
Jim: Well, on the basis of what we saw,
that's all I can say.
Phil: Could it be something like a
tropism? Like a moth attracted to light?
Teacher: Could it? (Class laughs.)
Phil: I'll say it is a tropism.
Teacher: That's good thinking. Scien-
tists, at present, think that white blood
cells are attraaed by the chemicals
which are produced by foreign bodies
which get into the blood. They call the
attraction of the cells to foreign bodies
a chemo-tropism. (Writes word on
board.) But wc don't know yet what
kinds of chemicals attract them.
Mary: Look, now, I was just thinking
— no, never mind.
Teacher: Let us hear what you have to
say, Mary.
Mary.- I think I figured it out. I wanted
to ask what happens to white blood cells
after they are full of bacteria. I guess
they just die.
Teacher: What you have said is impor-
tant, Mary. Do you know what we call
a mass of living and dead white blood
cells?
Mary: (Shakes her head.) No.
Teacher: John.
John: I'll take a guess.
Teacher: Y'ou don't really know? Tlicn
don't guess. Perhaps this will help you.
The next shot I have on this film con-
sists of a piece of glass tubing. Imagine
that by accident a piece of glass like it
got into your skin. What would happen?
Perhaps something like this. (Shows a
piece of glass tubing, shortly white blood
cells begin to fill the tube and surround
the glass.) (Class has hands up.)
Teacher: Ellen, we haven't heard from
you.
Ellen: If the same thing happened in
the skin, the glass would soon be cov-
ered by white blood cells.
Teacher: Has that ever happened to
you?
mien: No.
Page 81
s - —
T »• -
Imagine that by accident a piece of glass tiil)ing got into your skin.
^Vhal would happen? White blood cells would begin to fdl the lidie
and surround the glass. I'us would form.
Ralph: But if that's the same as a wood
splinter, I know what happens. The
white cells attack and I guess — no — I
mean they form pus. Is that what dead
white cells are, Dr. Brandwein?
Teacher: What do you think, Betty?
Betty: Well, the only way we could
really know, is if we examined pus un-
der the microscope.
Teacher: Good for you. We have some
stained slides of pus in the laboratory.
.Suppose when we examine our own
blood, we also look at those slides. Will
that satisfy you, Betty?
Betty: Yes.
Teacher: Well, now, what have we
learned today?
Students begin to summarize orally
the activity of the lesson. One stu-
dent adds to another student's state-
ment, until the lesson is summarized.
Seven students speak. In so doing,
the students give good evidence of
their ability to observe and think
reflectively.
Teacher: Very good. And I want to
leave with you something to think and
read about. Because you have given so
much of your time to come here, I won't
ask you to do written homework, but.
perhaps, some of you will want to write
.some thoughts on these ciuestions. (Sev-
eral students raise hands.)
Teacher: All right, .Sue, Judy, Helen,
Joe. \VilI you make a special effort to
look these up for us? If the four of you
will come up after class, I have some
l>ooks here which you may borrow to
Pag* 82
help you with the report.
I know all of you will want to take
these questions down in writing. I'm
going to present a scene of a medical
technician in a hospital making a count
of white blood cells. I'll point out the
white blood cells. Here are the ques
tions. (Here an alarm clock rings, sig
naling two more minutes to the end ol
the lesson.) What is the importance ol
a white cell count to a doctor? ^Vhal
may a low or high count mean? (Show?
scene, and points out white cells, rec
blood cells.) There are normally 5,00{
to 7,000 white blood cells in every cubii
millimeter of blood. (Class continue
observing scene of count, as teachei
points out white blood cells.)
One last point need be made
There is no evidence •\vhatsoe\ci
that the sequence of the lesson -
from motivation through methoc
to summary — is imix)rtant oi
necessarily excellent, poor or bad
It is not intended here to indicate
that the types of (juestions, type,
of pupil responses, or aciivit*
which may be apparent in th<
lesson are superior to other types
It is the writer's contention tha
siipcr\isors have very little evi
ilcMcc on which to evaluate les
sons as excellent, good, or bad
It is imfortunate, indeed, that ii
the field of education, traditioi
January — SEE and HEA
iOmJl
iiiul aiilliority. not scientific meth-
ikI or any counterpart of it, guide
tlu" sMjH'r\isor.
In sunniiary, let me suggest tliai
ronsitleration be gi\en to the
place ol the short teacliing fihn
material that may become an in-
tegial part (^f the teaching ex-
planation and the classroom dis-
cussion. There seems to me little
or no reason lor having all films
either 100, 800, 1,200, or 1,600
leet in length. Rather, let the film
meet the needs of the teaching
situation. Let it be long or short,
silent or sound, as the purposes
warrant.
No, Bob isn't running the projector, but he does know how to shut it off
and on. Well-chosen classroom motion pictures are projected at times by
upper grade student operators. Good teaching films interpret the school
curriculum from kindergarten through the senior high school in the Topeka
City Schools where this picture was taken. Student operators begin in
elementary schools, receive refresher training in junior high schools, and
in senior high gain final recognition of this service through the award of
the coveted "Honor T."
>EE and HEAR — January
Page 83
Bin is out with a giH he
picked up at a bar. He's
had too many drinks to
think straight.
L. Warren Nelson
Principal
Elk Mound, Wisconsin
Public Schools
Phot* court«>y American
Social Hygiene Assn.
Page 84
(EDITORS NOTE: Warren Nelson
ciares to tread upon shunned ground. It
is an area which neetls attention, an area
in which the content ncetis to be dragged
out into the light of day where it can
be examined critically and in a straight-
forward manner by the very people who
too often fall prey to ignorance of the
subject. Possibly the impersonal nature
of the film approach holds the key to
the opportunity of presenting the in-
formation and untlcrstandings of social
diseases. Here is one answer to the prob-
lem of introducing social hygiene ma-
terial into the classroom.)
January — SEE and HEAR
Wect
iiates
utea
itien
Mr
mssed
feu
nentii
Said
"TT 7HEN you can truthfully
Vv say it cleared your mind
or helped you, I think it can be
callitl valuable." This student's
couunent is typical of young peo-
ple's reaction to a health Him en-
lightening them on the greatest
killer among communicable dis-
eases.
Teachers might well ask them-
sehes why they do not give pupils
more opportiuiity for such help.
In the field of science, one of our
first objectives is training in the
scientific method. Yet in health
units taught in biology or general
science, how many teachers follow
this precept when teaching a unit
on contagious disease?
Contagious diseases are recog-
nized as a major health problem,
tvery biology text has units on
make it possible and easy to teach
in this "hush-hijsh" area without
danger of repercussions or ill ef-
fects on e\en those who feel
strong "taboos" on the subject.
The first requirement is for a
healthy, unemotional approach
to the problem by the teacher,
who must recognize these diseases
as a part of the whole contagious
disease problem. Literature from
the state health department, or
the reading of such a book as Sur-
geon-General Thomas Parran's
Shadow on the Land will help
the teacher obtain the proper per-
spective for subsequent discus-
sions.
To introduce the subject of
venereal disease naturally, it is
suggested that the teacher treat it
as just one among all of the com-
municable diseases. To do so
helps develop the
proper attitude of
*# both the teacher
and the student
toward the prob-
lem and results
infectious disease. In the United
States, syphilis and gonorrhea
take a greater toll of health than
tuberculosis, smallpox, diphther-
ia, or any of the commonly dis-
:ussed communicable diseases.
Yet, how many biology classes
mention these two most prevalent
Df diseases?
Excellent films now available
5EE and HEAR — January
in the feeling that this, as many
other problems, can be raised
from "street corner gossip" to
the level of scientific inquiry and
free discussion. Treated in a
Pace 85
calm manner, as a part of the
whole problem of disease, the sub-
ject of venereal diseases will not
be magnified out of its proper im-
jxjjiancc or threaten to give the
student an luihealihy mental at-
titude. This first step is most im-
|)oriant. Discussed as openly as
otlier diseases, the atmosphere is
not emotionally charged by giv-
B!c^!!rrrr
Animated diagrams enable the doctor to explain t-he dan-
gers of untreated gonorrhea and the value of eoHy treat-
ment. He also describes the case of an expectant mother
with syphilis.
ing the students the notion that
the field is "taboo" or question-
able for class discussion. Intro-
duced and handled in this fasli-
ion, the student feels free to dis-
cuss venereal disease problems.
Unhealthy mental attitudes from
"gutter" education can be cleared
to point out that discussion of
numerous diseases has be«n "ta-
boo" at various times in past his-
tory, but now it is part of our
tducational experience. Both tu-
berculosis and cancer have had to
overcome this handicap. The pres-
ent-day enlight-cned attitude
toward these diseases is an indica-
tion that peopk are pushing
scientific inquiry
into more and
more fields, — fields
where fear and ig-
norance have for-
merly held sway.
Student response
can best be illus-
trated by com-
ments made when
the students were
asked to recom-
mend films for
next year's work.
A seventeen-year-
old girl comment-
ed:
"The two most
valuable fikns in
m y estimation
were the one on
syphilis and the
one on tuberculosis. First of all,
seeing syphilis take such a great
toll of lives every year mad€ me
feel that something ought to be
done to wipe it out and to cure
people who already have contract-
ed this dreadful disease. I think
all who saw this film will agiee
up. It may be well for the teacher with me that it helped clear our
Pag* 86 Januanr — SEE and HEAR
minds ami made us feel free to ask
more questions and not be bash-
ful in speaking of this disease. If
pupils who saw the fdm would
spread their knowledge, it may
prove of help to all."
A sixteen-year-old boy wrote:
". . . Too little is known about
syphilis in comparison with the
seriousness and widespread and
numerous occurrences of this dis-
ease that threatens our civiliza-
tion. Showing this film would
erase the foolish taboo surround-
ing all venereal disease and make
life worth living for thousands of
young people."
Growth of desirable attitudes is
shown by other student com-
ments. Doctors urge periodic
checkups to catch disease before
it gains a foothold. Recognition
of the importance of this is re-
vealed in the following responses:
". . . It (cancer film) is good be-
cause it would make people go
for needed checkups."
"... I liked the film on cancer
because so many people have it
and don't know the symptoms,
and this film would help a lot of
people realize they should see a
doctor rather than rely too much
on pain to tell them when some-
tiiing is wrong."
The relation between biology,
physical science, and social legis-
lation was recognized by the stu-
dent who wrote in part:
"The film on our water supply
and piping system (OMINOUS
.\RMS APARTMENT CASE) is
SEE and HEAR — January
an important one. Back-siphon-
age menaces every home with wa-
ter systems that are outdated, and
diseases such as amoebic dysentery
are spread as a result. Seeing this
film would make people take
more interest in their health laws
and health codes."
The health unit on communi-
cable diseases was taught using a
standard biology textbook for ba-
sic material. We supplemented
the text with current magazine ar-
ticles and a list of films secured
from state bureaus of visual in-
struction and state boards of
health. The following films on
communicable diseases were ob-
tained from our state board of
health:
MAGIC BULLETS (Sound) 30 min-
utes. The story of Dr. Ehrlich's discov-
ery, after 606 laboratory trials, of the
first cure for syphilis. Out of this great
contribution to the science of chemo-
therapy have also come the more recent
penicillin and sulfa drugs. An excellent
film for the introduction of the study of
communicable diseases in the high
school science class or other group.
Many scenes of bacteria under the mi-
croscope. Excellent music and beautiful
photography.
LET'S KEEP THE KILLER DOWN
(Sound) 10 minutes. 16mm. Shows suc-
cess of diphtheria immunization pro-
grams and the importance of immuni-
zation as the only safe assurance of
protection against the disease. Excellent
for discussion of all diseases controlla-
ble by immunization.
WINGED SCOURGE (Sound) (Color)
12 minutes. I6mm. A technicolor Disney
cartoon on malaria control. Exception-
al in portrayal of spread of malaria
and of the social and economic effects
on the victims. Control of malaria ex-
plained by the Seven Dwarfs who spray
Paga 87
ponds, etc.. to tunc of "Off to Work We
Go."
CLOUD IN THE SKY (Sound) 20 min-
utes. 16nini. Shows diagnosis and treat-
ment of tuberculosis. Stor)- is laid in
Spanish -speaking Southwest. Excellent
musk and beautiful photography. Use-
ful in giving to pupils a piaure of vary-
ing conditions in the United States
and of the need of understanding vary-
ing social conditions as a part of the
conquest over disease.
TO THE PEOPLE OF THE UNITED
STATES (Sound) 20 minutes. 16mm.
[ean Hersholt, the film star, appeals for
a more enlightened public attitude on
syphilis in this film produced by Holly-
wood for the U. S. Public Health Serv-
ice. An outstanding film. Exceptionally
good for introducing the problem in
mixed high school groups.
HEALTH IS A VICTORY (Sound)
10 minutes. 16mm. And WITH THESE
WEAPONS (Sound) 13 minutes. 16mm.
Two short films showing the natural
history of syphilis and gonorrhea, their
cost to the public, and recommended
public programs. Usetl together, these
films round out the story started in
TO THE PEOPLE OF THE UNITED
STATES. Both films are perfectly suit-
able for showing to any mixed group.
(Editor's Note: The Wisconsin State
Board of Health has just added a new
film entitled OUR JOB TO KNOW
(Sound) 30 minutes. Ihis new film
was crcatetl especially for women audi-
ences and has been widely used in in-
dustry. Tells the story of a young girl
who comes to a city to work in war
industry, and is infected with gonorrhea.
The scenes in which the doctor explains
about die venereal diseases arc among
the best contributions to film education-
al materials. Diagrams of female repro-
ductive organs. Suitable for either male
or female audiences, i)Ut recommended
for separate showings.)
With films taking such a large
proportion of class time, it is es-
sential that the teaclier do the
most effective job of presenting
Paga 88
L. Warren Nelson
Mr. Nelson is principal of the Elk
Mound High School, demonstration
school for Eau Claire State Teachers
College. He uses films effectively in
study clubs, forums and educational
programs of community organizations.
Before entering the field of secondary'
etlucation, he scr^•ed as state secretary
of the Wisconsin Farmers Union and
as rural secretary of the National Fel-
lowship of Reconciliation.
and following up the film show-
ing. Each film should be given an
introduction, telling the student
of the prevalence and seriousness
of the disease in everyday life.
Students should always be direct-
ed toward what to look for in the
film.
Discussion always was encour-
aged following the showing of
each film. Slips of paper were dis-
tributed before the films w^re
shown. Immediately after the
showing, the students were asked
to record their own questions.
These questions were used to
start discussion which soon led to
a very spontaneous participation.
1 his method enables the teacher
to select those questions with
which he would prefer to start
the disctission. More important,
more retiring students may feel
free to ask questions in this man-
ner.
Social action by citizens which
might reduce the incidence of dis-
ease and the cost to the individual
ami society were thoroughly dis-
cussed during the course of the
iniit. Needed legislation was con-
sidered as well as the steps by
January — SEE and HEAR
vhich such good k\i;islation might
)e actoinplislicd. l-.ach student
iKulc his recommendations for
mj)iovcd public health service,
kience was related to social prob-
cms. The need for the individual
o cooperate with others through
;o\ernment for the greater good
)i all was emphasized.
Health is a victory. Only as we
discuss all phases of the problem
openly can we hope to produce a
generation healthy in both mind
and body. Let's no longer shy
away from the "hush-hush" areas.
Let's face the truth about all
health circumstances. If some are
unpleasant, let's drag them into
the open light of free discussion
and examination. Ihen only can
the problems be met!
Annoimcing the New
International Film Foundation
The International Film Foundation, a new, non-profit organization
dedicated to the building of world understanding through the pro-
duction and distribution of documentary films has been announced.
It aims
". . . to promote better understanding between
peoples of different nations, races and religions . . .
to present and interpret other nations and people
to the American people and to present and in-
terpret the American people to other nations and
peoples . . . through the production and distribu-
tion of motion pictures . . . and also by means of
television . . ." {—From the certificate of incorpora-
tion.)
Julien Bryan, lecturer and producer of documentary films, is execu-
tive director of the new foundation, whose operations will be world-
wide in scope. Ten sound films are already in production while two
expeditions, one to Europe and another to the Far East, are slated
for 1946.
The Davella Mills Foundation of Montclair, N. J., has made an
initial grant to the Film Foundation of 5150,000 a year for two years.
The International Film Foundation has announced that a new series
of films on Russia are in progress and have been promised for qnite
immediate release. These films are U.S.S.R. Primer, Siberia, Schools
in Russia, and North China, and are aimed at filling an existing gap-
better understanding of our Soviet allies.
SEE and HEAK — January
Page 89
C. p. Peterson, Superintendent of Mosinee Public Schools
L. A. Emans, Principal of Lakewood School
RoLLAND Nock, Principal of Appleton Grade School
Editor's Note: "What is better, the
flat painted screen or the beaded glass
screen?" All of us have definite opinions
about this question, but they are mostly
just opinions. In an attempt to seek an
objertive answer, Mr. Peterson, Mr.
Emans and Mr. Nock have applied a
simple yet effective testing technique
which reveals not only tha< drfferences
do appear, but states the degree as well.
IN AN attempt to objectively
compare the reflecting effi-
ciency of the screens most used in
classrooms, the use of a highly
sensitive light meter was secured.
One was located which was sensi-
li^■c to the one-himdredth candle
[X)wer. From there, other ma-
terials were gathered: a 300-watt
SVE projector— Model AAA with
five-inch lens, a glas6 beaded
screen, an aluminum painted Hat
screen, protractor and measuring
tapes.
And then late one evening the
experiment was conducted in a
completely blacked-out classroom.
The 300-watt projector was set up
Pa9« 80
at a fixed distance of 18 feet; first
the aluminum screen and then the
beaded screen was placed in the
path of the projected beam of
light. From the identical distance
and from the same angle, the re-
flected light from first the alumi-
num screen and then from the
beaded glass screen was measured
by the light meter. This proce-
dure was followed at predeter-
mined angles away from the
perpendicular to the screen and
always at the same distance.
As a precautionary measure,
the reflected light was measured
at a constant height from the flooj-
and two observers took readings.
By having two observers taking
the readings, we were able to pro-
vide for repeat readings in case of
disagreement, which in several
cases it was necessary to do.
Thus it was possible under con-
stant conditicwis to measure the
variable factors, namely, the re-
January — SEE and HEAR
SEji
CHART 1
SEATING AREA
40°
Al SLE
SEATING AREA
\
\VRONG— Do not have an aide in the middle of the
seating area.
CHART 2
/
SEATING AREA
-Ui
--CC
40°
I
RIGHT — Use all the space near the perpendicular to
the screen for seating area.
EE and HEAR— January
Pag* 91
lationship between reflected light
and the angle at which light was
reflected, and secondly, the rela-
tionship of reflected light to the
type of screen being used.
Very briefly, these conclusions
were reached:
1. Light reflected from a glass
beaded screen is approximately
GRAPH 1
o cL
? TS
o c
a. I*
u
^ *>
-a c
c o
o
o ^
JC
•s g
C "
a >-
c ^
- .2
?
%
\
\
t
\
\
%
\
\
^^
"~-
^
0" 10° 2 0" 30" 40" 50" 60"
Degrees away from the perpendicular to the screen
The block line represents candle power of light reflected at a distonce
of six feet from on aluminum pointed flat screen by the SVE 300-watt AAA
slidefilm projector operating at a distance of 18 feet.
The broken line represents the candle power of light reflected at o dis-
tance of six feet from a glass beaded screen by the SVE 300-watt AAA
slidefilm projector operating at a distance of 18 feet.
Examination of the graph will show that children seated as for away as
50* from the perpendicular to a glass beaded screen will receive as much
reflected light os children seated 30° owoy from the perpendicular to o flat
painted aluminum screen.
Pag* 92
January — SEE and HEAR
About the Authors—
Auihort Peterson, Enians, and Nock
'pr««ent a general trend in the down-
i-earlh inquititivcness which adniin-
Lntors are bringing to the field of
sual education. Mr. Peterson, formerly
►perviiing principal at Potosi and
lair, is at present superintendent at
[osiiice. Rolland Nock is investigating,
; the present time, the possibilities of
tling up a well-coordinated fdni pro-
■ara to assist in enriching the course of
udy areas in the Appleton grade
hool, of which he is principal. Lester
mans, long active in the Elementary
rincipals' Association of ^Visconsin,
irmerly superintendent of schools at
ancaster, today is setting up an out-
anding organization as principal of the
akewood School in suburban Nfadison,
Wisconsin.
y^ times the intensity of light re-
acted from an akmiinum paint-
d flat screen at a given point
erpendiciilar to the surface of
le screen.
2. Light diminishes at a quite
;gular rate when reflected by an
luminum painted flat screen over
le entire range from 0 degree to
0 degrees from the projector
xis.
3. Light diminishes at irregu-
ir rates when reflected from a
lass beaded screen over the
inge from 0 degree from the
rejection axis to 60 degrees.
4. In order to receive light at
s maximum intensity, students
lould be seated at the smallest
ossible angle from the perpen-
iculars to both types of screens.
5. Interestingly enough, chil-
X and HEAR — January
dren arc often seated in chairs
arranged in two rectangles with
an aisle between. This aisle,
which is used only to provide free
way for the speaker cord, is actu-
ally the best area from which to
view the film. Too often it is "re-
served" for no use but aisle space.
A projector table high enough to
cast its light above the heads of
the children should be used.
SEE and HEAR PREVIEW
Petroleum and Its Uses
(Sound) 35 minutes. Use: Natural
Science I; Social Studies I, J; Home Eco-
nomics J, S, C; Chemistry , Geography S;
Clubs J, A.
PETROLEUM and its by-products as
they are used in everyday living is
presented. A family situation is used,
giving illustrations of the myriad uses of
petroleum. How the products are de-
rived and used in their commercial as-
pects is seen through actual trips to
dozens of industrial plants where the
detailed processes are explained. It is an
excellent overview of the consumer uses
of petroleum. United States Bureau of
Mines. At your nearest film library.
SEE and HEAR PREVIEW
Portage
(Sound) (Color) 22 minutes. Use:
Social Studies I, J; Geography S; So-
ciology C; Clubs J, A.
HOW the remote Canadian trapper
lives his lonely life in the forests
to the north is excellently por-
trayed; also how he maintains himself;
how he constructs his trapx, snares his
catch; how he turns in his furs at Hud-
son Bay late in the spring. The voy-
ageurs are shown descending the foam-
ing white rivers of Canada, finally to
transport North Canadian furs to To-
ronto. Here is a beautifid technicolor
film. National Film Board of Cantdc.
At your nearest film library.
Pag* 93
to the many questions
on Audio -Visual Learning
that come to our editors
W. A. WiTTicH AND John Guy Fowlkes
0 1 have been told that some
• teachers are afraid that using
films will make learning too easy
and that their use, also, will de-
tract from the reading the chil-
dren do. What information can
you refer me to concerning this
question? ••
A This is not the rase. Films well
• used encourage wider reading
and better accomplishment. Miss Marion
Humble, director of the Rutland Free
Library at Rutland, Vermont, offers this
very interesting report:
"During the past year in Rutland we
conducted our first experiment in show-
ing fdms in the library. We showed
films at six evening meetings and to
eight Saturday morning groups ranging
in number from ten to 300. Films
used were those which attempted to
promote better understanding among
races and nations, including films on
China, on Africa, and on the American
Indian.
"Each film showing in the library has
brouglit newcomers; one Saturday morn-
ing, about 50 children, who had never
had library cards, applied for them.
Ka(h film showing has stimulated read-
ing of books on the subject of the pic-
Pag« 94
ture. I am convinced that documentary
films are a more clfccti\c means of at-
tracting people— including children— to
ilic iilirary than tlic Story Hour. A
hhn interests persons of a wiilcr range
of ages than most stories. We have had
children of four, grownups of 60 years
old, ami all ages between, attentive at
these m()\ies in the same audience."
0 1 have recently been dis
• charged from the .Army
where I have had several years o
experience with visual education
My degrees include a B.A. and an|
M.A. Can you give me informa
tion about organizations that pro-|
duce visual aids commercially? I
am interested in finding employ-l
ment in this field.
A This is the type of letter we have
• been receiving in almost every
mail, and it is a very fortunate situatior
that able men are considering this fielr
as being permanent and challenr;inj]
enough to select it as their lifework.
I believe the person who has made the
most comprehensive sludv of the em-l
plovmcnt possibilities in the field oi
prcxluction of audio-visual materials in
Mr. A. Wertheimer, Radiant ManufacJ
January — SEE and HEAI1
ring Corporation, 1140 West Superior
reel, Chicago 22, Illinois.
"\ As a librarian, I would like
c • to find out what the possi-
llitics arc loi adding a film serv-
e. Just how do I go about start-
ig a film program for our
»nm unity?
L During recent months many in-
V« c|iiirics similar to this have l)een
ccived. I suppose the simplest advice
"Buy some good films, let people
low you have them, and start lending
em."
There is, obviously, much more to it
ati this, however, and I think that a
ry workable answer has been submit-
i by Hoyt R. Calvin, Director of the
iblic Library of Charlotte and Meck-
il)urg County, Charlotte, North Caro-
la. He has gone through a three and
one-half-year period in the development
of a community film service. In his own
words:
"The public library is the institution,
in my opinion, that will eventually pro-
vide films to all conniuinitics. The busi-
ness of public libraries is to circulate all
classes of material used for recording
and transmitting knowledge, and every-
one recognizes that films arc a major
vehicle for this purpose. Although pub-
lic library service has not yet covered
the entire country, practically all the
larger communities have functioning
public libraries. Most of these libraries
are most effective, serving people of all
ages and educational levels in the com-
munities concerned. The traditional
public library provided books alone, but
in recent years the library has been ex-
panding its activities to include many
magazines, pamphlets, pictures, maps,
and clippings— in fact, any material that
would provide information and educa-
tion.
"Before a library undertakes to estab-
The basic tools of Mr. Golvin's film library are shown here. However, they
have more films than can be seen in the photograph. Today they ore loaning
more than 200 films of all types to the immediate and surrounding
community.
E and HEAR — January
Pago 95
lish a film service, several steps iiuisi !)e
taken. I.il>rarians must ac(|iiaiiit iliem-
selves with the use of these new mate-
rials and ilie accompanying projection
equipment. An understanding of the
cost factor must be sought. Even though
additional costs are involved, most li
brarians will agree that film service has
added new patrons, new interest, and,
one might sav, new glamour to lii)rary
service. I believe funds will be made
available in increasing amounts to make
this new service possible.
"I believe that the public library is
ideally suited to undertake an informa-
tional film service. First, the public
library ts accustomed from long experi-
ence to lend materials to borrowers;
second, visual materials need to be co-
ordinated with other educational aids,
and, by placing the audio-visual mate-
rials together with books and other
printed facilities handled by the public
library, this can be accomplished. Last,
but not least, the public library is ac-
cessible and available to everybody. The
potential audiences for educational films
have hardly been touched. The public
library is the logical agency to fill the
gap-
"The I'ublic Library of Charlotte and
Mecklenburg County at Charlotte, North
Carolina, has been conducting an etluca-
tional film |)rogram for the past three
and a half years. We lend films and
projectors free of charge to the residents
of Chnrlotte and Mecklenburg County.
Our experience indicates that borrowers
like to come to the library, in,spect the
films, discuss with the person in cl^arge
of the film service the quality and na-
ture of given films, plan programs to a
given length and, in general, plan in
person with the film department of the
library.
"Having trained hundreds of borrow-
ers to oj)erate projection equipment, we
believe Charlotte and Mecklenburc
County have more operators per capita
than any other community.
"The basic c(|uipmcnt we have ami
which we recommend to others includes
two sound projectors, one silent pro-
Pag* 96
jector. one slide and filmstrip projector,
together with approximately 200 films of
all types. This collection of films does
not answer every subject request that we
receive. We recogni/e that considerable
additional development is in order be-
fore we can claim a complete and ade-
([uate audio-visual program. Film forums,
discussion groups, ancl the coordination
of films and books have not been ade-
(juately accomplished.
"During the >ear 1944-1945.4,134 filiiu
were loaned and these films were seen,
or read, as we call it, by 222.214 people.
Four vcars ago, films were rarely used.
Wc feel that our experience togethei
with the experiences of other public
libraries operating in the audio-visua
educational field have proved beyonc
doubt that public libraries are a natural
agency with a real obligation to make
etlucational films and audio-visual mate
rials available to their communities."
0 1 would like to know from
• what sources I may secure
posters for use in my classes.
A In the field of the social studies
• there arc these following .splcndic
sources of display and poster informa
tion:
Sources
Offices of the British Consulate, Kan
sas City 6, Missouri: British Infor
mation .Service, 30 Rockefeller Plaza
New York 20. N. V.; News Map of th»
Week, Inc., 1512 Orleans Street, Chicago
III.; Russian AVar Relief, Inc., 5 Ceda
Street, New York 15. N. Y.; United ,\i'
Lines, Room 305, Palmer House, Chi
cago 3, 111.; United China Relief. 179<
Broadway, New York 19. N. Y.: l'nite<
Nations Information Office. 610 FiftI
.Avenue, New York 20, N. Y.
Note: Additional sources may be foun<
in Standard Catalog for High Schoo
Libraries. 4th Ed. New York: The H
W. Wilson Company, 1942, pp. 849 871
".Sources for Pictures."
January — SEE and HEA
SeevHear
Reg. r. s. r.it. oiikc
I'liblishcil each monili of ilu- sdiool year — .September lo M;iv. iiidiisivc
1>\ SIK and HI' \R. I.aii Claire. Wiscon.siii. a divi.sion ol K. \l. \\\\.\.
and ( ompaiiy.
Earl i\f. Hale. President and Tuhlisher.
Waiter .\. Wittirh. John (iiiy Fowlkes and C. J. .\ndcrson. Editors.
II. Mat Me(.rath. Hiisiness Manager: loin liartingale. (.ir( tdation Direilor.
Sold l)v suhseription only. .SS.OO per year (9 issues) in the IJ. S.
.•^l.OO in (anada and foreign countries.
voi.1 FEBRUARY - 1946 no. 6
jnim%
'4AUC.
Pace
Here . . . and There 2
Editorial 4
Editorial Advisory Board ot SEE and HEAR 8
See and Hear 10
Atlantic City Report— £i7/;^r L. Berg 55
By Doing, Seeing and Hearing— We Learn— C/?rt)7^5 Boesel 16
Notes From the Chicago Film Workshop—/. Margaret Carter 21
Toward Higher S. I.— Social Intelligence—
Robert H. Bin get and Charles Russell Kenzie 26
We Are All Brothers-Dr. Gene Weltfish and Mrs. Dina M. Bleich 30
\'isual Aids Will Play An Important Part in Postwar Extension
\\'ov\.-Gerald R. McKay 38
How to Organize Your High School Camera C\uh—Einar B. Eriksen.. 44
Terrain Models for Every School—/. 11'. Studebaker 49
.\ Small School Audio-Visual \}u'ii— Arnold Wicklund 56
Where There's a \'^i\\— Mildred Shepfmrd 61
European Odyssey— Switzerland— Dr. Arthur Stenius 66
Listening to Learn— A^fl//jfln Miller 71
Pattern for Tomorrow— yrtmei ;UcP/ter50?/ 76
Living Our History— Il'/7//rt»j H. Hartley 85
Questions and Answers— ir'7//r// and I-oiolkes 94
• Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U. S. A. •
J4l^ . . . yUikiM_^
A five mile path (if light can now he
piojcctctl into the sky liy a new West-
inghousc "ajiproach angle indicator" to
guide planes to runwavs of airports at
(he corre< t angle for landing. The light,
projected through se\en lenses, is di
\idcd into green, red. and and)er hcanis.
Jannarv. li(lG, has seen tlie ap]>ear
ance of \olninc 1, Niiniher 1 of Kinjtic
Moi'ie C.uide. This is pnhlished on the
fifteenth of the month hy the Electrical
Maniifaclnrers Public Information Cen-
ter, 155 Kast Mth .Street, New ^ork 17.
N. Y., and may he .secured on recpiest.
The guide lists current fihns under
the heading "Movies for the Month."
In the January issue fihns on craftsman-
ship and lighting are listed. Re\iews
incluiie such films as Cathedral of Char-
ties, T/ie Hook of Hooks, I.ookifiu,
Tlirout^li Glass, Masterpieces iti Maliotr-
any. The A/aijiV Toiirh. Let There He
I.iglit, and so on.
.Several years ago we conducted an ex-
periment at the National Broadcasting
(ompany in presenting hy tele\ ision in
siruction in (ollege physics. The tcle\is-
ed experience was set up in the physics
laboratory of New York I'niversity and
a group of some fifty students were seat-
ed in front of recei\ing sets in our
studios manv blocks awav. The experi-
ment was entirely successfid in that it
permitted a large group of students to
see dose at hand the procedure in a
tNpical |)hvsics experiment accompanied
bv the explanalorv coiinnent of the in-
structor. It was a little as though, in
the ca.se of a clinical operation perform
c-d in the presence of medical students,
each one was |)ermiiied to be clo.se to
the smgeon rallui than somewhat re-
mole, looking down from the seals of an
amphitheater. I mention this simplv to
indicate thai a simple t\pe of IcIcNised
Page 2
eciucational utili/ation is already several
years in the past.
—James R. Angell, Public Sewice
Counselor, Xatioiial Broadcasting Coin-
l>an\, I tic.
E\KR^ WHF.RK educators and teach-
ers are enthusiastic over the jjossi-
bility of audio \isual education. But the
future use of such materials in educa-
tion will dejiend a great deal upon the
producer of the material. Recentlv m\
staff and I have pre\iewed o\er liOO film
strips. \\e decided a great many of
them were of (juestionable \alue.
We agreed that unless a filmstrip can
do a better job in a given instructional
area than we are now doing, it is not
worth the teacher's or the pupils time,
nor is it worth the expenditure of
money. Fortnnalely. .several companies
are now producing lilmstrips of excel
lent c]ualitv. Ibis is encouraging.
But certaiidy we can expect and we
should insi.st that more producers follow
this exam|)le. 1 he armv and navv pre-
pared excellent filmstrips and films.
I hey ba\e set a standard. Let us ncn
relax our insistence that this standard
be met. Let us insist that films and film-
strips will be so well photographed. solSTASl
well coordinated with our course of
study needs, and so inlerestinglv pre-
sented that their addition to tlie class-
room will bring to the ])upil wore
cITcctivelv those thoughts and under-
slandiiigs which leacbcrs have- been
attempting to bring to them in the past.
When we can have more films and
fdmslrips, we will do this. I hen the
visual materials program will assinne its
rightful place in American public edu-
cation.
— Paul r. M ullinan
Director of Visual Educal
Jievere, Massachusetts, P
Schools
iwA'
compl
4» CQ!
SOI
llfflif
iMiy
Heal
^ I«g(
at ion ^
^uhlic L>
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Reel capacity 2000 ft. Reel arms slip into accurate sockets
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adjusted framing device . . . utilizes a single, inexpensive
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smooth, quiet operation . . . entire unit made of best quality
materials and precision machined parts.
Write for interesting folder, "It Makes Sense." See your favorite Photographic
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A Teacher's
Uuesliun
AN EDITORIAL
<(
s
III I'/', jusl fniis/ird my first year of Icachiriir.
Xrxl semester I wdttt to do somrtliitig about
iisiKil education in m\ sei'etitli-i^rade social
studies work. This is really a confession, hut I atn
going to iKcce to start from scratch, because I don't
know a thing about films or filmslrifjs xehich ma\ be
available for the subjects I lemh."
This letter from a young teacher is representa-
tive ol letters too numerous to mention in which
assistance is asked for. in which suggestions are re-
cjuested, or in Avhich soiuces of information are
sought. And this is not strange Avhen we consider
thai the total development in the general field of
audio-visual education has all but overwhelmed us
during the last five years. Advancement in the me-
chanical instruments of teaching has been great.
New recordings, films, air-age maps and charts, and
slidefilms have been developed so raj)idly that those
of us who have not been fortunate enough to devote
our entire lime to analysis and evaluation could not
possibly ha\e kepi abreast.
Hul ihe ra|)idly nioxing trend is here, and it
promi.ses great a.ssisiance in making gra])hi( the
Turn lit I'agf t>
Page 4
February — SEE and HE/
Model
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•ur NEW De\'RY is a 3-purpose
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( li SAFELY projects both sound
and silent films; (2) shows both black-
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housed 25-watt amplifier and sturdy 12-
inch electro-dynamic speaker which afford
portable Public Address facilities — indoors
and out. As easy to operate as a Radio!
DeVry Corporation, 1111 Armitage,
Chicago 14.
DeVRY CORPORATION
1111 Armitage Avenue, Chicago 14, Illinois
I'k'u.'^c mail me catalog of Audio-Visual Teaching
Equipment. Ai^o your new 1946 Film Catalog.
Name-
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Sduction of motion picture sound equipm
the I
ent J^f^i'y
\(i(Iros3-
-Statc-
presentation of subject content from the kinder-
garten iliroiigh the aduli le\cl.
\c\., something disturbing is contained in the
note which this teacher writes and which huncheds
like her have written. There is an implication thai
her 'professional preparation as a teacher was lack-
ing in kno^^•ledge of the developments in audio-
visual cdutaiion. This is not necessarily an indict-
ment. l)ui rather a c ire umstance which is sloAvly but
surely dawning u})on us. E,\erywhere, educational
institutions are providing for this ncAV field.
Announcements of smnmer school courses men-
tion tlie administration, the methods, and the pro-
duction of audio-\isual materials related to class-
room work. Revised certification laws ask for
mininuun experiences in the psychology, the metli-
ods, and the evaluation of visual materials in ihc
classroom— all of which point to an awakening in
the field of teacher education and in-service training.
Several years ago many people were disturbed b\
the inconsistencies between teacher preparation and
classroom method This may have been true. Now
that gap is rapidly being closed. No single individ-
ual or institution can do it alone. Only through
cooperation of all teacher edtication grotips can ade-
(juate courses in professional education, in-service
progiams, technical information, and professional
conferences supplement the basic but incomplcie
preparations wliich cause teachers to raise sucli
(|uestions as that which this presentation opened.
)'()iiy lulitors
Pag* 6 February — SEE and HFJ
inimatophone —
Sound Projecfor-
In f/ie Field
with Victor's exclusive
Spira-draft lamp house
During projection, lamps get hot . . . very hot.
But only in the Animatophone this condition is
anticipated and alleviated with Victor's exclusive
Spira-drafl lamp house. Only on the Animatophone
is the cooled air forced in a spiralized, all-over,
fast-moving stream through a multiple wall to dissi-
pate heat more efficiently.
Result . . . longer lamp life, clearer pictures. And
remember, on the VICTOR, the lamp has a standard
base, obtainable anywhere, at no extra cost
Here's another outstanding feature that gives (he
Victor Animatophone its leading position in the
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Home Office and Facfory: Davenport, Iowa
New York (18) McGraw-Hill BIdg.. 330 W. 42nd Street
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MAKERS OF I6MM EQUIPMENT SINCE 1923
and HEAR — February
Pago 7
Members of the Editorial Advisory Board
of SEE and HEAR
ROGER ALBRIGHT. Teaching Film Cugtodiaiw
LESTER ANDERSON, University of Minnesota
V. C. ARNSPIOER. Encyclopaedia Briannica Films. Inc.
LESTER F. BECK. University of Oregon (on leave)
MRS. ESTHER BERG. New York City Public Schools
MRS. CAMILLA BEST. New Orleans Public Schools
CHARLES M. BOESEL. Milwaukee Country Day School
JOSEPH K. BOLTZ. Coordinator, Citizenship Education Study, Detroit
LT. JAMES W. BROWN, OtEcer in Charge. Training Aids Section. Great Lakes
ROBERT H. BURGET. San Diego City Schools
MISS MARGARET J. CARTER, National Film Board of Canada
C. R. CRAKES, Educational Consultant, DeVry Corporation
LT. AMO DeBERN ARDIS, Training Aids Officer, Recruit Training Command, Great Lakes
JOSEPH E. DICKMAN. Chicago Public Schools
DEAN E. DOUGLASS. Educational Department. Radio Corporation of Americi
GLEN G. EYE. University of Wisconsin
LESLIE FRYE. Cleveland Public Schools
LOWELL P. GOODRICH. Superintendent. Milwaukee Public Schools
WILLIAM M. GREGORY. Western Reserve University
JOHN L. HAMILTON, Film Officer, British Information Services
MRS. RUTH A. HAMILTON. Omaha Public Schools
O. A. HANKAMMER, Kans.13 State Teachers College
W. H. HARTLEY, Towson Sute Te-ichers College, Md.
JOHN R. HEDGES, University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL, President. George Peabody College for Teachers
CHARLES HOFF, University of Omaha
B. F. HOLLAND, University of Texas
MRS. WANDA WHEELER JOHNSTON, Knoxville Public Schools
HEROLD L. KOOSER, Iowa Sute College
ABRAHAM KRASKER, Boston University
L. C. LARSON. Indiana University
GORDON N. MACKENZIE. Teachers College. Columbia University
DAVID B. McCULLEY. University of Nebraska
CHARLES P. McINNIS. Columbia (S.C.) Public Schools
EDGAR L. MORPHET. Department of Education. Florida
HERBERT OLANDER. University of Pittsburgh
C. R. REAGAN. Oliice of War Inform.ition
DON C. ROGERS. Chicago Public Schools
W. E. ROSENSTENGEL, University of North Carolina
W. T. ROWLAND. Suiierintendent. Lexington (Ky.) Public Schools
OSCAR E. SAMS. Jr.. University of Tennessee (on leave)
E. E. SECHRIEST. Birmingham Public Schools
HAROLD SPEARS. New Jersey State Teachers College (Montclair
MISS MABEL STUDEBAKER. Erie Public Schools
R. LEE THOMAS, l)cp.ittmcnt of Education, Tennessee
ERNEST TIEMANN, Pueblo Junior College
ORLIN D. TRAPP, Waukegan High School
KINGSLLY TRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER. University of Colorado
PAUL WENDT. University o( Minnesou
Pag. 8 February— SEE and HE-fffKiill
Oirn ifaiir turn
CLASSROOM FILMS
the Cooporalivo tray!
k
I Plan Provides More Utilization, Often Costs Less Than Rentals!
ive more schools an opportunity to
classroom films more effectively,
cyclopaedia Britannica Films Inc.,
offers a Cooperative Film Library
;ram with these unique advantages:
e Classroom Films — Now! By pool-
their purchases a group of 5 to 15
ols can use more films without in-
sing the budget.
e Availability! The right Encyclo-
lia Britannica Films at the right place
le right time! Films can be re-used
several times a year at no extra cost!
Flexibility! Films are available long
enough for required showing in different
classes and buildings. Plan permits pre-
viewing by teachers.
Lower Cost! The Cooperative plan saves
money for its members. Further, after two
years the schools own their films!
We'll be glad to tell you more! Write
Encyclopaedia Britannica Films Inc.,
Dept. 24-B, 20 North Wacker Drive, Chi-
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♦ Formerly Erpi
m ENCYCLOPAEDIA BRITANNICA FILMS INC
d HEAR— February
Pane 9
^kji OmA -Hta^ !
Eduralioii hy Tcln'ision
Television is a imdimn for adiill edu-
cation of cillicr informal or formal na-
liirc. \Vith unorganized audiences it
woidd lia\c to remain inftirmal. I)ut
A\ilh audiences organized hv (ommunitv
of interest in the subject matter, as arc
the radio s\mpliony audiences, cf)urses
n()\\ carried on by correspondence migiil
be conducted much better bv telexision.
Integrated around the single idea of
ci\ilian defense, thousands of New ^ Ork
city air raid wardens took their training
courses by television.
— Dr. Cole, Assistant Professor
ntid Terlinirnl Director, Yale
Vnix'ersity Dfjxntmcnt of
Drama
Tvmieling M iisciitns and (l/illfvirs
hy Tclniision?
One of the common practices of
schools has bccir to take the children
in groups of classes to spend a day, or
a part of it at least, in one of our great
museums, where luidcr the guidance of
their teachers or of a museum stalf
member, the collections are shown and
explained to tell the real story for Avliich
they were brought together.
Television obviously promises to make
all this type of direct experience of the
great collections in our museums avail-
able to children in their own classroom.
Needless to say, the saving of time and
ellort through the elimination of the
problem of getting the youngsters .safely
to and fro woidd be very great.
I'he same kind of thing is true of our
great galleries of art and here there will
be no loss from the use of black and
while television so far as concerns scidp-
turc and architecture. There will be
some loss in the case of pictures, though
not of etchings and prints, but idlimatc
Page 10
ly, no doubt, the color problem will
solved and in that case, again, clnicb
can be brought, in their own classrooi
into direct contact with whatever wo)
of art the local museum possesses
time, by remote transfer ihiough te
vision, art collections of widely sej
rated galleries and museinns can tl
be brought into anv classroom in i
country.
— fames R. Atif^ell
I'lihlir 'ien'ire Counselor
Xationai liroadrasliuj:; Comftany , I
Neiv J'isiial Aids Center
.\ new .\uclio-\ isual Aids Center
the use of teachers and training s
dents throughout the Inited .States 1
been opened bv the Kclucation Dcpa
ment of the American Museum of \
ural History in conjimction with i
.second annual .VudioAisual .Aids In;
tute for Teachers conducted by t
department.
The .\udio-\isual .Aids Center, oc"
pving a large display room on the s
Olid floor of the Niiiseum"s School ,Serv
building, provides practical iiiformati
in a complete index of available n
lerials for classroom use at all age lev
from kindergarten through college. H'
students anci teachers mav come to vi
new types of eciuipment, exhibits
ibrec-dimensional dioramas, and stii
collections, and to consult pliotograp
ma])s, art pictures, record library, a
catalogs of molion pic lures, slides, a
lilmsli ips.
Projector Loss?
I ho.se schools concerned with
.nice protection
c'(|uipmc'ut
ec|nipi
concerned with ins
for their visual a
should ask local visual a
nent salesmen for assistance. I
cau.se of stale insurance laws, these sal
I'lini lo f^agc
February — SEE anci H
I mi
i(
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iCll
(Kyi
c
:Eas
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C.1
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of Full Color Slides in
-"The Easter Story"
Hymn-SUde: "Jesus. Thy boundlns
lovf to nif"
•Thf Light of the World"
Calvary on Good Friday
Hymn-Slide: "In the Cross o(
Christ I Glory"
Eastor morning at the grave
Women approach the grave
. . jtnne *as rolled away"
"He is risen"
Mary Magdalene tells Peter and John
Peter anil John run to the tomb
Peter and John view the grave limns
Peter and John return home
"They have taken away my lord"
"Why weepesl thou?"
"Master"
"Touch Me not"
"All hail"
Disciples ". . . believed them not"
Guards report to the priests
Guards bribed
Two disciples go to Emmaus
Jesus joins them
"What things?'
Jesus explains prophecies
"Abide with Me"
Jesus breaks the bread
"Did not our heart burn?"
The two join the ten
Hymn-Slide: "Christ, the Lord
is risen todayl"
"Peace be unto you"
"Behold My hands and feet"
32 Jesus eats before them
33 "Receive ye the Holy Ghost"
34 Thomas doubts
35 Jesus reappears to the eleven
36 Thomas convinced
37 "All power is given unto Me"
38 Hymn-Slide: "All hail the power
of Jesus' name"
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Those who have Cathedral Sets 75, 76, and 77 so state,
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Cathedral Bible slides hold attention, quici<cn Church
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Circulars free on request: "The Easter Story," "Bible Stories Photo-
graphed in Color" — list of full slide library. Ask for either or both.
'atfjetiral pictures! saint louis 3
nd HEAR^ — February
Page 11
From /Ki^T 10
iiuii will not amially insure cc|uipnieni.
I)ul ihcv will act as intermediaries he
lueen the school and llie company.
As an example, a machine purchased
in 1939 for $36") may iiave a depreciated
value in 1946 of $200. An average pre
mium for that particular projector
uoidd he ahout three dollars, and
should a loss otcur. ilic insurance torn
pany. at its own distrclioii. will either
reidace the machine <)f the same tvpe
and model or allow .$200 toward the
purcha.se of a new projector.
Most schools carry hlanket coverage
policies against loss through fire. Not
manv schools liave protection against
theft and l)rcakage. 1 his mav l)e worth
wliilc for vou to iuNcstigale.
Visual Education Programs
Stagnated by Lack of
Traiurd Personnel
Three months ago I conducted a sur-
vey in tiic I ppcr Peninsula of Michi-
gan. 1 wanted to know what ec|uipment
was availai)le and what training the
teachers had for conducting audio-visual
work in (iu-ir classrooms.
.Seventeen hundred and eighty six
teachers in (iO school systems were cpies
tioned. Fifty six of the schools or ahout
85 per cent owned a 1(3 nun. soinul pro
jcclor. Ten schools did not use moving
pictures. Onlv 27 schools or ahout 42
per cent used (ilmstrips, and only 24
schools or ahout 'Mi per cent owned a
2" X 2" slide luaciiiue.
Not a single school emploved a di-
rector of visual education. F.leven
schools reported that the principal as-
sumed control of the projection of jiic-
tures and iKMidicd the details of order-
ing fdms and other \isual aids for their
system. Only onelialj of one per crnt
of the teachers had any formal trninin<!,
in the use of visual aids. However, 490
teachers or ahoui 2"> per cent were inter
ested in ohtainiug more information
.d)out the cm rent practices and prctce
(lures used in \isual aids.
Page 12
The greatest .single source of films w.j
the University of Michigan Film Scrvicf
Much Naluahle eciuipment is avai|
ahle, hut too few teachers are Iraine
in its use. What must he done to
the teachers who desire information anl
training in this relatively new field
Here are the possihle procedures:
\. Formal F.xtension Courses must 11
ctrgani/cd for teachers. The L'niversitl
of Oklahoma, located at Norman, Oil
lahoma, offers a fine course in exieif
sion work in visual aids.
2 County hislilute Workshofys shou
he conducted. Rather than listcni
to world travelers and commentate:
more time shoidd he devoted
hringing teachers newest informatic)
on auclio \isual methods of instru
tion.
3. The State Department or the Sla,
University should assinne leadershi
in audio visual education. The;
should direct visual aid research ])rol
lems and studies, demonstrate mell
ods. and present materials that ha^
pro\cn successful for each grade an
subject.
For teachers now in colleges and un
\ersities, I hclieve the IVnnsvlvania pla
is a sound plan. Here training in visu
aids is a leciuired course for graduatioi
I'ossihlv the solution lies in the tiai
iug of more teachers and educators i
the use of visual aids and the cle\elo|
iug of a sound philosophv of visu
ediuation. Our teacher training ccntc
must take the initialixe and stud\ tl
hest means of meeting the ))r<tl)lcin.
— Donald ./. MaiDonald. Visu
Aids Dej>artment, Central
C.radr Srhool. \'riiaunt'e.
.\li( liiiian
ail
I
ittie
mi
W.i.
oulii
Mi
Jflll
Sold (or riiiiii!
,SFE and HF.VR advertisers olfer hool
lets and catalogs that ate valuahle as
source of dc pciulahle information o
\isual aids. \c)u are invited to send fc
the ones you desire.
February— SEE and HEP
ztZG
PUPILS RESPOND TO VISUAL INSTRUCTION
his Could He Your Classroom
(I if it were jiimilarlv equipped with visual aids, the pupils would please
II with their interest and responsiveness.
i.onsidiT These Functions of
Wall Displays
ivalioii: Large, colorful displays
tlieniselves attract interest. In a
iraphv recitation, for example,
n a map is used with a timely pic-
; or. in a current events discussion,
have a perfect ''geography readi-
>" situation.
)lication: Nvstrom maps now sup-
children with both the "where'
the "why*' information, and con-
a wealth of material which chil-
1 use in relationship studies. The
maps contain both natural and
ural patterns which lead children
iiake comparisons. Comparisons, in
1, lead to the discovery of prin-
es.
ting: In the modern classroom, test-
is used very frequently to "fix
cepts. Tests can often be made to
^ the form of
mterestmg games
E and HEAR — Februory
when your room is equipped with
well-chosen maps and charts.
Send for New (J345 \ VliTRfl MHii"^'"
Catalog
The Nvstrom catalog
slioukl be a part of
your professional libra-
ry. It gives you com-
plete description and
prices of all new types
of maps, globes and
charts — with many colored illustrations.
Paste to Post Card — —
Gentlemen: Please send me the CS45
Nystrom catalog. We are particularly
interested in materials for the followin;^
subjects:
( ) Geography ( ) World History
( ) Health ( ) Bio'ogy
( ) Safety ( ) Civics
( ) American History ( ) Literature
Name
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State
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3333 Elston Avenue
CHICAGO 18, ILLINOIS
Page 13
NEWS NOTES
Sidle I'nix'crsity of loiiui
Announces—
Bruce 1".. Mahan. dirccior of the K\-
tension Division of the Stale I'niversity
of Iowa has announced tlie return of
I.t. Lee W. Ciochran. Lt. Cochran has
served in the Xavv but will return to
his post as excciiti\e assistant in tiie
Extension Division. Jolin R. Hedges,
who lias l)een acting director of tlie
Bureau of N'isual Instruction of the State
Uni\ersiiv of Iowa in I.t. C.odiran's al)-
sence. has hccn promoted to director
of the bureau.
On I.t. Stanley E. Nelson's return
from tlie Navy, he will assinne the |)ost
of editor and technician in the bureau.
On Major \ crnon E. Putnam's return
from the Army Signal Corps, he will
resmnc his post as chief technician of
the bureau.
\\itli the return of a complete staff,
Director Mahan promises a comprehen-
sive program of production, distribution,
and service bevond anything that has
been accom|)lished in the past.
Wlien Teachers Fly
Dr. Frank E. .Sorenson keynoted the
recent meeting of the OmahaMunicipal
I'niversity .\ir Age Institute with several
fascinating predictions:
■ The teaching of aviation in public
.schools will, no doubt, oiler vocational
opportunities to many of our reluming
.Army Air Corps veterans. I here should
be room for several luuidred full and
parliime aviation teachers in the
schools of the slate of Nebraska alone.
There is little doui)t but that an .\ir
Ciorps backgroiMul would be most help-
ful to men who expect to enter this
public school aviation training area."
I'nitpie among Dr. .Sorenson s |)resen-
lations was the study type application
he developed to accom|)any the study
of the film Huxu lo lUiild a Light Aii-
p la tie.
Awards
For their meritorious
services in the interest of
16 nun. films during the
.')th, ()th, 7th, and \ ictory
Loan drives, Merriman
Holtz and C. R. Reagan,
members of the SEE and
HEAR Advisory Board,
received the .National
Merit Reward.
D. T. Davis. Chairman
of the National l(> mm.
\i(lory Film Committee,
made the presentati<m at
a luncheon of Washing-
ion \isual \\'orkers. Other
ollnials of the National
l() nun. X'ictory Film
Committee are .\dolph
VVerlheimer, treasurer, of
Clhicago. and O. H. Cocllu. scdetarv. of
Chicago. National Headipiarlirs are at
l.')7 East Erie, Chicago.
I he .National Connnittee is preparing
a postwar program for the consideration
Page 14
()f national organi/.iiions and govern
menl groups, looking lorward lo the
contiiHied use of the Ki nun. film me-
dium for the information of the Ameri-
can |)C'ople.
February— SEE and HEAR
19
Just Released — An Important New
Young America Visual Unit on Safety!
To help your school do a better job of safety education!
(unit consists of two 16 mm. films and four slide films)
HOW TO SEE THESE NEW RLMS QUICKLY AND EASILY!
Tour Young Amtrico itot* dittribulor will arrange to pr*vi«w for yow
any Young Am»ri<o Filmi you would lilt* to t**- For further datails,
writ* to your ttatt diitributor or Young Amtrico Fitmt, Inc.
Recognizing the need for elemcnury ufety material.
Young America Films. Inc . has produced a complete
new visual unit on safety. This unit includes two l6-mm curricu-
lum sound-films depicting ufety principles on the streets and in
the home, four 3^-mm slidefilms covering all aspects of safe liv-
ing, and a Teachers Guide for each. This project embodies the
Kcst thinking of eduutors, safety experts, curriculum consultants,
^ i^ual education speciali«» and experienced classroom teachers.
Dr Herbert } Suck. Director. Center for Safety Education, New
York University, served as educational advisor on this project.
' &«f«ty to and From School** — For uhc in I'rimnrv (iradca
(I. 2. .U. KuniiiiiE tiiiiv; 10 ininuten. Itimm. Souna-on-film.
$J't.OO. Hnw. whi-n. mid wh(>rc to nrosi) » (itrp<'t in made elciir
ill oimple dinloKUC and illuKtrutpd in detail »o that everv rhJId
r.in und^Tsland it. Artfully combines action photoRraphy and
.iTiiiTiaticm.
"Safety Begins at Home**— For use tn Middle Grndes
I 4. .1. til. Kiiiitiine tinif : ID minutes. ISntni. Sound-on-film.
$J.').(»0. Shows thf v;tri<»ti!« s»fefy huinrda found in the home.
tio\v they ran bv rvcn^nizfil and avoided. Dr.inuiSizinK the fun
'■f livinit aiift'ly. the film dcpiris specific home aiift-ly principleii.
"Living Safely**^SIideflliTi Series — Four alidcfilm lesBonft of
till- di90U8<tional type to comiilcment the safely filniB. Deoiicned
for MHO in .Middle and Upper Klementarv Grudes. $2-. 50 each.
"I.IVINU IN A MACHIXK A(;p;"— Dials with siifety ha/arda
brouKht about by the machine iiKC. "SAFETY IN A MA-
CHINE .\GE" — Shows principal causes of traffic acctdenls.
"SAFETY IN THE HOME"— Accidents in the home, their
causes and preventions. ".SAFETY AT SCHOOL ANO AT
PI>.\Y" — Safety precautions in school Kymnasium, corridors,
pl.iyerounds. etc.
NOTEI Ench of the films and slidefilms is accompanied by a
separate Teacher's Guide which is available FREE OF
CilARGE!
3 Of her New Young America Releases Yoa'll Want to See and Own!
Ouf Shnnlong World" — For uie in junior and
i«niot hijth tchoolf l6-mni Sound-on-filni. $2S.OO.
\ documentary dim specifically deiigned to motivate
ind introduce the study of the history of transport!-
ion ind communication. (Running timet 10 min-
jtes.> Accompanied by four slidefilms corering the
Jistory of land, water, and air transponation; and
rommunication. Each ilidefilm kIIs for $2.50. A
Feacber's Guide accompanies each.
"W«, »h» Peoples"— Fi>r ujc in junior and senior
high schools. Running time: 10 minutes. l6-tnra.
Sound-on-film. 125.00. A provocative, documentary
film presenting the story of the United Nations
Chaner. Outstanding for its clarity of presentation.
Accompanied by two discussiooal sltdefiltns covet-
ing the needs for and purposes of the charter and the
cbaner's otganitation. Each slidefilm sells for $2.50.
A Teacher's Guide also accompanies the unit.
Audubon Society Birds— JO beautifully colored 2"
ic 2" slides, invaluable to nature study classes for
bird identification. Reproduced from the National
Audubon Society's collection of famous bird por-
traits by the celebrated bird painter. Allan Brooks.
Authentic in every detail and color. Packaged in sets
of 20 slides each, selling at $5.00. (Pan of a series
of 150 slides, only 40 of which are available at this
time. The remainder are now in preparation.)
YOUNG AMERICA FILMS
■ ■■
YOUNG AMERICA FILMS. Inc., IB E. 41 St., Now York 17, N.Y.
I *uh to order □ ] wish to preview Q
the following Young America releases checked below:
Safety To and From School □
Safety Begins at Home Q
Living Safely (four
slidenlms) Q
The History of Transportation
and Communication (four
slidefilms) Q
Our Shrinking World Q
We. The Peoples Q
The Needs and Purposes of the
Charter and The Cnaner't Or-
ganization (two slidefilms) D
American Birds (40 colored
slides) □
SehooL-
School oddrtss.
Z«n« (if ony)_
IE and HEAR — February
Page 15
DOING,
SEEING and
HEARING . . .
mr
Charles Boesel
Principal, Junior School
Milwaukee Coujihy Day
KDirOR'S NOTE: Charles Bocsel is
I ingenious teacher. But he knows
lere ingenuity must stop and where
e need for graphic visualization must
gin: at that point uhere the child's
rkground of experience is no longer
lie to supply "readiness" upon which
:\v and remote experiences may be cor-
ctly understoo<l. This article has two
lints to make: one, that pupil projects
ould begin as an integral part of the
neral curricular program for any class,
id two, that the idea of making an au-
torium program via the slides offers
e teacher a worth-while means in
tending the use of dioratnas beyond
at which has been done in the past.
T TE ARE all acquainted with
rV the concept of the diorama.
/^e see its most effective applica-
on in e\ery Hollywood produc-
on. There it is used to give the
idience a feeling of depth and
■ality in many of the scenic sets,
[en and materials are blended
ith the painted backdrops so
noothly that it is often hard to
isccrn where the true modeling
pers off into the flat painting.
Again, in a visit to any museum
e can find the dioramic device
5ed on a smaller scale to give a
nse of realism to the pictorial
isplay of some form of man's
irious social, economic, and po-
tical experience from past to
resent times.
These almost living scenes
lake you, as a teacher in the ele-
lentary grades, wish that your
ere is a finished product— a diorama
)Out truck farming. The lad who made
is truck farm was, at the completion
his project, able to talk about a sub-
ct he understood from the foreground
up.
IE and HEAR — February
pupils could employ this medium
to develop some phase of their
social studies units. Perhaps you
have thought of making the con-
struction of a diorama a group-
constructed project, but have not
suggested it because you judge
that the skills and techniques re-
quired are too involved and diffi-
cult to permit the completion of
something which would success-
fully produce the effect desired.
Such a project would also need
more space than a table-top con-
struction of the same subject and
^\•ould offer very little more in
the way of education through its
construction, or in its final form.
However, the use of the diora-
ma as a small project for the indi-
vidual pupil has attractive possi-
bilities even, as we found, for chil-
dren on the third grade level. No
matter what methods of instruc-
tion and motivation you may use
in teaching social studies to the
middle grades, you will find in
an average class, a normal dis-
tribution of effort and ability
among the pupils. Fast readers
and quick thinkers get ahead of
others in preparing and complet-
ing assignments. You have pre-
pared extra resource materials in
reading for these pupils and have
given them opportunities for ex-
tra reports, but the urge to DO,
as well as to read and think is
paramount with children on this
level. The construction of a dio-
rama can be made a valid and
worth-while outlet for this urge
to make something. After explain-
ing, and perhaps illustrating the
Page 17
ii.dnic ol a (lioraiiia lo the entire
(lass, the) are told that those who
arc ready to may begin to plan
and (onstrnct an indixidual dio-
laiiia. l>v deinaiulinii; that pupils
hrst complete and keep uj) Avith
I he minimum assignments in or-
der to have the privilege of work-
ing on these piojects. one aecom-
phslies two things: good moli\a-
lion for tlie higgards and enjoy-
al^le oeeupation h)r those meeting
tile standard recpiiiemenis. An
atlministi ati\e ad\antage of tliis
l^lan is that there will be a
"spread"' in the time at whieh
\(>ur pupils will begin their l>roj-
ects.
The diorama is built in any
eouugateil j)a])er-j)a{king box
with dimensions of apj>io\imale-
ly 10" X 12" X 18". Any lurther
suggestions as to the ehoicc of
subjeets or ways and means of
Aiiollici boy sUul-
i('(l and made an
Kskiino li liming
nip liic" siibjcil of
his ilioiaina. After
he had finished liis
jiroject. he under-
stood ainong otlier
things that ahoiit
llic only time the
Kskiino luinter eon-
striiets an igloo is
during a s n o w
s t o r in far auav
from Ins |)erma
neiit ilwclliii".
Reading alwiit something that occurred in tlie past is many times
far more difficvilt than trying to visuali/e lliat experience Avith suf-
ficient clarity to reconstruct liie concept in all its details, as the
lad who made this has done with his diorama entitled "Clearing
the Homestead."
or choosinjT models or
iiitiiig backgrounds arc credited
ikiiiji
this article to the
general
lowlcdgc which teachers have
this tyjK' of work and to the
tli\idiial ingenuity of teachers,
ipils, and parents who partici-
tc in it. Parents arc mentioned,
it because they are expected to
tuallv ha\e their finoers in the
c, but because this project is
inething which offers a very tail-
zie and jjleasant niediinn for
cadeniic discussions" with par-
ts in the home or at school.
After a pupil has chosen his
bject. done some "research"
)rk on it, and has l:)cgun con-
iiction, he frequently wishes to
epare an oral or written com-
isition about liis project. If in
itten form, this composition
ay be placed on top of the box
containing his diorama when it
is ready for display to his class-
mates.
There will probably come a
time when the desire to finish the
construction may lag. You can
suggest ideas which should not
only stimulate the desire of these
jjupils to complete their projects,
but also present a new goal in
this area for all tlic jjupils.
I ha\e said: "1 think we will
show our dioramas during an au-
ditorium program. Of comse,
these projects are too small to be
seen very well if you stand up on
the stage with them and talk to
your audience aboiu them, so this
is what I suggest we do. I am
going to have a colored picture
taken of each one of you standing
up and holding your diorama in
and HEAR — Februory
Page 19
front of you like this. (See illus-
trations.) The photographs arc
of such a kind that we can show
a big colored picture of you with
your diorama right on the screen
in the auditorium. You may pre-
pare a talk about your subject
and present it to the audience
while the picture is on the screen.
Vou may use your written com-
positions for your speech, or you
may tell more about it than you
have written, if you wish. Now
the sooner all the dioramas are
finished, the sooner we can get a
complete set of the pictures and
put on our auditorium progiam."
Charles Boesel
During his twelve years as an instruc-
tor in the Junior Division of the Mil-
waukee Country Day School (a private
college-preparatory school for boys) , Mr.
Boesel has carried the by-products of his
hobby, photography, into the school's
academic and extra-curricular program.
Taking, making, and showing pic-
tures, whether still or in motion, silent
or sound, colored or black and white,
he has experimented with all of them
in his wish to enrich and make more
elfcrtivc the conventional teaching pro-
(cdures.
His school was one of the first in Wis-
consin to be submitted to the early
trials and tril)ulations of trying to get
more than a handful of the kind of
fducational sound films which could be
correlated effectively witli specific con-
tent areas in the various courses of
studv in the elementary grades.
The additional educational and
motivating outcomes gained are
readily discerned. If you are not
an amateur photographer, you
may have to go to the trouble of
locating some outside source for
Pao« 20
accomplishing the little photo-
graphic work in\ol\cd. The most
pleasant solution to this problem
is to find an older student, a par-
ent of one of the pupils, or per-
haps a photo-minded faculty
member who has a camera in
which the Kodachrome K135
si/cd film can be used. The man-
ufacturer dc\elops ami processes
this film and the pictiucs are re-
turned mounted in cardboard
2" X 2" slides ready for projection.
The film cost is about fifteen
cents per slide if all the pictures
on a roll are usable.
But now, what of the cduca
tional outcomes? For third graders
to be able to see, to examine, and
to lend tangible evidence to those
subjects they study is of signifi-
cant worth. Too often we glibly
conveise about Eskimos, truck
farming, shipping and air travel,
never realizing that we speak in
terms of concepts never clearly
ex})cricnccd or visualized by our
young children. Here is a means
of vital, graphic visualization— a
means which necessitates active
participation by the child at every
step of the way. The means— the
diorama— try it and see.
By extending the use of diora
mas in the ways herein expressed,]
it will be fountl that the rathci
large amoiuit of time and thoiighi
rajuired of you and your pupil
to completely develop this project
is well rej)aid by the variety o\
ways its fits in with the basic
teaching and training you aspire
to give yom pupils no matter
what devices you use.
February — SEE and HEAI
V
NOTES FROM THE
}. Margaret Carter
National Film Board of Canada
Editor's Note: The Chicago Film AVorkshop is an organization lo
encourage the use of audio-visual coninuiuitalions in adult education.
It is sponsored bv the International Relations Center and the Adult
Education Council of Chicago. The Planning Committee is made up
of representatives from these organizations, as well as the American
Library Association, Chicago Public Library, National Council of
Y.M.C.A.'s.
At the meeting, which is reported here, two films were used to offer
background information for a forum discussion on the subject, "Eco-
nomic Security or Inflation-Depression?" The films shown on this
program were Tlie Business of Fai'ining (National Film Board of
( ;iMa(la) and Slory With Two Endings (Office of War Information).
In abbreviated form, a report of the Chicago Film Workshop meeting
has been prepared for you in an effort to illustrate the place of the
current problem-type film.
"* HE iollowing article consists
of excerpts from an actual
cussion which was based upon
? two films Business of Farming
d Stoi-y With Txvo Endiyigs.
mitations of space prohibit the
inting of the complete discus-
n. This cutting includes less
m one-fourth of the entire dis-
>sion. From these excerpts, how-
iT, the reader can easily sense
I breadth and depth of the dis-
5sion which ensued. The re-
uks of the panel and of the
dience brought out the widest
ige of opinion, set forth a rich
ay of facts, and opened in-
incrable a\cnucs for fmther
! and HEAR — Fehrunry
study. These are purposes which
the sound film adequately fulfills.
The reader will notice that the
discussion rose not only from
points which the films illustrated,
but also that discussion was pro-
jected upon points not included
in the film. This is as it should
be. No single film or group of
films can tell completely the
^\hole story of major social or eco-
nomic problems. The film serves
not only to offer information and
j^oints of \iew but stimidates
thinking and raises (juestions be-
yond its own actual content.
In the complete transcript of
Page 21
this discussion, 33 aspects or ele-
ments ol the main topic were
commented upon. Some of these
points were (|uitc fidly de\eloped
—others weie merely mentioned.
The entire discussion was a stimu-
lus to further study and showed
(he necessity loi- accompanyint;
the use of films with ample study
materials.
Now for the forimi:
Mr. Ih-hagr: W'c liopc tliat wc can
liccoiiH' ciij;af^((l ill discussion. Wc will
liy to (onic lo some rondnsions that
might he helpful for us as persons wiio
have rcsponsihility for leading similar
torum disiiissioiis. \Vc might well ask.
Have these two Tilms made a careful
analysis of the situation?" "Do these
films present a true picture or have they
oversimplified the problem?" "Have
iliev omit led aii\ important aspects of
ihc- siluatioM?"'
Mr. McKeague: I believe that the
dims presented proi)lems that face us
ioda\. I he second film. Slor\ With Two
ludiiitis. was ob\ ioiish made during the
war, but I ixlieve that it co\er> liic
groiuid fairlv well with the exception
of the (pusiion tiiat has been raisc-d on
Paqo 22
A farmer .spends his
single income on two
kinds of costs, the cost
of farming (sup|>lics
and e(|uipment) . and
the cost of li\ ing (the
family focxl and cloth-
ing) . Here Farmer lloh
l-.lston is i)u\ing over-
alls which represenl
the lime and ellort of
hundreds of workers
wiio in turn depend
on his lal)or for their
food.
whether or not price control is interfer-
ing with recon\ersion. That important
cpiestion is not answered in this film.
.Mr. Rehage: Mr. Plotkin. do vou have
any comment you uould like to make
about liie lilm as a means of presenting
this major issue?
Mr. Plalkin: Yes! \Ve will take the
lirst |)iciiirc. liiisinc.'i.'i of laniiitig. I his
fdm infers that the industrial worker is
dependent on the farmer. There are 17
million industrial workers. I here are 9
million farmers. If we should ha\c 10
million unemployed tomorrow, and
there is every probability of it, the farm-
ers' income then drops in half. In other
words, the whole |)i(iure is l)ased on a
doubtful assumption. One of the things
implied was, don't ask for wage increase.
1 believe that wages have very little to
;lo with prices shooting up.
Mr. liihagc: 1 think we should hear
from Mr. Hurwicz.
Mr. Ilurn'irz: I share to some extent
I he \iews that Mr. I'loikin has just e\-
pressed. I would draw a distinction be-
tween the time these pictures were made
and the present moment. I saw these
pictures several months ago and was
iMuch less critical of them then than
now. I did think that these two pictures
did tend to oversimplify the problem.
Februory— SEE and HEAR
don't lliiiik w'c got :i good (-\|>l;iiiiilioM
liow ilu' |iri<c shoot up from 8 rents
17 tt-nls caine about. I do not agree
itii Mr. IMotkin tliat tlic only w:iv y>u
n gel inllalion is l)V lia\ing '.) out of
I factoiifs l)oiid)i'd out or liaxing
oncy disapiuar.
Mr. Plotltiii: Is it (Oiueivahlt- lliat
ere is a group that is d('lil)cratel\ us-
g iiiflatitmarv icrins in order to treate
gainl)liiig and spccuhiting sudi as uc
nl in the last war? In other words, to
nfuse the pidilir's mind with the word
Illation" herause it is being irsed as
"srarative" as they used the word
lolsiievism" after tlie last war.
Ansu'ci: I am (juite sure that there
e people— those who liave goods, who
oidd like to sec them go up in price.
.\/;-. Flotkin: 130 manufacturers in
e middle west told me that business
not what they anticipated it was go-
g to be. There are two reasons for
is. Now that ilie war is over the buy-
s think that prices ought to come
)wn, and secondly, they are holding on
their money because they are antici-
iting that there might be unemploy-
ent.
Mr. McKeague: There are many
opaganda stories blaming price con-
r)l for holding up reconversion, or
aming the readjustment of the return-
ing .soldier.
Mr. I'lolkiii: Uul when a business
man goes to Washington to demand an
imrease in prices that is not in(latir)n.
that is just an increase in ])ri(('s. But
\\r have set up Labor Control devices
\\her<'bv an industrv as a whole can
liring in its plea tha! they have to in-
( tease their wages and increase their
cost. Now |)ri<(' control certaiidv does
not mean that all prices have to remain
fixed. It means that there can i)e ad
justments made. We know that during
this last war. wages in many plants and
in some industries were fro/en o\er
night. Tluir ])ositions did not alw'a\s
l)a!ance with the rest of the economy.
We know tiiat some adjustments have
to be made.
1 he films on the whole were descrip-
ti\e of a process. But, I started to ask
myself if there was anywhere I could
get a clue to what was causing all this.
I was hoping to see just what some
of the things were that were at work.
I believe possiblv a discussion of this
sort might help the understanding of it
more clearly.
Mr. Rehnge: Is there anything ve can
add to help us imdersiand some of these
basic causes?
Mr. Plolkin: I don't think that we
have ever had a complete analysis of
trip to the general
>re to lay in supplies
r house and farm is
weekly event in the
nntry. Whatever the
rmer needs, from
ap to pitchforks, may
; found in that store
but part of tiie cost
running that store is
Ided to the price of
each article in it.
Pictures courtesy Na-
mal Film Hoard of Cati-
a.
E and HEAR — Februar
Page 23
how much food we need to consume in
our own country, or whetlier we really
need a foreign market for our food.
I want to point out that the lay-offs
preceded the drops of the farmers' mar-
kets because the city man could not buv
it. Vou can't lay off the farmer. He is
stuck — until the mortgage holder drives
him out. The Canadian picture laid
particular stress on the farmer groups.
They are tremendously afraid of the
food that is piling up now and yet I'll
venture to say that one-fourth of our
population today does not have proper
diet or proper foofl.
Person in lite audience: There is
one point. I think perhaps inflation is
a rapid rise in prices which results when
the stock of goods is less than the
amoinit of active purchasing power. I
think we can dofnie deflation as a de-
cline in prices wliidi results when pur-
chasing power is less than the available
stock of goods.
Person in Audience: I have one com-
ment. I an> a white-collar worker. I am
neither an advocate of organized labor
or manufacturer. I am deficient in
demonstrating the influence of organ-
i/ctl pressure groups in advocating mv
respecti\e causes. The average white-
collar worker is in the "s<iuecze" l>e
I ween the contenders, the farmer, the
Pag* 24
A farmer is in a tough
spot. He has a single
income for both costs,
but he cannot control
prices. Sometimes he
raises cattle to protect
himself against the un-
certainties of one-crop
farming.
organized laborer, and the manufacturer.
It seems to me if we are going to use
these fdms in various groups, that we
should be supplied with additional ma-
terial other than the very \ital informa-
tion that Mr. IMotkin has demonstrated
to us as inchuled in the fdms.
Person in Audience: The strength of
the film is that it presents a point of
view. We don't have to agree with thai
J. MARGARET CARTER
Miss Carter majored in Engli.sh and
was graduated from the Universitv of
Iowa with a R..V. and a teacher's cer-
tificate. Through her later work with
Rand McNally and the University of
Chicago Press, she became enthusiasti-
cally interested in the primary tools for
learning.
She was among the first farsighted
persons who spoke above the protesta-
tions to the teaching film being a fad
and frill. More recently she has con-
ducted film utilization surveys and
courses in visual education for teachers
at the University of Florida and South-
ern Methcxlist.
Since January, 1943, she has been di-
rector of non theatrical distribution in
the United States for the National Film
Hoard of Canada.
Kebruary— SEE and HEAR
lint of view. We have people in our
cclings even tliough ihey are not
lion economists or tniion leaders,
niclinics you welcome them if only
r tlie purpose of taking them apart
id seeing what makes them tick. Both
cturcs were made under given condi-
)ns I)v people who had the limitations
>t only of being human, hut also hav-
g certain kinds of jobs and certain
nds of viewpoints. We understand this,
>wever.
Afr. Rehage: A picture of this kind,
en if you don't agree with it alto-
ther, gives you a springboard. It is
le viewfMJint.
It seems to me that we are talking
Dng this line. This picture doesn't
Tee with my viewpoint 100 per cent
id therefore I shouldn't look at it. Is
is a valid viewpoint?
Person in the audience: Until I
me to this meeting, I rather was
dined to agree with this gentleman
at the full-employment bill was the
ost important and that the wage issue,
lile terrifically important, was not ma-
r I am now inclined to change my
;ws.
The conflict that is going on now on
iges is a fundamental conflict fought
retain a standard of living. We could
have full employment in America and
slave wages. \Vc could have WPA on a
nu)uster l)asis — on a tremendous basis
where the goxcrmncnt makes works
projects and where people work for
l)arely enough to sustain themselves. I
now have swung o\er to the position
that I am agreeing more with Mr. IMot-
kin. Rut, where is the logical stopping
point for labor to .say at this point, we
will ask no more?
Mr. Rehage: I think we have seen
tonight how two films can be used to
launch a problem of this kind. We have
used the films to "set" our problem. We
have seen the need for clearer defini-
tions. We have seen also a need for a
clearer analysis of the basic causes of
the phenomenon which we have been
concerned with tonight. This discussion
has helped us to get some additional
information which perhaps some of us
would never have come across if it had
not been for a meeting of this kind.
We need more than films, of
course. We need other sources ol
information. The film is, no
doubt, one powerful source. Wit-
ness the give and take of discus-
sion. Witness the change in ideas
that has occurred.
jring the depression,
>b Elston had to bor-
w money. Then he
id interest on the
ortgage as an addi-
)nal cost of living,
radually conditions
iproved. Both farmer
id labor began to
ake money. Bob be-
n to get higher prices
r his grain at the ele-
tor. Here he is mak-
g the final payment
on his mortgage.
E and HEAR — February
Page 25
Only In viewing and siihswiuent discussion can ihe content of a film
1)C thoroiiRlilv c\aliialc(l. Here is y\r. Kcn/ic and a pronp of the voung-
sicrs who have- recorded their xiewpoiiits on what lhe\ saw and heard
about table manners.
TOWARD
/
//
(SOCIAL INTELLIGENCE)
Editor's Note: Creating attitudes which lead to good sociol bchovior is
one of our educational objectives. How to ochieve this, however, is a problem
not completely solved. We talk about getting along, about social intelli-
gence, about how natural o thing it should be in our everyday behavior.
Ncwiy-dcvclopcd teoching materials through which the authors of this
article believe that this objective moy be opprooched include the film
DINNER PARTY. It is the first of a type much needed ond of which more
will come.
|iini(
m
ate
Paqe 26
February— SEE onH tlEAR
Roiii u I II. r>iiR(.i ki
Director, Visual fuslnirliou Center, San Diego Piihlie Schools
and
Charms Russfii. Ki nzik
Roosevelt junior High School, Suji Diego. Calijornin
S THE CLASS AND TEACHER
SAW IT
rllK subject of niannt-rs and
(iisioms is timely lor junior
ul senior high school students,
he \i\i(l portrayal of "enihai-
issing moments" of Avhidi every
rl aiul boy can imagine himself
srsonally a part, is good. The
laracterizations, the teen-age
lenie. and the color photography
lake this experience interesting
id popular as well as a subtle
lought provoker.
After seeing the film, a group of
mior high school speech stu-
cnts reacted to the picture in
ays expressed by the following
atements:
"Our mothers teach these things
) us every day. Still lots of us
lake mistakes. The picture not
nly shows how embarrassing
lese mistakes can be, but sho^vs
ow they can be avoided."
"It shows you how aAvkward
ou look when you do not know
lie correct way to behave at the
ible."
"It gives a person a reason to
,onder about his manners and an
rge to find out if his manners
re correct."
(Continued on Column 1, Next Page)
EE and HEAR — February
THROUGH THE EYES OF THE
DIRECTOR OF VISUAL
EDUCATION
DIRKCrrORS of audiovisual
ecUualion lia\e been asking
pioduceis of educational (ihns to
make pictmes which have "built-
in educational engineering." 7)/;/-
ner Party is a long step in this
direction.
Good table manners sound like
a "sissy" subject to the average
teen-ager, but D i n n e r Party
"strikes" when these students are
not looking and captures their
attention. Several weeks ago this
fdm was viewed by a mixed group
of 30 junior high students after
school. After the picture was
screened, these boys and girls re-
mained for more than a half-hour
discussing the (]uesti(jns raised by
the fdm. They would lia\e stayed
longer had not the teacher dec id-
ed that it was time to quit.
At first the class was somewhat
pu/zled by the very unorthodox
presentation. They liked the
story. They approved of the set-
ting and cast; but they could not
understand why the fdm did not
answer all the questions it raised.
As the discussion progressed, the
answers began to flow from the
\arious members of the class.
(Continued on Column 2, Next Page)
Page 27
Betty is hostess at a small dinner partv
in honor of her friend's birthday. She
is proud of the table arrangement.
The housekeeper has only three sug-
gestions to make the arrangement
proper. The napkin is misplaced, the
butter knife is not across the bread
and butter plate, and there are no
water glasses. IMace-cards are not neces-
sary at a small dinner.
While Betty is enjoying the meal, the
tom|>any of the guests, and trying not
to notice the mistakes of others, she
practices the continental custom of
cutting her meat with knife in right
hand and fork in left and then carry-
ing a small piece to her mouth on
the fork with the left hand. This elim-
inates the /ig-/ag maneuvers of trans-
ferring the fork as most Americans do.
Page 28
Bob has taken too large a bite and it
interferes with his talking. Now he is
about to use his napkin which he
spread out in his lap instead of lay-
ing it folded.
He is telling a story and using his
siUcrware for emphasis. Be carefid,
liob, or that glass of water will tip
over! There is always a sensible rea
son behind every etiquette rule.
Pictures courtesy of Simmel-Meservey.
February — SEE and HEAR
(As the Class and Teacher Saw It)
It is interesting to note that
iiany of the students were critical
if the unanswered questions rais-
d by the film. Their comments
oilow:
"The only fault in the movie
dinner Party is in regard to the
lucstions the narrator asked but
lid not answer."
"I was hoping all through the
iio\ ie the questions would be an-
wered more fully. I am not sure
»f many of them and I know
iiany other students in the class
rcn't cither."
"I learned something from the
)icture, but not as much as I
ould have if it actually told me
11 the correct ways."
These comments are to be ex-
)ccted. No film can answer or
hould answer everything. This
hould guide the teacher in her
)Ianning prior to the showing of
he film. Actually, these unanswer-
;d questions are a help rather
han a hindrance to the discussion
hat should follow the shoiving of
his picture. If the teacher knows
n advance what questions are
)osed, the discussion will be led
lirectly into those activities in
eading and fact finding which
hould follow.
One boy "wrapped up" his
)pinions briefly in these words:
"They asked a lot of questions
just have to know the answers
o. It was very helpful and inter-
esting.
P. S. It made me hungry!"
EE and HEAR — February
ROBKRT H. BURGERT
Mr. Ruignt is director of visual edii-
(iition for the San Diego City Schools.
He has taught in both elementary and
secondary schools of San Diego and for
four and one-half years served as prin-
cipal in the Encanto-Dewey and Edison
Elementary Schools.
CHARLES RUSSELL KENZIE
Mr. Kenzie ofTers a teacher's evalua-
tion of the film Dinner Party. He is an
instructor of speech arts and social sci-
ence at the Roosevelt Junior High
School, San Diego, California.
(Through the Eyes of the Director)
Some questions remain unanswer-
ed at the close of the class, yet the
class by this time was aware that
there were sources of information
within their own school library
which would answer these ques-
tions and others as well.
After a few days had elapsed,
the librarian reported that the
demand for Emily Post and The
Vogue Book on Etiquette exceed-
ed anything that she had ever ex-
perienced in her long term of
service as a school librarian.
I folloAved this up. We used
Dinner Party in different situa-
tions. It has been shown to a
group of students in a private
school catering to the "well-to-
do." Children from underprivi-
leged areas have seen and enjoyed
the story it presents. From the
standpoint of the audio-visual ed-
ucator, this is one film which
really "rings the bell." It is a
springboard to intelligent and
guided socialized education. Let's
have more of this type of picture
produced for our schools.
Pag9 29
1)k. CiiNi; Weltiisu
Dclxnlnicnl of Anlhropoloiiy, Columbia Utiii'crsily
:iiul
Mrs. I)i.\.\ M. 1)1 I K II
/i.ysi<,[ant Principal, Junior High School \<>. 120, Manhattan
il'.()IM-E caniioi be sorted into such a hliiijj; svstiiii in ilieir iiiiiuls
simple "racial" pigeonholes as neglect the real lads. Vet, unlor
il (MIC were woiking with a filing
s\si( 111. This, first of all. is what
ilii' (ilnistii|> nV' Arc All Brothers
u aches. One can't file persons
onto a steic'otyped "ccjlor" caid
and know at once how tall he is
going to he. what kind of blood
he has. what the shape of his head
is. how wc-ll he can think, what
kind of language he speaks, what
his religion is. or what his customs
will be. I'<<>j)le who have created
Pag« 30
innately, more peoj)le have done
this to a gi'eatii or less degree.
Ihe iiliiistii|) ]](■ .he All
lirotlwrs gi\es pictures cjf simj)le,
neglected facts and some that are
ilu' newer findings of science, be-
ginning with the pioposiiion that
all men are lelatecl bv being de-
scendants of connnon ancestors,
as the liible states.
These fat is add up lo the con
February — SEE and HEAR
Alitcn's Noir: I uo great piohkins
L" those who work with rhildren; that
ae<|iiainiing lliein witli the iiiltines
1 ein iiunment <>l i>e()|>le who li\f in
er toimliies. ami the e\eii greatet
ponsihility of iiuiiltatiiig respect lor
; another, the desire to cooperate and
along. Some call this the problem
iiitergroiip relationships. l>r. Weltfish.
• of the two authors of the hlmslrii).
;gesis learning material which, if cor
tlv used, can he of assistance in tie
oping more faNorahlc attitiiiies.
Ml the peoples of the world arc fun
iienlallv alike— spring from tlie same
rent stock, and arc what the Bible
s they arc— brothers. Tiiis is the es
ICC of tlic statement which tlic authors
ng lo us
isioii tliat men are a doselv re-
;cd species — that hereditary
ulciuies to brightness and chill-
ss, beauty and ugliness, lieahh
d sickness, are well scattered
long the peoples of the
rth. and that for the rest,
c (irciinistances and cn\ i-
inuent play a fundamental
le in producing the person
we see him today. It is im-
ied indirectly that a great
al can be done with present
ipulations to improve them
improving life circum-
mces.
The rest of the filmstrip ex-
ains whv such obvious in-
rmation should have been
erlooked by so many people
varying cultural and educa-
Dnal backgrounds. It shows
)w fear and frustration gen-
ate aggression, and how this
;gression often takes the
rm of prejudiced behavior.
is suggested that the person
E'and HEAR — February
a.sk l)iiiisc'll wh.il Icais
(cilainties tJ<)ul)ic him.
.mcl nil
•Some of tlusc are iiuli(aled-
fear of poviil) and sitkiiess, for
instance. It is imj)lied that these
conditions shoukl be faced on
iheirown atcotini, latlur than iii-
diiectiv in teiius of piejudiced
behavior, and that prejudice hurts
I he |)cis()ii who practices it fully
as nuuli as the jjcrson against
whom it is practiced.
Finally, it is pointed out that
belie\ing rumors and failing lo
check facts is a foim of indirect
compensation. It then suggests
l)ositive leads for action, viz., not
belie\ing rumors. i)iit on the oth-
ei hand, checking on facts in the
library, city hall, school, etc. The
r W /
\
/
<.%^
FEAR OF
SICKNESS AND
^ NO DOCTOR
Freedom Irom Ie<r brings ireedom from preiudica. Ih« ptmph
let mainltlni. P»opl« IhamMNst can end racial dlacrlmination
through undertlanding. iympathy and public action.
■'age
31
These children of Public School Number 120, New York C;iiy. arc
7B1 pupils. They are ai work on a study of people in Africa. Out
of this unit of work they were led naturally into the consideration
of the fdmstrip Me Are All Brothers. Their teacher, Mrs. Brahdy,
approaches the problems from two viewpoints— understanding one
another's cultural contributions, and appreciation that we are all
brothers.
filnistrip urges one to spread sci-
entific factual material and to
treat all men as human beings.
Such action is needed to bring
peace to our community, to our
nation and to the world.
The filmstrip accuses no one,
raises no feelings of guilt. It pre-
sents facts without emotional
■'loading," but with mild humor.
Well-drawn cartoons are used.
Simple facts are presented as they
I (ally are— uncomplicated by emo-
tional blocking. The simplicity
with Avhich the cartoons arc
drawn helps achieve that purpose.
When the traditional stereo-
types have in this way been
opened to inspection in a dispas-
sionate atmosphere of historical
and scientific material, the viewer
is drawn into identifying himself
with the situation — again as no
villain, but as a matter-of-fact
person in a connnon situation.
And finally, the \iewer is given
release from any tensions by be-
ing gi\en simple, conciete things
he can do, and by indicating that
tliese have a universal, world-wide
significance.
The success of this experience
ilepends to a large extent on the
clarity and patience of the discus-
sion leader. Peoj)le should be
stimulated to bring up analogous
Pag* 32
February— SEE and HEAR
DR. C.tNE WtLIlLSH
'.cue Weltfish is probably most wide-
known as coauthor with Professor
th Btiu'ilitt of a pamphlet entitled
ts of Mankitid, which was publishetl
1943 by the Public Atfairs Ckimmit-
to combat race prejudice. Since 19.%
vs Weltfish has been an instructor in
Department of .XnthropoloRV of Co-
ibia University.
he has made a number of collections
the .\mcrican Museum of Natural
iiory and the Reading Public Mu-
m in Pennsylvania. Her activities of
cnt vears are explained by her social
iscience. She writes: "Al)out six years
) I l>ecanie convinced by the course
world events that the scientist was
justified in maintaining an 'ivory
ker' isolation and since that time I
;e been working on the race problem
• popularization of anthropological
terial in the schools and other ficld.s.
think the scientist should do some-
ng about society before the buzz-
mbs fall on his laboratory."
Stances Ironi their own expell-
ee. Questions involving com-
icated scientific knowledge
nnot be answered by most lead-
s and should not be lingered
er. The leader should answer
em within the scope of his
lowledge and then go on to the
Short pcrtont tTt lound u> p«oplet o( e»ery r«e»
a Inly • ilx-looler and • (iTe (ool«r could b« n«ll»»
9«n«rattons back.
next point. The best thing by far
is to encourage the audience to
thaw on familiar experiences.
W'hcTi this mood is set. most audi
t nces will cooperate. The leader
accumulates some of his best ex-
amples from audiences. Me shoidd
be jjrepared with some loail ill us
trations of his own to bring the
group into line.
It is also wise beforehand for
the discussion leader thoroughly
to study and digest the script by
reading it several times and think-
ing about it. This gives him an
informational background that
makes for assurance.
As for age lexels, I have seen
sophisticated business and pro-
fessional women as well as chil-
dren enjoying this filmstrip. The
discussion leader, by supplying
anecdotes suitable for the age
level he is handling, sets the tone
for its reception. If possible,
there should be a follow-up at
reasonable intervals. This could
include a reading and discussion
of The Races of Mankind and the
literature suggested in the bibli-
ography as well as any other rele-
vant materials— possibly a skit or
dramatic performance, arrange-
ment of an exhibit, researches
into history, legislation pending,
or local conditions.
The best results are to be ob-
tained when the filmstrip is part
of a larger program. It teaches
that the so-called "race" problem
is actually a problem in funda-
mental himian relations.
E and HEAR — February
Page 33
l-OIUmuni:^ Miss WClljish's ii^oicuil sldU mcul . Ails. lUculi
(lcs( lihcs hnw llir fihnslrip is iiiccl in Public School No.
120, Neil' Yorh Cily:
TIIK (la!>srooni teacher needs
m;iii\ (l(\i(cs lo assist liei in
I'liikling iiiicIeistaiKliiigs wiiiili
\\ ill lieljj o\ercoine race prejudice,
she can. of course, do it by sct-
linu; an e\anij)Ic ihiouj^h lur own
illitude. Jim that is not enou<;h.
she nnist pro\ icie the children
with iniorniation that will cause
liuin to (jucstion ihcir own cnio-
lional icactions.
With ihis thought in mind, we
atleni|)tcd to ])i()j)a^andi/e acti\e-
l\ lor dcinocracA in our junior
Jlii^h School. The James Fcni-
more ( ioopc r [unior Hii^h School
-NO. IL'O Manhattan— is a mod-
c'lii. wcll-ecjui|)j>ed. all boys'
school situated in the Harlem
area, liecause ol its location, the
|)o])ulalic)n ol oiu" school is ])rac-
I ic a!!\ all Xegro.
In disc ussint; the cjuestion ol
race relations in oiu school, we
ha\e a two-lold problem:
1. .MaiiN cjI our bo\s ha\e leel-
iuL;s ol inleriority because they
lack security anil because tiiey
sulfer IVom discrimination and
segregation.
2. Because oi the fact that our
boys are a taiget for jjrejudices.
I hey. in tinn. develop prejudices
against other racial grouj)s as a
defense mechanism.
l"o meet these two basic |)i()l)lems
\\i- e\<)l\ed a two-lold program;
Page 34
1. We want to gi\e our bo)s
a leeling of confidence- b\ stimu-
];;ting in them pi ide in the
achic\enKnts of their race.
2. We seek lo picj)are our
l)o\s ioi the world outside ol
school by leaching them to think
critically about the problems of
miiioi it\ gioiijis and about inki-
gioup iclalicjiiships.
fi„t»»*SI
DilkioiuiN ill |jli)sical features
;m(i color arc apparciil in
|)(i>])lcs lull "llu'ir hlooil is the
same' llic paiiiplihl .says, "riic
|)fo|)lts of the earth are one
taiiiilv." sav the aiiihois.
February — SEE unci IIEAK
II sinvcying materials siiitablt-
our iicchIs, we decided thai
lilin,stii|) Il'r Arc All Brolliow
(lid lulj) our program. First,
AouliI l)uilcl up a Iceliug ol se-
it\ iu our boys by showing
t the Negro race is not ilider-
from other races. Second, it
uld stiuudate thinking about
ler minority groups; for exam-
. Chinese Je^\•s, Ethiopian Jews.
I man\ others.
ym^^
^%.
Speech is not inlicrilcd. "Any-
one can learn any language,"
say the authors.
\ unit ol work on the "People
Africa" had just been complet-
, Their teacher, Mrs. Brahdy,
t that there was an excellent
rrelation between a study of tlie
oples of Africa and a study of
s peoples of the world. She
dertook the project enthusi-
ically.
1. The class would de\elo])
2 filmstrip as a unit of work.
2. Ihe (lass ^\•ould then prc-
re a program based on the 1dm-
'. and HEAR — February
MRS. DINA M. lill.lCI!
Mis. Uk-i(h is an as.sislani lo llic
|>riM(i|>al ill |inii(>r lli^h S( liool I'JO in
NLiiihalCiii, a sihool Icx.iUd in liic
llailiMi area. I U r assij^nmcnl as super
\ isor of ciini(nluiii pl.iiiniii};. social
siiKlii's, and xisual iiisiriK tioii makes it
natural for .Mrs. IMeidi to he interested
in projects whidi cond>ine all three as-
pects of her work and which stress mat-
ters of vital social impoi tanc e.
Strip for preseiuaiion to the school
at one of the \isuai insiiiKtion
assemblies.
1 MOriVATION
Duriny, the luiit i)l work on
.\frica, Mrs. Brahdy had read ex-
cerpts from African Journey by
Eslanda Goode Robeson. To
motivate the new imit, the teach-
er referred to these excerpts and
developed the fact that the re-
porters showed that they had
j)rejudices not based on facts
when they asked Mrs. Robeson
about the kind of people she ex-
])ected to find ancl whether she
tliought the people of Africa
could assimilate culture. From
that point, the qtiestions and the
discussion became personal. The
children were asked, 'AVhat is
jjrejudice?" "Do you think )ou
have any?" "Mention some that
you have." "Do you have a de-
sire to overcome these preju-
dices?"
All of the children admitted
that they did not know why they
had tlie ones they did and that,
not oidv were they desirous of
o\ercoming their own, but they
Page 35
sion in order to give
"whole" presentation. Di;
cussion took place at the en
of the film.
8. DEVELOPMENr
1 here were too many faci
to learn in one lesson, so
series of lessons was plannet
As the lessons progressec
High Intelligence occurt in children ol «n r«ce. N»groe». foiU" COHmiitteeS Were cll
Maxicani and Ortenlali. Children art "doI uninlalllgcnl by
h,r«diiy.- veloped:
wanted to help in eliminating
prejudices in other boys they
knew.
2. PRESENTATION
The children were told that
there were two ways to persuade
people, one by an emotional ap-
peal telling them that prejudice
was undemocratic, and the other
by an intellectual appeal, pre-
senting them with scientific data
which would convince them.
The teacher then said she was
going to give the boys facts and
that they could use these as argu-
ments to convince other boys.
The filmstrip was then project-
ed. The brochure that acompan-
ies the film gives adequate
descrijjtions of the frames and so
we shall not attempt to describe
them here. It was necessary, how-
ever, for the teacher to simplify
the language and to condense
many of the paragraphs in order
to show the film and to discuss it
within an hour. In the first show-
ing, the teacher ran through the
entire narrative without discus-
Pao« 36
a. Race
b. Customs and Language
c. Intelligence
d. Beliefs and Prejudices
The members of each conunit
tee, with the guidance of ih
teacher, condensed and simplidet
the material of the brochure. \\v
committee located and brough
supplementary reference materia
to the class. As the research pro
gressed, the pupils wanted t(
write an original play, give ;
radio performance, draw poster
and place them throughout th< oi
school, and j)repare articles foi
the school jxiper. Some wanted tc
plan a forum discussion in tin
auditorium. Another suggestec
an after-school meeting for othei
children in the neighborhootl.
We decided to develop the as
sembly idea. The program wa*
introduced by one boy who gave
the reasons why 7B1 thought the
other boys in the school nnght
gain something from their unit of
work. 1 he members of the four
conunittees then presented the
Fpbruory - SEE and HEAR
iloK
anipli
oreo:
ll'hi
bed,
(ollov
Tlie
idica
pined
loniiai
fiiioii(
olracf
n.
The
I explaining the frames in
plifieil lorni. Two boys took
.' of tlic mechanical details.
riicn the filmstrip was fin-
■cl, the boys of 7B1 asked the
owinj^ cpiostions:
a. What does this film aim to
teach?
b. Does your bone structure,
blood type, or color have
anything to do with race?
Give reasons for your an-
swer.
c. Does race determine intelli-
gence? Why?
d. Is any race nationally war-
like and vicious? Give ex-
amples.
e. What can you do to help
combat race prejudice?
'he response from the audience
icated that the children had
led a great deal of factual in-
iiation as well as a positive
)tional attitude on the subject
ace.
A UDIENCE
PARTICIPATION
^he second part of the discus-
sion allowed cpiestions from the
audience directed to a panel of
experts— six boys who volunteered
to serve. The boys of each as-
sembly participated with great
enthusiasm and it was evident
that the filmstrip had stimidated
thinking. We hope that a desire
to eliminate prejudices will fol-
low.
We know that the project de-
scribed above is but one tech-
nique among many which should
be used to emphasize the impor-
tance of acquiring facts to dis-
prove prejudices.
Every good program should
have a follow-up. In our school
it was followed by the Negro
Achievement Contest which we
hold each term. This contest
gives ours boys, through their
own research on the lives of fa-
mous Negroes and through the
prize-winning essays that they
hear in the assembly, that feeling
of confidence and "belongingness"
mentioned in our introduction.
The filmstrip We Are All Broth-
ers gave them some facts with
which they can back up that same
feeling.
Jews «rc noi A r«cc. but people who Acknowledge « reUgion".
and HEAR — February
Paga 37
Here is a typical slide. It shows how to prepare a lamb for exhibit at
the county fair. Tliis lad dcinonstrates preparation of the fleece.
VISUAL AIDS WILL PLAY
AN IMPORTANT PART IN
POST WAR
(JAh^GYK^
U)e^
I) a I
oledi
«
Kee(
iter)'
f(&
iinps
Th
Gfrai.d R. M(:K.^^
Extension Visual Aids Specialist, Minnesota /liiri( ulttnal
Extension Service
TIN use of \isual aids in ex- This statement briefly sunima
tension teaching will be just ri/es a sur\ey made by the wiitei
as important in postwar farmer during the past summer. The sur
and homemaker classes as it was vey covered the present and an
in hniidicds of GI training camps tiripntcd use of visual aids in the
agricultural extension services ir
during the war
Paga 38
FM^runry— SEE ond HEAI SEi
tktoi
iHe.
(Editor's Note: In schools, in public rclotions work, in university ond agri-
cultural extension, visuol materials ore being colled upon to convey the story.
Through his nation wide survey, Mr. McKay presents recent information on
the use of 2 x 2 slides, 35 mm. filmstrips, and 16 mm. movies in bringing
information into rural oreos. Excerpts from his own collection illustrate one
of the three channels he mentions through which information may be "ex-
tended" throughout a stote's rural areas.)
1 hut ten ol the states. Tlie term
isual aids" was used rather
an "\ isual education" because it
I'ins logical that these devices
liich help to make teaching easi-
, more effectiNC, and more thor-
igh are in themselves only aids
a realization of the total goal
education.
.\ cjuestionnaire was sent to the
ite agiicidtural extension ser\-
e editor in each state. Replies
sre recei\ed from 38 states and
awaii. While the state agricul-
ral extension editors did not in
ery case handle the work in
sual aids, they did have the in-
rmation necessary to answer the
lestions which centered around
ree types of visual materials,
imely, 2x2 slides, 35 mm. film-
rips, and 16 mm. movies.
The questions asked follow. My
mmary of the replies to each
lestion has been added.
What percentage of county agents in
your state is equipped to make koda-
chromes of locol subjects?
About 42 per cent of the county
;ents are equipped to take slides,
id more will get 35 mm. cam-
as as soon as they become avail-
)le.
How many loon sets do you circulate
from the state office? How many copies
of your most popular sets do you have?
E and HEAR — February
Most states keep a supply of
slide sets in various fields already
made up for the use of county
agents and suliject matter special-
ists. 1 he number \aries from zero
to 125 sets. Three states have none
and Pennsylvania listed 125 com-
plete sets. One office keeps a large
niniiber of indi\ idual slides avail-
able and puts sets together as they
are needed. The average number
of different sets on hand is 20 and
the average number of duplicates
of the most popular sets is three.
3. Is any attempt made to integrate stote
and county kodachrome sets?
Apparently there is some trend
toward integrating state sets of
color slides and the individual
slides taken by agents for use in
their own counties. Many agents
fit their own pictures into the
state-supplied skeleton sets to add
local interest and bring out local
facts. Only one reply indicated un-
Mr. McKay says that the agricul-
tural extension slide collection at
the University of Minnesota in-
cludes over 3,500 titles at present.
These are organized into 49 sets
which cover practically every field
of agriculture. These sets are sent
out to county agents at their re-
quest in convenient shipping cases.
Each set is accompanied by a syl-
labus of information.
Page 39
Another slide shows how the animal may be kept clean until
exhibiting time.
successful efforts in this direction.
4. Is the trend toward more local or more
state loan sets?
There is no definite trend to-
ward state-made sets. However,
the number of both in almost
every state is on the increase.
5. Who takes your 2x2 kodochromes for
state-wide use? Subject matter special-
ists, or visuol olds specialists?
In the states where a visual aids
specialist is employed, the work
of taking the slides is divided be-
tween subject matter specialists
and the visual aids man.
6. Does your visual aids man work mostly
with agents or with subject matter spe-
cialists?
Of 24 states which have a visual
aids man, 12 indicated that he
spends more time with subject
matter specialists than with
agents; eight showed the opposite
to be true and four indicated the
time is about equally divided.
7. What percentage of your agents have
still projectors? Movie projectors?
A few states have a fair amoimt
of projection equipment but a
large majority plan for a big ex-
fiansion in the field of new ma-
rhis slide shows the proper way
^ lo hold a lamb while it is being
judged.
k
il
Ini
Pi
fee
m
At
I'f
,,
:t(
nil
incs. As might be expected, the
c 2 slide projector is the com-
)n item with 65 per cent of all
L'nts supplied. Only '15 per cent
; equipped with movie projec-
ts and about half of these are
cnt ones. Comments on the qucs-
mnaire indicated a definite
nd toward buying only sound
DJectors.
in agents loaned projection equipment
y the state office? Whot transportation
methods do you use for this equipment?
The lending of state office
uipmcnt to agents does not
?et with fa\or in 18 of the 34
tes which answered this ques-
>n. However, eight of the states
have their programs set up to
ow for loan to agents, and eight
lers have a plan for furnishing
limited amount of equipment
agents under certain conditions,
ansportation presents the big-
it problem, with subject matter
icialists and express handling
)st of the shipments.
lo you make filmstrips locally? Who does
he work?
Very few states produce any
nstrips. Out of 35 who answered
? question relative to this, only
•ee had made any number and
had made a few from time to
le. Twenty indicated that they
finitely did not make any. In
)se states where any work has
sn done, it has been handled by
I regular University Photo Lab-
itory or by the Photo Labora-
7 in Washington. Charts,
iphs, and maps are being copied
35 mm. or 2 x 2 glass and used
and HEAR — February
(.F.RAI.n R. McKAY
In 1933 Mr. McKay l)cp;an his icarliing
career in Isanti, Minnesota, as printijjal
antl upper grade teacher. Wliiic there he
purchased for tlic school a 16 mm. movie
projector, one of the first in the county.
After four years in Isanti, he accepted a
position as teacher of vocational agricul-
ture and director of visual education in
the Brainerd, Minnesota, high school.
In 1945 he was appointed visual aids spe-
cialist for the agricultural extension divi-
sion of the University of Minnesota.
quite extensively as slides ma-
terial. As agents become more
familiar with the possibilities in
this field, this type of visual aid
•will likely increase.
10. Do you moke extensive use of movies?
Do you produce your own movies? How
many movie films do you have available
for loan from the state office? State
produced? USDA? Commercially spon-
sored?
While movies are being used
quite extensively in about half of
the states, not much is being done
in the others. Two answ^ers sug-
gest a circulation of 30 to 50 films
per month, practically all of them
being sound films. Most states do
not produce movies on a very ex-
tensive scale and apparently there
is no widespread trend toward
this production in the immediate
future. More work is being done
in counties than on a state level,
due perhaps to the advantage of
showing local people in the movies
on the county level. According to
the reports, Pennsylvania, Con-
necticut, and Massachusetts are
leading in producing movies with-
in the state.
11. Who rewinds, inspects, and mails your
Pag«.41
One of Mr. McKay's sets most frequently called for explains gardening.
Tfiese five slides are typical of the numerous slides which demonstrate the
methods of preparing soil and growing young plants.
Proper preparation of the soil in the cold When transplanting bushes and young trees
frame or hotbed. pruning of the tops is necessary. This i|
how it is done.
Before transplanting to the open garden,
plants of this size should be put into boxes.
A convenient number is one dozen to the box.
films? Do you have any devices for in-
suring prompt return of films?
Various methods of booking;
and servicing films were mention-
ed; the most common is to have
the fihn library of the general
( xtension tli\isioii take care of it.
The average niinibcr of films
The hole in which the bush is set should Ix
set deep enough to accommodate all of thi
smaller roots of the plant.
a\ailable from the state offices ii
1.S9, about two-thirds of which
are USDA and War Board films
Commercial and state producec
films make up the other third
The problem of having films re
turned promptly seems rather gen
eral. It is handled in se\eral statesl
Paqa 42
February — SEE and HEAR
\- snulini; a (IouIjU- j)ost (aid
ith each .shij)iiicm ami askins;
lat one (()|)N l)c i(iiini((I with
U' llllll.
!. What expansion do you contemplate in
your program after the war?
Almost every state plans to e\-
:in(l tlie work in visual aids wlu n
jiiipnu'nt and j)ers()nnc"I beconic
.ailahie. The atklition of a Inll-
nic visual aids man. a training
rogram lor agents, and an in-
eased hutlget will he eaily steps
I this direction. Ihe work is be-
ig done in large part by exten-
on editors. Of the \ isual aids
ork one said: "It is a fidl-tinie
)b, plus." Another answered, "It
more than a full-time proj)osi-
on, but imder the present short-
;e of help, other acti\ities are
)vered; I edit all extension pub-
cations and take pictures for
ath experiment station and ex-
■nsion. and am responsible for
idio."
Summarizing Statement
In summarizing the answers to
le 12 questions, the following
inclusions might be drawn:
1. Extension people are show-
ig an increased interest in the
se of visual aids and will expand
leir work in this field as soon
5 conditions permit.
2. Most emphasis is being
laced on building 2x2 koda-
irome sets for distribution to
le agents. There is a trend to-
ard making these loan sets flex-
ile enough so that each agent
iE and HEAR — February
iii.i\ idd lo ilie set with his own
local |)i(iures.
.'5. Several states are planning
to produd- I heir own 10 mm.
mo\ ies on a limited scale when
l)ersonnel and materials again be-
come available.
4. A large amount of equip-
ment will be purchased lor county
use when it can be secured. Ihe
goal seems to be "a 16 mm. sound
projector and a slide projector in
every coimty."
5. Most states are trying to
make provision on their staff for
a fidl-time \ isual aids man.
6. Filmstrips are being dis-
placed to a large extent by 2x2
kodachrome slides, but there still
is a jDlace for fdmstrips in such
\\ork as photographing charts,
graphs, and drawings.
7. Each type of visual aid has
certain uses for which it is best
adapted, but it doesn't follow that
those aids for which the uses are
limited are absolutely worthless
and should be thrown into the
discard.
8. .\ comprehensive training
program in the use of visual aids
will be provided for the agents
bv most state offices as soon as
conditions will permit.
9. Only a limited amount of
service is given to agencies oiu-
side the extension field, but this
service may expand as local con-
ditions seem to warrant.
Page 43
HOW TO ORGANIZE
YOUR HIGH SCHOOL
EiNAR B. Eriksen
Stuyvesant High School, Neiv York
Editor's Note: Very shortly, invita-
tions will go out to schools to enter the
I'.MG annual National High School Salon
of Photography. This Salon has grown
out of the photograph and camera club
work founded by NIr. Einar B. Eriksen
of Stuyvesant High School, New York.
There, as faculty advisor and as director
of the national salon, he has guided its
development and growth until this year
literally thousands of high school stu-
dents will be influenced by his frontier
thinking and enthusiastic pioneering. In
this report Mr. Eriksen condenses the
results of some of this pioneering and,
incidentally, encourages high school am-
ateurs everywhere to submit their work
to the 1946 Salon.
SO . . . YOU want to form a
Camera Club in your school!
Good. Few institutions enjoy the
natural advantages of a high
school in approaching the forma-
tion of a Camera Club. Your ad-
ministrati\e and participating
personnel are made to order. The
physical equipment (such as lab-
oratories, apparatus, and meeting
rooms) is unsurpassed; and the
logical status of your school as a
Pag* 44
center of activity is helpful from
the very beginning.
Just pause to think of the natu-
ral enthusiasm of yoimg people
and the many possible tie-ins with
curricular and extracurricular
activities. Teachers interested in
starting Camera Clubs or in ex-
panding existing organizations
may find some useful ideas and
methods among those employed
by the Stuyvesant High School
Camera Club. The latter prob-
ably is the oldest organization of
its kind in the coimtry, having
functioned in a highly successful
manner since its inception in
1913.
At Stuyvesant there are two di-
visions in the Camera Club. The
junior club division is open to all
lower term students and begin-
ners in photography. It stresses
the fundamentals of photography.
These students are instructed by
the education committee com-
February — SEE and HEAK |
FIRST
PRIZE ►
Jock Home' optly de
ribcs the first prize-win-
ng picture of o returning
0 u n d c d soldier being
armly greeted by his
ixious parents. Photo-
ophed by Morris Ncufcid,
16-year-old Stuyvcsont
igh School student, it was
warded $100 in war bonds
the Notional High School
>lon of Photography, and
so named "Picture of the
car" by the New York Sun.
SECOND
PRIZE
v^usician Tumblers" com-
nes originality and excel-
nt lighting technique to
in second prize, a $50 war
)nd, for Kenneth Middle-
im of Riverside, California,
the Notional High School
Salon of Photography.
w
EINAR B. ERIKSEN
Mr. Eriksen was born in Norway
and was educated there. When he
came to New York in 1905 for a visit,
he stayed. He joined the faculty of
Stuyvesant High School in 1915 where
he is now director of the National
High School Salon of Photography
and teacher of industrial arts subjects.
He says of the 1946 Salon, "It is get-
ting under way and promises to be
an undertaking that will be far greater
than anything done before. We are
printing 1,500,000 entry blanks and
will receive prints from pupils un-
mounted in size from 35 mm. to
5" X 7". These prints will then be
screened and the 350 winning prints
will be enlarged to the conventional
Salon size and sent on exhibition tour
throughout the United States."
poMcl ol senior sliulciil iiicinbcis
— iul\.iiuctl jJai ticipanls who lia\c
passed a wiiltcn examination \i\x-
paied by the faculty ad\isoi. A
list of the subjects taught in-
chides:
1. I'liolographic Optics
2. K\j)osurc and I.if^litinn Coiulitions
'^. DcNclopiiig and I'rinlin};
4. Ailificial Ligliling Icclinicjuc and
Clumposilion
When a nieniber of the jiniior
di\isi(>n feels leady to achance to
the senior group, he aj^pears be-
fore a special entrance comniiitee
of students who test his knowl-
edge of jjhotograj)hv and judge
(|ualities of liis character. I'assing
this exanunation admits him to
senior membership.
In the senior group ilie acli\ily
is di\ided largely into two cat-
egories: inlorniati\e and stinnda-
li\e. All senior tlub allairs are
administered by an executi\e
council which prepares the pro-
giam for the scliool term, inxites
local professionals and teachers
of photograjjhy to jiiesent lectures
and demonstrations at meetings,
and ser\es as a iinv for monthlv
Ol i)i-'\\eeklv print contests.
Occasionally special print sub-
jects aie assigned for ccjinpetilion.
Winning j>iinis are e.\hiljiied on
the chdj's bulletin board, and
merit points are awarded. At the
dcjse oH the term, the member
ha\ing the highest point total is
awarded a pri/e. Ihe piint com-
petitions are in\aluable for tlie
sincere and constructixe criticism
they engender.
With junior and senior cli\i-
sions accounted h)r. the iliiid
THIRD
PRIZE
"Going Back" brought third
prize of $25 in war savings
stomps to Bill A. Kobzcll,
Los Angeles, for his pic
torial essay of a sailor
sleeping in the railroad sta-
tion.
FOURTH
PRIZE
"And Tomorrow" portrays
the hopes and dreoms of
Youth. The photographer,
Morris Neufeld of Stuyve-
sant High School (also win-
ner of the first prize), won
S15 in war savings stamps
as fourth prize.
Ill; in Stiiyxcsant's ladder of
lotogiaphic success is the
)()(uinentar\ Squad." This
oup is comprised of the six or
;ht best technicians in the club,
tl these indixiduals are issued
CSS passes permitting them "in-
le the ropes" at athletic events
d other important school alTairs.
is this group's responsibility to
\er tlie scliool year in j^ictures.
lie members may be assigned by
eir teachers to make photo-
aphs for use in \ isual education
to do illustrative work for
liool publications. There is lit-
ally no limit to the use fid n ess
the Docimientary Squad, and
1 members are justly proud of
■longing to it.
E ond HEAR — February
So iiuich lor a recommended
organizational struclme. I h e
physical e(jui]:)ment is imjjortanl
as well. Every effort should be
made to ]jro\ ide the club with at
least part-time use of an ade-
cjuately fitted darkroom. This
should liave running water, with
pro\ision for mixing the hot and
the cold: a roomy sink; work-
benches, shehes, and cabinets;
apparatus for deveIoj)ing film and
making contact prints; and pref-
erably t^\'o enlargers, one for
small negatives and the other for
the larger sizes. Tliese supplies
aie basic, and can be obtained
either by school purchase or stu-
dent loan. To stinuilate interest,
carpentry, j)liimbing, electrical,
Page 47
iiicl deojraling work can be done
by students. The importance of
ha\ ing adccjuatc equipment which
is club property and thus subject
lo use 1)\ all the members equal-
ly, cannot be overemphasized. It
will tend to erase unfair ad-
vantages.
Interest in high school photog-
laphy has now reached the point
where the principal or faculty
sponsor has at his fingertips all
manner of helpful and insiructi\e
information concerning this sub-
ject. The supply of magazines and
elementary texts which are certain
to appeal to teen-agers is plenti-
ful.
A really top-Hight outlet for the
best in secondary-school photo-
graphic work is pro\ided by the
National High School Salon of
Photography, which has just com-
pleted its sixth and most success-
iul year.
In our city the Salon enjoys the
full cooperation of the New York
Board of Education. Professional
photographers are invited each
year to judge the entries in the
Salon. Among those who have
acted as judges for the Salon ha\e
been: Joseph Costa, Halleck Fin-
ley, Ruzzie Green, J. Ghislain
Lootens, Helen Sanders, Edward
Stcichen, Ace Williams, and Ken-
neth Williams. In June the Salon
makes its debut at the American
Note: The National High School Salon of
Phottigraphy operates unJcr the sporsorship
of the Stuyvcsnnt High School of New York
City, Young America Films, Inc., ami Pof'u-
lar Plwtography. Photographs hy permission
of the sponsors.
Pag* 48
Museum of Natural History in
New York City. The winning
prints then go on tour all over
the United States. During 12
months they are exhibited in C^\
places.
Now. high schools all over the
country are entering the 191(i
National Salon. Any interested
high school group can write to
me for information or to the ac-
tive sponsors of the Salon— Young
America Films, Inc., or Popular
r/iotograpliy.
The National High School
Salon of Photography was based
on the idea of creating a self
go\erning body of students who
would conduct a salon among
their own age gioup. We found
that this idea stimulated interest
not only in photography but in
regular schoolwork because it
was tied up intimately with the
various subjects taught in school.
Failure to pass a given subject
would mean exclusion from the
club. I'he idea s[)read in our
school, Stuyvesant High School,
and soon inquiries came in from
outside. Today it is a national
idea.
During the war we had the
pleasure of hearing from hun-
dreds of boys, former contributors
to the Salon, who through their
skill in photography, learned dur-
ing school years, were able to en-
ter the service of the Army and
Navy in the photographic field.
Two letters from the late Presi-
dent Roosevelt commending this
work are on record.
February — SEE and HEAR
The procedure in using the cardboard method of construction of a contour model
is as follows: (1) Transfer the contours to cardboard with carbon paper or other
means. (2) Cut them out, and (3) Stack them in proper position with glue or nail
together.
FOR EVERY SCHOOL
J. W. Studebaker, Commissioner of Education
rHE Office of Education ioins
the Navy Department in bring-
ig a new acii\uy to ilie 5tliuoi».
large part of the methods of
rrain model building described
^rein was developed by the Navy
>r use in combat. The simplicity
[ these methods, dictated by field
iE and HEAR — February
conditions, makes them particu-
larly a2:)plicable to the age level
and facilities of the average high
school.
The values of terrain model
making in the development of
manipulative skills, and their
Page 49
1 ililoi s Note: 1 oki in tcnus wliich
;iiiy junior or senior liigh scliool group
I an follow, How to Build Terrain
Models is explained so completely thai
no dillienlly should be encountered in
following the practical steps of the
|)rocesses involved. Obviously, it is not
possible to go into the detail which is
contained in this ellectively j)ut-logcther
118 page Mionograiili. We reconimcMd the
(onipleic monograph to \ou. It is for
sale ijy the Superintendent of Docu-
ments, L'. S. CiONcrnment Printing Office,
Washington 25. I). C Price 10 cents.
many piadical uses in the class-
looin will be readily apparent to
I he aleii educator, lliree-dinien-
sionai models, coloied and tex-
imed, can be used to great ad-
\antage in the teaching of such
subjects as geology, botany, geog-
raj)hy, history, and the social
sciences. In making models the
student gains exjiericnce in math-
ematics, cartography, drawing,
j)ain(ing and sculptine. liut per-
liaps moic \aliiai)le are the prac-
tical ajjplications to national
j^-roblems such as—
1. Mood control
-. Water power |>lanning
.'{. Soil conservation
1. Cooperative enterprise planning
"). .Air transportation studies
(3. Town and road planning
7. Farm reseltlcmcnl
.\t any rate, the project is lull
ol possibilities, both lor the pics-
Wliin the scale has been determined, the map contours can l>e drawn.
\ good method of enlarging is by the grid method. On the map a grid
of ecpial sized scpiares is drawn. On another piece of paper the scpiarcs
are reproduced in exactly the same proporlions. but larger.
Pago 5(1
February— SEE ui.d HEAk
I .iiicl loi ilu liitiiic. aiul il is
jH(l iIkiI ilir tcaduis and stu-
nts 1)1 Din schools will combine
make the most ol the o])|)oi-
liiies in\c)l\ecl. Model making
)nld become an integral part of
; school structure, a |xiinanent
tlition to the tools ol teaching.
^isnaii/iiig topography, being
le to actually examine eontoins,
s always been an intriguing
II ol map study and has led
ulcnts into a more realistic
isp ol physical geography. 1 oo
en the expense in\ohed of
nipping a school with this type
interpretation of the earth's
1st has made it diihcult to bring
s experience to students.
Foday. however, through the
lization of a few simple materi-
. it is possible to build terrain
)dels in any junior or senior
>h school. Suppose we dive
;ht into the problem and ex-
un how to construct a model,
.t through the grid enlargement
jcess and then through the
dboard and stick methods.
ire are the steps in the opera-
n.
Grid Enlargement
Jn the map or the tracing of
1 map, a grid of equal-si/ed
tares is drawn. Quarter-inch
iares are recommended, as
ger scjuares are harder to fol-
V and less accurate when en-
ged. On another piece of paper
I sc]uares are reproduced in
;ictly the same proportions,
t larger. When corresponding
lares on each grid are num-
and HEAR — February
bered, I he contours can be easily
reproduced on a hnger scale
within the separate- frames.
In building nu^dels, \ertical
exaggeration is often used. It is
a simple matter merely to nudti-
j)ly the map elevation scale by
some con\enic-nt figure, say four,
so that the differences in ele\ation
may be more easily worked with
and more easily observed in the
finished model.
VV^hen the enlargement has
been made, the actual model can
be started. I'here arc many meth-
ods of constructing contours, but
the two described here will prob-
ably be found most useful.
The Cardboard Method
Most daily necessities, drugs,
hardware, groceries, and house-
hold goods are packed in some
kind of cardboard, solid or cor-
rugated, and the modeler should
always be able to find the perfect
size, type, and thickness for his
particular problem. The proce-
chne is as follows:
1. Transfer the contours to the
cardboard with carbon paper or
by the old method of pouncing,
i.e., })ricking the surface of the
tracing paper on the lines and
rubbing chalk dust over the per-
forations so that the outlines are
marked on the under sheet.
2. Cut the contours to the pat-
tern with an ordinary penknife.
3. Stack in proper position and
glue or nail together.
The result is a stindy founda-
Pago 51
SAWDUST OR
EQUALLY REMOVABLE
MATERIAL
Or, use tlic STICK METHOD. (1) Tack a l)0\ wiili day or loam, (2)
Fasten the tracing sheet of contours on top. (^) Push sharpened sticks of
twigs to the re(]uirc(i licight (with the help of a calii)rated guide) , (4)
Pack fdler between the stick, and (5) Coxer it, and finish.
lion for modeling. Vertical scale
can be controlled by a proper se-
lection of cardboard. Thus, a
level of 1,500 feet can be made
by six thicknesses of i/g-inch card-
board following contours of 250-
foot intervals, or by four of these
and one 14-inch thickness of 500-
foot intervals. If the only avail-
able cardboard fits a 300-foot in-
terval, and the map contours are
200 feet, the proper outlines can
be estimated between the lines
with sufficient accuracy.
The Stick Method
If foi some reason no cardboard
can be found of suitable thick-
ness, the stick method is recom-
mended:
1. Pack a box of the required
dimensions .solidly with clay or
loam.
2. Fasten the tracing sheet of
Pag* S2
contours on top of the base.
3. Push sharpened sticks or
twigs to the required height
through the paper and into the
clay. A calibrated guide should
be used as a timesa\er.
4. AVhen the contours are
formed, pack a fdler between the
sticks, and the model is ready for
final covering, texturing, and col
oring.
Covering the Contours
\\'hen the solid contours h;t\e
been formed, the model is ready
for covering and finishing. The
material used should be plastic
enough to be worked into any
shape and should hold that shape
uiuil it dries. It shoidd set quick-
ly. I)ut not so (juickly that the
(uial touches cannot be done Iree-
liaiid. The material shoidd not
l)e loo soft nor too hard. It must
February— SEE and HEAR
Texture and color of the model are usually applied at the same time.
(Prccoloretl grains of materials are sifted or ladled onto a sticky surface
to represent the effects of Nature— coffee grounds, dirt, moss, cinders,
sawdust, filings, etc.
)t crack from shrinkage nor
unible from too little binder,
id it should stick to any surface
ithout the aid of a screen or
esh. There are manv mixtures
at will meet these qualifications,
one of the following formulas is
olproof, as all depend to some
;tent on the exact type of ma-
rial used and the conditions
ider which it is used. One
aster mixture will dry faster
an another. Experimentation
ay show the need for a change
a formula that has been found
lecjuate in the past.
E and HEAR — February
Formulas
No. 1. 1 pint sawdust (ordinary)
1 pint plaster
14 pint school library paste
Dissolve paste in water just
enough to thin.
Add plaster. Add sawdust; knead
until the consistency of tough
dough.
Test: Texture very good.
Setting time: 15 minutes (a
little too fast for large areas) .
No. 2. 2 pints newspaper pulp (wet)
2 pints plaster
14 teaspoon Le Page's glue
i/o pint water
Soak newspaper in water over-
night (torn in small pieces) .
Rub wet paper between palms
until ground to pulp. Add glue
Page 53
to water; add plaster; add news-
paper pulp; knead until consist-
ency of heavy dough.
Test: Setting time: i (. hour.
No. 3. U pints newspaper pulp (wet)
1 pint plaster
14 teaspoon Le Page's glue
i/i pint water
Same procedure as No. 2
Test: Setting time: 3 hours.
Color
The modeler can use oils, tem-
pera, or poster paints if he ^s■ants
to apply his color with a brush.
l"or texturing, however, or for
mixing with a textured material,
he will tmn to powdered pig-
ments, readily obtainable at any
hardware store. A recommended
list is as follows:
yellow o(hre
cobalt l)lue
chrome green
ivory black
zinc white
Venetian red
These may be used wet as well
;is dry if some binding medium is
used with them. If slow drying is
desired, straight linseed oil will
do. For (juick drying, the iollou-
ing mixture will serve:
9 parts water
I part alcohol
1 part I.c I'agt's miuilagc
1 part glycerine
The. more we mix color, the
(loser they approach the neutral
hues of n;itiuc. In painting the
model, it must be remembereil
that we see few strong colors in
the landscape because of atmos-
Poo« 54
phere over and around everything
on earth, composed of tiny parti-
cles of dust and moisture.
The color of atmosphere is pale
blue. Moinitains seen close at
hand may be a strong shade of
yellow green, but from a few miles
distant they appear blue or blue
green. Landscape takes on the
tone of atmosphere as well as the
color. .\s it recedes from the eye,
more air comes between the ob-
ject and the observer and con-
tiasts are lessened. Learn tricks
of color by exj^erimentation.
In j)ainting water effects on
mcxlels, the color nuist be trans-
parent. If you want to make it
look like the kind you can jump
into, you must give it some kind
of a gloss, because water is a re-
flecting surface.
To sum uj), here are a few sug-
gestions to the inexperienced col-
or is t:
1. Study the scale of the model
before deciding on tone or hue of
lands(aj)e. At I /1. 000. objects will
be nearly their n;ttur;il (oloi. At
1/40,000. the entire terrain will
approach a monotone.
2. In mixing pigments, remem-
ber they will darken when water
is added, but will retuiii to orig-
inal color when dry.
3. Avoid raw colors.
•1. \Vhen in doubi, m;ike the
(olor neutral!
February — SEE and HEAR
Atlantic City Rclxnt
A |<)ini Minting ol tlu- New Jiiscy Visual Kiliualioii Asso-
ciation ami I Ik- rclc\isioii liroadcastcrs Association, liu.
Aniin^td h\ Dr. Millaiil I.. Loirtix, SulHiinlindcnL of Schools
1)1 Miihllrsfx Conrily, Nnv Jersey, and Acting President of tin
\eu' Jersey I'isiinl i'.ducniion .■tssocialinn
;)ROKi:.S.S()R Kl) COIA: ol ilu
. Vale School of Drama cx-
lessetl unhoimdcd laitli in llic
otcntialitics ol tclc\i.sion. In ic-
ition to teaching, he saw tele\i-
on as ofFciing the spreading ol
<pertness, bringing the htsi
?acher in a gi\cn field into e\ery
lassrooni of his connnunity. In
le field of general and adidt
liuation. lie foresaw oroanized
roups of listeners taking formal
'Icvision coinses.
Professor Kenneth G. Bartlctt,
director of the Radio AV^orkshoj)
[ Syracuse l^ni\ersity, described
le almost limitless values of tele-
ision in the classroom, procidrd
lucators and, particidarly, ad-
linistrators recognize these val-
es! He sidjstantiated his charjje
y pointing out that only six per
?nt of the nation's classes use
idio today.
In discussing the role of a uni-
jrsity in television. Dr. Bartlett
rew on the current plans of Syra-
ise, which plans studio facilities
nd an intra-tcl system for piping
rogranis to selected classrooms.
G. Emerson Markham, mana-
.'r of Tele\ision Station A\'RGR
nd FM Station VVGFM. chal-
■nged educators to do better with
'levision than thev had with ra-
IE and HEAR — February
ilio. lie expressed fears lor plans
I'ducators might make for tele\i-
siou. feeling that teaduis would
lail to think in sullicienily enter-
taining terms, and woidd be re-
luctant to eschew the methods of
( lassroom ,{\u\ le( ture hall. What
they needetl to acquire, he point-
ed out, was more showmanship.
Echvard Mcilinoer, Director of
Broadcasting and Assistant to the
Director f)f .Mumni and Public
Relations at Rutgeis l^ni\crsity,
addiessed himself to the problem,
"What can formal education do
lor tele\ision?" He tcjuched on
ihrec factors: tele\ ision's tremen-
dous cost under present condi-
tions; the fact that tele^ision is
not simply a combination of radio
and motion picture technique,
i)ul an entirelv new medium in
its own right; and the fallacy of
the fear that television will even-
tually supplant the classroom
teacher.
New York Citv high school stu-
dents, members of the Board of
fulucation's All-City Radio and
rele\ision ^Workshop, then pre-
sented a simidated television
broadcast— "Food Factories."
— Mrs. Esther L. Berg,
Assistant Principal,
Junior High Schools,
New York City
Page 55
A SMALL SCHOOL
AUDIO-VISUAL UNIT
Arnold Wicklund
Supennsing Principal, Loyal, Wisconsin
Editor's Note: The physical school in
which learning is accomplished should offer
assistance and never barriers to the fulfill-
ment of teoching objectives. Schoolhouses
are built in anticipation of 50 years of use.
It is highly important, then, that we look
ahead as far as possible in an attempt to
anticipate that physical environment which
will allow great future flexibility and com-
plete usefulness to the teaching job that
must be done. One such suggestion is in-
cluded here in Mr. Wicklund's well-thought-
out building plan for the small school inter-
ested in a good program of audio-visual
instruction.
WITH the weight of proof so
heavily in favor of the use of
visual-sensory aids, it becomes im-
perative that administrators make
provision for the acquisition of
equipment and materials to be
used as well as for adequate facili-
ties for the use of such equip-
ment. No visual aids program can
be successfully instituted and con-
ducted in a school without an
adequately trained personnel.
Howc\er, if teachers arc expected
to become interested in the visual
program, it is essential to provide
(a) equipment, and (b) a room
or rooms with adccpiate facilities
for using that cfjuipment.
The extent to which a school
administrator can pro\idc these
facilities will be conditioned by
Page 56
the building limitations and
available finances. The minimum
goal in equipment has been ably
outlined by Frances Noel in Pro-
jecting Motion Pictures in the
Classroom, American Council on
Education, Committee on Motion
Pictures in Education, Vol. No.
V, 1940. It follows:
1. One 16 mm. sound projector
for every 200 students or school
system.
2. One filmstrip projector for
e\ery 200 students or school sys-
tem.
3. One 2x2 projector for every
400 students or school,
4. One 314 X 41/^ projector for
every 400 students or school.
5. One set of 35 stereoscopes
for e\ery 400 elementary students.
6. One opaque projector for
each school.
7. One table top radio for each
classroom.
8. One two-speed portable
transcription player, complete
with speaker for every 200 stu-
dents.
9. A microphone for use with
j)layback or projector for each
school.
Fobruary — SEE and HEAR
10. W'.ill type screens or otlui
itablc projection sin lace loi
ch room.
These are the minimum re-
lirements. According to Dr.
3el, an expanding program
)uld logically include the fol-
ding:
1. .\n electric phonograph.
2. A 16-inch disk recorder.
3. Sound fdmstrip recorder.
4. Wire on tape recorder.
5. Portable public address sys-
m.
6. Photographic equipment.
7. A central sound system.
8. Special devices, such as mi-
ofilm reader and microprojec-
r.
Since most schools in the past
ive not been constructed and
nipped for audio-visual instruc-
)n, many problems arise. In
anning projection rooms we are
nfronted with several possibili-
;s. When funds are limited, it
ould be advisable to select a few
oms which can be darkened,
he rooms which would make
e most use of audio-visual facil-
ies usually would be the science
id social science rooms in the
condary school. As the need de-
lops, others could be darkened,
^here siudcnts mo\e from room
room for classes, there need
)t be much confusion. Thus,
ith a number of classrooms
[uipped, it should be possible
work an interchanging sched-
le.
E and HEAR — February
Of course, this is not ideal, but
il the au{lio-\isual aids are |K)ti'n-
lially an important instructional
tool, their logical place is in the
classroom.
In no place in the school are
opportiniities as fertile for the
proper use of all visual and audio-
visual aids as in the classroom,
since this is the focal point in the
educational life of children.
The provision of special rooms
in the schools large enough to
make adequate use of them has
many points in its favor and I
feel is to be recommended. Such
a visual aids unit should include
a library, previewing room, a
visual education supervisor's of-
fice, a room for editing and re-
pairing, and a viewing room
which would be properly lighted,
wired, darkened, ventilated, and
acoustically treated. Storage space,
workshop space, and flexibility of
design to permit new aids— per-
haps television reception— should
be provided, A diagram of such a
plan for smaller schools is includ-
ed in this report which is con-
cerned with smaller school systems
of which there are so many.
An organized visual and audio-
\isual program requires adequate
space for administration; and
since, in smaller schools, the prin-
cipal usually must also act as the
director of visual instruction, a
combination school office and
audio-visual studio is recommend-
ed. The plan suggested is prac-
tical for the great number of vil-
lage schools that house grade and
Pas* 87
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— INI fri «r in VO
Page 58
Fohriiary— SF.K nnH HEAR
it;li school classes.
The llooi" plan iiulucks spati'
3r an ontcr and inner oflicc. a
:)nfcn'n(c loom, a {onibination
ic\iin and stoicrooni, a cloak
;)oni. a \ault, a toilet, a projec-
ion room, and a soinid-ecjuijiped
lassroom lor audio-N isual instnu-
t)n, Kni;li!>h dramatizations, mii-
c, or ailidt general cultiue eve-
ing courses, rhe size of this
unhination is determined bv the
nances a\ailal)le.
It should be possible to adopt
)me similar or modified plan
here new schools are beins: con-
ructed, or where old ones are
•modeled.
The need for an outer and in-
rr office and conference room is
^If-explanatory. The principal
uist have a private office for con-
;rences with teachers, students,
r parents, so that the activity of
[■neral office business will not in-
Trupt or interfere with this im-
ortant activitv.
Student committees require a
leeting place. Groups of students
m use the conference room
hile preparing slides, graphs,
larts, maps, pictures, etc., for use
1 a class presentation. Picture
les, slide collections, etc., can be
repared in a conference room
here students, working together,
in pool resources under condi-
ons which encourage coopera-
ve work.
Books and magazines of a pro-
■ssional nature, including those
elating to visual education,
IE and HEAR — February
should be available in the confer-
ence r(K>m.
Films used in school classes
nuist be pre\ iewed by the teacher
bclore showing. Ihis is necessary
to pro\ide a conxenient place
where a teacher can, during a free
period, oi" l)efore oi- aftei" sdiool,
see the film without incoineni-
ences which are discouraging.
Ihe combination pre\iew room
and storeroom for ec|uipmenf and
materials j>ro\ ides such a space.
In this room, too, should be
lound the school's in\entory of
all ecjuijjment. slides, films, film-
strips, picture collections, etc.
The projector room shown in
the plan is reached by steps. I his
brings the projector high enough
so that students may be seated
across the entire room.
Because of heat generated by
projector lights, it becomes neces-
sary to provide for adecjuate ven-
tilation. This is especially true in
warm climates or during periods
of warm weather.
Various darkening devices can
be used. Opacjue shades are neces-
sary; and for large banks of win-
dows, which are usual in modern
school installation, it may be eco-
nomical to install draw curtains.
Where different types of material
have been used in experiments, it
has been found that ordinary blue
or brown denim, though a cheap
material, did not fade perceptibly
and was found to be highly satis-
factory as a drapery for darkening
the classroom for projection of
visual materials. When draperies
Page 59
ARNOLD D. WICKLL'ND
Mr. Wicklund began his work in 1929
as the principal of Grandview, Wiscon-
sin. He has taught at the elementary
and secondary level, as well. In 1935,
Mr. Wicklund served as principal at
Butternut, Wisconsin, and continued
there until elected supervising principal
of the Loyal Public Schools, Loyal, Wis-
consin, in 1939.
;iic pulled over the windows, they
not only close out the light but
aid in the acoustics of the room.
Any system of darkening used
should not detract from the ap-
pearance of the room but should
blend with the arrangement.
In order to bring about satis-
factory audio perception, rooms
need to be checked for acoustics.
Much of the value of films will
be lost if students do not have
dear audio perception. The walls
of the audio-visual studio should
be gixcn a treatment of acoustic
plaster down to the wainscot. The
ceiling should be treated similar-
ly. Special types of fiberboard
can be applied to the walls and
ceilings of old rooms. The build-
ing of sloping or steppcd-up floors
will increase the effectiveness of
an audio-visual classroom and
should be considered in new
buildings.
The chief disadvantage of these
special rooms is their cost. How-
ever, in the light of evidence I
ha\e been able to gather from
controlled experiments and from
results obtained by the Armed
Forces, it would seem that it is
a good investment to provide the
facilities necessary to effective use
of audio-visual material.
Realism!— Surplus Projector Outlook
Unfortunately there has been considerable public misinformation
regarding surplus 16 mm. motion picture projectors. None have been
declared surplus as yet and indications are that very few ever will
come into surplus due to normal deterioration and use in rehabilita-
tion programs.
The armed services ordered only 40,000 16 mm. projectors and
most of them were sent abroad. None of these will be returned for
resale in this country since the Surplus Property Act of 1944 provides
that surplus in foreign countries shall remain there. The only excep-
tions are (1) for reprocessing or repair for re-export and (2) goods
purchased by ser\'ice personnel who sign a siatcmcnl to the effect that
the goods will Jje for jxjrsonal use only.
Under the .\ct, federal agencies and state and local governments
have first priority in the purchase of surplus properly and it is not
expected that the supply will meet the demands of these claimant
agencies and other preference holders. If, at a later date, some become
available to other j)urchascrs, they will be disposed of through the
regional offices of the Reconstruction Finance Corporation, Consumer
Goods Division, which will have detailed information.
—Joseph J. Woolfson.
Special Assistant to the Administrator
Surplus Property Administration
Poff*:60
February— SEE and HEAR
Editor's Note: Miss Sheppard has touched
le of the great inconsistencies in profes-
}nal education. After spending a summer
ssion examining what should be done,
e returned to a situation concerning
lich, at first glance, nothing apparently
OULD be done. Rather than accept this
inclusion she brought sufficient imagina-
3n and challenge to her teaching to DO
mething.
rHE situation looked bad,
\ery bad, but not quite hope-
ss. It could even be amusing if
were not so serious. Teacher
3es to summer school — learns
ow to operate numerous ma-
lines — is preached to on the
ilue of visual aids — becomes
)n\inced that they're almost a
ecessity— and now look at this
assroomi Endless stretches of
all and practically no bulletin
aard, a lantern slide projector
id no usable slides, six stereo-
opes but no stereographs. No
ay of darkening the room, not
.en ordinary shades on one side,
nd worst of all, a man coming
1 from outside once each week
) show two or three ("just any")
Ims in the auditorium and to
le entire schooll
But, there was a ray of hope,
seven-dollar allowance from the
IE and HEAR — February
Mildred Sheppard
Montgomoy, Alabama Public
Schools
board of education could buy
bulletin-board material. Thank
goodness for that training in
making picture collections! Sev-
eral thousand pictures nicely
mounted and classified would be
a wonderful help. Some of the
art money could be spent for ma-
terials for homemade slides. A
teacher shouldn't be expected to
spend her own money on school
materials, but darkening this
room would have to be an excep-
tion. Blue denim wouldn't cost
much, and the janitor could put
it up. The "shows" in the audi-
torium could be tolerated, but
from the beginning the children
would have to understand that
the use of the lantern slide was
not just entertainment. At least
a beginning could be made.
And surprisingly enough, that
beginning became more than a
bare start. Things did turn up.
A teacher in another school had
a filmstrip projector which he
was willing to lend. And those
fifth-grade pupils I They did have
initiative! They not only re-
Page 61
Any of us who arc interested in visual education con start right where we
ore. And that includes our pupils, as well. These children ore looking through
their own file of mounted pictures with which to arrange their new bulletin
board, which, incidentolly, has been so organized as to supplement the unit
of work we ore studying at the present time.
bpuiulccl lo ilic \isual materials
as icadiing aids, but they set to
work to secure more. AikI it just
so happened that two filmsirij)s
lor ^s•hich they raised the money
arrived at a time when the bor-
lowed jnojector was uoi a\ail-
able. I'rorn that time on, the
su|iplyin<^ ol \isual aids became
a jnipil jjroject.
"VVJiere did he get that pro-
jector?" "Whv don't wc have
one?" " We'll' buy one." "Who
knows how niu(li thev (ost?" And
the next morning there was a
Pugo 62
catalogue on the reading table.
It was the most popular book
there for cpiite a while. The cata-
lotjuc described the \arious moti-
els of lilmstiip ))rojectors and
prices. Moining discussions were
taken up \\iih making plans and
ilecisions. It took moie than a
little persuasion to convince )t)hn-
ny and Mary that the cheapest
model wasn't the best. The very
best teacher could get them to
tlecide on was a .'>2r).00 model.
They'd raise .Sr).(K) a week lor (i\c'
weeks, and then they could use
February — SEE and HEAR
dims llu\ li.nl IxMii^lil.
( (diiKI he cloiic. It look .( lot
work aiul i)laiiniiii;. (.it-asc
1 |)a|X'r (oilittions iinnasccl
lcai)s and houiuls. Onions
c pulled out of the class j^ai-
1 l)\ enthusiastic yoinii>sters
ore iIkv were hall hij; cnouj^h,
[ indulgent j)arcnls \\illint;ly
mht tluin. In the \cry lowest
•k a lather returning; Ironi
iska on ruilou<;h hel|)etl meet
week's (juota. The story-hour
iniati/ation ol scenes Ironi Tom
oyer was made into a "linished
xhution," acKertising jjosters
re \vritien. parents ^vere in-
L'd. admission was charged, and
the end ol the fdth Aveek. the
h giade \vent oxer the top with
1.25.
"inch excitement! The [jrojcctor
I to be ordered the very next
\. It Avasn't so easy though.
)\\ did one write a business let-
•• Billy and Henry and Lucy—
. most all ol thcni— wanted to
^in b\ telling the company
w the\ had raised the money,
le lact that the business letters
their language books were briel
d impersonal simply didn't
ike any impression. It was
dly hard to be firm with them
len they A\crc so eager, so en-
Lisiastic, and so justly proud ol
sir accomplishment.
What a great day it was when
s projector arrived. Right then
d there it had to be examined
d plans made for learning to
e it. The other projector had
en loaned on the expressed
i und HEAR — Februury
(ondiiioii ili.ii oiiIn ijic: teacher
handle it. I his one belonged lo
the class. It meaiu a lot ol ham
ing. New words had to be added
lo ihe Nocabulary. Lens, jonis,
sproclici look on meamng as they
were used along with the actual
operation ol the machine. Stand-
ards lor admission lo the o|)era-
tois' club weic set by the group,
(iharts slating how to care loi the
machine properly were made,
read, and re read. It wasn't long
before members of I he club
Aveie sinewing lilmstrips for other
grades, and they even had one
thrilling trip to show filmstrips in
another school.
Teacher had one ad\antage
with her new^ fd th-grade jnipils
the next year. 1 hey had seen and
envied the work of those the year
before. They longed to have an
operators' club, to go to the other
looms, to put on ]:)lays. No situ-
ation had to be created for them,
but a new and fortunate one did
arise.
Tlie school couldn't get enough
ice cream. Fifth and sixth-grade
pupils were the last to eat and
liardly ever got any. It was also
of inferior quality. Fifth grade
decided to do something about it.
The pupils read recipe books,
used tables of measurements to
see how much Avas needed to fill
a gallon-and-a-half freezer, priced
milk and eggs, studied food val-
ues, bought supplies, and went
into the ice cream business. From
that point on it was a repeated
story of the year before— financial
success.
Page 63
Here we are looking over the equipment WE bought. I soy "we" because
thot is just the way it has been. The idea, the money, the budget, and the
spending of it have all been the results of these children's efforts.
ouldn
ladne
Bill 01
The job of being class secre-
tary became of prime importance.
Exact accounts of expcnditmes
and receipts were kept daily. The
entire class had experience in col-
lecting, making change, and bal-
ancing accoimts. Arithmetic prob-
lems weren't made up any more;
they arose every day. And with
them arose the cjuestion of how
the money should be spent.
Numerous suggestions were
made. Books, filmstrips, art ma-
terials, good things to eat, pretty
j)ictures— suggestions both wise
anil foolish, practical and im-
Pag* 64
j)ractical— were made. The class
finally decided that no money
would be spent simply because
the class had some. It would all
be kept until something was
needed in the regular class work.
When the need arose, the books
woidd be balanced, and if the
funds were available, the pur-
chase would be made.
There was strong sentiment in
favor of buying many filmstrips
(hang-over from the year before) .
This was settled by placing a
catalogue on the reading table for
study. Kach time a new unit was
February — SEE and HEAR
dl
dearly
iienti
iiinir
ithe
aucti
ilide j
lite 01
(tool
"\\\
MILDRKl) SHKPPARI)
iss Sheppard bcpan !ut teachJng
iricnce in C'.adstlon, Alabama, where
was made director of suppU'inentary
erials, and where slie organi/ctl and
three vears directed the materials
?aii. At present she is teaching in
Montgomery Piil)lic Scliools. The
■se in visual aids to which she refers
he article was part of her master's
k at Emory University.
ted, the catalogue was con-
ted to see what films were
liable. Discussions over the
nding of that money became
animated and thoughtful as if
.vere a personal fund. On no
asion was there a tendency
ard extravagance, and it was
letimes difficult to come to an
eement on necessities.
rhe biggest project of the year
; the purchase of an opaque
•jector. That took some stra-
ic maneuvering. The children
ildn't initiate it, because they
1 ne\ er heard of such a thing,
t one morning an interesting
ture was placed before the class
discussion. It was a little too
ill for the group to see it
arly (that couldn't have been
entional) . Teacher kept ex-
ining and apologizing to those
the back of the group. Finally
interrupted the discussion by
iing the group about a machine
ich would enlarge the picture
1 throw it upon the screen
ich like the way the lantern
ie projector does for the pic-
e on glass. It was too bad our
ool didn't have one.
'Where could you get them?"
ow much do they cost?" "Why
and HEAR — February
can't our school have one?"
"\Vc'll buy one!" Did those words
have a familiar ring? The rest
of the pattern did too. Only this
lime it didn't take five weeks.
Most of the money was already
on hand. The sixth grade was
interested and would pay half,
and the operetta already being
practiced would provide the rest.
The letter writing, the vocabu-
lary, the reading charts served
their purpose again. This time
there were the added thrills of
sending a telegram to the com-
pany, of receiving one in reply,
and of having a day w'hen all
our projectors, our films (now
about 90 in number) , our new
pictures from the National Geo-
giaphic Society, and our home-
made slides were put on display
for other teachers to come and
see.
Two years and the situation
looked far from hopeless. True,
there was still much to be accom-
plished. Only two rooms in the
school were darkened. Some teach-
ers made no use at all of the ma-
terials available, some things were
still used as entertainment, and
nothing had been done about a
motion picture projector. There
was no point in rushing, though.
Some day that borrowed motion
picture machine would break
down and a fifth-grade pujjil
would say, "Why doesn't our
school have a machine?" Some-
one else would ask the price, and
a chorus of "Let's buy one" would
begin. That would be as good a
start as teacher would want.
Page 65
SWITZERLAND
^;
4»>»
The extent of Swiss transmission problems can be appreciated from this
view of one of the country's radio broadcosting stations located ot on
elevation of more than ten thousand feet near the Jungfrou.
Willi ;i p()j)iil.iti(>n of four
iiiillioii and an area less
than half thai of tlu' state of
Maine. Suit/ei land has one of tlie
most complex broaikastiny sys-
tems in Kuropc. This ( ircimi-
stancc sj)iings fiom two (ondi-
Poga 66
lions. First, no pcoj)le in the
world arc as (juick to resist any
i\j)e of action or system that tends
toward c enti ali/ation of power;
second, four distinct lan_i;uaf;cSi
arc spoken witliin the (ountry'sj
borders.
Fobruary — SEE and HEAR]
Editor's NOie: In this ihinl of Mr. Sicniiis' scries, sdiool i)crsoiis
caiinol lu-lp l)iit liiriil at llic ccluiaiional i)liiiosopiiy and leadline
|)s\iiiolonv which diaiaclcri/cs liic orgaui/aiion of Swiss educational
radio. Here, certainly, is an object lesson.
Dr. Arthur Stlnius
Courdinalo), Radio, J'isual (S Safely l.diiialion,
Dchoil Public Schools
II iii.iin rcs|Ktt.s. Swit/crlaiul
•ml)lis otii own country closer
n aiiv otlui Fiiroj)raii nation.
L' st])aratc cantons arc nitich
ic comparable to our states
n are the provinces or districts
other countries. The federal
ernineiu's part in local and
tonal matters is very limited,
•ccially is this so in regard to
icational matters. Because ol
se similarities, school broad-
insf in Switzerland should be
special interest to American
icators.
.'he lour languages spoken in
erent jjarts of Switzerland as
i\e tongues are German,
nch. Italian, and Romantsch.
[proximately se\enty per cent
the Swiss people speak Ger-
n. twenty per cent French,
:n per cent Italian, and the
lainder Romantsch. The latter
(jiiaint remnant of the liu(!:;un
tica of the Roman empire
ich owes its survi\al to the
ography of the eastern part of
countrv. where, in the Canton
Giisons. many of the Aalleys
\ irtuallv cut off from the rest
the woild. By the federal con-
tuion. all foiu" tongues are rec-
li/ed national languages, but
y German, French, and Italian
and HEAR — February
are ojlidal languages. RomaiUsch.
therefore, is not retogni/ed foi
ptii poses of ])arliameutary de-
l)ates, publitation of decrees, or
radio broadcasting.
Three transmitters, one for
each official language, are used
to gi\e the Swiss people their ra-
dio programs. Six independent
and separate organizations join to
pro\ide program material. The
government owns and operates all
transmission facilities, and col-
lects license fees le%ied on people
owning recei\ing sets. About half
of the money collected goes for
transmission costs, the rest is
gi\cn to the six independent pro-
gram organizations that proxide
material for broadcasts. The por-
tion of the total ftuid allocated
for program acti\ities to each of
the transmitters is roughly based
on the portion of the population
that they serve.
One program organization pro-
dtues all of the Italian language
broadcasts, two join to present
the Flench programs, and the re-
maining three work together to
jMo\i(le the programs for the
German language transmitter.
Ihrough a joint (oimnittee, a
l)alanced schedule is worked out.
Pa«« 67
An intricate and interesting sys-
tem of control has been estab-
lished for the studio cjoups so
that each may offer ecjually fine
programs without duplicating
such costly items as a full sym-
phony orchestra, but considera-
tion of this phase of Swiss radio
is not pertinent to this treatment
of broadcasting in Switzerland.
No department of education
exists in the Swiss federal govern-
ment. The cantons, like our
states, are in contiol of education
within their respective boimda-
ries. These circumstances made
for difficulty in developing an
effective broadcasting progiam for
classroom use.
Although each of Switzerland's
transmitters caters to a single lan-
guage group, only the Italian
sender ser\es a single canton. In
the main, therefore, all school
progiams cut across canton boun-
daries, and school broadcasting
takes on somewhat of a central-
ized aspect. To canton govern-
ments that had always fought any
tendency toward federal control,
this new teaching method looked
dangerously like a step toward
centralized instruction. It was nat-
inal that many cantonal school
boards c\en went so far as to for-
bid any teacher to use radio
brcjadcasts in the classroom.
But if Swiss political thought
was against the acceptance of
school broadcasting, other factors
argued for the introduction of
classroom use of radio programs.
Few are the cities in Switzerland
Pag* 68
where libraries and modern ed
cational ec]uij)mcnt are at the di
posal of the teacher and pupil
Villages deep in valleys and c
off from ordinary transportatio
facilities the greater part of tl;
school year stand to receive t
highest gains from broadcast m
tcrials. Ilamlcts where exper
enccs of the children are limite
where motion jjictures ha\e y(
to be introduced, where clas
rooms are meagerly furnishe
with educational aids, are in
position to welcome the radi
beam that leaps the mountain
with its news, its music, its ii
struction.
By 1939, school broadcastin
was accepted throughout Switzei
land. More than that, howeve;
Swiss school programs were a<
cepted as the most important an
best done on the entire schcdu
of broadcasts. Greater demanc
for effective production wer
made in regard to them than an
other progiams. The talents
actors and announcers who wer
acceptable for broadcasting to th
general public often were turne<
clown for school programs. Th
"biu; time" in Swiss radio is schoor
broadcasting.
mot c
Regional and local committee
made up of school and studio pei
sonncl are the real directing forcl
behind the school broadcasting ol
each of the three language trantj
mitters. After a year's schedide
school broadcasts has been ouir
lined, each indi\idual program i^
considered in light of content
l)roduction form, suitable writers!
February — SEE and HEAl
DR. ARTHUR STENIUS
1 1939 Dr. Stcnius spent nine months
)ad studying aiulio-visual programs
en European countries. He has been
leited Willi the Detroit Public
>ols sin(e 19-8 and lias served as a
1 school teaclicr. secondary school
linisirator, and presently is coordi-
)r of visual, radio, and safety educa-
1. Since 1910 he has been a faculty
liber of AVayne University, as well.
, The hunt for indi\ icliials best
ted to write a particular script
lot confined to members of the
nniittee or the studio staff. The
t writer is the aim, and fees
d for school scripts are at reg-
r rates.
,\'hen the script is finished, the
al committee checks it. Both
uational and broadcasting val-
, are weighed. If acceptable,
script is ready for production;
lot, the work is returned to the
iter. In either case, the commit-
continues to follow the make-
of the program. Every actor or
lounccr to participate in the
)giam must first be accepted
the committee who judge him
ictly on whether or not he is
: type suitable to broadcast to
Idren within the age range of
)se who will be listening. Voice,
ilect, pace, or inflection peculi-
ties which might be accepted
dily for general adult pro-
ims are rejected for school
)adcasts. A cpiotation from La
dio Scolaire, a publication
iling with school broadcasting,
es the Swiss view on this phase
program development:
and HEAR — February
"It is not enough to know what
personalities kno\s'n to the scientific,
artistic and literary world will be
able to treat the subject which has
been proposed. It is necessary above
all to know hoiu it will be done.
The manner of presentation, the
\ocabiilary, the choice of examples,
all tilings of a pedagogical nature,
have often more importance than
the subject it.self."
On the basis of such a prin-
ciple, the script is cast, rehearsed,
and recorded. The transcription
is then played for members of the
committee, the program often be-
ing sent by wire to some of the
committee members and other
advisory persons who would find
it inconvenient to come to the
studio. In light of whatever sug-
gestions are made, the program is
again produced and again tested
for classroom value. It is not at
all uncommon for the school com-
mittees to demand three rework-
ings of the progiam before accept-
ing it as ready for presentation.
With such procedures demand-
ed before release of any program,
it is understandable why the
school broadcasts in Switzerland
are admitted by radio officials and
public alike to be the finest pres-
entations offered broadcast. One
who has had contact wuth the
teaching profession might say that
such practices are only the nat-
ural result of permitting a group
of school teachers to have the
final word on acceptance of a pro-
duction. Radio officials agree that
careful checking makes for finer
programs and not merely the sat-
isfaction of personal peculiarities.
This insistence upon carefully
Page 69
j)iij);»ri(l ;ni(l ('\fii nioir cncfully
picsinicd |)i()^iaiiis is to be ap-
j)Iau(l((l.
Bcrausc sdiool programs Ikino
risen to a((cj)ta!i(t' as tlu- Ixsi
tliat Swiss radio has lo oUn , I hose
sfkctcd h)r writing ilic scripts
and participating in tlic produc-
tion look upon selection as a
singulai honoi. It is because ol
such j)rominenc:e that the school
progianis can claim the best radio
talent in the coiuitry while oller-
ing slightly less j)ay than is the
case when indi\iduals appear on
regular broadcasts. As stated be-
fore, the "big time" in Switzer-
land is school radio.
In the Italian speaking canton
(jl Switzerland, recepiicjn ol the
school programs in the classrooms
is compulsory in the primary
schools. Because of this dictated
acceptance, the cantcjii's educa-
tional board has aided the poorer
school districts in installing re-
ceivers, so that all jjrimary sdujols
in this section of the country were
so ecjuipj)ed. In the other can
tons, only a portion of the schools
were equippcnl to recei\e radio
jjrograms in this same year, but
exact figures were not known.
To stimulate the use of the
school programs, the central coim-
cil raised funds to aid the poorer
school districts in accpiiring ic-
cciving .sets. This '" Ihe-radio-in-
the-mountain" fund was not used
to furnish rcccixers as gifts to
schools, but instead, to buy the
eciuipmeiit and present it to the
school board on condition thai
paymeni be made to whatcNci
Poge 70
extent the clisiiict could alTorc!
In some few instances, of course
the presentation amoinited to .
gift. By lf).H9, i\\c hundred re
cc'i\cis had been distributed
this way l)y the central council.
Swiss bro.idc asting is not cor
liinious throughout the dax. Ii
H).H9, general piograms wen
transmitted between se\en am
eight in the morning, from nooi
until two in the alicrnoon. anc
lioiii loui o'clock until eleven it
the e\ening. The school |)rogiam
were bioadcast dining tlie morn
ing and weie gi\en any amoun
of lime needed. For this reason
school scripts were based only oi
the job to be done, not on th
length of an assigned broadcas
period. This circumstance wa
just another reason why Swis
school radio, like the countrv it
self, was the top in Kiirope.
Educational Conferences
\ series of visual ediuaiioiial confer
lines lias just been lielil rccenlly
I ciincsscc. I lie conferemes wQxe iiel
al Mcnipliis Sialt- ((illij;t'. Mi'iiiphi
Austin I'eav Siale Collegr, (.larks\ilic
The l'ni\ersity of Tennessee |unio
(ollege. Martin: leiuicssee roiyledini
lusiiiiiic, (.(>oke\ilie; anil Ihe l'ni\er
siiv of (.liattanoo^a. .\ppro\iinatel\ r>0"
people atlenik'il ami partii ipateil in ilv
lonferentes. Ihosc atteniling were sii
perintcnilenis, ])rincipals. superNisors
anil leaihers from niari\ half the roun
lies in the slate.
A very able slalf of speakers was sc
cured hv the Division of l"ni\ersit
KxiiMision. The loial lollt'nes sponsorei
the meetings in cooperalion with th<
Division of I'niversiiy F.Mension. Rep
lesenialives of the Stale Departniriit o
l-dnialion rendered valuable assisiano
in making (he meetings a success.
February — SEE and HKAI
/
\/^i^M^
Nathan Mii i ir
Little River fiitiior Hia^h Sdiool, Mianii, Florida
Editor's Note: Intelligent listening is thought by Mr. Miller to be the
submerged third of the communication objectives which too often are
thought of as including only speaking and writing. He believes it is one
thing to listen to theoretical ideas of group tolerance talked about by the
teacher, but an act locking social understonding when the child on the
playground is greeted with, "Get going, Abe, Dago, Wop, Catholic, or
Hottentot. We don't wont you hanging around." The listening we do out
of school greatly influences us. Yet we do little or nothing in school to
prepare our pupils for this type of learning.
ISTENING is not merely pas-
j sive speech. The attitude that
pression in the English course
dual— that is, merely oral and
"itten— has served to intensify
d to prolong intolerance. The
nission of listening as a third
tivitv is inexcusable. Listening
list be termed expression. It is
st as important a skill in a
mocracy— or in a dictatorship-
speaking, -writing, and reading,
cas of intolerance or of .social
ulci standing can come just as
sily from critical listening as
5ni expression. Too often the
tencr is in a sedentary frame of
ind. Listening is not a seden-
7. nnd HEAR— February
tary occupation. ^Ve must realize
the significance of listening as an
educati\e experience. Teachers
must lead the pupils to be aware
of the dangers of intcllectuallv
l:)Iind accej)tance and to realize
that the \alue of what is heard is
conditioned by the competency of
the pel son speaking upon the par-
ticular topic or opinion and by
the depth of his prejudices. l>is-
lening does not stop when the
classroom Avails are left behind,
["he teacher nuist be cognizant of
all the listening actixities of the
pupil in school and out so that
they become giu'dcd and used ac-
ti\ ities.
Page 71
How can listening activities
help to create understanding?
These activities may be incidental
procedures, or they may he plan-
ned procedures. The most potent
method of creating understanding
through listening is that of utiliz-
ing incidental acti\ities. Memo-
rizing and repeating the preamble
lo the Constitution, or such say-
ings as, "Thou shalt love thy
neighbor as thyself," "United we
stand, di\ided we fall," are worth-
while, but memorization can
never create real attitudes of un-
derstanding that function on
crowded busses, on the play-
grounds, in the market place, in
the lines of the unemployed, in
the school elections, in the squab-
bles over residential segregation,
or in employment discrimination.
No matter how many parades of
nations, intercultural programs
and committees, pageants, or
units on tolerance there may be.
they all are ghosts in a dream
world until they are reinforced bv
realistic applications in everyday
li\ing. It is not what is said in the
classroom, but how it is said. It is
the remarks that pass imheeded.
except for one individual for
whom they have personal mean-
ing, that change the personality.
Once riding in old Baltimore i
Heart filled, head filled with glee,
I saw a lialtiinorcan
Keep looking straight at me.
Now I was eiehl and very small.
And he no whit higgcr.
.And so I smiled, hut he poked out
His tongue and called me "Nigger."
i"Incident" bv Counte* Cullen in COLOR
published by ILirper Brothers.
Paga 72
I saw the whole of Baltimore
From May until December
Of all the things that happened thei
That's all that I renu-mher.
One class made a list of remar
heard that were either blatant
intolerant or showed an intole
ant attitude. An attempt w
made to classify them as to t
type of intolerance expressed. A
examination was made of the re
soning I)ack of. or the cause
these undemocratic remarks. O
of this examination, the pupils,
appeared, gained an insight int
the differences between reason
actions and the attitudes of pre
udice. Scapegoats, cliches, and hi
torical prejudices came in fo
study. One ninth-grade boy wro
"The careless remark, as we hav
been taught so well in this pres
ent war, can lose the war. Mor
important, it can help to destro'
democracy in the world. A peo
pies' casual talk is a true barome
ter of their democratic fervor."
Central Beach School, Miam
Beach, Florida, has a studen
body of whom about 90';;, an
Jewish in origin. For many year
the traditional Christmas with al
of the trimmings was observed ii
the school. For the last few years
however, the situation has beer
much more happily and realist!
cally handled by the combining
of the Christmas celebration witl
the Jewish Chanukah, whicl
comes in December near th(
Christmas holiday. Fast year, i
pagiani was staged. One scene de
picted a Jewish home commemo
rating the Chanukah with th<
eight candles in their enlargeclsm
February^SEE and HEAiBcj,
K
|tfl?
m
w
m
Idcrs— the central symbol of the
lanukah— gift giving, a visit
mi a Christian homo, activities
the Chanukah, and tlic singing
Hebrew songs. Anotlier scene
)wed the Jewish friends \isiting
I Christian home and the cele-
uion of Christmas with the
:orated Christmas tree as the
Iter, the giving of gifts, and the
?;ing of carols. The third scene
cd the pageant with both Jew-
and Christian children sing-
j both Christian and Hebrew
igs. Tolerance is sharing. In-
erance is unwillingness to
ire.
■\nother class in O'Keefe Ju-
)r High School, Atlanta, Geor-
i, kept a record of movies seen,
inions bearing on prejudices
Dressed, remarks made on the
lio, and names given to char-
ers in radio plays and photo-
lys. This analysis showed the
mendous propaganda power of
idental learning by listening
en we are not even conscious
tolerance or intolerance. The
it demonstrated the need for
; development of critical listen-
j habits upon the part of the
pil and an awareness on the
rt of the teacher of the insidi-
s nature of the problem of
ilding understanding.
rhe problem of critical lisien-
f has an additional difficulty of
ching not associated with read-
l in the school. ^Ve read usually
set times and often under the
ection or stimulus of the teach-
However, the listening activity
an almost continuous process,
and HEAR — February
most often under unilirected con-
ditions and uncritical attitudes.
This makes necessary principles
of critical listening l)ecoming a
[)art of the program for a vocab-
ulary of meaning development.
Critical listening as related to
a program of semantics must be
built upon two approaches — ac-
tual directed classroom instruc-
tion and utilization of everyday
situations in school and outside
of school. 1 he informal approach
will be concerned with profiting
by mistakes, expressed prejudices,
and intolerances with the idea of
turning troubles and unhealthy
situations into profitable teaching
situations. One school, with a
piupose similar to that of the
Springfield, Massachusetts plan,
made a provision in its English
curriculum for instruction in
semantics related to interculturai
education while at the same time
carrying on an education pro-
gram with the faculty and stu-
dents for the purpose of trying
to remedy intolerant attitudes
and of developing critical listen-
ing habits. Ihey discussed the
situations in class, tried to find
underlying causes, suggested pos-
sible remedies, and at the same
time worked on problems of vo-
cabulary judgment and apprecia-
tion. From an analysis of such
words as Aryan, democracy, equal-
ity, prejudice, American, Anglo-
phile, Anglophobia, international
bankirig, and race superiority
came understandings that appar-
ently were deeper than the easily
measured strengthened word
knowledge. Words are wcajx)ns.
Page 73
To dcaU' niuh rstaiuliiii; l)\ lis-
tening, pupils imisi IxtoiiK- ailcpt
in detecting the danger ol words
as concealed Aveapons.
Audio aids reinforce leaching
j)rocedures. Not too much can be
done bv teachers in changing ini-
mediatelv the (jualiiy of radio
|)rograins ;ind the materials pre-
sented, nor in niodif\ing subject
matter material ol the moving
j)i(tui(' and of phonograj)h rec-
onls. Hut we can make something
of \\]\:[\ wv ha\e alreadv.
riicic ail- mam ladio programs
that may be utilized as listening
activities at home or used in the
(lassiooin as oll-tlu-aii iccordings.
The same is true of the movies
and not too infre(|uentlv there is
a (ommercial pictuie that mav
prolital)l\ be used as an out-ol-
school teaching exjjerience. Docu-
mented educational films are iiere
in some measme now for the
Knglish teacher, but will become
more luunerous in the next few
months and vears.
W'lu u a broader concej)tion of
English teadiing is adopted and
listening is reallv made a part of
the l-.nglish cmritulum, the field
of suitable radio piograms, films,
and phonograph lecords will like-
wise be bioadeiied. Nfalerials mav
be classidecl as scjiial science. I)ut
have a direct usefulness for the
Knglish teadur when used for
background, for bioadening con-
cepts, and lor teaching a vocabu-
lary of meaning as related to uu
derstanding and tolerance. I h(
Match ol lime's film, for in
Pag* 74
\ A m.\N .MILLIR
Mr. Nathan Miller is Dean of Boy
.a the I.itilc Ri\ci Iiinior Hi^h Schoo
Miami. Floiida. ]\v is Cliairman of th
Aii(lio-\'isiial Aids {'.f>miniUfi" of th
National (ioiiiuil of I carhcrs of KiiglisI
Mis pica for a hroadciu-d (onrcpt of th
rcspoiisihiliiv for teaching better mode
of ((iininuni(aiioi) arises from his diia
(aparities.
( w
ikIii
iiiaH'
toe;
iidio-i
ilic
-jiid
i»o(
■(iiiei
<iol
Jtfll:
wtl
!bni;
Ktski
VfQ
stance, upon the pioblem of th(
Jewish jK'ople. the Hiiiish. anc
the .\rabs in Palestine could easi
ly be used in the Knglish class
loom for discussion purposes, lot
background to reading in cei tair
units, for building of ^ocabula^y
and for enrichment. Tlie Caval
cade of .\merica series can be o
definite \alue to the Englisl
teacher. Poetry and intolerance
do not get along together— Tec J||jj[
Malone's Pilgrimage of Poetry ,•
can be used effectively in main
cases either by inspiring the- writ
ing of poems with a tolerance
theme, or in using instruct ionally
poems with such a slant. The
riches of radio, photoplays, and
phonograph lecords are gieatcr
than we possibly realize. The ma-
terial does not have to be a copy
of a piece of literaluie coiuained
in a list of classics or in the con-
tents of some textbook, but in an
enriched piogram of instruction
manv mateiials may be used
which traditionally we should
have thought of as being outside
the l-.nglisli fold, but which light-
ly belong foi the pi ac tic ali/alion
of English. In the field ol the dc-
vc'lopmeiii of aiiiiudes. apprecia-
tions, and tastes in literature, and
Foi
February — SHE nnd HF.AC
Sir
the (l(.\cl()|)iiKHl ol inc;»niiii;s
iiul all iclati'il to ihi- iicatioii
iiiuUistaiuling— the movies,
radio, aiul the rcrordiiii; ofFci
( li ill tlic way ol xaiicd ma
al ioi clicdiNc teaching;;. Mu< Ii
St 1)( added, however, belore
le are adequate materials in
lio-\isiiaI aids lor tlirect Kii<;-
iise.
ls a listeiiiiii^ aeti\ity, the mak-
ol (lassrooni recordings can
used efleeti\elv in the teaching
tolerance. Group recordings
r limitless o])j)oriunities both
discussion and listening and
the enriching of attitudes,
imati/ations upon mutual un-
standiiig themes may be used,
eet Your Relations," a pamph-
skit. may be used for this pur-
e. We may not be able to
lily the \aricty of programs
the creation of tolerance, but
can make our own radio pro-
ms through recordings, or
through room or st liool broad
casts. We cannot at present (on-
irol the content and (piality ol
pl)oto|>Iavs for insli IK lioiial pur
poses, but we (an piodiuc out
own .s< hool mo\ ies upon our own
themes.
The wealth ol ilu Laud of
(lanaaii in the field of technologi-
cal aids has been sighted afar off.
It now remains for us to explore
and to discover by use the iin
dreamed-of real riches that )esi
within.
In simimary, creating of under-
standing through listening— or the
building of appreciation— cannot
be achie\ed by ordinary teaching
methods applicable in the con-
tent subjects, but only by acti\ i-
ties that recognize the nature of
the teaching situation. Among
others, four principles should
guide our selection of the meth-
ods to be used:
1. Tolerance is lived, not taught.
2. Tolerance lies within the heart, not the head.
.^. The willingness to listen to the other fellow is implicit in the sur\ivnl
of our democracy.
I. Listening is not merely passive speech, but is active expression and
participation.
"or the realization of otir objectives, intelligent planning must in
de:
1. Planned class activities that build listening skills and habits related to
appreciation.
2. Seizing of on-the-spot teaching situations.
i. A spirit of teacher alertness that enables maximum utilization of all
materials in the school, home, and community life of the teacher and
pupil.
4..\ spirit of positive good will on the part of the teacher tiiat rem lies
the pupil, the school, the home, and the community, and helps turn
negative situations of intolerance to positive situations of understanding
and tolerance.
and HEAR — February
Page 75
o
IWjvi^-^
James McPherson
Kern County Srhools Film Library
Bakersfield, California
BECAUSE of the reality which use of audio-visual materials
au(lio-\isMal materials can one principal means of bringin
bring to the learning situation, educational experience to th
the committee strongly urges the classroom.
a.1
^
'W.*»«iJ"li' -TtJ
aar
Editor's Note: The Audio- Visuol Education Committee of the California
School Supervisors Association has just completed their report entitled "Sug-
gestions for the Organization of a County Audio-Visual Education Progrom."
The committee working on this report includes N. Evelyn Davis, choirman;
Jamcs McPherson, chairman of the Report Committee; Joseph F. White,
director of audio-visual education, Ventura County Schools, and Miss Lorene
Killey, director of audio-visual education, Alameda County Schools.
Mr. James McPherson, director of audio-visual educotion, Kern County
Schools, Bokersfield, California, has digested this report which, as it is being
printed and released to the schools of California this month, will serve as
a model of organization.
The County as the Admlnlstra-
hve Unit for an Audio-Visual
Education Program
11 an audio-visual program is
be adequate for the many needs
the classroom teacher, the basis
its organization should be an
ministrative unit large enough
provide materials, equipment,
d leadership. Even the largest
lools cannot afford to own all
e films, filmstrips, slides, and
her audio-visual materials their
ichers will need. On the other
nd, if individual schools at-
inpt to obtain all the audio-
>ual materials they need from
mmercial, state, or university
)raries, other serious difficulties
[id to arise. Rigid advance
iieduling requirements make it
fficult to get materials when
•cdcd. The expense of a rental
ogi am is relatively great. Often,
e materials available have not
en selected with the needs of
This equipment technician is employed
part time by the oudio-visual center
to keep in repair equipment owned by
the center and by county schools.
Both in a saving of money for repairs
and in the time required to put equip-
ment bock in service, this plan has
proven successful.
and HEAR — February
the individual scliool in mind.
No one commercial or university
library offers for rental all the
filmstrips, slides, transcriptions,
or flat picture sets that a well-ov-
ganized school system should use.
May not, then, the answer be
found in the maintenance of a
library of audio-visual materials
by an administrative unit large
enough to do so in a satisfactory
manner?
In the experience of the com-
mittee making the report, a coun-
ty or city school system having
an average daily attendance of
around 12,000 is of sufficient size
to serA'e as an administrative unit
which can maintain a well-bal-
anced library of audio-visual ma-
terials. When the combined aver-
age daily attendance of all the
schools within a county system is
less than around 12,000, it may be
desirable to cooperate with other
coimty or city audio-visual depart-
ment. The administrative unit
should be compact enough so that
relatively close contact between
the audio-visual center and schools
being served is possible. The com-
mittee suggests that an audio-
visual center might well serve
schools within a radius of 60 to
Page 77
On her weekly trip to town, this teacher of on isolated rural school hitches
this generotor-troiler unit to her cor ond brings to her children every other
week the odvontoges of good educational films and other oudio-visuol mo-
ffriols. Without the aid of a well-organized county audio visual center,
this kind of service to rural school children who need it most is out of the
question. With it the rural school is enabled to offer on educational pro
gram in which the most valuable modern instructional materials can be
used freely.
70 miles. Uiulci (iiciinistanccs noi Iccl thai a hclpliil audio
wluTf traiispoitation and com- \i.Mial piofijram is out of the (|ucs
inunitaiion lacilitics arc better or tion. \\'iiile sucli svstenis ina\ iiotl
worse than a\eiajL;e, it may he de- l)e able to maintain a balan(ed|
sirable to expantl or reduce the library of educational motion jjic-
area beinj^ served. In general the turcs, a library including nunur
audio-\isual center should be able ous filmstrij)s, slide sets, Mat pic
lo gi\e schools f)\(rnigiit service. lure sets, and other le.ss exj)ensi\(|
Comities that do not ha\e a
mininuun average daily attend-
ance base ol aj)j)roximately 12,()(t()
iiiul \\lii(h luid il iMi]>ossible to
cooperate in a joint progiam need
Pag* 78
audio-xisual materials can be de
\eloped. Furthermore, such a cei,
ter can assist indi\idual schooKl
in ol)taining aiul using numerous
\aluablc free materials and in'
making good use of rental sources.
February — SEE and HEAR I
I Wll s M. nil RSON
UK'S .M( riicrsuii lias done work in
kultini and audio \isnal i'du(ation
fathers College, Coiuinhia rni\er
Vov l\\(i \eais lie was \isiial uia
lis specialist ot the llarnion I'oiind.i
, Sin«e that liuie he has been
L'loi' of audiovisual eduiaiion for
kern County, C.alifornia. sihools.
nyoiie is t|iiali(ied to speak on the
I't t he has iliosen, he is.
ithin the last three weeks he has
his professional responsihililies to
>lete his doetoral dissertation at
dental College. I.os .\ngeies.
I . ( '(. IK I .il stl|)('l \ isioli ol llic
(otiiilN .itulio \ i.siuil piograin
.should l)c llic responsibility ol
a |Ki.son trained tli<jioiighly in
llu" anas ol:
a. (ilassrooni Icacliiii!; piocc-
diMcs and c tnrit tilmn dcxcl-
optncnl
I). Ol j;ani/alion (jl a liijiai) <jI
audio-visual niatci iais
c. .\ndio-\ isiial cq n i \> iii c n L
mainttiiaiuc anil ici>aii
Parcel post ond roilwoy express hove enobled the Kern County Audio-Visual
Center to give overnight delivery service of both materials and equipment
to schools within a radius of 75 to 100 miles at relatively low cost to the
Center. Thus, the Center is able to serve the schools in a county as large
OS the State of Massachusetts but so thinly settled in most areas that
all the schools in the county are needed to support an adequate library
of audio-visual materials. Twelve-thousand overage daily attendance is
suggested as an approximate basis for the development of on audio-visual
library.
d. Planning and production of
school-made audio-\ isual nia-
Jerials
e. Planning and production of
radio programs for educa-
tional use
2. The staff at the center should
include a visual aids librarian
u'ho is trained in library cata-
loging and who has also had
training in the handling of
audio-Msual materials, and a
person skilled in the inspection
and repair of audio-visual ma-
terials.
.'». The county center should op-
erate an equipment mainte-
nance center for all of its ow]
e(|uipment and also the equi
iiicnt of all countv schoo
Such a center can speed greatJ
the repair or adjustment <
e(|uipment and save muci
money for the schools of thi
county.
The county audio-visual libr;
ry should have available 1
mm. sound and silent motio
pictures, filmstrips, slide se
transcriptions, study print se
and some type of exhibit m;
terials. Since all materials i
the library should be chosen t
meet the needs of pupils an
should afford the teachers th
Objectives of a California COUNTY Audio-Visual
Education Program
The following are offered as fundamental objectives of
;i good program of audio-visual education:
a. The development among teachers of willingness and
ability to make effective use of audio-visual materials.
b. The provision of an adequate supply of audio-visual
materials chosen to enable teachers to interpret the cur-
riculum in the clearest possible manner, and to he avail-
able when needed.
r. The provision of a guide to all available audio-visual
materials, services and etjuipmont so that each teacher
can locate with the greatest possible convenience all the
materials which he or she can use in his or her teaching.
d. The provision of ecjuipment and building facilities
needed to enable teaclier to make good and convenient
use of available audio-visual materials.
e. The provision of consulting services on the proper cur-
ricular selection, gooil utilization in tei nis of acceptable
instructional j)ractices and evaluation of all audio-visual
materials.
Pag* 80
February— SEE and HEARI
icatcst possible IhIj) in intcr-
irctinii I he ( mi ic iilimi, the
L'McIuis ;iiul luiiiiulimi diicc-
[)js should j)hi\ ;m important
•art in thcii selection.
All materials appro\ctl for
lossihie use slioukl I)e secured
or pre\ ie\v and trial in a elass-
oom situation. .Mter actual use
»v teachers, an evaluation ol
he wortli of the material
hoidd be made by them. Tliese
»re\iew reports should be the
lasis for purchase or loan by
he county audio-visual library.
\'iien a new audio-visual pro-
jam is being organized, it will
»c necessarv for the center to
irculale equipment, just as it
iocs materials.
feachcrs should meet at the
enter for previews, demons tra-
ions, and discussions.
>j)ace and equipment should
)e pro\ ided for production ac-
ixities at the center.
I he center should assume lead-
•rship in the preparation and
listribution of a guide to au-
lio-visual materials, equipment,
md services available. This is
)ne of its most essential serv-
ces. This guide should include:
I. Complete instructions for or-
dering materials and equip-
ment.
). A section in which all ma-
terials are given in alphabeti-
cal order according to the
type and briefly summarized
as to content and special edu-
cational uses.
and HEAR — February
c. A section in uhi(li all ma-
terials arc listetl according to
the toj)ics they concern.
(1. A section in which all topics
are correlated with the cur-
1 icidinn in which they arc in-
cluded.
e. Suggestions for the effective
use of materials and ccpjip-
ment.
The Audio-Visual Program and
the Individual School
1. Schools shoidd keep on hand
all materials which are in con-
stant use and which should be
available for quick reference.
Standard maps, globes, and charts
are examples of this kind of ma-
terial. In addition there may be
some films, filmstrips, slide sets,
flat picture sets, and transcrip-
tions which are used so frequently
in a large school that permanent
possession becomes desirable.
2. Everv school shoidd have the
follo^ving ecjuipment: 16 mm.
sound motion picture projector,
35 mm. filmstrip projector, 2x2
and 3x4 inch slide projectors,
suitable projection screens, two-
speed record and transcription
player, radio, and lantern slide-
making kit. Schools of large to
medium size may find it desirable
to own public address systems,
exhibit cases for audio-visual dis-
plays, a transcription recorder,
and a magnetic recorder with a
steel tape or wire. Every class-
room should be adapted for the
use of projected materials either
by suitable darkening or through
Page 81
A The well-developed county or regional audio-visual center places at the
disposal of teachers the audio-visual materials they need, WHEN THEY
NEED THEM. The essence of an audio-visual program is the obility of
teachers to get what they need, when they need it, easily.
the use of a daylight rear projec- \isiial center always,
tion cabinet screen. In-service programs should I,
3. Resjjonsibility for coordinat- organized to help teachers mak
ing (he audio-visual program in ,U"otl use of audio-visual materi
each school should be assumed by ^'l*^- ^^f)'"*^' general staUnients anc
a person who is given the time suggested lechnitpies follow:
and training needed for the work.
He should be capable of gi\ing
achice to other stalf meuil)iis.
This person should l)e responsible
for receiving anil sending back all
materials secured fiom outside of
the school. This peison should be
in close contact with the audio-
All pictures courtesy Leo B. Hart, Super-
intendent, Kern County Schools, California.
Pag* 82
1. The in-ser\ice training situ-
ations should be arranged .so that!
they a|)pi<)\iniate as nearlv as
jjossible the kinds of learning sit-
uations in whidi the teachers will
be called uj)on to make use ol
audio-\isual materials.
2. Teachers who June the most
interest in audio-\isual maiirialsl
sh(^ukl be encouraged to sliowj
Fabruary — SEE and HE/
Li iiMclurs wlial ilu'y arc tlo-
Dcnionstratioii lessons in
(h teachers use audio-visual
dials as a j)art of their regu-
work and j)rcsent lessons lor
ol)ser\ation ol other teachers
idd he arranged.
dm I i( uhim development
■ifranis in \\hich teachers plan
use ol audio-xisual materials
u integral j)art ol instruction
ikl he encoinagcd.
Demonstrations ol audio-
al materials at meetings of
hers should be presented.
(1. leaduis should he enioui-
aged to plan and produce school-
made audio-visual materials.
7. In (oidercnccs with teachers,
best ways of using such materials
should be suggested.
8. Study guides which gi\c spe-
cific suggestions for their use
should be distributed with audio-
visual materials.
9. A list of audio-visual aids for
each unit of work j^repared by
the ( urriculum dej)artment should
be included in the bibliography
of the imit, as well as specific sug-
gestions for their use.
Teachers must have the most important "soy" when the purchase of new
materials is being considered. Here a group of teachers are reviewing
summary cards in a "rough sifting" to determine what materials appear
to be worthy of preview. Selected materials will be seen and evaluoted
by teacher committees and purchases for the library of the audio-visuol
center will be made only from among materials that TEACHERS who will
use them have selected as educationally valuable.
Karh school distrid slioukl \)c
res]>oiibiljli: l(n ihc piiichasc ol all
audio-visual materials and cciuij)
mcnt pciiiiaucmly placed in the
tlistrict schools. The cost of the
operation ol the center should be
met by contributions from each
district to pay for the purchase
and distribution of all audio-
visual materials placed in the cen-
tral library for use by the schools.
W here schools contribute to the
maintenance of a central library
of audio-visual materials, some
j)lan should be adopted that will
apportion the conti ibutions in
terms of the ability of indi\idual
districts to pay.
Refforl from
Oak Ridge
TWV. Oiik Ridge Kdiualion Assoda-
lioii. in cooperation with the l)i
vision of I'nivcisitv Extension. Ihiiversity
of I ennesscc, was liost rcccntlv to sii|jei-
intendents, printi|)als, and teachers at a
\'isual F.chication ('.onfercncc. Nfore tlian
2r)0 people from .*?*) counties in East
Tennessee attended.
I'rominent amonp the speakers was
Major Dennis Williams, on terminal
leave fron) the l". S. Armv Si^iial Corps.
Mis peacetime position will be with l-.n-
(vdopaedia Britannica Films, Inc. Majoi
Williams pointed out that school cur
liculums ha\e become so complex and
so comprehensive that educators in the
future will ha\e to use \isual aids to
co\er their field.
"We are the last earth bound jrcnera
lion responsible for training the first
generation with wings," he says.
"So man\ new inic i relalionships iiuisi
lie probed, so mau\ skills, both manual
and iniellcclnal. nnist be developed. I he
acceleration of learning must be achieved
ihrough greater speed, with no loss and
\\\\\\ e\cu improved retention.
Page 84
Also ouisiaiuling was the aiUlress de
livered bv .\Ir. C R. Crakes. Kducationa
Consultant, the l)e\ry Corporation. H.
spoke on the topic, "Evaluation and Se
lection of Audio-Visual leaching Ma
tcrial." Mr. Crakes cmphasi/ed the fac
that sensory aids are t)idv a means to at
end,. ,\ classroom picture does no mor»
than provide a learning experience fo
the pu|)ils.
The piogram o|)eued with a shor
greeting bv .Mr. (.eorge Bond. President
of the Oak Ridge Edueation .Association
A demonstration, "Itili/ation of tht
Classroom Film," was presented bv Mr
J. E. .Arnold. I'niversity of Fennessee.
Dr. Orin B. Gralf. Head of the De
partnient of .School .Vdininistration ant
Su|)ervision, I'niversity of Fennessee
led the forinn diseussion which followed
Oni' ol the chief c^utcomes of sucli a
conference is the interest aroused in the
use of sensorv aids. .\ course in audio
visual instructional aids will be olfered
in the winter cpiarter of the adidt edu-
cation program here in the high school
Iwo of our groups are alreadv at work
on the problem of the eilective use of
audio-visual aiiis in their workshop.
Fhe conference was brought to Oak
Ridge through the efforts of Bertis E.
Ca|)ehart. Cuidance Counselor in the
Senior High School and .Acting Director
of X'isual Aids. Mr. J. E. .Arnold, .Spe
cialist in School and Communitv Service.
Division of Iniversitv Fxiension. liii
\ersitv of Fenne.s.see. .secured the speak
ers. Miss Margaret Barnes. Chairman of
the Program Committee, Oak Ridge
Education Association, was in charge of
dinner arrangements.
Free Mdtrriah
Question— Will \ou jilease suggest
soinces for free hlms and free cinricu-
lum material!??
Answer— I. F.ducalor's (iuide to Free
I ilms. .'ith Edit.
J. Educators' Index of Free Nfaieriais.
'i. Flementarv I eachers' Guide hi tree
( inri( idum Materials.
All published by Educators 1'rogres.s
Service, Randolph. Wis.
February— SEE and HEAR
V
1(3
lie
i
WHAT is I he l)cst way to prc-
si. lit the techniques of film
utili/ation to a group of social
^tuclic's teachers t^jathered together
It a national conxention? 1 his is
the problem which faced the
\uclio-\'isual Aids Clonnnittee of
he National Couiuil ioi the So-
ial Studies in planning the Mil-
Wii.i.iAM H. Hartley
State Teachers College
Toxvson, Maryland
waukee Convention held Novem-
ber 22 to 24, 1945.
Should we have a panel discus-
sion of experts, or a stinudating
EE and HEAR — Februory
Page 85
Il is 1870. Mr. Carter filed a claim which allowed iiiin lo become
owner of a piece of prairie land. He has set up stakes and planted his
first crop of corn, and now he is bringing bis fannlv to settle in the
West. Ibev are coming in a coNcred wagon drawn b\ o\cn.
speaker who woiilcl tell us how it
siiotikl be done, or should we try
a lii'r show with real youngsters
being taught bv a teacher ex|)eri-
emetl in film tise? I he last jx)ssi-
bility appealed to lis most strong-
ly. We felt teachers woidd be
most stimidated bv attiially see-
ing il done.
riuld the direction of John
Hamburg, .\ssistant .Superinten-
dent of Schools, Edgerton, Wis-
consin, the j)rogram was set tip.
A groti|) of Milwatikee jiniioi
high school students xolinileered
to gi\e up a part of their Thanks-
giving holiday in order to try tp
lulj) educitc the \ isiting teachers.
Page 86
.\n experienced and enthusiastic
teacher was obiained and a jjanei
was set 11 1 ) to discuss the lesson
after the demonstration.
The sittiaiion was artificial. We
were all fiillv awaic of this fact.
The class and tile obser\ers met
in the i)allroom of a metropolitan
hotel. 1 1 was a holiday weekend.
Some of the obsei\ers smoked. It
was not the noiiiial classroom en-
\ironmeni. \vi this very artifici-
alitv became an asset. Tlie obscr-
\ at ion of a tisual task, teaching a
scjcial studies lesson, in unusual
surroundings made the elements
in the task stand out sharjily and
with A gicalci challenge. If the
February — SEE ond HEAR
teacher could set up a learning;
situation anil stimulate real
thought untler these circum-
stances, then it was not too much
to hclie\e that the average teacher
in the more ideal chissroom situa-
tion (ould make use of tlie mo-
lion jiicture as a teacliing tool.
TIk^ readier had the good sense
to imhule the autlience in the les-
son and to make the session one
of cliallenge for both pujiils and
obser\ers. The following steiio-
giaj)hic account of Avhat happen-
ed dining this demonstration will
gi\c the reader some indication of
the procedure employed, tlic
problems faced, and the reactions
of the puj)ils. It should also pvo-
\ ide some insight into the prob-
lem of teaching with films.
TEACHER: Wc arc goiiio to stiiiU ihc
story of our (()imtr\ toilay. W'licii \vc as
icaclicrs arc confronlcd Avith the l)arrier
of time, we would like to iiave some
means by uliich we could turn hack the
(lock, transport tliese youngsters into
tlie past of our country, and let them
relive it. Because we cannot overcome
this harrier, we ha\e accepted it com-
placentlv.
But todav \vhcn we ha\e the sound
rdm, we can reconstruct many of the
situations in our environment in all
their interest, in all their authentic itv,
in all their reality, and by such mechan-
ical means that we can bring these situ-
ations here this afternoon. This was not
possible when I was the age of these
youngsters. It is possible today. The
experience \\c arc going through to-
gether this afternoon is one that wc
have been able to talk about only iir the
past. Today, howexer, we are able to
bring it right into our classroom group
—to learn abf)iu it. to talk about it, to
read aboiU it, and to discuss it so that
wc can understand really what it means.
SEE and HEAR — February
('/'() (lass (>l '0 wi'fiilh (1)1(1
eighlh-gradr sludruls:)
This aflcriioon wc are going to study
not onb fioiii a history book but from
a (ilm. I his doesn't mean that you are
going to relax! This is just as miuh a
part of your classroom work as if I had
said "\in\ will read from your books."
There are several things we are going
Id do! Ihc bell just rang— how long are
the periods?
l.EROY: Fortv-fne minutes.
TEACHER: In this 'school" there are
only 3.") minutes. \\'hat wc don't com-
plete, we shall let go imtil Monday. We
may have to continue on Monday or
even 1 ucsday. It really doesn't matter
because \\c ha\c a jol) to do, and we
will stay with it initil we have finished
it.
We are going to talk about pioneers
and their travels across the prairies. We
know about the settlers on the shores
of Xew F.ngland. how thev later vvent
acro.ss the .Allegheny Mountains, how
they went down the Ohio River in flat-
boats, how they used the land routes
across Kentucky. We are now ready to
understand life as it must have been
back in the days when pioneers went
across the Western Plains. We .should
know more about the plains. Let's read
the first part on our study sheets "Pio-
neers of the Plains" (Visual Learning
Guide F.-62) about the "Western Plains:
Where Loneliness and Endless Prairies
Challenged Brave Settlers."
" 'It is a great American desert,
a barren waste which Man will
never cultivate' Ihat is how early
explorers described the flattened,
rolling hills of our western prairie
country. But in 1849. . . . "—
how long ago vvas that?
Pl'PIE: .\bout a century ago.
(Teacher continues to have children
read first column of study sheet.)
TEACHER: We are going to "live"
there this afternoon. We are going to
watch these people as they go across the
prairies. What docs your teacher usually
Page 87
!
I Ir' C.aiicT tliildrcii ha\c
no way of knowing all the
privations tlicv will sulfcr
l)C'f()ic the |)raii"ic is con-
(|iic-ic-(l ill iJK'ir scardi for
lri((ii)iii and opportunil) .
arc Id study sometking I I:A(.HER: Good. ^Vhat else?
do when \oii
new?
I'UPII.: She tells us what to watch for.
We find answers to (|nestions.
TEACHER: \es. that is a natural thing
lo do, and it is just as natural a thing to
do when wc study a (dm. Let's see what
some of the things are that you should
look for. (Reads from study guide.)
When did the push into the prairie
lountry hegin? How was a claim to land
actually made? What equipment did
the Carters carry with them into the
\\'est? How did they travel? How did
I hey dress?" ^Vho woidd like to add
some of his own questions to this list?
Pt I'll.: What did thev do in their .spare
inonicnts after traveling?
TEACHER: Yes. Something else?
mXRY: How can they make these sod
houses?
TEACHER: Well see liiat, Henry, in
just a minute. You watch carefully.
(To audience:) Many times you have
wondered how you could show just lime
lliitil^s xecre dotic. This is an exaiiiplc
of a concept that wc treat inadecpiatelv
year after year. But the fdm visuali/a-
tion makes it undcrslandahlc.
I'l I'll.: I would like to know if there
was something done ahout educating
ilu- ( hildrcn.
PVPIL: How did they protect them
selves?
TEACHER: Yes. I should write all of
these on the blackhoard. It is what you
are interested in that we want to find
out. There is one thing more we must
do before we see this film. 1 here might
be some words that you do not under-
stand, so you might—
PI PH.: Get the wrong idea.
PI PIL: Get no idea at all!
TEACHER: Right! \Mienc\cr I use a
film, I come in during lunch hour or
before school and see it alone before I
ii.se it in class. I get some idea of the
film. I preview it so that I can warn my
students about the difficult words or
ideas in the film. Lets look at "Words
and I'liiases ^ ou Must Know to Inder
stand This lilin." In this film thev talk
about a "tircuil riding minister." What
do they mean?
I'l PIL: .\ minister who travels from
toxMi to town.
I E.4CHER: Do we have any circuit-
riding ministers in Milwaukee? Do you
know, Lois?
I.OIS: In the country, perhaps.
I'l PH.: I think the reason we don't
have such ministers is because the coiui
'age
88
February — SEE and HEAR
ir\ isn't as sparsely sctllccl as at ilial
liinc.
TEACHI R: Fine! Wlial ilocs •cnHlcd"
iman, FUiny?
UEXRY: It means that the water that
ran oxer from rivers washed some of the
nn\ away.
TEACIU'.R: What is a "tethering
stake"?
UII.EX: A tetlierinj; stake is where they
lie animals.
Pl'PU.: \Vhat is "prairie sod"?
TEACHl-.R: Oou'i \oii know what "sod"
PI PH.: Grass.
TEACHER: But— what is "prairie sod"?
PI PIL: Sod cut from prairie grass!
TEACHER (To audience): Does this
i^ive you an idea of how necessary it is
lo discuss words? This little girl wants
io know what "sod" is. The understand-
ing of that concept is entirely necessary,
:ind it is time well s|)ent to clarify it.
;)therwise the huilding of the sod house
ivould have had only partial meaning
[or her when she saw and heard it e\-
dained during the film showing.
It might take me all of one class
period just to lay the foundations for
ihis film experience.
(To class): .Are there other words with
\\hi(h \<iu ;ire iinlaniiliar?
PL' PH.: "I'rivaiions.'
(Tlic I lass ronliiiiirs, with time
taken lo (lisru\s niranin<^ of "fote-
hears," " f>iouier heritage," "cod-
ered wagon,' etc.)
TEACHE.R: .\ "prairie schooner" is
what?
PI PH.: A canvas covered wagon.
TEACHER: How high was it? How big
were the wheels? (No ansiver.) You
watch the film and discover thati We
sliouki al.so go through all of these
other words and discuss them complete-
ly. It is not fair lo let students go into
tliis lesson without knowing all the
strange or unusual words they will
meet, but we have to rush this a little.
Back in our school, we should spend
several days on this film. As soon as
children have had a glimpse of what
th.cv are going to look for and what
some of these words are, I think they
are in a better position to learn from
film study!
(Film showing. Pioneers of the
Plains, 10 miiuites, Encyclopaedia
Britannica Film, sound.)
TEACHER (To audience): Just as we
always finish any subject matter investi-
gation in the classroom, we follow up
this film lesson with an opportunity for
evaluation. Let's not confuse the teach-
.\i night the Carter fam-
ily sto|js for food, water,
anil rest. They find the
We.stern plains lonelv and
difficult.
>EE and HEAR — February
Page 89
iiig film c\|)eiictuc uiili the Iriday
aftcriuK)!! iiu)\ic cxpcrientc. We will
s|)fiul a few reinainiiif; ininiitcs in find-
ing out what tlic stiuieiits olisciAcd ami
if there might i)c an opjxn itinii\ for
fnrthcr study.
(To class): We x\ill talk about just
three questions: (1) Why did these
people go out on the plains? (2) How-
did their living (ondilions there (oni-
pare uitli liie living (oudilious vou en-
joy? {'S) What of it? W hat ought we to
do about it? How' ought we to art about
it?
Joyce, what brought these people out
there?
JOYCI-.: They went to get land and
have an o|)portiuiity to raise their crops.
TEACHER: AVasn'l there plenty of land
elsewhere in those days?
I'l'PII.: Ihcv (ould get their land with-
out paying for it. .\11 they liad to do
was to farm it for five years. It was rich,
fertile land. i)ul there was just a link-
water.
I'l.Al.Ui.H: Water was one of the |)rob
lems.
I'l I'll : I lure were not many trees.
I l-.AC.III It: li was rather wind swept?
DR. Will. 1AM II. HAR I 1.1 V
Dr. Hartley is at present professor of
history at the Maryland .State Teachers
College at Towson. During the summer
he (ondutts courses in audio-visual in-
struction at Johns Hopkins I'niversity
anil at Teadiers College, Colinubia I'ni-
versity.
He is tile author of Selected Films for
American llistor\ and Problems. He
contributed articles on audio-visual aids
for the Encyclopedia of Modern Educa-
tion. Each month he edits a de|)artmenl
in Social Ediicnlion. the official publica-
tion of the National (.oinuil for the
.Social Studies, called "Sight and .Sound
in the .Social Studies." He has served as
ciiairinan of the XC.SS .Viidio \ isual
Aids C oMuniitee for the past five years.
I he first house they erect is a crude one. .Sod is loosened from the
plain with a plow, after which voiuig James cut it into lengths and
built ilic- sod into ihick walls. 1 he door and window frames and the
roof were made of wood.
Page 90
February— SEE and HEAk
I I'c ifligioiis iicctls ol tlic W'csicni scitlcrs were siipplicil by a cirruii-
riiliiig minister. He Ixings the good news that a new sciioolhou.se has
been l)iiilt onlv t\\o miles away. It \v'as the custom to entertain guests
witii Tunsic and an imitation to dinner.
I'll'//.: ^cs. It reminds me of a desert.
TIACHER: In wiiat wav?
I'( PH.: It was liarrcn. witli no trees. I
\w)id(hri he interested because there
weren't m;ui\ amusements.
I'l I'll : I tliink manv |)Coi)le moxed
westward because huid wore oiu because
of no trop rotation in the Fast.
TEACHER: What did it mean to go
out there?
I'l PH.: It meant gi\ing up coiidorts at
home and leaving friends l)ack there.
TEACHER: Wiiat else did it mean?
LEROY: It meant hardship, lliey nee 1
Pictures (.ourtesy of Encycloimi-dia firitannica
Films, inc.
ed water for crops and for animals. It
was awful cold in winter.
TEACHER: AVliat aboiu the fuel? What
was used?
I'l PH.: Prairie grass.
TEACHER: Did anyone see prairie
grass being used?
PVPIE: Xo. they picked up twigs.
I EACHER: What else?
I'( PH.: They used anything.
Pl'PlE: Something 'buffalo." I forgot
what it was.
TEACHER: Buffalo chips. Just think!
Fuel was so scarce that they had to use
buffalo chips uhich is dried buffalo
manure.
SEE and HEAR — February
Page 91
Visual Learning Guide
E-62
Prepared bj the NatioaaJ Aodio-Viiual Council for Use With
Pioneers of the Plains
(Aa Erpi Iiutmcaoiul Film)
STUDY THIS PAGE before leeiog the film.
The Western Plains: Where Loneliness and Endless Prairies Challenged
Brave Settlers
"It is a great Americao desert, a barren wasu which
Man will never cultivate." That is how early explorers
described the flattened, rolling hills of our wettcrn prainc
country. But in IS49^ those who rushed into California
for gold, the Mormons seeking freedom of worship, and
the wave after wave of settlers who followed gradually,
exploded the American desert idea by sending back ac-
counts of bountiful crops grown on the prairie lands and
of cattle fattened on the prairie grasses.
Then came the Homestead Act of 1 862 which opened
the Vest to those citizens who were brave enough and
hardy enough to seek out the land and hold it. It prom-
ised that: "Any citizen of the United States, 21 years or
older, who has never been an enemy of the government,
is entitled to 80 to 100 acres of land if he agrees to live on
it, to farm it, and to improve it for 5 years."
The march into the West began! On hone-back, on
river boats, and in covered wagons, families from the more
populated states of the Middle West pushed westward into
prairie country to find new opportunity, new land, new
adventure.
The story of the desert was dead, yet new and untold
hardships confronted these settlers. Fuel was scarce, wood
for construction difficult to find, winters were severe,
and often drought, high winds, or insects destroyed the
harvest of a summer's roil. To this, jealous cattlemen and
hostile Indians added their efforts to drive the land-
hungry settlers from the western prairies.
But these plainsmen, these hardy homesteaders from
the East, proved the stuff of which they were made. From
sod-built huts, they waited out the storms of winter,
lurvived destructive prairie fires, and fought back the
hostile Indians. More fond of freedom, free land, and op-
portunity than life itself, these plains men and women
came, claimed and tilled their precious land. They stayed
to conquer the prairies — their sons stJI live there.
What to Look For in This Film:
1. When did the push into the prairie country begin?
How was a claim to land actually made?
2. What equipment did the Carters carry with them into
the West? How did they travel? How did they dress?
). How did the settlen secure food, clothing, shelttr.
and fuel?
4. What hardships and what amusenKnts did the set-
tlers have?
). How was a sod house built? What precautions did the
Carters take against prairie fires?
6. What provision was there for religion and education?
WORX)S AND PHRASES YOU MUST KNOW TO
UNDERSTAND THIS FILM:
The following words and phrases should be under-
stood before seeing the film. It may be necessary to dis-
cuss them or took them up in a dictionary or textbook.
circuit-riding forbears prairie sod
minister oxen privations
eroded pioneer heritage solitude
file a claim prairie schooner tethering stake
(Now SEE THE FILM. Do not look st ps^e 2, }.or 4 until after you A#ir iren the film.)
1«« N La!I«II« SL
CTilrafo
l*rlaU4 U tb« ruu4 ButM or Am«rlM
R('|)i(>:lii( lion ol I ho Imiu paj^c (there arc
ioin) ol I he learning guide used uich
Pioticrrs n/ ihr Plains.
Pag* 92
February— SEE and HKAk
'PH.: They didn't have any modern
incnicnrcs. Tlifv dithi't liavc any pu-
icd w.itri. I luv had to make their
M looking e(|ui|)nieiii. It was very
t\. I hev wen- al\\a\s sweeping np
St.
•'.ACHER: On whom ilid tlu\ relv for
ws?
PH.: The minister?
PH.: I lie minister hroiit;lu news in
i heail.
AClll.R: In his head! How did these
Dplc greet this eirtnil riding min-
er?
PH.: Tiiev were kind to him.
PH.: They were ghid to see ium.
lev olFereil him supper. Ihcy enter-
ned liim 1)\ jihning and they iiail
n sit down and talk to tiiem.
\ACHF.R: A\ hat of this pioneer ex-
riencc? \\liat about their going out
the jjlains and what dillcrcnce docs
make? \\hat does it mean to us that
?se peojilc went oiil there? Who really
ifited?
'PIL: The generations that followed,
fuess that's lis. That's me!
PIL: I wouldn't he here. There
nldn't f)e any coineniences like we
ve today.
PH.: Our forefatlicrs gave lis courage
go on in spite of hardships. The gen-
itions after them went on and kept
the pioneer spirit.
■.ACHER: So we have a model to fol-
PIL: How long did it take to travel
t there?
PH.: It took the Carters three
)nths.
PH.: They traveled about 20 miles
lay.
ZACHER: What if there was a river
the way or a stretch of rocky land?
PH.: It would take much longer.
".ACHER: We can't answer all the
estions we were interested in. .All the
swcrs aren't gi\en in the film. \\'here
e can we go?
PI' PH.: In l)Ooks.
lEACHER: That's where we will go.
We will look in books. We can't rely
on one experience such as this. We
would (eriainly go to the library. We
will waul to read our social stiulies
readers, go to the iii)rary. and— but wait
The bell jii'st rang. \Ve will keep on
with this on Monday. We will break up
into (ommittees. We will track down
some of these (|uesti()ns which we ha\c
not answered in the lilm. We'll read to
fuid the answers. How many of you
ha\e other (juestions? (ffaticl.s raised.)
^\'e ha\e a lot more studying to do. It
uiiglit even be that we would like to
see the film again. How many of you
might think that there are parts of that
film that contained information that we
might see again? f-I// Innicis nrc riuscd.)
If we need to do so. wc certainly shall.
We shall keep the film as long as we
need it. We will get as many books, as
many maps as we need and study until
we find out and are really convinced
that maybe these settlers did do some-
thing for us today. (Class Di.smissed.)
{To audience): This film is one of a
series of se\'cn: Early Settlers of Neiv
Euf^laud, Colonial Children. Planter of
Colonial Virginia, Flathoatnien of the
I-iontier, Kentucky Pioneers, Life in Old
Louisiana, Pioneers of the Plains.
These films make it possible to
gi\e these children an opportuni-
ty to relive these past experiences
in the story of our country. We
then lead them to textbook expe-
riences, which I am sure they pur-
sue with more understanding
than they could possibly have
otherwise. Thank you!
If you wish further informa-
tion about any visual teaching
material mentioned in SEE and
HEAR— write to us.
and HEAR — February
Page 93
Your Editor's mail bag brings many quiries
on the hows, whys and whats of visual learning
here are
\V. A. VVnncH and John C.vy Fowi.kes
Teachers and administrators are invited to submit ques-
tions relotive to evoluation of materials, source of materials,
and methods of maintaining and using equipment . . . address
—The Editors, SEE and HEAR.
OW'C arc now ready to pur-
• (hasc a sound motion pic-
ture projector. Will you jjlease
advise us which one is the best on
the market.
A I he question )OU ask is ton-
• st;intly being brought up. At tlie
present time, tlie major projectors arc
being made avaihible in increasing num-
bers and it lias been our experience
that all of them will do a satisfactory
job of projecting a good image and
amplifying a sound track f)r(n'idiui:^ that
the film has been well recorded to begin
will).
The situation must be answered in
terms of the locality in which (he pro-
jector is being sought. The best thai
we can offer right now is that all pro-
jectors will perform well, and I refer
to those which are included regularly
in the pages of SEE and HEAR.
The determining factor should be the
seniice that can be rendered. I certainly
would stiggest that you buy the ])ro-
jcctor that would be seryiced easily,
([uickly, and close at hand. Mechani-
cally there is little to dioose between.
Everything. I belieye. depends on serv-
ice I hat (an be offered.
I hope this will guide you in vour
Pag* 94
selection. I'lcase feel free to direct
further in(|iiiries to us.
|(!littll«t
Jjnal ps'
jutiioii
pasi
lOiior
Inoivii
lonell
Biial ti
'iii
s won
lidiilt
I piov
■tsio
an
0.
I am wriiinj^ to ask ycnii
advice regarding my getting
into the field of audio-visua
learning as j)ermanent work. 1
ha\e enjoyed the articles in you
splendid magazine, SEE anc
HE.\R, and the more experience
I ha\e with \isual ediKation in
my own school, the more lasci
nated I become with the possibili
ties in this fiekl. This is my
ele\enth year in sdioolwork anc
my si.vth as jnint ipal in my home
town.
A Many people are writing incpiir-
• ies of this same type. I don't be
lieve that just going to school to take
courses in yisual education will sullice
in prc)\iding the background that any-
one should ha\e in preparing iiimself
for entrance into this field. In every
case, a backgroinid of general educa
lifinal experience, both |)r()fessional and
practical, is a "nuist."
KxjH'rience in the several levels of
February — SEE and HEARJ
gin
Idond
wines
II
wills
MT
line
%
i
I)lit ctlucation— elcnicntaiv ami sic
(larv. c'xpdiciuc in tuniciilum type
)jiits. or Icadriship in tomsc of study
ililin^; or ciiirimlinn icxision, and
riicipation in jnofcssional (oursi's in
iridiluni (onstiiu tion, I'diualionai ad
nistiation. cilucational fniancc. cdura-
nal psythology, and methods of in-
nition are ceitaiidy among the most
eiiilid haikgrounds tiiat von could
ng to a professional educational posi
n as ciiairman or director of visual
iication in a school system,
vnowing the mechanics of cciuipmcnt
one thing, lint it is even more es-
itial to be familiar with what diil-
?n's interests include, how learning
accomplished, what the social needs
children are, and Avhat existing
uses of study include in their attempt
provide socially acceptable experi-
:cs for children.
V general educational background is
; i)road base upon which all consid-
ition of a program of visual education
schools must be built. Of course,
tond this, participation in formal
uses in the adniinistralion. the selec-
n, and the utilization of visual ma-
ials in the school are likewise essen-
1. There certainlv is no short course
ding to preparation in this field.
\ \\'ill there be any impor-
- • t;int inijirovements in 16
n. sound and projection equip-
?nt in the near future which
)iUd make it adxisable to wait
fore pnrcliasing?
No doubt in the future many
Il» imi)ro\emcnts will be made in 16
n. sound and projection eciuipment.
(wever, a practical survey of what is
ppening in education can be the best
iwer to your cpiestion.
n one midwcstern state, as many
md projectors are on order and are
•resented by bona fide purchase au-
)ri/ations as there are projectors in
; in the schools of this same state at
; present time. Now that sales efforts
: again being made, the backlog of
i and HEAR — February
orders will no doubt nioiuil wiliiiu the
next six nionths. In this same slate,
it is known that one projector comijany
has allotted a cpiota of 50 projectors
for the coming year. It is reasonable
to assume that other projector com-
panies can do little better.
It is my estimate that it will take
from 12 to I") moiuhs to fill the orders
now on hand in this state. This takes
no account of the fact that existing
])rojectors are wearing out rapidly. This
is truly a seller's market. If I were a
manufacturer, 1 certainlv would bend
my ellorts toward producing e(|uipment
from existing tools rather than attempt
to develop technological improvements
to the .sacrifice of the opportunity of
getting existing and effective projection
ecpiipmcnt into schools that are now
waiting for it.
Surely there will be improvements in
the fiUure. But this suggestion is strong.
Buy your eciuipment now. Begin set-
ting up teacher committees on film se-
lection and evaluation and course of
study coordination with visual materials.
Get started now rather than wait for
many nnnors of impro\ements just
aroimd the corner to materialize. Schools
e\erywhere are years behind where they
shoidd be in ecjuipment. Don't put olf
any longer.
OW^liat equipment is neces-
• sary for a school to have in
order to set up a program of vis-
ual and audio teaching materials
which would allow a school to
take advantage of the existing
teaching information which is
available to schools today?
A One of the best sources to which
• we coidd refer you woidd be the
report of the .Vmerican Coinicil of Edu-
cation, Committee on Motion Pictures
in Education, Vol. No. V, Projecting
Motion Pictures in the Classroom, Noel,
1940. The minimum goal in equipment
follows:
1. One If) mm. sound projector for
every 200 studeiUs or school system.
Page 95
2 One (iliiisiiip projector for every
200 students or school system.
3. One 2\12 projector for every 400
students or school.
4. One 3i/4x4i/^ projector for every 400
students or .school.
5. One set of 3") stereoscopes for every
400 elementary students.
f). One opacjue projector for each
school.
7. One tahle-top radio for eacli class-
room.
H. One two-speed portable transcrip-
tion player, complete with speaker
for e\ery 200 students.
9. A microphone for use with play-
hack or projector for each school.
10. Wall type .screens or other suitable
projection surface for each room.
While the al)()\c arc miniminn re-
([uirements, an expanding program
woidd logically include the following:
1. An electric phonograph.
2. A 16-inch disk recorder.
3. Sound lihnstrip recorder.
4. W ire on tape recorder.
'). I'ortable public address system.
6. I'hotographic eciuipment.
7. A central sound system.
8. Special de\iccs, such as microfdm
reader and micro-projector.
While some people think that this is
a very ambitious schedule of materials,
the fact remains that in order to take
advantage of the wealth of information
being made available through many
sources, this list, though unusually in-
clusive, does not include any materials
which would lie idle because ot the
lack of filmstrii)s, recordings, or films.
OCan yoii give mc any inlor-
• Illation about \\hcrc I may
purchase a wire recorder or voice
mirror?
A I he I wo |)i()ducers of recording
• e(|uipm('nl which seem nearest
to releasing (heir product arc, according
lo our information, Magnavox Co., Inc.,
and I'tah Radio I'roducis Co. \\'e sug
gcst that you write to them directly for
information concerning availability and
Page 96
performance. Their addresses are: Mag
navox C:o., Inc., 737 North Michigan
Cihicago, Illinois, and Itah Radio Prodj
nets C:o., 820 .North Orleans, Chicagc
Illinois.
OW'e lia\e just bought a 1(
• mm. sound projector tci use
in connection witli our liigl
school agriculture teaching. I an-
searching for films which we cai
use in tlie study ol animal litis
i)andry, poultry raising, soil iiii
provcment, and conservation. Can
you direct me to sources?
A The best single source of infor-
• mation that we can direct vou
to is the list of fdms which includes
152 motion pictures and 128 slidefilms
available through the L'nited States De-
partment of Agricidture, Division of
Motion Pictures and Slidefilms. Of the!
152 motion pictures, 70 are on agricul
tuial subjects. The list is in catalog
form and comes to you as a convenient,
well-indexed and cross-indexed series of|
subjects in the general field of agricul
lural methods.
Write directiv to Chester A. I.ind-
strom. Chief, Motion Picture Service,
United States Department of Agricul-
ture. ^Vashington 25, D. C, for this list
of lilms included in publication No.
574. While these films are so-called free
films, they are also handled by most of
the large state film libraries. Through
ihe libraries they are distributed with
a great deal more tlexibililv and facility
in return for a slight service charge, the
maximum amount of which is fixed bv
the l'nited Stales Department of -Agri-
culture. The r.S.D.A. slidefilms, how-
ever, may be |)urchased directly from
the contractual distributor— Photo Lab,
Inc., 3825 Georgia Avenue, N. W., Wash
inglon, D. C. Prices average 50 to (iO
cents per print, depending upon the
length of the slidcfilm. For catalog
dc'scri|)lions and i>rices, write the Ex-
ten.sion Service, U. S. Department of
.Agricnllure. \Vashington 25, I). C.
February— SEE and HEAR
See-wHear
f/teyou/vnalcrn
Rq^. U. S. I'ai. Ollice
Published cadi month of the school year — September to May. inclusive
— by SEE and HEAR, Eau Claire, Wisconsin, a division of E. M. HALE
and Company.
Earl Nf. Hale. President and Publisher.
Walter \. Wittich, John Guy Fowlkes and C. J. Anderson, Editors.
H. Mac McGrath, Business Manager; Tom Barlingale, Circulation Director.
Sold bv subscription only. S3.00 per year (9 issues) in the U. S.
S4.00 in Canada and foreign countries.
VOL.1 MARCH -1946 No.7
jnimj^
'^^M^
Page
Here . . . and There 2
Editorial 4
To See and Hear 8
The Easter Story— A/r5. Giuenyth Hochradel 19
Picture-Focused Worship— n'i7//fl?H S. Hockinan 23
Visions in Living— jRef. R. J. Connole and Rev. Carl J. Ryan 26
In-Service Training in Audio-Visual Aids— Kingsley Trenholm 33
See and Hear and Then Tio— Gladys Van Arsdale 40
Locally Made Visual Aids— John A. Buelke 45
Just Short of Television— .-/»« V. Norton 48
Equalizing Backgrounds With Visual Aids— Irene Ahlborn 54
What About Field Trips}— Leona Weier 59
Co-op in Washington— S/2eWo?i Osborn 65
European Odyssey— Belgium and Holland— /4>7/u/r Stenins 69
White on Black-A//c/iae/ S. Kies 75
With Just a Little ERon—Boyd F. Baldwin 79
.A Teacher's Responsibility— Frrt«ce5 Norene Ahl 83
It All Began When . . . —Maurine Bredeson 87
Page Mr. Webster : 92
Questions and Answers— IVi7//c/i and Fowlkes 94
» Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U. S. A. •
Jil^Ji . . . yUihM^
Most Popular USDA Films
Every year in Hollywood, producers,
(iirectors, actors, and writers have a
long and tortuous seizure of "nerves"—
while critics and audiences across the
nation choose "the ten top pictures of
the year."
We've developed an interesting varia-
tion on this annual polling for popu-
larity, and although weve had no Cecil
IV DeMille to award the gold "Oscars"
lo outstanding productions, we think
you will be interested in the results.
Three films released five years ago—
Vanishing Herds, The River, and /"
The Beginning— were the most popular
USDA motion pictures during 1944-45,
according to analysis of the audience re-
ports of 70 film libraries. Here are the
10 most popular films:
1. Vanishing Herds.
2. The River.
3. In The Beginning.
4. Winter Wonderland.
5. The Life of Plants.
6. The Forest Ranger.
7.
8.
9.
10.
For Health and Happiness.
Tree in a Test Tube.
There's More Than Timber in
Trees.
Block That Termite.
Popularity was based upon the num-
lier of showings per print in circulation
during the 12 months ending June 30.
1945.
USDA films are available from over
70 state and regional libraries.
S. G. Rose, executive vice-president
of the \'ictor .Animatograph Corpora
lion, has announced two 4-H Club schol-
arships in visual education to the Na-
tional Committee on Boys' and Girls'
Club Work.
Contestants for the scholarships arc
required to show evidence of interest
and experience in the operation of mo-
tion picture projection equipment, use
of cameras, slidefilms, slides, and other
visual aids. According to the rules, the
winners must include, as a minimum, at
least one course in visual education.
Poo* 2
S. G. Rose (left)
executive vice-presi-
dent, Victor Animat-
ograph Corporation,
Davenport, Iowa, is
shown presenting a
corporation check for
two 4-H Club
sdiolarships in \isual
education to (iuy L.
Noble, managing di
rector of the Nation
al Committee on
Hoys' anil (iiris' Ciul)
Work. All 4 11 Club
members may contest
for the .scholarships.
March— SEE and HEAR
ndividual ClfSS ROO fA Projector
>w Available at Low Cost . . . with 16MM Sound-on-Film Movie-Mite
RTABLE — Weighs only 27 'A
, complet-f.
gle case contains: Movie-Mite
im. sound projector, desk top
sen, speaker, cords, take-up reel
. and still has ample space lor
re lamps, etc.
remely compact; only slightly
jer than a portable typewriter;
>roximately 8x12x15 inches in
I. Ideol for small group show-
s. Larger size standard screens
y be used ior larger groups.
STANDARD FEATURES— Plainly marked Him path makes
threading easy. Only one moving part need be operated in
entire threading. Show can be on screen in less than three
minutes.
One electric plug completes all connections to projector.
Cords, permanently wired to speaker, cannot be lost.
Reel capacity 2000 ft. Reel arms slip into accurate sockets
. . . fast power rewind . . . adjustable tilt . . . quickly
adjusted framing device . . . utilizes a single, inexpensive
standard projection lamp for both picture and sound pro-
jection. No separate exciter lamp necessary . . . case ol
durable plywood . . . leatherette covered . . . universal
A.C. or D.C. 105-120 volt operation ... no converter neces-
sary. Mechanism cushioned on live rubber mounts foi
smooth, quiet operation . . . entire unit made of best quality
materials and precision machined parts.
Wrife for interesting folder, "It Makes Sense." See your favorite Photographic
or Visual Aid Dealer for Demonstration and Delivery Information.
AN EDITORIAL
APRACniCE all too common in schools is that of a
teacher finding a film ^vhich is "interesting," probably
educational in nature, even fairly closely related to a unit
of work which the pupils are studying, and then reflecting
"How can I use this film to ad\antage?" "At what point
in the teaching-learning procedure shall I introduce it?"
1 his same situation occurs fretpiently in connection with
the use of other teaching aids such as a set of lantern slides,
a recording, a radio program, or a field trip.
Such an approach to the use of audio-visual aids to in-
struction seems comparable to that of a carpenter locating
a good chisel or other instrument usable in his trade, and
then proceeding to search for something that he can make
which would involve the use of this particidar tool. Such
utilization of tools, whether by the teacher or the carpenter,
is cleai ly "putting the cut before the horse."
Obviously, the natural and correct procedure is the exact
reverse of the practice indicated. Schoolteaching implies
l)eginning with a philosojihy of education. This, in turn,
is translated into certain objecti\es or goals of teaching and
Turn to pagt lix
Page 4
March— SEE and HEAR
'r
BUY THE 3-PURPOSE DeVRY
1 the NEW DeV'RY, you get theater
idards of performance: The ultimate
ound — crisp, intelligible conversation,
ull majesty of symphonic music . . .
ir definition of image . . . Soft, natural
iance that assures viewing comfort,
our NEW De\'RY is a 3-purpose
able 16 mm. sound-on-film projector
: (1) SAFELY projects both sound
and silent films; (2) shows both black-
and-white and color film without extra
equipment; (3) and that has separately
housed 25-watt amplifier and sturdy 12-
inch electro-dynamic speaker which afford
portable Public Address facilities — indoors
and out. As easy to operate as a Radio!
De\'ry Corporation, 1111 Armitage,
Chicago 14.
, DeVRY CORPORATION
] 1111 Armitage Avenue, Chicago 14, llllnolt
I Please mail mo catalog of Audio-Visual Teaching
Name-
Address-
nly 5-TIME WINNER of Army-Navy "E" for the j
odoction of mofion picture sound equipment I^City __^'l!l!
learning. These may then assume the torm of units of work
based upon specific objectives. The jjroblem of the teacher
now becomes "How can I best achieve the objective de-
sired?" "What technicjue, what method, what learning aid
gives the best promise of the pupil beha\ ior implied in the
goal toward which the pupils and I are striving?"
This goal, in one case, may be the inculcation of an atti-
tude; in another, the fixing of a skill; in still another, the
acquisition of a body of facts. Taking into account such
questions as economy of time, effort, and financial outlay,
and further considerations such as the maturity of the
learner, his learning capacity, or his background of ex-
periences, the most effective method for attaining the goal
desired may, in one instance, be for the pupil to read some-
thing in a book; in another instance, pupil discussion may
result in the end sought. Howexer. in a great number of
instances, a school journey, a motion pictine fdm, a slide-
film, a set of slides, or a radio progiam may be the most
effective medium for achieving the goal set.
It is clear, therefore, that a teacher must know first what
she is striving to accomplish. She is then in a position to
select an apjiropriate method of teaching, including learn-
ing aids of demonstrated value. The practice of using an
audio-visual aid merely because it is educational or "good"
is not sound.
^yL^^^t^V^ 7^ (^^^^t'^-^^.ZW
University of Pittsburgh
Pag» 6 March— SEE and HEAi
HANKS TO VICTOR'S
GREATER FINGER ROOM
)ver the sound drum . . . under the large
procket . . . into the easily accessible film
hannel — these are the simple highlights of
hreading a Victor. Yes, fingers — young and
Id — quickly learn this easy lacing. The rea-
on is . . . simplicity . . . more finger room,
luch exclusive Victor features as 180 degree
Iwing-Out Lens Mount, Duo-Flexo Pawls,
Ipira-Draft Lamp House, and Safety Film
'rips give greatest protection to valuable
ilms. Both new and experienced operators
•refer this extra security and trouble-free
operation. Yes, your films are safer — as well
,s brilliantly projected — with a Victor.
Check this Victor Oversize Sprocket.
Note the greater film surface . . •
five teeth engage the film (instead oj
three as in ordinary projectors).
ANIMATOGRAPH CORPORATION
Home Office and factory. Davenport, Iowa
New York (181 McGraw-Hill BIdg.. 330 W. 42nd St. • Chicago HI J88 W. Rondolph
MAKERS OF 16MM EQUIPMENT SINCE 1923
VICTOR
EE and HEAR— March
Page 7
"lo^^ OmI j+iOJ^ I
Pope Pius XII on the Scope and
Power of the Film
One wonders at times if the leaders
of the motion picture iiuliislrics fully
appreciate the \ast power they wield in
aifecting social life, whether in the fam-
ily or the larger civic groups. The eyes
and ears are like broad a\enues that
lead directly to the soul of man; and
they are opened wide, most often with-
out challenge, i)y the spectators of your
films.
What is it that enters from the screen
into tiie iinier recesses of the mind,
where youth's fund of knowledge is
growing and norms and motives of con-
duct which will moidd the definite
character arc being shaped and shar])-
cned? Is it scjmcthing that will make for
a belter citi/en, industrious, law-abiding,
God-fearing, who finds his joy and rec-
reation in wholesome pleasure and fun?
Oh, the innnense amoinit of good that
the motion picture can effect!
Pope Pius XII
Vatican City
To Double Film Library
A cc)mprc'hensi\e memorandum has
been su!)mitted to the governing board
of Pueblo Junic^r College, Pueblo, Colo-
rado, asking for an adclitional financial
grant which would facilitate the expan-
sion of the splendid work being accom-
plished by their regional teaching ma-
terials' center.
During the past three years, Pueblo
Junior (.ollege has accunudatcd Sr),()()0
worth of educational films. The board
has honored the rccpiest made of them
and aulhori/cd the purchase of an addi-
tional Sr).()00 worth of leaching films.
Furthermore, it has imderwritten the
costs of administering this center by au-
thorizing the payment of the salary of a
director of the audio-visual center.
Pag* 8
-At the present time, an advisory
board composed of representatives of
teacher groups and adidt and local serv-
ice community groups has been appoint-
ed as a reviewing board or steering com-
mittee for the activities of the center
to the state. The center from now on
will be su]>portcd as a separate edu-
cational imit. receiving 80 per cent of its
financial resources from a special couni\
mill levy.
— Frmst Tif.mann, Director,
Department of Visual Education,
I'liehlo Junior College
I
From New York University
A new type of classroom is a gift to
the Graduate School of -Vrts and Sci-
ences, New ^'ork I'niversity, from the
Alfred P. Sloan I'oundation. One out-
standing feature is the provision made
for visual education — a permanent
screen. Also, lacking in this school
room arc the conventional desks, all
facing one way. Instead, there are tables
and chairs .so arranged that the students
can participate in discussion. This class
room is to be used by students of lh<
graduate level. The use of motion pic-
tures and slidelilms in j)ost -graduate
education marks a significant advance
over previous methods.
Our Cover Picture
This is the lime of the year when
(ield trips should be in full sway. Now
that we can get out-of-doors again, wc
can e\|)lore the resources of the com
munity and the surrounding counlry-
side. These youngsters are just about tc
leave their schoolroom in Topeka, Kan
sas, and are boinid for the farm.
(Photograph Courtesy of Topeka Public Schools.
March— SEE and HEAI
801
ist of Full Color Slides in
et -"The Easter Story
1 Hymn-Slide: "Jesui. Thy boundless
love to me"
2 •■The LioM o« the World"
3 Calvary on Good Friday
4 Hymn-Slide: "In the Cross of
Christ I Glory"
5 Easter morning at the grave
6 Women approach the grave
7 ". . . stone was rolled away"
8 "He is risen"
9 Mary Magdalene tells Peter and John
10 Peter and John run to the tomb
11 Peter and John view the grave linens
12 Peter and John return home
13 "They have taken away my lord"
14 "Why weepest thou?"
15 "Master"
16 "Touch Me not"
17 "All hail"
18 Disciples ". . . believed them not"
19 Guards report to the priests
20 Guards bribed
21 Two disciples go to Emmaus
22 Jesus joins them
23 "What things? '
24 Jesus explains prophecies
25 "Abide with Me"
26 Jesus breaks the bread
27 "Did not our heart burn?"
28 The two Join the ten
29 Hymn-Slide: "Christ, the Lord,
is risen todayl"
30 "Peace be unto you"
31 "Behold My hands and feet"
32 Jesus eats before them
33 "Receive ye the Holy Ghost"
34 Thomas doubts
35 Jesus reappears to the eleven
36 Thomas convinced
37 "All power is given unto Me"
38 Hymn-Slide: "All hail the power
of Jesus' name"
Unrivalled Teaching Power
ORDER NOW!
The glory of Christ's Resurrection made REAL through
the eye-gate which opens wide to heart and soul. See
3'our dealer and reserve your set. 38 color slides,
(2''x2") of "The Easter Story," Cardboard Ready-
mounts, $18.50. Protective Glass Binders, $22.30.
Those who have Cathedral Sets 75, 76, and 77 so state,
when you write your Cathedral dealer.
Cathedral Bible slides hold attention, quicken Church
interest, deepen spiritual life. Build up your Visual
Aids Library.
Circulars free on request: "The Easter Story," "Bible Stories Photo-
graphed in Color" — list of full slide library. Ask for either or both,
Catfjebral pictures! saint louis 3
lE and HEAR— March
Page 9
"Visual" Exhibit Pays
Now ihat the war is over, children
as well as adults can't sec why it is so
necessary to invest their money in \'ic-
tory stamps and bonds. Rut wc have
decided that it is doubly necessary now
Co keep up our efforts. So in our at-
tempt to bring this meaning to the chil-
dren, The Mark Twain Elementary
School in Tulsa. Oklahoma, put new
significance into this desire to serve by
asking every child in school to bring anv
souvenir that had been sent liim by his
relatives overseas.
.\ committee of boys and girls from
the up])tr grades arranged all these into
a display and divided themselves into
committees to serve as guides or to ex-
plain the meanings that these articles
held for us. Each child attending had
been able to purchase a Victory stamp.
Our weekly stamp .sales increased 100
per cent by this means.
— Daisy Daily Sanders
Mark Twain Elementary School
Tulsa, Oklahoma
Interesting Handbook
' For your professional reading, a very
well -conceived, directly written, and
wcll-organi/cd handbook on teaching
materials has l)ccn prepared by James
\V. Hrown, State Supervisor, Bureau of
Teaching .Materials, State Department
of Education, Richmond, Virginia.
While primarily an announcement of
a state-wide series of conferences held
frf)m January 7 through 17, this hand-
book introduces the organization of the
Virginia Bureau of Teaching Materials
.Service. It goes on to describe the utili-
sation of audio-visual materials in in-
struction, organization for local training,
and directions which will help one to
better solve proiilems connected with
operating equipment.
Familiar Places!
In liie United States millions of young
(liildren are viewing motion pictures in
the course of their entertainment and
Pag* 10
classroom experience. Recently "the
have witnessed London under the blitz
the celebration in I'aris, thev have ha^
glimpses of Rome, China, India, anc|
all the far places of the earth. The
have seen the United States from coas
to coast. A boy from Iowa who hat
never left his small town until he joinec
the army told us recently that he hac
experienced no surprise when he sav
in actuality for the first time Rocke
feller Center, Times Stpiare, the Rock'
Mountains and HouUlcr Dam. Voi
see," he said, 'I have been going to mo
tion pictures three or four times a weel
ever since I can remember and I've seei
all those places on the screen. Make
you feel kind of good and less loncl'
when they look so familiar.' "
— Alice Evans Field, Director
Motion Picture Producers d-
Dislrihutiirs of America, Ini
Nexo opportunities . . .
we believe are vours in the form of th
recently released Public .Vllairs pain
phlet No. 112 entitled, "We Can Hav
Better Schools." Certainly this review o
the weaknesses of education as re\eale<
bv the war is a challenge to educator:
But more important is the centra
(ontril)Uti()n of this pamphlet whic
points out many of the opporlunitic
through which .American education ca
l)e strengthened. Opportunities in th
field of curriculum, new tools of learr
ing which are at |)iesent being mad
available to education, and the oulUx)
for better budget provisions all mak
this pamphlet a much needed additio
to our professional libraries.
This panipiilet (an be secured froi
I'ui)lic .Vllairs Conunittee, Inc., 30 Rod
efeller Plaza, New York 20. N. V.
h>
II
Hie
IICCI
lliei
inth
11
!■. 1
New Address
As we go to press the British Info
mation Services announce a new addre
for their Film Oflicer in Los .\ngeles.
is— Miss Jane Mead, British Consulat
General, Pershing Stjuare Bldg., A>
South Hill St.. Los .\ngcles IS.Californi
March — SEE and HE^
NEW 16mm SOUND
A«BRIT7^IN
NITED STATES
5 reels — 45 mins.
le chronicle of the USA, showing the growth of the nation from its humble
igin at Plymouth Rock to the present-day world power.
HE STORY OF DDT
3 reels— 25 mins.
le development of the famous insecticide from its discovery in 1870 to
•ge scale production in World War II, culminating in its spectacular
ccess during a typhus epidemic.
DIARY FOR TIMOTHY
5 reels — 40 mins.
le story of a baby born during the last winter of the war, telling what happens
the bitter world around him and giving a glimpse of better things to come.
ULIUS CAESAR
2 reels— 19 mins.
t III, Scene II — the forum scene which follows the assassination of Caesar.
hacbeth
2 reels— 16 mins.
;t II, Scene II — the murder of Duncan.
:t V, Scene I — the sleepwalking scene.
These films are on loan from the following offices of
British Information Services
An Agency of f/ie Bnfish Government
30 Recketellcr Plaza. New York 20. N. Y. 360 North Michi«an Avenua. Chicago I. III.
391 Sutler St.. San Francisco 8. Calif. 1005 Taft Bidg.. 1680 North Vina St.. Hollywood 28. Calif.
907 - ISth Street. N.W. Washington S. 0. C.
AND Fif'OM BRITISH CONSULATES AT
Boston
Detroit
Houston
Seattle
Pupils Use Visual Aids
at Second Annual Audio-Visual Aids Institute of the
American Museum of Natural History
The recent AiulioA'isual Institute, di-
rected and arranged l)y (irace F. Ramsey,
Curator of Stliool Relations, and Irene
F. Clyphcr, Supervisor of Guest Services,
had as its theme, "Visual Aitis and the
School Program, " and the topics dis-
cussed by the parlicij)ants presented
many new and novel methods and tech-
ni(|ues for the utilization of auilio-visual
materials in the classroom.
The emphasis seemed to he on pupil
participation and pu]Ml utili/alion. The
teachers and administrators who were
present noted with great interest the
extent to which high school pupils are
taking over responsibility for audio-
visual work in their schools— in organiz-
ing film clid)s, taking motion ])ictures
of classroom activities, assuming <harge
of the film room, setting up c(|uipment,
making slides, and taking care of record-
ing machines.
How a "Visual-Aids Squad" may be
trained was discussed by George A. Col
dough of Roeliff Jansen High School.
Hilksdale, New York. He advised carefid
.selection of students for this scpiad
through a mechanical aptitude test and
emj)hasis on the morale of the organi/a
tion in making each student feel rcs])on
siblc. In that school, they have found
that the plan adds to the value of the
school curricuhnn in <Ievcloping bovs
and girls into "well-rounded" persons.
Miss Eli/abcth Smith, icadier in
Mount Hebron Sdiool, Montdair, New
Jersey, told how audio-visual instruction
appeals to the child who is not ordi
narily interested in facts or statistical
information, and Miss Irsida Moian of
the llureau of \'isual Inslruclion of New
N Ork City illustrated her talk with slides
made by children as a (ulminaiion of
their unit of work.
Mr. Hnriiham of Forest Hills High
School. New ^■ork City, described a
mimeographed science "ncws|>aper"
Pag* 12
which is used by pu]>ils of 78 elemen-
tary schools when they visit the nature
museum in the high sdiool.
Mr. David Schneider of Evander
Childs High School, New York City,
tohi how students made their own rec-
ords and of the diflicullies of synchro-
nizing the record with the film to pro-
duce "sound movies."
However, the outstanding feature in
which students appeared, both on the
platform and on the screen, was "Film
Production in the New York City High
Schools" inider the direction of Dr.
Frank .M. Wheat. In lieu of a paper
on the subject, we were shown a 16
mm. silent him, in color, de|)icting the
various steps in fdin production— how
a group of high school students woidd
plan to make and take a film. The same
actors and actresses, dressed as thev were
in the film and thus readily identified,
took their turn at the loud-speaker, and
read the narrative, each one synchroniz-
ing the script with the sequence in the
film. At one dramatic point, the fdm
was stopped, lights were flashed on, and
an actual take was simulated, including
all the details of lights! camera! action!
Ibis was very elfective in that this se
([uence was then seen in the fdm. 'Ihis
inii(|ue demonstration and the fdm it-
self, which is an excellent film on "how
to tnake a film" were a definite con
iribution.
Various other student-made film;
weie shown of activities in other New
^ork City high schools, depicting stu
dents taking field trips, modeling ii
dav, experimenting in chemistry, par
ti«ipatiug in sdiool dramatics. To stiin
ulaie more and better produced film
bv high school students, Dr. Wheat i
sponsoring a competition, the "Oscar,
to lie awarded at the Institute in 1917
— Afrs. Esther L. Here;
New York City Schools
March— SEE and HEAJl
Y^H
\ New Tool for the Visual Instructor . . . by
Complete, originally illustrated visualizations of 3 out-
standing classics in FULL COLOR
2" X 2" Slides. (Approximately 120 slides. May be purchased in full-
set or four parts)
35min Slidefilms. (Approximately 120 frames)
IVANHOE . . . by Sir Walter Scott
TREASURE ISLAND . . . b/ RoberKouis Sfevrenson
THE THREE MUSKETEERS . . . b/ Alexandre Oumos
Fascinating condensations of these famous classics which afford students
the opportunity to visualize period costume, architecture, manners, as
well as the pageantry and adventure of the stories themselves.
Af your dealer, or order by coupon
2"x2" Slides
Each Part .
$15.75
4.25
35mm Slidefilms
$9.75
I
I
I
I
35mm
Slidefiln
Ivanhoe
Treasure Island
The Three Musketeers
2" X 2" Slides
Full Set
Port
NAME
ADDRESS
CITY STATE
Check n Money Order □ C.O.D. D
PICTORIAL FILMS, Inc.
R.K.O. BUILDING
RADIO CITY 20. N. Y.
and HEAR— March
Page 13
J^
NEWS NOTES
"Use" Conference
A conference on the Use of Audio-
\'isiial Teaching Aids will be held on
I riday and Saturday, April 5-6, in the
Rackhani Building, 60 Farnsuorth Ave-
nue, Detroit. The meetings are being
sponsored by the State Audio-Visual
Committee, the teacher-training institu-
tions of Michigan, antl the Department
of Visual Instruction of the N. E. A.
Address incjuiries to Mr. William G.
Hart, Director of .\udio-Visual Instruc-
tion, William Ford School, Chase at
Ford Road, Dearborn, Michigan.
.Mr. Folsom, executive vice-president,
announced the appointment of Walter
M. Norton as director of this Education
and Training division.
Recently the city schools of Portland,
Oregon, have added 12 new motion pic-
ture machines, which will supplement
those which are already in use in the
schools. The dcpanmcnt of audio-visual
education delivers requested motion pic-
ture films twice a week to those schools
having access to projection equipment.
In each of the RCA Victor regional
ofTices, educational field directors have
iieen a])pointc(l to scr\e schools, colleges,
and universities, where interest in audio-
visual education has greatly increased
as a result of the outstanding success
o( such programs in wartime training
and education.
Announcement has been made re-
cently of the appointment of Miss Cclia
Anderson to the position of Film Libra-
rian of the New York University Film
Library.
A part of her duty will be to act as
a consultant and to assist educators,
discussion group leaders, and school and
community organizations interested in
the use of films.
Just Published — An Authoritative New Book on the Utilization
of the Educational Sound Filnn by Two of the
Editors of SEE and HEAR
AUDIO-VISUAL PATHS TO LEARNING
BY WALTER A. WITTICH AND JOHN GUY FOWLKES
The full report of an intensive investigation into methods of using
sound films in the classroom, with a discussion of the techniques
which result in the highest student achievement. Important for
both teachers and administrators.
Price $2.00 (10% discount fo teachers)
HARPER & BROTHERS, 49 East 33d Street, New York 16.
Please «end copy(ies) of Audio-Visual Paths to Learning.
D $ enclosed. □ Please send C. O. D.
[ I Send on approval for 10 days' examination.
NAME:
ADDRESS:
I
Pag* 14
March— SEE and HEAKi
»/ COLOR
If you were 10 apply your own ideas of
)lor to this well-known bird, it is likely
5u would color some areas incorrectly.
jt the CORONET sound motion picture,
^E BOBOLINK AND BlUEJAY, presents
3ung bluejays and their parents in full,
'elike, natural color — gives correct im-
ressions to oil who see it. It is but one
f the popular color films in the new
atolog of CORONET Instructional Films.
IsaBuejai/i
There are dozens of other Coronet natural color sound films
available on birds, flowers, Indians of the Southwest, life in Mex-
ico, science, health, safety, vocational guidance and physical edu-
cation. Some are also available in black and white, and a few
subjects which do not require color are black and white only.
All hove been produced in collaboration with subject matter
specialists for classroom use. Many others are in production.
Write for the new illusfrafed catalog of Coronet
Instructional Films — it will be moiled promptly.
CORONET
INSTRUCTIONAL FILMS
919 NORTH MICHIGAN AVENUE, CHICAGO 11, ILL.
EE and HEAR— March
Pag* IS
Ati "Oscar" for the Teacher
Tniqiic among ihc many inlcrcsting
features of ihe American Museum of
\alural Hisiorv was the aunounrcment
iif the luusciim "Ostar" to be awarded
Hi the Ijest 100 foot fdm filanned and
|)r<)duced l)v tlic |)U|)ils of any school
during lOlT). T his is an outgrowth of
the great interest that is being felt in
all parts of the country in the local
planning and production of short mo-
lion picture sid)jects.
All films should l>e sul)mittcd directly
to Dr. Cirace Fisher Ramsey, Curator of
School Relations. The American Muse-
um of Natural Hist<jry. Kntries should
he forwarded by l)eccml)er 15, 194(5.
The selection of the five oiUstanding
lOOfoot pupil-produced films will he
made for presentation at the InstitiUc
iR\t Januarv. I'.tlT. Ihe audience in
attendaiue will then be given tlic op-
portiniity ol selecting the winning 1dm.
J he "Oscar, " designed and made by
artists at the Museum, will be pre-
sented to the winning pupil or group.
For further information concerning
plans for entering this com|>etition,
|>leasc address connnunitations directly
lo Dr. Irene F. Cypher, Supervisor of
Guest .Services, or Dr. Grace F. Ramsey,
Curator of School Relations, both at the
American Museum of Natural History.
Look's "Art of Lining" Series
In collaboration with I.onl; Maga/ine,
the \. M. C;. A. Motion I'idure lUireau
lias conducted incpiiries among students,
(onuuiniilv groups, and leading educa-
tors lo delcrmine major inlercsis aiul
neetls for Ki nun. fdms in sduxils anil
other groups using motion pictures.
Albert R. Perkins (see November Sek
AM) Hkar) , film and radio director of
Look, has aiuiounced that, as a residt
of the studies, the two organizations
have formed a producing (listribuling
team that will lauiuh a spetial series of
ir> mm. fdm |)roductions to meet the
needs of schools, colleges, churches, par-
ent-teacher groups, clubs, and commu-
nity organisations.
The Art uf Living, two one-reel sub-
jects. You and Your Family and You
and Your Friends, have alrcadv been
filmed and will be ready for distribu-
tion by the Motion Picture Bureau in
February. Set for release in early spring
are: You and Your Personality and
Ydu and Your Health. Future plans
call for a second series of four films in-
cliuling such titles as You and Your
(liurch, You and Your School, You and
Your Community, and You and Your
Country.
The production techni(pie being em-
ployed stresses naturalness of ])resenta-
tion. "Fach film, instead of sermoniz-
ing, is designed to stinudate youthful
audiences to think for themselves. I bus,
students can draw their own conclu-
sions on everyday situations from the
facts presented," stated Mr. Perkins.
Meud)ers of the .\udio-\'isual F.duca-
tion .Advisory Connnittee who are con-
sidting with the Bureau's stafT on the
|)i<)du(iion t)f tiie series are:
Paul D. Sheats. Ph.D., Educational
Director of New ^■ork City's Town Hall,
as chairman: Rome .\. Betis, .American
Bible .Society: .\I. R. Brinistetier, Ph.D.,
Columbia IniNersiiy; Morse A. Cart-
wright, I..L.B., Cohnnbia University;
Fiedcrick M. Ihraslier. Ph.D., New York
I iiiversity; Paul H. \ ieth, Ph.D., Yak-
Divinity School; and Dean .McClusky,
Ph.D., .American Council on F.ducalion.
Hax>e ]Vc Learned from
Experieytce?
"One of the most significant educa-
tional outcomes of the expeiicnce of the
nation in coiuiection with \arious l\pes
ol training programs during the war
\ears has been the dearer realization of
the important contriixition which aiulio-
\isual aids can make to vitalizing in-
sinution and facilitating the learning
piocess. This realization shoidd lead to
a marked increase in the use of such
aids and desices for |)caceiime educa-
tional pnr|)oscs in all of our .sciiools and
colleges in the years immediately ahead."
— Dr. John W. Studebaker
U. S. Connnissioncr of Education
Pag* 16
March— SEE and HEAR
23 KIT-SETS-514 SUBJECTS
•
T'-t
■:t^
LIGHTED PICTURES
Now Ready
TO HELP INSTRUCTORS
V-
^^ ^tam-M
%<?<.
THIS extensive library of discussional slidefilms covering a wide range of sub-
jects has been skillfully prepared and is specially designed for school use
Discussional slidefilms will not only help you do a better job in class instruction,
but will also conserve your time for future planning and other important instruc-
tion activities.
Each film contains clear, carefully planned, graphic illustrations and description
— arranged to teach. To the individual student they register a clear, visual im-
pression. For the class as a whole, all can see the large, projected lighted pictures
— with each picture held on the screen as long as needed, permitting the instructor
to give special emphasis and to present pertinent supplementary information.
Write today for detailed catalog information or any other special information
you may be interested in obtaining.
The Jam Handy Organization, 2900 East Grand Blvd., Detroit 11, Mich.
L
jCTtoeiucea p,
TA* JAM HANVY Ot^cnhatlan
Sflrcting the Director of
A udio- 1 isual Education
No program of audio-visual aids tan
he df\clo|K'd on a sound and continuing
hasis without a «<>in|RiLiU supervisor or
<lircitor. I pon him will fall the jirol)
Icms of administration and supers ision.
and ihcv are many. I hey should not be
left to ihc mercies of some overworked
assistant, superintendent, or principal
as a part lime venture. If the school
systcnt is small and for economic reasons
must a|>point a part time director, this
person shoidd be relieved of duties in
pr()|)()riion to time rccpiircd to carry
on the audiovisual job.
No matter how small the organization,
s<mieone must assume responsibility for
the work if it is to be efTeclivc. Too
often, superintendents pass this item off
lightly, thinking that a program of
audio- visual aids consists merely of ob-
taining materials and making them
availal)lc. A department based on this
philosophy is lx)und to fail. In this
iield, as in any other, we get out of it
only what wc put into it. Too many
good ideas died in infancv because they
didn't get the proper bringing up. A
newly born audiovisual department is
MO ex(epiion.
What kind of a director is the best
one to raise such a child? The person
.selected for this job must be more than
a "gadgeteer" or an audio-visual en-
ihusiast. He must first of all have had
(jassroom teaching experience and un
derstand the prol)Ieins that confront
the classroom teacher. .Secondly, he must
be well grounded in adininisiration.
(urri(ulum. and supervision. 1 hirdly.
he must know the basic problems rela-
tive to effective utilization of all tvpes
of audio visual materials; that is. he
musl have a vision of what su( h ma-
terials will do to vitalize the te<hni(|ues
of insirudion and he must pass this
\ision on to his teachers and help them
lu achieve it. And lastly, he must be
the IV pe of person who likes lo work
with leathers and for whom teachers
have respect.
Too often, directors set themselves up
as experts and frfun ibai lofi\ height
Paqo IB
tell teachers what to do. This is a mis-
take. The program must be built
(hrough cooperative effort. Like ihe
captain of a ship, the teacher should be
boss of her classroom. Whatever goes
into it. should have her consent and
approval. 1 he job of the director is lo
help the teacher with her problems.
Once he is accepted on that basis, the
audiovisual program is on the road to
success.
Atno Dc Bernardis
Supemisor of Audio-Visual Aids,
Porllatid, Oregon. Public Schools.
Teaching Stat) Committee Plan
The Portland, Oregon. Curriculum
Council has organized an audio-visual
conuuittce among the teaching staff. The
commitice has established subject com
mitlces on radio, ecpiipmcnt. and ma
icrials. .Ml are now functioning. Among
the problems they will attack are the
establishment of standards for the pur-
chase of radios and radio phonographs
on the basis of which equipment pur-
chases will be made.
Other committees are receiving sug-
gestions for new materials in antici
paling the expenditures of next year's
itudget.
Neiv Radio Series
New Tools for Learning has rcccnilv
launched the transcribed radio scries en
titled "Keeping Ip With the Wiggles
worths," a program that tan be locallv
sjjonsored. It is a dramatic show inter
spersed with music, present ing economic
information for the average listener.
Through the "\Vigglcsworths," a 26-
week series, listeners learn how world
economy works, as the "big 'dcas" of
M-year old .Snuify, his familv. and friends
are com|)ared in sim|)le everydav talk
by philosophic I'ncle Will, to similar
problems in internaiional affairs. .Actors
are top radio talent, the original music
is catclu; and all age audiences, voung-
slcrs to grownups, laugh and learn with
Snuffy.
For further information, write lo New
Tools for Learning, 280 Madison Ave-
nue. New York City 16.
March— SEE and HEAR
During the forty days after Easter, Jesus showed Himself repeatedly
to His disciples. Shortly before His ascension, Jesus appeared to His
disciples on a mountain in Galilee and said to them and to us also,
"All power is given unto Me in heaven and in earth. Go ye, there-
fore, and teach all nations, baptizing them in the name of the Father,
and of the Son, and of the Holy Spirit."
Efje Caster
Mrs. Gvvenyth Hochradel
Hazen, North Dakota
ALL ol us who arc interested
in religious education are
mxious to look through new ma-
erials which help us to present
)nce again the ageless story of the
^ord's Supper, His Resurrection,
md His first appearances. This is
>EE and HEAR— March
the time lor retelling the story of
the Lenten season. If ever there
was an occasion when we need to
luring this experience to children
and adults, it is now! \V^e stand
on the threshold of a world or-
ganization which contemplates
Page 19
Visual instructional materials have a place and
a value in religious instruction plans . . . .
demonstrated through use in a typical situation.
ihe responsibility ioi keeping ihe
peace among all jieople.
So it is with keener Icclings ol
responsibility that we— a church
brotherhood of men, a group of
Simclay School teachers (mostly
women) , and a group of gratle
school children— looked through
the Easter Story as it is presented
in 2x2-inch color slides.
Our reactions, though difTercnt
in nature, have been all positive.
We know the story well. All of us
have heard it told often. But now
we feel that we ha\e seen it— at
least one interpretation of it— in
colors which parallel nature, that
we ha\e witnessed a real story
which has helpeil us gain a deeper
appreciation and understanding
of the circumstances described in
the Book.
To present the Easter story
through colored slides is an ex-
perience which in no way com-
petes with or rejjlaces traditional
Easter presentations. These Easter
scenes cover such a large geo-
graphic territory that the story
does not lend itself to dramatiza-
tion too well and fretjuently those
of us who have attempted to help
children understand its signifi-
cance liavc been limited to jusi
plain talking about it and singing
of it during our Easter programs.
But now we have added to oin
store ol teaching materials a set
of colored slides. The Easter
Story, from which several illustra-
tions have been reproduced along
with this accoimt. Those of us
who are Sunday School teachers
agreed after seeing the slides that
it would be necessary to become
very well versed in the Biblical
references so that we could sup-
plement the showing with \erbal
descriptions. We recognize, too,
that the j)ictured situations are
strictly Biblical and are so filleil
with the realism of the geography,
the physical setting, the costum-
ing, and the mood of Easter, that
we would ha\e the responsibility
of presenting the series year after
vear.
Manv of us think, too. that the
slides can be presented during
seasons other tlian Easter. It is
our feeling that they are not at
all limited to church groups but
are of value in schools where the
teaching of Christian historv and
other Bible-ielatetl subjects is a
recognized part of the academic
or curriculum responsibility.
Among the many favorable out-
comes of the use of slides in pre-
senting the Biblical accoimt, was
the great advantage of making the
spoken or the sung words moie
understandable. The children's
reactions includicl e\ idence that
Pag* 20
March— SEE and HEAR
%\ «.a;'
v^-;.
^'i.?
mm:
Mary Magdalene knelt of the sepulcher weeping. And as she wept,
she saw Jesus standing, and she knew not that it was Jesus. Jesus
saith unto her, "Woman, why weepest thou? Whom seekest thou?"
She saith unto Him, "Sir, if you have borne Him hence, tell me where
thou host laid Him, and I will take Him away." Jesus saith unto her,
"Mary." She turned herself and saith unto Him, "Rabboni," which
is to say, "Master."
now that they had background of
visual imagery to interpret the
Biblical concepts, they were capa-
ble of a greater understanding of
the story and its significance to
li\ing.
Before our teachers' group saw
the films, some of our discussion
included the possibility that the
showing of these slides woidd les-
sen our own responsibility. This
is not the case. We soon agreed
SEE and HEAR— March
that to reap the success which is
possible following the pictorial
presentation, the teacher or leader
who explains the slides and who
leads the subsequent discussion
must be better than well pre-
pared. He must be virtually an
authority on the backgroimd and
on the text and on the meanings
of the story. His acquaintance
Picture and picture text courtesy of
Cathedral Pictures, St. Louis.
Paga 21
MRS. (.\\1N\1H nOC:HRADLL
Mrs. Hochraclel is the wife of the pastor
of the .Americin I.ulhcraii Churcli,
Hazcn, North Dakota, and mother of
two children ages 7 and 4. She teaches
a rural school and is leader in the re
ligious education deparlnienl of that
parish.
with ilic historic backgrouiul and
the general philosophical imj)li-
(ations will be heavily taxed if
other (hildrcn react as enthusi-
astically as the group with whom
wc worked. \\'hilc the showing
of the slides is a prearranged ex-
perience, the reactions of the chil-
dren with their teachers led to a
tiiily personal feeling of shared
tmderstanding.
The pictured scenes are both
beautiful and expressive. The
slide on the institution of the
Lord's .Supper added new mean-
ing for us as we c<jntemplatcd the
Communion of Christ in the pic-
tures in which he is shown bless-
ing the bread and the cup. Like-
wise. Peter's momeiUary refusal of
Cvhrist's ceremonial gesture of
parting and his change toward
acceptance was an impressive one.
We know of nothing which
makes the story of Chiist's fare-
well and his resuneclion moie
real than the experience of seeing
these Kaster slides in the presence
of a well-iidoi nicd teacher leader
;.nd the iniei piciation she can
place upon them as her children
ask cjuestions and search for in-
formation. To us, the experience
of seeing these pictures provided
once again the importance of
learning by seeing — the impor-
tance of adding \ isual instruction
methods in the teaching of re-
ligion in our attempt to achieve
lasting impressions wiiich will
help to build desirable attitudes
of living.
While many sermons will be
forgotten, these Easter pictures
will continue to live in the hearts
and minds of those of us who lead
youngsters in their religious in-
struction. We know these im-
pressions will live in the thinking
and the actions of the children
with whom we work.
\OTF.: Reference is made to tlic-
kodachrome L'\L' inch slide set entitled
"I he Faster Story" from (laihedral Pic-
tures, 5'M2 I.indel! Boulevard. St. Louis
.8, Mis.souri.
Page 22
Major While Elected
Major Don White of .Xtlanta, Georgia.
has been elected executive secretary of
the National .\ssociaiion of \'isual Kdu-
cation Dealers, it was announced hv
directors of the association.
White, a recently discharged .Vrmy
o\erseas veteran, hrings to this key jol>
more than ten years' experience in
visual education and ])hoto:;raphy. He
was head of the educational film service
of the I'niversity of Cieorgia from its
inception in ]9?>Ci until lOll, when he
enterc-d government service as a writer
and supervisor of .Army training fdms.
After a year he enlisted as a photo-
graphic aviation cadet and was com-
missioned an .\ AF photographic officer.
Mr. White spent two years as photo-
graphic oflicer of the India-("hina Divi
sion, .\ rC"..
This experience particularly qualifies
While to he executive .secretary of
\A\ FD. an association of several hun
dred dealers, consumers, and manu
facturers of audiovisual instrm lional
materials and eqinpment.
March— SEE and HEAR
William S. Hockman
Director of Religions Education, Lakeiuood (Ohio)
Presbyterian Church
Editor's Note: Many teachers find themselves
vith a community responsibility — that of assist-
ng in the local church schools. Mr. Hockman
jescribes a workable plan which can be of
issistance in church school education. It is in-
teresting. It will have o definite appeal to
:hildren.
THE teacher and her heljxr
enter the chapel leading the
children of the primary depart-
ment (grades 1, 2, and 3) . They
icat thenisehes in an orderly and
compact group at the front of the
room. Even as they enter, every
Lye is ujion the pictme— Millet's
"The Angelus"— on the altar
table. A neutral-toned drapery
frames and enhances its beauty.
Seated— the children divide their
attention between piano and pic-
ture. The music is soft— like
chimes in the distance.
Mr. Hockman
"Come, let us worship," are the
first words of the leader. She con-
tinues to speak of worshiping
SEE and HEAR — March
with our hearts and minds. As
she concludes, the pianist plays
the music of a hymn all know by
memory. Those few children who
refer to the hymnals read the
words and the notes in the soft
light.
The helper reads a prayer. As
Page 23
-L
WILLIAM S. HOCKMW
William S. Hockman is director of
religious education in the Lakewood,
Ohio, I'resbyicrian Church. He is the
author of Projected Visual Aids in the
Church and faculty member of the Vis-
ual Education Workshop of the Na-
tional Cdinuil of Rc'liKJous F.durnlinii.
liic children contemplate the
images ol the praying toilers in
Millet's picture "The Angelus,"
the prayer continues that as chil-
dren of the Most High we can
stop amid toil, study, and even
play— to pray and give thanks.
riie children listen to every word.
riiey understand.
The leader gi\es the scripture
reading with expression and
beauty— a selection of passages
which tells of the Master as he
prayed amid his work. The leader
continues, "And when ye pray,
pray in this manner," and the
( liildren join in the Lord's Prayer.
As the children sing, they look
at the lovely picture which has
never before seemed so interesting
and so beautiful. The helper
jjauscs during a brief meditation.
She speaks about village churdi
bells calling children to chinch
and If) j)rayer. She tells about the
Ixaiuy of the chinch bells as they
ling out on a Sunday morning,
saying to the people of farm and
village, "Come to chinch! Come
to t lunch!" The meditation is
finished, the leader stands, and
(he (hildien. too, stand.
As the children leave, many
turn for a last glance at the il-
Pagm 24
luminated picture on the altar
laijle. The teacher is glad.
In picture-focused worship, a
picture is used to focus and con-
centrate the alteiuion of the
group upon the theme of the
service. The picture is "there" all
during the program. It may be
a flat picture, a painting, or a
projected picture. All may be
effective. This is not picture-
aided worship, where the \isiial
material is introduced during the
program. Nor is it picture appre-
ciation. It is not picture study.
It is worship! The picture is the
silent helper in bringing this ex-
perience about.
The picture nuist be selected
with care and all elements of the
service integrated and harmonized
to create a unified experience for
the worshiper. The picture must
ha\e meaning for the central
theme of the worship, and this
meaning nuist be obvious.
The pictine nuist be seen by
all. Unless plainly and easily
seen, it cannot make its full con-
tribution. Put extra light on the
picture. Lower other lights.
Picture-focused worship should
be brief. Because of the concen-
tration of attention, ten nu'nutes
is sufTicient for young children,
15 minutes for boys and girls, and
20 minutes for young j)eople.
There need be no direct refer-
ences to the j)i(ture. The picture
illuminates all that is said and
siuig. What is said and sung
March— SEE and HEAR
uses the picture to gi\e new
?aning to each worshiper ac-
rtling to his own feelings. When
jnnented bv well-chosen and
11-execiited nnisic, the worship
the group— especially il it has
tered the place of worship as
jroup — can be imderway before
2 first word is spoken.
X'isually centered educational
nations do not lessen the work
the leader. 1 hey make it more
ective. There must be careful
cparation of all materials in
:ture-focuscd worship. If the
ider has a helper, they must
liearse and time the program,
le psychological effect of each
rt must be carefully estimated
d understood. If a projected
:ture is used, it is tragic for the
de to cml up in the middle of
e program. The leader can have
e necessary light on his materi-
; if he will sit close enough to
e picture to be in its reflected
ht.
What gi\es this teihni(|uc its
power? One source is the picture;
the other, the conditions of pro-
jrrtion. In pictine-focused wor-
ship, the eye tends to stay on, or
return to, the picture. The mind
tends to follow the eye. Thus,
the worshiper is led to concen-
trate upon the service theme.
Disturbances are minimized by
the psychological effects of the
conditions of jirojcction— a dark-
ened or softly lighted room— and
in the presence of a dominant
visual center. People are less self-
conscious, and less conscious of
other people, think more readily,
and enter more easily into the
true spirit of worship.
Here is a technicpic suited to
all ages. It requires no ex[)ensive
equipment. It can be accom-
plished by anyone. It is powerfid
because of its psychology. It
should have a place in your
church school.
Grant Permits Study of Wartime Educational Technique
AVhat can civilian schools and colleges learn from Army-Navy war-
time educational technique is the $160,000 question, the answer to
which the American Council on Education hopes to find in a three-
year investigation to be started soon.
The grant was made by the Carnegie Corporation of New York and
the General Education Board for this work which is to be carried on
under the direction of Dr. Alonzo G. Gray, on leave of absence from
his position as Commissioner of Education of Connecticut.
From a Washington headquarters, a committee of educators working
with Dr. Gray will visit military installations over the country to
obserse training programs in operation.
Various subjects have been selected for study and one of these is the
use of visual teaching materials.
-NA VED.
and HEAR— March
Page 25
Page 26
|ciinicl, a Samaritan in Jerusalem on hiisincss uitii liis family,
makes a deal with Lemech, a Jew, who buys all his wares.
Lemech cares only for a golden Roman amulet for which he
pavs 200 shekels, knowing thai he can sell it for (iOO shekels.
Interpreting the
philosophy of
the Bible on
film
Rl V. R. }. CONNOI.F.
Supcvintcndcut of Schools.
.\rrJi diocese of Saitit Paul
Rl V. Caki |. Ryan
Sufjerintendent of Schools.
Archdiocese of Cincinnati
and
Drnn nf 'Fcaclirrs College of th.
Uhenaeutn of Ohio
March— SEE and!HEA
Editor's Note: The philosophy of the Bible has long been a reservoir for
teaching inspiration both in parochial and church schools. Today we arc
fortunate in seeing some of this philosophy interpreted through the medium
of the 16 mm. sound film. One of these films tremendously appropriate for
today was recently previewed by Rev. R. J. Connole, Superintendent of
Schools of the Archdiocese of St. Paul and by Rev. Carl J. Ryan, Super-
intendent of Schools of the Archdiocese of Cincinnoti. Their comments ore
so valid and interesting that they have been included here. Rev. Connole's
thoughts are followed by Rev. Ryan's reoctions.
'ROM every side we hear warn-
ings tliat this is the atomic age.
inkind has discoxcrcd the secret
a destructi\e force whose en-
ry, released in war, can destroy
; whole world. The threat of
s dread weapon is held out to
;n as a motive for learning to
e together peaceably and justly.
These, and similar warnings,
appeal to the motive of self-inter-
est. We are told it is to our own
adxantage to learn to cooperate
with others. While all this may
be true, the selfish motive usually
tends to deter men from whole-
hearted cooperation. Constantly
they ask the question: Why
Jemiiel boasts to his family of the money received from the sale.
and HEAR— March
Page 27
I;
k
Pag* 28
Top— Thf aiiiiilci disappears, ami Lcinech accuses Jemucl of stealing
it. Here he is being falsely accnse<l and is relieved of ail his money.
Iicl()u<-]vmne\ is advised by his friends to go lo aiioiher lountry.
Meanwhile, the amulet is found in Lemcch's house, and Lemerh dis-
honestly sets out for Jericho to sell it at a profit.
March— SEE and HE/
lould I make this saaifice?
'hat aii\antage will it bring to
r?
1 here is, however, anotlier mo-
^e for friendship and coopcra-
3n to which we may appeal. It
based, not on self-interest, but
1 the relations existing between
od and His creatures. Because
this relationship all men are
others. No man, or nation, can
oid the obligations of this re-
tionship by saying like Cain:
im I my brother's keeper?"
A vivid and interesting means
bringing this moti\e to the
inds of children is provided in
e film, Who Is Thy Neighbor?*
he picture is a dramatization of
e Parable of the Good Samari-
n. In it the simple outline of
e gospel story has been embel-
hed by imaginative details to
ike the actors and the scenes
3re realistic to the child audi-
ce. The Samaritan and the
wish merchant have been given
mes. As the children see them
th their families and at trade,
ey learn of the contempt and
tred each has for the other. In
is way, a dramatic background
furnished for the climax in
lich the Samaritan befriends
e wounded Jew. These added
ckground details, the participa-
•n of children in the plot, and
2 lusty dialogue and action cap-
re the interest and sympathy of
ildren without detracting in
y way from the simple message
Im available from Catfctdral Films, Inc.,
04 Sunset Blvd.. Hollywood 28, California.
: and HEAR— March
of the parable. All the action
leads to the demonstration of the
truth: all men are ijiothers and
everyone is my neighi^or.
•This film, Who Is Thy Neigh-
bor? is an interesting example of
what can be done with motion
pictures in teaching the truths of
religion. It is a story based on the
Parable of the Good Samaritan.
Its primary objective seems to be
to apply the lesson of Christian
charity to the problem of loving
our fellow men, though they differ
from us in race, color, or other
respects. It is a good plea for
racial and religious tolerance,
without implying religious indif-
lerentism. Another incidental but
highly effective point is the in-
justice and harmful effects of rash
judgment.
The study guide accompanying
the film suggests that, at least
when dealing with children, the
gospel story should first be told
to the children and later on the
film shown. With this, the writer
heartily agiees. The film is a
teaching film, and must be viewed
and used as such. Merely to show
the film to a group of children
and expect that they will grasp
and retain the lesson to be taught
is expecting entirely too much.
If, however, they are thoroughly
familiar with the gospel story be-
fore seeing the film, and if a dis-
cussion takes place afterwards, it
can be a useful aid in making
practical application of the lesson
contained in the parable.
There is another reason why
Page 29
Top— Lcmcch is attacked by robbers and left wounded and helpless
by the wayside. A |)riesl and a Levite pass him by. Rut when Jenuiel.
also on his way to Jeritlio, conies upon Lenicch, he mercifully treats his
wounds and brings him with great kindness to an inn.
Bc/ou;— Jcmucl pays the innkeeper for caring for the injured Lemech,
in spite of the wrong Lemech has done him.
Page 30
March— SEE and HEAR
RK\. R. J. CONNOl.L
Rt\. I (miiolc. after atlciuliiif^ St.
homas Military Aiadcmy and College
I St. I'aiil. stiulic'd at St. Paul Sc-niinary
hni- ill" uas oiilaiiRil to tlu- priisthocxl
1 1«»L'<). Hr rciti\e(l In.s IMi.I). with a
ajor in edticatiuii in 11)37 from the
atiiolic I'niversity of America at Wa.sh-
igton. 1). C.
He rose from .\ssistaiit Superintendent
I Siipcrintcndent of Siliools for the
rciuliocesc of St. Taul in 19!W. which
isition he now occupies.
REV. CARL J. RYAN
Rev. Ryan was graduated from the
niversitv of Dayton and the Catholic
niversity of America with a Ph.D. in
Uication in 1927. He was ordained to
e priesthood in 1922 after attending
t. St. Mary .Seminary of the West.
Since 1926 he has been actively en-
gaged in the held ol (-diualion as
teacher at Elder High School and at
St. Gregory Seminarv, Ciiuinnati, and
since 1932. Su|)eriMi(iidiMil of Sdiools of
tile .\r( lidiocc.se of Cini iiuiati and
Dean of the Teachers College of the
Athenaeum of Ohio.
the (hikhcii slujiikl kiKjw llic
paiablc as naiialcd in the gospel.
They shoitkl clearly understaiul
how much of the present story is
actually based on the gospel nar-
rative, and how much has been
added to round out the picture
and give it dramatic value. If the
net result of using the film to
bring out certain points in the
Bible were to give the children a
I.emech overhears this and gratefully returns the amulet to Jenuiel,
acknowledging that all men are brothers.
Pictures by courtesy of Cathedral Films, Inc.. Hollywood,
;E and HEAR— March
California.
Page 31
wrong impression of what is in
tlic Bible, tlic not result niiglit be
more harmtul than good.
Beginning Rev. Ryan's report—
The usefulness of the film is
not limited to children; it tan
\ery profitably be seen by adult
audiences.
From the technical point of
view, the picture is well done.
I he cjuality of the acting is such
that the picture docs not suffer by
comparison with commercial films.
Audiences used to the technical
excellence and professional acting
of commercial films will ha\e no
reason to find fault with the film
on these points.
The film was shown to a group
of Sisters who were students and
jjrofessors in the Teachers Col-
lege. They were asked to state
briefly their reactions to the film.
The consensus was:
1. They enjoyed the film person-
ally, which indicates that it has
an ap|)cal to an adult audience.
2. They agreed it would be useful
as a leaching aid in the classroom,
since it ein|)hasi/es in a dramatic
manner the lesson conveyed by
ilie g(>sj)cl story: namely, that of
("hrisiian charity to all men. The
application can be manifold, from
one's ])crsonal life to international
relations.
.'(. It gives a better understanding
and makes real the people and
something of the customs and
even geography of Palestine in
Mil)li<al limes.
For one who is interested in
showing the film to a Clatholic
audience, the cpiestion will natu-
Page 32
rally arise whether or not there is
anything in the film contrary to
Catholic doctrine. While Pioies-
tants and Catholics differ on the
interpretation of many points in
the Bible, this is not brought out
in this particidar film. Hence, the
film would be entiiely suitable for
showing to Catholic audiences. If,
however, the film is to find wide
use in Catholic circles, it might be
advisable either to revise the pres-
ent study guide so as to include
some Catholic sources in the sug-
gested readings, or possibly issue
a different study guide for use in
Catholic groups.
Teaching a Peace Army
General Electric at Bridgeport, Con-
necticut, is today faced with the prob-
lem of assisting its distributors and its
thousands of retail outlets in rebuild-
ing an army of some 25,000 appliance
salesmen.
To do this they have devised a train-
ing method which is basically a tech-
nique of visual education.
"We discovered that the voice and
personality of a flesh and blood speaker
or instructor were most important for
teaching a group of salesmen and hold-
ing their interest. So a method was
devised in which slide fdm pictures,
with all their drama anil interest, are
used, but the oral presentation is ma<le
by an instructor instead of a sound rec-
ord. 1 he instructor talks from a care-
fidly prcparetl printed text while the
pictures on the screen visualize or illus-
trate his story.
"By this method the speaker can stop
at any time to tlcvclop an important
point. He (an dwell on one picture as
long as he likes, and he can point out
details in the picture on the screen. In
a word, he can ailjust the tempo of the
meeting to suit each particular group."
This is the new and improved type
ot visual presentation of sales education
developcil and used today by G.E.
March— SEE and HEAR
- \9whr\^^^om^
IN AUDIO-VISUAL AIDS
Editor's Note: This is the interesting story of technological materials
suddenly become available, the use of which hod not been anticipated in
teacher training curricula of 10, 15, or 20 years ago. Teachers who are in
service and well established today find themselves challenged by the new
developments occurring in the field of audio-visual instruction. The answer
to these challenges must be met through increasing emphasis on refresher
training opportunities during the summer months and during summer ses-
sions, OS well as during the school year.
Kingsley Trenholme outlines his experiences in providing this opportunity.
As such they will serve to stimulote the thinking of other supervisors of
visual instruction.
Kingsley Trenholme
Supcwisor, Department of Audio-Visual Education, Portland, Oregon
ANY new technique in a field
as large as education needs
a careful introduction to the pro-
fession and a long period of ex-
perimentation and indoctrination.
To reach the thousands of schools
spread over the wide expanses of
the United States takes a good
deal of time, especially since this
country does not have a well-
organized federal system of educa-
tion which would push the new
idea energetically and authorita-
tively.
Audio-visual education is faced
with the problem of new materi-
als and facilities. Before any seri-
ous effort can be made to famil-
iarize teachers with the program,
sufficient equipment must be
SEE and HEAR— March
available to provide demonstra-
tions and facilitate classroom
practice. A school administrator
wishing to introduce the use of
audio-visual aids must be pre-
pared to further a combined effort
both in the field of teacher-train-
ing and also of material procure-
ment.
Few of the present teaching
staff have had much contact with
audio-visual aids and techniques
in their college or professional
training courses and, hence, their
attitude has been conditioned by
the widespread acceptance of
movies as a form of entertainment
rather than as an instrument to
vitalize a school curriculum. This
is true, for the most part, of their
Page 33
Any in-service program must include opportunities for teachers to overcome tlu-ir awk-
wardness in handling equipment. At first glance, it may seem difficult, but learning
accomplished by doing sees their forebodings disappear.
sliulcnts, also. Ii is ihis problem
(>r o\cicomin<^ tcadur and stu-
dent icactions to all films as just
a "show" to be enjoyctl with a
minimum oi mental efToi t, which
(()m]xls the administrator to un-
diiiake a ihoioui^h iraiiiinu; pro-
j;iam bclore audio-\isual aids tan
be acccptetl as a techni(|ue ol in
struftion rather than a pleasant
and somewhat interest ini; manner
of passing the time. 1 hus, while
it may be argued that teaching
aids in the audio-visual field are
not lu w. their (onstruc ti\e use in
llic (lassioom does represent a
Page 34
distnut ninovation.
However, the moxement is
glowing rapidly. The newness
will soon wear oil. The great
publi(it\ gi\en audio-\isual aids
by the military and na\al service
])rogranis has done nnich to
arouse the interest oI the civilian
teacher. The increased emj)hasis
on icalism in the school environ-
uunt which has been one of the
connnendable results ol the pro-
"lessivc movemeiil. has made
audio-visual material an essential
elemcnl in the modern classroom.
March— SEE and HEAR
Ol
Kid
So
AH this accouius for tlie great
interest wliich teachers every-
ulure are ilisplaying in this new
■chuational tct hnicjiie, an interest
ihal most achiiinistralors are wel-
:oniin" and iisinu; to further their
in-service training programs.
Colleges cannot be expected
iiuUlenly to produce a new crop
)t teachers trained in the use of
iiidio-\isua! material, because the
:eacher-training institutions theni-
ielves have just become interested
in this field. If any advance is
to be made with this present gen-
nation, it must come through the
teachers now on the job. Rcali/-
ng this, superintendents, super-
visors, and principals are rushing
iudio-visual aids into the class-
oom with the confident expecta-
tion that teachers will key their
ilassroom practices to this new
technique which school systems
throughout the country, both lo-
:al and state, are organizing for
the benefit of their teaching staffs.
A logically organized in-service
training program can be said to
Degin with national or regional
:onferences. At these conferences
the most energetic personalities
n the local -field are assembled,
reachers become aware of new
tendencies in education, and at
these conferences thev encounter
suggestions on new techniques
.vhich they can take home. Inter-
est in audio-visual aids is now
A'idespread and conferences the
lountry over have provided the
ipark which has started adminis-
trati\e machinery going in city
>EE and HEAR— March
after city.
The local conference, including
part of a state or a group of cities,
is the next step in the training
program since it offers an oppor-
tunity to reach teachers and prin-
cipals who are directly in charge
of programs within the schools.
Speakers and material are often
brought from the national con-
\entions to the local conference,
biu the main emjt)hasis is usually
on the problems within the area.
Examples of the local conference
may be found everywhere. Right
now Washington and Oregon are
holding meetings in each quad-
rant of their far-flung areas. Cities,
also, frequently sponsor confer-
ences, some of which, such as
Omaha's, are almost national in
scope.
These conventions, conferences,
and institutes give the impetus to
an in-service training program.
They are of enormous value es-
pecially if they are preceded by
faculty preparation and followed
by local discussions in small
groups. For this reason, the in-
stitute program should be an-
nounced as early as possible, and
teachers planning to attend
should be directed to preliminary
reading and study.
A panel evaluation of the con-
ference by those who attended is
the next logical step in the train-
ing program. This should be fol-
lowed by changes in the school's
procedure set in motion by the
faculty in response to ideas dis-
cussed by this panel. The value
Page 35
1 he institute or district meeting devoted to the exchange of views
and considcialions of problems of teachers are often begun at such
regional conferences as that recently held at Lakeview, Oregon. Here,
beginning interest is kindled, attitudes initiated and viewpoints dis-
covered, which may be implemented more completely after testing
out ideas in the laboratory of the local classroom.
of tlie institute or conference "vvill
depend on the amount of sucli
a'ctivity residting in the indi\id-
iial school, otherwise it becomes
an educator's holiday.
The real work of in-service
training of liic teacher starts from
this jjoint. It is in the actual ( lass-
r(jom that educational practices
can be evaluated and improved
upon, and it is there that the re-
sidts of in-s(t\i(e training are
e\ideni. Kor this reason, tonstanl
emphasis on the impro\ement of
instructional practices by super-
inienilents, super\isors and prin-
cipals is important. parii(idarly
Pagm 36
as they relate to techniques as new
lib audio-\isual aids.
The school can jnusue its own
in-ser\ice program through facul-
ty meetings and individual teach-
er conferences. If a director of
audio-visual aids is axailable, he
can assume leadership. In any
event, the program of reports,
discussions, and readings shoidd
be systematic if the training pro-
gram is to be effecli\e within the
school.
The fact that so many of the
districts in the United States are
small makes the local school or
district in-service training plan
March— SEE and HEAR
n iniportaiit factor in cstahlisli
riy; m-w tcacliing tcchnicjucs. The
liiicipal becomes the piimaiy
gent for improvement in such
^'stems and it is he who should
5_gic;dlv leatl in planning for de-
irable ciianges. His work will be
fFecti\c oidy when he plans and
orks cooperatively with his
:aching staff.
In the larger cities and counties
lie director of audio-visual aids
ill be the major factor in the
i-service training progiam. The
rincipal may call upon him at
11 times for help, but it is the
irector's constant attention to
le problems in his field which
re most productive of suggestions
D tile schools. Such expert direc-
on cannot help but improve the
aining program. In fact, it often
lakes the difference between suc-
?ss and failure. It needs to be
orne in mind, however, that con-
Inued effort on the part of teach-
rs and principal is the most vital
art of any in-service training
Ian. Without this cooperation,
^e director is helpless.
The most specific type of in-
?rvice training in audio-visual
ids is to be found in the after-
:hool teacher meetings in large
ities and in the university sum-
ler school sessions. The work
ffered in both these instances is
bually similar except that the
ity director's classes can be ac-
ompanicd by more opportunity
jr daily practice. Sometimes the
i\o institutions combine forces,
"he city system's classes may be
EE and HEAR— March
directly imder tlic school district's
control or mav l)e s|)onsored by
the university extension system.
The latter plan has the merit of
carrying college credit, a tangible
proof of training in case of the
teacher's transfer to another sys-
tem.
KINGSLEY TRENHOLME
Kingsley Trenholme has served edu-
cation in several capacities, first as a
teaclicr. then as a high school and
elementary school principal and now,
since 1942, as supervisor of the Depart-
ment of Audio-Visual Education in the
Portland, Oregon Public Schools.
Mr. Trenholme is the Oregon 16 mm.
War Loan Movie chairman, and a mem-
ber of the National 16 mm. War Loan
committee.
His plans for the future are to manu-
facture slide and filnistrip sets portray-
ing the City of Portland— perhaps movies
on the same subject. He plans also to
manufacture materials in the field of
visual education as it affects the primary
curriculum.
Regular classes in audio-visual
aids have a number of advantages
over the more informal types of
training. The cumulative effect
of a series of meetings, the en-
thusiasm of the leader, and the
laboratory practice which follows
or is part of each meeting, tend
to form a lasting impression. A
suggested group of readings, bol-
stered by class discussions and
demonstrations, is an added factor
in improving the teacher's under-
standing of audio-visual aids.
Page 37
A number of school systems
have established such regular in-
service training classes, in sonic
cases making salary increments
dependent upon completion ol a
certain number of credits. Port-
land, Oregon, has such a ])lan.
Under this the superintendents,
directors, and super\isors teach
regidar in-service classes on a vari-
ety of educational topics, some-
times with, sometimes without
university extension credits. The
teachers may receive university
credit upon payment of a fee,
otherwise the work carries only
Portland In-Service
Credit.
are numerous. Opportiuiity forB*^'
discussion of individual and
biulding problems widens the
teacher's outlook and informs the
supervisor. Practices discussed in
class may be observed in action,
and the practical results of the
training are e\aluated. Famili-
arity with the operations of the
department of audio-visual aids
is also of considerable value to
the teacher.
Training
The classes in Portland last
year numbered 26 with 658 teach-
ers in attendance. Of this total,
approximately 125 took the
course in audio-\isual aids under
the instruction of the supervisor.
The adxantages of the super-
visor leading his teachers in class
Ac(|tiaintance with
newly developed
nialcrials m u s t
tome among gootl
teaching staffs even
as they pursue tlieir
day to ilay rcspon-
sil)ilities. Time out
must be taken,
evahiaiinns must
he a((()m])lishe(l.
and ( lassrooin ap-
phcatious decided
upon— all of these
can l)e provided
through the in
service (raining op-
[lorlunii ics.
Paga 38
The author's classes (limited to
40) are held in the departjnent's
offices, the pre\iew room being
used for the purpose. The lab
oratory work is done in the vari-
ous auxiliary rooms and helps to
accpiaint the teachers with the de-
partment's resources as well as to
familiarize them with the etpiip
ment available for classroom use.
1 he Portland in-service train-
ing course comprises 12 two-hour
sessions, one each week. It is of-
fered twice a year, and has been
latte
if
T
disci
siiai
(lasi
(fall
.risii
mee
T
%i
March— SEE ancd HEAR!
m:
•cll attciukti. Apparciiily. the
.•aduis arc inlcrcsttcl in iliis
radiiiii; icchnujiic ami arc will-
ig to spciul extra time in inastcr-
ig it. Ihc two hours are di\iclccl
ito a (iO-inimitc period on nia-
•rials ami utili/atioii. a ten-
limitc intcrniission. and a 50-
linute laboratory period. In the
itter period assistance from the
epartment's technicians has been
cccssary, as 40 pupils are far too
lany for one instructor in an
udio-visual aids laboratory.
The methods used consist ol
iscussions, panels, and demon-
trations. l^se of materials in
lass demonstrations is a regular
eature and any visiting audio-
isual luminaries are invited to
iieet with the class.
The topical outline for the
urrcnt coiuse is as follows:
Ovemiew
[eeting 1 The Present Status of Audio-
visual Aids
2 The Principles of Good
Utilization
3 The Proper Choice of Audio-
Visual .Aids to Fit the Class
and Subject
Utilization
.Ieeting4 Exhibits, Models, and Charts
5 Study Pictures
6 Slides
7 Filmstrips
8 Recordings
9 Radio
10 Silent Movies
11 Sound Movies
12 Production of Audio- Visual
Aids
EE and HEAR— March
1 111' i)ooks used include:
M(K.ouii and Robtrls, Audin-f'isual
Aids to hislruction
lloban, J'isiializint^ the Curriruhiin
Dent, Audiofisiinl Handbook
A bibliography of materials
available locally is gi\en to each
class member, but the instructor
must rely to a great extent on his
knowledge of local needs in lead-
ing the discussions.
The laboratory period is so or-
ganized that eight gioups of five
teachers each work with the vari-
ous machines in turn. In leading
such classes, the supervisor must
bear in mind that the teachers
ha\e already put in a day's work
and that the two hours from four
to six o'clock are a strenuous
nightcap. The standard lecture
will be found soporific and tire-
some in such a situation and more
active procedures should be
worked out. A high degree of
class participation should be fos-
tered, particularly in all topics
pertaining to utilization.
The course outline presented
here is still in the experimental
stage. It is the collaborative result
of three-years' efforts with the
Portland teachers supported by
the critical efforts of a class com-
mittee which functions during
each course. The topics and meth-
ods are subject to constant re-
vision by many minds and will
probably change each time the
course is given.
Page 39
"Mexico City is right here." We use bolli the globe and the map so
that we can understand just where this place is that we study about.
It is interesting to observe children's reactions to place location on
flat maps as well as on globes.
and Then DO
Gladys Van Arsdai.e
Laboratory School, Central Stale Teachers Colh'ge.
Stevens Point, Wisconsin
Sr.K :.n(l IIKAR and then DO.
Isni this tlic test of good
;iiidio-visual learning? For what
\ahie to anyone is mere knowl-
( ilge or infoiniation unless it he
|)iit to use?
A I inly good school program
Pag* 40
will pro\ ide experience and activ-
ities which will (ontrilnite to the
fullest development of the chil-
dren along certain desirable lines:
(1) Happy children, happy in
experiencing, in acting, and
in accomplishing.
March— SEE and HEAR
.liter's Nolo; 'I'lic .iiitlior of this
:1c aiiinits the reader to rh)sc com-
ionship with a gioiip of children
I are learning international under-
ding and belter human rclation-
s. These children and their teacher
icipate in Mexican life through
ling, movies, singing, and collecting
making articles of Mexican every-
life.
[2) Cooperati\e children with
an increasing desire to give
and take in materials, in
work, and in suggestions.
:J) Planning children, build-
ing upon old experiences
and seeking new activities
to follow.
[4) Thinking children with
growing ability to think
through a situation and to
use knowledge and skills
in meaningful ways.
'5) Growing children, growing
in appreciation of others
and of their own value in
their community.
low could a program be set up
ich would help children best
de\elop along these desirable
?s? By practicing good gioup
ng in which teacher and chil-
n purpose together, plan to-
iler, work and play together,
i evaluate together. The fol-
ing attempt was made to do
5.
fwenty-five children of third
1 fourth-giade levels from more
n half a dozen different schools
)me even from different states-
tie together for a period of six
ond HEAR— March
weeks of half-ilay sessions. Our
Nciiilihors to the South was
chosen as a unit of work.
We spent the very beginning of
our six weeks period in getting
acquainted by sharing former ex-
j)eriences and in planning for the
kind of group we wanted. Because
we knew we should have many
visitors during the summer, we
discussed how we could make
them enjoy their time with us.
The result of our discussion was
this chart which two of the chil-
dren printed for us.
Hoic to Moke Our Group a Good
Group
Help others be comfortable and
happy.
Keep from disturbing others.
Take turns talking.
Listen when others are talking.
Put things away when we are
through with them.
Of course, this chart did not
make us a "good group," but it
did give us some goals to strive
to reach and a measuring stick
with which to evaluate ourselves.
We worked out a guide for our
study of Mexico in the following
form:
What We Want to Learn About
Mexico
1. KIND OF COUNTRY
\Vhat it looks like.
What the climate is.
2. FOOD
What foods were eaten.
How the foods were gotten.
How they were prepared.
Page 41
3. CLOTHING
What kind.
How it was made.
t. HO.MK.S
Kitids of houses.
How thcv were made.
What fiiriiishiiiRs were inside,
5. WORK
Kinds of work done.
What macliincry was used.
Tools and implements used.
6. SCHOOLS
Kinds tliey liad.
What they studied.
7. I..ANGUAGE— Learn some Span-
ish words.
8. CU.STONfS
Other topics were addicl later
tf) this outline.
Another l)it o[ early plainiing
was the listing of ways to find out
the things ue wanted to know.
Ways to Find Out
Read about Mexican hfe.
Study pictures of .Mexican life.
Talk ahout Mexico.
Ask questions.
See Mexican articles.
.See movies ahout .Mexico.
Sinp Mexican songs and hear Mexi
can music.
These ways to finti out suggest
some ol the many and \aried ex-
periences which these diildren
liad together through the summer.
We started in at once lo read, to
study i)ictures and maps, to col-
lect Mexican artides, to sing
Spanish and Mexi(an songs, to
learn Mexican dances, to see
mo\ its ol Nfcxico and other Latin-
American Miiuitrics,
The class dixided into (onunit-
Page 42
tees to report on chosen topics il
our outline. These reports, whti
jjrepared. were presented to til
group for criticism and. when a|
cepted by the group, they we/
sent in to be typed for each (hilB'
to ha\e a copy for his Record (\
Our Suiunirr'i ]\'<jrl<.
One little girl arranged foi oil
of her mother's friends, who lu
taken numerous trij)s to Mexid
to come and talk to us and shoj
us her many articles of Mexica
craft.
So many Mexican articles wei
brought from home and frienc
that we needed a j)lace to kec
them. .\nd so the booth for Oi\
Market Day in Mexico was buill
Here, too, we disj)layed oiu" o\\\
l)Ottery made in the art periods.
riie need for costumes fc|
planned dramatizations set all
woiking on scrapes and rehoz
Dishiowels or pieces of whi(
cloth were brought from hon
and designed with colored era
ons and. of course, worn with d|
lisjlii.
GLADYS VAN ARSDALK
Miss Van .Arstlale is a critic teachj
at the ('cntral State Teachers CollcJ
I.alioralorv .School, Stevens Point, ^Vi|
lOMsin. She savs of her experiences
using films with cliildren, "1 hese visuj
experiences help children gain a moi
realistic iniderstanding of life in
Mexican home."
■ Ihey discovered that children
Mexico were much like themselves. V\\t
enjoved good fim. iheir pels, and eac
other."
To her work she brings her cx|)|
riences as a former nnal and city hij
school leaiher in South Dakota.
March— SEE and HE/
Our Market Day in Mexico. Mexican crafts are very attractive. The
articles brought from home created a desire to "make our own." To
our collection was added the bright colored pottery of various shapes
and designs made in the art room.
m
n
Jill
It was interesting to note how
the various experiences supple-
i7icntccl each other. Se\eral chil-
chen were delighted when their fa-
vorite song. Celito Lindo, learned
in their music period, was heard
as the theme song in one of the
movies we saw. Our interest in
\ocabulary and in using Spanish
words was greatly stimulated and
the language was certainly made
more real by the Mexican chil-
dren's spelling lesson in the movie
Children of Mexico. Hearing
those children speak in addition
to reading words in our stories in-
creased the understanding. One
little boy explained to another
just how to toss his serape over
his shoulder the way he had seen
the man in the movie do.
The questions the childrel
asked were answered in theil
reading, in pictures and in th
iuo\ies. Each experience helpe'l
to make other experiences mor[
meaningful.
Experiences beget ideas. lilc;ii
beget activity. And so we ha\
children planning and workini
together to accomplish a purposq
This makes for good group livind
We see and hear and do.
The mo\ ies we saw were:
Cliildrcn of Mexico
(Encyclopaedia Britannica)
The Amazon Awakens
Roads South
South of the Border
(Office of Inter-American Affairs)
WRITE TO:
Mr. George Gardnere, Pan-American
World Airways System, Chrysler Build-
ing, 135 East 42nd Street, New Vorh 17,
New York. . . . The prototype educa-
tion of Pan-American World Airways
F.ducational Unit No. 1 is ready now.
The unit comprises:
Color wall map of Latin America,
showing air routes
Twelve pictorial economic maps, in
color
Twelve color photographs
Color filmstrip of 54 frames
Twenty sets (50 pictures in each set)
of small black and white pictures for
students
Color booklet, "Wealth of the Other
Americas"
Booklet, "The Clippers in the South-
ern Americas"
Various sui)plcnicnlary materials
Teacher's Maiuial
This kit is offered to you and your
school with the hope that it will prove
useful in developing a better under-
Pog* 44
standing of the people in the Lalii
American countries.
WRITE TO:
School Service, Wcstinghousc Electri
Corporation, 306 Fourth .Avenue, P.O
Box 1017, Pittsburgh 30, Pa. . . .
/. Little Sciences Series Booklets
2. Motion Pictures and Slidefxhns
3. Scholarship Awards
•/. Adventures in Research Trans
criptions
5. Charts and Bulletins
WRITE TO:
Dr. Edgar Dale, Editor. "The New
Letter," Bureau of Educational Re
search, Ohio Stale University, Columbus
Ohio. . . .
"The News Letter," publishe(
monthly, brings information to th<f
teacher about the radio, the press
and the motion picture. Each issu<
of "The News Letter" contains ai
excellent editorial, announcements o
available aids, and news in the fieh
of audio-visual aids.
March — SEE and HEA.'
It
n
m
y-
.141
le study of geography is rich witii lext materials at
e state, national, and international level. But when
idents attempt to discover for themselves the very
imty in which they live, materials are practically non-
available.
VISUAL
AIDS
John A. Buelke
Principal, Lincoln School, Sheboygan
Editor's Note: The local production
teaching materials is most necessary
len good materials do not exist. Pre-
red filmstrips, slides, motion pictures,
id textbooks treat the study of geogra-
ly and civics in a general rather than
specific way. Mr. Buelke presents this
scription of how his class became in-
rested in visualizing their study of the
unty in which they live.
< OONER or later every teacher-
) photographer desires to try
is extracurricular skill in class-
)oni situations. As long as his
Torts are held to specific aims,
)lendid results can be obtained,
he teacher interested in photo-
raphic mediums has several to
IE and HEAR— March
choose from: (1) the movie, 8
mm. or 16 mm., (2) the still 35
mm. film either in black and
white or kodachrome which yields
slides or filmstrips for projection,
and (3) the well-known positive
print for opaque projection.
I've tried them all, but let's get
on with the story. During our
study of local government, several
students accustomed to using
the opaque projector searched
through supplemental text and
other material of their study units
for adequate pictures to illustrate
the surrounding county right
lure at home. They couldn't find
Page 45
anv, so tlic aliLinati\e
make their own.
was to
After discussing \arious possi-
bilities, the Wo nun. camera was
chosen. Drawing on travel anil
obscr\ations, students and teacher
planned together a list of possible
subjects to be photographed.
Great care was used in picking
subjects that were really repre-
sentative of the county area in
that they illustrated basic facts
about it.
This preparation in itself was
exceedingly worth while, since it
pro\ided a cooperati\e study of
I he toiMity's best pictorial possi
bilities as well as in testing anc
motivating pupil observations
Further, it served to demonstrat<
to all of us the distincti\e teach ipw
ing jiower of the slill picture. #ip
ideu
Organizing the series pro\idec
another learning situation. Xer^liiw
good maps were made by dasJ He i
members, entirely of their owrlpes
accord. These were projcctcdi_—
One student used his own camcr;!
to make pictures illustrating his
sketch maps. The actual photoj
graphs of the county scenes were
taken on Ansco reversal 35 ninil
Our group of upper-grade youngsters decided to do something about
this. We decided what we wanted to know aljout our county govern-
ment. A series of fdm subjects was chosen to be photographed and
l)rought back inio the classroom, to l)e presented to the entire group
for their study.
iilll,
liod;
Pag* 46
March— SEE and HEAR
JOHN A. liL KLKE
Ir. Uiu'lke lias l)ccii trarhing or in
liiiislialioii siiuc \9'M. Alttr icacliing
a rural school near Random Lake,
protoftlcd to a stale graded priiici
ship at Adell, to IMainlield. and then
elenienlary principalships in Edger-
. Ripon. and currently Shchoygan.
iconsin.
le is an ardent photographer and
ries his enthusiasm over to his pupils.
\ctually what does our county look
ike? One assignment was to go
>ut. clind) to one of the high
joints, and photograph a large area
)f land included in the political
countv.
n. The exposed films were re-
ned to Ansco for processing.
iloon even parents and patrons
the school became interested,
idachromes were added from
?ir pri\ate collections. As an
dilation process, students criti-
ed one another's photography
and HEAR— March
Well actpiainted with the urban
part of our county, we then de-
cided to photograph typical rural
living situations such as this. One
of the youngsters commented,
"Wouldn't it be interesting if we
could exchange some of our pic-
tures for those taken in other
comities— say in (>ailfornia, in Flori-
da, or up in the Red River valley?"
and suggested improvements in
camera technique. Their efforts
to edit and organize the series,
write out captions, and present
their finished work offered addi-
tional experiences in cooperation.
Best of all, many in the class chose
to carry out projects like this in-
dividually, thus using their new-
found knowledge.
Our student-produced, locally
made films became, not incidental
instruction to a social studies
unit, but the very core of interest
around which a whole explora-
tion was dc\cioped. Is there any
finer user
Page 47
(W1
Miss Ann V. Horion is broadcasting
the lesson, "Having Fini with Pictures
from tlic studio of the Clc\elaiid Board
of Education Station, WliOP". As she
broadcasts, she refers to tlie slide pic
ture which is on the screen before her.
This same slide is being projected
simultaneously in each of tiie G4 class-
rooms |)ariicipating in the lesson she is
conducting. The picture on the screen
is "Red Horses" by Franz Marc.
Pag* 48
n Editor's Note: This description probably should be colled "Visual
Materials ore Coordinated with Art Radio Lessons." Actually, however,
Miss Morton's account demonstrates the possibility with existing facilities
to visualize the radio lesson. Television hos been called the ultimate
in extending the word and the graphic image to the classroom. Rather
than wait, here is a point from which we can start.
March— SEE and HEAR
\
Here is one of the 64 fifth-grade classroom situations which are oc-
curring simultaneously with the broadcasting station situation. At
Louis Agassiz School, the elementary art curriculum center, the chil-
dren are receiving the radio art lesson. A similar situation occurs
in other participating classrooms in which the radio lesson with co-
ordinated visual images is received from the downtown studio.
Ann V. HoRTON
Assistant Supervisor of Art, Cleveland Public Schools
VISUAL aids have so long
been a necessity to vital
teaching that we have come to as-
sume their service in almost every
school activity. Radio lessons are
no exception. In fact, broadcast-
ing procedure is so often depend-
ent upon accompanying illustra-
tive material that we find the
SEE and HEAR— March
term "audio-visual" best desig-
nates the joint relationship of
certain school activities. In many
school systems these two fields are
united under one director.
Art lessons by radio would limp
sadly if pictures were not avail-
able to accompany the spoken
Page 49
—I
Page 1 fro«
Teacher
8 Manvial t
Radio Art Appreciation
Pocke
t No.
lU Item No. 1
Cleveland
Public
Schools
Pictiu-e Apweciuli
Oft Ifil
380^8
Grade 5
First Semester
Monday, lli^O
A.M.
Dute of Broa,dcaet
LepBon Nu«ber
T^tle of Leeeon
October 1, 1945
1
How un Artist HorkB
October 8
October 15
October 22
October 29
2
3
U
5
Pictures Begin Kith
Sketches
How a Boy Learn ad
to Draw
The Artist Makes
Pictures of Children
Portraits
Noveaber 5
November 12
November 19
November 26
6
7
8
9
Pictures littde by
Chinese Artists
The Caaera liakes Pic-
turns Look Real
An Artist Draws for
tt^ Movies {Stills
from Pinnochio and
Stoow White uued here)
Out-of-Doors Picturea
December 3
December 10
December 17
10
11
12
The Artist Makes
Pictures for BookB
Figures Make Inter-
esting Pictures
ChrisUb.s Lesson
Janiuiry 7, 1946
13
A Surprise Lesson
(In nature of a review)
wr
iiat
Rac
Cle'
m
0
m
frs
A doy or two before Miss Morton's lesson in art is to be conducted, the
Visual Aids department, directed by Mr. Leslie Frye ond his assistont, Miss
Ruth Thompson, sends out the specified slides to eoch of the schools that
hove chosen to participate. In the cose of the lesson which Miss Morton
describes, 64 sets of slides were used by the 64 participoting schools. Thus,
while the narration comes into the classroom over the FM school radio
receiver, the related pictures arc shown on the screen for the children to see.
Pofle SO Mtirch SEE and HEAR
SEEq:
void. This article with its illus-
raiions will explain one type of
ladio Art lesson broadcast from
Jle\(.land's school-owned station,
A'BOE. Lessons from the foiuth
hroiigh the eighth grades are
ent out regularly from this sta-
ion. and each series has its ac-
ompaniment of lantern slides.
The lesson chosen for descrip-
ion here is one from the fifth-
•rade series on "Pictme Apprc-
iation." To the children it is
ntroduced as "Having Fun with
'ictures." Page 1 from the teach-
■r's manual is sho^vn below, in-
licating the diversity of approach
o picture fun.
Each of the 13 lessons indicated
s planned and timed in relation
to three or foin- lantern slides.
Whenever possible, K(xlachrome
slides are secured. Every fifth-
grade teacher in the city receives,
at the beginning of the term, a
teacher's guide and a box contain-
ing all slides required for this
series. The slides recpiired for
each lesson are indicated on page
G from the teacher's guide book-
let.
These pages and the message
broadcast indicate to the teacher
a way of presenting this subject,
but in nowise do they regiment
her activities since the follow-up
is optional. In fact, the taking
of a series is optional with each
school when the term program is
made up. Some classes do a great
■V"->>>5">«-». ;
The follow-up activities give each teacher free rein to exercise
her individual initiative and imagination. This design was
made by a child who was encouraged to express his interpreta-
tion of what he had felt and learned.
EE and HEAR— March
Page 51
Ml
nop
Page 6 froB Teacher's UbhuaI: tiiOr
ifliv
Rndlo Art Appreciation Pocket No. Ill Item No. 1 Kjtt
llllSf
Fifth Grade Art
"Hayloir Fun With Pictures"
LeuBon No. 2
Subject: Pictures Be£ln with Sketches
Slides Needed;
ling
No. /» Donkey Jind Horse - Henry Keller
No. 5 Animp.ls in B«m - Henry Keller
No. 6 Red Horses - Franz Mfirc
No. 7 Deer in the Forest - Franz Uarc
Teacher's Particitxitlon :
Have written on blackboard:
§rai
sketch, coaposition, Franz Uarc, and
Henry G. Keller
Teacher should be familiar with slides U and 5 before the broad-
ChSt begins. During the broadcast, note the build-up given to
"composition" as tae way the artist mf.kes use of his sketches.
Help ^plls to understand tne word "conf>OEition" as meaning arrange-
ment.
Sucfestions far Follow-upi
1. Encourage pupils to make animal drawings for a "zoo" bulletin
board but do not permit oere copying of Marc's stiouluting pic-
ture.
2. Let tne points made about composition, as slide 6 was discussed
in the broadcast, becoae a basic guide for evaluating any pic-
torial art, and for help when pupils make posters and illustra-
tions. It is summ^.rized below:
a. Color - varied by cnanges in brigntness, changes in dark and
light, and by blending colors.
b. Lines - we do not see definite lines in all pictures, but
pupils can discover easy "eye-paths", sometimes straight,
soaetunes curved, over which their eyes move instinctively.
c. Dark and light pattern.
Radio Lesson No. 1, "Having Fun With Pictures/' is built around a de-
scription of four paintings. The radio lesson itself is just the beginning.
The teochcr continues with her own follow-up activities, several of which
are suggested. Never should any centrally broadcast lesson attempt to do
more than lay the foundation work. Always the individual teacher should
be encouraged to participate, to develop, to expand, and to lead her young-
sters through profitable activities.
SEE
Pag. 32 March— SEE and HEAR '
MISS ANN IIORION
Miss Ann Horton has taught in Min-
icapolis aiul Cleveland. Now, as super
isor of art in charge of school nuiseum
utivities. Miss Horton can bring a
eachers viewpoint to the promotion of
nuseum services to schools. She iudu-
■nces the in-service art training of many
eachers through her afliliation with
A'estern Reserve University.
leal of follow-iip work which may
)c drawing, occasionally model-
ing in clay, or making bulletin
joard collections of pictures from
iiagazines which bear out points
n the lesson just concluded.
3ther classes, because of fidl pro-
grams, cannot make provision for
his.
While the lessons arc often
(liiet t teaching to the class (script
is raiely used by the radio teacher
in this series) , they are pointed
toward helping the teacher's en-
joyment and c\aIuation of pic-
tiues. A great deal of guidance
in the use of pictures can be given
and the repeated use of some par-
ticular slide is often suggested to
the class. After the first three
lessons of this series were given,
pupil drawings appeared on many
school bulletin boards. The illus-
tration shows one pupil's w^ork
motivated by his study of "Red
Horses." The lesson was fifteen
minutes long.
Film Council of America
The Film Council of America, consisting of delegates from seven
national associations concerned with the production, distribution, and
utilization of 16 mm. films, met in ^Vashington, January 15 and 16
to elect officers and set up a program for 1946.
Officers elected were: president, C. R. Reagan, National Association
of Visual Education Dealers; first vice-president, David E. Strom,
National University Extension .Association; second vice-president, I. C.
Boerlin, Educational Film Library Association; secretary, Vernon G.
Dameron, Department of Visual Instruction, National Education As-
sociation; treasurer, Merriman H. Holtz, Allied Non-Theatrical Film
.Association. Other member associations are American Library As-
sociation and Visual Equipment Manufacturers Council.
The Council will work in 1946 toward starting in other cities meet-
ings of persons interested in the film medium similar to the Wash-
ington Visual Workers of the District of Columbia; stimulating
research and writing of books and articles; and assisting national civic
organizations in the use of films for community programs.
The Council grew out of the National OWI 16 mm. .Advisory Com-
mittee which worked with government agencies to coordinate and
utilize film personnel and ecjuipment in the field, with the result that
films were shown to 117,323,866 people as a stimulation to the 5th,
6th, and 7th War Loan Drives and the Victory Loan Drive.
;EE and HEAR— March Page 53
EQUALIZING BACKGROUNDS
WITH VISUAL AIDS
Irene Ahi.born
Fort Dodge, Iowa, Public Schools
Editor's Note: "I enjoyed so much reading about the methods
used by other teachers to create interest omong their children!"
This is a statement made frequently by teachers in their never-ending
search for new ideas. Of great interest to primary teachers will be
Miss Ahlborn's human and lively description of her use of coordinated
classroom materials with first-grade children.
we
I\ C;Ein"ING aajuaintcd with
a new cjroiiji of children, I hit
iijKjn tlu' subject of pels. The
disdission inaclc me reali/e that
a great interest had been devel-
oped and that, if I weren't careful
in giiidinsr it, we'd have an ini-
controllaljle menagerie of barking
Paga 54
dogs, yowling cats, hopping rab-
bits, and splashing fish with us
the next day. But I did want the
pets at school, because there is no
ixnter way for children to learn
than to actually hear, see, and
feel the real ()i)iects in wliich they
are interested. I wanted these
March— SEE and HEAR
'
(hiklirn to have c\ciy kaining
c\i)ciiciuc possible. I lurneil to
the fihn sources to sec what I
nii"ht find. I hunted throiu'h
books for material lor them to
read or lot lue to read to them.
We decided there were sojiie
]xis that might lemain with us
at school because they coidd be
easily cared for. So John and
several others immediately offered
to bring their fish. I wanted
them to learn the proper way to
care for fish. There was a large
a(]uarium a\ailable which would
hokl all their fish. There were
books that woidd tell how to
build one. I knew the reading
material would contain words
they had not met or used. In
order to get a background for
imderstanding such words as
siphon, water plants, oxygen, etc.,
we saw the film Care of Pets.
As we read the materials avail-
able, mental pictures of what the
film had shown were recalled.
They had seen the sand cleaned
and put on the bottom of the
clean aquarium and the plants
added to supply oxygen for the
fish. Soon we had stored enough
information through seeing, read-
ing, and discussion to begin a
plan. Step b) step the aquarium
was built by the children— on
paper; the direction sentences
they contributed were first written
on the board as they were given
by the children. Occasionally, we
stopped to consider a suggestion
that was given. Did it fit into the
building at just that point?
SEE and HEAR— March
Irene Aim. born
Miss Irene Alilborn lias a range in
her teaching experience whicli spreads
from rural school work lo dcmonstra
tion teaching in large niidwcstern uni-
versities.
Well gifted in the teaching art, her
interest in training procedures does not
proiiihit her from passing along funda-
mental ideas in learning. She is at
present elementary supervisor at Fort
Dodge, Iowa.
From the plans which the chil-
dren could easily read themselves
because they were their own, we
picked out all the supplies that
would be needed. A supply chart
was no^v started. When it was
finished, \oIunteers' names were
put next to the article each agreed
to bring. One committee volun-
teered to go to the store and buy
the plants and snails needed. A
discussion followed concerning
the number that would be needed.
Finally it was decided, and the
purchasing committee departed.
The next morning the plans
they had made were all on charts
which could be cut apart or
moved to where children might
read them as they worked. The
plans were gone over again to see
^vhat work committees would be
needed. These were listed and
children chose the one on which
they wanted to work. Each com-
mittee read its particular job from
the "Plan Chart" and set to work.
It was a real workshop. Out came
the wagon and pans as the sand
committee went to the play-
ground to get sand from the box;
and then to the sink thev came to
Page 55
Jack's pets are fantail fish and a tropical variety which require the
water always to be kept at a temperature of 75 degrees. Snails keep
the a(]unriuni clean and sea plants furnish oxygen which the fish need.
Jack knows exactly how to feed his fish. Important considerations arc
giving them very small amounts, and removing the waste which they
do not eat. He knows how to change their water by siphoning it out
so as not to disturb them.
wash it, shifting it from pan to
pan until it was clean. The stone
committee could be seen scrub-
bing away on the stones with
small brushes they had brought.
The aquarium committee was
busy with cleanser and cloths.
They had read that the aquarium
into which fish are put must be
clean or fish may die. Committees
who could not work at the time
read or painted at the easels.
What a time of satisfaction it
was the following morning when
the fish committee put the fish
into the aquarium which had
Page 56
stood all night in order to let
any chlorine out of the water.
They had learned so much! They
had learned to look for informa-
tion from many soiuccs, to plan
well before they began work,
to get all materials ready and,
probably, best of all, to work to-
gether in groups, giving and tak-
ing from each other— training for
democratic living.
They enjoyed greatly watching
the fish in their room. As was
expected, one day the question
came, "How are fish born?" They
listened eagerly as the story of
how a fish is born was told, but
March— SEE and HEAR
e could sec tjiK'stioii marks on
eral forcluads. Mental imag-
I of what they were hearing
iS a bit difficult as not one had
:n a fish hatch. Few had seen
1 eggs. It was a great treat and
/elation to them to sec a fish
ild a nest and lay eggs in the
m Sunfish. The word "gill" in-
estetl them and they spent
ich time watching their fish
cathe through gills after the
ni was explained.
The "gill" interest carried di-
:tly over into the study of tad-
les which Harry brought. These
ts took their place as permanent
mmer property along with the
li. It was a bit difficult to un-
rstand just how a tadpole that
Dkcd a bit like a fish and lived
ider water could become a frog
id live on land. After listening
informational material and ob-
serving the tadj)oles and Jolin's
frog, the group was taken to see
the film Frogs, liiere the whole
life history of the frog was re-
vealed to them. So they decided
to record the information on a
chart. 1 he paragraphs were
planned by the children. In their
eagerness to tell what they had
learned, they were also learning
a great deal about good sentence
and paragraph structiue.
Conrad appeared one day car-
rying a turtle which he had found
near the lake. He told the group
that turtles come out of eggs.
Many were not sure Conrad was
right. They thought turtles were
born alive just as the puppies
had been at Susan's aunt's house.
The argument was not settled
until the film Snapping Turtle,
settled it before their eyes. Then
several remembered they had
le food that Hel-
's pet cat Tippy
es best to eat is
opped toast, milk,
d chopped raw liv-
He needs a clean
1 and fresh water
;ry day. Helen
Lishes his fur to
nove all the loose
ir and make his
It clean and shiny,
e furnishes him
th a scratching log
exercise his mus-
:s and keep his
iws in good condi-
tion.
E and HEAR— March
Pag* 57
seen tlie same kind ol eggs in
sandy places along the beach but
had not known what they were.
.Se\eral words whidi they iiad nut
in the Irog (ihn were re\iewed.
Ihey saw again how the turtle's
webbed feet helped him to swim
just as the liog's hatl. They also
noted that the im tie hibernates in
w inter just as the frog does.
The climax came one day when
the children informed me that
there were worms all o\er our
bidletin board. Naturally. I was
a i)it concerncxl. What decaying
(ishbone or animal specimen had
I neglected to throw away? It
wasn't an impossible thought as
we had plenty of things brought
every day. But I was delighted
to f^Mid. instead, that I had a
"real" science lesson for the chil-
dren. I had removed a branch
from a box so that the children
(ouid observe the moth eggs
l)etter— they were brought, no
one cheaming they would hatch
under classroom conditions. Well,
they had. Here it was— a part of
the life historv of the Cecropia
moth! The diildren were as de-
lighted as I was. We studied the
tinv Iar\ae under reading glasses
and watched them cat. ^Ve saw
the films liiillcrftirs and Moths
which compared the two insects
before om eyes just as wc had
compared them in our room with
pictiucs. direct observation, and
through listening to infoi mation-
al reading which we discussed
later.
Numerous other pets weie
Poga 58
riiis puppy must kaiii id I)C taken
out on a Icasli — to walk no faster
or no slower than liis master. He
likes to eat warm milk which has
been poured over dried puppy
fond. He is discouraged from chew-
ins; '''<^' '"Ji ''^ being given a hone
to gnaw. His master will lake him
lo the dog doctor to get meilicine
to prevent him from getting dis
temper.
Ijrcjuglil in and otiiei pel films
were shown tluring the course of
oui jMogram. Needless to say, the
childien gained nuich from this]
study because it linked the jK-r-
sonal exjK'i iences with the pets
vvith the vicarious experience ol
.seeing the films.
I'ictiircs courtesy lilncyclopaedia Britannica
l-'ilins.
Morch— SEE and HEAR
WHAT ABOUT
Leona Weier
Grosse Point e Senior High School
T AX'EX'T wc all heard a great new about it. Rut wait a moment
X deal about visual education —didn't Socrates teach that way?
e last few years? It's little won- And haven't I read somewhere
r that many of us think that that it was Aristotle's custom ages
ere must be something \ery ago to take his students to the
The snow is gone, the sun shines warmly, end the ice has melted on the
pond. There is no substitute for the firsthand experience that these
children are having in watching the mallard duck and her brood of young
swim single-file across the open water.
,> »
^•k
Editor's Note: During a recent summer session, Miss Leono Wcier antici-
pated her new position at Grosse Pointe and became intrigued in accom-
plishing some of her planning. Her opinion that field trips are an oppor-
tunity to explore the immediote community resources challenged her to
develop the thinking which she so splendidly reports in this article. More
than just on educational "stunt," the field trip experience she has developed
is on the bosis of traditionally accepted workable and highly effective
classroom method principles.
market place or to the forums of
Athens to witness first-liaiKl the
operations of a beginning democ-
racy? Centuries later, Pestiloz/i
and Herbart, who were modern
(.(huators compared to Socrates
and Aristotle, informed us that to
sec was a most effective way to
learn.
Visual education is not new in
educational thinking. It is tried
and tested. Rut since the war,
some woidtl have us believe that
to teach with visual materials, one
must have a great deal of money,
tools, and equipment— that with-
out these, one can do nothing.
I agree that we must have more
new tools to set up favorable con-
ditions for learning, but even
while our administrators are get-
ting ready to tool up, there are
things that we can do in any com-
munity with the resources we
have at hand. We can investigate
the conununity, and while we are
doing that, we can seaich con-
stantly for those ccjuununiiy re-
sources which provide a natural
and familiar setting for learning.
Even ill this modern age, the
familiar licld trip j)resents many
achaniagcs, when used intclligeni-
Iv, lo suppkiiKiil other weil-
tiiought out classroom activities.
Paga 60
The field trip is "learning on thel
sjjot" and, when we take the time!
to select our trip carefully and,
prepare for it, many values ac-j
crue.
1. Ii offers a firsthand learning siliia-
tioii in a life selling and shows chil-
dren the iiUcrrelalion.ships of many
community activities.
L'. It offers a background of informaiion
wiiich results in a desire to talk, to
read further, and to investigate
sources of informaiion found in the
school books, the library, and the
classroom exchange of ideas.
3. It olfcrs a real experience which is
interesting and whicfi calls for keen
observation and reporting, valuable in
ihe solution of future problems.
At the primary level, one of the
educational aims is learning to
appreciate and know our neigh-
borhood. The child should know
where his food is produced. This
can be done in part by a visit to a
near-by truck farm. If a camera
is a\ailable, it can be used to
record interesting activities and
experiences which the childien
sec and in which they participate.
Tn order to obtain the maxi-
mum \alue from the field trij),
jnipils and teacher should j)lan
carefully in achance. All me-
chanical iktails shoukl be will
planned ami puj)ils shoukl know
what to k)ok k)r. For examj)le,
one city has helped its teachers by
March— SEE and HEAR
And during a moment of rest in one of fhe hollows, teacher and children
take time to discuss some of the things they have seen. Their questions
point toward the need for further observation on the remainder of the trip.
ssing a resolution which states
It it wishes to encourage the
ictice of field trips. In this
y, the public is informed of the
lue of a field trip, and it also
3tects the teacher from any
ance criticism. It is advisable
o to secure the services of a
ndcd carrier, that is, if it is
cessary to take the children on
y sort of vehicle. This helps
iure safe transportation.
The site of the proposed field
p should be visited by the
icher so that he or she may
ow that pupil activities and ex-
riences of value to the class will
available. After permission
: and HEAR— March
has been granted, a guide who
understands the children of that
age should be selected to assist in
the tour. This is very important.
When a proper assistant has been
chosen to direct the field trip, he
shoidd know the age range of the
children who will come, types of
children, and the points which
the instructor wishes stressed. It
will be necessary also to know
what type of behavior will meet
the need of pupils on this par-
ticular trip.
Children should help the teach-
er in planning the following de-
tails:
Page 61
1. Discussion to decide the real purposes
to be sought during the field trip
experience.
2. Securing permission of the parent for
the child to take the field trip.
3. Decisions concerning what each coni-
niittce or individual should "see" and
experience.
4. Securing and reading l)ooks, pam-
phlets, etc., relating to this problem.
5. Formulation of ciucstions which their
reading has raised and which the field
trip may help to answer.
Let us analyze the following
.situation. A primary social studies
(lass has decided to visit a near-
\)) truck farm. The class is di-
vided into "interest" committees.
The various gioups are to look
for answers to the cjuestions stated
l)clow. The commentary which
lollows will give the reader an
idea of the possibilities in visiting
a truck farmer.
Committee 1, consisting of
three children, decides to find
out:
1. Who owns this truck farm?
2. Where does the farmer sell his
products?
8. What does the person or company
that buys the farmer's vegetables do
with them?
Committee 2, consisting of four
children, decides to find out:
1. What else besides farming does the
farmer do?
2. What vegetables does he raise?
3. When will most of these vegetables
be ready for market?
Committee .'5, consisting of
three children, decides to find
out:
I What animals are seen on the farm?
Pag* 62
Leon A Weier
■ion Ilia
Miss Weier is a graduate of Carrol
College where she receeiveed her B.A
degree. She received her master's de
gree in history from the University ol
Michigan. Recently she taught at tht
Beaver Dam High School. This fall she
began teaching in the Crosse Pointt
Senior High Sch(X)l social science de-
partment.
2. Where do these animals live?
3. What do these animals eat?
ion II
imitrib
fariiii
_poiiiioi'
b;. Si
Kdac
aices 1
m.
Committee 4, consisting of five
children, decides to find out:
1. What does the truck farmer's wife do?
2. How do the people in the city order
vegetables?
3. How are vegetables prepared for
market?
Conmiittee 5, consisting of four
children, decides to find out:
1. How has the war changed the farm
er's life?
2. How do the vegetables get from theP
field to the city markets?
S. Why is the truck farmer our friend? I
Let us examine the values of|
the field trip which were previous-
ly suggested. It can be made clear
that this particidar trip, if prop-
erly planned, brings ai)out all the
above desired results. We, as in-
structois, need to spend a little |(''
more time teaching the individual
pupils to see and appreciate the
value of all kinds of work. Not
too much has been done to un-
derstand the (oumion man's con-
iribiuion to living. Most of us
Ix'Iong to this class, and we need
to teach both children and adults
FluitoKraphs courtesy of tlie Madison, Wis.,
Public Schools.
March— SEE and HEAk
dij^iiiiv and worth of tlic coni-
II man.
•"aiming, too, presents great op-
tunities. A trip ot tliis type
)oinul to stimulate the children
want to read more about tarm-
;. Some pupils will ha\e no-
id activities, events, and exjieri-
:es which were not in their
ginal plans and cpiestions,
rebv aildin'j; to a later discus-
n totally unanticij)ated oral
itributions.
'ollow-up classroom acti\ities
I be taken care of in various
ys. The class may discuss the
iings of the committees. Some
of the answers, such as a list of
Carl I'clton's other duties, may
stinudate the (lass to learn what
a town chairman is and what he
does.
Some pupils may want to learn
more aboiu the growing of aspara-
gus or other \egetables with
which they ha\e not before been
ac(iuainted. Out of all this may
grow a project, a sand table show-
ing a sand table truck farm, some
d) awings, etc.
I am certain that man) teach-
ers will agree with one participa-
tor's evaluation of the field trip:
"See? There it is!" After quiet stalking, these youngsters come within
range of a bird nest in construction.
I. 1 liere was an increased interest in
tlic class.
li. Inilividiial pupils made voluntary
additional trips.
.i. The knowledge of the pupils was
increased.
The field trip helps the indi-
\ idual to know and appreciate his
local culture, and Ironi this appre-
ciation grows a desire to explore
first within and then beyond his
own ccMnniunity,
Color Slides on ihe Other
A me ricd n Re pub lies
The assembling of these units was
made possible by the interest and gener-
ous cooperation of tiie Brooklyn Mu-
seum, Chicago Museum of Natural His-
tory, Press division of the Office of In-
ter-American Affairs, Museum of Mod-
ern Art, Art Department of the Uni-
versity of Texas, Pan-.Vmcrican Airwavs,
Taca Airways, and leading photogra-
phers including Florence Arquin and
Julien IJryan.
Complete files of the 33 units together
with teachers' notes have been placeil
on tleposit for loan distribution with
the following institutions:
The Southern California Council of
Inter-American Affairs, 707 Auditorium
Building, Fifth and Olive Streets, Los
Angeles 13, California.
The Rocky Mountain Council on
Inter-American Affairs, 1425 Cleveland
IMace, Denver, Colorado.
Division of Inter-American Educa-
tional Relations, U. S. Office of Educa-
tion, Washington 25, D. C.
I'an American Union, Washington 6,
D.C.
Art Institute of Chicago, Chicago 3,
Illinois.
Extension Division, The State Uni-
versity of Iowa, Iowa City, Iowa.
I he Tan American Society of Massa
chiLsetls and Northern New Englantl.
Pago 64
Inc., 75 Newbury Street, Boston 16
Massachusetts.
The Southern Council on Interna
tional Relations, Box 1050, Chapel Hill
North Carolina.
Portland Extension Center, Oregoi
State System of Higher Education, Port
land, Oregon.
Division of Education, Philadelphi;
.Museum of Art. Parkway at 2Gth Street
Philadcli)liia 30, Pennsylvania.
Institute of La tin -.American Stuilies
The I'niversity of Texas, Austin 12
Texas.
For complete information concerninj
availability and service charges, wriu
directly to the nearest depository.
PCW Sei-vice
The PCW Film Service was estab
lished in the summer of 1938 for iht
purpose of making availalde to schools
colleges, and other institutions, ediica
tional antl recreational fdms of merit al
li!)rar\ mainienaiue rental. From a lie
ginning with a few hundred films, iht
library has progressed to the poini
where we now circidate over a thousand
film titles. In addition the library has
added recordings and fdm slides to iti
service.
PCW Film Service specializes in edu
cational films. At present it offers fdms
in practically every subject matter area.
Each month a News Bidletin is dis-
tributctl without charge to its users and
other interested persons, the first "News
Letter" of any educational rental library
in the country.
Audio-visual materials are circulated
chiefly in the state of Pennsylvania, yet
materials are sent as far west as Wis-
consin, Colorado, and Idaho; eastward
we reach the Atlantic coast with some
material being sent into the New Eng-
land and southeastern states.
Every effort is made by the PC^V Film
Service to encourage schools in the
proper educational use of audio-visual
materials. Discoiniis are allowed on
rental rales for extended periods of use
of materials. Bulletin and printed mai-
ler is sent out from time to time con*
cerning research in the field.
March— SEE and HEAE SEamj
i
it Pi
Her
iifrs
o[n(
Ihe!
Met:
iidiia
publi
iicati(
leter;
bti;
era
IN
WASHINGTON
Sheldon Osborn
Coordinator of Visual Education for Pierce County, Washington
Editor's Note: Increasing local appropriations are making possible a
greater number of cooperative film libraries. Where it is financially feasible,
groups of schools in contiguous geographical areas may well consider taking
the lead in providing good visual materials for themselves under flexible
classroom use arrangements. One of these co-ops is described by Mr.
Sheldon Osborn under whose leadership Pierce County, Washington schools
are "getting the best" when they want it, and for a sufficiently long period
to moke certain that pupils really have on opportunity to learn the in-
formation which classroom films portray.
rS A cooperative film library visual aids and will make them-
L feasible?" The film library selves heard in support of more
Pierce County, Washington— a and better visual aids programs
ing concern— is one answer, in the schools,
lere is indi\iduality in a fron- ™ • i , , ,
■r state. The rapid development .T^coma, a city school located
new institutions seems to de- ^^'^^^^^^ ^^^ county, but entirely
ind it. It is e^idenced through separate from the county school
e sharing of ideas and practices. ^[f"!f ''?."' ^'^^, ^ T^ .^'^^'^-
le fact that traditional teaching ^^le film library for distribiition
actices have not yet fallen into ""l materials to city schools. Soon
r^^tt^v^. .v,-,i.^o oo-ui • J- the outlying schools of the county
. patterns makes possible indi- , ^. ° ■ t-i /
i,;.,i.»., ;„ ,.^.u 1 J »i became interested. The county
iuality in method and theory. , , . j . u u. J
. , , . •', school superintendent bought ad-
gi-owing and almost universal ^j-^.^^^j ^j^^^^ ^^^ 1^^^^ ^J^„^ i^
ibhc interest in audio-visual ed- ^^e Tacoma library in return for
ation IS apparent. Returning ^\^ service from that library,
terans who plan to continue Under this plan, Tacoma had the
eir studies and who are sending advantage of a larger selection of
eir children to school have had films for its schools, while the
sthand experience with the ac- county schools gained even more
leration of training provided by by securing a distributing agency
; and HEAR— March Paa* 68
while introducing the use of vis-
ual aids into their classrooms.
Dining the three years of joint
operation of county and city fihn
piogranis that followed, addition-
al schools joined the venture, fi-
nances improved, many more
films were purchased both by city
and county, and the demands for
film library services increased tre-
mendously. At the close of the
agreed period, Tacoma wished to
separate the libraries in order to
be free to de\elop her own pro-
gram. There was almost sufficient
material at the time for two li-
braries, but it was ob\ iously diffi-
cult for the county schools to
finance a separate library.
The conmiissioners of Pierce
County, believing in the future
of this comparati\ely new tool for
teaching, promised an annual ap-
propriation for the salaries of a
part-time coordinator and of part-
time clerical help. The county
superintendent's office provides
centrally located office space. The
county library spends all of its
annual fees from the schools for
new materials and for the replac-
ing of worth-while materials.
All ol this help is in the nature
of a gift from the county which
asks no part in the formulation
of libraiy policies. The member
schools c(^uld, if necessary, handle
the expense since they have ne\er
paid more than the present fee of
15 cents per pupil j>er year. The
libiary now ser\es 27 scliools with
.540 teachers and 12,000 pupils,
and in 51/2 years of operation, has
Page 66
SHELDON OSBORN
Sheldon Osborn has been in teaching
and in school administration in Indiana
and Washington for 21 years. For the
past several years, he has been mathe-
matics teacher and director of visual
aids in the schools of Buckley, Washing-
ton, and recently appointed as co-
ordinator of Visual Education for Pierce
County.
accumulated about $11,000 worth
of teaching material and library
ec|uipment.
Each school has the use of its
films for an entire week. While
this has resulted in making it
easy for the indi\idual schools to
set up a preview plan and for
teachers to use a film for reshow-
ing to get the full benefit of its
instructional \alue, it has made
it necessary for the library to
pro\ide duplicate copies of films
in great demand.
A very serious challenge re-
mains. Until the colleges, who
have the responsibility of prepar-
ing teachers, can ecpiip themselves
to include courses in the efficient
use of audio-\isual aids in their
training program, the library
must try to fill that need by en-
couraging in-service training. For-
tiniately, there are many sources
lor assistance. State education
departments, state imiversities.
and \arious coiuicils and associa-
tions are just as interested as the
library in improving teaching.
Until the producers and dis-
tributors of films consistently
March— SEE and HEAR
t
:i 28 4
Jan.
n 18 25 4
Feb
3 10 17 24
Sept.
11 18 25 1
Mar
~S il 22 29 \/l3 20 27*
Apr. May
8 15 22 29 5 12 19 26 3
Ocr. Nov. Dee.
10 17 1 7 14
Jan
>
Athford
Buckley
Central Ave.
Clover Park
Hint
Dierinqer
DuponI
Ejtonville
Edgemont
TITLE — Farm Animals
Please fill in the reverse side of this card. We need the
information to evaluate our own films and sponsors of industrial
dims REQUIRE it. It is imperative that the card be returned
with the film to the
PIERCE COUNTY FILM LIBRARY
504 Court House
Tacoma 3, Washington
o
u
J
>-
Fife
Firwood
Kapewtin
Milton
Ortinfl
Parkland
Peninsula
Puyallup
Roy
,\ very workable booking record and film evaluation card has been
worked out by the Pierce County Library. Administrators contem-
plating similar coopcrati\e arrangements may well consider this into
their mechanical distribution plans. It presupposes one week class-
room use opportunity, which teachers heartily agree is "plain good
pedagogy." The top strip is trimmed for second semester use. Actual
size of card is 4 \ fi inches.
TITLE:
Please fill in this card and RETURN WITH
FIL^, or other visual aids. By doing this you are
constructively helping to build your visual aids
library. Thank you.
Visual aid was used primarily;
12 3 4
as preview for unit study
for factual information
as review unit
to furnish background
. .^ . as motivation for unit
to develop habits or skills
. for general information
Grade and Subject
of Audience
No. In
Audience
z
o
I
Total Audience
TEACHER EVALUATION
1 2 3
Excellent . _
Good
Fair
Poor
Remarks: . . —
OPERATOR; Please indicate nature and location of any damage to film.
EE and HEAR— March
Page 67
develop effective instructional
guides and teaching manuals, the
libraries must cncomage teachers
to de\ise their own correlated
materials. We have asked each
member school to assist in this.
The school file is expected to have
a manual, teaching guide, study
guides, or at least a detailed de-
scription ()( all our library ma-
terials that arc used in the school.
As filmstrips and still pictures are
developed to accompany films, it
is hoped that each school will
make or pinchase those compara-
tively cheap materials so that they
may be a\ailable for previews be-
fore the film arrives and for re-
view after it has been returned.
E^■entually the library can serve
its original purpose of distribu-
ting those materials that are so
costly on a cooperative basis.
Another growing problem is
the evaluation of film materials.
Such a study should begin in the
classroom. 1 eachcrs are interested
but very busy. If the visual edu-
cation director could "sit in" on
curricidum meetings and help
incorporate \isual aids into the
units de\eloped, this would help.
While our library is oigani/.ed
on a county basis, geographical
or political divisions of territory
need ha\e no significance. Any
group of fairly large schools with
a half-do/en cajiable organizers to
provide leadership can combine
their efforts to form a coopcrati\e
visual materials library.
I'lom our experience several
points are suggested:
Pag* 68
First, a library should be or-
ganized within some established
school agency. To be successful,
it must be correlated with present
school courses and grow with
them. Supervisory leadership
should be available.
Second, teachers or directors
should work closely with pro-
ducers of instructional materials
and projection equipment. Both
are still very sensitive to your
wants and suggestions.
Third, industrially sponsored
films must be chosen carefully.
The quantity of material is not as
important as its quality.
Fourth, the advantage of start-
ing with a part-time coordinator
should be considered. That per-
son must take the responsibility
of working tirelessly to persuade
the patron, the administrator, and
the teacher that the program, if
carried out as it should be, is
worthwhile and justifies the effort.
Fifth, the final and idtimate
jjarticipator is the conscientious
classroom teacher (may her tribe
increase) . The organization must
allow her voice to be heard on
choices of materials to be ac-
cpiircd, on those that are needed,
and on problems that must be
sohed. Her interest, her effort,
and her faith must be enlisted.
She must do even more than she
is now doing to make use of more
and more de\ ices to improve the
efficiency of her already enormous
task.
March— SEE and HEAR
1
BELGIUM
and HOLLAND
Dr. Arthur Stenius
Coordinator of Radio, Visual, and Safety Education,
Detroit Public Schools
Editor's Note: This is the fourth report to oppear by Dr. Arthur Stenius
in the series of orticles on audio-visual education in Europe in 1939. Dr.
Stenius spent nine months studying this subject in ten European countries.
This month he tells of school broadcasting in prewar Belgium and Holland.
1^ ELGIUM, a small, flat country budget, and broadcasting sched-
ules. E\en the construction of the
3 could establish one central ed-
cational radio service and trans-
litter to serve her schools ade-
uately. Instead, two transmitters
re used, one for each separate
inguage listening group. Thus,
•elgiiun observes language as a
building housing broadcasting
facilities displayed this awareness
for like treatment. Two entire
floors of offices were exact dupli-
cates so that rooms assigned to
the staff planning and producing
asis for her radio broadcasting French language programs were
rganization. Slightly more than
5 per cent of the Belgium people
peak Flemish, the remainder
rench. Before the war, the latter
mguage was the official one, the
Dngtie spoken by the court; and
s a residt, too often, those speak-
ig it as a native tongue were
)oked upon as a dominating
linority.
The struggle for the same ad-
antages and treatment for each
mguage audience was evident in
latters of staff, studio facilities,
:E and HEAR— March
no better nor worse than those
used by staff members concerned
with programs for Flemish speak-
ing listeners.
All of education in Belgium is
based on this same dualism. Pub-
lic schools are provided for the
children of each language group
even in portions of the country
where Flemish and French speak-
ing people live together and could
be served by a single school.
The most surprising feature of
Belgian educational radio was the
Paga 69
— — 1
fact that the office ol tlie director
of school broadcasting was the
only position not duplicated. The
post before the war was neither
iliat as a nuinbcr of I/IXSTITUT
NATIONAL RADIO - DIFFU-
SION, the organization in whose
hands all broadcasting was placed,
nor the national department of
education. Paid by the INR, the
occupant of the post sat in the
system as a representative of the
central board of education, but
was directly affiliated with neither.
As expressed by himself, he was a
"hyphen" between the radio sys-
tem and the Ministry of Educa-
tion.
When school broadcasting was
begun in Belgium in 1931, pro-
grams intended for classroom use
were the direct responsibility of
the Ministry of Education. As in
other countries that tried dual
broadcasting, such an arrange-
ment resulted in school broadcasts
of very poor cjuality. Educators
weie not able either to produce
eflectixe programs or were not
sufficiently interestetl to put their
best efforts into the activity. Tlu'
establishment of the office of Di-
rector of School Broadcasting on
the basis previously mentioned
was an attemj)t to achieve better
programs.
Four one-hour programs con-
stiiutcd the school broadcast
sclucluli' in 19.39. I he time was
di\id{{l ecjually between the Flem-
ish and French transmitters. The
same progiam. of course, was not
carried by both stations, and only
Pqo« 70
seldom was any attempt made to
re-broadcast material in translated
form. This situation held true
even though pupils in both Flem-
ish and French schools were study-
ing the same topics at approxi-
mately the same time.
Although the school radio
period was one hour in length,
two or three different programs
were included in each day's
broadcast to classrooms. Brief
musical interludes separated the
different sections of the broad-
cast. As the different sections
were aimed at different grade lev-
els, no teacher was in a position
to use more than a portion of
each day's school broadcast.
An annual publication issued
by INR listed and briefly outlined
all school broadcasts for the com-
ing year. .\ monthly publication
supplemented this general infor-
mation to teachers using the pro-
giams. This second publication
consisted of separate sheets suit-
able for use in a loose-leaf binder.
F^ach of the separate sheets was
concerned ^\ith a special subject
matter field and considered in
some detail each of the month's
j)rograms in that field. Fhese
sheets coniaiiucl such items as
single diagrams or drawings,
words of songs, text materials
which the teacher might wish to
put on the l)l;ic kl)()arcl for stu-
dent use, a summary of the pro-
grams, and cpiestions and suggest-
ed topics for prejjaratory or
follow-up discussions. Also, photo-
graphs, maps, and facsimile ma-
March— see and HEAR
Completely decentralized education in Holland encourages small
local and minority groups to present radio information as they feel
it should be disseminoted. Here are some children who have just
participated in a broadcast that may represent a separate school
district organized for 40 or 50 children or as large o group as is
represented by AVRO.
•rials for bulletin board use were
icluded in the folder. Both the
lonthly and annual publications
ere furnished free of charge to
hools.
Publications of this sort for
teacher use were an important
phase of school broadcasting work
in most Einopean countries. The
same statement does not apply,
generally, in the United States.
W^ith the growth of educational
;E and HEAR— March
Page 71
broadcasting through FM facili-
ties, tlic publication phase of the
jjrogram must be given a gieat
deal of attention. Teachers are
benefited when they can plan
their coming year's or term's work
in the light of broadcast sched-
ules, especially, when they know
more about a program than its
title. Further, they should receive
other materials in advance of the
broadcast in order that listening
classes may be properly prepared.
A three or foin -sentence simimary
of indi\idual programs is not a
sufficient help.
In Belgium, as in most other
European countries, teacher train-
ing institutions gave absolutely
no attention to radio as an in-
structional tool. To the director
of school broadcasting fell the
entire work of spreading accept-
ance of radio programs as teach-
ing tools and stimulating effective
utilization. Articles which he
wrote for educational journals
were rejected as not pertinent to
the profession. Lip to the spring of
10.89, no educational conference
included a single talk on the use
of the radio in the classroom.
.Although we in this coimtry are
far in ad\ance of European na-
tions in the acceptance of radio
education by the profession, not
all shortsightedness in regard to
auditory aids is to be found in
small coiuitrics such as lielgiimi.
Belgian programs were of a
Mui(h higher cjuality than educa-
tors deserved. Lack of interest on
the part of school officials resulted
Page 72
in meager use of the broadcasts,
but not in the lowering of quality
of production. Individuals select-
ed to prepare scripts were chosen
because of their status as authori-
ties in fields to be treated or be-
cause of their recognition as able
writers. Production care was as
great for school programs as for
those intended for the general
public. Both an increased budget
and time allotment were available
if justified. As the director of
school broadcasting expressed it
to the author, only "the long
beards" stood in the way of a
highly effective program of educa-
tional radio in Belgium.
In Holland less school broad-
casting was done than in any
other of the ten countries visited
by the writer. But ne\ertheless,
Holland's radio organization was
unique.
The statement is often made
that broadcasting activities can
only be supported in either one
of two ways— through advertising
sponsorship or government sub-
sidy based on some type of direct
or indirect tax. Holland's system
is an exception. Dutch radio be-
fore the war was supported by
\ohmtary contributions. Programs
carried no commercial annoimce-
mcnts, nor did people owning
radio receivers pay a license fee
to the government.
All program phases of Dutch
radio were in the hands of inde-
pendent listening groups. These
groups, with one exception, were
built upon some common interest
March— SEE and HEAP
iitle of radio work. Such iii-
sts varied from religion to
lanc treatment of animals.
: exception was .W'RO. a non-
tical ami non-relit;ious organi-
an catering to general listen-
interest. AV^RO's supporting
ip was the largest in Hollancl.
' other three major groiij)s rep-
nted the Catholic listeners, the
hodox Protestant listeners,
labor. All groups operated
donations from listeners intcr-
d in fmthering programs of
type sponsored by the respcc-
organi/ations.
II transmission responsibilities
e held by a non-profit, govern-
itallv controlled organization
rred to as NOZEMA. The sev-
program groups paid this
ipany for transmission service,
le was allocated to the program
inizations by a national law
ch gave approximately 95 per
t of all broadcasting time on
two Dutch transmitters to the
r major listening groups. A
iplicated schedule attempted
;ive all program gioups a fair
re of preferred broadcasting
rs.
>nly one of the groups, the
hodox Protestant organization,
adcast any school programs,
its schedule was limited to a
jle half-hour program each
k. A\'RO, the organization
sponsored by a specific inter-
^oup, at one time did attempt
jroadcast school programs, but
)onse and cooperation were so
ht that the broadcasts were
The studios of the various Dutch program
organizations are modern, attractive, and
completely equipped. The studio pictured
here is AVRO's ALGEMENE VERENIGING
RADIO OMROEP located at Hilversum. It is
but one of the four agencies attempting to
serve adult and school listeners. Lock of cen-
tralization and lack of a national office of
education complicates their task.
discontinued after a brief trial.
Church schools were unwilling to
support a program group not
affiliated with them, and the pub-
lic educational system lacked in-
terest as well as being afraid to
work closely with any single pro-
giam organization. AVRO, how-
ex er, did broadcast several effec-
ind HEAR— March
Pago 73
ti\c cclii(ation;il programs for
both atlults and children of the
general listening public.
The broadcasting set-up of the
Netherlands was an interesting
and unique one, but not condu-
cive to school service.
The educational system of this
coimtry docs not lend itself to this
instructional medium. Dutch law
permits small groups to form
their own schools with govern-
mental financial aid. ,A group o
parents representing as few a
lorty children may get a separat
school for them. As a result, Hoj
land has more schools per capit
than any other country in th
world. Ob\iously, radio, whicl
brings the same experience to al
who care to listen, is not readil
acceptable to different school
each of which is established oi
the basis of special interests fo
a small group.
Nation-wide FM Progress
FIRS I i(» cinhaik upon a comprehensive state FM cchicational net
work plan, the State of \\isconsin with an initial ap]jropiiation of
$75,000 has died license a|)plications with the Federal (.omniiniications
Cloniniission for the hrst two units of a proposed system of seven FM
stations.
.According to reports fi»)m the FCC, new FM non-commercial
educational stations are at present under construction at the State
l'ni\crsity of Iowa, Iowa City, the Uni\ersity of Southern California,
I.os Angeles, the Board of F.ducation, Hulfalo, N. ^ ., Kansas City
Schools, Kansas iil), Mo., and the l'ni\ersit\ of Michigan, Ami Arhor.
In addition, construction permits ha\c recentlv heen granted to
the State I'nixersitv and Agriculture and Mechanical CoUev^e, Haton
Rouge, La., Cohnnhia I'niversity, New York City, the Board of Edu-
cation, Sewanhaka High School, Floral Park, N. Y., and the Inde-
pendent School District, El Paso, Fexas. Some 18 more applications
(or construe lion permits to huild new educational FM stations arc
pending at the I'CC. .Applications from 17 other institutions were re
turned as incomplete or not in proper form.
The applications call for a Wisconsin 10-kilowatt transmiiier to
ser\c the Milwaukee and eastern lake shore area and a 3-kilowatt
station to he located on the I'niversity campus in Madison. Additional
units are planned for location at various points to picnidc clay and
night coverage throughout the state.
".All stations will operate non conuncrciallv in the presentation of
educational, puhlic ser\ice programs," said H. B. McCartv. e\ecuii\e
director of the State Radio Ciouncil, which filed the applications in
hehalf of the state. No newcomer in the field, Wisconsin has had
more than a cpiarter-century of experience in hroadcasiing. having
operatc-d WHA at the I'niversitv since 1919 and WI.BI . an agricul-
tural service outlet in Stevens Point, since 191,'L'.
from Federal Radio Education Commiitcc
NEWSLETFER
Page 74
March— SEE anci HEAR
Michael S. Kies
Mihuaiikee County Superintendent of Schools
dilor's Note: Every interested teach-
nay improve her teaching techniques
the area of audio-visual education,
her than wait for budgets to pass
[ c(iui]Mnent to arrive, teachers should
t where they are and examine crit-
ly those materials which at present
avaihihle in order to make better use
llustrations. diagrams and maps. Mr.
s. in speaking of better blackboard
i/ation. strikes at the roots of im-
ved visual teaching.
^rCH as a contrast to what
'L I usually find on the black-
aids of classrooms was the bold
ief or white-on-black map viv-
y and correctly developing the
pression of the physical surface
South America. And it did so
)re cfTectively than the ordinary
ip which often presents so many
ids of information that one's
ention is diverted to features
lich contribute nothing to the
ncepts being developed.
By this unique use of the black-
ard there was brought into
arp focus the physiography of
uth America and that alone.
; and HEAR— March
The teacher of these seventh
grade pupils. Miss Helga Soren-
son, now of Greendale Junior
High School, had succeeded in
presenting a concept in a startling
way by using non-traditional ma-
terials in developing a blackboard
display which really was an ef-
fective teaching instrument. By
the simple dc\ice of pasting a
large white outline map to the
blackboard, materials could be il
lustra ted in color not only on the
map, but in the wide spaces of
blackboard sinroiniding it.
My first impression was substan-
tiated when Marilyn, one of the
seventh grade pupils, in present-
ing her talk on her chosen South
American country, Argentina,
stepped to this map and said,
"You can readily see that the
country of Argentina is the most
desirable place to live in; there
are few moiuitain areas and the
many lowlands," and later when
Joe added, "The map shows me
very clearly what is meant by a
Page 75
We haven't begun to explore the possibilities in using the blackboard
Here the center of interest is a lorge outline map. Combining its use with
the blackboard, the children can bring out many interesting contributions.
mountain range; I understand
better now why the Andes are
called tlie backbone of South
.AinonVa."
lilackboards can serve children
more fully if work thereon is di-
rectly connected with their studies
and they are invited to use them
on their own initiatixe, but yet
under the teacher's not-too-obvi-
ous guidance.
Later, I talked to Miss vSoren-
son. She said, "In class or group
discussions, we used this map to
develop valuable concepts about
the geography of the South .Amer-
ican countries. This isn't just an
ordinary map, and yet it is much
more than the blackboard. This
Paga 76
is the children's project. They c:
write upon it. they can draw
physical featiues. They can a(
information on the blackboar
and it all becomes completely co
simiable. There is no great e
pense in\ol\ed. They can do wi
it what they may, and after
\\eek or ten days, a damp do
will obliterate everything and r
turn the blackboard to usab
shajK' lor the next jMoject.
"The children use this blac
board-map combination for se
eral group and iiulixidtial acti\
ties for (1) checking the recogn
tion of physical featiues of a coin
try; (2) locating important se;
ports and rivers; and (3) associa
March— SEE and HEil,
TMc
Olloigi
initios
tt 01
BOB}
Hietei
Ot kiiii
post in
SEond
information obtained with
t they had learned from other
s in their textbooks or wall
s showing zones, rainfall, pop-
ion, or products."
he fact that the blackboard
s itself readily to changing
ions or contents from day to
as study progresses, offers a
; range of uses and the possi-
y of variety in interesting the
Jren.
he same classroom made use
NOTE: If you, os a reader, have
developed other worthwhile and inter-
esting uses of the blackboard, please
accept your responsibility to teachers
everywhere who are searching for ideas
with which to improve their classroom
situations. Write to the editors, 1204
West Johnson Street, Madison 6, Wis-
consin, and simply say, "I would like
to report my blackboard utilization
method. Tell me how to proceed."
of folding blackboards to great ad-
vantage. Through its use, the dis-
pairing wail of many teachers to
m. i
; folding blackboard,
arge blackboard book
reases available post-
or diagram space
ny times and allows
teacher to reveal it
hide it, os her pur-
e may be best served.
nd HEAR— March
Pago 77
Michael S. Kies
Mr. Kies received his formal training
at Milwaukee State Teachers College,
after which he acted as principal of the
Ining state graded school until the time
of his election to the county superin-
tendentship of schools in Nlilwaukee
County. He is at present serving his sec-
ond four-year term.
the effect that if they only had
more blackboard and builetin-
board space, what they couldn't
do, is overcome. The folding
blackboard, which can be obtain-
ed commercially or which can be
made by the local custodian, is
usually composed of three leaves
of slate or plywood covered with
cork. The leaves, encased in metal
or in wood frames, should be sus-
pended from offset hinges which
are strong enough in construction
to withstand the weight of mate-
rials attached and heavy use.
This book-type blackboard may
present six writing surfaces which
are about two and one-half feet
high and three feet wide. It has
the advantage of proxiding addi-
tional blackboard space at the
front of the classroom and hence
in the direct line of vision in
those classrooms that have rigidly
fastened pupils' desks. It can also
be mounted in classrooms which
have been conxcrted from other
uses-at the edge of the audito-
riimi stage, in rooms which have
iiinitctl sidewall space, or in spe-
cial rooms.
Primary teachers report that it
serves a very fine purpose in that
seatwork-type assignments can be
Pog* 78
■ I
placed on the blackboard in tl
evening and remain out of sig
luitil the developmental work h
been done in class. Then, by
turn of the wrist, the desired le.
of the board presents the dri
work— completion exercise or d
recti ve assignments. This leav^
the regular blackboard space fn
as a teaching aid while vocabulai
development is pursued.
By augmenting the blackboai
space in this manner, it is possibt
to have sidewall areas in the clas
room as additional bulletin-boan
bookcase, or cloakroom area.
kf
tiilOl
:iive
mipoi
As the Final Story—
of World War II is told, it will he
testimonial of how a war was won wit
(he aid of "niovics." From the day l^
induction until final discharge, servia
men saw slides, dims, or (ilmstrips cithe
for training or cntertainmeni.
Orientation fdnis whipped "green ' re
cruits into skillful fighting men. Boy
fresh from farms or school practice!
aerial gunnery under siinulaied hattl
contlitions, shooting at a moving ligun •
projected against a screen. Tliey learnec "*'"§
from films how to hold and fire a gun
how to save lives, liow to use hanc
grenades or flame throwers, and how tc
resort to (he grim and grisly business o
liaiul to-hand warfare when necessity
demanded.
ptrint
klic
iiiiiis
wh
\
!«,;
"Th
1 he intricate workings of a Diesel en
gine for a battleship or the complicaiet
controls of a B 29 bomber were simpli
fied by letting the trainee "sec" the
particular machine !)eing explained
I raining aitis were produceil to train
men to land and live in the jungle, arc-
tic, or desert country; to operate sema-
phore and radio comiiuinjrations; and
lo understand and manipulate the
mechanisms of fire control and radar.
—From Radiant Mfg. Co.
March— SEE and HEAB
Ano
ave
ik
BovD F. Baldwin
uperintendcnt, Frcnchtoivn Public Schools, Missoula, Montana
iter's Note: The problem of the
;ive use of the bulletin board is one
\\ needs much discussion from the
[point both of the administrator
he teacher. Recently Boyd Baldwin,
rintcndent of the Frenchlown Pub-
chools. agreed to "talk this over"
his colleagues in Montana. Ihis is
what he did. and his impressions
his suggestions arc a.ssemi)led for
RESPONSE to requests for
nfoniiation on bulletin boards,
files contain some choice re-
s, among which I find the fol-
ing:
riiis school boasts of noth-
ig that justifies the name
iiiletin board' in classroom,
)rridor, assembly room, or
fice."
nother:
. . our bulletin board is not
very good looking thing,
id at present contains only
list ot tailing students and
le names of those whose re-
port cards are overdue."
And one more: George B. Mc-
Millan of Corvallis, Montana,
points out that:
"If it is profitable for corpo-
rations to spend millions of
dollars in preparing advertis-
ing to 'sell' things to the pub-
lic, the use of posters and ex-
hibits on the school bulletin
board should also 'pay.' To
get results, school advertising
mtist be carried on consist-
ently, attractively and with
%ariety."
So, let's launch into the subject
of school bulletin boards and
their uses.
Most administrators desire that
their bulletins for faculty person-
nel be posted in the administra-
ti\e office lobby— preferably be-
side teachers' boxes where teachers
Many things can be accomplished with the
school bulletin board — here are some ideas
ind HEAR— March
Page 79
BOYD F. BALDWIN
Mr. Baldwin organized the building
and use of the first collegiate radio
transmitter in the state of Montana in
1925. Since then he has directed ihe
activities of the Montana Council on
Civic Broadcasting. He is affiliated with
the University of Montana during the
summer sessions, and during the winter
months superintends a suburl)an school
system where the University docs some
of its demonstration work and teacher
training.
may observe daily announce-
ments. There is, frequently, an
administrative insistence upon
daily inspection of such displays.
Most ntuucrous are the types
of boards which carry informa-
tion for both student and teacher.
Such boards must be located on a
basis of enrollment and traffic
movements peculiar to the insti-
tution. Many schools will lend
themselves nicely to a number of
display centers each carrying es-
sentially identical items through-
out any particular period.
Where multiple floors suggest
the number of bidlctin boards,
their positions shoidd probably
be along traffic lanes converging
upon stairways and ramps. One
large school reports a 20-foot long
display board each side of the
main entrance. The University of
M(intana administiatixe building
uses two outdoor boards (luidcr
glass) at the main entrance, prin-
cipally for activity calendars. Nu-
merous schools it'port that they
extend their inlluciuc through
utilization of a nimiber of dis-
play centers on the principal
Pag* 80
business thoroughfares of the cor
munity. These must be assiduou
ly current and scrupidously nea
Closely resembling the gener:
bulletin board in fimction is th
"home room" board. From th
standpoint of the administrato
it has the advantage of detaile
management and pertinent en
phasis by the home room teache
I have seen bidlctins of th
"occasional" type frequently Ic
cated here and there in "elc
quent" spots, such as mid-floo
staircase landings, shower room:
etc. Such locations lend therr
selves to advisory posters on ai
titudes, habits, and character.
Roth administrati\c and hom
room bidlctin boards will be mor
efficient if organized in some defi '^^'
nite manner.
Uor
"Fri
tiaps ;
polic)'
overi
flma:
jjolic
ierc(
p.
B
1. Faculty
2. Calendar
3. Miscellaneous
1. Character
2. News-AUnnni
3. Federal-State
4. Miscellaneous
1. Calendar
2. Clubs-Activities
3. Rehearsals
■1. Miscellaneous
(jues
ore
>i|
k\
bai
0
siie
nels
m
"01
A large board coidd be dixided
into several general sections will
the subilivisions well designatitl
with api^ropriate lettering. If the
board is used to carry adminis-
trative and general annoinue-
ments. such headings as these will
suggest lo teachers and students
March— SEE and HEAR
iiE
ic type of information they can
qjccl to fnul— for teachers, A and
: for students. C.
"Freedom of the press" is per-
ips a twisted application of the
:)licy which permits no control
»er poster materials. Such a jx)l-
y leads, inexitably, to some
)use and some consecpient disci-
linary action, followed usually
y a bad swing to o\ercautious
'nsorship. A wise and moderate
alicy in the beginning is the bct-
r course.
Bolton, Cole, and Jessup^ sug-
?st that the principal's rubber
amp of appro\al be placed on
1 postings. For others, the oral
jproval seems adetjuatc. Club
id acti\ity items require only
le approval of sponsors. A school
ucstion box will usually take
ire of the recinring crop of
pipes" which might otherw'ise
nd their way to the bulletin
Dard.
Often, community groups de-
re access to the publicity chan-
cls of the school. E\en neighbor-
ig schools will ask that bulletins
2 posted in their interest. R. H.
.^ollin, superintendent of the
alispell, Montana, schools says,
3f outside posting, we accept
dly that which falls in line with
itablished school policy and
hich carries a constructi\e edu-
ition contribution."
Solton, Cole, Jcssiip, The Beginning
Superintendent, p. 75, MatMillan,
1937.
:E and HEAR— March
Many classroom teachers have
recognized the essential (pialities
of the bulletin board to augment
liuir t( ac In'iig eflorts. R. S. Knee-
hind of the liig limber, Montana,
schocil says of the home economics
department, "The board is usu-
ally arranged so as to gi\e attrac-
ti\e color schemes. Color and ar-
rangement not only add beauty,
but make the bulletin board a
better teaching device."
Another principal states that
his "teachers ha\e definitely ob-
tained good residts with bulletin
board teaching in the fields of
dress, ideals of conduct, hobbies,
recreation, mathematics, science,
and history." Graphs, letters, and
charts showing local class progress
are effective.
A second-grade room uses a
series of narrow blackboards as a
"daily newspaper" whereon they
post or write items of current in-
terest. Each panel of the series is
headed in some such way as
"Pets," "Art," "People," "Games,"
"Programs," etc. The children
show an inmiense interest in keep-
ing it active.
Whether we consider the ad-
ministrative or the student bulle-
tin board, let's remember that if
we are to impress people with the
importance of bulletins, we
should post a minimum of items
with adequate space about each.
The display should never look
jumbled or crowded. Recently, I
examined one bidletin board on
which I counted 16 posters, one
stapled upon the other; and be-
Page 81
side them were the accumulated
class schedules for eight past
years!
Keep the school display board
neat, artistic, and CURRENT. It
may well require several hours a
dav in larger institutions properly
lo manage this \iial part ot the
\isual-aids program. Large or
small, the school's program ought
to be conscious, definite, and man-
aged. A dail) round oi all display
centers should become a matter
of habit. Good materials may well
be filed for use on future occa-
sions to proclaim their messages.
All the Attention—
of all the youngsters in the class usually
can !)e achicvctl when we present dia-
grams or pictures or charts in slide
form. Many schools own complete col-
lections of slides. But teachers should
consider the possibility of making their
own for those specific situations which
commercial producers have not antici-
pated.
If you have a 31^4 x 4-inch slide pro-
jector in your building and if there are
portions of your subject area that need
to be visualized, consider any of the fol-
lowing possibilities for doing so:
1. Vou now can obtain plain glass
slides which you may write on with a
special ink or draw on with tempera
colors.
2. On etched p,lass a pencil or a
crayon may be used to trace all <lraw-
ings or diagrams with amazingly clfec-
tive results.
3. Cellophane slides are now available
which you can slip into a typewriter
and with which you can present phrases,
idioms, rules, axioms, formulas, and a
do/en other things lo which you may
want to call attention again and again.
4. Photographic slides are available
for the amateur photographer who
Pao* 82
wishes to copy nature directly. Use your
camera loaded as usual, but print the
resulting negative on a Si^^x 4-inch
plate available at photo supply stores
everywhere. You have but to select the
metlium that you care to work with,
apply reasonable ingenuity, and you can
develop teaching materials which will
vividly and dramatically present infor-
mation you wish to emphasize.
Eastman Kodak and Keystone \iew
Company supply booklets detailing these
processes.
— Henry J. Queen
"Sneak Preview"
"Today, children, we are going to see
a movie. It's a sound movie, and I think
it is in color. \Vhai's it about? It's
about— well— something to do with what
we are studying. Now, I haven't seen it
my.sclf. It came only this morning.
Well, anyway, as you see this film, I
want you to pay very close attention.
.\fier you have seen it, we will talk
about it."
.\nd so begins another "sneak pre-
view." Exaggerated? Yes, perhaps a bit.
Hut, doesn't it have a familiar ring?
()i)\iously this is not the best way to
use a fdni as a tcathing aiil. The film,
instead of being an aid, is a ili\ersili-
cation. Stutlent interest is low; learning
does not take |)lace readilv without in-
terest. I'upils are not ready for un-
familiar terms which may appear in the
film. Pupils miss the important parts.
Discussion which follows the fdm show-
ing falls flat as neither [)upil nor teach-
er has a jjlan to follow.
Yes, teachers do have heavy schedidcs.
But how long docs a preview take? .At
most, half an hour need be devoted to
a careful showing of the fdm during
which tinie the teacher is able to make
notes on content, vocabulary, special
points of interest, and questions for dis-
cussion or test. The added success with
the film as an effective teaching aid will
be ample reward for the additional time
spent.
IlARoin H. IIau.er.
Merrill Junior High School,
Oshkosh, Wisconsin
March— SEE and HEAR
The Role of the
Classroom Teacher
in the Audio-Visual
Movement
Frances Norene Ahl
Glendale High School, California
Editor's Note: Twenty-three years ago
article appeared in COLLIER'S maga-
le entitled, "Exit the Teacher, Enter the
m." Nothing could be further from the
ith, because whenever new teaching ma-
riais are developed, it becomes the re-
Dnsibility of the classroom teacher first
evaluate the new material and then to
cide how and where it shall be used.
Miss Ahl describes a teacher's responsibil-
. Of interest will be the cognizance she
kes of student reactions which seems to
int the way to their participation in eval-
tion.
rllA r the need to understand
the place of audiovisual ma-
irials as a medium of learning
id to use them efficiently and
fecti\cly is greater today than
t any previous time in the en-
re history of our public schools,
slowly being accepted as an es-
iblished fact.
No program of teaching aids
;E and HEAR— March
can possibly succeed without ade-
quate financial support, well-
trained leadership, and definite
and wholehearted administrative
recognition of this progiam as a
\ital part of the school curricu-
lum. Unless our school superin-
tendents, directors of curriculum,
supervisors and principals are
both enthusiastic and informed
about the potentialities of teach-
ing aids, and are not content to
sit back and give halfhearted lip
service to the program, we cannot
expect to move either rapidly or
far in the field.
Yet the greatest determining
factor in the whole audio-visual
movement is the classroom teach-
er. She, more than anyone else,
is responsible for the wise selec-
tion, utilization, and evaluation
of these instructional tools.
Page 83
Only a Miiall per cent of high-
school teachers are using slide-
films because no projectors are
a\ ailablc sa\ e for the classes in me-
chanical arts or j)crhaps mathe-
matics and science. Recordings are
more connnonly used in English,
foreign language and social
studies depaitments, but their
use should be exteniled. Occa-
sionally, a teacher combines the
use of slidefdms and motion pic-
tures or stills antl motion jjictiues.
But such practices arc rare and
not the general rule. Very few
teachers are taking full advantage
of the many rich instructional op-
portiniities ofTered by the radio.
Even in those instances where
some materials are available, we
often find the old arguments go-
ing on— what kind of material is
best? will slidefilms do a better
job than motion picttnes? are
large slides better than small
slides? and countless others, which
indicate that teachers are not yet
thinking in terms of discovering
which of these materials are best
in serving specific classroom
learning situations. In reality
we should be saying, \Vhat ma-
terial or combination of materials
can make our teaching in this
subject area more effective? .Also
of imj)ortance is the responsibility
that we teachers have for know-
ing more and more about the
gootl materials which are being
made available currently.
Many of the classroom teachers
who have accepted instructional
films as indispensable teaching
Pao* 84
FRANCES NORENE .\HL
Frances Norcne Ahl is an instructor
in social studies at the Glendale High
S(hool, Clalifornia. For tlirce years slic
directed research in audio-visual educa-
tion in that school.
She is known internationally as an
author, several of her books having
been reviewed by the press of foreign
lands. Portions of her two works on
Latin America — ir»>)g5 Over Soulli
America and Two Thousand Miles Up
the Amazon— ha\c been translated into
Spanish and Portuguese and pul)lished
in the leading newspapers and maga-
zines of .Argentina and Brazil.
and learning aids do not exercise
fidl care and judgment in their se-
lection and use. Unless an instruc-
tional film presents authentic in-
formation, concepts, and ideas
more elTectixely than any other
method or device can possibly do.
unless it provides for active j)ar-
ticipation by the students, it has
failed to justify its use.
The classroom teacher shoidd
evaluate her own technicjues and
methods in handling any given
motion pictine. Class discussions
and objective tests soon reveal the
ability of the boys and girls to
learn effectively from film experi-
ence.
The author has foimd it well
wortli while at the end of the
cpiarter or the end of the semes-
ter to list on the blackboard the
films used and let the various
classes appraise the film lessons
they have had. In order that the
students may feel absolutely free
to make frank comments, they are
not retjuired to put their names
March— SEE and HEAR
II lilt II |)aj)tiN. A set ot ques-
oiis used al the ciul ol last sc-
lestcr follows:
1. Wliith of these films in;ulc- a
woiili wliilc contiil)iitii)n lo
voiir mulcrslaiuling of tlie work
in this course?
2. Wcic you prepared adequately
for eatli fihii?
3. \Vas there sufficient follow up
work?
4. \N iiicii of the films would you
recommend for use next year?
Why?
fi. Which would you not recom-
mend? Why?
(). What specific improvements
would you suggest in the use
of classroom films?
Students, on the whole, are very
ank and fair in their appraisals.
Usually they gi\e the motion pic-
ires about the same ratings as do
leir instructors. They are quick
) recognize the Hollywood infiu-
nce.
Students want facts; they com-
lonly retjuest fdms with more in
le way of definite information,
ell presented. They want good
rganization. They want to see
nacted on the screen the "whys"
nd the "whereofs." One student
lows great understanding of the
ict that films leave impressions
lat endure far beyond those rc-
^i\ed through reading or oral
iscussion when she says, "Films
aint mental pictures of the most
nportant points that should be
^membered. .And they stick! I,
lyself, have a very poor memory,
ictures help me a lot."
Another says, "The films have
elped me to get certain points
IE and HEAR— March
and to remember them. . . . Ihey
seem to help me to rememijcr
better than reading does. Some-
times, when 1 read, my mind isn't
fully on what I am reatling. I am
more likely lo gi\e all ol my at-
tention to a picture that I see on
the screen."
"It is easier to remember a
subject when you see it presented
in a film. Long after I have for-
gotten the oral discussions or the
written work in class, I remember
the various scenes portrayed in
the pictures I have studied," says
another.
Many teachers today are using
too many advertising films with-
out realizing the extent to which
those films are primarily tools of
propaganda for selling particular
products or services rather than
soinces of valuable educational
information. There are several
factors contributing to this prac-
tice. In the first place, those
teachers have had no training in
the selection of films. Secondly,
the only direct information they
receive about films is that which
comes to them as science teachers
or home economics teachers or
mechanical arts teachers indicat-
ing the free films available in
their particular subject fields.
Often, they arc carried away by
jjromising advertising. Budgetary
provisions are totally inadequate
to meet the cost of rentals. Here
are sincere teachers wishing to
utilize a new and powerful teach-
ing technique. They have had no
experience or preparation that
will enable them to make a care-
Pao* 85
[ I Each type of audiovisual material has its own particular r~]
and unique place. To select wisely, to use discriminately,
to evalute efficiently — this is the role of the classroom
teacher.— Frances N. A hi
lul selection and skilUul use of
films. Too ottcn they introduce
motion pictures as separate antl
detached lechni(jues rather than
as tools Avhich aid in the impro\e-
ment of instruction and permeate
all instruction.
The author would be the last
to condemn all advertising films
for classroom use. There are still
subject areas not yet covered by
any purely instructional films. In
these subject areas, achertising
films may render a real ser\ice.
Then too, there are achertising
films practically de\c)id of propa-
ganda sa\e that which appears in
the credit title. It would be a
mistake not to take advantage of
them.
When using any instructional
materials in the classroom, the
teacher must demand authentic
and well-organi/ed materials —
films, particidarly. She nuist be
increasingly prepared to evaluate
the flood of films that go\ern-
mental agencies and pri\ate and
(onnnerc ial inteiests are produc-
ing. She nuist know how to in-
terpret jJiopaganda and how to
j>re|)aie her students for it, re-
membering that most piopaganda
pictures are documentary in char
acter.
The so-called teaching or text-
type of film is (Icfiniielv prepared
Paa* 86
and produced to fit into a given
luiit of work. It is pointed and
pertinent, haxing the closest of
lelationship with the subject mat-
ter of the classroom. It is a film
to be studied intensively; to hi
thoroughly taught.
The ideal, the final objective
toward which every teacher
shoidd work is to de\eIop her own
study guide for every film she
teaches. But, you say, this is im-
possible because of the time ele-
ment. It is really not as difficidt
as it may at first seem. For e\
ample, during the past year I haM
compiled a list of 20 films that I
e\j)erimented with in the luiit in
Consumers Economics in the
twelfth-grade course in senior
problems. Since this is a ten
weeks unit. I teach the subject
foiu" times a year. On the aver-
age I use fi\e to se\en films each
(juarter. Before teaching a film.
I j)repare a lesson guide or plan.
With each showing that plan is
re\ ised and alierecl for, after all,
Consimiers Economics is a living
subject and there is nuich to be
drawn from developments of the
moment. \o film lesson guide
should become static any more
than a comse outline should re-
main michanged fiom (juarter to
(piai ler or year to year. We must
keej) our teaching alive. We must
be abreast of the times.
March— SEE and HEAR
4
J^
OJK^
Maurine Bredeson
Acting Principal, Lapham School, Madison, Wisconsin
Editor's Note: The selection of visual
naterials should not be a question of
vltich, but rather a problem of finding
he right (ombination of experiences
ihich will build valuable backgrounds
•f information for children. Miss Brede-
on has coml)incd a field trip with a
ilm illustrating the same area with great
dvantage accruing to the pupils. She
las taken advantage of the resources
hat are available within her community
nd has coupled to this an experience
n going far beyond into more remote
nvirons. For this last experience, she
las chosen a good teaching film about
vhich she speaks in her report.
[\\^\,S teaching a kindergarten
with 25 eager five- and six-year-
)ld children. Hardly had school
jegun when those who "knew"
railed out, "There goes the 3962,"
md the group paused in its activ-
ties to watch the freight engine
vhich does considerable switching
lear the school. Soon we found
)urselves out of doors watching
iwitching operations, peering into
I boxcar being unloaded, marvel-
ling at the might of the chugging
rngine and renewing our ac-
rjuaintance with the crew. High
Doints of our pre\ ious experience,
"enewed again this summer, and
SEE and HEAR— March
with profit, were visiting the turn-
table, helping to turn the engine
on it, watching it take on coal
and water and actually riding in
the engine. Those who had had a
similar experience before rejoiced
in a second opportimity and those
who had not, were thrilled with
excitement at the wonderful new
fields open to them.
The problem which confronted
the teacher was one of providing
an experience which would be
both challenging and informa-
tional for all— those who knew a
good deal about railroads and
those who did not. A shift was
made in emphasis from freight
trains to passenger trains. Excur-
sions were taken to a nearby pas-
senger train station where very
valuable firsthand experiences
provided much informational
content and the desire to find out
more. Again we were pri\ ileged
to see many processes firsthand —
filling the water cooler of a pas-
senger car, operating a Diesel elec-
tric switch engine, the sweeping
out of a passenger car. the buying
Pago 87
1 The engineer of ihis
l)ig streamlined Diesel
electric locomotive has
a trustworthy assistant
whose job it is to keep
the engine in good
working order.
The last bags of mail
are being put on the
train. Ciarrying mail
iiclps pay the cost of
rinining the train. The
rest of the cost is met
l)y the money each
passenger pays for his
ticket. Each passenger
may take a trunk
along free.
Contrary to the impression the child ordinarily gets os he views the
passing streamliner at the crossing barriers, these photographs show o
small community on wheels speeding along a transcontinental route.
of tickets by passengers and their
boarding trains.
Siu h experiences, of course, en-
couraged expression in the class-
room. With the usual six-year-old
cnthiisiasni for dramatic play,
"trains" were built including in-
Paga 88
genius accessories. Then they were
"riui" in the kindergarten room.
Train books were eagerly pe-
rused, train songs enjoyed, and
pictiues of railroading activities
were drawn and painted.
As expressive activities develop-
March— SEE and HEAR
rhe conductor is in charge
of (lie train. After shouting
All Aboard," he signals
the engineer, closes all
doors, and the train starts.
He takes up tickets, making
sure everyone pays for his
ritle. Over the comfortable
seats are racks for bags and
parcels.
The last car of the
train is the observa-
tion car, where there
are plenty of seats and
windows all about.
There are desks where
passengers may write
letters or play cards if
they do not want to
watch the scenery.
d, we found the need for more
etailed information about many
(lings that our firsthand experi-
nces had pro\ided. Some ques-
ions could be answered by con-
ersation with train crews and ob-
;rvation of activities; but such
;chniques were dependent on the
:hedules of men and trains.
One device which pro\ed es-
ecially helpful was the sound
lovie The Passenger Train. Here
^as something we could bring
ight into our own kindergarten
oom to experience as often as we
ished, whenever we chose. Chil-
ren were pleased to recognize in
his splendid film activities and
EE and HEAR— Mar
processes they knew from their
field trip experiences. They un-
derstood about ticket buying and
from the moment the film began
felt comfortably pleased at their
familiarity with what was being
shown.
By seeing the film, however, our
understanding was being extend-
ed and concepts broadened, for
the station was a metropolitan
one, with lines of people waiting
to buy tickets, nuich activity in
the waitins: room, and trains be-
ing annoimced from a loud speak-
er. All such concepts were on the
periphery, easily available to the
child ready to understand them,
Page 89
In tlic I'uHniaii lar, it
is the porter's job at
night to change the
(lav seats into l)ctis for
the jjasscngers. He un
locks the curving door
over each seat and
(inds e(|uii)ment for
making up an upper
and a lower berth.
Lastly, he sets up a
small ladder to enable
the passenger to reach
his upper berth.
Pictures courtesy Encyclopaedia Britannica
Films. Inc.
sufficiently a part of the back-
ground not to distract one not yet
icady to grasp concomitant learn-
ings. There it was for them to see
and ]i\e. There it was all the way
ihiough the film, passengers rid-
ing on the coach, safety devices at
crossings, trains crossing bridges,
streamliners wlii/zing by. steam
engines pidling freight trains— all
these new experiences built
arountl a familiar core but chal-
lenging the children's attention
and interest by presenting new
settings. Best of all, the experi-
ence was recorded and could be
repeated, in whole or in part, as
many limes as was necessary for
clear, accurate observation to take
|)lace. And what child, or adult
either, having watched a stream-
liner pass, wouldn't like to do ii
again right then and there?
Another advantage lo us of the
(dm was that it could give an
overall view of the process of rail-
roading such as coidd be obtained
in no other way. Afany types of
trains were used, freight and
streamlined passenger, zipping
along through terrain of varying
types, along a river bed, through
a hill, across an overhead, all not
easily accessible to view in reality.
I^ctail of process was achieved,
loo, in nuich better form for see-
ing and understanding than in
actual life. We were especially
l)l('ased with the close-ups of the
engine caij and engineer's activ-
ity. The lesson of safety "caught"
by observing the engineer's ex-
M.VURINE BREDESON
Miss Brcdcson has had teaching ex-
perience ill I lie public schools of Meiioiu
<»nie and Madison, in the Children's
Sdiool and College Departments at Na-
tional College of Education. Evanston,
Illinois, and in the I'jiiversity of ^Vis-
consin summer Laboratory .School. At
present she is acting principal of the
I apliam .School, Madison. AVisconsin.
Pag* 90
March— SEE and HEAR
rt'ssion ot inicnincss upon cliii\ sistcci ol i.ilkiiig vvilh people on
probably more cffccliNc than the job and witnessing the trans-
le words uttered by the narra- portation of freight and passen-
on. Certainly eadi reinforces the gers. together with ihi I)roader
The dining car is the restaurant part of the train. It is a
great convenience for those traveling long distances to be
able to have their food served to them on the train. Waiters
are clever at balancing trays as the train speeds along. The
kitchen, though small, is kept spotlessly clean by the chief
cook or chef. He keeps many kinds of food on hand.
ther. Other shots, especially val-
able, were those taken in the
itchen and dining car, the detail
[ the porter making up berths,
le view of passengers in the ob-
Tvation car, and the view from
le engine cab as the train ap-
roached and went through a
mnel.
From a real situation that con-
view given by the movie, came an
understanding and appreciation
of facts about railroading and its
place in the social structure. The
film was an extension of experi-
ence, supplementary to that seen
in reality, superior in many re-
spects to a life experience, and of
gieat value as a classroom activity.
.\s the written word of the past has outlined the present, so the
motion picture of the future uill outline a further future.
—Miss Elizabeth Ireland,
State Superintendent of Public Instruction, Montana.
:E and HEAR— March Page 91
Page Mr. Webster!
;iT'
The glowing use of classroom
films is bringing an entirely new
vocabulary into the schools of
America.
Words like "blooping," "gate,"
"sync" and "unsync," arc actually
not jitterbug terms but piirt of
the new language employed in
using classroom films cffectiNcly.
So that teachers may become
familiar with the necessary terms,
Encyclopaedia Britannica Films
offers a film lexicon for their
study.
Now, if one of your students
says "The gate is rusty," he docs
not mean, as one would expect
from the radio, that a "jive cat
cuts an awkward rug." The "gate"
is the hinged retainer plate on
the film jjrojector which holds
the film firmly against the aper-
tiue to the lens. If it is rusty,
ob\iously it needs cleaning.
Or, if a student suggests that
you had better "bloop the film,"
he means nothing more incompre-
hensible than that the portion of
the film which has been spliced
must be lac()uered to eliminate
the queer whistling sound, known
as a "bloop."
Similarly, "sync" and "unsync"
are simply terms to indicate
whether the sound is synchro-
nized, or not, with the lip move-
ments of the actors in the film.
I I Some of the terms are easy to understand, some more F"!
difficult. Following are the more common ones, which En-
cyclopaedia Britannica Films officials have learned every
teacher using classroom films should know:
A.C.— Alternating current. Usually 60
cycles.
AMPLIFIER— The vacuum tube system
(like radio) which magnifies the
sound impulses.
ANIM.VriON— Cartoons or technical
drawings which are made to move on
the screen.
AI'KR rURE— The frame si/e opening
in the projector which permits tiie
light to strike the film and project it
through the lens.
UASE (safety) —The cellulose acetate
film material which supports the
photographic image.
BE.M)— Tiny glass particles on the sur-
face of a "headed screen" to increase
the light reflecting power.
Pag* 92
ROOKING— The reservation of films or
e(|uipment for a definite screening
dale.
lil.OOP— The peculiar sound issuing
from the loud-speaker when a film
splice pa.sses througii the projector.
BI.OOIMXG-The laccpiering of a film
splice to eliminate the sound of the
"hloop."
CEMENT- The solvent material used to
hold two strips of film together. Used
in splicing.
CONDEN.SER— The immovable lenses
in the projector between the lamp
and the film. They condense diverg-
ing light i>cams into parallel rays.
March— SEE and HEAR
;iUT— Tlic plate ulicrc one scene in a
film Slops and anotlicr scene starts
withotit any "tricks" (fades or wipes) .
).C.— Direct current. Most projectors
operate on A.C. You may need a con-
\(ilii if (urront is D.C.
)I.S.St)l,\ I'.— I lie place where one scene
dissolves into the following scene.
.Ml'I.SION- The gelatin with cmbed-
tied siUer which forms the image.
[XCri'ER— 1 he lamp which shines
through the sovnid track to the photo-
electric cell in the soiuid projector.
".\ HE— The place where one scene of a
film gradually fades into or out of
view.
■R.AME (noun) —A single complete
scene on the film.
"RAMP, (verh) — The centering of the
scene on the screen. Done by turning
a small knob or lever on the projector.
"REQIENCV— The value scale of stauul
tones such as liigh, low and medium.
Measured in kilocycles.
ISE— .A small, low-melting-point wire
in a projector which melts and stops
the current flow if too much elec-
tricity enters the projector or if a
short circuit develops.
i.VTE— The hinged retainer plate which
holds the film firmly against the ap-
erture in a projector.
iEL.VTIN— The gelatinous coating on
the film which holds the silver image.
\f.VGE — A photographically obtained
likeness on a film emulsion.
CARRATION-Sce \oice Over.
)SClLLOGRAPH-A testing device to
check the frequency of vibration and
hence the capability of an amplifier
in handling various frequencies.
'OL.\RITY — The direction in which
electric current flows. D.C. projectors
must receive current in the right di-
rection. Wrong polarity can be cor-
rected by withdrawing and reversing
position of the plug.
lEEL (spool) —A spool on which film
is wound and capable of being put
onto a projector. Can be for any film
capacity whatever.
;EE and HEAR— March
REEL (of film) -A unit of (dm length
(100 ft. of 16 mm. film) . I. 2. 3, 4 or
any fractional luimber of reels can be
wound on a reel (spool) .
RELE.A.SE— A generic term for films in
tended for general distribution.
REWIND (lutun) — .\ cranking device
for wintling film on a reel (spool) .
REWIND (verb) -To wind a film after
it comes o(f the projector onto an-
other reel so that the title is at the
outside (loose end) and the film is
ready for reshowing.
SOUND TRACK-The portion of the
film (edge) on whidi the sound is
recorded. It may be of varying de-
grees of density, or of varying area
of clear stock with black borders.
.SPLICE (noun) —The place where two
strips of film overlap and are ce-
mented together.
SPLICE (\crb) — To make a splice of
two strips of film.
SPROCKET-The toothed wheels on
the projector which engage the film
and guide or pull it through the
machine.
SPROCKEF HOLES-The holes along
the edge of film that are engaged by
the sprocket wheels of the projector.
Silent films have them on each edge.
Sound films on one edge only.
STROBOSCOPE - A neon lamp and
rotating disc testing device to check
the speed of projectors.
STOCK— (film) Consists of the base and
an emulsion of gelatin and silver.
TRICK— Any method used to end one
scene and begin another. Also any
method of having more than one
scene in the frame at the same time.
WIPE— The place in a film where one
scene moves out of the frame and
another moves into it.
VOICE OVER-Any sound where the
words are not synchronized with the
lip movements of the actors in the
film.
VOICE SVNC-Any soiuid where the
words are synchronized with lip move-
ments of the actors.
Page 93
to the many questions
on Audio -Visual Learning
that come to our editors
W. A. WiiTiCH AND John Guy Fowlkes
OIs daylight projection fcasi-
• ble, and if it is, is it thought
lo be an ellctiixe means of pro-
jecting visual materials?
All) ilie Deceml)cr issue of SEE
o and MK.\R, plans for making a
dayligiit projection screening device
were included. The statement was also
made that the mechanical diRicr.liies
standing in the wnv of pood davlight
pro'ection made it qiirstionalile as to
whether it should he included in the
well-|ilanncd visual aids classroom situ-
ation. This statement is supplemented
bv a view just received from William
S. Hockman. Director of Religious Edu-
cation, I.akcwf'od Tresbvterian Church,
Lakewood 7, Ohio. What he savs cer-
tainly has a psychological implication,
and, we believe, one well \\orth taking
into account.
"Davlight projection is nof desirable.
Ft woulri not be so if it coidd be efTi-
cientlv achieved with ease. \Vhv? Re-
cause it leaves out of accoimt the second
half of the power of the projected pic-
ture—the psvchological effects of the
conditions of projection. No one woidd
give a 'hoot' about the movies if thev
were projected out in broad davlight.
"The eye was made for seeing. It is
drau'v to the picture. It cannot resist
a moving picture. That is true. Rut, the
effect of the picture upon the person is
Page 94
as much related to the effects of the
conditions of projection upon the indi-
vidual as to the appeal of a picture,
especially one that shows movement, to
the e^e.
"This hankering after daylight |)ro-
jection is childish \earning lor some-
thing we would not like if we had it
or could gel it. Why strip projected
\isual aids of half their power?"
OOur P.T.A. recently appro-
• printed .S.500 for the pur-
chase of a sound projector. In
addition, the school Avill contrib-
ute five cents per pupil with
which to begin the purchase of
a fdni library. We woidd like to
spend the money wisely and
would appreciate your help and
suggestions.
AVour P.T.A. is certainly to be
• complimented on their interest
in providing the mechanical ecpiipment
necessary to carrying their visual educa-
tion program a step farther in the right
direction. Your cpiestion also lirings up
the |>rocedure to be followed in selecting
films which you wish to purchase as a
|)art of a gradually growing film library.
March— SEE and HEAR
lea
o!
loo often the iraditioiial procedure
s been to check through catah)RS and
(■, "Til is soiuuls as if it uoiild ht
ird grade social studies," or "This
m woidtl seem riglit for fiftli grade
tural science," or "By the sound of
is one, it should prohahly correlate
th junior liigli civics." However, e\-
riciue will sliow that there is no suh-
tute for on the spot teacher evalua-
m of materials that you want to use
an integral and continuing part of
iir classroom experience.
Very correctly you might say, "How
1 we go about getting these materi-
?" Film proilucers have not yet ex-
uled the preview privilege to smaller
lool systems or individual schools,
lis is true. Vet. nevertheless, the teach-
has no just basis for acceptance or
ection of a film until she has had
op|)ortunity to sit down and look
through and evaluate" it in the light
the contribution whicli it makes to
; specific units of work that she is
isiilering.
In some states, an evaluation service
ofTcrcd to school systems which are in
it the position you occupy. It runs
e this: Usual rental rates are disre-
rded. Teachers are asked to check
3se films that thev believe might fit
;ir courses of study. These films are
;n sent into the school at a much
luced rental rate (50 cents per 400-
)t reel) so that the teacher in com-
ttcc or with her own class may ex-
rience this film and evaluate its serv-
basically in terms of what teaching
pericnce it can bring into the class-
jm above and beyond that learning
pericnce which the teacher has tra-
ionally been able to present.
\fter the teacher has had the oppor-
litv to preview all of the "probably"
3d films, she is then in a position to
ect those few outstanding sound
iching films which you will want to
est your money in over a long period
time. In short, I would never buy
thing that I first had not had an
poriimity to look through and to
aluate in terms of the specific use
it I had been seeking.
0 1 AM interested in making
• use of \isual materials in
(hurch school work. Can you di-
lect me to a catalog?
A To secure a catalog, address
• Religious Film Association, Inc.,
297 Fourth Avenue, New York 10, New
York. This well annotated catalog cov-
ers not only religion but subjects used
for discussion by religious (church)
groups on The Near Fast, Luther, Ne-
gioes, Mohammedanism, ^'outh, Democ-
racy, the Liquor Problem, Crusades, etc.
0 Several articles in SEE and
* HEAR have listed sources
of free materials, among them
materials available from the Brit-
ish Information Services. Can you
gi\c me the distributing agency
which is nearest to my address?
A The three distributing agencies
• of the British Information Serv-
ices are located across the United States.
They are so situated that thev serve
roughly the population in thirds of the
country. For complete information con-
cerning their lists of instructional films,
graphic and poster materials, address
your requests to the nearest of the five
following agencies:
30 Rockefeller Plaza,
New York City 20
391 Sutter Street,
San Francisco, California
360 North Michigan .\venue,
Chicago 1, Illinois
Insurance Building.
907-15th Street,
Washington 5, D. C.
Pershing .Square Building.
488 So. Hill St.,
Los Angeles 13, California
Or British Consulates in Detroit, Bos-
ton, Seattle, and Houston.
Send your questions direct to the Edi-
tor of SEE and HEAR.
S and HEAR— March
Page 9S
r\ What anangcmcnts can be
^* .suggested for arriving at
flexibility ^vitli respect to the
mechanical equipment needed for
carrying on a program of pro-
jected film subjects?
A It often becomes a question of
-t^» Khcihcr we shall set up a reiitral
proiection room and hrintj the diildrcn
to it. or whether we shall attempt tiic
Ideal situation and have evcrv dassroom
equipped with all the teachiuR materials
and mechanical devices necessary and
available.
Obviously, the latter is entirely ideal-
istic and often achieved today. In many
cases, a good central room is the answer
Rut let us refer to what one school is
doing. We (piote from an accoiuit sid)-
mitted by Charles HolT, Omaha Munici-
pal University:
"Our objective at first was to provide
a permanent well -equipped projection
room to which classes could be brought
to see films.
"It was soon learned, however, tha
this was not too good! Classes were dis
rupted and the oO-minute class perioc
did not provide sufficient time for irans
fer of students from and lo various
classrooms.
Then Building Superintendent Jack
Adwer designed a strong portable cabi
net -car for visual-aid jirojcctors. Filiti
Librarian .Marie Kiiliel is shown wheel-
ing the car into a classroom, where there
will be a minimum of disturbance The
film has been threaded before going lo
the classroom, is ready to start as soon
as the cable is plugged into the wall.
K\ira bulbs and all necessary facilities
are in drawers and on shehes behind
doors, ready for immediate use on a
moment's notice.
■The car is built to go through all
classroom doors, aiul to fit in the ele-
vator. It is a completelv self (oiiiaiiied
functional unit, ami inciiienialK. a well-
de.signed and aiiraciive piece of furni-
ture.
".\fr. .\dwcr designed and constructed
the car and will send any further details
anyone may desire."
f
Marie KufTel is shown tak-
ing the c<)m|)]ctcly set up
pro|ection equipment out
of the elevator and into the
classroom where the sched-
uleil showing is to be held.
Si/e of top-42 inches long
by LT) inches wide. Height
from floor-38 inches. Swiv-
el t>pe caster at rear. If
y«)u need more information
than this plan contains,
write directly to Charles
Uoli, Omaha Municipal
I niveisity, Omaha. Nebras-
ka, for further details.
Pag* 96
March— SEE and HEAR
See-vHear
Rc8. II. S. Pat. Ollicc
Published each month of the school year— September to May, inclusive— by SEE
.inJ HEAR, Eau Claire. Wisconsin, a division of E. M. HALE and Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fowlkcs and C. J. Anderson, Editors
H. Mac McGrath, Business Manager: Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U. S.
$4.00 in Canada and foreign countries.
1 APRIL - 1946
'<U^uC^
P.^Gi:
Members of SEE and HEAR's Editorial Advisory Board 2
Editorial '. 4
See and Hear _ 8
Educational Films for the South— W. /. McGloth 10
A Return to a Fundamental— Neil F. Blair..- 16
Horizon— Unlimited— G. Lester Anderson 19
Home-Made Visual Aids— John Sternig - 22
Teacher Training— For Tomorrow— Gertie L. Hanson and Jane Miller... 29
Not Either/Or, but Both— W. W. Pearson _. _ 33
Illuminators— Their Place in Visual Education— Dr. George F. Johnson 38
Bibliographically Speaking— Birds 45
Bulletin Boards and Pupil Learning— R. S. Ihlenfeldt 48
European Odyssey— Italy— Dr. Art/i»r Stenitis... 54
The Peace— Can We Keep It?—/. Margaret Carter.. _ 59
Lantern Slides— How to Make Them— Mary Esther Brooks 65
Radio Scripting a Poem— George Robert Carlsen 74
Post-War EFLA Convo SeL 88
Butterflies— How to Collect, Rear and Preserve Them— /oe Park 82
Model-Making for Every Pupil— Dr. B. R. Weinter... 90
Questions and Answers— Wittich and Fowlkes 94
• Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. <
Members of the Editoria
Advisory Board
SEE and HEAR
ROGER ALBRIGHT. Teaching Film Custodians
LESTER ANDERSON, University of Minnesota
V. C ARNSPICiER, Encyclopaedia Britannica Films, Inc.
LESTER F. BECK, University of Oregon
MRS. ESTHER BERG, ^Ncw York City Public Schools
MRS. CAMILLA BEST, New Orleans Public School-
CHARLES M. BOESEL, Milwaukee Country Day School
JO.SEPH K. BOLTZ, Coordinator, Citizenship Education Study, Detroit
FLOYDE BROOKER, U. S. Office of Education
JAMES W. BROW'N, Virginia State Department of Education
ROBERT H. BURGERT, San Diego City Schools
MISS MARGARET J. CARTER, National Film Hoard of Canada
C. R. CRAKES, Educational Consultant, DeVry Corporation
AMO DcBERNARDIS, Portland Public Schools
JOSEPH E. DICKMAN, Chicago Public Schools
DEAN E. DOllGLASS, Educational Department, Radio Corporation of America
GLEN G. EYE, University of Wisconsin
LESLIE FRYE, Cleveland Public Schools
LOWELL P. GOODRICH, Superintendent, Milwaukee Public Schools
WILLIAM M. GREGORY, Western Reserve University
JOHN L. HAMILTON, Film Officer, British Information Services
MRS. RUTH A. HAMILTON, Omaha Public Schools
O. A. HANKAMMER, Kansas State Teachers College
W. H. HARTLEY, Towson State Teachers College, Md.
JOHN R. HEDGES. University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL, President, George Peabody College for Teachers
CHARLES HOFF, University of Omaha
B. F. HOLLAND, University of Texas
MRS. WANDA WHEELER JOHNSTON, KnoxviUe Public Schools
HAROLD L. KOOSER, Iowa State College
ABRAHAM KRASKER, Boston University
L. C. LARSON, Indiana University
(;(>RD(JN N. MACKENZIE, Teachers College, Columbia Univeisiiy
DAVID B. McCULLEY, University of Nebraska
( II.ARLES P. McINNIS, Columbia (S. C.) Public Schools
|;D(;AR L. MORPHET. Department of Education. Florida
HERBERT OLANDER, University of Pittsburgh
C. R. REAGAN, Film Council of America
DON C. ROGERS, Chicago Public Schools
W. E. ROSENSTENGEL, University of North Carolina
W. T. ROWLAND, Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, JR.. Interim Office, U. S. Department of Slate
E. E. SECHRIEST, Birmingham Public Schools
HAROLD SPEARS, New Jer.sey State Teachers College (Montclair)
ARTHUR STENIUS, Detroit Public Schools
MISS MABEL STUDEBAKER, Erie Public Schools
R. LEE THOMAS, Department of Education, Tennessee
ERNEST TIEMANN, Pueblo Junior College
ORLIN D. TRAPP. Waukegan High School
K1N(;SLEY TRENHOLME. Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT. University of Minnesota
ilD
Paga 2
April— SEE and HEAR
Individual
CLASS ROOM
Projector
Now Available at Low Cost . . .
with 16MM Sound-on-Film
PORTABIE— Weighs only 27'/2 lbs.
complete.
Single case contains: Movie-Mile 16mm.
sound projector, desk top screen,
speaker, cords, take-up reel . . . and
still has ample space lor spare lamps,
etc.
Extremely compact; only slightly larger
than a portable typewriter; approxi-
mately 8x12x15 inches in size. Ideal jor
small group showings. Larger size
standard screens may be used lor
larger groups.
VIE-MITE
RD FEATURES — Plainly
film path makes threading
ily one moving part need
ated in entire threading,
n be on screen in less than
dutes.
trie plug completes all con-
to projector. Cords, perma-
ired to speaker, cannot be
acity 2000 It. Reel arms slip
irate sockets . . . fast power
. . . adjustable tilt . . .
idjusted framing device . . .
I single, inexpensive stand-
>ction lamp for both picture
nd projection. No separate
amp necessary . . . case of
plywood . . . leatherette
. . . universal A.C. or D.C.
rolt operation ... no con-
ecessary. Mechanism cush-
n live rubber mounts lor
quiet operation . . . entire
le of best quality materials
nsion machined parts.
r interesting folder, "It Makes Sense."
r favorite Photographic or Visual Aid
or Demonstration and Delivery Infor-
^ AN EDITORIAL ' ^
DURING the last two years and, particularly, in the last six
months, we in the United States have been receiving ex-
cellently planned, recorded, and photographed sound motion
picture films on social living in Great Britain. A Start in Life,
and Secmtd Freedom are film bulletins which interpret current
social security legislation and accomplishment. Country Town,
Coryiish Valley, Grassy Shires, and The Crofters interpret one
section of the population of that country to the other sections
and foster national understanding and respect. The Stor\' of
D.D.T., The Story of Glass, Night Mail, JJydraidics interpret
industrial and scientific accomplishments of industry. These films
interpret England to the English— and to us!
What have we to send hack which is of comparahle qnality
and which ■presents understandahle and authentic information
of mir great cidtiire? . . . NOTHING!
From Canada comes news of the greatest program of adult
education ever projected in any country— a program through
which current legislation is interpreted to the people via such
film documents as Business of Farming, Home to the Land, Wel-
come Soldier, and Road to Civvy Street— a program in which
one area of Canada is introduced to the other through such
film editorials as People of the Potlatch, Alaskan Summer, Alexis
Tremhlay: Hahitant, I.ohster Fisherma)}, and Salt.
Not only arc these and countless other films a part of an
adult program which is brought into the most remote hintcr
land settlement by fleets of hundreds of completely equipped
mobile sound projection units, but, more important, these films
are being sent all over the world to accjuaint people everywhere
with the Canadian culture, its social composition, and its industry.
We here in the United States hax'e no cminterpart to offer!
Other foreign nations— among them Lapland. Sweden, Russia,
Australia, New Zealand— arc successfullv producing and dis
tributing internationally film documents of their social and cul
tural life.
We ha^'e no organized program to explain Antcrica to
Please turn to page six
Eric_ Johnston is President of the Motion Picture ProduciTs .iikI Distributors
of America, Inc. .Mso called Movie Czar or Czar of the Movies.
Pafle 4 April— SEE and HEAR
ousands of dollars
film damage
SAVED BY VICTOR'S "Safety Zone"
VICTOR'S exclusive design brings you this triple imurancc
against costly film damage:
1. Sajefy Film Trip — stops projector instantly in
emergency or in case of incorrect film threading.
2. 180° Swiiig-Oi/t Lens Mount — simplifies cleaning
of dust and grit.
3. Du//-Flc\o Pauls — slide into film perforations
accurately instead of punching new holes.
A N'ICTOR projector treats film gently . . . handles film safely,
liven inexperienced operators, as well as old hands, enjoy operating
N'KTOR. because of these Safety Features. They arc delighted,
too. with the brilliance of VICTORS Straight Line Beam and
the thrilling fidelity of VICTOR'S Sound System.
^ov)«o
VICTOR
ANIMATOGRAPH
CORPORATION
Homt Office and Factory: Davenport, fowa
N<w rsri (III. ]]tl W. 42nd il. ' Cliicago III. IK W. Hanitilph
E and HEAR— April
Page 5
Americans and to the world!
To persons contemplating the role of education in helping
to keep the peace, this situation is disturbing. More disturbing is»
such a current announcement as this:
"In the land of the So\icts . . . Dcanna Durbin seems
to be the current favorite in her musical, '100 Men and a
Girl' . . . Still going strong as entertainment for the Russians
are 'Charlie's Aunt' and 'The Song of Russia', even though
the spectators are a bit amused at Hollywood's idealized
version of life on a collcctixe farm. Bette Davis, speaking
Russian, is popular in 'The Little Foxes'. "*
Is this the American international educational program?
It has long been conceded that political organization moves
ahead only as rapidly as educational opportunitv is provided. W'c
are now contemplating the possible success of the LI.N.O. which
will succeed or fail to the degree that rests upon realistic inter-
play of true understanding of the peoples of the world for one
another's social and industrial organization.
We in the LInited States have no realistic educational pro
gram based on the most powerful means of disseminating in-
formation (group to group and nation to nation) that man has
\et devised, namely, the sound motion picture film. When are
we going to plan and produce a "What Makes America Creat "
series for use at home and abroad which will explain our great
industrial, social, and cultural developments, not against a back
drop of eternal triangles and romance, but rather as a "straight
shooting" editorial report?
When are we going to develop the counterparts of CVrtssv
Shires, Cotintry Toxvn, or Alexis Trcmhlay: Uahitant to intro
duce one cultural area of our country' to the other and to be
circulated abroad to explain the American way of life?
When are wc going to make use of the documcniarv (dm
to explain current federal legislation to all the [Koplc, ever)-
where, and make certain that current showings are achieved both
at home and abroad?
The world looks to I lollvwood for leadership in imagination
and technical achievement. This great ability has been confined
to interpreting fiction. WMien will this great resource be turned
to interpreting America to Americans and to people abroad? When
can we plan an international program of education effective in
building luiderstandings of this countrv' which will jxisitively in-
fluence social luulcrstandings here and abroad?
•February bulletin. Motion Picture Iiulustry.
Page 6 April— SEE and HLAR
1042
fghfed Pictures
13 Slidefilms
Insiruttion . . . Review
Quiz
1. liquid Pressure
2. Transmitting Pressure
Through Liquids
Buoyancy and Archimedes'
Principle
Density and Specific Gravity
—Flotation
Specific Gravity of Solids
and Liquids
Atmospheric Pressure
Exploring the Atmosphere
— Streamline Flow
8. Barometers and the
Weather
9. Gas Pressure
10. Measuring Fluid Pressure
11. Bernoulli's Principle
12. Reciprocating Pumps
13. Jet Pumps, Siphons,
Rotating Pumps
$54 60
%#^Fe f.o.b. I
Defroif
FREE CATALOG
Vritm for Catalog of Slidafilmt
and Motion Pictvr*$
NOW, a new
Slidefilm Kif
iLUIDS''
A Unit of the
A/r Age PHYSICS Series
Here, in a series of thirteen discussional slidefilms,
is a completely visualized presentation of the sub-
ject of fluids, expertly tailored to the needs of
the classroom teacher.
These films have been developed in a thoroughly
scientific spirit and carefully correlated with the
accepted physics curricula of the nation's schools.
Each film v/as closely checked during its prepara-
tion by a cross-section of physics teachers. Before
its release, each film was tested by actual class-
room usage. Each picture may be projected in
any size on a screen or on the wall of the class-
room. Needs of the small rural school with limited
demonstration equipment are met. So are those
of the more advanced technical schools.
Tk* JAM HANDY C^>rfi£yr/y<i^'9/i
The Jam Handy Organization SH
2900 East Grand Blvd., Detroit 11, Michigan
Please enter our order for "FLUIDS" Kil-Sei(t).
Name Position .
Organization : i^_
Addrett ,
(Prices f.o.b. De:roit — prices subject to chanje without notice)
■• and HEAR— April
Page 7
"ya. 0^ Y'chjj^
More Projectors in 1946
It is estimated that during 1946 some
50,000 16 mm. projectors will l)c maiui
lattured. Before the war there were less
than 15,000 16 mm. movie projectors
111 the entire United States.
— Motion I'icturc Service,
11. S. Dept. uf A^ricidture.
Mr. William C. Gnaedinger has re
turned to his position as head ol the
Bureau of Visual Teaching at Wash-
ington State College, after three years'
service in the iS'avy. During his tour
of duty in the Navy, Mr. Gnaedinger
served in the Training Aids Branch as
officer in charge of the Training Aids
Section at Pearl Harbor and at Norfolk,
\'irginia.
After serving three years with the
United States Navy as a Training Aids
officer, Mr. Amo DeBcrnardis has re
sunied his position as supervisor of the
Audio Visual Aids Department for the
Portland Public Schools. Mr. DeBer
nardis was officer in charge ol the Im-
provement of Instruction and 1 rainings
Aids Section at Norfolk, Virginia. H<
also served at Great Lakes. Illinois ii
charge of the Training Aids Program lo;
the Recruit Training Command.
Mr. Kingsley 1 renholme, who wa
acting supervisor during Mr. IXlier
nardis' absence, has returned to hi:
iormer position as principal of W'ocxl
stock Sch(Xil in Portland, Oregon.
"I have had access to a great many
lilms on war material that were made
by motion picture comjianies. We d
not want films that are out o date ot
of passing value. We want films that
ha\e a permanent place in our school
programs. However, some films made
ten years ago are just as valuable now
as they were when they were made
Don't go by the date the film was pro-
duced.
"A film on the Community Life of
Ants Cvvhich now goes by the name of
Underground Fanners) made in l'>18
is just as valuable now as when it was
made, for a biology class.
— John R. Hedges, Director
Bureau of Visual Instruction
Stiite University of loxva.
foi
Avipro Twenty-Five Year Chih
Pag* 8
Men who have seen un-
interrupted serxice with
.\inpro for twenty-five
\ears were recently hon
ored at a dinner tendereil
hy their associates in the
.\mpro corporation. Mem
l>ers of the Twenty Five
Year Club are, left to
right, A. Shapiro, Axel
Monson, President and
founder, Charles Schroe
der, and Harry Monson.
\'ice President and Gen-
eral Sales Manager.
April— SEE and HEAR
ou Can Use A Wider Selection
Of Subject Matter
With
Tri-hir/HLw
PROJECTOR
This modern equipniciil pr<)jec!s 2"x2" slides, siiifjle
frame filmstrips, and double frame filmstrips. Because
of its simple design, you can chanjje easily from one to
another. The superior illumination assured by S.V.E.
equipment makes pictures sharp to the very edge.
S.V.E. Tri-Purpose Projectors are available in sizes to
meet all requirements, from 100 to 300 watts. Write
for catalog, Dept. 4 S.H.
S.V.E. educational black-
and-white filmstrips and
Kodachrome 2"x2" slides
are available for all Pri-
mary and Secondary
Grades. Recent additions to
the filmstrip library include
revised Primary Reading
Series, European Hi.=;tory
Series and a nev/ series on
English Literature. Write
for catalogs.
SOCETY FOR VISUAL EDUCATION, INC.
A Business Corporation
I East Ohio Street * Chicago 11. Illinois
: and HEAR— April
Poge 9
Educational Films For the South
By
VV. J. McCiLOTHiN, Chairvinu, Board of Directors
Souther)! Ediicatiojial fiJiii Production Service
PLIBLIC; tax supiwrtcd agencies in
nine soutliern states have recently in-
corporated the Southern Educational
Filvi Production Service. The Service
has requested the University of Georj^ia
to estahhsh a fihn production unit for
the use of any pubHc tax-supported
agency or institution in \'irginia, Ken
tucky. North CaroUna, Tennessee, South
Carolina. Florida, Georgia, Alabama, or
Mississippi. Production of films will be
gin by middle summer. Nicholas C.
Read, at present with the National Film
Roard of Canada, will be director ol
film production.
1 he cooperating agencies have identi-
fied the following as objectives of the
Southern Educational Fihn Production
Service:
1. To encourage coordinated production
of educational films and filmstrips by
public agencies in the cooperating
southern states.
2. To provide a clearing house of in
formation on educational films and
filmstrips planned or in production in
the cooperating southern states.
-■?. To provide technical staff ser\iccs for
educational film and filmstrip produc
rion on a reimburs;ible basis to pub-
lic agencies f)f the coojierating south
crn states.
rhe Service itself is a non-profit cor-
poration, chartered in 1 ennessec. Its
present membership includes state de-
partments of education, conservation,
and health, state fish and wildlife com-
missions, state agricultural extension
senices, state planning commissions, and
the 1 \'A. It belongs to and is controlled
by these agencies. Any public tax sup-
ported agency or institution in the sliites
mentioned may become a member. There
are no fees or dues. A representative
from each of the nine states, one from
Pago 10
I \'A, and one Irom the Llni\crsity oi
Georgia (as the headquarters institu
tion), form the Board of Directors. Mem
her agencies within each state select tha'
state's representative to the Board.
The Service will execute its progran*
through the film production unit at the
University of Georgia. This unit wi
provide technical services to public!,
agencies in the region on all phases ol
educational film production, including
directing, writing, photographing, anc
editing. It will be able to do the entirt
job of film production, or it can provide
special services, such as script-writing foi
an agency that has its own productior
unit. An agency wanting to use the pro
duction unit will execute a contract with
the University of Georgia, stating the
services desired and the costs involvec
which the agency agrees to pay. Tht
production imit will be supp<irted by ib
charges, and will continue to operate foi
only so long as it is used. Initial ex-
penses, before the unit becomes self-sus
taining, will be met by a grant froir
the General Education Board.
Production of films on a regional basi;
has se\'eral advantages. Regionally pro
duced films and filmstrips can fiKus at
tention on local problems, use loca
scenes, recogni/e local interests anc
needs. They effectively supplement na
fionally produced materials. 1 he nine
southern states constitute a large enough
area to provide an audience of satisfac
tory size, while at the same time the>
constitute a small enough area to have
similar and related problems and needs.
State agencies by themselves are nol
often able to develop and unilert.ike film
pnxluction jirograms large enough to sup
port fully staffed, professionally com
petent film production units. Some fe\\
agencies have been able to do this, but
Please turn to page tweKc
April— SEE and HEAR
r.ie(
^il
ii?t(
tlitaii
En
Films
Mi
ftoie
ation
tem
ftei
!NI
i\
a^vt
A t(^^A^ •
^zxSs^
Vs\V^^''^
.edV^-^
m
,oot<^
\\S«
[ selecting classroom films, the thought-
1 educator asks these questions, l-'or—
spite the advantages of films as a teach-
g tool — the rigJit film must be used to
itain the full advantages of this medium.
Encvclopaedia Britannica Classroom
1ms* are li^ht films. They have one pur-
ise only— to help teachers teach.' They are
ofessionallv created, through the collabo-
tion of subject matter specialists. They
e meant to be used as an integral part of
e regular classroom curriculum. They
ive been prepared for ready assimilation
to the regular courses of study.
Encyclopaedia Britannica Films are
authentic/ Designed as they are for class-
room use, they plead no special cause, grind
uobod\'s axe. Like a good text-book, their
editorial integritv maintains the purely
objective approach.
All schools, even those with small budg-
ets, can build a c/assrooni film hbrar} —
now— under our Lease-to-OW'N Plan or by
participating in a Cooperative Film Librarv
program. Costs are as low as film rentals—
frequently lower. Write Encyclopaedia
Britannica Films Inc., Dept. 24-D, 20 N.
Wackcr Drive, Chicago 6. Illinois.
'Formerly £rpi
NCYCLOPAEDIA BRITANNICA FILMS INC.
SEE and HEAR— April
Page U
most agencies wishing to produce a film
must either organize a statf for that one
job and discontinue it after the Him is
completed, or call upon commercial units
whose charges have often been set lor
advertising films. The cost and effort arc
much greater than use of a regional serv-
ice would require. Furthermore, added
audience coverage and greater economy
will result when public agencies join in
a voluntarily coordinated production pro
gram so that production by one agency
or one state dovetails with that of others,
thus avoiding duplication and creating a
flow of completed films back and forth
among agencies and states, de\oted to
regional problems and needs.
1 he Southern Educational Film Pro-
duction Service is unique in the United
States. There is no other regionally-
based film production service designed
for the use of public agencies and insti-
tutions and directed by them. Success
here will be closely watched elsewhere
and will have influence much broader
than in the region alone. The major
focus, however, is on the problems of
the southern states and the purpose of
the Service is to provide a means where-
by southern agencies can use a new tool
of learning more effectively.
What Is Audio-Visual Education?
As California develops a state-wide
audio-visual education program, it be-
comes necessary to know what the State
Department of Education means when it
refers to audio-visual education.
Audio-visual education meets an in-
strucrional need, the materials are used
in terms of good instructional practices,
and the results of the learning experi-
ences are evaluated. Audio-visual educa
tion is clearly conceived of as the use of
certain materials as an integral part of
the educational process. It refers to the
carefully planned and integrated use in
instruction of motion pictures, slides,
filmstrips, stereoscopes, study prints,
micro-projectors, radio, recordings, post
ers, maps, charts, graphs, exhibits, ob-
jects, mmlels, field trips, and synthetic
training devices.
3.
4.
1 his means:
that the film or other audio-visual
material is used in a classroom learn
ing situation.
that the students know why they are
seeing the film.
that they know how it is related to
what they are studying.
that they know what ixjiuts to look
for after they view it.
It also means there is a follow up
which will include the application of
what they have seen to what they are
studying and that the students will know
that they are going to be held to account
for their experience.
But audio-visual education must not
be considered simply a matter of mate-
rials and techniques or a new way of
teaching the same old things. The d\-
namic nature of the aids themselves —
their content, organizadon, and manner
of presentation — make them potential
means of presenting the interreladonship
of our interdependent society, of present-
ing the new patterns of life rooted in
scientific discoveries and technological
advances, and a means of securing the
cooperation in thought and beha\ior so
essential to order, progress, and peace.
The educational use of motion pictures,
radio, slides, and filmstrips, as well as of
the other tools in the classroom is a
means of insuring educarion against iso-
lation from the stream of world events.
Eddie Albert, motion picture actor re-
cently released from the Navy, has an-
nounced the formation of a new 16 mm.
film company, Albert Films, to engage
in the production of educational and in
dustrial subjects.
Associated with Albert is John Fletcher,
a fellow officer who was a prominent
Washington, D. C. etlucator before the
war. Albert and Fletcher, who served
in the Navy's training film division,
jilan to make a series of motion pic-
tures which will liighli^;ht the ideals for
which America fought. An integrated
program is now being developed in-
volving cooperation or university and
public school educators.
Pag* 12
April— SEE and HEAfl
4 New Tool for the Visual Instructor . . . by
Complete, originally illustrated visualizations of 3 out-
standing classics in FULL COLOR
2"x2" Slides. (Approximately 120 slides. May be purchased in full-
set or four ports)
35min Slidtfilms. (Approximately 120 frames)
IVANHOE . . . by Sir Walter Scott
TREASURE ISLAND . . . b/Rober/LoufsS/evenson
THE THREE MUSKETEERS . . . b/ Alexandre Oumos
Fascinating condensations of these famous classics which afford students
the opportunity to visualize period costume, architecture, manners, as
well as the pageantry and adventure of the stories themselves.
Af your dealer, or order by coupon
2"x2" Slides.
Each Part . .
. $15.75
4.25
35mm Slidefilms
$9.75
f
I
I
I
35mtn
Slidefilm
Ivanhoe
Treasure Island
The Three Musketeers
2" X 2" Slides
Full Set
Port
NAME
ADDRESS ,
CITY STATE
Check n Money Order □ C.O.D. D
PICTORIAL FILMS, Inc.
R.K.O. BUILDING
RADIO CITY 20, N. Y.
E and HEAR— April
Page 13
idin Cuuucil uf America lu
CouriUriute National Efforts
i)i 16 mm. Films
As an outgrowtli ol the tremendous
iniix'tus given to the use ol 16 mm. hlms
in interpreting the war effort, in hasten-
ing re-training, and in bringing new
teaching techniques into the schools ot
llie country, the Film Council ot America
has recently been organized to coordinate
the eHoits t)l these national organizations
interested in tlie held ol audio-visual
education, i hese are:
Allied Xon 1 heatrical Film Association
American Library Association, Audio-
Visual Committee
Educational Film Library Association
National Association ol Visual Education
Dealers
National Education Association, Depart-
ment of Visual Instruction
National University Extension Association
Visual Equipment Manufacturers Council
It is the purpose of this new organiza-
tion to foster and promote the produc-
tion, distribution, and the use of informa-
tional films for the general welfare of all
people. At the head of the Film Council
of America will be a Governing Council
consisting of the heads of the several
member organizations. Fhe executive
administration of the Council will be
under the direction of a president, a first
vice president, a second vice-president, a
secretary, and a treasurer, elected by the
members of the Governing Council.
The present officers of the newly or-
ganized Council include:
President, C. W. Reagan, National Asso-
ciation of Visual Education Dealers
First Vice-President, David E. Strom,
National University Extension Assn.
Second Vice-President, L C. Boerlin,
Educational Film Library Assn.
Secretary, Vernon G. Dameron, Depart-
ment of Visual Instruction, National
Education Association
Treasurer, Merriman H. Holtz, Allied
Non-Theatrical Film Association
Pag* 14
Mr. Reagan, the new president, empha
sized that the Film Council of America
would at all times work to strengthen,!
not weaken, the seven official organiza-i
tions and to mobilize the forces of theset
groups to work on \ital problems of com |
mon interest.
Mr. Reagan made it clear that if any
one organization undertakes a project of,
constructive benefit to the held, the I ilini
Council of America would not compete
but would support that project.
He stressed the fact that the Film
C'ouncil would attempt to interest othei
organizations and groups to undertake
constructive film projects of interest to
the entire held.
Appointments to comnnttees will be
announced by the president in the near
future. Suggestions for committee ap-
pointments were given the president for
the following:
Committee on Public Relations
C'ommittee on Organization of Local Film
Groups
Committee on Documentation
Committee on Organization Affiliations
Committee on Government Relations
C'ommittee on Surveys and Researcli
Finance Committee
WRITE TO:
C. H. Tabler, Director, Audio-Visual
Communication, Massillon Public
Schools, Massillon, Ohio, for the dittoed
folio entided "The Idea in Focus." Mr.
Tabler, after speaking of the relation-
ship of the film to the book, after de-
scribing the operation of the audio-
visual program in Massillon, includes
very helpful suggestions relative to
study sheet techniques which teachers
may follow in making the classroom
utilization of their films more effective
U RUE TO:.
Enc>cli)paedia Britannica Films, Inc.
20 North Wacker Drive, Chicago, for a
complete description of how to handle
the mechanics of maintaining, circulat
ing, and booking teaching films. The
booklet is called "How to Run a Film
Library."
April— SEE and HEAR
Him
777V
NEW 16mm SOUND
/r^^ BRITAIN
UNITED STATES S reels-as mins.
The chronicle of the USA, showing the growth of the nation from its
humble origin at Plymouth Rock to the present-day world power.
THE STORY OF DDT 3 reeis-25 m.ns.
The development of the famous insecticide from its discovery in I8?'0 to
large scale production in World War II, culminating in its spectacular
success during a typhus epidemic.
A DIARY FOR TIMOTHY s reeu-Ao mi„s.
The story of a baby born during the last winter of the war, telling what
happens in the bitter Morld around him and giving a glimpse of better
things to come.
JULIUS CAESAR 2 reels- 19 mins.
Act III, Scene II — the forum scene which follows the assassination of
Caesar.
MACBETH
2 reels— 16 mins.
Act II, Scene II — the murder of Duncan.
Act V, Scene I— the sleepwalking scene.
These, films, arc on loan from the foJloiviiio offices of
BRITISH INFORMATION SERVICES
10 Rockefeller Plaza. New York 20. N. Y. 360 North Michigan Avenue. Chicaqo I. III.
391 SuHer St.. San Francisco 8. Calif. 907 15th Street. N. W., Washington 5. D. C.
AND FROM BRITISH CONSULATES AT
• Houston • Los Angeles • Seattle
3oston
Detroit
British Information Services
An Agency of fhe British Governmenf gSR
>EE and HEAR— April
Page 15
i
A Return to a Fundamental
A long, long time ago, when man first
started communicating with his fellow
man, he used pictographs or ideographic
symbols with occasional grunts for em-
phasis. Finger pointing and "showing"
was a vital part of the process.
Occupying the center of the stage,
both literally and figuratively, has come
a "new" teaching technique called audio-
visual which is nothing more than a re-
vival of the original basic means of com-
munication.
We will have to grant that the picto-
graphs today have motion and are "one
plane ' reproductions ol authentic events
accompanied by "grunts" provided by
electronics. Or, they can be still symbols
projected to walls or charted on black-
boards depending on the need.
Carrying a chisel along to carve ideas
was cumbersome. Carrying chalk became
burdensome. So we — mankind — became
more adept at passing along our mental
images and experiences by word of
mouth. We went verbalistic and — be-
came confused! VVc became so confused
that the "Tower of Babel" was only a
minor incident indicating the total con-
fusion toward which we plunged in
1941.
Reversion to the pictograph at the
point of first misunderstanding might
have prevented a lot of wars and could
have prevented a misconception, absurd-
it^', and confusion.
Now we eagerly essay the "new"
means of communication. What if we
can give to all the people the same pic-
ture when a word is spoken or read:
Then will we have hope for a peaceful
world? VN'hen the word "wagon" means
the same to all; when the word "Jew"
means one of that faith and does not
arouse kindly emotions in one and hatred
in another, will we then have returned
til a sound means of communication?
1 believe we will have a better chance!
In my opinion, one of the first steps
toward blasting the hocus pocus of audio-
Page 16
visual was the debut of the magazine
SEE AND HEAR. I have watched it
develop the belief that audio-visual teach
ing materials can help if their use is
accomplishing recognition of the basic
methods involved in good teaching.
There is nothing more disappointing
than to find teachers, educators, officials,
etc., Siiying that they cannot teach this
new audio-visual way because they do
not have training in the field.
The old red-colored circle you uscil in
the first grade was basic audio-visual
teaching to attach meaning to the spoken
word, red. We used that means of object
teaching in getting them started. Each
child came from a different sphere of
experience. But along about the fourtii
and fifth grades, we abandoned the basic
means of conveying ideas and started
the cycle of confusion.
Seeing and hearing is an old method.
A proved method. And research has
more than once proved its value.
Don't let the lack of proper equipment
confuse you. Start now. Begin where
you are. There are many, many ways to
"show" and "tell" even if all you have
is a bulletin board, a blacklxiard, and a
scissors.
There is a need for educators to let
the public know that they have used
and still use and will use to a greater
extent audio-visual materials and equip
nicnt. The public should know that it
is not a "new" way of teaching, but that
it is a fundamental way and by being
fundamental will assure better results.
When your school board tells you that
bu\ing new equipment and aids is put
ting "frills" on the business of education
- tell them — show them — and demon-
strate the fact that all you ask is money
to return to the fundamentals of good
pedagogy.
NE/L F. BLAIR
Assistant Extension Editor
Boise. Idaho
April— SEE and HEAR
Now avaifabfe . . . f he outstanding new
YOUNG AMERICA FILMS
you've been hearjng so much abouf...
What Is Four" — an outstanding
first" in the educational film
field!
lis 11/2 reel, 16-mm. film employs a
:ientifically balanced combination of
ction photography and animation to
ive children an understanding of the
amber "four" in concrete and abstract
tuations. Educational advisers for
lis unique film project were: Dr
William A. Brownell, Duke University
nd Laura Eads, New York City Board
[ Education. $45.00 (black and white)
-also available in color — price on re-
uest.
w Young America Visual Unit on
fety — Includes Two 16-mm. Films
and Four Slide Films
"Safety To and From School"
■ use in Primary Grades (1, 2, 3). Run-
g time: 10 minutes. 16-mm. Sound-on-
1. $30.00. How, when, and where to
SB a street is made clear in simple dia-
lue and illustrated in detail so that
jry child can understand it. Artfully
nbines action photography and anima-
1.
"Safety Begins at Home"
r use in Middle Grades (4, 5, 6). Run-
ig time: 10 minutes. 16-mm. Sound-on-
film. $30.00. Shows the various safety haz-
ards found in the home, how they can be
recognized and avoided. Dramatizing the
fun of living safely, the film expresses spe-
cific home safety principles.
"We, the Peoples"
For use in junior and senior high schools.
One reel, 16-mm. Sound-on-film. $30.00. A
provocative, documentary film presenting
the story of the United Nations Charter.
Outstanding for its clarity of presentation
Accompanied by two discussional slide-
films covering the needs for and purposes
of the charter and the charter's organiza-
tion. Each slidefilm sells for $2.50.
"Our Shrinking World"
For use in junior and senior high schools.
16-mm. Sound-on-film. $30.00. A documen-
tary film specifically designed to motivate
and introduce the study of the history of
transportation and communication. (Run-
ning time: 10 minutes.)
FLASH!
Don Budge
"Fundamentals of TENNIS"
For junior and senior high schools.
Running time: 20 minutes. Famous ten-
nis champion, Don Budge, explains
and demonstrates the fundamentals of
good tennis. Takes up forehand, back-
hand, and serve, in relation to proper
grip, footwork, weight shifting and
follow-through. He also explains and
demonstrates "kill" stroke, the smash
and the volley. Film concludes with ex-
hibition match between Budge and an
opponent showing proper use of all
strokes.
rOUNG AMERICA FILMS ^
I/Allftj/^ AurOir'A Cll fclC ■_> Ifl B Ale* C» Maui Y^rlr 1 T M V ■»- - I*
rOUNG AMERICA FILMS, inc., 18 E. 41st St., New York 17, N. Y.
E and HEAR— April
Page 17
The Selcctiou of Materials nf
leaching hy Seeing
a)id Hearing
I he selection and purchase of auilio
visual materials is an important decision
in all school systems. Many administra-
tors operating on a limited budget olten
say, "Audio-visual aids arc helpful, but
we can't afford them; we can't buy a
sound projector or purchase films." This
comment is not as common as it was a
lew years ago, but the idea that sound
hims constitute the \vhole audio-visual
program is much ttx) common. We all
Hgrec that the motion picture is an effec-
tive teaching t(«il. We all recogni/c its
great popular appeal, and its service in
educating people to the value of audio-
visual aids. The public doesn't need to
be sold on the idea that the motion pic-
ture is instructive — the theaters did that
for us. But the human eye and ear were
instruments of education long before the
motion picture was invented. Whatever
the eye sees and the ear hears to its
profit is the real limit of audio-visual
instruction. This includes more than the
sound motion picture. It includes many
aids that arc not at all expensive. Many
a fine audio- visual program has f>ecn de-
\cloped without the outlay of a great
deal of money. Flat pictures, charts,
models, slides, filmstrips, recordings,
radio programs and exhibits can be had
with a very modest outlay of capital.
In fact many of these already exist in
ihc school itself. Most communities have
a considerable collection of audio-visual
materials scattered throughout the school
system. All that is needed, oftentimes,
is a little cooperation in collecting this
material; much of it gathering dust in
ilosets. Once these materials arc col-
lected and organized into teaching units,
they become effective learning aids and,
as such, will create their own demand.
A rich source of audio-visual materials
is the conmumity. Kvery coninumity has
a wealth of pictures, relics, and exhibits,
many of which are available to schools,
if a ])lanned program is in operation to
care lor them and to see that materials
are used. Civic organizations arc only
Tagn 18
tfHi willing to help obtain them, if thl
educational authorities make an earncsj
request.
As the funds become axailabic, a star
can be made on a film library. If thj
school system feels it is too small to afforJ
a librar\ of its own, educational films cai
be rented from a number of state filr
libraries through the college extensioil
divisions. Schcwis located within a real
sonable trax-eling distance have formccl
co<iperative film libraries. In this mannei
the pooling of funds has made a greatel
number of films available. These cooperJ
ative arrangements for purchase and disl
tribution must be well planned if the^j
are to function cflFicicntly, but the task
is far from difficult.
7 he time to start making plans is now
Audiovisual materials are becomin
available in ever-increasing numbers
The problem has become one of wi
selection rather than of decision "to
or not to be." Teacher committees shoul
he organized to determine what material
and equipment should be purchased
that all material and equipment may be
selected with a definite need and purpose
in mind.
AMO ncBERNABDlS
Supervisor of Audio-Visual Aids
Portland, Oregon, Puhlic Schools
Neiv World Program
A world-wide program for the dis-
tribution of entertainment and educa-
tional films outside of thellnited States
and Canada is expected to get imder way
in the immediate future in ten coimtrios.
International Corporation.
according to Orton H. Hicks of I^oew's
Ten men who have had three months
of intensive training in all asi">ects of
16 mm. operations either have returned
or are en route to their respective
countries where thev will become MCiM's
16 mm. representatives.
The ten countries are France, Belgium,
Argentina, Puerto Rico, Cuba, Mexico,
Chile, Panama, Venezuela, and the
Philippines.
April— SEE and HEAR
To chfldren who are accustomed to
listening to symphonic music over the
radio or to the performances of an in-
strumental quartet, the experience of
seeing them and listening to them in-
terpret a score often represents their
Hrst complete opportunity of apprecia-
tion.
Editor's Note: One tenet of education
ii the modern educator, Johann Friedrich
blerbart, during his work at Gottingen in
1805 was this: What a child understands,
.vhat he learns, is influenced entirely by
he background of his previous ex-
jeriences. Now, in a 1946 mood, Dr.
Anderson draws a parallel.
THE development of meaning
and understanding is a central
problem of instruction. This is
;rue from the nursery school
:hrough graduate and adult edu-
:ation. Audio-visual materials can
SEE and HEAR— April
G. Lester Anderson
\JnxveTsiiy of Minnesota
play a significant part in bringing
understanding to things taught at
any level.
The task of the teacher is in
part defined by those lines of
Emily Dickenson:
I never saw the moor,
I never saw the sea;
Yet know I how the heather looks.
And what a wave must be.
Children figuratively must come
to know how the heather looks
and what a wave must be even
though they cannot travel to the
moors of England or to the shores
of the Atlantic or Pacific. Chil-
dren must come to know, but bet-
ter, to understand, a myriad of
things without benefit of direct
experiences. A mountain, city
slums, the dust bowl, and concen-
Page 19
t ration camps must be compre-
liended e\en though they cannot
be visited. In hterature, children
must come to know the good earth
of China, fisher folk as described
in Caftains Ccniragecrns, and life
in England during the days of
Queen Elizabeth. The literature
teacher must do this by providing
some substitute for the actualities
of direct, concrete experience
which would bring meaning to
these items. In the arts, science,
and language, similar problems
are encountered.
How is understanding to be at-
tained? By learning definitions?
By reading words from texts
which presume to be explana-
tions? We think not; certainly not
by these methods alone. Audio-
visual materials must be utilized
in a program of instruction which
presumes to develop understand-
ing rather than promote sheer
rote recall of verbalisms.
It has been said that verbalism
is a curse of education. Pupils
have parrotted textbook or teach-
er-provided explanations of ideas
and concepts. Teachers have
blithely assumed that these ver
balisms reflected understanding.
The bright child in the fifth grade
wrote that "a quarr)' is a place where
granite and other cooking utensils
are mined." This girl demonstrated,
in her effort to improve the text-
lx)ok statement, her complete ig-
norance of granite, the rcK'k, assiim
ing it to be granite ware.
All understanding is based upon
direct, concrete experiences. This
is vividly illustrated in the filming
Pag* 20
of an incident in Saroyan's The
lluniiiti Comedy. It will be re-
called that Ulysses was unperturbed
when the farmer caught the boys
robbing his apricot orchard. When
Ulysses was asked by his would-
be-rescuer, "Weren't you scared?"
he replied, "What's scared?" Later,
after being frightened by a robot-
figure of a man in a drugstore win-
dow, a dawn of pleasingly amazed
comprehension comes over Ulysses'
face when it is suggested that he
was scared, and he asks, "Was I
scared? ' The word "scared" took
on meaning only after Ulysses had
the direct experience of being
scared.
It is impossible to find in life
outside the school sufficient direct
exp>erience to make meaningful all
the concepts or ideas with which
one is confronted. If it were pos-
sible, schools would be superfluous.
We have used word symbols to
attempt to show the relation of one
item to another or to generalize
direct experience so that other not-
yet-experienced concepts will be
meaningful. We tell the young
child that the "world is round like
an orange," that the "stars are other
worlds," and that the "sun is thou
sands of times hotter that the hottest
furnace." The President told us the
atom bomb was 20,000 times more
jx)werful than TNT. In all these
illustrations the perceived and
known is used to make the un-
known meaningful.
Films, silent and sound, film-
strips and other projected aids are
symbolizations of experience as
truly as are words. These types of
April— SEE and HEAR
G. LESIER ANDERSON
J. Lt'ster Anderson, Associate Pro
K)r of Education at the University ol
nnesota and Director of the Uni-
sity Hi^h School, teaches a graduate
irse in the psychology of learning,
^o years ago he served as chairman
an all-university committee which
died the problem oi the use of audio-
aal materials at the college level.
His investigation led him quite natu
ly to contemplate audiovisual in
iction at the elementary and high
ool levels.
terials add to meaning and un-
rstanding, make vague concepts
ich clearer than do words and
re words. We can ask in social
dies or agriculture classes, "Why
)uld we practice conservation,
ticularly conservation of the
1?" The child who has observed
ision can give an answer from
ect experience. Other children
1 see the documentaries The
\;er and The Plow that Broke the
xins and have more vivid under-
nding of the need for soil con-
vation than they can gain from
iding alone.
Films often prove superior to
ect experience in their educa-
e value. Indeed, they can pro-
le experiences not attainable in
ect form. Films can transport
back into the past. We can see
ilson or Roosevelt come to life,
ms can compress time. The life
:le of plants or animals that may
<e months or years to complete
n be presented through films in
matter of minutes. Films, par-
:ularly through animation, can
come skillful tools for illustrat-
g motion. Significant features of
E and HEAR— April
a particular presentation can oiten
he high lighted, and irrelevant de
tail can be blocked out more easily
on a film than on actual objects
or models. The illm can show
etiually well vast panoramas or
microscopic life. In all these in-
stances tne film surpasses the "lite
experience" in instructional value.
It is ture that projected aids
cannot carry the instructional bur-
den alone. Printed materials are
still powerful instructional aids.
The skills of reading will still be
taught and learned. The teacher
must herself have understanding of
concepts presented.
The teacher must realize, how-
ever, the limitations as well as the
potentialities of language as a
medium of instruction. She must
know that direct, concrete ex-
perience is basic to all understand-
ing. She must realize that there
must be transfer to understanding
from old ex'periences to those yet
to come. She must appreciate that
all understanding does not result
from concrete experience; that man
makes extensive use of symbols. She
must use skillfully and extensively
concrete sources of experience such
as field trips, models, and objects.
She must utilize projected materials
—films and filmstrips, with as much
understanding and perhaps as much
frequency as she uses other tools
of instruction and learning.
Begin to use projected pictures with
the equipment you have available now.
Then expand your instructional program
to include other audio-visual aids as
conditions permit. "The best way to
begin is to begin."
Page 21
}
-!?££;
1
■>■ i>'
o -IpMII',.
'^sa^
Picture 1— As teachers, our problem is to make learning dramatic, in-
teresting, and more effective. Because of this, our opportunity lies in
applying old techniques of visualization to present subject areas. 11 '
chart is the means of establishing understandings of volcanism.
lus
j^mwl hajlt
John Sternig
Director of Science, Gleticoe, Illinois, Public Schooh
TME problem of making learn-
ing dramatic, interesting, and
cfk'ctive is as old as teaching. There
is really nothing new under the sun.
Teachers have used about every
technique and device conceivable
Pag* 22
to help their students learn. The
iollovving ideas are presented with
the idea that jxissibly others might
care to experiment and improve on
them. Teaching is sharing and has
no place for secrets. Anything that
April— SEE and HEAR
Mr. StcrniR has spent his teaching career in the middle west.
Beginning as a third-grade teacher and later hccfiming a teacher of
intermediate grades, he is now head of the science department of the
Cilencoc . Puhhc Schools in Illinois. lie says, "My work of teaching
science is closely bound with my hobbies, which include model making,
cartography, photographv, and amateur astrcmomy." J lis great interest
is clearly e\idcnced in the practical classroom teaching de\iccs he de
.scribes in this report.— T he Editors.
iclps tliildrcn in their quest for
iiowledge should he shared.
Learning from the printed page
; onl\- one method. It teaches hest
L'hen related to something real in
he actual en\"ironment which can
•c seen and handled and to which
he printed ideas apply. All ideas
re more easily gained and more
ccurely held when learned through
ssociatioii with real things. This
; a fundamental principle of educa-
ion! It can hardly he considered
modern disco\cn,' but it is too
ften overlooked by teachers.
The field of visual aids is an
leal application of the principle.
have become increasingly aware of
the need to make ideas visual, and
the attractive pictures and the for
mat of the best texts are evidence
of this awareness. But there is a
logical extension of the illustrated
text, that is, the enlarged picture,
chart, or diagram. There seems to
be a great advantage in size. A large
picture, chart, or diagram is more
effecti\'e and more attention de-
manding than the small one on a
small page. In the classroom en
larging may be done by projection
on a screen, or it can be done by
hand on any suitable medium-
blackboard, paper, or materials for
modeling.
isual aids arc really more than
ids if properly used. They are a
3Ct of catalytic agent which helps
3 produce a learning change or
Lirther a process of understanding
■ithout themselves being changed.
Textbook writers and publishers
;EE and HEAR— April
\\''e could stop to consider the
projection methods— the opaque pro-
jector or new models of overhead
projectors which can be used with
larger objects including specimens
of real things. Or, we could talk
of the micro-projector which makes
microscopic objects visible to large
Page 23
Picture 2— For years we have been seeking to develop a
globe tiiiit is really big enough to work on. Here is our
chance— the cooperative effort ol four classes of "children."
groups. And. also, we could con-
sider the filmstrips and slides. But
many of us ha\'c thouoht too lono
in terms of rcad\-madc mechanical
cc]uipmcnt. Now. what can we do
as interested teachers and live-wire
students in our own classrooms and
with simple tools?
We can begin with the Iai\;v
chart. Frequently, a large chart on
some special suhject is desirable.
Many times such charts are not
to be had, or, if axailable, are too
expensive. So the solution must
he-make your own! A bit of ref-
erence work into the subject will
uncover pictures, diagrams, or in
formation which can be incorporated
into the chart presentation \ou need.
Page 24
Picture 1 shows such a special
chart we developed to illustrate \'ol-
canism. It does not require any
special ability to make such a chart.
It is simply a line drawing on brown
wrapping paper with color added
lor emphasis.
Charts ha\c proved valuable in
many areas and we have made them
in manv forms— long, upright charts
like the one illustrated, and long,
horizontal ones done in comic strip
lay-out to illustrate de\elopmental
stages in such things as the origin
of the solar system, the beginnings
of life, and how electricity comes
to us. Though the emphasis here
is on scientific subjects, there are
manv op|->ort unities in all areas that
April— SEE and HEAR
J
?come ob\ious to teachers who are
vare of needs and can sense when
larts would add to the learning
;perience. Charts should not be
ade by teachers alone; they should
; made, at least in part, by the
udents. A chart or model com-
crcially made may be a fine visual
d, but one made by teachers and
jpils working together becomes
uch more than that. It is an
hievement in creative effort which
Dt only is its own reward, but also
aches through its own creation.
Picture 2 is an example of a co-
x^rative project. The eighth grade
ipils of Central School in Glcn-
»e have been working on this 60-
ch model of the earth for several
!ars. The present eighth grade is
le fourth to have a hand in it.
eedless to say, the sense of "be-
ngingness" which results from
ich a project is unique; graduates
lE and HEAR— April
Pitturc 3— Here is a sec-
ond illiistrutiun of a teacli-
ing device for making
spcciHc geography vocal)
ulary nieaningFul and un
dcrstandable to students.
Through this they can
\isuahze such terms as
archipelago, istlinuis, es
carpment, deha, penin
sula, glacier, and mans
others.
come back, constantly, to sec how
the globe is coming along. The
direct value, too, is great. During
the violent Pacific campaigns of the
war, the children were intent upon
putting in all the islands of the
Pacific. As a result of this very keen
interest and timeliness, our globe
probably has more place names in
the Pacific than even the best of
the commercial globes. The value
of this direct correlation with cur-
rent events is obvious.
The geography vocabulary project
constructed by our pupils is shown
in Picture 3. The "meaning" of
geographical terms such as hay,
isthmus, peiiinsida, and archipelago
should be retained in the minds of
pupils not as boring, memorized
definitions, but rather as clearly un-
derstood mental images of real
things. Ne.xt to field trip ex-
[leriences, what is the best way to
Page 25
Pictures 4 and 5— Psy-
chologists tell us that the
dramatic high points ol
our experience are those
we remember. Here we
have apphed that prin-
ciple.
All photographs by the
author, John Sternig.
Ii-arn alx)ut such tilings? A good
model can supply the moans ol
creating a graphic image. I first
attempt to supply a visuali/alion by
painting a picture ol the subject to
Pagu 26
be studied. This serves a useful pur-
pose, but a model is more desirable
because it interprets inlormation di-
rectly in relationshiji to the original
it pirtrays. I he model then becomes
April— SEE and HEAR
it'
1 m
understandable translation of my
ntiny into the concrete. 1 his ac-
ty allows an excellent arts and
Fts correlation and will he of prac-
1 value to these pupils. The e.xtra
Lies that come from actual \\(irk
omplished are a worthy end in
m selves.
rhe details of construction arc
ious to anyone who mi_t;ht care
make such a model. The base
leavv plywood to prex'cnt warp-
. and the phvsical features (the
,'ations and cliffs) arc made of
ner mache.
'ictures 4 and 5 show a model
constructed as to dramatize a
ject for these children. The vol-
los are made of a mixture of
estos powder, sawdust and wall
)er paste combined to make a
y-like substance which is put
r screen covered wooden forms
:ened to a wooden foundation,
c center of the volcano is made
a tin tube formed from a tin
1. It extends all the way down
the base and is filled half full
h plaster of paris which also
Is the joint at the top of the
ter and is allowed to flow down
sides. The model should be
nted to resemble lava.
rhe chemical used in the erup-
1 is ammonium bichromate. Two
onsful in the tube, when lighted
h a match, provide a safe and
listic two-minute eruption com-
te with flames and lava-like ashes.
e chemical multiplies its volume
ny, many times as it burns. Am-
nium bichromate can be pur-
ised in many drug stores and
m all chemical supply houses.
: and HEAR— April
The boys shown in Picture 6
are demonstrating with a home
made model how an eclipse of the
moon takes place. The device is
not in proportion as to size or dis-
tance, but it does show the funda
mental conditions required for
eclipses of the sun and moon, and
can be used to show the causes of
night and day and of the seasons,
since it provides for both rotation
and revolution.
The solar system model need not
be as elaborate as the one shown.
The fundamental parts are a central
ball to represent the sun, and planets
which are mounted on wires which
can be moved around the sun. The
size scale used is relative only. The
sun ought .to be much larger. The
distances, of course, are merely pro-
portionate for obvious reasons.
Within the necessary physical
limitations such a model serves a
very graphic purpose in all discus-
sions related to the solar system.
Children have made such devices
in fourth grade and up with satis-
factory' results. Their models are
smaller and less accurate, but thev
give satisfaction and help fix the
idea of the solar system in mind.
And that, after all, is their only
real purpose. A good arithmetic
correlation can be made by figuring
out a scale for size and distance
for the planets.
The sun and planets can be made
of wood or a mixture of asbestos
powder with wall paper paste. The
base can be made of wood with a
dowel rod fastened into it. The
dowel rod is grooved for the planets
which are mounted on wires curved
Paqe 27
Picture 6— The opportunity to illustrate abstractions through concrete
illustration is one which is particularly valuable in the teaching of solar
relations. These boys are examining a piece of equipment that they
have put together.
iirountl the dowel rod loosely enough
so they can turn around the sun.
The sun and planets can then he
painted, and Saturn is given his
rings. On larger models, such as
the one in the picture, satellites can
he added. The field of astronomy
offers many fine opportunities for
home made \isual aids and the ones
mentioned here arc only the he-
ginning.*
1 hese few ideas and suggestions,
not novel in themselves, may serve
to point out how teaching witli
real things or with representations
of them is possible. It docs not
take money or expensive commercial
Page 28
materials. Only some imagination
plus the fun of doing things with
your hands is required. Tcachin
can become a new adventure an
learning is much more fun.
Projection lenses arc made from glass
which is comparatively soft. It is best
to clean the front and rear elements
often but only with a soft lint-free
material, ror best results, use lens tissues
(available from your camera or optical
store), using other materials only in ex
treme emergencies.
'Further siiKRCstions may be found in an
article hy the author in Sky and Telescope,
June, 1945, and a simitar article in School
Sciriirc and ^fathl•matic■t for January, 1Q44.
April— SEE and HEAR
IBII
i
Gertie L. Hanson and Jane Miller
adio Workshap, Central State Teachers College, Stevens Point, Wis.
Editor's Note: Classroom instruction
radio involves two problems— the
duction of the program (which,
ally, correlates well with the unit of
dy in progress in the listening
ool), and the use made of the pro-
m by the students in the listening
ool. Certainly, it is a teacher educa-
1 function to become familiar with
h sides— the radio and the classroom
elopmcnt. This is just how Miss
rtie L. Hanson and Miss Jane Miller
■e accomplished perhaps one of the
^t forward-looking developments in
:her training and radio education.
WHAT can we, in our
school, do well enough to
rrant broadcasting to the public
lool classrooms in the stated"
We have a girl who can tell
ries, and rural schoolteachers, es-
n'ally, would be glad of a story
jr to use in their schools. Wc
/e critic teachers in the primary
:)artment of the training school
lO can present reviews of chil-
n's literature.
:^nd they have. Scripts of sc-
ted modem literature for the
mary grades now make up a
fular broadcast series for the
ildren in classrooms a hundred
les in every direction. Your
nytime is now received by and
:ened to regularly by many
E and HEAR— April
teachers and their children. Ma
terial not readily available in a
small school system has become the
Central State Teachers College pro-
fessional contribution to the locality
for which it prepares teachers and
continues their in-service education
after graduation.
Now a moment to explain. A
state-owned radio station* in our
town is the outlet used by the
Central State Teachers College.
In the basement of the main col-
lege building, we have a well-
equipped set of radio studios which
have been used since 1939 to air
the talents of the college. The band
was picked up for a broadcast, the
debate squad participated, and
students with talent in piano or
voice took part in broadcasts. At
first some of the programs were
good; some were bad. But the
studios offered radio experience to
our students.
Students were invited to take
part on a volunteer basis. Each
student realized that his reward
for work would be experience and
knowledge, not semester hours or
honor points. This has been a rea-
•Station WLBL. 930 kc.
Page 29
Young teachers go out into our schools and teach according to the
ideas which were revealed to them in the teacher training institution
they attended. Insofar as their experience with the new tools to learn-
ing has allowed them to estimate their values, will they be readv and
properly equipped to include new materials, new methods, and new
techniques as they approach the greatest social responsibility in America
—teaching children and youth. Here these teacher candidates are pro-
ducing programs to be used in the classrooms near and around Stevens
Point.
ISS CLlUlli L. HANSON and
MISS JANE MILLER
iiss Cicrtii- I . Hanson is assist.int in
ranhy anil director of tin- Radio
kshon at Central State leachers
CRe, Stevens Point. Wisconsin. 1 Icr
t>- to organize a radio educational
ce which influences the entire ini-
iate countryside grows out of her
;re enthusiasm for extending service
to the cadet teachers who work
ii her direction and to teachers and
Hii who are today teaching in the
ols served by Central State 1 eachers
ege.
Iiss Jane Miller, who collaborates
Miss Hanson, is a senior student at
college and is in charge of produc-
of programs at the state owned sta-
VVLBL.
for some of the success of the
kshop activities. When a student
jrted for work, he came because
was genuinely interested in
io.
Volunteers began to explore the
ilable books on the use of broad-
: equipment and the techniques
broadcasting. One of the first
I programs began when a young
n who loved classical music dis-
ered the record cabinets. I le ap-
red soon after with a planned
es of music programs and soon
Symphonic Hour went on the
It was a broadcast that brought
arable comments from listeners.
Jther workshop members built a
rth-while program around book
iews, and the program Books and
thors became a listening hour
our own college students and
ny adults.
rhe Syviphonic Hour continued
til students saw an advantage in
: and HEAR— April
changing il lo the A/uwc Alhutn, a
program scaled fur in school listen
ing in the communities ol this area.
Hach year the AImsjc Album follows
a now thctiic: the study of music
tvpcs, the music o( nations, and
America's heritage ol music. Many
hours of research must be spent in
American history and American
politics to correlate the growth oi
our nation with its music. Student
teachers do this. "America's fieri
tage in Music" is not an old style
music appreciation program. It is a
new phase oi history.
The entire college has become
aware of the Radio Workshop ac-
tivities. The local chapter of Sig
ma Zeta, the national honorary
science fraternity, now conducts a
series of programs called The
World of Tomorrow. It is designed
to give current scientific informa-
tion to high school science classes.
It does!
From a handful of eager begin-
ners — all students — all future
teachers — the Radio Workshop has
grown to a volunteer staff of 30
workers. Technicians and opera-
tors are students. They produce
five programs each week.
Your Storythne
Selections of modern children's liter-
ature—for primary grade listening.
Books and Authors
Review of the new books and the
men who write them, as presented
by Book-of-theMonth Club - for
adult readers.
Our College
Activities of the men, and women
who are students of Central State
Teachers College.
Page 31
W^orld of Toryiorrow
Ventures into tlie realm of new
scientific achievements - useful for
high school listening.
Music Alhii^m
"America's Heritage in Music" is
the history of America and its
music for general listening.
We have produced no brilliant
radio artists or radio sjx^cialists. That
has not been our goal. We have,
however, seen a general conscious-
ness of good radio broadcasting grow
on our entire campus and, as the
students leave the Radio Workshop,
we feel that thye ha\e learned to be
good radio listeners equipped to
make intelligent use of radio in their
classrooms.
And so when we explain our
Radio Workshop to others, we say
to them, "Radio is a part of the
modern classroom. Radio brings
the world to the classroom. As
beginning teachers, we have lived
an experience in teaching with
radio. We will go out into the
classrooms of our state and con-
tinue to use it in helping our
children to learn."
The field trip again!
Here's how a live-wire 7A geography
class pursued its study of dairying. They
began with an hour's visit to a large
dairy to see how milk was handled,
pasteurized, bottled, dehydrated, or povv
dered. They learned to distinguish raw,
skim, condensed, malted, homogenized,
and grade A milk. They saw how
cheese was made and what was done
with whey and buttermilk.
I hey sent for bulletins, charts, graphs,
pictures, filmstrips, filmslidcs, as well as
Page 32
sound and silent movies about dain
ing. An educationul instructor for
large dairy gave them an interestin
hour's talk. More \isual material \vi
acquired. Interest was muiniting an
leading to their planned finale— a pane
— Norman L. Wittkop
McKinley Scliooh MiUvnukei
New French Docu}iie>itaries
Distributed hy A. F.
films
M
A. F. Films, Inc., has recently bee
formed to handle French documentar
educational and intormational films
the United States and Canada. A. 1
Films is one of several branch oHict
created by the parent organization i
Paris, Les Actiialites Francaises, and vvi)
serve as distribution outlet tor the Unite
States and Canada. Films depictin
French cultural, economic, and socia
life will be adapted for American use an
distributed here in both 16 mm. and 3
mm. with either French or English con:
mentaries.
Les Actiialites Francaises has mor
than two dozen one and two reel film
planned for the year. The films cove
such diverse topics as the history of ceranj
ics, life in present-day Paris, the primi
tive culture of die Negroes of Frencl
Equatorial Africa, and the historic cit
of Rouen. All films received will h
screened by educators and visual in
struction specialists to determine thei
suitability for classroom use. Preparatioi
of films for school use will be carriec
out with 'the assistance of experts in th»
visual education field.
Original French versions of films wil
also be used for advanced French Ian
guage students, since commentaries ar<
often written by well-known French au
thors and poets and narrated by speaker
with accepted standard French diction.
Ediio
fcitse:
tk'
|otto[
jiie,
b'els
iies
leir
lusli
In class or lecture rooms, it is not al
ways necessary to place the speaker b)
the screen. It is often more convenient
and just as effective it left back by the
projector. Saves time, too.
April— SEE and HEAR
Nd EitKer/Or
W. VV. Pearson
end uf Science Department, Hillshuroiigli High Schuul, Tampa, Florida
Editor's Note: Recently, Mr. Pear-
n had the opportunity ol using fihn-
nutrip study material with some 60 stu-
nts enrolled in his physics classes. He
scribes the advantages ot bringing two
iual study materials into the classroom
be used simultaneously, one in sup-
rt of the other.
VE were studying weather in
relation to atmospheric pres-
re, temperature, humidity, air
I'els, etc. We had not gone into
e subject very thoroughly before
e introduced the study of the film
he Weather and the accompany-
g Hlmstrip of the same title. This
mbined use of film and filmstrip
something of an innovation in
ntrast to old and established class-
om techniques which have as-
med too often that the film will
II the story, or, on other occasions,
at the filmstrip will suffice in il-
strating the information taught.
Now, of course, we realize that
hen we are studying things that
■mand motion for their under-
mding, we should seek the motion
cture film. And, when we wish
take time for intensive, searching,
scussion-type study, we seek charts,
agrams, or pictures— all of which
ay be included in the well-organ-
E and HEAR— April
ized, CDUipletely descriptive film-
strip.
Before showing the film The
Weather, 1 previewed both it and
the filmstrip and warned the stu-
dents that as we studied the two,
1 would e.xpect them to report to
me what they thought of this
method of approach to the study of
weather. The picture was shown,
and then the filmstrip was used as
a follow up to the film. Quite
naturally, the filmstrip gave the
students time to study, to question,
to discuss and review information
which might have been puzzling to
them and which actually did con-
fuse them as they saw the film.
After studying this unit of work,
I could not help but learn the
students' reactions. Of the film,
they said:
"It is \'ery difficult subject mat-
ter. It's complicated."
'T he picture is a fine instruc-
tional film, but it is pretty 'deep'
for beginners in the subject."
"The film is good, but it is so
kiard to understand. I needed more
time to learn about the cold fronts."
Page 33
FILM
AND FILMSTRIP
The film Ihe Weather begins witli introductory scenes
which illustrate the imixjrtance of weather in ever)day life.
Following this, various instruments used in weather forecasting
arc shown at work. I hen. diagrams explaining air mo\ements,
cold and warm fronts are shown. What happens to the weather
when cold and warm fronts come together is shown by a cycle
of weather in the Chicago area during which changes in tem-
perature, air pressure, humidity, wind, and clouds mark the
coming and the passing of a storm.
The Hlmstrip Tlie Weather shows the various weather
instruments and names them. It contains representative charts
of heat radiation and air fronts from the iilm which allow
thorough study of the more difficult parts of elements of the
weather.
Solar radiation is partially
absorbed by the atmosphere;
some is reHected by clouds;
and. finally, about half is ab-
sorbed at the earth's surface.
1 he earth, however, gives up
this heat mostly as longer
wave radiation. As much
radiant energy is going back
into space as is coming in
when the temperature has
become established.
] he ground is warm and
heats the air in contact with
it. 1 his warm air expands,
becomes less dense, and there-
lore rises. It continues to
expand and thus cools. It is
now unable to hold as much
moisture. Raindrop forma-
tion lilK-ratcs heat and this
rctanls the rate of cooling.
I borough mixing of all the
air by this convection cools
the air next to the earth as
the tem|x-rature distribution
i-lianges, as shown by this
curve.
Radiativ Equilibrium
,Conv«cfivt Equilibrium
Tawparahin of Ainnding Air
■DO -SO I
TEMPf«Al
In polar regions during
winter, the earth gives off
more radiation than it re-
ceives. Sustained cooling
produces what vvc call "polar
ft
air.
Looking at the circulation
from the side, we see that
rotation of the earth breaks
up the circulation into cells.
The central cell may be
thought of as being friction-
ally driven by the other two.
The bottom part of each of
these cells produces these
prevailing winds on the
earth's surface. The zone
where cold polar-air masses
meet the warm tropical air
is the polar front.
Three distinct polar-air
masses influence the weather
of North America. Of these,
the polar continental air mass
affects the widest area.
Pictures courtesy Encyclopaedia
Hritaiitiica rilms. Inc.
:E and HEAR— Apni
Page 35
side View of Wave Cyclone
^S9BJSSi>
* jjrjjiill.«m._.
I
JEes. T
There are four warm tropi-
cal-air masses. The conti-
nental one is dry. The moist
tropical gulf mass provides
most of the rain for the cen-
tral and eastern United States.
I hese air masses move along
fairly well defined paths.
The zone of contact he
twcen the polar air moving
southwest and the tropical air
moving northwest is called
the polar front, along which
cyclone waves may form.
This is a side view of the
wave cyclone. At the warm
front on the right, moist tropi
cal air rises over the denser
polar air and forms clouds as
it cools by expansion. Pre
cipitation in the form of rain
or snow takes place. The
cold front on the left is quite
steep. The polar air rushes
against the warm air and
forces it up. Passage of the
cold front is usually accom-
panied by violent weather
changes.
"The explanations are not com-
plete, Init it is quite interesting."
"1 thought the picture was very
((hu ill ioiuil and certainly well worth
I lie time spent in studying it."
It is my very definite impression
that if we had left the study of the
lilni theie, much would have been
lost. C)l)\ ioiisly, as the reactions re-
IM)rt, each ol the sludenls lelt a re-
s|K-ct lor the validity ol the informa-
tion which was included, hut their
(|uest for information was not en-
rage 36
tircly satisfied. Ihcic arc many of
us who feel that the film should
ha\c hccn reshown one or more
W. W. PEARSON
Mr. Pearson is the head of the science
department of Hillsborough High School,
Tampa, Florida. In addition, he is
chairman of the science group of the
Florida Educational Association. The
lainpa high sch<K)l is unicjue in that it
siHinsors both an excellent visual educa
tion program and is an imiwrtant part
of a county school system which also
oix^ratcs a \isual education department.
April— SEE and HEAR
nes. This may have done it. But
ter the use of the filmstrip, a
lange occurred in their reactions.
he majority of the students were
ithusiastic over this experience,
bich allowed them time for re-
?w, time for questions, and time
r detailed analysis. It is my belief
at when attempting the study of
stract concepts, we must utilize a
riety of teaching devices.
I have listened to so many argu-
ments about which is best. It isn't
that, at all. It is, what combination
of experiences will yield a com-
pletely satisfying learning outcome?
I am certain that in our study, the
film and the filmstrip (when used
together) accomplished beyond
what either film or filmstrip used
alone could have. Why not make
it both— not either/or?
Pkin for NAVED's 1946 Convention
Plans for the 1946 Convention and Trade Show of the National
Association of Visual Education Dealers to be held in Chicago August
5, 6, and 7, were discussed by visual education industry executives
and NAVED representatives when they met in February. Don White,
NAVED'e new executive secretary, was introduced.
Those attending the planning session were: Front row, left to
right, Bernard Cousino, Don White, and D. T. Davis, all representing
NAVED; Marie Witham, President of Society for Visual Education;
Bertram Willoughby, President of Ideal Pictures; and H. C. Grubbs,
of Hollj'wood Film Enterprises.
Back row, Tom Roberts of Midwest Visual Equipment Co.; and
Jack Amacker of Wisconsin Audio-Visual Service; W. A. Moen of
Bell & Howell; J. C. Coffey of Encyclopaedia Britannica Films; Howard
F. Larson of Business Screen; Frank A. Sullivan of Illustravox Division,
Magnavox Corporation; Dennis Williams of Encyclopaedia Britannica
Films; Ellsworth C. Dent of Coronet; William F. Kruse of Bell &
Howell; and Nelson L. Greene, Editor of Educational Screen.
E and HEAR-April
Page 37
Their place in Visual Education
Dn. George F. Johnson
SjiccinVtst i)i \'is'nal Uistuictiou. Agricultural hxtcusioii Service,
Ihc Peuusylvnuia State College
Editor's Note: Nature is colorful.
1 hcrcfnrc, in order to capture it com-
pletely, color photography is desirable.
Dr. Johnson's account of the use of
illuminators will he useful to school peo-
ple who are searching for a means of
recording faithfully that part of the
environment which demands color for
its reproduction in the classroom. Tak-
ing a cue from the medical profession
which long has relied on illuminators or
\icwing boxes for the study of X-rays,
Dr. Johnson applies this technique to
educational subjects.
HE great use of color trans-
parencies as teacliing aids in
tlic classroom now focuses attcntii
on the illuminator. Interest in i
luminators arises from the cffccti\
educational \aluc o( the color 2"\1
slide. Slides can he instructive ]ii<
tures to be \ievved and studied ii
di\idually as opportunity permit
Pupils with sixxial interests c,i
he encoura<;ed to study color tran
parencies following classroom pre
cntation and discussion. The i
luminator is a practical means o|
pro\ iding this opportunity. The i
luminator, also, is an excellent d
6. Here an illuminator
presents an effective
display of 25 slides.
The attached reading
glass is useful in ex-
amining the slides for
detail.
Pag* 38
of Activities
Condiiclcd By
Pinr Grove Folks
SCHUYLKILL CO. AGRICULTURE
EXTENSION ASSOCIATION
Mis Hjtnr Bwn '-.U%| Mr II E Rhein. •" .-Ciw
Mri CUrj Werti/-.'--, ; Mr Ci^v Rffil ^«-rf\:*,r
April— SEE and HEAR
1. Front and back views of three illuminators of different construction:
Left, cardboard t\ye holding 12 slides; center, home-made wooden
type holding 25 slides; right, metal type holding 8"xlO" transparency
or 25 small slides.
; to be used by the instructor
preview quickly a set of slides
ore classroom projection.
ichools adequately equipped with
minators and a library of color
nsparencies might well arrange
ividual reference work for se-
:ed groups using j^rtinent 2"'x
photographs by George F. Johnson,
and HEAR— April
2"s. Pupils could be assigned to
study chosen sets of color slides on il-
luminators located in the library
room. In this way some visual ma-
terials in color and on 2"x2" might
be integrated effectively or em-
bodied advantageously into class-
room work.
We have used illuminators for
over eight years in our extension
teaching of agriculture and home
Pag« 39
economics. We have almost com-
pletely replaced our standard black
and white slides with the small
color 2"x2" slides. Nearly 30,000
of these are in our files. (In addi-
tion, we have almost 100 reels of
silent, color motion pictures pro-
duced with our own equipment.)
It is most significant that color slides
have maintained a high degree of
{xapularity among our 225 extension
teachers in spite of the competition
of motion pictures. Colorful 1"\2!'
slides have many advantages. Slides
can be illuminated, displayed and
studied in detail and with leisure.
We use illuminators in many
ways: 1) as the central feature
in simple, inexpensive exhibits,
2. Three types of illuminators:
slide compartment front; and
special advantages.
2) as a means of viewing and study
ing individual slides for filing or
for arranging a series to illustrate
a talk, 3) as a visual aid in dis-
cussing problems with office callers,
and 4) as a means of referring
quickly to a series of pictures at a
gathering of workers or community
leaders interested in program plan-
ning.
Some advantages of the illumina-
tor should be mentioned.
1. The pictures can be viewed
clearly in average indoor light with-
out darkening the room.
2. The need of carrying pro-
jection equipment and the difficulty
of setting it up in small quarters
Left, open front; Center, individual
Right, open row front. Each has
Pag* 40
April— SEE and HEAR
3. With an extensive file ol color slides and an illuminator, an effective
display can be easily arranged.
s eliminated.
3. A series of slides can be
?vved and studied individually or
a sequence with all slides con-
lually in view.
But to be fair, let's admit a few
sadvantages. These include:
1. Use is limited to situations
here only one or two persons look
the slides at one time.
2. The size of the 2"x2" slide
akes it impossible to view all types
ith equal effectiveness unless a
ading glass is used. (Note pic-
re 6.)
:E and HEAR— April
In addition to 2"x2" slides, we
use 8"xlO" color transparencies in
these illuminators as features of ex-
hibits at some community shows
and county fairs. These attract
much attention since natural color
pictures of this type cannot be
equaled in detail by enlarging and
tinting paper prints, or by making
enlarged color prints from trans-
parencies.
The illuminator is a simple piece
of equipment and can be home-
made. The type we use most gen-
erally consists of a ventilated box
with white interior (a foot square
Page 41
4. This illuminator contains 25 2"x2" color slides on Vegetable Garden-
ing. Each slide is labeled.
at front and 10 inches dccp^ con
tainin^ a 60 watt ordinary lij^lil
hiilb and having a piece of ground
glass or opal glass over the front
of the box to diffuse the light. Two
fluorescent bulbs are used success-
fully in larger boxes. Transparencies
such as 2"x2" color slides are placed
on this ground glass, and a \vind()\v
light glass cut to proper size is
placed over the slides to hold them
in place and to keep them from be-
Paga 42
ing handled in exhibits.
Illuminators for use with color
2"x2" slides are of three types:
1. 1 he open front.
2. 1 he indi\idual 2"x2" coni-
jiartment front.
3. I he open row front.
I hese t\ pes are illustrated. Each
has sjK'cial uses anti advantages.
The 0|x?n front type is very useful
for arranging and checking a set
April— SEE and HEAR
DR. CtOHCi- 1:. jOHiNSON
For the past ton years, Dr. Johnson
i spcciahzed in color photography,
xJucing motion pictures and lantern
les in natural color for use by a staPF
225 E.xtension teachers in Agriculture
1 I loine Economics in Pennsylvania,
ider his direction the Pennsylvania
ricultural E.xtension Service has de-
oped one of the largest collections of
tural color motion pictures and 2" x 2"
les ior rural E.xtension teaching to be
md in the United States. Over 90
: cent of these visual aids have been
atographcd locally by members of the
tension Service Staff. Dr. Johnson is
airman of the Committee on Visual
Js of the American Association of
iricultural College Editors.
slides, since the illuminator can
so placed as to provide a flat sur-
:e. The shdes can be placed on
is surface for inspection and quick
arrangement.
The compartment front is def-
initely a display facility, since slides
can he mo\cd into place from the
end of each row and the lighted
areas around each slide cut off.
The open row front illuminator,
the third type, has the advantage
that it can be placed in a vertical
or near Ncrtical position on a desk,
and a slide scries can be organized
bv placing each slide into its proper
place without preliminary organiza-
tion as is nccessar)' with the com-
jxntment front.
The many practical possibilities
of the illuminator justifies its more
general use in all fields of educa-
tion where color slides provide a
means for \ isual teaching and learn-
mg.
By placing an
ipen front il-
uminator face up
n this manner, it
an be used to
tudy and select
lides quickly. In
his way a new
ist of pertinent
ubjects can be
elected from a
nuch larger num-
)er.
^RITE TO:
Casde Films, 30 Rockefeller Plaza,
evv York 20, New York, for the new
id complete 1946 U. S. Government
1ms Catalog giving descriptions and
ices of the U. S. O. E. Army, Navy,
ublic Health, Department of Agricul-
EE and HEAR— April
ture and OV\'I teaching films and film-
strips distributed by them.
The catalog describes more than 1,000
visual training aids, and is one of the
most complete lists of teaching films and
tilmstrips. A copy will be sent free of
charge.
Page 43
hi-Service Training for
Better Audio-Visiial Utilization
AT die time that most of the teachers in America received their
pedagogical training, the opportunity to handle or to witness the
use of audio-visual aids was practically non-existent. Few teacher train-
ing institutions had such departments. Therefore, the in-service training
of teachers in the use of audio-visual aids and equipment is a "must" in
every cit>', if the program is to be a success. How well this in-service
training is carried on, will in a large measure influence the teacher's
attitude toward audio-visual aids and the consequent benefit of the
pupils.
The content of in-service training should be broken up into two
phases, first, the use of equipment, and second, the use of materials.
Of these, the former, strangely enough, is the easier. Once we break
down the belief, especially among women teachers, that they are not
mechanically minded and will have difficulty operating the equipment,
we find them apt pupils. Many teachers have learned to operate audio-
visual equipment in a very short time and so far not one has been lost
in the maze of sprockets and gears. Even though schools plan to use
student operators, a teacher should know how to operate the equipment
if she is to have confidence in the use of these mechanical aids to instruc-
tion. It is the old army rule: The officer must be able to do what
is required of the private.
The crux of the whole problem of the audio-visual aid program is
how effectively the aids are used in the teaching and learning process.
That is the second phase of die in-service program. Helping teachers to
use these aids properly is a job that deser\'es the constant attention of
the audio-visual director or supervisor. A successful approach to the
problem of effective utilizadon of materials, can come only through
cooperative effort of the teacher and the supervisor. This can be pro-
moted by:
1. Having teachers work on committees to select and evaluate
material and correlate them with the curriculum. These com-
mittees should include as many teachers as possible and event-
ually have the cooperation of all teachers.
2. Organizing workshops to discuss and work out effective utiliza-
tion techniques.
3. Bringing to the attention of teachers outstanding and effective
uses of aids.
4. Carrying on a cooperative plan of classroom supervision and
helping the teacher select, use, and evaluate aids for her
teaching.
5. Keeping the teachers informed of the latest aids available.
6. Organizing classes where teachers may learn to operate the
various types of equipment.
AMO De BERNARDIS,
Supervisor of Audio-Visual Aids
Portland, Oregon Public Schools.
Poff* 44 April— SEE and HEAR
IIBLIOGRAPHICALLY
SPEAKING
LTOW often have we gone out
L J- into the woods and fields to
ry to observe bird hie at firsthand
nd how often have we "stalked our
irey" with camera and field glasses
nly to find that just at the moment
f arriving at our point of vantage,
ome slight movement, some slight
loise, frightens away the object of
ur search!
Through the teamwork of the
ameraman and the skilled orni-
hologist, the most elusive of the
)irds of the field, marshland, or high
errain can be "captured." They
:an be "captured" with the tele-
copic lens, and kodachrome and
ound track can record everlastingly
heir brilliant iridescence, their
leeting cries. In the comfort of
ilubrooms, classrooms, or homes,
ound, color motion pictures of
)irds in their natural habitat can
>e examined leisurely. Through the
niracle of telescopic photography,
t is possible to observe the hum-
ning bird within a visual twelve
nches, or so; to examine the plum-
ige of the thrush, the obscure nest-
ng habits of the bobolink and blue-
ay, the clay bank dwellings of the
kingfisher; to glide beside the elu-
live Canada goose upon the quiet
;urface of a marshy slough.
Because of your interest and en-
SEE and HEAR— April
thusiasm lor nature and bird lite,
the following list of sound and
silent, black-and-white and color, 16
mm. motion-picture films has been
prepared:
SOUND FILMS
Birds of Inland Waterways
(Sound) (Color) 10 minutes.
Pictures nine birds which inhabit the
areas adjacent to our inland waterways.
Belted kingfisher, blue heron, night
heron, green heron, glossy ibis, avocet,
sand piper, Canada goose, and lesser
scaup duck depicted in their life habitats
(Coronet.)
Birds of Prey
(So^md) 10 minutes.
Bam owl, screech owl, great horned
owl, snowy owl, bald eagle, sparrow
hawk, marsh hawk, red-tailed hawk,
rough-legged hawk, turkey vulture, and
black vulture shown in their natural
habitat, pursuing characteristic activities.
T)'pical calls and other sounds repro-
duced. Glimpses of nest life and rearing
of young included. (Encyclopaedia Bri-
tannica Films, Inc.)
Birds of the Countryside
(Sound) (Color) 11 minutes.
Indigo bunting, meadow lark, night-
hawk, red-tailed hawk, kingbird, kill-
deer. (Coronet.)
Birds of the Doory'ards
(Sound) (Color) 11 minutes.
Habits of seven birds: white-throated
and English sparrow, bronzed crackle,
house wren, yellow warbler, purple mar-
Page 45
tin, and the robin. Close-ups of the
wren's industry in preparing her nest.
(Coronet.)
Birds of the Marshes
(Sound) (Color) 11 minutes.
Across the more or less treacherous
marshes in a study of bird life seldom
seen. Red-winged blackbird, least bit-
tern, sora, rail, marsh-wren, and pied-
billed grebe presented in their seasonal
habitats. (Coronet.)
Birds of the Sea
(Sound) 11 minutes.
On the seven seas in a four-masted
sailboat to observe oceanic birds: im-
mense flocks of gulls, broadbill dicks,
pelicans, gannets, cormorants, murries,
penguins. (Teaching Film Custodians.)
Birds of the Woodlands
(Sound) (Color) 1 1 minutes.
Five native birds photographed and
recorded by eminent ornithologists deep
in the northern woods: redstart, purple
finch, oven-bird, northern flicker, and
the black-billed cuckoo. An accurate
depiction of their life and habits.
(Coronet.)
Bobolink and Bluejay
(Sound) (Color) 11 minutes.
The family of the bobolink and blue-
jay. Nesting habits; methods of rearing
the young, leeding the young, and other
typical customs. (Coronet.)
High Over the Border
(Sound) 21 minutes.
Migration of birds between North
and South America. Hummingbirds, wild
ducks, and other types of birds de-
scribed in detail through animation.
(Office of Inter- American Affairs.)
Robin Red Breast
(Sound) 11 minutes.
Story of a robin family, from the time
father and mother build their nest until
the baby robins take care of themselves.
Father and Mother Robin gathering ma-
terial for their nest; Mother Robin lay-
ing her eggs and Father Rojjjn helping
Pag* 46
keep the eggs warm and feeding Mother
Robin. After the eggs are hatched,
Mother Robin chasing a cat away.
(Encyclopaedia Britanyiica Films.)
Rtihy Throated Hiiviminghird
(Sound) (Color) 11 minutes.
Nesting habits, characteristics of the
eggs and nest; hatching the young;
gathering food; feeding habits. (Coronet.)
Songbirds of the Northwoods
(Sound) 10 minutes.
Authentic record of the songs and
cries of American birds, made at Elk
Lake in the Adirondack Mountains un-
der the auspices of Cornell University.
(Teaching Film Custodians.)
Thrushes and Relatives
(Sound) 10 minutes.
Portrays the habitats, feeding habits,
brooding, development, and activities of
the bush tit, chickadee, hermit thrush,
russet-backed thrush, robin, bluebird, and
water ouzel. Recordings of the calls
and songs of the birds reproduced. Close-
ups of the nest life of the young and
scenes of the adult birds in flight which
provide unusual study materials. (Emc>-
clopaedia Britannica Films.)
SILENT FILMS
Bird I lames
(Silent) 14 minutes.
Beach and marsh homes, meadow
homes, skyscraper homes, homes near
the ground. (Encyclopaedia Brita}tnica
Films.)
Birds of Prey
(Silent) 15 minutes.
Hawks, owls, vultures, and eagles.
Unusual eyes, beaks, feet, and feather
structure which assist birds of prey in
food gathering. (Encyclopaedia Britannica
Films.)
Uoxv Birds Feed Their Young
(Silent) (Color) 8 minutes.
Intimate scenes of the indigo bunt-
ing, bluebird, sierra junco, thrush, cedar
waxwing, goldfinch, hummingbird,
April— SEE and HEAR
(.,
erons, least hittcrn, snake bird, quail,
nd others feedinR and caring for their
ounR. (Fticrclopacdia Britauuica Films.)
HuMivtiughiril llovic 1 ifc
(Silent) H mhtnlcs.
"Home— and in such an odd place!
hcse little busybodies chose as their
esting place the bracket of a 'Bus Stops
lere' sign amid the bustle of one of
iollvwodd's busiest boulevards." (llasel-
New Game Birds for Western
Fields
(Silent) 12 minutes.
Conservation and restocking of game
birds-worthy of consideration for projects
of public minded persons throughout the
Particular attention paid to
quail, and partridges.
country.
pheasants,
(Church.)
Rxiffed Grotise
(Silent) 10 minutes.
Courtship of the grouse; nesting; de
velopment of the young; activities of the
young; hand-reared grouse; nesting in
capacity. (Encyclopaedia Britannica
Films.)
These films may be secured from your
nearest film library.
An Instructional Materials Center at New Jersey State
Teachers College
(Editor's Note: Miss Margaret G. Cook, Librarian, and Dr. Lili
Heimers, Director of Teaching Aids Service at the Montclair State
Teachers College, New Jersey, inform us about part of their unique
program — an instructional materials center and the influence it exerts
on teacher training at Montclair, on the teachers in the state of New
Jersey, and elsewhere.)
The function of a teachers college no longer ends with classroom
instruction of its undergraduates. It has become a service center in the
area which surrounds it. Among many other duties, it now also assumes
responsibility for collecting and evaluating instructional materials and
for training teachers to use them effectively.
Because of its central position, usually both physically and spiritually,
the college library has unequalled opportunities to see the inter-relation-
ships between subject fields and therefore is equipped as no other depart-
ment to bring together and administer teaching aids and equipment for
their use for all fields of learning.
The program of teaching aids at Montclair is developed as a depart-
ment of the library. It locates and gathers teaching aids from available
sources, commercial and non-commercial. It scans regularly periodicals
and professional announcements for materials which seem related to
course of study work and learning experience. In the course of this
inquiry, literally thousands of contacts who year after year produce pub-
lications, charts, graphs, maps, picture kits, films, slides, and exhibits
which make valuable contributions to classroom work have been dis-
covered
Copies of all of these are secured, evaluated, and the best made avail-
able for use bv the students at Montclair and by teachers in service in
New Jersey. For the undergraduates and for teachers, 30 copies of these
materials are ordered at one time on a gratis basis. Undergraduates are
encouraged to examine these teaching tools and to retain the free
materials as a part of their personal collections.
SEE and HEAR— April
Page 47
and Pupil Learning
R. S. InLENFELPT
Siipcnisnr nf FJevieniary Schools
\\ isconsiii Departutctit of Pithlic Instruction
Editor's Note: The program of visual
instruction may be improved in any class-
room by doing better some of the simple
things which lend atmosphere to instruc-
non. Among them is better bulletin board
utilization. It doesn't cost anything except
a little energy and heed to the splendid
suggestions which Mr. Ihlcnfeldt makes
in this report.
TO make tlic most effective use
nf bulletin boards in the class-
room is a challenge to many ele-
mentary and secondary teachers.
Se\eral studies of the more recent
instructional methods of our military
forces reemphasize a con\'iction
which has been held by many of our
most efficient teachers, that visual
education can and should be given
a more prominent place both in the
school's budgetary pro\'isions and in
the pupil-teacher planning and pur-
jiosing of the classroom.
1 hat educators recogni/c bulletin
board acti\ity as an integral part of
any well balanced program of visual
education is shown by the fact that
more and more space is being allot
ted to bulletin board use in our (ildcr
schools. In our most recently con
structed buildings, school architects
include areas for blackboards and
bulletin boards on an equal basis.
In tra\eling from one classroom to
another, it is most interesting to note
the extent to which alert and prom-
ising teachers are now using bulletin
boards. Through the use of these
boards, unlimited motivational pur-
suits, inviting graphic representa-
tions, challenging problem situa-
tions, comprehensive organizational
patterns, and interesting culminat-
ing efforts are effecti\ely presented
and visualized.
I would like to include the follow-
ing five points in order to review the
possibilities which are at hand in the
form of better bulletin board utiliza-
tion and planning.
1. The most valuable bulletin
board displays arc those which grow
out of the regular work of the
school.
2. Bulletin boards possess excel-
lent opportunities for pupil planning
and purposing, and should therefore
be primarily the result of pupil ef-
fort. While ready prejxued materials
merit display in many instances,
pupil created work is to be pre-
ferred.
i
fursui
Parfp 48
April-SEE and HLAR
3. Exhibits on bulletin boards
hould come from such learning
ireas as social science, science, Ian
;uagc arts, and line arts and should
angc from kindergarten through
ollegc.
4. Cooperati\e bulletin b<.)ard
nirsuits are to be preferred over
hose of an extreme compctiti\e na
ure. 1 Io\ve\ er, evidence ot a pupils
Here is an illustration of the fourth
feldt describes. It is truly a pupil
ompetition with his own previous
iork is heartily endorsed.
During my visits into the class-
ooms of our state, I have encoun-
ered many excellently prepared
)ulletin board displays. They are ex-
ellent because they supplement the
;EL and HEAR— April
use of bulletin boards that Mr. Ihlcn-
planning and participating activit}-.
units of work being taught. I would
like to describe some of them.
1. To stimulate interest or chal-
lenge the learner in the initial stage
of the teaching and learning process.
lUiistratioMl Pupils of the eighth
grade who had studied safety a pre-
Page 49
ceding ycnr arranged a challenge
for the sixth grade children who
were about to start a study of that
area. On the upper half of the board
under the caption, "1 low can we
prevent a recurrence ot this loss?"
appeared the words, "The Problem,"
and under this appeared statements
as to the loss of life and propcrt\
through accident in the school, in
of the great personalities of th V"
riod. \ hrough pupil-teacher plan-
ning it was decided to indicatt on a
bulletin board reasons why Lincoln
was so eminently (lualified for lead-
ership tluring that critical peritd. In
a discussion which preceded tip ar-
rangement of the bulletin b<
children offered reasons such as
lollowing:
I Icrc is a bulletin board such as the author describes in point number 6.
It lends concrete evidence to this social studies unit.
the home, on the farm, and on the
highway during the preceding year.
Following this appeared the words,
"The Solution." The lower portion
of the board below "The Solution"
was left to be filled in by the chil-
dren when they had come to conclu-
sions as to ways and means of avoid-
ing a recurrent loss.
2. To reflect some phase of
learning which is under way during
the assimilation period.
lUustrationl Children had been
studying the period of the war be-
tween the states, and interest was
centered upon an analysis of some
Pag* 50
1. His barren boyhood ga\e him a
sensitivity to human \alues.
2. I lis early life spent in both sla\e
and free territon,- gave him a
comprehensive understanding of
issues on both sides of the slave
(juestion.
3. I lis debates and his law experi-
ence gave him confidence in
dealing with his jiublic and with
his jx)litical opponents.
4. I lis keen sense of humor served
to assist him in maintaining his
jx-rsonal balance when odds
seemed preponderantly against
him.
April— SEE and HEAR
,e lor
i'
iJet
llii
Itjclie
ilSoi
illeti
outli
leie
eopli
(iih
\.
md
KK
.no
JDll
I13(
tr:
His persistence in analytical
reading added to ius intellectual
ability generally and to his effi-
ciency in the use of oral and
written language.
hi the center of the board was
ced a rather large picture of Lin-
n, while around it were placed
s(xles in his life which reflected
■ loregoing characteristics.
?. To reflect some develop-
ntal aspect of learning which is
Jer way (a) throughout the unit,
) throughout the school year.
^lliistratio)il The pupils and
cher in the initial stage of studv
South America placed upon a
lletin board a large outline map of
.ith America. As various regions
re studied, characteristics of the
)ple, products grown and pro-
ved, commerce carried on with
eign countries, and relationships
h the United States were noted.
\. To organize into a coherent
1 unified whole \alues which
re gained from a study of a unit.
\ most desirable learning process
olves the formulation of an inclu-
2 problem, the stimulation of
le reading and fruitful discus-
n, and the encouragement of
active evaluation and organization
rk following the reading and dis-
;sion.
rhe bulletin board offers an un-
jal opportunity to reflect pupil
iices of the more pivotal elements,
i the arrangement of such in a
ified whole.
Illustration! A high school group
J studied the qualities of a desi-
Z and HEAR— April
R. S. lIII.liN'lULUI
Mr. llilcnlVldt's educational record in-
cludes the teaching ol a rural scIkhjI, the
principalship of a high school, and the
jiosition ol siiperintciulent of the Kenosha
County schools ^during which time he
established a county library). Since June,
1936, he has been suj>ervisor of ele-
mentary and secondary education of the
Wisconsin state department of public
instruction. As a member of this depart-
ment, he is in charge of school board
convention work and is director of con-
servation education and education in co-
oi^ratives.
rable community, and the organiza-
tion lesson involved their summari-
zation. A picture of a desirable com-
munity was placed on the board and
around it were indicated qualities
agreed upon, such as the following:
1. Provides honest, serviceable
and efficient administration
generally.
2. Contributes to the development
of happy homes.
3. Assists in establishing and
maintaining useful industry.
4. Maintains efficient schools.
5. Pro\'ides essential public utili-
ties.
6. Contributes to wholesome rec-
reation and entertainment.
7. Stimulates interest in churches.
8. Contributes to the support of
a well-balanced library.
9. Maintains sanitar}' conditions
generally.
10. Insures public safety.
5. To indicate the scope of an
area or areas studied.
Pag* 51
lllKStfl
bkedc
Wlii
kil
fl Wl
These youngsters are arranging art work that has growTi out of their
unit "The Toy Shop." This is the kind of board that lends atmosphere,
that provides intriguing surroundings, and fosters interest.
The long narrow bulletin board
spaces above blackboards too fre-
quently offer little or no evidence of
constructive, cooperative planning.
In some schools this type of board is
nearly barren of material and often
actually detracts from the appear-
ance of the classroom.
This circumstance need not be!
Children of the third and fourth
grades devote considerable time to
the study of children of other lands.
In one classroom, as children of eacl^
land were studied, a drawing of a
representative boy and girl was
made and placed ujXjn the board in
attractive fashion. Over the entire
display appeared the caption, "Our
Neighbors in Other Lands."
Artistic friezes illustrating epi-
sodes in fairy tales studied in the
lower grades and events in the
Pag* 52
longer stories of the middle and up
per grades are also included in this!
division.
6. To show some cvolulionaiy
or developmental aspect of life.
lllnstration! Over the bulletin
board in one classroom appeared the
caption, "From Cave to Castle." On
the board apix-arcd drawings to il-
lustrate the development of the
modern home. To the left appeared
man's first effort to develop a house;
next, to the right, the earliest log
cabin; then the log cabin of the later
pioneer days; ne.xt to this, the ear-
liest frame building; and lastly, the
modern home with all of its rami-
fications. In similar lashion, the evo-
lutionary aspects of transportation,
communication, etc., can be shown.
7. To reflect the result of ana-
lytical effort.
April— SEE and HEAR
Illustration! The children were
;udying the Hfe and characteristics
f some wild animals of their state
nd a numhcr of children indicated
desire to study the beaver in detail.
Kiestions such as the following re-
jlted from discussion, and were
laced on the board:
. What do beavers look like?
. What kind of a home do they
build?
. Where do they build their
homes?
. How is the home built?
. How do the beavers help us?
, What can we do to help beavers
live more securely?
Following the formulation of
lese questions, a group of children
idicated a desire to use the bulletin
board space above the blackboard
to illustrate as their culminating
project their discoveries and their
answers to the questions they inves-
tigated.
The field of science lends itself to
effective analytical work which may
be effectively visualized through
bulletin board illustration.
These are but a few of the bulle-
tin board applications which teach-
ers should explore. Through their
own ingenuity and careful planning
growing out of their individual sub-
ject needs, they should be able to
exceed any of the suggestions that
I have given. Always the bulletin
board should be considered as a pos-
sibility to correlate visual materials
with the current unit of study, to
assist in making it more interesting,
and to challenge pupil creativeness.
EDUCATIONAL research has established many values of films.
Studies made by Freeman and Wood, Tilton and Knowlton, Rulon,
and Thurstone and Peterson reveal very positive points of view
concerning psychological values growing out of the use of the educa-
tional film in the classroom. Many former views are now substantiated:
— The child can learn more and remember what he has learned for a
longer period of time than can pupils who have been taught by the
more conventional methods.
— In certain subject-matter fields, pupils can gain information easier than
they can without the use of this aid.
— Pupils increase their participation in other school activities.
— The attitudes of pupils are changed.
— The pupil is enabled to think better than those who have not used
the educational film as a part of their instructional program.
— The pupils have their experiences enriched.
-FORMER GILL
Director Audio-Visual Education
Mississippi State Dept. of Education
IE and HEAR— April
Page S3
'^iAi9|3L£^3/K.©d^55£u
J
ITALY
Dr. Arthur Stenius
Coordinatur of Vhnal, Radio, and Safety Education, Detroit Public ScJiools
Editor's Note: Education in Italy has been the
subject oF much popular conjecture. On the authority
ot "having been there, " Dr. Stenius brings us a revealing
description and critical survey of radio in Italy.
I.\ Italy, a private company, Ente
Italiaiio Aduizone Radiojouiche,
I)etter known and more easily re-
lerred to as EIAR, held a monopoly
of broadcasting privileges. In prac-
tice, however, there is no doubt
iluit Italian radio was clearly an ac-
ii\ ity ol the state.
School broadcasting was an ac-
ti\itv oF the Fascist Party and part-
ly the work of EIAR. The latter
had complete responsibility for all
secondary school broadcasts and also
carried through production and
transmission of all elementary school
programs. To plan and write these
programs for the primary grades,
however, a separate organization,
E.nte Radio Rurale, had been set up
within the Fascist Party. The Fas-
cist policy was definitely one of
"reach them while they're young."
Eute Radio Rurale operated di
rectly under the super\ision of the
Page S4
secretary of the Fascist Party, and
its director was appointed by him.
This organization was in complete
charge of making up scripts, pub-
lishing booklets to be used in con-
iunction with the broadcasts, and
instructing teachers in the use of
radio as a teaching aid. 1 he stature
ol h}}te Pxadio Rurale can be judged
somewhat from the fact that the
three words constituting its name
acted both as sufficient address and
postage on anv mail intended for it.
1 his arrangement did much to
lacilitate and stimulate the sending
of such items as teachers' reports
and student incjuiries.
But one should not hastily con-
demn Italian school broadcasting
because of its direction by Fascist
leaders. Many of the features of
Italy's sch(X)l radio work were ex-
tremely effective. And the values
which were apparent did not neces-
April— SEE and HEAR
The main studio oF EIAR's facilities in Rome is here shown in use
for a musical broadcast to schools.
irily stem from the totalitarian
aturc of the go\ernment. True,
ictatorship made easy the setting
I motion of all policies and method
?sired by Ente Riirale, hut most of
le principles would be sound when
iplied to any system of educational
idio.
First, as to the secondary school
roadcasts. These programs were
resented twice each week, and
ere, with only a very, few excep-
ons, concerned with music. The
)rm of these broadcasts was either
lat of a talk on some phase of
lusic with musical examples, or
5ncerts w'*^h explanatory remarks,
"he programs were presented on
vo levels with concerts and talks
Iternated for both "beginning" and
idxanced" students. During the
•hool year, 1938-39, talks of the
idxanced" series were concerned
'ith the different musical forms
such as the dance, symphony, ora-
torio, and the opera. Broadcasts for
the less ad\'anced listeners treated
harmony, melody, and the instru-
ments of the orchestra.
In producing these programs, the
full facilities of EIAR were on call.
Operatic singers, a 75-piece sym-
phony orchestra, and concert artists
were used as the occasion de-
manded. At one time when a cer-
tain phase of choral music was be-
ing considered, the entire Sistine
Chapel Choir participated in pre-
senting the program.
The high quality of these pro-
grams probably did much to spread
acceptance of them. In June, 1939,
the number of students listening
regularly was reported as 491,906,
a very high figure when one con-
siders the limited enrollment in
Italian schools.
EE and HEAR— April
Page 55
Programs for elementary grades
were much broader in scope than
those transmitted for secondan.'
school and were broadcast daily.
The length" of individual programs
x'aricd according to the script-writer's
needs in treating his material. As
no general broadcasting was done
during the major part of the morn-
ing in Italy, the school period did
not need to fit into any special time
schedule.
Among the usual \ariety of school
programs — playlets, music, tra\el
talks, interview — were two broad
casts that merit special mention.
One. Esercitazioiie di RadioteJe-
grafia, aimed to teach the tele-
graphic code to listeners. Presented
in the form of a series of story
telling episodes with the same char
actcrs e\er)' week, each episode
would include a period in which a
part of the code was explained and
illustrated. The final broadcast in
the 1938-39 series included 15 min
utes of code sending which children
were to decode. Results sent in to
f-Mte Radio Rtirale showed that
definite progress had been made by
thousands of pupils in learning the
wireless code. Again, Italy had
started early — this time to prepare
indi\iduals for ser\'icc in the Army's
signal corps.
The second program of special
interest to the author was one which
was classified as a drawing lesson.
Students listening to the broadcast
were supplied with sheets of draw
ing pajXT which were covered \vith
dots that could be referred to and
located by the pupil as one locates
.1 position on a graph. The radio
Page 56
speaker instructed them how to hold
the pencil, where to start and where
to leave off, and to what points'
the pencil should be moved. Notj
until the final lines had beenj
drawn did anyone in the classroom
know what the finished picture
would portray.
Without doubt, no one will ever
know to what extent such exercises
contributed to the artistic develop-
ment of the listeners, but the pro-
grams did develop an ability to
follow directions. With a sub
stantial segment of the nation's
children required to listen to the
broadcasts, a national docility might
easily be pointed to as the probable
end in \iew. At least one is ready
to accept such a suggestion in re
gard to pre-war Italy. Care will
need to be taken, however, if the
same charge is not to be leveled
against many school systems in
this country when direct teaching
]Mograms appear more frequently
on the air as new educational FM
stations begin operation.
Italy did more than any other
European country in attempting to
make the teacher a vital part of
the school, broadcasts. One pub
lication of Entc Radio Rurale gave
the teacher the complete script of
each broadcast far in ad\ance of
transmission dates so that he could
prepare himself and his class for
the listening experience. To bring
him further into the program, each
teacher was made to share an-
nouncing duties. This sharing was
achieved by having the program
come on the air' with the theme
announcement followed by a state
Arril-SEE and HEAR
Ciins it
■is tei
!s a t
DR. AinilUK S'lENiUS
In 1939, Dr. Sttnius spent nine
)ntlis abroad studying audiovisual pro
mis in ten Luropcan countries. I le
s been connected with the Detroit
iblic Schools since 1928 and has served
a hi«h school teacher, secondary
lool administrator, and presently is
jrdinator of visual, radio, and safety
ucation. Since 1940 he has been a
:ulty member of Wayne University,
well.
.'lit to the edect that "Your
icher will now tell you some-
ing about . . ." This statement
IS followed by a minute or two
silence on the radio so that
e indi\'idual teachers throuyhout
e nation might give whatever
ening remarks they believed to
fitting for their respective classes.
lis approach literally pushed the
ichcr into the program and made
mewhat certain that he had
studied ihc sciipt lu be broadcast
so that he would not seem unpre
pared before his students. Even
an inept actor dislikes missing his
cue.
Icachers were required to use
most programs and to report on
each program used. These reports
asked for personal reaction to con
tent, j)rescntation, reception, and
curricular value.
Each student in Italy was re-
tjuired to keep a school diary, mak
ing daily statements of evaluation,
favorable or unfavorable, of what
school had done for him. On all
days when radio listening was one
of his experiences, he was to in-
clude some comment on the broad-
cast. Teachers were required to
look oxer these diaries at different
times and send student reactions
to programs to Ente Radio P\urale.
'ikiEimiiiaiKA'.jki. :'"wt^t-
An Italian elementary school class listens to a radio broadcast. The
special receiving set developed for schools by Ente Radio Rurale is shown
in use. Quality classroom reception and low cost were the two factors
stressed in the set's development.
E and HEAR— April
Page 57
More than fifty per cent of the
schools ot Italy had radios as stand-
ard equipment before the war. In
the schools so equipj>ed, the aver-
age number of students per re-
cei\cr was 116. The great num-
ber of radio equipped schools is
all the more startling when one
realizes that Italy had the lowest
per capita ownership of receiving
sets in Western Europe. Less than
20 per cent of Italian homes had
radios in 1937.
To aid in the support of school
radio — as in our own country,
equipment purchases were the re-
sponsibility of local communities
and districts — Ente Radio Riirale
de\eloped a type of receiver es-
pecially suited for use in the class-
room. Low cost and quality re-
ception were the two primary fea-
tures of this radio. The set was
not for sale to the general public.
Italy was the one European
country in which all school pro-
grams were given actual classroom
trial before being broadcast. A
school near Rome was set apart
as an experimental institution. Pro-
grams to be tested were sent to
tiiis school by wire. Through this
medium, individual broadcasts as
well as new presentation techniques
could be checked before being put
on the air for national consump
tion.
One of the broader aims of
Italian broadcasting— both that for
the schools and the general public
—was the building of a national
l)ride through a knowledge and an
appreciation of things Italian. To
an (jutsiiler tlu' effort seemed a
Page SB
treatment for a national inferiority
comple.v. Not only were plays, lec-
tures, music, and instructional pro-
grams concerned with things Italian,
but speakers, composers, artists and
authors must be Italian as well.
In 1938, almost 90 per cent of all
music broadcast, popular and clas-
sical, was by Italian composers; 91
per cent of all drama was of Italian
authorship.
Even with less than one out of
every five homes equipped to re-
ceive broadcasts, radio did the lion's
share of turning the Italian mind
toward things Italian. Such an ac-
conij^lishment brings clearly into
focus the job that could be done
by concerted broadcast efforts in
a country such as ours. If one
then substitutes the "brotherhood
of man" for "things Italian," ideals,
such as, lasting peace and the One-
World concept become very pos-
sible objectives.
Agriculture
(Sound) 11 minutes. Use: Guidance
S; Chihs ].
THIS film explains tlie various types
ot agriculture and how many farm-
ers diversify tlieir operations to
make farming prt)litable by raising grain
and marketing it as beef, pork, mutton,
and jioultry. Some of tfie jobs a farmer
must know— care of farm equipment and
animals, preparation of the land, and
jirotection against st)il erosion are e.x-
jiLiined. A frank discussion of qualifica-
tions of a prospective farmer is given.
Educational qualifications are outlined
from high school througli college. As-
sistance gi\en by county agents and
other farm agencies and the need for
people trained in agriculture to fdl these
jobs are discussed. \'ucatiumd Guidance
Vihii'^. At your nearest film library.
April— SEE and HrAR
Using a film to introduce an open
forum discussion ....
Once again we are faced with the challenge to build the peace among
the parting clouds of war. The permanent members of the Security
Council of the United Nations organization are representatives of the
U. S.. Russia, England, China, and France. They survey the political
world and stand readv to adjust its differences.
TJ-IC; PEACE-.
~ia*i u>t keifi ui?
■^^ AN we bring about more povver-
^--^ ful peace-enforcing instruments
or tomorrow? One of the great
rrors of World War I was that
)eople ceased too soon to think
bout its consequences and antici-
EE and HEAR— April
pate the possibility of its repeti-
tion. But now, to a war-weary
and demoralized world, radio pro-
grams, messages from the key men
of empires, open forums, and round
tables are talking about planning
Page 59
By J. Margaret Carter, National Film Board of Canada
for peace. To other outstanding
films on this subject has been added
Nmi7 the Peace.'*'
Now atomic power has been
added to all our other problems.
It is really an old problem in new
dress and of greater magnitude. The
prospect of peace is ne\er certain
in a world of strong sovereign na
tions. But now that uncertainty in
the face of the atomic secret poses
a problem never before contem-
plated. Of course, we of the United
States have the secret today. And
with it we have its potential for
good or for evil. Truly, the re-
sponsibility is ours to be thought
of and planned for in schools and
colleges and certainly among the
adult population.
To the Chicago Film Workshop
a short while ago, Dr. Malcolm
Dole, Professor of Chemistry,
Northwestern University, was in-
vited. After the group had as-
sembled the film Now The Peace
was shown, and following its show-
ing. Dr. Dole began the discussion
and responded to inquiries. 1 he
report which follows is more than
that. It is an outline, in brief, of
an opportunity which can be seized
upon in other communities— the
opportunities for planning vital and
important adult forums in which
local people can secure challcng-
*16 mm. suunJ, 20 niiiiult-s, pruduci-d by
the National Film Hoard of Canada and dis-
irihiitcd in the United States by Hrandon
I'ilms, 1600 Broadway, New York City.
.\vailable for rental from your nearest fdni
library.
Pago 60
Editor's Note: Peace must b« more
than an interlude before the next war.
From many quarters come suggestions
which turn our thoughts in this direc-
tion. During the recent Chicago Film
Workshop, the film Now The Peace was
shown as an introduction to the open
forum discussion which considered the
possible means by which we may be able
to preserve peace.
:case(
more
itedin
If we
iplode.
%^f
fttnie
voiic
ing information through the sound
motion picture. The stenographic
report of the Chicago Film Work-
shop follows:
DR. MALCOLM DOLE: I am
happy to speak this evening about
the subject of atomic energy. I be-
lieve it an opportunity to bring you
technical facts. If ever>'one has
these facts, then the chances of our
coming to a correct decision as to
what to do with atomic energy in
planning for a peaceful future will
be much greater.
The diflfcrence between an atomic
explosion and an ordinary one (such
traditional materials, for instance,
as TNT) is great. When a mass
of 235 plutonium, which is atomic
material, explodes or disintegrates,
20 million times as much energy
per pound of material is liberated
as when TNT explodes.
In a TNT explosion, the explo-
sion wave is carried through the
mass by a velocity of about 8,000
meters per second; however, with
uranium 2.35 plutonium, the ex-
plosion wave is carried in an en-
tirely difTercnt mechanism and is
propagated through the mass about
April-SEE and HEAR
ticetl
ia
EEo
' luindrcd times faster than in
case of TNT. Not onlv is there
more energy h'herated, hut Hh-
tcd in a shorter time.
f we take a stick of dynamite
1 cut it in half, each half will
)lode. If we cut it in quarters,
h t|uarter will explode. This is
true of uranium 235 plutonium.
k'ou cut it in half and then cut
h half, nothing will happen no
ttcr what you do. There must
1 certain critical mass of uranium
and plutonium which we must have
hefore any explosion will take place
at all. When this minimum ex-
plosion does take place, it is an
explosion of the type that occurred
over in Nagasaki.
Atomic energy concentrated in
such a small space does not need
a detonator. As soon as enough
material is massed in a size greater
than the critical size, it spon
taneously explodes. There is atomic
disintegration of uranium 235 plu-
1 o insure tlie Council's power, there is placed at their disposal a
special Board ol Military I'xperts, like our allied duels ol start. And
when peacelul means fail, when the Cleneral y\ssenibly and the Security
Council have not been able to bring about a conciliation, when the
aggressor has shown his strength, then the Board of Military Experts
stands readv to meet the threat of force with force.
and HEAR— April
Page 61
The international organization will survey the world and will elect a
special council to promote international cooperation among all the people
of the globe. Already the United Nations are taking joint action in
three great fields of reconstruction — food, money, and relief.
tonium sufficient to set it off by
itself nncc that critical size is e.\-
ceedecl.
To avoid premature explosion in
atomic bombs, the charge material
is separated in two or three or more
segments which are far enough
apart so that they are isolated. At
the moment one desires the ex-
plosion to take place, the material
is shot together with high velocity
so that they can be got as close
together as possible before the ex-
plosion occurs.
A difference exists in the type
Pag« 62
Now,
lolicy is
k k(
km
iliicli (
unce, ai
an k
:inces,
■ke Mi
of damage done and deaths pre
duced. Three types, of deaths wer
recognized in Japan. First of al
the type of death from an ordinar ,
explosive, that is. the force whicl^^^
blows down buildings is one. am^ ,
second, deaths due to burns fron "■
tremendously high temperat
The temperature of an atomic ex
plosion is said to approach that o
the sun, alx)Ut
centigrade.
tnc inulion dcizree
There is a third type of deati —
which we would not get in TNlJ"""
ives.
ie«w
jieats
explosions. It is the death fron
AprU-SEE and HEAP
a-
ima ray burns when explosions
I place. Gamma rays are very,
/ short X-rays which have tre-
kIous cncri^y which can cause
lycd internal hums,
eyond these technical lacts,
It about the social and political
aence the atomic bomb will have
the future? It must necessarily
nge military strategy. It is par-
larly effective for a surprise at-
L against a great industrial na-
like our own. A surprise at-
: is particularly hard to protect
inst as we saw at Pearl Harbor,
ause of the fact that the atomic
lb occupies such a small space,
a few would be sufficient to
irreparable damage. It is es-
ated that eight atomic bombs
pped at critical points in Chi-
3 would completely ruin the city
ar as its ordinary functions are
cerned.
s^ow, as far as international
cv is concerned, it seems to me
t because of the atomic bomb,
ause of the long range airplanes
ich can fly a tremendous dis-
:e, and because of rockets which
be shot at tremendous dis-
:es, the United States has lost
geographic isolation that it had
the past. We can no longer
nt on our two oceans, the At-
tic and the Pacific oceans, to
/e as a bulwark to protect us
Ti the enemv until we have a
nee to prepare and to arm our-
'es. I think it means that the
:t war is going to occur with
at suddenness, and military prep-
ures cottrtesy National Film Board
Zanada.
: and HEAR— April
J. MARGARE r CARTER
Miss Carter, after graduating from the
University of Iowa, worked with Rand
McIVally and the University ol Chicago
Press, wliere she became interested in
the primary tools for learning. More re-
cently she has conducted film utiUzation
surveys and has conducted courses in
visual education for teachers at the Uni-
versity of Florida and Southern Metho-
dist University. At present she is direc-
tor of non-theatrical distribution of films
in the United States for the National
Film Board of Canada.
aration and defense will have to
be always available at a moment's
notice.
Of greatest danger would be an
atomic armament race.
The hope of all people will be
to try to promote international co-
operation. If scientists know every-
thing that is going on in every other
nation of the world, then we will
have no reason to fear them and
they will have no reason to fear
us and good will and a feeling of
security may be promoted.
AUDIENCE: I just wonder ff
there could be an alternate plan to
turn over this secret to the United
Nations or put it into the control
of the United Nations to hold as
military power, the police power
of the United Nations.
DR. DOLE: I believe it is re-
corded in history that in the
twelfth or thirteenth century, when
the cross-bow was invented, the
people of that era felt that would
certainly end all war, since it was
such a tremendously dangerous
weajKjn. When Nobel discovered
nitroglycerin, he told some of his
Page 63
Now— the Peace is, in my opinion, one ot the outstanding
films we have seen this year. The students, all seniors in Social
Problems, were so interested that each class demanded to see
it again, and then could hardly he restrained from long dis-
cussion.
- RUTH FULLER,
Social Studies Teacher,
Manitowoc Senior High School.
I
friends that he felt his discovery
would do more to prevent war than
all the peace societies in the world,
but we have seen that neither the
discovery of the cross-bow nor the
discovery of nitroglycerin prevented
war. As long as the atomic bomb
discovery is kept from other na-
tions, there will be the danger of
some unscrupulous persons getting
control of it.
AUDIENCE: What is your
plan? What would you do?
DR. DOLE: I certainly think
that control of atomic energy should
Ix* put in the hands of the United
Nations organization or some com-
mission apjx)inted by the United
Nations organization. I believe in
international democracy.
AUDIENCE: Aren't we foster
ing a false security in this country
by keeping the secret of the atomic
bomb?
DR. DOLE: Scientists agree
that the technical details necessary
to make the materials for the atomic
Injmb cannot be kept a secret. In
1941 this country decided to cm-
bark upon three major methods of
Pag* 64
'I
getting the atomic materials for
the bomb. All three methods were
successful. This is described in the
Smyth Report published by the
Anny.
AUDIENCE: Does the Smyth
Report speak of something generally
available to anybody? Is it pub-
lished as a document?
DR. DOLE: You can buy it in
any book store.
ALIDIENCE: It seems to me
that in view of what has been
said, there is no military defense
against this bomb, and that there
is no jx)ssible assurance that the
method of producing it can't be
disco\ered in most any country.
Thus, what we are calling jxjlitical
control is really the only possible
defense.
Tfie availability ul the 54 titles of
tfie Human Relations Scries of Hlms
has f)cen announced. Through the CajI-
lege Film Center, 84 East Randolph
Street, Chicago, Illinois, the Human Re-
lations Series may be secured on a rental
basis.
For complete informatiun on such
titles as Arrowsmith, Dodsu^orth, Fury,
and White Banners, write directly to
the College Film Center.
April— SEE and HEAR
ll
Ediio
5 si*
Kiially
fcr yoi
THsis
\\k
^•play
(Epilsi
■lis.
H
AI
Kual
de<
litilei
nan)'!
lars,
ttnal [
iesai
Bthe;
Tliii
e.\
These
littnti
SEonj
J^a^ir^iOiM^^^^^^
and how to make them
Mary Est
Biireim of Audio-Vis^ial
ditor's Note: Have you been think-
about lantern slides? Have you
lally wondered how to make them
yoursehes — you and your pupils?
s is the first ot a series of four articles
Miss Brooks. It is purposely a play-
)lay account which you and your
ils can follow to get really good re-
FANDMADE lantern slides are
I- not new in the field of audio-
lal materials. Pupils and teach-
liave experimented with hand-
de slides with the result that val-
>le techniques are now in use in
ny schools. During the past few
rs, high quality inexpensive ma-
al has been developed, and at
same time effective production
I utilization techniques have been
"kcd out by those experimenting
he field.
Phis article will re-emphasize the
Lie of handmade lantern slides
1 explain production techniques.
ese production techniques have
n tried and ha\e proved success-
iiER Brooks
Aids, Indiana University
Lantern slides are divided into
two broad groups — photographic
and handmade slides. Handmade
slides are slides which are two-
dimensional pictures, prepared by
hand for projection in a lantern
slide projector. These slides are
relatively inexpensive to produce
and require a minimum of equip-
ment.
I landmade lantern slides are use-
ful as teaching aids, and in the
hands of a skillful teacher, they be-
come effective tools. Pupils can use
the slides for reports, for summaries,
and for enriching projects through
pictorial means. They can be used
for presenting or previewing new
material, supplementing and enrich-
ing^ material already in use, moti-
vating interest, serving as a back-
ground for discussion, testing, re-
viewing, and summarizing. Mate-
rials which are not available or
easily accessible for projection from
other sources can be transferred to
the slide.
A step -by -step account
that you can easily follow
and' HEAR— April
Page 65
\
2 r
V.
STEPS IN
151 \ DING
A SLIUH
I — 1 ake the slide plate and
' a cover glass, place to-
gether with the side of the
slide plate carrying the ma-
terial inside. Moisten the
binding tape. Press the two
pieces of glass fannly together
and stand slide on end in
the middle of the damn tape,
allowing it to come Hush with
the end of the tape.
O— Rotate the slide along the
*• middle of the tape. When
the tape is on all four sides,
clip the tape (diagonally)
free from the end held in
position on the table. Run
the thumb nail along the
edges.
T^ T TTPf 'i
Pag* 66
3— Press the tape down over
the edges of the glass on
the ends of the slides first.
This brings the corners on
the ends of the slides unAer
the side bindings.
4— Press the tape on the sides
of the slide down o\er
the glass. If the thumb and
index finger arc used in a
pinching motion, it makes a
smooth bintling.
April— SEE and HEAR
il
Perhaps one of the greatest values
F the lantern slide is the fact that
focuses the attention of the en
re group during projection. There
re unlimited possibilities for devel-
ping originality through the prep-
ration of slides and their produc-
on. Interest seldom dies. The ac-
vity can be dropped for a while
^d resumed later with enthusiasm
henever a need arises.
Types of handmade lantern slides
e the following:
Silhouette slides: Opaque paper, cel-
lophane, flat objects
Etched glass slides: Pencil, crayon,
slide ink
Cellophane slides: TypewTitten, slide
and India ink
Gelatine-coated slides: India and slide
ink, transparent watercolor
Translucent paper slides: Ink, pencil,
and crayon
Lumarith slides: Pencil, crayon, India
ink
Cover glass slides: Hinged, ceramic
pencil
Silhouette, etched glass, and ce-
,mic pencil slides can be made by
le lower grades, and these, as well
; the other types of slides, can be
ade by the upper grades.
Whatever material is selected for
ansfer to a slide, it should be re
ted to the subject being studied
id should contribute to the enrich-
lent of this subject.
Pictures may be taken from many
)urces. It is wise to build up a file
pictures which are small enough
)r immediate use on a Wz'^ x 4"
ide. Books, magazines, news-
ipers, bulletins, discarded school
Doks and advertisements can be
:E and HEAR— April
used as sources for the pictures.
Pictures larger than the slide can be
redrawn to slide size. Original
drawings are very desirable. With
practice, anyone can learn to trace
materials on the slide plates with a
finished technique. A group may
start by tracing material, and gradu
ally develop original drawings after
it has had experience with produc
tion. Whether the drawings are
original or traced, they should be
kept simple; all unnecessary' details
should be eliminated. There is a
great temptation, especially among
beginners in slide production, to in-
clude too much on a single slide.
Color may be used whenever it adds
to the attractiveness of the slide or
makes the material more meaning-
ful.
The slide should be well bal-
anced: there should be a center of
interest.
At first there is a temptation to
select just any type of picture in
order to complete the first slide —
"To see how it will look." Or, if the
drawings are original, the first few
sketches will be hastily done in
order to try the slide out in the
projector. It is wise to spend a little
time at the beginning simply trying
out the medium to be used on the
slide. One or two experimental
slides may be made to see how the
\'arious strokes work out or how the
medium projects.
Now, let's talk about how to make
slides. First let's learn the language.
The slide plate is the surface
which carries the image to be pro
jected. The plate can be of etched
Page 67
glass, cover glass, cellophane, trans-
lucent paper, or lumarith.
The vmt or vmsk keeps the cli
mensions of the image within the
proper area for projection. It can
be made of opaque pajjer or bind-
ing tape. Commercially prepared
masks can be used. It is not always
necessary to use a mask, since the
binding tape often serves as well.
The coi'er for the slide protects
the material on the plate. It makes
the slide permanent. Clear glass,
lumarith, or cellophane can be used
as the cover.
Biyjdiiig tape is used to fasten the
slide plate and cover together. The
binding protects the material on the
plate from dust, moisture, and
fingerprints.
The thumb spot is a marker on
the slide which is used as a guide
in projection. It is placed on the
lower left-hand corner of the fin-
ished slide on the binding or mask.
In projecting the slide, the spot is
held between the right thumb and
the inde.x finger (as one stands be-
hind the lantern) and inserted into
the projector for correct projection
upon the screen.
Now we know the terms. The
next step is to learn how one trans
fers an image to the slide plate.
The material to be transferred to
the slide plate either must fit into
an area 2V4" x 3" or be reduced to
this size. The drawing must be
made horizontally on the slide plate,
since it cannot be placed in the pro-
jector in a vertical position.
If free hand drawings arc to be
Pago G8
Hi
ar
BBd,
ll
3s:
used, first make the draw-ing on
white paper and make changes on
the paper rather than on the plate
The drawing must be within the
2W' X 3" space which can be lo-
cated by drawing around a cover
glass and then making a margin of
W' all the way around this area.
If drawings extend beyond the mar-
gin, they will seeminglv run off the
slide when projected.
It is an essential that the glass
be clean, as well as free of smudges
and lint. If there is a doubt as to
the cleanliness of the glass, clean it
thoroughly before starting. Slides
should be handled at the comers or
edges.
To clean new glass, use a soft ^
cloth, wash ofT the glass in warm
soapy water, and rinse in clear
water. After washing and rinsing,
dip the glass in a solution of hot
water and household vimmonia (one
quart of water to two tablespoons
of ammonia). Then dry and polish
glass with lint-free cloth.
To clean used glass, first drop it
into warm water. When the old
tape has loosened, separate the glass,
clean the glass with hot soapy
water and proceed with the am-
monia solution dip described above.
To clean etched glass when slide
crayons and pencil have been used,
first drop a little light weight oil
on the crayon marks on the slide.
Rub in and allow to stand for about j^
20 minutes. Proceed as before to
clean the glass thoroughly.
To clean etched glass when slide ta|
ink is used, dampen cloth with slide
ink solvent, rub slide until ink is ^
April— SEE and HrAR
tid
(I
u«
(]ti:
R!er,
ik
Iff]
sii
tlOlll
h
''I
BlM
3vcd, and proceed as already
ribed. To clean gelatine coated
s when India and slide ink has
I used, simply place the slide
ot water and wash off the gela-
and ink.
ow we are readv to bind the
; and cover into a slide. A per-
cnt binding is used when the
s are to be filed for permanent
All four sides of the slide are
id, thereby protecting the slide
I dust and smudges.
?gin by placing a desk blotter
I smooth table top. Have on
1 a container for water into
:h the fingers can be dipped.
have a soft cloth for wiping
!rs and smoothing tape. Cut off
It 15 or 16 inches of binding
evenly across ends and lay the
gummed side up on the blotter
one end. Fold back V2" of the
, moisten, and stick to the table
just over the left end of the
er. By fastening one end of the
in this manner, it is possible
eep the .tape taut, which pre-
5 it from curling up as the slide
>und.
ext, take the slide plate and a
r glass, place together with the
of the slide plate carr) ing the
•rial inside. Be sure the cover
; is clean and free of smudges
re starting. Moisten the tape
the fingers. Take care not to
:oo much water on the tape be-
e it will creep between the
; and will show in projection,
/ater creeps between the glass
ng the binding, the best thing
o is to remove the binding at
: and dr>' and start over. The
and HEAR— April
tape should be damp and sticky,
not wet. Press the two pieces of
glass firmly together by holding the
glass in the center between the
thumb and finger, then stand the
slide on end in the middle of the
damp tape, allowing it to come flush
with the end of the tape.
Rotate the slide along the middle
of the tape so that the damp tape
will stick to the edges of the glass.
After the glass has been turned
until the tape has stuck to all four
sides, clip the tape (diagonally)
free from the end neld in position
on the table. Run the thumb nail
along the tape where it has ad-
hered to the edges of the glass.
Now, this is important. Press the
tape down over the edges of the
glass on the ends of the slides first.
This brings the corners on the ends
of the slides under the side bindings
and makes a more durable finish.
Then press the tape on the sides of
the slide down over the glass. Final-
ly, with a small damp cloth, care-
fully remove excess glue. Last, mark
with a thumb spot and the slide is
ready for projection.
A temporary binding may be de-
sirable. In this case cut two pieces
of tape 3V4" long. Lay flat on the
blotter, moisten, stand slide on end
in middle of tape and press tape
over glass as described. Repeat
process on other end. Mark with
thumb spot.
A hinged binding is used when
the material on the slide plate is on
some type of material other than
glass. By using a hinged slide, the
copy can be easily inserted between
Poge 69
MARY ESTHER BROOKS
Miss Brooks is on leave from the Na-
tional Girl Scout Staff where she held
executive posts. Her interest in visual
education came through the preparation
of graphic aids which she used in train-
ing volunteer and professional workers.
She is taking college work at Indiana
University now, and is a part time mem-
ber of the staff of the Bureau of Audio-
Visual Aids there.
the glass and removed as other ma-
terial is used. For a simple hinge,
cut a piece of tape 4" long and lay
it flat on the blotter. Moisten the
tape and stand the glass on its side
in the middle of the tape. Press tape
over glass and allow tape to dry
before opening glass. By applying
the tape in this manner, it binds
the glass together on one side, there-
by allowing the glass to serve as the
covers of a book. When projected,
place the bound side down in the
slide carrier to keep the copy from
slipping out.
Bete
Tl
pt
In producing handmade lant
slides, each student should have ;
pie working space. The tables
desks used should be sturdy so t
unnecessar)' jarring can be avoic
while the slides are being traced.
While the slides are in prod
tion, it is helpful to have a projec
set up in the same or adjoini ^[2?
room. Frequent projection duri .[jo
production gives better results i » ^
cause the work can be checked a? jj)
progresses. n
A lighted working area is usel y^
in the production of handma j]()
lantern slides. If it. is not possil (jng
to secure or make a light table, ea ^op
student should have a piece ,,.
white paper to use under the gU \ °
while coloring the slides. I he gla .
held at an angle 30°-45° with t "I
lower edge resting on the table t(
gives a reflected light from the pap Kit
which aids the student in notii
the effect of the application of tl
colors to the surface of the sli(
Here arc two kinds of a necessary tool. Both have been photo
graphed— the desk light table and the portable light bo,\-so that any
one witli a reasonable flare for woodworking will be able to duplicate
them for your use.
Pictures by Photngraphic Laboratory, Bureau of Audio-Visual Aids,
Indiana University.
Pa9« 70 April— SEE and HEA?
e.
here are several types of liglitcd
A'ing areas which can be easily
structed. /\ simple light table
be constructed from ?-»" liiiii
1 he table should be light
ght enough to be easily moved
n place to place. It should be
roximately desk high with the
It 27" from the floor, the back
from the floor, and the top
x 24". Cut an opening
X 10" in the center of the table
This opening is to be covered
1 double strength window glass
s: 10". The glass is inserted into
opening so that it is flush with
top of the table.
L light box is then built in place
ler this opening. It is a simple
with the bottom hinged so that
bulb can be changed.
F it is not possible to construct
a light table, a small portable liglu
box can be made. ;\ complete de-
scription ol this box can be found
in the EcliKatiuii magazine, April,
19.-^8, in an article tilled "How to
Make Lantern Slides" by VV. I . R.
Price.
1 he supplies needed in the pro-
duction of handmade lantern slides
are inexpensive ant! can be assem
bled tor use in the production of all
types of slides. The special mate
rials required for several of the
slides can be secured for comparable
costs from more than one supply
house. For convenience, a suggested
list of supplies is presented with ap-
proximate prices quoted for each.
All of the materials except those (*)
can be secured at book and school
supply stores, grocery stores, depart-
ment stores, hardware stores, and
many can be brought from home.
MATERIAL LIST
Item of Material
Ammonia
Art gum eraser
(Each student
should have
one)
Blotters (each
student should
have one)
Brushes
Cloth
and HEAR— April
Suggestions and Price
Household ammonia. 1 5c per
bottle.
Cut eraser into small pieces.
Easier to use. 5c each.
Small white or light-colored
blotters and 1 or 2 desk
blotters. 6c per desk blotter.
Watercolor brushes are needed
for applying ink and w ater-
color. Nos. 3-4 can be
used. 35c each.
Lint free cloth. Nainsook is
best. 20c per yard.
Purpose
For cleaning and pol-
ishing glass.
For remo\ing smudges
from etched glass.
For holding slide steady
in tracing. Keeps tips
o f fingers dry.
Avoids smudges.
For applying sHde and
India ink.
For cleaning and pol-
ishing slides.
Page 71
Co\er glass'
Drawing pencils
(Each student
should have
one)
Drawing pen
Glue
Graph paper
Gummed dots
or paper
Lantern slide
masks*
Sand paper
Scotch tape
Tape for bind-
ing*
Transparent
ruler
iW X 4" regular cover glass.
It is heat resistant, is cut
accurately, and is of light
weight. $2.00 to $2.50 per
100.
HB (Medium) or HB&H
(Medium hard) lOc each.
Crowquill pens or Esterbrook
pens No. 32. Crowquill or
Hunt round points No.
102. 3c per point. 20c per
pen.
Transparent glue. iOc per
bottle.
10 and 20 squares to the
inch. Ic per sheet.
Colored gummed dots about
V4" size. 10c per box.
Useful when making quan-
tities of shdes. $1.00 per
100.
Medium and line. 2Vic per
sheet of 8" x 10" sand
paper.
\i" tape. 15c-20c per roll.
Vi" gummed paper binding
tape, preferably black. 15c-
20c per roll.
6" ruler. 5c each.
For cover glass on all
sides. For gelatine,
silhouette, hinged,
and ceramic pencil
slides.
Use on etched glass.
Use on lumaritn.
For applying India ink.
For pasting silhouette
or cellophane slides.
Use in blocking out
lettering.
Use for thumb spots on
all slides.
Used for masking
slides.
For sharpening slide
crayons and drawing
pencils.
For holding slides in
place when tracing.
For binding and mask-
ing.
Used with all shdes.
Here are several sources of supplies used in production of hand-
made lantern slides:
Chicago Apparatus Company, 1735-43 North Ashland Avenue, Chicago
22, Illinois
For cover glass, etched glass, cellophane, binding, mats, labels,
spots.
Eastman Kodak Company, Rochester, New York
For Velox transparent watercolors.
Pago 72
April— SEE and HEAR
il
Kansas City Slide Company, Inc., 1719 Wyandotte Street, Kansas City,
Missouri
For cellophane, carbon, binding tape, ink, cover glass, etched glass. .
Keystone View Company, Meadvillc, Pennsylvania
For projectors, etched glass, cover glass, crayons, ink, solvent,
cleaner, cellophane, binding tape, cases, files.
George Murphy, 57 East 9th Street, New York, New York
For gelatine.
Radio Mat SUde Company, Inc., Daytona Beach, Florida
For cellophane, carbon paper, and mats.
J. C. Reiss, Visual Education, 10 Hill Street, Newark 2, New Jersey
For mats, lumarith, cellophane, carbon paper, etched glass, cover
glass, binding tape, crayons, ink, solvent, cleaner, carborundum.
Transolene Company, Harrington, Illinois
For translucent paper.
Turtox Service Department, General Biological Supply House, 761-763 E.
49th Place. Chicago 37, Illinois
For cover glass, etched glass, ink, pencils, cellophane, carbon
paper, binding tape, dots, brushes.
\\'illiams, Brown and Earle, Inc., Scientific Instruments and Supplies, 918
Chestnut Street, Philadelphia 7, Pennsylvania
For projectors, slide cases, gelatine sheets, carbon, co\er glass,
mats, binding tape, labels, ink, etched glass, pencils.
Ryan V^isual Aids Service, 409-411 Harrison Street, Davenport, Iowa
For cover glass, mats, masks, binding tape, brushes, etched glass,
radio mats, typewriter transparencies, carbon paper, and water
color.
W. M. Welch Manufacturing Company, 1515 Sedwick Street, Chicago
10, Illinois
For etched glass, cover glass, radio mats, binding tape, pencils,
ink. mats, binders.
RITE TO:
Brandon Films, Inc., 1600 Broadway,
:w York 19. N. Y., for a new "Foreign
ade Packet" consisting of four related
ching aids which has been prepared
The Public Affairs Committee, Inc.,
i now ready for distribution.
The four units in the packet are: a
mm. black and white silent filmstrip,
reign Trade — It's Good Business, em-
lying maps and cartoons; accompany-
; printed Speech Notes which suggest
EStions for discussion; a 16 page, four-
or comicstrip booklet. Out of the Past
A Clue to the Fiiture, an adventure
ry which teaches some of the lessons
the past, published by the East & West
sociation and The Public Affairs Com-
mittee; and a 32 page illustrated pam-
phlet. What Foreigti Trade Means to
You, Public Affairs Pamphlet No. 99,
written by Maxwell S. Stewart. TTie
filmstrip and comicstrip arc based on this
new pamphlet.
The packet explains in layman's terms
uhy foreign trade is necessary, how it
functions, and the relationship of inter
national commerce and tariff walls to
domestic prosperity and world peace.
It is suitable for junior and senior high
schools in the study of economic geogra-
phy, history, economics, and internation-
al cooperation; and for adult discussion
groups concerned with current affairs,
international relations, and world peace.
E and HEAR— April
Page 73
m'
if;, "
[Bl
CL
&U^\^
George Robert Carlsen
University of Minnesota High School
Editor's Note: An outstanding exam-
ple of utilizing an audio aid to develop
literary appreciation is presented in this
article. Through the use of a radio
script which Mr. and Mrs. George Robert
Carlsen have worked out together, a
more complete understanding of one
poem of English literature, My Last
Duchess, is possible for students of litera-
ture.
ENGLISH teachers dealing with
the language arts have the
responsibility for discussing the
radio and the motion picture as
two of the newer means of com-
munication in our civilization. In
assuming this responsibility a
teacher must strive to develop
students' critical attitudes toward
the constant barrage of ideas com-
ing to them daily. Thus, audio and
\isual materials take their place be-
side the newspaper and the maga-
zine as legitimate sociological ma-
terials of study in the language
arts program.
On the other hand. Englis
teachers may utilize audio and visu
materials as aids in developing
heightened appreciation of huma
life and its problems, an intensifie
awareness of the world and tl
universe, a shiver of pleasure ;
the appropriateness of a word or
lihrase— all of which make up
litcraiy experience. With the id
of showing the latter use of a
audio aid, I submit the followinE''
lesson.
ear
ipocn
litif;
as
■nl]
man-
ire
!ioal
w
t jXII
dents
"
Browning's "My Last Duchesf Qus
probably offers as much difficult *ltaF
to the average senior class as an wt)
other commonly read poem in nin< ^a
tcenth cenn.n"y literature. And stil <ii
once students haAe seen the pa *Im
tern and have understood whs «la
pjiowning is dri\ing at, they u: 'd
iially like it. The difficulties aris
from several sources: the fact the ^i
the poem is a dramatic monologu *iies
Another use of an Audio Aid for teachinc*
Page 74
April — SEE and HEAi
We
es it a difficult reading problem;
ents, perceiving this to he
n,', instinctively stop at the end
?ach line and thus lose the
ning which often runs on for
ral successive lines; the con-
Dorarv'-inindedness of the stu-
s prexents them from entering
the relationship between the
;e and Duchess with complete
erstanding. Still another bar-
to students' understanding
IS from the inverted irony of
poem— that the Duke, in tr\'ing
istify his actions, reveals him-
as a cold, self-centered and
cal person. Finally, the whole
liinery of the poem— the walk
n the staircase, the curtain be-
the picture, the dowery, the
lary— all of these seem at first
ave no relation to the central
r
sually, a teacher attempts to
Dve these difficulties by reading
poem line by line to the
ents, stopping at each new
or figure or bit of machinery
explain what is meant. This
emeal approach has a strange
:t. The poem is read "bumpily"
use so much has to be explained
iltaneously. To make the ma-
er)' clear, the instructor often
les the personalities of the peo-
nto the background. Thus, the
ent is given a distorted picture
a feeling that poetry is un-
ligible junk over which only
lish teachers make a fuss. The
nant human situation in the,
n escapes him completely.
ince I felt that this approach
not adequate, I set down the
and HEAR— April
following principles for treating the
poem: The poem itself should be
kept as a poem without changing
its form to get at its content. (Bet-
ter pick out another poem if this
cannot be done!) The poem should
be treated as a whole, not dis-
sected line by line and word by
word. The most important element
of the poem is its delineation of a
particular problem in human re-
lationship which continues to exist
today. Students must see this re-
lationship if they are to respond
emotionally to the poem at all.
To help accomplish these ob-
jectives, a fifteen-minute radio script
was developed and used as an in-
troductory experience. It seemed
particularly good for the situation,
because it keeps the poem of Brown-
ing's in its original form rather than
attempting to dramatize it. The
script tells a story from modern life
paralleling the situation in Brown-
ing's poem. Through this device,
the script serves not only to clarify
the complications of the story of
My Last Diichess, but it also points
to the recurring human problem
with which Browning was con-
cerned.
In teaching my own class, I had
the speech class in our school pre-
pare the "broadcast" and present it
to us over the public address sys-
tem. The day before, the students
were asked to read "My Last
Duchess." They were told that it
was a difficult poem, one they might
find difficulty in understanding.
They were to read it thoughtfully
and slowly and to be prepared with
questions about anything they did
Page 75
not underbland. 1 hey were not
to study the poem. Rather, they
were simply to read it slowly, get-
ting what they could out of it.
TTie lesson the following day
started by asking what questions
students had about "My Last
Duchess." The first question
summed up the feeling of at least
half the class: "What is it all
about? I don't have any questions
because I didn't get it at all."
Other questions came from stu-
dents who had understood more
of the poem: "I didn't understand
why he wanted her out of the way.
She seemed like a wonderful per-
son to me." "I want to know
whether he killed her or not. I
couldn't make up my mind from
the way the poem was written."
"Who was the Duke talking to?"
"What was this about the curtain?
Was the picture back in a little
room with a curtain across the door-
way?" "I couldn't figure out how
the sea horses got into the story
and all of those other funny names
at the end of the poem." "Where
does it take place?"
After evePt'one had had a chance
to express his doubts about the
poem, the class listened to the radio
script. Some of their questions, I
explained, might be cleared up
through the script. Others we might
have to figure out later on. The
students then listened to the radio
script : "The Story of Two Women."
STUDENT ANNOUNCER: Our
scene is a world of mists and shadows —
a quiet, peaceful world, but a world we
do not know. Two women meet. One
is tall, sedate, ethereally lovely — the
other young, vibrant, and eager.
Pag* 76
MUSIC: FADE.
JANE (ON MIKE-HUSHE
TONE) : It's - it's so quiet. . . . O
hello there, lady. Could you tell me tl
way, please? The man at the gate sa
1 was to come this way ... I'm lo:
I guess. I've never been lost before, e
cept when I was litde ... I seem to 1
all mixed up . . . it's so strange. . . .
LADY (FADING ON): Perhaps
can help you. . . . Where do you wa;
to go?
JANE: I ... I want . . . my hef I
hurts so ... I don't know. . . . Sa
isn't that funny, now, I don't kiiu
where I want to go.
LADY: Sit down here beside in
. . . You've plenty of time. . . . Rest
minute.
JANE: Thanks, thanks a lot. ^
name is Jane. . . . Gosh, that's iot)
outfit you have on. But isn't it a t
warm? With all that velvet and th(
jewels? And your hair done up so
and fancy. . . . Look, you won't get ma]
if I ask you something. . . . How
how many petticoats do you have und<
that rig?
LADY: Five, I think. ... You g.
used to it.
JANE: ^ Whoo . . . five! Say, am .J
glad I don't have to wear an outfit LLfc
that. I feel sprta undressed beside yo
with this skirt so short. Jo says I w«
my skirts too short. But then Jo . .
he — (PAUSE) You aren't going to
costume ball?
LADY: No, no I always wear thi,
JANE: Really. . . . You must t
some great lady. I've never seen an;
thing as beautiful as that dress you'i
wearing. It looks like . . . like histor
. . . like queens.
LADY: I am what you call a lad;
I suppose ... an Italian lady.
JANE: You don't say . . . they don
dress that way in Italy now, do they
Note: The radio department of the Mil
neapolis Public Schools presented "The Stor
of Two Women" as an activity of the Wei
High School Radio Workshop, Mr. Georg
Kricger, director.
April— SEE and HEAR
Say — it'i funny iJiat 1 iinJeibUnJ yuii
so well ... 1 mean, you .ue an Italian,
hut that's first rate English you speak.
LADY: But. 1 don't speak En«lish.
JANE: You ilon't! I ilon't sec how
1 understand you.
LADY: Where are you hurrying to?
JANE: 1 think. . . . Yes, I've got
to get home lor supp ... 1 mean, din
ner. Jo will be mad. He probably
won't speak to me all through tiie meal.
It's awful how jealous he is. He'll think
1 stopped to talk to someone. . . . You
know the other day I nodded at the
buteher when we passed him on the
street and Jo almost struck me . . . said,
did I want people to think I was just
plain low down common — speaking to
everybody on the street. Jo's awful
proud.
LADY: Oh, is he . . . I've known
other proud men. And why is Jo proud?
JANE: Well, Jo's getting along in
the world. Got a nice little business.
. . . He used to be in the bootleg game.
Then Roosevelt put us out of business.
. . . You know, for a while there it
looked as if Jo'd have to go into some-
thing legitimate. . . . That wouldn't
suit Jo. . . . So he scouted around.
Now he's in the numbers game. . . .
It's a good racket. Jo'll be number one
man pretty soon if they keep putting
the top fellows in jail.
LADY: Numbers ... a racket?
JANE: It's gambling. I suppose
you wouldn't know. . . . Say, you were
reading something when I blew in. I
didn't mean to interrupt you.
LADY: Oh, it was ... just some
poems by Browning. . . . I'm rather
familiar with them now.
JANE: Browning . . . O sure . . .
I know. He substitutes for Eddie Guest
in the newspapers sometimes, doesn't he?
LADY: Perhaps. . . . Would you
like to hear "My Last Duchess"? It's
interesting.
JANE: Sure, sure. . . . Only you'll
have to hurry, because I've not got much
time. I was going . . . somewhere.
SEE and HEAR— April
MUSIC: VIOLIN BACKGROUND.
LADY: "That's my last Duchess
painted on the wall, l(H)king as if she
were alive. I call that niece a wonder
now. Fr.i Pandnlf's hand worked busily
a day. And there she stands. . . ."
(READS ENTIRE POEM - "MY
LAST DUCHESS" by Browning)
MLISIC: OUT.
JANE ^PAUSEj: Gosh, he was a
tough one, that Duke. He bumped her
olf, didn't he? You know, he kinda
makes me think of Jo. . . . Not that
Jo's mean or anything. But the other
day now, / was having my picture taken.
And the fellow said something about my
eyes . . . something nice, of course . . .
I blushed . . . you know how it is . . .
(LAUGHS) Jo was mad. He didn't
say anything, but I could tell. . . .
LADY: You were just courteous.
You were kind.
JANE: Well, yes, I always say, you
don't live long enough to have time to
be mean. Jo, though . . . you know, it
was queer. ... he didn't like kindness
or courtesy, if it wasn't towards him.
He'd get mad if I was happy about
something he didn't give me ... Jo
bought me this rock — diamond, I mean.
And sure, I was thrilled, but I almost
cried when Timmy, the little crippled
newsboy, bought me some violets . . .
Jo didn't like that.
LADY: No, he wouldn't.
JANE: And the time Tony, the fruit
peddler, came all the way across town
with the fresh strawberries, 'cause he
knew I'd like some. Gee, I couldn't
help giving them a big smile, now, could
I? . . . But Jo, he wanted to know
what I was doing talking to that peddler.
. . . Didn't I know that he had a name
to be proud of. He's funny that way.
LADY: And you loved spring, Jane
JANE: Yes . . . I . . . it's wonder-
ful. Gosh, I cried the day my little red
geranium died. You know, when we
was first married, that's all spring meant
to me. My red geranium blooming . . .
J(j thought I'd gone bats . . . crying
Page 77
over a dead flower.
LADY; Yes, he would . . . but otlur
people . . .
JANE: Some people are pretty swell.
Now there was that little Mrs. O'Reilly,
the blind old lady who used to live across
the street from us. Jo didn't like me
going back to visit her after we moved
to a better neighborhood. Said she was
a dumb old woman. . . . But she was
sweet. And Mamie, my sister. . . . She
was a nice kid. Didn't Hke Jo, though.
. . . Said he was nasty mean. She didn't
understand him, of course . . . and there
was Casey. . . .
LADY: What is the matter? . . .
Why are you rubbing your head?
JANE: I keep wanting to remember.
. . . And it's funny how I keep saying
■was. . . . It's . . . it's as if they was all
dead.
LADY: But they aren't . . . you see,
it's you who have left them . . . it's you
and I who are dead.
JANE: Dead. . . .
LADY: Yes, you died this evening.
JANE: You're, you're kidding me . . .
No . . . No ... it isn't true. I haven't
lived long enough to die. I've got too
much to do. . . . There 're those long
trousers I promised litde Timmy, and
Mrs. Casey's baby coming soon. Why,
I promised I'd be there to help. I can't
be dead. Look, I can still walk and
talk, too. I ought to hurry ... Jo will
tell me. . . .
LADY: Jo has taken care of you
already. He wasn't much surprised, 1
imagine, when they brought you in. . . .
JANE: Oh, not Jo. . . . Why he'd
be sick if anything happened to me.
Say, say now, I remember ... I was
hurrying home from Mamie's and I
went to cross the street and this big
truck swung out . . .
LADY: Yes, they followed Jo's
orders well.
JANE: Oh, no ... he wouldn't . . .
Jo isn't that kind. (PAUSE) What
made you say that?
SOUND: (HARP MUSIC l.\
Pag* 78
SOFTLY, INCREASE. CONTINUE
TO END.)
LADY : Because only the women who
have been killed by their husbands pass
this way.
JANE: Oh!
LADY: Anne Boleyn, Amy, the
secret bride of Leicester. . . . They are
all here, Jane.
JANE (LOW TONE): Then 1
... I am . . . dead.
LADY: Yes, my dear.
JANE: And you, who are you?
LADY: Why, I am that Lay
Duchess.
SOUND (MUSIC UP AND THEN
FADE OUT).
We then returned to a con-
sideration of our first questions.
Teacher: Well, Bob, what is this
poem all about? Did the script gi\e
you any answer to your question?
Student: Well, he "done" her
wrong.
Teacher: Yes, but can you elaborate
a litde bit?
Student: Apparendy this Duke didn't
like the way his wife was carrying on
with other men, so he had her bumped
off.
Student: That answers my question
too, about whether he had her killed or
not. It is apparent that he did have
her killed.
Student: But I still am not quite
clear about why he had her killed.
Student: That's perfecdy obvious.
I le was jealous of her. He didn't like
the way she was acting.
Student: But I still don't see whether
he had her killed because he was jealous
of her attention to other men or be-
cause she didn't make enough of a
fuss over him.
Teacher: Let's pause a moment be-
fore answering that question and go back
and summari/.e what the situation is, to
be sure everyone understands. Will you
April— SEE and HEAB
..
|o that for us, Fred?
Student: Well, it scorns that this
Duke didn't like his Duchess hccausc
hf was paying attention to t)thtT men
nd hkcd flowers and animals and didn't
nake enough fuss ahout liis old name,
0 hnally he got enough of it and had
ler killed.
Teacher: Is there anyone who doesn't
ee roughly what the story is? Let's go
)ack now to Nancy's question about
vhy the Duke disapproved of the
Duchess. I think we can get at that
x'st if we try to get a clear picture of
vhat these two people were like. What
vas the Duchess's personality? What
ort of person was she?
Student: She seemed to he a nice sort
)f girl.
Student: Yes, she was the kind of
>erson who liked flowers and animals
md people and was always happy and
miling.
Sudent: She seemed to love life a
;rcat deal — to be kind and good to
; very one.
Teacher: Well then, why did the
Duke want to kill her?
Student: He wanted her to put him
ibove everything else. He wanted her
;o keep all her looks for him.
Student: He felt that she ought to
iust about worship him for his name.
Let's see — he talks here about his 900-
rear-old name.
Teacher: Did he really love her?
Student: Maybe. In his own way,
1 suppose he did. But he treated her as
if she were a statue or something to be
put in an art gallery. He wanted to Jove
iier at his own convenience.
Teacher: I'm glad you brought that
up, because it brings us around tn your
[juestions about those names and pictures
that are mentioned. What's the point
of having them in the poem?
Student: Browning wants to show
that the Duke thought as much of his
pictures and statues as he did of his
wife.
Student: Yes, he treated her just as
SEE and HEAR— April
GEORGE ROHIR 1 GARLSEN
Mr. Carlsen says, "I suppose that I am
as complete a product of the Minnesota
school system as one could find." After
graduating from the Minneapolis schools
and the University of Minnesota, he
became a high schtxjl instructor there.
At the present time he is head of the
English aepartment in the University
High School where he is working for
the Ph.D degree under Miss Dora V.
Smith, who has inspired him to a teach-
ing career.
if she were something dead he'd bought.
He wanted to keep her to look at and
play with, but he never seemed to realize
that she was a human being at all.
Teacher: Well, now, do you think
that he had his Duchess killed because
he was jealous of the attention she was
paying to other men?
Student: No, I don't think so. He
seems to have gotten himself into a situa-
tion that was unpleasant and embar-
rassing. His wdfe just didn't like to be
treated like a statue that he'd bought
to stand in the dining room. So, he
took the easiest way out and had hci
killed.
The students seemed to under-
stand the situation in the poem, so
the instructor turned to the ma-
chinery of the poem which had
troubled them in their reading.
While the radio script had not at-
tempted to point up the situation
in Browning, the students had had
some of their questions answered
just through haxing heard the poem
intelligently read. Through some
discussion, the pattern of the action
was sketched— the Duke's starting
down the stairway with the emis-
sary, his pausing to draw aside the
curtain so that the guest could see
the portrait of the Duchess, his
Pa^e 79
tclhng nf the stor)'. The class was
ready then to turn to another and
more important aspect of the poem
—the human significance behind it
that gi\es it a degree of immor
tahty.
Teacher: Now that you all seem
to be sure of the story and the way it is
put together, I want to ask you another
question. What do you suppose the
person who wrote this script was trying
to do in constructing this story of Jane
who had been put to death bv her hus-
band?
Student: I'm not sure, but I suppose
he wanted to help you understand the
poem better.
Teacher: But what do you mean by
"the poem"?
Student: Why, the poem of Brown
ing's.
Student: The situation is exactly the
same here as it is in Browning's poem,
jane is like the Duche.ss, and Jo is like
the Duke. The same kind of things
happen today that Browning is writing
about in the poem.
Teacher: I think you are on the right
track. Let's see whether we can put
into words exactly what the human prob-
lem in the poem is.
Student: A selfish man can't stand
having his wife not devote all her atten-
tion to him.
Student: Yes. or you might say that
husbands and wives don't imderstand
one another.
Student: I think the real point is the
fact that the Dukr sots up a pattern
that he wants to fit the* Duchess into, and
he disregards the fact that she is a hu-
man being who doesn't fit into ready-
made patterns.
Teacher: Is that a problem that we
find in life today?
Student: Definitely.
Icacher: Can you think of any ex-
amples that vou know about?
Student: Maybe it's not quite the
Page 80
same, but parents are always expecting
us to get better marks in school than we
do. They want us trr be "A" students
and they are mad if we don't conform.
Teacher: That certainly has some-
thing of the same thing in it.
Student: The thing that I liked
about the poem was that it packed so
much into so few lines. There is
enough here to write a novel about, and
the whole thing is done in less than two
pages.
Teacher: Yes, that is one of the
beauties of great poetry. It condenses
an experience, and when you read the
lines, the situations open before you like
those Oriental flowers that you drop into
a glass of water to make the petals un-
{oki. Some of you may have been read-
ing books lately that illustrate some of
the same things that the poem shows.
One student pointed out that
Carol Kennicott in Main Street set
up patterns for the whole town and
then was bitterly hurt because the
town didn't conlorm. A boy men
tioned Tess of the d'UrherviUes as
a book in vyhich a girl is completely
misunderstood by the man she loyes.
.Another pointed out the similarity
in the situation of Anna and Alexis
Karenina. though she had not yet
read far enough into the book to
sec what the outcome was going
to be.
At this point, one of the boys in
the class brought up a point that
had been troubling him during the
last part of our discussion. 1 Ic said
that he had been thinking about
the script and he had decided that
he didn't like it. lie thought that
the writer of the script had mis-
interpreted the i^uchcss. A girl
pointed out the similarity between
the story of Jane and Jo and the
story of the Duke and the Duchess.
April— SEC and HEAR
i
lit, tlic Ixiy said, as the Duchess
;as presented in the script, she
,'as a chgnilied, melancholy, and
hilosophical person. In Brown
igs poem she was like Jane, a
ery j^ay, warm-hearted sort of per
3n. The rest of the class could
?e his point and shared his feel-
I think that the criticism of the
:ript. in itself a valid one. points
ut the efficacy of the program as
teaching instrument. The stu-
ents who were utterly confused
hout the whole poem at the he-
inning of the lesson have now
:)rmed a clear enough idea of it
:) pass judgment on the interpreta-
ion of one of its characters by an-
ther person.
At the end of the lesson, before
he class was dismissed, one of the
tudents was asked to read the poem
gain for the class. It was hoped
hat in the re-reading, the things
,'e had discussed would come into
ocus a little more sharply.
The lesson utilizes. I think, the
pecial contribution that an audio
id can make beyond what the
eacher can accomplish alone. The
Iramatization of the idea of the
loem made possible the discussion
f the poem as a whole. The stors'
nd the machinery of the poem
vere brought quickly into focus
bus saving time to discuss the
eallv important thing: the emo-
ional impact of literature in pre-
cnting particular relationships and
»roblems in human life. I was rea-
onably satisfied that the class left
vith a fair understanding of the
;EE and HEAR— April
poem and with a healthy attitude
toward it. There was no indication
of that mystified and bored air
that students sometimes have after
sitting through the dissection of a
piece of literature.
These gentlemen, from left to right,
Mr. Marco Ortiz of Panama, Mr. Pedro
Mena of Chile, and Mr. Alfredo Gon-
zales of Mexico, have completed their
training at the Ampro plant in Chicago
and recently returned to their respective
countries to take active part in the vast
MGM 16 mm. program recently an-
nounced by Loew's International for op-
eration in foreign countries.
Ne^v Home for Virginui Biireaii
In order to accommodate the trem-
endous increase in requests for audio-
\isual teaching materials, the Virginia
State Bureau has moved into new and
larger quarters at 1007 East Main Street,
Richmond. More and more schools arc
registering for the Virginia teaching ma-
terials services. As new equipment ar-
rives in the state, the services of the
Bureau will continue their upward
swing.
Inquiries should be addres^ed to
James Brown, State Bureau of Teach-
ing Materials, State Department of
Education, 1007 East Main Street, Rich-
mond, Va.
Page 81
0'
pstn
ioyre
i
How to collect, rear and
preserve them ... a fascinat-
ing nature study for children
joE Park
Northwestern University
Editor's Note: The collection of but-
terfly specimens can create great interest
among children and is an activity that is
particularly suited to this time of the
year. Interested teachers and pupils can
do just as little or as much collecting as
they wish, because Dr. Park has very
ably described, first, a minimum accom-
plishment, and second, has added more
detailed plans for those who wish to
realize the possibilities of this subject to
a higher degree. This is a play-by-play
account which, 1 am sure, can be fol-
lowed in any school room.
THE BUTTERFLIES OF THE
NIAGARA FRONTIER REGION
is a particularly appropriate mono
j^raph' to turn to as the seasons of
spring and summer approach.
While this booklet is of a technical
nature, it contains a section on col
Iccting, rearing, and preserving hut
I. I lir Butterflies of the Niagara Frontier
Kcinon and Beuinncr's Guide for Collectinp
Reartno, and Preseri-ing Them (Illustrated)
by William Wil.j, Research Associate in
KntomoloKy, Huffalo Museum of Science,
Voliime XIX, Number 1. bulletin of the
Kuffalo Society of Natural Sciences, 1939,
I', '^'i. (DrawiiiK"! by prrmis<;ion.)
Page 82
terflies and moths which is certain
to be of aid to all who are interested
in such acti\ities. Teachers of
nature study will be particularly in-
terested. 1 his section begins with
the statement that while those who
want to collect specimens will need
()nly an "observing eye," they will
find that "some simple equipment is
also required."
The first item of equipment de-
-scribed is the net. This can be made
by fastening a ring of hea\7 wire
an eighth-inch in thickness and ap-
pro.ximatcly ten inches in di.imeter
to a stick about three feet in length.
The stick can be fashioned from a
bamboo fishing pole while the net
itself can be made from "bobbinci"
which is a hexagonal meshed cotton
material. The net should be cut
cone shape with a length twice the
diameter of the wire ring to which
it is to be attached. The open end
of the net may be reinforced with a
fold of cotton material for better
April— SEE and HEAR
mk
w
Kects
aired,
Bktui
du:
iiejai
Id ton
selves,
be a
luines
ipliai
Kquai
liontl
ilangei
idvisal
dien i
y
■ar. The exact procedure for the
nstruction of a net is shown in
7iircs 1 and 2.
The second piece of recom-
?nded equipment is the "kilHng
" which is used for kilHng the
iects after they have been cap-
red. The author suggests that a
xture of potassium cyanide and
.vdust be held to the bottom of
e jar by means of plaster of Paris,
turn, this mixture should be cov-
^d by absorbent cotton to prevent
e specimens from injuring them-
;ves. In addition, the jar should
ve an airtight cap to prevent the
mes from escaping. A check with
pharmacologist of the reviewer's
quaintance has led him to ques-
>n the use of such a potent and
ngerous drug. It is safer and more
visable where amateurs and chil-
en are concerned to use "Car-
ina" (tetrachloride of carbon) or
loroform. The use of these two
bstitutes would tend to eliminate
■E and HEAR— April
the possibility of a serious accident,
and would make the preparation ol
the jar somewhat less complicated
as only cotton would need to be
used in the bottom.
When mounting specimens for
preservation, pins will be needed for
insertion into the center of the
thorax or middle portion of the in-
Base of^
wire ring
iVire bind in
for perir^ancn
r;n<)
Grooves m
jf/cH for- wire
folding rin^
Ferrule to
slide over
wire
Figure 2
sect. Special steel pins ranging in
size from No. 00 to No. 7 should be
purchased. The lower numbers,
such as one and two, are small pins,
while numbers six and seven are
larger. A pair of forceps with
rounded tips are considered essen-
tial for the proper handling of speci-
mens.
One mounting method is ex-
plained in Figures 3 and 4. The
techniques explained up to this
point may be accomplished in any
classroom situation. Some may care
to investigate further.
Page 83
Home-made
Mounting
board
'Soft wood
V2CeloteK "
Stan
Mo
Board
In the opiniuii of Mr.
Wild, rearing one's own but-
terflies and moths is the
most succcssiiil way to ac
quire perfect specimens. This
is a challenging possibility
for the teacher or pupils who
desire to develop the collec-
tion ol specimens to a higher
degree. Any search for the
caterpillars calls for careful
examination of their food
plant. The best time to look
for caterpillars is early in the
morning on a cloudy or
rainy day. An umbrella
placed upside down under
a shrub or tree, which is to
be suddenly shaken to dis-
lodge the caterpillars, is a
convenient receptacle for
Inner
marg.
right ang/i
Nobody
Figure
4
Pas* M
Latching falling bpecimens. The
caterpillars may be brought home
in a small metal lxi\ or a canvas
collecting bag. Remember not to
put too many specimens in one
box or sack, and never put the hairy
with the hairless caterpillars.
Upon reaching home, the col-
lector should separate the caterpil
lars according to kind, placing each
kind in a separate jar, with not too
many in one jar.
While air holes are not necessary,
the jars must be cleaned each day
and all moisture must be removed
to prevent mold. Likewise, the jars
should not be exposed to the sun
as this will cause mold. Avoid re-
moving the caterpillar from the food
plant by force; rather clip the sec"-
tion on which it rests and place it
with the caterpillar on the fresh
food.
As the caterpillars develop, they
uiih a top covered with wire. Tl»e
cage should contain about three or
four inches of sifted soil covered
with a layer of moss or dead leaves.
I he cage should be kept in a cool
place and should be regularly
sprayed with water in order to keep
the soil moist.
After the adult butterfly has
emerged from the cocoon, time
should be allowed — perhaps several
hours — for the wings to harden.
After this elapse of time, the but-
terflies may be killed and mounted
with -less likelihood of damage.
Specimens captured in the field
should be confined in a poison jar
to be killed and then pinned at once
or placed in an envelope to prevent
damage. Fresh specimens should be
mounted on a spreading board made
for the purpose. Refer again to
Figures 3 and 4. In order to pin the
butterflies to this board, the wings
should be placed at right angles to
Home-made
caterpillar
cage.
Moss Soil
attach themselves somewhere to
transform into a chrysalis. This is
known as the pupa stage. Since
butterflies pupate in various man-
ners and for var^-ing lengths of time,
it is necessary to have a pupa cage.
This cage should be made of wood
SEE and HEAR— April
the body and held in this position
by means of pins and paper strips.
If a specimen becomes dry before
it has been mounted, it can be re-
laxed by being placed in a tight con-
tainer, with a layer of one-half inch
of moist sand in the bottom. A piece
Page 65
Osnieterlum 3 ^ ^^9oien/-s
lead-
]oracic
lecjs
Sol
^pira
Abdomina! legs
cles
Dorsal line
Supdorsal line
Lateral I im
Anal leas
What is a caterpillar? What is a butterfly? Before
lildren begin any study of this part of natural science,
lany will be interested in becoming acquainted with the
?ry fascinating anatomy and vocabulary of this insect life.
"hese two figures and their ex-
lanations should find a place
n the nature study
Dard.
bulieti
I
ag* 86
April— SEE and HEAR
df absorbent paper sbould be placed
(HI top of the sand with the spcci-
nicnt hcing placed on the paper.
All pinned specimens should be
labeled. 1 he label should contain
the month, day, and year that the
specimen was captured. If the speci-
men was capturetl in the larva stage,
the label should contain informa-
tion concerning the date of capture,
the pupation of the larva, and the
food plant on which it was located.
Mr. Wild suggests that specimens
be arranged in vertical rows, male
first, female second. He maintains
that it is also desirable to show the
underside of the species when the
characteristics can be shown more
distinctly. The two sexes may be
placed side by side with label above
the rows. The genera and families
should be arranged according to a
current check list.
To counteract carpet beetles and
other insects which destroy mounted
six"cimens, para dichlor benzene may
be used. Ibis chemical may be pro-
curetl at any drug store and is el-
fective when used in cjuantities ol
one teaspoonful per 35 to 40 cubic
inches.
Besides this very helpful discus-
sion which has been briefed above,
the booklet is devoted to a discus-
sion of "What are butterflies?", a
listing of the butterflies in the Nia-
gara Frontier Region, a check list,
a bibliography, an index, and nu-
merous illustrations of butterflies.
The teachers should remember
that this is but one of many helpful
books to which she may turn for
help when collecting specimens
which are very valuable visual aids
for classroom instructional purposes.
The basic problem confronting any of us who contemplate a
program of visual education in our schools is that of evaluating the
contribution it is expected to make. This should be done and can be
done by careful consideration of the following points:
— How did the use of audio-visual materials contribute to the objec-
tives sought in the various areas?
— How much effort was made to prepare students for the use of these
audio-visual materials, whether films, filmstrips, slides, maps, charts,
or globes?
— To what extent did the use of audio-visual material meet the real
learning need of the children and motivate interest?
— Was the use of audio-visual materials always preceded by vocabulary
study, anecdotal backgrounds, and assignment?
— Was the use of audio-visual materials the best available?
— How effective were the mechanical considerations of the program,
that is, smoothness of film showings, adequate room ventilation.
pleasant surroundings, provision for good screens, and comfortable
chairs?
— Did the use of audio-visual materials actually stimulate expression
in writing and speaking and in school activities?
— Normer Gill
SEE and HEAR— April
Page 87
Posf-War EFLA Convo Set
I. C. BOERLIN
Board Chairtnav of EFLA
Tl IE Educational Film Library
Association will hold its first
full scale post-war convention on
April 23 to 26, inclusive, in Detroit,
Michigan. Registration headquar-
ters will be at the University of
Michigan Extension Di\'ision in De
troit in the Rackham Memorial
Foundation Building. Luncheon
meetings will be held at the
W'ardell-Sheraton I lotel.
EFLA's Convention will be fed-
crated with five other organizations
meeting at the same time. The De-
partment of Adult Education of
N. E. A.; the American Association
of Adult Education; the Education
Division of the American Library
Association; the National Llniver-
sity Extension Association; and the
Michigan Conference on Adult
Education. There will be several
general sessions of all of the partici-
pating groups, but for the majority
of the time, individual associations
will plan their own programs.
With the growing interest in and
accelerated usage of films since the
war, a large attendance is expected.
Non-members of EFLA are invited.
Dr. James S. Kinder, Pennsyl
\'ania College for Women, program
chairman, announces the following
program for EFLA :
Ttiesdny, April 23
10:30—12:15 Opening General Session speakers include RalphA. Ulvel-
ing, Detroit Public Library for American Library Association; F. C
Lowry, Extension Division, University of Tennessee, for National
University Extension Association; Roben J. Maaske, Eastern Oregon
College of Education, LaGrande, for the National Education Associa
tion; L\Tnan D. Bryson, Columbia Broadcasting System, New York,
for American Association of Adult Education; and L C. Boerlin, Penn-
sylvania State College, State College, for Educational Film Library
Association.
12:30— 1:45 C'ommitfeo luncheons
2:00- 2:20 Opening EFLA Meeting
L C. Boerlin, presiding, and James S. Kinder
2:20— 4:00 Sectional Meetings
a. "Administering and Financing the School Film Library." Edward B.
Rogel, leader, and the following participants: Ford Lomler, Lester
Frye, Arthur Stcnius, and H. L. Kmiser.
b. "Gimmunity and Non-School Use of Films," Mrs. Patricia O.
Blair, leader, .ind the following particijiants: Mrs. Aubry Lee Gra
ham, R. Russell Munn, E. M. Benson, Mrs. Esther L. Berg.
fl
Pag« 88
April— SEE and HEAR
C. "Educational PiuJucliun of I ilnis, " Ri»l>«.'it Waj^ner, leaJer, and the
lollowintj participants: Paul WViult, I Icnry K. Childs, Lee Cochran;
I humas Carskauon, and I huinas Stowcll.
d. lltili/ation of Recordings and Iranscriptions," Norman W'oelfcl,
leader, and Lillian V.. McNulty and others, participants.
4; 05- S:30 C;eneral lAl.A Meeting
W. A. Wittich, presiding. Speakers Gardner Hart and Paul Reed.
8:00 General Session. Speakers, Norman Cousins and Archibald Mac-
Leish
Wednesday, April 24
9:00-11:00 Joint Session of EFLA and NLIEA
1. C. Boerlin, presiding
"Functions of a Center of Audio Visual Aids," L. C. Larson, panel
leader, and participants: David B. McCulley, Glenn Jones, David
Strom, Ernest Tiemann, Abraham Krasker, and Jesse D. Brown.
1 1 : 00- 1 2 : 00 General EFLA Meeting
Speaker: Luther H. Evans; and Discussion: Vernon G. Dameron
12:15- 2:00 Luncheon, Wardell-Sheraton Hotel
J. C. Wardlavv, presiding. Speaker: Julien Bryan.
2:15—3:45 General Session sponsored by NUEA
"The Frame of the Future Educational World," Virgil Jordan Rutgers,
speaker
4:00- 5:30 General EFLA Meeting
R. Boyd Gunning, presiding. Reports from sectional meetings and
general discussion.
8:00 General Session
1. E. Boerlin, presiding
Julien Bryan on "The Film in International Understanding"
Thursday, April 25
9:00—12:00 Annual Business Meeting
12:30- 2:00 EFLA Luncheon. NUEA Members invited. VVardell
Sheraton Hotel
George B. Zehmer, presiding. C. R. Reagan, speaker, "The Film
Council of America."
2:15— 5:00 Conducted Inspection Tour of the Jam Handy Organiza-
tion, 2900 Grand Boulevard.
6:30 Dinner— General Session
Friday, April 26
9:30-10:45 General Meeting
James S. Kinder, presiding; Tom Baird, speaker, on "Intercultural
Relations Through Films"; David Strom, discussion.
11:00-12:15 General Meeting
Edward Rogel, presiding; Mrs. John Flory, speaker, on "The EFLA
Film Evaluation Project."
3EE and HEAR— April Page 89
FOR EVERY PUPIL
Dh. 1). H. VVkimeh
Dean of the Faculty, Bethany College, West Virgitiia
Editor's Note: 1 he \isualizatiun of
ibtruction is not limited to the use ul
omnicrcially-prepared materials. This
rticle presents a description of the "how
J prepare" models which will leave you
nsatisfied until you gather together the
n cans, plaster of Paris, and string
•hich will enable you to follow Dr.
V'eimer's directions. WTiile this has been
uilt ar(jund a project in biology, it is a
lethod that can be used advantageously
1 many other subject areas.
r I lAVE always been an advocate
L of the use oi teaching devices
ther than the mere spoken and
I'ritten word. Among the other
isuai teachiiif' aids, 1 rt't-ard models
as having special usefulness in the
field of science, particularly in biol-
ogy. In times past, it has been part
of our program to offer to prospec-
tive high school teachers a course in
Methods of Teaching Biology.
Practical experience has demon-
strated the meager visual equipment
available in most high schools for
teaching biology.
In planning the part of the course
v\'hich dealt with use and construc-
tion of models in teaching, the
projects were so planned that the\
This model of the earthworm has been tooled from a rectangular block.
The parts of the nuxlel are made vi\id and the relationships are more
easily understood through painting, which adds realism and authenticity.
I
Pag* 90
April— SEE and HEAR
1 he making of this grasshopper model was made easy by first mould-
ini; to the rough outHnc of the final form.
could be executed by any individual
and by the use of any equipment
readily available. Every effort was
made to produce the models as in-
e.xpcnsively as possible.
It should be emphasized that
these models were made by students
who had never done any work of
this type before and who, as in-
structors of the department would
vouch, had no inherent mechanical
or artistic capacity. Yet it was very
encouraging to see what the aver-
age individual could do when he or
she became especially interested in
the project.
In our llrst attempts at model-
making, we cast a block of plaster
of Paris, then sketched on it the
outline of the animal, plant, or
structure to be modeled. Then the
block was chopped, chipped, and
:hiseled away according to the lines
di the pattern. Later we found that
it saved time and energ)' to prepare
I mold approximately the same
ihape as the model. This was done
n the making of the models of the
>EE and HEAR— April
grasshopper, and the sea-anemone.
The earth worm model was cast as
a block.
All types of instruments were
used in chipping and carving the
plaster of Paris. Ordinary scalpels,
chisels, and even ice picks were
used, but perhaps as effective as
any other instrument was a nail
file. The wooden bases on which
the models were mounted were also
made by students.
A rather detailed story of the
making of the model of the sea-
anemone will serve to illustrate
some of the problems presented and
the means, at times rather ingenious,
we think, used to overcome them.
The sea-anemone has a round
cylindrical body. In the center of
the sea-anemone is the tube or gul-
let which is supported by a number
of partitions called septa extending
to the outer body wall. The gullet
leads to a space in the lower part
of the sea-anemone called the gas-
tric cavity. After deciding upon the
:ize of the model, the round body
Page 91
•as cast in a round gallon tin fruit
in. The can was slit down one side
) that it could be readily removed
om the plaster of Paris after it
ad set.
The model was planned to show
only approximately the one longi-
tudinal naif of the body of the sea-
anemone. Rather than chip away
that much of the plaster of Paris
This model of tlie sea-anemone was first cast to its approximate form.
The arrangement ol the septa are really strips of tin, the gastric filaments
are thread, anil the tentacles are wire-reinforced plaster of Paris. Again,
final painting produces the vividness which identifies all of its parts.
kenaM
p[ 20 f
Ijailtv am
. mi
^
oge 92
April— SEE and HEAR
B. R. WEIMER
)r. W'cimer received his higher cdu-
on from West Virginia University
I the University of Chicago. Me has
n a high scliool principal and for the
t 20 years has been Dean of the
ulty and professor of biology at Beth-
College in West Virginia. He is co-
hor with Professor P. D. Strausbaugh
the University of West Virginia of
?ral texts in general biology.
m a whole cylindrical solid plas-
cast, the upper part of the can
s divided by suitable partitions.
rhe model in the rough was then
t. The tin space filler was re-
vcd and the car\'ing was begun
bring out the details of the struc-
c. The model was so planned
it the arrangement of the septa
re to be shown in the basal re-
n. These septa are rather thin
ips of mesentery and in the model
re represented by strips of tin.
the gastric ca\'ity of the sea-
anemone arc a number of thread-
like gastric filaments. Those of the
model were made of coarse twine.
The tentacles of the model were
made of plaster of Paris reinforced
by wire. The tentacles were made
separately and added to the model
as one of the finishing touches. The
turned oak base was made by a
student who had had some previous
training in wood-making in high
school. The plaster of Paris model
was fastened to the base by three
stout screws. The model was given
two coats of shellac and then
"painted" with inexpensive enamel.
In this manner we have con-
structed many other models useful
in the conduct of our course in
biology and entirely effective in
fostering understandings. This
technique can be duplicated by
others who will find after a little
experimenting, a process which is
truly a key to object teaching and
learning.
Pueblo Junior College Chooses Filnts
It is Tuesday night and teachers arc assembling in the three rooms
where pre\"iewing has been arranged. The day before the local news-
paper published the list of teaching film materials to be previewed.
Mimeographed lists had been sent out to all teachers in the community'
and an advisory committee had called each school to inform them as
to the material which was to be previewed.
And now, this Tuesday evening the chairman in each of the rooms
directs the preview activities. Following the showing of each film, dis-
cussion is held, materials are evaluated, and the joint will of the teacher
evaluation group governs the decision to purchase or to reject the films
which will go into the Pueblo College film library for circulation to
the schools of that area.
This is a true in-service training program. This is the way we believe
films should be selected — by the teachers who ultimately will use them.
- ERNEST TIEMANN, Director
Department of Visiml Education
Pueblo Junior College
Z and HEAR— April
Patje 93
to the many questions
on Audio-Visual Learning
that come to our editors
W. A. WiTTicH AND John Guy Fowlkes
tteJse
;Foiii
J inch
id
Jfess.
Jiiiiiiy
iiticles
Ike
tonsil
QWc are ver)' interested in tlic
lllmstrip article We Are AU
Brothers. For some reason you
slipped up, as no mention was made
of tne source.
AVou are as completely right as
• we are chagrined. Hereafter, we
will include complete information on
sources of information and materials
written about in SEE AND HEAR.
The filmstrip We 'Are AU Brother';.
which is one of the "Races of Mankind"
filmstrips, is available with a script or
commentary from The Public Affairs
Committee, Inc., 30 Rockefeller Pla/a,
.\'cw York 20, New York.
o o o o
( j Do you ha\e to use sucii nia
^Vj terial for the front co\er ol
your good magazine as appears on
the January number?
A Each month we arc goiny to
• make a point of including on
the cover a picture of some example of
utilization in the field of audio-visual
education. Very naturally, since mc.
chanical equipment is involved in the
conduct of audio-visual teaching, we
Pag* 94
can't avoid including photographs of
etiuipment.
Moreover, we see no reason why we
should attempt to. This is all a part of
the story and in succeeding issues we
will continue to follow this policy.
r J Please give us the address of
^^Vj the International Film Foun-
dation, Inc.
A The International Film Founda-
• tion is a new, non-profit or-
ganization dedicated to the building of
world understanding through the produc-
tion and distribution of documentary
films. Its address is 1600 Broadwav,
Suite 1000. Xcw ^\)rk 19, New York.
For information concerning the pro-
isiies(
([olio
M
Film
lelatioi
A,
Send Your (Questions
Many qiu'Stions of a siniiI.Tr na
turo arc received by SKE and
IIKAR editors. Space docs not al
low an individual answer to each
one, >io several questions are frc-
"lucntly grouped and a composite
answer given. Send your questions
to
Editors — SEE and HEAR
1401 West Johnson Street
Madison 6, Wisconsin
April— SEE and HEAR
i
Gen
11
to
Telf
M
Disi
Fiel
Rec,
Loo
ffiveie
Btiliza
ittie
Mioi
Ipek
Tl,
ceive
Jieas
S2<
sd series of films on Russia which
Founilation is plaiiniii>{ and which
include II. S. S. li. l^rimer, Siheria.
ooh in Rtissiti, and North Chhui,
e to the executive director of the
mlation, Julien Bryan, at the above
ress.
o o o o
I 1 hcaitil) approve oi evei\
^ thing >ou are accomplishing
SEE AND HEAR. However,
ni\ leeh'ng that vou lean toward
lies on the motion picture him.
ave a feeling that some publica
IS have been giving the motion
urc too prominent a place in
tion to the via}iy other types of
lal materials. VVhat about this?
You will be interested in the
L» following survey of the articles
:h ha\e appeared in the first seven
2s of SEE AND HEAR. They are
allows :
lotion pictures 35
ilmstrips 5
lides 6
lodels 7
laps, charts, globes 5
dult education 8
reneral administration and super-
vision 27
ictures 9
eJevision
adio
ulletin board
- 9
-. 5
1
lackboard 1
'isplays and exhibits 3
ield trip 1
ecordings 1
ooking at this another way, it must
kept in mind that articles have
red and will continue to cover
zation of visual and audio materials
le primary, intermediate, junior and
or high school, college, and adult
Is.
he editors will be delighted to re-
e and consider articles dealing with
s not represented above so long as
and HEAR— April
tiiev come withiii the general Held of
audio visual education. The editors are
seeking constantly additional reports in
the are.is aliove which .ippear to be in
.iilequately represented.
o o o o
C J Where can 1 find out more
^-\J about the organization ol
student projectionist clubs? This
sounds like one of the things we
need to do in our school.
A Very fortunately, and as a supple-
. ment to the article "First Ex-
periences with the Visual Education
Program" by Henry J. Queen (January
SEE AND HEAR), we are able to bring
you this well-organized and workable
answer to your question from Mr. Roy-
den M. Tripp, Central Junior High
School, New Britain, Connecticut. Mr.
Tripp's suggestions follow:
The Audio-Visual Club of the
Central Junior High School is a part
of the regular club program. As such,
its membership consists of at least 30
boys, which number, I hasten to say,
is too large.
Club choices are voluntary and
open to grades 7, 8, and 9. The
Audio-Visual is a popular club, and
we usually get several times as many
applicants as we can take care of, so
we can be quite demanding of our
membership. Our aim is to have at
least one operator in each subject
division in all grades, an ideal which
we seldom achieve.
There are usually several hold-overs
from past years and the best of these
are made instructors. Three of the
outstanding and most interested in
this group constitute the board of ex-
aminers.
At the first meeting of the year,
each new member is given an Op-
erator's Progress Report which begins
like this and includes a duty check
list for all of the equipment we have:
Page 95
Si/und Piojector ^^ \^"i l''^ inni..r baJgc. The hid^o
Itas been the greatest iiicentive we have
Remove from case and set up ever found to increase interest and skill
for operation _ ''^ operating audio-visual equipment. I he
,- club also puts on one or two assenibK
Frame a,H-rture on screen programs each year, which publicv re
Recognize sound film wards them for their work.
Recogni/e if films needs re- Subsequent meetings arc organized
winding around activities in our double projcc-
Thread film ^^^ room and a rather large darkroom.
mi ^- 1 . 1- u J Frequently, groups will get a call to go
Make trial turn by hand .^. . i • J. c^u i u
' out to take pictures or other club ac-
Start and stop properly tivitics. Often, we show films for other
Focus properly clubs. These and routine school projec-
I'raine picture on screen...... t'O" assignments keep us busy.
l-eel film as it leaves take-up Usually, we get a fairly large num-
sprocket ber of competent operators and a few
Control sound quality exceptional ones. A lew never get be-
Rewind film yond the 3Vi"x4" slide projector stage.
Clean lenses _ - Royden M. Tripp
Clean film gate .. &""'"i •f"'.""o''^^''«'' Sc'.ool
^, , , , . J ^ New Britain, Conn.
I ake down machine and put
back in case _
o o o o
Next we organize the boys into small ^^^
groups with an instructor and projector f J What is the T F C Oigani
for each group. For several meetings ^-v* zation?
the groups move among the instructors
until each boy has had some instruc- A t- i • r\ /^ j- i
tion with several machines. As boys A Teachmg Film Custodians, Inc.
become skilled enough to take the test, f ^* was organized seven years ago to
the board of examiners administer it. bring to schools and colleges those ex-
As the candidate ix;rforms the required cerpts from Hollywood productions
operation, it is checked on the opera- which were thought to contain inlorma
tor's progress sheet. ''*^" useful to the development ot class-
room learning situations.
The mastery of the five basic equip-
ment items-3Vi"x4" slide projector, Subjects for release to schools are
2"x2" slide and filmstrin projector, chosen on the recommendation ol an
sound projector, public address system, Advisory Committee which consists ol
and transcription player-gives the nupii a group of educators headed bv Dr. Alark
what we call the junior license and en A. May, Yale University, and including
titles him to wear the operator's badge. Dr- Jav B. Nash, Dr. Frederick H.
Bair, Dr. Karl Compton, Dr. James R.
If the candidate keeps on and nasses Angell, Dr. Royal B. Farnum, Dr. Ed
three additional tests on the kodak mund E. Day, Dr. Willard E. Givens,
camera, the 35 mm. camera, and the and Dr. Isaiah Bowman,
exposure meter, he gets "Senior License"
stamped on the face of his license. The The films recommended by this group
number who get their senior license is are processed onto 16 mm. prints and
usually not large. Boys are most eager made available to schools.
^0
Paqa 96
April— SEE and HEAR
See-wHear
Wm.. U. S. I'.it. Ollur
Published each month of the school year— September to May, inclusive— by SEE
and HEAR, Eau Claire, Wisconsin, a division oi E. M. HALE and Company.
Earl M. Hale, President and Publisher.
Walter A. Wittich, John Guy Fovvlkes and C. J. Anderson, Editors
\\. Mac McGrath, Business Manager; Tom Bartingale, Circulation Director.
Sold by subscription only. $3.00 per year (9 issues) in the U. S.
$4.00 in Canada and foreign countries.
MAY - 1946
OL. 1 ^ . ^ NO. 9
jfiimy^
'^uxuC^
Page
SEE and HEAR Board of Editors 2
\'isual Education Summer Sessions 6
1 oward Living Mathematics— DoMOvan ]ohnson 19
Measure for Measure— Dr. Virgil E. Herrick 25
Getting Acquainted with Jewish Neighbors-
Hazel R. Mittelman and Catherine M. Triihe 31
European Odyssey— Dr. Arthur Stenius 39
Sugar in '46— Dr. James E. Mendenhall 45
Learning to Live— W. T. Rowland and R. Lee Thomas 50
Seeing Our Neighbors— Daisy Daily Sanders 54
On Wings We Go-Beatrice Bergh 59
Creative Art by Radio-H. B. McCarty 65
Lantern Slides and How to Make Them— Mary Esther Brooks 70
Teacher Training and Audio-Visual Materials— Dr. Henrietta Fleck 80
Lilliputia- Elmer R. Nelson 87
• Copyright 1946 by SEE and HEAR, Eau Claire, Wis. Printed in U.S.A. •
Members of the Editorial
Advisory Board
SEE and HEAR
ROGER ALBRIGHT, Teaching Film Custodians
LESTER ANDERSON, University of Minnesota
V. C. ARNSPIGER, Encyclopaedia Britannica Films, Inc.
LESTER F. BECK, University of Oregon
MRS. ESTHER BERG, New York City Public Schools
MRS. CAMILI^ BEST. New Orleans Public Schools
IMARLES M. BOESEL, Milwaukee Country Day School
JOSEPH K. BOLTZ, Coordinator, Citizenship Education Study, Detroit
FLOYDE BROOKER. U. S. Office of Education
J.\MES W. BRO\VN, Virginia State Department of Education
ROBERT H. BURGERT, San Diego City Schools
MISS MARGARET J. CARTER, National Film Board of Canada
C. R. CRAKES, Educational Consultant, DeVry Corporation
AMO DeBERNARDIS, Portland Public Schools
JOSEPH E. DICKMAN, Chicago Public Schools
DKAN E. DOUGLASS, Educational Department, Radio Corporation of America
GLEN G. EYE, University of Wisconsin
LESLIE FRYE, Cleveland Public Schools
LOWELL P. GOODRICH, Superintendent, Milwaukee Public Schools
WILLIAM M. GREGORY, Western Reserve University
JOHN L. HAMILTON, Film Officer, British Information Services
MRS. RUTH A. HAMILTON, Omaha Public Schools
O. A. HANKAMMER, Kansas State Teachers College
W. H. HARTLEY, Towson State Teachers College, Md.
JOHN R. HEDGES, University of Iowa
VIRGIL E. HERRICK, University of Chicago
HENRY H. HILL, President, George Peabody College for Teachers
CHARLES HOFF, University of Omaha
B. F. HOLLAND, University of Texas
MRS. WANDA WHEELER JOHNSTON, Knoxville Public Schools
HAROLD L. KOOSER, Iowa State College
ABRAHAM KRASKER, Boston University
L. C. LARSON, Indiana University
GORDON N. MACKENZIE, Teachers College, Columbia University
DAVID B. McCULLEY, University of Nebraska
CHARLES P. McINNIS, Columbia (S. C.) Public Schools
EDGAR L. MORPHET, Department of Education, Florida
HERBERT OLANDER, University of Pittsburgh
C. R. REAGAN, F'ilm Council of America
DON C. ROGERS, Chicago Public Schools
W. E. ROSENSTENGEL, University of North Carolina
W. T. Rowland, Superintendent, Lexington (Ky.) Public Schools
OSCAR E. SAMS, JR., Interim Office, U. S. Department of State
E. E. SECHRIEST, Birmingham Public Schools
HAROLD SPEARS, New Jersey State Teachers College (Montclair)
ARTHUR STENIUS, Detroit Public Schools
^rlSS MABEL STUDEBAK-ER, Erie Public Schools
K. LEE THOMAS, Department of Education, Tennessee
ERNEST TIEMANN, Pueblo Junior College
ORLIN D. TRAPP, Waukegan High School
KINGSLEY TRENHOLME, Portland (Ore.) Public Schools
MISS LELIA TROLINGER, University of Colorado
PAUL WENDT, University of Minnesota
Pag« 2
May— SEE and HEAR
Individual
CLASS ROOM
Projector
Now Available at Low Cost . . .
with 16MM Sound-on-Film
PORTABLE— Weighs only 27Vi lbs.
complete.
Single case contains: Movie-Mile IGrnm.
sound projector, desk top screen,
speaker, cords, lake-up reel . . . and
still has ample space lor spare lamps,
etc.
Extremely compact; only slightly larger
than a portable typewriter; approxi-
mately 8x12x15 inches in sire. Ideal lor
small group showings. Larger sire
standard screens may be used lor
larger groups.
IVIE-MITE
iRD FEATURES — Plainly
Elm path makes threading
Inly one moving part need
rated in entire threading,
m be on screen in less than
inutes.
ctric plug completes all con-
; to projector. Cords, perma-
vired to speaker, cannot be
pacity 2000 It. Reel arms slip
urate sockets . . . last power
. . . adjustable tilt . . .
adjusted Iraming device . . .
a single, inexpensive stand-
jection lamp lor both picture
md projection. No separate
lamp necessary . . . case ol
plywood . . . leatherette
. . . universal A.C. or D.C.
volt operation ... no con-
lecessary. Mechanism cush-
sn live rubber mounts lor
quiet operation . . . entire
:de ol best quality materials
icision machined parts.
or interesting iolder, "It Makes Sense."
ur lavorite Photographic or Visual Aid
lor Demonstration and Delivery Inlor-
EDITORIAL
Toward Volume Two
Tmvard Volume Two
IT has been said that the contribution of visual aids to general
education is the greatest supplement to learning since the advent
of the McGuffey reader. As a complement to the classroom
environment, which must always be a situation rich with materials
to help children learn and understand, tools of visual instruction
must be given serious consideration by teachers who would improve
their craft.
Well selected visual materials of wide variety help good teachers
get their job done well. In Volume I or the first nine issues of
SEE AND HEAR, every effort has been made to assist successful
teachers and administrators in explaining and in bringing their ideas
to the attention of other interested school persons. Always the
objective has been to define these new tools for learning in their
broad sense.
The accomplishment of SEE AND HEAR can be measured in
terms of the scope of the material on selection and utilization which
has been presented in its first year of publication. Of great interest
is this compilation which lists as a frequency tabulation the general
character of articles under typical headings.
For example, articles dealing with the preparation, selection,
or use of filmstrips appeared 12 times; articles describing better utili-
zation of bulletin boards appeared three times; blackboard utilization
was presented four times; the preparation or utilization of specimens
or realia appeared 16 times. In only 14 instances was an article
assigned to more than one category, due to the nature of that article.
This has been the planned policy of SEE AND HEAR. Its
realization has been accomplished only through the splendid coop^
eration, suggestion, and counsel of its Advisor)' Board. Authorship
has been diverse, has represented the thinking and the accomplish-
ments of teachers from practically every state in the Union.
As we approach the completion of the first year, we look—
toward Volume II. The Board of Editors and the Advisory Board
promise greater effort to achieve the aims that have been announced.
Page 4 May— SEE and HEAP
higher high
mmmm
sharper voice reproduction
lower low
i«/ith VICTOR /milM/lTOPHO^E
The ability to capture all the reality of voice or instrument ,
quality of the Victor Animatophone.
is a thrilling
The secret lies in Victor's superb amplifier ... its capacity to respond perfectly
at voice frequency, yet reproduce the higher and lower instrumental notes.
Also exclusive with Victor is the Wide Angle Sound Lens with greater focal
depth for deeper scanning of the sound track. Victor's Stationary Sound Drum
has no moving parts to wear or get out of order and is instantly accessible
for cleaning.
Because of such features as Victor's unsurpassed sound fidelity, easier threading,
brighter images and greater safety, it is first choice with thousands of educators,
churchmen, industrialists and the military. Ask for additional details of the
Victor Animatophone . . . the finest in l6mm craftsmanship!
VICTOR
ANIMfKTOGRAPH CORPORATION
Horn* Oiffc* ond foctory: Oavenporf, Iowa
N<w Tart (II) McSrawHIII lldf.. )]0 W. 41>d S». • Clilc««« (1) !•• W. laWdrk
MA K E R S
O F
I 6 M M
EOUIPMEN.T SINCE
19 2)
Z and HEAR— May
Pag* S
^^OMliiio^l
Wisconsin Public Service Radio
Institute Annouvccd
All Institute designed to serve persons
concerned with educational, public ser-
vice broadcasting. The July 29 to August
9 meetings will be held as a working con-
ference on techniques in the preparation,
production, and utilization of educational,
public service programs. Leaders famil-
i.ir with cfTcctive methods in Canada and
Britain, as well as the United States, will
pro\ ide help on specific problems ranging
from the formulation of policies to the
broadcast and final appraisal of programs.
Station W'UA. on the air 12 hours daily
during the summer, ofTers an opportunity
for the study of an educational station in
operation.
FM (frequency modulation) opportu-
nities and developments will be given
particular emphasis.
Registration may be limited by a short-
age of housing accommodations, so per-
sons planning to attend should register
well »>j advance. The Institute registra-
tion fee is $10.00.
For further information, write to H. B.
McCarty, Director, Division of Radio
Education, Station W'llA. Radio H;dl.
University of Wisconsin, Madison, Wis-
consin.
Permanent offices of the National As-
sociation of Visual Education Dealers
will be set up in Chicago within the
next three months. From this ofTice an
mcreased program f)f activity to stimulate
more widespread and effective use of
projected visual aids in schofils, churches,
businesses, and homes will be con-
ducted.
-Do,, White
^jcecutivc Secretary, NAVED.
Dr. Milan Hcrzog, who was in charge
of translating and recording OWI films
for foreign distribution during the war,
has been apjKjinted associate in research
and production of the Britannica Films
company.
Pag« 6
W'e assume that this appointment isl
a forerunner of an expanded programl
of preparing foreign language soundl
tracks for existing teaching films. Wcf
consider this one of the most valuable
ways of extending evidences of the|
American culture abroad.
Are you guilty of setting your sound
levels too high? Most people do. The
sound level should be slightly louder than
conversational level in small roonts, and
should be about the same level when
heard from the back seats of an au-
ditorium.
In response to requests from teachers
and broadcasters needing help in the
planning and preparation of programs for
classroom use, the Wisconsin School of
the Air is making available a packet of
10 different teacher manuals. Included
are outlines, utilization data and refer-
ences for elementary grade level courses
in nature study, creative art, social
studies, physical science, singing, music
appreciation, health, reading guidance
and 11. S. history. The collection is sent
prepaid for one dollar upon request to
the Wisconsin School of the Air, Univer-
sity of Wisconsin, Madiwn.
\\'IIA, University of Wisconsin.
Cover picture:
\\ by do we send our little children
to school? We send them to discover
the world of things alxnit them— to learn
hf)w to move through the environment
about them which Ix-comes ever larger
as they widen the horizons of under-
standing. * and how do children
come to comprehend this ever widening
world? Through first hand experiencing
— through seeing — through hearing, for
when a child can see and hear that which
he or she is encouraged to learn-then
understanding takes place-then retention
occurs.
This child of the cover picture attends
the Tojieka public school. We thank
Fopcka for the use of this photograph.
May— SEE and HEAR
tea
II
VOCATIONAL SLIDEFILM KIT-SETS
for the coming school year
1,128 Lighted Pictures . WOODWORKING (Safe Practices in Woodworking) . 22Sliderilms $81.60
888 Lighted Pictures . BASIC ELECTRICITY . 12 Slidefilms S45.75
2,829 Lighted Pictures . AUTOMOTIVE MECHANICAL TRAINING, NO. 1 . 35 Slidefilms S99.00
1,910 Lighted Pictures . AUTOMOTIVE MECHANICAL TRAINING, NO. 2 . 35 Slidefilms $99.00
874 Lighted Pictures . BENCH WORK . 10 Slidefilms 539.50
701 Lighted Pictures . MACHINING (Introduction to Machining) . 16 Slidefilms 553.50
1,742 Lighted Pictures . PILOT TRAINING . 24 Slidefilms $65.00
2,719 Lighted Pictures . AIRCRAFT MECHANICS . 47 Slidefilms 5135.00
1,424 Lighted Pictures . AIRCRAFT ENGINE MECHANICS • 24 Slidefilms 569.00
392 Lighted Pictures . SELLING AMERICA . 5 Slidefilms 5120.00
360 Lighted Pictures . SUPERVISORY AND FOREMAN TRAINING . 5 Slidefilms 577.50
742 Lighted Pictures . OXYACETYLENE WELDING . 15 Slidefilms 541.50
Here are 15,709 lighted pictures that can be projected in any sixe on
any screen or on the wall of the classroom. Expertly tailored to the
needs of the classroom teacher, they will help students see exactly
what the instructor means. Order your kit-sets now from the above
list; for a complete catalog of slidefilms and kit-sets, write to The Jam
Handy Organization, 2900 East Grand Blvd., Detroit 11, Michigan.
TA* JAM KANDY Okg^^nailon
10«DAY TRIAL — Jam Handy Kit-Sot* ars lold on a tan-day trial.
E and HEAR— May
Paga 7
,i;W^€/L AV i^MlW) ^
Everywhere audio-visual materials are being added to
assist in accomplishing more effective teaching. This year
more summer session courses in visual education or audio-
visual instruction will be offered than ever before. To assist
our readers in making their summer plans, we include the
following information on summer school courses for 1946.
Alabama
University of Alabama, University
Audio-Visual Instruction, Dr. E. E. Sechriest
Arizona
Arizona State Teachers College, Flagstaff, June 3 to July 26
Audio-Visual Aids in the Elementary School, Del Shelley-Mildred Kiefer
Audio-Visual Aids in Secondary Schools, Del Shelley-Harvey Taylor
Administration and Supervision of Audio-Visual Aids, Del Shelley — D. Ross
Puguine
i4rizo«fl State Teachers College, Tempe, June 3 to July 6 and July 8 to August 10
Audio-Visual Education, Dr. H. D. Worthy
University of Arizona, Tucson, June 10 to July 13 and July 15 to August 17
Visual and Auditory Aids in Teaching, Dr. E. L. Larson
Arkansas
University of Arkansas, Fayetteville, June 4 to July 16
Audio-Visual Education, C. H. Cross
California
College of the Pacific, Stockton, July 1 to August 2
Audio-Visual Education, Thad Stevens
Audio-Visual Workshop for Church Workers (July 15-19), Frank Lindhorst
Fresno State College, Fresno, June 17 to July 26
AudioVisual-Radio Education, Frank F. Gorow
Mills College, Oakland, July 6 to July 17
Creative Art Workshop, William A. Gaw, et al
Occidental College, Los Angeles 41, July 1 to August 9
Materials and Methods, James McPherson
Advanced Project Studies, James McPherson
Radio in the Classroom, Elizabeth Goudy Noel
Television in Education, James McPherson
San Francisco State College, San Francisco, June 24 to August 2
Audio-Visual Education, Charles Rich
San Jose State College, San Jose, July 1 to August 9
Audio- Visual Aids, Dwight Bentel
University of California, Berkeley, June 24 to August 2 and August 5 to Sep-
tember 14
Instruction Materials and Equipment, Cornelius H. Siemens
University of Redlands, Redlands, July 1 to August 9 Continued
Audio-Visual Education, Dr. Fred J. Sales Page 10
Paa* • May— SEE and HEAR
i
.
A New Tool for the Visual Instructor . . . by
Complete, originally illustrated visualizations of 3 out-
standing classics in FULL COLOR
2" X 2" Slides. (Approximately 120 slides. May be purchased in full*
set or four parts)
35mm Slldcfilms. (Approximately 120 frames]
IVANHOE . . . by Sir Waher Scott
TREASURE ISLAND . . . by Robert louis Sfevenson
THE THREE MUSKETEERS . . . b/ Alexandre Oumo*
Fascinating condensations of these famous classics which ofFord students
the opportunity to visualize period costume, architecture, manners, as
well as the pageantry and adventure of the stories themselves.
Af your dealer, or order by coupon
2" « 2" Slides
Each Part .
$15.75
4.25
35mm Slidefilms
$9.75
35mm
Slidefiln
Ivanhee
Treasure Island
The Three Musketeers
2" X 2" Slides
Full Set
Port
NAME
ADDRESS
CITY STATE
Check n Money Order D C.O.D. Q
PICTORIAL FILMS, Inc.
R.K.O. BUILDING
RADIO CITY 30, N. Y.
SEE and PIEAR— May
Page 9
Colorado
Colorado State College of Agriculture and Mechamc Arts, Fort Collins, July 22 to
August 16
X'isual Education, C. C. Minteer
Colorado State College of Education, Crcclcy. June 24 to August 16
Radio in liducation, James D. Finn
Education via the Comnuinication Agencies, James D. Finn
\'isual Aids in Education, James D. linn
University of Colorado, Boulder, June 17 to July 19 and July 22 to August 23
\'i';ual Aids ( F'irst term), Leiia Trolingcr
In the second term, this work will be presented by the Workshop plan.
Connecticut
Davhurr Slate Teachers College, Danbury, June 24 to August 2
Materials Workshop Including \'isual Aids, Cora J. Russell
Georgia
Fivorx University, Emory University, June I 1 to July 17
School Problems Laboratory ( Workshop). \\'alter S. Baer
University of Ceorgia, Athens. June 17 to July 23
AudioA'isual Aids in Teaching
\'isual Aids in Distributive Education
Idaho
University of Idaho, Moscow, June 17 to July 26
Audio-Visual Aids Demonstration V\'orkshop, Neil Blair
Illinois
Bradley Polytechnic Institute, Peoria, June 15 to July 24
Visual Aids, Allen F. Siepert
Illinois State Normal University, Normal, June 29 to August 23
Audio- Visual Education, Howard J, Ivens
Northern Illinois State Teachers College, DeKalb, June 17 to August 9
X'isual Education, Dr. O. J. Gal^l
Northnestern University, Evanston, June 24 to August 3
Audio-Visual Teaching Aids in the Classrcnmi, Charles Crakes
University of Chicago, Chicago, June 24 to August 2
Audio- Visual Instruction: Techniques and Materials, Stephen M. Corey
Audio-Visual Instructional Problems, Stephen M. Corey
Western Illinois State Teachers College, Macomb, June 10 to July 19
Visual Education — Photography, Kimbrough Shake
Visual Education, Alvin B. Roberts
W'hraton College, W'heaton, June 22 to August ]f>
\'isual Methods and Practices, Dr. Robert L. Cooke or G. C. Rust
Indiana
Rail State Teachers College, Muncie, June 10 to July 12
Audio Visual Education, Evelyn Hoke-
Butler University, Indianapolis, June 17 to August 9
Visual Education, Dr. Byron \\'estfall
Central Normal College, Danville
Sensory Education
Indiana State Teachers College, Terre Haute. June 10 to Julv 12
Audio Visual Education, V. L. Tatlock
Indiana University, Bloomington. June 19 to August 16
Utilization of Audio-Visual Materials. Dr. Rov Wenger Coniimird
Selection of Audio- Visual Materials, Carol) n Cuss r'aKe'u'
^"'3' '0 May-SEE and HEAR
'
New 16mm SOUND
A^/^ BRITAIN
3 YOU KNOW what it is like in Germany today?
3 YOU KNOW the reasons for the Allied Control Com-
ssion being there?
D YOU KNOW what the Allied government departments
P
loingi
A DEFEATED PEOPLE
the first official film on occupied Germany, gives
the answer to these and other questions you have
been asking.
Health Films
mUR CHILDREN'S EARS
I'OUR CHILDREN'S EYES
fOUR CHILDREN'S TEETH
ese films are particularly suitable for
ents and teachers. Amusing ani-
;ed diagrams explain the physiology
the organs treated and the tilms
ss the advantages of simple, com-
n-sense health precautions which can
ly be taught to children.
Educational Films
ACHIMOTA
FATHER AND SON
A MAMPRUSl VILLAGE
During recent years, the people of
Africa have made such great strides
forward, that it has become a major
undertaking to record their rapid prog-
ress. These films are the first to show
the development of social, educational
and administrative standards in the
native villages.
troit
These films are on loan from the following offices of
BRITISH INFORMATION SERVICES
30 Rockefeller Plaza. New York 20, N. Y.
10 Post Office Square, Boston 9, Mass.
360 North Michigan Ave., Chicago I, III.
391 Sutter St.. San Francisco 8, Calif.
907 13th Street, N. W., Washington 5, D. C.
BRITISH CONSULATES
I Houston • Los Angeles <
Seattle
British Information Services
An Agency of the Brifish Government
E and HEAR— May
Pag* 11
Administration of Audio-Visual Materials, L. C. Larson
Radio in Education, Dr. H. J. Stornia
Production of Audio-Visual Mncerials, Barton J. Howell
Seminar in Audio-Visual MaJerials, Instructional Staff
Research in Audio-Visual Materials, Instructional Staff
Thesis in Audio-Visual >iaterials, L. C. Larson
Workshop in Audio- Visual Materials, August 19 to August 30
Iowa
Iowa State College of Agriculture and Mechanical Arts, Ames, June 17 to July 24
Visual Methods in Education, H. L. Kooser and A. P. Twogood
Iowa State Teachers College Cedar Falls, June 3 to August 23
Audio-Visual Education, H. A. Riebe
State University of Iowa, Iowa City, June 1 1 to August 7
Introduction to Audio-Visual Teaching Aids, Bruce E. Mahan and staff
Advanced Audio-Visua! Aids, Staff
College of EJucatioii Audio- Visual Laboratory, July 8 to July 19
Bruce E. Mahan and staff
Kansas
Bethel College, North Newton, June 3 to July 31
Visual Aids, Marjorie Ruth
Kansas State Teachers College, Pittsburg, June 3 to August 2
The Use of Visual Aids in Instruction, O. A. Hankammer
Louisiana
Louisiatia State University and A. & M. College, Baton Rouge, July 22-August 9
Audio-Visual Aids, L. M. Harrison, R. F. Michalok, and Mrs. Will C. Daniels
Kentucky
Eastern Kentucky State Teachers College, Richmond
Visual Aids in Education, Dr. Anna A. Schnieb
Maryland
Johns Hopkins University, Baltimore, June 25 to August 3
Audio-Visual Aids to Instruction, Dr. William H. Hartley
Community Facilities for Art Education, Margaret F. S. Glace
Massachusetts «
Boston University, Boston, July 8 to August 17
The Use of Visual Aids in Education, John G. Read
Michigan
Central Michigan College of Education, Mount Pleasant
Audio-Visual Education; a Workshop
Michigan State College, East Lansing, June 19 to July 26
Aids to Learning, Loraine Vista Shepard
University of Michigan, Ann Arbor, June 4 to June 28 and July 7 to August 17
Visual-Sensory Aids in Education, Ford L. Lcmlcr
Wayne University, Detroit, August 5 to August 16
Increased Instructional Effectiveness Through the Media of Visual and
Auditory Devices and Through Safety Education, Dr. Arthur Stenius
Minnesota
St. Paul Diocesan Teachers College, St. Paul, June 24 to August 2
Audio-Visual Instruction, Sister Ignatia
State Teachers College, Bcmidji, June 10 to July 13 and July 15 to August 16
Open Seminar in Audio-Visual Education, Esther D. Schrocder
State Teachers College, Moorhcad, June 10 to August 16 Continued
Perceptual Aids to Learning, Dr. A. M. Christensen Page 14
Pag« 12 May— SEE and HEAR
i •■
»/ COLOR
If you were to opply your own ideas of
lor to this well-known bird, it is likely
u would color some areas incorrectly.
t the CORONET sound motion picture,
IE BOBOLINK AND BLUEJAY, presents
lung bluejoys and their parents in full,
elike, natural cofor — gives correct im-
essions to all who see it. It is but one
' the popular color films in the new
itolog of CORONET Instructional Films.
IsaBuejay'i
There ore dozens of other Coronet natural color sound films
available on birds, flowers, Indians of the Southwest, life in Mex-
ico, science, health, safety, vocational guidance and physical edu-
cation. Some are also ovailable in black and white, and a few
subjects which do not require color are black and white only.
All have been produced in collaboration with subject matter
specialists for classroom use. Many others are in production.
V/riie for the new illustrated catalog of Coronet
Instructional Films — it will be mailed promptly.
CORONET
INSTRUCTIONAL FILMS
919 NORTH MICHIGAN AVENUE, CHICAGO 11, III.
EE and HEAR— May
Pag» 13
State Teachers College, Winona, June 10 to July 1^
Visual Aids in Teaching, Dr. M. H. Rayniund
University of Minnesota, Minncaix^lis, July 19 to July 27 and July 30 to August 31
Visual Aids in leaching, Paul R. Wendt
Coordinating an Audio Visual Program, Paul R. Wendt
Mississippi
Mississippi Southern College, I lattiesburg, June 10 to August 16
Audio-Visual Education, H. L. Pickens
University of Mississippi, University, June 3 to July 13 and July 15 to August 23
Audio-Visual Aids and 1 heir Lise (First ternij
Missouri
St. Louis University, St. Louis, May 13 to June 22 and June 24 to .August 3
Visual and Auditory Aids i^ Second ternij) Miss Jenkinson
Sp>ecial Problems in Visual and Auditory Aids, Miss Jenkinson i, Second term)
Washington University, St. Louis, June 17 to July 26 and July 29 to August 31
Audio Visual Instruction, Mrs. Alma Rogers
Montana
Montiina State Nornuil College, Dillon, June 3 to August 2
Visual Education, Paul L. Anderson
Nevada
University of Nevada, Reno, July 22 to August 30
Audio-Visual Aids in Teaching, W. J. B. Truitt
New Jersey
Rutgers University, New Brunswick, July 2 to August 9
Visual Education, Dr. Lawrence R. W'inchell
New Hampshire
U)iiversity of New lLllllp•^hile, Durham, July 1 to August 9
Audio-Visual Educatiun in the Elementary School, Austin L. Olney
New Mexico
N«?ii' Mexico Highlands University, Las Vegas, June 3 to August 16
Visual Sensory Aids in Rural Schools, Lester B. Sands
Visual Sensory Aids in Education, Lester B. Sands
Audio-Visual Business Education, Dr. E. Dana Gibson
University of Neiv Mexico, Albuquerque
The Use of Audio-Visual Aids in Teaching, J. T. Reid
New York
Culunihia University, New York, July 8 to August 16
Audio-Visual Aids to Instruction, Dr. Etta Schneider Ress
l,aboratory Course in Audio-Visual Instruction, Dr. Etta Schneider Ress
Radio in the Classroom
Preparation and Production of Radio Programs
Administering the Use of Audio-Visual Materials, M. R. Brunstetter
New York State College for Teachers, Buffalo, July I to August 9
Workshoji in Visual Education, Dr. C/urles
New York University, New York, Julv 2 to August 9
Selection and Use of Visual and Auditory Aids, Dr. Irene F. Cypher
St. Ronaventure (^.ollege and Seminary, St. Bonaventure. July S to August 21
Audio Visual Instructi(jn, Fr. Cornelius A. Welch
State Teachers College, Oneonta, July 1 to August 9
Audio Visual Education, Franklin 1. Mathewson
State Teachers College, Plattsburg, [uly I to August 9 Continued
Audio Visual Education, Charles I". Smith Page 16
Paa» 14 May— SEE and HEAR
OUNG AMERICA FILMS
brings you this great
iWARD WINNER!
e's your chonee to own one of tfio
st one-reel features ever producedl
RANK SINATRA
starring in R.K.O.'s
he House I Live In"
j Once you see and
,.,^_/\J hear this magnifi-
/ ""^^yj cent 16 mm. film
^^^_^"S=^/ we think you wi
^^^^ »^ ■' be quick to apree
^^^^^^^^fc that no school film-
^H^]^^!^ ^^ library should hr-
■without it. It is a
powerful emotional
teal for racial and democratic toler-
e — and your students will be just as
husiastic over the lesson it teaches
they are about FYank Sinatra, its
;inp t;tar. Young America Films is in-
1 proud to be able to bring you, this
at I -reel feature. The price has been
ie as low as possible to insure maxi-
m distribution. 1-reel: running time,
ninutes. (Orders placed now will not
filled before CO 7 Rfl
tember) OtliUU
foung America Films |
18 East 41st Street I
NEW YORK 17, N. Y. I
wish to order "The House 1 Live ■
n." stairing Frank Sinatra. I
)rder Attached O I
^heck or money order enclosed G ■
Jame |
Ichool _
>osition I
ichool Address
;ity State.
: and HEAR— May
SEE
THE NEW
"SEE & HEAR"
HEAR
THE STORY
OF A NEW
VISUAL
ERA
FOR THE
CLASS ROOM
TEACHER
A Continued Story
of Growth and
Reader Interest!
WATCH SEE AND HEAR!
Page 15
Syracuse University, Syracuse, July 1 to August 10
Workshop in Visual Aids, Sandra George
North Carolina
Wester)! Carolina Teachers College, Cullowhcc, June 10 to 21
Audio-Visual Education
North Dakota
State Teachers College, Mayville, June 10 to August 2
Audio-Visual Education, W\ \\. Darlington
State Teachers College, Minot, June 10 to August 2
Audio-Visual Education, E. R. Manning
|l
Ohio
Bowling Green State University, Bowling Green, June 24 to August \b
Audio-Visual Aids, 11. Lithcrland
Miami University, Oxford, June 10 to August 30
Audio-Visual Aids in Education, John S. Richardson
Ohio State University, Columbus, June 18 to August 30
Visual Instruction, Norman W'oclfcl
Ohio University, Athens, June 17 to August 10
Audio-Visual Education, E. A. Hansen and W. A. Yauch iMTf
Oklahoma Kilt
Oklahoma Agricultural and Mechanical College, Stillwater
Elementary and Secondary Education, L. M. Hohstadt
Administration, L. M. Hohstadt
Cinematograph, Haskell Pruett
Workshop, Specialists (June 4 to July 12)
Southwestern Institute of Technology, Weatherford, May 27 to July 25 THE
Visual Aids, W. R. Fulton Ip^l
L/nJi'ersify of Oklahoma, Norman, June 1 to July 30 ,
Audio-Visual Aids in Education, Dr. Garold Ilolstine * '"''
Elementary Education: Curriculum Workshop, Dr. F. F. Gaither ttiool
Secondary Education: Curriculum Workshop, Dr. F. F. Gaither . ,
Se\enth Annual Audio-Visual Aids Conference — Julv 9, 10, 11, Mr. Thur
man White ' WVjl\
-. Brae
Oregon
Eastern Oregon College of Education, La Grande '"'''''
Audio-Visual Aids in Education, R. E. Badgley ICces;
Oregon State College, Corvallis
Construction and Use of Visual Aids (June 17 to July 26), George Eby
Organization and Supervision of Visual Instruction l^June 17 to July 26), Vii
George Eby fcsiF
Cinematography CJulv' 27 to August 30), Ctcorge Eby
Southern Oregon College of Education, Ashland, June 10 to August 26
Construction and Use of Visual Aids, Wayne Wells Ritec
l/uii'ersify of Oregon, Eugene, June 18 to July 23 and July 24 to August 29
Laboratory in Audio-Visual Aids, 1 high Wood
Audio-Visual Aids in Education, Hugh Wood
Th(
Pennsylvania
/\//c^/:p)iy College, Meadville, June 18 to July 26
Visual liducation, Dr. Elizabeth Stadtlander
Bucknell University, Lewisburg, July 8 to August 16 Continued
X'isual and Sensory Aids in Visual Education, J. Rice Page is
Page 16 May— SEE and HEAR
impl
fnecl
SOUII
reco
\
FOR
riER SOUND -CLEARER
SIMPLER OPERATION
'HE new RCA 16mm Sound Film
Projector, Model PG-201, is a
luxe equipment ideally suited for
ool use.
eadily portable, it's contained in two
rying cases — one for the projec-
and built-in sound amplifier, the
er for the speaker and equipment
essories.
'he silver-coated pyrex glass reflec-
, large "aspheric" condenser and
: F 1.6 "coated" projector lens mean
re light on the screen— better pic-
i definition. The powerful four-stage
plifier and precision-engineered
chanical filter provide high-fidelity
nd reproduction at the originally
orded pitch.
Convenient to use, easy to operate, sim-
ple to maintain, the new RCA l6mm Pro-
jector is the logical choice for school use.
Before you invest in any new projection
equipment get the story on the new RCA
machine.Write today to the Educational De-
partment 47C, RCA Victor Division, Radio
Corporation of America, Camden, N. J.
OUTSTANDING FEATURES
if Large "aspheric" condenser lens — for
uniformly brilliant screen illumination.
ic Two-inch, F 1.6 "coated" projection
lens — for better picture definition— con-
trast— clarity.
if Completely removable film gate— for
easy, rapid cleaning.
if Powerful four-stage amplifier with in-
verse feed-back for high-fidelity sound
reproduction.
if Precision-engineered mechanical filttr
maintains sound at exact recorded pitch.
RADIO CORPORATION of AMERICA
RCA VICTOR DIVISION. CAM DEM. M.J.
Duquesne L/mWs.Vy Pittsburgh, July 1 to August 9
Sensory Aids, Michael Ferencc
Geneva College. Beaver Fails, June 10 to July 10
\W1 Educati.in, John S. Mclsaac
Grove City College, Gro\e Citv
Visual Education, R. G. Walters
fumata College, Huntington, June 17 to August 24
\isual Education, R R. Yoder, and E. S. Kiracofe
Leh.gh Umvers.ty, Bethlehem, July 1 to August 10
Visual Education, Dr. Will I laves
Fetmsylvania State College, State College
v'nder^Mee?^" ^'""^^ ^'^^ '" ^'^"'^^'"'" ^•^"'>' ' "» August 10). A. W.
VantrMeer^'""'^ '"'^ ^^'"^ ^^"^"^^ ^'^""^'"" ^A"«-' '^ to 23). A. W.
^W! vU'de'^Tei;"' ""''^'^ '^■"■^"^>' ^'''^ '" E^--'- ^'^"8"- 23 to 31).
State Teachers College, Bltjomsburg
Visual Education, Dr. Harrison Russell
i>tate Teachers College, California
Visual Education, Edwin E. Halstead
btate Teachers College, Clarion
Visual Education, Dr. D. D. Peirce
State Teachers College, Indiana
Visual Education, VVilbert Emmert (3 weeks beginning June 3 6 we.K
beginning June 24, and 3 weeks beginning August 5) ^ ' ''^*'^''
State Teachers College,^ Ha^.en. June 24 I Augu t 2
Visual Education, Ruth iM. Hulnies
State Teachers College, MansMd, June 3 to August 2
Visual Education, Dr. Cwil L. Stout
iytate Teachers College, Millersville
Visual Education, Dr. Ravmond Hovis
'""vS^i'idSS^' ^"^''^ J-- '' - ^"«"- '
''''''vS^^S£^:f:^^^^ J"- ' - ^-'y '2 and July 12 to August 23
Umversityof Pe««sy/v«„i« Philadelphia, Julv 1 to August 8 /
Visual and Sensory Aids, Dr. J. 1 1. Minnick ^
I ilia Maria College, Erie, June 24 to August 2
,,, Visual Education. Sr. Irma Claire
W ayneshurg College, VVaynesburg, June 10 to August 3!
Visual and Sensory Education, Harry E. Gardner
South Dakota
University of South Dakota, Vermillion, June 3 to Julv 12
Audio- Visual, Ray Cash '
He,
Texas
lexas "V
3;x-iS-.l!;;fc !
Sam Houston State Teachers College, Huntsville, June 4 to July 1 3
Administration m Audio-Visual Aids W F nr.Mill Continued
Pag* 18
May— SEE and HEAR
Picture 1. A sccrion of the mathematics mural which was devel-
oped by Mr. Johnson's students. It incorporates the general "forms"
found in our environment. Students have become sufficiently interested
to work out their ideas with the assistance of the art and mathematics
departments.
' LIVING
/
Donovan Johnson
lead, Mntheviatics Department, University of Minnesota High School
y^ATHEMATICS is considered
•^^ by some as the queen of the
:icnces; by others, a dead and dif-
cult subject. This failure to
nderstand the role of mathematics
; largely due to its abstractness.
EE and HEAR— May
Thus, teachers of mathematics need
to use every possible means to make
it meaningful and understandable.
I low can the mathematics teach-
er develop in students a compre-
hension of and an appreciation for
Page 19
Editor's Note: Those who have struR-
rIccI with the problem of making mathe-
matics graphic can speak meaningfully
about it. On the one hand we have the
te.xtbook-bound mathematics experience.
On the other hand «c ha\c the example
of what the ingenious teacher can do to
relate the study of mathematics to the
tangible things and experiences in our
environment. This is what Donovan
Johnson suggests in his report.
* ¥• »
the jxnvcr of matlicmatics in the
present atomic age? Certainly not
Dv the memorization of rules or
endless drill in solving meaningless
prohlems; not by describing its u.se
or application to situations outside
the student's experience. Mathe-
matics must be made concrete; it
must be directly related to the
student's experience.
Mathematics is essentially a sys-
tem of thinking, quantitative think-
ing, which is based on the use of
many different symbols, for example
4, -|-, =. Teaching mathematics
consists in making these symbols
meaningful. Since symbols take on
meaning as they relate to experience,
the mathematics classroom must gi\e
the student experiences with cjuanti-
tatixe concepts. Thus, in the ele-
mentary field, the child comes to
know that 3+4^=7 by counting ob-
jects. After many experiences \vith
concrete things ha\e been related
to the sytnbols. the child becomes
able to use the symbols instead of
manipidating actual objects. This
same principle applies to the de-
velopment of meaning wherever
symbols are used, be they words,
musical notes, or minus signs.
I raditionally. secondary' school
mathematics has been presented in
Page ZO
an abstract manner. However,
many mathematics teachers have
been aware of the need for teaching
aids and have done something about
it. I he eighteenth yearb{X)k of the
National Council of Teachers of
Mathematics, "Multisensory Aids in
the leaching of Mathernatics. "*
surxeys the teaching materials avail-
able in the field of mathematics.
This organization is among the first
to prepare a yearbook dc\oted en-
tirely to the instructional aids a\ail-
able in one subject matter field.
Mathematical instruments such as
the transit, sextant, angle mirror,
slide ride, hypsomcter, and plane
mirror ha\e been the most effectixe
teaching aids in the experience of
the writer. Now that this equip-
ment is again axailable, it is pos-
sible for all mathematics teachers
to pro\'ide "real" problems related
to the students' experiences. They
cnjov learning mathematics when
it means working problems like the
following, which inxohe concrete
objects in the community enxiron-
ment:
1. Lay out a baseball diamond or
football field according to
specifications.
2. LIsc measuring instruments to
lay out a treasure hunt course
to be followed by other
students
3. Determine whether or not the
school has been built along
an exact north-south line.
4. Measure unknown heights, for
example, t h e ]X)wer plant
smoke stack or flag jx>le.
•Teachers College, Columbia University, New
York. 194.';.
May— GEE and HEAR
5. Suney an area and prepare an of curvature of a highway
accurate map of its topog- curve.
raphy. Of course, it is often difficult to
6. Determine the grade or radius systematize and control instruction
1 ' \ ll
II If n
Pictures 1 and 2. The open field use of a transit allows practical
evaluation through in-thc -field testing of what, too often, are abstract
theorems.
Pictures 3, 4 and 5. Additional field problems involve the
practical understanding and use of the sextant and the plane table, the
hysometer and the angle mirror. 1 he use of these instruments brings
lasting understanding of the geometric principles studied.
SEE and HEAR— May
Page 21
1X).\()\'A.\ A. JOHNSON
After several years as a teacher of
bciencc and mathematics in Minnesota
and Wisconsin, Mr. Johnson is now com-
pleting his work for his Ph.D. at the
University of Minnesota where his dis-
sertation wijJ^ be an experimental study
on visual «fids in mathematics teaching,
i \c has hccn a member of the staff ol
regional institutes on audio-visual aids
sponsored by the University of Minne-
sota; is a member of an educational film
rcNiewing committee; and is sponsor of
the audio-visual operator's club at the
Uni\ersit% 1 li^h School.
when these teaching devices are
used. The writer has found that
an cfTcctivc means of overcoming
this difficulty is the use of instruc-
tion sheets like figure A below.
Sometimes it is advisable to let
the students select and set up their
own problems. Vers' often this
procedure gi\es rise to problems re-
c|uiring more exact measurements
and more difficult calculations than
found in assigned activities.
In the mathematics class, as in
any class, it is of lundamental im-
portance that the teaching aids be
,
properly utilized. That means that
adequate teacher preparation,
student preparation, careful presen-
tation, and appropriate follow-up
activities should all receive proper
emphasis. When using mathe-
matical instruments for instruction,
there arc certain factors which the
teacher must keep in mind as es-
sential.
1. The teacher must be thor-
oughly familiar with the use of the
instrument.
2. The use of the devices must
correlate with the content and ob-
jectives of the mathematics course.
3. The use of the instruments
should result in understanding of
and appreciation for the instrument
used, and the kinds of problems it
can be used to solve.
4. The activities of the student
need to be directed by explicit writ-
ten instructions.
5. The activities of the student
should be arranged so that provision
is made for differences in aptitude
and interest.
OUJliC I : lo measure the height of an inaccessible object.
HQUiPMENT: Transit, tape, plumb bob.
IMKKIEDURE: Set up the transit in a level position about 200 feet
from the base of the campus flag pole and measure the angles of
elevation and depression. Following the above line of sight, place
the transit about 100 feet from the flag pole and again measure the
angles of elevation and depression.
DATA:
Angle of cle\ation at first position
Angle of dejiression at first jiosition
J^istance from first position to second position
Angle of elevation at second position
Angle of depression at second position
FIGURE:
C'O.MPUTATION: Write the equations used in the solution.
I kight ol flag jiole
ric;uuE "A"
Pa^e 22
May— SEE and HEAR
6. The activities should he eval-
uated on the hasis of the results oh
tallied.
Models and apparatus trom the
science lahoraton' are other devices
that provide concrete experiences on
the secondary level. Models to il
lustrate the conic sections of ad-
vanced algebra, or the theorems of
solid geometry should be requisites
for the teaching of these courses.
LIsing science apparatus, like levers
or pulleys, is an effective way of de-
veloping the meaning and use of
formulas and equations. Similarly,
map projections are understocxl in
a few minutes by seeing a spherical
map projected on a cone, cylinder
or plane.
Mathematics becomes meaningful
when students have concrete expe-
riences and see the relationship of
these experiences to the mathemat-
ical symbols used. A successful way
of showing these relationships is by
the use of pictures, charts, graphs,
exhibits, and projections. With the
wealth of attractive and interesting
material available in our picture-
conscious world, it is no problem to
collect items to illustrate mathemat-
ical concepts.
A bulletin board display or ex-
hibit becomes a significant teaching
device when these suggestions are
followed:
1 . Its purpose should be to make
some principle of mathematics more
meaningful or understandable.
2. The material displayed
should be arranged neatly and at-
tractively, individual items ade-
quately labeled, and pictures ar-
SEE and HEAR— May
ranged symmetrically and in a va-
riety ol ways lor eye a|ipeal.
.^. Sample problems or i|Uota-
tions should be included.
4. Most imi>ortant— the material
tlisiilayed should be incorporated
into the regular class work, allowing
the students ample op|)ortunity for
observation and discussion.
OpaciLie projection and home-
made slides can be used in the math-
ematics classroom to increase un-
derstanding. These projectors also
furnish a means of presenting tests.
For example, a test on graphing can
be given by projecting on the screen
recently published graphs with ap-
propriate questions. In addition, the
opaque projector can be used to
project a design, picture or drawing
on the blackboard where it can be
copied with chalk by the teacher.
This is helpful to the teacher or
student who is not inherently ar-
tistic.
Increasing numbers of motion pic-
tures are becoming available in the
field of mathematics. Some of them
are as follows:
Slide Ride
(Sound) 24 minutes.
Explains in detail the "C" and "D"
scales of the slide rule and the parts and
markings of the rule; shows how to use
these scales for multiplication, division,
and combinations of these two operations.
United States Office of Education.
The Micrometer
(Sound) 14 ininiites.
Various forms of the micrometer are
shown; reading a micrometer; correct use
and care. It is necessary to check the
micrometer against standards, and to take
precautions to secure accurate and uni-
form readings. United States Office of
Education.
Page 23
Origin of Mathematics
(Council 10 viinutes.
Ihis film illustrates the history of
numbers From the time of the Indian
throiiKh the Esyptian, the Arabic, and
finally the Roman systems. It should
ser\e as an introductory experience in
Junior high school general arithmetic
courses or in intermediate grade arithme-
tic classes. Bell and Howell.
Geometry Brought to Life
ISoitnd) 10 minutes.
This film is designed to develop an
interest in the study of geometry and to
show that geometry is not only all about
us but is essential in almost everything
a man does. It broadens the horizons
of the uses to which pupils imagine
geometry is applied, and gives them a
new conception of geometry in everyday
life, in nature, in the home, at work,
and at play. Bald Ea^le.
Rectilinear Coordinates
(Sound) 14 minutes.
Graphic presentation of the concept
discovered by Rene Descartes; Descartes
theorem, point, line, plane, and solid-
number-scale, coordinates, plus and
minus, axes, and 3-dimcnsional locations
and relationships. An introduction to
the basic ideas of analytical geometry.
Knowledge Builders.
Since most mathematical piinci-
j)les do not depend on motion, it
seems that (llmstrips are a logical
means for presenting mathematics
visually. 1 he war training program
resulted in the development oF
many filmstrips, for example. Aerial
Navigation and Light on Mathe-
matics. With a good 35 mm. can-
did camera, teachers can readily
make their own filmstrips of suh-
ject matter adaj^ted to their local
cIassrf)om needs.
I eachers of mathematics must be
on the alert to keep their courses
meaningful and understandable.
Page 24
Th^ use of visual aids is one excel-
lent method of doing this. Not only
does one get "more learning in less
time with better retention," as the
Navy says it, when materials are
properly used, but the job of teach-
ing itself becomes decidedly more
enjoyable. Visual material will en-
able the student to understand that
mathematics has a fundamental
role to play in modern society. If
mathematics can be made alive and
comprehensible, it is on the way in
instead of on the -way out.
.1
For the Future of A-V Progress
Early this year the California State
Board of Education, recognizing the
fundamental need for competency and
skill on the part of teachers in the
use of audio-visual materials, adopted
the following regulation on recommenda-
tion of its Committee on Accreditation:
Institutions to be considered for
approval to offer the training and to
make the recommendation for the
kindergarten-primary, general element-
ary, junior high school, general sec-
ondary and junior college credentials
must, effective July 1, 1947, maintain
a course, or the equivalent, of at least
two semester-units in value in audio-
visual-radio education and require
that such course be successfully ct)m-
jileted b\' each aj^plicant for one or
another of the credentials listed above.
This is an important steji forward
and in accordance with national trends.
In the near future, California teacher-
training institutions will give instruction
in this field, which teachers and others
have so long desired. Making this a
requirement is but one step in a long
luocession of events which must follow
il the goal of competency in teaching
is to be reached.
— Dr. Francis Noel, Chief
D/visioii of Audio-Visual Editcation
California State Dept. of Edtication .
May— SEE and HEAR
Some considerations in the classroom use
of visual-auditory instructional aids.
Dr. Virgil E. Herrick
University of Chicago
Editor's Note: A great swing toward
audio-visual materials has been built on
casual if not superficial classroom use.
If it has sold itself on that basis, what
will the reactions be when the complete
and true potential of the sound film as a
teaching material. is finally realized? Dr.
Herrick clearly outlines an improved pro-
cedure for the use of sound films in the
classroom.
MISS SMITH opened the door
of the fifth-orade room in the
Pleasant Valley School to the mes-
senger from the principal's office.
"Yes, Ted, what is itr "
"Mr Ray said to tell you that
the film on the SiinfisJi is here, and
he is showing it in the auditorium
at eleven o'clock because it has to
he sent hack tomorrow. He says
you may bring your grade in at that
time if you wish."
"Thanks, Ted, you may tell Mr.
Ray we will be there."
Miss Smith went back to her desk
and picked up her geography book,
"jane, will you locate the Amazon
River again on our map? We will
SEE and HEAR— May
have to hurry our lesson on Brazil
today because we are going to the
auditorium in a few minutes to see
the picture on the Siiufish. Prob-
ably most of you boys ha\e caught
a few if you ha\'e e\'er gone fish-
ing on Strawberr)' Lake."
"Now, John, what kind of raw
materials are carried down the
Amazon Rivefr'
After a rather hurried survey of
the lesson on Brazil, the fifth grade
pupils put their things away and
marched to the auditorium where
they found their places behind
Mrs. Maltzburger's fourth grade.
They had to wait for a few minutes
while the first and second grade
pupils were finding their places
down in front. The lights went
out, silence gradually crept over the
room, and the light flashed on the
ycreen. AftQr a few preliminary
s(|ueals from the sound equipment,
the waters of a small New York
lake glittered in the sunlight, and
Page 25
lie voice of the commentator in-
roduced the hfe cycle of the com-
non sunfish.
There were a few exciting mo-
nents when a hungr)' bass and a
chool of minnows were chased
iway by the defending father of
he sunfish, btit the little sunfish
A'cre safely cxcorted through the
oieearious first two years of their
ife. Finally, "the last glimpse of
he quiet waters of the lake was
;een. and the voice of the com-
Tientator died away in the final
adeout. The film on the sunfish
nad run its course.
After a few seconds the lights
:ame on, and there arose a sound
if \'oices and the noise of children
3usy seeing where they were, look-
ng over their group, commenting
in some espisode of the film. Then
\lr. Ray stood up in front and
railed off the order in which the
grades were to return to their room.
i\liss Smith's room had to wait un-
til the other grades went out first,
50 they got back to their room just
a few minutes before dismissal
time for lunch. There was time,
however, for Jim to tell of his ex-
perience at camp that summer
u'here he had trained a school of
sunfish to take pieces of bread from
his fingers.
Of course, many things are wrong
with the way the sound film on
Sim fish was used in the Pleasant
\'alley School, but this description
serves to present to most elementary
school teachers a familiar setting
for the rather typical use of visual-
auditory instructional materials. It
serves also to bring out a number
Page 26
of considerations which are impor-
tant in understanding how the use
and development ol \isual-auditory
materials may be improved.
Nature of the
Child's Expectations
Teachers who sense the attitude
ol the children they teach know
how many children regard the see-
ing of sound films in school. They
expect to be entertained \er)' much
the customar\' Saturday afternoon
in the same way as they are in
movie. They are interested in see-
ing films in school, but they are
interested in movie-going first and
the particular pictures second. 1 hey
do not want to think the action but
to live it. As a consequence, they
are resistant, under these condi-
tions, to any attempt to intellect-
ualize these experiences either dur-
ing or after the presentation of the
film.
The important work in the im-
provement of children's expecta-
tions, when they see an educational
movie, must be done by the teacher
who makes sure that the end to
be accomplished is not the seeing
of the movie but that, as in this
particular film, it is knowing the
life cycle of sunfish and how the
father sunfish builds and protects
his nest. Accompanying the learn-
ing about sunfish should be the
opportunity to develop skill in the
selection and use of other instruc-
tional materials to aid in this learn
ing, in the use of the arts of lang-
uage and critical thinking, and in
working and playing with each
other.
May— SEE and HEAR
All that is known about efficient
learning tends to emphasize the im
{xirtance of- the meaningful rela-
tionship of a learning experience
and related materials to tne pur-
pose and goals of each child in the
group. If the film on Snufish were
presented because Miss Smith's
pupils wanted to know more about
sunfish and had some specific ques-
tions to answer after the showing
of the picture, the film would have
had a better chance of making a
real contribution. An education
program cannot just fit into an edu-
cational film because by its very
nature the film is designed to pre-
sent a few specific things in the
way no other instructional material
can accomplish. It is obvious that
the instructional film should fit into
an educational program. Where
this is done, the halo effect of the
moving picture atmosphere tends to
diminish, and the halo contribution
of the educational sound movie to
the educational programs tends to
increase.
Thus, if the teacher is interested
in using educational films to con-
tribute to the purposes of children,
it is necessar)- for her to recognize
that this instructional instrument is
different in organization, in purpose
and technique from the Hollywood
movie; and that instructional movies
do not reach ma.ximum effective-
ness if used as self-contained in-
structional units.
While the teacher is working
through the film to improve the
purposes of children, her principal
and superintendent should be meet-
ing a number of important ad-
SEE and HEAR— May
ministrative and mechanical issues
in\()l\ed in the jiroixT use of visual-
auditory materials. 1 he practice of
ordering films in blocks or far in
advance of showing makes it ex-
tremely difficult for any teacher
to use them in connection with her
educational program. Only too fre
cjuently, this advance ordering
forces Mr. Ray, Miss Smith, and
the children of the Pleasant Vallev
School to use them as they did.
Many people attempt to justify this
shot-gun method of using films on
the theor\' that all films make a
general contribution to the child's
background of experience, and
therefore all children can profit from
seeing the film on Sunfish. Un-
fortunately, however, any educa-
tional experience can be defended
on the basis of its general con-
tribution and it is merely argued
here that an educational film like
Sunfish can make a much greater
contribution if used with better
aim. It is recommended, therefore,
that if possible, key instructional
films be purchased by the school
as part of their educational equip-
ment, or if not, that spot booking
of films be made in order to as-
sure their availability at a time when
the film w'ill make its maximum
contribution to the educational pro-
gram being developed. It is sug-
gested, also, that regular classroom
units be used in preference to au-
ditoriums for showing films to
specific groups of children working
on problems related to the content
of the film.
If the educational film can be
shown in an ordinary classroom
Page 27
It is spring ui the year and in the sunny waters of a shallow
pond the sunHsh slowly glides to and Iro looking for a place to
build his nest. The sunfish, sometimes called "pumpkin seed,"
is a small, brightly-colored fish which lives in the shallow waters
of the pond. Pictures courtesy of Encyclopaedia Britannica Films.
withuut drawing the shades, one im-
portant factor in developing an au
dience or recreational attitude to-
ward the film will be eliminated.
Of course, the factor of light is
of even more importance when the
nature of the child's participation in
the learning activities is considered.
Nature of the
Child's Participation
Because of the fixed one-way de
velopment of the sound movie,
many teachers— even after the most
nur|K)scful development of prob-
lems or questions before the show-
ing of the film— are worried about
the nature of the child's participa-
tion in the learning experience. Of
course, with longer showings, this
Pag* 28
anxiety increases. The natural in-
terest values of movie going, the
focusing of attention on the screen
through contrast between light and
darkness, the combination of action
and sound, all tend to insure some
attention, and naturally this atten-
tion increases the learning of chil-
dren if the subject matter, activities,
and narration are also purposeful
and interesting to the cnild. The
fact remains, however, that there
is no one-two-three-four relation
ship between the showing of the
film and the child's attention to,
his jiarticipation in, and his under-
standing of its content.
The learner's reaction to the radio
and movie is primarily a passive
Mai— SEE and HEAR
e. I lo is not ruiKlamontally in-
Kt'cl in llu' sfusf thai any «>! tl»e
:ion depends on his participation
a learner. The action takes place
lether he is there or not. Be
Lise ol tliis tentlency ol the radio
d the mo\ie program to be self-
ntained. there is Uttle or no op
rtiinity for the child to par-
ipate as he would in carrying out
e.xjx'rinient to see if air has
'ight or in deciding il water is
cessarv for growing plants. In
enipting to include the audience
hild) in the activities of the iilni,
lie producers tried out such tech-
.jucs as cjuestions to the children
the narrator, questions asked by
ildren moving through the ac-
in of the film itself, or questions
ked by study guides to be filled
t immediately after the showing
the Him. INone of these tech-
ques are completely successful,
d ii'/f/z the exception of the study
hie. there is little or no evidence
support the \alidity of either the
neral hvpothesis or the technique
ed.
Another major problem in this
nnection is the fi.xed timing of
e learning activities in the film,
a child cannot keep up with the
tion of the film or loses or fails
grasp an important p<iint pre-
nted, the rest of the film is rela-
X'ly meaningless, and the child
St leans back and says, "What's
e use?" This criticism is par-
:ularlv true of films in the gen-
al field of science where difficult
mcepts are developed in a rela-
,'ely short space of time and with
mparatively few illustrations.
:E and HEAR— May
Two te(hni<|ues ha\e been used,
in aildition to gooil teacher plan
ning and preparation, to get at the
problem ol the timing of the learn
ing se(|uence. One popular lech
nique is the re showing ol the Him
alter the first showing has been
discussed and evaluated in order
lo discover what has been learned,
what c|uestions still remain, and
what additional facts need to be
discovered. A second and, perhaps,
more significant procedure is the
combining of a sound film with a
filmstrip. In this combination, the
regular film is shown as many times
as it is necessary to give the gen-
eral overview, and then the ac-
companying filmstrip is shown to
fix those portions of the action which
need to be examined carefully in
order to study all the details and
to dexelop conclusions.
Another approach to the [jroblem
of the learner's participation in the
learning activity of the film during
its showing is to improve the equip-
ment and the physical conditions
of the showing so that the lighting
and physical arrangements of the
usual classroom are disturbed to
a minimum. The intent here is two-
lold: (a) to make it possible for
the learner to take notes, follow
an outline, check e\aluation ma-
terial, refer to other reference ma-
terial when this kind of activity is
appropriate to the viewing of the
film; and (b) to encourage the
use of films at the time, place, and
under the most favorable condi-
tions for effective learning. These
two aims provide three challenges
to those interested in visual-auditory
Page 29
^
equipment facilities: (1) to develop
equipment which will project clearly
and \ividly in the light of the or-
dinary classroom; (2) to develop
inc.\{x?nsive equipment sufficiently
light and strong so that it will be
ix)ssible to adapt the equipment to
the classroom rather than adapting
the program of the school to the
equipment; and (3) to develop
classrooms designed to provide re-
sources for the effective use of a
variety of instructional materials
rather than be merely a place to
house 35 children's scats and a
teacher's desk.
THE FILM
Title: Sunfish
Subject use: Nfctural Science, BioloKV
Level: Intermediate, junior and
.senior high school
Time: 11 minutes (Sounil)
Source: Kiicyclopaedia liritannica
Films, Inc.
(.Available at usual rental fees from
your nearest film library.)
Sumi'tiary
The experience of Miss Smith
and her fifth-grade class in seeing
the film on the Siinfisli and the
following analysis seem to make
these suggestions to every teacher
using sound films as a part of her
instructional program.
1. Fit the sound film into your
instructional program. It is im-
portant to bring your instructional
materials close to children's pur-
|)oses il these materials are to make
their ma.ximum contribution to the
broadening and deejiening of chil-
dren's understandings.
Pag* 30
2. In order to accomplish the
above, order films for a particular
group of children.
3. Plan to have time to pre-
view the films, and if not, study
the handbook carefully in the light
of such questions as the following:
(a) Docs this material fit unto the
work being done? (b) Will this
film help to teach this topic or con-
cept better than other instructional
materials or activity a\ailable? (c)
What sort of questions or prob-
lems should be emphasized with
children before the film is shown?
(d) At what points would the
meaning be difficult for them to
get? Does the action move too
rapidly? Is the narration too dif-
ficult? Are the essential relation-
ships between ideas not shown?
(e) What evaluations can be made
of the things accomplished by the
film? (f) What are some of the
next steps to be taken bv the chil-
dren in the group after they have
seen the film? VVill they need to
see it again? Should other ma-
terials or activities be added in or-
der to insure taking full acKantage
of the film's contribution?
4. Do not limit the e\aluation
of the film ex{X'ricnce to a check-
list or a true-false test. Encourage
the kind of evaluation which emiih
asizes the participation of the child
in the evaluation process itself. In-
clude such things as group dis-
cussions and jilanning, conferences,
and further de\clopment, of the
ideas gained from the film through
experiments, projects and additional
readings.
May— SEE and HEAR
Ik
»lve I
jhool
k te
bowle<
itspons
lour;
(ipfti
4an w
C
k\i a;
die of
Wlile
dexcf
iml
(tmof
iini(]u
ivcras
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toll)]
severa
Siw Y
/
with Jewish Neighbors
Hazel R. Mittelman
AND
Catherine M. Trube
Public School 37, Manhattan*
Editor's Note: As we attempt to
/e problems of living through our
ool work, our objective always must
better intergroup understandings,
)vvledge, and respect. If we are to be
ponsible for inculcating this attitude
3ur youth, it must be today. We must
ie that they, as adults, will do better
n we. Miss Hazel R. Mittelman and
ss Catherine M. Trube here describe
ir approach to the accomplishment of
; of the great educational objectives,
lile they apply it to the instruction
exceptional children, the implication
ustly made that it should be the con-
n of all teachers and of their children.
TEW YORK CITY Public
^ School 37, Manhattan, is
lique. It enrolls 300 boys of
erage intelligence from nine to
teen years of age. They come
)m all parts of the city. They
2sent eighteen different national-
groups. They have been in
•uble. They have been referred
this school of opportunity for
/eral reasons:— their inability to
Public School 37, 113 East 87th Street,
w York 28, New York. (The School of
portunity.)
;E and HEAR— May
adjust themselves to regular school
routine and to ordinary class pro-
cedures; their extreme retardation
in academic subjects due to ex-
cessive and chronic truancies; their
unsocial attitudes toward classmates,
toward teachers, and toward most
people with whom they ha\'e as-
sociated. Many of the boys have
had contact with the law.
The goal toward which the teach-
ers at "37" work is obvious— the
successful social rehabilitation of
these children. This is done in
order that they may lead happy,
normal, useful paths of living —
away from the reform or penal
institutions to which their attitudes,
if unchanged, and their practices,
if unchecked, might take them.
The classes at "37" do not func-
tion in isolation. Each term a vital,
interesting, central theme is chosen
for the entire school, upon which
the individual class units and as-
sembly programs are focused. This
semester two famous lines from a
poem by John Milton set the theme:
Page 31
l\
"Peace hath her victories
No less renowned than war."
These few of the units chosen
at random illustrate our way of
approaching this theme:
1. "To Bigotry— No Sanction":
a unit on the meaning of prejudice
and the means of combating it.
2. All Bring Gifts: a unit on
the contributions of all nationalities,
races, and religions to American
life.
3. Education Points the Way
to Democracy and Peace: a unit
on the development of education
and educational opportunities in a
democratic and peaceful America.
A Study in Llnderstandiug
A part of a large unit developed
by the youngest group of children
in the school— young boys who are
nine and ten years old — is one
example of our ver\- obiecti\'e teach-
ing method. It illustrates how in-
terests may be awakened, how
habits may be changed and at-
titudes modified, when the facilities
of a community are brought into
operation for a special purpose and
when many different devices both
\crbal and \isual are utilized to
challenge the senses.
I he project which these young-
sters carried out concerned the
Bible lands. It laid stress not only
upon the history and geography
of the region, and the role these
countries played in the war, but
their contributions to civilization,
their influence ujion the peace, and
our own relationships in our own
countr)' with people springing from
these backgrounds.
Page 32
The group consists of about
twehe children, Negro and white
included. There is one Jewish boy
in the class. All the boys are mal-
adjusted and easily disturbed, and,
like many of the other boys in the
school, are from broken homes.
After a rather intensi\e study of
Egyptian life and culture, with
trips to the Metropolitan Museum
of Art to make their work more
realistic, the class mo\ed on to
Palestine.— But one moment-
Holidays, especially joyful onev,
with plenty of food and gaiet\ ,
have the power to capture the
child's imagination as few other
things do in his young life. So,
we began our study of Palestine
with the stor)' of how some 3,000
years ago the Hebrews, fleeing from
Egyptian slaxery, built their booths
in the wilderness and thanked God
for their deliverance. The boys
listened to the story and were deeplv
interested. They wrote a group
story about it. Each child con-
tributed something he remembered.
They read the story and dramatized
it, and asked one another questions
about it.
The Park A\enuc Synagogue is
near Madison A\enue — a stone's
throw from the schcKil. \W had
often invited Rabbi Zimct to our
assemblies, and the boys had come
to know him and like him for his
sincerity and understanding.
"Wouldn't it be a go(xl idea to
\ isit the Synagogue?" said one of
the children. "Mavbe we could see
a booth all llxed up with \egetables
and fruits; and maybe we could
May— SEE and HEAR
I
Pictures Irom the film
" riie Greater Victory"
C"ouilisy N.'ilioiial CoiifiTriKe of
('hri>tiaiis and Jt-ws.
This film subtly stresses the
differences that exist between
life in a dictatorship and in
a democracy. Here the stran-
gers to our country, the escaped
prisoners of war, learn for the
first time some of the dem-
ocratic institutions of the
United States.
Upper Left— The strangers are given a lift by a man running for sheriff
who praises America's freedom of opportunity, of political utterances,
and so forth. Upper Right— The strangers arrive in New York. At a
bookshop they see magazines and periodicals of all creeds— something
to which they are utterly unaccustomed. Thus, they learn of our free-
dom of press. Lower Left— At a park they hear a man speak out against
all governments . . . learn of our freedom of speech. Lower Right— The
escaped prisoners, at the risk of being apprehended, seek refuge in a
small Protestant church. During their act of hysteria, they set it afire.
It is put under control, but this act serves to draw together in friendly
cooperation Protestant, Catholic, and Jewish clergymen.
ee some of the other things that
re used during this hoHday."
;EE and HEAR— May
The children were enthusiastic.
Only one oi them had ever been
Page 33
inside a synagogue before, and the
idea enchanted lUem. An appoint-
ment was made. Yes, Rabbi Zimet
would be delighted to have them.
Here was learning by experiencing!
And so they went. They saw
not only the ark and the scrolls
wrapped in red velvet, with the
Ten Commandments inscribed on
each cover, but the booth with its
roof of vegetables and greens. And
then they eagerly helped Rabbi
Zimet It' tell the story of this fes
tivai.
The visit to the synagogue loosed
their tongues. They had seen so
much, and had so much to talk
about. It must be remembered that
these children, prior to their ad-
mission to "37" had had little op-
portunity to engage in conversations
or discussions with the other chil
dren in their class. They were the
"troublesome" ones, the "problem"
boys; and they either stayed away
from school or, when in school,
were lost in the crowd of oxer-large
classes.
Their enthusiasm was great. They
were learning in the right way about
a people with whom they were
but slightly acc|uainted, or about
whom they had heard through their
prejudiced elders. Again, they
wrote individual and group stories
which were added to their grow-
ing stock of readers, and they were
increasing their vocabulary and
gaining in poise and security.
As the Chanukah season or
1-east of Lights approached, we
utilized our assembly for a series
of three programs which aimed to
show that many religious observa-
Page 34
tions are akin, and that the under-
lying fundamental spiritual idea is
similar in the holidays of all re-
ligions. Three programs were
planned tor successi\'e days: one
described the celebration of Christ-
mas and New Year in France,
which is predominantly Catholic;
the second explained the obser\ance
of an East Indian holiday; and the
third narrated the historical back-
ground and celebration of Cha-
nukah.
1 o this last ue invited Rabbi
Radin, who told that thrilling story
in language which they could un-
derstand, lie made his story real
by connecting it with the problems
of the present day. He told the
story of the gallant Maccabeans
who rose up against their oppres-
sors when they sought to destroy
the Jews and drive them away
from their Temple. He told them
of the light that shone for eight
days amidst the ruins.
"Light is a hope and a promise,"
he concluded. "We hope that the
light of liberty and freedom will
always burn bright in the hearts
of men, in the hearts of all people,
so that a new world can be created
where all of us— Catholic, Protes-
tant, Jew, Mohammedan — white,
colored, yellow— will practice their
own particular beliefs and at all
times worship freedom, liberty,
justice, and equality."
The children were profoundly
impressed by this story, and by the
struggle of the Maccabees for the
right to worship as their con-
sciences dictated. They wanted,
above all, to see how the Chanukah
May— SEE and HEAH
lights were ;irrangrd. .ind so an
appdintmcnt to the Museum of the
Jewish I heologieal Seminary was
made, where it was hoped that they
might see the Menorah in wliich
the eight eandles are placed— one
For each day that the h'ght shone.
Ihey did sec this, and more.
At this point a set of slides. "Get
ting Acquainted with Jewish
Neighhors,"* was used as a learn-
ing exjx'rience. It constituted a
visual review of all we had done.
The children saw the slides and
recognized the ohjects which they
had seen in the synagogue and the
museum, and which they had heard
ihout in the assembly talk.
Better than any description, we
;hink, is a first-hand report of the
iliscussion as it was carried on by
:he children:
P: The slides "Getting Ac-
quainted with Jewish Neighbors"
ihould help us get understanding
,vhich will help us keep this great
-'eace.
F: The slides showed all the
lymbols of the Jewish religion.
E: It began with the American
lag.
Teacher: \^^hat is a symbol?
F: A symbol is a sign; it stands
or something, or it points a way.
•Distributed by the National Conference
if Christians and Jews. The slides are a
licture record of experiences of fourth-frrade
hildren in the week-day church school in
riadison. New Jersey, in a project sponsored
y the Division of Reliffious Education of
)rew University and the Protestant churches
f Madison.
•Prior to the development of this portion
if the unit, the rhildrpn had presented a
ound table disrussinn about the need for
mderstanding as a means of keeping the
eace.
SEE and HEAR— CTcr^
Teacher: What does the flag
stand for?
E: it stands for the United
States; and the green flag stands
for Ireland; and the Union Jack
stands for England.
L: We saw a blue flag with a
red cross on it, and that flag means
Christianity.
P: Do you remember when wc
\isited the Park Axenue Synagogue,
the Rabbi told us all about those
things we saw in the slides?
F: The horns are called the
Shofar. They are blown at their
New Years, and we blow horns at
our New Years, too.
L: And the Ten Command
ments were written by Moses on
stone; and Moses was a Jew, and
we Christians believe in the Ten
Commandments.
P: And in our forums'^* didn't
we say we would help the peace
if we tried to keep the Ten Com-
mandments?
F: Oh. yes; there are so many
symbols in the Jewish religion—
the phylacteries, the prayer shawl,
the Mazuzah. the six-pointed star.
P: Yes, and they all mean
prayer.
L: In the Catholic religion we
have medals and images and we
have certain prayers for each one.
E: We forgot about the Jewish
si.x-pointed star. This is called the
Star of David. It means the same
to the Jews that the Cross means
to us Christians.
P: I bet you forgot about the
candles.
F: You mean the Chanukah
lights. I would say that they mean
Pago 35
DuririR the course of our work to-
gether, we used the set of sHdes
"Getting Acquainted With Jewish
Neighbors." W'c were able to
study and discuss them at what-
ever length wc chose. They helped
us greatly in understanding how an-
other group of people choose to
worship. We couldn't help but
respect their ideas. Several of this
set of slides are illustrated here.
the same to the Jews that the
candles at Christmas mean to the
Christians. Thcv light the wav to
God.
L : We visited the synagogue and
learned all these things from the
Hahhi. Now we see the slides and
we know them better.
V Well. 1 think the slides
taught us that symhols are signs
and signs [nmM out the way to
some place.
Pago 36
P: Yes, and the symbols in all
religions are different, but they all
jxiint out different wavs to the one
C^od.
1': These slides suix'lv lu'lpetl
us to get unilerstanding. and don't
forget that Jesus, whom we saw
in the slides and whom wc love
May— SLE and HLAR
nd worship, was gi\on to us by
be Jews. He said: "Love your
eighbor as yourself. " That is in
le Jewish Bihlc. too.
I he shdcs proxidcd an excellent
ictorial review oF the many sym-
ols employed in the Christian and
Ichrew religions, by means of
hich the boys recognized the un
crlying spiritual similarity of both
'ligions.
Our next experience was the
lowing of the film, Greater Vic-
)rv, which tells a story of coopera-
MISS HAZEL R. MITTELMAN
After schooling at Syracuse, New
ork, Harvard, and Columbia Univer-
ties, Miss Mittelman was a member of
le faculty at the Speyer School in Man
ittan, conducted jointly by Teachers
ollege and the New York City Board
■ Education. Here she carried on ex-
;rimentations with exceptionally bright
id with dull-normal children. She
ught French to the bright groups
irectly, and motivated French conver-
tion with a variety of visual and audi-
ry materials.
Nliss Mittelman now has charge of
sual education and assembly programs,
le choice and invitation of speakers, and
le organization of curriculum at Public
:bool 37.
MISS CATHERINE M. TRUBE
Miss Trube's experience qualifies her
Imirably to write on the subject ef in-
rgroup relationships. She was assistant
jidance counsellor in charge of adjust-
ent classes at Junior Higb School 165,
id has taught difficult children in a
oblem area of Harlem.
At one time she studied with Dr.
dler of Vienna. Her many school,
lurch, and business associations have.
I her words, "given me a picture of
Liman relationships in the home and
sewhere which has made me aware of
le need tor further study of causes of
aladjustmcnt and the remedial measures
jcded to rchevc emotional instabilitv."
■LL and HEAR— May
tion among the members of the
Catholic, Protestant, and Jewish
faith who iielped to restore a church
that had been destroyed by fire
by two escaped Nazi prisoners; and
later of the generosity of the Rabhi
who set up a temporary shelter
and place of worship for the Prot-
estant congregation. Again, the
children's words carry weight:
J: Ibis picture helped us to
gain understanding and wisdom.
Teacher: Understanding and
wisdom about \vhat?
E: About the way people can
work together.
F: Yes, even if their religions
and beliefs are different.
L: It showed that the ministers
and the Rabbi had understanding
and wisdom because they knew how
to cooperate.
P: If everybody all o\-er the
world had wisdom and understand-
ing, we could have peace, and if
we have peace, we can really have
\ictory just as our poem says.
The culminating event of our
entire unit came during the next
assembly period. Miss Susan Shuck
was invited to sing Palestinian
songs. Her program was one in a
series of five which were planned
for the purpose of presenting the
music of different peoples of \arious
nationalities and religions. During
her visit she gave a beautiful pic-
ture of Palestinian life through
music. She sang of the land and
the spirit of the people; their
prayers, their hopes and aspirations;
and she explained each song in
language that all the boys could
comprehend.
Page 37
■^
In this group we work with boys
of the white race and the colored
race— all Christians sa\e one. Here
are boys learning, seeing, listening,
without prejudice and with en
thusiasm in their hearts.
They have learned of the story
of the histor)' of many races of
mankind; they have known and
come to respect their customs, their
religion, their music. Through
knowing others well, through know
ing why they behave as they do,
why they observe religious beliefs
as they do, they slowly but cer
tainly take on new and enlightened
attitudes of understanding and mu
tual respect. This is our hope for
a better tomorrow.
SEE and HEAR
FILM PREVIEWS
Dinner Party
(Soutid) (Color) 25 mimtte$. Ihe:
Home Ec. ), S, C; Guidance ], S;
English, ], S, C; Clubs 1, A.
THE problem of tahlc manners and
of social behavior is approached in
a way which is palatable to "teen
agers." Unlike any of the "preachy"
approaches to this subject, this film shows
first what goes on at a t>'pical "teen-
age" dinner party, but at the end of
the film, reference is made to correct
procedures and the pointing out of mis
takes which were made. Sinimcl-Mcscr-
vey. At your nearest film library.
Coral and Its Creatures
(Sound) 10 minutes. Use: Nat. Sci.
/; Gen. Sci., ); Biology S; Clubs ), A.
CORAL, as we know it in its bony,
skeleton like form, is shown when
if is inhabited bv tlic \ery strange
and interesting creature which actuallv
builds up a deposit. Thg animals that
Pag* 3B
live among the coral formations are de
scribed through excellent photograph\^
The story of coral is completely ana
understandingly told. Bell and Howell.
At your nearest film library.
Wind Erom the West
(Sound) 18 minutes. Use: Soc. St.
I. J; Geog. S; Clubs ], A.
THE film takes the viewer from
present-day life in Lapland through
a series of glimpses of how the
old Laplander snared fish, tended his
reindeer herd, and went about the dailv
routine among the valleys, lakes, and
rocky uplands of northern Sweden. A
fantasy built around a personification
of the West Wind leads a small Lap
land boy through the same type of fish
ing and herding experiences that his
forefathers had. Swedish Travel In
formation. At your nearest film library.
Washington Fjrst in Apples
(Sound) (Color) 20 minutes. Use.
Soc. St. 1, ); Geog. S; Home Ec. ), S;
Clubs 1, A.
THE story of the apple industry in
\^'ashington is told complctelv
enough so that young students can
follow the processes in^■olved in caring
for the crop, harvesting it, and market
ing it. Washington State Apvle Com
mission. At vour nearest film librarv.
Using the Classroom Eilui
Use: Psych.
C;
(Sound) 22 mintitcs
Teach. C.
THE film develops the method of
anticipating the showing of the
classroom film, of showing the film,
and then closes with a description of
the follow-up activities that can grow
out of the film experience. Since so
much deixMids upon effective utilization
of film materials, this film is strongly
recommended for use am<mg in-service
training groups and facultv meetings.
f'ncyclnpardi/1 Britaunica Films. At your
nearest film library.
May— SEE and HEAR
Children listening to a BBC "Music and Movement" broadcast
carry out actions suggested by Ann Driver who conducts the program.
The absence ot the teacher and the freedom of expression on the part
of the children are very noticeable.
Dr. Arthur Stenius
Detroit Public Schools
Editor's Note: What are the basic
principles that we can bring to this coun-
try as a result of our observation of
European school broadcasting? In this
.oncise, concluding article, Dr. Stenius
:;numerates a sound basic philosophy of
ichool broadcasting.
ENGLAND and France have
not yet been treated in this
,eries deaHng with European school
adio. This final article, neverthe-
ess, will present certain general
conclusions that can be drawn from
SEE and HEAR— May
(observations already expressed rather
than treat with educational broad-
casting in these two major countries.
Some explanation for this action
may be pertinent.
French radio gave more time to
school broadcasting than did that
of any other country. The same
rank cannot be assigned to the
quality of programs. The aim be-
hind French broadcasts for the
classroom seemed to be more one
Pag* 39
)f filling time allotments that had
)ecn gianlt'd than one ul inccting
.chool needs. A consideration of
he country's educational hroad
:asting program would give little
hat would he of \alue lor applica
ion to school radio in the United
itates.
Failure to treat English radio at
ength cannot be justified so easily,
inglish educational broadcasting
vas the pattern From which almost
ill other European countries bor-
owed in setting up their own sys-
ems. Considered as a whole, Eng-
and's program was the most effec-
ive in Europe. But such a state-
iient does not imply that all the
^est techniques and policies were
property of the British Broadcast-
ng System.
As already mentioned in previous
irticles, Switzerland's programs were
prepared with more care than Eng
land's. Good as were BBC's pub-
hcations for use in the schools,
Norway's and Belgium's were their
L'ciual. Talent used for Sweden's
school programs was easily as fine
as that used in Britain. And Italy
had done more in evaluating the
job that radio could do in the class-
Kjom than had England.
In one respect, English school
broadcasting was outstanding. More
councils and committees to plan Am]
advise concerning school programs
were to be found in England than
in any other country. A (|Uotation
from a BBC booklet indicates how
involved this hierarchy of advisory
bodies became, at times.
"The Central Council e.xer-
Page 40
cises its powers of supervision
ol piogramme and pamphlet
arrangements through a series
oF Programme Sub-Committees
coordinated by the E.xecutive
Committee of the Council,
which determines the main
lines oF policy. Each Pro-
gramme Sub-Committce con-
sists of a member oF the Coun-
cil, one or more specialists, one
of U. M. Inspectors, and a
number of teachers from differ-
ent types of schools."
If the reader wishes a Full treat-
ment oF the English system ot school
radio, he will find it in Lester Ward
Parker's book, "School Broadcasting
in Great Britain," published in 19B7.
There seems little need to digest
that report here.
More important is the application
of the general picture of European
school broadcasting to our own
needs. With many school svstems
now thinking in terms oF their own
FM stations, there is necessity for
re-evaluating the radio medium as
a teaching tool, technicjues in its
use, and patterns oF organization
and operation connected with it as
a school Facility. What was done in
Europe bcFore the war is jx^rtinent
to such an evaluation.
In this concluding article, there-
Fore, more should be presented than
a mere summarization of what has
already been stated. :\ better ap-
l)roach is one which looks at school
radio in this country and suggests
direction for future de\'elqpment in
terms of values achieved in Euro-
pean school broadcasting situations.
May— SEE and HEAH
Comprehensive treatment (if a few
of the hasie prohlems will he more
effective than supcrliicial consider
ation of many. This pattern ol
presentation will he lollowed.
Most hasic of all principles con
cerncd is that of the teacher's rela
tionship to a classroom hroadcast.
Are programs to he constructed as
supplcmentarv materials for the
teacher to use as he sees fit, or are
the broadcasts to do the teaching
joh themselves? Radio can do both
effectively, hut not at the same time.
Italy's program which taught
wireless code, and England's ven.'
successful "Music and Movement "
series urged the teacher literally to
get hack in some corner. The pro-
gram then "took over" the class-
room. Sweden's singing lessons "in-
vited" the rural teacher to let the
program "take oxer' because the
special music teacher in the studio
had training and equipment which
permitted her to do a better job.
The "master teacher" technique is
supported and used in our country
as well.
The question, therefore, is not
"Can direct teaching be done by
radio?" but "Should direct teaching
be done by radio? " The education-
al philosopher rather than the meth
odologist has the answer, but.
though he steps out of his field to do
so, the writer belie\'es that there is
more to be lost than gained in use
of the "master teacher " technique.
If educating a child is merely an
"adding-on" or "pouring-iri" pro-
cess, then such use of radio is en-
tirely fitting. The technique is not
SEE and HEAR— May
as applicable, however, if education
is the term given to the develop-
ment of the indixidual. There is
no appreciation ol individual needs
or dilferences when the "master
teacher" takes over.
Even the intermittent use of di-
rect teaching by radio has delete-
rious effects. The teacher who is
taken "out of the picture" occasion-
ally when a program is brought
into the classroom tends to be less
\itally interested in preparatory and
follow-up activities with other school
broadcasts.
Practically ever}' "History of Edu-
cation " text makes reference to the
school official of Louis Napoleon's
time who boasted that he needed
only to look at his watch to tell
what every child in France was
studying at the moment. The refer-
ence is made not without implica-
tion that regimentation of this type
is deplorable. Yet the French offi-
cial in question might well blush
o\er the ineffectiveness of his cen-
tralization of instruction. Today,
with the "master teacher" technique
of broadcasting, he could with pride
give the very words that every child
was hearing at the moment.
Even when those in charge of
broadcasting school programs sin-
cerely base their efforts on the con-
tention that radio does not supplant,
hut only supplements the teacher,
the instructor's contribution to
broadcasts in too many cases is mea-
ger. Teachers argue that any pro-
gram which must come to the class-
room at a prescribed time is not well
suited to instructional purposes. Bv
Page 41
nature it is a tail that wants to wag
the dog.
It is at this point that radio shows
it'i shortcomings when compared
with recordings as an instructional
device. Even in those European
countries where hoth hroadcasting
and the schools were under the di
rection of a single ministry, school
programs could not he meshed with
course outlines to anv degree of val
ue. Broadcasts came at inappropriate
times, and admitting such a circum
stance does not imply that teachers
were bound hy inflexible content
outlines. Any teacher who has bur
ried children into their seats at the
beginning of a period so that too
much of a program would not be
missed or has experienced the dis
missal bell ringing as a broadcast
came to a close has probably wished
that the same material might be
available to him in recorded form.
Recordings, \\hether the future
will see them on discs, wire, or tape,
amount to what Bruce Findlay of
the Los Angeles schools terms.
"Radio when ymi want it." All the
intrinsic values of any auditory ex-
perience are present in a recording
with the possible exception of an
"event" broadcast. And even in such
instances, a dramatized version of
a "historical moment" may often be
more effecti\e than a broadcast of
the actual event. Such recordings
gain the benefits of editing, the
dubbed-in sounds often arc better
than those picked up in a sjx)t broad-
cast, and the whole gains pace and
effectiveness.
The recording gives the teacher
Poge 42
the opportunity to present the audi-
tor)' experience when the class is
ready for it. A broadcast in this
form can be "pre- heard" and prepa
raton,' steps planned according to
class needs. AH or parts of the re
cording can be replayed— an advan
tage that radio docs not offer. From
an instructional view, therefore, the
teacher who argues that the record
ing is ■,\ better teaching tool than the
radio program is on sound ground.
One of the strongest points of
European radio was the freedom of
treatment given the writer of a
school script. His subject was as-
signed him. If his treatment de
manded 21 minutes, he could hold
to such a treatment. There was no
need to cut or inflate to fit into a
prescribed 50 or ^0-minute broad
cast.
This ob\ious ad\antage has often
been used of late as an argument in
favor of school-owned FM broad
casting facilities; but where such
school operation is already a realitv.
the advantage his been discarded.
Commercial broadcasting schedules
still set the pattern in order that
school broadcasters may tie in with
certain network programs, or cater
to listeners conditioned to quarter
and half hour segments of radio
time. Freeing the writer of school
programs from this artificial limita
tion promises additional benefits
for the student listener.
Another strong point of European
school radio was the quality of pro
ductions for broadcast to the class
room. School broadcasting was no
step-child. In Switzerland and Italy,
May— SEE and HEAR
^
English childrtn participate in a broadcast singing lesson. The
contribution that radio stands to make to schools as meagerly equipped
as this one is obviously great.
even the best was not too good lor
school children. Except for some ol
the educational programs on the
networks, the same cannot be said
for school broadcasting in this coun-
try. Teachers and pupils must be
depended ujwn for most of the writ-
ing and production of the programs
for the classroom.
.As more and more school systems
take to the air, the quality of pro-
grams may rise, though it is much
more jikely that the opposite will
be true. The disparity between ama-
SEE and HEAR— May
teur and professional is as evident
in radio writing and production as
in any other field. Though broad-
casts by school personnel are now,
for the most part, public service pro-
grams of interest to a very limited
hstening audience, school broad-
casting must offer much more in
order to justify itself.
School radio's primary duty is to
bring instructional material to the
classroom. When it fails to do so be-
cause of mediocre writing and pro-
duction, the teacher has every right
Page 42
to turn to other devices to help him
in reaching his objectives.
One other principle of school
broadcasting found in Euro[x? mer-
its mention. As has been mentioned
before in this series of articles, school
programs in most countries were in-
tended primarily for consumption
in small towns and rural areas. The
Swedish singing lessons already re-
ferred to had little or no acceptance
in Stockholm because there each
school had a qualified music teacher
on its staff. The broadcasts were
aimed to be used in schools having
neither music specialists nor instru-
ments. And so it was in other coun-
tries and with other types of pro-
grams. Radio was considered to
have less to offer in areas where
libraries, museums, theaters, and
musical organizations existed. Con-
versely, radio's offerings were looked
upon to mean most to the teacher
who had the least resources to aid
him in his teaching.
TTie same principle seems to have
less support in this country. Sta-
tions operated by state universities
do serve the rural areas, but the
large city school system still accounts
for a major share of today's class-
room broadcasting. It is difficult to
determine at this time whether or
not school radio in the future will
be found chiefly in large urban
areas. It is to be hoped that the op-
posite will be true, for in radio's
ability to annihilate distances, it
stands to offer more for the rural
teacher than almost any other teach-
ing tool.
Educational radio in the United
Page 44
States is in reality just beginning.
There are scores of contributions
that it will be able to make which
are not yet conceived. Unfortu-
nately, however, there are contribu-
tions claimed for it that it has never
made, and probably never will. The
development of school boardcasting
in the near future must be made
with great care unless costly mis
takes are to result. What already
has been done by European coun-
tries stands as a valuable source of
information and direction for guid-
ing such development.
"Bread Upon the Waters"
Teachers of English literature who
have been an.xious for visual materials
for their classrooms now have available
two 16 mm. films which will prove help-
ful in teaching Shakespeare.
The British Information Services,
from its nine offices, are offering for
loan or purchase two short films of
famous scenes from Macbeth and jtilius
Caesar. Macheili includes the murder
(Act II, Scene 2) and sleepwalking (Act
V, Scene 1) scenes, and ]uliits Caesar
is the entire forum scene (Act III,
Scene 2) from their respective plays.
The players are famous British actors
and actresses.
High frequencies or pitches travel in
straight lines from the sound source.
Low tones are sent out in all directions.
In a classroom, try to place the speaker
above the ear level of die students. In
an auditorium, imagine your speaker is
a light and all hard surfaces are mirrors.
Place the speaker above ear level and
aim it at a point about two-thirds the
way back into the audience. Then try
adjusting your tone control so that un-
derstandable sound may be obtained. If
this is not possible, your auditorium
should be surveyed for further acoustical
treatment.
May— SEE and HEAR
!
4'
OA I'TL
44?
Dr. James E.
Office of Price
WHAT'S happened to sugar?
Now that the war is over,
people are wondering why sugar
is still scarce— why sugar is still
rationed. The new OPA film titled
What's Happened to Sugar? gives
:he answers. Fast-moving scenes
ind dramatic narrative present in-
lOrmation upon such questions as
hese :
1. Where did America's and the
world's sugar come from be-
fore the war?
2. What happened to some of
the main sources of sugar as
5EE and HEAR— May
Mendenhall
Administration
the war went on?
3. I low much of the world's
sugar did America receive in
the war years?
4. For what war purposes was
sugar used?
5. What eft'ect did the shipping
shortage have on our sugar
supply?
6. How was the world demand
2. PICTURE ABOVE-A mountainous
pile of sugar beets waiting to be taken
into the factory where sugar will be
extracted from them.
Pictures courtesy UPA.
Page 45
for sugar affected by V E
Day? by V J Day?
7. Now that the war is over,
why i^ thf worltl wide supply
of sugar still short?
8. For what main purposes does
America's sugar now go?
9. Why is sugar still rationed in
the United States?
4. In whirring centrifugals, the syrup
which clings to the crystalli/.ed sugar
is washed off by a stream o{ hot
water.
1. The plants which produce sugar
most abundantly — sugar cane and
sugar beets— require a great deal of
water during the growing season.
Irrigation is practiced^ in areas where
rainfall is not sufficient.
m
lum
[&\
pres
lion
nfl
the
COB
in§
ves
[i
an(
Wl(
elc
pu;
vol
inf
sto
Pag* 46
May-SEE and HEAR
im. JAMES E. MENDENHAI I
Dr. Mcndonhall was formerly Fdiu.i
ion.ll Director of the Institute for C'on
umer Education, Stephens OillcKC ^■'^
umbia. Missouri, and prior to that,
•ditor of Biii/Wini; .-\»iiericn. At the
iresent he is connected with the Ichica
ional Information Section of the Of! ice
)f Price Administration in Washington,
J. C.
I lie lilni explains the importanee
if sugar in war and peace and tells
ivhy there were shortages during
the war and why shortages will
rontinue. Ihc filtn covers the grow-
ing of cane and heet sugar, har
icsting of crops, refining, and dis-
rihution. Battle sequences, factory
ind lahorator\' scenes reveal the un-
suspected uses of sugar in many
manufacturing processes. Anima-
:ion explains how war cut the world-
tvide supply of sugar drastically.
Because of its general appeal, the
film is suitable for showing to
elcmcntarv school and high school
pupils, to college students, and to
youth and adult groups. It contains
information of value to the social
studies, home economics, business
3. Loading sugar at Honolulu, where a
part of the world's sugar— thirty mil-
lion tons a year— is produced.
education, and science courses of
study.
All OPA regional and district
offices and 316 distributors (many
state college and state university
Him distribution centers formerly
served by OWPi ha\e 16 mm. prints
of What's Happened to Sugar?
Read SEE and HEAR regularly
Regular use of audio visual aids to learning produces results . . .
regular reference to your copy of SEE and HEAR improves
vour contact with utilization data, film sources, techniques . . .
New Features . . . Reviews . . . Practical Guid-
ance for the Classroom Teacher in Each Issue!
Renew Your Annual Subscription Today!
SEE and HEAR— May-
Page 47
nc M\m TEACH-O-DISCS
Remarkable AchievemeniAu
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I his modern classroom miracle — this
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cost. These specially prepared dramatiza-
tions on phonograph records made of un-
breakable \'inylite bring you a carefully
selected library of the great classics of
Unglish Literature by Shakespeare, Tenny-
son, Scott, Dickens, Browning, Goldsmith,
Longfellow and others; as well as drama-
tizations of momentous events in American
History, written by Marquis James, the
noted Pulit/er Prize winner.
They greatly stimulate interest in Eng-
lish Literature and U. S. History and are
resi^onsiblc for \'astly impro\ed reading
and speaking habits. English, Speech
Training and Public Speaking classes and
courses in Dramatics and Radio Technique
will also find great value in their use.
The subjects have been selected from
the syllabi of the various states, with the
~ ~ "" Use This (Coupon Now - - -i
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Popular Science Publishing Co. '
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NAME
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SCI lOOL ADDRESS
CITY ZONE STATE...
D Check D Money Order
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Page 48
lya
imea
advice and assistance of teachers and jied
school administrators. These discs comple- wbib
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are not a substitute.
Icach-O Discs are 12-inch, double- (j as
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I hey may be plaxed on any standard k
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lEacli
Thr Rembrandt Portable
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This machine is designed especially for ssm
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tmlv. Available for immediate delivcrv at
$48.90 f.o.b.. New York (including Fed-
eral ta.xes).
Made of Vinylite
Yesterday — \' i n y 1 i t e made military
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Today — Vinylite makes Teach-O-Discs
practically unbreakable under normal
usage; has superior tonal quality. \'in>lite
is the amazing new plastic that weathered
all kinds of wartime abuse in \'-discs.
These non-breakable records were pro-
duced during the war for the Office of
\\ ar Information. \'inylite is a new plas-
tic, which, in addition to its tfiughnoss,
has these advantages in 1 each-O-Discs:
(1) Has far superior tonal quality to old
tvnc record; (2) Provides longer playing
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The Tcach-0-Filvi<itrip is a \isual aid
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idpt
qittea
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ripsir
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May— SEE and HEAR
Tl
Ua
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7. Pa
J. Hi
SEE
l'EAril-0-Fll)ISTI{ll>S Til U
^udio-Visual Education
fo Schools
cd by the teacher, thus providing great
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presented; (d) It has such practical
ntages as ease in handling, easy stor-
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ach Teach-O-Filmstrip is organized
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each-O-Filmstrips are accompanied by
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r use as integrated classroom aids.
'o\v Available. Foitr Tcach-O-Film-
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Heidi— \A Frames-Price S.S.OO.
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The Lost Dog — 40 Frames — Price
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Let's Make a Post Office— i8 Frames
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Ei^ht Teach-O-Filmstrips in hlack
and white form a series designed
primarily for use in social studies
classes in the middle grades (4, 5, 6).
This series is entitled Lixiug Together
in the United States.
How We U'^orfe Togcf/ier— 45 Frames
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The Story of Our Food
Part I — Where Our Food Comes
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Part II— How Our Food Is Produced
-45 Frames-Price 82.50.
Hon- We Are Clothed— 'iS Frames-
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SEE and HEAR— May
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-45 Frames-Price 82..''>0.
10. Coniniunicatinp, with Our i^eighbors
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SH546
NAME
SCHOOL- POSITION
SCHOOL ADDRESS
CITY ZONE ...STATE. -.
U
Page 49
\
Very often we teach as we are taught. Let's con-
sider the use oi films in our teacher training courses.
W. T. Rowland and R. Lee Thomas offer their sug-
gestions after having seen —
/
lOMuYia-
EDUCATION ib more than an
' i n 1 1 a national responsibility,
'e are becoming more and more
ncerned about what is bap|)ening
and in our neighboring eoun
es. VVe want to know what the
ucational organization and the
lilosophv ol our neighboring na-
ms are.
The war experience in observing
L' reactions of youth in Europe
imatizes more than words the
ig-time effect of an educational
ilosophy under which \outh de-
lops its attitucles and its thoughts.
This question then occurs in the
:e of an ever-increasing use of
ms in education: What are we
ing to bring the use of films into
r teaching training experience?
A recent document which should
of use in teacher-training sur-
y courses of education is the film
arriing to Live. Rapidly and in
interesting fashion, this motion
:ture becomes an overview ex-
rience in establishing acquaint-
ce with the infant school, the
lior school, and the senior school
. It is lunch time. To build strong,
healthy, and well-nourished bodies
happy surroundings is one aim.
E and HEAR— May
as they are today in England. This
Him represents an experience in
understanding the objectives of the
inlants' school, ages 4 to 7 (which
are. briefly, the establishment of
readiness, beginning character edu-
cation and attitudes, and general
social compatibility); in the junior
school, ages 7 to 11 (the search,
child by child, for strong charac-
teristics which can be developed to
foster the well being of the indi
vidual, as well as the search lor
those things of interest in his en-
vironment which challenge him
most); and in the senior school
ages 11 to 14 (where sell help,
experience in the vocational arts,
participation in school affairs, and
school government are among the
objectives sought).
VVe previewed this film both in
the Lexington, Kentucky, Public
Schools and in the Tennessee State
Department of Education, Division
of Elementary Schools. These
typical reactions seem worth men-
tioning:
"The film has particular value to
persons whose experiences have
been largely with schools of the
tiaditional type."
Paga 51
J^ In England, children
jf ages 4 to 7 attend the
intant school. Compulsory
attendance does not begin
until age 5, however. They
work and play together and
are exposed to a learning
regime which will prepare
them to be intelligent mem-
bers of the community in
vears to come.
A, Junior scluml is ior chili.ln.-u ul hum 7
^^ to 1 1 years of age. Along with reading,
writing, and arithmetic, they are taught
safety. A police sergeant uses the playground
to teach the rules of the road.
1 1 hese children are provided with play objects
— Montessori toys. These toys have a func-
tional or utility value. They help children to
do things which have a final purpose.
Pag« 52
May— SEE and HEAH
"It is o( wiluc in the [irofcssioiiiil
reparation both ol experienced and
•i^innino teachers."
The senior schools are the last rung
education for the largest group of
ildren in England. Boys and girls
)rk independently to learn some of
eir special jobs.
"LInconsciously, this Film points
It the great need that we have in
is country lor the more extensive
ming of the better aspects of edu-
tional planning and methodology
we want to promote them."
"The film expresses the \'alue of
arning by doing and the necessity
r the inclusion of more of the
actical or vocational aspects of
lucation."
"The film is perhaps of greatest
.e in the study of comparati\'e
lucation."
"The lack of necessary environ-
ental sound— the real expressions
pupils and teachers as they pur-
e the learning and living proc-
ses in school— detracts from the
mplete effectiveness of this film."
There is a place in our in-service
ogram of education as well as in
ir undergraduate and graduate
:E and HEAR— May
professional etluulinn woik lor the
inclusion ol gootl lihns which dem
onstrate graphically the organiza-
tion ol schools and juactical method
situations which attempt the
achievements of the objectives we
hold to be desirable.
We need in both of these pro-
grams more opjxjrtunity to teach as
we hope luture teachers will teach
— in ways which will utilize all ol
the new tools lor learning.
- R. LEE THOMAS, Director
Division of Elementary Schools
Tennessee Department of Education
and
W. T. ROWLAND, Superintendent
Lexington Public Schools (Kentucky)
In this work shop, woodwork, metal
work, and engineering become a part
of vocational experience.
Film Title: Lear>ting to Live
Subject: social studies and teacher
training
Level: high school and college
Time: 20 minutes
Source: British Information Serv-
ices or your nearest film library
Cost: usual rental — one to two
dollars
Pictures from the photograph set en-
titled "Educaticm in Britain," on loan,
free of charge, from the British In-
formation Services.
Page 53
1 hese youngsters of the Mark Twain School in Tulsa, Oklahoma
are coordinating several means of learning about their neighbors in
Holland. They read, they discuss, and they "see."
Daisy Daily Sanders
Tulsa Fiibllc Schools
Editor's Note: Too much of our un-
derstanding of other countries, their
people and their customs, has been in
terms of stereotypes— "the Hollander,"
"the Swiss," "the Negro." Let's under-
stand through visualization. This is Mrs.
Sanders' plea.
BOYS and girls of 1946 are vvorlJ-
inindcd realists. Instead ul
playing hopscotch and hide and-
seek as the youngsters did a tew
years ago, they have added new
games to the old and are busily en
gaged in destroying "Stukas" and
"Messerschmitts." If the teachers
of these would be pilots and tail-
gunners are to be effective in com-
bating "Zeros," they must widen
the walls of the classroom to include
the world that these children know
exists.
May— SEE and HEAX
T
Recently in plmnins a fcnirtli
.ule rciHinq unit on Peoples in
tlier I o)i(ls. I was Inrced to rcai^
ze this problem. M\ ten year
ds, who could identify untold
assiFications of aircraft, reel oil
cts about the atomic liomb and
Ik intclliyentlv about coinitrics
Dm which their iirothers and
thers ha\ e just returned, could not
' reached by the traditional ro
anticisms previously stressed in
uch of the cxistinj^ and often out
ited or unreal instructional ma
rial available on other countries.
To interest these realistic pupils,
reading unit must be planned
hich is concerned with developing
I understanding of peoples in
rinus parts of the world as the\'
e and think today avd which
nuld necessarily build truer con-
pts than stories portraying Japan
)ly as a country of cherr\- blos-
ms and parasols or Spain only as
land of pirates and bullfighters.
I had to devise some means of
ilizing existing materials and at
e same time change the emphasis
►
-One-fourth of Holland lies below sea
level. Since it is too low for natural
drainage, the water must be pumped
off with windmills. The boat is as
natural a part of the farm's equipment
as a plow. 2.— The greatest reclama-
tion project of wresting land from the
sea was the draining of the Zuider
Zee. This view shows the work of
closing the last gap in the 26-mile long
dike. 3.— The principal cheese center
of Holland is at Alkmaar. The gov-
ernment supervises the production of
both the cheese and butter exported
so that they come up to rigid standards.
4.— The Dutch people have an in-
herent love for flowers.
E and HEAR— May
"^m
Page SS
!
.^rij
APARTMENT HOUSE
ROnCRDAM
to meet the new point of view of
these world-minded young Amer-
icans.
I low could this be done? While
attending a workshop at the state
LInixcrsity, I became thoroughly
steeped in the advantages of audio-
\ isual aids as tools of learning. I
sent for materials that could be used
in dcxeloping a minor problem on
I iojland. A filmstrip on the
Netherlands arri\ed.
The fdmstrip consists of a series
of pictures arranged consecutively
on a single strip of 35 mm. film.
Each picture or frame can be studied
separately. The frames, taken as a
whole, tell a connected story. The
projector can be stopped at any
point, turned backward or forward
to any scene in the sequence for
discussing, checking, or reviewing.
Filmstrip has three effective uses
as a teaching device. It can be
used as an o\er\iew of the unit, as
the core of the problem under con-
sideration, or as a review imple
mcnt. I chose to use it in the last
way.
1 he hinistrip, lloUaud. tJie I aiui
and Us People, has 45 frames show-
Page 56
S.-Miiiflcn Castle, built in the 13th
ccnturv, has the traditional moat and
(IrawhridKC. 6.— E.\tcn<-ivo use of pla'^s,
^clcan, straight lines, and lack of fuss\'
^ornamentation are characteristic of
modern Dutch architecture. 7.— The
Dutch ha\e developed and improved
the transport and communications sys-
tems between them and neighborinR
countries. They have over 5,000 miles
of canal and river waterways alone.
8. — BarRcs travel constantly up and
down the Uhine. Some iamilics li\e
their entire life on them.
May— SEE and HEAR
DAISY DAILY SAMJl.KS
klrs. Sanders, luurtli Kr.uU' Iioiiktooim
:hcr, is a native (^klaluunan wIkmi'
was horn and received lier eduea
I. Slie lias tau^lit in the eleimntary
tK)ls in Muskogee, I ulsa, and Tulsa
inty. I ler fourth ^rade at Mark
ain. 1 ulsa, contributed materially to
War EfTort by uinnins a city wide
ection contest and by sponsoring a
tory Souvenir Exhibit. Mrs. Sanders
, member of two national educational
ernities.
; that the country Vici, beluw sea
el, that Dutch engineers have
laimed land from the bottom oF
? sea, that this land is used chieHy
■ agricultural purposes, and that
w villages have arisen on the
Ider land. Other frames show
ban scenes which consist ol
eese markets, factories, museums,
d examples of modern architec-
re.
Since the filmstrip brings out in a
aphic way the essence of up-to-
te living in the Netherlands, the
sic stories we chose to read in our
jrk-type lessons were centered
ound these same facts. They
'\ped the child to know how the
utch ha\e struggled to wrest their
ad from the sea and have won,
ivv their tiny farms have produced
living for the inhabitants, how the
cese industry is world renowned,
id how the manufacturing indus
ies provide work for thousands,
feel that these stories supplied a
alistic background of the Dutch
at appeals to the practical child
today who, through the war
?riod, has been aware of economic
inditions in his own home.
However, the reading program
E and HEAR— May
DUTCH SHIPS GO TO THE
FAR CORNERS OF THE EARTH
9. — Fishing is also part ol Iluiiand's mari-
time story. The fishing \illages are
famous for their picturesque costumes,
wooden shoes, and lace caps, many
times thought of as the "Dutch na-
tional costume." 10.— Dutch ships sail
on every ocean and touch at every
port in the world.
Pictures and text courtesy of Foley &
Edmunds, Inc., Visual Teaching Aids.
was not one-sided. Stimulated to
further study about the Nether-
lands by pictures, charts, and graphs,
the children spent their library
periods doing research. Related
readings and easy reading materials
ranged from the jioem, "The Little
Toy Land of the Dutch," to refer-
ences in the Book of KiiowJedge
and The National Geographic
Magazine. One can easily see that
this wide scope included not only
Page 57
romantic stories of literature, but
aK.o balicDt tacts alHiiit Holland of
ilic twentieth century.
By the end of three weeks, the
class had read practically everything
a\ailahle on I lolland. Now was the
time to evaluate the unit. During
this interxal what had been hap-
pening to the boys and girls? To
what extent had they understood
the facts that they had learned?
What changes had taken place in
their attitudes, beliefs, and appre-
ciations? * '
At this point, I showed the film-
strip on I lolland. Its 45 frames
summarized the reading. The
children themselves did the evaluat-
ing. They readily identified the
pictures that paralleled their read-
ing; they asked to see again the
frames that helped to clarify such
concepts as canal locks, diamond
cutting, below sealevel, and polder
land; they asked to read something
about the sand dunes since these
were shown in the filmstrip, but
none of the reading had brought
out thib feature of Holland.
After seeing the hlmstrip, the
boys and girls discussed how it '
helped them in their study of the
Netherlands. The review and eval-
uation brought out these reactions,
"Why, their apartment houses and
factories are more modern than the
ones in Tulsa"; "Now we know
some real facts about the far off
Netherlands"; "We saw things the
books couldn't ex|)lain"; and "It
was something different."
For my own information, I al-
ways complete a reading unit by
giving a paper-and-pencil concept
test. Previously, especially in the
slower reading classes, these con-
cept tests revealed too many "Zeros."
From the good results shown on the
Holland concept test, I believe that
one of my little girls properly evalu-
ated the unit when she wrote, "We
learned that Holland is more than
a land of windmills and tulips. It
is a very important country. We
really saw it!"
SEE and HEAR
Prepare for a great new school
year with many new features.
Renew your annual subscription
now to assure continued service.
Cugu SO
May— SEE and HLAH
Beatrice Bergh
East Junior High School, Sioiix City, Iowa
Editors Note: A recently released packet of informa
tion on Latin America* was used by Miss Bergh with a
typical group of seventh-grade children to supplement
the scheduled unit of work.
'OME children wondered what
' we meant by Latin American
nintrics. We consulted several
?ography textbooks and discovered
lat the American countries to our
luth are divided into three groups:
lexico and Central America, South
merica, and Islands of West In-
ies.
Boys and girls wondered how
lese Latin American neighbors o{
irs li\'ed. 1 his discussion led to
lany questions:
1. How are their homes different
from ours?
2. What kinds of food do they
eat?
3. EIow do they dress?
4. What do they do for a living?
5. What sfxjrts and games do
they enjoy?
6. What are their schools like?
7. What languages do they
speak?
:E and HEAR— May
8. What pets do the children
have?
9. Since these countries are near
the equator, what climate do
they have?**
At the close of this period, we
concluded that we needed to know
much about these countries, if we
are to understand them as good
neighbors should.
We began our real study with the
set of product maps and the pic-
tured scenes from these countries.
"Isn't it interesting to discover again and
apain the typical interests of children! These
are, how children their own ages live, what
they eat, about their parents, pets, games,
language, etc.
•The packet of Latin .\mertcan materials in-
cludes airway maps, a color filmstrip, a
teacher's manual, posters, and two pamphlets
of supporting, well-illustrated, printed in-
formation on the produce, culture, and social
organization of I^atin American countries.
This packet is available on request from the
rdurational director of Psn American World
Airways System, 135 East 42nd Street, New
York City.
Foge 59
This led to an interest in and curi
nsity about such products as cf)fTcc.
cacao, bananas, hencqucn. rubber.
>ugar. retenone, carnauba ^va.\.
figue, sarsaparilla. The pupils were
:urious about such names as emer-
dds. nitrate, guano, manganese,
rhromium, beryllium and asphalt.
Some children were more inter
•sted in the animals. Were there
my snakes? What kind of animal
s the llama? the guanaco? the vi-
■una? the alpaca? the rhea? What
ire these animals used for?
Our continued study of the maps
bowed mountainous areas, plains,
nd lowlands. This entire geo
;raphic area was so new to us that
ome sincere, though apparently
[uick and obvious, questions such
s these occurred:
1. How could there be moun-
tains at the equator?
2. How high are these moun-
tains?
3. I low much snow do they have
in South America?
4. What minerals are found in
the mountain areas?
This set us on a search into su|i
Icmentarv reading materials. Look
ig through some of the Nalional
he natural onxironment very dif ^^
rent from ours is best realized ^^
ic-n children can leisurclv examine its
iclences through Kood illustrative ma-
ial. Inua/u Falls, the Inca ruins at
aihu 1'ii.chu as contrasted lu the well-
lereil planning of Bello Ilorizonte.
a/il, the contrast Ix-tween cIi|)|H'r sliip
d ox drawn, two wheel cart nuist he
•n, studied leisurelv. and discussed at
iRtli in order to be completely ap-
xiated.
Pag* 60
leograpU'ic Maii^nziuca, wc fdiiiid
n'cturcs of the Andes mountains.
if the hikes and winter sports. From
hese materials and others we
earned the answers to our cjues-
ions.
Now I fch I was ready to tell tlie
>upils ahout the trip we would take
ly means of the fihnstrip.
" I he trip is di\ idcd into four
lights. On the first Hight, we may
tart from any one of a numhcr of
ities. Laredo. lexas; Miami, Flori-
la: New Orleans. Louisiana; Los
\ngeles. Cahfornia; Browns\ille,
[exas. We shall fly over Chile,
5oli\ ia. Brazil. Cuha. Mexico." (We
Dcated each eitv and each country
in the Airways map.)
"The second flight will take us
rom Balhoa to Mexico, over Gua-
emala. through the Panama Canal
nd down to Buenos Aires." (We
raced this journey on the map.)
"The third flight takes us from
)uenos Aires up the east coast of
•outh America to Port of Spain."
This was located on the map.)
"The fourth flight is from Port
f Spain over the West Indies
Puerto Rico) to Miami." (This
/as also traced on the map.)
Then the question was asked:
What would vou like to see on this
After we had examined the film-
rip and had done our reading, we
lund it necessary to return again and
jain to the maps which illustrated the
oducts typical of the area in order to
ake mure \i\'id our o\cr all impressions
the peoples of the several countries
South America.
Pictures courtesy of Pan-American
/orld Airwa\s Svstem.
E:E and HEAR-May
Page 61
.>••*
ourneyr " Some of the answers
»iven follow:
1. Coffee growing.
2. How rubber is obtained and
shipped.
How sugar grows.
How cacao is prepared.
What guano comes from.
How bananas grow.
What nitrate is like.
How hencquen grows.
How they get oil from lakes.
What the cities are like.
How manganese is mined.
How emeralds are obtained.
As the filmstrip was being shown,
ertain things were discussed and
juestioncd by the children. Ques-
ions were frequently raised which
vere not answered in the filmstrip
)ut which became the topic of later
tudy; for instance, three cities were
hown. Santiago, I^a Paz and flcllo
lorizontc. Wc noted that Santiago
vas a seaport city, La Paz was sit-
lated in the mountains, Bcllo Ho-
izontc, particularly, was a carcfully-
)lanned city. Wc discussed the ad-
antagcs of a well-planned city and
lecidcd that newer cities arc
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
The filmstrip joiirnry.
slew ways of doing things and the^^
irocessing of products little known ^^
i us as they grow or are developed in
deir environment cause children to be
ery interested — particularly if their
tudy of these products and prcxresses
i accompanied by good pictures. The
rocesscs of henequen, rafts of bananas,
be crude trans|xirtation involved in the
TfKessing of sugar cane and balsa in
;s natural state arc never ending sources
f wonder.
Pag* 62
M. *•
MISS BEATRICE BERCH
Miss BtTgli taugia lour yt-ars in tin-
aJf schtK)ls ul Siuiix City, luwa, uiltT
liicli she bocainc a critic tcaclicr in a
)lk'go ul that city. For two years slic
d MKational guide work in the ninth
ade at East Junior High School and is
jw super\ising the student teachers who
)me trom Morningside College to do
racticc teaching in the Held of geogra
nv and literature there.
lanned for very good reasons oi
ealth, sanitation, recreation, con
enience and beauty.
The illustrated information cap
ired the interest and attention of
le children and resulted in further
udy and discussion. Of interest
'as the various ways Latin Amer
:ans amuse themselves by fishino
butterfly nets), bull fights, yacht-
ig, skiing, eating on sand beaches
nd swimming.
Children were fascinated at learn-
ig unusual products and processes,
ach as henequen drying, coffee
rying, bananas, tapping rubber
rees, curing rubber and sugar mills.
Places which created much in-
;rest were the ruins of Inca tem-
les, Christ of Corcovada, oil wells
1 the lake, Lake Titicaca, the Panv
•as, the Panama Canal and Iguazu
•alls.
!^hildren were always encouraged
0 ask questions as the filmstrip was
•eing shown. VVe realize this as one
"he same problems of living con- ^^
ront all people. The search for ^^
)od, clothing, and shelter goes on every-
'here. It is the ways in which others
leet these problems which fascinate
hildren in their study of other lands
nd cultures.
TO PANAMA CANAl ZONE
(BALBOA) ^- ^
^■OPOSIO lAIISf
riOM All SUIFACi'
SCHEDUlit ICHiOUlIt
rtssmo CMco
laXii|gbi12lin.t3inM. tltfl 11 ton
mtt UhrttSiMM.
tnmtmm 13><i.3SniM>.
NMOrlun S m. IS IBM. . l*|lX:i'*l«
4»f». i
;EE and HEAR— May
Page 63
of the advantages of filmstrip ma-
terials.
On returning to the classroom,
we consultccl the pamphlets, "Fly-
ing Clipper in South America" and
"Latin America" for answers to doz-
ens of questions unanswered in the
(llmstrip hut eagerly sought by the
children. Some of these questions
were :
1. When does Mexico celebrate
her independence?
2. W'lu) was Simon Bolivar?
3. What does "Novedades"
mean?
4. 1 low long does it take a boat
to go through Panama Canal?
5. What are uses for henequen?
6. Why are the gardens at Xo-
chimelco Boating gardens?
7. Why is there a statue of Christ
in the harbor at Rio de Ja-
neiro?
8. Who were some of the gods
of the Inca Indians?
9. What kind of fish are the sail
Hsh?
The day after viewing the film-
strip, the boys and girls brought in
all kinds of materials; such as pic-
ture books of Latin American peo-
ples, and the Indians; an Argentine
guacho doll; a stick used to prick
the hide of the bull to infuriate him;
a biography of Simon Boli\ar; en-
cyclopedias with pictures and inlor-
mation about the Inca Indians; a
l)ook about the Pan American 1 ligh
way; a book on the Panama Canal;
a geography of Mexico, etc.
Pupils found time to read and or-
Paqe 64
2.
3.
4.
ganize interesting information for
special reports which included:
1. Fish eggs Hy 4,000 miles from
Lake Superior to Lake Titi-
caca.
Penicillin is flown to Brazil
from United States.
Inca civilization and Mayan
gods.
Schools and education in
South America.
5. Celebrations in South Amer-
ican cities.
Christ of the Andes.
Simon Bolivar.
Flags of the South American
ountries.
Fron. this filmstrip, our enthus-
iastic study of South America has
been begun. We have enough
pupil-motivated work ahead of us
to keep us busy. We are still learn-
ing much that will help us to un-
derstand and enjo\ our Latin Amer
ican neighbors whom we have seen
as well as read about.
6.
7.
&
I
Tips
Film damage due to scratches can be
avoided if you keep the aperture clean.
Clean it ofteu.
When you take movies of school ac-
tivities, it is a good idea to take them
with the camera operating at 24 frames
per second. Perhaps a sound track will
want to be added later.
When darkening a room to project
pictures, be sure to provide adequate
ventilation, even at the sacrifice of
ma.ximum darkness.
In using a sound film for review,
run it without sound, letting students
describe the points made in the picture.
Yuu can suun get a good check-up on
—Harry Erickson.
May— SEE and HEAH
(jiidmiClnt^
\\. B. McCAR-n-
Director, Wiscntisin School of the Air
Editor's Note: The \\'isc()nsin School <>f the Air, \\'hich presents
the creative art series "Let's Draw " described in this article, is 15 years
old and a pioneer in the Held of broadcasting to schools. Besides art,
its ten programs weekly for elementary schools include nature and con-
servation, health, geography, American history, rhythmics for primary
grades, music appreciation, singing lessons, and literature. One out of
every three elementary school children in Wisconsin is enrolled in the
School of the Air and hears on an average three programs a week.
W'akclin McNeel, broadcaster of the "Afield with Ranger Mac"
series in nature and conservation for grades 5 to 8, was the recipient
in 194.^ of the Peabody Award for the most worthy educational radio
program in the country. Additional national awards have been won
by other programs.
rN 1750 classrooms in Wisconsin
L —in elementary schools not fav-
)rcd with the presence of an art
eacher or even the occasional visits
)f an art super\isor — more than
)2,(X)0 youngsters are learning, by
adio, how to draw.
Most of them have never seen the
nside of an art gallery and
vouldn't know a palette if they met
ip with one. For some of them last
ear's art work consisted of cutting
»ut pumpkins from orange paper at
lallowe'en time and coloring in
lectographed lilies and tulips for
)lacklx)ard borders, when came the
pring.
Now they sit at their desks with
arge sheets of paper before them,
ravons or watercolors at hand, and
EE and HEAR— May
with the stimulus and guidance of
a radio teacher most ha\ e nexer met,
turn out remarkable and refresh-
ingly original pictures of golliwoggs
cakewalking or cowbovs rounding
up their cattle, or fishing boats rid-
ing out a storm at sea.
True, must of the work leaves a
great deal to be desired from the
standpoint of technical perfection.
1 he young artists arc still decidedly
"in the rough. " But they're express-
ing themselves creatively in a me-
dium new to them; they're learning
to appreciate color, design, harmony
in a way that will make life ever
more meaningful; and moreover,
they're ha\ing fun in art. Looking
at it from the educator's viewpoint
— superx'isors report that the radio
Page 85
The radio program has grown up along with its pupils. I hesc
three girls, now enrolled at the University, first became participants in
the "Let's Draw" radio series when they submitted art work in sixth
and seventh grades. Now grown up, they review with Mr. Schwalbach,
their radio art teacher, some of their former work.
essons ha\'e done more than any-
hing else to reduce the amount oF
copywork" being done under the
lamc of art in the schools of Wis-
onsin.
The radio course which is open-
ng new vistas in creative expres-
ion to so many children is "Let's
)ravv," for ten years a weekly fca-
Lirc ol the V\''isconsin School of the
^ir. Its programs combine a maxi-
uim of imaginatixe stimulus with
minimum of instruction in tcch-
ag* 66
nique. A story or dramatization,
poetry, music, or descriptive narra-
tive is used to arouse the children's
interest, stimulate them to draw or
paint, and suggest ideas hir pictures.
Then eager efforts are directed with
a few basic principles of creative art
—use of color, body jiroportions,
water-color techniijue, elementary
perspective, and the like.
A year's lessons are grouped into
six or seven units of instruction to
pro\idc a logical progression of ac-
May— SEE and HEAR
complisliincnt. LInit headings for
the current year read: "We Start
Dur Tenth Year" (an introduction
to narration and music as stimuli.
Hid to cratt work); "We Always
I lave a Good lime" (development
3f underlying idea that fun is an
ill imixirtant element in "Let's
Draw"); "We Develop Our Skills"
^ media— use ol chalk, crayon, water-
:olor); "We Draw What We See"
;^how to draw people, animals,
trees); "Wc Learn to Color Richly";
"We Plan Our Pictures' (ideas,
:omposition, mood, perspective);
uid "We Take Stock of Ourselves"
^practical application to ourselves
ind to life).
Individual programs are built
iround such diverse motivations as
I sampling of Saint-Saens' "Carni-
val of Animals." a story from "Alice
n Wonderland," the nurser\' rhvme,
Three Blind Mice," or a descrip-
:ion of a Christmas celebration in
Mexico. Each unit closes with a
:raft project for the particular en-
loyment of those children whose
manipulative skill perhaps exceeds
heir artistic abilities. Throughout,
he primary slogan is "Fun in Art."
ind only slightly less important is
he much emphasized self-promise,
We Do Not Copy."
Behind ten years of "Let's Draw"
itands James Schwalbach, who was
\ Milwaukee high school art
:eacher fresh from the University
jf Wisconsin with a master's de-
cree in art education when he wrote
:he first "Let's Draw" script. Now
.vith the LIniversity as an extension
specialist in rural art, he's able for
;he first time to make radio art part
SEE and HEAR— May
of his job. rather than the extra-
curricidar activity it was while he
taught art in high schools and state
teachers' college, and served as
principal of a training high school.
Schwalbach's service to schools
doesn't end when "Let's Draw " is
planned and the scripts written. He
prepares for teachers an illustrated
manual guiding utilization of the
broadcasts. I le hears every program
in a classroom, observing and eval-
uating its effectiveness. He makes
up Round Robin exhibits of out-
standing work done by children in
previous years, to serve as a guide
and encouragement to schools new
to radio art. Exhibits this year are
reaching 330 schools.
Most personal of his services,
however, is evaluation and criticism
of the art work submitted by lis-
tening classes. In a year, as many
as 500 teachers will send to him
samples of their pupils' art work-
some once, some six and seven times
—and to each he returns a card of
direct suggestions for improvement.
"Get children to relax and use arm
—not finger— movement." . . . "Dis-
courage outlining of figures." . . .
"Watercolor work of your class is
improving. Try the wet method—
your pupils are ready for it " . . .
and so on, his comments to teachers
read.
From the work submitted, he
selects the best pictures for future
exhibits and makes up an honor roll
of the names of the young artists,
to be read on the air. In nine years,
he reports, 186 children have done
"outstanding' work in "Let's Draw."
Page 67
Interested in the carry over of the
radii) an course, Mr. Schualhach is
now trying to learn how many of
those 186 outstanding pupils have
continued their interest in creative
art. Of the 40 he has thus far heen
able to reach, only one reix)rted that
he's not now doing art work. At
least seven ol the most talenteil
children in the radio art class are
now studying art at the LIniversity
of Wisconsin, Vassar. or Milwaukee
State 1 eachers C'ollege. Others,
still in high school and thinking
1 — "1 he Old Mail oi the Mountain" was the program title and
also the name of the song presented over the "Let's Draw" program.
Here motivation was through the jiresentation oi a catch\' tune. It
inspired humorous drawings, ot which this is one.
2 — Interesting Feature ol the "Let's Draw" series is that programs
are designed to inspire each chiki to draw wliat he really wants to and
to ct)n\ey what tlie program tlieme means to liim. No two impressions
and no two drawings are alike. Ihe latitude of their imaginative
Hights know no boundaries. I liis drawing was inspired by the poem
" I he Ciingliam Dog and tlie C'alico Cat. "
3 — This cowboy picture was inspired aiter a youthful artist had
listened to the stories, the yarns, and the songs that cowboys sing as they
gather around tlie campHre. This art lesson was a descriptive-narrative
type program chosen to stimulate the imagination oF child listeners.
Pag* 68
May— SEE and HEAR
H. B. McCARIV
Mr. McCarty, who organi/fd tlu- W'is-
jsin SchiMiI of the Air in \'-)^\, is also
cctor of State Stati(»n W'HA, which
ginates the school programs from the
npiis of the llniversitv. He is cxecu
L' director of the \\ isconsin Radio
uncil, under whose auspices a state
tern of FM radio stations is being
.•elojwd.
(HU college, are writing Sclnval-
eh for advice on choice of schools,
id. in the Wisconsin State Junior
iral Art Show, scheduled for
arch, most entries— judging from
plications— are coining from form-
members of the "Let's Draw"
iss.
Probably many of these young
ople would ha\e discovered their
lent and pursued their interest in
eative .art even without "Let's
raw." But for hundreds of thou-
nds of others Schwalbach hopes
e radio art course has provided an
bareness they might not otherwise
ive had. and perhaps a knowledge
at will enable them to live richer
id happier lives.
Interest in creative art by radio
spreading outside Wisconsin's
orders. In 1939 the Ohio School
■ the Air rebroadcast the series to
hools in that state, and the Uni-
?rsity of Kansas three years ago
istituted a course in "Art by Radio"
ised directly on the Wisconsin
Ian. Exhibits of "Let's Draw" work
ave been shown at the Chicago
id Milwaukee Art Institutes and
: an inter-cultural exhibit in Mex-
o City in 1944.
During the next year, national
Round Robin exhibits of "Let's
Draw " will be circulated among uni
versities. colleges, and school sys-
tems engaged in school broadcast-
ing, art galleries and nuiseuins, and
institutions training art teachers.
One exhibit is being offered to radio
educators in Great Britain. With
the mounted pictures by the chil-
dren will go sample teachers' man-
uals, scripts, and photographs to
tell the whole story of "Ten Years
of Radio Art" as a help to those who
would like to develop a similar proj-
ect in their area. For at least a year
these national Round Robin ex-
hibits cannot be offered to individ-
ual teachers or schools; but repre-
sentatives of eligible organizations
are invited, if interested in securing
these exhibits, to write to James
Schwalbach, Station WMA, Uni-
versity of Wisconsin, Madison.
"Let's Draw" is a vivid example
of how radio can enrich and enliven
classroom teaching, by supplying
something extra which a classroom
teacher cannot be expected to sup-
ply. In this case, radio substitutes
for a kind of specialized training
which few elementary teachers have
had. But the series also proves that
radio cannot substitute for the
teacher, for the best creative art
work consistently comes from those
schools having teachers who are in-
terested and enthusiastic, not neces-
sarily skilled in art. Used effectively,
radio can be a tremendously power-
ful motivating device. LIsed wisely,
it can brighten— even though it can-
not lighten— a teaching load.
NOTE: Syllabi of programs may be
McCarty, Radio Station WH.\, Universit
;E and HEAR— May
secured by writing directly to H. B,
y of Wisconsin, Madison 6, Wisconsin.
Pag« 69
^(l^iA^Oi^di^^
and how to make the
m
Mary Esther Brooks
Bureau of Aiidio-Vistial Aids, Indiatui JJuiversity
Part n
Miss Brook's play-by-play account of the actual
production of 3V4"x4" lantern slides continues from
the April issue. This is truly a how-to-do-it article.
H/WE you collected the neces-
sary general supplies needed
for the production of handmade
lantern slidesr" Is your projector
set up close to the working area?
Do you have a simple light table
or box ready for use? Have you
selected the subject matter for your
slides? If you have, you are ready
to start production of slides— the pro-
duction of three of the most widely
used of the handmade lajitern slides
—the silhouette, the etched glass,
or the cellophane slide. As we make
each different type of slide, addi-
tional materials needed will be men
tioned. Supplies may be purchase
from any of the sources mentionc
in the first article.
Silhouette Slides
Consider the silhouette slide
which is the simplest and one of
the most fascinating of all the hand
made slides. This type of slide con-
sists of silhouettes bound between
two pieces of cover glass, and pro-
(3)
cted.
ludei
leusei
d^
ides
due
dP
krit)'
imple
•aloab
lienis(
lories,
die'
Tlie
CO Opaque Paper Silhouette Slide (2) Using flat objects in
tiic silhouette slide— this one shows yarn construction.
Pag* 70
May-SEE and HEAR 2
(K'eri
i) Cutting a silhouette.
•d. Silhouette slides may be
e of opaque paper, cellophane.
flat objects. These slides can
sed with all grade levels but are
cially suited to the primary
es because of the simplicity of
uction. The slides project with
ty and brilliance making this
)le black and white medium a
able teaching aid. They lend
nselves well to illustration of
es, class activities, nature study,
recognition of shapes,
he silhouettes used in the slides
be drawn free hand or traced.
best to keep them quite simple
large, since too many shapes on
slide lead to confusion. Use
k. medium weight, opaque
?r for the silhouettes. White
olored paper may be used pro-
->g it is opaque. For medium
;ht black paper, try a photog-
ler's shop. The black paper
:h comes between unexposed
s is ideal for the silhouettes,
mtimes, a shop will save this
:r for you on request. Trans-
:nt glue, small sharp scissors,
!r glass, binding taj>e, toothpicks
md HEAR— May
(for glue applicators), and sc^mc-
times colored cellophane are the ad-
ditional supplies needed lor this
t\ pe ol slide.
Opaciuc Paper Silhouette Slides
Tirst, draw free hand or trace on
black paper the object to be used
on the slide plate. Keep the figures
small enough to (it on the slide plate
and allow a half inch margin. C\it
out the drawing and be sure that
a rough edge is avoided. A sil-
houette can be obtained in two
(4) Sharpening slide crayon on
sand paper. Rotate crayon as it is
being rubbed on the paper. Wipe free
of dust before using. (5) Tracing
with pencil on etched glass. Note blot-
ter under right hand used to protect
glass.
Page 71
ways. The first is by cutting out
the objects as described above so
that in projection the effect ob-
tained is a black silhouette on a
white background. The second is
by using the paper Ironi which the
object was cut. 1 his produces a
reversed effect— a background of
black and the silhouette white.
After the silhouette has been cut
out, it can be inserted in a hinged
slide, or it can be pasted on cover
glass, bound, and projected. When
pasting objects use only a small
amount of glue or paste in the center
of the object, making sure that the
glue or paste does not run out under
the edges of the silhouette.
Silhouette Slides of Cellophane
In place of the cover glass used as
the slide plate which holds the
silhouette, two pieces of white cel-
lophane 3l4"x4" can be used. The
objects can be pasted to the cello-
phane and projected in a hinged
slide. A frame can be made of two
pieces of light-weight slide-size
cardboard with a margin of W to
hold the slide plate. Glue the sil-
houette to one piece of the cello-
phane, cover with another, place
between the frames, and glue or
staple together at the corners.
A striking and effccti\'c silhouette
slide can be made bv using the
opacjue paper in combination with
colored cellophane. For example,
the windows of a house might be
cut out and colored cellophane
lasted (>\cr the openings. When
ever cellophane is used in this man-
ner, it should always be larger than
the opening to allow a margin for
Pag* 72
(6) Coloring an etched glass slide.
Note homemade light box.
pasting. Wlicn gluing cellophane,
use a toothpick to apply the glue.
This a\'oids smearing. "Accents" on
dresses or figures in the silhouette
can be made with colored cello-
phane. One color can be placed
o\'er another to get ^'ariety. The
whole slide plate can be covered
with one color to obtain a different
backgroimd. In this case the sil-
houette would be placed in a hinged
slide and a piece of colored cello-
phane placed o\er it. If a perma-
nent slide is being made, the
colored cellophane can be bound
right on the slide.
A word of caution is necessary
in the binding of slides when cello-
phane is used. Ihe ccllo|ilKine
should be slightly smaller than the
cover glass, and both silhouette and
cellophane should be held in place
May— SEE and HEAi
ith a tiny strip of tape before the
ver gla^s is placoti on tlu- slitle
ate. 1 his keeps lx)th the sil
)ucttc .incl the cellopliaiic Ironi
ppiiii; ckiiini4 the hiiuling priK'ess.
• sure tliat the hinchny tape is
cky after it is moistened but does
>t contain large drops of water,
cause excess water quickly runs
ito the cellophane and shows in
ojection.
Silhouette Slides Lhing Flat Oh-
:ts Interesting slides can be made
ing this method: small leaves,
grasses, loosely-woven textiles, yarns,
thaail, lerns, and pressed flowers
can be used. In some cases only the
(tutline will project, while in others,
the tietail will show. In some leaves
the \eins will show; in some textiles
it is possible to detect the weave
and design. All depends on the
density of the object being bound
into the slide.
Since the objects must be held
firmly in place before projection, a
permanent binding is most satis-
factory. It is not always necessary
pQr^s of a Bird
i t :. f • .; r
J u I ?■ »"' r
u
ETCHED GLASS SLIDES
(7) Pencil on etched glass. (8) Slide Crayons on etched glass.
(9) Combination slide of opaque paper silhouettes and pencil on
etched glass. (10) Etched glass and slide ink.
and HEAR— May
Page 73
to paste the object to the glass. Place
a piece of cover glass flat on the
table. Arrange the objects as de-
sired. Place another piece of cover
glass over the objects. Press the
glass tightly together and hold firm
while binding.
Etched Glass Slides
Etched glass slides have many ad-
\antages because different mediums
such as pencil, slide crayon, and
slide ink can be used on this glass.
The glass can also be used in com-
bination with silhouette and cello-
phane slides. One of the most im-
portant advantages in using etched
glass is that it can be used over
many times since it can be easily
cleaned. It is not necessary, al-
though advisable, to use a cover
glass with these slides.
Etched glass slides are made with
pencil, crayon, and slide ink. They
are versatile at the point of utiliza'
tion since many subjects in the cur-
riculum can be visualized through
the medium of etched glass slides.
Charts, graphs, diagrams, stories,
historical characters, costumes,
science, natural history, art, mathe-
matics, music, health studies, and
many others can be depicted by the
etched glass slide. The etched glass
slide can utilize color through the
use of ink or crayons if color adds
to the visual expression of the sub-
ject on the slide. With practice
and the application of careful tech-
niques, pupils from third grade
through high school can make these
slides.
The following supplies needed in
the production of the etched glass
slides—
Item of Material
Etched glass
Suggestions and Price
High grade etched glass is used.
Glass can be re-used. $1.25 a
doz.
Piirpose
Pencil, crayon,
ink slides
Cover glass can be etched by hand, though it is not as satisfactory as
tlje commercially prepared glass. Use an abrasive such as cartjorundum
or other material for hand etching. Place a piece of window glass
8"xl0" on a table. Drop about one teaspoonful of the abrasive in_ the
center of this glass and sprinkle it with water until it is damp. Next,
take a piece of cover glass and place over the damp abrasive. Hold the
finger tips on the cover glass, and with a circular motion rub the glass
over the abrasive. Continue until the glass is etched.
Ketch
Oil
Slide cravons
Slide ink and
solvent
Cleaner for etched glass. 30c a To clean slides
can.
Light weight. 10c a bottle.
To soften crayon
when cleaning
Specially-prepared crayons are To draw on
used. 90c a bo.x. etched glass
Lantern sliilc ink gives best re- To draw on
suits. Apiily with toothpick or etched glass
fine brush. $2.25 per box, 7
colors. Solvent, 30c a can.
Pago 74
May— SEE and HEAR
.^^^T %
CELLOPHANE SLIDES
(11) Gsmbination india ink and ty^ping, on celcphone. (12)
Opaque paper silhouette glued between cellophane and bound in a
cardboard holder. (13) India and slide ink on cellophane. Bound
between cover glass. (14) Silhouette outline covered with cellophane,
bound between cover glass.
In producing etched glass slides, An error made in tracing may be
I'eral common production faults removed with a small piece of art
lit to trap the teacher. These can gum, or it can be removed by using
eliminated by using a few simple the end of an orange stick or ap-
ecautions. Always hold the glass plicator wrapped tightly in cotton
the edge. While working on a or soft cloth and slightly dampened,
de, keep a small blotter over the Project the slide before continuing
rt of the glass not being used— to make sure that the erasure does
d always remember to keep your
igers on the blotter. When mov-
§ the blotter, pick it up rather
an slipping it on the glass, since
may pick up pencil and crayon
St and cause smudges. Lastlv—
not show in projection. If the
error is too great, clean the glass
and start anew.
To avoid pencil and crayon
smudges, make sure that the points
are wiped free of dust after they
ep your fingers ofiF of the working have been sharpened. Dust col-
rface of the slide! lects on the roughened surface
: and HEAR— May
Page 75
while one is drawing and coloring
on etched glass. This should be
blown from the glass rather than
wiped.
Etched Glass with Pencil This
slide is made of etched glass with
drawing pencils to produce a simple
black and white drawing of clear
outline. To begin, prepare a draw-
ing on paper. Eliminate excessive
detail before starting the slide. If
printing is to appear, block it out
carefully on graph paper before trac-
ing, since it is difficult to print free
hand on the glass. Use a pencil
with medium lead.
In tracing, use a hrm but not too
hard pressure. Lines can always be
darkened after the first projection.
In shading, use a soft brushing
motion and keep the pencil strokes
moxing in the same direction.
Etched Glass with Slide Craymi
This slide is made on etched glass
with slide crayons. Color adds to
the cffccti\eness of the slide. The
best results are obtained by using
the regular slide crayons mentioned
in the supply list. A characteristic
quality is that, though the light
shines through them, it docs not
change the colors. To begin, trace
the outline lightb with pencil on
the etched glass. Sharpen the
cra\(ins before starting to color. To
sharpen, use two grades of sand
|xi]UT, one medium and one fine.
I lold the cra\on firmly in one hand
and rub back and forth on the
medium pajx-r, rotating the crayon
at the same time so that the end will
taper to a |K)int. After each crayon
is well sharpeneil, wipe it free oi
dust.
Page 76
As soon as the outline is com-
plete, begin the coloring. Hold the
glass at an angle over white paper
or use a light table. The color
should be applied evenly, with each
stroke touching the previous one
and moving in the same direction.
Use a brushing motion. Frequent
sharpening of the crayons will help
avoid shiny streaks. The color can
be made more intense by going over
the area se\eral times. Colors can
be blended by applying one color
lightly and then applying another
on top of this one. Take care not
to use heavy pressure on the crayons.
Too much pressure will result in
piling up the color and causing
shiny streaks which show in pro-
jection. Project the slide frequently
during production to determine
progress. Be sure to hold the plate
by the edge as you place it in and
take it out of the projector carrier.
Etched Glass yvith Slide hik
This slide is made of etched glass
with slide ink. The slide ink is more
difficult to use and is not recom-
mended for beginners. Ink does
not applv well to large areas; it is
better to use it only for accent.
Trace the material on the glass
with light pencil outlines. Use a
small fine brush or a ball j-Kiinted
pen to apply the colors. Next,
apply the color to the center of the
area to be colored and work the
colors out to the outlines. Keep
the ink flowing, since it dries rapid-
ly, and each sjwt which dries shows
a line during projection. Be sure
to allow each color to dry complete-
ly before adding the next color.
May-SLE and HLAR
The colors ciin he mixed or
Tinned with sohent hut do not use
)o much sohent as it creeps o\er
le glass rapidly. Keep the jars and
ihcnt closed to prexent thickening
nd exaporation. I he wiiite ink
hich projects as a hrilMant white
nage is hard to handle. It creeps
n the glass as does the solvent.
ellophane Slides
Slides made of cellophane are
-nong the most usefid of handmade
lantern slides. The material is
placed directly on cellophane which
is then inserted into a hinged slide,
or h<iund with a permanent hind
ing. India ink, slide ink and typ
ing are the media used in producing
cellophane slides. The typewritten
slide may he used in projecting
material for songs, announcements,
titles, reading exercises, outlines, re-
ports, and tests. It can he com-
hined with the ink slide or with
etched glass and gelatine coated
CELLOPHANE SLIDES
(15) Step 1— Prepare ^uide then insert cellophane between
carbon. (16) Step 2— Fasten cellophane and carbon to guide at the
corners with scotch tape. (17) Placing slide plate in hinged cover.
(18) Drawing on cellophane with india ink.
E and HEAR— May
Pago 77
slide. The drawings can be on the
glass and the words typed or printed
on cellophane, or vice versa.
The supplies used in production
of cellophane slides include: draw-
ing pens, points, brushes, and ink
as listed in the lirst article: the slide
inks and soKent used on cellophane
are the same as those mentioned
with etched glass. The other sup-
plies needed are as follows:
on the typewriter, throw the ribbon.
If not, remove ribbon. Clean keys.
Next take a piece of red or black
carbon 61/2"x4". Fold through the
center across the short dimension
with carbon side inside. Slip a
piece of cellophane 3U"x4", pref-
erably of amber color, between the
carbon folds.
On a piece of scratch paper draw
around a slide in order to make a
I
Item of Material
Cellophane and
carbon paper
White and colored
cellophane
Mats
Suggestions att'l Price
Specially prepared for this use.
$1.75 a box
Secure at stationery or office
supply shop
Prepared mats come complete
with cclloph.ine, carbon, and plus
mask. $1.25 to $1.50 lor 50.
Purpose
Typewritten
slides
India, slide ink,
and colored sil-
houette slides
1 ypewrittcn
slides
Cellophane must always be
handled with care in order to avoid
finger prints and smudges. These
defects cannot be easily removed
from cellophane, and they project
with a shadowy blear. It is much
better if cellophane can be pur-
chased already cut to slide size be-
cause it is cut accurately and is
free of smudges. Keep the cello-
phane supply in a small flat box
rather than in rolls.
lypcivritten Cellophane Slides
On a piece of scratch paper, mark
off an area of 3l4"x4" with a margin
of Vz". Type in the copy in the
marked-off area. There is room for
about 13 single-spaced lines with
32 to 33 spaces a line. Careful
spacing will produce an attractive
slide.
If there is a stencil attachment
Page 78
guide for holding the cellophane
and carbon paper. Mark a margin
of Vi" on this area allowing the
margin lines to extend over the
edges about two inches. Take the
folded carbon with the cellophane
inside and place on the marked-
off area with the fold to the top of
the paper. Fasten all four corners
of the carbon paper to the guide,
being careful not to catch the cel-
lophane under the tape. Thus, the
cellophane is held in place and the
extended margin lines aid center-
ing the copy. >
Roll the paper with the carbon
]-)aper and cellophane fastened to it
into the typewriter. Following the
"copy," type directly on the carbon
paper. LIse a light touch, for heavy
touch will cut the cellophane. If
an error is made, destroy the carbon
May— SEE and HEAR
SEE a
MISS MAiu' i;sriii,i\ iuu)oks
Miss Brooks is on leave Irom the
sational.CWrl Scout Staff uIktc she lias
fill executive posts. I ler interest in
isual education came through the prepa-
ition ol graphic aids which she used in
aining volunteer and professional
■orkers.
She is taking college work at Indiana
Iniversity now, and is a part time meni-
er of the stall of the Bureau oF Audio-
isual Aids there.
apcr and ccilopliane and start
gain.
Alter the typing has been eom-
leted, remove the eellophane and
irovv away the earbon. Shp the
ellophane between the glass of a
inged shde, and it is ready for
rejecting.
The carbon paper and cellophane
escribed abo\'e can be used for
rawing. Place the folded carbon
aper enclosing the cellophane on a
iece of glass. Lay the design to be
aced on top of the carbon paper,
asten securely with Scotch tape
nd use a stylus for tracing.
Cellophane Slides with hnlia hik
V^hite or light colored cellophane
in be used as a slide plate and can
e drawn upon with India ink. A
ledium weight or heavy cellophane
lould be used, since pen-points
Ftentimcs punch holes in the light-
r weight material. Cellophane
mds to curl up in handling and
specially so in drawing. As an aid
1 keeping the cellophane smooth,
jt out a holder of cardboard. The
irdboard should be VA"x-\". In
le center of the cardboard cut an
pening 2Vi"\3". This gives you a
uide in keeping the cellophane
:E and HEAR— May
centered over the copy. Placed
o\er the cellophane, it helps hold
the edges down and gives a guide
for the necessary margin. Using a
line drawing pen, trace the outline
of the drawing on the cellophane.
Keep the pen ix)int fairly lull ol
ink and work with sure steady
strokes.
After the outline has dried,
colored India ink can be applied for
color. The ink will |)ro)ect rather
pale and changes color if used on
colored cellophane. Apply with a
brush or ball pointed pen.
Cellophayie Slides with Slide Ink
Use a holder as described above,
then follow directions already given.
After the India ink outline has
dried, apply the slide ink with a
brush as in etched glass. Keep the
ink in a fluid state. Follow the
jirecautions mentioned under etched
glass slides with ink.
Miss Brooks will complete this series
in succeeding issues.
Picture Acknowledgments:
Photography — Photographic Labora-
tory, Bureau of Audio-Visual Aids, In-
diana University.
Slides — submitted by Visual Educa-
tion Classes, Indiana University.
Remember that your movie projector
is a precision instrument. Oil it accord-
ing to the manufacturer's recommenda-
tion and only with the type of oil specified
for the particular equipment. Just any
oil won't do.
Most sound projectors draw about 1000
watts from the power line. If it is neces-
sary to use an extension cord, it should
be large enough to carry this load. Num-
ber 12 or number 14 wire is best. Smaller
wires impair projector performance and
might be a fire hazard.
Pago 79
I'laekk.
/ /
/lojurnio^
and A-V Material
Dr. Henrieita Fleck
lUinoh State Nonual University
Editor's Note: The sun-ey of education, o\crvie\v of educa-
tion, or some similar course is a part of every teacher training
sequence. The role of visual materials in these courses is
limited indeed, but need not be. Dr. Fleck went through the
unique opportunity of working with the instructors teaching
15 sections of a beginning education course at the University
of Ohio School of Education. Her problem was to set up a
uniform track of teaching materials usclul in this education
course but within which there was sufficient lee-wav for
individual \acillation. Each teacher was encouraged to inter-
pret the plan she speaks of in this article in his own way.
This article describes one unit within this course.
TI IE Freshman Program Execu-
tive Committee appointed our
Committee on Teaching Aids. In-
structors from the education survey
course and several graduate students
were represented on this committee.
This Teaching Aids Committee
selected films and recordings, ana-
lyzed them, and prepared guides lor
their use in Education 407, required
survey course in the College of
Education.
The major criterion for the selec- rclationsl
lion of films and recordings to be
used was that the teaching aid
should challenge the thinking of
students in regard to (1) problems
and issues related to the role of
schools in society, and (2) implica-
tions of these problems and issues
Pags 80
as they concerned prospective
teachers.
A large number of films and
recordings were previewed. Each
film and recording were scrutinized
for social and educational issues.
The films which were chosen as
suitable for the course were as fol-
lows :
1. White Bamiers (School se-
{|uence film) depicting various as-
pects of discipline and teacher pupii
relationships. (20 minutes) black
and white, sound.
2. Captains Conraoeoiis (School
sequence film) emphasizing points
concerning private and public edu-
cation, the "ha\es" and the "have-
nots," the relation of father to son,
and the like. (20 minutes) black
May-5EE and HEAR
1 he lilin Ami So I Iwy I ire is a jolt to tlic tliinkiiig wliicli people
bring to the consideration of the social implications of education. It
points directly to a needed answer to the problem. "Dcx-s a relationship
exist between an opportunity for a worth-while educational experience
and the social living of youth and adidts?" The pictures which accom-
pany this article are more interesting than the scenes taken Irom the film
And So They Live. They represent glimpses of the Sloane Foundation
School, which represents an experiment in a school and community
developed educational e\p'. ricncc.
One cannot see signs of food de-
ficiencies in these well-fed children.
The children who ate nothing but
potatoes, corn bread, biscuits, salt
pork and berries showed evidences
of pellagra, dysentery, and skin in-
fections.
To augment the milk supply in a
non-dairy community, the people
are taught to raise goats for milk.
SEE and HEAR— May
Pag« 81
Some sewing instructions go a
long way toward bringing up the
clothing standarcl in the coniniunitv .
Above all, the school cannot iso-
late itself from community affairs
and concentrate on the three R's,
but rather it must be an intelligent
observer of life's problems. It has
a real responsibility for improving a
comnuinity. The greatest gains arc
pf)ssible in impoverished communi
ties.
I'icturcs courtesy of Look MaKa/inc.
Page B2
The pupils need a knowledge of
good housing, because man> of them
know only the poor structures in
which they live, which originally
were built from logs by their great-
grandparents.
and wliite, sound.
3. Block Legion stressing the re-
lation of employer to employee, na-
tionality conflicts, the role of
cliques, and family relationships.
(20 minutes) black and white,
sound.
4. And So They Live opening
the whole problem of the relation
of a -school to its community. (20
minutes) black and white, sound.
All of these fdms may be secured
from the New York University Film
Librar}'. Most are also available
through state film rental libraries.
The following recordings were
selected as most challenging:
1. The People, Yes dealing with
human relations and the causes of
human conflict. (30 minutes) 33^}
revolutions per minute.
May— SEE and HEAR
It
2. Frecilotu ]% a ILirA HnUi^ht
Inn^^ t'in|)luisi/ing the iinixjilaiuf
[ freedom, the exploitation ol man,
\d the role ol pioneers. (30
linntes) 33^,5 revolutions jier
inute.
3. This Is War— To the Yonuo
tempting to give an international
icture to youth ahout war and the
ans for the future- a better world.
>0 luiiuitcs) -^3'j revolutions per
inute.
4. Between Aniericans stressing
lose things whieh are the essenee
Anieiieanism. (30 minutes) 33' j
\olutiuns per minute.
All of these reeordings are not
ailable, but indicate what can and
lould be the resource locating
sponsibility of each school of edu
tion faculty.
These recordings and films then
ere studied intensively by our
immiltee in order to determine
hat \alues should be emphasized,
hat educational responsibilities
ould be pointed out, and what
neral follow-up discussion sug-
sted. We developed a study sug-
stion sheet to be used as a guide
r discussion following each Him
recording. 1 hese guides were
ed by teachers and as they saw
In this study suggestion sheet, we
ted llrst, a synopsis of the film and
llowed this with annotated ques-
ns for exploratory discussion,
nong these questions we included
ues, many of which were not
cessarily in agreement with the
inking of the group. They fre-
ently were stated negatively in
E and HEAR— May
Older to pre\en^ ""^
ing discussions. , .
of each issue and unc.
graph, specific questions . ,
as discussion starters. I he\''^ ^
times were directly related to
teaching aid; others required an n.
lerence which went beyond the
events in the him or recording;
still others considered the implica-
tions ol the teaching aid for pro
lessional education or related to the
social significance of the issue.
This system of question sugges
tion can best be illustrated by read
ing through the study material
which the College of Education
students used to guide their think-
ing and discussion following the
lilm A}id So [hey Live.
And So They Live*
16 !»»;. sotiiul, three reels, 26 minutes.
New York University or your ueare^t
fdin library.
1 he film depicts life in a rural
section of Kentucky. The open-
ing scene shows a farm kitchen
where the children are preparing
their school lunches from the break-
last left-overs, which consist mainly
ol biscuits, cornbread, fat back, and
berries.
The scene shifts to the one-room
country school where the teacher
conducts a se\enth and aighth grade
literature class by having the
students take turns in reading the
verses from early English literatme.
The students "parrot" the words,
which have, obviously, little mean-
ing for them. In the third and
'This was one of many Nludy nlatc-^ial^ u^t■cl
during the course of our work.
Page 83
geography class, the
ws them about life in Hol-
and Switzerland. The stu-
,nts do not ask questions. The
"teacher asks them a few questions
about the pictures of these countries
and they reply in unison.
Throughout the film one has an
opportunity to see the students
closely and to observe signs of mal-
nutrition, such as unkempt hair,
pellagra sores on their legs, dull
eyes, etc., and to see evidences of
how poorly they are clothed. The
film also shows rather clearly the
kind of homes, the kind of recrea-
tion, the kind of crops, the kind of
livestock, etc., that are common to
this area. The relationships in the
family, in the school, and in the
neighborhood are also depicted.
One is impressed with the lack
of information necessary to secure a
livelihood from the soil, the lack of
sanitary conditions, the lack of
knowledge concerning health, and
the role of the school in the com-
munity. After seeing the film and
doing related activities such as field
trips, assigned reading, etc., we shall
consider the place of a school in the
community. Should it isolate itself
from community affairs and concen-
trate on the three R's? Should the
school be an intelligent observer
of life's problems, talk about them,
read about them, but never do any-
thing about them/' Ihe issues
raised are of great importance and
should be challenging to teachers in
training.
Page M
Topics for Discussions:
These were used only to sug-
gest a point of departure or to
stimulate thinking on the part
of teachers and pupils.
1. Schools have a responsibility for
improving the community.
a. What kind of relationship
existed between this school and
its community?
b. Is this kind of relationship
typical of schools in general?
c. What should be the role of a
school in a democracy?
2. The resot^rces of the state should
he utilized for everybody.
The benefits of the resources of
our country are very unevenly dis-
tributed among the states. The
taxes for school purposes are un-
equally distributed. In wealthy
states they enjoy good schools— in
poor areas the reverse is true. As
a nation, should we not be con-
cerned about the kind of school
every child in our country attends?
a. What are the resources of this
community? How are they used?
b. How do the resources of this
community compare with other
communities in our countr\'?
c. How may the resources of our
country be used to improve com-
munities like this?
3. You are what you eat.
One's diet has a tremendous eff^ect
on his person. It has an effect on
one's outlook on life— ill-fed people
are often unhappy, seem dull, lack
interest, have little vitality, and may
be unstable emotionally.
May— SEE and HEAR
u
tlie
ofl
oft
stud
illlpl
can
aref
edci
a.
c.
is
cor
ii
TL
self-t
talien
IVb
liees
tKoor
■eplen
i\
plet
int
M
ma);
II
a. I low does the diet described
in this hhii ditler Iroin the diet
in other sections of our country?
h. What is the relationship of
jx)or nutrition to other problems
of our countn*'?
The role of a teacher in an im-
pox'erished coun}tiinity.
If a teacher discovers and serves
iC individual needs and interests
his students and the problems
the community in which the
Lidents live, significant gains in
ipro\ ing the lives of these people
n be made. The greatest gains
e possible in the more impoverish-
I communities.
a. How did the teacher in this
community define her role?
b. Is the need for good teaching
more acute in impoverished com-
munities?
c. If the need for good teachers
is so important in this kind of
community why have they not
been attracted to these jobs? Is
this a problem of concern for our
country?
Resources must he constantly re-
plenished.
The soil does not replenish it-
If— the elements which have been
ken from it must be replaced,
/hen the forests are cut down,
ees must be replanted. Human
sources, too, must be constantly
plenished.
a. How are the effects of a de-
pletion of resources emphasized
in this film?
b. What can the school do to
make a community conscious of
E cjnd HEAR— May
the im)xirtance of replenisiiing
its natural resources?
c. What are the implications in
this film for the need of a na-
tional program in conservation?
6. The price of ignorance.
One must pay a heavy price for
ignorance. If one does not know
how to till the soil, the harvest
will be little more than the seed he
planted. If one does not know how
to teach, he cannot hope to improve
the lives of students.
a. Cite evidences of the social
costs of ignorance on the parts
of teachers, farmers, mothers.
b. What must the teacher do to
alleviate these conditions of ig-
norance?
c. What are some of the out-
comes of a well-planned educa-
tional program to overcome ig-
norance concerning some of the
fundamentals of good living?
7. Either-or.
Schools are related to the com-
munity or they are not. A school
holds itself aloof from the commu-
nity and concentrates on the sole
goal of imparting certain kinds of
knowledge to its students or it as-
sumes the opposite role and con-
siders the problems of the commu-
nity as the problems of the students
and tackles them.
a. Which principle of commu-
nity-school relationship is em-
phasized in this film?
b. What do you think should be
the relationship between school
and community?
These guides containing the
Pag* as
analysis of films and recordings were
ininieugraphcd and served as re-
source materials for instructors in
planning their work in this be-
ginning education course.
No instructor was required to
use any of the aids and he was
free to incorporate any ol his own
ideas if teaching aids were presented
to his class. All instructors, how-
ever, found it proiltable to use some
of the films and recordings. Many
unique plans were tried. Some-
times a dim or a recording was used
in connection with a field trip to a
social institution, with an observa
tion of a class in a nearby school,
with certain readings, or with other
interesting experiences. In other
words, films and recordings were not
the only aids employed.
All of the guides were placed in
a loose-leaf booklet so that new one^
ct)uld be added and so that guides
which were no longer considered
helpful could be discarded. In this
manner resources relating to teach-
ing, aids were kept timely.
In an evaluation of these pro-
cedures at the end of the course,
instructors were most enthusiastic
about the help they had received.
Ihey belie\ed that the course be-
came, first, a practical experience in
using good teaching aids in the
training of teachers, and second, a
means of providing experiences
which made possible a greater
understanding of the social values
and problems inherent in profes-
sional education.
SEE and HEAR PREVIEWS
Bookkeeping ami AccoiDiting
(Sound) 1 1 minutes. Use: Guidaiice
S, C; Math. S; Commercial S.
THE Him introduces the subject by
showing that keeping of a budget
in the home is a form of account-
ing. It jiroceeds to show how book-
keeping is used in large and small com-
panies to keep business records. Opera-
tion of mechanical equipment and various
types of ledgers are portrayed. The
variety of jobs performed by the book-
keeper in a small business is shown.
The accountant's work is explained by
showing an audit being made. Cost
accounting, the keeping of records of
transactions, and the preiiaration of pay-
rolls are shown. 1 he work oi the comp-
troller is explained. The film gives a
f;o<)d description of the many jobs per
orined b\ a bookkeeper and accountant,
and also the necessary tools, education,
and training. Vocaticniul GuuUntce I'tlms.
At vour nearest film library.
Page 86
Business of Fanning
(Sound) 20 minutes. Use: Soc. St.
S, C; Agric. S; Sociology C; Cluhs A.
THE film very ably describes the
relationships that exist between
farm economics and general na-
tional prosju'rity. The fdm explains
well the basic o|>eration of supply and
ilcinand, using wheat as the point ol
departure. The film is excellent in spite
(/f a sound track which is understandable
only. NtUiomd l-ihn Board of Canada.
At your nearest film library.
Building Your Marriage is a vital
study pamphlet just released by the
Public Affairs Committee, Inc. It rep-
resents a popularization of research find-
ings by the National Conference on
Family Relations. The pamphlet deals
with the perplexing questions which arise
in modern marriage situations. This is
recommended for high school and college
use and is available through the Public
Affairs Committee, Inc., 30 Rockefeller
Plaza, New York 20, New York.
May— SEE and HEAH
I
i:
i
Elmf.r R. Nelson
Milwaukee Public Museum
Editor's Note: This is an experience in reclucinR nur world so
that it niav he hrouRht into the cIassr(M)m. Mr. Nelson explains how
t<i convert "mountains into molehills." His play hy play account is
clear cut, complete, and capable of easy execution.
() your pupils know thai tlicic
arc mountains within the
nd Canyon? Do they know why
Kentucky mountaineers resort
noonshinino to earn a living or
,' the LInion Army had to defend
'pers Fcrr\' at all costv? Do such
elated prohlems smack of gcog-
ny to vouP Thev are hoth geo-
ihical and geological in nature
certainly are as much a part of
?raphy as the astronomical num-
of bushels of corn raised in Iowa.
ind now, what does all this talk
c to do with modeling mountains
size of molehills? In the first
e, pupils need to understand
e thoroughly the whys and
'refores of physical geography in
?r to appreciate the problems
ch arise in human geography.
r>ndly, they cannot acquire a
per perspective of physical geog-
by just from the study of flat
?s and pictures in textbooks,
vies and slides play an important
:, but they, too, have limitations,
ve shall see later on. The use of
another tvpe of visual material
ssential if the social sciences are
arid HEAR— May
to resuh in something more than
incomplete understanding of the
world in which we live. I Icnce. the
need for three-dimensional models
to depict the earth's surface.
Models ought to be the starting
point of a teaching geography unit.
They may illustrate effectively \a-
rious types of terrain : the relation-
ships of valleys to hills; mountains
to piedmont areas; plateaus to
plains. On a smaller scale, models
may illustrate the de\elopment of
gullies, volcanoes, glaciated \alieys,
waterfalls, alluvial fans, hogbacks,
etc. Models for older students can
be constructed so as to show the un-
derlying rock structure to which all
surface forms are related.
Scaled models offer several iin
porta nt advantages. A child can
handle them, he can feel them, he
can observe them as long as he
pleases. They are especially helpful
to the non-verbal children who need
to supplement their reading with
other means of learning. CThey are
indispensable in teaching the blind.)
Topographic detail can be observed
leisurely. As individual or group
Page 87
i:. R. NELSON
After graduating from the University
of Chicago in 1940 with an M. S. de-
gree, Mr. Nelson was employed hy the
U. S. Geological Survey and taught
geography at the University of Wiscon-
sin Extension Division.
Besides being head of the department
of geology at the Milwaukee Public
Museum, he is special instructor in
geology at the Milwaukee-Downer Col-
lege and curator of the Thomas A.
Greene Memorial Museum at that col-
lege at the present time.
projects, the making of models pro-
vides a fascinating and worth-while
experience. Finally, there is the ad-
vantage of permanence. A model,
if well constructed, will last for
years and thus allow a library of
models to be accumulated.
While the mechanics of making
relief models is very much the
choice of the instructor, two meth-
ods are especially adaptable to the
resources of most schools. These are
the meshwire-papier-mache and the
topographic-layer methods. The first
is perhaps the simpler, but is less
accurate. In making a map by either
method, a horizontal scale suitable
for the area and features must be
chosen. The vertical scale should
be exaggerated in order to place cor-
rect emphasis on the features, but
care must be taken not to over do it.
A number of trial profiles drawn to
the proposed exaggerated scales will
help in selecting the proper one.
For example, if you wish to model
an area which is 5 miles from east
to west, in the center of which is
situated a volcanic cone whose base
is 2 miles in diameter and whose
elevation is 1000 feet above the base,
Poge 88
vou should draw profiles as seen in
Fig. 1.
Profile A is exaggerated 10 times; pro-
file B only 5 times. Obviously, profile
A is exaggerated to too great a degree,
while B is fairly reasonable, but even
here the exaggeration might better be
reduced to about 3 or 4, depending on
the size of the model. In general, fea-
tures of low relief will require more
exaggeration than those of high relief.
The Meshwire-
Pdpier-Mdche Method
This method involves some means
of supporting mcshwire in the de
sired form and the surfacing of this
wire cover with a durable material
Soft iron (ungalvanizcd) cjuarter
inch mcshwire is recommended
This can be cut and shaped easilji
A substantial base of one-inch coin
mon pine wood should be used tC
insure stability.
The construction procedure
which follows is illustrated in Fig
ures 2A and 2B.
May— SEE and HEAl
1,
scales
2.
tions
you '
iieas
3,
(fctat
My I
5,
fee
indi
confoi
these
itiis s
Figuii
6.
cuttc
sen a:
ante
82
on
ll
Bdse ^///? sides and cjnd
Base with finished mache m^odd
1. Construction a base board of the
lies area of the model.
2. Locate the principal land eleva-
ins (hilltops and valley profiles) where
u wish them to be and mark these
eas accordingly.
3. Draw a grid of intersecting equi-
stant lines 3 or 4 inches apart.
4. At the intersections of the grid
les, drill quarter-inch holes about half-
ly through the base.
5. Determine the desired surface pro-
BS of the sides of the model, cut half-
ch pine or other suitable material to
nform with these patterns, and fasten
ese profile sides to the base board. At
is stage your model should resemble
gure 2A.
6. Using quarter-inch wood doweling
t to proper topographical lengths, in-
rt and glue them in the holes drilled
the grid intersections.* The lengths
E and HEAR— May
of doweling will depend upon the ele-
vations in the surface configuration. This
will require some experimentation.
7. The wire mesh may now be ap-
plied. Using tin snips, cut the mesh
into the necessary shapes and fit them
over the dowels and side profiles, tacking
securely into place. It is desirable to sew
the mesh pieces together with fine wire.
8. The model is now ready for the
papier-mache to be applied. There are
many formulae for making mache, but
basically they all require ultimate hard-
ness and adhesion. iVIache may be made
of paper pulp, plaster of Paris and water,
but the recommended mixture is com-
posed of ground asbestos, a fiber known
as tow, gum arabic, and water. Place
about an inch of granulated gum arabic
•This doweling may be obtained in 30inch
lengths at most hardware stores.
Pag* 89
in the bottom of a quart fruit jar anil
(ill uitli wati-r. Allow it to dissolve at
room temixTiiture stirring every halt
hour or when convenient to do so. It
will require from eight to twelve hours
to dissolve. Add a tablesp<M)n of acetic
acid to the liquid to prevent it sp<iiling
and becoming odorous. Pour a small
auantity of the gum water into a mi.xing
ish. Now add some finely cut tow fiber
to the gum water until the mixture has
the consistency of syrup. Next, add
finely ground asbestos (not asbestos pow-
der) until the mixture is like dough and
is no longer sticky. It is best not to mix
more than you can use at one operation,
but any excess can be kept workable il
it is wrapped in a damp cloth and cov-
ered.
9. Spread the mache over the wire
mesh, working it into the mesh so that
some protrudes liencath the wire. Smooth
the surface with wet fingers. A more
sticky layer may be applied first and then
a finish coat of the thicker mache added
and smoothed, if one has the time and
wishes to do a superior job. If two ap-
plications are made, allow the first to be-
come hard belore adding the finish coat.
The iinal surface can be smoothed with
set fingers. After allowing the mache
to dry thoroughly, it should be shellacked
and then jiaintetl as desireil. The fin-
ished model. Figure 2B, is the result of
lollowing the steps outlined in this pro-
cedure.
The Topographic
Layer Method
The tojX)graphic layer method is
based on an understanding of con-
tour maps. These maps can be easily
prepared to illustrate the desired sur-
face features and from them the
model can be constructed.
Contour maps show by a series of
connected lines all ix)ints of equal
elevation, the lines being spaced so
as to represent uniform differences
in ele\ation known as the contour
Fig. 3
Fig. 4
Pag« 90
May— SEE and HEAR
Icnal. For example, in cdiisider-
^ the contour man ol a s\ ininetric-
conc. \vc sec tiiat the contour
les form a scries of concentric cir-
?s. the largest being the hase, sec
R. 3C.
In this illustration wc sec the cone
im a side view (3A), the contours
pearinR as straight lines parallel to the
>e, each being an equal \ertical dis-
icc apart — the contour interval. Next
• see the cone (3B) in perspective, and
:n the cone (3C) troni the vertical
gle. It is the vertical angle, or top
•w of land forms which wc sec in con-
ir maps. Now consider how the con-
ir lines would appear on an asym-
•trical cone and the resultant contour
ip. see Fig. 4. Obser%e that the con-
ir lines in the vertical or map view arc
)re closely spaced on the steeper side
the cone than those on the opposite
c where the slope is not so steep. This
nciple applies to land features as well,
• steeper sides of hills or valleys hav-
; their contuor lines more closely
iced than those of a gentle slope.
Thus, we see that contour lines are
' intersections of equally spaced hori-
ital planes with the irregular surfaces
the topographic features. Applying
s thought to reality, see Fig. 5 in
lich a perspective view of a landscape
shown, and then the resultant topo-
iphic map of the same area.
Ohser\e that the contour lines l)cnd
stream in crossing valleyes — in other
•rds, toward the higher elevations; and.
It the contour lines bend around the
ds of ridges or promontories — in other
irds, toward the lower elevations.
The topographic model will require
isiderable care in arranging the con-
ir layers so as to maintain exact rela-
nship. The contour layers can be cut
th a band-saw, but, for small models
land-coping saw or heavy knife works
■y well depending on the material
?d. An electric cut-all is ideal. The
it materials to use are poster board or
rous insulating board such as celotex.
E and HEAR— May
PROCILDLIRH
1. Use a substantial board base the
size of the proposed model.
2. Place a piece of heavy drawing
jiaper on the base, fasten with thumb
tacks, and i^roceed to draw the contour
map of the features you wish to illustrate
in the model. Should you wish to model
a particular land feature, for example,
,1 glaciated valley or a volcano, obtain a
topographic contour map of an area con
taining such a feature and then enlarge
the desired area by using the grid
method, i.e., laying -out the identical
number of uniform scjuares in the map
and on the model, then transl erring de-
tails square by square from map to model.
In preparing the topographic map, you
will find it advantageous to draw in the
river courses and to indicate the most
important or key elevations first and then
sketch in the contour lines. Number the
contour lines with appropriate elevations,
using a selected contour interval. Sec
Fig. 6. Work from the lower elevations
to higher ones.
3. Transfer each contour line to a
separate piece of the material chosen for
construction. This is usually done with
carbon paper as shown in Fig. 7, large
piece. Be sure that the thickness of the
material represnets the contour interval
at the exaggerated vertical scale. For
example, if the vertical scale is W per
100 ft. and the contour interval is 50 ft.,
then the thickness of the material should
be W. Also locate reference points com-
mon to all of the contour pieces and
transfer these locations to each piece and
to the bare. These are shown as circles
enclosing a cross in Fig. 6 and as tiny
circles in corresponding pieces shown in
Fig. 7. Drill a W hole through each
piece at the reference point. Number
each piece with its elevation in feet.
Then cut out each contour piece.
4. Drill a W hole at each of the
various reference points on the base and
insert W doweling for guide posts, the
length being governed by the elevation
of the point.
5. The contour pieces are now ready
for assembly: place each in its proper
Page 91
Fi9. 5
Page 92
May— SEE and HEAR
i
Fig. 6
Fig. 7
Perspective landscape drawings niade by Mr. C. Keith Gebhardt,
Chief Artist. The Milwaukee Public Museum. All other illustrations
by the author.
SEE and HEAR— May
Page 93
So
Fi3. 8
Fis. 9
order o( elevation, inserting; the dowel
guide posts into the holes at the refer
ence points, sec Fig. 8, in which the
right half of Fig. 6 has been so con-
structed. Tack and glue each piece to its
subjacent neighbor.
7. The assembled model is now rcad\
fr)r surfacing. This process will require
a little experimentation. These recom
mendations are made. Mix a concen-
trated gum arabic and water solution to
ihc consistency of thin table s\rup. Paint
tlic model \\'ith this and allow it to dry.
Ibis may require a few days. A second
coat may be needed if the material is
especially jxirous. Now mi.x asbestos,
low fiber and gum water as described for
mache. Apply this to the surface of the
model, rubbing it into the surface,
smoothing it down so that the mache fills
the space from the top edge of one
tn|>ographic layer to the top edge of the
next. Allow this to dry a few days.
Shrinkage may fxcur but may be easily
corrected b> apnhing nK)re mache and
rubbing the surface with wet finger tips.
Alter the model has dried for the last
time, sandpaper and shellac the surface
and then paint as desired. The topo-
graphic model as constructed in Fig. 8 is
shown finished in Fig. 9. If a sandy
surface is desired on any jxirtion of the
model, apply a coat of glue or thick gum
water and then sprinkle the surface with
sand. After this has dried, the excess
sand may be brushed away.
rage 94
I he icachci" iisiialiv should ex-
periment with a model before en-
couraging pupils to tr^' it. However,
children can accomplish this project
and once thcv. begin and arc guided
by the experience of the teacher,
they can complete an experience
which though \aluablc in itself, is
more \aluable as a teaching mate-
rial which visualizes geography and
social studies concepts. Try it!
SEE and HEAR PREVIEW
Child W^clfarc in Swciicii
(Sound) 11 mimilcs. Use: Soc. St.
J, I; Grog. S; Home Fx. J, S, C;
Cluhs ). A.
Tins film shows the care which is
|ir()\ idcd to children from birth
tiirough their adolescence. Ibe film
emphasizes the care provided for low
income groups, but also indicates that
those who can afford it may seek their
own pro\isions. Goxernment encourage-
ment through housing projects, recrea-
tional facilities, summer camps, dental
inspection, and general health service
are all emphasized as social responsibilities
well worth encouraging through sub-
sidies. This film is of interest for com
parative study. Swcilish Travel Informa-
tion. At your nearest film library.
May— SEE and HEAR
From
I'aKc- IS
Southwest Fexai Teachers CuUe^ic, San MaruK-s, Jinu- ^ Id July 1.^
Audio Visual liclucation. Miss lUih\ I li'ndfrson
Stephen I. Austin State lenchers ('o//fyt', i\ac()gdfK:hcs, Jinic 5 to August 23
X'isual Aids ti> Instruction, A. 1,. I-onn
Fexas College of Arts mid Industries, Kinnsvilli.-
Visual and Auditory Aids in I.ducalion, Dr. J. DiW itt I^avis
Texas State Collci^e for Women, Denton
Visual Instruction in C'lassroonis, Richard J. I urrcntine
Texas Technological College, Lubbock, July \b to August 24
Audio-Visual Aids in Education, Lewis B. Co»)jx»r
Lhiiversity of Texas. Austin. luly 1 to August
Use ol Visual Aids in Llcnicntarv leaching and in Secondary Teaching and
Research. B. F. Holland
Utah
Utah State Agricultitral College, Logan, June 10 to August 24
Visual Education, L. G. Noble
Virginia
College of William and Mary, Williamsburg, June 20 to August 23
Audio-Visual Instructional Aids, Miss Janie Shaver
Madison College, Harrisonburg, June 17 to July 20 and July 20 to August 23
Audio-Visual Materials, Miss Feme Hoover
State Teachers College, Farniville, June 17 to July 20 and July 22 to August 24
Audio-Visual Aids to Instruction, Dr. Edgar \1. Johnson
Washington
Pacific Lutheran College, Parkland, June 12 to August 14
Audio- Visual Methods, Harold G. Ronning
Seattle Pacific College, Seattle
Educational Motion Picture, Paul \V. Wright
Audio-Visual Aids to Religious Education, Paul W. Wright ~
State College of Washington, Pullman, June 10 to August 2
Audio-Visual Aids in Education, \\ illiam Gnaedinger and Amo DeBernardis
Teaching Materials V\'orkshop in Pacific Northwest Problems, Claude Simp-
son and others
Seminar Instructional Aids, Lee J. Cronbach, William Gnaedinger, Amo
DeBernardis, J. Murray Lee
Washington, D. C.
Catholic University of America, Washington, D. C., June 28 to August 10
\'isual Aids, Dr. Ellis Haworth
West Virginia
Fairniount State College, Fairmount, July 17 to August 25
Audio-Visual Aids, Dr. Harold D. Fleming
Morris Harvey College, Charleston, June 3 to August 22
Audio-Visual Education, Harry M. Brawley
Weit Virginia University, Morgantovvn, June 5 to August 23
Audio-Visual Resources in Teaching, H. B. Allen
Cinematography, H. B. Allen
Organization and Administration of Audio-Visual Resources, H. B. Allen
Wisconsin
Marquette University, Milwaukee, July 1 to August 13 Continued
Motion Pictures in the Classroom, George E. VandeiBeke Page 96
EE and HEAR— May fag» 95
State Teachers CoUeee, Eau Claire, June 10 to July 19
Audio-Visual Education, Louis E. Slock
Audio-Visual Workshop held from July 22 to August 23
State Teachers College, Milwaukee, June 24 to August 3
Audio-Visual Education, Margaret Hampel
State Teachers College, River Falls, June 1 1 to July 19 i •
Auditory and Visual Aids to Teaching, Mabel Jorstad
Stout Institute, Menomonie, June 17 to August 16
Visual Education, P. C. Nelson
Visual Education II, Experiments in Visual Education, P. C. Nelson
Ihtiversity of Wisconsin, Madison, June 24 to August 16
Local Production of Materials, Dr. VV. A. Wittich and Lester Brown ^ .
Methods of Visual Instruction, Dr. W. A. Wittich and Dr. John Guy Fc * jj
'i
Wyoming
University of Wyotning, Laramie, June 20 to July 24 ,
Audio-Visual Education, Clarence D. Jayne ' f
Audio-Visual Education Institute, J. R. MacNeel i \'
Elementary Education and Child Development Workshop, Clarence D. ' j
Ontario, Canada
Ontario Department of Education, Toronto
Audio-Visual Workshop, July 3-16, J. W. Grimmon, Supervisor, Ce
Wilkinson, Instructor
I
ADDITIONAL LISTINGS "
(Received too late to be included in the above)
California
College of the Holy Names, Oakland, July 8 to August 10
Audio-Visual Education, Prof Cornelius Siemens |
huinaculate Heart College, Los Angeles, July 1 to August 2
Audio-Visual Workshop, Sisters Michael and Patricia
Stanford University, Stanford University, June 20 and July 22 to August
Solution and Use of Audio-Visual Alatcrials and
Radio Institute, Mr. Bell with NBC
University of California, Los Angeles, June 24 to August 2
Educational films. Dean McClusky
Visual Education Seminar, Dean NicClusky
Radio in Education, Mr. Lacy j
University of California, Santa Barbara, June 24 to August 2
General Course in Audio Visual Education, Mr. Estes
l/»iix'ers«ty of Southern California, Los Angeles, June 24 to August 2 \ J
Workshop, Mrs. Fike and Moore \
Radio, Rachford
University of Re.Uands, Redlands, July 1 to August 9
Audio-Visual Workshop for Teachers, Mr. W'illey
Connecticut
Hniicrsity of Connecticut, Storrs, July 8 to August 16
Audiovisual Aids in Education, D. E. Strom
Maine
University of Maine, Orono, July 1 to August 9
Ihc Motion Picture in Eilucation and
Curriculum and Use of Visual Materials in Education, Julio Bortoia
Pa<j» 96 May— SEE <
N|
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