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CONTENTS 


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Mounted  Pictures  as  an  Aid  to  Teaching 

The  Cinema{in  Surgery 

Visual  Education  in  FERA  Work 

Teaching  Progressive  Methods  in  Science  Problems 


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Single      Copies      2  5c 
•  $2.00    a    Year  • 


JANUARY 


1935 


A 


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•    ,  -• . 


PROJECTOR 


SIMPLEX  PORTABLE  SOUND 
PROJECTOR 


FOR  EVERY  REQUIREMENT 


A  rapidly  increasing  realization  of  the  value  of  motion 
pictures  in  educational  tvork  has  made  it  obvious  that 
motion  picture  equipment  must  keep  pace  tvith  the 
greatly  enlarged  programs,  vast  facilities  and  splendid 
schools    notv    provided    by    progressive    comm^unities. 

Motion  pictures  are  merely  a  mechanical  aid  to  assist 
in  educational  work  and  their  value  can  be  no  greater 
than  the  ability  of  those  who  make  the  selection  of 
films  and  supervise  their  showing. 

We  are  the  oldest  and  largest  manufacturers  in  the  world 
of  standard,  professional  motion  picture  equipment  and  the  only 
makers  of  a  complete  line  of  3  5  mm.  motion  picture  projectors 
used  in  thousands  of  theatres  throughout  the  world.  Simplex 
Projectors  and  Simplex-Acme  Sound  Projectors  are  also  used  in 
a  large  number  of  universities,  colleges,  schools,  churches  and 
public  institutions.  Sitnplex  Projectors  meet  the  exacting  re- 
quirements of  government  specifications  as  well  as  many  great 
manufacturing  companies. 

Our  wide  experience  enables  us  to  understand  the  needs  of 
the  non-theatrical  or  educational  field  where,  in  many  instances, 
there  is  no  technical  advisor  to  guide  in  the  selection  of  equip- 
ment. The  complete  line  of  3  5  mm.  projectors  we  manufacture 
places  us  in  a  position  to  impartially  advise  regarding  the  kind 
of  equipment  best  suited  to  each  particular  type  of  installation. 


SIMPLEX  PORTABLE  SOUND  PROJECTOR 

For  Universities,  Colleges,  Schools,  Churches,  etc 

SIMPLEX- ACME  SOUND  PROJECTOR 

For  smaller  Theatres   and   large  Auditoriums 

SIMPLEX  PROJECTORS 

Adapted  for  Sound  Equipment  in   the  larger  Theatres 


We  will  be  pleased  to  send  full  information  regarding  any  of  our 
motion  picture  projectors  and  such  inquiry  involves  no  obligation 
whatever.  We  realize  that  the  installation  of  motion  picture  equip- 
ment requires  serious  and  long  consideration  and  are,  therefore, 
pleased  to  supply  information  for  institutions  with  the  full  realization 
that  decisions  cannot  be  quickly  made. 


SIMPLEX -ACME  SOUND 
PROJECTOR 


SIMPLEX  PROJECTOR 


INTERNATIONAL  PROJECTOR  CORPORATION,  88-96  Gold  St.,  N.  Y. 


January,  193  5 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


Page  3 


JANUARY,  1935 

VOLUME  XIV  NUMBER 


THE  EDUCATIONAL  SCREEN.  Inc. 


DIRECTORATE   AND    STAFF 


Herbert  E.  SUught,  Pres. 
Nelson  L,  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Belcer 
Josephine  Hoffman 


Stanley   R.  Greene 
R.   F.   H.  Johnson 
Marion  F.  Lanphier 
F.    Dean    McClusky 
Stella    Evelyn   Myers 


CONTENTS 

Editorial-.- ---- - 4 

Mounted  Pictures  as  an  Aid  to  Teaching. 

Adele  M.  Outcalt - -..  5 

The  Cinema  in  Surgery.     Dr.  Jacob  Sarnoff - 9 

Visual  Education  in  FERA  Work.     Raymond  Thompson I  I 

News  and  Notes.     Conducted  by  Josephine  hloffman 12 

Film  Production  Activities.     Conducted  by  The  Staff 13 

Department  of  Visual  Instruction  Notes. 

Conducted  by  Ellsworth  C.  Dent -14 

The   Film   Estimates - -- - - 1 6 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier -- 17 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky —- 19 

Among  the  Producers -- - 26 

Here  They  Are!   A  Trade  Directory  for  the  Visual  Field 28 


Contents  of  previous  issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  January,  1935  by  the  Edu- 
cational  Screen,    Inc.      Published    every   month    except  July   and    August. 

$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


Page  4 


Edit 


oria 


The  Educational  Screen 


WITH  this  issue  The  Educational  Screen  be- 
gins Volume  XIV.  For  a  magazine  in  the  vis- 
ual field  to  survive  thirteen  birthdays  is  necessarily 
some  sort  of  a  record,  the  longest  life-span  of  any  of 
our  six  predecessors  having  been  but  a  half  dozen 
years.  It  is  a  further  satisfaction  that,  although  the 
thirteen  years  have  included  the  five-year  depression 
period  when  magazine  mortality  ran  high,  The  Edu- 
cational Screen  lives  on  in  better  health  than  ever 
under  the  same  name,  same  management,  and  the  same 
faith.  The  changing  times  are  unmistakable  promise  of 
still  better  things  in  1935.  We  confidently  expect  to 
make  Volume  XIV  the  best  to  date. 

IN  THE  spring  of  1934  much  stirring  publicity  was 
achieved  through  press  and  platform  regarding  the 
plans  of  the  National  Council  of  Teachers  of  English 
and  others  to  insert  in  High  School  curricula  new 
courses  to  teach  "appreciation  of  motion-pictures"  to 
the  rising  generation.  Manuals  were  to  be  prepared  by 
qualified  educators  on  masterpieces  of  the  screen.  It 
was  more  than  hinted  that  this  material  in  systematic 
use  in  classrooms  was  the  solution  of  the  movie  prob- 
lem. One  had  only  to  teach  young  people  why  a 
good  motion  picture  is  good — by  seeing  it  and  studying 
the  manual  thereon — and  why  a  bad  motion  picture  is 
bad — presumably  by  seeing  it  and  discussing  it  in  class 
without  a  manual.  This  accomplished,  said  young 
people  would  thereafter  attend  only  good  pictures  and 
scrupulously  boycott  the  bad.  Unfortunately,  from 
the  Garden  of  Eden  down,  knowledge  of  good  and 
evil  has  proved  far  from  a  panacea  for  unwise  human 
conduct.  High  intelligence  and  full  maturity  still 
frequently  prefer  coffee  to  milk,  night-clubs  to  church 
socials,  bedroom-farce  to  Shakespeare,  sensation  to 
serious  thought.  With  healthy,  normal  youth  the 
preference  is  frequently  stronger  still. 

We  emphatically  approved,  of  course,  whatever 
would  develop  keener,  deeper  appreciation  and  en- 
joyment of  good  pictures,  much  as  youth  appreciates 
them  already.  We  deplored,  however,  any  program 
that  would  increase  the  exposure  of  youth  to  the  trash 
of  the  screen.  Assorted  reactions  greeted  our  remarks. 
Many  glowed  in  agreement.  Some  were  simply  scath- 
ing. One  district  chairman,  heading  a  committee  mak- 
ing manuals  under  the  National  Council,  informed  us 
forcibly  that  "appreciation  could  be  taught",  that  many 
teachers  "knew  motion  pictures"  and  were  qualified  to 
write  and  use  such  manuals,  and  finally  that  The  Edu- 
cational Screen  had  "betrayed  the  good  cause."  We 
agreed  earnestly  with  the  first  two  declarations  and 
could  only  regret  and  deny  the  third.  But  the  mystery 
remained,  and  still  remains,  as  to  how  a  qualified  ci 


inations,  built  by  themselves  from  the  magic  of  Car- 
roll's pages?  On  the  other  hand  there  can  be  nothing 
but  praise  for  such  classroom  material  as  the  study 
guides  on  "Little  Women"  (by  Abbott),  "Treasure  Is- 
land" (by  Lewin),  "Great  Expectations"  (by  Barnes), 
"The  Little  Minister"  (by  Bauer),  published  by  or  for 
The  National  Council  of  Teachers  of  English.  Such 
work  should  continue  for  all  screen  masterpieces  from 
classics  or  near-classics — happilv  appearing  in  greater 
numbers  than  ever  before. 

There  is  one  disturbing  possibility.  The  industry  of 
course  approves  the  work  of  The  National  Council  be- 
cause it  increases  attendance  on  such  films,  a  most  de- 
sirable result  for  all  concerned,  to  be  sure.  But  what 
prevents  the  industry  from  promoting  attendance  on 
any  film  by  preparing  its  own  "manual"?  In  Novem- 
ber last,  the  Motion  Picture  Producers  and  Distribu- 
tors of  America  announced  that  they  had  produced 
their  own  "Teacher's  Manual"  and  "Student's  Study 
Guide"  for  "Anne  of  Green  Gables" — which  seemingly 
ought  to  have  been  done  by  the  Council.  And  a  film 
of  very  dubious  classroom  suitability.  DeMille's  "Cleo- 
patra," has  been  manualized  and  an  elaborate  campaign 
is  on.  If  the  schools  accept  it  as  readily  as  the  publi- 
cations of  the  National  Council,  the  gate  is  wide  open. 
Do  American  schools  want  their  classroom  materials 
prepared  by  the  movie  industry? 

ALFRED  W.  ABRAMS 

IT  WOULD  be  difficult  to  name  a  more  commanding 
■  figure  in  visual  instruction  than  A.  W.  Abrams, 
whose  life-work  has  contributed  so  richly  to  educa- 
tional progress.  He  knew  pictures,  their  ])ower,  their 
use,  and  above  all  knew  how  to  move,  win  and  train 
others — teachers,  schools,  school-systems — to  use  with 
increasing  joy  and  maximum  efficiency  that  great  vis- 
ual aid,  the  lantern  slide.  We  quote  at  length  from  the 
Bulletin  of  the  University  of  the  State  of  New  York. 

A  notable  service  of  44  years  in  public  education  in 
this  State  terminated  on  December  1st,  1934,  when  Al- 
fred W.  Abrams  retired  as  Director  of  the  Visual  In- 
struction Division  of  the  Department. 

Mr.  Abrams  was  graduated  from  Cornell  University 
in  1891.  Prior  to  that  he  had  taught  one  year  in  a 
rural  school  and  after  graduation  he  was  principal  of 
the  Oneonta  High  School  for  four  years  and  superin- 
tendent of  schools  at  Ilion  for  seven  years.  He  came 
to  the  State  Education  Department  as  inspector  of 
schools  in  1906,  and  became  Director  of  the  Visual 
Instruction  Division  in   1909. 


.--,  ,  „„  ,„  „  ,j^^ ^_  ^.)m- 

mittee  could  possibly  have  selected  that  grotesque  g^^,^,  O"  April  1,  1934,  Mr.  Abrams  completed  25  years  of 
screen  absurdity,  "Alice  in  Wonderland",  as  the  subject  '.-ML"^'*^^  ^^  '^^"'^  head  of  the  Visual  Instruction  Division, 
for  its  skillfully  done  manual.  How  could  they  have" •'"'•l^rtng  these  25  years  he  has  developed  the  use  of 
failed    to    recognize    that    lumbering,    plaster-of-paris  screen  pictures  for  regular  class  instruction  in  schools 

monstrosity  as  an  unconscious  outrage    upon     Lewis  .,  u     ..  ..i     c^  ^       a^-i       i  ■   f  ^  i  „„  i  ^c 

r-  „    ir     11-     i  1      r      ^5     TT  ir.i       i    •  throughout  the  State.     W  hen  he  was  appointed  head  ot 

Carroll  s  delicate  work  of  art?    How  could  thev  bniiig,„L„,- i  ;L±_i;.       .     ,„„^  ,       ,     ,        ,,  .    .  ,     . 

themselves  to  offer  to  youngsters  such  a  devastating  '^"*^*^'^^^'0"  '"  ^^^  ^y  *^  '^^^  Commissioner  Andrew 
antidote  to  the  delightful  ensemble  of  dream  whimsy  S.  Draper  the  State  Education  Department  was  circu- 

and  subtle  charm  already  existing  in  their  young  imag-  •        r\  {Continued  on  page  8) 


At    6  '28 


January,  193  5 


Page  5 


Mounted  Pictures  as  an  Aid  to  Teaching 


THE  "Flat  Picture."  as  it  is  unfortunately 
termed  in  Visual  Education  nomenclature, 
may  not  be  as  effective  as  some  of  the  newer 
and  more  expensive  "aids."  but  it  still  holds  and 
may  always  hold  an  important  place  in  our  teaching 
procedure.  This  is.  of  course,  partly  due  to  the 
abundance  and  availability  of  pictures  of  all  kinds ; 
magazines,  illustrations,  photographs,  post  cards, 
prints  of  all  kinds  are  easily  gotten  and  are  not  dif- 
ficult to  prepare  for  use  in  the  classroom.  Pictures 
■not  only  supplement  reading  material,  but  occupy 
a  distinct  place  of  their  own.  They  provide  the 
raw  material  for  imagery.  What  erroneous  ideas 
are  at  times  received  from  reading  when  our  imag- 
ination has  nothing  with  which  to  construct  a  men- 
tal image !  The  picture  not  only  provides  the  raw- 
material  but  corrects  wrong  impressions  and  classi- 
fied conce]:)ts.  It  is  well  if  the  correct  impression 
can  be  given  before  wrong  mental  images  have  been 
formed. 

Sources  of  Pictures 

In  our  larger  cities  which  have  adequate  Visual 
Education  Centers,  teachers  are  fortunate  in  being 
able  to  draw  upon  them  for  necessary  pictures  as 
aids  to  teaching ;  however,  even  our  well  equipped 
centers  cannot  supply  all  the  demands,  so  it  is  ad- 
visable that  schools  and  teachers  themselves  have 
their  own  supply  of  pictures  to  draw  upon.  In 
smaller  towns  and  rural  sections  where  no  Visual 
Aid  Center  is  at  hand,  the  collecting  and  caring 
for  pictures  becomes  a  necessity. 

The  choice  is  of  greatest  importance.  At  first 
the  collectors  will  take  anything  available,  but  soon 
they  discard  those  pictures  which  do  not  come  up 
to  a  given  standard.  The  following  criteria  may 
be  set  up  in  choosing  pictures: 

1.  Will  the  picture  illustrate  some  specific 
])hase  of  school  work  ? 

2.  Is  the  picture  an  adc(iuate  representation  or 
expression  of  what  it  is  intended  to  convey? 

3.  Is  the  quality  of  the  picture  such  that  it  is 
worth  preserving  (in  respect  to  paper,  print- 
ing, photography,  etc.)? 

4.  Is  it  suited  to  the  age  and  grade  of  the  chil- 
dren for  whom  it  is  selected? 

The  world  is  at  present  full  of  pictures.  Good 
picture  material  can  be  had  at  low  cost  or  at  prac- 
tically no  cost.  Magazines  can  be  secured  from 
many  homes;  children  can  be  encouraged  to  bring 
them.     The  followins:  offer  the  best  materials:  Na- 


By      ADELE      M.      OUTCALT 

Garfield   School,    San    Diego,    California 

tional  Geographic,  Asia,  Travel  Magazine,  Japan, 
Xature  Study  Magazine,  Rotogravure  Section  of 
New  York  Sunday  Times,  etc.  Old  book  stores  sell 
old  numbers  of  magazines  at  low  cost.  Old  books 
frequently  have  valuable  illustrations  that  can  be 
cut  out;  picture  postals  are  sometimes  of  excellent 
quality;  photographs  and  souvenirs  of  travel  offer 
materials  for  a  collection.  The  smaller  pictures  are 
most  valuable  if  a  Balopticon  is  available.  Litera- 
ture from  railroad  and  steamship  companies  and 
Chambers  of  Commerce  often  contains  fine  pictures 
for  geography  works ;  the  large  posters  issued  by 
these  travel  companies  are  frequently  very  beauti- 
ful and  true  in  their  conception  and  interpretation 
of  a  landscape  or  architectural  representation.  If 
mone}'  is  available,  excellent  prints,  especially  for 
art  appreciation,  can  be  obtained  from  the  follow- 
ing sources : 

Brown-Robertson,  Chicago.  New  York.  Museum  Prints  (8 
xlO),  Seeman  Prints  (7x9),  Color  Miniatures  (3^x4^2),  His- 
toric Design   (4x6). 

Art  Extension  Press,  Westport,  Conn.  Artext  Prints  (8x10), 
Artext  Juniors   (Z'/zkS'A).  Artextia  Print   (16x20). 

Museum  of  Fine  Arts,  Boston,  Mass. 

The  University  Prints,  Newton,  Mass.  Color  Prints 
(5^2x8). 

The  Perry  Pictures  Co.,  Maiden,  Mass.  History  (Black  & 
White),  Art. 

Andolian  Society.     Medici  Prints. 

P.  P.  Capronia  Brothers,  Inc.,  Boston,  Mass.     Casts. 

Victoria  and  Albert  Museum,  London,  England.  Pictures 
and  Picture  Books. 

Vera  Jones  Bright,  San  Francisco,  Calif.  Large  color  prints 
of  Old  or  Modern  Masters. 

The  Metropolitan  Museum  of  Art,  New  York.  Color  Prints, 
Black  and  White  Photographs. 

Photographic  History  Service,  Hollywood,  Calif.  Series  of 
pictures  for  teaching  history  and  related  social  suhjects. 
Twelve  units,  each  comprised  of  fifteen  8"xl0"  photographs, 
or  slides,  reproduced  from  "stills"  of  historical  motion  pictures. 

Mounting  and  Filing 

The  next  step  in  the  securing  of  a  Picture  Library 
is  to  care  for  the  pictures  properly.  Unless  they 
are  adequately  mounted,  classified  and  filed,  they 
are  likely  to  have  only  an  ephemeral  existence; 
moreover  a  pro])er  mount  enhances  the  value  of 
the  picture  and  ])lacement  in  a  well  arranged  file 
makes  it  available  when  needed. 

A  uniform  size  of  mount  is  advisable;  however, 
the  size  of  the  mount  will  be  determined  by  the 
nature  of  the  file.  If  pictures  are  to  be  placed  in 
folios  on  shelves,  the  mounts  can  be  adjusted  to 
the  size  of  the  shelves,  or  vice-versa — shelves  can 
be  built  to  accommodate  the  size  of  the  folios.  Let- 
ter files  can  be  substituted  for  the  folios  and  num- 
bered consecutively.  The  ideal  method  for  filing 
pictures   is  vertical   filing  in   a  case  of  drawers  of 


Page  6 


The  Educational  Screen 


wood  or  metal;  a  file  with  ball  bearing  or  roller 
transmission  will  insure  greater  ease  in  pulling  out 
the  drawers.  These  files  usually  contain  four 
drawers  and  will  carry  from  five  thousand  to  ten 
thousand  pictures  according  to  the  thickness  of  the 
mount;  the  movable  compressor  contained  in  each 
drawer  helps  to  hold  the  pictures  in  an  upright 
position.  Small  collections  of  pictures  can  be  filed 
in  an  inexpensive  small  vertical  filing  case  which 
contains  no  compressor.  It  will  hold  a  limited 
number  of  pictures,  but  several  of  these  cases  can 
be  arranged  on  shelves  by  subjects,  making  refer- 
ence easy. 

Having  decided  on  the  size,  either  letter  size  or 
the  legal  or  cap  file  size,  (i.  e.  10  inches  by  15  inch- 
es) one  can  proceed  with  the  mounting.  The 
mounts  should  be  of  heavy,  tough  paper  of  neutral 
shade;  thick  cardboard  is  more  durable  but  fills  the 
file  too  rapidly. 

If  a  dry  mounting  press  can  be  secured,  much 
time  and  eiifort  can  be  saved.  This  instrument  is 
an  electrically  heated  press  in  which  the  pictures 
and  the  mount  are  inserted  with  a  sheet  of  gum 
tissue  between.  Under  the  combined  pressure  and 
heat  the  tissue  melts  and  acts  as  an  adhesive.  The 
more  common  method  of  mounting  is  the  paste 
mounting.  Measure  the  position  desired  for  the 
picture  before  mounting;  allow  a  space  along  the 
long  side  of  the  mount  for  the  title  and  accession 
number  of  the  picture.  The  paste  is  thinned  and 
applied  to  the  mount  with  a  brush.  A  rolling  pin 
is  used  for  pressure  on  the  mount  side  as  the  paste 
is  less  likely  to  smear.  A  more  satisfactory  and 
lasting  piece  of  work  is  accomplished  by  first  cover- 
ing cardboard  mount  with  paper  of  appropriate 
shade  before  mounting  the  picture.  A  passepartout 
of  linen  tape  about  %  of  an  inch  wide  makes  a  se- 
cure finish  for  the  picture. 

Filing 

In  order  to  facilitate  finding  a  picture,  a  system  of 
index  guides  is  indispensable.  The  guide  cards 
separate  the  contents  of  the  file  according  to  sub- 
jects. For  the  legal  size  filing  case  the  guide  cards 
should  be  10"  x  15"  exclusive  of  the  half  inch  in 
which  the  subject  headings  are  designated.  The 
guides  should  be  third  cut ;  i.  e.  the  tabs  should  be 
equal  to  a  third  of  the  length  of  the  guide  so  that 
there  are  left  tabs,  center  tabs,  and  right  tabs.  The 
names  of  the  subject  headings  are  then  put  on  the 
tabs  in  alphabetical  order,  using  the  three  positions 
in  rotation.  For  a  school  the  subjects  could  well 
follow  the  curriculum  divisions  rather  than  adopt 
the  Dewey  Decimal  System  or  the  like.  For  ex- 
ample :  Social  Studies  —  Art  —  Nature  —  Litera- 
ture —  Music,  etc.  Under  these  large  divisions 
could  come  any  number  of  subject  headings.  These 
should  be  concrete,  exclusive  and  specific.     For  ex- 


ample, such  a  subject  as  Geography  of  North  Amer- 
ica would  be  too  general ;  it  would  be  better  to  say : 

North  America — Physiography 

North  America — Plant  Life 

North  America — Races 

North  America — Animal  Life,  etc. 
A  folder  containing  a  copy  of  subject  headings  with 
their  accession  numbers  kept  in  the  front  of  the  file 
is  convenient  for  reference. 

Using  Pictures  in  the  Classroom 
Social  Studies.  We  think  of  the  use  of  pictures 
particularly  in  connection  with  the  social  studies, 
geography,  history  and  civics,  but  we  find  them 
valuable  also  in  teaching  literature,  music,  nature 
study  and  above  all,  art.  In  teaching  the  social  studies 
the  picture  is  almost  coequal  in  importance  with  the 
reading  material.  Through  an  attractive  pictorial 
representation  the  young  child  first  gets  his  knowledge 
of  places  and  things  not  in  his  immediate  environ- 
ment. Who  does  not  remember  the  joyful  hours 
spent  as  a  child  pouring  over  a  picture  book  that  fired 
the  imagination !  The  writer  recalls  particularly  a 
copy  of  the  old  "Orbis  Pictus"  full  of  purely  factual 
material  and  yet  fascinating  because  of  its  variety  and 
its  true  depiction  of  places  and  peoples.  Such  ex- 
periences are  second  only  to  the  contact  with  the 
places  or  things  themselves.  The  experience  be- 
comes more  vivid  if  accompanied  by  the  explanation 
of  an  understanding  adult,   either  the  parent  or  the 


H«ar«l  fuut,  ami  und*t-lun(i  wcr*  wslcd  M,  Ike  upp« 
b«ch  or  u  nur  to  ttw  lu|h-Hal  oi  pouible.  Food  con- 
■iotod  of  beef,  pork.  reoHlcor  or  horro  moot,  Foortod  on 
t^t*  brforr  the  roofing  6ro.  bowlo  of  curdo,  ryo  liroirf. 


di  of  chooic.  ToHcU  ond  houn*  wrrr  pourd  bo- 
nd woi  torvrd.  Tho  roonu  wen  Iiikted  by  con- 
.mjn«  |jtnc  lorchci-  Gueot*  were  ontertouMd  by 
with  borpo  ond  by  Ike  redtab  of  the   icoldi. 


Courtesy  of  Photographic  History  Service 

Plate  No.  11  Vitalizing  "The  Vikings" 

teacher.  She  must  be  thoroughly  familiar  with  the 
picture  or  pictures  presented.  Opportunity  must  be 
given  to  the  children  to  study  the  pictures  and  to  de- 
rive from  them  all  that  is  possible.  They  are  then 
put  aside  and  a  discussion  brings  out  all  that  has 
been  learned  from  the  observation  of  pictures.  The 
pictures  are  referred  to  from  time  to  time  if  there 
are  differences  of  opinion.  Comparison  of  descrip- 
tive material  of  some  place  or  objects  and  the  picture 


January,  193  5 


Page  7 


or     mav 


may     bring     out     interesting     differences 
strengthen  the  impression  made  by  either. 

A  picture  may  be  used  in  connection  with  the  solu- 
tion of  a  problem.  For  example — the  question  may 
be  asked — Why  are  the  Swiss  engaged  in   dairying? 


Courtesy  of  Santa  Fe  Railway 

On  Tonto  Trail,  Grand  Canyon  National  Park 
A  study  of  a  picture  of  the  Swiss  Valleys  may  lead 
to  the  answer;  pictures  thus  clarify  thinking.  Pictures 
may  sufficiently  stimulate  the  imagination  and  arouse 
the  emotions  of  children  to  create  a  desire  for  ex- 
pression of  some  kind.  They  may  wish  to  produce 
landscapes  like  the  ones  seen  in  pictures.  A 
historical  picture  may  arouse  the  desire  to  dramatize 
the  event  depicted.  In  a  classroom  some  very  excel- 
lent pictures  of  the  life  of  Columbus  had  been  studied ; 
a  series  of  tableaux  and  scenes  were  arranged  for 
presentation  in  an  assembly  program  which  were  de- 
rived from  the  picture  study. 

Art.  It  is  quite  inconceivable  to  teach  art  or 
appreciation  of  art  without  a  supply  of  good  repro- 
ductions of  great  masterpieces  in  the  various  branches 
of  Art  expression ;  in  architecture,  sculpture  and  the 
graphic  arts.  The  writer  had  the  opportunity  as  a 
child  to  see  frequently  a  collection  of  steel  engraved 
copies  of  the  paintings  in  one  of  the  great  European 
galleries.  She  feels  that  this  not  only  familiarized 
her  with  many  of  the  world's  famous  pictures  but 
directed  her  taste  and  interest  in  art  for  all  time.  I 
am  glad  to  say  that  she  was  not  subjected  to  any  so 
called  "picture  study."  Marion  Louise  Israel  has 
discussed  the  u.se  of  pictures  for  appreciation  ex- 
cellently in  the  Educational  Screen,  November  and 
December,  1931.  She  says  "hang  the  picture  on  the 
wall  and  let  it  accomplish  its  silent  work.  Your  work 
is  done  when  you  have  selected  a  picture  appropriate 
to  a  given  purpose  and  to  the  capacities  of  the  class, 
and  hung  it  effectively."  She  calls  particular  atten- 
tion to  care  in  hanging  the  picture.  A  fine  picture 
is  sometimes  placed  on  a  bulletin  board  in  the  midst 
of  distracting  notices,  etc.  It  should  be  isolated  and 
it  should  be  hung  low  enough  for  children  to  look 
straight  into  the  picture. 

A  frame  is  always  an  addition  to  a  picture.       A 


single  frame  having  a  removable  back  held  in  place 
by  turn  buttons  can  be  used  repeatedly  for  pictures  of 
the  same  size  and  mounting.  If  the  pictures  of 
some  artist  are  studied  and  it  is  desirable  to  bring  out 
certain  characteristics  doubtless  a  discussion  of  these 
is  necessary.  A  number  of  reproductions  of  the 
same  picture  in  the  hands  of  the  children  helps  in  the 
study  of  detail. 

Colored  reproductions  of  pictures  are  generally  con- 
sidered preferable.  In  a  study  of  the  colored  picture 
by  N.  P.  MacLean,  Educational  Screen  1930, — 
results  show  that  the  colored  picture  is  more  valuable 
for  certain  subjects,  particular  "scenery,  decoration, 
effects,  materials  and  costumes"  while  in  "architec- 
tural details — color  is  of  less  value." 

The  observation  of  a  fine  picture  frequently  arouses 
emotions  that  lead  children  to  fine  expression  in 
thought  and  feeling.  Teachers  have  been  able  to 
catch  these  expressions  and  have  found  them  to  have 
poetic  value.  The  study  of  pictures — particularly 
those  having  dramatic  value,  may  lead  to  reproducing 
them  in  tableaux  form.  In  a  school  where  such  study 
has  been  pursued,  the  following  pictures  were  used 
as  tableaux  for  an  assembly  program:  Age  of  In- 
nocence (Sir  Joshua  Reynolds),  Masefield  Children 
(Sir  Joshua  Reynolds),  Pilgrims  Going  to  Church 
(Boughton),  The  Pottery  Maker  (Couse),  Girl 
Spinning  (Millet),  The  Gleaners  (Millet),  The  Boy- 
hood of  Sir  Walter  Raleigh,  Spring  Song  (Glucklich). 
Large  frames  were  constructed  with  lighting  arrange- 
ment on  the  inner  side.  Appropriate  back  drops  were 
designed  and  painted  by  the  children.  Pictures  had 
to  be  chosen  that  did  not  entail  too  great  an  expense 
for  costuming.  A  child  announcer  told  something 
of  the  artist  and  of  the  significance  of  the  picture. 

Nature  Study.  Here  again  the  picture  is  of  great 
assistance.  A  bird  may  be  observed  even  with  an 
opera  glass,  but  de- 
tail of  coloring  and 
marking  cannot  al- 
ways be  deter- 
mined ;  the  accu- 
rate picture  (which 
can  be  procured 
from  the  National 
Audubon  Society, 
New  York)  sup- 
plies these.  The 
picture  acts  as  a 
check  on  observa- 
tion. A  fine  repre- 
sentation, photo- 
graphic  or  other- 
wise, of  flowers, 
birds,  rocks,  but- 
terflies, is  invalu- 
able if  the  original  is  not  available.  Such  pictures 
also  help  to  interpret  the  natural  object  and  lead  to 
greater  appreciation. 


For   Nature   Study  on   Birds 


Page  8 


The  Educational  Screerr 


Children's  Collections 

While  the  use  of  pictures  in  the  class  is  of  great 
value — a  still  greater  service  may  be  rendered  to 
children  by  encouraging  and  helping  them  to  collect 
and  mount  pictures  themselves.  Such  an  individual 
project  may  become  a  life  time  hobby  and  what  is 
more  important  than  to  lead  children  to  discover 
hobbies !  A  boy  may  begin  by  collecting  ship  pictures ; 
another  may  be  interested  in  architectual  representa- 
tions ;  another  in  landscapes.  A  collection  of  all 
kinds  of  subjects  may  be  made  and  later  classified  as 
to  subjects  or  under  countries  according  to  the  na- 
tionality of  the  artist.  An  extensive  collection  may 
even  have  a  number  of  pictures  by  individual  artists. 
The  teacher  may  encourage  the  making  of  booklets 
with  the  pictures  mounted  in  them ;  care  must  be 
exercised  to  see  that  the  pictures  are  well  trimmed  and 
carefully  mounted ;  here  is  excellent  opportunity  for 
training  in  judgment  as  to  placement  and  choice  of 
mount,  etc. 

A  contest  in  making  picture  collections  is  an  in- 
centive to  children ;  such  a  contest  was  carried  on  in 
a  California  County  under  an  able  leader  in  connection 
with  the  Fine  Arts  Gallery.  Announcements  were 
sent  to  the  various  schools  stating  the  kind  of  pictures 
to    be    chosen    (they    were    all    to    be    by    American 


artists).  The  size  of  the  mounts  and  the  manner  of 
binding  them  was  designated  and  the  time  set  when 
the  collections  had  to  be  turned  in.  All  collections- 
were  exhibited  and  judges  decided  on  the  best  and 
awarded  ribbon  prizes.  Many  children  took  ad- 
vantage of  this  contest  and  developed  a  genuine  love 
and  interest  in  pictures  through  the  activity. 

Influence  of  Pictures  on  the  Child 

The  influence  of  pictures  on  children  is  something' 
that  is  difficult  to  test  or  measure.  Doubtless  the  in- 
fluence is  frequently  more  far  reaching  than  we  think. 
The  following  story  at  least  illustrates  this  point.  A 
retired  sea  captain  who  had  grown  to  feel  that  the 
occupation  of  a  seaman  was  undesirable,  decided  that 
his  three  sons  should  not  become  sailors.  Every 
effort  was  made  to  carry  out  his  decision.  In  spite 
of  this  all  three  sons  took  to  the  sea.  A  friend  asked 
the  sea  captain  how  he  accounted  for  this  seeming 
perversity  on  the  part  of  his  sons.  The  captain 
answered  by  pointing  to  a  picture  which  hung  over 
the  mantel  piece  in  the  dining  room  and  which  had 
hung  there  during  the  lifetime  of  the  three  boys.  The 
picture  represented  a  fine  three-masted  ship  under 
full  sail.  The  silent  appeal  of  the  handsome  vessel 
had  been  stronger  than  the  wishes  of  the  parents. 


Alfred   W.   Abrams 

(Continued  from  page  4) 

lating  slides  which  were  used  for  the  most  part  for  il- 
lustrated lectures,  chiefly  travelogs.  Such  pictures  at 
that  time  were  a  novelty  and  served  a  useful  purpose 

for  mass  instruc- 
tion and  enter- 
f*^"^^^^  tainment.      The 

^^H  use  of  them,  how- 

^^^  ever,    had   no   di- 

rect relationship 
to  the  work  of 
the  schools.  Loans 
of  slides  then 
totaled  fewer  than 
50,000  a  year. 

Under  the  di- 
rection of  Mr. 
.Abrams  the  Vis- 
u  a  1  Instruc  t  i  o  n 
Division  has  de- 
veloped the  ex- 
tensive  use  of 
screen  pictures  in  the  classroom  as  a  basal  means  of 
instruction.  Mr.  Abrams  formulated  a  plan  of  regis- 
tering classes  in  certain  subjects  and  grades  which  have 
standard  lantern  equipment  and  are  taught  through  a 
systematic  use  of  the  state  slides.  The  number  of 
such  classes  thus  registered  has  steadily  increased  year 
after  year.     The  value  of  negatives,  slides  and  other 


equipment  of  the  Division  has  increased  to  about  a  half 
a  million  dollars  and  the  loans  of  slides  now  total  about 
a  million  and  a  quarter  a  year. 

The  principles  governing  Mr.  Abrams"  administra- 
tion of  the  Visual  Instruction  Division  were  rooted  in 
his  fundamental  philosophy  of  education.  He  believes 
that  real  education  consists  in  the  development  of  hab- 
its of  observation  and  interpretation,  not  merely  in  the 
acquisition  of  items  of  information.  Hen;e  his  insis- 
tence that  the  use  of  visual  aids  in  the  classroom  should 
be  so  conducted  as  to  make  the  pupil  an  active  partici- 
pant. He  explained  this  in  his  annual  report  for  1933, 
when  he  wrote : 

The  mere  showing  of  pictures  has  little  positive  edu- 
cational value  and  may  engender  the  habit  of  observing 
superficially  .  .  .  One  of  the  teacher's  important 
functions  is  to  train  pupils  to  observe  and  interpret 
this  means  of  expression.  It  may  be  said  that  a  person 
gets  from  a  picture  only  what  he  puts  into  it  through 
recall  of  knowledge  previously  gained,  the  recognition 
of  new  relationshij)s  through  measurements,  compari- 
sons and  judgments  as  to  pur])oses  and  utilization,  in 
short,  through  efforts  to  interpret  it. 

It  was  the  logical  result  of  this  philosophy  that  Mr. 
Abrams  should  discourage  the  giving  of  "picture 
shows" — the  rajiid  showing  of  a  large  number  of  slides 
with  running  comments  from  the  teacher — and  should 
continually  stress  the  advantage  of  using  a  very  few 
slides  in  a  class  period,  with  thorough  analysis  and 
discussion.  It  was  this  same  reasoning  which  caused 
Mr.  Abrams  to  consider  the  lantern  slide  unrivaled 
among  visual  aids,  since  the  picture  can  be  held  on  the 
screen  as  long  as  may  be  desirable  for  such  discussion. 


January,  1935 


Page  9 


The  Cinema  In  Surgery 


By     DR.     JACOB     SARNOFF 


Brooklyn    New  York 


I 


MAN'S  first  records  were  hewn  in  stone; 
then  came  the  papyrus  and  brush ;  then  pa- 
per, with  pen  and  ink.  In  the  ages  of  an- 
cient Greek  and  Roman  Civilization,  great  deeds 
were  sculptured  in  marble ;  later  they  were  por- 
trayed in  oil  paintings  or  frescoes.  In  the  early 
nineteenth  century  photography  was  invented,  a 
method  of  instantaneous  reproduction.  But  that 
was  not  enough.  We  must  have  sound  reproduc- 
tion. The  phonograph  was  invented.  Then  the 
cinema  to  reproduce  action  by  photography.  Last- 
ly we  combined  the  phonographic  and  photographic 
records  into  the  modern  talking  picture.  The  writ- 
ten words  of  a  textbook  and  the  spoken  words  of 
a  lecture  have  to  be  transmitted  from  the  eye  and 
ear  to  the  brain,  where  they  are  translated  into 
mental  pictures  of  reality  and  stored  away  as  im- 
pressions or  knowledge.  The  beauty  of  a  tropical 
garden,  or  the  horrors  of  war,  require  less  efTort 
either  to  ])ortray  or  conceive  when  presented  or 
viewed  in  the  form  of  i)ictures.  Compare  these 
with  mere  descri])tive  words ! 

The  cinema  first  gained  popularity  as  a  means  of 
amusement,  with  its  beginning  in  the  comedy  of  a 
John  Bunny,  a  Flora  Finch,  a  Charlie  Chaplin ;  then 
came  love  and  romance;  then,  historical  drama  in 
the  "Birth  of  a  Nation'"  or  "The  Covered  Wagon." 
Then  came  short  scientific  subjects,  sea  life  and 
animal  life ;  the  animated  fantastic  pictures  of 
Aesop's  Fables,  Mickey  Mouse  and  a  host  of  others. 
Millions  are  spent  on  such  [productions,  all  as  a 
means  of  entertaining  the  public. 

It  gradually  dawned  upon  our  educators  that  the 
cinema  would  become  a  great  aid  and  an  efficient 
medium  for  general  education  in  schools  and  col- 
leges, and  to  this  the  medical  schools  were  no  ex- 
ceptions. It  has  taken  a  hold  on  all  institutions  of 
learning,  and  is  used  for  the  study  of  any  and  all 
subjects  that  require  visualization.  In  the  study 
of  medicine  such  subjects  are  anatomy,  physiology, 
pathology,  and  especially  surgery. 

In  the  study  of  anatomy  (the  construction  of  the 
body)  not  only  can  the  human  machine  be  studied 
when  it  is  taken  apart,  as  is  done  by  the  medical 
students  in  the  dissecting  room,  but  the  body  can 
also  be  seen  to  reassemble  by  running  the  cinema 
film  backward,  producing  in  us  the  same  mystifica- 
tion that  we  get  when  we  see  smoke  running  back 
into  the  chimney  or  water  flowing  up  into  the 
j>itcher. 

Phvsiologv,  the  studv  of  the  functions  of  the  hu- 


man body,  is  a  most  fascinating  subject.  To  record 
the  various  experiments  and  present  the  functions 
not  by  mere  words  but  in  real  action  is  most  help- 
ful to  the  student  and  teacher.  Imagine  seeing  be- 
fore your  eyes  the  human  heart  beat  at  the  rate  of 
70  to  80  per  minute  and  then  by  means  of  slow  mo- 
tion reduce  its  speed  to  7  or  8  per  minute.  By  this 
slow-  motion  you  are  able  to  analyze  the  separate 
contractions  of  the  heart's  various  chambers,  the 
right  and  left  auricles  and  ventricles,  to  observe, 
like  the  witching  waves,  the  constant  contraction  of 
the  heart  muscle  that  pumps  the  blood  on  its  way 
to  all  parts  of  the  body  and  in  a  fraction  of  a  sec- 
ond later  relaxes  its  muscle  walls  and  allows  them 
to  dilate,  its  chambers  to  fill  with  blood  from  the 
veins,  and  keep  repeating  the  cycle  of  the  heart 
action  which  goes  on  incessantly  for  hours,  days, 
three  scores  of  years  or  more.  Then  you  can  study 
the  heart  action  in  minute  detail,  as  you  would 
study  in  slow  motion  the  fine  plays  of  a  tennis 
champion,  the  swing  of  the  bat,  the  stroke  of  the 
golf  club,  the  knock  out  blow  of  a  Dempsey,  Firpo, 
Tunney  or  Baer. 

The  distinction  between  the  normal  and  the  ab- 
normal, the  healthy  and  the  sick  condition  of  the 
tissues  and  organs  of  the  body  (pathology),  re- 
quires constant  observation  and  long  experience 
to  recognize.  The  study  of  disease  as  it  applies  to 
the  human  being  in  its  entirety  is  a  vast  field  of 
many  variations ;  to  be  able  to  apply  the  knowledge 
thus  gained  to  the  treatment  of  the  disease  is  most 
essential.  The  stare  of  the  goitre  patient,  the  rash 
of  scarlet  fever  and  measles,  the  limp  of  infantile 
paralysis  and  a  host  of  other  symptoms  from  the 
beginning  of  a  disease  to  its  full  development  can, 
by  means  of  the  cinema,  be  permanently  recorded, 
like  the  growth  of  a  flower.  By  filming  its  develop- 
ment for  short  intervals  in  successive  hours  or  days, 
one  can  make  a  composite  picture  and  you  see  it 
grow  before  your  eyes.  So,  too,  the  development 
of  tumors  or  other  abnormal  changes  can  be  shown, 
—  their  progress,  regression  or  improvement  —  a 
person's  condition  can  be  seen  at  one  time  by  such 
a  motion  picture. 

Surgery,  the  art  and  science  of  treating  disease 
by  operation,  requires  not  onlj'  a  thorough  knowl- 
edge of  the  many  fundamental  subjects  such  as 
anatomy,  physiology  and  pathology,  but  also  a 
great  deal  of  experience,  good  judgment  and  skill 
of  the  highest  type.  To  overhaul  a  machine,  to 
find  out  and  re])air  the  trouble  of  even  your  tele- 


V 


Page  10 


The  Educational  Screen 


phone,  requires  a  knowledge  of  its  parts  and  their 
work.  How  much  more  important  is  it  to  know 
the  human  body  before  one  can  attempt  to  diagnose 
its  derangements  and  particularly  to  treat  by  the 
removal  of  the  cause  of  the  disturbance,  such  as 
tumors,  or  to  reconstruct  defectively  functioning 
parts,  as  in  hernia,  without  danger  to  the  patient. 

The  number  and  variety  of  operations  mount  into 
hundreds  and  each  operation  may  have  different 
methods  of  approach  and  procedure  depending  up- 
on the  existing  factors,  the  skill  of  the  surgeon  and 
the  seriousness  of  the  patient's  condition.  Mastery 
of  such  a  vast  field  is  attained  by  the  various  aids, 
the  textbooks,  the  lectures,  the  clinics  and  particu- 
larly the  operating  room.  It  is  here  that  medical 
students  congregate.  They  are  seated  in  the  amphi- 
theater surrounding  the  center  stage,  with  the  sur- 
geon, as  the  leading  star,  attended  by  his  under- 
studies, the  assistants  and  the  chorus  of  nurses  and 
orderlies.  The  plot  concerns  the  patient  who  may 
be  the  victim  of  a  common  or  a  very  rare  surgical 
malady.  The  various  scenes  or  steps  of  the  opera- 
tion, from  the  rising  of  the  curtain  (the  opening 
incision)  to  the  closing  final  (the  sewing  up  of  the 
skin),  take  place  on  a  limited  area  of  a  few  inches 
of  the  patient's  anatomy.  Through  such  an  open- 
ing the  surgeon  works,  reaching  the  depths  of  the 
abdomen  to  grapple  with  the  malady,  whether  it 
be  an  inflamed  appendix,  a  gall-bladder,  tumor,  ul- 
cer or  kidney  stone. 

The  body  of  students  seated  many  feet  away 
strain  their  eyes,  crane  their  necks  and  contort  their 
bodies  to  catch  a  glimpse  of  such  operations,  dodg- 
ing the  obstructions  of  the  drapes  surrounding  the 
field  of  operation,  as  well  as  the  obscuring  assist- 
ants and  nurses  and  even  the  surgeon  himself;  thus 
they  miss  some  of  the  most  important  steps  of  the 
operation.  Again,  they  might  have  to  wait  for 
days,  weeks  or  even  months  for  an  opportunity  to 
see  the  operations  that  they  are  studying  because 
of  the  lack  of  such  types  of  cases,  particularly  when 
of  a  rare  nature.  A  good  many  of  the  rare  condi- 
tions they  never  have  an  opportunity  to  see  for 
that  very  reason. 

The  cinema,  indeed,  is  a  great  aid ;  by  this  visual 
medium  every  step  of  the  operation  may  be  brought 
in  clear  view  to  the  entire  class  of  students,  and  to 
every  individual  as  if  they  were  taking  part  in  the 
actual  operation,  standing  right  next  to  the  patient 
at  the  operating  table.  The  motion  picture  camera 
placed  alongside  the  surgeon,  protected  by  sterile 
sheets,  registers  all  the  moves  of  the  surgeon,  the 
steps  of  the  operation,  as  well  as  the  important 
findings,  the  pathological  conditions  and  the  ab- 
normal state  for  which  the  operation  was  per- 
formed, as  well  as  the  entire  progress  of  the  case 
following  the  operation  until   his  recovery,  giving 


a  complete  bird's  eye  view  of  this  entire  study. 

Even  the  surgeon,  at  leisure,  may  see  himself 
operate,  scrutinize  his  own  steps  and  improve  his 
technique  where  he  deems  it  necessary.  Also  in  a 
complicated  or  prolonged  surgical  illness  and  espe- 
cially when  consultations  are  held,  the  consultants 
and  surgeons  may  view  together  the  findings  of 
the  operation,  the  various  steps  and  the  complicated 
conditions.  The  consultants  who  naturally  were 
not  present  at  the  operation  may  thus  see  and  aid 
with  their  advice  and  opinion. 

Such  motion  pictures  in  surgery  will  serve  mani- 
fold useful  purposes ;  they  may  be  stored  away  as 
a  surgical  motion  picture  library,  available  to  the 
entire  profession.  Not  only  can  we  leave  for  pos- 
terity, the  fundamental  and  common  subjects,  but 
also  the  rarest  cases  which  very  few  would  other- 
wise have  a  chance  to  witness. 

In  the  medical  schools,  in  addition  to  the  study 
of  the  textbooks,  lectures  by  the  professors  and 
laboratory  work,  the  knowledge  and  undertstand- 
ing  of  a  subject  may  be  more  easily  grasped  and 
mastered  by  presenting  that  particular  subject  also 
in  motion  picture.  Again,  it  is  incumbent  upon  the 
surgeon,  before  going  to  the  operating  table,  to  be 
prepared  as  thoroughly  as  possible.  He  at  times 
looks  upon  the  literature,  reviews  his  anatomy  in 
order  to  make  sure  of  his  steps,  particularly  in  a 
difficult  or  a  rare  condition.  Thus  he  may  also  go 
to  his  library  shelf  and  pick  out  a  reel  on  that  par- 
ticular subject  and  can  be  even  better  prepared  to 
perform  the  operation.  Again  those  practitioners 
in  the  rural  districts,  where  medical  centers  of 
study  are  not  as  accessible  as  in  the  great  cities, 
may  to  a  great  extent  keep  abreast  of  the  develop- 
ments of  medical  surgery  by  such  films  which  they 
may  readily  procure  from  established  sources,  just 
as  they  obtain  books  from  medical  libraries. 

One  may  wonder  how  such  material  can  be  pro- 
duced and  where  it  can  be  obtained.  The  desire  of 
man  to  leave  behind  him  some  work  or  achievement 
urges  many  surgeons  to  avail  themselves  of  the 
great  opportunity  of  the  cinema.  To  this  the  writer 
proved  no  exception.  About  two  decades  ago  when 
the  cinema  in  the  field  of  medicine  and  surgery  was 
an  innovation,  the  writer  took  a  fancy  to  record 
some  of  the  anatomical  facts  in  motion  pictures 
while  working  in  the  dissecting  room.  Convinced 
of  its  great  value  as  an  aid  in  teaching,  he  continued 
to  develop  a  good  portion  of  the  anatomy,  physi- 
ology and  embryology  in  cinema  form.  Then  came 
the  most  intriguing  part  of  the  hobby,  'surgery  in 
motion  pictures.'  In  the  past  few  years  he  has  de- 
veloped a  "system  of  General  Surgery  in  Motion 
Pictures."  A  surgical  film  library  consisting  of 
over  200  reels  of  400  feet  each  of  the  16  mm.  print. 
It  covers  practically  all  subjects  and  operations  of 

(Continued  on  page  22) 


January,  1935 


Page  11 


Visual   Education   in   FERA  Work 


RAYMOND      THOMPSON 

County    Emergency    Relief  Administrator 
Coeur  d'Alene.  Idaho 


AN  outline  of  a  proposed  state-wide  educational 
pn  gram  is  now  in  the  hands  of  our  Relief 
Administration  at  the  State  Capital  of  Idaho. 
The  possibilities  of  this  program  are  at  once  apparent 
when  we  take  into  consideration  the  close  contact  our 
various  workers  have  with  the  thousands  of  families 
in  our  state.  That  this  program  might  well  be 
adapted  and  adopted  all  over  the  United  States  is  the 
contention  of  this  writer. 

The  fundamental  principles  are  as  follows :  In 
each  county  in  our  state  we  have  a  branch  of  the  Fed- 
eral Relief  Administration.  This  relief  work  is 
divided  roughly  into  three  divisions :  Social  Serv- 
ice, Work  Projects  and  Rural  Rehabilitation.  While 
the  three  are  very  closely  inter-related,  there  are 
nevertheless,  some  special  distinctions.  For  instance 
the  Social  Service  Department  functions  on  the 
principle  of  direct  contact  through  the  Social  Service 
Aide  with  the  family  in  the  home.  In  our  particular 
case  each  Social  Service  Aide  is  charged  with  the 
rendering  of  service  to  not  to  exceed  one  hundred 
and  twenty-five  families. 

In  the  Works  Projects  the  foreman  in  charge  of 
seeing  that  this  work  is  properly  carried  out,  has  di- 
rect contact  day  after  day  with  men,  the  majority  of 
whom  are  the  heads  of  families. 

In  Rural  Rehabilitation  a  particular  kind  of  service 
is  rendered,  inasmuch  as  the  family  is  not  only  con- 
tacted in  a  straight  Social  Service  manner,  but  is  also 
carried  right  through  the  Works  Project  program  to 
the  final  completion  of  the  actual  rehabilitating,  in 
other  words,  the  placing  of  the  family  on  a  self-sus- 
taining basis. 

Where  does  the  value  of  visual  education  enter  in? 
First,  let  us  consider  the  case  of  the  Social  Aide. 
Armed  with  a  small  film  strip  projector  the  Social 
Service  Aide  could  give  visual  instruction  to  a  select 
group  of  community  mothers  in  a  manner  that  would 
most  assuredly  produce  excellent  results.  The  vari- 
ous subjects  which  could  be  treated  would  depend  of 
course  upon  circumstances,  but  they  would  range  all 
the  way  from  ordinary  visual  lectures  in  health  edu- 
cation to  the  more  intricate  phases  of  Social  Service 
treatment. 

Consider  also  the  project  foreman,  a  man  who  has 
a  great  amount  of  influence  over  the  relief  workers 
under  him.  The  education  of  these  foremen  is  of 
great  importance  and  regular  meetings  should  be  held 
in  which  the  topics  of  handling  men  on  projects,  deal- 
ing   with    so-called    radical    workers,    and    education 


along  safety  engineering  lines  might  well  be  followed. 

In  the  Rural  Rehabilitation  program  the  education 
of  people  endeavoring  to  carry  out  these  projects  is 
of  utmost  importance  if  the  projects  are  to  culminate 
successfully. 

The  use  of  film  strips,  lantern  slides  or  even  mo- 
tion pictures  in  discussing  the  manner  of  carrying  out 
these  programs  would  not  only  be  educational  but 
would  undoubtedly  have  a  splendid  moral  effect  on 
the  people  dealt  with.  In  our  county  we  have  worked 
u])  sets  of  glass  lantern  slides  for  use  in  education  of 
the  Social  Service  Aides  along  certain  lines. 

For  instance,  certain  sets  of  films  are  used  to  bring 
out  the  fact  that  our  people  need  encouragement.  We 
call  one  set  "The  Pioneer  Spirit"  and  the  pictures 
used  were  taken  in  the  far  North  where  people  depend 
for  their  very  existence  upon  their  initiative  in 
planning  ahead  and  making  the  utmost  of  whatever 
resources  they  may  have  available.  Another  set  en- 
titled "Lessons  in  Harmony  From  Wild  Animals"  is 
an  object  lesson  showing  how  wild  animals  of  certain 
kinds  live  harmoniously  and  insure  their  futures 
through  a  careful  program  of  thrift.  These  two  sets 
are  merely  indicative  of  the  value  of  visual  education 
in  bringing  out  certain  object  lessons. 

Our  plan  is  first  to  educate  the  relief  workers  who 
have  direct  contact  with  the  many  thousands  of  our 
people.  Once  we  educate  these  workers,  we  intend 
to  follow  a  general  educational  program  with  the 
placing  of  our  specialized  film  strips  and  lantern 
slides  before  select  groups  of  people.  These  groups 
may  be,  as  inferred  previously,  numbers  of  community 
mothers,  they  may  also  be  certain  people  who  are  try- 
ing to  work  out  some  Rural  Rehabilitation  program, 
and  if  the  educational  pictures  are  broad  enough, 
they  may  be  taken  before  the  general  public. 

Film  Exhibition  in  India 

The  first  Indian  Motion  Picture  Convention  will 
be  held  in  conjunction  with  a  Photo-Cine-Radio 
Exhibition  in  Bombay  from  February  16th  to 
March  2nd,  sponsored  by  the  Motion  Picture  Soci- 
ety of  India.  Producers,  distributors,  exhibitors 
and  others  interested  are  asked  to  take  part. 

The  sectional  meeting  on  cinematography  will 
be  devoted  to  the  historical  development  of  tech- 
nique, basic  materials,  applications  for  scientific 
educational  and  social  work,  health  and  other  prop- 
aganda. There  will  also  be  lectures  accompanied 
by  lanterns  slides,  films  and  den)onstratinns,  and 
daily  programs  of  the  best  Indian  films. 


Page  12 


The  Educational  Screen 


N 


ews  an 


d  Notes 


Selected  Movie  Programs  for  Children 

Representatives  of  ninety-seven  social,  religious 
and  educational  institutions  of  Manhattan's  Lower 
West  Side  met  with  Professor  Frederic  M.  Thrash- 
er of  New  York  University,  Mrs.  August  Zinsser, 
John  Kirkland  Clark,  president  of  the  Community 
Councils  of  the  City  of  New  York,  and  their  associ- 
ates on  Sunday,  December  9th,  to  perfect  plans  for 
New  York's  first  comprehensive  and  scientific  ex- 
periment in  controlled  motion  pictures. 

Explaining  the  significance  of  this  experiment. 
Dr.  Thrasher  said  at  the  meeting:  "The  purpose 
of  this  experiment  is  neither  to  censor  motion  pic- 
tures nor  to  keep  children  from  enjoying  motion 
picture  entertainment.  Rather,  it  is  our  plan  to 
make  the  community-sponsored  program  so  attrac- 
tive to  the  child  that  he  will  prefer  to  attend  ap- 
proved and  supervised  special  performances  instead 
of  selecting  his  film  fare  on  the  basis  cf  his  own 
limited  discrimination.  Recognizing  that  the  av- 
erage child  attends  one  or  more  motion  picture  per- 
formances each  week,  we  feel  that  all  community 
agencies  have  a  very  real  responsibility  in  helping 
to  direct  a  child's  taste  toward  constructive  rather 
than  harmful  motion  picture  performances." 

If  the  experiment  proves  successful,  and  meets 
with  the  approval  of  the  Board  of  Education,  it  will 
form  the  basis  for  similar  activities  throughout 
Greater  New  York. 

Film  Strips  and  Slides  Tell  Story  of 
Farm  Machinery 

A  series  of  54  pictures  illustrating  the  develop- 
ment and  use  of  farm  implements  and  machinery 
in  the  United  States  has  been  prepared  by  the 
Bureau  of  Agricultural  Engineering  and  the  Ex- 
tension Service,  U.  S.  Department  of  Agriculture. 
The  pictures  are  primarily  for  the  use  of  4-H  club 
workers,  schools  and  other  agencies.  They  depict 
the  continuous  development  from  primitive  tools, 
such  as  the  sickle,  to  modern  power-driven  imple- 
ments and  machines. 

This  collection,  known  as  Series  335,  "History 
and  Development  of  Agricultural  Implements  and 
Farm  Machinery,"  is  available  on  glass  lantern 
slides  which  may  be  borrowed  from  the  Extension 
Service,  U.  S.  Department  of  Agriculture,  Wash- 
ington, D.  C,  the  only  charge  being  the  cost  of 
transportation.  It  is  also  available  for  purchase 
in  16  millimeter  film  strip  form  from  Dewey  & 
Dewev,    Kenosha,    Wisconsin,    for   45    cents.      The 


Conducted  by  JOSEPHINE  HOFFMAN 


Extension  Service  will  supply  information  regard- 
ing the  purchase  of  film   strips. 

Short  lecture  notes  telling  about  the  develop- 
ment and  adoption  accompany  the  slides;  the  notes 
Hre  incorporated  in  the  film  strip. 

Textbooks  Illustrated  with  Motion  Picture  Stills 

A  recent  issue  of  Motion  Picture  Herald  reports  an 
interesting  and  significant  move  on  the  part  of  some 
of  the  largest  publishers  of  school  textbooks  to  intro- 
duce to  English  classrooms  new  grammar  books  in 
which  scenes  from  important  motion  pictures  are  used 
as  illustrations.  In  announcing  this  plan  to  the  As- 
sociated Press  in  New  York,  Mr.  Adolph  Zukor.  presi- 
dent of  Paramount  Publix  Corporation,  declared  the 
students  will  always  be  provided  with  fresh  and  mod- 
ern illustrations  as  they  will  be  replaced  from  time 
to  time  with  scenes  from  current  pictures.  For  in- 
stance, illustrations  of  "Ski]:)py"  and  "Huckleberry 
Finn,"  which  are  among  pictures  now  being  printed 
in  new  editions  of  established  grammar  books,  can  be 
replaced  with  such  travel  and  political  subjects  as 
scenes  from  "Lives  of  a  Bengal  Lancer"  and  "The 
President  Vanishes."  "The  Crusades"  will  furni.ih 
much  valuable  historicallv  interesting  pictorial  ma- 
terial. 

Pennsylvania  High  School  Successfully 
Uses  Talking  Pictures 

Talking  pictures  have  played  a  definite  and  im- 
portant part  in  the  regular  curriculum  activities 
of  the  Mahanoy  Township  High  School  of  Maha- 
noy  City,  Pennsylvania.  Development  of  the  talk- 
ing picture  program  and  its  successful  operation 
for  the  past  three  years  are  the  work  of  Dr.  Joseph 
F.  Noonan,  Superintendent  of  Schools.  A  short 
description  of  the  work,  written  by  Dr.  Noonan, 
follows. 

"The  program  comprises  two  feature  pictures 
each  month  and  eight  short  subjects.  Feature 
]Mctures  such  as  Lady  of  the  Lake,  Ben  Hur, Uncle 
Tom's  Cabin,  Dr.  Jekyll  and  Mr.  Hyde,  Abraham 
Lincoln,  The  Virginian,  Alexander  Hamilton,  With 
Williamson  Beneath  the  Sea,  and  Little  Women 
comprise  the  nucleus  of  a  major  auditorium  pro- 
gram. Short  subjects,  shown  twice  each  week 
during  the  morning  assembly  exercises,  cover  the 
fields  of  music,  science,  geography,  history,  travel. 
and  allied  subject  divisions.  The  presentation  is 
informal,  no  attempt  being  made  to  color  the  vi- 


January,  193  5 


Page  15 


carious  experiences  thus  provided  for  students  by 
academic  exposition.  Supplementing  the  major 
auditorium  activity  is  a  well  rounded  program  of 
silent  and  sound  pictures  which  are  used  in  the 
classrooms  purely  as  aids  in  the  presentation  of 
regular   academic   classroom    instruction. 

''The  film  program  is  being  constantly  enriched 
and  steps  are  now  under  way  to  add  to  its  effective- 
ness by  regarding  it  a  mandatory  part  of  the  core 
curriculum." 


Film  Production  Activities 


ErpI  Films  Classified  into  Series 

A  move  to  simplify  and  make  more  efficient  the 
use  of  educational  talking  pictures  on  the  part  of 
educational  institutions  has  been  made  by  Erpi 
Picture  Consultants.  This  organization  has  re- 
classified its  entire  library  of  educational  films 
which  were  produced  under  the  sponsorship  of  lead- 
ing educators,  universities  and  institutions,  so  that 
the  user  may  select  complete  series  of  films  espe- 
cially suited  to  various  courses  of  study.  Under 
the  new  classification  there  are  nine  series  of  edu- 
cational films  listed.  The  number  of  films  in  each 
series  range  from  four  to  twenty. 

The  nine  series  embrace  Botany  (8  subjects), 
Zoology  (13  subjects).  Biology  (18  subjects). 
Physics  and  Chemistry  (6  subjects),  General  Sci- 
ence (20  subjects).  Teacher  Training  (10  subjects). 
Nature  Study  for  Primary  Grades  (11  subjects). 
Music  Appreciation  (4  subjects),  and  Parent- 
Teacher  Programs  (12  subjects). 

The  general  worth  of  these  films  has  been  proved 
by  a  number  of  experiments  conducted  under  strict 
scientific  and  educational  procedure.  Results  of 
the  experiments  have  shown  that  use  of  the  films 
in  connection  with  the  regular  classroom  presenta- 
tion of  the  subject  matter  has  produced  a  very 
definite  increase  in  learning,  and  that  the  subject 
matter  may  be  presented  more  effectively  and  in 
less  time  than  is  required  when  the  films  are  not 
used. 

New  Organization  to  Sponsor  Family  Programs 

The  Alotion  Picture  Foundation,  New  York  City,  a 
non-]:)rofit  agency  to  spon.sor  and  assist  in  the  produc- 
tion of  family  motion  pictures,  has  recently  been  incor- 
porated, with  Dr.  William  B.  Millar,  formerly  General 
Secretary  of  the  Greater  New  York  Federation  of 
Churches,    as    secretary.      Elizabeth    Richey    Dessez. 


formerly  with  Pathe,  is  identified  with  the  organization 
in  an  executive  capacity. 

The  essential  element  in  the  Foundation's  program 
is  the  production  of  a  regular  supply  of  feature  pic- 
tures and  short  subjects  which  will  satisfy  the  demand 
for  wholesome  and  intelligent  family  entertainment. 
Production  plans  provide  for  releasing  a  program  of 
one  feature  and  from  three  to  five  reels  of  shorts 
each  week  during  the  school  year.  The  pictures  will 
be  sold  under  the  direction  of  the  Foundation,  but  dis- 
tributed physically  through  established  channels.  The 
Foundation  will  not  go  into  the  business  of  producing 
pictures,  but  it  will  aid  reliable  independent  producers 
by  financing  and  insuring  distribution  of  pictures  made 
from  short  stories  which  have  been  selected  by  the 
story  selection  committee  of  the  Foundation. 

Series  of  Psychology  Subjects 

The  C.  H.  Stocking  Com])any,  Chicago,  are  releas- 
ing a  revised  series  of  16  mm.  films  on  psychology  and 
physiology,  including  the  following  subjects :  East- 
man's film,  Microscopic  Animal  Life;  Conditioned 
Responses,  Reaction  Time,  Rote  Learning,  Illusions  of 
Movement,  and  Industrial  Motion  Analysis,  from  the 
Ford  library ;  The  Pecking  Instinct  in  Chicks,  Reason- 
ing, Maze  Learning  in  the  White  Rat,  and  Behavior 
of  the  Feeble-minded,  from  the  University  of  Michi- 
gan ;  Reflexes  in  the  Frog,  Determiners  of  Attention, 
Range  of  Visual  Perception,  Reliability  of  Memory, 
Types  of  Apparent  Movement,  from  the  University 
of  Southern  California;  The  Development  of  Behavior 
in  the  Fetal  Cat,  from  Brown  University ;  The  Ape  and 
the  Child,  from  the  University  of  Indiana ;  Motor  Con- 
ditioning in  Dogs,  and  Views  of  a  Decorticate  Dog, 
from  the  University  of  Illinois.  One  35  mm.  film. 
Mechanics  of  the  Brain,  from  the  Physiological  Lab- 
oratory of  the  Russian  Academy  of  Sciences,  may  be 
rented. 

Two  New  Government  Films  Released 

Duck  Farming,  a  new  one-reel  silent  motion  picture 
film,  and  a  two  reel  film.  Home  Demonstration  Work 
in  the  Western  States,  have  been  released  by  the 
Division  of  Motion  Pictures,  U.  S.  Department  of 
Agriculture. 

"Shots"  of  the  Muscovy,  the  Runner,  the  Mallard, 
the  Pekin  and  other  breeds  of  ducks,  of  both  orna- 
mental and  commercial  tyjies,  are  included  in  the 
duck  film.  Commercial  duck  farming  methods  are 
illustrated  by  scenes  showing  approved  procedure  in 
brooding,  feeding  and  marketing  of  ducks. 

The  Home  Demonstration  film  gives  a  general  idea 
of  the  scope  of  home  demonstration  work  in  the  West 
and  shows  how  this  work  hel])s  farm  people  to  im- 
])rove  their  homes  and  to  enjoy  them.  Copies  of 
these  films  are  available  in  both  the  35  and  16  mm. 
width. 


Page  14 


The  Educational  Screen 


Department  of  Visual  Instruction  Notes 


winter  Meeting  Next  Month 

Since  the  merger  of  the  Department  of  Visual  In- 
struction and  the  National  Academy  of  Visual 
Instruction  in  February,  1932,  it  has  been  the  practice 
of  the  Department  to  hold  two  meetings  each  year. 
One  has  been  held  concurrently  with  the  meetings  of 
the  National  Education  Association  and  the  other  at 
the  time  and  place  of  the  meeting  of  the  Department 
of  Superintendence. 

The  Department  of  Superintendence  meets  in 
Atlantic  City  during  the  latter  part  of  February  and 
the  Department  of  Visual  Instruction  has  selected 
February  25  and  26  as  the  dates  for  its  sessions.  The 
sessions  will  be  held  at  times  which  will  avoid  con- 
flict with  the  general  sessions  of  the  Department  of 
Superintendence. 

An  interesting  and  instructive  program  has  been 
arranged  by  President  Emmert.  Dr.  Tracy  F.  Tyler, 
Secretary  of  the  National  Advisory  Council  on  Radio 
in  Education,  will  present  some  recent  developments 
along  the  line  of  Radio  in  Education.  Miss  Zoo 
Thralls,  Assistant  Professor  of  Geography,  Uni- 
versity of  Pittsburgh,  will  explain  "The  Use  of  Pic- 
tures in  Developing  a  Unit."  Dr.  A.  G.  Balcom, 
Newark,  N.  J.  Schools,  with  the  aid  of  lantern  slides 
and  charts,  will  interpret  the  quarter  of  a  century  of 
visual  instruction  in  Newark  and  in  New  Jersey. 
Investigations,  research  problems  and  recent  develop- 
ments in  visual  instruction  will  be  reported  in  order 
to  allow  members  of  the  department  to  keep  abreast 
of  the  times.  The  complete  program  will  appear  in 
the  February  issue  of  this  magazine. 

Future  Plans  to  be  Considered 

The  greater  part  of  one  of  the  sessions  will  be  de- 
voted to  a  consideration  of  plans  for  the  course  to 
be  followed  by  the  Department  of  Visual  Instruction 
in  the  future.  Several  of  the  problems  before  the 
Department  have  been  suggested  in  earlier  issues  and 
members  have  made  additional  suggestions.  Con- 
sideration will  be  given  to  those  which  seem  to  require 
attention. 

Although  there  are  various  organizations  and 
movements  devoting  attention  to  the  application  of 
the  motion  picture  to  instructional  procedure,  there 
is  none  other  than  the  Department  of  Visual  Instruc- 
tion which  is  giving  constant  consideration  to  the 
general  problems  of  visual  instruction.  Teachers  and 
administrators  find  ready  advice  concerning  the  use 
of  motion  pictures  but  sometimes  find  it  difficult  to 
secure  similar  information  relative  to  the  many  other 
eflfective  visual-sensory  aids  to  instruction.       The  De- 


Conducted   by   ELLSWORTH   C.  DENT,   Secretary 


partment  is  in  a  position  to  assume  and  retain  leader- 
ship in  the  general  visual  instruction  field  and  plans 
should  be  laid  to  that  end. 

Cumulative  Bibliography  Needed 

During  the  many  years  of  his  active  interest  and 
participation  in  visual  instruction  activities,  the  late 
Dr.  Joseph  J.  Weber  devoted  much  time  to  the  com- 
pilation of  a  visual  instruction  bibliography.  The 
last  one  he  prepared  for  publication  has  been  used 
widely  but  there  is  need  for  an  up-to-date  bibliography 
and  for  the  continuance  of  this  project.  It  would 
be  a  good  assignment  for  a  full-time  secretary  of  the 
Department,  along  with  the  job  of  extending  the 
membership  of  the  Department  to  include  all  those 
who  are  using  or  are  interested  in  the  use  of  visual 
aids. 

In  connection  with  such  an  enterprise,  it  should  be 
comparatively  easy  to  establish  a  central  library  of 
visual  instruction  publications  and  articles,  filed  by 
subject  and  available  for  temporary  loan  to  members 
who  might  desire  detailed  information  concerning 
visual  instruction  topics.  The  graduate  student  and 
the  teacher  seeking  information  concerning  the  types 
and  uses  of  visual  aids  find  it  difficult  to  locate  re- 
quired references.  A  reference  service  available 
through  the  Department  would  be  used  widely  and 
would  extend  the  usefulness  and  influence  of  the 
organization. 

Texas  State  Visual  Section  Meets 

The  Visual  Instruction  Section  of  the  Texas  State 
Teachers  Association  held  its  regular  annual  meeting 
at  Galveston,  November  29 — December  1,  1934. 

"The  Use  of  Slides  in  Teaching  Elementary  and 
High  School  Subjects"  was  discussed  and  demon- 
strated by  Mrs.  Stace  Westmoreland  of  State 
Teachers  College,  Huntsville.  Dr.  C.  A.  Nichols  of 
Southern  Methodist  University,  Dallas,  gave  a 
demonstration  of  the  use  of  slides  in  the  teaching  of 
the  History  of  Education.  In  this  connection  he 
praised  highly  the  work  of  Dr.  Frederick  Eby  of  the 
University  of  Texas  in  his  preparation  of  100  slides 
depicting  Education  in  Texas. 

"Visual  Aids  in  Public  Schools"  was  the  subject 
of  an  address  by  Miss  Vesta  Hicks  of  Austin  Senior 
High  School.  Dr.  Charles  F.  Arrowood,  University 
of  Texas,  gave  a  lantern  slide  talk  on  "The  Ancient 
Cliff  Dwellers." 


January,  193  5 


Page  15 


The   Massachusetts   Branch   of  the   Department 
of  Visual  Instruction  Presents  Annual  Program 

Boston  University  School  of  Education, 

Saturday,  January  26,  1935. 

SUBJECT:  Hoiv  To  Use  Motion  Pictures  To  Good 

Advantage 

The  value  of  the  use  of  Motion  Pictures  has  been 
established  by  research  and  practice.  Everyone  is 
asking  the  question:  "How  may  the  potential  ad- 
vantages be  realized?"  This  meeting  is  devoted  to 
the  question  of  Methods  of  Using  Educational  and 
Recreational  Motion  Pictures. 

Morning  Session 

Methods  for  using  motion  pictures  in  the  class- 
room— Mr.  Abraham  Krasker,  Director  of  the  De- 
partment of  Teaching  Aids,  Quincy.  Instructor 
in  Visual  Education,  Boston  University  School  of 
Education. 

By  What  Methods  Can  Teachers  and  Parents  Im- 
prove the  Children's  Choice  for  the  Better  Commercial 
Motion  Pictures? 

The  following  book  reviews  will  be  presented  on 
this  subject: 

1.  "Our  Movie  Made  Children,"  by  James 
Forman.  Reviewed  by  Mr.  Robert  W.  Desmond, 
Editorial  Staff,  Christian  Science.  Monitor. 

2.  "How  to  Appreciate  Motion  Pictures,"  by 
Edgar  Dale.  Reviewed  by  Mr.  Chester  F. 
Prothero,  Beaver  Country  Day  School. 

3.  "Photo  Play  Appreciation,"  by  Dr.  William 
Lewin.  Reviewed  by  Mr.  Fred  E.  Pitkin, 
Superintendent  of  Schools,  North  Andover. 

Methods  for  improving  commercial  motion 
pictures — A  national  program — Mr.  Stephen  P. 
Cabot,  New  England  Chairman  of  the  Motion  Pic- 
ture Research  Council. 

Afternoon  Session 

The  use  of  motion  pictures  to  promote  interna- 
tional understanding — Professor  J.  Anton  deHaas, 
Head  of  the  Department  of  International  Relations, 
Harvard  Graduate  Business  School. 

Demonstration  of  the  use  of  motion  pictures  in 
a  character  education  program — Dr.  Howard  M. 
LeSourd,  Dean  of  the  Graduate  School,  Boston 
University. 

There  will  also  be  school  exhibits  of  work  show- 
ing the  use  of  teaching  aids  in  their  school  sys- 
tem, the  latest  available  material  and  equipment. 

National  School  Radio  Programs 

A  number  of  excellent  educational  radio  programs 
are  being  presented  this  year.  .Some  of  the  pro- 
grams are  designed  for  school  room  use,  while  others 
are  for  adult  education.  ."Xunouncemeiit  of  a  few  of 
these  programs  follows : 

Our  American  Schools — sponsored  by  the  National 
Education  Association.  Saturdays,  5 :30  p.  m. 
EST.  National  Broadcasting  Company.  Theme — 
Preparing  Youth  for  the  New  World. 


An  Invitation 
to  the  Convention 

of  the 

Department  of  Superintendence 
of  the  N.  E.  A. 

February      23-28 

You'll  enjoy  the  homey  atmosphere  at  Hotel  Chelsea.  Situated 
on  the  boardwalk,  above  the  ocean,  you'll  find  the  sun  deck 
particularly  restful. 

The  Conrention  facilities  are  particularly  good  because  West- 
minster Hall  (part  of  the  Chelsea)  was  especially  built  for 
groups.  It  seats  1800  people  and  several  convention  functions 
are  being  held  there.  Hotel  Chelsea  is  located  just  B  blocks 
from  the  auditorium. 

We  invite  you  and  your  friends  to  enjoy  our  excellent  food — 
to  be  with  us  at  Convention  time  in   Atlantic  City. 

Come  early  for  Washington's  birthday.  We  urge  your  early 
reservations. 

ATLANTIC  CITY 

OPEN    ALL    WINTER 
ON  THE  BOARDWALK 

JOEL  HILLMAN 
J.  C.  MYERS  JULIAN  A.  HILLMAN 


Education  in  the  News — Sponsored  by  the  U.  S. 
Office  of  Education.  Wednesdays,  6  p.  m.  EST. 
National  Broadcasting  Company. 

Series  of  Educational  Addresses — -Sponsored  by  the 
National  Congress  of  Parents  and  Teachers. 
Thursdays,  5  p.  m.  EST.  Red  Network,  Na- 
tional   Broadcasting    Company. 

A  number  of  different  series  of  broadcasts  — 
Sponsored  by  the  National  Advisory  Council  on 
Radio  in  Education,  60  East  42nd  Street,  New 
York.  A  series  for  each  day  of  the  week. 
Write  to  the  Council  for  programs  and  literature. 

Ohio  School  of  the  Air — Sponsored  by  the  Ohio 
State  Department  of  Education,  School  Days,  2 
p.  m.  EST.      Station  WLW. 

Wisconsin's  publicly  owned  stations,  WHA  at 
Madison,  and  WLBL  in  Stevens  Point  run  a  full 
days  program  starting  at  8  a.  m.  each  day,  with 
the  College  Of  The  Air  daily  at  1 :00  p.  m. ;  and 
3  :00  p.  m. ;  and  the  School  Of  The  Air  at  2  :05 
p.  m.  daily. 

Walter  Damrosch  Music  Appreciation  Hour — Spon- 
sored by  the  National  Broadcasting  Company  is 
broadcast  in  four  series  from  11  to  12  EST  each 
Friday  morning. 

Radio  Station  WSUI,  State  University  of  Iowa  is 
running  two  series  of  broadcasts.  The  one  de- 
signed for  high  school  students  as  a  regular  part 
of  the  school  program  is  given  on  Mondays  and 
Tuesdays  from  1 1 :30  to  12  m.  The  second 
series  is  broadcast  for  the  Iowa  Federation  of 
Women's  Clubs.  The  programs  are  given  each 
Monday  from  3 :30  to  4  p.  m.  CST. 

George  Peabody  College  for  Teachers  is  giving  a 
series  of  broadcasts  entitled  "The  Teachers 
College  of  the  Air",  each  Friday  evening  from 
9:30  to  10  p.  m.  CST.,  over  station  WSM,  Nash- 
ville, Tennessee. 


Page  16 


The  Educational  Screen 


The  Film  Estimates 


Babes  in  Toyland  ( Laurel  and  Hardy ) 
(MGM)  Hilarious,  often  burlesque,  always 
clean  nonsense  combining  Victor  Herbert's 
music,  fairy-tale,  nursery-rhyme  and  comic 
strip  characters  with  Laurel  and  Hardy  as 
prime  movers  of  action.  Unwise  "scare" 
scenes  strong  for  sensitive  children.  Garishly 
staged. 
A— Mildly  amusing     Y— Amusing     C— Exciting 

Bachelor  of  Arts  (Tom  Brown.  Anita  Louise) 
(Fox)  Somewhat  jerky  story  of  rich  college 
boy  saved  from  wasting  time  and  money  by 
efforts  of  girl  who  loves  him.  Brown  over- 
acts. Some  fine  work  by  Mae  Marsh  and  H. 
B.  Walthall,  and  Stepin  Fetchit's  voice  and 
actions   funny  as  usual. 

A — Too  juvenile  Y— Interesting 

C — Probably  good 

Behold  My  Wife  (Sylvia  Sidney,  Gene  Ray- 
mond )  ( Paramount )  Wealthy  family  cause 
suicide  of  chorus-girl  by  brazen  lie  told  to 
keep  their  wild  son  from  marrying  her.  So 
he  marries  Indian  to  outrage  family.  His 
sister's  murder  of  her  paramour  brings  mess 
to  happy  ending.  Dubious  motivation  and 
weird  ethics. 
A— Hardly  Y — Unwholesome  C — No 

Big-Hearted  Herbert  (Aline  MacMahon,  Guy 
Kibbeel  (Warner)  Kibbee  convincing  as 
grouchy,  blustering,  egotistical  self-made  busi- 
ness man  who  bullies  and  humiliates  his 
family  with  his  antiquated  ideas  and  bad 
manners.  How  his  wife  tames  him  furnishes 
clean,  wholesome  fun.  Fast-moving,  human 
comedy  with  character  interest. 
A — Probably  amusing  Y — Funny 

C — If  it  interests 

Bright  Eyes  (Shirley  Temple,  James  Dunn) 
(Fox)  Appealing  little  story  about  devotion 
of  young  airplane  pilot  to  orphaned  child. 
Much  is  fine,  wholesome,  amusing,  but  marred 
by  one  over-sad  and  tragic  episode.  Shirley 
engaging  as  always.  Climax  healthily  thrill- 
ing and  ending  appealing. 
A — Very  good      Y — Very  ffood      C— Mostly  good 

Broadway  Bill  (Warner  Baxter.  Myrna  Loy) 
(Columbia)  Excellent  race-track  comedy  of 
real  character  and  human  interest.  Hero  and 
sister-in-law  scorn  life  of  ease  and,  unconven- 
tionally, surmount  endless  obstacles  to  bring 
beloved  horse  to  Derby  victory.  Then  joyous 
divorce  and  marriage.  Dubious  ethics,  but 
mostly  thorough  amusement, 
A— Fine  of  kind  Y— Perhaps  C— No 

By  Your  Leave  (Frank  Morgan,  Genevieve 
Tobin)  (RKO)  Middle-aged  couple,  supposedly 
intelligent,  think  they  need  week's  fling  apart. 
but  brief  philandering  cures  the  illusion  for 
both.  Labored  social  comedy,  too  farcical  _  to 
convince,  and  largely  nullifying  sophistication 
by  burlesque  character  of  the  action. 
A— Mediocre  Y— Better  not  C— No 

Caravan  ( Loretta  Young,  Charles  Boyer ) 
(Fox  I  Romantic  mixture  of  nonsense,  music, 
comedy,  modern  modes  and  gypsy  costumes. 
Background  of  Hungarian  castle  at  wine-har- 
vest time.  Much  drinking.  Loving  her 
lieutenant  cousin,  heroine  weds  gypsy  to  save 
estate.  Annul  marriage  for  solution.  Complex. 
A — Rather  good  Y-  Doubtful  C  -No 

Chu  Chin  Chow  (George  Robey,  Anna  May 
Wong)  (Gaumont-British)  Skillful  screening 
of  fantasy  of  Ali  Baba  and  Forty  Thieves, 
ably  acted  in  spirit  of  original.  Tone,  inci- 
dent, and  unspeakable  cruelty  vastly  more 
vivid  and  gripping  than  same  scenes  verbally 
told  in  Arabian  Nights.  Sets  and  costumes 
elaborate  and  exotic. 
A — Interesting         Y— Strong         C— Too  strong 

Dangerous  Corner  (Virginia  Bruce,  Conrad 
Nagel)  (RKO)  Rather  novel  picture,  interest- 
ingly sustaining  suspense  by  successive  revela- 
tions in  the  plot,  showing  two  resultant 
endings  for  sophisticated  social  situation,  de- 
pending on  whether  whole  truth  is  told  or  not. 
Trivial  incident  determines  tragic  or  romantic 
outcome  for  action. 
A— Fair  Y— Better  not  C— No 

Desirable  (Jean  Muir,  George  Brent)  (War- 
ner) Hero  "successful  business  man"  who  al- 
ways ignores  business  for  romance,  pursuing 
first  stage-star  siren,  then  her  long-concealed 
daughter,  fresh  and  unsophisticated.  Every- 
body decent  but  life  for  all  mere  froth  of 
social  functions  and  romantic  excitement. 
A — Fair       Y — Not  worthwhile       C — No  interest 

Evelyn  Prentice  (William  Powell,  Myrna 
Loy)  (MGM)  Finely  acted,  restrained,  strong 
story  of  fine  couple,  genuinely  devoted  to  each 
other  and  their  child,  each  brought  under 
suspicion  of  misconduct.  Contemptible  villain 
nearly  ruins  their  future  but  skill  of  lawyer- 
husband  brings  about  clever  reversal. 
A— Good  of  kind         Y— Very  doubtful         C— No 


Being   the   Combined  Judgments  ol  a  National 
(The   Film    Estimates,   In   whole   or  I 
only   by   special    arrangement   with 

Forsaking  All  Others  (Joan  Crawford,  R. 
Montgomery,  C.  Gable)  (MGM)  Heroine,  be- 
loved by  two  life-long  friends,  is  left  at  altar 
by  one  of  them  but  gets  him  back,  only  to 
discover  she  loves  the  other.  Lively,  super- 
ficial story  with  smart  settings,  gay  parties, 
amusing  dialog,  much  slapstick,  and  deft 
comedy  by  Charles  Butterworth. 
A — Depends  on  taste         Y— Doubtful        C  — No 

Fugitive  Lady  (Florence  Rice,  Neil  Hamil- 
ton )  ( Columbia)  Highly  improbable,  rather 
confused  crook  story  with  chief  crook  a  crawl- 
ing cad  who  involves  innocent  heroine  in  jail 
sentence.  Incredible  chance  brings  heroine 
and  hero  to  real  love.  Wholesome  romance 
outweighed  by  sordid  action  and  artificial  plot. 
A— Mediocre  Y— Doubtful  C— No 

Gay  Bride  (Carole  Lombard,  Chester  Morris) 
(MGM  I  Gold-digging  heroine,  whose  brazen 
cheapness  is  played  up  as  charm,  hands  self 
in  marriage  from  one  gangster  to  another  to 
inherit  as  they  die.  Not  a  reputable  charac- 
ter in  story,  the  hero  a  crudity,  and  practi- 
cally no  English  spoken. 
A — Trash  Y— Unwholesome  C — No 

Gentlemen  Are  Born  (Franchot  Tone,  Jean 
Muir)  (1st  Nat'l)  Much  engaging  comedy 
about  three  young  Harvard  grads,  and  three 
girls,  meeting  endless  trouble  finding  jobs. 
Shows  either  not  to  expect  success  merely 
from  college  degree,  or  that  college  is  not 
worthwhile.  Unobjectionable,  amusing,  pass- 
ably acted,  but  not  wholly  convincing. 
A— Hardly      Y — Probably  good      C^No  interest 

Home  on  the  Range  (Evelyn  Brent,  Jackie 
Coogan.  R.  Scott)  (Paramount)  Hash  of  ab- 
surd and  impossible  situations  made  into 
"modern"  horse-opera.  Noble-hearted  female 
crook  remains  pure  and  good  through  endless 
series  of  escapades,  and  wins  the  cowboy-hero. 
The  song  is  dragged  in,  having  no  visible  con- 
nection with  the  story. 
A— Stupid  Y— Hardly  C— No 

Imitation  of  Life  (Claudette  Colbert.  War- 
ren William )  ( Universal )  Dramatic  story  de- 
picting courage  and  sacrifice  of  two  mothers, 
one  white  and  other  black,  who  have  developed 
successful  business  together.  Vital  and  tragic 
problem  of  mulatto  girl  skillfully  handled. 
Idealistic  but  slow-moving,  too  unrestrained 
and  sentimental  at  times. 
A^ — Interesting        Y     Mature        C — Too  mature 

It's  a  Gift  (W.  C.  Fields.  Baby  Leroy) 
(Paramount)  Fields  does  effectively  his  typical 
comic  stuff  in  futile  leading  role  of  feeble 
story.  As  henpecked  husband,  who  has  bought 
a  crazy  California  orange  grove,  he  fumbles 
through,  by  rickety  auto,  to  strike  it  rich  at 
last.  Nothing  to  it  but  Fields. 
A— Feeble  Y— Perhaps  C~  Doubtful 

Jane  Eyre  (Colin  Clive.  Virginia  Bruce) 
(Monogram)  Well  screened  classic,  not  "mod- 
ernized", with  dialog,  sets,  costumes  and 
characters  true  to  book  and  England  100 
years  ago.  Properly  slow-moving  and  formal, 
but  stilted  at  times.  Acting  sincere,  but  not 
able  enough  to  make  a  great  picture. 
A— Interesting        Y — Good        C— Little  interest 

Kid  Millions  (Eddie  Cantor.  Ethel  Merman) 
(U.A.)  Hilarious,  Cantor  musical  slapstick, 
aimed  accurately  at  the  box-office.  Popular 
songs,  wisecracking  dialog,  much  dancing, 
elaborate  stage  numbers,  lunatic  comedy,  and 
less  vulgarity  than  ever.  Crazy  plot  about 
$77,000,000  inheritance  in  Egypt  and  fake 
heirs. 

A— Depends  on  taste  Y— Amusing 

C — Perhaps 

Lady  by  Choice  (May  Robson,  Carole  Lom- 
bard) (Cplumbia)  Notable  character  role  by 
Robson  as  gin-soaked,  lying,  gambling  oUi 
woman,  finally  "adopted"  as  mother  by  com- 
mon, carabet  -  dancing  heroine  as  publicity 
stunt.  But  affection  grows  and  makes  life 
for  each  less  seamy  and  more  human. 
A— Good  of  kind         Y— Very  doubtful         C— No 

Little  Minister.  The  (Katherine  Hepburn, 
John  Beal)  (RKO)  Another  classic  beautifuTy 
screened.  Faithful  to  essentials  of  original, 
and  with  charm  of  settings,  atmosphere  and 
characterizations  to  delight  the  intelligent. 
Somewhat  slow-moving,  but  photography,  di- 
rection and  acting  notable,  with  Beal  prac- 
tically perfect  in  title  role. 
A— Excellent        Y     Excellent        C — No  interest 

Love  Time  (Nils  Asther,  Pat  Patterson) 
( Fox )  Light,  wholesome  romance  depicting 
Franz  Schubert ;  his  life,  music,  and  charming 


Committee  on  Current  Theatrical   Films 
n   part,   may   be   reprinted 
The    Educational    Screen) 

love     affair     with     a     supposed     country     girl. 
Asther     does    difficult    role    well.       Simplicity, 
genuineness,    character    humor    and    period    in- 
terest   make    appealing   little   film. 
A^ — -Pleasing  Y — Very  good  C — Good 

Man  Who  Reclaimed  His  Head,  The  (Claude 
Rains  J  (Universal)  Strong  arraignment  of 
munitions-makers  as  prime  cause  of  war,  un- 
scrupulous even  to  debauching  press  for  prof- 
it. Rains  fine  as  high-principled  writing 
genius.  His  wife's  honor  attempted,  he  returns 
from  trenches  for  grim  vengeance.  Fine  War 
shots. 
A^Interesting  Y-  Mature  C — No 

Menace  (Gertrude  Michael,  Paul  Cavanagh) 
(Paramount)  Suspenseful  murder  thriller,  ef- 
fective cast  and  direction,  one  or  two  some- 
what harrowing  scenes.  Grim  plot  of 
demented  mind  for  stabbing  three  wholly  in- 
nocent persons  gets  one  victim  before  plot- 
ter's presence  in  household  is  discovered. 
A— Good  of  kind  Y— Thrilling  C— No 

Mighty  Barnum,  The  (  Wallace  Beery, 
Adolphe  Menjou)  (U.A.)  Typical  Beery  stuff, 
showing  Barnum  as  crude,  gullible,  childlike, 
alternately  blundering  into  success  and  failure 
exploiting  freaks.  Broad  burlesque  and  sen- 
sational events,  sometimes  amusing,  often 
merely  ridiculous,  frequently  in  bad  taste, 
with  spectacular  fire  as  climax. 
A— Depends  on  taste  Y — Probably  amusing 

C—No 

One  Exciting  Adventure  (Binnie  Barnes) 
(Universal )  Light,  sophisticated,  intriguing 
crook  comedy  with  glamorous  Parisian  set- 
tings. Heroine  is  a  fascinating  Lady  Raffles 
who  steals  for  thrill,  not  for  profit,  until  love 
cures  her  of  mania  for  jewels.  Punishment 
evaded  and  police  belittled. 
A — Fairly  amusing  Y — Probably  harmful  O — ^No 

Painted  Veil,  The  ( Greta  Garbo,  Herbert 
Marshall)  (MGM)  Garbo  as  temperamental 
daughter  of  Viennese  scientist  marries  fine 
doctor  whose  post  is  in  China.  Then  glamor- 
our  adultery  with  hero's  married  colleague 
against  Chinese-temple  background.  Lover 
turns  cad.  Heroine  becomes  devoted  to  hero. 
A—  Depends  on  taste      Y-Certainly  not     C — No 

Power  (Conrad  Veidt)  (Gaumont-British) 
Impressive,  forceful  portrayal  of  famous  novel 
"Jew  Suss".  Veidt  excellent  as  unscrupulous, 
ambitious  Jew  who  sacrifices  everything  for 
power  in  order  to  aid  his  oppressed  race. 
Background  of  18th  century  racial  prejudice 
and  intrigue.  Harrowing  execution  scene. 
A  -Notable  Y—Strong  C— No 

Pursuit  of  Happiness  (Francis  Lederer,  Joan 
Bennett)  (Paramount)  Deftly  done  romantic 
comedy  with  historical  interest  despite  merry 
burlesque.  Fuel-saving  practice  of  "bundling" 
in  revolutionary  New  England  is  amusing 
climax,  but  ignorance  will  guffaw,  thinking  it 
lewd.  Lederer  does  notably  fine  role. 
A— Amusing  Y— Doubtful  C — No 

Ready  for  Love  (Richard  Arlen.  Ida  Lu- 
pino)  (Paramount)  Cheap  farce  about  mostly 
very  cheap  people.  Small-town  gossips  mis- 
take heroine  for  mistress  of  former  "leading" 
citizen,  hence  ducking-stool  punishment.  Mis- 
take discovered.  Notoriety  brings  stage  of- 
fers but  heroine  finally  refuses  and  marries 
reporter  hero. 
A— Trash  Y— Trash  C— No 

Romance  in  Manhatten  (Ginger  Rogers, 
Francis  Lederer)  (RKO)  Sincere,  refreshing 
little  story  of  real  people  and  their  problems. 
Enthusiastic  and  ambitious  young  immigrant, 
engagingly  played  by  Lederer.  enters  U.S.  il- 
legally and  is  befriended  by  chorus  girl  and 
police.  Appealing  romance  and  amusing  situ- 
ations. 
A  -  Pleasing       Y— Good       C — Yes,  if  it  interests 

Wednesday's  Child  (Frankie  Thomas.  Karen 
Morley)  (RKO)  Human,  appealing  story  of 
sensitive  boy's  suffering  over  unsympathetic 
mother's  contemptible  conduct,  then  over 
adored  father's  proposed  second  marriage. 
Father  heroically  brings  happy  ending.  Father 
and  son  roles  outstandingly  well  played. 
A— Good  of  kind  Y— Better  not  C— No 

White  Parade.  The  (Loretta  Young.  John 
Boles  J  (Fox)  Splendid  film,  emphasizing  ideals 
of  service  in  nursing  profession.  Training 
school  background  and  atmosphere  strikingly 
handled.  Some  exaggerations,  but  whole  is 
sincere,  quietly  emotional  and  dramatic,  with 
much  that  is  human,  sentimental,  and  amusing. 
A — Good  Y — Very  good  C — No  interest 


January,  193  5 


Page  17 


Among  the  Magazines  and  Books 


The  University  of  Michigan  School  of  Education 
Bulletin  (November,  '34)  "Films  for  Students  of 
Education,"  by  William  Clark  Trow. 

Motion  pictures  of  learning  materials  are  recom- 
mended as  observation  is  necessarily  limited,  and 
reading  and  hearing  of  educational  platitudes  be- 
comes dull  and  arid.  It  is  enlivening  to  see  on  the 
screen  the  psychologists  and  educators  of  whom 
the  students  read,  to  see  classes  in  this  country  and 
abroad,  to  see  special  educational  procedures  based 
on  psychological  princi])les.  and  to  see  experimental 
methods  and  techniques  ap])lied.  In  using  the  mo- 
tion picture  camera  in  the  schoolroom,  the  teacher 
knows  how  to  choose  the  significant  to  be  pictured, 
but  is  apt  to  be  an  amateur  ])hotographer.  The 
professional  ])hotogra])her  is  apt  to  choose  the  un- 
usual, the  dramatic,  and  the  spectacular,  —  that 
which  will  make  an  emotional  rather  than  an  in- 
tellectual appeal.  Almost  as  important  as  the  se- 
lection of  subjects,  is  the  editing.  Here  the  pro- 
fessional photographers  can  be  of  little  assistance, 
but  the  material  is  all  dear  to  the  heart  of  the 
teachers.  "But  ruthless  cutting  and  rearranging 
will  often  bring  out  possibilities  which  would 
scarcely  have  been  suspected." 

International  Review  of  Educational  Cinematog- 
raphy {  Xovember,  '34)  "The  ICducational  l<'ilm  in 
the  World  of  Labor."  Communication  from  the  In- 
ternational Labor  Bureau. 

In  twenty-three  jjages,  a  full  treatment  is  given 
of  the  work  of  the  International  Labor  Ofifice  in  the 
field  of  visualization  under  the  League  of  Nations. 
A  film  catalogue  on  social  questions  was  started  in 
1927  and  is  kept  up  to  date.  Films  produced  in  va- 
rious countries  are  described  on  loose  leaves  and  the 
information  is  distributed.  Among  the  subjects 
treated  are :  accident  prevention  in  industry,  use 
of  films  for  disseminating  information  on  agricul- 
ture, utilization  of  workers'  spare  time,  and  indus- 
trial hygiene.  Many  suggestions  are  made  for  fu- 
ture developments  in  the  film  field  on  matters  per- 
taining to  the  labor  world.  Vocational  Guidance 
is  analyzed  in  a  scientific  manner  and  along  new 
lines.  Producers  of  Educational  Films  in  any  coun- 
try will  find  suggestions  in  this  article  upon  which 
they  may  work  for  decades  to  come. 

"The  Cinema  in  Vocational  Guidance,"  by  Pro- 
fessor Luc,  General  Director  of  Technical  Teach- 
ing at  the  French  Ministry  of  National  Education. 
After  the  War  it  was  sought  in  France  "to  encour- 
age the  children  to  learn  a  proper  trade  or  craft 
rather   than   yield    to   the   attraction    of   immediate 


Conducted  by  MARION   F.  LANPHIER 

earnings  which  inevitably  result  in  subsequent  in- 
efficiency." To  choose  a  craft,  it  is  necessary  to 
know  several  crafts.  The  difficulties  of  taking  chil- 
dren to  factories  and  mills  are  hazardous  and  in- 
surmountable. "If  the  screen  is  only  a  reproduction 
of  reality,  it  possesses  advantages  over  the  visit 
from  the  demonstrative  point  of  view.  The  con- 
trast of  black  and  white  revealed  on  the  screen 
shows  the  objects  projected  enlarged,  and  renders 
them  more  easily  understood.  The  slow  motion 
projector,  moreover,  can  split  a  movement  up  and 
reveal  it  in  a  way  that  nothing  else  can."  Since 
1923,  France  has  had  a  special  commission  for  the 
cinema  as  applied  to  vocational  guidance  attached 
to  the  ministry.  This  commission  may  recommend 
purchase  or  rejection  of  films.  The  films  are  sent 
throughout  France,  and  meetings  are  held  for  those 
about  to  leave  school  under  the  direction  of  a  gov- 
ernment ofificial. 

"The  Vocational  Guidance  Film,"  by  Julien  Fon- 
tegne,  Inspector  General  of  Technical  Training, 
Paris. 

Notions  on  work  that  a  child  should  consider 
after  leaving  the  elementary  school  are  clearly 
noted.  Some  pupils  do  not  feel  the  need  of  such 
instruction.  For  such  pre-vocational  guidance  is 
suggested,  which  may  be  given  through  such  films 
as  those  on  the  life  and  labours  of  fishermen,  the 
fields  where  the  market  gardeners  -work,  the  miner's 
hard  life,  the  artistic  creations  of  the  French  ar- 
tisans, and  the  "tremendous  tumultuous  life  of  our 
modern  factories  and  workshops." 

School  and  Society  (October  20,  '34)  Educational 
Events" — an  account  of  the  plan  by  which  pupils 
are   taken   in   groups   to   the    Century   of   Progress 


Photo  Art  Monthly 

A  magazine  appealing  particularly  to  Educators  and  those 
interested  in  Visual  Instruction  through  the  photographic 
depiction  of  scientific  and    beautiful  subjects. 

It  covers  its  subjects  authoritatively  by  offering  only  the 
best  writers  In  their  specialiied  branches. 

$2.00   per   year  20c  a   copy 

$2.50   Foreign  25c  in  Canada 

$2.60   per   year   In   Canada 

Photo  Art  Publisher 

482-498  MONADNOCK  BUILDING 
SAN  FRANCISCO,  CALIFORNIA 


Page  18 


The  Educational  Screen 


Photosraphs 
Tell  Stories 


Learn  how  to  make  your  camera  become  a 
skilled  story  teller.  It's  all  in  understanding  its 
capacities  and  limitations. 

There  is  joy  in  making  good  photographs  .  .  . 
Read  how  others  do  it.  Subscribe  to  that  beau- 
tiful, monthly  magazine. 

Camera   CraFt 

It's  devoted  to  photography.     $2.50  a  year. 
Send  25  cents  for  a  late  copy. 


CAMERA  CRAFT 
PUBLISHING  COMPANY 

703  Market  Street,  San  Francisco,  California 


Do  You 

Teach    Geography? 

IB  F  yoB  teach  or  direct  the  teachinc  of  GeoemphT.  jroa  will 
I    want  to  investieate  The  Journal  of  Geography,  an  illustrated 
monthly  maarazine  owned  by  the  National  Council  of  Ge«cr>- 
phy  Teachers,  and  pnbliahed  especially  for  teachers. 

THE  JOURNAL  GIVES  YOU— Supplementary  material  for  atu- 
dents  and  teachers  .  .  .  confidence  by  enablinc  you  to  know 
the  best  and  thus  keep  several  leagues  ahead  of  the  non-sub- 
scribers .  .  .  success  to  teachers  and  students  who  sincerely 
want  it. 

If  you  are  not  familiar  with  this  splendid  maarazine  pin  this  ad 
to  your  letterhead  and  the  next  copy  will  b«  sent  to  yon  FREE 
of  chare*. 

THE  JOURNAL  OF  GEOGRAPHY 

3333  Elston  Ave. 
Chicago,  III. 


after  educators,  members  of  museum  staffs,  and 
area  chiefs  of  the  exposition  had  developed  syllabi 
and  advantageous  tours.  "It  is  the  first  time  in 
the  history  of  education  that  any  exposition  has 
.  done  this  work  for  students.  The  material  and  the 
opportunity  for  its  study  in  this  manner  are  in  ac- 
cord with  the  newest  ideas  in  educational  progress." 

American  Childhood  (November,  '34)  "Selling 
Education  through  the  Camera."  by  Mabel  Osier  Priest. 

With  the  thought  that  in  this  visual-minded  age, 
school  life  should  be  pictured  for  parents  and 
friends,  Mrs.  Priest  was  asked  by  the  Editor  to 
make  clear  to  teachers  a  simple  technique  for  pre- 
senting pictorially  dramatic  situations  in  school  ac- 
tivities. A  beautifully  illustrated  article  results,  in 
which  the  simplest  directions  are  given  for  using 
a  camera  in  the  schoolroom. 

Elementary  School  Journal  (October,  '34)  "Free 
Services  Offered  Children  by  Museums  and  Art 
Galleries.  II,"  by  Rupert  Peters. 

Service  brought  to  the  schools  is  discussed  in 
the  second  article  of  this  series.  The  boards  of 
education  in  Detroit,  Cleveland,  and  St.  Louis 
maintain  museums  for  lending  materials  to  schools. 
The  Pittsburgh  board  of  education  pays  $15,000 
annually  to  the  Carnegie  Museum  to  provide 
natural  science  loan  materials  for  schools.  The  De- 
troit Children's  Museum  lends  a  large  collection  of 
art  reproductions,  mounted  birds  and  small  mam- 
mals, costume  dolls,  minerals,  pottery,  baskets  and 
textiles  to  the  schools.  The  museums  of  Cleveland 
and  St.  Louis  also  serve  schools  with  slides  and 
films.  St.  Louis  has  acquired  specimens  from 
three  world's  fairs  and  lends  objects  in  preference 
to  pictures.  Eight  employees  are  required  for 
transporting  the  museum  collection  in  Newark, 
New  Jersey.  The  American  Museum  of  Natural 
History  in  New  York  City  uses  eight  trucks  for  a 
similar  service.  The  Field  Museum  in  Chicago 
sends  a  small  diorama  every  two  weeks  to  each 
school.  The  Philadelphia  Commercial  Museum  has 
placed  from  one  to  twenty  cabinets  of  exhibits  in 
nearly  every  school  of  the  state  through  state  aid. 
As  a  rule,  the  lending  collections  are  functioning 
more  fully  than  the  class  trips  to  the  museums. 

In  some  cities  members  of  the  museum  staff  visit 
schools  upon  request  and  give  talks  illustrated  with 
slides  or  motion  pictures.  The  museum  of  Reading, 
Pa.,  employs  in  this  manner  one  man  on  full  time. 
The  Metropolitan  Museum  of  New  York  City  sent 
a  staff  member  once  a  quarter  in  1933-'4  to  speak 
in  every  Jr.  and  Sr.  High  School  in  the  city.  Il- 
lustrated lectures  are  often  given  to  children  on 
Saturdays  and  a  story  hour  is  provided  on  Sundays. 
The  Toledo  Museum  of  Art  often  has  an  audience 
of  1.500  children. 

Some  museums  carry  on  club  work  for  children 
during   the   summer   when   hobbies   are   developed. 

{Concluded  on  page  24) 


January,  193  5 


Page  19 


School  Department 


Teaching  Progressive  Methods 
In  Science  Problems 

By      ROGER      B.      SAYLOR 

Head  of  Physics  and  General  Science, 
Barrlnger   High    School,    Newark,    N.   J. 

IN  "PROGRESSIVE  Schools"  differences  in 
'  pupil  intelligence  are  recognized  and  measured 
by  various  tests.  It  is  highly  desirable  to  apply 
the  course  of  study  in  any  subject  so  that  the 
curriculum  for  the  pupils  of  normal  intelligence 
will  contain  the  essentials  of  that  course,  but  the 
curriculum  for  the  brighter  pupils  will  be  enriched 
if  possible,  to  meet  the  needs  of  each  pupil. 
Recognizing  the  fact  that,  with  classes  of  ever- 
increasing  size  and  number,  it  is  difficult  for  the 
teacher  to  know  all  of  his  pupils  individually,  I  de- 
termined to  use  a  method  of  solving  problems  in 
our  science  classes  which  would  approach  the  ideal 
situation  of  enabling  each  pupil  to  work  to  his 
capacity. 

"We  all  know  that  the  eye  registers  impressions 
in  much  less  time  than  does  the  ear.  The  impres- 
sion which  the  brain  receives  through  the  eye  is 
frequently  retained  longer  and  can  be  recalled  more 
easily  than  the  impression  received  through  the 
ear.  As  a  teacher  of  science  for  many  years  I 
have  found  out  that  pupils  follow  carefully  well 
prepared  and  demonstrated  experiments.  By 
later  testing  I  have  discovered  that  pupils  learned 
well  from  these  experiments. 

Many  pupils  have  been  scared  away  from  a 
science  such  as  physics  because  they  felt  they  could 
not  master  the  mathematics  involved.  It  has 
been  my  experience,  however,  that  most  pupils 
can  master  these  problems  if  they  are  presented  to 
the  EYE  as  well  as  to  the  ear. 

Time  is  too  precious  to  write  problems  on  the 
blackboard,  so  I  make  use  of  the  projecting 
lantern.  I  am  making  a  "library"  of  lantern  slides. 
The  time  consumed  and  cost  of  making  lantern 
slides  by  the  older  method  is  too  great.  Many 
classrooms  are  not  supplied  with  dark  shades  and 
even  if  they  were  a  darkened  room  would  not  be 
desirable.  Glass  lantern  slides,  and  their  cover 
glasses,  absorb  a  large  percentage  of  the  light 
incident   upon   them.       Realizing  these   and   many 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough   School,   Scarborough-on-Hudson,   N.  Y. 


more  obstacles  to  be  overcome,  I  decided  to  use 
"cellophane"  to  make  my  lantern  slides. 

I  needed  slides  for  problems  and  slides  for  dia- 
grams. The  problem  slides  were  made  by  placing 
a  piece  -ef  clear,  colorless  cellophane  between  two 
pieces  of  carbon  paper.  The  ribbon  was  removed 
from  my  typewriter  and  the  keys  struck  directly 
on  the  carbon  paper.  By  this  method  the  letters 
were  printed  on  both  sides  of  the  cellophane. 
Two  pieces  of  thin  cardboard,  the  size  of  a  lantern 
slide  (3  1/4  inches  x  4  inches)  were  cut  from  what- 
ever cardboard  was  available.  A  rectangular 
hole  (2 "4  inches  x  3  inches)  was  cut  in  each  card. 
The  cellophane  was  then  pasted  between  two  of 
the  cards. 

A  set  of  slides  for  diagrams  were  made  by  past- 
ing clear  cellophane  between  two  cards  cut  as 
indicated  before.  The  diagrams  were  then  drawn 
upon  the  cellophane  with  India  ink  or  with  a  pencil 


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Page  20 


The  Educational  Screen 


TRANyPAPENT     COLOP/ 


BRILLIANT 
TRANSPARENT  COLORS 
For  Painting  on 
Glass,    Cellophane,   etc. 
Ideal  for  pupil-made  lantern  slides  and 
a    revelation    to    all    lovers   of   color. 
Send   10c  in  stamps  for  lantern   slide  of  color  samples. 
SCARBORITE  COLORS,  Scarborough-on-Hudson,    NEW  YORK 


16  mm.     EXCLUSIVELY 

Sound  and  Silent  Projectors 

Sound  and  Silent  Cameras 

Distinctive  Titles 


Negative  Developing — Positive  Printing 

Special  discounts  to  educational  institutions. 

J.    C.    HAILE    &    SONS 

Motion    Picture  Dept. 
215   WALNUT  ST.  CINCINNATI.    OHIO 


such  as  is  used  for  drawing  on  glass.  These  dia- 
grams consisted  of  a  large  variety  of  subjects  such 
as  steam  engines,  gas  engines,  pumps,  automobile 
gears,  parts  of  a  flower,  sections  of  roots,  chemical 
apparatus,  etc.  Unbalanced  chemical  equations  were 
written  on  other  slides. 

The  advantages  in  using  these  slides  is  that,  in 
presenting  problems  to  pupils,  the  attention  becomes 
centered  rapidly  on  all  details.  If  the  problem 
is  a  mathematical  one.  pupils  learn  quickly  to  or- 
ganize the  data  and  soon  decide  whether  or  not  they 
can  solve  it.  A  three  by  five  filing  card  is  filed 
with  each  lantern  slide  and  on  this  card  is  a  type- 
written copy  of  the  problem  and  on  the  reverse 
side  is  the  solution  of  the  problem.  Pupils  with 
difficulties  come  to  the  instructor's  desk  and  re- 
ceive help.  As  soon  as  a  pupil  has  solved  a 
problem,  he  draws  a  circle  around  the  answer  and 
brings  it  to  the  instructor  for  "credit."  A  second 
lantern  slide  is  then  thrown  or  the  screen  for  those 
pupils  who  have  completed  the  first  one.  The 
same  procedure  is  followed  with  this  problem  as 
well  as  with  a  third,  a  fourth,  or  more  problems. 
The  brighter  pupils  can  progress  at  a  very  rapid 
rate  while  the  ])upil  with  less  intelligence  may 
solve  only  the  first  or  perhaps  the  first  and  fourth 
problems.  Pupils  want  success  and  when  they 
see  the  teacher  record  an  "A"  for  them,  it  stimul- 
lates  them  to  greater  endeavor.  Healthy 
competition  results,  and  I  have  found  that  pupils 
who  do  not  succeed  well  on  a  given  day  will  come 
to  the  teacher  for  help  outside  of  class.  Home 
problem  work  is  usually  a  preparation  for  class 
problem  and  "credit"  work. 

These  lantern  slides  are  valuable  too  for  re- 
views. By  keeping  the  lantern  on  the  desk,  in 
front  of  the  room,  and  by  properly  cataloging  the 


slides,  they  are  available  at  any  time.  The  pic- 
tures are  projected  on  the  side  wall  or  a  screen 
placed  diagonally  across  the  front  corner  of  the 
room.  The  back  of  an  old  map  or  a  cheap  white 
window  shade  can  serve  as  a  screen.  I  know  that 
lantern  slides  made  as  above  could  be  used  in  the 
teaching  of  many  subjects  from  the  kindergarten 
through  the  high  school. 


Measuring  the  Value  of  Two  Slides 
and  One  Stereograph 

By  MARTHA  H.  COX 

IX  MY  experiment  to  ascertain  the  value  of  the 
slides  and  stereographs  (with  a  2A  and  3B 
group)  I  chose  as  a  subject  "The  Banana."  Chil- 
dren know  very  little  about  bananas  except  that 
they  are  a  fruit  and  that  they  like  to  eat  them.  The 
second  grade  children  read  about  bananas  and  also 
have  them  in  their  arithmetic  work.  The  third 
grade  has  two  chapters  on  bananas  in  their  geog- 
raphy. 

I  worked  with  both  the  2A  and  3B  classes  to- 
gether. As  I  read  out  of  the  book  I  showed  them 
all  the  illustrations  in  the  book  and  they  are  ex- 
cellent. 

I  have  6  rows  of  seats  with  equal  number  of 
children  in  my  three  classes.  The  first  two  rows 
have  the  .stronger  3B  class,  the  next  two  rows  have 
the  weaker  3B  class  and  the  last  two  rows  are  my 
2A  class.  I  numbered  my  rows  one,  two,  three, 
four,  five  and  six.  I  took  rows  one,  three  and 
five  upstairs  to  see  two  slides  and  one  stereograph. 
The  slides  showed  the  plants  with  fruit  and  blos- 
soms, and  some  plants  between  other  fruit  trees. 
The  stereograph  was  like  one  of  the  slides. 

The  same  number  of  children  remained  down 
stairs  as  went  up.  There  were  15  in  each  group. 
Roth  groups  had  exactly  the  same  subject  matter 
except  the  slides  and  stereographs.  The  same  ob- 
jective test  was  given  to  the  entire  room  with  the 
following  results. 

Average    for    class    seeing    the    slides    and    stereo- 
graph— 72  J/2. 

Average    for    class    not    seeing    slides    and    stereo- 
graph— 60  J4. 

Four  of  the  class  seeing  the  slides  and  stereo- 
grajjh  fell  ]:)elow  70%  while  nine  of  the  other  class 
fell  below  70%. 

By  studying  the  results  of  this  test  one  can 
readily  see  the  advantage  of  this  type  of  visual 
aid  in  teaching. 


January,  193  5 


Page  2 1 


"Better 
Presentation 

with  the  NEW 


PROJECTOR    STAND 


Fits  all  stand- 
ard 16mm.  pro- 
jectors. Has 
worm-gear  tilt- 
ing device ;  ad- 
justable to  ev- 
ery projection 
angle. 


Rotating  table 
is  instantly 
adjusted  to 
and  held  firm- 
ly in  exact 
screen  posi- 
tion     desired. 


Sturdy,  lightweight  tripod, 
adjustable  in  height.  Finished 
in  black  crystal  and  chromium 
plate.  Folds  completely  in 
small  space  for  easy  storage. 


Makes  Amateur  Movies 
More  Delightful 

The  new  Da-Lite  Projection  Stand  puts  an  end  to 
all  trouble  in  the  presentation  of  movies  in  the 
home,  school,  church,  club  or  industry.  No  con- 
fusion nor  delay  in  preparation  for  showing.  Easy 
to  set  up;  readily  adjustable  to  desired  height  and 
position.  Permits  the  picture  to  be  projected  over 
the  heads  of  the  audience  —  in  the  professional 
manner.  With  a  Da-Lite  Projector  Stand  and  a 
Challenger  Screen,  you  need  never  make  an 
apology  for  your  own  movie  show.  See  your 
supply  dealer  or  tvrite  us  for  details. 

DA-LITE  SCREEN  CO.,  Inc. 


2723  N.  Crawford  Ave. 


Ch 


icago, 


IS  AVAILABLE  TO  YOU 

Most  State  Boards  have  available  a  wealth  of 
lantern  slides  arranged  for  the  express  purpose 
of  teaching  on  numerous  subjects. 

Are  you  taking  advantage  of  them? 

The  still  picture  projection  method  can  be  one 
of  your  greatest  teaching  aids  and  you  can  use 
it  even  in  these  days  of  limited  budgets. 

You  can  obtain  complete  information  on 
Balopticons  for  lantern  slides  by  writing  to 
Bausch  &  Lomb  Optical  Co.,  688  St.  Paul  Street, 
Rochester,   N.  Y. 


The  B  &  L  Model 
B  Baloptlcon 

A  compact,  easy  to 
operate  lantern  slide 
projector  designed  pri- 
marily for  class  room 
projection. 


Bausch  &  Lomb 

We    make    our    own     glass    to     insure    standardized     production. 
For  your  glasses,  insist  on   6  &  L  Orthogon   Lenses  and   B  &  L  Frames^ 


Page  22 


The  Educational  Screen 


For    Making    Home  -  Made    Slides 

GLASSIVE  —  an  abrasive  for  making  your  own 
ground  glass  slides  from  plain  cover  glass 
for    a    fraction    of    a    cent    each.      50c    a    package. 

CELLOSLXDE — Eliminates  the  necessity  of  writing  on 
glass.  Takes  ink  better  than  glass.  500  sheets  for  $1.00. 
(Dealers  Wanted -^^  Write  for  terms) 

TEACHING   AIDS    SERVICE,    waban.   mass. 


mf    Talk     from     your 
n  screen  with  quickly 
m     TYPEWRITTEN 
■1          MESSAGES 
B  (0  Radi»-M>t>  11.50 
B  White.  Amber.Grern 
[^Accept  no  substitute. 

The  Typewriter  Slide 

For  Screen  Projection 

FOR  SALE  BY   YOUR  THEATRE 
EQUIPMENT    DEALER 
Write  for  free  umplc*. 

RADIO-MAT  SLIDE  CO..  Inc. 

ISlS  Broadway             New  York,  N.  T. 

One  of  Over  300  Photographic 

Accessories  Offered  by  the  Makers 

of  the  LEICA  Autofocal  Camera 


The  IJMIXO 
PROJECTOR 

for  Miniature  Pictures 


LEICA  at  well  as  other  pictures  are  reproduced  In 
all  their  full,  rich  beauty  by  this  projector.  Ideal  for 
school  room  projection,  being  small,  easy  to  operate, 
and  inexpensive.  Single  frame,  double  frame  and 
2x2  in.  glass  slides  may  be  used.  Write  for  Circular 
No.  1230,  also  full  information  about  the  LEICA 
Autofocal   Camera   and    photographic   accessories. 

E.  LEITZ,  Inc.  Dept.641 

60  EAST  lOTH  ST.  NEW  YORK,  N.  Y. 


The  Cinema  in  Surgery 

{Continued  from  page  10) 


general  surgery  performed  by  the  writer,  included 
in  well-recognized  surgical  textbooks  and  even  a 
good  many  rare  conditions  not  found  in  the  litera- 
ture. In  all,  there  are  over  three  hundred  opera- 
tions (each  reel  consisting  of  one  or  more  opera- 
tions) with  their  clinical  course,  the  appearance  of 
the  patient  and  his  condition  before  the  operation, 
the  technique  by  which  the  disease  is  dealt  with 
and  the  pathological  specimens  removed,  the  condi- 
tion of  the  patient  after  the  operation  and  up  to  the 
time  of  his  recovery.  Such  material  is  available 
throughout  the  country. 

If  it  is  possible  for  one  individual  to  cover  this 
field  in  motion  pictures,  there  should  be  no  doubt 
in  anyone's  mind  that  educational  institutions,  with 
their  learned  faculties  and  rich  endowments,  could 
easily  develop  the  cinema  in  every  field  of  endeavor, 
whether  it  be  in  the  fundamental  subjects — physics, 
chemistry,  botany,  zoology,  anatomy  and  physiol- 
ogy, or,  the  special  subjects  of  medicine  and  surg- 
ery. The  United  States  has  so  far  led  the  world 
in  the  various  industries,  in  automobile  manufac- 
ture, the  motion  picture,  the  radio.  It  could  readily 
set  the  same  example  in  the  educational  field,  par- 
ticularly that  of  medicine.  The  Medical  Center 
could  be  made  the  Radio  City  of  teaching,  the 
County  Medical  Society,  the  Trans-Lux  theater  for 
current  medical  events.  We  attend  the  Roxy,  Para- 
mount and  Capitol  theaters  to  see  all  star  produc- 
tions, to  say  nothing  of  the  current  news  events. 
The  physician  should  find  it  a  pleasant  duty  to  at- 
tend the  County  Medical  Society  regularly  at  least 
once  a  week- — to  view  their  store  of  medical  knowl- 
edge in  a  most  palatable  form — the  cinema — and  so 
review  the  old  and  keep  abreast  of  the  new.  Call 
it,  if  you  will,  a  cinematic  course  in  medicine,  surg- 
ery, obstetrics,  gynecology  or  any  other  desired 
subject. 

It  is  a  common  cry  among  the  public  and  even  in 
the  ranks  of  the  medical  profession  that  the  fine 
old  style  family  physician  is  vanishing.  The  rea- 
son for  this  condition  of  things  is  the  impossibilty 
of  mastering  so  many  new  subjects,  as  the  various 
specialties,  which  enter  into  medical  practice,  and 
which  may  in  part  be  solved  by  modernizing  the 
acquisition  of  such  knowledge.  With  the  aid  of  the 
cinema,  however,  the  mastering  of  a  good  many 
of  these  subjects  may  be  accomplished  by  the  gen- 
eral practitioner  with  greater  ease  and  thus  he  may 
resume  the  role  and  respect  of  the  old  time  family 
doctor. 

Then  again  there  is  a  dearth  of  country  doctors,. 


January,  1935 


Page  23 


which  in  part  is  due  to  the  fact  that  when  they  grad- 
uate, they  choose  the  city  for  better  comforts  and 
facilities  for  learning.  Would  it  not  make  the  coun- 
try doctor  more  content  if  the  wealth  of  medical  and 
surgical  knowledge  were  brought  to  him  in  the  form 
of  cinema? 

Such  material  could  be  best  obtained  through 
organized  sources.  It  would  be  most  practical  for 
all  films  so  available  to  be  controlled  or  under  the 
supervision  of  the  United  States  Department  of 
Education — the  Surgeon-General's  Library.  With 
such  a  supervising  and  circulating  medium,  one 
might  obtain  for  the  various  colleges,  centers  of 
learning,  medical  Societies  or  even  for  individual 
use,  the  subjects  he  is  most  interested  in. 

In  the  use  of  the  cinema  for  educational  purposes, 
one  must  always  think  of  it  as  a  great  aid  and  a  sup- 
plement, not  intended  to  replace  the  other  methods 
of  teaching.  The  personal  element  of  the  teacher, 
the  use  of  the  textbook,  practical  experience — all 
these  means  of  broadening  our  knowledge  and  ex- 
perience can  never  be  dispensed  with,  but  the  burden 
of  such  study  may  be  greatly  lightened  by  the  aid 
of  the  cinema,  the  hours  of  cramming  lessened  by  a 
better  understanding  of  the  subject,  and  a  perma- 
nent visual   experience   stored  away   for  all   time. 


9^x9'  SCREENS  -  $14.SO 

Regular  S60  Value — Metal  Roller  for  Screen,  $4.50  extra 
Made    of    perforated    mat    white    material.      For    sound   or    silent 
projection.     Equipped  complete  with  pole  ready  for  hanging — cheap 
enough  to  cut  up  for  class  room  work.  Limited  Number  Available. 

ALFRED  D.  HORNSTEIN 

29  E.  MADISON  ST..  CHICAGO.  ILL. 

We  handle  a  complete  line  of  Da-Lite  Screens. 


100  FILM  COMPANIES  IN  1 
A  New  Service 


Select  from  2500 

educational  films 

in    our    hand 

book. 

We  ship  from  your 

nearest    possible 

distributor     at     his 

regular  rates. 

We  serve  entire  U.S. 


Send  35c  stamps  for  the   1935  illustrated  film  handbook. 

INTERNATIONAL  EDUCATIONAL  PICTURES.   INC. 
40  Mt.  Vernon  St.,  Boston  8  W.  40th  St..  N.Y.C. 


The  DeVry  Line  Is  Complete 

Models  for  any  size  auditorium 

or   classroom 


The   DeVry  35mm  Sound-on-Film   Unit — suitable  for  large 

auditoriums    and     classrooms.       Enables    schools    to     use 

theatrical  releases. 


DeVry  16mm  Sound-on- 
Film  Unit — for  auditori- 
um   and    classroom    use. 


Many  schools  make  this  equipment  pay  for  itself  and  raise 
other  school  funds.  Write  for  convincing  letters  from  schools 
that  have  done  this.  Smaller  schools  can  also  secure  DeVry 
Equipment  in  this  manner.    Write  for  details. 

See  November  Educational  Screen  for  description  of  New  DeVry  Spring 
Steel  Reel —  1200  and    1600  ft.  capacity. 


III! 


Herman    A. 

CENTER  ST.,  CHICAGO 


DeVry,  Inc.     Dept.  G 

347  MADISON  AVE.,  NEW  YORK 


35 
16 


mm  Sound 


mm  Sound 
also 
SILENT    CAMERAS 
AND  PROJECTORS 


DeVry     16    mm.    Silent    Projector 
Can  be  changed  quickly  for  sound. 


Page  24 


The  Educational  Screen 


From  Motion  Picture  '^Stills" 

8"x10"  PHOTOGRAPHIC  FLAT 
PICTURES  or  LANTERN  SLIDES 

in   Balanced   Units 
are   now^  available 

They  recreate  and  vitalize 
these  Periods  tvith  Historic  Accuracy 


OLD  WORLD  HISTORY 

Arabian  Desert  Life 

and  Culture 

Ancient  Egyptian  Life 

Roman  Life 

The  Vikings 

Feudal  Life 

Eliza:bethan  England 

French  Revolution 


AMERICAN    HISTORY 

The  Pilgiims 

American  Revolution 

and  Organization 

of  Government 

Frontier  Life 

(Daniel  Boone  Period) 

Westward  Movement 

Slave  Life  and 

Abraham  Lincoln 


Complete  with  Teachers'  Guides 
@  $8.25  per  Unit. 

Visual  Directors,  Superintendents, 
Social  Science  and  History  Teachers 
should   have   our   illustrated   catalog. 

PHOTOGRAPHIC  HISTORY  SERVICE 
5539  Hollywood  Blvd.  —  Hollywood,  Calif. 


Sound 
Picture 


Quality 
Quality 


See  it  -"—  Hear  It 


35  mm. 
Standard  Film 


You  buy  it 

strictly   on 

merit 

fl75 

DOWN 

and  19  equal 

small  monthly 

payments. 


No  interest 


No  Carrying 
Charges 


FREE 
Demonstration 


EDUCATOR 
with   any   equip- 
ment selling  for 
$1000    or    more. 

^f ay  he  ufted 

with  additional 

upeakers. 


One  Year 
Guarantee 

Write   today 

for   full 

details. 


THE   HOLMES   EDUCATOR 
HOLMES    PROJECTOR   CO. 


1813  Orchard  Street 


Chicago 


Among  the  Magazines  and  Books 

{Concluded  from  page  18) 

Club  work  often  reveals  a  proclivity  for  a  subject 
that  becomes  a  major  in  High  School  and  College. 
Some  museums  run  motion  pictures  daily  during 
the  summer.  It  has  been  discovered  that  visitors 
study  cases  of  exhibits  when  less  crowded  with  ob- 
jects. In  some  museums,  smaller  exhibits  are  be- 
ing rotated,  only  a  part  being  exhibited  at  one  time. 
There  is  a  psychology  of  lalielling  museum  ob- 
jects. Labels  not  conforming  often  do  not  attract 
visitors.  The  Philadelphia  Commercial  Museum 
has  found  that  a  twenty-four-point  bold  face  type 
prevents  smudge  on  the  glass  of  the  cases.  Ex- 
tensive labelling  is  necessary  for  children,  always 
telling  them  what  they  wish  to  know. 

Minnesota  Journal  of  Education  (November,  '34) 
"Minnesota  Background  History  Visualized,"  by 
Donald  K.  Lewis. 

A  new  exhibition  of  history  in  models  in  the  Mu- 
seum of  the  Minnesota  Historical  Society.  This  is 
the  oldest  institution  in  the  state,  having  been  in- 
corporated in  1849.  By  means  of  casts  and  sample 
materials,  the  geological  history  and  the  natural 
resources  of  Minnesota  are  represented.  The  period 
of  glaciation  is  visualized,  four  ice  sheets  carving 
out  thousands  of  beautiful  lakes  in  this  scenic  re- 
gion. In  the  deposits,  made  by  the  glaciers,  are  to 
be  found  remains  from  the  life  of  early  man. 

Educational  Outlook  (November,  '34)  "Chil- 
dren's Museums  and  Exhibition  of  Work  in  Soviet 
Rtissia,"  by  Jacob  Meksin. 

Believing  that  general  museums  were  not  well 
adapted  to  children,  a  group  of  Moscow  educators, 
eight  years  ago,  began  an  organization  of  exhibits 
and  arranged  activities  for  children.  Clav  animals 
are  made  in  response  to  a  challenge  from  a  sculptor, 
papier-mache  toys  are  made  to  take  home,  and  animal 
masks  are  cut  out  for  plays.  One  exhibit  was  held 
in  a  worker's  club,  the  Moscow  Printing  Trust  hav- 
ing provided  a  ]irinting  press,  lithographing  press,  and 
a  cylinder  that  the  children  might  learn  the  process  of 
printing  the  books  which  they  use  in  the  school. 
The  article  is  exhaustive  and  rich  with  interesting  and 
full  detail  concerning  the  management  of  living  ex- 
hibits. 

Industrial  Arts  and  Vocational  Education  (De- 
cember, '34)  "Pottery  and  the  Potter's  Wheel,"  by 
R.  H.  Jenkins,  Humboldt  State  Teachers  College, 
Areata,  Calif. 

"The  line  suggested  here  may  be  used  as  a  reg- 
ular eighth-grade  and  high  school  project,  and  as  a 
hobby."  Any  handy  boy  can  build  and  operate  this 
wheel  and  "throw  pieces"  upon  it.  Full  illustrations 
clarif)'  construction  and  processes.  The  descrip- 
tion is  detailed  and  comprehensive.  W'e  believe 
this  is  an  easy  challenge  for  any  intelligent  boy. 


January,  193  5 


Page  25 


SEE  THE  cHewesl  IN  PROJECTION  APPARATUS! 


^^^O  meet  your  teaching  and  projection  requirements  perfectly  we  build 
^^many  models  of  Delineascopes,  each  designed  for  use  under  specific 
conditions.  Our  projection  experts  will  be  pleased  to  visit  with  you  at  our 
Booth  No.  1-6  and  help  you  select,  from  the  variety  of  models  in  our  exhibit, 
the  correct  Delineascopes  for  your  specific  needs. 


MODEL  D 

For  glass  slide  projection  only.  Can 
be  equipped  to  project  filmslides  and 
micro-slides.  Ideal  for  daily  classroom 
requirements. 


MODEL  VA 

Combination  lantern  for  projection  of  opaque 
material  and  gloss  slides.  Gives  50%  greater 
illumination  on  the  screen  than  former  models. 


MODEL  B 

Allows  the  instructor  to  sit  at 
the  desk,  facing  the  class,  and 
operate  the  lantern.  The  pic- 
ture is  projected  "over  head" 
in  full  view  of  the  class. 


VISIT  OUR  BOOTH  NO.  1-6 

N.  E.  A.  CONVENTION 
ATLANTIC  CITY  AUDITORIUM 


BUFFALO 


Spi44ri/?Wjm  (/jfmpmul 


N  E>V    YOR.K 


r 


SILENT  PROIECTORS: 


We  have  the  finest  .500  watt  16mni.. 
silent  projectors  manufactured,  priced  from 
$8:>.00  up:  write  to  us!  Also  200  watt 
projectors  as  low  as  $29.50  .  .  .  every  one 
a   brand  new  model! 


\\ 

SOUND-ON-FILM  PROJECTORS: 


The  very  best  500  watt  and  750  watt 
IBmm.  Sound  -  on  -  film  projectors  priced 
from  $275.00  up — write  to  us — also  Sound- 
on-film  16mm.  projectors  as  low  as  $195.00 
.   .   .    every   one   a   brand   new   model! 


1 

CAMERAS.  SCREENS.  ETC.: 

CAMERAS:     All     makes    and    all     prices 
from    $.tr>.00    up   to   several    hundred    dollars 
— both    new   and   also   sjightly   used! 

SCREENS:    We  have  all   makes   in   glass 
beaded,    etc.,    from    $7.20    for    the    30"x40", 
up    to    $j<0.01)    for    the    largest    auditorium 
size  glass-beaded   screens. 

WRITE  TO   US.  WE  WILL  SAVE  YOU 
MONEY! 

Sunny    Schick 

Natitmal     Brokers     ('iiu'nifwliini'rj/     d-     rhoto'jrajihic     EqttipmenI 


407  W.  WASHINGTON 


FORT  WAYNE,  INDIANA 


A  New  Motion  Picture 

Looking  Through 
Great  Telescopes 

The  Greatest  of  Educational  Films 

Scientific  cooperation  of  Dr.  Oliver  J.  Lee, 
Director  Dearborn  Observatory,  Professor 
of   Astronomy,    Northwestern    University. 

Reels:  I,  Seeing  the  Sun;  2,  Going  to  the  Moon; 
3,  From  Mercury  to  Mars  (including  Aster- 
oids and  Comets);  4,  Jupiter,  Saturn  and 
Beyond;  5.  The  Pathway  of  the  Gods,  The 
Milky  Way;  6,  The  Depths  of  Space,  The 
Exterior  Galaxies. 

The  motion  picture  that  should  be  shown  and  used 
in  every  school. 

16  mm.  and  35  mm.,  safety  film. 

Descriptive   circular  on    request. 

ARANEFF  FILM  ASSOCIATES 

Spoor  and  Ahbe   (S  &  A)    Productions 

1345  ARGYLE  STREET,  ESSANAY  STUDIOS 

CHICAGO,  ILLINOIS 


Page  26 


The  Educational  Screen 


Among  the  Producers 


Single  Exposure  Device 

A  new  accessory  for  the  Leica  camera  is  announced 
by  E.  Leitz,  Inc.,  New  York  City.  The  Single  Ex- 
posure Fihn  Holder  is  a  thin  metal  device  which  holds 
a  strip  of  standard  35mm  film  of  from  two  to  three 
inches  long.  This  carrier  slips  into  the  regular 
Leica  camera  and  makes  possible  the  exposing  of  a 
single  negative.  To  make  single  exposures  in  this 
manner,  the  camera  is  of  course  loaded  and  unloaded 
in  a  darkroom,  and  the  device  is  intended  primarily 
for  testing  purposes,  which  it  serves  admirably  well. 

This  single  exposure  apparatus  is  not  to  be  con- 
fused with  the  "Oligo"  Single  Exposure  Camera, 
which  is  a  complete  camera  in  itself.  The  device  is 
for  use  in  any  standard  model  Leica  camera,  and  sells 
for  $L50.  Many  amateurs  are  interested  in  mak- 
ing only  one  exposure  and  this  device  makes  this 
possible  with  the  Leica  without  resorting  to  alterna- 
tions of  any  kind. 

New  Kodascopes  Eight 

Brilliancy  predominates  in  the  new  Kodascopes 
Eight  announced  by  Eastman  Kodak  Company.  The 
new  Model  40,  which  replaces  Model  25',  contains  a  200- 
watt  lamp  instead  of  the  100-watt  lamp  of  its  prede- 
cessor, yet  is  priced  the  same.  The  new  Model  80, 
which  supersedes  the  Model  60,  besides  greater  bril- 
liancy supplied  by  its  300-watt  lamp,  embodies  a  num- 


A  New  Kodascope  Eight,  Model  80 


V^here  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 


ber  of  interesting  innovations  among  which  are  sturdy 
die-cast  lamphouse  of  fluted  design  that  makes  for 
cooler  projection,  and  an  attractive  pebbled  finish. 

New  Geography  Aids 

A  series  of  Geography  Lantern  Slides  have  recently 
been  put  into  production  by  Eye  Gate  House,  Inc., 
New  York  City.  Among  the  subjects  covered  by 
the  seventeen  sets  are  the  following:  Milk  and  Milk 
Products,  Plant  Foods  Grown  at  Home,  Soils,  Study 
of  a  Farm,  Vegetable  Foods  Obtained  from  Warmer 
Countries,  Meat  Products,  Mineral  Foods,  Prepara- 
tion of  Food,  Clothing,  How  We  Are  Sheltered.  Fuel, 
Light,  Land  Forms,  Water  Forms,  Transportation ; 
and  Communication. 

An  Innovation  in  16  mnn.  Projectors 

Filmo  Model  129,  just  announced  by  Bell  & 
Howell,  is  entirely  dififerent  in  appearance  from  any 
other  movie  projector.  It  has  a  low  center  of 
gravity,  achieved  by  a  low  "streamlined"  base,  and  a 
new  "fore  and  aft"  placing  of  the  reels — a  very  de- 
sirable feature,  especially  in  view  of  the  fact  that  the 
projector  accommodates  1600-foot  reels  which  permit 
a  one-hour  program  without  a  stop  for  rethreading. 

This  projector  comes  in  two  types — one  being  a 
no-resistance  type,  using  a  Cooke  2-inch  lens  and  a 
750-watt  lamp  operating  directly  from  the  line  current ; 
the  other  having  a  variable  resistance  imit  and  volt- 
meter used  in  connection  with  a  100-volt  750-watt 
lamp.  This  type  employs  the  extremely  fast  2-inch 
F1.65  lens,  increasing  still  further  its  effective 
illumination.  As  has  been  the  case  with  many  previ- 
ous Filmo  projector  methods,  efficient  lamp  economy 
is  achieved  by  suiting  the  illumination  to  the  need.  In 
the  no-resistance  type,  the  750-watt  lamp  may  be  re- 
placed, when  less  illumination  is  desired,  by  a  300-, 
400-,  or  500-\vatt  line  voltage  lamp.  In  the  variable 
resistance  type  illumination  may  be  reduced  and  lamp 
life  prolonged  by  setting  the  resistance  lever  to  give 
the  lamp  less  than  the  normal  100-volt  load.  Or  a 
400-or  500-watt  lamp  may  be  used. 

The  feature  of  lens  interchangeability.  which  has 
always  been  enjoyed  by  all  Filmo  projectors,  is  to  be 
found  also  in  the  129.  The  lens  which  is  standard 
equipment  with  this  model  may  be  replaced  instantly 
with  any  one  of  a  full  range  of  extra  lenses  to  meet 
special  requirements — from  the  wide-angle  0.64-inch 
for  close    quarters    to    the    4-inch    for    long    throws. 


TMChers  Library 


V^  IT-'^MA-iO^Kj        ^>*    ^>)c3,i. 


Education  a 


M      COMBINED  WITH 


Visual  Instruction  News 


CONTENTS 

Efficiency  in  Visual  Instruction 

Motivation  of  Enslish  Through  Films, 
Slides^  and  Pictures 

Visual  Education  in  Elgin  Public  Schools 

A  Seminary  Class  Goes  Exploring  in  the  Visual  Field 


Single      Copies      25c 
•  $2.00    a    Year  • 


A!Xft't'r^tiC(iL-cmai''ii^i:n-.^--'r^^^ 


PFRRII  ARV 


109  c 


^intij£€^  RPOJECTORS 


^^^^r   TRADE    /^A«K     RECp  ^— ^W  .  ^"  * 

la  A\A\.     A\oVlE      C^A^HFlv^ 

MADE     BY   THE     WORLD'S      OLDEST 

AND     LARGEST     /AAN  UFACTURERS 

STANDARD    PROFESSIO  NAL-2>\OTION   PICTURE    Eq^UIP/AENT 


I 


.(ci- 


7.    ^'^-nf^'-^,. 


k 


A  ^««e^ 35mm. PROJECTOR 

FOR       E  V  E  R  y       R  E  G^U  I  R  E  A^ENT 

^  INTERNATIONAL  PROJECTOR  CORPORATION 

"^     — ~    —  NEW   YORK,  U.S.A. 


-—     08-96    SOLD    ST. 


February,  193  5 


Page  31 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


FEBRUARY,  1935 

VOLUME  XIV  NUMBER  2 


JHE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE    AND    STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley   R.   Greene 
R.   F.   H.  Johnson 
Marlon  F.  Lanphier 
F.    Dean    McClusky 
Stella    Evelyn   Myers 


CONTENTS 

Editorial 35 

Efficiency  in  Visual  Instruction.    J.  M.  Levelle 36 

Motivation  of  English  Through  Films,  Slides  and  Pictures. 
Elsie  I.  Otto ...-39 

Visual  Education  in  Elgin  Public  Schools. 

E.  C.  Waggoner ....4 1 

Filnn  Production  Activities.     Conducted  by  The  Staff 42 

Department  of  Visual  Instruction  Notes. 

Conducted   by  Ellsworth   C.   Dent. 44 

News  and  Notes.     Conducted  by  Josephine  Hoffman 46 

The   Film   Estimates -47 

The  Church  Field 48 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier 50 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky.... 51 

Among  the  Producers - 58 

hHere  They  Are!   A  Trade  Directory  for  the  Visual  Field 60 


Contents  of  previous  issues  listed   in   Education   Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  February,  1935  by  the  Edu- 
cational Screen,  Inc.  Published  every  month  except  July  and  August. 
$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


Page  32 


The  Educational  Screen 


FREE  Course  for  Teachers 
DeVry  Summer  School  of  Visual  Education 

June  24  to  28  inclusive,  at  Francis  W.  Parker  School,  Chicago 


Noted  Speakers    •    •    •    •    Daily  Showing  of  Outstanding 

Educational  and  Industrial  Films     •     •     •     •     Tours  to 

Visual   Instructional    Centers    •    •    •    •    Instruction    in 

Operating    "Talkie"    Units. 

Fifth  Session  of  the 
Most  Unique  School  in  the  Country 

Allow  Five  Days  for  this   school   on   your 
way  to  the  Denver  meeting  of  the  N.  E.  A. 

Register  at  DeVry  N.  E.  A.  Booth  G45 — or  by  mail. 


The  DeVry  Line  Is  Complete 

Models  for  any  size  auditorium 

or   classroom 

Uv  mm  Sound 
10  mm  Sound 


The   DeVry  35mm  Sound-on-Film    Unit — suitable  for  large 

auditoriums    and     classrooms.       Enables    schools    to     use 

theatrical  releases. 


DeVry  16mm  Sound-on- 
Film  Unit — for  auditori- 
um   and    classroom    use. 


also 
SILENT    CAMERAS 
AND  PROJECTORS 

\1 


Many  schools  make  this  equipment  pay  for  itself  and  raise 
other  school  funds.  Write  for  convincing  letters  from  schools 
that  have  done  this.  Smaller  schools  can  also  secure  DeVry 
Equipment  in  this  manner.    Write  for  details. 

See  November  Educational  Screen  for  description  of  New  DeVry  Spring 
Steel  Reel—  1200  and   1600  ft.  capacity. 

Herman    A.   DeVry,   Inc.     Dept.  G 

nil   CENTER  ST.,  CHICAGO  347  MADISON  AVE.,   NEW  YORK 


DeVry     16     mm.     Silent     Projector 
Can  be  changed   quickly  for  sound. 


February,  1935 


Edit 


orid 


Page  35 


TWENTY  years  ago  this  year  was  born,  and  even 
incorporated,  the  first  "national  organization''  for 
promotion  of  the  visual  field.  It  was  still-born.  A 
few  years  later  came  "The  National  Academy  of  Vis- 
ual Instruction''  which  carried  on  uninterruptedly, 
surviving  a  period  of  competition  with  a  shortlived 
rival,  finally  merging  with  the  department  of  the  na- 
tional association  under  the  imposing  if  lumbering 
name  of  "The  Visual  Instruction  Department  of  the 
National  Education  Association".  The  latter  now 
stands  as  the  official  and  only  national  organization  for 
the  development  of  the  visual  idea. 

Exactly  what  has  been  the  "achievement"  of  the 
twenty  years?  We  do  not  know,  nor  do  we  know 
how  it  could  be  determined  with  any  accuracy.  We 
have  a  dark  sus])icion  that  it  may  be  too  slight  to  be 
worth  determining.  We  voice  this  suspicion  with  in- 
finite regret,  for  The  Educational  Screen  believes  ut- 
terly in  the  need  and  value  of  a  central  organization. 
It  has  proved  this  faith  since  1922  bv  official-organing 
steadily  and  hopefully,  year  after  year,  fulfilling  some 
thousands  of  membership  subscriptions  at  a  rashlv 
low  figure. 

The  average  annual  achievement  seems  about  as 
follows :  A  meeting  or  two  a  year  of  addresses  and 
discussions  before  an  audience  of  a  few  hundred, 
largely  the  same  auditors  at  each  session ;  for  substan- 
tial broadcasting  of  the  message  to  the  field  "printed 
proceedings"  are  regularly  announced  but  not  supplied  ; 
a  year's  membership  of  a  few  hundred  is  attained, 
when  it  should  be  thousands.  Stimulating  as  these 
activities  are  for  those  in  contact  with  them,  their  in- 
fluence on  the  national  field  of  several  hundred  thou- 
sand teachers  can  hardly  be  considered  ajipreciable. 
There  are  indeed  local  groups  whose  service  to  their 
territory  is  vastly  more  significant  than  that  of  the 
national  organization  to  the  national  field. 

What  explains,  then,  the  unmistakable  steady  growth 
of  the  field?  Two  things.  Eirst,  the  thousands  of  live 
teachers  using  visual  aids  independently,  enthusiasti- 
cally, with  ever  growing  effectiveness,  in  city  school 
systems  or  isolated  country  classrooms.  They  have 
not  waited  for  the  dictates  of  a  central  organization 
nor  for  the  dicta  of  research.  Second,  the  commercial 
firms  ably  serving  this  growing  field,  making  possible 
for  countless  individuals  a  start  in  visual  teaching  by 
helpful  and  trustworthy  information  and  by  furnish- 
ing visual  material  and  equipment  on  terms  the  infant 
prospect  can  afford. 

There  are  gratifying  signs  of  new  and  larger  ideas 
among  leaders  in  the  Department  for  this  February 
meeting.  These  ideas  are  pointing  in  the  right  direc- 
tion. Obviously,  present  membership  fees  can  do  noth- 
ing toward  expansion.  Only  expansion  can  ofTer  any 
inducements  toward  larger  membership.  Real  funds 
are  needed.    Thev  nnist  be  found,  and  not  in  teachers' 


pockets.  Funds  are  found  for  other  causes  infinitely 
less  vital  than  the  modernizing  of  our  national  educa- 
tion. Funds  can  be  found  for  this — funds  for  mak- 
ing a  mighty  parent  organization  to  stand  by  every 
school,  large  or  small ;  to  inform,  instruct,  advise  the 
willing  thousands  waiting  for  such  aid ;  to  collect, 
select,  edit,  produce,  distribute  visual  materials  in  lim- 
itless variety  as  will  be  needed ;  in  short,  to  bring  to 
realization  the  greatest  opportunity  ever  to  come  within 
education's  reach  since  the  advent  of  printing.  And 
who  ctndd  present  the  case  so  convincingly  as  the  right 
committee  chosen  from  the  national  organization  ? 
Such  a  committee,  chosen  now,  to  report  in  Febru- 
ary, 1935,  would  have  the  heaviest  task  ever  assigned 
in  this  field,  but  also  the  most  tremendous  opportunity 
for  bringing  immeasurable  values  to  future  genera- 
tions.    Why  not  try  it? 


AN  old  friend  returns  this  summer — that  unique 
institution,  the  De  Vry  Summer  School.  Back  in 
daj's  when  visual  education  was  far  more  an  infant 
than  now,  the  first  "School"  was  organized  by  A. 
P.  Hollis.  It  was  a  success  from  the  start  and  for 
four  years  was  a  Mecca  for  visual  education  pilgrims. 
All  phases  of  the  new  methods  were  discussed  and 
studied.  Many  a  noted  name  appeared  on  the  pro- 
grams. 

From  the  first  Mr.  De  Vry  contributed  all  the  funds. 
Tuition  was  free.  When  the  QRS-De  Vry  merger 
dissolved  in  the  great  depression,  he  was  forced  to 
suspend  the  sessions  temporarily.  Now  he  is  again 
in  position  to  supply  the  funds,  and  the  fifth  ses- 
sion will  be  held  this  year  from  June  24  to  28  at 
the  Francis  W^  Parker  School.  In  keeping  with  the 
growth  of  the  field,  emphasis  will  shift  this  year  from 
theory  to  practice,  from  precept  to  example.  Many 
more  films  will  be  shown.  Most  of  the  outstanding 
educational  and  industrial  films  of  the  last  few  years 
can  be  seen  and  heard.  Advertising  men  are  invited 
to  supply  the  technical  slant.  The  operation  of  sound 
on  film  systems  will  be  taught  daily.  Recreational  fea- 
tures will  include  tours  to  great  visual  exhibits  like 
the  Planetarium,  Art  Institute  and  Field  Museum,  and 
Mr.  De  Vry's  yacht  will  be  on  duty  as  usual  for  trips 
on  Lake  Michigan. 

If  it  is  a  "commercial  enterprise",  we  incline  to  say 
"may  there  be  more  like  it".  Perhaps  the  Eastman 
School  of  Music,  the  F"ord  Free  Library  of  Educa- 
tional Films  were  selfish  projects — but  it  is  selfish- 
ness in  enlightened  form,  bestowing  many  a  blessing 
that  would  have  been  otherwise  unattainable.  At  his 
"Schools"  Mr.  De  Vry  has  never  offered  for  sale 
a  piece  of  apparatus.  He  is  content  to  reap  the  good 
will  of  teachers  attending,  for  which  primarily  he 
sowed. 

Nelson  L.  Greene. 


Paee  36 


The  Educational  Screen 


Efficiency  In  Visual  Instruction 


By    J.    M.    LEVELLE 

John    Marshall    High    School,    Cleveland,    Ohio 


THERE  is  a  tremendous  amount  of  satisfaction 
to  be  gained  from  the  knowledge  that  a  thing 
has  been  well  done.  How  much  that  feeling 
really  means  has  been  experienced  by  anyone  who 
has  tried  earnestly  and  conscientiously  to  do  his 
work  and  has  had  this  application  show  tangible 
results.  In  the  John  Marshall  High  School,  we 
have  a  visual  education  set-up  which  has  functioned 
smoothly  for  five  semesters  and  which  we  believe 
to  be  efificient.  This  article  is  meant  to  be  an  ac- 
curate description  of  this  set-up,  together  with 
some  observations  on  its  operation. 

The  teachers  in  Cleveland  are  fortunate  in  having 
a  central  source  of  visual  materials  in  the  form  of 
an  Educational  Museum,  which  is  an  integral  part 
of,  and  is  maintained  by,  the  Cleveland  School  Sys- 
tem. Throughout  the  school  year,  the  museum 
maintains  a  weekly  delivery  service  to  all  schools, 
at  which  time  materials  which  have  been  ordered 
by  teachers  are  received.  Such  materials  as  charts 
and  maps;  mounted  pictures;  models;  lantern 
slides;  motion  pictures  (both  35  mm.  and  16  mm.)  ; 
lantern  slide  projectors ;  motion  picture  projectors ; 
strip  films  and  strip  film  projectors,  etc.,  may  be  had 
by  any  teacher  in  any  building  in  the  city.  The 
services  of  the  Educational  Museum  are  invaluable  in 
enabling  instructors  efficiently  to  organize  and  pre- 
sent in  their  respective  buildings,  a  well-defined, 
systematic  program  of  visual  education  throughout 
each  semester. 

The  materials  which  are  available  from  this  mu- 
seum are  catalogued,  and  these  catalogues  are 
placed  in  the  hands  of  some  particular  teacher  in 
each  of  these  schools.  That  teacher  acts  as  director 
of  the  visual  education  activities  in  that  building. 
The  writer  considers  very  fortunate  the  fact  that 
he  holds  this  post  of  director  in  this  particular 
school,  for  it  is  certainly  an  interesting  work,  to 
put  it  mildly.  The  mechanical  side  of  visual  edu- 
cation in  classes  is  done  by  a  group  of  boys  com- 
posing what  is  known  as  the  Photography  and  Pro- 
jection Club,  these  boys  having  as  their  work  the 
taking  of  almost  all  school  pictures  such  as  ath- 
letic teams,  clubs,  classes,  etc.,  the  operation  of  the 
sound  motion  picture  equipment  with  which  movies 
are  shown  during  three  different  lunch  periods  each 
day,  and  the  operation  of  the  projection  machines 
for  Visual  Education  classes. 

During  the  first  two  weeks  of  each  semester,  each 
teacher  of  a  subject  in  which  visual  education  ma- 
terials may  be  used,  is  interviewed  with  regard  to 
his  or  her  needs  for  the  coming  term.     The  teach- 


er, using  the  outline  or  course  of  study  followed  in 
presenting  the  subject  iriatter  to  classes,  chooses 
the  particular  visual  aids  which  will  fit  in  with  the 
various  topics.  The  week  of  the  semester  when  the 
different  materials  will  be  needed  is  noted,  together 
with  teacher's  name  and  class.  This  information  is 
taken  on  a  type  form  made  \\\)  for  the  purpose 
(Form  I). 

Teachers'  Semester  Schedule  of  Visual  Aids 

Teacher :     Polls 
Class:     Chemistry 
Week  of  Lantern  Mounted 

Semester    Slides  Movies  Strip  1^'ilm      Kxhiliit  Pictures 


1st 

Beyond 

the 

Microscope 

2nd 

Purifying 

Water 
Water  Cycle 

3rd 

Liquid 
Air 

4th 

Bituminous 
Coal 

Coke 
Ovens 

5th 

Sulphur 

6th 

7th 

Iron  Ore 
Pig  Iron 
to  Steel. 

8th 

9th 

Glass 

Making 

Brick 
Making 

10th 

Story  of 
Storage 
Battery 

11th 

12th 

Form  I 

Next,  the  orders  of  the  teachers  are  correlated 
into  one  master  order  sheet,  of  which  several  car- 
bon copies  are  made  for  future  references.  Two 
copies  of  this  master  order  are  then  sent  to  the 
Educational    Museum    for    recording.      They    are 


February,  1935 


Page  37 


checked  over  there,  and  one  copy  is  returned  to 
John  Marshall.  On  the  copy  returned  are  indicated 
any  changes  which  may  have  been  necessitated  by 
a  conflict  in  dates  with  some  other  school.  If  two 
schools  order  the  same  set  of  lantern  slides  on  the 
same  day,  and  copies  of  this  set  of  slides  are  not 
available,  then  the  order  received  first  at  the  mu- 
seum is  the  one  which  is  honored.  This  difficulty 
arises  very  seldom,  as  duplicate  sets  of  slides,  etc., 
are  usually  on  hand.  A  copy  of  one  sheet  in  a 
master  order  is  shown  here   (Form  II). 


Form  II                     Mj 

ister  Order  Sheet 

John   Marshall 

Visual  Education  Order 

■  (1933) 

Deliver 

on         Teacher 

Name  Visual  Aid 

Type    Arri^ 

'ed 

Oct.  20    Molony 

Brick  making 

slides 

Cleve.  Clothiny 

slides 

Coke  Oven  Process 

slides 

Ryan 

Eve.  of  Revolution 

slides 

Polls 

Compressed  air 

16mm. 

Persky 

Treasure   Island 

slides 

Shakespeare 

slides 

Lynix 

Eve.  of  Revolution 

16mm. 

Kirsch 

Germany,  Rural  Life 

Germany,  Cities 

slides 

Bosworth 

Linen  Industry 

slides 

Ryan 

Air  Transportation 

slides 

Oct.  27    Kirscli 

The  Rhine  region 

slides 

Daivson 

Insect  Mimicry 

16mm. 

Nairy-Pcrsky 

Lady  of  the  Lake 

Scotland              * 

slides 

Malhezus 

German  Music 

slides 

Lynix 

Colonial  Life 

Colonial  dress 

slides 

J  ones 

Ivanhoc 

slides 

Nairy 

Quest  of  Sir.   Gal. 

slides 

Eddiiiyficid 

Greece,  .-Incicnl  Gr. 

slides 

Bosivorlh 

Silk 

16mm. 

Harper 

Woolen  Goods 

16mm. 

Lcvcllc 

Bituminous  Coal 

16mm. 

Dazi'son 

The  Frog 

16nuii. 

Dazvson 

The  Honey  Bee 

16mm. 

Bosii'orth 

The  Silkworm 

Idmni. 

Levelle 

Primitive  Animals 

16mm. 

\ov.  i     Nairy 

Scotland 

Castle  Life 

slides 

Molony 

Jamestown 

16mm. 

Cleve.  Harbor 

slides 

Cleve.  Water  supply 

slides 

Dawson 

Life  of  Burhank 

16nun. 

Breathing 

16mm. 

Daivson 

Digestion 

16mm. 

\ov,  10  Mohmy 

Pilgrims 

16mm. 

Dawson 

Mosquito 

16mm. 

Levcllc 

Dixie 

I6mm. 

Pueblo  Indians 

16mnu 

Boyd 

Cities  of  France 
Industries  of  France 

Paris,  France 

slides 

ordered  foi^  that  particular  week  (Form  III).  The 
visual  education  materials  received  from  the  Educa- 
tional Museum  on  Friday  of  each  week  may  be  kept 

Form  III  Notice  of  Arrival 

Visual  Education  Materials 

The  following  materials  have  arrived  from  the  Educational 
Museum  for  your  use  any  time  during  the  week  of  November 
6. 

Please  indicate  below,  the  days  and  periods  you  wish  to  use 
them,  and  return  this  sheet  to  me  as  soon  as  possible.  It  will 
then  be  returned  to  you  stating  which  rooms  your  classes  re- 
port to  each  period.  Please  have  class  report  to  regular  class- 
room first  so  that  visual  room  may  be  made  ready  for  it.  Re- 
port to_visual  room  about  five  minutes  after  beginning  of  period. 

Lantern  Slides  Motion  Pictures  Other  Materials 

Cleveland  Harbor  Jamestown 

Cleveland  Water  .'iupply 


Days  you  wish  to  show  these : 

Day     Tues.  Visual  .Aid  Cleve.  Harbor  Pd.     3-4 

Cleve.  Water 

Day     Wed.  Visual  Aid  Cleve.  Harbor  Pd.     T-8 

Cleve.  Water 

Day     Thurs.  Visual  Aid    Janiestozvn  Pd.     land 6 

Day Visual  Aid Pd 

Day Visual  Aid Pd 

Day Visual  Aid Pd 

(Do  not  fill  in  below) 


Pd.  .?  Day  Tues. 
Pd.  4  Day  Tues. 
Pd.  T  Day  Wed. 
Pd.  8  Day  Wed. 
Pd.  land 6  Day  Thurs. 


Continuing-,  in  sequence,  the  steps  involved  in 
l>resenting  a  visual  aid  to  a  particular  class,  we 
have  next  the  "notice  of  arrival  of  materials."'  This 
third  form  is  sent  to  each  teacher  having  materials 


Please  have  class  report  to  Room  304 

Room  301 

Room  304 

Room  303 

Room  ,?0i 

Your  visual  materials,  projection  machine  and  an  operator 
will  be  in  the  room  assigned  at  that  period.  If  you  wish  a 
pre-view  of  your  materials  the  9th  period  Monday,  Wednesday 
or  Friday,  or  the  10th  period  any  day,  indicate  here : 

Day Pd 

until  the  following  Friday.  Therefore,  Miss  Mo- 
lony, for  example,  received  the  form  here  illus- 
trated, informing  her  that  two  sets  of  lantern  slides 
and  a  16  mm.  motion  picture  have  arrived  for  show- 
ing to  her  classes.  She  indicates  on  the  space  pro- 
vided, the  periods  and  days  she  wishes  the  ma- 
terials shown,  and  returns  the  form  to  the  director. 
For  purposes  of  illustration,  we  assume  the  teach- 
er wishes  to  show  the  two  sets  of  lantern  slides  to 
two  different  classes  on  two  different  days,  and  the 
motion  picture  to  two  other  classes  on  a  third  day. 
The  rooms  used  for  visual  education  showings  are 
science  rooms  which  are  provided  with  opaque 
shades.  The  periods  during  which  these  various 
rooms  are  empty  are  charted,  and  the  teacher's 
"day  and  period  demand"  is  then  correlated  with 
the  particular  rooms  which  are  available.  This  in- 
formation is  given  her  on  the  bottom  of  the  form, 
as  shown,  and  the  form  is  returned  to  her.  In  the 
meantime,  we  have  made  notations  in  the  ledger 
from  which  the  bovs  work,  that  these  materials  are 


Page  38 


The  Educational  Screen 


to  be  shown  at  the  time  and  place  specified.  Op- 
posite the  notation  that  Miss  Molony  is  to  be  shown 
"Jamestown,"  1st  period  Thursday,  is  written  the 
name  of  the  lioy  who  is  working-  as  a  projectionist 
that  period,  and  so  also,  for  the  other  materials. 

The  problem  of  charting  the  week's  visual  edu- 
cation activities  then  becomes  rather  simple.  When 
all  forms  have  been  returned  for  the  last  time  to 
teachers  concerned,  we  have  a  record  in  our  ledger 
of  just  what  will  be  taking  place  each  period  of 
each  day  that  week.  The  boys  are  always  informed 
as  to  when  they  are  to  work,  for  the  record  is  there 
for  them  to  see.  They  have  the  habit  of  stopping  at 
the  darkroom  (part  of  which  is  used  as  the  school 
visual  education  headquarters)  several  times  daily, 
as  they  pass  to  and  from  classes,  to  look  at  "the 
book".  Thus  when  Miss  Molony  reports  to  room 
301  on  Thursday  the  first  period,  she  finds  the  room 
has  been  darkened  and  the  lights  turned  on;  the 
operator  is  there  and  has  his  projection  machine 
set  up  and  loaded ;  the  class  is  instructed  briefly  but 
clearly  as  to  the  purpose  and  aim  of  this  presenta- 
tion ;  the  lights  are  turned  oflf  and  the  "show  is  on." 
In  other  words,  all  that  is  demanded  of  the  teacher 
after  she  has  placed  her  order  is  that  she  appear 
with  her  class  in  the  proper  room  at  the  proper  time. 

Everything,  of  course,  depends  upon  the  boys. 
That  is,  if  this  system  works  "according  to  Hoyle" 
the  boy  acting  as  projectionist  must  above  all 
things,  be  dependable.  This  is  so  thoroughly  im- 
pressed upon  a  boy  when  he  is  being  trained  to  do 
this  work,  that  in  the  course  of  seven  semesters 
there  have  not  been  a  half  dozen  instances  in  which 
classes  were  held  up  due  to  the  forgetfulness  of  the 
operator.  Each  boy  comes  to  the  darkroom  at  the 
beginning  of  the  period  he  is  to  work,  gets  his  vis- 
ual materials  and  projection  machine,  and  after  his 
class  is  over,  returns  these  materials  to  their  proper 
places  after  having  prepared  his  projection  for  its 
next  regular  class.  The  report  compiled  at  the  end 
of  a  typical  semester  shows  the  following :  Num- 
ber of  different  teachers  using  visual  aids  —  31. 
Number  of  visual  education  classes  held — 272. 
Pupil  attendance — 10,880. 

In  spite  of  many  things  to  be  said  in  its  favor, 
visual  education  is  a  miserable  failure  in  the  hands 
of  some  teachers.  It  is  necessarj-  to  create  in  the 
minds  of  the  pupils,  the  proper  attitude  toward  the 
visual  materials  to  be  shown.  It  must  be  remem- 
bered that  a  pupil's  normal  contact,  with  motion 
pictures  particularly,  is  for  entertainment  purposes 
only,  and  he  is  apt  to  consider  an  excellent  educa- 
tional film  as  merely  another  show.  A  teacher  who 
uses  visual  aids  actually  works  against  a  handicap 
of  this  sort,  and  must  handle  his  classes  accordingly. 

Teachers  should  keep  in  mind  the  fact  that  while 
a  picture  may  be  "worth  a  thousand  words,"  pic- 
tures alone  will  not  suffice.    A  class  of  pupils  should 


not  be  expected  to  sit  quietly  and  attentively 
through  the  showing  of  a  series  of  lantern  slides 
while  the  teacher  offers  little  or  no  comment  re- 
garding the  value  of  any  particular  slide,  or  its  con- 
nection with  the  subject  matter  being  studied  at 
the  time.  Not  quite  so  much  comment  by  the  teach- 
er is  necessary  when  the  visual  materials  being 
shown  are  motion  pictures.  The  action,  in  this 
case,  maintains  interest  and  attention.  It  is  believed 
that  a  teacher  may  do  a  great  deal  toward  proper 
reception  of  a  visual  aid  by  pupils,  if  just  before 
the  visual  showing  is  made,  two  or  three  minutes 
are  used  by  the  teacher  in  impressing  pupils  with 
the  value  of  the  slides ;  which  ones  to  note  in  par- 
ticular; just  how  they  connect  with  what  is  being 
studied  at  the  time,  etc.  Another  thing  believed  to 
be  of  great  value  to  a  teacher  in  presenting  visual 
aids,  and  which  is  too  often  neglected  by  the  teach- 
er, is  a  careful  preview  of  her  visual  aid  materials 
before  they  are  presented  to  classes.  It  is  discon- 
certing to  all  concerned,  to  have  a  teacher  arrive  at 
one  of  a  series  of  slides,  and  after  studying  it  for 
a  moment,  have  to  tell  the  class  that  she  isn't  sure 
just  what  that  slide  refers  to.  If  the  teacher  hasn't 
attached  any  more  importance  to  it  than  that,  why 
expect  pupils  to  give  careful  attention?  This  is  just 
another  way  of  saying  that  the  presentation  of  a 
visual  aid  does  not  save  a  conscientious  teacher 
very  much  work,  if  any. 

We  have  teachers  who  spend  considerable  time 
in  composing  a  list  of  questions  to  be  given  a  class 
previous  to  the  showing  of  a  set  of  slides ;  assign- 
ing to  pupils,  topics  relating  to  subject  matter  in 
slides,  so  that  these  topics  may  be  given  to  the 
class  before  or  after  the  slides  have  been  seen. 
While  all  visual  aids  do  not  require  elaborate  prep- 
aration of  this  type,  a  certain  amount  of  it  certainly 
will  bring  out  much  more  information,  and  espe- 
cially, impress  upon  the  pupils  the  fact  that  slides 
constitute  not  entertainment,  but  an  integral  part 
of  the  work  to  be  covered  in  mastering  a  particular 
bit  of  information. 

In  our  opinion,  a  class  will  derive  ma.ximum 
benefit  from  the  showing  of  a  visual  aid  when  that 
showing  is  made  during  the  time  that  the  informa- 
tion it  contains  is  being  studied  in  the  classroom. 
This  necessitates  considerable  advance  planning  by 
the  class  teacher,  and  also  by  the  person  in  charge 
of  visual  activities  in  a  particular  building.  The 
various  pictures,  slides,  etc.,  must  arrive  on  sched- 
ule; each  teacher  must  be  notified  of  their  arrival; 
arrangements  must  be  made  for  the  use  of  a  projec- 
tion room  during  periods  which  will  not  conflict 
with  the  classes  regularly  scheduled  for  that 
room ;  and  an  operator  for  the  projection  ma- 
chine nuist  be  provided  for  each  of  these  periods. 
In  small  school  systems,  where  visual  education  is 

{Concluded  on  patjc  46) 


February,  1935 


Page  39 


Motivation  of  English  Through 
Films,  Slides  and  Pictures 


By     ELSIE     I  .     OTTO 

Grade   4,    School    9,    Buffalo,    New    York 


IT  IS  SURPRISING  how  much  can  he  said  on  the 
subject  of  visual  aids  with  regard  to  oral  and 
written  English.  In  the  following  article,  I  shall 
briefly  outline  the  applications  to  English  Work  of  the 
moving  picture  machine,  the  slides  and  other  visual 
aids. 

Usually  when  lilnis,  slides  and  pictures  are  men- 
tioned, the  majority  of  teachers  think  of  them  in 
connection  with  geograjjhy  or  history,  which  is  too 
narrow  a  concejJtion  of  their  uses.  Among  all  the 
visual  aids  which  we  now  possess,  the  primary  ad- 
vantage of  the  motion  picture  is  that  the  element  of 
motion  or  apparent  life  is  added  to  the  strictly  pictor- 
ial element.  Barring  an  actual  visit  to  the  places 
mentioned  in  a  story  or  a  poem,  the  child  has  all  the 
facilities  at  hand  for  an  understanding  of  them. 

It  is  relatively  easy  to  train  children  to  repeat  by  rote 
what  they  have  been  told  but  their  understanding  will 
be  ab.solutely  limited  by  the  extent  to  which  concrete 
experience  at  one  time  or  another  has  given  meaning 
to  the  words  used.  No  matter  how  practiced  we  may 
be  in  the  use  of  words,  it  is  difficult  to  make  them  pro- 
vide a  satisfying  picture.  Classroom  films  are  an  ef- 
fective medium  for  the  presentation  of  concrete  situ- 
ations. In  the  use  of  the  film  the  children  are  being 
trained  to  use  the  jiowers  of  concentration,  observa- 
tion, and  mental  alertness.  Not  only  do  they  obtain 
knowledge  of  the  subject  studied  but  they  are  trained 
to  organize  the  facts  learned.  The  picture  actually 
takes  the  child  to  the  realm  of  fairies,  dwarfs  and  giants. 
It  is  also  possible  to  obtain  films  on  the  lives  of  Wash- 
ington, Lincoln,  Longfellow,  Edison,  and  other  men 
of  note  which  can  i)e  used  in  connection  with  English 
work.  The  moving  picture  may  be  used  as  an  intro- 
duction to  a  lesson,  a  review,  or  a  summary.  To  em- 
phasize or  stress  a  certain  fact,  the  use  of  a  slide  is 
more  effective  than  the  film,  as  a  film  should  not  be 
stopped  during  its  run. 

Pictures  have  various  functional  uses  in  instruction 
which  vary  according  to  the  teaching  situation.  In 
the  subject  of  English,  they  may  be  used  to  stimulate 
interest  and  bring  definite  facts  before  the  pupils.  A 
child  retjuires  concrete  information  to  meet  this  daily 
need.  Nearly  all  school  children  are  obliged  to  get 
their  ideas  from  ])ictures  since  few  may  actually  visit 
and  see  ])laces  first  hand.  In  the  use  of  pictures  the 
following  should  be  kept  in  mind : 

1.  Simple  pictures  are  better  than  complicated  ones 
for  teaching. 


2.  Pictures   that   show  action   are  best   suited   for 
English  work. 

3.  Color  is  to   be    preferred,   especially    for  lower 
grades. 

In  Introducing  technical  English  in  its  simplest  form, 
such  as  the  statement,  question,  command  and  exclama- 
tion, quotations  and  possessives,  the  use  of  large,  at- 
tractive, well-mounted  pictures  make  the  otherwise 
unattractive  work  a  real  jileasure  to  the  child.  He  will 
also  be  able  to  give  a  better  variety  of  sentences  with 
the  ideas  received  from  the  pictures. 

During  the  past  school  year  I  completed  a  project 
in  connection  with  the  subject  of  English  in  which  I 
used  the  film  to  great  advantage.  I  developed  the 
study  of  the  lamp  from  the  prehistoric  times  to  the 
incandescent  lamp  of  the  present  day.  In  the  study 
of  the  cave  dwellers  the  children  became  very  much 
interested  in  the  methods  which  these  primitive  people 
used  of  lighting  the  cave.  After  completing  the  story 
of  the  cave  dweller,  the  class  proceeded  to  work  out 
a  plan  to  study  the  various  steps  in  the  development  of 
artificial  illumination  from  the  days  when  the  cave 
man  kindled  his  fires  with  the  aid  of  flint  sparks  to  the 
present  day  method  of  diflfusing  light  for  home,  street 
and  factory.  (Detailed  outline  of  the  project  is  given 
at  the  end  of  the  article). 

Children  are  always  delighted  when  they  hear  that 
the  work  will  be  supplemented  with  a  moving  picture 
film.  So  if  one  can  arouse  a  greater  interest  by  the 
use  of  a  film  in  introducing  a  lesson,  it  is  well  worth 
the  effort.  The  film  was  within  the  scope  of  the  aver- 
age fourth  grade  child.  A  word  study  preceding  the 
use  of  the  film  simplified  any  difficulties  which  might 
arise  in  the  reading  of  the  explanatory  notes  on  the 
screen. 

A  discussion  followed.  The  children  were  encour- 
aged to  talk  freely  about  the  different  ways  of 
artificial  lighting  and  their  talk  supported  the  order  of 
development.  Then  an  intensive  study  of  each  lamp 
was  made.  To  supplement  the  film  the  children  read 
from  the  various  reference  books  at  the  reading  table 
for  the  purpose  of  gaining  additional  information. 

A  collection  of  i)ictures  was  brought  in  and 
mounted. 

The  mounted  [fhotographs  of  the  various  lamps 
were  used  in  the  oral  English  period.  They  were 
jjlaced  in  the  chalk  tray  and  the  individual  child  was 
permitted  to  select  any  picture  and  give  a  brief  oral 
summary  of  the  facts  learned  about  it. 


Page  40 


The  Educational  Screen 


The  outline  was  developed  by  the  class,  the  teacher 
acting  as  a  guide.  Oral  and  written  stories  followed, 
accompanied  by  the  making  of  slides  during  the  bell 
work  period  from  drawings  made  during  the  regular 
drawing  period.  The  drawings  and  stories  were  ar- 
ranged in  booklet  form.  Fifteen  pupil's  drawings 
were  chosen  to  be  made  into  slides.  Even  though 
some  of  the  children's  drawings  were  crude,  enough 
were  good  to  warrant  doing  the  work  and  the  greatest 
advantage  was  the  interest  it  created.  Children  love 
to  do  things  rather  than  just  look  at  something  some- 
one else  has  done. 


Slide  drawings  made  by  pupils  showing:  1.  Candle, 
2.  Roman  Lamp,  3.  Kerosene  Lamp,  4.  Argand  Lamp, 
5.  Gas  jet,  6.  Incandescent  Lamp. 

It  was  amazing,  the  ease  with  which  the  children 
worked  in  making  the  drawings  for  the  slides  and  the 
larger  colored  illustrations.  When  I  completed  the 
project,  I  felt  a  real  satisfaction  and  I  realized  more 
than  ever  that  we  never  know  how  much  children  can 
do  until  we  give  them  an  opportunity. 

Outline  of  Project,  "The  Development 
of  the  Lamp" 

Introduction:  Ne.xt  to  usefulness  for  heating  and  cooking 
the  greatest  use  of  fire  is  to  furnish  light  to  drive  away  dark- 
ness. Man  is  not  content,  like  birds  and  animals,  to  go  to 
sleep  at  the  setting  of  the  sun.  He  takes  a  part  of  the  night 
and  uses  it  for  work  or  for  travel  or  for  social  pleasures  or 
for  improvement  of  his  mind  and  in  this  way  adds  several 
years  to  his  life.  He  could  not  do  this  if  he  were  compelled 
to  grope  in  darkness. 

When  the  great  source  of  daylight  disappears,  he  must  make 
light  for  him.sell,  for  the  sources  of  night-light — the  moon,  the 
stars,  the  aurora  borealis  and  lighting  are  not  sufficient  to 
satisfy  his  wants.  We  shall  follow  man  in  his  efforts  to  con- 
quer darkness  and  we  shall  have  the  story  of  the  lamp. 

Today  we  shall  see  a  film  on  the  development  of  the  lamp 
from  the  days  when  the  cave  man  kindled  his  fires  with  the 
T.\d  of  flint  sparks  to  the  present  day  methods  of  lighting  our 
homes,  streets  and  factories.  Let  us  find  out  about  the  differ- 
ent lamps  used.  Try  to  note  the  order  in  which  these  were 
developed. 

Procedure— \.     Film  shown,  "The  Light  of  a  Race." 
2.    Note  made  of  different  lamps  and  their  order  of  devel- 
opment. 


3.  Class  discussion— Children  were  encouraged  to  talk  freely 
about  the  different  ways  of  artificial  lighting  and  tl  eir  or- 
der of  development. 
Subject  Matter  and  Motivation :  A— Intensive  study  of  each 
lamp  used.  (To  supplement  the  film,  the  children  read 
from  various  books  at  the  reading  table  for  the  purpose 
of  gaining  additional  information.) 

B — Oral  and  written  stories  accompanied  by  the  making  of 
slides  during  the  bell  work  period  and  drawings  made 
during  the  regular  drawing  period. 

With   teacher  acting   merely   as   guide,   the  children   de- 
veloped the  following  outline: 


1. 


The  Story  of  the  Lamp 


The  Torch- 

a.  Light  furnished  by  fire. 

b.  The  first  lamp  (the  torch). 

c.  The  first  improvement  (bundle  of  sticks  dipped  in  grease). 

d.  The  next  or  further  improvement. 

e.  Who  used  the  torch  or  pine  knot? 

f.  How  long  was  the  torch  in  use? 

2.  .-]  Shell  Used  as  a  Lamp — 

a.  When  the  shell  was  used. 

b.  What  men  had  to  know. 

c.  Material  used. 

d.  How  it  was  used. 

e.  Who  used  this  kind  of  lamp? 

f.  The  Eskimo  lamp. 

3.  The  Lamp  of  the  Middle  Ages — 

1.  a.  When  did  man  use  the  earthen  or  metal  bowl? 

b.  What  was  used  as  a  wick? 

c.  Where  was  the  wick  placed? 

d.  Kind  of  oil  burned. 

e.  Kind  of  light  it  gave. 

2.  a.  Who  used  this  lamp? 

h.  What  metals   were  used? 

4.  The  Candle— 

a.  The  crudest  form  of  candle. 

b.  The  candle  during  the  time  of  Alfred  the  Great. 

c.  The  candle  of  Colonial  Days. 

d.  The  candle  of  today. 

5.  The  Argand  Lamp — 

a.  When  and  by   whom   was   the   next   improved    lamp   in- 
vented ? 

b.  How  did  this  lamp  differ  from  the  others? 

c.  What  kinds  of  oil  were  used  to  burn? 

d.  What  improvements  followed? 

6.  The  Gas  Jet — (Sentence  work) 

a.  Who  invented  the  gas  jet? 

b.  When? 

c.  How  did  they  get  the  gas  ? 

d.  How  was  the  gas  sent  to  different  parts  of  the  house? 

e.  What  kind  of  light  did  gas  give? 

f.  How  did  this  differ  from  other  lamps? 

g.  To  what  places  was  it  extended? 

h.  What  city  in  the  United  States  was  the  first  to  be  lighted 
in  this  way? 

7.  The  Arc  Lamp — 

Copy  the  following  story  on  your  paper  and  complete  the 
work  below. 

".About  1876  a  new  kind  of  light  began  to  appear.  This  was 
the  powerful  arc  light.  It  was  the  first  electric  light  to  be 
invented.  It  gave  as  much  light  as  a  hundred  gas  jets  or  sev- 
eral hundred  lamps.  Such  a  light  is  now  used  for  lighting 
the  streets  of  a  city.  It  is  rarely  used  indoors  because  the 
light  is  too  strong." 

1.  -A  new  kind  of  light  began  to  appear  in 

2.  It  was  an  (oil  lamp,  gas  light,  electric  light). 

3.  It  gave  as  much  light  as gas  jets. 


February,  1935 


Page  41 


4.  It  was  mainly  used  for  lighting 

5.  Why  could  it  not  be  used  in  homes? 
Edison's  Incandescent  Lamp — ■ 

1.  Who  invented  the  incandescent  electric  lamp? 

2.  The  Lam]) — 

a.  Material  used. 

b.  How  used. 

c.  Tell  about  the  light  produced. 

d.  Where  used  ? 

e.  .Advantages  of  this  lamp. 

The  Story  of  Thomas  Alva  Edison — 

1.  Born  where? 

2.  Boyhood :    a.  Education,     b.  How  he  spent  his  time. 

3.  What  he  studied  later. 

4.  What  Edison  gave  to  the  world. 


Reference  Books  for  Children: — 1,  American  Inventions  and 
Inventors  (Mowry)  ;  2,  Adventuring  in  Young  America 
(McGuire  and  Phillips)  ;  3,  The  Science  of  Things  About 
Us  (Rush  and  Winslow)  ;  4,  How  We  are  Sheltered  (Cham- 
berlain) ;  5,  How  the  World  is  Housed  (Frank  Carpenter)  ; 
6,  Days  Before  Houses  (Mohr  and  Beatty)  ;  7,  Rago  and 
Goni  (Wiley)  ;  8,  Lodrix  (Wiley  and  Edick)  ;  9,  The  Cave 
Twins  (Lucy  Fitch  Perkins)  ;  10,  Children  of  the  Light- 
house (Nora  Smith)  ;  11,  Around  the  World  with  the  Chil- 
dren  (Carpenter)  ;   12,  World   Book  Encyclopedia. 

Reference  Books  for  the  Teacher: — 1,  Stories  of  Useful  In- 
ventions (S.  E.  Forman)  ;  2,  For  the  Children's  Hour  III 
(Bailey)  ;  3,  World  Book  Encyclopedia ;  4,  Compton's  Pic- 
tured Encyclopedia. 


Visual  Education  In  Elgin  Public  Schools 


IN  A  PREVIOUS  issue  of  the  Educational 
Screen  a  letter  of  mine  which  was  quoted  very 
briefly  mentionrtl  the  plan  we  are  using  in  the  Elgin 
schools  to  finance  our  visual  program.  Since  that 
time  I  have  had  so  many  inquiries  concerning  the  plan 
in  detail,  and  our  experience  with  various  motion  pic- 
tures as  educational  aids,  that  I  have  prepared  this 
short  article  for  those  who  may  be  interested. 

First  I  should  like  to  say  that  those  teachers  who  have 
rightly  used  the  educational  motion  picture  as  a  teach- 
ing aid,  and  who  have  had  some  well  planned  method 
of  evaluating  it,  need  not  be  told  that  the  educational 
motion  picture  has  a  teaching  value  which  justifies  its 
use  in  any  school  system. 

Five  years  ago  I  set  out  to  determine  to  my  own 
satisfaction  whether  or  not  the  results  obtained  from 
the  use  of  films  really  warranted  the  purchase  of  films 
and  projection  apparatus.  The  school  authorities  and 
the  two  hundred  teachers  in  the  system  cooperated  with 
me  in  every  way  possible.  While  this  little  survey 
which  we  have  been  conducting  for  five  years  would 
not  meet  the  requirements  of  a  well  planned  research 
problem,  it  has  answered  the  questions  we  wanted  an- 
swered. 

We  are  fortunate  in  having  a  Board  of  Education, 
a  Superintendent  and  a  Principal  who  are  progres- 
sive and  awake  to  the  best  interests  of  education.  They 
would  gladly  purcha.se  adequate  visual  equipment  for 
the  entire  system  out  of  school  funds  if  such  fvmds 
were  available,  but  anyone  who  has  been  connected 
during  the  past  five  years  with  schools  which  have 
been  supported  by  taxation,  knows  how  difficult  it  is 
to  introduce  a  new  item  of  any  size  into  the  already 
over-burdened  budget.  However,  we  have  had  some 
material  aid  from  that  source. 

In  a  few  of  otir  departments,  especially  in  the  phys- 
ical science  department,  the  teachers  have  worked  out 
a  ])rogram  which  includes  in  the  regular  curriculum 
some   thirtv-seven   educational   films.      Each    film   had 


By     E.     C.     WAGGONER 

Head  of  Department  of  Physical  Sciences, 
High  School,   Elgin,   Illinois 

been  studied  by  the  teachers  with  a  great  deal  of  care 
before  it  was  given  a  place  in    the    curriculum.     In 
order  to  show  the  type  of  film  included  in  the  thirty- 
seven  used  in  the  physical  science  department,  I  will 
give  the  producers  and  titles  of  a  few  in  this  list : 
Uiiiz'crsity  of  Chicago — Alolecular  Theory  of  Matter, 
Oxidation  and  Reduction,  Electrostatics,  Energy  and 
Its     Transformation,     Sound     Waves     and     Their 
Sources. 
Erpi  Picture   Consultants — Plant   Growth,    Seed   Dis- 
persal, Tiny  Water  Animals,  Flowers  at  Work. 
Eastman    Teaching   Films — Circulation,     Simple    Ma- 
chines, The  Living  Cell,  Irrigation,  Chemical  Effects 
of  Electricity. 
Harvard  Series — The   Wearing   Away   of   the   Land, 
The  Work  of  Running  Water. 

Nine  of  the  above  sixteen  are  sound  pictures  and 
seven  are  silent.  We  have  had  silent  projectors  in  the 
school  system  for  several  years.  We  have  had  a  sound- 
on-disc  projector  for  two  years.  No  one  could  be 
happier  than  I  am  to  see  those  sound-on-disc  projectors 
disappear.  Only  those  with  experience  can  appreciate 
that  mental  collapse  when  a  program  coming  from  one 
of  those  discs  begins  to  repeat  itself  over  and  over  and 
over.  The  last  experience  I  had  with  a  sound-on-disc 
projector  was  in  a  program  which  I  was  giving  before 
a  group  of  science  teachers.  I  had  spent  fifteen  min- 
utes explaining  to  this  group  how  I  used  the  film 
Molecular  Theory  of  Matter  in  my  physics  and  chem- 
istry classes.  I  then  turned  on  the  picture  and  the 
sound  that  greeted  us  was  a  lecture  on  Animals  of  the 
Zoo.  It  did  not  take  any  imagination  to  guess  which 
animal  this  group  of  teachers  had  in  mind.  The  sound- 
on-film  ])rojection  eliminates  these  tragedies.  Since  all 
the  sound  films  are  now  being  made  as  sound-on-film 
numbers,  we  therefore  needed  money  not  only  for  the 
rental  and  purchase  of  films  but  to  purchase  the  sound 
])rojector  as  well. 

In  our  senior  high  school  we  have  what  we  call  a  home 


Page  42 


The  Educational  Screen 


room  period.  This  period  is  thirty  minutes  in  length 
and  is  the  time  when  we  have  our  assembly  programs, 
our  club  activities,  special  programs,  etc.  These  ac- 
tivities can  usually  be  taken  care  of  very  nicely  in  the 
first  four  days  of  the  week.  On  the  Fridays  which 
are  free  we  have  a  movie  program  of  two  reels  for 
which  we  charge  a  five  cent  admission.  We  simply 
make  the  announcement  of  what  the  picture  is  to  be 
on  the  preceding  day  and  give  an  opportunity  for  stu- 
dents to  purchase  tickets  for  the  program.  We  have 
an  enrollment  of  1335  in  this  building,  and  we  have 
had  an  average  attendance  of  574  admissions  on  the 
twelve  programs  given  last  year  and  this  year  so  far. 
This  fund  is  very  nicely  taking  care  of  our  visual  pro- 
gram. The  programs  have  not  lost  their  attractive- 
ness to  the  students.    Attendance  is  on  the  increase. 

The  available  entertainment  films  in  16  mm.  sound 
were  limited  in  number  when  we  first  started  this  plan ; 
but  at  present  several  companies  have  made  some  fine 
contributions  to  this  field,  and  the  supply  is  increasing. 
By  the  funds  obtained  from  these  programs  we  have 
been  able  to  make  our  payments  on  our  sound  pro- 
jector, to  purchase  five  films,  and  to  rent  the  other 
numbers  we  wanted  on  our  educational  program.  We 
have  also  introduced  the  Yale  Chronicles  of  America 
in  the  American  history  classes  in  the  schools. 

Of  course,  we  can  not  show  films  just  hit  and  miss. 
We  have  made  it  a  practice  to  preview  all  the  numbers 
in  the  programs.  We  wondered  what  kind  of  a  picture 
and  what  quality  of  sound  we  could  expect  from  a  16 
mm.  sound-on-film  projector  operating  in  an  audi- 
torium with  a  seating  capacity  of  over  one  thousand. 
The  results  have  been  exceptionally  gratifying.  It  is 
difficult  to  appreciate  the  advancement  made  in  16 
mm.  projection  equipment  in  the  last  three  years. 

Some  school  authorities  object  to  giving  a  program 
in  the  school  for  which  a  small  charge  is  made.  It 
occurs  to  me  that  when  funds  so  raised  are  to  be  used 
to  enrich  the  school  curriculum,  the  practice  is  just  as 
justifiable  as  that  already  recognized  in  the  case  of 
football  games,  class  plays,  band  concerts,  etc. 

In  conclusion,  while  I  am  not  attempting  in  this  ar- 
ticle to  evaluate  in  detail  the  use  of  the  educational  film, 
I  should  like  to  say  that  I  consider  the  educational  mo- 
tion picture  to  be  one  of  the  most,  if  not  the  very 
most,  powerful  teaching  aid  ever  developed.  And  I 
do  wish  to  say  in  passing  that  the  film  to  be  of  real 
value  must  be  made  to  include  important  curriculum 
content,  presented  with  the  best  teaching  procedure — 
and  there  is  just  as  much  difference  in  film  presenta- 
tion as  there  is  in  teacher  presentation.  I  mean  by  this 
that  to  insure  the  desired  results,  the  teacher,  in  ad- 
vance of  the  showing  of  the  films,  must  have  prepared 
the  group  for  the  understandings  to  be  acquired  from 
the  picture.  Finally,  with  carefully  chosen  film  ma- 
terial, and  the  correct  enthusiastic  foresight  on  the  part 
of  the  teacher,  there  can  be  little  doubt  of  the  real  value 
of  the  educational  film. 


Film  Production  Activities 


16  mm.  Sound  Film  Rental  Service 

Ideal  Pictures  Corporation,  Chicago,  are  rapidly 
building  up  a  large  rental  library  of  16  mm.  sound-on- 
film  motion  pictures.  They  have  taken  over  the  dis- 
tribution of  the  Bell  and  Howell  releases  and  other 
libraries,  including  such  splendid  features  as  Black 
Beauty,  The  Star  Witness  (featuring  "Chic"  Sale), 
Mystery  of  Atlantis,  Krakatoa,  This  Is  America,  Kill- 
ers of  the  Chaparral,  The  Thirty-Second  Eiicharistic 
Congress;  one-reel  scenic,  natural  history  and  travel 
pictures;  series  of  Operalogncs ;  cartoons  and  comedies. 

Child  Development  Films  Completed 

A  series  of  four  one-reel  pictures  on  Child  Develop- 
ment have  been  produced  by  Erpi  Picture  Consultants 
in  cooperation  with  Dr.  Arnold  Gesell  of  the  Yale 
Psycho-Clinic.  The  titles  are:  The  Development  of 
Infant  Behavior:  Early  Stages,  The  Development  of 
Infant  Behavior:  Later  Stages,  Posture  and  Loco- 
motion, and  From  Creeping  to  Walking. 

This  group  of  films  portray  in  detail  infant  develop- 
ment from  the  ages  of  eight  weeks  to  one  and  one-half 
years.  Dr.  Gesell  delivers  the  accompanying  lecture, 
explaining  the  purpose  and  significance  of  each  step. 
The  series  should  be  of  particular  interest  to  child 
study  and  parent  education  groups. 

Pre- View  of  Astronomy  Film 

Northwestern  University  presented  on  Thursday 
evening,  January  24.  the  premiere  showing  of  the  new 
six-reel  astronomical  motion  picture  entitled  Looking 
Through  Great  Telescopes,  produced  by  Aranefif  Film 
Associates,  Chicago.  This  motion  picture,  which  was 
reviewed  in  the  December  issue  of  The  Educational 
Screen,  has  evoked  wide  interest.  It  was  made  pos- 
sible through  the  cooperation  of  Alount  Wilson, 
Yerkes,  Lick,  Lowell  and  Harvard  College  Observa- 
tories. It  has  absorbing  interest  because  of  its  spec- 
tacular presentation  of  heavenly  bodies  in  a  manner 
never  before  shown  by  motion  picture  or  on  any 
screen. 

A  Safety-Teaching  Production 

A  novel  and  humorous  safety  film,  Once  Upon  a 
Time,  has  been  produced  by  the  Metropolitan  Life 
Insurance  Company  as  part  of  its  general  health  and 
safety  educational  program.  The  picture  is  unusual 
in  that  it  is  the  first  animated  sound  cartoon  comedy 
in  technicolor  ever  used  to  promote  safety  on  the 
streets  and  highways  of  the  nation.  The  characters 
are  taken  from  Mother  Goose,  Alice  in  Wonderland 
and  mythology.  The  humor  and  musical  score,  which 
was  written  exjiressly  for  the  film,  make  it  an  enter- 
taining as   well    as    instructive    subject,    which    never 


February,  1935 


Page  43 


loses  sight,   however,   of   the   main   purpose — that   of 
showing  the  dangers  of  careless  driving. 

College  Produces  Scientific  Series 

The  first  of  a  series  of  animated  scientific  and  en- 
gineering motion  pictures  designed  to  facilitate  meth- 
ods of  teaching  has  been  completed  by  the  new  division 
of  visual  education  at  the  Massachusetts  Institute  of 
Technology.  It  presents  for  the  first  time  in  visual 
animated  form  the  behavior  of  an  electrical  wave  as 
it  travels  along  a  250-mile  transmission  line.  The  new 
film,  Traveling  IVaz'Cs  on  Transmission  Line,  is  a 
combination  of  animation  and  outdoor  scenes  showing 
various  types  of  high  voltage  power  lines.  What  hap- 
pens when  a  switch  is  closed  and  electricity  flows  along 
such  lines  is  graphically  presented  in  the  form  of  a 
dark  wave  flowing  along  a  power  line.  The  picture 
reveals  that  for  a  few  millionths  of  a  second  after  a 
switch  is  closed  the  electrical  wave  flows  back  and 
forth  on  the  line  and  is  often  accompanied  by  extra 
high  voltages. 

The  study  was  made  on  a  laboratory  model  of  a 
250-mile  power  line  in  which  actual  operating  condi- 
tions  could   be    reproduced.      In    making    this    studv, 


A  Construction  View  in  November,  1934,  of  the  Dam  and  Intake  Towers 


which  was  carried  out  by  Professor  Louis  F.  Wood- 
rufif,  it  was  necessary  to  determine  the  form  of  the 
wave  every  seven  miles  along  the  transmission  line. 
The  records  were  made  by  a  device  called  a  multi- 
element cathode-ray  oscillograph.  Many  hundreds  of 
these  reconstructed  forms  were  carefully  prepared  as 
paper  cutouts  and  photographed  to  make  possible  the 
throwing  on  the  screen  of  the  actual  progress  of  volt- 
age down  a  line.  The  speed  of  the  actual  wave  is 
the  same  as  that  of  light,  186,300  miles  per  second, 
but  on  a  20-foot  screen  it  is  slowed  down  to  about 
one-six-hundred-millionth  of  this  speed,  so  that  several 
seconds  are  required  for  a  single  passage  of  the  wave. 
In  future  films  it  is  planned  to  present  other  electrical 
wave  -forms,  including  those  produced  by  lightning 
discharges  striking  on  or  near  power  lines. 

Other  films  in  the  proposed  series  include  the  pre- 
sentation of  descriptive  geometry  in  animated  form, 
the  operation  of  complex  machinery,  principles  of 
physics,  problems  of  human  relations,  and  many  oth- 
ers. The  films,  while  designed  primarily  for  instruc- 
tion of  students  of  the  Institute,  are  expected  to  be 
available  to  other  educational  institutions. 

Boulder  Dam  Motion  Pictures 

The  official  films  of  Boulder  Dam  were 
made  to  insure  a  permanent  and  authentic 
record  of  this  gigantic  project.  Carefully 
prepared  and  edited,  they  show  first  the  un- 
tamed Colorado  before  construction  opera- 
tions were  started,  then  the  successive  steps 
in  building,  early  surveys,  laying  out  of 
roads  to  the  site,  construction  of  diversion 
tunnels,  blasting  and  stripping  the  canyon, 
pouring  operations  and  other  instructive 
sidelights. 

Particular  thought  has  been  given  to  the 
use  of  these  films  in  schools.  They  make 
clear  to  pupils  just  how  enormous  was  the 
task  involved.  Seeing  this  dramatic  engi- 
neering triumph  cannot  fail  to  fire  the  en- 
thusiasm and  arouse  the  patriotism  of 
American  youth.  For  use  in  Elementary 
Schools,  High  Schools  and  Junior  Colleges 
No.  2  Film  is  recommended,  available  in  16 
mm.  size,  500  ft.  length,  and  in  35  mm.  size, 
1250  ft.  length. 

Engineers  and  engineering  students  may 
secure  a  clear  understanding  of  the  planning 
and  execution  of  the  work  by  the  use  of 
Film  No.  1,  available  in  both  16  mm.  and 
35  mm.  size.  6  reels  in  length,  which  shows 
the  job  laid  out  and  carried  forward  in  de- 
tail. 

Films  are  available  from  Boulder  Dam 
Service  Bureau,  Boulder  Dam,  Nevada,  on 
a  sale  basis. 


Page  44 


The  Educational  Screen 


Department  of  Visual  Instruction  Notes 


Conducted  by  ELLSWORTH  C.  DENT,  Secretary 


Meeting  of  the  Department  of  Visual  Instruction 
National  Education  Association 

Chelsea  Hotel,  Atlantic  City,  New  Jersey 
February  25-26-27,    1935 

The  meetings  of  the  Department  of  Visual  Instruc- 
tion have  been  arranged  in  cooperation  with  the  De- 
partment of  Superintendence.  There  will  be  two  dis- 
tinct meetings  of  the  Department  of  Visual  Instruction 
and  a  joint  meeting  with  a  discussion  group  of  the 
Department  of  Superintendence. 
General  Theme:  Vitalizing  Instruction  Through  the 
Use  of  Visual-Sensory  Aids. 

First  Session — Monday  Afternoon,  February  25 

Wilber  Emniert,  President  of  the  Department, 
presiding. 

2:00-2:30  Panel  Discussion  (Thirty  minutes  of 
informal  discussion) — The  Place  and  Values  of 
Visual-Sensory  Aids  as  Determined  by  Experi- 
ence and  Research.  V.  C.  Arnspiger,  New  York 
City,  Panel  Chairman. 

Members  of  the  Panel — S.  R.  Powers.  Columbia 
University;  Hoyt  Smith,  Mamaroneck ;  Winifred 
Crawford,  Montclair;  Fannie  Dunn,  Columbia 
University;  Dr.  Rulon,  Harvard  University;  N. 
L.  Engelhardt,  Columbia  University ;  F.  Dean 
McClusky,  Scarborough ;  C.  F.  Hoban,  Harris- 
burg  ;  V.  C.  Arnspiger,  New  York ;  Wilber  Em- 
mert,  Indiana,  Pa. 

2:30-3:10  The  Use  of  Pictures  in  the  Development 
of  a  Unit — Miss  Zoe  A.  Thralls,  Assistant  Pro- 
fessor of  Geography,  University  of  Pittsburgh, 
Pittsburgh,  Pennsylvania. 

3:10-3:35  Administrative  Problems  Involved  in  the 
Effective  Use  of  Visual  Aids  in  the  Classroom — P. 
D.  Pointer,  Principal  of  the  Central  Junior  High 
School.  South  Bend,  Indiana. 

3:35-4:00  Taking  Advantage  of  Radio  Possibilities — 
Tracy  F.  Tyler,  Secretary  and  Research  Director. 
National  Committee  on  Education  by  Radio, 
Washington,  D.  C. 

Second  Session — Tuesday  Morning,  February  26 

9:30-11:00  Business  Session.  (Discussion  of  De- 
partment Plans  and  Policies ;  appointment  of  com- 
mittees, etc.)  Wilber  Emmert,  State  Teachers 
College,  Indiana,  Pennsylvania,  President  of  the 
Department  of  Visual  Instruction,  presiding. 

Third  Session — Tuesday  Noon,  February  26 
12:00-1:45     Luncheon  Meeting — George  W.  Wright, 
New  Providence.  New  Jersey,  presiding. 


1  :15-1 :45  Reviving  the  Past  to  Interpret  the  Present 
and  to  Inspire  the  Future — A.  G.  Balcom,  As- 
sistant Superintendent  of  Schools,  Newark,  New 
Jersey. 

Fourth  Session — Tuesday  Afternoon,  February  26 

2:00-4:00  Joint  session  with  Study-Discussion  Group 
G,  Division  V,  Department  of  Superintendence 
will  be  held  in  Room  A,  Atlantic  City  Audito- 
rium. V.  C.  Arnspiger,  New  York  City,  Group 
Chairman  and  presiding  officer. 

General  theme  :  The  Adaptation  of  the  Newer  Media 
of  Communication  to  Education. 

Overcoming  the  Restrictions  of  Learning  in  the 
Social  Sciences  by  Means  of  the  Newer  Com- 
munication Devices,  Such  as  Sound  Motion 
Pictures,  The  Radio,  and  Mechanically  Re- 
corded Sound — V.  C.  Arnspiger,  New  York 
City. 

The  Effect  of  the  Newer  Media  of  Communica- 
tion Upon  the  Development  of  the  Social  Stud- 
ies— Harold  Rugg,  Teachers  College,  Columbia 
University,  New  York  City. 

Acquiring  Social  Concepts  Through  Extra-School 
Agencies  in  the  Form  of  Theatrical  Films  and 
Commercial  Broadcasts  —  \\'.  W.  Charters. 
Ohio  State  University,  Columbus,  Ohio. 

The  Selection  of  Methods  of  Subject-Matter  Pre- 
sentations —  Harold  McClusky,  University  of 
Michigan,  Ann  Arbor,  Michigan. 

Utilizing  the  Radio  in  Educational  Programs  In- 
volving Large  Grouj)  Instruction  —  Levering 
Tyson.  Chairman,  National  Advisory  Council 
on  Radio  in  Education,  New  York  Citv. 

Administrative  Problems  Involved  in  the  Effec- 
tive Use  of  New  Media  of  Communication  in 
Education — C.  F.  Hoban.  State  Director  of  \'is- 
ual  Education,  Harrisburg,  Penns\Tvania. 

Fifth  Session — Wednesday  Noon,  February  27 

10:00-1:45  Luncheon  Meeting— A.  G.  Balcom,  As- 
sistant Superintendent  of  Schools,  Newark,  New 
Jersey,  in  charge. 

(Testimonial  meeting  for  Alfred  W.  Abrams.  re- 
tired Director  of  Visual  Education,  State  De- 
partment of  Education.  Albany.  New  York, 
and  others.) 


February,  193  5 


Page  45 


An  Invitation 
to  the  Convention 

of  the 

Department  of  Superintendence 
of  the  N.  E.  A. 

February      23-28 

You'll  enjoy  the  homey  atmosphere  at  Hotel  Chelsea.  Situated 
on  the  boardwalk,  above  the  ocean,  you'll  find  the  sun  deck 
particularly  restful. 

The  Convention  facilities  are  particularly  good  because  West- 
minster Hall  (part  of  the  Chelsea)  was  especially  built  for 
groups.  It  seats  1800  people  and  several  convention  functions 
are  being  held  there.  Hotel  Chelsea  is  located  just  5  blocks 
from  the  auditorium. 

We  invite  you  and  your  friends  to  enjoy  our  excellent  food^ 
to  be  with  us  at  Convention  time  in  Atlantic  City. 

Come  early  for  Washington's  birthday.  We  urge  your  early 
reservations. 

ATLANTIC  CITY 

OPEN    ALL    WINTER 
ON  THE  BOARDWALK 

JOEL  HILLMAN 
J.  C.  MYERS  JULIAN  A.  HILLMAN 


Sixth  Session — Wednesday  Afternoon 
2:00-2:25 — The  Use  of  Visual  and  Aural  Aids  in  the 
Teaching  of  Literature  in  the  High  School — Clar- 
ence  S.    Dyke,    Department  of   English.   Atlantic 
City   Public  Schools,  Atlantic  City,   New  Jersey. 
2 :25-2  :50     The  Proposed  Film  Institute  of  the  Amer- 
ican Council  on  Education — George  F.  Zook,  Di- 
rector  of   the    American    Council   on    Education, 
Washington,  D.  C. 
'2:50-3:00     The  Place  and  Functions  of  a  Department 
of  the  National   Education  Association — Joy  El- 
mer Morgan,   Editor  of  the  Journal  of  the  Na- 
tional Education  Association,  Washington,  D.  C. 
3:00-4:00     Business  Meeting. 

1.  Report  of  Secretary-Treasurer. 

2.  Rejiorts  of  Committees. 

3.  Discussion  of  Department  Plans :  A. — Mem- 
bership. B. — Finances.  C. — Publicity.  D. — 
Denver  Meeting. 

Massachusetts  Free  Film  Service 

A  year  ago,  Boston  University  School  of  Education. 

[in   co-operation   with   other   educational   agencies,    in- 

[augurated  a  Free  Film  Service,  the  purpose  of  which 

[was  to  make  available  a  centralized  place  for  the  dis- 

Itribution   of    free   films   to   the   schools   of   the   state. 

[The  service  was  financed  co-o])eratively  by  the  Massa- 

[chusetts     Teachers     Federation,     the     Massachusetts 

Branch  of  the  Department  of  Visual  Instruction  of  the 

N.  E.  A.,  and  Boston  University  School  of  Education, 

which  provides  for  the  actual  up-keep  of  the  service 

and  gives  it  the  necessary  quarters. 

Mr.  Abraham  Krasker  re]X)rts  that  during  the  year 
this  service  recorded  about  two  thousand  classroom 
showings  and  about  two  hundred  thousand  pupils  see- 
ing the  films.  The  present  library  of  one  hundred 
reels  is  about  solidly  booked  for  the  remainder  of  the 
school  year,  and  jilans  are  now  underway  for  the  ex- 
tension of  the  service. 


Efficiency  in  Visual  Instruction 

(Concluded  from  page  38) 

not  delegated  to  the  work  of  one  specific  person, 
teachers  are  unable  to  give  to  their  pupils  the  val- 
uable instruction  furnished  by  a  well  planned  vis- 
ual program.  The  fact  that  the  scheduling  of  vari- 
ous visual  aids  for  specific  dates,  and  the  work  in- 
cidental to  the  showing  of  them  as  they  arrive  does 
require  considerable  time  and  forethought,  pre- 
cludes what  might  otherwise  be  a  wide  use  of 
them.  The  teacher  is  already  loaded  down  with 
preparations  for  five  or  six  classes  each  day ;  the 
coaching  of  a  school  play  that  must  be  given  in  the 
near  future;  the  sponsoring  of  a  school  club;  extra 
time  that  should  be  given  to  helping  backward  pu- 
pils who  cannot  see  through  Graham's  law  of  dif- 
fusion, and  any  number  of  other  activities,  extra- 
curricular and  otherwise.  This  teacher  cannot  be 
blamed  for  refusing  to  load  on  the  additional  work 
which  a  well  planned  visual  program  would  entail. 

In  the  hands  of  the  conscientious  teacher,  and 
with  the  projection  part  of  it  efficiently  organized, 
visual  education  can  become  a  vital  and  very  worth- 
while aid  to  both  teacher  and  pupil.  "W^ords,  even 
when  reinforced  by  illustrations  from  texts,  are  not 
nearly  so  efTective  as  they  can  become  when  the 
pupils  can  be  shown  visually,  the  subject  matter 
under  consideration.  It  is  seldom  possible  to  take 
a  class  through  a  steel  plant,  but  the  steel  plant  can  be 
brought  to  the  class  in  the  form  of  an  excellent  five- 
reel  motion  picture.  The  writer  is  thoroughly  sold  on 
the  educational  value  of  visual  instruction,  and  this 
opinion  is  based  upon  personal  use  of  visual  aids 
over  a  period  of  years,  and  observations  on  the  use 
of  visual  aids  b)'  approximately  forty-five  diflferent 
teachers  who  each  semester  for  the  past  seven 
semesters,  have  made  this  type  of  instruction  an 
integral  part  of  class  w;ork. 

Many  teachers,  when  pupils  drift  along  from 
week  to  week  making  no  apparent  efifort  to  master 
the  subject  matter  being  presented,  take  the  path 
of  least  resistance  and  too  soon,  catalogue  these 
pupils  as  failures.  We  have  all  heard  this  attitude 
of  the  pupil  toward  his  work  explained  by  a  "lack 
of  ambition,"  "poor  choice  in  associates,"  an  "ath- 
lete's head,"  "a  low  IQ,"  or  to  any  one  of  many 
other  reasons.  In  other  words,  the  teacher  does 
anything  but  analyze  matters  from  the  pupil's  point 
of  view.  We  would  all  be  better  instructors  if  peri- 
odically, we  could  sit  through  one  of  our  own 
classes.  I  believe  I  have  had  pupils  who  would 
have  failed  in  my  class  had  I  not  worked  earnestly 
to  get  them  interested  in  what  I  had  to  present,  and 
the  use  of  visual  aids  has  been  a  decided  asset  in 
arousing  this  interest.  This  has  been  the  experi- 
ence of  all  the  teachers  in  this  building,  who  have 
a  semester  visual  program. 


Page  46 


The  Educational  Screen 


N 


ews  an 


d  Notes 


Character  Training  Project 

A  unique  character  education  program  which  util- 
izes suitable  situations  from  current  theatrical  motion 
pictures  to  teach  a  moral  lesson,  is  being  worked  out 
by  Dr.  Howard  M.  LeSourd,  dean  of  the  Graduate 
School  of  Boston  University,  and  his  committee  on 
Social  Values  and  Moving  Pictures.  Twenty-four  of 
such  one-reel  excerpts  are  planned  to  compose  an  en- 
tire series,  titled  Secrets  of  Success,  which  will  be  sup- 
plied on  35mm  sound  film  to  educational  and  social 
agencies  throughout  the  country. 

The  first  ten  demonstrated  pictures  in  the  series 
have  been  taken  from  the  following  films  :  Huckleberry 
Finn,  Skippy,  Sooky,  Broken  Lullaby,  Cradle  Song, 
Sign  of  the  Cross,  Young  America,  Alias  the  Doctor 
and  Tom  Sazvyer.  The  pictures  have  been  designed 
to  suit  three  age  groups,  children,  adolescents  and 
adults,  although  some  of  them  will  serve  equally  well 
for  all  age  levels. 

The  first  year  is  termed  a  "demonstration  period," 
during  which  time  reactions  of  teachers  and  pupils  in 
the  use  of  the  series  will  prove  the  value  of  this  addi- 
tion to  the  resources  of  character  developing  agencies. 
There  will  be  no  rental  charge  for  non-theatrical  use 
of  the  films  during  this  period.  Physical  distribution 
of  the  pictures  will  be  conducted  directly  from  the  office 
of  the  Motion  Picture  Producers  and  Distributors  of 
America,  but  requests  for  the  use  of  the  films  should 
be  sent  to  Dr.  Howard  M.  LeSourd,  688  Boylston 
Street,  Boston,  Mass. 

Canadian  Explorer  Uses  16  nnnn.  Films 
For  Lecture  Work 

Richard  Finnic,  writer,  lecturer,  motion  picture 
photographer,  and  authority  on  the  Canadian  Far 
North,  has  just  completed  a  tour  of  more  than  half 
a  hundred  Canadian  cities,  delivering  a  notable  north- 
country  lecture.  The  Last  Frontier,  illustrated  with 
16  mm.  motion  pictures  taken  this  past  summer  with 
a  Filmo  camera. 

Mr.  Finnie's  lecture  deals  with  the  miracles  of 
pioneering  accomplished  in  the  northward  upsurge  of 
civilization  incident  to  the  discovery  of  radium,  silver, 
and  other-  valuable  ores  on  the  shores  of  Great  Bear 
Lake,  the  third  largest  lake  in  North  America — a  lake 
which  is  bisected  by  the  Arctic  circle. 

Mr.  Finnic,  who  was  born  within  a  stone's  throw  of 
the  Arctic  circle  and  who,  although  still  in  his  twen- 
ties, is  a  veteran  of  six  Arctic  expeditions,  is  using 
16  mm.  motion  pictures  for  lecture  work  for  the 
first  time  in  his  platform  career. 


Conducted  by  JOSEPHINE  HOFFMAN 


Museum  Preserves  Valuable  Historical  Exhibits 

The  Los  Angeles  Museum  collection  of  historical 
motion  picture  and  other  visual  equipment,  maintained 
by  the  Society  of  Motion  Picture  Engineers  with  W. 
E.  Theisen  as  chairman  of  the  Historical  and  Museum 
Committee,  contains  valuable  exhibits  which  should 
form  a  valuable  record  for  posterity. 

An  Edison  projector  of  the  type  introduced  about 
1901,  for  instance,  is  on  display  there.  It  is  complete 
with  an  arc  light,  double  lenses  for  stereo  projection, 
lantern  slide  arrangement  and  various  devices  used 
by  a  projectionist  of  the  time.  The  projector  was 
semi-portable  and  was  contained  in  a  wooden  box  so 
that  the  whole  equipment  could  be  carried  about. 

Among  other  interesting  items  is  a  magic  lantern 
with  hand-painted  slides  of  about  one  hundred  years 
ago.  The  slides  were  panoramic  views,  and  as  the 
lantern  used  only  a  candle  for  illumination,  only  a 
small  portion  of  each  slide  could  be  shown  at  a  time. 
A  large  collection  of  hand-painted  travel  and  astron- 
omical slides  of  about  1825-35  has  been  located  and 
purchased  for  the  exhibition.  They  are  circular  and 
vary  in  size  from  three  inches  in  diameter  or  less. 
Each  slide  glass  is  mounted  in  a  wooden  frame.  Among 
the  astronomical  slides  is  one  entitled  "A  Diagram 
that  Proves  the  Rotundity  of  the  \\'orld." 

Motion  Picture  Division  Film  Report 

The  Motion  Picture  Division  of  the  New  York 
State  Education  Department  reviewed  and  licensed 
1769  films  previous  to  their  exhibition  in  the  state, 
during  the  year  beginning-  Jul)-  1,  1933.  and  ending 
June  30,  1934,  according  to  the  annual  report  sub- 
mitted by  Irwin  Esmond,  Director  of  the  Division, 
to  Commissioner  of  Education  Frank  P.  Graves. 
Of  these  1769  films,  286  were  approved  with  elimi- 
nations. Fifteen  pictures  were  rejected  entirely,  of 
which  two  were  later  revised  and  approved  with 
eliminations. 

In  his  report  Mr.  Esmond  said: 

The  fact  that  8362  reels  of  film  were  reviewed 
during  the  year,  that  15  pictures  were  rejected  out- 
right, and  that  2195  eliminations  were  made  on 
statutor}-  grounds,  will  give  some  idea  of  the 
amount  of  work  that  is  done. 

The  2195  eliminations  are  classed  as  follows : 
indecent,  838;  inhuman,  79;  tending  to  incite  to 
crime,  511  ;  immoral  or  tending  to  corrupt  morals, 
752;  sacrilegious,  15. 


February,  193  5 


Page  47 


The  Film  Estimates 


Babbitt.  (Guy  Kibbee.  Aline  MacMahon) 
(Warner)  Very  popular  small-town  real-estate 
dealer,  a  goodnatured  fathead,  lumbers  into 
crookedness  and  near  disgrace :  but  flounders 
out  a  hero,  thanks  to  his  devoted  and  brainy 
wife.  Homely,  realistic  comedy  of  Main  Street 
folk  affording:  semi-intelligent  amusement. 
A — Fairly  good    Y — Amusing:    C     Little  interest 

Biography  of  a  Bachelor  Girl  (Ann  Harding) 
*M(iM)  Heroine,  touted  much  as  girl-artist  of 
lurid  past,  is  hired  by  dynamic  young  sensa- 
tion-seeking editor  to  do  her  biography  for  his 
tabloid.  Talky  sophistication.  Ann  Harding 
miscast.  Unconvincing  as  a  whole. 
A— Only  fair         Y — Not  good         C--No  interest 

Bordertown  (Paul  Muni,  Bette  Davis)  (War- 
ner) Political  influence  disbars  self-educated, 
idealistic  young  Mexican-American  attorney. 
Embittered,  money  becomes  obsession.  As 
gambling  racketeer,  achieves  wealth,  also  dis- 
illusionment and  true  sense  of  values.  Strong, 
finely  acted,  often  ugly  and  depressing  drama. 
A— Good  of  kind  Y— Better  not  C^ — No 


Clive  of  India  i  R  jnald  Colman.  Loretta 
Young)  (U.  A.)  Outstanding  historical  spec- 
tacle, splendidly  acted,  set,  and  directed,  giv- 
ing strong,  well-rounded,  reasonably  accurate 
picture  of  the  famous  Englishman,  his  per- 
sonality and  monumental  achievements  for  his 
ungrateful  country.  A  masterpiece. 
A— Excellent       Y— Excellent       C  -  Very  strong 


County  Chairman  (Will  Rogers,  Evelyn 
Venable)  (Fox)  County  politics  in  Wyoming 
thirty  years  ago  with  typical  western  back- 
ground. County  chairman's  young  law-part- 
ner runs  for  office,  defeats  old-line  politician 
and  wins  the  daughter.  Rich,  engaging  role 
by  Rogers  as  clever  manipulator  of  whole 
situation. 

C     Good 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 
(The   Film   Estimates,   in   whole   or  in   part,   may   be   reprinted 
only   by   special   arrangement   with   The   Educational    Screen) 


1  A — Entertaining 


Y^ — Very  sood 


I 


Enchanted  April  (Ann  Harding,  Frank 
Morgan)  (RKO)  Weak,  unsatisfying  picture 
about  lonely  PInglish  wives  seeking  freedom 
in  charming  Italian  setting.  Light  picture 
of  mood,  with  meagre  plot  and  almost  no  dra- 
matic action,  conflict  or  development.  Comic 
n  le  by  Reginald  Owen  perhaps  best  feature. 
A-  Disappointing  V-  Little  interest 

C--No  interest 

Father    Brown,    Detective    (Walter    Connolly, 

Paul   Liikas)    (Paramount)    Chesterton's  priest, 

translated  to  screen  with  sympathy  and  reality, 

j  persuades    polished    Continental    jewel   thief   to 

I  return    jewels    and    accept    prison    term.      The 

drama    would    be   better   and    whole   play   more 

enjoyable   with   slightly    less   of   Father    Brown. 

A— Rather  good  Y— Very  good 

C — Probably  good 

GamblinK  (George  M.  Cohan)  (Fox)  Chronic 
gambler  hero  bends  all  energies  to  solve  kill- 
ing of  adopted  daughter.  Does  various  pre- 
tensiously  clever  things,  talks  banal  English 
through  twisted  mouth,  and  even  sings.  Con- 
fused, sluggish  action  offered  with  air  of  be- 
mg  clever. 

A— Mediocre  Y-  No  C— No 

Gilded  Lily,  The  (Claudette  Colbert,  Fred 
MacMurray)  (Paramount)  Colbert  charming 
and  clever  as  romantic  stenographer  imagin- 
ing she  loves  glamorous,  incognito  English 
aristocrat,  but  learning  finally  it  is  her  prosy 
pal.  the  engaging  reporter  who  brought  her 
fame,  that  she  loves.  Character  comedy,  good 
dialog  and  acting. 

A— Amusing        Y—Very  amu.sing        C— Hardly 

Grand  Old  Girl  (May  Robson)  (RKO)  Usual 
excellent  work  by  Robson  as  dynamic,  ir- 
reisistible  veteran  Principal  of  small  -  town 
High  Sch(K)l,  fighting  to  the  last  tor  her  pu- 
pils' welfare.  But  meagre  action,  much 
anticlimax,  bizarre  and  unconvincing  episodes 
weaken  well-meant  propaganda. 
A— Disappointing  Y— Little  interest 

C — Less  interest 


Here  Is  My  Heart  (Bing  Crosby,  Kitty  Car- 
lisle) (Paramount)  Typical  musical  comedy 
a  la  Crosby,  with  hero  spending  his  first 
"million"  to  gratify  his  crazy  whims  and 
finally  winning  heroine.  Bing  sings  as  usual, 
also  acts  as  usual.  Some  choice  comedy  by 
Roland   Young  and  others  is   real  feature. 

A^Good  of  kind    Y— Probably  good    C— Hardly 


I  Am  a  Thief  (Mary  Astor,  Ricardo  Cortez) 
Complex  mystery  stuff  on  board  Simplon- 
Orient  express  while  diamond-mbbers  and  de- 
tectives chase  each  other,  audience  in  doubt 
as  to  which  is  which  until  detective-heroine 
and  thief-hero  fall  in  love.  Usual  dark  doings 
by  none  too  good  a  cast. 
A  -Perhaps 


Y — Not  good 


C-  No 


I  Sell  Anything  (Pat  O'Brien,  Claire  Dodd) 
( Warner)  Crude  glorification  of  crooked  auc- 
tioneer as  painfully  conceited  hero,  brazenly 
tricking  public,  rising  to  bigger  and  better 
swindling  till  cleverer  crook  swindles  him  and 
sends  him  back  to  his  first  racket.  Racketeer- 
ing at   its   cheapest. 

A— Crude  Y--Unwholesome  C — No 


Jealousy  (Nancy  Carroll.  Donald  Cook) 
(Columbia)  Conceited  prize-fighter  and  little 
heroine  plan  marriage  but  wrangle  endlessly 
because  of  his  insane  unjustified  jealousy. 
Most  sensational  "cure"  is  accomplished,  of 
which  the  grim  and  morbid  aspects  remain  in 
spite  of  the  surprise  ending. 

A — Hardly  Y — Unwholesome  C— No 


Lives  of  a  Bengal  Lancer  (Gary  Cooper, 
Franchot  Tone)  (Paramount)  Foggy  title  for 
gripping  story  of  English  soldier  life  in 
India's  frontier  service,  drudgery  and  danger, 
treachery  and  tortures.  Character  interest  and 
amusing  dialog  ease  grim,  sinister  atmosphere. 
Smashing  climax  brings  death  for  hero  and 
villain. 

A — Very  good  of  kind  Y — Thrilling 

C     Too  strong 


Music  in  the  Air  (Gloria  Swanson,  John 
Boles  I  (Fox)  Light,  wholesome  but  far-fetched 
comedy  with  character  interest  and  romantic 
appeal,  against  delightful  background  of  Ba- 
varian village  life.  Rest  is  dull  wrangling  by 
two  temperamental  stars.  Boles  trying  to  be 
funny  and  Gloria  to  sing. 

A— Feeble  Y— Fairly  good  C— Harmless 


Man  of  Aran  (Native  cast)  (British  produc- 
tion) Another  masterpiece  by  Robert  Flaherty, 
portraying  powerfully  the  ceaseless  struggle 
for  life  on  bleak,  rocky  Aran  Islands.  Human 
document  with  little  dialog,  few  titles,  three 
characters,  no  plot,  and  relentless  sea  .^s 
mighty  background  for  gripping  action. 
A — Notable  Y — Impressive  C— Perhaps 


Night  Is  Young.  The  (Ramon  Novarro. 
Evelyn  Laye)  (MGM)  Mythical  kingdom  cos- 
tume romance,  with  tuneful  music  by  Rom- 
berg and  Hammerstein,  about  the  usual  prince 
who  loves  a  chorus-girl  but  must  marry  prin- 
cess for  country's  sake.  Lightweight  but  al- 
ways pleasant.  Some  real  comedy  by  Merkel, 
Horton  and  Butterworth. 
A — Pleasant 


Y — Amusing 


C— Hardly 


Night  Life  of  the  Gods  (Alan  Mowbray, 
Florine  McKinney)  (Universal)  Wildly  pre- 
posterous farce  about  half-mad  inventor  who 
learns  to  turn  flesh  to  marble.  He  brings 
museum  gods  and  goddesses  to  life  for  dizzy 
round  of  fun  in  cabarets.  Then  turns  him- 
self and  everybody  else  to  stone  for  conclusion. 
The  lovely  heroine  is  900  years  old. 


A    -Absurd 


Y — Perhaps 


C— No 


President  Vanishes,  The  (Arthur  Byron, 
Paul  Kelly)  (Paramount)  Excellent  melo- 
dramatic thriller  about  ruthless  financiers 
driving  the  country  into  war  for  their  profit, 
controlling  public  by  press  and  legislature  by 
lobby,  defeated  only  by  heroic  president  by 
unheard-of  trick.  Notable  cast.  Rather  thought- 
provoking. 

A — Entertaining  Y     Very  good 

C — Very  exciting 


Prince  of  Cash,  The  (Robert  Donat)  (British 
production)  Old  Donat  picture  trying  to  bene- 
fit by  his  later  great  success  in  Count  of 
Monte  Cristo.  Stolen  banknotes,  accidentally 
in  hero's  hands,  i-ickily  used  by  heroine's 
father  to  promote  his  crooked  schemes.  Pain- 
ful overacting  by  father. 
A— Mediocre  Y — No  value  C— No 

Private  Life  of  Don  Juan  (Douglas  Fair- 
banks) (London  Films-U.  A.)  Elaborate  cos- 
tume play  aimed  to  glorify  Don  Juan  in  his 
closing  career  of  balcony  climbing  conquests. 
Artificial,  episodic  story,  uninspired  dialog,  and 
star's  voice  and  acting  are  not  impressive. 
Will  do  the  Fairbanks  reputation  very  little 
good, 

A — Feeble  Y— Certainly  not  C — No 

Secret  Bride,  The  (Barbara  Stanwyck.  War- 
ren William)  (Warner)  Above  average  drama 
of  political  intrigue  with  well-knit  situation. 
District  attorney,  just  married  to  heroine, 
must  prosecute  her  father,  an  honest  governor 
cleverly  framed  by  unsuspected  enemies.  Sus- 
pense strong.  Well-acted  thriller  with  stupid 
title. 

A— Good  of  kind      Y  -Good  thriller      C— Hardly 

Secrets  of  the  Chateau  (Claire  Dodd)  (Uni- 
versal) The  desire  of  most  of  the  cast  to  gain 
possession  of  valuable  Gutenberg  Bible  affords 
many  suspects  of  the  theft  and  two  murders 
committed  in  French  chateau.  Weak,  unin- 
teresting drama,  with  little  suspense  and 
dubious  ethics. 

A— Inferior  Y- Hardly  C— No 

Sweet  Adeline  (Irene  Dunne,  Donald  Woods) 
(Warner)  Costume  romance  of  the  '90's  with 
poor  composer-hero,  and  charming  work  by 
Irene  Dunne  as  humble  singer  who  rises  io  the 
heights,  despite  a  triangle  of  villain  and  vil- 
ainess.  Some  historical  interest  but  too  bur- 
lesque for  historical  value. 
A—Fairly  amusing         Y— Amusing         C— Fair 

West  of  the  Pecos  (Richard  Dix,  Martha 
Sleeper)  (RKO)  Zane  Grey  western  about  south- 
ern colonel,  ruined  after  war,  starting  west 
with  daughter.  Finds  new  home,  excitement, 
many  troubles  and  a  hero  who  saves  day  .-ind 
marries  his  daughter.  All  ingredients  of  fron- 
tier life.  Above  average  western. 
A— Hardly         Y— Good  C— If  not  too  strong 

White  Lies  (Walter  Connolly.  Fay  Wray. 
Victor  Jory)  (Columbia)  Starts  as  human  pic- 
ture of  hard  newspaper  magnate  who  prints 
sensation  whoever  suffers.  Becomes  hectic 
melodrama  of  shootings  and  heroics,  with 
pitiful  worm  for  villain  and  super-hero. 
Strained  coincidence  and  over-sentimental  mo- 
ments. 

A — Fair  of  kind         Y— Possibly         C— Not  good 

Woman  in  the  Dark  (Fay  Wray,  Ralph 
Bellamy)  (RKO)  Sensational,  unconvincing 
stuff  in  exceedingly  bad  taste,  with  cheap 
emphasis  on  sex.  Accidental  killing  jails  hero. 
Released,  he  seeks  seclusion  but  becomes  vic- 
tim of  brutal  villain  trying  to  frame  him  from 
jealousy  over  heroine.  Innocent  vindicated, 
of  course. 
A— Poor  Y— No  C— No 


Page  48 


The  Educational  Screen 


The  Church  Field 


A  Seminary  Class  Goes  Explorine  in  the  Visual  Field 


ROBERT    M.    HOPKINS    JR 

Yale   Divinity   School,    New   Haven,   Conn. 


yALE  Divinity  School  is  this  year  ofTering  a  course 
in  the  use  of  visual  aids  in  church  programs,  under 
the  guidance  of  Dr.  Paul  H.  Vieth,  Associate  Profes- 
sor of  Religious  Education  and  Director  of  the  Depart- 
ment of  Field  Work.  This  course  is  offered  on  the 
theory  that  the  development  of  adequate  resources  and 
methods  of  using  them  is  dependent  upon  the  training 
of  ministers  and  other  users.  The  course  is  called  a 
Practicum,  which  means  that  it  is  conducted  on  the 
seminar  basis  to  make  original  research  possible.  It 
meets  for  two  hours  once  a  week  in  a  room  especially 
equipped  for  projecting  pictures. 

The  immediate  impetus  which  made  the  course  a  re- 
ality was  the  interest  taken  by  the  Religious  Motion 
Picture  Foundation  in  New  York  City.  This  philan- 
thropic organization  since  its  beginning  in  1925  has 
been  devoted  to  the  task  of  making  inspirational  and 
educational  films  for  use  in  churches.  Recognizing 
the  value  of  interesting  a  large  seminary  in  their  work 
the  officers  of  the  Foundation  agreed  to  do  three  things. 
First,  they  trained  a  student  assistant,  who  was  to  be 
placed  in  charge  of  handling  equipment  and  giving 
technical  advice  at  the  Divinity  School,  by  having  him 
serve  as  an  apprentice  in  their  New  York  office  where 
he  became  familiar  with  the  taking  and  editing  of  pic- 
tures and  the  use  and  care  of  equipment.  Secondly, 
the  Foundation's  entire  supply  of  film  has  been  made 
available  for  experimentation  by  members  of  the  Prac- 
ticum. Finally  the  Foundation  has  offered  to  lend 
technical  aid  in  the  form  of  camera-men  and  scenario 
criticism  when  we  begin  to  make  our  own  pictures. 

The  Yale  University  Press  has  also  made  a  valuable 
contribution  to  our  work.  In  order  to  develop  the 
use  of  the  Chronicles  of  America  Photoplays  as  in- 
spirational and  worship  material,  the  University  Press 
provided  us  with  a  complete  set  of  this  forty-seven 
reel  series  of  pictures,  a  Model  K-50  Kodascope  Pro- 
jector, and  a  screen.  The  Chronicles  series  consisting 
of  fifteen  episodes  in  American  history,  are  primarily 
historical  pictures  and  were  not  intended  for  religious 
use,  but  we  have  found  that  there  is  a  distinct  spiritual 
message  in  some  of  the  episodes,  particularly  The  Pil- 
grims and  The  Puritans. 

We  had  thirteen  students  and  two  professors  in 
the  class  during  the  first  term  of  the  school  year. 
In  most  cases  membership  came  by  invitation.  Our 
aim  was  to  secure  students  who  were  doing  Field 
Work  which  would  be  suitable  as  experimental  points 


for  projects.  Our  available  equipment  consists  of  the 
projector  already  mentioned,  another  Kodascope  pro- 
jector, a  Victor  stereopticon,  a  Reflectoscope  for  pro- 
jecting postcards  and  photographs,  an  excellent  four 
by  six  folding  screen,  and  a  slide  library  belonging  to 
a  lecturer  who  keeps  his  material  at  the  Divinity  School 
and  makes  it  available  to  students.  A  short  time  ago 
we  also  purchased  a  Simplex  Casette  projector,  which 
we  have  found  to  be  a  satisfactory  inexpensive  ma- 
chine. A  charge  of  fifty  cents  for  a  movie  projector 
and  twenty-five  cents  for  a  stereopticon  is  made  to 
cover  servicing.  Each  person  who  rents  a  machine 
is  given  operating  instructions  by  the  student  assistant 
in  charge  of  equipment.  One  of  our  weaknesses  at 
the  present  time  is  that  we  do  not  have  movie  film 
to  rent  out.  The  Chronicles  pictures  are  available 
for  experimental  work  only,  and  we  have  not  as  yet 
purchased  any  other  film  which  would  be  suitable  for 
our  work. 

Our  school  year  at  Yale  is  divided  into  three  terms. 
We  have  blocked  out  our  program  for  the  course  as 
follows  :  Fall  Term — Exploration,  Winter  Term — 
Definite  Experimental  Projects,  Spring  Term — Cre- 
ative Work.  In  accordance  with  this  schedule  our 
efforts  so  far  have  been  largely  to  secure  orientation 
with  secondary  concern  for  constructive  results.  Our 
aim  has  been  to  become  familiar  with  equipment  and 
available  slide  and  film  sources.  Various  commercial 
concerns  have  sponsored  demonstrations  to  show  us 
their  materials  and  have  offered  to  make  their  prod- 
ucts available  at  reduced  rates.  We  have  spent  prac- 
tically all  our  time  on  16mm  silent  pictures,  only 
one  class  period  having  been  devoted  to  examining  a 
16  mm  sound-on-film  projector. 

Under  the  leadership  of  members  of  the  Practicum 
fifty-five  programs  using  motion  picture  film  have 
been  presented  during  the  Fall  Term.  Visual  aid 
equipment  belonging  to  the  Divinity  School  has  been 
used  in  a  total  of  one  hundred  and  eighty-five  programs 
as  comjiared  with  seventy-one  over  the  same  period 
last  year,  which  gives  some  idea  of  how  visually  mind- 
ed Yale  has  become.  Only  a  few  of  the  outstanding 
Practicum  projects  will  be  mentioned  here.  Twelve 
of  the  Chronicles  episodes  have  been  shown  in  a  se- 
ries of  Sunday  evening  services  in  a  New  Haven 
church.  The  best  single  program  in  this  series  was 
a  Pilgrim  service  using  a  combination  of  slides  and 

{Condudcd  on  pai/c  54) 


February,  193  5 


Page  49 


Stubborn  Teaching  Problems 

Solved  with  SOUND  MOVIES! 


The  RCA  I6mm.  Sound  Projector 


brings  real, 

life-like  sound 

to  Classroom 

Movies! 


FIRST,  stereopticon  si  ides-then  moving 
pictures- now  SOUND  MOVIES! 
With  each  successive  step,  difficult  sub- 
jects became  easier  to  teach. 

Lessons  that  were  dry  as  dust  to  chil- 
dren— are  glamorous,  never-to-be-for- 
gotten realities  on  the  talking  screen! 
Sound  movies  end  forever  the  problem 
of  inattention.  Now  no  school  is  com- 
pletely modern  or  efficient  without  sound 
movies  available  to  every  classroom. 

Simple  to  operate — yet  possessing  the  tech- 
nical excellence  of  famous  RCA  professional 
sound  moiie  equipment! 

Compact  —  simple  —  with   threading 


easy  and  quick  because  it  uses  but  a 
single  sprocket — the  RCA  I6mm.  Pro- 
jector creates  no  classroom  disturbance 
as  it  is  being  set  up  and  run.  Its 
volume  can  swell  to  fill  an  auditorium 
—  or  be  reduced  for  ordinary  class- 
room use.  The  sound  is  never  distorted 
• — never  harsh  or  crackly.  Synchroniza- 
tion is  always  perfect.  The  RCA  I6mm. 
Sound  Projector  reproduces  both  sound 
and  silent  film-and  with  the  microphone 
facilities  available  the  instructor  can 
vitalize  silent  pictures  by  comments  "a  la 
news  reel".  The  voice  comes  from  the 
screen  and  holds  the  students'  attention. 


For  complete  information,  write  RCA  Manufacturing  Co.,  16  mm.  Division,  Camden,  N.  J. 


RCA  MANUFACTURING  CO.,  Inc. 


16  MM.  DIVISION 


CAMDEN,  N.  J. 


Page  50 


The  Educational  Screen 


Among  the  Magazines  and  Books 


Illinois  Teacher  (December,  '34)  "The  High 
School  Goes  Hollywood,"  by  Otis  Keeler. 

Marshall  Township  High  School  for  about  five 
years  has  been  trying  by  many  kinds  of  programs, 
appealing  to  the  community,  to  accpiaint  it  with 
the  value  of  the  High  School  as  an  institution  de- 
serving tax  support.  In  1932,  pageantry,  panto- 
mime, and  steropticon  slides  were  used,  the  latter 
when  seven  spirits  representing  the  seven  cardinal 
principles  of  education  appeared  in  turn.  Each  told 
how  she  was  nurtured  by  the  subject  of  the  curricu- 
lum as  appropriate  slides  were  projected.  In  1933, 
the  history  of  the  school,  for  the  53  years  of  its 
existence,  was  represented  by  slide  views  of  photo- 
graphs of  former  classes  and  leaders  of  the  school. 
A  slide  map  gave  the  location  in  the  United  States 
of  all  graduates.  Other  slides  emphasized  the  pres- 
ent work  of  the  school.  The  future,  based  on 
Snedden's,  "The  High  School  of  1960,"  was  prog- 
nosticated. The  best  results  seem  to  have  been 
obtained  in  1934,  when  activities  of  all  departments 
were  shown  at  commencement  time  in  the  movies. 
A  graduate  of  the  Terre  Haute  Polytechnic  High 
School  was  engaged  to  take  views  throughout  the 
year.  The  superintendent  says,  "As  a  means  of 
interpreting  the  High  School  to  the  public,  I  doubt 
if  any  other  plan  would  be  equally  effective  with 
such  a  project."  The  film  is  to  be  used  in  outlying 
communities  to  show  what  high  schools  are  doing. 

Educational  Method  (January,  '35)  "Audio-Vis- 
uai  Instruction  Materials,"  by  Howard  E.  Gray. 

A  lengthy  table  is  given  listing  the  number  of  edu- 
cational subjects  available  in  sound  pictures,  16  and 
35  mm.,  for  the  years,  1930,  '31  and  '32.  The  supply 
doubled  (in  round  numbers)  each  of  these  years.  The 
table  specifies  the  number  of  available  films  for  each 
of  a  large  number  of  branches  and  subjects,  but  does 
not  give  the  names  of  many  individual  films.  Presi- 
dent Hutchins  of  the  University  of  Chicago  is  quoted 
as  follows:  "We  believe  that  the  teacher  will  find 
this  new  dynamic  medium  of  expression  an  authentic 
aid  in  his  work  and  that  the  student  will  acquire  a 
clearer  and  more  lasting  understanding  of  scientific 
processes  when  they  are  vitalized  by  scene  and  sound." 

Education  (December,  '34)  "Motion  Pictures  in 
Art  Education,"  by  Elias  Katz. 

Two  lectures  delivered  at  Teachers  College,  Co- 
lumbia University,  are  here  given  in  substance.  In 
Russia,  95  per  cent  of  the  films  are  educational  or 
cultural.  Our  insistence  upon  factual  data  has 
hampered  the  true  use  of  the  film.       France  is  giving 


Conducted  by  MARION  F.  LANPHIER 


an  important  place  to  the  film  in  art  education.  After 
a  description  of  various  attempts  to  use  films  in  art, 
stress  is  placed  upon  the  Metropolitan  Museum  of 
Art  Film  Library,  and  Models  in  Motion  distributed 
by  the  Museum.  It  had  been  observed  that  children 
who  attended  movies  sometimes  attempted  to  draw 
movement.  The  films  of  models  in  motion  are  being 
used  in  Boston,  Rochester,  and  at  the  Art  Institute 
in  Chicago.  Through  art  education  by  the  film, 
verbal  ambiguities  are  avoided.  As  the  film  repre- 
sents a  temporal  continuity  of  visual  experience,  the 
author  seems  to  think  that  it  affords  the  student  a 
better  opportunit}'  to  study  movement  than  by  first- 
hand observation  of  moving  objects.  A\'e  recall  that 
movement  is  implied  in  many  works  of  art.  and  that 
it  is  very  difficult  to  so  imply  it. 

International  Review  of  Educational  Cinema- 
tography (November,  '34)  "Utilizing  the  Cinema 
for  Teaching  Abnormal  Children,"  by  Prof.  i\I. 
Prudhommeau. 

Especial  pains  must  be  taken  with  this  class  of 
children  to  have  them  properly  prepared  for  the 
film  presentation.  "On  these  children's  psyche  the 
motion  picture  produces  a  violent  effect  that  is 
much  stronger  than  that  deriving  from  any  other 
teaching  means.  We  must  take  consistent  care  to 
avoid  errors  of  interpretation."  The  child  should 
not  be  excited  by  the  film,  but  each  lesson  should 
be  completed  with  a  film  that  will  not  make  him 
hypersensitive  or  nervous. 

The  writer  thinks  that  a  screen  about  two  feet 
in  width  is  preferable  to  a  larger  one  for  the  ordi- 
nary classroom.  Children  are  more  sensitive  in  a 
darkened  room.  For  producing  geographical  reality, 
views  of  nature  alone  arc  jjrojected  at  times  on  the 
whole  rear  wall  of  the  classroom  by  using  a  short 
focal  length  lens.  An  eight  foot  screen  is  used  for 
the  nearest  approach  to  nature.  A  caution  is  given 
against  stopping  the  film  too  frequently,  and  break- 
ing the  continuity  where  the  action  does  not  de- 
mand an  explanation.  "The  greater  the  silence, 
the  better  the  impression  made  by  the  film."  Neces- 
sary comments  can  be  sometimes  made  when  the 
action  is  slowed  down,  but  they  must  be  precise 
and  brief. 

Stereoscopic  projection  has  been  aliandoned  by 
the  author,  but  fixed  projections  taken  from  the 
proper  angle  and  with  a  special  light,  as  well  as 
landscapes  in  close-up  movement,  may  produce  re- 

(Concludcd  pit  page  56) 


February,  193  5 


Page  51 


School  Department 


The  Kindergarten  and  First  Grade 
Children  Can  Make  Slides 

I  HAVE  experimented  for  some  time  trying  to  find 
'  a  simple  Avay  for  little  children  to  make  their 
own  slides.  The  little  ones  are  not  able  to  use  inks 
and  paints.  Ground  glass  strains  their  eyes.  Trans- 
parent paper  placed  between  the  glass  was  unsat- 
isfactory, because  the  children  could  not  see  the 
process  as  a  whole.  Further,  these  slides  took  time 
to  bind  and  to  take  apart  for  using  again. 

After  trying  these  and  other  methods.  I  bound  a 
single  plain  glass  slide.  The  child  places  this  slide 
on  a  piece  of  white  paper,  and  draws  his  picture 
right  on  the  glass  with  a  china  marking  crayon. 
(China  marking  crayons  can  be  obtained  at  any  art 
store.)  If  any  mistake  occurs,  it  can  be  rubbed  off 
with  a  bit  of  cloth  or  soft  paper.  (Rubbing  off  the 
slide  to  use  again  is  a  matter  of  seconds.) 

A  little  child  is  handicapped  in  expressing  his 
ideas,  because  his  vocabulary  and  his  ability  to 
group  words  in  new  relationships  is  limited.     Free 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School,  Scarborough-on-Hudson,  N.  Y. 


drawing  is  the  best  means  he  has  of  telling  us  what 
is  going  on  in  his  mind.  He  needs  to  be  encouraged 
to  draw.  The  best  result  in  drawing  I  have  ever 
had,  not  only  in  freedom  of  expression  but  also  in 
originality  and  connected  thought,  has  been  through 
allowing  those  children  who  drew  good  pictures  to 
make  tbem  again  on  slides.  Then  the  stereopticon 
was  connected,  and  each  child  in  turn  told  the  class 
about  the  picture  he  had  made  on  the  slide.  The 
children's  language  ability  was  helped  greatly  at 
this  time  by  questions,  comments,  and  corrections. 

On  the  other  hand  often  I  have  a  free  drawing 
period  when  every  child  in  the  class  makes  a  slide, 
and  has  a  chance  to  talk  about  it  when  the  pictures 
are  thrown  on  the  screen  at  the  close  of  the  lesson. 

Once  these  slides  are  bound  the  teacher's  part  is 
done.  These  slides  are  inexpensive,  extremely  ef- 
fective, and  inspirational  to  the  children. 

MARY  FRANCES  LYONS 

Jamaica  Plain,  Boston,  Mass. 


Profit  hif  the  Experience  of  the 
'Most  fritieai 

THE    HOLME!^    EDUCATOR 


We 

Invite 

Comparison 

Tests 


Sound  on  Film 
Standard  3.5mm 

Projector 

meets  the  most  exact- 
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leading  Film  producers. 

THE  REASONS— Ball  Bear- 
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and  Sound  Head  one  unit — 
all  movinj;  parts  in  a  sealed 
tight  housing. 

COMPARE  the 
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HOLMES    PROJECTOR    CO. 

'^Motion  Picture  Projectors  Since  '97*' 
1813  Orchard  Street  Chicago 


Visual   Aids  for 

ALCOHOL  Education 


a  profusely  Illustrated  Text  Book  containing  fifty  drawings  and 
diagrams  that  visualize  the  physiological  effect  of  alcohol  in  a 
simple,  Interesting,  purely  scientific  manner.  Written  by  promi- 
nent  research   scientists.      112    pages.      Cloth    bound,    $1,50. 


'•    set   of    17  slides  from   above   illustrations 


$12.75   per  set. 


Frorides  a  simple  uv(h-rstantlino  of  the  relationship  of  alcohol 
to  human  physiolof/y  and  health  .  .  .  not  a  volume  of  propa- 
ga7ida_  although  the  facts  about  alcohol  are  in  themselves 
propaganda  against  its  use  in  many  instances.  Simply  illus- 
trated with  highly  instructit^e  dratvings." 

—Journal  of  American  Medical  Association 
''Visual  instruction  material  of  unique  and  outstanding  value 
on  a  subject  of  vital  importance  today." 

— The  Educational  Screen 
"Presents  results  of  hundreds  of  care  fid  studies  in  easily 
understood   language." 

— Christian   Science  Monitor 

In   use  by   Los   Angeles   city   and   county   schools   and   by   approximately 
200  school  systems  throughout   V.  S. 

Order   from 

SCIENTIFIC  EDUCATION  PUBLISHERS 


1240  South  Main  Street 


Los  Angreles,  Calif. 


Page  52 


The  Educational  Screen 


LOOKING    THR  OUGH 
GREAT     TELESCOPES 

The  great,  new  educational  film  made  with  scientific 
cooperation  of  Dr.  Oliver  J.  Lee,  Director  Dearborn 
Observatory,  Prof,  of  Astronomy,  Northwestern  University. 

Reels:  1,  Seeing  the  Sun;  2,  Going  to  the  Moon;  3,  From 
Mercury  to  Mars  (including  Asteroids  and  Comets)  ;  4,  Jupi- 
ter, Saturn  and  Beyond ;  5,  The  Pathway  of  the  Gods,  The 
Milky    Way;    6.    The    Depths    of   Space,    The   Exterior   Galaxies. 

The  motion   picture   that   should   be  shown   and   used 
in  every   school.      16   mm.   atid   35    mm.,  safety  film. 

Descriptive   circular   on   request. 

ARANEFF  FILM  ASSOCIATES 

1345    ARGYLE    STREET.    ESSANAY    STUDIOS 
CHICAGO,  ILLINOIS 


F 


Th.  IJMINO 
PROJECTOR 

tor  Miniature  Pictures 


LEICA  as  well  as  other  pictures  are  reproduced  in 
all  their  full,  rich  beauty  by  this  projector.  Ideal 
for  school  room  projection,  being  snnall,  easy  to 
operate,  and  inexpensive.  Single  frame,  double 
frame  and  2x2  in.  glass  slides  may  be  used.  Write 
for  Circular  No.  1230,  also  full  information  about 
the   LEICA   Autofocal   Camera    and    photographic 


accessories. 


FOCUSING  COPY  ATTACHMENT 
for  LEICA  CAMERA 

Converts  the  LEICA  into 
a  copying  camera  for 
making  reproductions  of 
maps,  manuscripts,  books, 
bindings,  scientific  speci- 
mens, etc. 


E.  LEITZ9  Inc.  Dept.  649 

60  EAST  lOTH  ST.  NEW  YORK,  N.  Y. 


South    Hieh    School    Exhibit    Nisht 

Ox  NOVEMBER  23,  1934,  South  High  School 
held  its  second  Science  Night.  Over  5,000  peo- 
ple crowded  the  halls,  examining  the  378  exhiliits 
which  were  on  display.  A  program  of  the  exhibits 
was  given  to  all  persons  attending. 

The  Chemistry  Department  had  the  greatest 
number  of  exhibits,  totaling  117.  The  feature  of 
these  exhibits  was  a  series  of  experiments  with  li- 
quid oxj-gen  at  a  temperature  of  -193  C.  and  on  the 
same  table  the  Thermit  Welding  produced  a  tem- 
perature of  about  1200  C.  Exhiliits  on  the  panning 
of  gold,  oil  floatation,  cosmetics,  and  plastics  all 
contributed  their  part  in  interesting  those  who  at- 
tended the  meeting.  Thirty  gallons  of  synthetic 
lemonade  made  from  citric  acid  and  saccharine  were 
distributed  during  the  evening. 

The  Physics  Department  displayed  53  e.xhibits, 
the  high  light  of  which  was  a  most  interesting  dis- 
play on  air  conditioning.  A  short  wave  l)roadcast- 
ing  receiving  station  was  in  operation.  A  most 
interesting  dial  telephone  switchboard  \vas  in  opera- 
tion, while  various  Neon  lights  and  electric  eves 
furnished  amusement  for  many. 

The  Biology  Department  had  many  interesting 
animals,  including  an  armadillo,  Initterfl}-  exhibits, 
and  the  effects  of  various  pests  on  fruits  and  vege- 
tables.   This  department  had  a  total  of  55  displays. 

The  Latin  Department  contributed  a  most  inter- 
esting display  on  the  relation  of  Latin  to  Science, 
showing  the  development  of  many  of  our  modern 
ideas  from  the  old  Latin  devices. 

Four  telescopes  in  constant  use  helped  the 
Astronomy  Department,  and  the  crowds  which 
gained  their  first  telescopic  glimpse  of  Saturn 
through  these  telescopes  were  more  than   pleased. 

One  of  the  outstanding  displays  of  the  evening- 
was  furnished  by  the  Home  Economics  Department 
which  gave  a  most  wonderful  disjjlay  on  consumer 
education.  Over  40  displays  were  furnished  in  this 
field,  including:  "How  Many  Pairs  of  Silk  Stock- 
ings Do  You  Wear  a  Year?",  "Do  Labels  Tell  You 
What  You  Want  to  Know?",  "Ready  Made  vs. 
Home  Made  Dresses,"  "What  Are  You  Getting  in 
Milk?",  "Durabilit}'  and  Price  of  Furs."  Another 
exhibit  which  roused  considerable  attention  was 
one  obtained  from  the  United  States  Government 
I*ure  Food  and  Drug  Division  showing  the  effects 
of  various  types  of  cosmetics  and  drugs  sold  on  the 
market  today. 

The  Psychology  Department  was  crowded  all 
evening  with  an  interested  group  learning  various 
things  concerning  personality,  complexes,  illusions, 
palmistry,  and  superstitions.  This  department  fur- 
nished a  tremendous  lot  of  food  for  thought  in  their 
various  displays. 

(ConchtJcd  on  page  54) 


February,  1935 


Page  53 


II 


11 


isua 


I 


Ids 


of  Special  Desi 


Sn 


Ip    t 


eip 


I 


oive 


A 


Perplexing  Problem 


For  years  educators  have  sought  for  the  reason 
why  some  children  learn  to  read  with  ease  while 
others,  apparently  equally  gifted,  find  In  reading 
an  insurnnountable  difficulty. 

Dr.  Emmett  Albert  Betts,  of  State  Normal  School, 
Oswego,  N.  Y.,  after  making  hundreds  of  tests  on 
first-grade  entrants,  has  formulated  a  simple  visual 
procedure  by  means  of  which  a  teacher  may  de- 
termine whether  a  child  is — 


Ready  to  Read 

What  His  Reading  Difficulties  Are 
What  Remedial  Methods  to  Use 


Superintendents  and  Supervisors 

Should  See 
The  Betts  Ready  to  Read  Tests 

at  the 

Keystone  Exhibit,  Atlantic  City 

Published  by 

KEYSTONE  VIEW  COMPANY 
MEADVILLE,  PENNA. 


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O.     S.     CO  RPORATION 

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Visual  education  demands  efficient  presentation. 
With  15  different  types  of  portable  screens,  each 
ideally  suited  to  a  given  condition,  Da-Lite  offers 
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Page  54 


The  Educational  Screen 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature-length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK.  N.  Y. 


As  a  side  show  nearly  50  boys  and  girls  displayed 
hobbies  in  which  they  were  interested.  Exhibits  of 
old  guns,  stamps,  perfume  bottles,  airplanes,  leaves, 
marionettes,  archery,  play  equipment,  war  relics, 
and  mountain  climbing  material  helped  make  this 
section  one  of  the  most  important  displays  of  the 
evening. 

Much  more  might  be  said  concerning  the  work 
of  the  Art  Department  which  furnished  nearly  30 
beautiful  posters,  of  the  Mechanical  Drawing  De- 
partment which  produced  nearly  600  signs  to  label 
each  exhibit,  and  the  library  which  contributed 
greatly  to  the  Science  Night  with  an  exhibit,  as  well 
as  material  assistance  in  obtaining  information  for 
various  displays. 

A  band  concert  and  motion  pictures  in  the  audi- 
torium aided  in  entertaining  our  patrons  when  they 
grew  tired  of  visiting  the  exhibits.  Two  motion 
pictures  were  shown,  the  finer  of  which — "The  Eyes 
of  Science" — is  especially  worth  while.  In  all,  this 
Exhibit  was  the  finest  showing  of  its  kind  that  has 
ever  been  produced  in  the  Denver  Schools. 

ROBERT  COLLIER,  JR. 

South  High  School,  Denver,  Coio. 

The  Church  Field 

{Concluded  from  page  48) 

the  movie.  Slides  pertaining  to  the  Pilgrims  were 
projected  during  an  antiphonal  responsive  reading,  a 
different  slide  being  shown  for  each  verse  of  the  re- 
sponse. Appropriate  organ  music  was  played  while 
the  three  reel  picture  was  shown.  In  another  church 
we  discovered  the  importance  of  victrola  music  as 
sound  accompaniment.  A  music  store  in  New  Haven 
loaned  us  a  supply  of  records,  and  then  by  using  two 
victrolas  and  shifting  from  one  to  the  other  were  able 
to  arrange  a  highly  satisfactory  accompaniment.  Sev- 
eral gratifying  experiments  have  also  been  carried  out 
in  the  teaching  field.  A  reel  on  the  life  of  Christ  was 
used  in  a  seventh  grade  class  of  rather  boisterous 
youngsters.  The  attention  was  unusually  good  and 
the  amount  of  information  retained  by  the  children 
was  high.  If  financial  obstacles  could  be  overcome 
there  certainly  are  great  possibilities  for  movies  in 
Sunday  Schools. 

We  are  finding  that  our  work  is  reaching  out  into 
other  departments  of  the  Divinity  School.  The  con- 
nection with  the  Field  Work  Department  creates  a 
demand  for  visual  aid  equipment  in  student  pastorates 
and  other  student  locations.  The  Old  and  New  Tes- 
tament Departments  will  probably  make  use  of  visual 
aids.  One  of  our  New  Testament  professors  who  is 
now  in  Palestine  has  written  us  about  film  slides  on 
the  Holy  Land  that  he  has  seen  and  hopes  to  secure 
for  us.  The  Department  of  Social  Ethics  is  interest- 
ed in  helping  us  make  a  movie  which  will  portray 
the  spirit  of  Christ  at  work  in  the  city  of  New  Haven. 
These  interests  are  indicative  of  the  possibilities  of 
visual  aids  in  religious  work. 


February,  193  5 


Page  55 


Of  Spencer 

DELINEASCOPE 

jJecreases    ^allures 

Jn    (^kis    CjLass   Jvoom  .  . 


STUDENT  tests  in  school  show  that  teaching  visually  enables  students 
to  learn  more  quickly  .  .  and  to  retain  the  knowledge  over  a  longer 
period  of  time.  •  Visual  teaching  .  .  with  a  Spencer  Delineascope  .  . 
will  raise  the  average  grade  of  your  classes.  •  There  is  a  complete 
series  of  Spencer  Delineascopes,  one  of  which  will  meet  the  specific 
teaching  requirements  of  your  school  perfectly.  Our  projection  experts 
will  gladly  assist  you  in  selecting  the  proper  Delineascope  for  your  work. 

Write  to  Dept.  R-2  for  Folder  K-77  which  completely  describes, 
with  prices,  the  series  of  Spencer  Delineascopes. 


MODEL  D  DELINEASCOPE 

For  daily  classroom  use.    Projects 

glass  slides  only. 


There  is  no  Substitute   for  the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


BRITELITE  TRUVISION  MOVIE  PRODUCTS 
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36   X  48 17.50   List         54    x   72*...   75.00  List 

*No  Border 

Britelite-Tru  vision  Motion  Picture  Screens  have  achieved  a 
reputation  for  outstanding  merit.  Their  advanced  design  pro- 
vides exceptional  projection  performance-  to  an  extent  never 
attained  before.  They  come  in  a  wide  variety  of  styles  in- 
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models.    They  assure  brilliance,  color,  depth  and  gharp  definition. 

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Sound 
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Syncrofilm  Sixteen 
features  simplicity,  high 
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Has  ample  volume 
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yet  equally  adaptable 
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Will  operate  silent 
films  as  well  as  sound. 

The  latest  in  16mm. 
sound  projection. 

LET  US  TELL  YOU  MORE  ABOUT  SYNCROFILM  SIXTEEN. 

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Manufacturers  of  35  mm.  and  16  mm.  Sound  Projectors 

59  RUTTER  STREET     —     ROCHESTER,  NEW  YORK 

New  York  Sales  and  Export  Department 
15  Laight  St..  N.  Y.  C.  -:-  Cable:  Romos,  N.  Y. 


Page  56 


The  Educational  Screen 


16  MM.  SOUND-ON-FILM 

Free   catalog-   of   hundreds    of    subjects,    all    new    prints,    late 

releases,    educational    and    entertainment. 

We   rent    16    MM.    SOUND-ON-FILM   projectors 

by  DAY.   WEEK  or  MONTH. 

Our   64-page  FREE   catalog   also  lists  hundreds   of  35   mm.   silent 

and   SOUND  subjects,  and  !♦>  mm.   silents. 

IDEAL     PICTURES     CORPORATION 

30  EAST  EIGHTH  ST.  CHICAGO,  ILL. 


—    01 
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TEACHERS,    SUPERVISORS, 
PRINCIPALS,   SUPERINTENDENTS 


We    Place   You— Rural   to   College   Inclusive  ^h 

Largest  Teachers'   Agency  in  the  West 

^    ROCKY  MOUNTAIN  TEACHERS'  AGENCY    "K 

WM.  RUFFER,  Ph.D.,  Mgr.  H 

410  U.  S.  Nat.   Bank   Bldg.  Denver,  Colo. 


TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS        PRINCIPLES    OF    CHEMISTRY 

The  visualization  of  high  school  The  core  of  the  year's  work  in 
physics  on  still  film  for  class-  chemistry  especially  adapted  for 
room  use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL     SCIENCES  —  Suffern,     N.Y. 


Wr  Talk     from     your 
H  screen  with   quickly 
H      TYPEWRITTEN 
B          MESSAGES 
B  50  Radi«-Mata  $1.50 
S  White.  Amber.Green 
I^Accept  no  snbstitutej 

The  Typewriter  Slide 

For  Screen  Projection 

FOR  SALE  BY  YOUR  THEATRE 
EQUIPMENT    DEALER 
Write  for  free  samples. 

RADIO-MAT  SLIDE  CO..  Inc. 

1819  Broadway              New  York.  N.Y. 

•  ISIHESlATIOKEIirCIFmScliEEK 

Among  the  Magazines 

{Concluded  on  page  SO) 

lief  effects.  Photographs  reflected  in  a  concave 
mirror  are  a  satisfactory  method  of  intensifying  per- 
spective. Abnormal  children  are  greatly  delighted 
with  the  reality  of  microscopic  life  projected  on  the 
screen. 

Before  a  film  lesson,  observation  lessons  are 
given  on  museum  objects,  or  other  relevant  ma- 
terials. Drawings  of  what  has  been  seen  are  then 
made,  and  the  film  follows  at  the  next  lesson. 
Drawings  are  made  of  film  objects,  and  they  are 


SILENT  PROJECTORS: 


We  have  the  finest  500  watt  16mm., 
silent  projectors  manufactured,  priced  from 
$85.00  up;  write  to  us!  Also  200  watt 
projectors  as  low  as  $29.50  .  .  .  every  one 
a   brand  new  model! 


SOUND-ON-FILM  PROJECTORS: 


The  very  best  500  watt  and  750  watt 
16mm.  Sound  -  on  -  film  projectors  priced 
from  $275.00  up — write  to  us — also  Sound- 
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.  .  .  every  one  a  brand  new  model! 


CAMERAS.  SCREENS,  ETC.: 


CAMERAS:  All  makes  and  all  prices 
from  $35.00  up  to  several  hundred  dollars 
— both  new  and  also  sjiehtly  used! 

SCREENS:  We  have  all  makes  in  glass 
beaded,  etc.,  from  $7.20  for  the  30"x40", 
up  to  $80.09  for  the  largest  auditorium 
size  glass-beaded  screens. 

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National    Brokers     Cinemacliinery     d     Photographic     Equipment 

407  W.  WASHINGTON  FORT  WAYNE,  INDIANA 


explained  on  the  back  of  the  drawing.  The  pupil 
explains  his  drawing,  and  errors  are  then  corrected. 
The  diction  of  the  child  is  noted  in  these  descrip- 
tions given  verbally,  and  use  is  made  of  the  child's 
individual  vocabulary  in  teaching  language.  The 
oral  account  helps  to  fix  the  subject  in  the  memory. 

"An  inquiry  we  made  showed  us  with  a  certain 
definiteness  and  precision  the  poverty  of  knowledge 
of  an  abnormal  child  in  the  matter  of  facts  of 
common  knowledge  and  happenings.  The  motion 
picture  allows  him  to  grasp  many  things  which  it 
\\ould  otherwise  be  difficult  to  instil  into  his  mind. 
The  abnormal  child  is  almost  always  a  'visual 
case'.  Words  and  phrases  pass  over  him  without 
making  any  impression,  because  he  does  not  under- 
stand their  meaning,  while  the  cinema,  owing  to  its 
movement,  .  .  .  brings  the  child  multiple  means  of 
acquiring  cognitions."  The  abnormal  child  picks 
up  a  surprising  number  of  undesirable  cognitions 
also  from  motion  pictures.  The  creative  faculty  is 
encouraged  to  a  surprising  extent  when  films  are 
used  with  abnormal  children. 

An  interesting  description  of  the  special  pro- 
jection hall  is  introduced, — the  tinting  of  the  walls, 
the  tone  of  the  light  bull:)S  affording  the  opportun- 
ity for  taking  notes,  the  regulation  of  the  lighting 
for  different  circumstances  by  a  special  rheostat, 
etc.  Finally,  full  cooperation  between  the  educator 
and  the  producer  is  strongly  recommended. 

Research  Bulletin  of  the  National  Education  As- 
sociation (November,  '34)  "Modern  Social  and 
Educational  Trends." 

The  illustrated  bulletin  is  a  most  excellent  presenta- 
tion of  fifteen  main  features  and  tendencies  of  society 
today.  Each  section  is  from  two  to  six  pages  in 
length  and  is  illustrated  by  pictorial  graphs  of  the 
Neurath  type,  involving  international  standard  units 
of  measurement.  An  assistant  of  Dr.  Neurath  in 
Vienna,  for  seven  years,  has  worked  with  the 
N.  E.  A.  Headquarters  Staff'  in  producing  the  brochure 
of  about  forty  pages. 


February,  193  5 


Page  57 


aj^S 


EASTMAN 

.  !l  JIj  J_i  JUj-Ti-kl)  III  k^ 


FINLAND — Fourth  of  a  new  series  of  Geography 
films  on  European  countries.  Prepared  with  the  same  care 
that  has  made  earlier  Eastman  Classroom  Films  the  standard 
of  motion-picture  instruction  material.  Other  subjects  In 
this  series  now  ready  for  distribution:  Denmark,  Sweden, 
Hungary.  Each  of  these  films  gives  pupils  a  comprehensive, 
up-to-date,  stimulating  picture  of  the  country  under  consid- 
eration. One-reel  16-millimeter  subjects.  $24  each. 


STflEET  SAFETY — Two  films  on  a  vitally  impor- 
tant subject.  Street  Safety,  for  Advanced  Grades  illustrates 
safety  principles  designed  to  govern  activities  of  older  chil- 
dren or  adults.  1  reel,  1 6-millimeter,  $24.  Street  Safety, 
for  Primary  Grades,  intended  for  smaller  children,  demon- 
strates cardinal  points  of  safety  by  the  indirect  method.  1  /2 
reel,  16-milljmeter,  $12.  Both  pictures  made  in  coopera- 
tion with  the  National  Safety  Council  and  the  American 
Automobile  Association. 


MODERN  FOOTBALL  FUNDAMEN- 

TALS  —  A  2-reel  picture  directed  by  Harry  Kipke, 
Head  Coach,  University  of  Michigan.  It  shows,  both  in  slow 
motion  and  at  normal  speed,  the  fundamental  techniques 
and  drills,  at  the  same  time  demonstrating  definite  methods 
of  handling  the  body  to  prevent  injuries.  Reel  I,  Drills  for 
Individuals  and  Small  Groups.  Reel  II,  Group  and  Team 
Drill.  2  reels,  16-millimeter,  complete,  $48.  A  splendid 
investment  in  connection  with  spring  football  practice. 


Over  200  Films  From  Which  To  Choose 


THE  number  oF  Eastman  Classroom  Films  now  available 
totals  considerably  more  than  200  reels.  They  cover 
important  topics  of  Geography,  Science,  Health,  Nature 
Study,  History,  Agriculture,  Applied  Art,  and  English. 
Check  your  film  library  against  the  latest  Descriptive  List 
of  Eastman  Classroom  Films.  In  case  this  has 
not  reached  you,  drop  us  a  line,  and  a  copy 
will  be  sent  to  you  promptly. 

Be  on  the  lookout,  too,  for  The  Classroom 


Film,  a  new  publication  that  offers  an  opportunity  for  an 
interchange  of  ideas  among  all  those  engaged  in  visual  in- 
struction. If  you  do  not  receive  a  copy,  write  us,  and  your 
name  will  be  added  to  our  list.  There  is  no  charge.  Eastman 
Kodak  Co.,  Teaching  Films  Division,  Rochester,  N.  V. 


(^^OMAiUUl 


CLASSROOM  FILMS 


Page  58 


The  Educational  Screen 


Among  the  Producers 


16  mm.  Sound  Camera  Appears 

RCA  Manufacturing  Company  announces  the 
appearance  of  the  first  amateur  sound  camera  with 
which  anyone  can  now  make  his  own  "talk- 
ies." The  new  sound  camera  utilizes  film  16  milli- 
meters wide  with  sprocket  holes  on  only  one  side 
and  a  narrow  track  on  the  other  side  for  recording 
the  sound.  In  appearance  and  size  it  differs  only 
slightly  from  the  silent  amateur  movie  camera,  and 
though  it  incorporates  a  complete  sound  recording 
system,  it  weighs  only  8^  pounds  fully  loaded. 

In  operation,  the  photographer  talks  into  a 
mouthpiece  imbedded  in  the  back  of  the  camera  as 
he  focuses  on  the  sidjject.  Behind  the  mouthpiece 
a  vibrating  metal  diaphragm  coupled  mechanically 
to  a  tiny  mirror  is  set  in  motion  by  the  voice.  A 
light  beam  directed  on  the  mirror  is  reflected,  with 
its  fluctuations,  on  to  the  sensitized  edge  of  the 
film  as  it  passes  through  the  camera.  For  record- 
ing outside  sound  effects  as  well  as  the  persons 
being  photographed,  a  separate  microphone  attach- 
ment together  with  electrical  amplifying  and  re- 
cording equipment  are  provided  for  convenient 
mounting  on  a  tripod,  on  which  the  camera  is  also 
placed.  The  total  overall  weight  for  this  equip- 
ment is  20  pounds. 

The  new  sound  camera  is  already  finding  an  in- 
teresting application  in  the  work  of  Dr.  Kurt  Lewin, 
Professor  of  Child  Psychology  at  Cornell  Uni- 
versity. The  recording  microphone  and  camera  are 
concealed  behind  familiar  objects  in  a  room  so  that 
the  subjects  do  not  know  they  are  being  observed, 
and  a  sound  motion  picture  record  is  made  of  chil- 
dren's reactions  to  commands,  suggestions,  and 
other  stimuli,  to  be  studied  later  by  interested 
psychologists.  Amateur  theatrical  productions, 
amateur  voice  and  screen  tests,  recording  of  school 
events  and  more  effective  visual  education  are  some 
of  the  more  obvious  possibilities  which  the  new 
development  opens  up. 

Visual  Aids  for  Reading  Tests 

As  a  result  of  the  experimental  work  done  by  Dr. 
E.  A.  Betts  while  he  was  director  of  the  Shaker 
Heights  Reading  Clinic,  the  "Betts  Ready  to  Read 
Tests"  have  been  developed  through  the  coopera- 
tion of  the  Keystone  View  Company.  The  tests 
were  constructed  on  Keystone  stereoscopic  slides 
and  used  in  a  telebinocular,  a  modification  of  the  fa- 
miliar stereoscope.  This  instrument  is  adapted 
ideally  for  binocular  tests  of  visual  functions  as  it 
separates  the  fields  of  vision  and  permits  the  left 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and     news    value    to    our    readers. 


eye  to  see  only  its  half  of  the  slitle  and  the  right 
eye  its  half.  The  eyes  function  simultaneously 
while  the  vision  of  each  eye  is  being  studied. 

A  series  of  eleven  visual-sensation  and  perception 
slides  provide  tests  of  binocular  acuity,  right-eve 
and  left-eye  acuity,  depth  perception,  binocular 
vision,  and  fusion,  using  simple  pictures  which  the 
child  can  interpret  to  the  examiner.  Ten  oculomo- 
tor and  perception  slides  provide  tests  to  determine 
the  child's  habits  of  perception  and  monocular  and 
l)inocular  reading  tendencies,  and  serve  to  indicate 
the  type  of  remedial  instruction  needed.  By  means 
of  such  tests,  the  teacher  can  readily  analyze  chil- 
dren's reading  disabilities.  The  keeping  of  the 
child's  record  is  explained  and  the  method  of  in- 
terpretation is  provided  in  the  manual  which  ac- 
companies the  tests. 

The  complete  "Ready  to  Read"  equipment  is  now 
available  from  the  Keystone  View  Company.  It  is 
a  contribution  to  the  cause  of  efficient  learning 
which  deserves  serious  consideration  h\  everv 
school  administrator. 

Work-Play  Home  Training  Unit 

Teachers  and  educators  had  a  hand  in  the  develop- 
ment of  a  new  work-play  home  training  unit  which 
has  just  been 
placed  on  the 
market.  It 
consists  of  a 
blackboard, 
drawing  board, 
walleasel  and 
work  bench  so 
combined  as  to 
form  one  neat, 
compact  fix- 
ture. So  de- 
signed that 
children  can 
make  use  of  its 
various  fea- 
tures to  do 
arithmetic, 
spelling,  writ- 
ing and  other 
homework  o  n 
the  blackboard,  ^""^  ^^""^  ""^^  *^  ^  ir^^nz  board. 
sketching  and  painting  on  the  drawing  board,   sculp- 


February,  193  5 


Page  59 


ture  and  manual  exercises  on  the  work  bench, 
this  home  fixture  brinn;s  together  the  means  of  self- 
entertainment  and  self-training  so  desirable  in  the 
modern  technique  of  teaching. 

The  designers  of  the  unit  have  named  it  The 
Wallezl.  When  the  first  model  of  The  \\'allezl  was 
exhibited  at  the  National  Kflucation  Association  Con- 
vention, it  won  nuich  ap])lause  from  prominent  teachers 
and  educators.  Many  of  their  suggestions  were  in- 
corporated into  the  product  as  it  was  developed  to  its 
present  form. 

The  frame  of  The  Wallezl  is  mounted  flat  against 
the  wall  at  any  convenient  position  in  the  home. 
Within  this  frame,  the  slate  blackboard  is  held  rigid. 
The  work  bench  hangs  vertical  from  hinges  and  is 
brought  into  use  by  supporting  it  horizontally  on 
brackets  swinging  out  from  the  frame.  Against  this 
base,  the  reversible  blackboard  can  be  propped  so 
that  the  cork-surfaced  drawing  board  is  held  firmly 
at  a  correct  angle.  The  equipment  includes  a  metal 
paint  tray  suspended  from  the  front  edge  of  the  work 
bench  when  in  use,  and  containing  seven  pots  of 
water  colors. 

Though  designed  primarily  for  children  from 
nursery  to  high  school,  The  Wallezl  in  actual  practice 
has  been  foimd  very  useful  to  adults,  especially  pro- 
fessional men  and  women.  Teachers  themselves 
find  this  e{iuipment  handy  and  practical.  Both  the 
school  and  home  units  of  this  reversible  blackboard 
are  distributed  by  Austral  Sales  Corporation,  New 
^'ork  City. 

Victor  Silver  Anniversary 

X'ictor  Animatograph  Corporation's  celebration  of 
its  25th  Anniversary  brings  to  mind  the  many  out- 
standing achievements  of  this  pioneer  organization  in 
the  non-theatrical  motion  picture  e(iuij)ment  field. 
Alexander  F.  Victor  in  1910  perfected  and  patented 
the  first  portable  suit-case  motion  picture  projector. 
Since  that  time  the  company's  policy  of  progressive 
pioneering  has  brought  about  many  of  the  industry's 
most  important  innovations,  im]M-ovements  and  refine- 
ments. Over  two  hundred  features  of  camera  and 
projection  ai)paratus  are  \ictor  inventions.  In  1923 
Mr.  Victor  designed  and  manufactured  the  first  16  mm. 
camera  and  projector,  a  development  of  great  signifi- 
cance to  the  educational  field  since  the  advent  of  the 
16  mm.  classroom  teaching  film  proved  an  important 
step  forward  in  visual  teaching  practice.  Mr.  Victor 
conceived  the  optical  reduction  printer  by  means  of 
which  35  mm.  pictures  are  reduced  to  16  mm.  His 
researches  in  color  and  in  sound  were  the  bases  for 
many  important  developments  in  these  fields.  Verv 
interesting,  in  considering  the  many  conspicuous  ac- 
complishments of  Mr.  Victor  and  his  company  during 
the  past  quarter  century,  is  his  statement  that  "there 
is  as  much  ahead  of  us  now  in  the  movie  field  as 
there  was  twentv-five  vears  ago." 


For    Making    Home-Made    Slides 

GLASSIVE  —  an  abrasive  for  making  your  own 
ground  glass  slides  from  plain  cover  glass 
for    a    fraction    of    a    cent    each.      50c    a    packaEe. 

CELLOSLIDE — Eliminates  the  necessity  of  writing  on 
glass.  Takes  ink  better  than  glass.  509  sheets  for  $1.00. 
(Dealers  Wanted  —  Write  for  terms) 

TEACHING   AIDS    SERVICE,    waban,   mass. 


An  Amazing  Screen  Bargain! 
9'x9'  Screens  for  $14.50 

Regular      $60.00      Value! 

Metal  Roller  for  Screen,  $4.50  Extra 
Made  of  perforated   mat  white  material.     For  sound   or  silent 
projection.     Equipped   complete  with   pole   ready  for  hanging 
— cheap  enough  to  cut   up  for  class   room   work. 

This  is  a  special  and  limited  offer.  Take  advantage  of  this 
ridiculously  low  price  before  the  supply  of  these  fine  screens 
is  exhausted. 

ALFRED  D.  HORNSTEIN 

29  E.  MADISON  ST.,  CHICAGO,  ILL. 


TRANyPAPENT     COLOR/ 


BRILLIANT 

TRANSPARENT  COLORS 

For  Painting  on 

Glass,    Cellophane,  etc. 

Ideal  for  pupil-made  lantern  slides  and 
a    revelation    to    all    lovers   of    color. 

Send   10c   in  stamps  for  lantern   slide  of  color  samples. 
SCARBORITE  COLORS,  Scarborough -on -Hudson,   NEW  YORK 


16  mm.    EXCLUSIVELY 

Sound  and  Silent  Projectors 

Sound  and  Silent  Cameras 

Distinctive  Titles 

Negative  Developing — Positive  Printing 

Special  discounts  to  educational  institutions. 
J.    C.    HAILE    &    SONS 


Motion   Picture  Dept. 


215  WALNUT  ST. 


CINCINNATI,   OHIO 


100  FILM  COMPANIES  IN  1 

A  New  Service 


Select  from  2500 

educational  films 

in    our    hand 

book. 


We  ship  from  your 

nearest    possible 

distributor     at     his 

regular  rates. 

We  serve  entire  U.S. 


Send  35c  stamps  for  the  1935  illustrated  film  handbook. 

INTERNATIONAL   EDUCATIONAL   PICTURES.    INC. 
40  Mt.  Vernon  St.,  Boston  8  W.  40th  St.,  N.Y.C. 


Page  60 


The  Educational  Screen 


Here    They    Are 


A    Trade     Directory 
for   the    Visual    Field 


FILMS 

Araneff  Film  Associates  (3,  6) 

1345  Argyle  St.,  Essanay  Studios, 
Chicago 

(See  advertisement  on  page  52) 

Bray  Pictures  Corporation  (3,  6) 

729  Seventh  Ave.,  New  York  City 

Eastin  Feature  Films  (4) 

(Rental  Library)   Galesburg,   111. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 

Eastman  Kodak  Co.  (1,  4) 

Teaching  Films  Division 
Rochester,  N.  Y. 

(See  advertisement  on  page  57) 

Edited  Pictures  System,  Inc.  (1,  4) 

330  W.  42n(i  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.        (2,  6) 

250  W.  57th  St.,  New  York  City 

(See  advertisement  on  page  29) 

Guy  D.  Haselton's  TRAVELETTES 
7901  Santa  Monica  Blvd.,  Hollywood, 
Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3  g) 

30  E.  Eighth  St.,  Chicago,  111. 

(See  advertisement  on  page  66) 

International  Educational  Pictures,  Inc. 

40  Mt.  Vernon  St.,  Boston,  Mass. 

(See  advertisement  on  page  59) 

Modern  Woodman  of  America        (3,  4) 
Rock  Island,  III. 

Pinkney  Film  Service  Co.  (1,  4) 

1028  Forbes  St.,  Pittsburgh,  Pa. 

Ray  Bell  Films,  Inc.  (3,  g) 

2269  Ford  Road.,  St.  Paul,  Minn. 

United  Projector  and  Films  Corp.  (1,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 

Universal  Pictures  Corp.  (3) 

Rockefeller    Center,    New   York    City 

(See  advertisement  on  page  64) 

Wholesome  Films  Service,  Inc.      (3,  4) 
48  Melrose  St.,  Boston,  Mass. 

Williams,  Brown  and  Earle,  Inc.    (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839   N.    Western   Ave..   Chicago. 
(See  advertisement  on  page  30) 

Bell  &  Howell  Co.  (6) 

1815  Larchmont  Ave.,   Chicago,   111. 
(See  advertisement  on  inside  back  cover) 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 

Edited  Pictures  System,  Inc.  (1) 

330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.        (2,  6) 
(Western  Electric  Sound  System) 
250  W.  S7th  St.,  New  York  City 

(See  advertisement  on  page  29) 


J.  C.  Haile  &  Sons  (6) 

215  Walnut  St.,  Cincinnati.  O. 
(See  advertisement  on  page  59) 

Herman  A.  DeVry,  Inc.  (3,  6) 

1111  Center  St.,  Chicago 

(See  advertisement  on  page  32) 

Holmes  Projector  Co.  (3) 

1813  Orchard  St..  Chicago 

(See  advertisement  on  page  51) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St..  Chicago.  111. 

(See  advertisement  on  page  56) 

International  Projector  Corp.  (3,  6) 

90  Gold  St.,  New  York  City 

(See  advertisement  on  inside  front  cover) 

Motion  Picture  Accessories  Co.      (3,  6) 

43-47  W.  24th  St..  New  York  City. 
(See  advertisement  on  page  55) 

RCA   Victor   Co.,  Inc.  (5) 

Camden,   New  Jersev. 

(See  advertisement  on  page  49) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924  Rose  St.,  Regina,  Sask. 

S.  O.  S.  Corporation  (3,  6) 

1600  Broadway.  New  York  City 
(See  advertisement  on  page  53) 

Sunny  Schick,  National  Brokers  (3,  6) 

407   W.    Washington    Blvd., 
Fort   Wayne.    Ind. 

(See  advertisement  on  page  56) 

United  Projector  and  Film  Corp.    (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 

Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See  advertisement  on  page  34) 

Weber  Machine  Corp.  (2,  5) 

59  Rutter  St.,  Rochester.  N.  Y. 

(See  advertisement  on  page  55) 

Williams,  Brown  and  Earle,  Inc.    (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

SCREENS 

Da-Lite  Screen  Co. 

2721  N.  Crawford  Ave.,  Chicago 

(See  advertisement  on  page  53) 

Alfred  D.  Hornstein 

29  E.  Madison  St.,  Chicago,   111. 

(See  advertisement  on  page  59) 

Motion  Picture  Accessories  Co. 
43-47  W.  24th  St..  New  York  City. 

(See  advertisement  on  page  55) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 

510  Twenty-second  Ave.,  East 
Superior,  Wis. 

Eastman  Educational  Slides 

Iowa  City,  Iowa 
Edited  Pictures  System,  Inc. 

330  W.  42nd  St.,  New  York  City 
Ideal  Pictures  Corp. 

30  E.  Eighth  St.,  Chicago,  111. 
Keystone  View  Co. 

Meadville.  Pa. 

(See  advertisement  on  page  53) 


Radio-Mat  Slide  Co.,  Inc., 

1819  Broadway,  New  York  City 
(See  advertisement  on  page  56) 

Scarborite  Colors 

Scarborough-on-Hudson,  N.  Y. 

(See  advertisement  on  page  59) 

Society  for  Visual  Education 

327  S.   LaSalle   St.,   Chicago. 

(See  advertisement  on  page  33) 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  55) 

Teaching  Aids  Service 

Waban,  Mass. 

(See  advertisement  on  page  59) 

Victor  Animatograph  Corp. 

Davenport,  Iowa 

(See  advertisement  on  page  34) 

Visual   Sciences 

Suffern,    New    York. 

(See  advertisement  on  page  56) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 

1111   Center  St.,  Chicago 

(See  advertisement  on  page  32) 

Keystone  View  Co. 

Meadville.  Pa. 

(See  advertisement  on  page  53) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 
E.  Leitz,  Inc. 
60  E.  lOth  St.,  New  York  City 

(See  advertisement  on  page  62) 

Regina  Photo  Supply  Ltd. 
1924  Rose  St.,  Regina,  Sask. 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  55) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

16  MM.  TITLES 

J.  C.  Haile  &  Sons 
215  Wahiut  St..  Cincinnati,  O. 
(See  advertisement  on  page  59) 


REFERENCE 

NUMBERS 

(1) 

indicates 
silent. 

firm 

supplies 

35 

mm. 

(2) 

indicates 
sound. 

firm 

supplies 

36 

mm. 

(3) 

indicates 

firm 

supplies 

35 

mm. 

sound  an 

d  silent. 

(4) 

indicates 
silent. 

firm 

supplies 

16 

mm. 

(6) 

indicates 
sound-on 

firm 
film. 

supplies 

16 

mm. 

(6) 

indicates 

firm 

supplies 

16 

mm. 

sound  an 

d  silent. 

Continuous  insertions  under  one  heading,  $1.50  per  Issue;  additional  listings  under  other  headings,  50c  each. 


KaneasCity,  MOb 
Teachers  LilNranr 


Educationa 


COMBINED  WITH 


Visual  Instruction  News 


M 


...^ 


m 


pm 


im 


■^i 


WwMW-^f^m 


.'^lA.^ 


CONTENTS 

Trends  in  Visual-Sensory  Instruction 
Visual  Aids  in  Science  Teaching 
Making  the  Classroom  Movie  More  Effective 
A  Type  Lesson  in  Visualized  Geography 


Single      Copies      25c 
•  $2.00    a    Year  • 


MARTH 


1935 


"^^^r  SOUND  PROJECTOR 


■a-DE     MARK     PEGlSTERED 


A  COMPACT    LIGHT  AND  STURDY 
PROFESSIOAIAL  SOUND  PROJECTOR 


•      1 


>  INTERNATIONAL  PROJeCTOR  CORPORATION 

86-96  GOLD  ST.  NEW  YORK,  H.X 


i^^''[aMiijfiifAti-er-s  or 

^mtfjhx-^cme,  SOIND  PROJCCTOR 
^tf//jr PORTABLE  SOUND  PROJCCTOR 

A  ^imple\-  j'stA/A,  PROJECTOR 


/■ 


7    ev'cXii    teti.t4i  XiT  fti  c III 


March,   193  5 


Page  63 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


MARCH,  1935 

VOLUME  XIV  NUMBER  3 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE    AND    STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley    R.   Greene 
R.   F.   H.  Johnson 
Marion  F.  Lanphier 
F.    Dean    McClusky 
Stella    Evelyn   Myers 


CONTENTS 

Trends  in  Visual-Sensory  Instruction.     F.  Dean  McClusky.  ..66 

Visual  Aids  in  Science  Teaching.     Donald  K.  Lewis .67 

Making  the  Classroom  Movie  More  Effective. 

Marion  L.  Vv'hittaker.. 7 1 

News  and  Notes.   Conducted  by  Josephine  Hoffman. 72 

Department  of  Visual  Instruction  Notes. 

Conducted  by  Ellsworth  C.  Dent.. ...74 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier 75 

Dartmouth  College  Newsreels 77 

The    Film    Estimates .78 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky 80 

Among  the  Producers 86 

h^ere  They  Are!  A  Trade  Directory  for  the  Visual  Field 88 


Contents  of  previous  issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  March,  1935  by  the  Edu- 
cational  Screen,    Inc.      Published    every   month    except   July   and    August. 

$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


The  Educational  Screen 


on 

YOUK 

CAmeRA 

(TisiLtnTOi  sounD-on-Fiim 

PftOJECTOR 

lUILL  DISTinOUISH  IT  AS 


It  wa>  llii-  lwcnl>   liflli  aiiiiiMT-uiy  i.f  ill.-  \  iilcir  Aiiimatiigra|ili  Oirporatimi  and 
i  with  (|iir>tiuns  ajul  a  heaitliy  ciiriii<ily  retsarditij;  llic  pa^I 


iiiir  roju'i-^rntalivr,  arnirc 
iU'lii*'v<-nit-nN  uf  j;r('al  inrn.  ralird 
ill*'  imfiitor.  "imthinj:  doiiiji.  Tlii^  >il 


.Mrxandor  F.  Victoi 
-luff  i 


in 
\v\  aniiixT-arv 


•Int.' 


I-  a^^  iiiiK 


h  ah, 


id  of 


th< 


I  hii-j»t'tirc>-i'nlalivc 


us  now  in  tin-  niovif 


y.  <i|iiii' 


aurr-fd  lu-artil 


licld 
■d  111.- 


rrc  wa^  twcntv  five 


,!■■  l-xploHed 
i-li.  hill  llii-ri- 
vrars  ago." 


oktail  wliiih 


ho-1  had  ofI,-i,d 


lit   do 


'div  iilirad  askinji  alMuil  the  past 


Mr.  \  i.tor.  he  f 


ounil.  «a- 


tin- 


pionrrr  in  aiivocalinj:  an  anidlnir  >izr 


ih  a  -ct  of  IcThnioal  standards  i-xcjii 


r!v  its  own.  It  was  \w  who  if 


r>iiinr<l  an 


id 


liiiill 


IHojiTlion  apparatii-  I  in  I'U  1 1   for  the  then  popular  28iiini.  rcdinlion  films. 


id  it 


tin 


fl  of  standards  whirli  \\v  worked  out  in  tlii-^  dfvrlo 


i-iit  which  was 


llir  first  non  profrsvional  rritrrion  to  !«■  adopted  by  the  .Society  of  Motion  Pirturr 


K: 


,  I. air 


al    I6ii 


l';23.  Mr.  Victor  dcii 
id 


nun.  <'anicra   and    projector,   presaiiing   with    uncanny   ai'ciiiac\    the   jzreal 


lid  nianufaclured  the  lir-t  < 
th 


ilcvelopinents  which  were  to  come.  Ills  rese 


carchcs  into  the  fields  of  coin 


id. 


id 


bywords   anio 


tecl 


inicians:   i 


I   will  be  recalled   that   bis   was  the  first 


of  tl 


le  continuous  optical  reduction  (irinciple  by  means  of  which  library 


id    filn 


reduced    lodav.    Future    develo 


licateil  clearly  ii 


preiiica 
concerning  w 


\   III 


iill-Miidiiil; 


iililv 


Iiments   of   eipial   importance   are 

f  \  irtor   products  of  the  jocnl. 


liich  .Mr.  \'iclor  i-  ju-llv  iiilliii~ia-lii 


Al  tile  lerminalii 


of  If 


lelicitatio 


iif  the  slulf  of  till 


le  ■"lnter\ieu. 
Ci 


\iiiateiir  (.im-ni 


i«  tendered  the  heartiest 


of  the  industrv  that  has  gained  so 


iia  I. 

uch  bv    hi' 


d  Mr 


-Makk 


Ibe 


-kill. 


Thin  i}itrrvifu'  {repro- 
duced by  permission  of 
Movie  M.^kkks)  touches 
but  briefly  on  ority  a 
very  few  of  the  num- 
erous achievements  of 
Aleitand er   F.    Victor. 


Alexander  Victor 
who  designed  the 
first   16nim.   camera 


lil.i.k 


VICTOR  CINE  CAMERAS  are  universally  regarded  as  being  the  Greatest 
Values  in  16mm.  history.  Popular  Model  3  ($72.50)  embodies  everything 
the  average  user  desires.  Model  5  I  $175.00)  is  the  All-Feature  favorita 
of  advanced  users. 

VICTOR  MASTER  PROJECTORS  (SOO  and  750  Watt)  embody  distinctive 
refinements  that  money  cannot  buy  in  any  other  equipment!  VICTOR'S 
Patented  Automatic  Protection  against  Film  Damage  is  in  itself  reason 
enough  for  limiting  your  choice  to  the  Master.     $140.60.  up. 

16  MM.  ANIMATOPHONE  (Sound-On-Filmi  is  VICTORS  leading  cre- 
ation. Its  sparkling  quality  of  reproduction,  and  its  unitiue  design,  con- 
struction and  simplicity  have  made  it  the  world's  most  widely-used  16  mm. 
sound  equipment.     Two  models— $425.00  and  $540.00.  complete. 

Write   for    Descriptive    Literature.       Victor 
Products  are  sold  by  Better  Dealers  Ererytvbere 

Victor  Animatograph  Corp'n 

DAVENPORT.  IOWA,   U.  S.  A. 
Branches :    Netv   York   City,   Los   Angeles,   Chicago 


March,   193  5 


Page  65 


S.  V.  E.    Picturol    Projector 

Latest  Improved  Model  D  Offered 

For  the  First  Time  at  the  Attractive 

Price   of  $38.50 

Complete   With    Carrying   Case 

S.  V.  E.  film  stereopticons  have 
been  successfully  used  in  class- 
rooms for  fifteen  years.  They 
have  adequately  met  the  daily 
requirements  of  thousands  of 
teachers  -who  praise  their 
convenience,  portability  and 
efficiency.  The  Model  D 
provides  improved  illumina- 
tion, recessed  film  track,  noise- 
less operation  and  extreme 
compactness. 


Picturol  Outfit  in  New  Style  Small  Compact 

Case,  proz'iding  space  for  extra  lamp 

and  fihiis. 


Picturol  Projectors  help  teachers  everywhere  to  attract  and  hold  undivided  atten- 
tion of  their  classes.  Pupils  taught  -with  Visual  Aids  absorb  lessons  faster  and  retain 
facts   longer  than  when  taught  by  any  other  method. 

Thousands  of  schools  have  adopted  Picturols  in  the  past,  but  greater  numbers  are 
now  discontinuing  the  use  of  the  old  fashioned  glass  slide  in  favor  of  the  modern 
film  slide  method.  More  up-to-date  material  is  available  in  this  form  and  at  a 
cost  of  one  tw^entieth  as  much.  Libraries  are  extensive  and  new^  material  is  always 
available. 

Hundreds  of  jilnis  available  in  the  follotving  courses: 


ARCHAEOLOGY 

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Write        Today        for        Complete         Information 


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Society  Fok  Visual  Education,  Inc. 

c::A{imiLfacturer6,  cProducers  and  Cblsh-ibuhrs  ofOisualc^ids 

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Page  66 


The  Educational  Screen 


Trends  in  Visual-Sensory  Instruction 


By     F.     DEAN      McCLUSKY 

Director   Scarborough    School,   Scarborough,   N.  Y. 


THIS  FALL  it  has  been  my  privilege  to  view  at 
somewhat  closer  range  the  visual  instruction 
activities  in  the  New  York  area.  There  can  be 
no  question  that  schools  in  this  neighborhood  are  mov- 
ing surely  toward  an  increased  use  of  visual  materials. 
The  idea  of  visual-sensory  instruction  is  accepted  and 
in  the  one  hundred  or  more  public,  private  and  parochi- 
al schools  contacted  there  is  a  definite  visual  program 
in  operation.  It  is  surprising  to  find  a  general  interest 
in  and  intelligence  about  visual  materials  whereas  a 
few  years  ago  there  was  none.  One  gains  the  impres- 
sion that  if  we  had  normal  school  budgets  we  would 
witness  a  tremendous  boom  in  visual  instruction. 

There  can  be  little  doubt  that  the  Payne  Fund 
Studies  of  the  moral  and  social  value  of  the  motion 
picture  have  aroused  national  interest  in  the  use  of 
motion  pictures  in  schools.  The  import  of  these 
studies  while  pointing  toward  a  more  desirable  type 
of  theatrical  production  for  children  impressed  the 
public  with  the  educative  value  of  the  film.  The 
activities  of  the  Motion  Picture  Research  Council  and 
the  League  of  Decency  have  been  front  page  news  for 
months  in  our  most  influential  newspapers.  As  a  con- 
sequence the  leaders  of  American  education  are  giving 
closer  attention  to  the  values  in  visual  materials.  The 
United  States  Bureau  has  appointed  a  specialist  in  the 
person  of  Dr.  Cline  M.  Koon  who  devotes  his  entire 
time  to  a  study  of  the  motion  picture  and  radio  in  edu- 
cation. Last  summer  our  government  sent  for  the  first 
time  an  official  delegation  to  the  convention  of  the 
International  Cinematographic  Institute  in  Rome. 
Twice  during  the  past  year  a  hand-picked  group  of 
educational  bigwigs  met  in  Washington  to  study  visual 
instruction  and  to  make  plans  for  its  future  develop- 
ment. And  last  summer  Teachers  College  of  Columbia 
University  ofifered  a  series  of  courses  in  this  field. 

One  hears  also  talk  of  the  Federal  Government 
taking  a  hand.  The  establishment  of  a  bureau  or  clear- 
ing house  of  reliable  information  about  visual  materi- 
als has  been  needed  for  several  years.  It  has  been 
recognized  that  such  an  institute  would  of  necessity 
have  to  be  subsidized  by  a  foimdation  or  some  other 
agency  which  would  insure  its  permanence,  impartial- 
ity and  authenticity.  Perhaps  this  is  a  government 
job.  School  men  would  welcome  the  service  which 
such  an  organization  could' furnish  for  many  are  the 
questions  in  visual-sensory  education  that  need  to  be 
answered. 

The  most  pressing  issue  in  the  minds  of  school 
executives  is  whether  or  not  money  for  equipment 
should  be  invested  in  silent  or  in  sound  motion  pic- 
ture projection.    Ten  years  ago  it  was  the  slide  versus 


the  silent  film.  Obviously  visual-sensory  instruction  is 
of  first  importance  but  to  hamper  its  progress  by  enter- 
ing into  controversy  over  the  silent  versus  the  sound 
picture  is  unwise.  We  need  authentic  research  which 
will  demonstrate  the  correct  place  for  the  various  types 
of  visual  materials  in  educational  technique. 

The  trend  among  schools  in  the  New  York  area 
appears  to  be  in  favor  of  sound  projection  in  the  audi- 
torium for  entertainment  whereas  the  silent  16mm. 
projector  is  being  used  in  the  classroom.  Alany  teach- 
ers prefer  to  do  their  own  talking  during  the  class  les- 
son. School  executives  are  buying  either  projectors 
that  can  be  used  for  both  sound  and  silent  pictures  or 
silent  projectors  to  which  the  "sound  head"  can  be 
adapted.  Inasmuch  as  there  are  more  16mni.  films  of 
the  silent  variety  adaptable  to  classroom  instruction 
and  as  the  sound  film  and  its  projection  apparatus  costs 
more  than  the  silent  it  would  appear  that  the  latter's 
use  for  teaching  will  continue  to  be  the  current  practice. 

School  executives  are  asking  now  where  this  and 
that  film  may  be  obtained.  It  is  the  same  old  cry, 
'Where  can  I  get  it?"  WOl  FILMS  has  been  answer- 
ing this  problem  for  many  years  but  the  question  de- 
mands a  more  immediate  type  of  answer  than  is  to 
be  found  in  an  annual  catalogue.  In  other  words, 
they  want  quick,  assured  access  to  classroom  material. 
All  good  educational  material  is  booked  up  weeks  in 
advance  on  individual  orders.  So  there  is  a  growing 
trend,  in  the  direction  of  building  up  circulating  li- 
braries and  circuits.  Schools  that  can  afford  it  are 
buying  films  for  their  own  libraries. 

The  development  of  a  critical  attitude  among  school 
people  toward  the  quality  of  visual  aids  is  one  of  the 
outstanding  features  of  the  new  interest  in  the  visual- 
sensory  field.  There  was  a  time  when  any  ])icture  or 
film  would  do.  Just  to  look  at  pictures  delighted  both 
teachers  and  pupils  in  the  past.  To  have  a  "movie" 
at  the  school  was  a  cause  for  jubilation.  This  is  no 
longer  the  case.  There  is  an  insistent  demand  for 
high  quality  correlated  material.  Otherwise,  the  chil- 
dren are  only  "mildly  interested"  and  teachers  be- 
grudge the  loss  in  time.  Textbook  illustrations  already 
reflect  this  trend  in  quality  reproductions.  We  school 
executives  are  also  critical  of  the  superfluous  footage 
in  so-called  educational  films.  A  number  of  principals 
have  remarked  to  me  this  past  year,  "Why  all  the 
padding  in  educationals  ?"  To  them  unnecessary  tit- 
ling, repetition  and  still  scenes  are  a  waste  of  val- 
uable classroom  time.  The  inevitable  result  of  this 
insistence  upon  correlated  quality  material  will  be  the 
production  of  shorter  subjects.  The  slide  lesson  has 
been  reduced  from  40  or  50  slides  to  10.     In  like  fash- 


I 


March,   193  5 


Page  67 


ion  the  "40O  ft.  16nini.  reel"  will  become  shorter  per- 
haps reaching  an  average  of  100  feet.  The  shorter 
units  will  be  less  expensive  and  can  be  repeated  a  num- 
ber of  times  in  a  single  class  period  if  necessary. 
Seldom  do  children  learn  as  much  from  the  first  show- 
ing of  a  good  educational  film  as  they  do  from  a  sec- 
ond or  third.  Quality  in  quantity  at  low  cost  will 
hasten  the  visual  program  in  all  schools.  This  prin- 
ciple applies  to  all  types  of  visual-sensory  materials. 

Teachers  are  showing  much  uneasiness  over  the 
increased  use  of  the  motion  picture  and  sound  pro- 
duction apparatus  in  classrooms.  Their  concern  is 
that  robot  instruction  will  supplant  the  person  of  the 
teacher.  This  fear  has  been  accentuated  by  the  in- 
creased size  of  classes  and  decreased  salaries  common 
to  public  .schools.  If  the  iron  hand  of  the  machine 
is  forced  into  the  classroom,  it  will  be  because  of 
forces  beyond  the  control  of  school  administrators. 
Americans  seem  to  be  committed  to  the  principle  of 
universal  education  through  the  elementary  and  sec- 
ondary school  levels.  That  goal  has  not  been  reached 
and  if  it  were  our  school  buildings  and  equipment 
would  be  totally  insufficient  for  the  task.  Even  though 
we  now  have  an  oversujiply  of  teachers,  if  all  the 
normal  children  of  elementary  and  secondary  school 
age  were  to  be  sent  to  school  next  year,  we  would 
absorb   the    surjilus    teachers   and    still    be    hopelessly 


understaffed.  Some  contend  that  we  are  understaffed 
now.  With  enrollments  mounting  and  budgets  re- 
duced we  may  be  forced  to  mechanize  large  portions 
of  instruction  in  any  event.  Rather  than  blindly  op- 
pose robot  instruction  school  administrators  and 
teachers  should  make  a  careful  study  of  its  advantages 
and  limitations  in  order  to  be  prepared  for  future 
possibilities. 

Projection  apparatus  is  being  continuously  improved. 
The  demand  for  quality  pictures  is  also  applied  to 
quality  projection.  Three  years  ago  we  welcomed 
with  applause  the  400  and  500  watt  16  mm.  portable 
projectors.  Today  illumination  has  been  stepped  up 
to  750  and  1000  watts.  The  resultant  is  semi-day- 
light classroom  projection  and  superb  auditorium  re- 
sults. This  same  trend  is  noticeable  in  the  new  stere- 
opticons.  With  the  growth  of  the  school  market  will 
come  higher  quality  material  and  high  quality  will  in- 
crease school  use. 

Schools  like  all  human  institutions  are  undergoing 
changes.  Visual-sensory  instruction  may  bring  into 
modern  schools  that  integrative  force  which  is  lack- 
ing everywhere.  Is  this  too  much  to  hope  from  a 
mere  machine?  Any  relief  from  the  flood  of  verbal- 
ism which  seems  to  characterize  modern  life  would 
be  welcome. 


Visual  Aids  in  Science  Teaching 


THIS  DISCUSSION  will  consider  in  turn  sever- 
al visual  and  teaching  devices  selected  because 
of  their  comparative  inexpensiveness  and  suc- 
cessful stimulation  of  curiosity,  concentration,  deeper 
investigation  and  formation  of  serious  attitudes  among 
junior  and  senior  high  school  pupils.  However,  be- 
fore these  details  are  introduced,  it  must  be  empha- 
sized that  the  success  of  a  visual  instruction  program 
is  determined  largely  by  the  efficiency  of  an  organiza- 
tion providing  for  pupil  participation.  With  this  idea 
in  mind  the  writer  experimented  for  a  decade  with 
different  visual  aid  teaching  set-ups  and  now,  after 
careful  analysis  of  the  results,  feels  completely  justi- 
fied in  offering  the  unit  attack  method. 

This  system,  following  the  technique  established  by 
Dr.  Henry  C.  Morrison,^  involves  a  very  critical 
analysis  of  the  course  study  at  hand  in  the  light  of 
pupil  needs.  The  subject  matter  finally  selected  is 
then  carefully  divided  into  a  series  of  related  units  and 
in  each  one  a  few  outstanding  facts  are  designated  as 
the  miminnim  essentials  which   nuist  be  mastered  bv 


lAddress  given  before  the  Visual  Education  Section  of  the 
Wisconsin   Teachers   .Association.   November   2.    1934. 

2Morrison,  Henry  C. — The  Practice  of  Teaching  in  the  Sec- 
ondary School.  University  of  Chicago  Press,  Chicago,  Illi- 
nois. 1926. 


By     DONALD     K.     LEWIS 

Science    Instructor   Central    High    School,    Red   Wing,    Minnesota 

the  pupils  as  they  advance  from  one  unit  to  the  next. 
The  actual  unit  investigation  process  follows  a  set 
routine  of  six  steps  presented  as  follows: 

a.  Pre-test:  An  objective  type  test  definitely 
covering  the  minimum  essentials  introduces  the  unit. 

b.  Study  Outline  Presentation:  Definite  questions 
and  study  directions  are  written  in  outline  on  the 
blackboard.  After  a  detailed,  explanatory  talk  by  the 
instructor,  the  pupils  copy  the  outline  in  their  note- 
books, which  helps  to  familiarize  them  with  the  re- 
quirements of  the  unit. 

c.  Stndy-Invesl'igation :  Various  teaching  aids  are 
made  accessible  in  the  classroom,  e.  g. — supplementary 
texts,  encyclopediae,  filed  clippings,  mounted  pictures, 
magazine  articles,  booklets,  charts,  luaps,  graphs,  black- 
board diagrams,  models,  specimens,  samples,  exhibits, 
experimental  substances  and  equipment,  stereographs 
and  stereoscopes,  home-made  and  commercial  stere- 
opticon  slides  and  lantern,  and  16mm.  motion  picture 
projection  equipment ;  field  trips  are  also  included 
whenever  possible.  Through  these  devices  the  pupils 
obtain  necessary  information  and  form  opinions.  The 
instructor  acts  as  a  guide,  advising  on  materials,  stimu- 
lating more  careful  research  and  demonstrating  where 
necessary. 


Page  68 


The  Educational  Screen 


d.  Orgaiii::atioii  and  Checking  Infuniiatioii :  This 
is  usually  a  paper  in  story  or  outline  form  wherein  the 
pupil  rechecks  and  summarizes  his  findings  as  called 
for  in  the  study  outline.  Appropriate  explanatory  dia- 
grams are  encouraged. 

e.  End  Test :  This  includes  a  repetition  of  the  pre- 
test, as  the  first  i)art,  and  additional  questions  cover- 
ing material  outside  the  minimum  essentials  as  the  sec- 
ond part.  By  comparing  the  pre-test  score  with  the 
repetition  score,  the  amount  of  improvement  can  be 
found ;  and  by  referring  the  repetition  score  to  a 
worked  out  scale,  one  can  get  the  percentage  of  mini- 
mum essentials  mastered.  The  score  of  the  additional 
questions  composing  part  two  will  indicate  something 
as  to  the  additional  information  gained  beyond  the 
minimum  essentials. 

f.  Conclusion  Discussion  :  This  is  a  very  informal 
discussion  wherein  final  conclusions  are  considered, 
view  points  are  aired,  and  particular  problems  are 
examined. 

The  writer  subscribes  to  this  method  because  it 
provides  a  simple,  definite  plan  for  both  teacher  and 
pupil,  and  because  it  is  built  soundly  upon  the  es- 
sential features  of  the  scientific  method  of  investiga- 
tion. Let  us  now  consider  several  commendable  vis- 
ual aid  devices. 

The  School  Journey 

Undoubtedly,  the  nearest  approach  to  thorougli 
learning  ocurs  when  the  student  is  placed  in  actual 
contact  with  the  object  studied.  Ideas  thus  obtained 
through  first  hand  experience  are  mastered,  compre- 
hended and  retained  with  the  least  efifort  and  invari- 
ably with  greatest  enthusiasm  ;  be  it  a  study  of  the  moon 
through  a  field  glass,  a  visit  to  a  flour  mill,  a  trip  thru 
a  museum,  or  an  actual  observation  of  a  bird  feeding 
her  young.  The  learner  is  thus  taken  to  the  learning ; 
a  situation  satisfactorily  accomplished  through  the 
school  journey  or  field  trip. 

It  is  regrettable  that  this  valuable  teaching  aid  is  at 
present  so  little  used.  Due  to  conflicts  with  inflexible 
programs,  scarcity  of  sufficient  time,  failure  of  pupils 
to  participate  with  serious  attitude,  inability  of  teachers 
to  recognize  field  trip  possibilities,  and  many  other  ex- 
cuses, the  school  journey  has  been  often  relegated  to 
the  attic  in  favor  of  the  textbook-recitation  path  of 
least  resistance.  The  writer  sincerely  believes  that  the 
attending  difficulties  can  be  surmounted  with  sucess- 
ful  results  if  careful  plans  are  made  before  the  trip  is 
undertaken. 

a.  The  instructor  should  become  entirely  familiar 
with  local  features  worthy  of  special  observation, 
checking  each  with  the  course  of  study  to  determine  its 
educational  value  and  the  time  when  observations  can 
be  made  to  the  best  advantage. 

b.  In  preparing  for  a  school  journey,  the  instructor 
should  obtain  special  permits  from  factory  superintend- 
ents or  property  owners  ;  he  should  arrange  for  special 
guides,  transportation,  the  sanction  of  the  school  prin- 


cipal, and  for  sufticient  time  for  the  trip. 

c.  The  students  should  be  thoroughly  prepared 
for  the  situation  to  be  visited,  with  their  curiosity 
centered  around  definite  problems  to  be  solved  by  the 
observation.  These  items  listed  in  a  small  personal 
notebook  will  aid  each  individual. 

d.  The  instructor  should  guide  the  students'  obser- 
vations, encourage  questions,  and  stimulate  alertness 
on  the  trip,  but  he  should  not  lecture. 

e.  As  a  follow-up  informal  discussions  with  stud- 
ent reports  and  diagrams  help  to  clinch  the  new  ideas. 

Some  advantages  of  the  school  journey  are  here 
quoted  from  Dr.  C.  F.  Hoban  :^ 

a.  "Tends  to  blend  school  life  with  world  situa- 
tions. 

b.  "Affords  opportunities  to  develop  keenness  and 
accuracy  of  observation  and  to  experience  the  joy  of 
discovery. 

c.  "Develops  initiative  and  self-activity. 

d.  "Sets  up  a  challenge  to  solve  and  thus  stimulates 
constructive,  creative  thinking. 

e.  "Cultivates  the  habit  of  spending  leisure  time 
profitably." 

Educational  Museum 

As  the  next  best  visual  aid,  the  writer  suggests  the 
School  Educational  Museum,  through  which  first  hand 
contacts  can  be  experienced  in  the  classroom.  A 
school  museum  should  include  the  centralization  of 
various  scattered,  objective  teaching  aids,  as :  models, 
specimens,  samples,  niai)s.  charts,  pictures,  etc.  with 
the  idea  of  arranging  them  in  appealing  displays  al- 
ways readily  available  for  instructional  application. 

Some  questions  may  arise  concerning  the  location 
of  the  museum.  A  vacant  room,  the  walls  of  one  or 
more  class  rooms,  hall  walls,  odd  corners  here  and 
there — if  they  are  easily  accessible — can  generally  be 
made  to  accommodate  display  cases.  Such  containers 
need  not  be  elaborate  in  size  nor  design,  but  .should  be 
equipped  with  glass  doors.  They  could  well  be  con- 
structed as  a  school  shop  project. 

After  the  display  case  is  located,  the  cxhiliit  material 
must  be  prepared  and  classified.  It  would  be  possible 
to  organize  the  exhibit  according  to  these  sections : 
1.  Natural  History-Biolog}',  2.  Geography-Geology. 
3.  Manufacturing  -  Industry  -  Chemistry,  4.  Physics- 
Mechanics-Electrical.  Each  section  should  be  entirely 
separate  from  the  others  and  clearly  designated  with 
subdivisions  as  needed. 

For  the  Natural  History-Biology  section  the 
plant  world  will  furnish  fungi,  wood  samples,  bark, 
pressed  flowers,  weeds,  galls,  seeds,  herbs,  leaves, 
mosses,  lichens,  etc.  From  the  animal  world  can  be 
obtained  collections  of  insects  showing  protective 
resemblance,  destructive  tendencies,  and  economic  sig- 
nificance along  with  collections  of  shells,  corals,  birds' 


^Hoban,  Dr.  C.  F. — The  .School  Journey  as  a  Visual  .\id.  P.  4. 
Reprinted  from  the  Issue  of  September,  1927.  Tlie  Education- 
al Screen,  Chicago,  Illinois. 


March,   193  5 


Page  69 


nests,  tvjies  of  fur.  mounted  birds  and  animals,  and 
home-made  plaster  models  of  nature  subjects.  All  of 
these  are  highly  interesting  and  educational. 

The  Geography-Geology  section  can  well  be  filled 
with  rock  and  mineral  s])ecimens  of  local  importance, 
sui^plemented  by  additions  from  distant  places.  Each 
s])ecimen  shoidd  be  indexed,  accurately  described, 
classified,  and  its  economic  importance  indicated.  For 
arranging  such  an  exhibit  the  "Field  Book  of  Common 
Rocks  and  ^Minerals"  by  Looniis'*  gives  a  very  simple, 
clear,  and  accurate  outline.  A  rock  study  club  could 
aid  materially  by  effecting  exchanges  with  pupils  in 
other  states.  Geographical  additions  such  as  habitat 
groups  from  various  countries,  samples  of  foreign 
foods,  clothing,  spices,  and  so  on  will  enliven  this 
section. 

The  Manufacturing  -  Industry  -  Chemistry  section 
shoulfl  visualize  how  familiar  commodities  are  pro- 
duced. Carefully  selected  specimens  and  samples  can 
be  set  uji  to  show  the  fabrication  of  alloys,  the  pro- 
duction of  coal  and  petroleum  by-products,  synthetic 
textiles  manufacture,  paint  mixing,  soap  making,  sugar 
preparation,  and  dozens  of  other  well-known  manufac- 
turing processes.  Each  exhibit  or  process  chart  should 
be  carefidlv  labeled,  self  explanatory,  and  attractively 
located. 

In  the  Physics-Mechanics-Electrical  section,  work- 
ing models  should  be  emphasized.  Pupil-made  replicas 
of  historical  devices,  samples  of  simple  machines,  elec- 
tric motors,  home-made  radios,  storage  batteries,  etc. 
will  ]5rove  extremely  fascinating  and  interest-stimulat- 
ing. 

In  the  final  organization  of  the  exhibits  too  much 
care  can  not  be  given  to  the  display  arrangement. 
Neatness,  balance,  and  eye  appeal  must  be  considered. 
And  above  all,  each  article,  specimen,  and  model  must 
be  labeled  with  a  brief  worded,  printed  explanation 
placed  where  it  can  be  seen.  Such  a  collection,  beyond 
a  df)ubt.  will  become  a  most  valued  teaching  aid  and 
the  growing  pride  of  any  community." 

Stereographs 

As  the  next  step  in  establishing  a  vigorous  program 
of  teaching  aids,  vivid  pictorial  material  should  be 
procured.  Starting  with  the  non-projection  field  we  find 
the  stereoscope  and  its  stereograph  picture  sufficiently 
outstanding  to  warrant  special  consideration.  This 
two-picture  photograph  is  produced  by  the  bifocal 
camera  and,  when  viewed  through  the  stereoscope's 
lenses,  gives  an  unmistakable  idea  of  depth.    The  fore- 


*Loomis,  F.  B. — Field  Book  of  Common  Rocks  and  Minerals. 
G.  P.  Putnam's  Sons,  New  York. 

Zodac,    Peter — How    to    Collect    Minerals.      Bulletin    No.    2, 
Rock  and  Minerals,  Peeskill,  New  York,  1934. 

SRamsey,  Grace  Fisher — Project  Making  in  Elementary  Sci- 
ence. School  Service  Series,  19,34.  Department  of  Educa- 
tion, The  American  Museum  of  Natural  History,  New  York. 
Coit,  Marjorie  C.  ed. — Projects  in  Science  and  Nature  Study. 
School  hiervice  Series,  No.  6,  1931.  Department  of  Edu- 
cation, The  American  Museum  of  Natural  History,  New 
York. 


most  objects  appear  in  the  foreground  of  the  picture 
with  space  clearly  shown  between  them  and  the  middle 
objects ;  while  the  rear  objects  appear  in  proper  re- 
lationship as  they  would  naturally  be  seen  in  the  dis- 
tant background.  Thus,  the  flat  unnaturalness  of  the 
average  printed  or  projected  picture  is  supplanted  by 
a  remarkable  illusion  of  reality. 

Let  us  consider  other  prominent  advantages  of  this 
device.  Due  to  the  simple  construction  of  the  stereo- 
scope, it  has  no  parts  likely  to  break,  wear  out.  or  get 
out  of  adjustment :  and  by  the  same  token,  it  requires 
no  skill  for  operation,  thus  enabling  young  children 
to  use  it  safely.  For  the  same  reason  it  is  very  inex- 
pensive, when  ])urchased,  as  are  also  the  stereographs. 
Such  were  found  regularly  in  most  homes  years  ago ; 
these  homes  might  provide  a  number  of  serviceable 
stereoscopes.  Furthermore,  a  large  number  of  either 
one  is  unnecessary,  since  gratifying  results  can  be  ob- 
tained with  only  one  stereoscope  to  a  room  and  fifty 
wisely  selected  and  utilized  stereographs. 

Another  advantage  lies  in  the  freedom  from  distrac- 
tion the  pupil  enjoys  while  looking  at  a  stereo- 
graph. Since  this  is  an  individual  rather  than  a  group 
device  it  should  be  used  only  during  times  of  cjuietness, 
all  explanations  and  directions  having  been  previously 
presented.  Because  of  the  third  dimension  illusion,  it 
is  natural  and  easy  for  the  pupil  to  transpose  himself 
imaginatively  into  the  picture  and  thus  for  the  time  be- 
ing actually  become  a  part  of  the  story  lesson  the 
stereograph  is  silently  unfolding.  At  this  psycholog- 
ical point  the  most  effective  learning  occurs  with  the 
least  effort  on  the  part  of  both  teacher  and  pupil.  This 
learning  process  should,  accordingly,  go  on  through  to 
completion  without  interruption.  If  the  picture  is 
clearly  understood,  any  discussion  would  be  irrelevant 
and  distractive. 

Perhaps  the  outstanding  advantage  which  the 
stereograph  has  over  other  devices  is  the  ease  with 
which  it  may  be  correlated  with  i)ractically  any  grade 
or  high  school  subject.  Specifically,  it  is  a  reference 
or  source  of  learning  device.  Thus,  it  is  entirely  pos- 
sible to  fit  it  into  the  source  materials  of  any  subject, 
carefully  choosing  a  very  few  excellent  stereographs 
for  deliberative  and  quiet  study.  Dr.  Weber  has 
briefly  summarized  some  suggestions  for  the  effective 
use  of  this  device : 

"Probably  the  best  method  of  using  the  stereoscope 
is  to  place  it  with  two  or  three  stereographs  on  a  table 
in  the  corner  of  the  classroom  or  in  the  library,  where 
it  can  be  consulted  as  a  reference,  just  like  the  diction- 
ary, the  encyclopedia,  or  any  other  source.  The  teacher 
may  lay  out  a  few  correlated  views  for  each  lesson,  or 
better,  a  pupil  or  two  may  be  given  the  privilege  of 
selecting  them  for  the  use  of  the  class.  Any  member 
of  the  class  who  goes  to  the  table,  then,  to  look  at  the 
stereographs  will  have  an  inner  motive  for  his  act.  In 
accordance  with  the  principles  of  purpose  and  self- 
activity,  this  method  of  procedure  creates  a  vicarious 


Page  70 


The  Educational  Screen 


experience  which  effects  learning  in  the  quickest,  easi- 
est, and  most  satisfying  manner."^ 

Photographs  and  Prints 

It  must  not  be  inferred  from  the  above  that  the 
photographic  print  or  printed  picture  has  no  place 
among  valuable  teaching  aids.  The  writer  thoroughly 
believes  that  any  elementary  or  secondary  school  sub- 
ject can  be  animated,  rendered  more  appealing  with  less 
monotony,  and  made  more  purposeful  through  the 
wise  use  of  carefully  selected  prints. 

"Considering  the  sources  of  valuable  supplementary 
picture  material  ordinarily  available,  we  find  the  fol- 
lowing important  items :  encyclopediea,  texts,  daily 
newspapers,  rotogravure  sections,  magazines,  copies 
of  famous  paintings,  commercial  and  industrial  book- 
lets, travel  folders,  various  railroad  and  steamship 
pamphlets,  postcards,  and  camera  snapshots.  Most  of 
these  sources  are  readily  at  hand  or  can  be  obtained  by 
mail  upon  writing  to  current  magazine  advertisers. 
Vacation  travels  also  provide  endless  opportunities  for 
every  amateur  photographer  to  make  valuable  ad- 
ditions. 

"Searching  care  should  be  exercised  in  building  up 
the  picture  collection.  Each  picture  should  make  a 
definite  contribution  to  the  teaching  process  within 
whatever  subject  it  is  to  be  used.  Just  being  'a  good 
picture'  is  not  a  suflficient  qualification  for  inclusion. 
To  be  readily  usable,  pictures  may  be  mounted  on 
cards,  organized  into  topic  charts,  or  worked  over  into 
bound  booklets.  All  loose  pictures  should  be  filed  in 
boxes  or  envelopes  according  to  classified  topics 
definitely  tied  up  with  the  course  of  study. 

"In  using  pictures  as  teaching  aids,  it  is  im- 
portant to  realize  that  one  effective  picture  thoroughly 
digested  is  worth  a  dozen  random  pictures  glanced 
over  and  then  tossed  aside.  Pupils  should  be  trained 
to  study  a  picture  of  ideas  as  they  would  a  printed  page 
of  ideas.  They  should  practice  careful  observation  and 
concentration  of  attention  upon  the  objects  pictured 
until  they  know  the  story  which  the  picture  tells,  and 
how  it  assists  the  development  of  the  unit  under  con- 
sideration. It  is  natural  for  children  to  be  attracted  by 
pictures,  but  for  best  results  they  must  be  trained  in  the 
ways  and  means  of  gaining  thorough  comprehension."'' 

Projected  Pictures 

In  the  projection  field  the  stereopticon  and  motion 
picture,  silent  or  sound,  are  available.  We  can  here 
only  deal  with  the  former,  since  the  far-reaching  pos- 
sibilities of  the  latter  provide  another  story.  The 
stereopticon  lantern  with  its  commercially  prepared  or 
home-made  glass  slides  is  essentially  a  group  device. 
It  is  used  to  the  best  advantage  in  class  or  auditorium 


gathering  to  present  ideas  to  the  largest  number  of 
individuals  in  the  shortest  amount  of  time.  However, 
it  is  important  to  understand  that  the  exposure  of 
students  to  a  showing  of  several  lantern  slides  in  a 
few  minutes  does  not  constitute  good  stereopticon  tech- 
nique. Teachers  and  pupils  alike  must  learn  to  ap- 
preciate the  lantern  slide  as  a  strong  instructional  aid 
rather  than  "showy  entertainment"  for  which  it  is  too 
often  used.  Best  results  will  be  achieved  when  only 
two  or  three  slides  are  used  at  a  showing.  They 
should  be  selected  to  fit  definitely  into  the  unit  at  hand, 
and  each  should  be  projected  sufficiently  long  to  ob- 
serve, investigate,  analyze,  question,  and  discuss  all 
portrayed  points  and  items  pertinent  to  the  subject. 
Pupils  must  be  trained  to  study  a  stereopticon  picture 
just  as  they  are  trained  to  appreciate  printed  pictures. 
Once  this  is  mastered,  they  will  welcome  the  short, 
frequent  applications  of  this  teaching  aid  when  it  is 
used  to  stimulate  interest  in  a  new  unit,  to  contribute 
new  and  advanced  information,  or  to  provide  a  fascinat- 
ing review  device. 

With  respect  to  stereopticon  slide  sources,  the  writer 
first  suggests  reference  to  advertisers  in  professional 
magazines  for  a  wide  selection  of  commercially 
prepared  slides.  Small  investments  every  year 
will  soon  build  up  a  valuable  library  of  appropriate 
teaching      slides.  These      should       be       indexed 

and  definitely  tied  up  with  the  various  unit  organiza- 
tions for  which  the  slides  are  used.  In  this  connection  it 
will  be  found  economical  to  select  slides  capable  of 
application  in  two  or  more  subjects,  thus  expanding 
the  adaptability  of  the  collection.  This  may  be  sup- 
plemented by  occasional  rented  slide  sets  available 
through  city  libraries,  university  extension  divisions, 
or  other  associations. 

The  second  suggested  source  of  stereopticon 
material  involves  the  preparation  of  glass  slides 
by  pupils  and  teachers.  Time  and  space  prevent 
elaboration  on  the  unlimited  possibilities  of  pencil  or 
color  crayon  on  ground  glass  slides,  ink  writing  and 
diagrams  on  smooth  glass  slides,  and  many  other 
unique  ideas.  The  enterprising  teacher  will  find  com- 
plete directions  for  carrying  out  this  phase  of  a  visual 
aid  program  clearly  presented  in  several  current 
publications.*  Furthermore,  with  the  average  high 
school  laboratory  facilities,  it  is  comparatively  easy 
to  print  a  photographic  picture  on  a  stereopticon 
slide.  Simple  directions  are  also  readily  available 
for  this  process.' 

In   closing  the  writer  wishes   to  emjjhasize   this 


6Weber,  Joseph  J. — The  Stereograph  as  a  Visual   Aid.     P.  5. 

University  of   Texas   Bulletin   No.   232S.     Reprinted   by   The 

Educational   Screen,   Chicago,   Illinois. 
^Lewis,    Donald    K. — The    Picture    in    Teaching.      Minnesota 
Journal   of   Education,   May,    1933,   pp.   320-321.      Minnesota 

Education  Association,  St.  Paul,  Minnesota. 


8Dent,   Ellsworth  C. — A  Handbook  of  Visual  Instruction.  Brig- 
ham  Young  University,  Provo,  Utah.     1934. 
Davison,    Dr.    George    M. — The    Stereopticon    in    the    Public 
School.     Leaflet.     The  Educational   Screen.  Chicago,   Illinois. 

How   to   Make   Pupil-Made    Lantern    Slides.     Leaflet.     Key- 
stone View  Company,  Meadville,  Pennsylvania. 
Lantern    Slides    Any   Teacher   Can    Make.      Leaflet.      Turto;)c, 
Service  Department,   General   Biological   Supply   House,   Chi-, 
cago,  Illinois. 

^Lantern    Slides— How   to   Make   and   Color   Them,    i  Booklet. 
Eastman  Kodak  Company,  Rochester,  New  York.  •- : 


March,   193  5 

final  thought.  Visual  teaching  devices  in  the  light 
of  all  possible  scientific  justification  must  not  be 
considered  as  the  "open  sesame"  to  instantaneous 
and  effortless  learning.  Even  with  the  best  of  in- 
structional aids,  there  exists  no  rose-bordered  path- 
way wandering  lazily  through  the  acquirement  of 


Page  71 

knowledge.  \'isual  aids  certainly  assist  the  learn- 
er to  comprehend  more  information  in  shorter  time : 
but  every  student  must  work  if  he  would  learn, 
and  educators  will  do  him  grave  injustice  if  any- 
thing is  permitted  to  deflect  his  attitude  from  this 
philosophy. 


Making  the  Classroom  Movie  More  Effective 


By      MARION     L.     WHITTAKER 


WITH  the  development  of  the  inexpensive 
"fool  proof"  portable  motion  picture  ma- 
chine and  the  availability  of  an  abundance 
of  free  and  low-cost  films,  visual  education  is  gradu- 
ally taking  its  rank  as  a  legitimate  school  activity  by 
supplementing  the  regular  course  of  study.  As  yet, 
however,  little  has  been  done  in  the  way  of  develop- 
ing a  technique  in  the  use  of  the  motion  picture  ma- 
chine in  the  classroom.  It  might  be  well  to  state  here 
that  this  writing  is  based  upon  a  number  of  years  of 
experience  in  the  use  of  the  motion  picture  machine 
in  the  classroom. 

It  would  seem  that  the  primary  purpose  of  visual 
education  is  to  aid  the  child  in  imderstanding  better 
the  material  presented  in  the  course  of  study.  Far 
too  many  teachers,  however,  have  taken  the  stand, 
from  all  outward  appearances  at  least,  that  it  is  to 
aid  the  teacher  rather  than  to  aid  the  pupil.  Pictures 
have  too  often  served  as  a  stop-gap  for  an  imprepared 
teacher.  Films  have  too  often  been  used  which  have 
little  or  no  connection  with  the  unit  or  topic  studied 
and  the  teacher  has  relied  upon  the  novelty  of  the  sit- 
uation to  hold  pupil  interest. 

Since  the  coming  of  sound  and  talking  pictures  in 
the  theatres,  the  novelty  of  motion  pictures  in  the 
classroom  has  worn  off  rapidly.  It  would  be  inter- 
esting to  know  to  what  extent  this  fact  has  affected 
the  total  of  motion  picture  activity  in  American  school- 
zooms.  If  teachers  are  not  trained  in  the  use  of  such 
material  little  value  can  result.  Before  the  use  of  the 
film  may  be  made  effective  some  definite  type  of 
technique  must  be  set  up  for  its  selection  and  use. 

At  the  present  time  the  descriptive  literature  of 
educational  films  is  very  meagre.  In  describing  the 
pictures  broad  general  statements  are  used  and  it 
is  a  rare  occurrence  when  the  grade  in  which  the 
film  is  to  be  used  is  suggested.  This  necessitates  a 
great  deal  of  blind  guessing  on  the  part  of  those  or- 
dering them.  If  a  film  on  magnetism  is  desired  the 
person  ordering  it  can  not  discover  by  reading  the 
description  of  it  in  the  catalogue  whether  it  was  pro- 
duced for  use  in  the  university,  the  high  school,  or 
the  elementary  school.  This  can  be  partially  overcome 
after  the  second  or  third  year  if  a  complete  record  of 


each  film  used  is  filed  in  the  office  of  the  principal  or 
superintendent.  In  making  a  record  of  the  film  sev- 
eral items  should  be  included.  First  there  should  be  a 
statement  of  the  title  of  the  film  and  the  name  and 
address  of  the  distributing  agency.  Second,  there 
should  be  a  statement  of  the  topics  covered  by  the 
film.  Third  there  should  be  a  statement  of  the  grade 
the  picture  was  used  in  and  a  brief  comment  as  to 
whether  it  was  suitable  for  that  grade  or  not.  Other 
grades  in  which  the  film  might  be  used  should  be  stated 
here  also.  Fourth  there  should  be  a  place  for  the 
teacher  to  make  any  comments  which  would  be  helpful 
to  any  one  else  who  in  the  future  might  consider  the 
use  of  the  film.  If  this  plan  is  religiously  followed 
for  even  one  year  it  will  help  materially  in  the  selec- 
tion of  future  pictures. 

In  selecting  the  film  there  are  several  criteria  to 
be  kept  in  mind.  In  the  first  place  any  film  to  be  used 
in  the  classroom  should  be  closely  related  to  the  topic 
or  unit  studied.  The  film  should  be  regarded  as  a 
logical  step  in  the  development  of  the  larger  topic, 
and,  if  it  is  looked  upon  as  such,  the  pupils  will  be 
psychologically  prepared  for  the  picture  when  it  is 
presented.  It  is  little  wonder  that  the  use  of  mo- 
tion pictures  in  the  schools  of  some  communities  has 
been  viewed  with  disfavor  by  the  public  when  the 
child's  thinking  follows  the  teacher's  in  looking  upon 
the  school  movie  as  a  means  of  entertainment.  While 
there  is  some  value  in  repetition  the  main  purpose 
of  motion  pictures  is  to  add  to  knowledge  obtained 
from  other  sources.  The  film  should  be  so  selected 
that  it  will  contribute  to  a  better  and  broader  under- 
standing of  the  topic  being  studied. 

Care  must  also  be  exercised  to  see  that  the  content 
of  the  film  is  so  well  organized  that  it  will  leave  the 
pupil  with  a  unified  impression  of  what  has  been  pre- 
sented. Too  often  a  film  requiring  from  twelve  to 
fifteen  minutes  to  be  shown  has  not  been  centered  upon 
any  one  main  idea  and  it  presents  to  the  pupil  a 
hodge-podge  of  disconnected  scenes.  In  this  type  of 
picture  too  many  ideas  are  used  and  it  leaves  the  pupil 
in  a  state  of  bewilderment.  As  a  typical  example  of 
this,  the  film  entitled  "Golden  Health"  may  be  cited. 

(Concluded  on  page  7.3) 


Page  72 


The  Educational  Screen 


News  and  Notes 


Film  Institute  Planned 

Under  the  able  leadership  of  Dr.  George  F.  Zook. 
former  United  States  Commissioner  of  Education. 
the  American  Council  on  Education  (744  Jackson 
Place,  Washington,  D.  C.)  is  considering  plans  for 
the  establishment  of  an  American  film  institute  to 
encourage  the  use  of  the  full  value  of  the  motion 
picture  in  education.  A  preliminary  conference  of 
a  select  group  of  nationally  known  educators  was 
held  at  the  offices  of  the  Council  on  December  4  and 
5,  1934.  At  that  time  the  following  proposed  ob- 
jectives were  set  up : 

1.  To  develop  a  national  appreciation  of  the  po- 
tential contribution  of  the  motion  picture  to 
the  cultural  life  of  America. 

2.  To  collect  and  distribute  significant  informa- 
tion concerning  motion  pictures  in  education 
at  home  and  abroad. 

3.  To  stimulate  the  production  and  use  of  mo- 
tion pictures  for  educational  purposes. 

4.  To  promote  the  co-operation  of  all  agencies  in- 
terested in  the  production  and  use  of  motion 
pictures  in  education. 

5.  To  initiate  and  promote  research  pertaining 
to  motion  pictures  and  allied  visual  and  audi- 
tory aids  in  education. 

Following  the  conference,  representatives  of 
more  than  fifty  national  educational  and  civic  agen- 
cies were  interviewed  regarding  the  desirability  of 
establishing  a  national  film  institute  and  to  secure 
their  suggestions  as  to  the  nature  of  the  work  that 
a  film  institute  might  undertake.  The  results  of 
these  interviews  have  been  very  encouraging,  and 
a  second  conference  was  held  February  28  and 
March  1  to  consider  additional  data  which  had  been 
collected  and  practical  means  to  go  forward  with 
the  plan  for  establishing  the  institute. 

Anthropological  Society  Urges  Film  Libraries 

The  International  Congress  of  Anthropological 
and  Ethnological  Sciences  meeting  in  University 
College,  London,  last  July  set  up  a  permanent  Com- 
mittee to  secure  the  establishment  of  a  central  film 
library  with  corresponding  libraries  in  all  the  prin- 
cipal countries.  It  is  desired  to  have  materials, 
hidden  in  unlikely  places,  duplicated  by  the  film. 
A  handbook  is  soon  to  be  published  which  shall 
give  instructions  in  five  languages  on  the  taking  of 
anthropological  films.  France,  Germany,  Italy, 
England,  and  the  United  States  are  represented  on 
the  committee. 

The  National  Museum  of  Canada  has  in  line  with 


Conducted   by  JOSEPHINE  HOFFMAN 


this  purpose,  made  films  on  the  American  Indian, 
and  the  National  Museum  of  Ireland  with  the  help 
of  the  Royal  Irish  Academy  and  Pathe  Company 
has  filmed  the  last  man  who  knew  how  to  make  the 
hide-covered  round  currachs  used  on  the  River 
Boyne. 

"It  may  be  that  in  time  every  large  museum  will 
have  a  department  which  will  deal  with  filmed 
records,  and  which  will  also  have  charge  of  the 
showing  of  films  to  illustrate  the  museum  collec- 
tions."— TJie  Museums  Journal,  London. 

New  Educational  Film  Directory 

The  1935  issue  of  Motion  Pictures  of  the  World 
and  Its  People  has  recently  been  released  by  Inter- 
national Educational  Pictures,  film  clearing-house 
of  Boston  and  New  York.  In  general  typography, 
size  and  arrangement  of  subject  matter,  the  new 
handbook  is  similar  to  the  1934  edition,  the  first 
directory  issued  by  this  organization.  Ijut  the  32- 
pages  have  been  extended  to  52  pages,  attractively 
and  generously  illustrated.  The  enlarged  current 
edition  offers  more  complete  film  descriptions,  new 
classifications,  and  an  expanded  index.  The  2000 
films  it  lists,  represents  the  libraries  of  almost  one 
hundred  film  distributors,  and  are  classified  under 
the  general  headings  of  All  Countries.  Art,  Biog- 
raphy. Entertainment,  Plistory,  Industrv,  Nature, 
Religion,  Science,  Sports,  and  Transportation,  with 
numerous  sub-headings  for  ready  reference.  Four 
hundred  subjects  are  loaned  free  to  subscribers  to 
the  service. 

The  price  of  this  new  catalogue  is  thirty-five 
cents. 

Buffalo  Museum's  Loan  Service  Increases 

Despite  a  drastic  reduction  in  budget  for  1934-1935, 
which  necessitated  curtailing  visitors'  hours  at  the  Buf- 
falo Museum  of  Science  by  31%.  that  institution 
nevertheless  enjoyed  record-breaking  figures  in  its  loan 
service  for  the  first  half  of  the  fiscal  year,  dating  from 
July  to  December,  1934.  Its  attendance  also  showed 
a  gain  of  7%  or  a  total  of  182,569. 

Lantern  slides  circulated  from  September  through 
December  in  Buffalo's  public  schools  showed  an  in- 
crease of  23,940,  (457o)  or  a  total  of  77.075,  against 
53,135  for  the  same  period  during  1933.  This  increase 
was  due  to  a  delivery  service  inaugurated  by  the  Board 
of  Education  in  the  spring  of  1934.  A  total  of  117,290 
against  103,466  slides  last  year  were  loaned  to  all 
users. 


March,  1935 


Page  73 


The  Loan  Exliibit  Bureau  of  the  Buffalo  Museum 
likewise  came  in  for  a  boom.  In  1933  it  registered 
7,003  for  the  September-December  school  period,  while 
in  1934.  it  totaled  18,092,  showing  an  increase  of 
11,089  (1589f  ).  This  service  consists  in  the  loan  of 
charts,  pictures,  objects,  and  manuscripts  to  borrow- 
ers calling  in  person  at  the  Museum. 

"Ten  Best"  Films  of  1934 

S(jnie  425  newspaper  critics  of  motion  pictures 
voted  MGM's  Tlic  Barretts  of  IVimpole  Street  the  best 
picture  of  the  year  in  Film  Daily's  annual  contest.  The 
House  of  Rothschild,  United  Artists,  was  second  fol- 
lowed, in  order,  by  //  Happened  One  Night,  One  Night 
of  Love,  both  Columbia;  Little  Women.  RKO ;  The 
Thin  Man.  Viva  Villa  and  Dinner  at  Eight,  all  three 
Metro-Goldwyn-Mayer ;  Count  of  Monte  Cristo,  Unit- 
ed Artists,  and  Berkeley  Square,  Fox. 

[Making  the  Classroom  Movie 
[More  Effective 

^(Cciuludcd  from  pai/i-  71) 

iThe  producers  of  this  one  reel  film  used  scenes  show- 
ling  the  early  missionaries  of  California,  the  reclama- 
ftion  of  waste  lands,  the  growing  of  citrus  fruit  trees, 
[the  manufacture  of  orange  crates,  the  grading  of 
[oranges,  and  athletic  contests  the  participants  of  which 
towed  their  success  to  the  large  quantities  of  orange 
[juice  which  they  drank. 

\\  bile  almost  all  of  these   topics   may  be   used  le- 
Igitimately  in  the  classroom   separately,  there  are  too 
rmany  ideas  used  for  a  reel  requiring  only  twelve  min- 
utes to  be  shown. 

The  silent  film  should  be  examined  to  determine 
whether  or  not  it  contains  any  essential  words  which 
are  beyond  the  undertanding  of  the  lower  pupils  of 
the  class.  If  many  of  these  words  are  found  the  film 
should  not  be  used  :  however,  if  there  are  only  a  few. 
the  teacher  should  make  note  of  them  and  ex])lain 
their  meaning  to  the  jnipils  before  the  picture  is  shown 
The  motion  ])ictures  used  in  the  school  should  con- 
tain little  or  no  advertising.  Although  it  is  difficult 
to  obtain  pictures  which  are  free  from  advertising, 
unless  they  are  purchased  or  rented,  the  sudden  in- 
tniduction  of  "Babe  Ruth"  using  the  product  of  a 
certain  manufacturing  company  detracts  seriously  from 
the  educational  value  of  the  film.  Some  advertising, 
however,  will  have  to  be  tolerated  if  the  school  is 
obliged  to  de])end  upon  free  films. 

The  material  presented  should  be  accurate  and 
should  be  .selected  from  the  standpoint  of  child  inter- 
est. It  is  common  knowledge  to  educators  that  chil- 
dren learn  more  readily  and  retain  what  they  have 
learned  longer  when  motion  ])ictures  are  used.  Be- 
cause wrong  ideas  are  gained  as  easily  as  right  ones 
it  is  of  utmost  importance  that  the  material  presented 
be  one  hundred  ptr  cent  accurate.  That  many  pres- 
ent day  films  do  not  measure  up  to  these  standards 
is  probably  due  to  the  fact  that  they  are  produced  by 


commercial    firms    without    the    advice    of    competent 
educators. 

.After  the  film  has  been  selected  the  teacher  should 
run  it  through  and  thoroughly  prepare  herself  before 
showing  it  to  her  class.  A  lesson  in  which  visual  i^J 
material  is  used  needs  as  much  if  not  more  prepara- 
tion on  the  part  of  the  teacher  than  the  traditional  les- 
son. Pupil  observation  needs  a  most  careful  direc- 
tion when  motion  pictures  are  u,sed,  otherwi.se  pupils 
may  come  away  from  the  picture  with  a  distorted 
idea  of  the  significant  facts  presented.  In  preparing 
to  show  the  picture  the  teacher  should  outline  the 
main  points  in  order  that  she  may  point  out  the  rela- 
tionship between  them  and  the  topic  studied.  In  do- 
ing this  she  will  also  determine  the  essential  facts  to 
be  em])hasized  when  the  picture  is  shown  to  the  class. 

A  wise  teacher  once  said,  "My  pupils  get  out  of 
a  picture  just  what  I  want  them  to  get  out  of  it". 
Before  the  actual  showing  of  the  picture  it  is  well 
to  go  over  the  main  points  with  the  class  emphasizing 
the  important  things  to  look  for.  While  the  film  is 
being  shown  one  effective  method  of  emphasizing  the 
main  points  is  by  reversing  the  machine  and  repeating 
certain  parts  of  the  ])icture. 

A  comprehensive  test  should  be  given  and  scored 
in  class  immediately  following  the  picture  in  order 
that  the  teacher  may  correct  any  wrong  impressions 
in  the  minds  of  the  pupils.  After  the  test  has  been 
scored  it  is  well  to  have  a  class  discussion  based  upon 
the  test  and  the  outstanding  facts  or  principles  brought 
out  in  the  picture. 

The  physical  equipment  should  be  in  such  condition 
as  to  make  for  ea.se  in  handling.  If  it  becomes  burden- 
some for  the  teacher  to  get  the  room  ready  it  is  not 
likely  that  her  pupils  will  be  privileged  to  see  many 
pictures.  From  the  standpoint  of  time  economy  the 
equipment  should  be  arranged  in  such  order  that  it 
can  readily  be  put  in  service.  When  not  in  use  the 
movie  machine  should  be  kept  in  a  central  office  with 
one  person  responsible  for  its  repair.  This  same  per- 
son should  also  be  responsible  for  locating  the  machine 
when  it  is  in  use.  The  shades  should  be  checked  each 
time  they  are  used  and  the  ones  needing  repair  re- 
ported to  the  proper  authority. 

Sunnnary.  The  primary  purpose  of  visual  education 
in  the  elementary  school  is  to  aid  the  child  in  under- 
standing better  the  material  presented  in  the  course 
of  study.  Teachers  should  be  trained  in  the  use  of 
visual  materials.  A  complete  record  of  each  film  used 
should  be  filed  for  future  reference.  Films  used  in 
the  classroom  should  be  closely  related  to  the  topic 
studied  and  the  content  of  the  film  should  be  well 
organized.  The  pictures  used  in  the  school  should  con- 
tain little,  preferably  no  advertising.  The  material 
presented  should  be  accurate  and  should  be  worded 
so  that  the  slower  pupils  of  the  class  may  read  under- 
standingly.  The  teacher  must  prepare  herself  thor- 
oughly before  showing  any  picture  to  her  class. 


Page  74 


The  Educational  Screen 


Department  of  Visual  Instruction  Notes 


Winter  Meeting  Small  But  Fruitful 

The  winter  meeting  of  the  Department  was  held  at 
the  Chelsea  Hoetl,  Atlantic  City,  on  Monday,  Tuesday 
and  Wednesday,  February  25-27.  It  was  found  that 
the  majority  of  the  delegates  to  the  meeting  of  the 
Department  of  superintendence  were  too  busy  with 
the  activities  of  that  group  to  spend  much  time  with 
the  visual  instruction  enthusiasts.  Those  who  did 
come  to  the  meeting  displayed  a  genuine  interest  in 
the  problems  and  activities  of  the  Department  and  par- 
ticipated in  the  discussions. 

The  general  theme  of  the  meeting  was  "Vitalizing 
Instruction  through  the  vise  of  Visual-Sensory  Aids." 
The  series  of  meetings  started  with  the  afternoon  ses- 
sion on  Monday  and  jumped  right  into  a  discussion 
of  the  place  and  values  of  visual-sensory  aids  as  de- 
termined by  experience  and  research.  This  session 
was  developed  around  a  panel  discussion,  under  the 
leadership  of  V.  C.  Arnspiger,  of  New  York  City.  It 
was  found  that  the  time  was  much  too  limited,  so  a 
continuance  of  the  panel  was  voted  at  an  informal 
breakfast  on  Tuesday  morning. 

The  Monday  afternoon  panel  discussion  was  fol- 
lowed by  a  demonstration  of  the  classroom  use  of 
pictures  in  the  development  of  an  instructional  unit. 
This  demonstration  was  presented  most  ably  by  Miss 
Zoe  A.  Thralls,  Assistant  Professor  of  Geography. 
University  of  Pittsburgh.  The  time  for  discussion  was 
much  too  limited  and  many  expressed  a  desire  to  have 
Miss  Thralls  appear  on  an  early  future  program. 

The  problems  of  administering  the  visual  instruction 
program  in  a  Junior  High  School  were  raised,  dis- 
cussed, and  some  solutions  oflfered  by  P.  D.  Pointer, 
Principal  of  the  Central  Junior  High  School  of  South 
Bend,  Indiana.  It  is  unfortunate  that  Mr.  Pointer's 
discussion  could  not  have  been  presented  before  a 
meeting  of  junior  high  school  principals  and  teachers, 
as  each  would  have  gained  much  from  it. 

Many  of  those  who  think  of  the  application  of 
visual-sensory  aids  to  instruction  consider  the  radio 
to  be  closely  related  to,  if  not  an  integral  part  of  the 
large  group  of  mechanical  means  of  broadening  the 
scope  of  classroom  contacts.  The  discussion,  "Taking 
Advantage  of  Radio  Possibilities,"  as  presented  by 
Tracy  F.  Tyler,  Secretary  and  Research  Director  of 
the  National  Committee  on  Education  by  Radio,  called 
attention  to  some  of  the  ways  in  which  radio  is  being 
utilized  by  the  modern  school  and  pointed  out  some  of 
the  possible  future  developments. 

The  Tuesday  meetings  started  with  the  breakfast 
continuing  the  panel  discussion  of  Monday  afternoon. 
This  was  followed  by  an  open  business  meeting,  during 
which  various  plans  and  ])ossibilities  of  the  Department 


Conducted  by  ELLSWORTH  C.  DENT,  Secretary 

of  Visual  Instruction  received  rather  thorough  exam- 
ination. The  sense  of  the  group  seemed  to  be  divided 
as  to  whether  the  Department  should  remain  a  small 
group,  interested  in  the  major  problems  of  research 
and  recommendation,  or  should  strive  to  popularize 
membership  among  the  large  numbers  of  teachers  and 
school  administrators  who  are  attempting  to  make  the 
most  effective  use  of  visual  instruction  materials  avail- 
able. Methods  of  financing  the  organization  were  dis- 
cussed and  later  recommendations  were  made. 

This  meeting  was  followed  by  an  informal  luncheon. 
The  luncheon  was  arranged  by  George  W.  Wright, 
active  New  Jersey  visual  instruction  worker  and  super- 
vising principal  of  the  New  Providence  Public  Schools. 
Mr.  Wright  introduced  "Pop"  Balcom. — otherwise 
known  as  Assistant  Superintendent  A.  G.  Balcom  of 
Newark — who  presented  an  interesting  illustrated  dis- 
cussion of  the  early  history  of  New  Jersey,  especially 
that  part  whch  pertained  to  Newark  and  vicinity. 

The  afternoon  meeting  was  a  joint  session  with  the 
Study-Discussion  Group  G.  Division  V,  of  the  Depart- 
ment of  Superintendence.  The  general  theme  of  the 
meeting  was  "The  Adaptation  of  the  Newer  Media  of 
Communication  to  Education,"  and  included  able  dis- 
cussion of  the  sound  picture,  the  radio  and  theatrical 
pictures,  as  well  as  consideration  of  the  administra- 
tive problems  involved. 

Wednesday  morning  was  left  open  for  committee 
meetings  and  other  details  in  preparation  for  the  busi- 
ness meeting  to  be  held  later  in  the  day.  One  of  the 
highlights  of  the  day  was  the  testimonial  luncheon  for 
Alfred  W.  Abrams,  long-time  Director  of  Visual  In- 
struction, State  Education  Department,  Albany.  New 
York.  The  luncheon  was  arranged  by  "Pop"  Balcom, 
who  presided.  Mr.  Abrams  was  unable  to  be  present, 
due  to  the  magnetic  attraction  of  sunny  southern  skies. 
under  which  he  is  enjoying  a  well-earned  rest.  He  did 
send  a  pleasant  and  thought-provoking  message  to  the 
group  assembled,  in  which  he  urged  the  continued  ap-  _ 
plication  of  high  standards  to  visual  instruction  ma-  I 
terials  and  devices  of  all  kinds. 

The  principal  speaker  at  the  luncheon  was  Assistant 
Commissioner  J.  Cayce  Morrison,  of  the  State  Educa- 
tion Department,  Albany,  New  York.  Dr.  Morrison 
mentioned  many  of  the  finer  qualities  of  Mr.  Abrams, 
commending  him  highly  upon  the  standards  he  had 
applied  to  visual  instruction  activities  under  his  direc- 
tion. At  the  close  of  Dr.  Morrison's  discussion,  brief 
testimonials  of  Mr.  Abrams'  prominent  and  effective 
place  in  the  field  of  visual  instruction  were  given  by 
Dudley  of  Chicago,  Peters  of  Kansas  City.  Miss 
Hochheimer  of  New  York,  Hollinger  of   Pittsburgh, 

{Continued  on  f"th'  87) 


March,   193  5 


Page  75 


Among  the  Magazines  and  Books 


i 


Education  (January,  '35)  In  this  issue,  which  is 
devoted  entirely  to  the  teaching  of  Geog-raphy,  we 
note  four  articles  which  are  particularly  cognizant 
of  the  contribution  of  pictures  to  effective  tech- 
nique. 

"Geography    and     International     Relations,"    by 
Daniel  A.  Prescott,  Rutgers  University.    The  study 
of  geography  is  recommended  for  helping  man  to 
get  an  understanding  of  his  social  lag.  and  also  to 
enable    him    to    discover    the    better    way    ahead. 
'"Must  not  geography  teachers  examine  with   their 
classes  the  values  that  are  inherent  in  home  life  and 
seek   to   understand   how  these  are  realized   under 
varying  conditions?     Must   they   not    make    more 
graphic  the  nature  of  human  experience  in  the  dif- 
ferent quarters  of  the  globe  so  that  a  basis  of  com- 
mon  understanding   and   sympathy   may   be   found 
for  the  world?     If  the  study  involves  things  near 
at  hand  this  implies  visits  and  activity,  if  it  involves 
jdistant  lands  it  means  many  stereoscopic  and  mo- 
lon  pictures,  many  good  realistic  stories,  the  ex- 
lange  of  materials  and  products  with  the  schools 
'f  these  lands  and  correspondence  between  the  chil- 
.  dren  of  these  and  other  lands. 
■^  "Geography  in  the  Reading  Museum,"  by  Joseph- 
^^ne   Moyer.     The   article   is  a  thrilling  account  of 
the  museum   maintained   in  a  30-acre  park  by  the 
Reading,    Penna.,    Board    of    Education.      Lantern 
slides,  motion  pictures  and  lectures  supplement  the 
curricula  of  the  schools.     A  children's    laboratory 
has  glass-covered  closets,  along  the  four  walls,  en- 
closing commercial  products  of  the  world.    A  small 
auditorium  is  adjacent  where  slides  and  motion  pic- 
tures are  seen  "to  continue  the  building  of  new  con- 
cepts and  to  reduce  the  possibility  of  error.     Here 
the    lalior    involved    in    producing    the    output    is 
realized,  and  the  topographical  and  climatic  condi- 
tions necessary.    Thus  a  knowledge  of  geographical 
principles  is  inculcated,  and  an  appreciation  of  the 
region's  contribution  to  world  welfare." 

"Geography  Teaching  in  English."  by  Ernest 
Voung.  (Professor  Young  has  been  a  visiting  lec- 
turer at  the  University  of  Chicago  and  at  the  Uni- 
versity of  Southern  California.)  Geography  should 
niclude  the  study  of  local,  national,  and  world  cit- 
izcnshi]).  "To  help  us  make  the  picture  of  the  re- 
gion alive  we  should  introduce  the  children  to  the 
people  who  have  been  there.  Not  only  have  we  in 
order  to  make  a  region  live,  to  listen  to  the  voices 
of  the  explorers,  we  have  also  to  look  at  it  with  the 
eye  of  the  artist  and  the  photographer.  This  means 
the  constant  use  of  well-chosen  pictures,  but  they 


Conducted  by  MARION  F.  LANPHIER 


must  be  really  geographical  pictures  and  not  merely 
of  railway  stations  or  post  offices." 

"Interpreting  the  Schools  with  Visual  Aids,"  by 
W.  W.  Whittinghill  and  John  S.  Thomas.    Motion 
pictures  are  helping  to  give  an  interpretation  of  so- 
cial organization  by  bringing  real  things  and  real 
people-jnto  the  classroom.    Pictures  of  wild  life  and 
resources,   of  functions  of  various   departments   of 
government,  of  business  and  industry  bring  inter- 
pretation   of   social    life   to   the   school-room.     The 
schools  are  interpreted  through  exhibits  that  show 
parents  the  continuity  of  the  child's  work.     Motion 
pictures  of  the  school's  functioning  interpret  pres- 
ent procedures  to  both  pupils  and  parents.     Slides 
also  may  be  made  of  school  activities  and  used  in 
public     meetings.       Newspaper    pictures,    and    se- 
quences of  educational  development  arranged  in  a 
museum  are  ready  means  for  quick  assimilation  of 
knowledge  of  the  school  status  by  the  public. 

School  and  Society  (February,  '35)  "The  Devel- 
opment and  Use  of  Motion  Pictures  in  New  York 
City,"  by  Paul  B.  Mann,  Head  of  Biology  Dept., 
Evander  Childs  High  School. 

A    glance    at    progressive    cities    in    the    United 
States  shows  that  the  giant,  pronounced  asleep  ten 
years   ago,    has    awakened.      "Visual    Education    is 
this  sleeping  giant.     With  his  full  force  awakening 
will  come  a  new  era  in  education  that  will  be  more 
far-reaching  in  its  effect  on  civilization  than  is  now 
conceivable."— Mahaffey.      An    interesting    history 
of  the  evolution  of  visual  instruction  in  New  York 
City  schools  is  formulated  in  the  article.    There  are 
now  ten  complete  courses  of  films  coordinated  with 
the  regular  school  instruction.     Over  $30,0(X)  is  ap- 
propriated   to   the   Visual    Instruction    Department 
annually.     In  1933,  the  American  Museum  of  Nat- 
ural  History   loaned   films  for   56,000  showings   to 
over  9  millions  of  young  people.  Emphasis  is  placed 
upon  a  careful  teaching  technique.    A  review  of  out- 
standing experiments,  attesting  the  proved  worth  of 
visual  materials  is  given.    "All  this  means  that  the 
motion  picture  is  bound  to  be  recognized,  not  alone 
by  progressive  teachers,  but  by  the  rank  and  file 
as  one  of  the  most  valuable  educational  contribu- 
tions from  modern  science.     Interpreted,  used  with 
skill  and  discernment,  it  can  energize  the  adolescent 
mind  as  no  other  medium  can." 

■Woman's  Press  (December.  '34)  "The  New  Three 
R's",  by  Jean  Grigsby  Paxton. 

The  chief  art  elements   which   motion   ))icture   has 


Page  76 


The  Educational  Screen 


Do  You  Know  Your  Tools? 

Photography  is  without  doubt  the  most  useful  too! 
of  the  Visual  Educator. 

Can  you  use  this  valuable  medium  properly,  effi- 
ciently,   artistically? 

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in    common    with    a    play,    a    novel,    painting,    music, 
sculpture,  or  a  dance,  are : 

(1)  The  story,  which  has  in  the  film  a  more  flex- 
ible and  broader  range  than  the  stage  story ; 

(2)  Dialogue  or  lines.  We  have  not  learned  to 
listen  to  splendid  lines,  or  perhaps  they  have  not  been 
produced  and  uttered  by  a  musical  and  interpretative 
voice ; 

(3)  Setting.  Words  can  do  little  in  making  us 
see  and  feel  beauty.  Yet.  the  movie  may  fail  in 
using  artistic  restraint  in  the  realm  of  photography, 
and  is  being  artificial ; 

(4)  Character  Portrayal.  "The  screen  so  far 
has  developed  fewer  really  fine  actors  than  the  stage — " 
The  inner  life  of  imagination  and  ideals  is  slightly 
revealed  on  the  screen  ; 

(4)  Purpose.  "The  acid  test  (of  a  picture)  is, 
what  is  the  meaning  of  the  whole?  .  .  If  cinemato- 
graphy is  to  attain  its  full  stature  of  an  art,  or  even 
a  respectable  place  among  the  arts,  it  will  have  to 
excel  in  their  techniques  and  have  meaning  and  value 
in  the  daily  life  of  people  far  above  that  of  killing 
time  for  passive  spectators.  W'hen  men  and  women 
with  something  to  say  about  the  social  scene  and  the 
meaning  of  life  know  the  medium  and  express  them- 
selves in  the  cinema  as  sincerely  as  they  do  in  novels, 
plays  and  poems,  the  motion  picture  in  all  probability 
will  effect  the  mass  of  people  even  more  profoundly 
than  other  forms  of  art  have  done." 

London  Studio  (January,  '35)  "Richard  Tesch- 
ner's  Figuren  Theater,"  by  Richard  Teschner. 

The  author  holds  that  marionettes  have  an  ar- 
tistic field,  wholly  unique,  aside  from  the  lilliputian 
one.  The  spectator  contributes,  in  addition  to  his 
admission  fee,  what  is  of  much  more  value,  the 
activity  of  imagination.  The  producer  does  not 
leave  him  entirely  passive.  In  composing  plots,  the 
attention  is  centered  on  the  gestures  and  artistic 
grouping.  In  the  inverse  order  from  that  of  the 
standard  stage,  the  figures  are  invented  and  then 
they  act  out  their  parts.  Many  of  Mr.  Teschner's 
characters  have  been  in  a  paper  embryonic  state  for 
a  decade  before  as.suming  a  third  dimension  on  the 
stage.  Sometimes,  it  takes  years  for  these  tiny 
actors  to  learn  their  parts  and  to  acquire  histrionic 
ability.  Their  creator  had  to  make  all  his  develop- 
ments with  his  own  hands  and  purse.  The  plan  of 
working  the  marionettes  from  lielow  led  him  to 
alter  his  whole  system.  There  is  no  imitation  of, 
or  competition  with,  the  real  stage  or  the  cinema, 
Init  a  complete  contrast  to  them  prevails. 

Mr.  Teschner  says  as  to  the  future,  "I  shall  con- 
tinue to  endeavor  to  produce  serious  and  artistically 
valuable  effects  with  my  jointed  puppets  to  a  small 
])ublic  capable  of  appreciating  them.  I  shall  bring 
out  their  special  charm  and  puppet  qualities." 


March,   193  5 


Page  77 


Dartmouth  College  Newsreels 

Seven  years  ago  President  Hopkins  of  Dartmouth 
had  the  idea  of  producing  in  Hanover  fihns  show- 
ing current  activities  with  the  purpose  of  sending 
these  to  akimni  clubs,  schools,  and  other  groups. 
The  alumni  clubs  were  so  enthusiastic  that  it  was 
decided  to  produce  sets  of  movies  two  or  three 
times  every  year.  This  has  been  done  until  now  the 
college  has  a  rather  extensive  library  of  movies  oi 
every  sort  of  Dartmouth  activity,  of  prominent 
teachers  and  alumni,  of  famous  events  both  athletic 
and  non-athletic,  and  a  variety  of  other  things  that 
make  the  collection  of  pictures  valuable. 

The  usual  set  of  movies,  taken  with  Bell  &  Howell 
equipment,  consists  of  two  400-foot  reels.  An  at- 
tempt is  made  to  include  a  variety  of  shots  and  sub- 
jects rather  than  try  to  follow  through  on  any  one 
continuity  theme.  For  instance,  the  pictures  which 
are  now  being  shown  before  alumni  and  school 
groups  include  scenes  of  the  Dartmouth  Commence- 
ment exercises  last  June ;  the  opening  of  College 
this  fall ;  early  football  jjractice  and  some  of  the 
major  football  games ;  unusual  shots  of  one  of  the 
star  members  of  the  ski  team  practicing  skiing  dur- 
ing the  summer  on  pine  needles;  and  climaxed  by 
some  spectacular  ski  jumping  off  the  famous  Dart- 

Iiouth  jump. 
Although  Dartmouth  winter  sports,  in  which  the 
lollege  is  recognized  for  its  supremacy,  offer  fine 
pportunities  for  movies,  there  are  a  great  many 
ther  subjects  which  make  interesting  movie  fare, 
such  as  laboratory  instruction,  scenes  of  the  inte- 
riors and  exteriors  of  all  College  buildings,  pictures 
of  famous  members  of  the  faculty,  and  scenes  of 
interesting  events.  A  further  development  which 
is  particularly  interesting  is  the  production  of 
"composite  reels"  under  three  general  headings :  first, 
a  set  of  three  reels  covering  the  best  shots  made  of 
winter  sports  and  carnival  activities  and  other  Out- 
ing Club  scenes  during  the  past  seven  years;  sec- 
ond, a  set  of  three  reels  compiled  similarly  of  shots 
of  famous  athletic  events  in  which  thrilling  foot- 
ball games  are  featured;  and  third,  an  ever  increas- 
ing set  of  composite  films  which  record  the  familiar 
faces  of  the  members  of  the  faculty,  some  of  whom 
have  died  since  the  pictures  were  made.  This  last 
set  of  films  will  be  of  ever  increasing  value  his- 
torically. 

The  production  of  a  16  mm.  sound  picture  is  next 
on  the  program.  It  is  planned  to  combine  some  of 
the  current  movies  with  other  appropriate  shots 
and  to  put  out  a  film  with  a  sound  strip  which  will 
give  a  good  picture  of  Dartmouth  life  together  with 
musical  and  speaking  sound  accompaniment. 


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Page  78 


The  Educational  Screen 


The  Film  Estimates 


After  Office  Hours  (Clark  Gable,  Constance 
Bennett)  (MGM)  Lively,  sophisticated,  social 
crime-comedy,  more  breezy  than  realistic,  with 
young,  bumptious  "managing  editor"  as  hero, 
and  snobbish,  society-belle  heroine  as  his  di- 
lettante reporter.  He  solves  aristocratic  wife- 
murder  and  wins  heroine.  Amusing  improb- 
ability. 2-26-35 
A — Good  of  kind       Y — Amusing:       C — Not  good 

Baboona  (The  Martin  Johnsons)  (Fox) 
Africa  strikingly  pictured  from  airplane  and 
ground,  with  really  unique  shots  of  animal 
life,  landscape  and  natives.  Faking  done  spar- 
ingly. Fortunately  shows  more  Africa  and 
less  Johnson  than  usual.  Narrator's  diction 
well-meant  but  rather  crude,  2-19-35 

A — Interesting      Y — Very  good      C — Very  good 

Band  Plays  On,  The  (Robert  Young,  Stuart 
Edwin )  (MGM )  Sound,  wholesome  theme  of 
fine-spirited  coach  who  raises  four  slum,  boys 
from  potential  criminals  to  tootball  stars  in 
college.  Unfortunately  weakened  by  confused 
motivation,  misdirected  sympathy,  excess  senti- 
ment— and  the  boys  are  hardly  convincing  as 
players.  2-26-35 

A — Hardly  Y — Fairly  good  C— Fair 

Best  Man  Wins  (Jack  Holt,  Edmund  Lowe) 
(Colum.)  Ordinary  adventure  story  of  two 
divers,  risking  their  lives  for  each  other,  now 
friends,  now  enemies  over  same  girl,  engag- 
ingly played  by  Florence  Rice.  Good  photogra- 
phy of  undersea  action  and  diving  mechanisms. 
Some  painful  scenes.  3-12-35 

(A)  Fair  of  kind     (Y)  Perhaps     (C)  Not  the  best 

Charlie  Chan  in  Paris  (Warner  Gland,  Mary 
Brian)  (Fox)  Another  delight  for  lovers  of 
the  shrewd,  genial,  sententious  Oriental  de- 
tective, his  son  helping  him  this  time,  as  Chan 
tracks  a  dual-murderer  through  Paris  caba- 
rets and  the  famous  sewers.  Some  novel  ele- 
ments over  previous  films  in  series.  2-19-35 
A — Good  of  kind  Y — Good  C — Doubtful 

Cheating  Cheaters  (Fay  Wray,  Cesar  Rom- 
ero) (Universal)  Very  ordinary  crook  story 
of  two  gangs  trying  to  bluff  and  rob  each 
other,  with  detective-heroine  disguised  as  mem- 
ber of  one,  and  hero  a  tool  of  the  other.  Con- 
fused and  obvious,  dialog  banal,  comedy  ele- 
mentary. 2-12-35 
A — Poor                   Y— Better  not  C — No 

David  Copperfield  (Practically  perfect  cast) 
(MGM)  One  of  finest  films  ever  made.  A 
classic  superbly  screened.  Outstanding  for 
backgrounds,  costumes,  and  character  por- 
trayal faithful  to  spirit  and  manner  of  orig- 
inal. Deserves  universal  attendance  by  young 
and  old.  A  joy  to  those  who  know  their  Dick- 
ens best.  2-19-35 
A — Excellent  Y — Excellent  C — Strong  but  good 

Devil  Dogs  of  the  Air  (Jas.  Cagney,  Pat 
O'Brien)  (Warner)  Engrossing  film,  less  fic- 
tion than  genuine  document  on  training  ac- 
tivities at  Naval  air  base.  Impressive,  thrill- 
ing scenes  of  air  maneuvers  in  realistic  prac- 
tice battle,  from  which  cocky  but  chastened 
hero  emerges  with  flying  colors.  2-12-35 

A — Very  good  Y — Mostly  good 

C — Good  but  thrilling 

Enter  Madame  (Elissa  Landi.  Gary  Grant) 
(Para.)  Hilarious,  noisy  comedy  about  tem- 
peramental operatic  soprano,  too  busy  with 
career  to  be  wiie  to  her  nusoana.  almost  loses 
him  to  gold-digging  widow.  Happy  ending 
most  convincing  part.  Amusing  character 
scenes,  good  photography  and  music.  3-12-35 
(A)  Perhaps      (Y)  Fairly  good      (C)  No  interest 

Gigolette  (Adrienne  Ames,  Donald  Cook) 
(RKO)  Society  heroine,  down  on  luck,  given  job 
byi  cheap,  good-hearted  grafter  in  his  low-grade 
night  club,  meets  rich  playboy.  Marriage  near, 
but  misunderstanding  postpones  happy  ending 
a  few  reels.  Rather  too  earthy  and  common 
to  amuse  greatly.  3-12-35 

(A)  Mediocre         (Y)  Hardly         (C)  No  interest 

Good  Fairy,  The  (Margaret  Sullavan.  Frank 
Morgan)  (Universal)  Molnar's  whimsical  char- 
acter-comedy finely  screened  with  choice  cast 
and  dialog,  and  comedy  that  sparkles.  Charm- 
ing heroine  unintentionally  turns  heads  of 
three  men  and  right  one  finally  wins.  Thor- 
oughly wholesome  amusement  on  the  whole. 

2-12-35 
A — Excellent  Y — Excellent  C — Mature 

Great  Hotel  Murder.  The  (McLaglen,  Lowe) 
(Fox)  Manages  to  be  fairly  engrossing  mys- 
tery Jiolding     interest    and    suspense,     despite 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 

(The   Film   Estimates,   in   whole   or  in   part,   may  be   reprinted 

only   by   special   arrangement  with   The    Educational   Screen) 

Date    of    mailing    on    weeltiy    service    Is    shown    on    each    film. 


farcical  humor  by  McLaglen  as  dumb,  flound- 
ering detective  and  the  selfrassurance  of  Lowe, 
amateur  sleuth,  who  does  finally  run  down  the 
killer  rather  cleverly.  3-12  35 

(A)Fairly  good  (Y)Probably  good  (C)No  interest 

Helldorado  (Richard  Arlen,  Madge  Evans) 
(Fox)  Crude  young  hero  dominates  tourist 
group  caught  in  terrific  rainstorm  in  wild  min- 
ing country.  They  stumble  upon  ghost  town 
with  one  mad  inhabitant.  False  gold  rush 
yields  thrilling  climax.  Eerie  atmosphere  and 
suspense    make    rather    good    adventure    stuff. 

2-26-35 
A — Amusing  Y — Thrilling  C — Fair 

Hell  in  the  Heavens  (Warner  Baxter)  (Fox) 
Vivid  picture  of  tense  life  of  air-fighters  in 
French  aviation  center  during  Great  War, 
with  gruelling  fear  torturing  all  alike.  Most- 
ly grim,  convincing  realism,  slightly  eased 
by  bits  of  comedy,  leaving  little  glamour 
about  war.  2-12-35 

A — Good  of  kind  Y— Good  thriller 

C — Too  strong 

Iron  Duke,  The  (George  Arliss)  (Gaumont- 
British)  Lavish  historical  spectacle  masterful- 
ly played  and  set.  High  moments  from  Cong- 
ress of  Vienna  to  grave  changes  after  Water- 
loo. Striking  portrayal  of  Iron  Duke  by  Ar- 
liss, rather  more  duke  than  iron.  Dignified, 
slow-moving    but    interesting    and    impressive. 

2-12-35 
A — ^Very  good  Y— Very  good  C — Mature 

Lightning  Strikes  Twice  (Ben  Lyon,  Thelma 
Todd)  (RKO )  Melodramatic  mystery-farce  of 
mistaken  identities  embarrassing  to  gay  so- 
ciety hero  and  his  fiancee,  with  three  supposed 
murders.  Anything  for  a  laugh- — slapstick 
antics,  fake  fan  dancing,  policemen  in  under- 
ground sewers,  etc.  3-5-35 
A— Crude                    Y— Not  good                    C— No 

Little  Colonel.  The  ( Shirley  Temple,  L. 
Barrymore)  (Fox)  Highly  sentimental  but 
charming  post-Civil  War  story  of  North-and- 
South  antagonisms.  Appealing  little  heroine 
finally  breaks  down  old  Colonel's  wrath  at 
daughter's  marriage  to  Northerner.  Lovely 
Southern  settings.     Two  great  roles.  3-5  35 

A — Charming         Y— Excellent         C — Excellent 

Murder  on  a  Honeymoon  (Edna  May  Oliver, 
J.  Gleason)  (RKO)  Lively  murder-mystery- 
farce,  with  schoolteacher-detective  heroine  who 
scents,  tracks,  solves  series  of  non-gruesome 
murders.  Fun  and  thrill  over  false  trails, 
blunderings  of  blatant  sleuth,  and  Edna  May's 
rare  character  work.  3-5-35 

A — Good  of  kind  Y— Gocd  of  kind 

C — Too  exciting 

Mystery  of  Edwin  Drood.  The  (Claude 
Rains)  (Universal)  Third  recent  Dickens  pic- 
ture, his  unfinished  murder  mystery  romance 
splendidly  screened,  characters  and  situations 
retaining  all  their  strength  and  grim  atmos- 
phere, finely  acted  against  authentic  back- 
grounds. Different  in  mood  and  tone  but  un- 
mistakably Dickens.  2  19-35 
A — Very  good     Y— Very  good     C — Beyond  them 

One  Hour  Late  (Twelvetrees,  Nagel)  (Para.) 
Office  romance  of  clerk  and  dumb  stenog- 
rapher provides  human  and  pleasant  little 
comedy-drama.  Stalled  elevator  furnishes  tense 
climax  which  influences  lives  of  four  people, 
the  hero  finally  winning  the  girl  and  realizing 
his   radio   ambitions.  3-5-35 

A — Fair    Y — Probably  amusing    C — No  interest 

One  More  Spring  (Baxter,  Gaynor)  (Fox) 
Whimsical,  human  depression-story  of  three 
divergent  characters,  reacting  differently  to 
failure  and  privation,  fighting  poverty  to- 
gether with  Centra!  Park  st^ible  as  refuge, 
winning  through  to  Spring.  Suffering  deftly 
made  wistfully  amusing  and  stimulating.  3-5-35 
A — Pleasing      Y — Very  good      C — Beyond  them 

Our  Daily  Bread  (Tom  Keene.  Karen  Mor- 
ley)  (U.  A.)  Young  couple,  beaten  by  depres- 
sion, go  back  to  the  land,  enlist  workers  and 
form  mutual  service  community.  Success 
threatened    by    drought    till    ex-criminal    sacri- 


fices himself  to  make  irrigation  possible.  Earn- 
est   propaganda    more    telling    if    better    acted. 

2-12-35 
A--Only  fair  Y— Fair  C— Little  interest 

Red  Morning  (Steffi  Duna,  Regis  Toomey) 
(RKO)  Melodramatic  story  about  exciting  ad- 
ventures of  Portuguese  sea  captain's  daughter 
among  native  tribes  on  South  Sea  Island  after 
shipwreck  and  desertion  by  crooked  crew. 
Some  naive  hokum  and  mediocre  acting,  but 
lovely,    authentic    tropical    scenery.  2-26-35 

A— Hardly  Y^Perhaps  C — Too  exciting 

Ruggles  of  Red  Gap  (Laughton,  Boland, 
Ruggles,  Young)  (Para.)  Master  comedy,  con- 
trasting crude  West  of  the  '90's  with  Euro- 
pean tradition,  finely  played  by  notable  cast 
with  exact  degree  of  burlesque  for  maximum 
comedy  values  in  character  and  situation.  In- 
telligent and  utterly  amusing.  3-5-35 
A — Excellent   Y — Excellent  C— Mostly  amusing 

Rumba  ( George  Raft,  Carol  Lombard ) 
(Para.)  Expert-dancer  hero,  crude  but  "ir- 
resistible", and  socially  "elite"  heroine,  blasee 
and  languishing,  do  Havana-New  York  love- 
chase.  Kept  carefully  risque  and  not  of- 
fensive. Wild  press-agent  adds  comedy  and 
thrill.  Glamorous  dancing.  Cf.  Bolero.  3  5-35 
A — Hardly  Y— Unwholesome  C — No 

Silver  Streak.  The  (S.  Blane.  C.  Starrett) 
(RKO)  Vivid  picture  of  modern  aluminum 
train  —  its  invention,  development,  construc- 
tion, trial,  and  record-breaking,  life-saving 
run  from  Chicago  to  Boulder  Dam — with  hu- 
m^n  interest  and  mild  romance.  Acting  ordi- 
nary. Healthily  thrilling.  3-5-35 
A — Interesting  Y — Excellent 
C— Good  if  not  too  strong 

Strange  Wives  (Roger  Pryor.  June  Clay- 
worth)  (Universal)  Stupid  titW  for  uninspired 
screening  of  Wharton  story  of  wealthy,  easy- 
going young  bachelor  who  succumbs  to  mar- 
riage and  imposition  from  parasitic  relatives 
of  his  Russian  wife.  Turns  tab'es  cleverly. 
Story  wavers  artificially  from  farce  to  ob- 
vious comedy.  2-19-35 
A — Feeble                         Y— No  C— No 

Sweet  Music  ( Rudy  Vallee.  Ann  Dvorak) 
(Warner)  Artificial  concoction  of  much  va- 
riety and  little  worth,  showing  supposed  back- 
stage life  of  radio,  built  wholly  around  Rudy 
who  sings,  dialogs,  even  tries  clowning,  and 
wrangles  with  heroine  till  she  sees  him  as 
true  benefactor  at  the  end.     Hash  and  hokum. 

2-26-35 
A — Futile  Y— Probably  good  C— Hardly 

Transient     Lady      (Gene     Raymond,     Henry 

Hull )  (Universal )  Barnstorming  skating-trio, 
including  the  heroine,  strike  small  town  con- 
taining the  lawyer-hero.  Complications  threat- 
en tragedy  till  hero  defeats  all  efforts  of  po- 
litical boss  at  "big  scene"  trial.  Falsity  in 
motives  and  conduct,  and  some  bad  miscast- 
ing. 2-26-35 
A— Mediocre     Y^Harmless      C — Little  interest 

White  Cockatoo,  The  (Jean  Muir,  Ricardo 
Cortez)  (Warner)  Complicated  murder-mys- 
tery melodrama,  set  in  remote  inn  on  French 
sea-coast,  with  many  involved  in  plot  and 
counter-plot  over  heroine's  American  inheri- 
tance. Solved  only  by  some  original  assist- 
tance  from  Cockatoo.  Heroine's  role  notably 
good.  2-12-35 

A — Good  of  kind  Y— Thrilling  C— No 

Wings  in  the  Dark  ( Cary  Grant,  My  ma 
Loy)  (Paramount)  Airplane  picture,  with 
character  interest,  adequate  thrills,  much  me- 
chanics, and  quite  novel  idea  of  blind  flying 
developed  by  blind  hero — blind  until  time  to 
marry  heroine  at  end.  Quite  ordinary  in  plot 
and   acting   appeal.  2-19-35 

A— Fair  Y— Good  C— Hardly 

Woman  in  Red,  The  (Barbara  Stanwyck) 
( Warner  (  Professional  horse-woman  heroine, 
wife  of  polo  playing  son  of  proud  family,  gets 
involved  in  murder  charges  when  cheap, 
drunken  blonde  on  yachting  party  lurches 
overboard.  Court  trial  clears  heroine.  Some 
doings  of  supposed  "society"  hardly  whole- 
some. 2-26-35 
A— Only  fair               Y— Better  not  C — No 


March,   193  5 


Page  79 


A  Lesson  they  wonH  forget! 


Lessons  come  to  life  in 
picture  arid  sound 


New  RCA  16mm.  Sound-on-Film  Projector 
shows  both  sound  and  silent  movies  with 


■•he  great  problem  of  attention 
ceases  to  be  a  problem  at  all  when 
subjects  are  brought  to  life  by  sound 

(motion  pictures! 
I  One  good  and  appropriate  travel  film 
— showing  people,  customs  and  scenery 
that  on  paper  seem  dry  as  dust  —  and 
carrying  the  interesting  explanations  of 
such  a  commentator  as  Burton  Holmes 
— can  give  the  student  an  entirely  new 
conception  ofthe  subject  of  Geography. 
Other  subjects,  also,  acquire  new  inter- 


theatrical  brilliance! 


est,  when  they  are  vivified  by  sound 
motion  pictures. 

All  leading  educators  agree  on  the 
importance  of  sound  motion  pictures 
in  modern  education. 

In  making  your  selection  of  a  sound 
projector,  remember  that  the  RCA 


Subjects  live  for  students  whtn  shown  in 
sound  movies.  Hundreds  of  educational 
and  travel  subjects  now  avail.ible  in 
16mm,  sound  motion  picture  film! 


I6mm.  Sound-on-Film  Projector  offers 
these  great  advantages : 

Theatrical  brilliance  and  clarity  of 
picture  and  sound  (it  is  a  compact 
adaptation  of  the  RCA  Photophone 
equipment  used  in  thousands  of  the 
country's  leading  theatres). 

Extreme  simplicity  of  operation  (as 
easy  to  operate  as  a  silent  projector). 

Projection  of  both  sound  and  silent 
film. 

Ease  and  quickness  of  setting  up 
(minimum  classroom  disturbance). 

Superiority  and  dependability  assured 
by  the  RCA  background— the  world 's 
richest  sound  experience. 

The  sound  of  the  instructor's  voice 
may  be  given  to  silent  films  by  means 
of  the  Microphone  Input  which  at- 
taches to  the  RCA  I6mm.  Sound-on- 
Film  Projector  and  carries  the  voice  to 
the  loud-speaker  next  the  screen. 


RCA  I6mni.  SOUND-ON-FILM  PROJECTOR 


16mm.  SOUND  DIVISION 


RCA  MANUFACTURING  CO.,  INC. 


CAMDEN,  NEW  JERSEY 


Page  80 


The  Educational  Screen 


School  Department 


A  Type  Lesson  in 
Visualized  Geography 

(Index  numbers  refer  to  slides  from  the  Visual  Instruction 
Division,  University  of  the  State  of  New  York,  Albany,  N.Y.) 

Motivation — In  studying  the  groups  of  states  in  the 
United  States  we  have  always  been  interested  in 
knowing  what  most  of  the  people  do  in  each 
group.  What  groups  of  states  have  you  studied 
about?    Name  the  chief  occupation  of  each  group. 

Preparation:  Map  Study  Blackboard  Outline 
Where  are  the  western  states ?  Western  States. 
What  is  the  surface  of  these  1.  Locate    from   map. 
states?     Today  we  will  espe-  2.  Surface 
cially  study   the   mountainous  Mostly     mountain- 
sections  as  Oregon,  Washing-  ous  Plains  east  of 
ton  and  California.     What  do  Rockies 
you  think  is  one  of  the  chief  Desert  Regions 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School,  Scarborough-on-Hudson,  N.  Y. 


Mogull  Crystal  Beaded  Screens 

All   Screens   Made   of  Genuine    Heavy   Duty 
Crystal  Beaded  Material 

Audiforium   Screens 

On  wooden  rollers 
and  battens 

4'-6"   X  6' $20.95 

5'    X   7' 28.9.5 

6'   X    8' 36.95 

7'    X   9' 50.95 

8'    X    10' 61.95 

9'    X    12' 98.95 

Junior  Hanging 
Model 

For  classroom  use 

X  30" $2.74 

X  40"  4.86 

X  48" 7.44 

X  62" 8.84 

Above  Screens  in  table 
mount  at  50c  additional 

Delux  Model 

Crj'stal  Beaded  eolUpslhle  screen  in 
beautiful  leatherette  covered,  fine  wood 
case  with  nickel  trimmings  and  solid 
leather  carrying  handle. 

22"    X    30" I  8.94 

30"    X    40" 11.86 

36"    X    48" 14.86 

39"    X    52" 17.86 

45"    X    60"  24.76 

64"    X    72" 34.74 

Moeull  Bros,  handle  a  complete  line  of  standard  16  mm.  projectors 
— Bell  and  Howell.  Anipro,  Victor,  DeVry.  Consult  ux  about  your 
projector  needs.  Tour  old  machines  accepted  in  trade  on  purchase 
of  nftf,  up-to-date  equipment. 

Also  a  vast  library  of  16  mm.  silent  and  sound  films  (including 
many  sound-on-film  subjects)  for  entertainment  and  education,  em- 
bracinK  a  great  variety  of  subjects : — 

Features                                   Travel  and  Scenic  Music 

Comedies                                  History  Science 

Cartoons  Uterature  Nature  Study 
Sports                                        Religious 

(We  have  several  religious  film  subjects  suitable  for  Lenten  programs) 

Send  for  eomplete  list  and   rental  and  sate  prices. 

MOGULL  BROS.,  Inc.,  1944  Boston  Rd..  New  York,  N.Y. 


Hanging  Wall  Model 

Crj'stal  Headed,  on  spring  roller  in 
rnelal  case.  Ilolls  up  or  down  like  a 
window  sliade.  Hangs  on  wall  by 
two  loops  in  lightweight  dustproot 
steel  tube.  Green  lacquered  fini.sh  with 
patented  tension  adjustment  (an  ex- 
clusive feature). 


30" 
36" 
39" 
64" 
72" 


40" $  7.8« 

48" 9.g< 

52" 13.76 

72" 24.76 

96" 59.76 


industries  here?    Why? 

Presentation :  Div.  X9 
\Miat  do  you  see  here?  What 
kind  of  trees  are  they?  (To 
what  family )  Describe  these 
trees.  Some  of  the  trees 
found  in  California  are  hun- 
dreds of  years  old.  (Picture 
of  car  going  through  trunk  of 
tree) 

162  What  does  this  picture 
show  ?  How  do  they  keep  the 
logs  together?  Where  do  you 
think  the  logs  are  being  tak- 
en ?  \\'hat  season  of  the  year 
is  it?  Describe  the  lumber 
jack.  Where  do  you  think 
they  are  taking  the  logs?  (Tell 
class  about  cutting  of  trees) 

215  What  does  this  picture 
show  ?  Why  are  they  chained  ? 
\\'here  are  they  going? 

Div.  Ty  Compare  with  215. 
(Loose  logs)  Tell  about  jams. 
\Miich  way  is  better?     Why? 

216  What  do  you  see  here? 

Where  do  you  usually  find 
mills?    Why? 


Industries : 
Lumbering 

a.  Kind  of  trees 
Spruce,  fir,  red- 
wood 

b.  Cutting  of  trees 
LTse  of  ax-saws 
Cutting  branch- 
es first 

Falling    in    one 
direction 

c.  Description     of 
Lumber  man 

Sturdy  and 
healthy 
Warm  clothing 


4.  Transportation     of 
logs 

a.  To  water 
Through    forest 

to  river  by  sleds 
and  flumes  or 
chutes. 

b.  To  mill 
Log  rafts 
Floating  logs 
Chutes    take 

them   into  mill 


5.  Shipping  of  lumber 
Boat 

Train 

6.  Paper  and  Pulp 


Div  Ty  2  What  have  the  logs 
been  made  into?  \\'here  is 
this  scene  taken?  Where  is 
the  Mill  ?  Why  ?  How  is  lum- 
ber shipped? 

Div  Sp  Y     How  is  lumber  shipped  here? 

Div  D  V     Paper  and  pulp  mills 

Organization — Review  and  develop  outline.  (Use ques- 
tions given  below) 

Application — (1  Class) 

Problem :  Why  do  you  think  one  of  our  presidents 
began  a  drive  to  save  our  forests  ?  How  can  we 
save  them?  This  was  called  Forest  Conserva- 
tion. (Leads  to  lessons  on  National  Parks.) 

By  PAULINE  A.  BASHKOWITZ 

New  York  City  Public  Schools 


March,   193  5 


Page  81 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature  -  length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


A  Record  of  Constructive 
Achievement  in  designing  and  manu- 
facturing professional  motion  picture 
equipment  in  both  the  amateur  and 
theatre  fields.  Manufacturer  of  the  first 
portable  projector  of  the  suitcase  type, 
Herman  A.  DeVry  brought  modern  vis- 
ual education  into  the  school  rooms, 
churches  and  business  firms  in  America. 
Nearly  40,000  of  these  projectors  have 
been  sold  in  every  country  of  the  globe. 
DeVry  furnishes  world  wide  service, 
which  is  one  reason  no  DeVry  projector 
has  ever  worn  oui. 

The    DeVry    Line    is    Complete, 

including  cameras  and  jirojectors  for 
both  16mm.  and  35nim.  films — either  si- 
lent or  sound.  The  line  includes  all  sizes 
— from  the  smaller  home  machines,  port- 
ables, semi-portables,  and  permanent  in- 
stallations for  the  larger  theatres.  The 
DeVry  house  thus  enjoys  the  peculiar 
advantage  of  being  able  to  recommend, 
without  bias,  the  exact  type  of  equip- 
ment best  suited  to  any  situation,  since 
it  manufactures  all  types. 

Along    -with    machine    units, 

DeVry  produced  the  DeVry  School 
Films  —  first  com])rehensive  series  of 
strictly  educational  films  (86  reels) — and 
The  DeVry  Summer  School  of  Visual 
Education  —  to  be  held  this  year,  the 
week  of  June  24,  at  the  Francis  W. 
Parker  School,  Chicago. 

HERMAN  A.  DEVRY,  INC. 

Dept.  G 
Main   Office   and   Factory — 1111    Center   St,   Chicago 
Eastern  Branch — 347  Madison  Avenue,  New  York  City 


Page  82 


The  Educational  Screen 


16  mm.  Silent  and  Sound-on-Film  Library 

Complete    Line   of  Cameras,    Projectors   and    Accessories 

SPKCIAL  16   mm.   sound-on-film 

32nd  Eucharistic  Congress — 2  reels,  $4.i.00 

HARRY  MENDELWAGER 

317   West   .'JOth   Street,   New   York.   N.   Y. 

(Branch  at  182   West  49th  Street,   Bayonne.  N.  J.) 


TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS        PRINCIPLES    OF    CHEMISTRY 

The  visualization  of  high  school  The  core  of  the  year's  work  in 
physics  on  3o  mm.  film  slides  for  chemistry  especially  adapted  for 
classroom  use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL    SCIENCES  —  Suf  fern,    N.Y. 


AIDS 


TO  VISUAL  EDUCATION 


The  successful  use  of  the  projector  for 
teaching  or  the  lecture  room  depends 
largely  upon  the  equipment  used  with  it. 
A  projector  stand  and  a  good  screen  are 
vital  to  efficient  presentation.  Da-Lite  offers 
both — the  latest  type  of  modern  equipment- 


THE 
"CHALLENGER" 

—  A  portiible  screen 
with  a  specially  de- 
signed tripod  in  one 
unit.  Fully  adjust- 
able in  height  and 
all  positions.  Spring 
locks  instead  of  set 
screws.  Light  weight 
and  compact  when 
folded. 


PROJECTOR      STAND  — 

\i\  improved  support  for 
16mni.  projectors.  Insures 
steady  picture  and  correct 
position  of  the  projector 
for  "overhead"  projection. 
Fully  adjustable,  with 
norm  gear  tilting  device. 
Light  weight ;  portable. 
Saves   time    and   patience. 


Write   for  complete  details   and    prices 
or  see  your  local  dealer. 


THE   "NEW    DEAL" 

—  A  collapsible  box 
type  screen  with  a 
hinged  support  in  rear. 
Set  screws  eliminated 
by  spring  locking  de- 
vice. Light,  sturdy, 
easy  to  operate.  Folds 
into  good  -  looking 
leatherette  case.  Front 
and  rear  views  shown 
above. 


Da-Lite  Screen  Co.,  Inc. 

2723  N.  Crawford  Ave. 
Chicas:o,  111. 


Our    Kindergarten    Movie 

X  HE  KINDERGARTEN  movie  entitled.  "Dramat- 
■  ic  Play  in  the  Kindergarten.''  which  was  taken  at 
Ivanhoe  School  last  year,  has  aroused  much  interest 
wherever  it  has  been  shown,  and  questions  have  been 
asked  as  to  its  origin  and  the  means  by  which  it  was 
accomplished. 

The  kindergarten  children  who  are  the  characters  in 
this  movie,  decided  to  build  up  a  Colonial  house  and 
furnish  it,  after  seaching  for  pictures  in  such  maga- 
zines as  "Home  and  Garden,"  provided  by  the  teacher, 
Mrs.  Porter.  They  were  shown  a  still-film  roll  showing 
different  kinds  of  homes.  They  went  for  a  walk  in 
order  to  discover  Spanish,  English,  bungalows,  and 
two-story  houses  in  the  neighborhood.  Thev  found  out 
that  some  were  Spanish  because  they  had  tile  roofs  and 
were  made  of  stucco,  while  they  knew  some  were  Eng- 
lish because  they  had  painted  roofs,  dormer  windows, 
and  showed  half-timber  work.  The  prettiest  one  was 
a  big,  white  Colonial  house,  whose  four  large  and  two 
smaller  pillars  with  a  cupola  near  the  dt)or.  appealed 
particularly  to  the  children. 

They  soon  began  the  building  of  the  home  for  their 
baby  doll  and  the  construction  of  the  furniture.  Shut- 
ters were  made  of  corrugated  paper,  painted  green. 
Large  white  pillars  made  of  rolls  of  cardboard,  made 
the  house  look  truly  Colonial.  And  what  an  array  of 
furniture !  A  refrigerator  with  real  coils  consisting  of 
wooden  beads ;  cigar  boxes  used  for  ice  cubes ;  a  sink 
with  an  "honest-to-goodness"  silver-coated  faucet ; 
crib  for  the  baby ;  high  chair,  stove  with  real  oven  and 
four  burners ;  a  fireplace  with  an  opening  for  smoke 
to  escape ;  a  radio,  bookcase,  a  baby  grand  piano.  New 
words  were  added  to  their  list — shutters,  blinds,  pillars, 
half-timber  work,  barred  windows,  etc. 

As  the  furniture  for  the  house  was  being  made,  all 
the  cut-out  pictures  from  magazines  of  furnished  liv- 
ing rooms,  bathrooms,  bedrooms,  and  kitchens  were 
kept  in  separate  envelopes.  In  this  way  the  children  had 
access  to  them  to  study  the  diil'erent  types  of  furni- 
ture and  the  kind  appropriate  for  each  room.  Cut-out 
pictures  of  Colonial,  Spanish  and  English  houses  were 
kept  in  separate  envelopes  and  houses  such  as  apart- 
ments, hotels,  bungalows  and  cottages  were  kept  in  still 
another  group. 

Again  the  children  were  shown  the  same  still-film 
of  houses  for  the  benefit  of  a  number  of  invited  guests 
from  the  first  grade.  Chairs  were  arranged  with  an 
aisle  in  the  middle  and  one  on  each  side,  as  in  a  real 
movie  house.  Mrs.  Porter  was  the  cameraman.  Mrs. 
Thornquist  and  the  children  were  the  audience.  Elaine 
and  Lawrence  were  voted  upon  to  tell  about  the  pic- 
tures when  shown.  This  proved  to  be  a  splendid 
review  for  the  children  with  a  real  purpose  to  share 
their  joy  and  information  with  others,  besides  pro- 
viding a  real  situation   for  oral  expression   for  those 

♦Reprinted   from  the  Los  Angeles   School  Journal,   November 
19,  1934. 


March,   193  5 


Page  83 


a. 


WRITE  FOR  YOUR  COPY 

Of  this  new  Catalog  K-78,  of 
Spencer  Delineascopes  today. 
Please  address  Dept.  R-3. 


MHOUHcina  .  .  . 

NEW    SPENCER    CATALOG 

oi  Visual  Qic)s  Icri 

CLASSROOM   USE   .   .   . 

A.  NEW  catalog  .  .  picturing  and  describing  a 
complete  group  of  Spencer  Delineascopes  for  classroom 
use  .  .  is  ready  for  you.  •  The  finest  in  modern  pro- 
jectors, designed  specifically  for  use  of  visual  education 
as  an  integral  part  of  regular  class  work.  To  meet  the 
specific  requirements  of  each  classroom,  sixteen  differ- 
ent models  are  listed,  ranging  in  price  from  $48  to  $315. 
You  are  sure  to  find  one  which  will  solve  perfectly 
your  projection  problem. 


There  is  no  Substitute   for   the   Superiority 
of  the  Spencer  Delineoscope  Optical  System 


Sound 
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features  simplicity,  high 
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Will  operate  silent 
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The  latest  in  16mm. 
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LET  US  TELL  YOU  MORE  ABOUT  SYNCROFILM  SIXTEEN. 

l^^eber  Machine  Corp. 

Manufacturers  of  35  mm.  and  16  mm.  Sound  Projectors 

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Page  84 


The  Educational  Screen 


I 

SILENT  PROJECTORS: 


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1813  Orchard  Street 


CHICAGO 


who  told  al)out  the  fihn.  This  show  wa.s  a  real  Hfe 
experience.  Children  invited  their  guests,  received 
them,  saw  to  it  that  they  were  seated  comfortably,  ex- 
plained the  picture  to  them,  then  bade  them  good-bve. 

While  the  building  of  the  home  was  in  process  and 
after  it  was  completed,  Mrs.  Porter  chose  different 
children  daily  who  wanted  to  be  father,  mother,  brother 
and  sister  and  play  in  the  house.  The  house  was 
dusted  from  top  to  bottom  daily ;  groceries  ordered 
over  the  telephone:  baby  (the  doll)  bathed,  fed,  and 
put  to  bed  according  to  schedule,  for  this  was  a  mod- 
ern family ;  clothes  washed  and  ironed ;  luncheon  pre- 
pared for  father  (not  so  modern)  ;  milk  was  delivered 
and  j)laced  on  the  doorstep ;  the  mail  man  delivered 
the  letters ;  father  was  seen  spending  his  time  reading 
the  paper  or  eating  or  watering  the  flowers ;  the  maid 
washed  and  hung  out  the  clothes.  The  whole  familv 
got  together  at  meal  time    (strictly  modern). 

This  pure,  spontaneous  play  went  on  from  day  to 
day.  It  was  so  natural  and  spontaneous  that  Mrs. 
Porter  and  I  decided  to  try  our  hand  at  recording  what 
they  were  doing  in  the  form  of  a  movie.  Parts  were 
chosen  by  the  children  and  try-outs  were  held,  while 
the  children  selected  the  characters.  When  the  cost 
of  the  movie  became  a  stumbling  block,  one  of  the 
school's  good  patrons  came  to  the  rescue,  and  asked  a 
Japanese  expert  cameraman  to  take  the  movie,  while 
the  cost     would  be  only  for  materials. 

The  motion  i)icture  as  finally  jiroduced  proved  to 
be  a  small  classic.  The  fathers  and  mothers  of  the 
young  actors  and  actresses  were  invited  to  the  pre- 
view. Although  it  was  held  at  an  unheard-of-hour, 
ten  o'clock  in  the  morning,  we  had  a  full  house  of 
fathers  as  well  as  mothers,  and  apjireciation  was  ex- 
pressed on  all  sides. 

If  you  see  the  motion  picture  described  above,  you 
will  also  see  the  results  of  a  short  study  of  the  sea- 
shore, as  summer  was  near  and  children  were  ex- 
periencing trips  to  the  beach.  A  yacht  was  built. 
You  will  see  it  near  the  pier,  in  the  movie,  with  chil- 
dren on  the  pier  waving  good-bye  to  them.  Live  stock 
was  no  less  an  entrancing  addition  to  the  action.  Two 
ducks,  "Quack  and  Wack,"  which  were  reared  from 
babyhood,  are  playing  along  the  shore. 

This  movie  is  precious  to  us  because  it  shows  little 
children  living  in  a  spontaneous,  natural,  happy  man- 
ner. It  is  a  film  of  an  entire  unit  which  developed 
as  it  should — children  leading,  teacher  guiding.  As  the 
needs  arose,  plans  were  made,  evaluated  and  carried 
out  to  the  satisfaction  of  the  children.  Trips  and 
visual  aids  were  used  to  clarify  ideas;  frequent  pur- 
poseful reviews  were  given  when  needed. 

Rehearsals  were  not  used.  No  two  performances 
were  ever  the  same.  The  performance  was  truly  spon- 
taneous play,  so  that  the  cameraman  was  not  obliged 
to  take  the  ]>icture  over  again,  as  far  as  the  children's 
acting  was   concerned. 

By  MARIE  HOYT  THORNQUIST 

Principal,   Clifford   Street  School,   Los  Angeles,   Cal. 


March,   193  5 


Page  85 


.  .  .  Announcing  a  new  Eastman  Classroom 
Film .  .  .fifth  in  an  important  series  of  geog- 
raphy films  on  European  subjects. 

LONDON  is  a  signifi- 
cant topic.  This  film 
gives  it  an  interesting 
andadequatetreatment. 
Along  with  views  of 
famous  landmarks  it 
shows  London  as  it 
actually  goes  about  its 
daily  business.  The  life 
of  artisan  and  business 
man.  Routine  of  the 
financial  district.  Qoa- 


By  escalator  from  the  "underground" 


Curbstone  shops  in  Beriiick  Street 


duct  of  urban  trade — from  the 
Covent  Garden  markets,  Ber- 
wick Street,  and  Billingsgate  to 
famous  shops  in  Oxford  and 
Bond  Streets.  The  great  parks 
as  noon-hour  havens  for  work- 
ers in  a  thousand  callings. 

Manifold  activities  drive  home 
the  city's  importance.  Emphasis 
is  placed  on  the  trade  to  which 
London  owes  its  origin  and 
present  existence  . . .  maritime 
shipping  that  offers  an  index  to 


St.  Paul's — the  masterpiece  of 
Sir  Christopher  Wren 


world  commerce  .  .  . 
communications  and 
other  factors  that  help 
London  to  function  as 
the  business,  educa- 
tional, and  cultural 
center  of  an  empire. 

Picturing  London  as 
it  lives,  the  film  readily 
performs  the  teaching 
miracle  of  vitally  con- 
necting the  pupil  with 

the  British  metropolis.  Contrasting  human  strata 
within  the  city,  it  also  points  out  similarities  and 
differences  in  the  respective  lives  of  the  Londoner 
and  his  youthful  observer.  Replete  with  specific 
information,  it  also  draws  a 
vivid,  authentic,  up-to-date  back- 
ground before  which  young 
minds  can  logically  place  the 
endless  happenings  which  they 
associate  with  this  world  city. 

Like  other  full-reel  (400-foot 
16-millimeter)  Eastman  Class- 
room Films,  London  is  priced  at 
$24,  including  transportation.  It 
is  not  offered  on  the  rental  plan. 
All  prints  are  made  on  film  of 
the  safety  type. 


Check  your  film  library  with  this  new  list 


LONDON  is  the  fifth  of  an  important  series  of 
Eastman  geography  releases  on  European  sub- 
jects. Others  now  ready  are  Denmark,  Finland, 
Hungary,  and  Sweden.  More  than  200  additional 
Eastman  Classroom  Films  are  also  available  on 
topics  of  Geography,  Science,  Health,  History, 
Agriculture,  Applied  Art,  English,  and  Nature 
Study.  All  are  briefly  outlined  in  the  latest  De- 
scriptive List  of  Eastman  Classroom  Films.   Send 


for  a  copy  of  this  list  and  check  your  film  library 
with  it.  Undoubtedly  it  will  indicate  many  valu- 
able additions  to  your  present  visual  program. 

In  writing,  ask  to  be  placed  on  the  mailing  list 
for  The  Classroom  Film — the  new,  free  Eastman 
publication  that  provides  an  opportunity  for  an 
interchange  of  ideas  among  all  those  engaged 
in  visual  education.  Eastman  Kodak  Company, 
Teaching  Films  Division,  Rochester,  N.  Y. 


EASTMAN  Classroom  Films 


Page  86 


The  Educational  Screen 


Among  the  Producers 


Do  Educators  Want  Shorter  Reels? 

H.  A.  DeVry,  that  pioneer  in  visual  education, 
believes  they  do.  Years  ago  when  teachers  and 
producers  were  discussing,  pro  and  con,  in  confer- 
ence after  conference,  the  possibility  of  a  suitable 
supply  of  true  educational  films,  he  risked  a  small 

fortune  in  pro- 
ducing the  DeVry 
School  Films. 
They  formed  a  li- 
brary of  86  reels. 
— made  by  actual 
educators  for  the 
use  of  educators 
in  the  class  room. 
That  library  was 
the  answer  to 
many  a  teacher's 
prayer. 

H.  A.  DeVry  Many    serious 

class  room  instructors  have  asked  for  shorter  units 
which  would  enable  them  to  screen  just  the  topic 
before  the  class  that  day — without  having  to  run 
hundreds  of  feet  of  related  matter  not  under  dis- 
cussion at  the  moment.  They  said  also  that  such 
short  topic  reels  could  be  filed  easily  in  a  cabinet 
and  used  in  a  cross  reference  system,  somewhat 
after  the  manner  of  slides,  without  waste  of  time  or 
film. 

Mr.  DeVry  has  accepted  the  challenge,  in  his 
characteristic  fashion,  and  is  now  producing  a  new 
type  of  educational  film  library— a  classified  col- 
lection of  illustrations,  about   100  feet  in  length 

wound  on  little  reels,  and  all  kept  in  order  in  a  sub- 
stantial metal  cabinet,  taking  but  little  space  in  the 
class  room,  and  always  accessible  as  needed  each 
day. 

The  reels  will  be  exhibited  and  explained  at  The 
DeVry  Summer  School  of  Visual  Education,  which 
will  be  held  the  week  of  June  24,  at  the  Francis  W. 
Parker  School,  Chicago. 

Rapid  Winder  for  Leica 

The  Leica  camera  has  always  been  noted  for  its 
speed  in  making  successive  exposures.  The  manu- 
facturers, E.  Leitz,  Inc.,  New  York  City,  announces 
an  interesting  device  which  permits  even  greater 
speed  when  making  a  series  of  photographs  in 
rapid  succession.  The  new  device  is  known  as  the 
Rapid  Winder,  and  consists  of  a  polished  metal 
cap  which  fits  over  the  winding  knob  of  the  Leica. 
By  means  of  a  thin,  flexible  steel  cable  which  term- 
inates  at   a   metal    ring   which   is   slipped   over   the 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and     news    value    to    our    readers. 


finger,  the  shutter  and  film  are  adjusted  for  the  next 
exposure  by  pulling  on  the  ring.  This  action  ro- 
tates the  winding  knob  of  the  camera.  When  com- 
pletely wound,  the  steel  cable  is  permitted  to  slide 
back  into  the  cap  where,  by  a  spring  action,  it  coils, 
ready  for  the  next  exposure.  In  short,  exposures 
can  be  made  with  the  Leica  and  this  new  Rapid 
Winder  as  quickly  as  the  finger  can  pull  the  ring. 
The  possibilities  of  the  Rapid  Winder  are  unlim- 
ited. News,  sport,  candid,  and  aerial  photog- 
raphers will  be  especially  benefited  by  it.  As  it  is 
attached  and  detached  to  the  Leica  camera  with 
ease,  it  can  be  left  on  the  camera,  or,  if  the  owner 
desires,  can  be  attached  and  used  only  on  certain 
occasions  where  it  is  particularly  indicated  by  the 
work  at  hand. 

Fractions  in  White,  Red,  Blue,  and  Yellow 

In  the  lower  grades  fractions  are  difiicult  to  teach. 
Having  learned  that  4  has  a  greater  value  than  2, 
it  is  not  unnatural  that  young  folk  feel  confused, 
when,  in  fractions,  they  are  told  that  H  is  smaller 


March,   193  5 


Page  87 


than  Yi.  Cutting  an  apple  in  half  and  then  in  quar- 
ters has  helped,  and  the  many  other  devices  used 
by  resourceful  teachers  everywhere  have  all,  no 
doubt,  made  teaching  easier  and  for  many  have 
cleared  up  some  of  the  confusion. 

Now  a  clever  inventor  has  developed  what  he 
calls  a  Fractionalizer,  using  colored  pieces  of  three- 
ply  wood,  accurately  cut.  Five  colors  are  used. 
There  is  an  outer  disc,  one  side  of  which  is  marked 
off  in  1/6,  >'8,  >4  and  Y^;  the  other  side,  1/12, 
1/16,  and  Y^.  Cut  to  fit  into  this  outer  disc  are  the 
brightly  colored  segments,  corresponding  to  the 
markings  on  the  outer  circle.  For  instance,  the 
students  or  the  teacher  slip  in  two  Y^  segments, 
and  there  is  an  instant  visualization  of  the  fact  that 
two  }4's  make  a  whole.  Remove  one  of  the  J/2 
pieces,  and  slip  in  two  J4's,  and  the  slowest  student 
sees  that  it  takes  two  Y\^  to  make  a  half.  And  so 
on  with  the  other  fractions  covered.  The  learning 
of  addition  and  subtraction  of  simple  fractions  is 
helped  greatly  by  this  visualization.  Fractions 
aren't  so  hard  after  all ! 

Apart  from  the  bright  attractive  colors  used  for 
the  segments,  it  is  noted  that  the  three-ply  wood 
used  will  prevent  any  of  the  parts  from  warping. 
The  fifty-two  fractional  segments  come  in  a  well- 
finished,  partitioned  box.  the  lid  of  which  lifts  off, 
and  bolted  on  to  it  is  the  outer  circle  or  disc  into 
which  the  parts  fit.  It  is  a  compact  outfit,  easily 
carried  from  room  to  room. 

This  device  is  distributed  by  The  Stanley  Bow- 
mar  Company,  New  York  City,  special  representa- 
tives for  Denoyer-Geppert  Company. 

Department  of  Visual  Instruction 

(Concluded  from  page  74) 

and  others  who  have  known  him  well,  with  highlv 
commendatory  closing  remarks  by  Mr.  Balcom. 

The  principal  discussion  of  the  afternoon  meeting 
on  Wednesday  was  presented  by  Clarence  S.  Dyke, 
Department  of  English,  Atlantic  City  Public  Schools. 
The  subject,  "The  Use  of  Visual  and  Aural  Aids  in 
the  Teaching  of  Literature  in  the  High  School,"  was 
developed  to  focus  attention  upon  those  types  of  aids 
which  may  be  used  to  encourage  a  more  active  interest 
in  the  study  of  literature. 

The  business  meeting  followed.  Attention  was  given 
to  plans  for  the  summer  meeting,  to  be  held  concur- 
rently with  the  meeting  of  the  National  Education 
Association  in  Denver,  Colorado.  Monday  and 
Tuesday,  July  1  and  2,  were  selected  as  the  days  for 
the  visual  instruction  meetings,  leaving  other  days 
open  for  visually  instructing  the  visual  instructionists 
among  the  mountains,  lakes  and  streams  of  Colorado. 
The  financial  problems  of  the  Department  were  dis- 
cussed and  recommendations  made  for  temporary  and 
permanent  solution.  A  committee  was  appointed  to  in- 
vestigate various  possibilities  and  report  at  the  summer 
meeting. 


A  Xew 

Keystone 

Geography 
Unit 


Unit  No.  1  5  —  Life  in  the  Middle 
Atlantic  States — has  just  been  released. 

This  makes  fifteen  Keystone  Geog- 
raphy Units  now  ready  for  delivery 
on  orders. 

Units  Nos.  1  to  9  inclusive  cover 
outstanding  types  of  adjustment  to 
living  conditions  throughout  the 
world. 

Units  Nos.  10  to  15  inclusive  cover 
w^ays  of  living  in  important  regions 
of  the  United  States. 

Each  unit  includes  a  Teachers 
Manual  prepared  by  the  author,  Zoe 
A.  Thralls,  of  the  School  of  Education, 
University  of  Pittsburgh. 

All  units  are  available  in  lantern 
slides  —  plain  or  colored  —  standard 
stereographs,  or  the  new^  junior-size 
stereographs. 

Any  unit  or  units  w^ill  be  sent  to 
responsible  Directors  of  Visual  In- 
struction on  thirty  days'  approval. 


Keystone  Vieijv 
Company 

MEADVILLE.  PENNA. 


Page  88 


The  Educational  Screen 


Here    They    Are 


A    Trade     Directory 
for  the   Visual    Field 


FILMS 

Araneff  Film  Associates  (3,  6) 

1345  Argyle  St.,  Essanay  Studios, 
Chicago 
Bray  Pictures  Corporation  (3,  6) 

729  Seventh  Ave.,  New  York  City 

Eastin  Feature  Films  (4) 

(Rental  Library)   Galesburg,   111. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 

Eastman  Kodak  Co.  (1,  4) 

Teaching  Films  Division 
Rochester,  N.  Y. 

(See  advertisement  on   page  85) 

Edited  Pictures  System,  Inc.  (1,  4) 

330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.  (2,  6) 
250  W.  57th  St.,  New  York  City 

(See  advertisement  on  page  61) 

Guy  D.  Haselton's  TRAVELETTES 

7901  Santa  Monica  Blvd.,  Hollywood, 
Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  g) 

30  E.  Eighth  St.,  Chicago,  111. 

Institutional  Cinema  Service,  Inc.  (3,  6) 
130  W.  46th  St.,  New  York  City 

International  Educational  Pictures,  Inc. 
40  Mt.  Vernon  St.,  Boston,  Mass. 

(See  advertisement  on  page  77) 

Harry  Mendelwager  (6) 

317  W.  5()th  St.,  New  York  City 

(See  advertisement  on  page  82) 

Modern  Woodman  of  America        (3,  4) 

Rock  Island,  111. 
Pinkney  Film  Service  Co.  (1,  4) 

1028  Forbes  St.,  Pittsburgh,  Pa. 
Ray  Bell  Films,  Inc.  (3,  6) 

2269  Ford  Road.,  St.  Paul,  Minn. 
United  Projector  and  Films  Corp.  (1,  4) 

228  Franklin  St.,  Buflfalo,  N.  Y. 
Universal  Pictures  Corp.  (3) 

Rockefeller   Center,    New   York   City 

(See  advertisement  on  page  81) 

Wholesome  Films  Service,  Inc.      (3,  4) 

48  Melrose  St.,  Boston,  Mass. 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839   N.    Western   Ave.,   Chicago. 
(See  advertisement  on  page  62) 

Bell  &  Howell  Co.  (6; 

1815  Larchmont  Ave.,   Chicago,  111. 

(See  advertisement  on  inside  back  cover) 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 
Edited  Pictures  System,  Inc.  (1) 

330  W.  42nd  St.,  New  York  City 
Erpi  Picture  Consultants,  Inc.        (2,  6) 

(Western  Electric  Sound  System) 

250  W.  57th  St.,  New  York  City 

(See  advertisement  on  page  61) 


J.  C.  Haile  &  Sons  (6) 

215  Walnut  St.,  Cincinnati,  O. 

Herman  A.  DeVry,  Inc.  (3,  6) 

1111  Center  St.,  Chicago 

(See  advertisement  on  page  81) 

Holmes  Projector  Co.  (3; 

1813  Orchard  St.,  Chicago 

(See  advertissment  on  page  84) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,  111. 

Institutional  Cinema  Service,  Inc.  (3,  6) 
130  W.  46th  St.,  New  York  City 

International  Projector  Corp.  (3,  6) 

90  Gold  St.,  New  York  City 
(See  advertisement  on  inside  front  cover) 

Motion  Picture   Camera  Supply, 
Inc.  (3,  6) 

723  .Seventh  A\e.,  New  York  City 
(See  advertisement  on  page  83) 

Motion  Picture  Accessories  Co.      (3,  6) 

43-47  W.  24th  St.,  New  York  City. 
RCA   Victor   Co.,  Inc.  (5) 

Camden,   New  Jersey. 

(See  advertisement  on  page  79) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924  Rose  St.,  Regina,  Sask. 
S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 
Sunny  Schick,  National  Brokers  (3,  6) 
407   W.    Washington   Blvd., 
Fort   Wayne,    Ind. 

(See  advertisement  on  page  84) 

United  Projector  and  Film  Corp.  (3,  4) 
228  Franklin  St.,  Buffalo,  N.  Y. 

Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See  advertisement  on  page  64) 

Weber  Machine  Corp.  (2,  5) 

59  Rutter  St.,  Rochester,  N.  Y. 

(See  advertisement  on  page  83) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

SCREENS 

Da-Lite  Screen  Co. 

2721  N.  Crawford  Ave.,  Chicago 

(See  advertisement  on  page  82) 

Institutional  Cinema  Service,  Inc. 

1.50  W.  46th  St.,  New  York  City 
Mogull  Bros.,  Inc. 
1944  Boston  Rd.,  New  York,  N,  Y. 
(See  advertisement  on  page  SO) 

Motion  Picture  Accessories  Co. 

43-47  W.  24th  St.,  New  York  City. 
Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 
510  Twenty-second  Ave.,  East 
Superior,  Wis. 

Eastman  Educational  Slides 

Iowa  City,  Iowa 
Edited  Pictures  System,  Inc. 

330  W.  42nd  St.,  New  York  City 
Ideal  Pictures  Corp. 

30  E.  Eighth  St.,  Chicago,  111. 


Keystone  View  Co. 

Meadville,  Pa. 

(See  advertisement  on  page  87) 

Radio-Mat  Slide  Co.,  Inc., 
1819  Broadway,  New  York  City 

(See  advertisement  on  page  77) 

Scarborite  Colors 

Scarborough-on-Hudson,  N.  Y. 

(See  advertisement  on  page  77j 

Society  for  Visual  Education 

327  S.   LaSalle   St.,   Chicago. 

(See  advertisement  on  page  65) 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  83) 

Victor  Animatograph  Corp. 

Davenport,  Iowa 

(See  advertisement  on  page  64) 

Visual   Sciences 

Suffern,    New    York. 

(See  advertisement  on  page  82) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 

1111  Center  St.,  Chicago 

(See  advertisement  on  page  81) 

Keystone  View  Co. 

Meadville,  Pa. 

(See  advertisiment  on  page  87) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 
E.  Leitz,  Inc. 

60  E.  10th  St..  New  York  City 
Regina  Photo  Supply  Ltd. 
1924  Rose  St.,  Regina,  Sask. 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  83) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

16  MM.  TITLES 

J.  C.  Haile  &  Sons 

215  Walnut  St..  Cincinnati,  O. 


REFERENCE 

NUMBERS 

(1) 

indicates 
silent. 

firm 

supplies 

35 

mm. 

(2) 

indicates 
sound. 

firm 

supplies 

36 

mm. 

(3) 

indicates 

firm 

supplies 

35 

mm. 

sound  an 

d  silent. 

(4) 

indicates 
silent. 

firm 

supplies 

16 

mm. 

(5) 

indicates 
sound-on 

firm 
film. 

supplies 

16 

mm. 

(6) 

indicates 

firm 

supplies 

16 

mm. 

sound  and  silent. 

Continuous  insertions  under  one  heading,  $1.50  per  issue;  additional  listings  under  other  headings,  50c  each. 


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Our  tuide  experience  enables  us  to  understand  the  needs  of  the  non- 
theatrical  or  educational  field  xvhere,  in  many  instances,  there  is  no  technical 
advisor  to  guide  in  the  selection  of  equipment.  The  complete  line  of  3  5  mm. 
projectors  we  manufacture  places  us  in  a  position  to  impartially  advise  regard- 
ing the  kind  of  equipment  best  suited  to  each  particular  type  of  installation. 


^S^nm£e2L  PPOJECTORS 


1©A\7A.     A\oVlE      C>^yNA^E:R>X 

MADE     BY   THE     WORLD'S      OLDEST 

AND    LARGEST    ^\AN  UFACTURERS 

STANDARD    PROFESSIONALS>\OTION   PICTURE    EqUIPA\ENT 


'''^§?^5^ 


1^-^^^- 


A  ^^f>i3^o^35MM.PPOJECTOR 

REQ^UIRE/AENT 


FOR       EVERV 


^  INTERNATIONAL  PROJECTOR  CORPORATION 


08-96    GOLD    ST. 


NEW    YORK,  U.S.A. 


We  tvill  be  pleased  to  send  full  information  regarding  any  of  our  motion  picture  projectors 
and  such  inquiry  involves  no  obligation  whatever.  We  realize  that  the  installation  of  motion 
picture  equipment  requires  serious  and  long  consideration  and  are,  therefore,  pleased  to  supply 
information  for  tnstittttions  xvith  the  full  realization  that  decisions  cannot  be  quickly  made. 


April,   193  5 


Page  91 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


APRIL,  1935 

VOLUME  XIV  NUMBER  4 


CONTENTS 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE    AND    STAFF 


Herbert  E.  Slauqht,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley   R.   Greene 
R.  F.   H.  Johnson 
Marion  F.  Lanphier 
F.    Dean    McCluslcy 
Stella   Evelyn   Myers 


The   Microvivarlum.     Dr.  Georg   Roemmert ._ 94 

Recreational  Motion  Pictures  In  the  School. 

Walter  E.  Swarthout ._... 97 

Activities  of  State  Visual  Education  Agencies  In  the 

United  States.    Fannie  W.  Dunn  and  Etta  Schneider,.  99 

News  and  Notes.    Conducted  by  Josephine  Hoffman...,    10! 

Among  the  Magazines  and  Books. 

Conducted  by  Marlon  F.  Lanphier ...102 

The   Film    Estimates... 104 

Film   Production  Activities 1 05 

The  Church  Field. 106 

School   Department. 

Conducted  by  Dr.  F.  Dean  McClusky 109 

Here  They  Are!   A  Trade  Directory  for  the  Visual  Field  ...I  16 


Contents  of  previous  Issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  April,  1935  by  the  Edu- 
cational  Screen,    Inc.      Published    every   month    except   July   and    August. 

$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


Page  92 


The  Educational  Screen 


on 

YOUPv 

CAm£RA 

^^SILtDTOi  SOUHD-On-FILm 

PROJECTOR 

luiu  DisTineuisH  it  As 

UIORLD^S, 

FinesT^ 


I  I   «  A>  ill,-  iwciiiy  lidli  aiiiiiMM-uiy  <■(  lli.-  \  iiiur  Aiiimati>j;r;i|ili  C 
nnr  r('pri.'sfnl;)tiv(.',  amir 
ai'hievfniPiits  of  grvat  n 


iipiiraliiiii  anil 


witli  i|iii-<tiiiii^  and  a  ln-altliy  ciirinsiiy  rt'aanlin 


Ihc 


allcH 


All- 


lulor  F,  Victor.  "IntiTvii 


pasl 


llic  iiivctitor.  "'iiitthiri'i  duiiiji.  '\\\\>  ^iirt-r  armivfi^ary  stuff  is  all  \t*r> 


i-  a~  iniirli  ahrarl  of 

iiryr<'pr'-^rntali\r  a 


exploded 
hut  tlicri 
I'  years  ago.' 
^rrrt)  liearlilv.  -ipped  ilie  eorktail  wliirh  hi-  ho-1  had  offered 


tis  now  in  ttu-  movie 


field  ; 


tlllTC 


ntv  fiv 


I   ui'iit  (io;:^i-rlh   ahead  ,i-kin>;  ahoiil   ihe  pa-l. 
\  irfia-.  Ite    louliiL    w.i--   llle   real    pioiirer   in   ad 


eating  an  auiatenr  si/e 


111    a    -el    of    le 


■al  -laiidard- 


xeiusiveh   u 


It 


was  he  w 


vho  de 


hiiill   (iiojeeiion  apparalu-   I  in   I'll  I  I   for  llle  llieii  p.ijiiilar  28ii 


■diieli. 


'd  and 
films. 


id  it  ua-  111!'  -el  ol  -laiiilaid-  whieh  he  worked  out  iti  llii-  development  wiiieli 


llle  iir-t  noli  profe--iottal  (■titetion  to  he  aflopted  hv  tin 


.■tv  ,d  Moti. 


Pielu 


iv 


I-.  I  aler.  ill   I'C '..  Mr.  \  ieior  de-inned  and  nuiiuifaeiured  the  first  ronin 


wiili    iiiieaniiy   aeeuraev   tl 


'pilieill-    \\  I 


Mi- 


llie field-  of  eiilor  and  ^ 


le   jireat 


id 


ainoiii:    euie   feelinieian-:    il    wi 


ri(  ailed   that   his   was   the   fir-t 


di-elo-ll 


-f    Ihi 


olllinilou-   opileal    le 


ueljoii    pniieij 


le  I. 


>   means  of  wtiie 


eh  lihi 


-oiiiid    (ihiis    are    redm-ed    lodav.    Inline    dexehipinenl-    of    eipial    iniportanei-    ar 


Mlieated  elearlv    le 


l-laiidiii;;  _ij^iialilv   of   \  i.lor   iModiiet-  of   tin 


eoueermiiii  w 


llicll   .\ll.  \  ietol-  i-  jii-llv  elithll-ia-li' 


\l    Ihe    I. 


rniinatioii 


id  Ihe 


ihe  staff  of  the  A 
iidii-try   tliat   ha-  'ia 


maletir  ( .mema 


Ml.  \ 
I. 


was  tenderi-d  the  heartiest 
and  MoviK  NUkkrs  in  the 


ill  hv  hi- 


I'Uiaiie  anil   vt-ioi 


This  interview  {repro' 
duced  by  permission  of 
Movie  Makers)  touchta 
but  briefly  on  only  a 
very  few  of  the  num- 
erous achievements  of 
Alexander   F.    Victor. 


Alexander     Victor 
who    designed    the 


first  16 


mm.  camera 


hlaek  and 


plavj 


» 


r 


REQ.U.S. 
PAT.OFF. 


VICTOR  CINE  CAMERAS  are  universally  regarded  as  being  the  Greatest 
Values  in  16mm.  history.  Popular  Model  3  ($72.50)  embodies  everything 
the  average  user  desires.  Model  5  ($175,001  is  the  All-Feature  favorite 
of  advanced  users. 

VICTOR  MASTER  PROJECTORS  iSOO  and  750  Watt)  embody  distinctive 
refinements  that  money  cannot  buy  in  any  other  equipment !  VICTOR'S 
Patented  Automatic  Protection  against  Film  Damage  is  in  itself  reason 
enough  for  limiting  your  choice  to  the  Master.     $140.50,  up. 

15  MM.  ANIMATOPHONE  (Sound-On-Film)  is  VICTOR'S  leading  cre- 
ation. Its  sparkling  quality  of  reproduction,  and  its  unique  design,  con- 
struction and  simplicity  have  made  it  the  world's  most  widely-used  16  mm. 
sound  equipment.     Two  models— $425.00  and  $540.00,  complete. 

Write   for   Descriptive   Literature.       Victor 
Products  are  sold  by  Better  Dealers  Everywhere 

Victor  Animatograph  Corp'm 

DAVENPORT.  IOWA,   U.  S.  A. 
Branches:   New   York   City,   Los   Angeles,   Chicago 


April,   193  5 


Page  93 


Edit 


orid 


WE  ARE  privileged  to  make  this  announcenietit — 
probably  its  first  apjiearaiice  in  print — of  a  new- 
color  film,  perfected  for  16  mm.  motion  pictures  and 
ready  for  the  market,  usable  in  any  camera  without 
filter,  screen,  or  any  other  "special  attachment."  By 
courtesy  of  the  producers  we  had  the  pleasure  of  at- 
tending the  pre-publication  demonstration  of  this  re- 
markable product.  In  perfection  of  color  values,  in  speed 
of  exposure  and  transparency  in  projection,  in  simplicity 
of  use.  in  certainty  of  results,  in  reasonableness  of 
cost,  the  new  film  surpasses  all  color  processes  that 
the  photographic  world  has  known.  Its  immediate  and 
ultimate  possibilities  can  hardly  be  over-stated.  Its 
name?  "Kodachrome,"  a  product  of  The  Eastman  Ko- 
dak Company.  (A  detailed  account  will  appear  in  our 
^BMay  issue.) 

^^PENNSYLVANIA  is  unmistakably  a  leader  in  the 
^^P^  visual  movement.  Her  teacher-training  institutions 
^Biave  long  given  visual  courses.  Next,  these  courses 
were  "required."  The  Department  of  Public  Instruc- 
tion has  now  ruled  "that  all  applicants  for  permanent 
teaching  certificates  on  and  after  September  1.  1935, 
shall  be  required  to  present  evidence  of  having  com- 
pleted an  approved  course  in  visual  and  sensory  tech- 
niques." This  is  as  it  should  be.  and  will  be,  in  the  other 
forty-seven  states,  as  they  follow  Pennsylvania's  lead. 
(Extended  notice  of  the  new  Pennsylvania  Manual  for 
use  in  these  courses  must  wait  for  another  issue.) 

WE  BEGIN  in  this  issvie  a  survey  of  visual  activi- 
ties in  State  agencies  and  institutions  throughout 
the  country  which  we  consider  the  finest  and  most  com- 
prehensive yet  made.  Our  readers,  we  believe,  will 
heartily  second  our  appreciation  of  this  notable  con- 
tribution from  Fannie  \\'.  Dunn,  Professor  of  Educa- 
tion, Teachers  College,  Columbia.  The  article  will  l)e 
continued  in  May  and  June. 

IN  OUR  June  issue  of  1934  we  ventured  praise  and 
prediction  regarding  the  epochal  ste|).  taken  shortly 
before,  by  the  Catholic  Church  through  its  Legion  of 
Decency  toward  cleaning  up  the  theatrical  movies.  We 
said  that  "by  this  vigorous  move  the  Catholic  Church 
has  done  more  in  twenty  days  than  all  other  efforts 
have  accomplished  in  twenty  years  to  make  the  mag- 
nates of  Moviedom  stop  and  think.  .\nd  why?  Because 
the  Catholic  action  hits  straight  and  hard  at  the  box- 
ofifice.  the  one  and  only  vulnerable  s])ot  in  the  mighty 
movie  business.  The  Legion  of  Decency  has  scored  a 
definite  hit  in  the  heel  of  Achilles  and,  if  the  arrow- 
sticks,  our  Achilles  is  going  to  be  greatly  changed." 

"Our  Achilles"  was  "greatly  changed,"  and  in  less 
than  half  a  year  from  the  date  of  our  editorial.  The  mag- 
nates did  "stop  and  think,"  and  at  such  feverish  speed 
that  it  amounted  to  panic  at  times  last  summer.  Then 
they  settled  down  to  do  what  could  have  been  dort' 
equally  well  at  any  time  in  the  past,  namely,  to  put 
more  common  sense  and  decency  into  their  product. 
No  improvement  was  needed  in  optical  mechanics  or 
pictorial  techniciue.   for  the  .\nierican  motion  picture 


leads  the  world  in  these  matters.  It  was  the  picture  con- 
tent that  needed  correction  and  cure.  It  is  most  interest- 
ing to  note  how  this  "box-office  cure"  has  been  working. 

Summary  figures  from  The  Film  Estimates  for  the 
past  sixteen  months  .show  clearly  the  transformation 
that  has  been  effected.  I""rom  January,  1934,  up  to  the 
time  of  the  Catholic  action — and  for  several  months 
beyond  while  pictures  started  under  the  old  fornuilas 
were  being  completed  and  unloaded  upon  the  all-absorb- 
ing public — the  Film  Estimates  show  about  the  same 
ratios  of  worthwhile  to  worthless  films  as  have  always 
obtained.  From  August,  1934.  to  April.  1935,  the 
change  is  unmistakable.  Here  are  the  figures. 

Total  number     For  Discriminating  Adults 

of  films  Good  Poor 

Period  estimated     or  better    Possible  or  Worse 

January   to  July... 221  31%  30%  39% 

.■\ugust  to  April... 284  34%  36%  30% 


January  to   July... 221  20% 

.August  to  April... 284  34% 


For  Youth 

28% 
33% 


52% 
33% 

For  Children 

20%  70% 

36%  49% 


January   to  July... 221  10% 

August  to  April... 284  15% 

Obviously,  slight  improvement  was  to  be  expected 
in  films  for  "Adults."  inasmuch  as  such  estimates  are 
based  largely  on  technique  and  dramatic  values,  little 
or  not  at  all  on  moral  content,  and  moral  content  was 
the  primary  target  of  the  Legion  of  Decency.  Yet  even 
the  -\dult  estimates  show  a  10%  increase  in  good  pic- 
tures, a  20%  increase  in  possible,  and  a  23%  decrease 
in  poor  or  impossible  films. 

The  ratios  for  "Youth,"  for  whom  improvement 
in  pictures  was  perhaps  most  urgently  needed,  are 
startling.  The  "yes"  pictures  have  increased  in  number 
70%.  the  "perhaps"  pictures  18%,  and  the  "no"  pic- 
tures have  been  reduced  37%. 

Most  striking  of  all  are  the  figures  for  "children." 
Recommendable  films  have  increased  50%,  the  pos- 
sible films  80%,  and  the  "no"  films  have  decreased 
30%. 

Average  improvement  in  all  classes  of  pictures  for 
Adults  stands  at  about  17%,  for  Youth  at  40%,  for 
Children  at  53%.  This  means  a  blanket  improvement  in 
all  kinds  of  pictures,  for  all  types  of  audience,  of  ap- 
proximately 37%.  And  this  gratifying  result  has  come, 
not  from  twenty  years  of  reform  agitation,  blasts  at 
the  industry,  demands  for  control  legislation,  or  flay- 
ings  of  Will  Hays,  but  from  a  simple  dictum  spoken 
less  than  a  year  ago  but  spoken  straight  at  the  box- 
office. 

The  above  evidence  combined  with  recent  reports 
that  movie  receipts  have  been  "making  records"  for 
the  past  year,  is  automatic  refutation  of  the  absurd 
arguments  perennially  offered  by  the  industry  and  be- 
lieved by  too  many  of  even  the  intelligent  public  that 
the  industry  must  "give  the  jniblic  what  it  wants"  and 
hence  cannot  make  cleaner  pictures  for  it  would  mean 
financial  suicide  for  Hollywood.  (It  is  to  laugh!) 


Page  94 


The  Educational  Screen 


The  Microvivarium 


A  HUNDRED  AND  FIFTY  years  or  so  ago 
when  a  host  wished  to  prepare  a  very  special 
])leasure  for  his  guests,  he  took  from  an  ele- 
gant wooden  chest  a  kind  of  instrument  consisting 
mainly  of  a  tube,  adorned  with  numerous  flourishes, 
and  placed  under  it  a  fly,  a  gnat,  or  a  flea.  Then,  as 
all  the  company  looked  through  it  in  turn,  they  were 
amazed  as  well  as  entertained.  Such  a  magnifying 
glass  was  called  a  "flea  glass."  In  the  year  1676  the 
minute  life  in  a  drop  of  water  was  seen  by  the  Dutch- 
man, Leeuwenhock,  with  very  carefully  made  micro- 
scopes of  his  own  devising.  And  yet,  in  those  times 
there  were  serious  men  and  philosophers  who  ridiculed 
those  of  their  contemporaries  who  imagined  that  with 
their  magnifying  glasses  they  actually  saw  the  strang- 
est and  most  marvelous  creatures. 

From  Flea  Glass  to  Microvivarium 

Even  the  best  and  most  skillful  investi- 
gators of  that  day,  however,  scarcely  sus- 
pected what  revolutions  the  later  perfec- 
tion of  the  "flea  glass"  was  to  bring  to 
humanity  in  science,  in  practical  life,  and 
in  comprehension  of  the  universe. 

The  microscope  itself  has  become  one 
of  the  finest  and  best  thought-out  instru- 
ments that  the  human  mind  has  ever  con- 
trived. The  proper  use  of  it  needs  prac- 
tice, the  methods  of  microscopic  re- 
search must  be  diligently  studied  if  one 
is  to  rediscover  for  oneself  only  a  little 
of  the  enormous  field  opened  to  studv 
through  the  microscope.  Few  have  time 
to  devote  to  such  exhaustive  studies ;  still 
fewer  are  in  a  position  to  call  such  a 
costly  instrument  their  own.  It  is  not 
possible,  therefore,  to  praise  too  highh' 
the  direction  of  the  recent  "A  Century  of 
Progress,"  and  especially  Dr.  Jay  F.  W . 
Pearson,  head  of  the  biology  section  of 
the  Hall  of  Science,  for  its  readiness  to 
help  realize  a  long  cherished  idea  of  the 
writer  and  make  possible  the  creation  of 
a  new  kind  of  exhibit  of  micro-life,  the 
"Microvivarium." 

The  Origin  of  the  Microvivarium 
The  Microvivarium  rapidly  became 
popular.  Newsjmpers  and  magazines 
-spoke  of  this  exhibit  as  "undoubtedly 
one  of  the  most  extraordinary  .sensations 
which  the  ^^'orld's  Fair  offers."  From 
the  stream  of  people  which  day  after 
day  flowed  through  the  magnificent  Hall 


By      GEORG      ROEMMERT 

Formerly   of  Teachers  College.  Columbia  University 

of  Science,  a  considerable  part  always  branched  otT  to 
follow  the  sign  which  read.  "To  the  Microvivarium." 
And  from  chattering  groups  of  native  visitors  who  had 
already  been  to  the  exposition  a  dozen  times  one 
caught  in  passing  the  words,  "\\'hat"s  new  in  the 
Microvivarium  today?" 

The  idea  of  the  Microvivarium  is  about  ten  years 
old.  In  the  year  1923  almost  half  a  million  students 
in  Berlin  and  the  surrounding  country  visited  demon- 
strations of  microscopic  objects  which  I  had 
established  there.  The  excellent  results  of  the  micro- 
projection  ])rocess  used  there  and  the  enthusiasm  of 
teachers  and  pupils  over  what  they  saw  suggested  to 
me  the  idea  of  creating  a  permanent  exhibit  of  such 
living,  microscopic  creatures. 


"A  World  In  a   Drop  of  Water" 
Demonstration  by  Dr.  deors  Roemmert  at  A  Century  of  Progress 


April,   193  5 


Page  95 


On  the  left  are  didinia,  or  nose  animals;  they  are  the  attackers.    In  the   center  are  pararaecia;   they  are  the  victims.    On  the 
right  the  paramecia,  released  through  a  microscopic  glass  tube,  are  engulfed  almost  instantly  by  the  gorging  didinia. 


The  Method 

In  the  Microvivarium  the  micro-projection  method 
ha.s  been  used  on  a  large  scale  for  the  first  time.  This 
method  shows  essentially  the  same  things  as  we  other- 
wise perceive  in  the  microscope.  The  image  is  ])ro- 
duced  from  the  object  itself,  by  the  objective  of  the 
microscope,  with  all  its  colors  and  movements.  The 
difference  is  simply  that  in  micro-projection  the  pic- 
ture, in  huge  magnification,  appears  on  a  .screen,  and 
consequently,  observation  through  the  microscope  is 
rendered  superfluous.  The  great  advantage  of  this 
method  for  pojnilar  presentation  is  that  explanations 
can  be  given  once  only  for  all  observers  and  there  is 
no  necessity  for  the  tui])racticed  layman  to  mani])ulate 
the  microsco])e.  Moreover,  objective  demonstration  in 
the  enormously  magnified  field  of  vision,  over  one  yard 
in  diameter,  leaves  behind  an  unforgettable  impression. 

Attempts  to  make  practical  use  of  micro-projection 
are  almost  as  old  as  the  microscope  itself.  But  wher- 
ever the  projection  of  living  micro-organisms  has  been 
essayed,  the  results  have  often  lacked  success.  The 
small,  tender  living  forms  perish  rapidly  in  the  focus  of 
the  strong  source  of  light  which  is  an  absolute  essen- 
tial of  efifective  projection.  Or  if  they  are  not  killed 
immediately  by  the  heat  from  this  light,  they  try  to 
flee  from  the  field  of  vision  of  the  microscope  as 
quickly  as  possible  in  order  to  escape  its  destructive 
effects.  In  other  cases  again,  the  brightness  and  sharj)- 
ness  of  the  ])icture  has  left  luuch  to  be  desired  with 
the  result  that  very  few  of  the  peculiarities  of  the  ob- 
jects under  the  microscope  could  be  recognized. 

Two  things,  however,  are  necessary  to  bring  such 
an  exhibit  of  microlife  into  existence:  detailed  knowl- 
edge of  o])tics  involved,  and  careful  observation  and 
study  of  every  single  species  shown  and  of  its  ((uali- 
ties  for  protracted  demonstration.  One  has  to  find  out 
how  the  well-being  of  the  tiny  creatures  luider  the 
microsco])e  can  be.st  be  ])reserved.  Each  of  the  various 
species  in  question  requires  exact  individual  treatment. 
Each  must  have  its  regular  su])ply  of  oxygen  and  food 
and  the  concentration   of  the  substances  dissolved   in 


the  liquid  in   which  the  organisms  are  kept  must  be 
carefully  determined  and  maintained. 

Special  little  micro-aquaria  in  which  to  hold  the  or- 
ganisms under  the  microscope  had  to  be  constructed. 
Ways  had  to  be  found  to  keep  the  protozoa  in  the  field 
of  vision  of  the  microscope  for  a  protracted  period, 
and  at  the  same  time  to  make  them  exhibit  their  most 
important  functions  of  life,  such  as.  for  example, 
locomotion,  taking  in  of  food,  reproduction  by  division, 
reactions  to  stimuli,  etc. 

No  Substitute  for  Observation  of  Micro-Life 

Cell  research  occupies  today  the  largest  and  most 
important  place  in  modern  biology,  but  it  is  a  field  in 
which  it  is  most  difficult  for  the  layman  to  follow  the 
biologist.  It  is  very  hard  to  form  any  adequate  con- 
ception of  one-celled  organisms  and  their  life  func- 
tions from  the  study  of  descriptions  and  pictures  in 
books.  It  is  possible  to  form  on  the  basis  of  pictures 
some  idea  of  living  creatures  of  which  we  already 
know  related  kinds,  that  is,  of  a  mammal,  a  bird,  or 
a  fish — but  not  at  all  of  a  protozoon. 

In  the  Microvivarium  more  than  two  dozen  living 
one-celled  animals  could  be  followed  in  full  activity: 
Slipper  animals  (Paramecia)  in  natural  movement  and 
under  the  influence  of  stimuli,  in  division  and  conjuga- 
tion;  Didiniiim  iiasiitinn  devouring  Paramecia;  green 
Stentars  inclining  now  this  way  and  now  that  their 
splendid  spiral  of  cilia;  and  other  fantastic  forms  of 
ciliated  infusoria  such  as  Bursaria,  Dileptns,  Sfiros- 
toiiiinii,  and  similar  species  which  stir  the  imagination 
of  the  observer.  Also  were  found  parastic  protozoa 
and  different  vorticellidae  of  which  the  attractive  bell 
trees  of  Carchesium  showed  especially  well  the  con- 
tractions of  the  glasslike  stalks.  There  were  several 
sorts  of  heliozoa  and  amoebae,  dainty  flagellates  and 
spirochetae,  balls  of  Volvox  glohator  magically  whirl- 
ing around,  and  also  inimerous  unicellular  plants. 

In  the  presence  of  such  living  objects  from  the  king- 
dom of  the  "one-cellers."  the  knowledge  that  the  lay- 
man derived  from  the  treastu'es  of  popular  scientific 
literature  took  on  for  the  first  time  a  solid  basis,  and 


Page  96 


The  Educational  Screen 


the  word  "cell"  acquired  a  new  meaning.  The  Micro- 
vivarium,  then,  was  given  the  key  position  in  the  mod- 
ern popular  biological  exhibition  in  the  Hall  of  Science. 
The  visitors,  after  tarrying  at  the  exhibit,  proceeded 
to  see  the  other  interesting  biological  models  which 
they  then  could  understand  more  easily  than  before. 

What  does  it  profit  the  layman  to  hear  about  the 
cell  structure  of  the  higher  animals,  of  the  develop- 
ment of  all  the  larger  animals  from  a  fertilized  egg 
cell,  or  of  the  evolution  of  all  the  species  on  the  earth 
from  single  cells,  if  he  has  no  clear  conception  of  the 
living  cell?  The  Microvivarium's  power  of  vivid  clari- 
fication and  instruction  in  biology  makes  it  an  indis- 
pensable complement  to  laboratories,  museums  or 
botanical  and  zoological  gardens. 

Numerous  other  phenomena  were  shown  in  the 
Microvivarium ;  living  embryos  in  transparent  snails' 
eggs  in  many  stages  of  development ;  the  beating  heart 
of  daphniae  ;  the  peristalsis  of  the  intestine  in  mosquito 
larvae  ;  polyps  seizing  and  devouring  copepodes  ;  larvae 
of  water  bee- 
tles which  laid 
hold  on  the 
larvae  of  gnats, 
digested  them 
outside  of  their 
bodies  by 
means  of  a 
liquid  ejected 
from  their 
mouths,  and 
then  sucked  in- 
to themselves 
this  pre-di- 
gested  prey ;  or 
another  unfor- 
gettable spec- 
tacle, the  circu- 
lation of  the 
blood  in  the 
veins  and  ca- 
p  i  1 1  a  r  i  e  s  in 
frogs  and  tri- 
ton  larvae. 
These  are  a  few  examples  of  phenomena  that  were 
demonstrated  in  the  Microvivarium.  The  truth  is  that 
the  arrangement  of  such  an  institution  makes  it  pos- 
sible to  show  an  almost  unlimited  number  of  demon- 
strations from  the  whole  field  of  microbiology. 

A  Civic  Suggestion 
Since  the  condusion  of  A  Century  of  Progress, 
there  has  been  a  rapidly-spreading  movement  to  per- 
manently establish  the  Microvivarium  in  Chicago. 
Numerous  inquiries  have  been  received  from  educa- 
tors, newspapers,  and  private  individuals  as  to  the 
feasibility  of  such  a  permanent  project  and  I  am  of  the 
opinion,  as  the  result  of  investigations,  that  the  plan 
may  be  realized. 


Of  those  who  are  primarily  interested  in  the  project 
are,  of  course,  the  biology  teachers  of  Chicago.  Dr. 
Earl  E.  SherflF,  president  of  the  Biology  Round  Table, 
writes,  concerning  the  Microvivarium,  "it  was  one 
which  in  our  judgment  could  be  re-established  in  some 
museum  or  garden  or  park  and  ...  be  made  to  serve 
in  a  tremenduously  effective  way  the  school  population 
of  this  entire  metropolitan  area."  Dr.  Alfred  E.  Em- 
erson, professor  of  Zoology  at  the  University  of  Chi- 
cago, comments  in  part,  "The  educational  value  of  this 
exhibit  made  such  an  impression  upon  the  staff  of  this 
department  that  they  voted  it  one  of  the  most  success- 
ful and  most  valuable  exhibits  in  the  Hall  of  Science. 
...  I  intend  to  do  everything  within  mj^  power  to  con- 
vince the  public  spirited  men  of  this  city  of  the  splendid 
opportunity  afforded  us  to  establish  an  exhibit  such  as 
the  Microvivarium.  .  .  ." 

From  Dr.  Carey  Croneis,  director  of  the  Hall  of 
Basic  Science  in  1934,  "A  correctly  directed  Micro- 
vivarium would  be  of  tremendous  importance  to  all 


The  Microvivarium  Presents  Biology  to  the  Masses 


young  science  students.  .  .  .  Most  of  my  colleagues  join 
with  me  in  expressing  the  hope  that  the  city  of  Chi- 
cago will  somehow  find  it  possible  to  perpetuate  in  a 
permanent  form  the  zoological  display  which  Dr. 
Roemmert  made  so  interesting  and  valuable  as  a  part 
of  A  Century  of  Progress  Exposition."  Dr.  Frank 
Thone,  a  close  observer  of  the  development  of  the 
traying  microorganisms,  actually  alive,  before  large 
Washington,  D.  C,  writes,  "...  no  method  for  por- 
traying microorganisms,  actually  alive,  before  large 
numbers  of  persons  can  possibly  excell  the  Micro- 
vivarium, or  even  approach  it  in  effectiveness. 
.  .  .  The  Microvivarium  is,  I  feel,  the  biological  ana- 
logue of  the  Planetarium." 


( 


April,   193  5 


Page  97 


Recreational  Motion  Pictures 
In  The  School 


By      WALTER      E.      SWARTHOUT 

Emerson  School,   Maywood,   Illinois 


THIS  ])apcr  has  been  prepared  to  show  how  the 
principal  may  use  the  influence  of  the  school  to 
bring  about  a  better  motion  picture  appreciation. 
The  motion  picture  has  become  a  powerful  force  in 
national  life  and  is  exerting  a  lasting  influence  in 
shaping  attitudes  and  ideals^  Educators  have  looked 
upon  the  motion  ])icture  show  as  a  problem  outside 
their  administrative  duties.  Weekly  estimates  are  dif- 
ficult to  make,  but  it  is  believed  that'in  1932,  70,000,000 
persons  were  attending  motion  picture  performances 
weekly  in  the  United  States.^.  This  presents  a  grave 
problem  therefore  in  any  community  large  or  small 
for  out  of  this  attendance  large  numbers  are  children 
of  elementary  and  high  school  age.  Children  are  receiv- 
ing considerable  amount  of  their  education  thereby, 
particularly  in  human  relations,  and  more  specifically 
in  courtship  and  marriage.' 

Many  communities  have  realized  the  seriousness  of 
these  problems  and  have  organized  through  the  various 
civic  and  church  bodies,  some  means  of  reform.  Usuc  1- 
ly  a  group  of  reformers  are  not  considerate  of  the 
theatre  owner's  point  of  view,  that  of  earning  a  liveli- 
hood. The  demands  made  upon  him  are  somewhat 
harsh  and  as  a  rule  very  little  headway  is  made  toward 
the  end  sought.  The  theatre  owner  usually  claims  to 
give  the  public  the  kind  of  pictures    it  "demands." 

This  may  indicate  the  character  and  taste  of  the 
community,  or  it  may  show  merely  that  the  "movie" 
has  educated  the  mass  thinking  of  the  present  genera- 
tion to  appreciate  nothing  better  than  the  perverted 
type  of  motion  picture  shown.  The  average  parent 
has  no  realization  of  the  damaging  effect  upon  his 
child  and  innocently  permits  him  to  attend  the  show 
regularly. 

Here  is  the  place  the  school  can  play  its  part. 
Earlier  in  the  present  century  a  movement  was  made, 
in  both  the  elementary  and  high  school,  to  establish 
school  libraries.  The  school  library  is  a  means  of 
bringing  the  pupil  in  contact  with  the  best  books  avail- 
able and  of  teaching  an  appreciation  for  good  literature 
More  real  good  can  be  accomplished  by  offering  some- 
thing better  in  the  place  of  cheap  fiction.  It  seems  to 
be  human  nature  to  want  that  which  is  prohibited.  A 
positive  program  is  usually  better.  It  is  a  well-  known 
psychological  fact  that  what  goes  into  the  mind  comes 


out  in  the  life.''  Our  mental  culture  is  closely  related 
to  our  entire  manner  of  life.  The  Twelfth  Yearbook 
of  the  Department  of  Elementary  School  Principals 
gives  an  abundance  of  material  on  the  elementary 
school  library  and  the  good  work  that  is  being  done 
with  the  children  through  this  school  service. 

There  is  something  of  a  parallel  between  movies  and 
l)ooks.  Since  so  many  children  attend  the  motion  pic- 
ture show,  those  administering  education  should  make 
some  attempt  to  place  a  positive  program  of  pictures 
before  the  student  bodies  of  their  respective  schools. 
This,  some  believe,  can  be  done  by  the  school  offering 
motion  picture  shows  of  the  finest  literary  and  educa- 
tional value  to  its  young  people.  Many  such  pictures 
are  availible  as  is  shown  in  Appendix  A  and  B.  By  a 
program  of  this  type  the  school  is  able  to  say  to  its 
students,  "Here  is  a  fine  picture  worth  seeing." 

In  some  localities  parents  have  wholeheartedly  sup- 
ported a  program  of  school  "movies"  for  several  years 
and  in  some  instances  will  let  their  children  go  to  no 
other  shows.  Many  schools  are  becoming  more  interest- 
ed in  a  positive  program  of  "school  movies." 

Just  as  the  school  library  has  been  taking  care  of  a 
great  need,  the  motion  picture  show,  run  as  an  extra 
curriculum  activity,  will  furnish  the  "movie  going" 
child  a  place  in  which  to  see  the  best  and  learn  to 
appreciate  better  pictures. 

A  text  for  high  school  students  has  been  published 
with  the  idea  of  teaching  the  student  to  evaluate  the 
show  he  goes  to  see.^  If  good  motion  pictures  are 
shown  in  the  schools,  where  can  we  find  a  better  place 
to  teach  motion  picture  appreciation? 

The  most  extensive  investigation  of  the  influence 
of  motion  pictures  on  children  and  youth  that  has 
been  made  in  the  United  States  is  the  Payne  Fund 
Studies,  which  extended  over  a  period  of  five  years 
(1928-33).^  The  investigation  included  studies  to  find 
out  what  children  learn  from  motion  pictures  and  the 
effects  on  (a)  attitudes,  (b)  emotions,  and  (c)  con- 
duct. The  report  which  has  recently  been  published  in 
nine  volumes  shows  the  following. 

1.  On  an  average,  each  child  in  areas  where  motion 
pictures   are   physically  available   goes   to   the  movies 


iQine  M.  Koon,  "Motion  Pictures  in  Education  in  the  United 
States,"  I),  v.,  Chicago :  University  of  Chicago  Press,  1934. 
2Ibid.,  p.  1. 
sibid.,  p.  2. 


4"The  Twelfth  Yearbook  of  the  Elementry  School  Principals," 

Joy  Elmer  Morgan,  p.  139. 
SEdgar    Dale,    "How    to    Appreciate    Motion    Pictures,"    New 

York  :    Macniillan  Co.  1933. 
fiCline  M.  Koon,  "Motion  Pictures  in  Education  in  the  United 

States,"  Chicago :  University  of  Chicago  Press,  1934  p.  S. 


Page  98 


The  Educational  Screen 


once  a  week.  2.  Three  out  of  four  of  the  ])icttires 
that  are  shown  are  related  to  sex,  crime,  or  romantic 
love.  v3.  The  child  retains  two-thirds  as  much  as  the 
adult  from  his  attendance  at  the  movies.  4.  Motion 
pictures  change  children's  attitudes  and  these  changes 
have  a  lasting  influence.  5.  One  measurement  of  the 
emotional  effects  of  pictures  was  done  in  terms  of  the 
influence  of  movie  attendance  on  children's  sleejx 
Other  measurements  of  the  emotional  reactions  of 
children  to  motion  pictures  were  extensively  used 
also. 

The  school,  planning  "after  school"  movies  of  the 
finest  selection  applicable  to  its  student  body,  will  in 
time  lead  the  future  "public  mind"  to  a  higher  plane 
of  values.  This  will  in  turn  change  the  demand  from 
the  i)resent  type  of  picture.  Such  a  program  may  seem 
too  theoretical  or  too  slow  to  the  majority,  but  we 
must  agree  that  very  little  headway  has  been  made  by 
reform  movements  thus  far.  Educate  the  future  citi- 
zens to  discriminate. 

In  this  discussion  the  writer  has  made  no  mention 
of  the  teaching  values  of  the  motion  ])icture.  This 
value  is  quite  generally  accepted.  We  are  here  consider- 
ing only  the  value  work  of  teaching  general  apprecia- 
tion for  purely  recreational  motion  pictures.  When 
shall  the  showings  occur?  It  is  often  quite  impossible 
to  get  all  students  to  attend  an  "after  school"  show. 
If  you  have  a  really  educational  picture  correlating 
with  an  English  or  History  class  lesson  it  is  common 
practice  to  use  the  assembly  period  for  the  showing. 
Why  not  the  same  period  for  a  recreational  picture, 
since  the  purpose  is  still  definitely  educational.  In  some 
schools  the  motion  picture  shown  is  run  during  the 
noon  intermission.  Some  schools  have  even  put  on 
shows  in  the  evening  and  on  Saturdays.  The  time  for 
showing  is  entirely  a  local  problem  and  should  be 
solved  locally.  The  Brookfield  (111.)  elementary  school 
has  shown  pictures  during  the  noon  hour.  They  found 
the  children  who  remained  for  lunch,  after  ten  or 
fifteen  minutes,  had  little  activity  with  which  to  occupy 
their  time.  The  plan  of  showing  pictures  at  a  small 
charge  of  several  cents,  jjroved  quite  successful  both 
from  the  financial  as  well  as  the  recreation  point  of 
view.  Numerous  other  cases  can  be  cited  where  the 
noon  movies  have  proved  such  a  success  that  money 
was  obtained  for  the  purchase  of  additional  school 
equipment.  However,  the  purely  financial  side  should 
not  be  considered  at  this  time  as  it  is  the  purpose  of 
this  paper  to  show  how  motion  picture  appreciation 
can  be  developed  in  the  public  schools. 

The  administration  of  the  program  will,  no  doubt, 
be  of  interest  to  many  persons  who  may  feel  the  prob- 
lem is  difficult.  There  are  several  i)lans  which  might 
be  enumerated,  but  the  one  worked  successfully  by  the 
Emerson  School,  Maywood,  111.,  will  serve  the  purpose. 
Six  years  ago  the  Parent  Teachers  Association  pur- 
chased a  DeVry  35  mm.  portable  projector  for  school 
use.  After  several  years  of  ex])erimenting  the  following 
plan  was  tried :  At  the  beginning  of  the  school  term 
each  child,  in  grades  one  to  four,  was  asked  to  pav 


ten  cents  and  each  child,  in  grades  five  to  eight,  was 
asked  to  pay  twenty  cents  for  educational  movies.  The 
money  was  put  into  a  motion  picture  fund  and  used 
to  rent  films  throughout  the  year.  A  program  of  fifteen 
units  was  arranged  as  shown  in  Ap|)endix  A.  The 
pictures  occurred  on  the  average  of  twice  a  month, 
with  the  exception  of  September  and  May,  and  were 
shown  in  two  assemblies ;  one  assembly  for  the  lower 
grades  and  one  for  the  higher  grades.  Primary  pictures 
were  selected  for  the  lower  grade  assemblies  while  the 
u])]ier  grades  usually  saw  lectures  of  history,  travel 
and  literature  which  had  been  previously  read  in  class. 
This  program,  as  mentioned  before,  was  carried  on 
during  school  time  and  considered  a  contribution  and 
supplement  to  the  regular  school  work. 

The  second  phase  of  the  motion  picture  program  had 
to  do  with  the  extra  curriculum.  The  phase  had  two 
motives ;  first,  it  was  necessary  to  build  up  a  fimd  with 
which  to  purchase  additional  equipment  and  to  pay  op- 
erating costs  ;  secondly,  to  substitute  a  recreational  type 
of  ])icture  for  the  jnipil  in  place  of  that  which  he  nor- 
mally attended  at  the  theatre.  With  jiropcr  supervision 
and  instruction  in  this  positive  program  it  was  the  aim 
to  create  a  desire  for  better  motion  ])ictures.  In  order 
to  accomplish  the  latter  it  was  necessary  to  make  the 
content  of  the  show  appealing  to  the  average  pupil. 
This  form  of  motion  ])icture  was  shown  after  school 
usually  twice  a  month.  A  series  of  pictures  selected 
for  this  purpose  are  listed  in  Appendix  B.  The  chil- 
dren usually  expected  a  comedy  with  the  show  but  in 
addition  to  the  comedy,  pictures  were  added  that  had 
some  literary  value  as  well.  The  program  was  a  suc- 
cess from  the  financial  stand])oint  as  well  as  pupil  in- 
terest. The  charge  for  the  show  was  ten  cents.  This 
allowed  a  profit,  after  the  film  rental  was  paid,  with 
which  to  purchase  needed  equipment.  The  continued 
success  finally  permitted  the  purchase  of  sound  at- 
tachments for  the  portable  projector.  This  aroused  a 
new  interest  in  the  "after  school"  show  in  addition  to 
the  teaching  value  for  the  younger  i)ui:)ils,  who  for- 
merly were  unable  to  read  the  titles  of  the  pictures. 
The  ])arents  have  been  very  much  ])leased  with  the 
jjrogram  asking  if  it  would  be  ])ossible  to  have  the 
shows  run  more  often. 

The  principal  of  the  small  school  will  feel  it  is  im- 
possible to  finance  the  above  mentioned  jilan.  It  will 
be  next  to  impossible  unless  the  hearty  coojieration  of 
both  the  parent  and  child  is  enlisted  from  the  start. 
However,  if  the  principal  has  this  backing  he  can,  in  all 
probabilities,  find  a  way  to  purchase  the  projector  either 
of  the  16mm.  or  35  mm.  type.  The  size  of  the  projector 
depends  entirely  tipon  the  use  expected.  The  16mm.  is 
satisfactory  in  the  classroom  or  small  auditoriinn.  The 
35  mm.  would,  of  course,  be  much  better  for  large 
auditorium  work.  Many  manufacturers  will  help  the 
school  interested  in  the  purchase  of  equipment  to 
work  out  suitable  arrangements.  The  price  of  projec- 

(CoiicUidcd  on  page  103) 


April,   193  5 


Page  99 


Activities  of  State  Visual  Education 
Agencies  In  the  United  States'' 


Section  1 . 
Introductory  Statements; 
Agencies  and  Auspices 

THE  SERVICE  of  visual  education  depart- 
ments is  as  yet  neither  universal  nor  standard- 
ized. Departments  may  be  local  or  state-wide, 
but  the  agency  under  which  the  work  is  organized 
varies  from  city  to  city  and  from  state  to  state. 
Typical  centers  for  the  distribution  of  visual  aids 
are  city  departments  of  education,  libraries  or  mu- 
seums, and  state  educational  departments,  universi- 
ties, agricultural  colleges,  or  teachers  colleges.  This 
report  is  concerned  jirimarily  with  state-wide 
activities  for  the  promotion  of  visual  education. 
Detailed  information  which  has  been  assembled 
with  regard  to  certain  cities  where  particularly  out- 
standing programs  have  been  developed  will  be 
made  the  subject  of  a  second  report,  to  follow,  on 
"Activities  of  City  Visual  Education  Centers." 

Some  form  of  state  provision  of  visual  materials 
has  been  reported  from  twenty-six  states.  The 
agency  most  often  undertaking  the  service  appears 
to  be  the  Extension  Division  of  the  State  Univer- 
sity or  of  the  State  College  of  Agriculture,  with 
slightly  varying  titles,  as  indicated  in  the  list  which 
follows : 

University     of    Arizona,     Extension   Division,   Department   of 

Public  Service,  Tucson. 
University   of   California,   Extension   Division.    Department   of 

Visual  Instruction,  Berkeley. 
University  of  Colorado,  Extension  Division,  Bureau  of  Visual 

Instruction,   Boulder. 
University  of  Florida,  Extension  Division,  Gainesville. 
University  of  Indiana,  Extension   Division,   Bureau  of  Visual 

Instruction,  Bloomington. 
University  of  Iowa,  Extension  Service,  Department  of  Visual 

Instruction,  Iowa  City. 
loti'a    State    College    of    Agrieultnre    and    Mechanical    Arts. 

Visual   Instruction  Service,  Ames. 
Uniziersity  of  Kansas,  Extension  Division,   Bureau   of   Visual 

Instruction,  Lawrence. 
University  of  Kentucky,  Department  of  University  Extension, 

Lexington. 
University  of  Minnesota,  General   Extension  Division,  Bureau 

of   Visual   Instruction,   Minneapolis. 
University   of  Missouri,   Visual    Education   Service,   Extension 

Division,  Columbia. 


By      FANNIE      W.      DUNN 
ETTA      SCHNEIDER 

Professor  of  Education,  and  Research  Assistant 

Teachers  College,  Columbia   University 


*This  is  the   first  of  three  instalments   presenting  a  most 
comprehensive  survey  of  the  field. 


North  Dakota  Ayrienltural  College,  Visual  Instruction  Service, 
State  College  Station,  Fargo. 

University  of  Oklahoma,  Extension  Division,  Bureau  of  Visual 
Instruction,  Department  of  Town  and  Country  Service, 
Norman. 

Oregon  State  System  of  Higher  Education,  General  Extension 
Division,  Department  of  Visual  Instruction,  Corvallis. 
(Location  of  State  Agricultural  College.  The  State  Uni- 
versity is  at  Eugene.) 

University  of  South  Dakota,  General  Extension  Division,  De- 
partment of  Visual  Instruction,  Vermillion. 

University  of  Texas,  Extension  Division,  Bureau  of  Visual 
Instruction,  Austin. 

Washington  State  College,  Division  of  General  College  Ex- 
tension, Department  of  Educational  Films  and  Stereopticon 
Slides. 

University  of  Wisconsin,  E.xtension  Division,  Bureau  of  Visual 
Instruction,  Madison. 

In  a  few  cases  it  is  the  State  Departinent  of  Edu- 
cation which  undertakes  the  service,  as  in  Massa- 
chusetts, New  York,  Ohio,  and  Pennsylvania.  The 
agencies  in  these  states  are,  as  follows : 
Massachusetts  Department  of  Education,*  Division  of  Univer- 
sity Extension,  Boston. 
University  of  the  State  of  New  York,*  Education  Department, 

Visual   Instruction  Division,  Albany. 
Ohio  State  Department  of  Education,  Visual  Instruction  Ex- 
change, Columbus. 
Commonwealth    of   Pennsylvania,    Department   of    Public    In- 
struction,  Visual   Education   Division,   Harrisburg. 

In  New  Jersey  it  is  the  State  Museum,  under  the 
Department  of  Conservation  and  Development, 
Trenton,  which  has  teaching  aids  which  it  lends 
throughout  the  State,  as  a  library  lends  books,  these 
teaching  aids  including  all  the  common  types  of 
visual  materials. 

In  Illinois  the  central  agency  is  the  University 
"Visual  Aids  Service,"  in  charge  of  the  assistant 
principal  of  the  University  High  School  at  Urbana. 
This  service  is  developed  according  to  a  unique  co- 
operative plan,  later  to  be  described. 

In  Utah  the  service  is  afforded  not  by  the  State 
University,  but  by  the  Bureau  of  Visual  Instruction 

♦Neither  Massachusetts  nor  New  York  has  a  State  Univer- 
sity as  the  term  is  commonly  understood,  i.  e.,  a  school  of 
advanced  education. 


Page  100 


The  Educational  Screen 


of  the  Extension  University  of  the  privately  con- 
trolled Brigham  Young;  University,  Provo. 

State  Teachers  Colleges  in  two  reported  instances 
aflford  Visual  Education  service,  these  being  Indi- 
ana, Pennsylvania:  and   San   Francisco.  California. 

Section  II. 
Nature  and  Extent  of  State  Services 

VISUAL  Instruction  Service,  in  its  general 
form,  is  comparable  to  a  library  consisting 
of  films  and  slides  instead  of  books.  These 
materials  are  available  free  or  at  low  cost  to  schools 
and  other  social  non-profit  agencies  throughout  the 
state  in  which  the  service  is  located. 

As  might  be  expected,  there  is  among  both  states 
and  cities  wide  variety  in  both  the  nature  and  the 
extent  of  the  provision,  due  to  dift'erences  in  finan- 
cial strength,  in  school  equipment,  in  sponsorship, 
or  in  the  stage  of  development  of  the  service.  Two 
general  purposes  are  represented  in  existing  depart- 
ments, to  furnish  instructional  materials  for  class- 
rooms and  to  furnish  entertainment  for  community 
groups.  The  former  purpose  in  most  cases  today 
overshadows  the  latter,  but  in  earlier  stages  of  de- 
velopment of  the  service,  where  few  schools  are 
equipped  for  projection,  or  where,  on  account  of 
sparse  population  in  rural  areas  commercial  recre- 
ational facilities  are  not  numerous  or  are  frequently 
inaccessible,  the  entertainment  feature  receives  a 
large  proportion  of  emphasis. 

Visual  Aids  The  materials  commonly  distributed 
Commonly  include  glass  slides,  film  slides,  or  film 
Distributed  strips,  pictures  and  prints,  stereo- 
graphs, and  motion  pictures,  both  16  mm.  and  35 
mm.  Glass  slides,  though  among  the  oldest  types 
of  visual  aids,  continue  to  be  widely  used,  because 
their  projection  efficiency  makes  it  possible  to  use 
them  satisfactorily  where  there  is  inadequate  pro- 
vision for  darkening  the  room,  and  because  their 
individual  character  is  favorable  to  a  high  degree 
of  flexibility  in  their  use.  Some  departments  issue 
instructions  to  teachers  for  making  their  own 
slides.  Stillfilms,  giving  practically  as  good  pro- 
jection results  as  those  of  glass,  and  less  expensive 
to  ship,  but  having  the  disadvantage  of  fixed  se- 
quence, are  also  widely  used.  Opaque  projection, 
in  spite  of  the  inexpensiveness  of  materials,  is  sel- 
dom emphasized,  because  the  requisite  darkening 
of  the  room  is  beyond  ordinary  provision.  Some 
Visual  Education  Departments  distribute  prints 
and  other  mounted  pictures,  but  this  is  not  among 
the  common  services,  perhaps  because  of  the  ease 
with  which  most  schools,  if  they  undertake  to  do 
so,  can  build  up  picture  collections  of  their  own. 
Prints  of  real  works  of  art  are  sometimes  circu- 
lated. Projection  instruments  for  slides  of  various 
types  and  stereoscopes  are  loaned  by  many  depart- 


ments.   A  few  distribute  models  and  museum  speci- 
mens as  well  as  pictures. 

Both  35  mm.  and  16  mm.  motion  pictures  are 
generally  made  available.  There  is  a  strong  tend- 
ency toward  the  narrower  film.  I)ecause  of  its  safety 
features  and  practicability  for  use  without  a  special 
operator.  Educational  pictures  are  increasingly 
1:)eing  made  in  the  16  mm.  width.  Only  a  few  State 
Departments  are  as  yet  circulating  sound  films,  and 
these  on  a  rental  basis  only,  but  mention  of  this 
type  of  aid  is  appearing  in  the  most  recent  catalogs, 
and  the  extent  of  its  provision  may  be  expected  to 
increase  as  schools  are  equipped  with  sound  pro- 
jectors. 

Inequality         A   difficulty    in    the    way     of    effective 
of  Visual  iise  of  visual  aids  is  unfamiliarity  with 

rv^/^k  +  A  sources  and  techniques  for  using  them. 
Few  of  the  teachers,  schools,  or  social 
agencies  served  by  Visual  Departments  know  the 
possible  materials  available  to  them ;  fewer  still 
have  the  information  necessary  for  selecting  among 
what  is  to  be  had.  There  is  notable  difference 
among  states  in  the  assistance  aft'orded  in  the  im- 
portant matter  of  selection.  Such  assistance  may 
be  rendered  by  the  catalog  of  visual  aids,  by  sup- 
plementary bulletins,  or  by  personal  supervision  or 
counsel. 

The  serviceability  of  the  catalog  of  visual  aids 
depends  upon  the  degree  of  selectivity  exercised  in 
choosing  materials  for  inclusion,  upon  its  arrange- 
ment, and  upon  the  extent  and  quality  of  its  anno- 
tations. Whereas  some  lists  of  materials  are  clearly 
the  product  of  careful  selection,  others  apparently 
sacrifice  quality  to  quantity. 

"Comedy  films,"  included  by  some  Departments  \ 
which  attempt  to  provide  for  community  gatherings  \ 
and  recreation  as  well  as  for  more  definitely  instruc- 
tional  purposes,  show  a  relatively  high  proportion  1 
of  questionable   material.     The  Visual   Instruction 
Service  of  Iowa  State  College  of  Agriculture  states 
that  "since  the  advent  of  the  sound  films  no  silent 
comedies  have  been  made,  making  it  increasingly 
difficult  to  secure  good  comedy  films."    On  this  ac-    j 
count,  this  Department  does  not  list  comedies  in  its 
catalog,  but  supplies   upon   request   mimeographed 
lists   of  the   latest   which   are   available,   regarding 
this  as  a  better  procedure  than  to  keep  "ancient,  # 
out-dated   comedies."     This   plan    is   to   be   recom- 
mended  to   Departments  which   are  attempting  to 
raise  the  general  level  of  their  offerings.     Comedy 
titles  found  in  some  of  the    catalogs    prompt    the 
question  whether  or  not  their  distribution  is  a  justi- 
fiable use  of  funds  provided   for  education.     "Dog 
Gone    It,"    "Movie    Mama."    "His    Wedding    Daze." 
or  "Hyena's  Laugh,"  found  in  one  list,  may  be  edi- 
fying, but  their  names  belie  it. 

(To   be   continued   in   May  Issue) 


April,  193  5 


Page  101 


News  and  Notes 


Survey  on  School  Use  of  Talking  Pictures 

A  stud\-  of  the  utilization  of  fducational  talking  pic- 
tures in  different  types  of  schools  throughout  the  coun- 
try is  being  conducted  by  Erpi  Picture  Consultants, 
under  the  supervision  of  Dr.  M.  R.  Brunstetter.  The 
twelve  educational  institutions  selected  for  such  a  sur- 
vey include  elementary  schools,  a  junior  high  school, 
a  normal  school,  a  platoon  school,  a  private  school,  and 
a  college.  Each  of  these  study  centers  has  selected  a 
film  library  of  twenty  subjects,  integrated  with  local 
courses  of  study. 

The  purpose  of  the  survey  is  to  discover  the  way 
in  which  a  sound  film  program  can  best  be  organized 
and  administered  in  various  types  of  schools ;  and  how 
the  talking  picture  may  be  effectively  utilized  in  all 
types  of  teaching  situations  such  as  the  class  room,  the 
school  assembly,  clubs  and  other  extra-curricular  ac- 
tivities. 

County  Group  Pronnotes  Visual  Methods 

The  Westchester  County  (New  York)  Motion 
Picture  Council,  organized  to  work  for  the  better- 
ment of  films  and  a  wider  use  of  visual  aids,  held 
its  first  meeting  January  16th  in  co-operation  with 
the  New  Rochelle  Better  Films  Council.  The  morn- 
ing session  was  in  the  form  of  an  informal  roimd 
table  discussion  of  the  need  for  Better  Films  activ- 
ities in  regard  to  entertainment  films,  their  influ- 
ence on  character  building  and  citizenship,  and  the 
value  of  motion  pictures  as  aids  to  teaching. 

Mrs.  Eugene  White,  president  of  the  Council, 
outlined  that  group's  splendid  plans  for  the  estab- 
lishment of  local  film  libraries,  as  well  as  a  county 
library.  This  library  is  to  be  used  for  the  inter- 
change of  films  for  school  use  particularly,  other 
visual  aid  materials,  and  as  a  center  from  which 
motion  picture  facts  might  be  disseminated. 

Mrs.  James  H.  Gahan,  Chairman  of  the  Council's 
Visual  Aid  Committee,  was  in  charge  of  the  after- 
noon program.  At  this  session  Dr.  F.  D.  McClus- 
ky  spoke  of  the  need  for  coimty  film  libraries  and 
pointed  out  several  practical  ideas  useful  in  begin- 
ning such  a  venture.  He  also  urged  that  schools 
make  use  of  the  visual  aid  materials  now  available 
as  well  as  stimulate  interest  in  producing  more 
films  adapted  to  school  use. 

Mr.  L.  Wales  Holden  of  the  American  Museum 
of  Natural  History  gave  an  illuminating  talk  on  the 
"Care  and  Operation  of  Equipment."  Miss  Rita 
Hochheimer  of  the  Visual  Education  Department, 
New  York  City  Schools,  spoke  in  a  general  way  of 
the  whole  Visual  Education  Movement;  the  need 
for  more  parent  group  promotion  work  in  order 
that  the   program   might  get   proper  backing;   the 


Conducted  by  JOSEPHINE  HOFFMAN 

necessity  for  film  deporitories ;  economies  that 
would  eventually  accrue  when  sufficient  pictorial 
demonstrations  are  used  in  the  schools ;  and  the 
wisdom  of  purchasing  or  renting  the  best  equip- 
ment. 

Demonstrations  were  given  with  the  lectures. 

C.C.C.  Visual  Equipment  Increasing 

Since  the  purchase  in  October  1933  of  one  hun- 
dred 16  mm.  projectors  by  the  Forest  Service  of  the 
government  for  use  in  C.C.C.  work,  the  number  of 
camps  purchasing  their  own  projectors  has  been 
steadily  growing  until  to  date  there  are  approxi- 
mately 590  machines  in  operation  in  the  C.C.C,  in- 
cluding both  16  mm.  and  35  mm.  models. 

Many  of  the  projectors  are  purchased  from  can- 
teen profits  or  from  money  secured  by  giving  spe- 
cial entertainments.  Others  are  projectors  which 
have  been  loaned  to  the  camps  by  the  extension 
departments  of  State  Universities,  or  the  Forestry 
Service,  who  also  loan  films  to  the  camps.  Some 
camps  consist  mostly  of  educational  films,  with 
theatrical  features  and  comedies  having  more  lim- 
ited circulation.  It  is  estimated  an  average  of  300 
films  (35  percent  sound  and  65  percent  silent)  are 
in  weekly  circulation  among  the  camps.  The  Na- 
tional Park  Service  have  prepared  more  than  1,300 
sets  of  film  slides  for  similar  use. 

Sound  Equipment  Urged  by  PWA  for  Schools 

State  Engineer  T.  B.  Parker,  of  the  PWA,  in  Bos- 
ton, is  recommending  to  the  cities  and  towns  now 
erecting  schoolhouses  that  they  equip  them  with  sound 
motion  pictures  and  centralized  radio  communication 
systems.  Many  schoolhouses  are  being  built  with  PWA 
funds.  Mr.  Parker  has  written  to  municipal  and  school 
authorities  concerning  such  installations.     He  says : — 

"Inasmuch  as  modern  education  has  accepted  sound 
with  a  high  mark  of  approval  for  its  effective  aid  in 
teaching  and  management,  the  Public  Works  Admin- 
istration recommends  that  consideration  be  given  to 
the  installation  of  sound  motion  pictures  and  central- 
ized radio  communication  systems  in  your  school  build- 
ing. 

"If  you  are  unable  at  this  time  to  provide  complete 
installation  of  these  systems  on  account  of  insufficient 
funds,  it  is  suggested  that  consideration  be  given  to 
the  installation  of  wiring  for  these  systems  at  the  time 
of  construction  in  order  that  the  school  may  be  pro- 
vided later  with  the  necessary  equipment  without  in- 
creased expense  of  wiring  installation." — Journal  of 
Education. 


Page  102 


The  Educational  Screen 


Among  the  Magazines  and  Book! 


Science  Education  (Fel)ruary.  '35)  "Films  in  Sci- 
ence Instruction,"  by  Cline  Koon. 

The  International  Congress  of  Educational  Cine- 
matography, meeting  in  Rome  last  April,  adopted 
six  resolutions  recommending  the  use  of  science 
films  and  expressing  a  desire  for  international  plan- 
ning. Special  science  commissions  are  recom- 
mended which  should  study  the  application  of  the 
cinema  to  science  research  and  to  the  development 
and  improvement  of  science  teaching.  Film  pro- 
ducers should  keep  in  close  contact  with  the  scien- 
tific world  and  its  output. 

International     Journal     of     Religious     Education 

(February,  '35)  "Making  Your  Teaching  Vivid,'' 
by  Paul  H.  Vieth,  Divinity  School.  Yale  Univer- 
sity. 

"The  teacher  needs  the  gifts  of  imagination.  He 
must  be  able  to  see  the  truth  concretely,  and  quick 
to  conceive  its  analogies."  An  illustration  must 
make  more  clear  and  attractive  some  main  point. 
It  must  not  be  an  attraction  in  itself  which  distracts 
the  mind.  The  time  is  rapidly  coming  when  church 
schools  will  take  advantage  of  moving  pictures  as 
a  means  of  telling  stories  and  showing  scenes  which 
will  be  a  great  aid  in  teaching. 

Intercine  (January,  '35)  The  first  number  of  the 
new  International  Review  of  Educational  Cinema- 
tography, published  by  the  International  Institute 
in  Rome.  Its  name  intends  to  express  the  inter- 
nationality  of  the  problems  of  the  screen  with  which 
it  will  be  called  to  deal  in  its  columns;  it  will  faith- 
fully continue  the  work  of  the  International  Review 
of  Educational  Cinematography,  only  with  a  dilifer- 
ent  presentation  and  a  different  typographic  set  up. 

For  the  past  five  years,  the  scope  has  been  wide, 
and  the  popularization  of  the  film  for  educational 
purposes  was  an  objective.  Now  a  second  and  prac- 
tical phase  of  useful  action  begins  for  the  Institute, 
consisting  of  the  discussion  of  the  new  educational 
problems  brought  up  every  day  by  the  screen.  A 
closer  study  of  teaching  technique  and  correlation 
is  to  be  undertaken. 

P.  Berne  de  Chavannes,  in  speaking  of  the  His- 
tory of  the  Screen  in  this  number,  is  averse  to  dis- 
tortion of  characters  and  to  ill-adapted  settings. 
"The  uninstructed  public,  which  is  the  big  ])ublic, 
has  the  right  to  see  a  rigorous  historical  truth  in  the 
versions  shown,  a  faithful  image  of  the  ])ast.  The 
Private  Life  of  Henry  VIII  is  a  jjicture  which  takes 
considerable  liberties  with  history,  but  takes  them 
in  so  obvious  a  manner  that  the  public  is  hardly 
deceived,  while  the  atmosphere  of  the  ejioch  is  car- 


Conducted  by  MARION  F.  LANPHIER 


ried  over."  In  an  editorial  referring  to  the  work 
of  Robert  Flaherty,  we  find  "(His)  films  are  not 
merely  fine  pictures ;  they  always  present  a  lesson 
of  energy  and  spiritual  ])ower,  for,  whether  con- 
quering or  conquered,  man  is  shown  to  be  made 
greater  by  his  struggles.  They  also  give  a  lesson 
of  humility,  for  the  man  before  whom  the  artist 
compels  us  to  bow  is  always  a  man  of  the  people." 
The  recent  Paris  Congress  representing  a  large 
group  of  European  countries,  "has  made  it  possible 
once  again,  to  observe  that  the  best  intentions,  and 
the  most  excellent  ideas  are  not  sufficient  to  make 
a  scientific  film,  which  is  not  and  ought  not  to  be 
a  simple  documentary  picture.  Such  films  require 
the  highest  kind  of  technique  of  a  verv  specialized 
kind." 

"Cinema  Reality  and  Life"  by  Daniel-Rops  pro- 
duces a  genuine  philosophy  as  a  foundation  for 
film  production.  "It  is  necessary  to  demand  of 
the  cinema  not  only  a  technique  but  a  morality,  a 
psychology,  a  metaph3^sic  of  its  own  which  it  does 
not  possess  today.  The  transformation  of  real  ma- 
terial through  the  operation  of  the  spirit  is  what 
defines  art  and  expresses  its  value." 

The  Volta  Review — For  Educators  and  Parents 
of  the  Deaf  and  Hard  of  Hearing  ( F"ebruary,  '35). 
"Motion  Pictures  in  Class  Room  Work,"  by  Grace  and 
Fritz    Heider,    Clark    School,    Research    Department. 

A  reiwrt  of  returns  after  one  year's  exjjerimenta- 
tion.     Boys  handle  the  16  mm.  projector  efficiently  for 
Sunday  and  holiday  programs.    For  school  use  the  free 
industrial  films  are  mostly  used,  and  are  satisfactory. 
Correlation  with  the  school  |)rogram  was  one  main  ob- 
jective.   A  helpful  list  with  evaluations  for  the  partic- 
ular  purpose    of    Clarke    School    is    a])i)ended    to    the 
article.     The  film  descri])tions  should  helji  any  teacher 
to  decide  as  to  the  desirability  of  the  content  for  her       j 
inu-])ose.     Object  study  and  field  tri]«  were  not  mini-       i 
mized  because  films  were  used,  "but  visits  are  not  al- 
ways possible,  and  in  any  case  the  motion  picture  with 
its  vivid,  well   organized  ]M-eseiitation  can  often  con- 
tribute something  of  a  real  understanding  of  the  sub- 
ject and  building  up  of  vocabulary  which  nothing  else 
can  do."    With  all  ages,  hut  especially  with  the  younger 
children,  were  films  most  useful  when  introduced  as  a 
part  of  the  regular  school  period.    The  teacher  stood       . 
at  one  side  of  the  screen  with  a  lamp  facing  the  wall.       ( 
on  a  shelf  above  her  head.     She  held  in  her  hand  a       j 
switch,  which  signalled  the  operator  for  a  still,  or  for       i 
time  for  discussion,  by  turm'ng  on  the  light.  This  seems        j 


April,   193  5 


Page  103 


a  clever  device,  when  a  light  on  the  projection  table 
and  extension  cord  from  the  teacher's  hand  is  difficult 
to  arrange. 

The  School  (Toronto,  Canada.  January.  '35) 
"School  Museums."'  by  A.  D.  R.  Fraser.  The  advice 
given  should  enable  any  teacher  to  start  an  orderly, 
well-classified  museum  in  his  school.  Directions  are 
given  as  to  what  samples  in  a  special  set  should  be  re- 
tained, and  what  discarded.  Firms,  from  whom  cer- 
tain samples  have  been  obtained  by  Canadian  teach- 
ers, are  mentioned. 

Natural   History  Magazine    (January,   '35)    "The 
National  Aluseum  of  Natural  History.  Paris."  by  Paul 
Lemoine.  Director.     This  institution,  founded  in  1626 
by  Louis  XIII.  has  continued  to  expand  into  vaster 
proportions   and   a   more   realistic   environment.     Vin- 
cennes   Park,   the   laying  out   of   which   required   two 
years,  was  opened  by  the  President  of  the  French  Re- 
pviblic,  June,   1925.    Its  principal  object   is  to  permit 
[animals  in  groups  of  numerous  individuals,  and  espe- 
cially to  enable  the  visitor  to  see  their  development  at 
'  a  glance.  Where  necessary  an  electric  resistance  buried 
fin  the  soil  produces  the  requisite  temperature.    Excel- 
lent illustrations  accompany  the  account. 

"Microscopes  for  .Amateurs,  "  by  Julian  D.  Corring- 
ton.  A  full  description  is  presented  of  the  method  of 
■  producing  microscopic  slides,  making  exposure  with  a 
[beginner's  photoniicrographic  outfit,  and  of  projecting 
[the  image  of  the  microscope  slide  on  a  screen  with  a 
[micro-projector.  The  article  is  sjjlendidly  illustrated 
land  includes  details  for  staining  life  forms. 

Recreational  Motion  Pictures  in 
jThe  School 

(Concluded  from  page  98) 

ftors  range  from  fifty  dollars  up.  Such  an  obligation  can" 

be  worked  off  in  one  year's  time  where  schools  of  two 

I  hundred  pupils  and  up  decide  to  \n\t  the  idea  over. 

Schools  putting  on  shows  have  had  an  average  of  fifty 

per  cent  of  the  ])upils  attend  them.  In  that  case  the 

[gross  weekly  receipts  would  be  ten  dollars  from  which 

I  not  more  than  four  or  five  dollars  should  be  expended 

for  film.  The  remaining  five  to  six  dollars  can  be  applied 

to  the  projection  e(]ui])ment.    The  size  of  the  school 

and  the  j)robable  attendance  at  the  show  will  decide 

the  amount  of  money    to    be    spent    for     equipment. 

I  Sources   of   films,   both    recreational   and   educational. 

tare  abundant  (see  "1001  Films''  ])ublished  annually  by 

[the  Educational  Screen).  Many  subjects  are  available 

I  for  transpdrtation  and  others  at  low  rental  cost. 

In  conclusion,  this  ])aper  has  attempted  to  show  that 

[motion  pictures  have  a  place  other  that  in  the  teaching 

of  ])urely  acadenn'c  materials  namely,  a  higher  critical 

land  moral  standard  of  discrimination.  This  value  can 

ibe  injected  into  the  jjublic  mind  through  the  present 

generation  of  school  children  who  in  time  will  be  the 

future  citizens.    In  bringing  about  this  discrimination 


the  school  can  play  a  big  part,  if  it  will  not  persist  in 
looking  upon  the  motion  ])icture  as  an  instrument  out- 
side of  its  realm. 

Appendix  A 

Here  is  listed  a  year's  jirogram  of  shows  rvm  dur- 
ing 1934  in  the  assembly  period  in  the  Emerson  School, 
Maywood,  Illinois. 

October  12th — The  Eve  of  the  Revolution,  The  Cos- 
mic Drama. 

October  26th — The  Declaration  of  Independence, 
Benedict  Arnold — Hero  and  Traitor. 

November  9th— At  the  Bottom  of  the  Pond.  Thrift 
— A  Visitor  from  the  Last  Century,  Yorktown. 

November  23rd. — Old  Vincennes,  The  Salesman, 
Citizenship. 

December  7th — Daniel  Boone,  Silas  Marner. 

January  4th — Junior  Chamber  of  Commerce,  Fron- 
tier Woman. 

January  12th — Romance  of  the  Reaper. 

January    18th — Alexander    Hamilton. 

February  1st — The  Mill  on  the  F"loss,  Dixie. 

February  15th  —  Columbus,  Nature,  Benjamin 
Franklin. 

March  1st — Jamestown,  The  Four  Seasons. 

March  15th — The  Pilgrims.  Fire  and  Heat,  Com- 
munication. 

March  29th — The  Puritans,  American  Ideals,  Water. 

April  19th — Peter  Stuyvesant.  Thomas  Jefferson, 
Combating  the  Elements. 

May  3rd — Gateway  to  the  West,  Daniel  Webster, 
Serving  the  Community. 

Appendix  B 

This  is  the  list  of  shows  run  after  school  for  the 
children  of  the  Emerson  School.  Maywood,  Illinois. 

1.  The  Covered  Wagon. 

2.  Winners  of  the  West.  Holding  up  Traffic  (com- 
edy). 

3.  Huckelberry  Finn. 

4.  Skippy. 

5.  Tom  Brown  of  Culver. 

6.  Rebecca  of   Sunnybrook  Farm. 

7.  Alice  in  Wonderland.  Halloween  (comedy). 

8.  Hats  Off  (story  of  the  flag),  Toyland  (comedy"). 

9.  America  (history  of  the  song),  Knute  Rockne's 
Aces,  Our  Gang  Comedy. 

10.  Perry's  Trail,  Cats  Canary  (cartoon). 

11.  The  Garden  Spider  (nature),  Abe  Lincoln, 
Chinese  Jinx. 

12.  Little  Red  Riding  Hood,  Bobbie's  Dream,  The 
Alphabetical  Zoo. 

13.  Rumpelstiltskin.  Peeps  into  Puzzleland. 

14.  Robinson  Crusoe.  Humpty  Dumpty. 

15.  Jack  and  the  Bean  Stalk,  The  Butterfly  (nature). 
Hansel  and  Gretel. 

16.  William  Tell.  Little  Orphan  .\nnie  ( Reilly's 
l)oem).  Little  Dutch  Tuli])  Girl. 

17.  Cinderella.  Wee  Scotch  Piper.  Little  Indian 
Weaver. 


Page  104 


The  Educational  Screen 


The  Film  Estimates 


All  the  KinR's  Horses  (Carl  Brisson,  Mary 
Ellis)  (Para.)  Light,  preposterous,  mythical- 
kingdom  musical-romance  stuff.  Again  two 
doubles,  king  and  famous  movie  star.  Queen 
does  not  know  difference  !  Sophisticated  situ- 
ation manages  to  dodge  offense,  by  last  reel. 
Good  song  and  dance  features.  3-19-35 

(A)  Hardly  (Y)  Unwholesome  (C)  No 

Carnival  (Lee  Tracy,  S.  Eilers,  J.  Durante) 
(Colum.)  Low-life,  sentimental  farce  built 
around  motherless  baby  in  traveling  carnival. 
By  crooked  tricks,  father  fights  for  child,  too 
incredibly  dumb  to  see  his  charming  partner 
as  ideal  second  mother  till  film  is  long  enough. 

4-9-35 
(A)  More  or  less  amusing    (Y)  Doubtful    (CI  No 

Death  Flies  East  (Conrad  Nagel,  Florence 
Rice)  (Columb.)  Murder-mystery,  laid  onboard 
transcontinental  airplane,  with  involved  and 
sometimes  confused  plot.  Suspicion  spread 
carefully  over  most  of  cast  with  surprise  Eolu- 
tion.  Ordinary  in  acting  and  dialog,  artificial 
aBd  muddily  told  story.  4-2-35 

(A)  Hardly  (Y)  Only  fair  (C)  No 

Firebird.  The  (Ricardo  Cortez.  Verree  Teas- 
dale)  (Warner)  A  great  actor  specializes  in 
woman-hunting,  irresistible  to  all  ages  and 
social  ranks.  He  is  then  murdered,  and  hunt 
for  his  murderer  keeps  up  suspense  for  rest 
of  film  till  guilt  falls  on  least  suspected 
character,   of  course.  3-26-35 

(A)  Hardly  (Y)  Unwholesome  (C)  No 

Folies  Berffere  (Maurice  Chevalier.  Merle 
Oberon)  (U.  A.)  Stage  spectacle,  striking  in 
costumes,  sets,  and  elaborate  dances.  Chevalier 
in  dual*  role  as  Baron  and  dancer  —  both 
woman-chasers,  irresistible,  indistinguishable 
by  wife  or  mistress.  Carefully  suggestive.  Al- 
most too  much  Chevalier.  4-2-35 
(A)  Depends  on  taste   (Y)  Unwholesome   (C)  No 

George  White's  Scandals  of  1935  (J.  Dunn. 
Alice  Faye)  (Fox)  Glittering  hodge-podge  of 
lavish  sets,  sostumes,  dances,  vaudeville  acts, 
with  jazz,  stale  humor  and  banal  dialog. 
Amusing  in  spots  but  largely  stupid.  When 
barred   from    being   risque,    George  seems   lost. 

4-9-35 
(A)  Stupid  (Y)  Waste  of  time  (C)  No 

Gold  DiKSrers  of  1935  (Alice  Brady,  Dick 
Powell)  (1st.  Nat'l)  Glorifies  large-scale  gold- 
digging  by  most  of  cast  from  the  rest  of  it, 
in  a  hotel  that  gouges  everybody.  Musical- 
comedy  hash,  with  some  amusing  comedy,  but 
top-heavy  with  gigantic  spectacle,  mere  wealth, 
and   endless    "effects".  3-26-35 

(A)  Depends  on  taste        (Y)  Doubtful        (C)  No 

Great  God  Gold  (Sidney  Blackmer.  Martha 
Sleeper)  (Monogram)  Prosy,  semi-effective  ex- 
pose of  receivership  racket.  Hero,  able  and 
honorable  man  of  affairs,  inveigled  by  shysters, 
solemnly  flips  coin  to  decide  this  and  other 
important  steps,  always  wrong.  4-9-35 

(A)  Feeble  (Y)  Better  not  (C)  No 

It  Happened  in  New  York  (Lyle  Talbot.  G. 
Michael)  (Univ.)  Artificial,  implausible,  sen- 
sational farce-comedy,  giving  many  laughs  and 
little  sense.  Humble  engaged  couple  trying  to 
make  good  get  impossibly  involved  with  sexy, 
temperamental  movie  star  and  her  harebrained 
manager.     Utterly  overdone.  3-19-35 

(A)  Depends  on  taste       (Y)  Better  not       (C)  No 

Let's  Live  Tonight  (Tullio  Carminati.  Lillian 
Harvey)  (Columb.)  Rich  rounder  loves  serious- 
ly innocent  heroine  at  Monte  Carlo.  Sails 
away  but  cannot  forget.  Returns  to  find  her 
engaged  to  his  brother.  Sudden  reversal  in 
all  hearts  for  happy  ending.  Sophisticated, 
saccharine,    improbable.  4-2  35 

(A)  Hardly  (Y)  Better  not  (C)  No 

Little  Men  (Erin  O'Brien-Moore  and  juve- 
niles) (Mascot)  The  A'cott  story  faithfully  and 
sympathetically  filmed  with  competent  cast. 
Human  story  of  boys,  stern  principal  and 
mothering  matron  in  New  England  school. 
Slender  plot,  much  pathos  and  sentiment. 
Wholesome  character  interest.  3-19-35 

(A)  Pleasant  (Y)  Good  (C)  Good  but  sad 

Living  on  Velvet  ( Kay  Francis.  George 
Brent)  (1st  Nat'l)  Aviator-hero,  after  serious 
crash,  turns  to  drink  and  senseless  escapades. 
His  whimsies,  rather  sickening  to  audience, 
are  irresistible  to  heroine  who  marries  but 
fails  to  "reform"  him.  Pretentious,  artificial, 
stilted    and    empty   dialog.  3-26-35 

(A)  Stupid  (Y)  Worthless  (C)  No 


Being  the  Combined  Judgments  of  a  National  Committee  on  Current  Theatrical   Films 

(The  Film   Estimates,  In  whole  or  in   part,  may  be  reprinted 

only   by   special    arrangement  with   The   Educational   Screen) 

Date    of    mailing    on    weeldy    service    Is    shown    on    each    film. 


Life  Begins  at  Forty  (Will  Rogers,  Rochelle 
Hudson)  (Fox)  One  of  best  Rogers  films  to 
date,  with  Will  as  easy-going,  shrewd  country 
editor  outsmarting  his  enemies  and  helping 
his  friends.  Ambling  dialog  and  action  typical, 
with  many  rollicking  moments  and  constant 
character    interest.  3-19-35 

(A)  Excellent        (Y)  Excellent        (C)  Very  Rood 

Lottery  Lover  (Lew  Ayres,  Pat  Patterson) 
(Fox)  Thin  but  lively  musical  comedy  of 
U.  S.  naval  cadets  on  shore  leave  in  Paris. 
Shy  hero  draws  lucky  lottery  number  and  un- 
willingly woos  popular  French  actress.  Amus- 
ing situations,  capable  acting,  and  pleasant 
romance  beUveen  hero  and  his  tutor.  3-26-35 
(A)  Depends  on  taste         (Y)  Perhaps         (C)  No 

Love  in  Bloom  (George  Burns,  Gracie  Allen) 
(Para.)  Idiotic  title  for  rather  inane,  cheaply 
sentimental  story  about  struggling  young 
song-writer  who  finally  sells  a  hit.  and  young 
singer  trying  to  escape  carnival  background. 
Occasional    Burns    and    Allen    interludes. 

4-9-35 
(  A )  Waste  of  time        (Y)  Not  the  best        (C)  No 

Mills  of  the  Gods  (May  Robson.  F.  Wray. 
V.  Jory)  (Columbia)  One  of  Robson's  best 
screen  roles  to  date,  as  dynamic  grandmother 
fighting  her  contemptible  family  and  saving 
their  plow-manufacturing  plant.  Glamorous 
seduction  of  hero  by  heroine  helps  transform 
all  into  happy  ending.  3-19-35 

(A)  Good  (Y)  Better  not  (C)  No 

Mississippi  (W.  C.  Fields,  B.  Crosby,  J. 
Bennett)  (Para.)  Melodramatic,  costume  ro- 
mance with  southern  background.  Northern 
hero,  scorned  by  first  fiancee  over  absurd 
"duel",  turns  "fighting"  show  -  boat  singer. 
Comic  drinking,  gambling,  Crosby's  "singing". 
Fields  steals  picture.  4-9  35 

(A)Dependson  taste  (Y)Prob'ly  good  (C)Unsuit. 

Naughty  Marietta  (Nelson  Eddy,  J.  Mac- 
Donald,  F.  Morgan)  (MGM)  Herbert's  roman- 
tic operetta  finely  screened.  Charming  back- 
grounds of  old  France  and  New  Orleans, 
beautifully  sung  and  acted.  Notable  hero  role 
by  Eddy.  Grim  pirate  scenes.  A  most  de- 
1-Vhtful   "musical".  :(*-9-35 

(A)  Excellent    (Y)  Excellent    (C I  Little  interest 

Right  to  Live,  The  (Colin  Clive,  Geo.  Brent) 
(Warner)  Distinctive,  well-acted  screening  of 
Maugham's  problem  play.  Hero  -  husband, 
crippled  in  air-crash,  deliberately  throws  his 
wife  and  attractive  brother  together,  with 
natural  result,  and  solves  situation  by  suicide. 
Mature,  not  sensational.  3-12-35 

(A)  Exceptional        (Y)  Probably  good        (C)  No 

Roberta  (Fred  Astaire.  Irene  Dunne)  (RKO> 
Elaborate  musical-comedy  stuff,  slight  and 
improbable  in  plot,  rich  in  sets,  costumes. 
Jerome  Kern  music,  and  extraordinarily  fine 
solo  dancing  and  ballet  maneuvers.  A  treat 
for  those  who  prefer  eve-and-ear-filling  effects 
and    fashion    show   to   drama.    .  3-26-3S 

(A)  Good  of  kind    (Y)  Good    (C)  Little    interest 

Scarlet  Pimpernel,  The  (Leslie  Howard  and 
fine  cast)  (U.A.)  Notable  British  film  with 
colorful  background  of  French  Revolution. 
Howard  superb  as  English  nobleman  playing 
simpering  dandy  to  hide  identity,  daringly  di- 
recting rescue  of  French  aristocrats  from 
guillotine.     Rare  romantic  drama.  3-12-35 

(A)  Excellent       (Y)  Excellent       (C)  No  interest 

School  for  Girls  (Sidney  Fox.  Paul  Kelly) 
(Liberty)  Mawkish  story  of  injustice  and 
tyranny  in  reform  school  for  girls,  distorting 
ethics  and  offending  good  taste.  Heroine 
wrongly  convicted,  runs  through  hectic  ex- 
periences to  final  marriage  with  young  Direc- 
tor. Banal,  cheap,  unconvincing.  3-26-35 
(A)  Cheap                        (Y)  No  (C)  No 

Sequoia  (Jean  Parker.  Russell  Hardie) 
(MGM)  Beautiful  photography  of  natural  wild 
animal  life  in  Sierras.  Strong  preachment 
against  game  hunting.  Amazing  "acting"  by 
chief  animal  "actors"^ — puma  and  deer.  Un- 
usual^ thrilling,  some  heavy  human  villainy 
and  animal  fights  too  exciting  for  chil- 
dren. 3-26-35 
(A)  Interesting      (Y)  Very  Good      (C)  Thrilling 


Shadow  of  Doubt  (Ricardo  Cortez,  Virginia 
Bruce)  (MGM)  Complex  murder  mystery, 
sophisticated  in  situation  and  dialog.  Most  of 
cast  are  suspects  but  all  is  gayety  and 
hilarity.  Eccentric  spinster  tracks  down  real 
murderer.      Constance    Collier    deserves    better. 

3-19-35 
(A)  Depends  on  taste       (Y)  Belternot       (Ci  No 

Society  Doctor  (Chester  Morris,  Vir.  Bruce) 
(MGM)  Supposed  inside  life  and  work  of  hos- 
pital staff,  with  old  doctors  as  unscrupulous 
grafters,  young  internes  as  breezy  heroes  and 
nurses  as  heroines.  Slang,  wisecracks,  snappy 
heroics  and  melodramatic  shooting  finish.  Over- 
drawn throughout.  3-12-35 
(At  Perhaps               (Y)  Better  net  (C)  No 

Straight  from  the  Heart  (Mary  Astor,  Roger 
Pryor)  (Univ.)  Charming  baby  actor  is  made 
center  of  a  sordid  situation  in  which  under- 
world heroine,  devoted  to  the  waif,  defeats 
crooked  purposes  of  her  politician  fiance  who 
plans  to  rob  the  poor  once  he  is  elected. 
Rather   drab    entertainment.  3-26-35 

(A)  Hardly  (Y)  Not  good  (C)  No 

Traveling  Saleslady  (Joan  Blondell.  W. 
Gargan)  (1st  Nat.)  Lively,  preposterous  farce. 
Heroine,  denied  job  in  father's  toothpaste  busi- 
ness, joins  rival  firm  selling  cock  tail -flavored 
product.  Hilarious  nonsense  as  she  tricks  and 
outsmarts  competitors,  forcing  merger.  4-9-35 
(A)Dep.ontaste     ( Y)Prob.amus.     (C)Little  int. 

Under  Pressure  (McLaglen,  Lowe)  (Fox) 
Two  tunnel  workers,  one  dumb,  one  clever, 
allies  in  digging  to  beat  rival  gang,  rivals  in 
love  over  attractive  heroine.  Thrills  and  end- 
less yelling  of  abusive  orders.  Vivid  picturing 
of  "sand-hog"  life  under  compressed  air. 

3-12-35 
(A)  Hardly     (Y)  Probably  good     (C)  Too  strong 

Vanessa  (Helen  Hayes,  R.  Montgomery) 
(MGM)  Walpole's  dramatic,  appealing  love 
story  of  two  of  the  Herries  clan  kept  apart 
by  tragic  circumstances,  in  dignified  Victorian 
England.  Fine  characterizations  by  notable 
cast,   especially  May  Robson  and  Otto  Kruger. 

4-9-35 
(A)  Interesting       (Yl  Mature       (C)  Unsuitable 

West  Point  of  the  Air  (Wallace  Beery. 
Robert  Young)  (MGM)  Pictures  very  vividly 
U.  S.  Army  aviation  training  from  crude  be- 
ginnings. But  the  father-son  motif  gets  maw- 
kish or  depressing  at  times,  some  false  thrills, 
and  vamp  lugged  in  for  romantic  punch 
merely  adds  unpleasantness,  4-2-35 

(A)  Fairly  good  )  Y )  Mostly  good  (C)  No 

While  the  Patient  Slept  (Aline  McMahon. 
Guy  Kibbee)  (Warner)  Just  another  mystery 
melodrama.  Designing  relatives  wait  at  bed- 
side of  old  man.  Two  murders  follow  fast. 
Particularly  offensive  detective  "works"  on 
the  case.  Only  slight  comic  relief  by  McMahon- 
Kibbee  team.  Tiresome  hodge-podge.  4-2-35 
(A)  Waste  of  time  (Y)  Hardly  (C)  No 

Whole  Town's  Talking,  The  (fedward  G. 
Robinson)  (Columbia)  Lively  farce  and  tense 
melodrama.  Timid  clerk's  exact  resemblance 
to  escaped  murderer  (rich  dual  role  for  Robin- 
son) involves  him  in  trouble  till  killer  meets 
gangster's  death.  Implausible,  grim  in  spots, 
but  well-acted  and  susnenseful.  3-19-36 

(A)  Good  of  kind  (Y)  Perhaps  (C)  No 

Wicked  Woman.  The  (Mady  Christians,  Chas. 
Bickford)  (MGM)  Killing  her  worthless  hus- 
band, devoted  young  mother  takes  new  name 
in  new  town  to  win  happiness  for  her  four 
children.  Finally  confession,  acquittal  and 
marriage  for  her.  Heavily  sentimental  and 
involved  but  mother  role  notable.  4-2-35 

(A)  Depends  on  taste      (Y)  Unsuitable      (C)  No 

Winning  Ticket.  The  (Leo  Carrillo.  Ted 
Healy)  (MGM)  Farce  -  comedy  on  winning 
Sweepstakes  ticket  bought  by  humble  Italian 
barber.  Ticket  lost,  long  hunt,  endless  disap- 
pointments until  accidental  success.  Hilarious 
slapstick  and  vociferous  low  character  comedy 
keeps  fun  going  fairly  well.  4-2-35 

(^ A)  Hardly         (Y)  Probably  good         (C)  Funny 


April,   193  5 


Page  105 


Film  Production  Activities 


Foreign  Language  Subjects 

The  chief  activity  of  the  International  Cinema 
League,  New  York  City,  is  the  distril)ution  of  French. 
Spanish  and  German  talking  films  to  schools  and  col- 
leges throughout  the  country.  They  have  at  present 
about  sixty  features  available  in  these  various  lang- 
uages, including  Crainquebille,  Madame  Bovary,  Les 
Trois  Mousquetaires,  L'Agonie  des  Aigles  and  Le  14 
Juillct  in  French ;  Sohre  las  Olas,  Jose,  and  Pancho 
Villa  in  Spanish;  Traitm  von  Schonbrimn  and  Kaiser- 
walzer  in  German,  and  many  others. 

Series  of  Historical  Motion  Pictures 

A  series  of  thirteen  one-reel  films  on  American 
History,  produced  by  E.  M.  Newman  for  Warner 
Brothers,  have  been  endorsed  for  their  educational 
and  dramatic  value  by  outstanding  figures  in  edu- 
cational and  patriotic  organizations.  Each  subject 
in  the  series,  entitled  See  America  First,  afTords  un- 
usual insights  into  American  history,  the  entire  series 
covering  the  founding  of  the  country  and  important 
events  leading  up  to  present-day  America.  Reels  al- 
ready released  are:  Pilgrim  Days,  The  Boston  Tea 
Party,  Hail  Columbia,  Dixie  Land,  Remember  the 
Alamo,  and  Trail  of  the  A9ers. 

Science  of  Baseball  Recorded 

A  special  sound  movie,  entitled  Play  Ball,  produced 
by  the  American  League  of  Professional  Baseball  in 
cooperation  with  the  Fisher  Body  Division  of  General 
Motors,  depicts  the  evolution  of  the  national  pastime 
from  its  inception  approximately  100  years  ago.  As 
the  official  motion  picture  of  the  league  it  will  soon 
be  made  available  to  schools,  colleges,  clubs,  theaters, 
and  other  business,  social,  and  educational  institutions. 

The  picture  takes  the  spectator  behind  the  scenes  of 
big  league  baseball,  giving  him  a  thorough  education 
in  the  fundamentals  of  batting,  pitching,  catching,  field- 
ing, and  base  running  as  demonstrated  by  the  stars  of 
the  American  League  and  described  by  Ted  Husing, 
leading  radio  sports  commentator. 

Two  versions  are  available.  A  seven-reel  version 
is  expected  to  appeal  to  institutions  maintaining  athletic 
departments  that  may  want  to  make  a  close  study  of 
the  technical  phases  of  the  game.  A  three-reel  pic- 
ture, which  is  a  condensed  version  of  the  longer  one 
and  is  a  highly  dramatic  presentation,  has  been  pre- 
pared for  general  audiences.  Both  films  are  available 
in  either  16  mm.  or  35  mm.  Fisher  Body  maintains 
a  staflf  of  twenty-four  men  who  are  available  for  show- 
ing the  16  mm.  3-reel  sound  film  in  various  parts  of 
the  country  with  Bell  &  Howell  Filmosound  talking 
picture  projectors.     Reservations  for  bookings  may  be 


made  at  the  iVmerican  League  head<|uarters  in  Chi- 
cago, the  offices  of  the  local  clubs,  or  direct  with  the 
Fisher  Body  Division,  General  Motors  Corporation, 
Detroit,  Michigan. 

Gutlohn  16  mm.  Sound  Library 

An  extensive  library  of  16  mm.  sound-on-film  sub- 
jects is  now  available  from  Walter  A.  Gutlohn,  Inc., 
New  York  City,  and  its  distributors  throughout  the 
country.  Among  the  classic  and  semi-classic  subjects 
listed  in  the  catalogue  issued  by  this  organization,  are 
found  a  variety  of  photoplays  which  were  especially 
selected  for  use  in  the  non-theatrical  field.  These  in- 
clude baritone  solos  by  Richard  Bonelli,  of  the  Chi- 
cago Opera  and  Metropolitan  Opera ;  piano  solos  by 
Mischa  Levitsky ;  The  Life  and  Works  of  Stephen 
Foster ;  Edwin  C.  Hill's  interview  with  Carrie  Jacobs 
Bond,  who  wrote  "The  End  of  a  Perfect  Day,"  and 
many  other  American  classics ;  Spirituals  by  the  Ken- 
tucky Jubilee  Singers. 

Some  of  the  feature  subjects  which  have  found  spe- 
cial favor  with  educators  and  school  authorities  are : 

Cougar,  which  depicts  the  adventures  of  Jay  C. 
Bruce,  the  official  lion  hunter  of  California;  Oliver 
Twist,  the  beloved  Dickens'  story ;  Black  Beauty,  from 
Anna  Sewell's  book  of  the  same  name ;  Mistress  of  At- 
lantis, a  picture  based  on  the  adventures  of  two  officers 
of  the  Foreign  Legion  in  their  search  for  the  ruler  of 
the  mysterious  Lost  Continent ;  Laughing  at  Life,  an 
adventure  story  of  a  daring  soldier  of  fortune ;  Last  of 
the  Mohicans,  a  serial  in  twelve  episodes.  This  picture 
has  been  endorsed  by  school  teachers  both  for  its  en- 
tertainment value  and  because  of  its  faithful  adaptation 
of  Cooper's  classic. 

Other  subjects  include  fourteen  single  reels  in  the 
Wanderlust  series,  covering  six  American  Cities  and 
eight  foreign  countries ;  also  the  well-known  Erpi  in- 
structional films  on  Natural  Science,  Physical  Science, 
Music,  Teacher  Training  and  Vocational  Guidance. 

Sound  Films  of  Native  Life 

Life  scenes  of  the  Zulus  and  other  native  tribes  of 
South  Africa,  including  their  chants  and  rhythmic 
dances,  will  be  carried  to  all  parts  of  the  world  if 
proposed  promotion  methods  using  sound  films  are 
finally  adopted  by  the  South  African  Government  and 
the  South  African  Railways. 

New  films,  it  is  pointed  out.  have  already  been 
made  in  South  Africa  by  a  local  producing  company, 
but  for  the  most  part  they  have  been  silent  films, 
augmented  with  only  a  few  sound  jiictures.  This 
company  has  recently  completed  for  the  publicity  and 
travel    department    of    the    South    African    Railways 

(Concluded  oh  page  112) 


Page  106 


The  Educational  Screen 


The  Church  Field 


The  Motion   Picture  In  Religious  Publicity 

THE  use  of  the  motion  picture  in  the  various  phases 
'  of  our  living  has  today  become  so  universal  as  to 
make  the  recognition  of  its  power  almost  axiomatic.  In 
the  entertainment  field,  in  advertising  work,  in  educa- 
tional programs,  great  strides  in  making-technique  and 
using-technique  have  taken  place  and  are  continuing  to 
be  made.  In  the  field  of  journalism  the  importance  of 
the  motion  picture  is  being  stressed  increasingly  from 
day  to  day.  The  progressive  news-magazine,  "Time" 
that  has  already  carried  forward  its  work  on  the  radio 
has  now  linked  its  written  word  with  the  motion  pic- 
ture medium. 

Factual  and  impressive  studies  have  been  made 
which  show  clearly  the  important  relationship  between 
the  motion  picture,  the  behavior  pattern  and  the  chang- 
ing mores  of  people.  Even  without  the  aid  of  these 
helpful  investigations,  a  casual  study  of  the  efTect  of 
the  movies  on  the  people  who  live  around  us,  even  on 
our  own  selves,  is  sufficient  to  make  us  realize  that 
the  motion  picture  has  come  to  stay. 

Of  all  the  various  major  groupings  of  activity  in 
our  gregarious  living,  the  Church  seems  to  have  been 
the  slowest  to  react  in  a  vital  way  to  this  great  contri- 
bution of  the  machine  era  in  which  we  are  living.  Many 
reasons  have  been  assigned  for  this.  Probably  the 
chief  one  is  that  in  its  very  early  days  the  infant  in- 
vention was  eagerly  nurtured  under  auspices  quite 
foreign  to  the  life  and  consideration  of  the  Church. 
Pictures,  in  the  large,  were  looked  upon  as  a  cheap 
"show"  proposition,  suitable  for  second-story,  second 
rate  show  halls  and  as  catch-penny  or  get-rich-quick 
schemes.  Far  too  often,  also,  the  Church  was  looked 
upon  as  a  potential  vast  market  and  the  method  fol- 
lowed, if  it  can  be  called  a  method,  was  to  make  some- 
thing first  and  then  endeavor  to  persuade  the  Church 
to  take  it.  Failure  usually  has  been  the  rule  because 
the  product  as  presented  did  not  meet  a  recognized 
need  and  any  demand  created  was  largely  an  artificial 
one. 

In  the  past  to  a  very  large  degree  motion  pictures 
have  been  used  as  bait,  to  get  people  to  come  to  Church 
for  service  or  one  purpose  or  another.  Sometimes 
a  minister  or  a  leader  with  a  genius  for  showmanship 
and  an  understanding  of  the  value  of  the  motion  pic- 
ture has  worked  wonders  with  the  ill-assorted  material 
at  his  disposal,  but  by  and  large  the  general  experi- 
ence was  distinctly  of  a  makeshift  nature. 

The  Church  as  a  whole  has  gradually  learned  that 
its  consideration  of  the  motion  picture  is  to  be  classi- 
fied in  two  major  directions.  First,  the  attitude  the 
Church  should  assume  with  res])ect  to  the  commercial 


By      MARY      BEATTIE      BRADY 

The  Religious  Motion  Picture  Foundation,  Inc. 
New  York,   N.  Y. 


motion  picture  wliich  has  developed  largely  as  a 
medium  of  entertainment.  The  second  classification  is 
the  attitude  of  the  Church  with  respect  to  the  develop- 
ment of  the  motion  jiicture  medium  as  an  aid  in 
Church  life  and  action.  One  is  objective,  the  other  is 
subjective. 

Perhaps  the  first  essential  of  good  ])ublicity  as  far 
as  motion  pictures  are  concerned  is,  that  the  material 
prepared  shall  fit  in  with  the  established  program  of 
the  churches  it  is  desired  to  reach.  There  may  be  ad- 
ditional features,  new  ideas,  but  there  must  be  some 
basic  contact  with  the  established  procedure  if  the  pic- 
ture idea  is  to  take  root  in  the  church  as  a  whole.  Then 
the  whole  can  grow  together.  .\  second  point  to  re- 
member is,  that  pictures  cannot  be  expected  to  work 
a  magic  of  themselves.  If  the  picture  is  to  become  a 
part  of  the  regular  church  ])rocedure,  there  must  be 
certain  aids  to  use  which  will  act  as  suggestions  or 
guides  to  the  persons  responsible  for  introducing  the 
picture  into  the  program.  The  jniblicist  must  see  to  it 
that  those  members  of  the  organization  who  have  spe- 
cial contributions  to  make  will  be  called  upon  in  one 
way  or  another  to  do  so.  Sometimes  this  assistance 
will  take  the  form  of  furnishing  basic  facts.  Again 
it  will  be  the  consideration  of  fundamental  principles 
to  be  stressed.  Still  again,  it  may  take  the  form  of 
working  on  a  particular  scenario  or  a  phase  of  the  in- 
terpretation by  written  titles  or  voice  to  be  developed 
in  the  film.  In  the  matter  of  the  attendant  materials 
in  the  form  of  suggestions  for  use,  it  may  be  the  writ- 
ing of  a  special  prayer,  to  be  used  in  a  i)rogram  where 
the  given  picture  is  also  incorporated.  It  may  be  fur- 
ther in  the  selection  of  appro]iriate  Bible  readings  to 
serve  as  suggestions  to  the  ultimate  users  of  the  pic- 
ture. It  may  be  from  the  music  point  of  view,  from 
the  suggestions  for  discussion  after  the  showing  of  the 
picture.  By  following  such  a  method,  gradually  those 
members  of  an  organization  who  have  not  been  initi- 
ated into  the  magic  of  the  motion  ])icture  will  gradually 
come  to  think  in  visual  terms  as  a  perfectly  normal 
and  necessary  part  of  ])ublic  information  about  the 
work  of  the  organization.  The  motion  jiicture  pro- 
gram will  then  no  longer  be  considered  as  a  stranger 
or  as  a  stepchild,  but  will  have  its  own  share  and 
proper  place  in  budgetary  consideration. 

The  Church  has  been  striving  toward  unity  for 
many  years,  but  denominationalism  is  still  a  factor 
which  has  to  be  considered  in  any  inter-church  ac- 


April,   193  5 


Page  107 


Now!  Talking  Pictures 
simplified  for  class-room  use 


Lessons  come  to  life  in 
picture  and  sound 


Yet  new  RCA  l6mm.  Sound-on-Film  Projector 
gives  theatrical  brilliance  to  picture  and  sound! 


Entire  operation  of  this  sound- on-film 
projector  as  simple  as  silent  projector! 


It  is  a  highly  simphfied  adaptation  of  the 
RCA  Photophone  equipment  used  in  the 
countty's  finest  theatres. 

Sound  and  picture  are  on  the  same  film — 
making  synchronization  automatic. 

Can  be  set  up  in  a  few  minutes  —  no  class- 
room disturbance. 

Costs  no  more  to  operate  than  silent  projector! 

Microphone  input  gives  sound  to  silent  mov- 
ies by  carrying  operator's  voice  to  the  screen. 


Projects  both  sound  and  silent  film 


Authorities  agree  that  motion  piaures 
teach  much  more  effectively  when  they 
are  brought  to  life  with  sound.  Ex- 
periments conducted  in  various 
schools  have  proved  that  often  the 
size  of  the  class  can  be  multiplied 
several  times  without  loss  to  the  indi- 
vidual student  when  talking  pictures 
are  used. 

The  new  RCA  I6mm.  Sound-on- 
Film  Projector  is  so  simple  that  no 
technical  knowledge  of  any  sort  is 
required  to  thread  and  operate  it.  It 
is  as  easy  to  set  up  and  operate  as  any 
silent  camera.  It  can  be  set  up  where- 
ever  there  is  an  ordinary  electrical 
outlet.  It  can  easily  be  carried. 

Write  for  full  information  about  the 
RCA  I6mm.  Sound-on-Film  Projec- 
tor, the  Slide  Film  Sound  Projector, 
and  other  uses  of  sound  in  modern 
education. 


Oier  2000  I6mm.  Sound  Films  Now  Available  for  Rent  or  Purchase 

RCA  I6mm.  SOUND-ON-FILM  PROJECTOR 

VISUAL  SOUND  PRODUCTS  DIVISION 
RCA  MANUFACTURING  CO.,  INC.  CAMDEN,  NEW  JERSEY 


Page  108 


The  Educational  Screen 


Sound  Advice 


\(oA^ 


EDUCATIONAL 


^^ST^^^5 


Sound-on-film  entertainment  progranns 
will  provide  the  necessary  funds  with  which 
to  purchase  educational  subjects — and  pay 
for  sound  projection  equipment. 

The  subjects  listed  below  are  from  our 
24-page  catalogue,  which  contains  many 
16  mm.  sound-on-film  subjects  especially 
suited  for  schools,  churches,  camps,  etc. 

■ 

FEATURES 

MISTRESS  OF  ATLANTIS 

RETURN  OF  CASEY  JONES 
BLACK  BEAUTY 
COUGAR 

SILVER  BULLET 

LAUGHING  AT  LIFE 

■ 
SERIALS  —  12  Episodes  Each 

LAST  OF  THE  MOHICANS 

THE  WHISPERING  SHADOW 

DEVIL  HORSE 
■ 
SHORT     SUBJECTS 

CHIC  SALE  COMEDIES 

WILL  ROGERS'  TRAVELS 

CARTOONS— MUSICALS 

ERPI  EDUCATIONALS 

WRITE  FOR  CATALOGUE  AND  PRICES 

WALTER  O.  GUTLOHN,  INC. 

35  West  45th  Street  New  York,  N.  Y. 


tivities.  The  motion  picture,  being-  developed  as 
it  is,  as  new  medium  of  expression,  can,  if  group 
publicists  will,  render  a  powerful  service  toward 
the  increase  of  Church  unity.  It  has  been  proven, 
certainly  within  the  last  few  years,  that  pictures 
can  be  made  on  subjects  of  Christian  thought  and 
action,  use  the  various  denominational  locales  and 
activities,  and  at  the  same  time  have  a  fine  inter- 
denominational approach.  Because  of  the  high  cost 
of  making  pictures,  we  can  see  readily  how  valuable 
it  would  be  if  denominations  would  affiliate  with 
one  another  in  getting  materials  from  the  foreign 
and  the  home  field. 

One  way  to  get  momentum  is  to  get  a  large  vol- 
ume of  churches  using  pictures,  and  the  way  to 
accomplish  this  to  have  the  materials  that  will  be 
irresistible  to  them.  It  is  not  an  impossible  stretch 
of  the  imagination  to  look  to  the  time  when  the  use 
of  pictures  in  churches  will  be  so  universal  as  to 
make  it  entirely  feasible  to  dispose  of  pictures  on  a 
low  print  sale  basis  and  thus  turn  over  to  local  li- 
brary associations  or  individual  churches  the  re- 
sponsibility of  servicing  their  own  films. 

In  summing  up  points  for  consideration  in  pic- 
ture publicity  for  the  church  field,  it  is  important 
to  remember  that : — 

1.  Churches  need  information  and  practical  help 
in  the  matter  of  equipment  and  arranging  their 
churches  properly  for  the  use  of  motion  pictures. 

2.  Churches  need  help  in  planning  financing  to 
secure  equipment  and  the  regular  showing  of  film. 

3.  There  should  be  a  stressing  of  the  importance 
of  finesse  in  projecting  pictures  and  materials  on 
this  subject  should  be  increasingly  available  to 
churches. 

4.  Pictures  can  be  planned  which  have  a  high, 
but  not  obvious,  promotional  value  and  because  of 
the  inherent  value  of  the  material,  can  be  used  as 
a  regular  part  of  the  church  work. 

5.  It  is  important  to  bring  the  various  persons 
in  charge  of  church  planning  and  action  into  some 
participation  in  the  making  and  use  of  pictures,  thus 
generally  training  them  to  have  the  motion-picture 
viewpoint. 

6.  Trained  personnel  for  the  making  and  use  of 
pictures  in  the  church  field  must  be  available  as  the 
demand  for  pictures  grows. 

7.  Interdenominational  co-operation  in  the  mak- 
ing of  pictures,  both  from  the  financial  viewpoint 
and  in  the  picture  content,  is  essential  for  the  rapid 
growth  of  the  visual  method  of  expression  in  church 
life. 

8.  More  and  more  churches  are  using  motion 
pictures  year  by  year  and,  if  the  church,  as  an  insti- 
tution, does  not  organize  its  own  materials,  as  an  in- 
tegral part  of  its  work,  other  groups  will  supply 
this  demand  and  the  church  will  lose  the  opportun- 
ity to  influence  and  control  this  development. 


April,  193  5 


Page  109 


School  Department 


Original    Slides    As    An   Activity 

^il  E  ARE  an  ordinary  sixth  grade  group,  with  a 
'^  very  ordinary  old-fashioned  classroom.  There  are 
no  deep  window  sills,  no  glass  window  shelves,  no 
brackets  for  ferns  and  hanging  baskets,  no  running; 
water — not  even  real  sunshine,  for  the  exposure  is 
north.  These  statements  are  made  in  the  beginning 
because  so  often  teachers  say,  "We  just  can't  do  it ! 
Why  we  have  nothing  to  work  with."  We  are  also 
unfortunate  in  that  there  is  absolutely  no  place  suit- 
able for  field  work  near  enough  to  take  a  group  of 
children  who  must  be  in  the  next  class  line  in  thirty 
minutes. 

Nevertheless,  there  are  blessings  to  be  counted.  The 
lildren  in  the  group  come  largely  from  homes  hav- 
ng  beautiful  gardens.  Many  have  summer  homes  at 
earby  lakes.  Some  spend  their  summers  at  camps. 
Jone,  so  far  as  I  know,  are  denied  intimate  contacts 
^ith  outdoor  life  somewhere. 

Their  parents  are  intelligently  interested  in  their 
activities.  Their  principal  makes  Nature  Study  a 
hobby  and  nothing  is  too  much  or  too  inconvenient  to 
do  for  them. 

This  situation  makes  possible  a  wealth  of  material 
brought  to  the  room — not  as  desirable  as  field  work 
perhaps,  but  certainly  next  in  importance.  From  this 
material  grow  lessons  in  written  and  oral  composition, 
art  and  lettering,  commerce  and  geography. 

We  have  previously  made  a  variety  of  collec- 
tions of  fossils,  seeds,  pictures,  plants  and  insects, 
mushroom  prints,  soap  carvings,  blue  prints,  original 
drawings,  discarded  birds'  nests,  shells,  and  pet  pic- 
tures. Now  we  have  discovered  another  project  which 
threatens  to  outshine  them  all.  We  are  making  our 
own  nature  study  slides  for  the  lantern.  Frosted  glass 
slides  are  provided  by  a  certain  well  known  company, 
with  crayons  especially  suited  for  use  on  this  glass. 
The  procedure  is  simple. 

An  outline  of  the  slide  is  marked  on  manilla  paper 
to  indicate  size.  Then  in  these  rectangles  of  three  by 
four  inches  must  be  placed  a  sketch  of  the  subject 
desired.  The  coloring  is  done  in  the  usual  crayola  for 
paper.  When  the  drawing  is  placed  with  due  consider- 
ation for  composition  and  arrangement,  the  lettering 
must  be  worked  out — the  name  of  the  subject  and  the 
scientist's  name  in  the  lower  right  hand  corner.  Then 
the  sketch  is  placed  under  the  glass,  traced  on  the 
frosted  side  of  the  .slide,  and  the  special  crayons  are 
used  for  coloring. 

There  is  a  real  fascination  about  making  these,  and 
the  thrill  of  seeing  them  magnified  on  the  screen  and 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School,  Scarborough-on-Hudson,  N.  Y. 


glowing  with  life  and  color  is  something  to  be  ex- 
perienced and  not  explained.  The  slides  can  be  erased 
or  changed  by  washing  with  soap  and  water  and  no 
one  need  keep  his  slide  when  he  has  found  something 
he  likes  better  to  put  on  it. 

The  subjects  include  birds,  flowers,  snails,  turtles, 
frogs,  snakes,  moths,  butterflies,  beetles,  trees,  and 
conventional  designs  made  from  nature  subjects.  Most 
of  the  sketches  are  made  directly  from  nature  speci- 
mens, thereby  developing  powers  of  observation  as  well 
as  skill  in  representation. 

We  have  found  such  nature  illustrations  as  Bruce 
Horsfal's — scientific  and  at  the  same  time  beautiful — 
an  inspiration,  though  nobody  copies  exactly  the  work 
of  another  person. 

The  project  is  really  continuous,  but  from  time  to 
time  other  groups  of  our  mothers  are  invited  to  enjoy 
with  us  a  new  set  of  slides.  Altogether  it  has  been 
such  a  happy  experience  we  have  wished  to  pass  it  on 
to  others. 

CLYDIA  A.  POOLE 

Elementary  School,   Pontiac,  Michigan 


PORTABLE    35    MM. 
SOUND    PROJECTOR 

VICTOR  16  mm. 

(Sound-on-Film) 

ANIMATOPHONE 

Both   of   these 
Projectors  are 
recognized  as 
leaders   of   their  class. 


NOW  AVAILABLE 
THRU    M.  P.  C.  S. 


M.  P.  C.  S's.  reputation  for 
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ment is  the  largest  in  the 
East,  and  we  can  supply 
Schools,  Churches  and  sim- 
ilar educational  organiza- 
tions with  any  and  all 
types  of  35  mm.  or  1€  mm. 
phntoffraphic  or  projection 
equipment.  All  equipment 
sold  by  us  is  thorougrhly 
Ruaranteed. 


We  are  pioneer  cameramen. 
Avail  yourself  of  our  broad  ex- 
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tographic.     We   invite    inquiries. 


'^for  every  Projection  Need,"  call 

Motion  Picture  Camera  Supply,  Inc. 

723  Seventh  Ave.  New  York  Cify 


Page  110 


The  Educational  Screen 


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or  l^CIALi  16   mm.   sound-on-film 

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ROCKY  MOUNTAIN  TEACHER'S  AGENCY 

410  U.  S.  Nat.  Bank  Bldg.                                                    Denver.  Colo. 

WM.  RUFFER.  Ph.D..  Mgr. 

AMERICANS  MOST  COMPLETE 
EDUCAn  FILM  EXCHANGE 

By  representing  almost  100  film  dis- 
tributors, it  is  able  to  offer  you  the 
most  comprehensive  selection  of  edu- 
cational   films    ever    made    available 
through  one  organization.     You  ord- 
er all  films  through  the  Boston  clear- 
ing house,  but  they  are  shipped  from 
your    nearest    distributor   having   the 
films   you    desire.      No    extra    rental 
charge  is  made  for  this  service. 
400      FREE      FILMS 
The    1935    educational    film    handbook 
lists    2,000    films    thoroughly    classified 
and  indexed.     400  of  these  are  loaned 
free  to  subscribers.    Send  35c  (stamps) 
for  handbook.     This  will  also  register 
you  for  film  service  until  Mar.  1,  1336. 

INTERNATIONAL  EDUCAT'L  PICTURES,  INC. 

MT.  VERNON   &   WALNUT  STS.  BOSTON,  MASS. 


Project   For   Art   and    History    Classes 

111  response  to  nunieroiis  requests  from  Art  and  His- 
tory teachers,  the  Universit,v  Museum  of  Philadelphia 
has  supervi.sed  the  preparation  of  accurate  scale  models 
of  ancient  domestic  architecture  to  be  colored  and  put 
together  in  the  schools.  They  were  prepared  by  Sen- 
iors in  the  University  of  Pennsylvania  Architectural 
School,  under  the  supervision  of  George  B.  Roberts. 
Reg.  Arch.,  the  Museum  staff  and  members  of  tiie 
University  faculty.  Drawn  uniformly  to  a  scale  of 
y»"-V.  they  are  complete  and  accurate  in  every  detail 
of  architecture,  decoration  and  furniture.  Wall  thick- 
ness alone  has  been  ignored,  as  the  models  are  in  card- 
board. The  walls  and  furnishings  are  printed  on  water 
color  imper.  mounted  on  cardboard,  and  come  in  large 
sheets,  ready  to  be  colored,  cut  out  and  set  up.  Com- 
plete description,  color  notes  and  directions  for  assem- 
bling, furniture  and  costume  figures  to  scale  are  in- 
cluded with  each  of  the  following  houses. 

The  Roman  House:  1st  Cent.  A.  D.  Based  on  Man's 
"typical  plan"  of  a  Pompeiian  house,  the  model  illus- 
trates the  four  types  of  Pompeiian  wall  jiainting  and 
the  four  main  types  of  Roman  pavement,  and  demon- 
strates the  development  of  Roman  architecture  from 
the  3rd  cent.  B.  C.  to  79  A.  D.  It  includes  the  famous 
mosaics  from  the  House  of  the  Faun,  wall  paintings 
from  the  House 
of  S  a  Oust,  the  jT 
House  of  the  ' 
Tragic  Poet,  and 
the  c  u  b  i  c  u  1  u  ni 
from  Boscoreale 
now  in  the  Metro- 
politan Museum 
of  New  York. 
Completed,  it 
measures  4"x2"x 
10". 

The  Egyptian 
//o(w.- 1400  B.C. 
A  restoration  of 
the  "Weinacht- 
shaus"  at  Tell-el- 
A  m  a  r  n  a,  exca- 
vated recently  by 
British  and  Ger- 
ma  11  expeditions, 
it  represents  the  main  dwelling  on  the  estate  of  an 
Egyptian  nobleman  at  about  the  time  of  Tutankhamen. 
Completed,  it  measures  22"x31"x7". 

Tlie  Medieval  House:  15  Cent.  .\.  D.  Reconstructed 
from  \'iolet  le  Due's  studies  in  ^ledieval  architecture 
and  from  15th  century  miniatures,  the  hou.se  repre- 
sents the  home  of  a  cloth  merchant  of  Kouen  at  the 
beginning  of  the  centurv.  Completed,  it  measures 
8"xl6"xl5". 

The  Babylonian  House:  2200  B.  C.  P)lue  |)rint  cut- 
out patterns  for  constructing  in  celotex  a  model  of  a 

(Concluded  0)1  fiafie  112) 


Clo p tfH^ lit  -  bti  •  tha,-  tl oivcefitM  - jPu/fcun>  -PbUj. 


April,   1935 


Page  1 1 1 


CUT  COSTS  of  Illustrative  Material 

for 

VISUAL 

INSTRUCTION! 


WRITE  FOR  NEW  CATALOG 

CataloK  No.  78  (?ives  complete  description 
of  Model  VA  and  other  Delineascopes  for 
classroom    projection.      Address    Dept.    R-4. 


There  is  no  Substitute   for   the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


^^NE  of  the  definite  advantages  of  opaque  pro- 
iection    is   that   you    can    use    pictures   from 
books,   catalogs,    magazines,   etc.,   as   illustrative 
material  for  your  lectures. 

The  Spencer  Model  VA  Delineascope  projects 
both  glass  slides  and  opaque  material  inter- 
changeably. You  can  use  standard  glass  slides  to 
illustrate  the  subject  you  are  teaching  and  sup- 
plement them  with  pictures  from  current  maga- 
zines. The  change  from  opaque  to  glass  slide 
projection  is  made  simply  by  the  turn  of  a  handle. 

Model  VA  gives  brilliant  illumination,  weighs 
but  20  lbs.,  is  easily  portable. 


tampmi^ 


NEW    YOR.IC 


^Announcement 

extraordinary 

A  revolutionary  New  16inin«  Sound  and  Silent  Projector 

by  DeVry  with  sprocket  Intermittentf  Silent  Chain  Drive 

and  Greatly  Improved  Illumination 

Theatre  PoAver  and  Efficiency  —  years  ahead  of  all  pres- 
ent models.  Wait  for  announcement  of  delivery  date 
before  purchasing  any  new  motion  picture  equipment. 


See  it  at  the  DeVry 
Summer  School  of 
Visual  Education 
Chicago,  June  24  to  28 


Send  for  free  copy 
DeVry  Movie  NeAvs — 
and  List  of  DeVry 
School        Films 


HERMAN   A.   DEVRY,   INC. 


Factory   and    Main   Office,    1 1 1 1    Center   St.,   Chicago 
New  York  Branch,  347  Madison  Avenue 


Page  112 


The  Educational  Screen 


16  MM.  SOUND-ON-FILM 

Free  catalog'   of   hundreds    of    subjects,    all    new    prints,    late 

releases,    educational   and   entertainment. 

We   rent    16    MM.    SOUND-ON-FILM   projectors 

by  DAY,  WEEK  or  MONTH. 

Our  64-page  FREE  catalog  also  lists  hundreds  of  35   mm.  Bilent 

and  SOUND  subjects,  and  16  mm.  silents. 

IDEAL     PICTURES    CORPORATION 

30  EAST  EIGHTH  ST.  CHICAGO,  ILL. 


TRANyPABENT     COLOR/ 


BRILLIANT 

TRANSPARENT  COLORS 

For  Painting   on 

Glass,    Cellophane,   efc. 

Ideal  for  pupil-made  lantern  slides  and 

a    revelation    to    all    lovers   of    color. 

Send   10c   in  stamps  for  lantern   slide  of  color  samples. 

SCARBORITE  COLORS,  Scarborough-on-Hudson,   NEW  YORK 


town  house  in  Ur  of  the  Chaldees  at  about  the  time 
of  Abraham  are  also  available.  As  the  walls  are  un- 
decorated  the  model  will  be  of  less  interest  to  Art 
teachers  than  those  described  above,  its  chief  value 
being  in  a  study  of  architecture  and  ancient  history. 

Prices  on  this  material  are  very  reasonable.  Ad- 
dress orders  and  inquiries  to  Educational  Depart- 
ment, The  University  Museum,  33rd  and  Spruce 
Streets,  Philadelphia,  Pa. 

Film  Production  Activities 

{Concluded  from  page  105) 

three  native  films  for  exhibition  in  South  Africa 
House,  London,  and  it  is  understood  that  sound  films 


of  all  native  races  south  of  the  Zambesi  will  be  made 
under  Government  authority  for  such  exhibition. 

Natural  History  School  Filmed 

The  School  in  the  Forest,  a  2-reel  film  showing  life 
at  Allegany  School  of  Natural  History,  class  work 
in  field  and  laboratory,  and  some  of  the  wild  life 
there,  is  available  free  except  for  transportation 
charges.  For  bookings  write  Publicity  Manager, 
Bufi^alo  Museum  of  Science,  Buffalo,  New  York. 

The  Allegany  School  of  Natural  History  is  con- 
ducted by  the  Buffalo  Society  of  Natural  Sciences 
in  co-operation  with  the  New  York  State  Museum, 
and  affiliated  with  the  University  of  Buffalo  which 
offers  college  credits.  It  offers  work  in  zoology, 
botany,  geology,  birds,  nature  study,  and  research. 

European  Film  Material 

Du  World  Pictures,  New  York  City,  has  acquired 
a  group  of  interesting  and  unusual  European  35  mm. 
sound  productions  for  distribution  in  this  country. 
Among  them  are  The  Blue  Light,  a  photographic  mas- 
terpiece filmed  in  the  Italian  Dolomites  with  its  story 
based  on  an  old  folk  tale ;  The  Tell-Talc  Heart,  a  dis- 
tinctive English  screening  of  Edgar  Allen  Poe's  im- 
mortal story  ;  and  the  French  film,  L'Agonie  des  Aigles 
(The  Last  Legion  of  Napoleon)  which  deals  with  one 
of  the  most  exciting  periods  in  French  history. 


Profit  hff  the  KxpvrioMiw  of  tin* 

MoHt  Critical 
THE   HOLMEiS   EDUCATOR 

Sound  on  Film 
Standard  SSmin 

Projeetop 

meets  the  most  exact- 
ing requirements  of 
leading  Film  producers. 

THE  REASONS— Ball  Bear- 
ing Mechanism  Projector 
and  Sound  Head  one  unit — 
all  movintr  parts  in  a  sealed 
tigrht  housing. 

COMPARE  the 
new  EDUCA- 
TOR with  any 
equipment  sell- 
ing for  $1000  or 
more. 

fl75 

DOWN 

and  19  easy 
p  a  y  m  ents. 
No  interest 
No  carrying 
charges 

Free 
One   Year 
Demonstration 
_  Guarantee 

fSIf^   *' — iii^dl 

HOLMES    PROJECTOR    CO. 

"Motion  Picture  Projectors  Since  '97" 
1813  Orchard  Street  Chicago 


II 
SILENT  PROJECTORS: 


We  have  the  finest  500  watt  16min., 
silent  projectors  manufactured,  priced  from 
$85.00  up;  write  to  us!  Also  200  watt 
projectors  as  low  as  $29.50  .  -  .  every  one 
a   brand  new  model! 


SOUND-ON-FILM  PROJECTORS: 


The  very  best  500  watt  and  750  watt 
16mm.  Sound  -  on  -  film  projectors  priced 
from  $285.00  up — write  to  us — also  Sound- 
on-film  16mm.  projectors  as  low  as  $195.00 
.  .   .   every  one   a   brand   new  model ! 


r 


CAMERAS,  SCREENS,  ETC.: 


CAMERAS:  AH  makes  and  all  prices 
from  $3.5.00  up  to  several  hundred  dollars 
— both   new  and  also  slightly   used! 

SCREENS:  We  have  all  makes  in  glass 
beaded,  etc.,  from  $7.20  for  the  30"x40". 
up  to  $80.00  for  the  largest  auditorium 
size  glass-beaded  screens. 

WRITE  TO  US,  WE  WILL  SAVE  VOU 
MONEY! 


10th  Anniversary  Catalog  Free 

Sunny    Schick 

National    Brokers     Cinemachinery     rf     Photographic     Equipment 

407  W.  WASHINGTON  FORT  WAYNE,  INDIANA 


April,   193  5 


Page  113 


Still  Projection 


even  in  a  lighted  room 

Balopticon  KOSB  projects  lantern  slide  or 
opaque  object  pictures  in  a  novel  manner. 
It  stands  back  of  and  projects  through  the 
screen.  The  image  is  brilliant  enough  to  be 
clear  in  every  detail  even  in  a  lighted  room. 


The  instructor  operates  the 
Balopticon  from  the  front  of 
the  room — an  important  factor 
in  keeping  the  attention  of  the 
class. 

Air  cooling  by  means  of  an 
electric  fan,  prevents  injury  to 
the  object.    Write  for  informa- 
tion   on   this    aid    to    Sunday 
School  and  Church  teach- 
ing  to   Bausch   &    Lomb 
Optical   Co.,   688   St.   Paul 
Street,  Rochester,  N.  Y. 


Ask  for  booklet  E- 1  I 


Bausch    &    Lomb 


We   make   our   own   glass   to 
insure  standardized  production 


For   your   glasses,  insist    on  B  &  L 
Orthogon  Lenses  and  B  &  L  Frames 


Page  114 


The  Educational  Screen 


IIIJOO 


MEYER 

KINON  SUPERIOR 
PROJECTION  LENSES 

Due  to  their  high  speed  of  f/1.6,  Kinon 
Superior  Projection  Lenses  for  16  mm. 
Projectors  afford  a  highly  luminous 
projection  ,  .  .  and  create  brilliant, 
crisp,  sharply  defined  pictures,  uniform 
over  the  entire  field  and  with  contrast- 
ing black  and  white  effects.  They  offer 
the  worker  in  this  field  an  enhanced 
pleasure    in    cinematography. 

Hugo  Meyer  &  Co. 

245  WEST  35th  STREET.  NEW  YORK 


16  mm.  Projector  with  Sprocket  Intermittent 

'Jhe  march  of  the  16  mm.  projector  has  been  jier- 
haps  the  mo.st  outstanding  phenomenon  of  the  non- 
theatrical  motion  picture  field.  New  concentrated  fila- 
ment lamps,  new  fine  grain  film  emulsions  have  worked 
wonders.  One  fundamental  difi^erence  from  profes- 
sional construction,  however,  remained  in  16  mm.  ma- 
chines. This  was  the  use  of  the  claw  movement  in- 
stead of  the  Geneva  movement  (sprocket  intermittent) 
found  in  all  theatre  projectors — and  the  claw,  it  is 
generally  acknowledged,  thrusting  into  the  perforations 
at  varying  angles,  and  im])inging  as  it  must,  directly  on 


the  edges  of  the  perforations  to  accom])lish  the  nec- 
essary film  pull  at  the  tremendous  sj^eed  retiuired.  not 
only  wore  out  the  film  more  rapidly,  but  failed  to  attain 
the  uniform  smoothness  of  movement  demanded  for 
the  theatre  screen.  The  single  strip  of  perforations 
required  on  16  mm.  sound  film  still  further  increased 
the  difficulty  of  maintaining  the  correct  movement. 
Nevertheless,  the  claw  movement  seemed  to  be  a  fairly 
good  substitute  for  the  sprocket  intermittent  for  ama- 
teur ])erformance.  and  it  was  used  vmiversally  by  16 
mm.  equii)ment  manufacturers  because  it  was  a  diffi- 
cult and  delicate  job  to  make  a  reliable  sprocket  in- 
termittent in  the   16  mm.  size. 

After  nine  months  of  rigorous  experimentation.  Mr. 
H.  A.  DeVry  now  announces  the  complete  solution 
of  the  problem.  The  new  De\'ry  16  mm.  jirojectors, 
both  sound  and  silent,  will  have  exclusively,  in  the  fu- 
ture, the  regular  sprocket  intermittent  with  the  same 
accuracy  of  construction,  the  same  hardened  steel  ma- 
terial as  the  finest  theatre  i)rojector  made.  It  will  in- 
sure a  new  "theatre  level"  performance  for  all  16  mm. 
films.  To  make  assurance  doubly  sure,  he  will  in- 
clude the  Silent  Chain  Drive,  a  feature  heretofore 
found  only  in  the  DeVry  theatre  sound  projectors. 

The  illumination  will  be  greatly  increased  in  the  new 
machines  and  the  sound  system  will  be  ample  for  the 
majority  of  theatres — and  for  large  school  auditoriums. 
Deliverv  date  will  be  announced  soon. 


THE  successful  use 
c 


of  moving  pictures 
in  education  depends 
largely  upon  a  GOOD  SCREEN. 
Da-Lite  offers  you  a  screen  of 
utmost  general  utility  for  every 
need  in  the  class  or  lecture  room. 

DAsk  your  dealer 
or  write  us  for 
details. 


/K 


The     CHALLENGER— 

Cliatiipion  or  all  Iripod 
type  f  0 1  d  i  n  K  .tcreens. 
Fully  adjustable;  tight; 
compact. 


Da-Lite  Screen  Co.,  Inc. 


2723  N.  Crawford  Ave. 
Chicago.  III. 

The  NEW  DEAL— Collapsl- 
hlc  t)ux  type   in  leather- 
etie    fase:    sltiiple   tn 

set  up;  light  and 

sturdy. 


Syncrofilm  now  ofFers  a  new  1 6  mm.  Sound  Projector 
of  the  same  Dependabilify  and  Quality  it  has  offered 
in  past  years.  Features  simplicity  and  quality  at  low 
cost.  Fulfills  the  exacting  requirements  of  16  mm. 
sound  and  projection. 

Weber  Machine  Corp. 

Manufacturers  of  35  mm.  and  16  mm.  Sound  Projectors 

59  RUTTER  STREET     —     ROCHESTER,  NEW  YORK 

New  York  Sales   and  Export  Department 
15  Laight  St.,  N.  Y.  C.  -:-  Cable:  Romos.  N.  Y. 


rvviiw  *tivwmw9 

Kaneas  Ciiy.  Mo. 
TMchers  Library 


\j  f.   u^>---^^-— ^j  ^^        V_K'Oa— f-'( 


a-«-^ 


Educationa 


COMBINED  WITH 


Visual  Instruction  News 


CONTENTS 

A  Project  in  Puppet  Production 

The  Miniature  Camera  Way  of  Visual  Instruction 

Activities  of  State  Visual  Education 
Agencies  in  the  United  States 

Summer  Courses  in  Visual  Instruction 


Single      Copies      25c 
•  S2.00    a    Year  • 


k  J    A   ^^ 


Our  tvide  experience  enables  us  to  understand  the  needs  of  the  non-theatrical  or  educa- 
tional field  tvhere,  in  many  instances,  there  is  no  technical  advisor  to  guide  in  the 
selection  of  equipment.  The  complete  line  of  3  5  mm,  projectors  we  manufacture  places 
us  in  a  position  to  impartially  advise  regarding  the  kind  of  equipment  best  suited  to 
each  particular  type  of  installation. 


rS^mij^e^  RPOJECTORS 


ISMTA.     A\oVlE      CA/vAER>X 

MADE     BY    THE     WORLD'S      OLDEST 

AND     LARGEST     /AANUFACTURERS 

STANDARD    PROFESS  ION  Al2>vOTION   PICTURE.    E(;^UIPA\ENT 


^f^' 

^      i;<l"- 


bt'^' 


f^NC^W^* 


r^" 


<.X%o£ 


^M^, 


A  ^^^i^io^  35mm. PROJECTOR 

FOR       E  V  i  rV       REC^UIRE/AENT 

^  INTERNATIONAL  PROJECTOR  CORPORATION 

^-^'     «8-96    SOLD    ST.  NEW    YORt^,  U.S.A. 


We  xvill  be  pleased  to  send  full  information  regarding  any  of  our  motion  picture  projectors  and  such 
involves   no   obligation    tvhatever.      We   realize   that    the   installation   of   motion   picture   equipment 
serious  and  long  consideration  and  are,  therefore,  pleased  to  supply  information  for  institutions  with 
realization  that  decisions  cannot  be  quickly  made. 


4 


inquiry 
requires 
the  full 


May,   1935 


Page  119 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


MAY,  1935 

VOLUME  XIV  NUMBERS 


CONTENTS 


FHE  EDUCATIONAL  SCREEN.  Inc. 


DIRECTORATE    AND    STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffnnan 


Stanley   R-   Greene 
R.  F.   H.  Johnson 
Marion  F.  Lanphier 
F.    Dean    McClusky 
Stella    Evelyn    Myers 


A  Project  in  Puppet  Production. 

Naomi  D.  and  George  W.  Vv'right. 122 

The  Miniature  Camera  Way  of  Visual  Instruction. 

John  B.  MacHarg _ ..123 

Activities  of  State  Visual  Education  Agencies  in  the 

United  States.    Fannie  Dunn  and  Etta  Schneider. 126 

Film  Production  Activities.    Conducted  by  The  Staff 128 

The  Film  Estimates  ...129 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier 130 

Department  of  Visual  Instruction  Notes. 

Conducted  by  Ellsworth  C.  Dent .132 

DeVry  Summer  School  of  Visual  Education ...133 

Summer  Courses  in  Visual  Instruction 134 

The  Church  Field  136 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky ..138 

Among  the  Producers. 146 

Here  They  Are!  A  Trade  Directory  for  the  Visual  Field....  147 


Contents  of  previous  issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  May,  1935  by  the  Edu* 
cational   Screen,    inc.      Published    every   month    except   July   and    August. 

$2.00  a  Year        (Canada,  $2.75;  Foreign,  $3.00)        Single  Copies,  25  cts. 


Page  120 


The  Educational  Screen 


Why  Use 

KEYSTONE 

Third -Dimension 
Photographs  ? 


Two  Reasons: 

(1)  The  third-dimension  photograph  gives  the  stu- 
dent a  representation  that  is  very  accurate  as 
to  space  relationships  and,  therefore,  highly 
interesting  and  valuable. 

(2)  In  the  use  of  special  stereographs  by  eye  spe- 
cialists for  remedial  work  in  fusion  and  other 
binocular  difficulties,  there  is  the  suggestion 
that,  if  all  children  used  stereographs  daily, 
many  of  the  eye  p.'-oblems  incident  to  the  child's 
educational  progress  would  be  averted. 

Our  Research  Department  is  prepared  to  elaborate 
on  the  above  statements  or  to  provide  demon- 
strations where  desired. 


Keystone   View   Company 


MEADVILLE.  PENNA. 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature-length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


May,  1935 


Page  121 


Specialists  In 
Precision  Projectors. •• 


The  Ampro  Corporation  concentrates  on 
the  manufacture  of  high-grade,  professional 
quality  16  mm.  Projectors.  We  do  not  make 
cameras.  We  do  not  make  supplies.  In 
the  true  sense  of  the  word  we  are  spe- 
cialists—  devoting  all  our  thought,  effort 
and  engineering  skill  to  producing  the  finest 
16  mm.  Projectors  that  can  be  made.  The 
results  of  this  concentration  speak  for  them- 
selves. Today  Ampro  Precision  Projectors 
are  the  standard  in  thousands  of  schools, 
universities,  clubs  and  homes  the  world  over. 
Ampro  not  only  welcomes  but  invites  care- 
ful comparative  tests. 

K  Series--750  Watt  Lamps 

Interchangeable  with  200,  300,  400  and 
500   Watt   lamps  without   adjustments. 

Contain  every  improvement  required  for  the 
finest  projection  of  your  16  mm.  films  without  pro- 
fessional skill.  Theatrical  illumination  by  the  use 
of  750  watt  lamp,  superior  optics,  finned  lamp 
house  for  cool  operation  under  all  conditions,  auto- 
matic rewind  to  quickly  and  easily  remove  the 
tedium  of  rewinding  films,  all  the  usual  features, 
such  as  reverse  action  for  comic  effects,  still  pic- 
lures  which  do  not  harm  your  film,  quiet  operation 
centralized  control,  flickerless  pictures,  framer  for 
out  of  frame  prints,  the  patented  kick-back  claw 
movement  which  spares  the  film  from  sprocket 
hole  wear,  interchangeable  lenses  to  meet  all 
conditions,  deluxe  carrying  cases  with  complete 
accessories,  and  Kodacolor,  which  will  make  you 
proud  of  your  color  films.  Price  $150  with  carrying 
case  and  all  accessories. 

New  Ampro  16mm.  Sound-on-Film 

This  latest  development  of  the  Ampro  engineers 
opens  new  fields  for  using  sound-on-film  for  educa- 
cdtional  work.     Write  for  full  details. 


The  Ampro  Corporation 

ES-4-35               1 

2839  N. 

Western  Avenue 

» 

Chicago, 

Illinois 

1 

Please 
scriptive 
Precision 

send  me  without 
literature  about 
Projectors. 

obligation  full  details 
the  new  line  of  Ampro 

and  de-              | 

16  mm.               1 

1 

1 

t    Address ! 

(Illustration   above  shows   K   Model) 

J  Series»500  Watt  Lamps 

Interchangeable    with    200,    300   and 
400  Watt  lamps  without  adjustments. 

Designed  for  use  with  500  watt  lamps.  All  the  basic 
mechanical  features  which  have  made  Ampro'  Projectors 
the  standard  by  which  all  other  makes  are  judged. 
Differs  from  Model  K  series  only  in  lamp  capacity  and 
fins.  The  ideal  machine  for  the  home.  Price  $135  with 
carrying  case  and   all  accessories. 

2^%31[lPlRiD 

C  <D]El]P4DlEi)43['][<Dii; 

2839  N.  WESTERN  AVE.,  CHICAGO 
545  Fifth  Ave..  New  York  1053  S.  Olive  St..  Los  Anselea 

192  Sunnyside  Ave., 


821  Market  St., 
San  Francisco 


Toronto.  Canada 


Page  122 


The  Educational  Screen 


A  Project  In  Puppet  Production 


PLANNING  to  enrich  the  interests  and  experi- 
ences of  pupils  in  the  intermediate  grades,  in 
oral  English  expression,  a  teacher  introduced 
a  project  in  puppet  projection.  Realizing  that  she 
must  have  something  that  could  be  effected  easily 
and  economically  she  made  her  approach  through 
hand  puppets.  She  brought  in  a  little  bear  puppet 
which  fitted  nicely  into  the  nature  study  program 
as  well  as  the  reading  program.  She  had  "Cubby 
Bear"  dance  on  the  desk  and  tell  an  interesting 
story.  Such  interest  and  enthusiasm,  and  such  a 
flood  of  questions  would  be  hard  to  relate!  The 
pupils  were  very  much  surprised  to  find  that  "Cubby 
Bear"  was  just  a  puppet.  They  took  turns  making 
"Cubby  Bear"  dance,  bow,  and  tell  stories.  These 
were  their  first  spontaneous  stories. 

Following  this  the  teacher  explained  the  use  of 
puppets  in  play  production.  Immediately  all  were 
enthusiastic  about  making  a  puppet  show  of  their 
own.  Here  was  the  necessary  incentive  for  writ- 
ing original  plays.  Several  were  written  and  later 
produced  by  the  pupils. 

The  pupils  decided  that  they  must  build  a  suit- 
able stage  so  that  they  might  invite  the  other  pu- 
pils in  the  school  to  a  "real  show."  All  sorts  of 
materials  were  brought  in  from  which  to  make  the 
puppets  and  the  stage.  The  stage  was  constructed 
on  a  scale  large  enough  to  permit  the  pupils  to  sit 
within  the  structure  and  manipulate  the  perform- 
ing puppets.  The  sides,  top,  and  front  of  the 
structure  were  covered  with  cloth,  leaving  a  stage 
opening  on  which  was  wired  a  curtain.  Suitable 
scenery  for  each  production  was  tacked  in  place 
on  the  back  part  of  the  frame.  Having  completed 
this  work  one  of  the  boys  suggested  it  needed 
lights  —  like  a  real  stage.  He  worked  many  eve- 
nings at  home  and  finally  brought  in  an  appropriate 
arrangement  of  overhead  lights  and  footlights, 
fitted  with  Christmas  tree  bulbs  and  tin  reflectors. 

The  next  problem  was  that  of  making  suitable 
scenery.  Brown  wrapping  paper  served  the  pur- 
pose adequately.  On  this  medium  was  depicted 
in  colored  blackboard  chalk  or  paint  a  scene  suit- 
able for  the  setting  of  the  story  selected  to  be 
dramatized. 

Boys  and  girls  together  displayed  much  interest 
in  making  the  puppets.  Unbleached  muslin  was 
used  for  the  heads  and  hands.  Two  oval  shaped 
pieces  of  cloth,  about  three  inches  high  and  two  and 
one  half  inches  wide,  were  used  for  the  face  and 
back  of  the  head.  These  were  seamed  leaving  the 
neckline   open.    Two   oval    shaped   pieces,    about   two 


By  NAOMI  D.  and  GEORGE  W.  WRIGHT 

Public  Schools,   New   Providence,    New  Jersey 

and  one  half  inches  high  and  two  inches  wide  were 
sewed  in  similar  manner  for  a  lining.  A  thin  layer 
of  cotton  was  placed  between  the  outer  head  and 
the  lining  to  make  a  shape  for  the  head.  Sewing 
wool  through  the  muslin  and  clipping  it  gave  the 
effect  of  hair.  Eyes  and  nose  were  embroidered  in 
black,  lips  in  red.  The  cheeks  were  tinted  with 
water  color  paint.  Placement  of  the  eyeball  and 
curvature  of  the  mouth,  on  each  puppet,  produced 
individual  facial  expressions. 

The  bodies  and  clothes  came  into  being  as  one 
unit.  Two  pieces  of  colored  cloth,  each  ten  inches 
by  thirteen  inches,  were  cut  to  make  the  front  and 
back  of  the  puppet's  costume.  The  sides  were 
seamed  within  one  and  one  half  inches  of  the  top, 
leaving  the  upper  and  lower  end  open.  A  narrow 
hem  finished  the  bottom  opening.  Two  pieces  of 
colored  cloth  three  inches  square  were  fashioned 
into  sleeves,  being  fastened  on  either  side  of  the 
one  and  one  half  inch  opening  left  at  the  top  of 
the  body.  By  gathering  the  top  opening  a  neck- 
line was  formed  to  fit  the  neckline  of  the  head. 
Then  the  head  and  body  were  sewed  together  by 
inside  seams.  Muslin  mittened  hands,  tinted  with 
water  color  and  stuffed  with  cotton  were  attached 
to  the  hanging  sleeves.  Suitable  hats  were  made  of 
colored  material  and  fastened  to  the  heads  by  very 
small  stitches. 

The  puppets  now  were  ready  for  action.  By  plac- 
ing the  thumb  in  one  sleeve  and  little  finger  in  the 


Puppet   heads  and   hats  as   conceived  by  pupils 

other,  and  the  remaining  three  fingers  in  the  head,  the 
pupil  manipulated  the  puppet.  Movement  of  the  fingers 
within  the  puppet  produced  life-like  gestures.  Move- 
ment of  the  pupil's  arm  and  wrist  caused  the  puppet 
to  walk,  run,  jump,  and  turn.  Time  was  now  spent 
by  the  pupils  in  making  the  puppets  act  and  talk  on 
their  stage. 

When  the  pupils  were  satisfied  with  their  puppet 
performance  they  extended  written  invitations  to  the 
other  rooms  in  the  school.  Here  was  another  need 
for  written  work  in  English. 


May,   193  5 


Page  123 


3«-M                               t^^^HHJ^b^ 

The  completed  theater  Stage  elevated  to  accommodate 
pupils  operating  from  the  inside 

The  delightful  acting,  singing,  and  dancing  by  the 
puppets  was  thoroughly  enjoyed  by  the  other  pupils 


in  school  during  the  auditorium  period.  So  contagious 
was  the  interest  in  puppets,  that  the  pupils  of  other 
grades  planned  and  produced  pup|)et  shows  of  their 
own.  The  puppets  became  real  friends  and  continu- 
ous performers,  in  other  original  plays,  and  story 
dramatizations  based  on  other  subjects.  By  changing, 
altering,  or  discarding  a  hat,  by  adding  new  properties, 
fastened  by  rubber  bands  or  strings,  to  the  puppet's 
hands,  it  was  possible  for  each  puppet  to  play  many 
roles. 

Since  the  original  puj^pet  stage  was  too  large  for 
use  in  the  classroom,  the  pupils  planned  and  con- 
structed a  small  stage  to  be  used  on  top  of  the  teacher's 
desk  or  library  table.  When  not  in  use  this  stage  was 
folded  and  placed  in  a  small  space  in  a  closet. 

Puppets  enriched  not  only  English  but  Reading  and 
the  Social  Studies  also.  They  were  potent  factors  in 
promoting  a  progressive  educational  program. 


The  Miniature  Camera  Way  of 
Visual  Instruction 


THE  value  of  light-projecting  devices  in  teaching 
is  so  thoroughly  established  that  it  may  be  af- 
firmed with  confidence  that  almost  every  teacher 
would  be  a  better  teacher  if  there  were  always  at  hand 
ready  for  convenient  use,  an  efficient  stereopticon,  with 
well-selected  slides.  While  the  use  of  visual  material 
in  general  demands  the  constant  exercise  of  trained 
judgment  in  estimating  the  apperceptive  mass  of  the 
student  and  the  amount  of  illustration  that  should  be 
used,  there  is  much  greater  danger  of  using  too  little 
rather  than  too  much.  No  country  of  the  world  is  so 
lavislily  supplied  with  easily  available  pictorial  ma- 
terials as  the  U.  .S. ;  no  country  of  the  world  has  stich 
wealth  as  ours  in  diversified  and  comjiaratively  inex- 
pensive optical  apparatus  for  visual  instruction,  yet 
most  teachers  do  not  use  the  helpful  devices  available. 
and  many  educators  are  not  alive  to  the  saving  in  stti- 
dent  and  teacher  time — the  actual  saving  in  money, 
which  light-projected  pictures,  maps  and  charts,  often 
make  possible. 

The  moving-picture  and  the  talking  picture  for 
grouji  instruction,  are  the  most  effective  of  all  visual 
teaching  devices ;  but  for  class  room  teaching,  certain 
considerations  make  advisable  a  first  emphasis  upon 
the  use  of  still  projection,  which  has  the  great  ad- 
vantages of  ease  and  quietness  in  operation,  combined 
with  simplicity  and  economy  in  the  production  of  slide 
material. 

The  uses  and  merits  of  the  standard  stereopticon 
with  glass   slides,   3V4x4  in.,   are   well  known  almost 


By      JOHN       B.      MacHARG 

Professor.   Lawrence  College,   Appleton,  Wisconsin 

everywhere.  It  stands  unrivaled  for  public  lectures 
where  colored  slides  are  desired,  and  for  some  types 
of  teaching,  especially  in  the  lower  grades,  and 
wherever  a  large  image,  or  bright  lighting  of  the  room 
during  projection  seem  necessary.  The  cost  of  the  ma- 
chine, the  expense  of  slides,  their  weight,  and  the 
liability  of  breakage  in  transportation,  have  retarded 
their  general  use,  however  good  may  be  their  service 
in  the  favored  centers  which  have  adopted  them  for 
visual  teaching.  The  greatest  disadvantage  of  the 
glass  slide  is  the  difficulty  of  its  production.  Simple 
and  easy  as  is  the  process,  it  demands  a  copying  camera 
and  other  apparatus,  a  dark-room  and  knowledge  of  its 
technique,  together  with  an  expenditure  of  time  and 
money  that  few  teachers  can  afford  to  assume.  They 
should  not  assume  it,  for  the  field  of  the  teacher  lies 
in  the  selection  and  mastery  of  materials  for  teaching, 
and  in  their  use — not  in  the  time  absorbing  experimen- 
tation which  the  mastery  of  the  art  of  making  glass 
slides  demands,  fascinating  and  interesting  as  that 
work  may  be. 

The  production  of  one's  own  slides  is,  however,  an 
essential  for  thoroughly  satisfactory  visual  teaching, 
and  therein  lie  a  satisfaction  of  creative  activity  and 
a  sense  of  accomplishment  which  add  keen  joy  to 
teaching.  It  enables  one,  too,  to  share  valuable  pic- 
tures and  educational  devices  with  others.  All  this,  and 
much  more,  is  within  the  easy  reach  of  any  teacher  by 
means  of  recent  instruments  of  precision.  With  the 
utmost  ease  and  speed,  any  amateur  photographer  of 


Page  124 


The  Educational  Screen 


average  ability  can  produce  slides  of  out-of-door  sub- 
jects, copies  of  book  and  periodical  illustrations,  min- 
ute details  of  scientific  experiments,  etc.,  ad  libitum, 
with  comparatively  slight  expense  and  without  the  use 
of  a  dark-room.  In  every  way,  such  slides  compare 
favorably  with  the  best  standard  glass  slides.  Careful 
tests  with  a  critical  audience  have  proved  that  35mm. 
film-strip  and  3^x4  in.  glass  slides  of  the  same  sub- 
ject, displayed  side  by  side  on  the  screen,  can  not  be 
distinguished. 

It  is  my  purpose  to  describe  as  simply  and  briefly 
as  I  can,  the  instruments  I  use,  with  which  I  know  like 
results  may  be  obtained  by  almost  anyone  who  will  try. 

First  of  all,  the  Leica  camera,*  made  with  the  care 
and  exactness  of  the  finest  microscope,  has  built  with- 
in it  a  range  finder,  by  which  the  operator  sees  two 
images  of  the  picture  in  the  finder  when  out  of  focus 
and  one  when  in  focus.  Absolute  focus  is  thereby  at- 
tained.   Double  exposure,  and  nearly  all  the  mistakes 


The   simple   apparatus   set   up   for   slide-making 

that  even  the  careful  photographer  sometime-s  com- 
mits, are  automatically  made  impossible.  The  exposure 
meter,  through  its  electric  eye,  gives  directly  the  set- 
ting of  shutter  and  aperture  control,  so  that  negatives 
of  uniform  density  are  certain,  and  failures  through 
improper  timing  are  entirely  eliminated. 

The  camera  uses  35mm.  moving  picture  film,  which, 
with  the  mechanical  processes  of  development  and 
printing  available,  makes  possible  the  production  of 
slides  at  a  cost  of  about  three  cents  each.  This  assumes 
that  the  operator  simply  makes  the  exposure.  If  he 
wishes  to  undertake  the  work  of  development  and 
printing,  the  cost  can  be  reduced  one-half.  Prosaic  as 
these  statements  of  fact  may  seem,  they  explain  the 
possibilities  of  immeasurably  greater  satisfaction  and 
pleasure  in  general  photography  and  in  slide  making 
for  visual  instruction,  than  have  hitherto  been  attain- 
able. 

For  the  purposes  of  general  photography  this 
camera  and  exposure  meter  develop,  first  of  all,  a 
certainty  of  technically   perfect   pictures.     Second, 

*Most  of  the  apparatus  mentioned  in  this  article  is  the 
product  of  E.  Leitz,  Inc. 


they  slip  in  the  pocket  so  readily,  and  function  so 
graciously,  that  they  invite  use  and  further  con- 
tinually the  stimulation  of  observation  and  the 
growth  of  artistic  appreciation.  Perhaps,  we  may 
see  here  their  chief  value. 

The  every  day  uses  of  this  ecjuipment  in  general 
photography  for  progressive  workers  in  any  field, 
are  so  many  that  only  a  catalogue  of  some  of  them 
can  here  be  given. 

Permanent  pictorial,  film-strip,  records  of  all  activities  in 
any  field,  in  doors  and  out.  Pictures  from  train,  car  or  plane. 
With  the  larger,  interchangeable  lenses,  without  the  use  of 
flood  or  flash  lights, — for  which,  however,  convenient  devices 
are  provided, — photography  in  home,  office  or  theatre  is  easy. 
Many  of  the  so-called  "candid"  illustrations  of  magazines  are 
made  with  this  equipment.  Photographs  of  office-force,  em- 
ployees, students,  etc.  These  can  be  made  at  the  rate  of  fifty 
to  one  hundred  an  hour,  without  undue  hurry. 

Photographs  at  different  times  to  show  changes  in  posture 
and  physical  development  of  students.  Series  of  pictures 
showing  gestures  and  general  appearance  in  public  speaking, 
gymnastics,  singing,  etc. 

Nature  Photography.  Successive  pictures  of  birds,  animals, 
etc.  as  you  gradually  approach,  made  possible  by  the  speed 
of  film  and  shutter  adjustments. 

Important  and  valuable  as  are  the  procedures  al- 
ready described,  it  is  in  the  field  of  copying  and 
bench  photography  that  the  teacher  will  find  great- 
est satisfaction,  for  with  this  apparatus  the  pro- 
duction of  good  slides  from  varied  materials  is  sim- 
ple and  practical.  The  accompanying  illustration 
shows  the  set-up  of  the  necessary  equipment  for 
this  work  and  is  largely  self-explanatory.  The 
camera  rests  upon  a  sliding  horizontal  bed  fitted 
with  direct  ground  glass  finder,  which  is  moved 
to  the  right  for  the  exposure  after  focusing.  If  ma- 
terial copied  is  uniform  in  size,  no  change  in  adjust- 
ment between  exposures  is  necessary,  and  it  is  not 
difficult  to  make  twenty-five  or  more  copies  in  half 
an  hour.  Vertical  adjustment,  extension  tubes  and 
front  lenses,  provide  for  different  sizes  of  pictures 
or  objects  to  be  photographed,  and  for  the  enlarge- 
ment of  small  cuts,  if  desired. 

The  operations  described  are  not  difficult,  and 
the  surprising  ease  with  which  perfect  slides  can 
be  produced  must  be  a  satisfaction  to  anyone  who 
has  worked  with  any  other  method  I  know.  With 
the  set-up  illustrated,  using  two  100  watt  lamps, 
film  23,  aperture  3.5,  and  an  exposure  of  1/20  sec- 
ond, uniformly  good  copies  are  almost  certain. 

In  the  iTiaking  of  slides  by  copying  for  help  in  the 
teaching  of  different  subjects,  the  subjects  to  be 
photographed  are  so  numerous  that  only  brief  hints 
can  be  given. 

News  strips  of  the  best  pictures  and  maps  of  newspapers 
and  magazines.  Copies  of  maps,  plates,  charts,  etc.,  from  rare 
books  and  sources  difficult  of  access.  Minute,  half-inch  cuts, 
may  be  made  serviceable  as  si.x  foot  projections  on  the  screen. 
Charts,  maps,  outlines  of  all  kinds,  made  by  teacher  or  stu- 
dent. Photographs  of  music  with  themes  and  other  features 
prominently  indicated.     Reproductions  of  words  and  music  of 


May,   193  5 


Page  125 


V'ictrola  records  to  be  shown  on  the  screen  as  the  music  is 
played.  Fihn-slides  of  charts,  maps,  etc.,  made  with  white 
ink.  or  white  carbon  paper  on  black  paper.  This  is  an  ex- 
ceedingly useful  device  for  the  negative  strip  may  be  used 
directly  in  projection,  giving  the  usual  black  on  white  image. 
Negatives  made  from  ordinary  black-board  work  may  also 
be  used  directly  as  slides. 

Photomicrographs  as  well  as  life-size  reproduc- 
tions are  easily  made  with  this  apparatus.  This 
opens  a  fascinating  field  for  photographic  records 
of  successive  movements  or  developments  of  the 
objects  imder  observation. 

Photomicrography  is  a  long  word,  but  should 
deter  no  one  who  uses  a  microscope  from  obtaining 
stereopticon  slides  of  good  quality,  for  it  can  be 
done  with  utinost  ease.  Set  the  microscope  tinder 
the  camera  in  position  for  copying,  camera  lens  re- 
moved, and  make  the  exposure.  In  making  the  ac- 
companying slides  a  Spencer  15  watt  sub-stage 
lamp  with  blue  screen,  (shown  at  the  side  in  the 
illustration)  was  placed  directly  beneath  the  field, 
using  super-speed  pan  film,  Sch.  23%  expostire 
1   10th  second. 

Whether  film-slides  are  made  by  out-of-door 
photography,  by  copying,  or  with  aid  of  the  micro- 
scope, a  real  joy  in  creative  production  may  be 
found  in  sharing  what  one  has  made  with  students 
or  friends.  For  this  purpose  the  Umino  projector 
is,  I  believe,  the  most  nearlj'  perfect  instrument 
that  has  yet  been  produced.  With  it,  may  be  used 
either  single  or  double  frame  filin-slides,  in  a  verti- 
cal or  horizontal  position ;  also,  in  a  moment,  the 
machine  mav  be  a(lai)ted  for  two  inch  glass  slides. 


lliques  ;  le  cuivre  se  pr^te 


Filiire. 

IS  insectes  produisent  letir 
izontalement.  Fig.  Movcn 
Suite  de  formalit^s.  diV, 


Four  sample  slides  made  for  specific  teaching  purposes 

While  this  stereopticon  cannot,  of  course,  give  so 
brilliant  an  image  on  the  screen  as  a  projector  using 
a  3%  by  4  in.  slide,  and  a  lamp  of  high  wattage,  it 
is  amply  powerful  for  classroom  work  and  will  give 
a  three  foot  picture  in  a  room  amply  lighted  for 
note-taking,  or  a  six  foot  picture  in  a  darkened 
room,  either  of  which  will  compare  favorably  with 
the  work  of  any  machine ;  and  it  should  be  remem- 
bered, that  because  of  the  extreme  compactness  of 
both  camera  and  projector,  you  can  easily  hold  both 


in  your  hand,  or  coat  pocket.  They  may  go  with 
you  on  all  excursions,  and  anywhere  your  car  will 
furnish  current  for  the  showing  of  pictures. 

For  the  most  efificient  and  pleasing  results  in  the 
use  of  stereopticons,  a  pair  of  matched  instruments 
is  all  but  necessary,  and  indispensable  for  three 
dimensional  work  which  standard  accessories  make 
practical.  By  the  tise  of  a  rheostat,  the  annoying 
movement  in  the  changing  of  slides  is  avoided, 
one  image  fading  into  another.  With  color  screens 
sunrise  and  sunset  effects  may  be  produced.  Com- 
parison of  objects  is  made  possible,  as  well  as  the 
use  of  maps  beside  picture  material,  which  should 
be  a  regular  procedure  in  visual  teaching.  By  the 
process  already  described,  it  is  easy  to  make  a  series 
of  film-strip  maps  and  charts  to  be  used  on  the 
screen  beside  the  illustrative  material  of  any  series 
of  film-strip  or  glass  slides. 

It  should  not  be  overlooked  that  this  stereopti- 
con, within  its  limitations  of  power,  projects  glass 
slides  as  well  as  any  projector.  It  does  require  two 
inch  slides,  but  they  are  no  more  difificult  to  make 
than  3j4  by  4  in.  slides  and  are  less  expensive.  Un- 
less hand-coloring  is  deemed  essential,  they  are  in 
every  way  the  equal  of  standard  slides  in  class 
room  teaching. 

The  camera,  projector,  and  accompanying  de- 
vices, which  I  have  described,  have  opened  a  new 
world  of  photography,  one  of  its  most  important 
realms  being  that  of  visual  instruction.  The  essen- 
tial features  of  this  new  photography  should  not  be 
overlooked ;  they  are  two :  first,  a  range-finder  built 
in  the  cainera,  which  makes  absolute  focus  a  cer- 
tainty, and  second,  a  meter  which  removes  guessing 
from  the  process  of  determining  exposure,  thus  en- 
suring negatives  of  uniform  density,  a  necessity  in 
the  satisfactory  making  of  film-strip  slides. 

With  the  exception  of  the  lamps  for  illumination, 
all  the  instruments  necessary  for  general  photog- 
raphy, copying  and  projection  are  shown  grouped 
together :  camera,  less  than  six  inches  long, — pro- 
jector, and  carrying  case,  containing  frame  supports 
and  pocket  exposure  meter.  The  equipment  has  lim- 
itless possibilities  in  color  photography  and  other 
fields.  There  is  a  reasonable  pride  in  possess- 
ing tools,  which  make  scientific  photography  pos- 
sible, and  a  satisfaction  in  the  knowledge  of  their 
use,  which  together  have  produced  an  unusual  fra- 
ternity of  co-workers.  They  have  a  little  periodical* 
in  which  they  try  to  tell  one  another  some  of  their 
secrets.  Through  the  larger  mediutn  of  the  Educa- 
tional Screen,  I  have  tried  to  tell  something  of  the 
little  recognized  value  and  pleasure  of  individual  ac- 
complishment in  visual  education,  to  be  found  with 
such  equipment. 


*"Leica  Photography",  60. 


Page  126 


The  Educational  Screen 


Activities  of  State  Visual  Education 
Agencies  In  the  United  States 


(Continued  from  April  Issue) 


EVEN  within  the  range  of  visual  materials  offered 
primarily  for  instrnctional  purposes,  there  is 
wide  difference  in  value.  A  clear-cut  distinction 
may  be  made  between  materials  definitely  developed 
to  serve  a  recognized  educational  objective,  and  those 
I    1     ...  issued  for  purjwses  of  advertising.  In  the 

Vs^  former  the  educational  value  is  primary, 

Educational  in  the  latter  secondary  or  incidental.  This 
Classroom        distinction  is  usually  in  the  mind  of  the 

'  ""*  Visual  Director,  but  inadequate  financial 

support  of  the  visual  service  may  nevertheless  prevent 
extensive  use  of  the  strictly  educational  material.  Most 
of  the  free  or  inexpensive  films  found  listed  in  catalogs 
have  an  advertising  source.  On  the  principle  that  half 
a  loaf  is  better  than  no  bread,  some  departments  have 
performed  their  chief  service  in  collecting  and  making 
easily  available  a  selected  list  of  free  or  nearly  free 
materials,  drawing  these  from  the  Federal  Depart- 
ments of  Agriculture,  Mines.  War,  Treasury,  Interior, 
Navy,  Labor,  as  well  as  from  commercial  or  industrial 
advertisers.  A  distinction  is  usually  made  in  the  cata- 
logs issued  by  Visual  Education  Departments  between 
the  two  types  of  materials,  but  the  advertisements  of 
railways  and  industrial  concerns  generally  constitute  a 
large  part  of  the  offerings. 

Notable  as  an  exception  to  the  general  rule  is  the 
unequivo-al  stand  of  the  Ohio  State  Department 
against  the  use  of  all  advertising  materials.  A  letter 
from  the  Director  of  Education  of  that  department 
specifically  calls  the  attention  of  superintendents  and 
principals  to,  "the  ill-advised,  promiscuous  use  of  ad- 
vertising, or  propaganda,  slides,  films,  charts,  exhibits 
.  .  .  distributed  'gratis'  to  schools."  The  following  ci- 
tation from  this  letter  gives  the  position  of  the  writer. 

"We  must  bear  in  mind  that  the  schools  are  supported  by 
taxes  levied  against  all  persons  and  companies,  and  we  can- 
not advertise  the  products  of  one  without  seriously  en- 
dangering our  position  with  the  others.  Moreover,  children 
are  required  by  law  to  attend  school,  and  we  have  no  right 
to  allow  one,  or  any  concern  or  utility,  to  take  advantage 
of  their  assembling  together  to  instill  into  their  minds 
prejudices  favoring  particular  products,  or  even  groups  of 
products. 

"By  the  creating  of  a  fairly  adequate  visual  aid  exchange- 
service,  in  which  only  material  made  solely  for  educational 
work  is  catalogued,  we  have  given  you  the  opportunity  to 
avoid  using  advertisini;  and  propaganda  material,  which  is 
supposed  to  be  'free',  but  which  after  all  is  the  most  costly  of 


By      FANNIE      W.      DUNN 
ETTA      SCHNEIDER 

Professor  of  Educafion,  and  Research  Assistant 

Teachers  College,   Columbia   University 

material,  since,  if  it  does  nothing  worse,  it  impedes  the 
normal  and  healthy  development  of  the  production  of  visual 
aids  solely  for  educational  work,  by  presenting  unfair  com- 
petition to  such  production.  Bear  in  mind  that  textbooks  are 
not  produced  by  advertisers,  and  it  would  be  a  sorry  day 
for  the  schools  were  this  so.  It  will  not  be  a  happy  day  for 
visual  instruction  until  the  so-called  'free'  advertising  slide 
and  film  is  rejected  by  the  school  authorities  as  definitely 
as  the  theaters  long  ago  rejected  them." 

Materials  loaned  by  the  University  of  Kentucky, 
on  the  other  hand,  are  largely  if  not  altogether  fur- 
nished by  industrial  and  commercial  organizations,  but 
have  been,  according  to  its  catalog,  "compiled  at  great 
care  for  their  educational  value,  the  advertising  in 
practically  all  instances  being  restricted  to  the  name  of 
the  distributing  organization." 

The  University  of  Missouri  classifies  its  motion  ])ic- 
tures  in  three  groups,  A — strictly  educational ;  B — in- 
dustrial or  scenic,  but  containing  no  advertising ;  Z — 
industrial  and  containing  some  advertising,  yet  re- 
garded as  of  sufficient  educational  value  to  be  recom- 
mended for  classroom  use  and  auditorium  programs. 
Its  catalog  is  arranged  in  tabular  form,  films  being 
listed  in  alphabetic  order,  the  title  followed  in  each 
case  by  the  key  letter.  A,  R,  or  Z,  and  by  the  name 
of  the  producing  agency. 

Kansas  arranges  its  list  of  motion  jiictures  in  two 
groups,  the  first  including  strictly  educational  subjects, 
and  the  second  composed  of  industrial  and  scenic. 
The  majority  of  the  films  in  the  latter  group  "have  been 
furnished  by  industrial  organizations  and  government 
departments,"  but  some  have  been  purchased  from  the 
United  States  Department  of  .Agriculture. 

Mr.  J.  E.  Haiisen.  director  of  the  Bureau  of  Visual 
Instruction  of  the  University  of  \\'isconsin  states  the 
limitations  of  the  free  materials  as  follows  :* 

"Although  free  films  have  much  educational  value 
sometimes,  they  should  be  used  with  discrimination, 
for  most  of  them  are  produced  for  advertising  pur- 
poses. It  costs  many  hundreds  and  often  thousands 
of  dollars  to  produce  a  single  one-reel  film,  and  such 
expenditure  usually  is  made  with  the  expectation  of 
an  adequate  return  from  increased  sales  or  from  the 
shaping  of  people's  attitudes  and  ideals  to  accomplish 
definite  purposes.    Industrial  films  give  little  or  no  at- 


*Handbook.  Visual  Iiistniclioii  in  Our  Schools,  1934. 
Bureau  of   Visual   Instruction.   Madison,   W'isconsn.. 


May,   1935 


Page  127 


tention  to  the  geographic  aspects  of  industry  which  are 

I       so  essential  in  the  school  study  of   industries.    They 

I       stress  the  factory  processes  and  selling  largely.   As  for 

fi^overnnient  films,  most  of  them  now  available  have 

not  been  produced  for  elementary  or  high  school  class- 

,       room  instruction  ;  they  are  excellent  for  farm  meetings, 

engineering  groups,   public   health   nurses,   and   other 

adult  groups." 

Mr.  Hansen  recommends  that  smaller  school  systems, 
which  cannot  maintain  visual  aids  libraries,  secure  edu- 
cational films  by  rental  from  the  numerous  commercial 
firms  which  have  films  for  rent  at  prices  ranging  from 
$1.25  to  $3.50  per  reel  per  day.  The  Wisconsin  Bureau, 
however,  has  available  for  loan  in  the  state  a  number 
of  educational  films  upon  payment  of  nominal  service 
charges. 

,  There  is   considerable  difference  among 

Teachers'  ^'^^  various  Visual  Aids  Departments  in 
Selection  the  proportion  of  "strictly  educational" 
From  films    at    their    disposal.     Some    depart- 

Cafalogued  ^ents,  for  lack  of  financial  support  are 
forced  to  include  a  large  amount  of  the 
free  materials.  They  assist  borrowers,  however,  as 
far  as  possible  in  discriminating  use  of  such  materials 
bv  means  of  various  devices. 

Arizona   distinguishes  by   an   asterisk 

L-     •    •     !•  those  films  which  are  accompanied  bv 
Discrimination  ... 
Between  teachers'    guides.     Illinois,    which    re- 
Industrial  and  ceives   its  films    from  the   schools   as 
Strictly  contributions  to  its  cooperative  serv- 

rt  !•  Ill  ' 

uca  lona  j^,^,     designates    which    are    Eastman 

Teaching  Films.  Wisconsin  dis- 
tinguishes Eastman  films  from  the  others,  and  marks 
a  (*)  after  each  film  which  is  accompanied  by  teach- 
ers' guides.  The  University  of  California  lists  films 
"recommended  for  classroom  teaching"  separately. 
Some  of  these  are  accompanied  by  manuals.  Ohio 
State  films  for  distribution  are  made  u])  only  of  East- 
man films,  so  that  no  designation  is  necessary. 

Other  states  and  institutions  which  separate  strictly 
educational   films   from  industrial  or  scenic  are : 

Oklahoma,  Kansas,  Colorado,  North  Dakota,  Mis- 
souri, Utah,  University  of  Iowa,  Minnesota. 

Annotations  as  an  important  aid  to  selec- 

V     X  ,.  tion  on  the  part  of  borrowers  are  used 

Annotations        .  ,  .     '  r     rr  ■  •     .i 

with  varying  degrees  of  erhciency  in  the 

catalogs  of  Visual  Aids  Departments.  Some  catalogs 
or  lists  contain  no  annotations,  an  omission  which  must 
seriously  detract  from  the  serviceableness  of  the  ma- 
terials. Slides  may  be  intelligently  chosen  from  title 
alone,  but  a  film  which  includes  many  episodes  and  a 
multitude  of  single  pictures  needs  some  description  in 
addition.  Among  State  Departments  whose  catalogs 
are  particularly  well  annotated  may  be  mentioned  the 
University  of  Texas,  the  University  of  Wisconsin  and 
Indiana  University. 


|c)  By 


A    few    departments   assist    teachers    in 


Organization   selection  of  materials  by  organization  of 
According       listings  in  relation  to  purpose.   Thus,  the 
to  Subject       University  of  Arizona,  which  distributes 
^  silent  motion  picture  films,  both   16mm. 

and  35mn].,  film  slides,  and  glass  slides,  organizes  its 
catalog  in  numerous  categories,  listing  under  each  all 
the  visual  aids  it  has  available  on  that  topic.  Categories 
include  Agriculture,  Civics  and  Citizenship,  Feature 
Films,  Geography  (further  classified  by  continents), 
Health  Education,  History,  Home  Making,  Industry 
and  Business  (with  sub-classifications).  Nature  Study 
(with  sub-classifications).  Recreation,  and  Science 
(with  sub-classifications).  The  available  materials  un- 
der a  category  vary  from  two  16mm.  reels  of  silent 
film  for  "Fishes,"  to  42  reels  of  16mm.  and  29  reels  of 
35mm.  silent  films,  17  sets  of  film  slides,  and  9  sets  of 
glass  slides,  under  "The  Geography  of  North  America." 
Teachers  desiring  material  on  any  large  topic  can  thus 
turn  at  once  to  the  proper  classification  and  discover  at 
a  glance  all  the  visual  aids  for  that  purpose  to  be  ob- 
tained from  the  Department.  The  Ohio  State  catalog 
has  a  similar  arrangement. 

(d)  By  Teachers'  guides,  issued  by  some  depart- 

Information      ments,  may  take  the  place  of  or  supple- 
in  Teachers'     ment  annotation.   Thus,  the  slide  sets  of 
*  the  University  of  Wisconsin  are  not  an- 

notated, but  most  of  them  have  accompanying  typed 
or  printed  notes,  which  will  be  sent  in  advance  upon 
request ;  Indiana  University  provides  in  its  catalog  i 
detailed  description  of  each  film,  and  in  many  cases 
provides  also  a  teaching  manual.  These  manuals,  it 
should  be  noted,  are  primarily  designed  to  promote  ef- 
fective instructional  vise  of  the  visual  materials,  their 
value  as  aids  in  selection  being  incidental  or  secondary. 

Section  III. 

Variety  of  Material  as  Affected 
Financial  Competence 


by 


Materials  afforded  through  Departments 
of  Visual  Education  necessarily  vary  ex- 


Cooperative 

tensively  according  to  the  adequacy  of 
support  aflforded  them.  Very  worth-while  aids,  how- 
ever, are  made  available  by  some  departments  with 
little  financial  competence,  but  with  able  and  construc- 
tive leadership.  Cooperation  has  been  employed  in 
Illinois,  Kansas  and  Colorado,  to  provide  more  ex- 
tensive service  than  would  otherwise  have  been  prac- 
ticable. 

In  Illinois  a  cooperative  plan  has  been  worked 
M  inois     ^^^^  between    the    central    distributing   agency 

and  the  schools  receiving  the  service.  By  this 
plan,  developed  at  the  State  University  under  Dr.  Rus- 
sell  T.   Gregg,   assistant   principal   of   the    University 

{Concluded  o»  fafic  147) 


Page  128 


The  Educational  Screen 


Film  Production  Activities 


Another  Release  in  College  Series 

A  new  scientific  film,  designed  to  assist  students  of 
mechanical  drawing  to  visualize  actual  machine  opera- 
tions, has  been  completed  by  the  division  of  visual 
education  of  the  Massachusetts  Institute  of  Technol- 
ogy. The  film,  entitled  The  Graphic  Representation  of 
Machine  Operations,  was  produced  in  cooperation  with 
members  of  the  Institute's  drawing  staff. 

The  picture  opens  with  a  detailed  view  of  a  ma- 
chine drawing  just  completed  by  a  student  in  the  draw- 
ing room.  A  machinist  is  then  shown  performing  each 
fundamental  operation  called  for  in  the  drawing,  in- 
cluding drilling,  tapping,  boring,  counterboring  and 
countersinking.  Lathe  and  hand  work  are  also  depicted, 
as  well  as  the  operations  of  planer  and  gear  cutter, 
and  external  and  internal  thread  cutting,  both  in  the 
thread  cutting  machine  and  on  the  lathe.  The  film 
closes  with  a  repetition  of  the  original  drawing,  which 
gradually  fades  into  a  picture  of  the  completed  ma- 
chine. 

Three  motion  pictures  which  presented  for  the  first 
time  in  visual  animated  form  the  behavior  of  an  elec- 
tric wave  as  it  travels  through  a  250-mile  transmission 
line  were  previously  released  by  the  division. 

A  New  Peace  Picture 

A  new  anti-war  motion  picture.  Why,  produced  by 
Good  Will  Pictures  Inc.,  is  being  distributed  by 
the  Y.  M.  C.  A.  Motion  Picture  Bureau.  In  simple 
animated  cartoon  form  the  film  explains  the  cause 
and  prevention  of  war,  graphically  showing  the 
futility  of  competitive  armament  and  the  tre- 
mendous wraste  involved.  It  presents  a  powerful 
appeal  for  peace  and  deserves  the  widest  possible 
use  in  schools  and  educational  institutions,  churches 
and  religious  organizations,  civic,  women's  and  so- 
cial clubs,  and  other  serious,  intelligent  groups. 

A  two-reel  silent  version  is  available  in  16  mm. 
and  35  mm.,  and  a  one-reel  sound  in  35  mm. 

New  Filnn  for  Health  Campaign 

A  new  health  motion  picture.  The  Tip-Tops  of  Pcp- 
pyland,  has  been  added  to  the  New  York  State  de- 
partment of  Health's  already  large  collection  of  health 
educational  films.  The  film  was  produced  by  the 
Bureau  of  Milk  Publicity,  Department  of  Agriculture 
and  Markets,  for  use  in  connection  with  the  state-wide 
"Drink  More  Milk  Campaign." 

Three  clowns — Health,  Pep  and  Strength — demon- 
strate the  advantages  of  milk.  Flashes  of  actual  per- 
sons engaged  in  sports,  business  and  other  activities, 
combined   with   animated   cartoons  of   elflike   charac- 


ters, cleverly  illustrate  the  importance  of  milk  as  a 
principal  source  of  the  food  elements  essential  to  prop- 
er growth  and  development  of  the  human  body.  Pic- 
tures of  the  dairy  industry  show  the  sanitary  methods 
essential  in  each  step  of  the  production  and  distribu- 
tion of  safe  milk,  from  the  farmer's  pail  to  the  con- 
sumer. 

First  Two  of  Geology  Films  Completed 

Two  films.  Work  of  Rivers  and  Atmosphere  Grada- 
tion, in  the  University  of  Chicago  Physical  Science 
Series  have  been  completed  by  the  Erpi  Picture  Con- 
sultants. They  are  the  first  of  six  talking  pictures  on 
Geology  which  are  being  prepared  under  the  supervis- 
ion of  Dr.  Carey  Croneis,  University  of  Chicago,  and 
other  specialists.  The  series  should  provide  a  com- 
prehensive survey  of  Geology  as  it  is  offered  in 
introductory  courses.  The  films  are  designed  to 
contribute  especially  to  general  or  survey  courses 
in  the  physical  sciences  which  are  now  rapidly  gain- 
ing in  favor  in  high  schools,  colleges  and  teachers 
colleges. 

Agencies  for  16  mm.  Sound-on-Film 

Walter  O.  Gutlohn  announces  three  more  agen- 
cies who  will  handle  his  16  mm.  sound-on-film  li- 
brary, namely:  Film  Library  of  New  England,  239 
Columbus  Avenue,  Boston,  Massachusetts  (States 
of  Maine,  New  Hampshire,  Vermont,  Rhode  Island, 
Massachusetts,  Connecticut)  ;  Mr.  Howard  Hill, 
1043  Sixth  Avenue,  Oakland,  California  (States  of 
California,  Oregon,  Washington,  Montana.  Idaho. 
Nevada,  Utah)  ;  Associated  Screen  News  Limited, 
Western  Avenue  at  Decarie  Boulevard,  Montreal, 
Canada  (Dominion  of  Canada). 

Pupils  Produce  a  Movie 

A  one-reel  melodrama  of  the  Stone  Age,  titled  Tiic 
Brothers  of  Altamira,  was  written,  acted,  and  produced 
by  tenth  grade  pupils  of  the  Lincoln  School,  Colum- 
bia University,  in  conjunction  with  a  course  inte- 
grating art,  history  and  English.  The  story,  based 
on  drawings  found  on  walls  of  caves  near  Altamira, 
Spain,  portrayed  the  life  of  the  Cro-Magnon  tribe 
who  lived  in  the  Pyrenees  some  50,000  years  ago, 
and  showed  man's  eternal  conflict  with  the  forces 
of  Nature.  The  pupils  also  constructed  the  scenery, 
an  especially  effective  piece  of  which  was  an  erupt- 
ing volcano  done  in  model.  The  entire  production 
cost  fifty  dollars.  Elias  Katz,  who  is  particularly 
interested  in  the  educational  possibilities  of  motion 
pictures  in  the  field  of  art,  filmed  the  enterprise. 


May,   193  5 


Page  129 


The  Film  Estimates 


Bride  of  Frankenstein  (B.  Karloff.  C.  Clive) 
(Univ.)  Last  word  in  spine-chillers.  Prepos- 
terous mixture  of  supernatural  and  artificial 
horrors  absurdly  conglomerated  with  massive, 
pseudo-scientific  apparatus.  Fantastic  sequel 
that  outdoes  Frankenstein  in  nerve-wrackinprs 
for  those  that  want  them.  4-23-35 

(A)  Ridiculous    (Y)  Gruesome    (C)  By  no  means 

Car  99  ( Frod  Mac  Murray,  Guy  Standing, 
Ann  Sheridan)  (Para.)  Crime  melodrama  with 
much  chasing,  escape,  artificial  comedy,  hectic 
romance,  but  largely  a  detailed  and  localized 
portrayal  of  the  elaborate  organizations  of 
Highway  Police  in  the  State  of  Michigan. 
Healthy  thrills.  4-16-35 

(A)  Hardly    (  Y)  Good  thriller    (C)  Very  exciting 

Case  of  the  Curious  Bride  (W.  William.  M. 
Lindsay)  (1st  Nat.)  Complicated,  absorbing  mur- 
der mystery  solved  by  clever  lawyer-detective 
and  his  "modern"  Secretary.  Thinking  her  first 
husband  dead,  heroine  marries  second  and  gets 
involved  in  murder  of  first.  Some  dubious  eth- 
ics and  genteel  unconventionality.  4-23-35 
(A)  Good  of  kind             (Y)  Perhaps  (C)  No 

Chapayev  ( Russian  production )  { Amkino) 
Grim,  realistic  portrayal  of  Russian  peasantry 
and  the  Great  War.  with  Chapayev,  guerilla 
leader,  dominating  thought  and  action  of  his 
people.  Unusual  among  Russian  films  for  deal- 
ing vividly  and  humorously  with  character 
rather  than  masses.  4-16-35 

(A)  Unusual  (Y)  Depressing  (C)  No 

Evergreen  (Jessie  Matthews)  ( British-Gau- 
mont)  Delightful.  English-made  musical  com- 
edy with  fascinating  heroine,  dancing  superb- 
ly, and  playing  two  roles  as  former  famous 
music-hall  star  and  daughter  who  assumes 
mother's  identity.  Amusing  mix-up  over  fath- 
er, hv.sband,  suitor.  Deft,  intelligent  fun.  4-30-35 
(A)  Excellent         (Y)  Good         (C)  Beyond  them 

Four  Hours  to  Kill  (R.  Barthelmess)  (Para.) 
Sensational,  well-knit  melodrama  of  tangled 
doings  of  checkered  characters,  all  gathered  in 
theatre  lounge.  Jail-bird  hero  solves  all  by  kill- 
ing his  enemy  and  being  killed  by  police.  Good 
suspense    but    very    dubious    ethics,  4-30  35 

(A)  Good  of  kind  (Y)  Doubtful  (C)  No 

G  Men  (J.  Cagney,  M.  Lindsay)  (MGM)  Gives 
some  idea  of  training  for  secret-service  work, 
but  mostly  tense,  exciting  portrayal  of  gov- 
ernment fight  against  gangsters.  Bloody  mas- 
sacres, bank  robberies,  with  machine-gun  kill- 
ings by  both  sides.  Some  exaggerated  heroics. 
Cagney  in  sympathetic  role  for  a  change.  5-7-35 
(A  )  Very  good  of  kind    ( Y  )GrimIy  exciting    (C )  No 

Go  Into  Your  Dance  (Al  Jolson,  Ruby  Keel- 
er)  (1st  Nat.)  Musical  revue  comedy-dram^ 
with  elaborate  song  and  dance  features,  much 
singing  by  Al,  and  dialog  entirely  slang.  Back- 
stage story  of  conceited  star  who  learns  his 
lesson.  Fairly  convincing  save  one  or  two 
sensational  and  unwholesome  episodes.  4-23-35 
(Aj  Depends  on  taste     (Y)  Not  the  best     (Cj  No 

Hold  'Em  Yale  (Patricia  Ellis,  C.  Romero) 
(Para )  Artificial,  overdrawn  Damon  Runyan 
story  of  gang  of  ticket-broker  thugs  and  scat- 
ter-braine<l,  uniform-dazzled  heiress.  When  her 
idol  deserts,  rest  of  gang  marry  her  to  hero 
after  all.  Yale-Harvard  game  as  setting  for 
climax  and  excuse  for  meaningless  title.  5-7-35 
(A)  Stupid  (Yl  CerUinly  not  (C)  No 

I'll  Love  You  Always  (Nancy  Carroll  I 
(Columbi  Devoted  young  country  couple  fight 
poverty  in  city  in  rather  appealing  style.  Then 
he  steals  for  her  sake,  serves  jail  term,  and 
sentimental  reactions  of  all  concerned  brings 
reward  for  his  achievements  and  happine:ss 
for  the  pair.     Queer  ethics.  5-7-35 

(A)  Ordinary  (Y)  Not  good  (C)  No 

In  Spite  of  Danger  (Wallace  Ford,  Marian 
Marsh)  (Columbia)  Unreal  melodrama  with  ex- 
treme villainy  and  tensely  exciting  moments. 
Hero  has  series  of  miraculous  escapes  from  ac- 
cidents planned  by  rival  in  trucking  business. 
Despite  abundance  of  action,  story  drags.  Thor- 
oughly exaggerated  throughout.  4-23-35 
(A)  Stupid                    (Y)  Poor                    (C)  Poor 


Being  the  Combined  Judgments  of  a  National  Committee  on  Current  Theatrical   Films 

(The  Film   Estimates,  in  whole  or  In  part,  may  be  reprinted 

only  by  special   arrangement  with  The   Educational  Screen) 

Date    of    mailing    on    weekly    service    Is    shown    on    each    film. 

(A)  Discriminating  Adults  (Y)  Youth  (C)  Children 


It's  a  Small  World  (Spencer  Tracy,  Wendy 
Barrie)  (Fox)  Silly  title  for  commonplace  film 
of  hero  and  heroine,  marooned  in  car  crash, 
who  first  fight,  then  fall  in  love.  Partly  crazy 
farce,  but  some  amusing,  human  situations. 
Very  deft  character  role  by  Wendy  Barrie  as 
the  heroine.  4  23-35 

(A)  Hardly  (Y)  Perhaps  (C)  No 

Men  of  the  Night  (Bruce  Cabot.  Judith  Al- 
len) (Columb.)  Detective-hero,  a  woman-hater, 
chases  incessantly  crooks  of  all  kinds  infesting 
Hollywood.  Succeeds  none  too  well  until  lunch- 
counter  heroine  helps  him,  when  his  ideas  on 
women  change  in  time  for  the  obvious  con- 
clusion. 4-30-35 
(A)  Mediocre               (Y)  Doubtful               (C)  No 

Mr.  Dynamite  (Edmund  LoweXUniv)  Another 
murder-mystery  melodrama  running  true  to 
usual,  with  mild  variations.  Three  murders 
center  around  famous  musician  and  concealed, 
death-dealing  time-gun.  Baffled  district  at- 
torney indebted  to  wisecracking  detective  for 
solution.     Too  involved  at  times.  5-7-35 

(A)  Mediocre  (Y)  Better  not  (C)  No 

Mystery  Woman  (Mona  Barrie,  John  Halli- 
day)  (Fox)  Rather  different  spy  drama,  ably 
acted  and  produced.  Her  husband  wrongly  ac- 
cused of  treachery  to  government,  loyal  wife 
becomes  smooth  spy.  After  many  dangerous 
adventures  and  suspenseful  situations  recovers 
document  which  clears  him.  4-30-35 

(A)  Fair  (Y)  Not  the  best  (C)  No 

Notorious  Gentleman  (Charles  Bickford, 
Helen  Vinson)  (Univ.)  Violent  murder  story  of 
jealous  hero,  a  criminal  lawyer,  who  shoots 
rival  in  view  of  audience  at  start,  puts  over 
clever  court  defense  to  evade  detection,  but 
romantic  reversal  brings  disclosure.  Gripping 
picture  of  sordid  conduct.  4-30-35 

(A)  Depends  on  taste       (Y)  Better  not       (C)  No 

One  New  York  Night  (Franchot  Tone,  Una 
Merkel)  (MGM)  Engagingly  naive  Westerner 
hero  allots  day  at  New  York  hotel  to  pick 
wife.  Hilarious  murder  complications  keep  him 
and  hotel  busy  till  he  solves  all  and  wins 
clever  telephone-girl  heroine.  Merry  mystery 
farce   of   much    human    interest.  4-30-35 

(A)  AmusinfiT         (Y)  Excellent         (C)  Exciting 

People's  Enemy  (Preston  Foster,  Lila  Lee) 
( RKO )  Elementary  melodrama  involving  low- 
brow criminal  jailed  for  income-tax-fraud,  his 
deserted  wife,  and  the  doings  of  lawyers  over 
his  release.  Lawyer-hero  tries  honorably  to 
free  prisoner,  loses  plea,  and  wins  the  wife 
for  himself.  4-16-35 

(A)  Mediocre  (Y)  No  (C)  No 

Princess  O'Hara  (Chester  Morris.  Jean 
Parker)  (Univ.)  Damon  Runyan  yarn  hoku- 
mized.  Heavy-jowled  hero  tries  to  look  dy- 
namic as  big  boss  and  leader  in  a  taxi  war, 
with  side-line  activities  in  racetrack,  romance 
and  philanthropy.  Banal  dialog,  dull  acting, 
absurd  conclusion  make  futile  mess.  4-30  35 
(A)  Feeble  (Y)  No  (C)  No 

Private  Worlds  (Claudette  Colbert.  Charles 
Boyer)  (Para.)  Skilled  direction,  fine  acting  of 
clinical  romance  inside  elaborate,  modern  in- 
sane asylum.  Officials,  doctors,  nurses,  pa- 
tients struggle  against  obsessions  and  insan- 
ity. Modern  therapy  and  love  win  out.  Seri- 
ous but  inappropriate  subject.  4-16-35 
(A)  Unusual              (Y)  Unsuitable  (C)  No 

Reckless  (Jean  Harlow,  Wm.  Powell.  Fran- 
chot Tone)  (MGM)  Obviously  from  Libby  Hol- 
man  case.  Glamorous  torch  singer,  after  wild 
party,  finds  self  wife  of  rich  playboy  who  proves 
cad.  After  his  suicide  she  regains  success  and 
finds  true  love.  Has  some  moments  but  mostly 
a  poor  heaven  for  the  stars  it  boasts.  4-23-35 
(A)  Depends  on  taste   (Y)  Unwholesome  (C)  No 

Red  Hot  Tires  (Lyle  Talbot,  Mary  Astor) 
( 1st  Nat. )  Regular  auto-racing  thrills  with 
crowds,  flying  cars,  spectacular  cracks-ups. 
Racing  hero  is  framed  by  racing  rival  who  al- 


so loves  heroine.  Prison-tscape,  last-minute  re- 
prieve, and  so  on  to  happy  ending.  Unobjec- 
tionable. 4-16-35 
(A)  Hardly          (Y)  Fair  thriller          (C)  Hardly 

Rendez-Tous  at  Midnight  (Ralph  Bellamy, 
Valerie  Hobson)  (Univ.)  Murder-mystery  melo- 
drama on  usual  lines  but  novel  when  heroine 
tries  original  trick  to  compel  visit  from  her 
fiance',  the  really  conscientious  district  attor- 
ney, and  gets  herself  gravely  suspected.  Un- 
even, with  good  spots.  4-16-35 
(A)Depends  on  taste         (Y)  Perhaps         (C)  No 

Richelieu  (George  Arliss)  (UA)  Another 
polished  portrayal  of  historical  personality  by 
Arliss  against  lavish  background  of  17th  Cen- 
tury France.  Lytton's  play  modernized  to 
advantage.  Certain  liberties  with  history  com- 
pensated by  convincing  roles  and  sustained  in- 
terest of  plot  and  dialog.  Fine  cast.  5-7-35 
(A)  Excellent    (Y)  Very  good    (C)  Beyond  them 

Runaway  Queen,  The  (British  production) 
(UA)  Lively  mythical-kingdom  romance  of  de- 
posed queen  and  revolutionary  leader,  meeting 
when  both  are  fleeing  incognito.  Tuneful  mu- 
sic, smooth  acting,  continental-style  comedy  of 
mock  formality  in  dialog  and  delicate  bur- 
lesQue-  4-16-35 

(A)  Good  of  kind        (Y)  Fair        (C)  No  interest 

Sing  Sing  Nights  (Conway  Tearle,  Hardie 
Albright)  (Monogram)  Meaningless  title  for 
feeble  hash  about  great  globe-trotting  reporter 
who  lures  women  from  home,  is  shot  by  three 
offended  husbands  who  all  confess  the  murder. 
Actual  guilty  one  determined  by  lie  detecting 
machine,  4-16-35 

(A)  Mediocre  (Y)  No  (C)  No 

Spring  Tonic  (Lew  Ayres,  Claire  Trevor) 
(Fox)  Heroine,  bored  with  prosy  fiance',  runs 
away.  After  senseless  complications — philand- 
ering Romeo,  bootleggers,  vacuous  newspaper 
reporter,  an  escaped  tiger — she  is  glad  to  come 
back.  Even  the  actors  seemed  uneasy  in  the 
idiotic  mess,  4-23-35 

(A)  Absurd  (Y)  Poor  (C)  Poor 

Star  of  Midnight  (Wm.  Powell,  Ginger  Rog- 
ers) (RKO)  Entertaining,  mystifying  murder 
story  in  same  gay.  lively  mood  as  "The  Thin 
Man,"  Powell  a  debonair  lawyer  with  flair 
for  solving  crimes,  between  drinks  with  un- 
conventional heroine.  Sophisticated,  amusing 
dialog,  and  smooth  acting.  5-7-35 

(A)  Good  of  kind  (Y)  Better  nU  (C)  No 

Ten  Dollar  Raise  (E,  E.  Horton,  Karen  Mor- 
ley)  (Fox)  Pleasing  little  picture  about  timid, 
pin-saving  bookkeeper,  without  raise  for  16 
years.  Hopelessly  in  love  but  unable  to  marry 
on  salary,  he  falls  into  wealth  and  buys  out 
his  boss.     Horton's  customary  skillful   comedy. 

5-7-35 
(A)  Amusing  (Y)  Good  (C)  Perhaps 

Unfinished  Symphony  (Foreign  cast)  (British 
Gaumontl  Tragic,  thwarted  love  for  his  pupil 
as  reason  for  Schubert's  great  unfinished  work 
is  largely  fiction.  But  picture  is  notable  for 
much  continental  charm,  pictorial  beauty,  and 
especially  for  the  playing  of  the  great  Schubert 
music   throughout.  5-7-35 

( A )  Very  good    ( Y)  Excellent    ( C )  Probably  good 

Unwelcome  Stranger  (Jack  Holt.  Mona  Bar- 
rie I  (Columb.)  Losing  heavy  bets  through  race- 
track crooks,  big  racing  addict  ascribes  his  bad 
luck  to  appealing  orphan  boy  brought  home  by 
his  wife  for  adoption.  Boy  wins  big  race  and 
melts  big  man.  Sentimental,  glamorous  family 
life    built    on    track    profits.  4-30-35 

(AlMoreor  less  good    (Y)Perhaps    (C)  Doubtful 

Wedding  Night  (Anna  Sten,  Gary  Cooper) 
(U.A.)  Gay  life  and  a  gay  wife  send  once  suc- 
cessful writer  back  to  native  Connecticut  farm 
penniless.  Re-inspiration  in  strong,  convincing 
romance  with  Polish  neighbors'  charming 
daughter,  already  betrothed  to  father's  choice. 
Artificial  ending  mars  whole.  4-23-35 

I  A)  Mostly  good        (Y)  Very  doubtful        (C)  No 


Page  130 


The  Educational  Screen 


Among  the  Magazines  and  Book: 


The  Instructor  (March,  '35)  "School  Budgets  and 
Teaching  Films,"  by  P.  R.  Meinhard. 

"Today,  educators  in  general  are  convinced  of  the 
efficacy  of  motion  pictures.  It  is  evident  that  films 
will  play  an  increasingly  vital  part  in  the  education 
of  the  future,  for  their  intrinsic  pedagogic  value  has 
been  proved  again  and  again.  Assuming  that  pic- 
tures are  correctly  used,  they  aid  in  speeding  up, 
vitalizing,  and  making  effective  the  brimful,  com- 
plicated curricula  of  our  up-to-date  schools,  and  in 
so  doing  they  substantially  lighten  the  teacher's 
load.  The  accelerative  power  of  motion  pictures 
takes  on  surpassing  importance"  after  the  retarda- 
tion of  retrenchment.  If  the  classroom  film  is  a 
short-cut,  scientific  management  demands  that  it 
be  adopted.  Since  the  type  of  films  has  been  re- 
duced in  size,  a  comparatively  smaller  investment 
eliminates  pupil  repeaters  who  do  not  now  react. 

"The  machine  of  education  has  everywhere  been 
seriously  slowed  down.  Might  it  not  be  advisable 
to  consider  whether  we  should  ever  go  back  to  the 
old  system  and  program?  To  many  it  seems  that 
present  conditions  provide  an  excellent  opportunity 
to  revamp  and  modernize  the  educational  machine 
— to  bring  methods  and  media  more  nearly  up  to 
the  present  level  of  scientific  progress." 

Intercine  (February,  '35)  The  entire  issue  is  de- 
voted to  television  which  it  is  predicted  will  lead  to 
complete  success  in  color  and  stereoscopy,  when 
reality  and  not  fantasy  will  be  screened.  "The  op- 
portunity of  seeing  with  what  tenacious  efforts  each 
people  seeks  to  overcome  its  daily  difficulties"  will 
serve  the  cause  of  peace  far  better  than  propaganda. 
Mr.  Rudolph  Arnheim  compares  the  physiology  of 
the  senses  of  seeing  and  hearing  in  a  most  illumi- 
nating manner,  incidentally  alluding  to  the  concep- 
tion of  time  as  the  fourth  dimension.  Television 
does  not  need  to  be  limited  to  the  reception  of 
images  on  a  small  mirror,  as  they  can  be  repro- 
jected  on  a  screen  of  the  desired  size. 

Giovanni  Gallanti  presents  a  review  of  television 
experimentation,  and  predicts  telecinematography 
since  films  are  more  satisfactorily  transmitted  than 
direct  pictures.  News  reels,  made  day  by  day,  can 
be  televised  during  the  evening.  "Direct  transmis- 
sion of  actual  happenings  cannot  at  present  be  re- 
lied upon,  apart  from  pictures  sent  from  especially 
fitted-out  studios."  The  Postmaster  General  of 
England  has  announced  that  a  central  television 
station  is  to  be  established  in  London  during  the 
present  year,  costing  nearly  a  million  dollars.  Home 
television  sets  will  cost  about  $250.  to  $300. 


Conducted  by  MARION  F.  LANPHIER 


Benn  Hall  treats  the  mechanical  and  electrical 
scanning  of  images  in  a  manner  to  bring  romance 
into  television.  The  research  work  of  the  Russian 
scientist,  Zworykin,  is  simplified  to  the  point  of 
popular  reading.  Microscopic  photo-electric  cells, 
to  the  number  of  3  million  are  placed  in  a  4  by  5 
inch  mica  sheet,  and  perform  the  function  of  the  137 
million  rods  and  cones  of  the  eye.  The  new  process 
of  electrical  memory  is  described.  Vision  will  be 
extended  to  include  the  ultra-violet  and  the  infra- 
red wave  lengths.  Television  in  the  theatre  maj-  be 
utilized  for  important  "news  flashes."  The  diffi- 
culties of  cost,  supply  of  entertainment  material, 
and  band  width  of  frequencies  are  discussed.  Dr. 
Kurtz  of  the  University  of  Iowa  has  represented 
thirteen  fields  of  knowledge  in  his  programs  during 
the  past  two  years.  Corrado  Pavolini,  of  the  staff 
of  Intercine,  predicts  that  journalism  will  be  modi- 
fied by  television,  which  will  handle  the  immediate 
news,  and  the  press  will  deal  with  formulations 
and  comment. 

Hygeia  (February,  '35)  "Health  Education  in 
Arizona,"  by  Forrest  E.  Douchette. 

The  Arizona  State  Board  of  Health  organized  a  di- 
vision of  health  education  in  1933.  Any  school,  club, 
town  or  city  of  the  state,  which  might  wish  to  have  a 
"health  day"  or  "health  week"  program  could  be  served 
by  the  State  Board  through  a  representative,  who  would 
bring  films  and  a  projector,and  give  talks.  Notwithstand- 
ing a  307c  reduction  in  operating  funds,  a  projector  was 
bought  and  paid  for.  The  projector  was  of  the  16  mm. 
type,  the  screen  was  45  by  60  inches ;  and  two  extra 
lenses,  1  and  3  inches,  were  provided.  For  transporta- 
tion, waterproof  canvas  was  needed,  and  waterproof 
bags  for  films  and  several  lengths  of  extension  cord. 
One  16  mm.  film  was  purchased,  and  four  films  were 
loaned  by  the  New  York  Life  Insurance  Co.  Programs 
were  given  in  theaters,  public  and  private  schools,  to 
luncheon  and  civic  clubs,  P.  T.  A.'s,  the  Indians  of  the 
Gila  River  and  Navajo  Reservations,  and  to  men  and 
boys  "on  the  bum"  from  every  state  in  the  Union  and 
and  now  in  transient  camps.  The  audience  at  one  time 
was  450  Navajo  Indians ;  by  traveling  south  300  miles. 
500  Pima  Indians,  sitting  on  the  ground,  out  on  the 
desert,  marvelled  at  the  movie  miracle.  Two  more 
films  ha  /e  been  purchased,  and  eight  have  been  loaned, 
in  some  cases  for  the  local  program.  The  entire  state 
has  been  traversed,  over  7,000  miles  being  covered. 
"The  original  500-watt  lamp  that  came  with  the  ma- 
chine traveled  more  than  5,000  miles  and  was  used 
showing  films  to  more  than  25,000  persons  before  it 


May,    1935 


Page  131 


burned  out."  The  equipment  is  not  rented  or  loaned 
to  anyone.  The  total  number  of  observers  is  38,000 
reached  in  five  months.  This  is  almost  one-tenth  of 
the  total  population  of  the  state. 

The  High  School  Journal  (March,  '35)  "Educa- 
tion in  the  Social  Sciences  and  the  New  Deal",  by 
Dr.  Wallace  E.  Caldwell,  University  of  North  Caro- 
lina. 

In  an  article  dealing  with  the  Report  of  the  Com- 
mittee on  the  Study  of  the  Social  Sciences,  the 
writer  makes  some  trenchant  statements  pertinent 
to  visual  methods.  If  the  student  is  to  have  an 
actual  experience  which  will  enter  into  his  own  life, 
he  must  see  the  facts  which  he  is  acquiring  as 
"pulsing  and  throbbing  pieces  of  life  .  .  .  Visual  edu- 
cation, the  display  and  discussion  of  pictures,  is  one 
means  in  which  I  have  personally  a  strong  belief  of 
giving  life  to  facts.  The  handling  of  an  Indian 
arrowhead  or  axe,  with  an  attempt  to  reconstruct 
how  it  was  made  and  how  it  was  used,  a  visit  to 
an  Indian  village  site  ...  or  the  study  of  Indian 
encampments  made  by  artists  of  colonial  times  will 
do  more  to  vitalize  a  study  of  the  Indians  than  all 
the  facts  in  the  textbook." 

Camera   Craft    (February,   '35)    "The   Future  of 
Amateur  Talkies,"  by  William  A.  Palmer. 

The  camera  that  will  record  sound  is  an  improved 
tool  for  the  movie  maker,  but  sound  movies  have  limi- 
tations that  make  it  improbable  that  silent  pictures  will 
be  displaced;  just  as  color  photography,  although  at 
times  wonderfully  successful,  has  limitations  imposed 
by  lighting  conditions  and  by  the  suitability  of  the 
subject.  Sound  pictures  require  much  more  prepara- 
tion and  planning  than  do  silent  pictures.  Cutting  is 
greatly  restricted,  as  one  has  to  be  mindful  of  the 
sound  track.  Talkies  are  primarily  visual,  and  the 
techniqu'es  for  the  silent  film  cannot  be  suppressed. 
The  amateur  is  apt  to  stress  sound  recording,  and  fall 
down  on  the  essential,  the  picturization,  which  makes 
use  of  the  shifting  viewpoint  of  the  camera.  Another 
error  is  to  think  that  sound  must  be  a  continuous  ac- 
companiment of  action.  Adding  sound  to  an  old  silent 
picture  is  clearly  explained,  including  the  transferring 
of  sound  from  a  synchronizing  phonograph  to  the  film 
sound  track.  Any  movie  maker,  except  the  truly  pro- 
fessional, can  surely  profit  from  this  clear  exposition. 

Building  America,  a  new  monthly  magazine  pub- 
lished Dy  the  American  Society  for  Curriculum  Study 
with  the  Assistance  of  Lincoln  School  of  Teachers 
College,  Columbia  University,  and  the  Federal  and 
St;  te  Government  through  the  Works  Division  of  the 
Emergency  Relief  Bureau  of  New  York  City. 

This  new  series  of  picture  texts  is  designed  for 
Junior  and  Senior  high  schools,  colleges,  edu- 
cational groups  sponsored  by  the  Y.  M.  C.  A. 
and  the  Y.  W.  C.  A.,  CCC  Camps,  and  other 
adult     educational  groups.      Each     unit     is     de- 


voted to  photographic  studies  of  some  modern  social 
problem,  and  may  be  used  as  text  or  supplementary 
text  material.  The  present  status  of  our  life  will  be 
described,  and  the  inherent  possibilities  in  our  wealth, 
power,  and  skill,  for  improving  the  quality  "of  Amer- 
ican living,  both  materially  and  culturally."  The  units 
"adapt  themselves  to  all  levels  of  maturity  and  intelli- 
gence. .  .  .  they  bring  subject  matter  into  the  experi- 
ences of  the  students." 

Dr.  Mendenhall,  of  Teachers  College,  who  is  the 
editor  of  the  units,  says,  "Building  America  picture 
studies  are  an  answer  to  the  insistent  and  widespread 
demand  of  educators  for  a  new  type  of  classroom  ma- 
terial that  will  give  students  a  working  knowledge  of 
social  and  economic  principles  and  institutions  .... 
The  present  trend  toward  closer  integration  of  all 
agencies  in  our  interdependent  world  points  to  a 
society  that  will  demand  the  highest  informed  intelli- 
gence on  the  part  of  our  citizens."  Dr.  Newlon,  Di- 
rector of  Lincoln  School,  states,  "The  pictorial  organ- 
ization of  student  material  in  this  series  is  a  practical 
demonstration  of  the  eflfectiveness  of  pictures  as  mate- 
rials of  instruction  to  supplement  the  inadequacy  of 
language  in  dealing  with  social  problems." 

The  first  unit.  Housing,  has  three-fourths  of  its  28 
pages  devoted  to  58  photographs  and  three  picture 
graphs,  one-fourth  being  devoted  to  textual  descrip- 
tion. The  latter  shows  the  "relationship  of  one  body 
of  facts  to  other  facts  and  the  significance  of  all  facts 
to  human  welfare."  The  photographs  and  text  present  a 
unified  and  comprehensive  story.  The  causes  and  ef- 
fects of  bad  housing  are  dealt  with,  the  raw  materials 
of  construction,  and  the  workers.  "Planned"  housing 
is  represented  by  municipal  improvement  both  in 
America  and  abroad.  The  Federal  Housing  Acts  are 
also  shown  as  they  have  operated.  Subjects  to  be 
treated  in  subsequent  issues  are :  Food,  Men  and  Ma- 
chines, Transportation,  Health,  Communication, 
Power,  Recreation,  and  Youth  Faces  the  World.  A 
complete  Teacher's  Guide  accompanies  each  unit  with 
many  suggestions  for  problems  to  be  solved  and  ac- 
tivities to  be  performed. 


Photo  Art  Monthly 

A  magazine  appealing  particularly  to  Educators  and  those 
interested  in  Visual  Instruction  through  the  photographic 
depiction  of  scientific  and    beautiful  subjects. 

It  covers  Its  subjects  authoritatively  by  offering  only  the 
best  writers  In  their  specialized  branches. 

$2.00  per  year  20c  a  copy 

$2.50   Foreign  25c  In  Canada 

$2.60  per  year  In   Canada 

Photo  Art  Publisher 

482-498  MONADNOCK  BUILDING 
SAN  FRANCISCO,  CALIFORNIA 


Page  132 


The  Educational  Screen 


Depdrtment  of  Visual  Instruction  Notes 


Summer  Meeting  of  the  Department 

Women's  Club  Auditorium,  Denver,  Colorado,  July  1-2 

The  1935  meeting  of  the  N.  E.  A.  at  Denver,  offi- 
cially scheduled  for  one  short  week  in  July,  will, 
for  thousands  of  teachers,  become  an  all-summer, 
all-Colorado  vacation,  for  Denver  is  the  heart  of  the 
world's  great  vacation  land.  Two  national  parks 
are  located  in  Colorado.  The  Rocky  Mountain  Na- 
tional Park,  of  which  Estes  Park  is  perhaps  the 
best  known  spot,  is  only  90  miles  from  Denver. 
Seventy-five  miles  south  of  Denver  is  the  Colorado 
Springs  region,  famous  for  Pike's  Peak  and  the 
Garden  of  the  Gods.  From  Colorado  Springs,  the 
motorist  may  drive  by  way  of  scenic  Corley  high- 
way or  Ute  Pass  to  Cripple  Creek,  the  one-time 
famous  mining  center  of  the  state.  If  a  longer  mo- 
tor trip  is  desired,  the  convention-goer  may  wish 
to  drive  to  the  Mesa  Verde,  land  of  the  Aztecs,  in 
southwestern  Colorado.  Here,  the  homes  of  the 
Cliff  Dwellers  of  two  thousand  years  ago  may  be 
entered. 

There  is  a  possibility  of  an  outing  of  the  mem- 
bers of  the  Department  of  Visual  Instruction  under 
the  direction  of  Robert  Collier,  Jr.,  Denver,  Colo- 
rado, Local  Chairman  for  the  Department  of  Visual 
Instruction  Conference,  Director  of  Science,  South 
High  School,  Denver,  and  National  Parks  Guide. 
Plans  for  this  outing  are  being  made.  If  the  outing 
materializes  it  will  be  held  on  July  5,  1935. 

The  sessions  of  the  Department  of  Visual  In- 
struction will  be  held  in  the  Auditorium  of  the 
Women's  Club  on  the  afternoons  of  July  1st  and 
2nd  in  conformity  with  the  practice  of  giving  the 
morning  and  evening  meetings  to  the  N.  E.  A.  gen- 
eral programs.  The  general  theme  of  the  discus- 
sions will  be  "Visual-Sensory  Aids  as  a  Coordinating 
Factor  in  the  Integrated  School." 

The  advance  program  of  speakers,  events  and 
activities,  received  from  Mr.  Wilber  Emmert, 
President  of  the  Department  and  Presiding  Officer, 
promises  a  real  live  Visual  Education  Center.  On 
Monday  afternoon  Mr.  L.  K.  Meola  will  tell  what 
is  being  done  at  the  John  Hay  High  School  in 
Cleveland  with  noon-day  movies.  A  timely  subject 
is  to  be  discussed  by  Mr.  Henry  Klonower  of  the 
Pennsylvania  State  Department  of  Public  Instruc- 
tion, namely,  "The  Role  of  a  Visual  Aid  and  Sensory 
Technique  Course  in  Teacher  Preparation."  The 
services  of  their  Departments  in  the  Visual  Educa- 
tion programs  of  their  states  will  be  explained  by 
Mr.  H.  L.  Kooser  of  the  University  of  Iowa,  and 
Mr.  Lowry  Nelson  of  Brigham  Young  University. 


Conducted  by  ELLSWORTH  C.  DENT,  Secretary 


Mr.  Merrill  Bishop,  of  the  San  Antonio  Schools, 
will  describe  "A  Course  in  the  Correlation  of  the 
Arts."  Mr.  William  H.  Dudley  will  present  a  plan 
for  "Systematic  Visual  Education  in  the  Average 
School." 

Tuesday  afternoon  will  be  devoted  to  discussions 
of  visual  materials  and  methods  which  have  proved 
effective,  including — "Characteristics  in  Still  Pic- 
tures for  Instructional  Use  in  the  Classroom",  by 
Miss  Lelia  Trolinger  of  the  University  of  Colo- 
rado: "The  Use  of  Cartoons  and  the  Chalk  Talk  in 
the  Classroom,"  by  George  Ream  of  Albuquerque 
Senior  High  School ;  "The  Adaptation  of  Art  to 
Classroom  Work,"  by  Edna  Melstern  of  Central 
Grade  School,  Pueblo.  A  report  on  a  Science  Night 
Program  at  the  South  High  School.  Denver,  by 
Robert  Collier,  Jr.,  and  a  classroom  demonstration 
on  the  use  of  the  opaque  projector  by  Miss  Inez  C. 
Larson  of  Alcott  School,  Denver,  will  complete  the 
program. 

A  display  of  visual  materials  will  be  on  exhibition 
in  the  Women's  Club.  This  will  feature  pupil-made 
materials  for  the  various  school  subjects.  A  num- 
ber of  the  schools  in  Denver  will  have  individual 
exhibits  of  work  done  by  the  pupils.  If  teachers 
have  some  materials  they  would  like  to  contribute 
to  the  exhibit,  Mr.  Robert  Collier,  Jr.  will  be  glad 
to  receive  them. 

The  complete  program  of  the  meetings  of  the 
Department  of  Visual  Instruction  will  appear  in 
the  June  issue  of  this  magazine. 

Chicago  Branch  Spring  Meeting 

The  Metropolitan-Chicago  Visual  Education  As- 
sociation held  its  spring  meeting  Saturday,  April 
13th,  at  the  Palmer  House  from  10:00  A.  M.  to  3:00 
P.  M.  with  President  Dr.  H.  Ambrose  Perrin,  Su- 
perintendent of  Joliet  Schools,  presiding.  The 
morning  program  consisted  of  a  fascinating  "Teach- 
ing Demonstration  of  Reading  with  Slides",  con- 
ducted by  Mrs.  Mary  A.  McGady  with  her  pupils 
from  the  Hookway  School.  During  the  noon  lunch- 
eon meeting  J.  Ritchie  Patterson,  in  Charge  of 
Visual  Education,  Chicago  Public  Library,  pro- 
jected some  selections  from  the  splendid  White 
Collection  of  hand-colored  slides.  Miss  S.  Naomi 
Anderson,  Englewood  High  School,  demonstrated 
simple  and  inexpensive  slide-making  methods. 
Various  types  of  projectors  were  exhibited  by  F. 
G.  Roberts  of  the  Bell  &  Howell  Education  Depart- 
ment. 


May,   1935 


Page  133 


At  the  business  meeting  following,  there  was  a 
discussion  of  the  number  of  meetings  to  be  held 
each  year.  It  was  finally  agreed  to  hold  two  meet- 
ings for  the  school  year  1935-36,  one  of  these  meet- 
ings to  be  held  in  the  fall  and  the  other  in  the 
spring.  They  are  to  be  well-planned,  all  day  ses- 
sions, with  some  class  demonstration,  some  instruc- 


tion on  the  value  of  the  visual  education  and  a 
demonstration  of  new  equipment.  Dr.  H.  Ambrose 
Perrin  of  Joliet  was  re-elected  President  and  Miss  S. 
Naomi  Anderson  Secretary-Treasurer.  Three  mem- 
bers of  the  executive  committee  are  to  be  appointed 
by  these  officers.  About  twenty-five  new  members 
were  registered. 


DeVry  Summer  School  of  Visual  Education 

June  24  to  28  inclusive,  at  Francis  W.  Parker  School,  Chicago 


PROGRAM 

Director,  A.   P.   Hollis,   M.   S., 
Author  "Motion  Pictures  for  Instruction" 

Monday,  June  24,  1935 

Introductory  Remarks — President  H.  A.  DeVry. 
♦Educational  and  Industrial  Film  Showings  with  Explanations 
by  producer  representatives — 

"Our  Debt  to  Mother  Earth" — Sales  Promotion  Angles, 

E.    O.    Gray,   Advertising    Department.   American 

Steel  and  Wire  Company. 

"Rhapsody   in    Steel" — W.   K.   Edmunds,   Ford   Motor 

Company. 

Address   and    Discussion — The   American    Library   of   Visual 

Education — Miss  Pat  Paige. 
Lecture  on  Birds — with  Motion  Pictures — Cleveland  P.  Grant, 
formerly  with  Field  Museum. 
*Round   Table   Discussion — Led   by   Mrs.   Charles   R.   Holton, 
Chairman    Motion    Picture    Department,    Illinois    Federa- 
tion of  Women's  Clubs. 
Principles   of   Sound-On-Film    Systems  —  W.   N.   Littlewood, 
Director  of  Education,  DeForest  Training,  Inc. 
Features  and  Operation  of  a  3Smm  Portable  Sound-On-Film 
Unit — Mr.  J.  G.  Black,  Engineer,  Herman  A.  DeVry,  Inc. 
Tour  to  Art  Institute. 

Tuesday,  June  25,  1935 

♦Educational  and  Industrial  Film  Showings,  with  explanations 
by  producer  representatives — 

"Good   Hospital   Care"— In   Sound— Dr.   T.   M.   Mac- 

Earchern,  American  College  of  Surgeons. 
"Conquering  Desert  and  Jungle"— Mr.  George  Blake, 
Goodyear  Tire  &  Rubber  Co.,  Akron,  Ohio. 
Address— The  Better  Film  Program  of  the  National  Parent- 
Teachers  .\ssociation — Mrs.  Robbins  Gilman. 
♦Round    Table    Discussion  —  Led    by    Mrs.    Elizabeth    Richey 
Dessez — The    Motion    Picture    Foundation   of   the    United 
States  of  America. 
Round  Table  Discussion — Led  by  Mr.  Nelson  Greene,  Editor 

Educational  Screen. 
Features  and  Operation  of  a  16  mm.  Sound-On-Film  Unit — 
Instruction  and  Practice — Paul  D.  Hance,  Jr.,  Engineering 
Staff,  Herman  A.  DeVry,  Inc. 
Self-Liquidating  Plans  for  Visual   Education   Equipment   in 
Schools — W.    E.    Swartout,    Emerson    School,    Maywood, 
Illinois. 
Tour  to  Rosenwald  Museum  of  Science  and  Industry. 
Trips  on  Lake  Michigan— The  DeVry  Yacht,  "Typee". 

Wednesday,  June  26,   1935 

♦Educational  and  Industrial  Film  Showings 

"Through   the   Centuries"    (Part    Showing)  —  Missionary 

Work  of  the  Catholic  Church— E.  G.  Hancock. 
"Romance  of  the   Reaper"— Mr.  L.  A.   Hawkins,   Interna- 
tional Harvester  Company,  Chicago. 
Address  —  National  Film  Institute  —  Dr.  Edgar  Dale,  Ohio 


State  University. 
♦Round  Table  Discussion— Led  by  Mrs.  Chester  Holt  Greene, 

State  Motion  Picture  Chairman,  111.  Congress  of  Parents 

and  Teachers. 
Address— Development  of  Photo  Play  Appreciation  in  Schools 

—Speaker  to  be   furnished  by  Mr.  Will   Hays,   President 

Motion   Picture   Producers   and   Distributors   of  America. 
Recording  Sound-On-Film— Paul  D.  Hance,  Jr. 

Principles  and  Demonstration — Instruction. 
Address— State  Wide  Film  Distribution  in  Wisconsin— J.  E. 

Hansen,   Chief   Bureau   Visual   Instruction,   University  of 

Wisconsin. 
Address  —  "Bricks  Without  Straw"  —  Mr.  George  Zehrung, 

Director  Motion  Picture  Bureau,  National  Council  Y.  M. 

C.  A.,  New  York. 

Tours  to  Chicago  Academy  of  Science  and  Chicago  Histori- 
cal Society— Mr.  J.  L.  Dvorak. 
Visual    Education    Dinner    and    Entertainment    at    Webster 
Hotel— $1.25  per  plate. 

Thursday,  June  27,  1935 
♦Educational  and  Industrial  Film  Showings — 

Erpi  Educational  "Sound"  Films— Miss  J.  M.  Carter,  Uni- 
versity of  Chicago  Press. 
Firestone  Film— Mr.  A.  G.  Weitzel,  Firestone  Tire  &  Rub- 
ber Company. 
Address  and  Demonstration— Television  is  "Just  Around  the 
Corner"— U.  A.  Sanabria. 
♦Round  Table  Discussion— Led  by  Paul  G.  Edwards,  Director 
Bureau  of  Visual  Education,  Public  Schools,  Chicago. 
Business  Session. 

Address  and  Demonstration — "Social  Values  in  Motion  Pic- 
tures"— Dr.   LeSourd,   Dean,   Boston  University  Graduate 
School. 
Trouble  Shooting  in  Sound  Systems— Mr.  J.  G.  Black. 
Tours  to  Field  Museum  and  Shedd  Aquarium. 
Motion  Picture  Lecture — "Looking  Through  Great  Telescopes" 
(Ruroy  Sibley,  Producer — Director)  Scientific  cooperation 
by  Professor  Lee — Northwestern  University. 
Lecture  by  Almond  Fairfield,  M.  A., 
Comedy  and  a  March  of  Time 
(Admission  by  Membership  cards) 

Friday,  June  28,  1935 

♦Educational  and  Industrial  Film  Showings- 
Culver   School   Film  —  Mr.   Frank   Balkin,   Chicago   Film 

Laboratory. 
"Austin  Roll-A-Plane"— Mr.   H.  F.   Barrows,  Advertising 
Manager,   Western  Road  Machinery  Co.,  Aurora,  III. 
Visual  Education  from  the  Museum  Standpoint— Miss  Amelia 

Meissner — Discussion. 
Visual  Education  in  Foreign  Countries — C.  O.  Baptista, 

D.  C.  Beaulieu 

(♦It  is  not  practical  at  this  early  date  to  assign  a  definite  day 
and  hour  to  the  other  speakers  on  the  Film  Showings  and 
Round  Table  Conferences  —  These  will  be  announced  later.) 


Page  134 


The  Educational  Screen 


lummer 


Courses 


n  Visual  Instruction 


Every  effort  has 
complete  listing  of 
courses  for  teachers 
instructors  and  titles 

Institution 

Alabama 

State  Teachers  Col- 
lege, Florence 

State  Teachers  Col- 
lege,   Jacksonville 

State  Teachers  Col- 
lege, Troy- 
Arizona 

University  of  Ari- 
zona, Tucson 

California 

University  of  South- 
ern California,  Los 
Angeles 


State  Teachers  Col- 
lege, San  Fran- 
cisco 


been  made  to  secure  from  every  State  a 
its  institutions  where  visual  instruction 
will  be  given  this  summer,  together  with 
of  the  courses. 


Title  of  Course 


Instructor 


F.  F.  Cunningham 


Visual  Aids  in 

Geography 
In    connection    with 

Geography  classes 

Visual   Aids   in   In-     Loraine  E.  Hamil 
termediate    Geog- 
raphy 


Visual   Education         L.  D.  Klemmedson 
and    Illustrative 
Technique 


Fundamentals   of  B.  V.  Morkovin 

Motion  Picture 
Production 

Social   and   Psycho-     B.  V.  Morkovin 

logical  Aspects  of 

Motion  Pictures 
Visual   Instruction       Anna  V.  Dorris 


Colorado 

University  of   Colo-    Visual  Aids 
rado,  Boulder 

University  of  Den 
ver,  Denver 


Lelia    Trolinger 


Illinois 

Loyola   University, 
Chicago 

Indiana 

State  Teachers  Col- 
lege, Terre  Haute 

Kansas 

State  Teachers  Col- 
lege, Emporia 

State  Teachers  Col- 
lege, Pittsburg 

Massachusetts 

Boston   College, 
Chestnut   Hill 

Minnesota 

State  Teachers  Col- 
lege,   Moorhead 

Missouri 

Teachers    College, 
Kansas  City 

New  Jersey 

State  Teachers  Col- 
lege, Montclair 

State   Normal 
School,  Newark 

Rutgers  University, 
New  Brunswick 

Teachers    College, 
Trenton 


Vitalizing    Instruc-      E.  H.  Herrington 
tion  through  Vis- 
ual Aids 

Techniques    in    the     W.  H.  Steele 
Use  of   Visual 
Aids 


Visual   Education         W.  H.  Johnson 


Visual   Education         H.  A.  Henderson 


Visual   Education         J.  P.  Drake 

In  connection   with     J.  A.  Trent 
course  on  Biology 
Methods 

Visual   Instruction       J.  A.  Hennessey 


Supervision  C.  P.  Archer 

Through   Visual 
Aids 


Methods  in  the  Use    Rupert  Peters 
of  Visual  Aids 


Visual  Education  in     E.  W.  Crawford 
the   Secondary 
Schools 

Visual  Education  in     E.  W.  Crawford 
the    Elementary 
Schools 

Visual  Education         L.  R.  Winchell 
Visual  Instruction       George  Wright 


New  York 
State     Normal 

School,      New 

Paltz 

Hunter    College, 
New  York  City 

Teachers  College, 
Columbia  Univer- 
sity, New  York 
City 


New  York  Univer- 
sity, New  York 
City 


Visual  Education         J.   J.   Jenkins 


North  Carolina 

Duke   University, 
Durham 

Ohio 

Western   Reserve 
University, 
Cleveland 


Methods  in  Visual 
Instruction 

Materials  and  Meth- 
ods in  Visual  and 
Auditory  Educa- 
tion 

Research   in  Visual 
and    Auditory 
Education 

Making   Social 
Studies   Graphic 

Laboratory  Course 
in  Visual  Aids 

Practical    Applica- 
tions of  Visual 
Aids 


Visual  Education 


Technics    of    Geog- 

.raphy    Instruction 

(Use     of     maps, 

pictures,     films, 

etc.) 


Rita  Hochheimer 

Fannie  W.  Dunn 
V.  C.  Arnspiger 
Cline  M.  Koon 

Fannie  W.  Dunn 
V.  C.  Arnspiger 
Cline  M.  Koon 
D.  C.  Knowlton 

John  H.   Shaver 

John  H.   Shaver 


C.   F.   Hoban,  Jr. 


Villa   B.   Smith 


Utah 

Brigham  Young 
University,  Provo 


Visual   Instruction        F.  Wilcken  Fox 
Motion    Picture  F.  Wilcken  Fox 

Appreciation 

Pennsylvania 

An  extraordinarily  large  number  of  institutions  in  this  state 
are  to  ofTer  courses  in  "Techniques  for  Visual-Sensory  Aids" 
during  the  coming  summer.  As  the  complete  list  of  instruc- 
tors was  not  available  in  time  for  this  issue,  we  present 
merely  the  list  of  colleges  where  these  courses  are  to  be 
given. 


Albright  College, 

Reading 
Allegheny  College, 

Meadville 
Beaver  College, 

Jenkintown 
Bucknell  University, 

Lewisburg 
College  Misericordia, 

Dallas 
Drexel   Institute, 

Philadelphia 
Duquesne   University, 

Pittsburgh 
Elizabethtown  College, 

Elizabethtown 
Geneva  College, 

Beaver  Falls 
Gettysburg  College, 

Gettysburg 
Grove  City  College, 

Grove  City 
Immaculata  College, 

Immaculata 
La  Salle  College, 

Philadelphia 
Lehigh  College, 

Bethlehem 
Marywood  College, 

Scranton 
Mount  Mercy  College, 

Pittsburgh 
Muhlenberg  College, 

Allentown 
Penna.  College  for  Women. 

Pittsburgh 
Pennsylvania  State  College, 
State  College 


Rosemont   College, 

Rosemont 
Seton   Hill   College, 

Greensburg 
St.  Thomas  College, 

Scranton 
State  Teachers  Colleges  at 

Bloomsburg 

California 

Clarion 

East  Stroudsburg 

Edinboro 

Indiana 

Kutztown 

Lock  Haven 

Mansfield 

Millersville 

Shippensburg 

Slippery  Rock 

West  Chester 
Susquehanna  University, 

Selinsgrove 
Temple   University, 

Philadelphia 
Thiel  College, 

Greenville 
University  of  Pennsylvania, 

Philadelphia 
University  of  Pittsburgh, 

Pittsburgh 
Villanova  College, 

Villanova 
Washington  and  JeiTerson 

Washington 
Waynesburg  College, 
Waynesburg 


May,   193  5 


Page  13  5 


Course  of  Study  in  Visual  Education 

Mimeographed  copies  of  the  Pennsylvania  re- 
vised course  of  study  in  Visual  Education  for  teach- 
er-training institutions  have  just  come  from  the 
press.  "A  Summary  of  the  Techniques  of  Visual- 
Sensory  Aids  for  Teachers  in  Service  and  Teachers 
in  Training"  was  developed  to  meet  the  require- 
ments called  for  in  the  resolution  of  the  State  Coun- 
cil of  Education  last  October  making  visual 
education  a  mandatory  course  before  a  permanent 
certificate  to  teach  in  the  puldic  schools  of  the  com- 
monwealth will  lie  granted. 

The  revision  committee  consisted  of  Dr.  C.  F. 
Hoban,  Director  State  Museum,  Harrisburg;  Dr. 
Henry  Klonower,  Chief  of  Teacher  Training  Bu- 
reau, Harrisburg;  Leslie  C.  Krebs,  State  Teachers 
College,  Shippensburg;  Herbert  L.  Spencer,  Uni- 
versity of  Pittsburgh;  Wilber  Emmert.  State  Teach- 
ers College,  Indiana;  L.  Paul  Miller,  Scranton  High 
School ;  R.  G.  Walters,  Grove  City  College. 

The  outline  has  been  in  use  for  a  number  of 
vears  in  the  approved  institutions  offering  courses 
in  \'isual  Education  but  with  the  rapidly  develop- 
ing philosophy  that  is  included  within  the  course, 
the  committee  felt  that  this  course  should  be 
broadened  to  include  all  those  sensory  techniques 
essential  to  meanful  teaching.  The  document  has 
been  enlarged  to  sixty-five  pages,  with  twenty-five 
lessons  and  extended  appendices.  The  following 
unit  headings  give  some  idea  as  to  the  completeness 
of  the  course. 


Unit  I 
Unit  II 
Unit  III 
Unit  IV 

Unit  V 


Unit  VI 

Unit  VII 

Unit  VIII 

Unit  IX 

Unit  X 

Unit  XI 

Unit  XII 

Unit  XIII 

Unit  XIV 

Unit  XV 

Unit  XVI 

Unit  XVII 

Unit  XVIII 

Unit  XIX 

Unit  XX 

Unit  XXI 

Unit  XXII 

Unit  XXIII 

Unit  XXIV 

Unit  XXV 

Background 

Verbalism 

Values  of  Visual-Sensory  .\ids  as  Revealed  by  Use 

Values    of   Visual-Sensory   Aids   as   Revealed   by 

Investigations 

The  Psycliological  Background  of  Visual-Sensory 

Aids 

Types  of  Visual-Sensory  Aids 

The  School  Journey  or  Field  Trip 

The  Object-Specimen-Model 

Apparatus  and  Equipment 

Projection — Lenses,  Mirrors,  Screens,  etc. 

Still  Projectors 

Making  Lantern  Slides 

Motion  Picture  Projectors 

Still  and  Motion  Picture  Cameras 

Pictorial  Materials  and  Representations 

Textbook    Illustrations,    Photograph,    Print,    Cut- 

Out,  Stereograph 

Lantern  Slides 

Representation  Materials 

Miscellaneous  Aids 

Blackboard  and  Bulletin  Board 

Radio  and  Radio  Vision 

Integrating  Visual-Sensory  Aids 

Standard   Visual-Sensory   Equipment 

Bibliography 

.'\dministration  of  a  Visual-Sensory  Aids  Program 


The 

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ARCHAEOLGOY 

ANCIENT  HISTORY 

AGRICULTURE 

ART 

BIOGRAPHY 

CHEMISTRY 

U.  S.  GEOGRAPHY 

FOREIGN  GEOGRAPHY 

INDUSTRIAL  GEOGRAPHY 

PHYSICAL  GEOGRAPHY 

HEALTH 

HOME  ECONOMICS 


LITERATURE 

LATIN 

FRENCH 

SPANISH 

MUSIC 

NATURE  STUDY 

PHYSICAL  EDUCATION 

PHYSICS 

PRIMARY  READING 

SAFETY 

TRAVEL 

U.  S.  HISTORY 


Write  Today  for  Complete  Information 


SOCIETY/'^VISUAL  EDUCATION.^. 

^Vffi' 91anufacturerx.  Producers,  and Di/tributorx of  Ifi/ual iid^'"^^ 
V      327-    SO.  LA  SALLE    51.  CHICAGO,      ILL.      V 


Page  136 


The  Educational  Screen 


The  Church  Field 


A  Worship  Service  Using  Still  and  Motion  Pictures 


By      ELMER      K.      ESSER 

Editor,   North   District  Epworth   League,   Philadelphia  Conference 


Sus[gestions  for  Opening  Service 

This  may  be  published  in  the   Church   Bulletin. 
Order  of  Service: 

1.  Organ  Prelude,  "Largo" Handel 

2.  Opening  Hymn,  "In  the  Cross  of  Christ  I  Glory." 

Hymn  No.  6 

3.  Opening  Prayer. 

4.  Anthem — Choir,  "For  God  So  Loved  the 
World"    Stainer 

5.  Scripture,  John  13:1-30. 

6.  Announcements. 

7.  Offertory. 

8.  Message,   "In   the   Hours  of   Trial,"   a  Worship 
Service,  using  Visual  Aids. 

Instructions 

Lights:  A  person  should  be  assigned  to  the  lights. 
This  is  very  important  as  there  is  nothing  more  dis- 
turbing as  to  have  an  inexperienced  person  fumbling 
and  pushing  the  wrong  buttons  or  switches.  Lights 
should  be  put  out  without  delay  or  any  announcement, 
immediately  after  the  offering  is  lifted  and  proper  cere- 
mony of  this  part  of  the  service  is  brought  to  an  end. 
If  lights  are  in  sets  they  should  be  put  out  slowly  while 
the  organist  continues  to  play  softly — eventually  swing- 
ing into  the  Meditation  as  arranged. 

Meditation — The  Cross 
For  the  Organist 

1.  On  a  Hill  Far  Away — Verse  and  chorus  (The  Old 
Rugged  Cross). 

2.  When  I  Survey  the  Wondroua  Cross. 

3.  May  I  Be  Willing,  Lord  to  Bear   (Lead  Me  to 
Calvary). 

4.  Jesus,  Keep  Me  Near  the  Cross  (Near  the  Cross). 

5.  Must  Jesus  Bear  the  Cross  Alone. 

6.  In  the  Cross  of  Christ  I  Glory. 

7.  I'll  Exchange  My  Cross  for  a  Starry  Crown. 

8.  The  Way  of  the  Cross  Leads  Home. 

9.  So.  I  Cherish  the  Old  Rugged  Cross. 

Note:  With  a  little  practice  the  organist  can  connect 
the  above,  forming  a  medley.  By  using  variations  and 
different  stops,  combined  with  playing  with  deep  feel- 
ing, a  very  beautiful  impression  can  be  made.  Much  of 
the  success  of  the  service  depends  on  the  worship  at- 
mosphere created  by  the  playing  of  this  meditation. 
Suggested  Prayer 

Slide— "'L&t  Us  Pray." 

O  Almighty  God,  when  our  vision  fails  and  our  un- 


derstanding is  darkened,  when  the  ways  of  life  seem 
hard  and  the  brightness  of  life  is  gone,  grant  to  us  the 
wisdom  that  deepens  faith  and  enlarges  trust.  And 
whensoever  Thy  ways  in  nature  or  in  the  soul  are 
hard  to  understand,  then  may  our  quiet  confidence,  our 
patient  trust,  our  loving  faith  in  Thee  be  great ;  and 
as  children,  knowing  that  they  are  loved  and  cared  for, 
may  we  with  a  quiet  mind  and  at  all  times  put  our  trust 
in  Thee.  So  shall  we  face  life  without  fear,  and  death 
without  faltering ;  and  whatsoever  may  await  us  in  the 
life  to  come,  give  us  the  confident  hope  that  whatsoever 
is  best  for  us,  both  here  and  hereafter,  is  Thy  good 
pleasure  and  will  be  Thy  law.    Amen. 

Announcements:  Be  sure  to  include  in  the  announce- 
ments "after  the  lights  go  out  we  will  make  no  further 
announcements.  You  are  asked  to  follow  the  screen 
and  sing  when  the  words  of  hymns  are  shown  thereon." 

Song  Leader:  It  is  advisable  not   to  have   a  song 

leader  for  this  type  of  program.    Keeping  the  eye  on 

the  screen  helps  to  concentrate  on  the  line  of  thought. 

Visual  Aids  Program 

(No  Announcements  to  be  made) 

(Do  not  print  in  Church  Bulletin) 

1.  Slide  Meditation — The  Cross.     Organist  will  play 
suggested  hymns. 

2.  Slide  Hymn — In  the  Hours  of  Trial. 

3.  Slide— "Let  Us  Pray."    Pastor. 

Organist  will  please  turn  light  out  at  organ. 

4.  Reel  No.  L 

5.  Slide— Peter's  Denial. 

6.  Slide— Christ  Before  Pilate. 

7.  Reel  No.  2. 

8.  -Slide — The  Shadow  of  the  Cross. 

Organist    will   prepare    for   closing   hymn.     Light 
organ  lamp — when  ready,  look  at  screen. 

9.  Slide  Hymn — When  I  Survey  the  Wondrous  Cross. 
Ending  Number  1 : 

If  Opening  Service  is  used,  organist  will  continue 
to  play  softly.  Slide  "Come  Unto  Me,"  will  be  placed 
on  the  screen  and  the  Pastor  will  pronounce  the  Bene- 
diction. Lights  and  Postlude — Adoration  (The  Holy 
City — Gaul,  or  Abide  With  Me). 
Ending  Number  2: 

If  no  Opening  Service  is  used,  organist  will  con- 
tinue to  play  softly  as  house  lights  are  being  turned  on. 

Announcements.  Offering,  Benediction,  Postlude — 
Adoration — The  Holv  Citv^Gaul. 


May,   193  5 


Page  137 


"In  India, 

irrigation 

systems  ate 

still 

primitive. 

Here  is 

shown  what 

is  known 

in  India  as 

a  "joara", 

with  bullocks 

hauling  water 

for  nearby 

fields." 


Dull  lessons  become  vivid  reality  when 
shown  in  talking  movies! 


RCA  l6mm.  Sound-on-Film  Projector 
as  simple  to  operate  as  silent  film  projector! 


It  is  a  highly  simplified  adaptation  of  the 
RCA  Photophone  equipment  used  in  the 
country's  finest  theatres. 

Sound  and  picture  are  on  the  same  film — 
keeps  synchronization  automatically  perfect. 

Can  be  set  up  in  a  few  minutes  —  no  class- 
room disturbance. 

Costs  no  more  to  operate  than  silent  projector! 

Microphone  can  be  attached  to  give  sound 
to  silent  movies  by  carrying  operator's  voice 
to  the  screen. 


Projects  both  sound  and  silent  film 


OVER  2000  I6mm.  sound  films  are 
now  available— covering  many 
educational  subjects.  More  are  con- 
stantly being  made!  They— with  the 
new  RCA  l6mm.  Sound-on-Film  Pro- 
jector—oflfer  the  most  valuable  teach- 
ing tool  to  be  introduced  in  years! 

Authorities  are  learning  that  often 
the  size  of  the  class  can  be  multiplied 
several  times  without  loss  to  the  indi- 
vidual student  when  talking  pictures 
are  used. 

The  new  RCA  I6mm.  Sound-on- 
Film  Projector  is  so  simple  that  no 
technical  knowledge  of  any  sort  is 
required  to  thread  and  operate  it.  It 
is  as  easy  to  set  up  and  operate  as  any 
silent  projector.  It  can  be  set  up  where- 
ever  there  is  an  ordinary  electrical 
outlet.  It  can  easily  be  carried. 

Write  for  full  information  about  the 
RCA  16mm.  Sound-on-Film  Projec- 
tor, the  Slide  Film  Sound  Projector, 
and  other  uses  of  sound  in  modern 
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Over  2000  I6mm.  Sound  Films  Now  Available  for  Rent  or  Purchase 

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VISUAL  SOUND  PRODUCTS  DIVISION 
RCA  MANUFACTURING  CO.,  INC.  CAMDEN,  NEW  JERSEY 


Page  138 


The  Educational  Screen 


School  Department 


Americd/  the  Land  of  Opportunity" 

A  series  of  fifteen  zvall  panels  executed  by  the 
seventh  and  cic/hth  year  pnpils  of  Public  School  80. 
Brooklyn  from  December  through  January  in  connec- 
tion -liHth  their  li'ork  in  Fine  Arts. 

The  general  topic  "America,  the  Land  of  Oppor- 
tunity" was  selected  with  the  character  of  the  district 
in  mind.  The  classes  consist  almost  entirely  of  the 
children  of  immigrants.  The  topic  was  divided  into 
fifteen  parts,  one  of  which  was  assigned  to  each  class. 
The  topics  were  selected  so  as  to  trace  the  immigrant's 
life  from  the  land  of  his  birth  to  America,  to  show  the 
steps  he  would  probably  take  before  reaching  the 
American  ideal  of  "owning  one's  own  home,"  and  then 
enjoying  all  the  jjrivileges  of  his  adopted  land.  Seven 
double  periods,  each  of  eighty  minutes  for  each  class. 
Much  after-school  work  had  to  be  done  by  the  "back- 
ground comnnttee"  of  each  class.  The  children  are 
constantly  induced  to  urge  their  parents  to  take  ad- 
vantage of  the  Evening  School  privileges,  later  to  be- 


N  EW     DEAL! 
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Mogul!  Brothers  handle  a  complete  line  of  standard  16  mm 
projectors — Bell  and  Howell,  Ampro.  Victor,  DeVry— cameras 
and  accessories.  Consult  us  about  your  projector  needs.  Your 
old  machines  accepted  in  trade.  Deferred  payments  can  be 
arranged. 

National   library  of   16  mm.  silent  and   sound   films   for  enter- 
tainment  and    education,   covering   hundreds   of   subjects. 
FEATURES      CARTOONS      SCENIC      LITERATURE      MUSIC 
COMEDIES       SPORTS       HISTORY       RELIGIOUS       SCIENCE 
Send  for  complete  list  and  rental  and  sale  trices. 

MOGULL     BROS.,     INC. 

1944  BOSTON  ROAD,  Dept.  E  NEW  YORK,  N.  Y. 


Conducted  by  DR.  F.  DEAN  McCLUSKY  I 

Director,   Scarborough   School,   Scarborough-on-hlud«on,   N.  Y.  I 

come  citizens,  and  then  to  live  an  ideal  .\merican  life. 
To  what  degree  the  teachers  have  thus  far  succeeded 
is  evidenced  by  an  enthusiastic  and  intelligent  Parent- 
Teacher's  Association,  cooperation  from  the  home  and 
Community  interest  in  school  events. 
Correlation 
In  the  de])artmental  grades,  it  is  not  easy  to  provide 
for  subject  correlation  because  of  the  four  or  five 
different  teachers  that  supervise  the  varied  subjects. 
\\\ih.  this  point  in  mind,  the  following  note,  bearing 
the  principal's  approval,  was  sent  to  the  teachers  of 
every  subject. 

"All  the  classes  from  7A1  to  8B4  are  working  out 
in  their  Art  Class  a  wall  painting  deiiicting  the  general 
topic,  'America,  the  Land  of  Opportunity.'  To  carrv 
out  more  completely  the  modern  idea  of  the  inter- 
relationship existing  among  all  the  subjects  of  the  cur- 
riculum, could  you  contrive  in  some  manner  to  in- 
corporate into  your  lessons  of  the  coming  weeks  gen- 
eral information  and  specific  references  to  the  topic 
a  particular  class  is  considering?  The  following  is  :> 
list  of  the  classes  you  may  have  and  their  assigned 
topics : 

7A1 — Homes  in  America. 
7.^2— .Arrival  at  Ellis   Island. 
7.'\3 — Citizen's  First  \'ote. 
7B1 — Free   Hospital   Service   in   Schools. 
7B2 — Scene  in  Court  Naturalization. 
7B3 — Life  at  Home  in  Italy. 
7B4— Public  Beaches,  Coney  Island. 
8.\1 — Free  Evening  Schools. 
8.\2 — Free  Parks  and  Playgrounds. 
8-'\3 — Life  at  Home  in  Russia. 

8.A-1 — On   Board   Steamer  Enterina;  X.  Y.   Harbor. 
8B1— First  Job. 
8B2 — Free    Public   Libraries. 
8B3 — Leaving    Wharf    for    America. 
8B4 — Free   Camping    Privileges,    Bear    Mountain. 
"Some  suggested  methods  are.  compositions,  poems, 
oral  and  written  reports,  spelling  words,  general  dis- 
cussion periods,  etc." 

The  method  generally  followed  in  each  class  with 
each  topic  was  as  follows : 

(1)  Discussion  and  initial  sketch.  (2)  Manikin 
drawing.  Background  Committee  selected  by  class  with 
ajjproval  of  teacher.  (3)  Figure-drawing  in  costume — 
a  sketch.  (4)  Sketch  of  related  parts  of  project. 
(5)  Figures  and  parts  painted.  (6)  Cut  out  figures 
and  parts.  (7)  Finishing  touches  to  project.  Group 
discussion  of  things  learned  while  at  work  during  ]ire- 
ceding  lessons. 

Here  follows  a  brief  discussion  of  some  of  the  class 
toj^ics  and  how  each  was  handled. 

(Contiiijicd  on  l^aiic  1-tOI 


May,   193  5 


Page   139 


T  IS  only  natural  that  educators  have  turned 
to  Eastman  Classroom  Films  for  a  medium  of 
instruction  in  topics  of  health.  Again  and 
again  tests  have  shown  that  with  their  graphic, 
stimulating  qualities,  these  films  help  to  teach 
more  in  less  time  —  and  teaching  the  way  to 
healthful  living  is  no  exception. 

Of  the  more  than  200  Eastman  Classroom 
Films  now  available,  none  have  been  more 
widely  used  than  those  devoted  to  health. 
This  is  a  striking  double  testimonial:  to  edu- 
cators' awareness  of  the  great  need  for  aids 
in  health  education,  and  to  the  effectiveness 
of  Eastman  Health  Films  in  meeting  that  need. 

All  of  these  films  have  been  planned  by  out- 
standing authorities.  Each  covers  an  important 
phase  of  modern  child-health  education.  Check 
the  health  division  of  your  film  library  against 
the  list  given  below.  Give  your  classes  the  ben- 
efit of  all  these  genuinely  instructional  motion 
pictures.  Eastman  Kodak  Company,  Teaching 
Films  Division,  Rochester,  N.  Y. 

EASTMAN  HEALTH  FILMS 


Bacteria 

The  Blood 

Body  Frame- 
work 

Breathing 

The  Living  Cell 

Circulation 

Circulatory 
Control 

Cleanliness 
Bathing 
Clean  Clothes 
Clean  Face 

and  Hands 
Keeping  the 
Hair  Clean 

Digestion 

Diphtheria 

The  Feet 


First  Aid 

Care  0/ Minor 

Wounds 
Carrying  the 

Injured 
Control  of  Bleeding 
Life  Saving  and 

Resuscitation 

Food  and  Growth 
Football 

Fundamentals 
Drills  for  Indi- 
viduals and 
Small  Groups 
Group  and  Team 
Drill 

Good  Foods 

A  Drink  of  Water 
Bread  and  Cereals 
Fruits  and 

Vegetables 
Milk 


Home  Nursing 
The  Bed  Bath 
Routine  Procedures 
Special  Procedures 

The  House  Fly 

Mold  and  Yeast 

Muscles 

Posture 

Sewage  Disposal 

The  Skin 

Street  Safety 

For  Primary  Grades 

For  Advanced 
Grades 

Care  of  the  Teeth 

How  Teeth  Grow 

Tuberculosis  and 

How  It  May  Be 

Avoided 


Eastman  classroom  films 


Page  140 


The  Educational  Screen 


DeVRY 


announces 


THE  FIRST  16mm.  PROJECTOR 
TO  HAVE  A 

SPROCKET 
INTERMITTENT 

AND  SILENT  CHAIN  DRIVE 


At  Last  —  the  true  professional  mechanism 
for  16  mm.  film. 

Remember: 

All  theatre  machines  have 
sprocket  intermittents. 
The  Sprocket  Intermittent  (Geneva  Movement) 
gives  theatre  smoothness,  and  theatre  ease  on 
film.  It  is  the  only  movement  giving  profes- 
sional theatre  performance  for  serious  projec- 
tionists. 

— Also   (exclusive  with  De  Vry)  —  The  silent 
chain  drive. 

See  its  amaiing   performance  at  the  DE  VRY  SUMMER 

SCHOOL  OF  VISUAL  EDUCATION— CHICAGO 

—JUNE  24  to  28 


HERMAN  A.  DE  VRY,  INC. 

DEPT.  G  II II  CENTER  ST  CHICAGO,  ILL 


Topic:  "Life  at  Home  in  Russia"  (Class:  8A3). 

We  discussed  Russian  life  at  the  present  time;  we 
compared  it  with  life  before  the  revolution.  We  talked 
about  its  tremendous  size,  compared  it  with  the  United 
States,  read  about  it  from  our  geography  books,  dis- 
cussed its  principal  industries  and  the  concurring 
reasons  for  the  important  seaports.  In  general,  we 
conducted  a  socialized  recitation  on  the  past,  present 
and  probable  future  of  Russia  or  the  U.  S.  S.  R. 
When  costumes  were  to  be  drawn,  the  children  brought 
in  authentic  pictures  of  Russian  life  and  used  pictures 
from  the  Children's  Museum.  In  drawing  barns, 
houses  and  buildings,  they  learned  the  principles  of 
perspective.  In  this  topic.  I  felt  the  attendant  learn- 
ings far  exceeded  the  final  end  result. 

Topic:  "Life  at  Home  in  Italy."  (Class:  7B3). 

Most  of  the  children  in  this  class  happened  to  be  of 
Italian  background  which  made  our  discussions  very 
authentic.  We  discussed  the  climate,  most  important 
industries,  principle  seaports  and  the  Italian  exports 
we  used  in  this  country.  In  talking  of  Venice,  we 
spoke  of  its  past  glories  and  the  present  lure  it  has  for 
the  tourist.  A  parallel  was  drawn  between  the  canals 
of  Venice  and  the  avenues  here ;  the  gondolas  of  Ven- 
ice and  the  automobiles  of  this  country.  Then  it  was 
decided  that  a  picture  of  the  Grand  Canal  in  Venice 
with  a  bridge  in  the  background  would  make  a  pretty 
wall  ])icture  demonstrative  of  an  Italian  scene.  Prin- 
ciples of  perspective  were  discussed  in  the  drawings  of 
figures,  gondolas  and  buildings. 

Topic:  "Leaving  the  Wharf  for  America."  (Class: 
8B3). 

We  discussed  the  idea  of  a  wharf  upon  which  we 
would  place  people  coming  from  all  countries.  The 
costumes  of  these  people  would  be  representative  of 
their  nationalities.  We  talked  of  the  probable  home 
conditions  they  were  leaving ;  the  thoughts  and  dreams 
in  their  minds  of  the  New  World.  The  children  de- 
cided what  they  would  have  different  people  do — some 
children  would  be  playing  in  a  carefree  manner,  adults 
would  be  waving  "good-by"  to  friends  on  the  wharf, 
some  inspectors  might  be  checking  their  baggage — a 
variety  of  activities  would  be  taking  place.  The  end 
result  shows  a  huge  liner  moored  to  the  wharf — peo- 
ple are  standing  about  in  groups  on  the  dock  and 
others  are  marching  up  the  gang  plank. 

Topic :  "On  Board  the  Steamer  Entering  New  York 
Harbor"  (Class:  8A4). 

This  problem  dealt  not  with  humans  but  with  inani- 
mate objects  such  as  all  kinds  of  boats,  the  skyscrapers 
of  lower  New  York  City,  the  Brooklyn  Bridge  and  the 
Statue  of  Liberty.  \\&  found  that  by  looking  out  from 
our  classroom  windows  we  could  get  a  very  good  pic- 
ture of  harbor  craft  as  tugboats,  barges  and  smaller 
boats.  A  longer  view  brought  us  realistic  pictures  of 
the  ocean  vessels  entering  the  Bay  and  in  the  distance 
the  tops  of  skyscrapers.  This  class.  I  believe  was  about 


May,   1935 


Page  141 


How   to   Economically   Operate 

a  BALOPTICON 

Economy  is  one  of  the  major  advantages  of  a  Balopticon  as  a  teaching  aid. 
With  the  LRM  Balopticon  you  have  available  the  greatest  source  of  projection 
material  at  little  or  no  cost  because  the  LRM  is  a  combined  Lantern  Slide  and 
Opaque  Projector. 

Lantern    Slides 

Most  state  departments  have  Visual  Education  departments  where  lantern  slide 
libraries  and  information  are  available.  If  your  state  department  does  not  (and 
in  this  case  the  subject  is  of  sufficient  importance  to  warrant  careful  investiga- 
tion) we  shall  be  glad  to  tell  you  where  lantern  slide  material  can   be  obtained. 

Opaque    Projection 

Pictures,  charts,  maps,  etc.,  or  even  objects  which  are  always  at  hand  can  be 
used  in  the  LRM  for  opaque  projection. 

Send  in  the  coupon  now  for  complete  information  on  B  ^  L  Balopticons. 


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Page  142 


The  Educational  Screen 


Sound  Advice 


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the  f)nly  one  that  did  most  of  their  sketching  from  Hfe. 
I  always  feel  the  final  picture  never  shows  the  day  by 
day  learnings  that  really  transpire  in  a  work  of  this 

type- 

Topic:  "Arrival  at  Ellis  Island."  (Class:  7A2). 

This  topic  lent  itself  admirably  to  class  discussion. 
Room  301,  situated  as  it  is  at  the  beginning  of  Grave- 
send  Bay,  has  a  box  seat  in  which  to  inspect  the  ocean 
vessels  as  they  come  into  the  harbor.  In  this  class  we 
discussed  the  Xew  York  City  pilot  going  aboard  the 
newly  arrived  liner  to  guide  it  into  port.  We  talked 
of  the  reasons  for  the  existence  of  Ellis  Island.  We 
saw  pictures  from  post,  cards,  i:)amphlets  and  booklets 
of  the  inside  and  outside  of  Ellis  Island.  We  talked 
of  health  inspectors  at  the  Island  who  indirectly  took 
care  of  our  health.  In  drawing  the  costumes  of  the 
people  we  studied  the  garbs  worn  by  every  nationality 
that  comes  to  our  shores. 

Tonic:  "First  Toh."  (Class:  8R1). 

Before  sketching  our  initial  drawing  in  this  par- 
ticular work  we  spoke  of  the  varied  fields  the  different 
nationalities  went  into  in  this  country.  Jewish  people  in- 
to selling  clothing,  dry  goods,  etc. ;  Italians  into  shoe  re- 
pairing, fish  stores,  etc. ;  Greeks  into  the  restaurants ; 
Germans  into  the  butcher  shops,  etc.  The  class  decided 
that  to  show  a  city  street  with  the  varied  stores  repre- 
sentative of  the  nationalities  would  be  a  more  general 
cross-section  of  .\merican  life  than  just  picturing  one 
job  as  perhaps  paving  a  street.  A\'e  again  made  our 
special  study  of  human  figures  by  manikin  sketching. 
Some  children  sketched  lamp  posts  and  hydrants  from 
our  classroom  windows. 

Topic:  "Court  Scene — Naturalization."  (Class: 
7B2). 

Our  preparatory  sketch  for  this  study  brought  us 
into  the  realms  of  civics.  We  reviewed  the  life  of  the 
Immigrant  as  he  came  from  his  native  land,  his  first 
idea  being  to  secure  employment  and  after  a  steady 
wage  was  assured  his  family  he  would  start  educating 
himself.  The  end  in  view  we  hoped  would  be  becom- 
ing a  citizen  of  the  United  States,  ^^'e  decided  what 
the  varied  articles  most  common  to  a  court  room  were. 
We  di.scussed  reasons  for  the  presence  of  a  Bible,  a 
mallet,  a  witness  chair.  In  drawing  most  of  these 
articles  we  u.sed  the  principles  of  correct  alignment 
and  perspective.  Here  again  the  end  results  did  not 
consider  the   points   involved. 

Topic:  "Citizen's  First  Vote."  (Class:  7.\3). 

The  children  decided  that  the  very  first  thing  that  a 
newly  made  citizen  would  be  likely  to  desire  would  be 
to  exercise  the  privilege  of  voting.  We  learned  about 
the  reason  for  registering — we  discussed  the  place  se- 
lected for  the  voting  machines.  First-hand  information 
was  secured  here  because  the  basement  of  our  .school 
is  used  as  a  voting  center  for  our  district.  The  children 
brought  in  pictures  of  the  levers  that  are  used  in  the 
modern   voting   machine.    \\'c   looked   at   pictiu"es   of 


May,   193  5 


Page  143 


CONVE^IEXT 

Frown  Your 
Lecture  Tubte 


THE  Model  "B"  Delineaseope  i)erniits  j'oxi 
to  remain  seated  at  your  desk,  lecture  to 
your  cla.ss  and  at  the  same  time  illustrate  your 
lecture  with  glass  slides.  The  slide  is  placed 
right  side  up  on  the  slide  track  and  the  image 
on  the  screen  is  shown  to  the  class  exactly  as 
the  slide  appears  to  you.  Using  a  pencil  you 
can  point  out  on  the  slide  the  specitic  object 
under  discussion  and  the  image  of  the  pencil 
appeal's  as  a  pointer  on  the  screen. 

This  Model  "B"  is  fully  described  in  a 
new  catalog  which  pictures  and  describes  a 
complete  group  of  Spencer  Delineascopes  for 
classroom  use. 


There   is   no  Substitute   for   the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


PROJECTIOBf 


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Page  144 


The  Educational  Screen 


35 


AACE    MA«H    REGO. 


VICTOR  1^ 

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Saves  floor  space;  insures  finest  projection.  Light 
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people  voting.  Again  we  studied  manikin  drawings, 
action  figures,  perspective  in  the  drawing  of  voting 
machines  and  clerks'  desks.  In  the  summary  talk  of 
this  piece  of  work,  it  was  surprising  to  note  some  of 
the  things  the  children  declared  they  had  learned. 

Topic :  "Free  Camping  Privilege — Bear  Mountain." 
(Class:  8B4). 

Here  indeed  we  were  talking  to  the  boy,  the  "Ameri- 
can Boy"  in  a  language  that  he  understood.  The  bene- 
fits of  summer  camping  become  more  apparent  yearly. 
That  children  derive  untold  physical  and  spiritual  ad- 
vantages from  them  is  unquestioned.  We  discussed 
the  proximity  of  the  Palisade  Interstate  Park  to  New 
York  City.  The  numerous  scout,  Y.  M.  C.  A.  and 
similar  organization  camps  in  this  park  (that  is  com- 
monly owned  by  every  New  Yorker  and  Jerseyite)  at- 
test the  popularity  of  this  method  of  spending  a  sum- 
mer vacation.  The  many  scouts  in  the  class  talked 
of  the  camping  program,  told  us  of  the  clothes  the 
scouts  wore  in  the  various  occupations  of  the  day.  We 
spent  many  an  enjoyable  period  drawing  camp  scenes 
and  figures  and  recalling  past  pleasant  experiences. 

Topic :  "Free  Public  Beaches — Coney  Island." 
(Class:  7B4). 

With  the  modern  trend  in  education  going  toward 
activity  programs,  we  got  oflf  to  a  flying  start  in  this 
wall  painting.  We  went  on  outside  private  excursions 
to  personally  inspect  a  tall  electric  light  that  helps  keep 
the  boardwalk  bright  at  night.  From  the  boardwalk, 
the  children  sketched  ferris  wheels,  the  appearance  of 
the  school  and  other  tall  buildings  about.  From  our 
classroom  window,  we  drew  pictures  of  the  Half  Moon 
Hotel.  Our  sketches  of  the  beach  comprised  all  kinds 
of  bathing  suit  poses,  running,  jumping,  reclining, 
walking,  etc.  All  preceded  by  a  plan — that  of  stick- 
then  manikin  figures.  This  piece  of  work  came  second 
to  being  the  nearest  to  home ;  the  first  being  the  class- 
room picture. 

Topic:  "Free  Parks  and  Playgrounds."  (Class: 
— 8A2). 

Again  we  tried  not  to  wander  far  afield  for  our 
topic  of  research.  To  be  sure,  the  nearest  park  is 
eight  blocks  away,  but  what  child  has  not  walked 
the  eight  blocks  to  be  made  happy  for  hours  on  the 
swings  and  see-saws?  We  talked  of  the  coming 
project  of  the  P.  W.  A.  C,  a  park  near  Neptune 
Avenue  and  23rd  Street.  We  decided  what  the 
various  things  would  be  in  this  new  park  if  we  had 
complete  charge  of  it.  There  would  be  a  barrier 
of  trees  to  prevent  balls  from  gamboling  helplessly 
into  the  Bay ;  there  would  be  a  large  area  set  aside 
for  basel^all  and  football ;  there  would  be  a  play- 
grovmd  for  the  younger  children  equipped  with 
swings  and  slides  and  see-saws.  The  problems  con- 
fronting the  children  were  many,  but  they  handled 
them  as  best  thev  could. 


May,  1935 


Page  145 


Topic:  "Owning  Your  Own  Home."  (Class: — 
7A1). 

We  again  traced  the  progress  of  a  foreigner  thru 
the  trials  of  starting  life  here,  becoming  natural- 
ized, later  achieving  economic  independence  and 
now  owning  his  own  home.  This  privilege  we  noted 
was  denied  to  "the  masses"  in  a  great  many  coun- 
tries. The  children  decided  on  a  typical  home  scene 
■ — a  pretty  house  in  the  center,  surrounded  by  trees, 
children  playing  on  the  lawn,  passers-by  noting  the 
friendly  atmosphere  of  genial  warmth  emanating 
from  the  happy  home  and  perhaps  the  father  re- 
turning home  from  work  being  greeted  by  his  wife 
and  children.  Surely,  a  topic  to  conjure  with  in 
this  day  and  age  of  loosely  binding  home-ties.  Here, 
too,  were  taught  primary  art  principles  in  simple 
fo""-  MARGARET  M.  GREENE 

Teacher  of  Drawing 
Public  School  80,   Brooklyn,   New  York 

Third  Dimension  Picture-Books 

The  Animal  Kingdom  ;  The  Bird  Kingdom  ;  Foot 
Print  Series.  Published  by  Orthovis  Printing  Com- 
pany. Chicago,  in  cooperation  with  the  Field  Museum 
of  Natural  History. 

Pictures  of  almost  unbelievable  reality,  with  true 
stereoscopic  efTect,  are  produced  in  these  books  as 
single  cuts  without  duplication  of  space  needed  to 
print  the  conventional  stereograph.  They  no  longer 
deserve  the  term,  "flat  pictures."  The  third  dimension 
is  there.  Simple  light-weight  pasteboard  "spectacles," 
with  one  celluloid  eye-piece  red,  one  blue,  is  held  to  the 
eyes.  The  pictures  are  printed  in  blue  and  red  tones, 
accurately  oflf-register.  Absorption  of  color  by  the  eye- 
pieces produces  a  blended  stereo  without  color.  This 
most  clever  application  of  the  color  filter  is  not  only 
interesting  but  educationally  valuable. 

An  orthoscope  is  furnished  with  each  book,  an  op- 
tional type  having  an  extension  which  rests  on  the  ear 
and  supports  the  frame.  Two  cloth-bound  books,  10 
by  12  inches,  have  a  picture  and  a  paragraph  descrip- 
tion on  each  page.  One  deals  with  The  Animal  King- 
dom; the  other  with  the  Bird  Kingdom.  The  Foot- 
print  Series  is  issued  in  four  smaller  paper-bound  book- 
lets with  more  descriptive  matter  with  each  view.  They 
are  devoted  to.  The  Lion,  The  Deer,  The  Bear,  and 
Wild  Sheep  and  Goats. 

The  subjects  pictured  are  stereoscopically  photo- 
graphed from  habitat  groups  in  the  Field  Museum,  af- 
fording an  excellent  correlation  of  aids  to  learning  by 
means  of  the  library  and  the  museum.  The  plant  king- 
dom and  a  description  of  the  earth's  structure,  with  the 
evolution  of  life,  are  to  be  treated  later.  The  Melvina 
Hoffman  anthropological  bronzes,  recently  placed  in 
the  Field  Museum,  are  to  be  illustrated  and  described 
in  another  book  during  the  summer.  The  manuscript 
has  been  written  bv  Mr.  FT.  B.  Harte  of  the  Museum 


AMAZING  DEVELOPMENT 
IN    VISUAL    EDUCATION 

PICTURES  IN  NATURAL  COLOR 


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Staflf,  who  also  writes  the  text  for  the  Foot  Print 
Series.  Research  is  being  carried  on  for  a  publication 
on  the  American  Indian,  using  the  third  dimensional 
eflfect,  in  illustrating  appropriate  exhibits  in  the  Pea- 
body  Museum  of  Harvard,  the  Buffalo  Museum,  and 
the  Milwaukee  Museum. 

Visual  Education  on  Nebraska  Teachers  Program 

The  Saturday  afternoon  meeting  of  the  Nebraska 
State  Teachers  Association  Department  of  Superin- 
tendents and  Principals  two-day  conference,  March 
29-30  at  Lincoln,  was  devoted  to  a  "panel  discussion 
of  the  relation  of  visual  aids  and  materials  to  the 
learning  process."  Dr.  K.  O.  Broady.  University 
of  Nebraska,  presided.  An  exhibit  of  visual  ma- 
terials was  also  held. 


Page  146 


The  Educational  Screen 


Among  the  Producers 


The   Koddchrome   Process 

By  DR.  C.  E.  KENNETH  MEES 

P  ROM  the  very  beginning  of  photography,  experi- 
'  menters  have  tried  to  make  photographs  in  color  in- 
stead of  in  monochrome,  and  numberless  processes  have 
been  put  forward  for  that  purpose.  The  ideal  process 
would  be  one  in  which  the  color  picture  would  be  as 
easy  to  take  and  as  certain  in  result  as  the  monochrome 
picture  is,  but  until  now  no  color  process  has  ap- 
proached that  ideal.  With  the  new  Kodachrome  process 
it  is  as  easy  to  take  16mm.  color  pictures  as  it  is  to  take 
16mm.  black  and  white  pictures,  and  the  percentage  of 
good  results  obtained  is  as  high. 

All  practical  processes  of  color  photography  depend 
upon  the  division  of  the  light  into  three  components, 
red,  green,  and  blue-violet.  Pictures  are  taken  by  these 
three  components  and  are  then  combined  by  some 
method  in  order  to  give  the  finished  color  picture. 

In  the  Kodacolor  process,  the  color  separation  is  ob- 
tained optically.  In  the  lens  of  the  camera  is  placed  a 
multiple  color  filter  composed  of  the  red,  green  and 
blue  units  and  the  tiny  lenses  embossed  on  the  film 
make  multiple  images  of  the  three  units  on  the  film 
emulsion.  In  projection,  the  same  three  filters  are 
placed  on  the  lens  and  a  color  picture  is  obtained  on 
the  screen.  A  multi-color  image  in  the  form  of  micro- 
scopic colored  strips  is  projected  and  reproduces  the 

THE       ^^W| 

CHALLENGER  '     , 

An    outstanding   practical   utility    :  ^i^  ^ 

for  the  class  or  lecture  room.     A       ,^, ,     .'!  x^i.^.trvX. 

This  is  then  over-coated  with  a  separating  layer  of 
gelatin  containing  some  dye  to  act  as  a  filter.  Above 
this  is  coated  a  green-sensitive  emulsion.  This  is  over- 
coated  again  with  another  separating  layer.  Finally, 
there  is  applied  a  top  coat  which  is  blue-sensitive. 
When  a  picture  is  taken  upon  such  a  film,  the  three 
components  are  automatically  separated  in  the  depth 
of  the  coating.  The  red  component  is  formed  in  the 
red  sensitive  emulsion  nearest  to  the  base,  the  green 
component  is  formed  in  the  middle  layer  of  emulsion, 
and  the  blue  component  forms  the  image  of  the  top 
layer.  In  order  to  obtain  a  color  picture  with  this  film, 
all  that  is  necessary  is  to  transform  each  component 
image  of  the  negative  into  a  positive  image  consisting 
of  a  suitably  colored  dye.  This  is  accomplished  by  an 
extremely  complex  processing  system.    The  images  in 


Where  the  commercial  firms — whose  actlvifles  have  an 
Important  bearing  on  progress  In  the  visual  field — 
ere  free  to  tell  their  story  In  their  own  words.  The 
Educational  Screen  Is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    Informational    and    news    value    to    our    readers. 


the  three  layers  are  first  developed,  as  with  ordinary 
black  and  white  film,  and  then  by  a  series  of  treatments 
the  images  in  the  three  layers  are  transformed  into  pos- 
itives formed  in  the  dye.  The  whole  of  the  silver  salts 
are  removed  finally,  and  the  image  consists  of  three 
superimposed  dye  pictures. 

The  process  is  the  invention  of  Mr.  Leopold  Man- 
nes  and  Mr.  Leo  Godowsky,  Jr.  As  a  result  of  col- 
laboration between  them  and  the  Kodak  research  lab- 
oratories for  a  number  of  years,  a  task  which  at  first 
appeared  impossible  was  achieved  and  the  Kodachrome 
process  is  the  result.  Previously,  color  in 
photography  has  involved  sacrifice ;  more  light  was 
needed  for  taking  the  photographs,  it  was  difficult  to 
get  sufficient  depth  of  focus,  some  definition  was  lost, 
it  was  only  possible  to  project  pictures  on  a  small 
screen  because  of  the  loss  of  light  in  projection.  In 
spite  of  these  disadvantages,  motion  pictures  in  color 
have  been  very  much  appreciated,  but  their  use  has 
always  been  limited.  The  ordinary  amateur  motion  pic- 
ture has  been  in  black  and  white,  and  only  when  tak- 
ing conditions  were  favorable  and  when  projecting  con- 
ditions were  not  too  exacting  could  color  pictures  be 
used.  With  the  coming  of  the  new  process,  amateur 
motion  pictures  will  be  in  color.  There  is  no  need  any 
longer  for  us  to  pretend  that  the  world  is  in  mono- 
chrome and  to  represent  the  glorious  colored  world  in 
which  we  live  by  a  gray  ghost  on  the  screen. 

New  Department  Created  by  RCA 

Mr.  G.  K.  Throckmorton,  Executive  Vice  Presi- 
dent of  the  RCA  Manufacturing  Company,  an- 
nounced the  creation  of  a  new  Visual  Sound  Prod- 
ucts Department,  headed  by  John  K.  West,  as 
Manager,  to  handle  the  sales  activities  in  connec- 
tion with  16  millimeter  sound-on-film  amateur  mo- 
tion picture  cameras.  16  millimeter  sound  projectors, 
for  school,  home  and  industrial  use,  slide-film 
mechanisms,  and  sound  advertising  trucks.  At  the 
same  time,  announcement  was  made  of  the  estab- 
lishment of  branch  district  offices  for  the  promo- 
tion and  sale  of  visual  sound  products  in  New  York, 
Chicago  and  Hollywood.  Mr.  E.  F.  Kerns  is  in 
charge  of  the  New  York  District,  with  headquarters 
at  411  Fifth  Avenue;  Mr.  C.  S.  Kernaghan  is  in 
charge  of  the  Chicago  district,  with  headciuartcrs 
at  111  North  Canal  St.;  and  Mr.  Mark  Smith,  is  in 
charge  of  West  Coast  activities  in  this  field. 


May,   193  5 


Page  147 


Bell  &  Howell  Equipment  Catalog 

Bell  &•  Howell  Company  has  just  issued  a  16  nini. 
projector  catalog-  which  is  of  especial  interest  to  all 
concerned  with  motion  picture  projection  because 
of  the  astovuiding  progress  in  projection  equipment 
which  is  reflected  in  its  jiages.  Illustrated  and  de- 
scribed is  the  new,  powerful  Filmo  Auditorium 
Projector,  the  first  and  thus  far  the  only  16  mm. 
projector  to  employ  a  1000-watt  lamp.  It  takes 
1600-foot  reels,  and  thus  has  sufficient  film  capacity 
for  giving  a  one-hour  program  without  rethreading. 
Also  presented  are  the  new  750-watt  projector, 
moderately  priced,  l:)ut  also  offering  1600-foot  film 
capacity,  the  Filmo  JS,  fully  gear  driven,  even  to 
feed  and  take-up  spindles,  with  400-foot  film  capac- 
ity and  750-watt  illumination.  The  Filmo  S  750- 
and  500-watt  projectors,  priced  remarkably  low  for 
machines  of  Bell  &  Howell  quality,  are  also  in- 
cluded, to  say  nothing  of  the  Bell  &  Howell  16 
mm.  sound-on-film  reproducer,  and  the  B&H  Con- 
tinuous Projection  Attachments,  used  commercially 
with  both  silent  and  sound  projectors. 

This  compact  16  page  catalog  will  be  sent  free  of 
charge  on  request  to  Bell  &  Howell  Company. 

Activities  of  Visual  Education  Agencies 

(Concluded  from  fiai/c  127) 

High  School,  any  school  desirous  of  affiliating  itself 

with  the  project,  purchases  and  deposits  a  16mm.  film 

in  the  Visual  Aids  library  and  pays  a  service  fee  of 

$5.00  per  year.     This  entitles  the  school  to  unlimited 

use  of  the   16mm.   films  and  glass   slides   during  the 

year.    Inasmuch  as  the  average  life  of  a  film  which 

is  booked  once  a   week  is  approximately  two  years, 

schools  are  asked  to  deposit  a  film  every  two  years. 

Excellent  classroom  films  may  be  purchased  at  $24.00 

per  reel,  and  therefore  the  total  yearly  cost  to  a  school 

is  approximately  $17.00  per  year.   With  the  beginning 

of  the  second  year  of  the  plan  there  are  available  to 

member  schools  more  than   150  reels  of   16mm.  film. 

This  service  is  in  addition  to  unlimited  use  of  glass 

slides,  while  a  small  additional  fee  entitles  the  member 

school  to  35mm.  films  also. 

1/  Kansas  and  Colorado  have  pooled  their 

■Kansas 

and  resources  and  extended  their  service  to 

Colorado  other  states  as  well.  The  Universities  of 
"'*"  these  two  states  has  each   its  own  film 

library.  A  joint  catalog  lists  all  the  films  in  both,  in- 
dicating in  each  case  the  University  in  which  it  is 
stored.  For  a  flat  fee,  which  ranges  according  to  the 
extent  of  the  service  to  be  rendered,  schools  in  any 
nearby  state  may  avail  themselves  of  the  materials  pf 
both  libraries.  Schools  in  Kansas,  and  in  states  north, 
south,  and  east  of  it  enroll  with  the  University  of 
Kansas,  while  those  in  Colorado,  and  north,  south,  or 
west  of  that  state,  enroll  with  the  University  of  Colo- 
rado. 


BRITELITE    TRUVISION 

BEADED  SCREENS 


BAITtLUe 
TAUVISIOM 


portable  projection 
screens 


For 

•  DEPTH 

•  DEFINITION 

•  ILLUMINATION 

•  BRILLIANCE 
•BEST   RESULTS 

Uritelite  Truvision  Beaded  Screens  provide  the  ultimate  in  pro- 
jectional  performance.  They  come  in  a  variety  of  styles 
including  "Rigid  Frame,"  Easel,  Roller.  Metal  Tube  and 
De-Luxe     "A"     automatically     closing     atiH     oneniner     m^d'^l. 

AT  ALL  DEALERS  LITERATURE  ON  REQUEST 

Motion  Picture  Screen  &  Accessories  Co. 

49-51  W.  24th  St.  New  York  City 

For     Perfection      in      Projection 


TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS        PRINCIPLES    OF    CHEMISTRY 

The  visualization  of  high  Bchool  The  core  of  the  year's  work  in 
physics  on  35  mm.  film  slides  for  chemistry  especially  adapted  for 
classroom   use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL     SCIENCES  —  Suf  fern,    N.Y. 


H           TYPE 

■   RADIO  MATS 

a      oAiiv 

TYPEWRITTEN  MESSAGES 

."iO   Radio-Mats  $1.50 
White.  Amber.  Green 

Accept  no  substitute. 

RADIO-MAT  SLIDE  CO.,  Inc. 

1819  Broadway             New  York,  N.  Y. 

Copyright   Booklet   tells   how   to   apply 

and    assists 

the  teacher  in  securing  a  posit 

on. 

Every  Teacher  Needs  It. 

Sent  prepaid  for  50c  in  stamps. 

ROCKY  MOUNTAIN  TEACHER'S  AGENCY            | 

410  U.  S.  Nat.  Bank  Bldg. 

Denver,  Colo. 

WM.  RUFFER.  Ph.D..  Mgr. 

AMERICA'S  MOST  COMPLETE 
EDUCATE  FILM  EXCHANGE 

By  representing  almost  100  film  dis- 
tributors, it  is  able  to  offer  you  the 
most  comprehensive  selection  of  edu- 
cational films  ever  made  available 
through  one  organization.  You  ord- 
er all  films  through  the  Boston  clear- 
ing house,  but  they  are  shipped  from 
your  nearest  distributor  having  the 
films  you  desire.  No  extra  rental 
charge  is  made  for  this  service. 
400      FREE      FILMS 

The  1935  educational  film  handbook 
lists  2,000  films  thoroughly  classified 
and  indexed.  400  of  these  are  loaned 
free  to  subscribers.  Send  35c  (stamps) 
for  handbook.  This  will  also  register 
you  for  film  service  until  Mar.  1,  1936. 

INTERNATIONAL  EDUCAT'L  PICTURES,  INC. 
MT.  VERNON   &   WALNUT   STS.  BOSTON,  MASS. 


Page  148 


The  Educational  Screen 


Here    They    Are 


A    Trade     Directory 
for  the   Visual    Field 


FILMS 

Bray  Pictures  Corporation  (3,  6) 

729  Seventh  Ave.,  New  York  City 

Eastin    Feature    Films  (6) 

(Rental  Library)   Galesburg,  111. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 
(See  adTertisement  on  outside  back  cover) 

Eastman  Kodak  Co.  (1,  4) 

Teaching  Films  Division 
Rochester,  N.  Y. 

(See  advertisement  on  page  139) 

Edited  Pictures  System,  Inc.  (1,  4) 

330  W.  42nd  St.,  New  York  City 
Erpi  Picture  Consultants,  Inc.    (2, 4, 5,  6) 

250  W.  57th  St.,  New  York  City 

(See  advertisement  on  page  117) 

Walter  O.  Gutlohn,  Inc.  (5) 

35  W.  45th  St.,  New  York  Citv 

(See  advertisement  on  page  142) 

Guy  D.  Haselton'a  TRAVELETTES 

7901  Santa  Monica  Blvd.,  Hollywood, 
Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,  III. 

Institutional  Cinema  Service,  Inc.  (3,  6) 

130  W.  46th  St.,  New  York  City 

International  Cinema  League         (3,  5) 

11   W.  42nd   St.,   New   York   City 
(See  advertisement  on  page  147) 

International  Educational  Pictures,  Inc. 
40  Mt.  Vernon  St.,  Boston,  Mass. 

(See  advertisement  on   page   147) 

Modern  Woodman  of  America  (3,  4) 
Rock  Island,  111. 

Pinkney  Film  Service  Co.  (1,  4) 

1028  Forbes  St.,  Pittsburgh,  Pa. 

Ray  Bell  Films,  Inc.  (3,  6) 

2269  Ford  Road.,  St.  Paul,  Minn. 

United  Projector  and  Films  Corp.  (1,  4) 
228  Franklin  St.,  Buffalo,  N.  Y. 

Uniyersal  Pictures  Corp.  (3) 

Rockefeller   Center,    New   York   City 

(See  advertisement  on  page   120) 

Wholesome  Films  Service,  Inc.  (3,  4) 
48  Melrose  St.,  Boston,  Mass. 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839   N.   Western  Ave.,   Chicago. 

(See  advertisement  on  page  121) 

Bell  &  Howell  Co.  (6) 

1815  Larchmont  Ave.,   Chicago,  111. 
(Se«  advertisement  on  inside  back  cover) 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 

Edited  Pictures  System,  Inc.  (1) 

330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.    (2, 4,  5,  6) 
(Western  Electric  Sound  System) 
250  W.  57th  St.,  New  York  City 

(See  advertisement  on  page  117) 


Herman  A.  DeVry,  Inc.  (3,  6) 

1111  Center  St.,  Chicago 

(See  advertisement  on  page   140) 

Holmes  Projector  Co.  (3; 

1813  Orchard  St.,  Chicago 

(See  advertisement  on  page   142) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,  111. 

Institutional  Cinema  Service,  Inc.  (3,  6) 

130  W.  46th  St.,  New  York  City 

International  Projector  Corp.  (3,  6) 

90  Gold  St.,  New  York  City 
(See  advertisement  on  inside  front  cover) 

Motion  Picture  Camera  Supply, 
Inc.  (3,  6) 

723  Seventh  Ave.,  New  York  City 
(See  advertisement  on  page  144) 

Motion  Picture  Accessories  Co.      (3,  6) 

43-47  W.  24th  St.,  New  York  City. 

(See  advertisement  on  page  147) 

RCA  Victor   Co.,  Inc.  (5) 

Camden,   New  Jersey. 

(See  advertisement  on  page  137) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924  Rose  St.,  Regina,  Sask. 

S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 

Sunny  Schick,  National  Brokers  (3,  6) 
407   W.    Washington   Blvd., 
Fort  Wayne,   Ind. 

(See  advertisement  on  page  143) 

United  Projector  and  Film  Corp.    (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 

Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See  advertisement  on  page  118) 

Weber  Machine  Corp.  (2,  5) 

59  Rutter  St.,  Rochester,  N.  Y. 

(See  advertisement  on  page  143) 

Williams,  Brown  and  Earle,  Inc.    (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

SCREENS 

Da-Lite  Screen  Co. 

2721  N.  Crawford  Ave.,  Chicago 

(See  advertisement  on  page   144) 

Institutional  Cinema  Service,  Inc. 

130  W.  46th  St.,  New  York  City 

MoguU  Bros.,  Inc. 

1944  Boston  Rd.,  New  York,  N.  Y. 
(See  advertisement  on  page  138) 

Motion  Picture  Accessories  Co. 
43-47  W.  24th  St.,  New  York  City. 

(See  advertisement  on  page  147) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 

510  Twenty-second  Ave.,  East 
Superior,  Wis. 

Eastman  Educational  Slides 
Iowa  City,  Iowa 


Edited  Pictures  System,  Inc. 

330  W.  42nd  St.,  New  York  City 

Ideal  Pictures  Corp. 
30  E.  Eighth  St.,  Chicago,  111. 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page  120) 

Radio-Mat  Slide  Co.,  Inc., 
1819  Broadway,  New  York  City 

(See  advertisement  on  page  147) 

Society  for   Visual  Education 

327  S.  La  Salle  St..  Chicago. 

(See  advertisement  on  page   135) 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  143) 

Victor  Animatograph  Corp. 

Davenport,  Iowa 

(See  advertisement  on  page  118) 

Visual  Sciences 

Suffern,   New    York. 

(See  advertisement  on  page  147) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 
1111  Center  St.,  Chicago 

(See  advertisement  on  page  140) 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page  120) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 
Rochester,  N.  Y. 

(See  advertisement  on  page  141) 

E.  Leitz,  Inc. 

60  E.  10th  St.,  New  York  City 

(See  advertisement  on  page  145) 

Regina  Photo  Supply  Ltd. 
1924  Rose  St.,  Regina,  Sask. 

Spencer  Lens  Co. 
19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  143) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 


REFERENCE 

NUMBERS 

(1) 

indicates 
silent. 

firm 

supplies 

36 

mm. 

(2) 

indicates 
sound. 

firm 

supplies 

36 

mm. 

(3) 

indicates 

firm 

supplies 

35 

mm. 

sound  and  silent. 

(4) 

indicates 

silent. 

firm 

supplies 

16 

mm. 

(B) 

indicates 

firm 

supplies 

16 

mm. 

sound-on-fllm. 

(6) 

indicates 

firm 

supplies 

16 

mm. 

sound  and  silent. 

Continuous  insertions  under  one  heading,  $L50  per  issue;  additional  listings  under  other  headings,  50c  each. 


|»?t.5'#'^4^  '-'"^^vW 


T    !«>"•" 


KAHMtCity.Mo. 
Taaeharf  Library 


\)l^l5^oA^Ji--rt:^      ^h-Xj-T-cw 


Educationa 


W-'-- 


COMBINED  WITH 


Visual  Instruction  News 


1 


-"•ij>»",'S* 


.  i^^^m 


m 


Arc  de  Triomphe — Paris 


Single      Copies      25c 
•  $2.00    a     Year  • 


w<  ■ 


l^l^i&iiSiifiifJSSilAiai^^Kii^^iSii^-iAlitilit! 


■  I  I  k.1  r 


^^^r  SOUND  PROJECTOR 


TRADE     MARK     REGtSTERED 


A  COMPACT    LIGHT  AMD  STURDY 
PROFESSIONAL  SOUMD  PROJECTOR 


^  INTERNATIONAL  PROICCTOK  CORPORATION 


68-96  GOLD  ST. 


NEW  YORK,  N.Y. 


§wifjlev-ffcme,  SOIND  PROJECTOR 
^i^^PORTABLE  SOUND  PROJCCTOR 

X  ^implex- i^m./^.  PROJECTOR 

/lit    e\fexu    letLt*txe»ytenl 


June,  193  5 


Page  1  5 1 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


JUNE,  1935 

VOLUME  XIV  NUMBER  6 


CONTENTS 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE    AND    STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Greene,  Ediior 
Ellsworth  C.  Dent 
Evelyn   J.   Baker 
Josephine  Hotfman 


Stanley   R.   Greene 
R.  F.   H.  Johnson 
Marion  F.  Lanphier 
F.    Dean    McClusky 
Stella    Evelyn   Myers 


Chart  Intelligence  for  All.     Marguerite  E.  Schwarzman....  I  53 

The  Opaque  Projector  Demonstrates  Its  Worth. 

Inez  C.  Larson I  55 

Activities  of  State  Visual  Education  Agencies  in  the 

United  States.     Fannie  Dunn  and  Etta  Schneider 158 

Films  in  the  College  Classroom.    John  S.  Allen 161 

The  Film  Estimates — I  62 

Department  of  Visual  Instruction. 

Conducted  by  Ellsworth  C.   Dent 163 

News  and  Notes.     Conducted  by  Josephine  Hoffman....  164 

Film   Production  Activities.. 1 65 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier 167 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky .170 

Among   the    Producers. I  74 

Here  They  Are!   A  Trade  Directory  for  the  Visual  Field....  I  76 


Contents  of  previous  issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lalce  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  June,  1935  by  the  Edu- 
cational Screen,  Inc.  Published  every  month  except  July  and  August. 
$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


Page  152 


The  Educational  Screen 


Schools  Depend 
on  AMPRO 


16  mm.   Precision   Projectors 

Thousands  of  schools  and  universities,  the  world  over, 
have  been  using  Annpro  16mm.  Projectors  for  years, 
under  the  most  exacting  conditions.  Ampro  precision 
models  have  demonstrated  that  they  can  be  depended 
upon  to  deliver  brilliant  pictures  quietly,  efficiently  and 
continuously.  Ampro  machines  are  available  in  from  200 
to  700  watts,  ranging  from  $135  complete  and  up.  Write 
for  special  folder  on  "Ampros  in  the  Schools" — also  for 
latest  information  on  the  new  Ampro  16mm.  sound-on-film. 

2^%M[iPiaiD 

2839   N.  WESTERN  AVE.,  CHICAGO 


IN  SIGHT 


545  Fifth   Ave.,  Ntw  York 
821  Market  St.. 
San  Francisco 


1053  S.  Olive  St..  Los  Angeles 

192  Sunnyside  Ave.. 

Toronto,  Canada 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature  -  length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


i        June,  1935 


Page  153 


Chart  Intelligence  for  All 


THE  PICTOGRAPH  from  \-ienna  has  started 
a  real  vogue  for  pictorial  charts  in  this  country. 
This  vogue  promises  to  engulf  the  public  and 
the  educator  with  a  deluge  of  "Americanized"  picto- 
graphs  produced  by  the  trial  and  error  method. 
Little  figurines  simulating  men  have  been  rubber- 
stamped  in  monotonous  rows  and  labelled  charts. 
Such  attempts  catch  the  eye  only  because  of  the 
oddity  of  the  technique,  not  because  of  chart-con- 
tent. A  chart  should  be  simple,  clear  and  accurate 
— not  a  picture  puzzle. 

Why  depart  from  the  simple,  clean-cut  picto- 
graphs  made  with  so  much  restraint  by  Doctor 
Xeurath  of  Vienna?  Neurath,  in  his  manner  of 
illustrating  social  trends,  has  rendered  a  service  to 
education.  He  has  done  this  not  so  much  by  per- 
fecting one  type  of  chart — the  pictograph — but  by 
dramatically  focusing  attention  on  the  chart  form 
as  an  efifective  medium  in  education.  It  remains 
for  all  educators  to  intensify  their  interest  in  chart 
types  and,  by  experimentation,  to  determine  audi- 
ence perception  of  charts.  Countless  charts  are  be- 
ing produced  in  this  country  but  do  they  really 
fit  the  specific  need  of  the  educator  in  subject  mat- 
ter and  technique? 

An  analysis  of  chart  needs  in  education  -has  been 
undertaken  by  the  Graphic  Standards  Project  at 
Teachers  College,  Columbia  University,*^'  as  a 
necessary  introduction  to  an  extensive  experimental 
program  to  grade  the  chart-reading  ability  on  dif- 
ferent ages.  This  analysis  has  guided  the  group 
constantly  in  their  preliminary  experimentation  and 
in  the  production  of  educational  charts. 

"Machine-made"  charts  or  "artistic"  creations 
are  useless  in  education.  Charts  should  be  built 
around  the  auflience  requirements  and  the  charac- 
ter of  the  data.  In  fact,  we  believe  that  a  chart 
for  educational  purposes  should  never  be  produced 
unless  the  final  chart  portrays  the  essentials  more 
exactly  and  more  effectively  than  any  other  medium 
can  portray  them. 

The  Graphic  Standards  Project  set  up  tentative 
standards  for  the  production  of  all  types  of  charts. 
As  our  experience  with  school  groups  broadened, 
these  standards  were  revised  slightly  from  time  to 
time.  Certain  fundamental  methods  of  procedure 
were  alwavs  followed  however.     Since  charts  need 


By  MARGUERITE  E.  SCHWARZMAN 

Teachers  College.  Columbia   University 
New  York  City,  New  York 

to  be  built  around  definite  projects  widely  used 
in  education,  our  first  step  was  to  decide  on  a  num- 
ber of  such  projects  on  different  levels.  A  trans- 
portation project  has  wide  appeal  on  elementary 
school  level.  Because  of  this  we  made  a  preliminary 
survey  of  various  approaches  and  techniques  gen- 
erally followed  in  working  with  classroom  groups. 
Any  aumber  of  pamphlets,  colorful  readers,  posters, 
activity  suggestions,  etc.,  are  available  to  schools 
on  this  subject  but  we  discovered  much  important 
developmental  and  statistical  data  which  might 
serve  to  cement  many  vivid  experiences  and  point 
out  significant  trends.  Little  of  this  sort  is  avail- 
able. Many  words,  or  a  host  of  spotty  pictorial 
flashes,  could  not  do  what  a  well-constructed  chart 
might  accomplish.  When  a  chart  seemed  the  one 
medium  which  could  best  give  the  desired  informa- 
tion in  impressive  form  the  production  of  the 
chart  was  started.  The  required  data  was  hunted 
for  and  found  sometimes  with  much  difficulty.  Un- 
less this  data  could  be  obtained  from  a  reliable 
source,  the  chart  was  abandoned.  Correct  informa- 
tion should  be  the  primary  requirement.  With  the 
project  limits  and  the  data  in  hand,  the  next  step 
was  to  consider  the  age  and  approximate  "chart  in- 
telligence" of  the  prospective  audience.     Determin- 


'**  A  department  of  Public  Works  project  of  the  City  of  New 
York,  sponsored  by  Doctor  Ralph  Spence  and  Doctor  Helen 
M.  Walker  of  the  Teachers  College  staff. 


Origin  and   Development  of  the  Wheel 

A  developmental  chart  useful  in  a  transportation  project,  on 

lower  elementary  level 

ing  chart  intelligence  is  of  necessity  largely  a 
matter  of  conjecture  as  yet,  although  we  did  test 
certain  techniques  in  typical  school  situations  at 
regular  intervals. 

Generally  it  may  be  stated  that  young  and  imma- 
ture audiences  need  to  have  a  chart  "dressed  up". 
Formal  bar,  line  or  pie  charts  don't  register,  many 
feel,  because  the  method  of  presentation  is  un- 
familiar to  the  audience  or  the  human  element  is 


Page  154 


The  Educational  Screen 


lacking.  It  has  been  found  that  most  educated 
adults,  unless  their  training  has  required  the  con- 
stant reading  of  charts,  are  as  unmoved  by  the 
formal  chart  as  are  children.  Certain  economists 
have  claimed  that  if  the  average  layman  had  been 
able  to  read  and  interpret  charted  data,  the  stress 
of  this  period  of  economic  change  might  not  have 
caught  so  many  unaware.  A  consistent,  carefully- 
planned  and  graded  chart-reading  program  in  edu- 
cation might  assist  in  making  our  future  citizens 
recognize  the  interdependence  of  present  events, 
their  direct  bearing  upon  the  future  and  their  asso- 
ciation with  the  past.  This  can  only  be  accom- 
plished after  much  experimentation  with  charts  of 
various  types  and  a  long-span  research  program  to 
determine  chart  needs  and  standards  of  produc- 
tion. The  present  educational  system  provides  for 
the  study  of  chart  types  in  the  Junior  High  School 
algebra  course.     Little  or  nothing  is  done  prior  to 

Lach  unIT  ^  r«pr«t«n1>    lOO  hvikl    traveled    per  daij 


1775 


-^^^ 


1900 


t93} 


Postal  Deliveries  in  the  United  States 

A    simplification    of    comparative    data    for    communication 

project,   on   higher   elementary   level 

this  to  lay  a  foundation  for  the  better  understand- 
ing for,  or  application  of,  this  material  and  little 
practical  use  is  made  of  charts  in  subsequent 
school  years.  Charts,  need  to  be  made  for  educa- 
tional projects  on  all  levels  so  that  a  well-ordered 
and  sequential  training  in  chart  reading  may 
eventuate. 

It  is  equally  important  however  to  understand 
dififerent  types  of  charts  which  can  be  used  on 
different  levels.  Human  knowledge  is  becoming 
more  complex  and  the  abstract  learning  of  isolated 
details  is  no  longer  a  part  of  good  teaching.  The 
Graphic  Standards  Project  recognized  this  and  cre- 
ated summary  or  developmental  charts  which  shall 
serve  to  tie  together  isolated  details,  present  the 
high-lights  of  a  broad  field  of  information  and  serve 
to  integrate  scattered  learning  experiences.  In  the 
progressive  school  where  undue  emphasis  often  is 
placed  on  a  certain  project  and  on  definite  aspects 
and  activities  thereof,  an  orientation  and  placement 
of  this  project  material  by  means  of  a  summary 
chart  may  be  important.  Perspective  and  a  com- 
plete unification  of  disjointed  experiences  may  be 
gained  by  the  timely  use  of  such  a  chart.  Further- 
more the  linking  of  the  unknown  to  the  known  by 


a  developmental  chart,  as  well  as  the  picturization 
of  this  material  should  assist  the  memory.  Charts 
on  elementary  level  must  not  only  be  attractive 
but  contain  factors  within  the  comprehension  of 
young  children.  Few  definite  quantitative,  or  exact, 
time  concepts  can  be  introduced. 

Charts  can  stimulate  analysis  of  facts  and  ac- 
curate thinking  and  can  motivate  intelligent  group 
discussion.  Difficult  statistics,  when  simplified 
and  vitalized,  serve  to  enlarge  the  horizons  of  9  and 
10  year  old  children.  Commonplace  events  and  in- 
ventions become  important  in  the  development  of  a 
broader  human  understanding.  Education  on  all 
levels,  we  are  told,  must  keep  in  closer  touch  with 
life. 

The  present  upheaval  in  social  and  industrial  con- 
ditions calls  for  some  objective  medium  of  interpre- 
tation which  shall  give  a  clear  overview  and  stress 
the  highlights  and  principal  trends  of  world  hap- 
penings. Carefully  planned  charts  can  do  this. 
When  students  in  Junior  High  School  merely  talk 
of  current  events  as  presented  in  the  daily  or 
weekly  papers  little  opportunity  is  otYered  to  un- 
derstand these  day  by  day  happenings  in  terms 
of  what  has  gone  before.  The  social  significance  of 
human  trends  and  their  consequences  require  in- 
creased emphasis.  As  already  stated,  a  chart  can 
motivate  group  discussions  and,  with  supple- 
mentary research,  lead  to  an  objective  and  con- 
structive analysis  of  modern  society. 

With  emphasis  placed  on  the  reading,  under- 
standing and  construction  of  charts  on  all  school 
levels,  chart  intelligence  will  ultimately  lead  to 
the  ferreting  out  of  comparative  data  from  formally 
constructed  charts. 


It  is  conceivable 
that  the  average 
high  school  senior 
and  adult  will  be 
able  to  do  this  in 
time  —  and  hke  it. 
With  increased  ma- 
turity, abstract  data 
not  only  may  be 
presented  in  compli- 
cated chart  form 
but  difficult  and  in- 
tricate details  may 
be  transformed  into 
a  chart  by  the  stu- 
dent himself  for  his 
o  w  n  clarification. 
A  project  in  Amer- 
ican industrialism 
in  high  s  ch  o  o  1 
might  well  result 
in    an    abstract    discussion 


6S 

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Es:^;^;;:^;^^^- ■.>■.«-■•■ 

^.ond  E.Europe     lnclu«n   AutlriclunaarySuIfdm^KiMMHiifnlMr 

^^  >^.,^     C.p...~.....l...,.,»„»„„,., 

Com  G»iB'  lmi«.g.ol,onVi.l  S.|i,40B 

.The  American  Stalisticul  AbM.atl  of  th«  U.SI932pW 


The  Origin  of  our  Immigrants 

A   summary   chart  for   a  project  in 

American    industrialism,    on    senior 

high   school   level 


on    the    effect    of    our 


(Concluded  on  page  157) 


June,  193  5 


The  Opaque  Projector 
Demonstrates  Its  Worth 


Page  155 


By      INEZ      C.      LARSON 

Grade   2B,   Alcott  School,    Denver,   Colorado 


THE  opaque  projector  is  a  most  versatile  machine. 
It  is  an  invaluable  aid  to  progressive  teaching.  It 
will  enrich  subject  matter  in  any  field,  inspire  cre- 
ative thought  and  permit  us  to  share  our  ideas  with 
others.  The  "film"  which  will  be  described  here  was 
produced  by  a  2B  class  in  Alcott  School.  Denver.  It  is 
based  on  a  study  of  that  community.  A  project  in  social 
science  was  planned  and  executed  by  the  making  of  a 
picture  map.  The  "film,"  which  the  children  made, 
was  a  culminating  activity  and  was  used  for  an  audi- 
torium program.  The  making  of  the  map  and  the  mak- 
ing of  the  film  covered  a  period  of  eight  weeks. 

Children  always  enjoy  the  showing  of  pictures  with 
the  opaque  projector  because  they  can  do  the  work 
themselves  and  share  their  work  with  others.  The 
other  children  of  the  school  are  better  able  to  see  what 
has  been  done.  Heretofore,  the  opaque  projector  was 
used  merely  to  enlarge  separate  pictures,  such  as  snap- 
shots, or  to  enlarge  an  illustration  in  a  book.  After 
experimenting  for  some  time  to  avoid  this  separate 
handling,  our  experience  led  us  to  paste  the  pictures 
on  a  strip  of  kraft  paper  (wrapping  paper)  six  inches 
wide  and  as  long  as  required.  We  refer  to  this  strip 
of  pasted  pictures  as  our  "film." 

Our  principal  has  devised  attachment  rollers  to  be 
placed  on  the  sides  of  the  machine.  The  roller  frames 
are  made  of  cast-aluminum  and  fit  into  the  sides  of 
the  holder  carriage.  The  film  is  thus  rolled  through 
the  machine  from  one  roller  to  the  other.  While  these 
rollers  facilitate  the  use  of  the  film  they  are  not  essen- 
tial to  its  use.  The  film  can  be  made  and  pulled  through 
by  hand.  The  pictures  of  our  film  were  made  five  and 
one-half  inches  wide  and  six  inches  long.  They  may  be 
smaller  but  not  larger,  as  the  film  must  roll  through 
the  machine  with  ease.  The  finished  pictures  are 
pasted,  in  order,  one  inch  apart  on  the  strip  of  kraft 
paper.  The  ends  of  the  film  are  then  thumb  tacked 
to  the  rollers  and  the  film  is  ready  for  use.  Our  2R 
film  includes  one  hvmdred  and  three  separate  illustra- 
tions, all  drawn  with  crayon  by  the  children.  Some  of 
these  are  titles  to  explain  succeeding  pictures  or  to 
maintain  the  continuity. 

When  the  project  in  social  science  was  complete  and 
when  the  film  was  assembled  the  class  composed  the 
sentences  and  paragraphs  necessary  to  explain  the  ac- 
tivity. We  feel  this  gives  us  an  excellent  opportunity 
to  help  children  to  judge  their  own  work  and  become 


conscious  of  language.  After  the  parts  had  been  as- 
signed and  memorized,  every  child  in  the  class  partici- 
pated in  the  auditorium  program.  Throughout  the  va- 
rious phases  of  the  activity  all  of  the  children  cooper- 
ated. 

I  felt  that  this  particular  study  of  the  community 
was  well  adapted  to  a  large  group  of  children.  The 
children  so  organized  themselves,  under  the  direction 
of  the  teacher,  that  no  time  was  wasted  and  everyone 
felt  that  he  had  learned  a  great  deal.  The  Kinder- 
garten-Primary Course  of  Study  in  Social  Studies 
used  in  the  Denver  Public  Schools  served  as  a  back- 
ground for  this  unit. 

In  order  to  understand  the  work  covered  and  the 
learning  involved  it  is  necessary  to  read  the  syllabus 
which  follows.  It  is  self  explanatory  but  I  wish  to 
stress  the  fact  that  this  is  a  2B  project.  Bear  in  mind 
that  seven  year  old  children  are  trying  to  give  you  their 
interpretation  of  these  Hfe  situations.  It  was  my  pur- 
pose to  draw  from  the  children  the  ideas  they  had 
gathered  from  this  study.  I  wished  also  to  correlate 
social  science  with  arithmetic,  language  and  art. 

Here  are  the  spoken  parts  which  correspond  with 
the  film  pictures.  (Space  permits  only  a  partial  selec- 
tion from  the  103  pictures.) 

Program 

I.  This  film  is  about  Alcott  Community. 

3.  We  talked  about  the  frieze  we  made  last  year  in  l.A. 
when  we  studied  about  our     homes. 

5.  We  looked  up  the  word  community  in  the  dictionary. 
The  dictionary  said  a  community  is  "A  group  of  people  liv- 
ing in  the  same  place  under  the  same  conditions." 

7.  We  decided  to  make  a  picture  map  of  the  Alcott  School 
District.     This  is  Opal's  idea  of  a  picture  map. 

8.  To  make  a  map  we  had  to  learn  the  names  of  the 
streets.     Here  they  are  : 

10.  Before  we  could  order  wood  for  the  frame  we  had 
to  figure  the  size  of  the  map.  Alcott  District  is  16  blocks 
long.  On  our  map  we  decided  to  make  each  block  4  inclies 
long  from  east  to  west.  Our  teacher  helped  us  figure  how 
long  our  map  should  be.  Four  sixteens  make  64  inches.  17 
streets  were  needed  and  each  was  to  be  1  inch  wide.  We 
added  17  inches  to  64  inches  and  got  81  inches.  Next,  we 
added  3  inches  for  margins  to  81  inches  and  got  84  inches. 
We  learned  that  84  inches  are  7  feet.  So  our  map  had  to 
be  7  feet  long. 

II.  From  south  to  north  there  were  8  blocks  in  Alcott 
District.  We  decided  to  make  each  block  six  inches  wide. 
Our  teacher  told  us  that  6  eights  are  48.  We  needed  nine 
streets  each  1  inch  wide  so  we  added  9  inches  to  48  inches 
and  got  57  inches.  Then,  we  added  3  inches  for  margins 
and  got  60  inches.     We  learned  that  60  inches  make  5  feet. 


Page  156 


The  Educational  Screen 


12.  The  wood  was  ordered.  Here  you  see  it  has  arrived. 
There  were  4  boards  tied  together.  We  untied  them  and 
measured  them  with  a  yardstick.  They  were  each  7  feet 
long,  2  inches  wide  and  a  half  inch  thick. 

13.  When  the  wood  arrived  we  started  our  arithmetic 
lessons.  With  these  4  boards,  we  learned  these  combina- 
tions. 

2  3  4  10 

2  10  3  4 

4  4  4  4  4 

14.  Two  boards  were  already  7  feet  long.  We  used  them 
for  the  long  sides  of  our  map.  The  other  two  boards  we  had 
to  cut.  We  measured  five  feet  for  the  short  sides  of  the  map. 
Two  feet  had  to  be  cut  off.  We  learned  that  S  feet  and  2  feet 
make  7  feet. 

15.  These  are  the  new  combinations  we  learned. 
Addition  Subtraction 

5  2  7  0  7  7 

2  5  0  7  2  0 

7  7  7  7  5  7 

16.  Jimmie  Cope  sawed  off  2  feet.  Odell  was  his  assistant. 
Assistant  means  helper. 

17.  After  working  on  the  map  we  studied  more  arithmetic. 
Here  are  some  of  the  problems.  Two  pencils  and  two  pencils 
make  four  pencils.  One  book  and  one  book  make  two  books. 
Five  pencils  and  five  pencils  make  ten  pencils. 

18.  (a)  We  are  using  tools,  (b)  We  used  the  hammer. 
We  used  the  saw.  We  used  fasteners  at  the  corners.  We 
used  the  workbench.     We  used  the  ruler  and  the  yardstick. 

19.  These  children  are  putting  the  frame  together. 

20.  When  Gloria  saw  the  frame  she  said,  "I  did  not  realize 
that  5  feet  by  7  feet  would  be  so  large." 

When  the  wrapping  paper  arrived  it  was  IS  feet  long  and  3 
feet  wide.  We  cut  it  in  half  and  made  2  strips  each  7j^  feet 
long.     This  we  thumb  tacked  to  the  frame. 

21.  When  we  began  to  measure  our  map,  we  realized  that 
we  must  measure  exactly  right.  So  we  all  practiced  measur- 
ing, (a)  First,  we  measured  1"  squares,  (b)  Ne.xt,  we 
measured  2"x2".  (c)  Next,  we  measured  3"x3".  (d)  Next, 
we  measured  4"x4".     (e)  Next,  we  measured  S"x5". 

22.  Charles  said,  "I  learned  something  by  all  this  measur- 
ing. I  learned  that  you  must  make  the  line  go  through  the 
dots  if  your  measuring  is  to  be  correct."  Here  you  see  one 
line  drawn  right  and  one  made  wrong. 

25.  Eugene  printed  the  names  of  the  streets  on  strips  of 
wrapping  paper.  Lucille  cut  the  strips  apart.  Dorothy  and 
Jacqueline  pasted  them  on  the  map. 

27.  This  is  to  show  how  we  measured  the  green  paper. 
This  paper  is  18"x24".  A  large  committee  measured  these 
blocks.  They  learned  how  to  measure  each  block  4"  one  way 
and  6"  the  other  way. 

30.  We  are  pasting  the  green  blocks  on  the  black.  Pasting 
must  be  neatly  done. 

31.  All  of  our  blocks  were  not  alike.  LeDora  made  this 
block.  It  is  located  at  Tennyson  and  W.  41st  Ave.  The  tram- 
way tracks  turn  at  this  corner. 

33.  The  color  chart  helped  us  to  choose  our  colors.  We 
chose  yellow  and  violet  because  they  go  together.  We  used 
green  because  it  is  a  friend  to  all  colors.  We  used  black  to 
make  the  colors  stand  out.  We  used  orange  to  brighten  our 
map.  We  needed  another  color,  so  we  chose  brown  to  go  with 
the  orange.  We  chose  blue  for  Berkeley  Lake  because  we 
thought  the  lake  should  be  blue. 

34.  A  group  of  children  are  cutting  buildings  out  of  prac- 
tice paper.  They  carefully  folded  the  paper  into  small  squares. 
They  cut  buildings  out  of  the  square. 


35.  (a)  The  buildings  were  cut  out  of  colored  paper.  Then 
they  were  mounted  on  black  paper.  After  we  trimmed  around 
them  we  pasted  them  on  the  map  where  they  belonged.  We 
asked  our  teacher  to  write  the  house  numbers  on  our  homes. 
Here  you  see  the  colors  we  used.  We  made  the  home,  the 
store,  the  school,  and  the  church. 

(b)  The  filling  station,  the  Old  Ladies'  Home,  the  theater, 
and  the  orphanage. 

36.  Jacqueline  lives  at  3842  Zenobia  St.  She  found  W.  38th 
Ave.  and  then  she  found  Zenobia  St.  She  pasted  her  house 
on  Zenobia  near  W.  38th  Ave.     We  all  did  the  same. 


^-^Brwt 

^■pr^'     ' '  ^/^m       ''  1 

An  interested  group  at  work.    The  rollers  carrying  the 
the   film   strip   appear   on   each   side   of  the   lantern 

38.  Aubrey  has  a  little  brother  in  IB.  One  day,  he  came 
in  to  our  room  and  said,  "Is  my  house  on  the  map?  My 
brother  said  he  put  it  on  and  now  I  want  to  see  it." 

39.  All  of  us  went  out  to  look  at  our  school.  Then  we 
drew  pictures  of  the  school.  We  also  made  the  school  for  the 
map.  By  this  visit,  we  learned  that  we  had  never  really 
looked  at  our  school  before.    We  saw  many  new  things. 

40.  Over  the  week-end  we  looked  at  churches.  When  we 
came  to  school  we  drew  pictures  of  churches.  Then  we  made 
churches  for  our  map. 

41.  The  coal  yard  is  two  blocks  from  our  school.  We  put 
a  coal  yard  on  our  map.  The  coal  comes  straight  from  the 
coal  mines  to  our  coal  yard. 

42.  This  boy  is  making  stop  signs.  Stop  signs  are  placed 
on  school  corners  so  that  children  may  cross  the  streets  safely. 
West  3Sth  Ave.  is  a  stop  street.  It  is  a  very  busy  street.  All 
cars  must  stop  when  they  come  to  a  stop  sign. 

43.  This  is  a  stop  light.  When  it  is  red  it  signals  you  to 
stop.  When  it  is  amber  it  signals  you  to  get  ready.  This  is 
the  caution  light.  When  it  is  green  it  signals  you  to  go.  A 
stop  signal  is  located  at  W.  38th  Ave.  and  Tennyson  St. 

44.  All  maps  have  a  direction  sign.  North  is  usually  toward 
the  top.  South  is  usually  toward  the  bottom.  East  is  usually 
toward  the  right.  West  is  usually  toward  the  left.  Jimmie 
Cope  made  the  letters  and  the  arrows  for  this  sign  on  our 
map. 

45.  Cliarles  made  a  boat  for  Berkeley  Lake.  Other  things 
made  for  the  maps  were  cars,  fences,  trees,  mail  boxes,  people, 
the  library,  tracks,  street  cars,  the  lake,  and  flowers. 

46.  Each  of  us  learned  to  measure  our  film  papers  at  Sj^". 
You  may  find  5J^"  on  the  ruler  halfway  between  tlie  number 
5  and  number  6. 

48.  If  we  run  out  of  gas  the  filling  station  attendant  gives 
us  as  many  gallons  of  gas  as  we  want.  He  cleans  the  wind- 
shield. He  gives  us  oil.  He  gives  us  water.  He  puts  air  in 
our  tires.  He  greases  our  cars.  We  appreciate  everything  he 
does  for  us. 


June,  193  5 


Page  157 


49.  The  policemen  helps  us  to  cross  the  street.  He  blows 
his  whistle  when  the  lights  change.  He  helps  people  when 
they  have  accidents.  He  will  stop  a  speeder  to  give  him  a  cer- 
tificate. The  speeder  must  then  pay  a  fine  for  breaking  the 
law.  The  policeman  is  our  friend.  He  helps  children  who  are 
lost.  The  policeman  takes  burglars  to  jail.  He  protects  our 
community. 

51.  The  milkman  is  one  of  our  best  friends.  He  brings  us 
good  health.  We  appreciate  his  kindness.  He  brings  us  milk 
very  early  in  the  morning  while  we  are  sleeping. 

52.  The  coalman  works  hard.  We  like  him  because  he 
brings  us  coal.    Coal  keeps  us  warm. 

53.  The  vegetable  man  is  a  helper  because  he  brings  us 
fruits  and  vegetables.  He  keeps  them  fresh  and  clean  so  people 
will  buy.  When  he  comes  to  the  door  he  says,  "Do  you  want 
any  vegetables  today  ?" 

54.  If  we  do  not  have  cars  of  our  own,  the  motornian  helps 
us  to  get  around.  If  you  can't  find  a  place  to  park  your  own 
car  downtown,  you  can  take  the  street  car.  The  conductor 
takes  the  money  from  people  who  wish  to  ride  on  the  street 
car.     Sometimes  he  helps  old  people  to  get  on  the  car. 

55.  The  postman  brings  our  mail.  If  you  write  a  letter  to 
your  grandmother  she  will  answer  it.  Then  the  mailman  will 
bring  her  letter  to  you. 

A  postman  must  be  honest. 
A  postman  must  be  a  good  citizen. 
A  postman  must  be  able  to  read. 
A  postman  must  be  on  time. 
A  postman  nnist  not  open  other  people's  letters. 
Sometimes  he  brings  good  news. 
Sometimes   he   brings   bad   news,   but   we   think 
he  is  very  good. 

56.  It  is  a  snowy  day.  The  wires  have  fallen  down.  The 
electricians  have  come  to  put  up  new  wires. 

57.  The  farmer  grows  food  for  us.  He  raises  wheat,  corn, 
and  vegetables.  He  takes  care  of  cow'S,  pigs,  horses,  chickens, 
sheep,  and  other  animals.  The  farmer  gets  up  with  the  sun 
when  he  hears  the  rooster  crow.  When  the  sun  goes  down  he 
goes  to  bed.  The  farmer  sells  his  food  to  the  vegetable  man. 
The  vegetable  man  sells  the  food  to  us. 

58.  When  the  breadman  comes  he  blow's  a  whistle.  He 
brings  fresh  bakery  goods  every  day. 

59.  The  carpenter  builds  homes  for  us.  Some  carpenters 
make  furniture.  The  carpenter  needs  machinery  to  help  him 
make  inside  trimmings.  The  carpenter  uses  many  tools.  He 
keeps  them  in  a  tool  chest.     The  carpenter  is  a  good  worker. 

60.  The  taxi  takes  you  anywhere  you  want  to  go.  The 
driver  keeps  his  cab  clean  and  makes  it  shine.  He  drives  care- 
fully because  he  is  responsible  for  other  people. 

61.  Jack's  father  is  in  the  storage  business.  He  moves 
furniture  from  one  house  to  another.  He  takes  freight  from 
the  depot  and  delivers  it  to  the  stores. 

62.  Firemen  put  out  fires.  Firemen  save  people's  lives. 
Firemen  are  brave.  Firemen  are  strong.  Firemen  are  quick. 
Firemen  must  be  ready  at  all  times  to  answer  the  alarm. 

63.  The  plumber  puts  pipes  in  houses.  The  plumber  fixes 
leaks.  When  a  pipe  breaks  the  landlord  calls  the  plumber. 
The  plumber  comes  just  as  soon  as  he  can. 

64.  The  nurse  helps  the  doctor  to  make  people  well.  The 
doctor  studies  very  hard  so  that  he  knows  what  he  is  doing. 

65.  In  autumn  the  leaves  fall.  The  street  sweeper  cleans  up 
all  the  leaves.  The  sweeper  also  takes  up  other  trash.  Then 
the  streets  and  alleys  look  neat.  The  man  who  runs  this  ma- 
chine is  a  good  helper. 

66.  The  street  sprinkling  department  sprinkles  water  on  the 
streets  so  that  the  dust  will  not  fly.  This  man  goes  up  one 
street  and  down  another.  Sometimes  he  has  to  fill  the  tank 
with  water. 


70.  This  is  Robert  Warling's  grocery  store.  Robert  is  in 
our  class.  He  helps  his  mother  and  father  in  this  store.  He 
knows  how  to  wait  on  customers. 

72.     We  have  many  Red  and  White  stores  in  our  community. 

74.  There  are  several  shoe  shops  in  our  district. 

75.  There  is  a  boy  in  Alcott  School  whose  father  owns  this 
hardware  store.     This  is  Clark's  Hardware  Store. 

76.  The  O.  K.  Cleaners  are  just  across  the  street  from 
our  school. 

78.  We  studied  public  buildings  in  our  community.  This 
is  the  Alcott  School.  It  is  located  at  Tennyson  St.  and  W. 
41st  Ave.    Mr.  Eugene  H.  Herrington  is  the  principal. 

80.  St.  Vincent's  Orphanage  takes  care  of  boys  who  do  not 
have  mothers  and  fathers. 

82.  The  Smiley  Public  Library  is  used  by  many  people  in 
this  part  of  the  city.     It  is  in  Berkeley  Park. 

83.  This  is  a  branch  of  the  big  post  office.  This  saves  us 
a  trip  to  town.    It  is  within  walking  distance  of  our  homes. 

84.  This  is  the  Old  Ladies'  Home.  Old  ladies  who  do  not 
have  homes  of  their  own  live  here.     They  like  to  be  together. 

85.  New  words  were  learned  while  we  studied  the  com- 
munity. We  asked  the  teacher  to  put  these  words  on  the 
board  so  we  would  know  how  to  spell  them. 

Here  are  some  of  them :  Piggly  Wiggly,  Miller's,  Prince 
Market,  Berkeley  Grocery,  Oriental,  U.  S.  Post  Office,  Alcott, 
St.  James,  subtraction,  map,  blocks,  houses,  tracks,  add,  addi- 
tion, sign,  nickel,  white,  arithmetic,  community,  grocery,  police- 
man, station,  postman,  margin,  measure,  church,  stores. 

89.  The  next  pictures  will  show  what  fun  we  have  in  our 
community.  We  play  tennis  together  in  Berkeley  Park.  We 
go  swimming  in  Berkeley  Lake.  Before  we  can  go  swimming 
again,  Eugene  says:  "The  water  must  be  purified  because 
there  are  germs  in  it."  We  like  to  have  picnics  in  Berkeley 
Park. 

92.  We  go  to  the  theater.  Children  should  not  go  to  the 
show  on  school  nights.  Why?  Because  they  would  be  too 
tired  to  do  their  work  in  school  the  next  day. 

94.  Elitch's  is  open  only  in  the  summer.  It  is  across  from 
our  district  on  W.  38th  Ave.    We  like  to  go  on  the  Derby. 

97.  On  the  playground  we  play  games.  We  learn  how  to 
play  together.  We  learn  to  play  fair.  We  learn  to  do  right 
in  all  things. 

98.  This  is  our  community 
'Tis  one  we  love 

And  you  should  see. 
When  you  come  to  the  convention  of  the  National 
Education  Association  this  summer,  you  will,  of 
course,  be  interested  in  the  meeting's  of  the  Visual 
Education  section.  This  film  will  be  on  display 
or  shown  at  one  of  the  meetings.  We  hope  to  see 
you  there. 

Chart  Intelligence  for  All 

(Concluded  from  page  154) 

immigration  policies.  A  line  chart,  produced  to 
show  the  periodic  racial  influxes  which  have  af- 
fected the  changing  American  scene,  might  lead  to 
a  more  detailed  study  of  the  cultural  backgrounds 
of  some  of  these  racial  types  and  explain  in  part 
their  occupational  limitations. 

Education  can  use  charts,  but  a  hit-or-miss  chart- 
making  program  would  tend  to  make  us  chart- 
muddled,  not  chart-minded. 


Page  158 


The  Educational  Screen 


Activities  of  State  Visual  Education 
Agencies  In  the  United  States 


(Concluded  from  May  Issue) 


FINANCIAL  limitation  appears  to  affect  not  only 
the   proportion   of   advertising  material   circu- 
lated by  Visual  Departments,  but  also  expense 
of  the  service.     Fees  or  other  charges  to  borrowers 
vary  somewhat  from   state  to  state,  as 
well  as  among  different  types  of  mate- 
TO       rials  within  the  same  state.     In  practi- 
Borrower      (-ally  all  cases,  films  definitely  made  for 
school    use    are    rented,    whereas    those 
financed  by  advertising  are  loaned  free  or  at  a  small 
service  charge. 

Charges  for  the  rental  of  films  vary  among  the 
departments.  In  some  there  is  no  service  fee,  the 
sole  cost  being  for  transportation,  which  is  almost 
universally  borne  by  the  borrower.  Wisconsin  and 
California  Departments  of  Visual  Education  in- 
clude the  transportation  charges  to  the  borrower 
in  their  rental  fee.  Return  shipment,  however,  is 
paid  for  by  the  user. 

The  University  of  Florida  and  the  New  York 
State  Department  of  Visual  Education,  whose  loan 
collections  are  entirely  devoted  to  slides  and  prints, 
make  no  charge  for  their  circulation  to  schools  of 
their  state.  The  New  Jersey  State  Museum  dis- 
tributes its  visual  aids,  which  inckide  slides,  16mm. 
and  35mm.  motion  pictures,  stereographs,  charts, 
and  exhibits,  free  to  schools  of  their  state.  These 
are  the  only  departments  whose  service  is  wholly 
free.  Some  Departments  make  a  very  nominal 
charge  for  films  which  they  secure  free  from  gov- 
ernment departments  or  industrial  firms.  Such 
films  are  termed,  "non-rental,"  as  contrasted  with 
"rental"  films,  which  will  be  described  shortly.  The 
University  of  Kentucky  distributes  industrial  films 
free,  but  the  regular  rental  rates  are  quoted  for 
other  films.  The  University  of  Minnesota  loans 
only  government  films  without  charge,  but  makes  a 
charge  for  all  others.  The  transportation  costs  are 
paid  by  the  user,  except  where  specifically  stated 
to  the  contrary. 

The  University  of  Texas  offers  for  an  annual 
registration  fee  of  $1.00,  the  loan  of  16mm.  and 
35mm.  silent  and  sound  non-rental  films.  For  each 
of  the  other  visual  aids  in  their  department  a  $1.00 
annual  registration  fee  is  stipulated,  with  the  ex- 
ception of  the  non-rental  lantern  slides,  for  which 


By      FANNIE      W.      DUNN 
ETTA      SCHNEIDER 

Professor  of  Education,  and  Research  Assisfant 

Teachers  College,  Columbia   University 

the  charge  is  $5.00  a  year.  There  is  also  a  "per 
service"  provision,  whereby  the  borrower  pays  for 
each  non-rental  film  or  slide  each  time  he  uses  it. 
The  Oregon  State  Department  quotes  only  a  "per 
service"  rental.  Rates  range  from  5c  per  single 
slide  to  25c  per  set;  25c  per  film  of  either  size;  10c 
per  roll  of  film  slides.  For  schools  desiring  to  use 
the  service  extensively,  an  annual  fee  will  be  quoted. 
Such  service  does  not,  however,  include  rental  films. 
The  University  of  Oklahoma  charges  25c  per  reel 
for  non-rental  films,  but  all  other  visual  aids  are 
covered  in  the  annual  service  fee  regulations.  The 
University  of  Missouri  quotes  an  annual  service  fee 
for  their  non-rental  films,  but  single  films  are  loaned 
for  35c  per  reel.  Other  visual  aids  are  35c  per  ship- 
ment for  those  schools  not  registered  with  the  serv- 
ice. 

Iowa  State  College  charges  50c  per  reel  for  non- 
rental  films,  35c  per  set  for  stereopticon  slides,  25c 
per  set  for  mounted  prints.  The  University  of 
Iowa  reverses  these  charges  to  read,  35c  per  reel 
and  50c  per  set  for  slides,  unless  the  annual  registra- 
tion fee  is  paid.  North  Dakota  charges  25c  to  50c 
per  service.  The  University  of  Arizona  charges 
25c  per  service  for  its  non-rental  films,  glass  slides, 
and  filmslides.  The  University  of  South  Dakota 
permits  the  borrower  to  retain  each  of  the  items 
loaned  for  one  week,  and  requires  that  material  be 
returned  within  nine  days.  Slides  rent  for  50c  per 
set,  filmstrips  for  15c,  prints  for  10c  per  set,  16mm. 
and  35mm.  motion  pictures  for  about  50c ;  these 
rates  are  for  one  week's  use,  as  distinguished  from 
other  rates  quoted  above,  which  cover  cost  for  only 
one  day. 

These  very  nominal  rates  apply  only  to  industrial 
and  government  films,  as  has  been  said.  The  edu- 
cational merit  of  such  films  has  been  considered 
elsewhere  in  this  article.  The  cost  of  films 
produced  primarily  for  educational  purposes,  must 
be  defrayed  in  one  way  or  another.  They  cannot 
be  donated  gratis  as  are  the  industrial  films.  It  is 
necessary  for  departments  of  Visual  Education, 
which  have  invested  in  the  purchase  of  these  films, 
to  make  a  proportional  charge  to  teachers  for  their 
use  in  the  classroom. 

Among  films  termed,  "rental",  there  are  several 


June,  1935 


Page  1 59 


types : 

(a)  Those  industrial  films  which  have  had  to  be 
procured  by  purchase,  rather  than  by  dona- 
tion. 

(b)  Theatrical  films  which  have  been  edited  and 
transposed  to  16mm.  size  for  school  use. 

(c)  Strictly  educational  films,  such  as  the  Yale 
Chronicles,  Eastman  Classroom  Films,  De- 
Vry  School  Films,  and  others.  These  are  us- 
ually accompanied  by  guides. 

Even  though  they  cannot  be  distributed  without 
charge,  the  rates  for  purchasing  or  renting  such 
films  are  usually  quite  reasonable.  The  charge  for 
films  of  the  first  two  categories  ranges  from  $1.00 
to  $2.00  per  reel  per  day.  Those  of  the  last  classi- 
fication, having  no  outlet  for  distribution  other 
than  schools,  must  of  necessity  rent  for  a  larger 
sum.  They  are  all  excellent  classroom  films  and 
are  in  the  film  libraries  of  most  departments.  Some 
motion  pictures  of  this  type,  and  their  average  ren- 
tal charge,  are : 

Metropolitan  Museum  of  Art  Films  35mm $4.00  per  day 

DeVry  School  Films,   3Smm 3.50  per  day 

Yale  Chronicles,  35mm 11.00  to  12.00  per  day 

16mm.,  6.00  to  7.50  per  day 

The  Yale  Chronicles  of  America  Photoplays  are 
fifteen  films  based  on  episodes  in  the  early  history 
of  our  country  and  are  available  to  schools  through- 
out the  nation.  The  Yale  University  Press,  which 
publishes  them,  maintains  agencies  for 
Flat  ^^^  distribution   of  these  films   in   State 

Annual  universities  in  various  parts  of  the  Unit- 

Charges  ed  States.  Such  agencies,  for  example, 
are  the  Universities  of  Texas,  Kentucky, 
Kansas,  Minnesota,  Colorado,  South  Dakota,  Iowa 
State  College,  etc.  There  is  widespread  use  of  some 
form  of  flat  annual  charges  for  visual  education 
service.  Each  institution  has  its  own  stipulations. 
The  University  of  Illinois,  in  connection  with  its 
co-operative  plan,  requires  an  annual  fee  of  $5.00 
for  member  schools  who  have  contributed  a  film. 
Other  schools  pay  $7.50  per  year  for  unlimited  use 
of  specified  16mm.  films  and  glass  slides,  and  an  ad- 
ditional $2.50  for  unlimited  use  of  all  visual  aids. 

The  Universities  of  Kansas  and   Colorado   have 
a  combined  service,  permitting  subscribers  of  one 
department  to  avail  themselves  of  the  16mm.  films 
owned  by  the  other.     Their  group  service  plan  for 
users  of  16;;;);/.  film  oiilv,  are: 
I.     $47.50   per   year — Unlimited   use   of   industrial   and    scenic 
subjects;  any  25  of  the  $1.50  rental  subjects;  and  any 
25  of  the  SOc  rental  subjects. 
II.     $30.00   per  year — Unlimited   use  of   industrial   and   scenic 
subjects;  any   15  of  the  $1.50  rental  subjects;  any  10 
of  the  SOc  rental  subjects. 

The  University  of  Colorado,  which  distributes 
other  visual  aids  as  well,  has  an  annual  registration 
fee  of  $10.00  for  lantern  slides,  and  $10.00  for  35mm. 
filins  in  the  50c  category  (industrial  and  scenic). 

The   University   of   Minnesota   does   not   provide 


for  an  annual  registration  fee  with  respect  to  mo- 
tion pictures.  It  does,  however,  charge  $10.00  per 
year  for  the  filmslide  and  glass  slide  service.  The 
University  of  Indiana  has  a  number  of  enrollment 
arrangements  to  suit  any  user.  Each  of  the  serv- 
ices may  be  subscribed  to  separately,  or  a  combina- 
tion of  the  slides,  16mm.,  and  35mm.  films  service 
may  be  reserved  for  $32.00  per  year. 

The  University  of  Missouri  quotes  a  rate  of 
$10.00  a  year  each  for  their  film  service  and  $5.00  a 
year  for  the  film  or  glass  slide  service. 

In  short,  all  but  three  of  the  departments  make 
some  charge  for  their  service.  Two  more  depart- 
ments make  no  charge  for  industrial  films;  eleven 
departments  make  annual  enrollment  stipulations, 
soine  of  which  consider  single  service  applications 
as  well ;  seven  departments  require  payment  per 
service  for  each  item  borrowed. 

Sound  films  are  distributed  by  five  of  the  depart- 
ments. The  number  of  such  films  is  small.  Those 
in  the  catalogs  of  the  University  of  California  and 
Texas  are  industrial  and  rent  for  SOc  per  reel.  They 
are  all  sound-on-disc.  Iowa  State  Col- 
Availability  lege  and  Indiana  University  rent  out 
of  some    of    the    University    of    Chicago 

Sound  sound-on-film    Physical    Science    pic- 

tures,  which  have  been  made  with  the 
assistance  of  Erpi  Picture  Consultants, 
Inc.  The  last  Iowa  State  College  announcement 
states  that  its  new  sound-on-film  list  replaces  all 
sound-on-disc  subjects  heretofore  offered.  The 
University  of  Iowa  distributes  all  the  University 
of  Chicago  films  available,  and  intends  to  add  to  the 
list  as  the  films  are  completed.  All  16mm.  sound- 
on-film  educational  subjects  rent  for  approximately 
$2.00  per  reel  per  day. 

Section  IV 
Services  Other  Than  the  Distribution 
of  Visual  Aids 

Although  financial  competence  is  a  major  factor 
in  the  nature  and  amount  of  visual  aids  which  may 
■be  made  available,  other  types  of  services  seem  to 
be  possible  with  small  additional  expense. 

Seventeen  Departments  of  Visual  Education,  in- 
sofar as  information  has  been  made  available  to  us, 

issue  only  catalogs  of  visual  aids  to  the 
Helpful  schools  of  their  state.  The  organization 
Catalog  yf  catalogs  varies  materially  in  useful- 
Arrange-      j^^gj.    ^^   ^^^   borrower.     These   catalogs 

are  either  organized    alphabetically,    or 

classified  as  to  source  or  subject  matter. 
Some  catalogs  mention  an  advisory  service  which 
will  assist  teachers  in  the  selection  of  equipment, 

in  the  purchase  of  films,  and  in  the 
Advisory  handling  of  equipment.  In  some  cases 
Service         printed  manuals  are  sent  together  with 

the    motion    pictures    or    slide    sets    to 


Page  160 


The  Educational  Screen 


guide  the  teacher  in  presenting  the  visual  aid. 
These  manuals  are  usually  those  which  the  produc- 
er of  the  film  has  compiled.  Such  films, 
Classroom  for  example,  as  the  Eastman  Classroom 
Guides  Films,     DeVry     School     Films,     Yale 

Chronicles  are  always  accompanied  by 
supplementary  literature.  It  has  been  noted  that 
the  distribution  of  glass  slides  more  often  includes 
classroom  guides  than  does  that  of  motion  pictures. 

Some  Departments,  such  as  Indiana  University, 
issue  a  printed  synopsis  of  each  film,  in  addition 
to  the  teaching  manuals,  which  are  available  for 
only  a  few.  The  University  of  Kansas  sends  lesson 
plans  with  each  set  of  glass  slides  or  filmslides. 
The  University  of  California  loans  printed  manuals 
with  many  of  its  films,  but  recommends  that  for 
greatest  benefit,  teachers  should  study  such  films 
well  in  advance,  and  so  offers  the  manuals  for  sale 
at  low  cost  (from  five  to  fifteen  cents). 

Six  of  the  State  Departments  of  Visual  Educa- 
tion issue  handbooks  on  the  various  visual  aids. 
These  are:  Iowa  State  College  of  Agriculture  and 
Mechanical  Arts,  New  York  State  Visual  Instruc- 
tion Division,  Ohio  State  Visual  In- 
uf  ^  Jk*^*  ,         struction  Exchange,  Pennsylvania  Vis- 

^"  "^  *  ual  Instruction  Division.  University  of 
Wisconsin,  and  Brigham  Young  Uni- 
versity. The  last-named  has  published,  1934.  its 
handbook  for  the  use  of  teachers  througrhout  the 
country.  It  is  entitled,  "Handbook  of  Visual  In- 
struction," by  Ellsworth  C.  Dent,  and  sells  for 
$1.50.  All  of  the  handbooks  discuss  the  advantages 
and  disadvantages  of  each  type  of  visual  aid,  des- 
cribe the  projection  equipment,  and  make  recom- 
mendations for  selection  under  varying  conditions. 
The  Pennsylvania  and  Ohio  handbooks  contain 
sample  lesson  plans,  each  of  which  shows  the  ef- 
fective use  of  some  one  type  of  visual  aid,  such  as 
the  school  journey,  or  the  stereograph. 

The  Commonwealth  of  Pennsylvania  Department 
of  Public  Instruction  has  undertaken  the  publica- 
tion of  a  series  of  monograpris  on  visual  aids.  To 
date,  two  of  these  have  been  completed.  The  ma- 
terial was  assembled  by  visual  education  commit-, 
tees  of  the  State  Teachers  Colleges,  Normal  Schools, 
and  the  State  Director  of  Visual  Education.  The 
first  treats  of  "Visual  Education  and  the  School 
Journey,"  and  the  second  describes  "Object-Speci- 
men-Model and  a  Blackboard  Technique".  Type 
lesson  plans  are  suggested  for  the  use  of  each  of 
these  visual  aids  for  various  school  grades.  The 
Department  of  Visual  Education  olTers  to  teachers 
from  time  to  time,  circulars  which  list  the  names 
and  addresses  of  distributors  of  visual  aids.  There 
are  directories  for  geography,  history,  and  science, 
as  well  as  for  visual  aids  in  general. 

New  York  State  in  addition  to  a  small  handbook, 
issues  pamphlets  based  on  specific  lesson   Units  in 


the  syllabus,  and  lists  the  slides  which  may  I^e  bor- 
rowed to  enrich  the  teaching  of  each  unit.  These 
pamphlets  include  complete  lesson  plans  for  the 
units  specified.  For  example,  there  are  several  top- 
ical outlines  for  Fifth  Grade  Geography.  The  one 
on  Mexico  states  that,  since  only  about  ten  periods 
have  been  allotted  in  the  New  York  State  syllabus 
for  the  teaching  of  the  geography  of  that  country, 
slides  will  assist  the  teacher  in  conveying  a  maxi- 
mum of  information  in  a  minimum  of  time.  For 
each  of  the  162  slides  listed,  a  paragraph  or  two 
explains  the  salient  facts  that  maj^  be  gained  and 
the  questions  or  activities  that  may  result.  From 
such  assistance  as  is  rendered  by  these  pamphlets, 
it  is  clear  that  for  each  school  in  the  State  it  is 
possible  that  the  most  important  facts  for  each  unit 
in  geography  may  be  gleaned  by  the  students,  and 
follow-up  work  stimulated.  The  degree  of  effec- 
tiveness is,  of  course,  dependent  upon  the  resource- 
fulness of  the  individual  teacher.  For  the  same 
grade  there  are  issued  pamphlets  on  Central  Amer- 
ica, Panama  Canal  Zone,  Canada,  Alaska,  and  the 
United  States. 

Iowa  State  College  offers  additional  service  to 
users  of  visual  aids  by  means  of  mimeographs  is- 
sued from  time  to  time.  There  are  twenty-four 
such  publications,  which  include  instructions  on  the 
care  of  equipment,  a  directory  of  distributors,  a 
bibliography,  recent  developments,  and  lesson  units. 
The  University  of  Wisconsin,  in  addition  to  its 
handbook  which  contains  an  excellent  bibliography, 
affords  supplementary  information  to  teachers  con- 
cerning sources  of  pictures  and  other  illustrative 
material. 

Courses  in  visual  education  have  been  reported 
by  the   Indiana   University   and   the   University   of 

_       .       T    ■  .  Colorado.     Iowa   State  College   is 

Teacher-Training         ,         .  .7 

Provisions  for  plannuig     to     organize     such     a 

Visual  Education      course.      The    State    of    Pennsyl- 
vania^  has  made  it  compulsory  for 
teachers  to  complete  a  given  num- 
ber of  hours'  work  in  the  use  of  visual  aids  before 
thev  can  receive  a  teaching  certificate. 


I 


^Public  Education  Bulletin,  December,  1934.     Published  by  \.he 
Pennsylvania  Department  of  Pul)lic  Instruction. 

Summary 

The  outline  which  follows  is  based  on  the  mate- 
rial received  from  24  of  the  26  states  reported  as 
having  Departments  of  Visual  Education.  Those 
states  are: 

1.  Arizona  7.   Iowa  State  College 

2.  California  8.  Iowa 

3.  Colorado  9.  Kansas 

4.  Florida  10.  Kentucky 

5.  Illinois  11.  Massachusetts 

6.  Indiana  12.   Minnesota 


June,  193  5 


Page  161 


13.  Missouri  19.  Oregon 

14.  New  Jersey  20.  Pennsylvania 

15.  New  York  21.  South  Dakota 

16.  North  Dakota  22.  Texas 

17.  Ohio  23.  Utah 

18.  Oklahoma  24.  Wisconsin 

I.  MATERIALS  DISTRIBUTED:  TOTAL 

A.  Depts.  which  distribute  16mm.  fihns (19) 

*1,  2,  3,  5, 6,  7,  8, 9, 10, 11, 12, 13, 14, 17, 19,  21,  23, 24. 

B.  Depts.  which  distribute  3Smin.  films (17) 

1.  2,  3,  5,  6,  7,  10,  11.  12,  13,  14,  16,  17,  18,  19,  21,  22. 

C.  Depts.  which  distribute  only  16mm.  films (  4) 

8,  23,  24,  9. 

D.  Depts.  which  distribute  ouly  35mm.  films (  2) 

16,  18. 

E.  Depts.  which  distribute  sound  fihns (  5) 

2,  6,  7,  8,  22. 

F.  Depts.  which  distribute  stereographs (  2) 

13,  18. 

^^         G.  Depts.  which  distribute  art  prints (  5) 

H  4,  6,  7,  8,  21. 

^B        H.  Depts.  which  distribute  mounted  pictures (  2) 

■ 

I.    Depts.  which  distribute  filmstrips (  9) 

1,  7,  9,  12,  16,  17,  21,  22,  23. 
J.    Depts.   which  distribute  slides (22) 

All  except  10  (Penn.  does  not  distribute  any 
material.) 
K.  Depts.  which  include  a  pictorial  history  of  the 

State  in  their  circulating  collection (  6) 

2,  7,  15,  21,  22,  24 

II.  EQUIPMENT  DISTRIBUTED: 

A.  Depts,  which  loan  machines  with  their  visual  aids   (  S) 
4  8,  11,  21,  24. 

B.  Depts.  which  offer  an  equipment  recommendation 
service   (12) 

3,  5,  6,  7,  9,  10,  12,  15,  19,  20,  21,  23. 

III.  SUPPLEMENTARY  SERVICES: 

A.  Depts.  which  issue  handbooks  of  visual  instruction.  (  6) 
7,  IS,  17,  19,  23,  24 

B.  Depts.  which  distribute  type  lesson  units (  4) 

7,  15,  17,  20. 

C.  Depts.  which  issue  classroom  guides  with  slide 
sets  or  films (9) 

1,  2,  6,  8,  9,  13,  15,  18,  20. 

D.  Depts.  which  provide  courses  in  teacher-training 
in  visual  education  (  3) 

6,  7,  3. 

E.  Depts.  which  issue  directories  of  distributors  of 
visual  aids   ! . .  (  4> 

7,  19,  20,  24. 

IV.  COSTS  TO  BORROWERS: 

A.  Depts.  which  make  no  charge  for  their  service...  (  3) 

4,  14,  15. 

B.  Depts.  which  charge  only  an  annual  fee (  5) 

3,  5,  6,  9,  13. 

C.  Depts.  which  charge  "per  service" (  8) 

1,  7,  11,  16,  17,  21,  22,  23. 

D.  Depts.  which  provide  an  annual  fee  or  a  per 
service  fee   (   7) 

2,  8,  10,  12,  13,  18,  19. 

'Figures  refer  to  inde.x  numbers  of  states,  above. 


Films  in  the  College  Classroom 

By     JOHN     S.     ALLEN 

Colgate    University,    Hamilton,    New  York 

THE  Physical  Science  Survey  course  at  Colgate 
University  is  designed  to  orient  freshmen  in 
the  fields  of  astronomy,  chemistry,  geology 
and  physics.  Through  an  introduction  to  these  sci- 
ences, it  aims  to  give  a  definite  conception  of  the 
physical  world,  some  appreciation  of  the  scientific 
method  and  the  part  it  has  had  in  the  intellectual 
life  of  the  race,  and  the  contribution  of  the  physical 
sciences  to  the  solution  of  some  contemporary  prob- 
lems. It  is  not,  as  its  name  may  imply  to  some,  an 
attempt  to  survey  the  entire  domain  of  the  physi- 
cal sciences.  It  is  a  logically  developed  course  in 
the  physical  sciences  rather  than  a  "cut-down"  ver- 
sion of  the  elementary  courses  in  the  departments 
represented. 

Class  discussion  in  small  groups  of  less  than 
twenty  students  is  emphazied  when  possible.  Qties- 
tions,  lectures,  demonstrations,  conducted  visits  to 
the  geological  museum,  astronomical  observatory 
and  a  geological  field  trip  over  the  college  campus 
are  regular  parts  of  the  course.  One  period  a  week 
is  reserved  for  this  course  so  that  all  sections  may 
be  brought  together  in  an  auditorium  where  talk- 
ing movies,  lecture-demonstrations  or  examinations 
are  given. 

The  development  of  modern  motion  picture  meth- 
ods and  the  advent  of  talking  films  has  increased  the 
value  of  movies  as  a  teaching  device  by  several  hun- 
dred per  cent.  Our  experience  with  laboratory 
demonstrations  has  indicated  that  too  often  the 
student  carries  away  an  impression  of  gadgets, 
tubes,  wires,  measuring  instruments,  etc.,  and  the 
principle  that  is  being  illustrated  is  lost  in  the  maze 
of  apparatus  that  makes  an  interesting  show.  Talk- 
ing films,  where  .the  lecture  can  call  the  students' 
attention  to  important  points  as  the  demonstration 
is  being  carried  on  before  them  by  someone  else 
than  the  lecturer,  improve  on  this.  The  fact  that 
■'close-up  shots"  and  telephoto  shots  can  be  shown 
on  a  large  screen  eliminate  the  difficulties  involved 
in  having  a  class  in  a  large  room  and  indoors.  An- 
imated drawings  and  stop-motion  photography  are 

(Concluded  on  page  175) 

V.  MISCELLANEOUS: 

A.  Depts.  which  distribute  ouly  catalogs  of  visual 

aids,  with  no  supplementary  material (17) 

1, 2,  4,  5,  6, 8, 9,  10,  1 1,  12,  13,  14, 16,  18,  19, 21, 22. 

B.  Depts.  which  render  additional  service (  7) 

3,  7,  15,  17,  20,  23,  24. 

C.  Depts.  whose  catalogs  are  very  well  annotated .  . . .  (  5 ) 

5,  6,  12,  22,  24. 

D.  Depts.  whose  catalogs  are  very  well  classified. ...  (  9) 
1,  3,  4  6,  9,  13,  15,  23,  24. 


Page  162 


The  Educational  Screen 


The  Film  Estimates 


Baby  Face  Harrington  (C.  Butterworth,  Una 
Merkel)  (MGM)  Dumb,  timid  clerk,  ambitious 
for  gay  life,  becomes  linked  incredibly  with 
gangland.  Blunders  into  capture  of  gang  and 
emerges  hero.  Absurd  plot  made  hilarious  by 
hero's  solemn  stupidity  and  Merkel's  breezy 
comedy  as  his  wife.  6-4-35 

(A)  Amusing   (Y)  Prob.  good    (C)  Little  interest 

Behind  the  Green  Lights  (N.  Foster,  Judith 
Allen)  (Mascot)  Inane,  unconvincing  stuff. 
Detective-hero  works  hard  to  bring  known 
murderer  to  trial,  but  lawyer-fiancee,  supposed 
dupe  of  shyster,  wins  acquittal  by  ludicrous 
methods.  When  criminal  almost  kills  her 
father  she  repents  in  time.  5-21-35 

(A)  Stupid  (Y)  Worthless  (C)  No 

Black  Fury  ( Paul  Muni,  Karen  Morley ) 
(Warner)  Powerful  picture,  with  incredible 
moments,  of  struggle  between  miners,  tricked 
into  strike,  and  mine-owners  tricked  into 
brutal  resistance.  Muni  splendid  as  lowly 
strike-leader  risking  all  to  right  wrong  and 
win  strike  single-handed.  5-14-35 

(A)  Fine  of  kind       (Y)  Grim       (C)  By  no  means 

Break  of  Hearts  {Katharine  Hepburn.  Chas. 
Boyer)  (RKO)  Humble  music-student  heroine 
and  symphony -conducting,  philandering  hero 
meet,  succumb,  marry,  and  divorce.  Hero  then 
disintegrates  so  heroine  rushes  back  for  re- 
marriage. Excellent  acting  and  strong  dra- 
matic values  greatly  atone  for  trite  story.  5-28-35 
(A)  Entertaining  (Y)  Better  not  (C)  No 

Captain  Hurricane  (James  Barton.  Helen 
Westley)  (RKO)  Labored  character  comedy 
concerned  with  elementary  folk  and  a  middle- 
aged  love  aflfair.  Well-meaning  and  harmless, 
but  hardly  convincing  as  "Cape  Cod  life." 
Uninspired  dialog  and  mediocre  acting  cannot 
redeem  so  feeble  a  story.  5-28-35 

(A)  Stupid  (Y)  Poor  (C)  No 

Casino  Murder  Case, The  (Paul  Lukas)  (MGM) 
Typical  Van  Dine  thriller,  with  a  new  Philo 
Vance,  whose  speech  and  personality  hardly 
fit.  Very  complex  story  involving  phony  con- 
fession, misleading  clues,  and  hint  of  the  new 
"heavy  water."  Police  unimaginably  stupid. 
as  usual.     Vance  never  fails.  5-28-35 

(A)  Good  of  kind     (Y)  Passable     (C)  Too  strong 

Devil  Is  A  Woman,  The  (Marlene  Dietrich) 
( Para )  Supposedly  "artistic"  production  of 
tawdry  tale  against  hectic  background^  of 
carnival  Spain,  about  contemptible  but  "irre- 
sistible" heroine  who  makes  incredible  asses 
of  strong  men,  including  hero.  Artificial,  false, 
pictorially  cluttered.  5-21-35 

(A)  Depends  on  taste    (Y)  By  no  means    (C)  No 

Dinky  (Jackie  Cooper,  Mary  Astor)  (Warner) 
Simple,  wholesome  little  story.  Manly  young 
hero  is  cadet  in  military  academy  till  mother's 
misfortune  lands  him  in  nearby  orphanage 
temporarily.  Shows  convincingly  that  charac- 
ter, not  mere  possession,  is  the  important 
thing  in  life.  5-14-35 

(A)  Pleasing        (Y)  Very  good        (C)  Very  good 

Divorce  Racket,  The  (Olive  Borden,  Jas. 
Rennie)  (Paradise)  Mediocre  murder-mystery 
in  which  suave  district  attorney  combines  ro- 
mantic pursuit  of  heroine  with  leisurely  detec- 
tion of  murderer  of  the  shyster-villain.  Action 
consists  largely  in  endless  dialing  of  tele- 
phones. Poorly  done  in  all  respects.  5-28-35 
(A)  Dull  (Y)  Poor  (C)  No 

Dog  of  Flanders  (Frankie  Thomas,  O.  P. 
Heggie)  (RKO)  Softened  version,  fairly  well 
acted,  of  Ouida's  poignant  story  of  Dutch 
boy's  struggle  between  poverty  and  ambition 
to  become  a  Rubens.  Unconvincing  spots,  but 
human  appeal  is  there  and  the  dog  is  ador- 
able. Very  sad  at  times.  5-14-35 
(A)  Fair            (Y)  Good            (C)  Probably  good 

Doubting  Thomas  (Willi  Rogers,  Billie  Burke) 
(Fox)  Sausage-making  hero  fights  small-town 
amateur  theatricals  which  are  upsetting  his 
stage-struck  wife  and  daughter-in-law-to-be. 
He  tricks  them  out  of  it  by  hilarious  methods 
and  wins  limelight  for  himself.  Typical  Rogers 
picture.  6-4-35 

(A)  Good  of  kind  (Y)  Amusing  (C)  Good 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 

(The  Film   Estimates,  in  whole  or  in  part,  may  be  reprinted 

only   by   special   arrangement  with   The   Educational   Screen] 

Date    of    mailing    on    weekly    service    Is    shown    on    each    film. 

(A)  Discriminating   Adults  (Y)  Youth  (C)  Children 


Escape  Me  Never  (Elizabeth  Bergner)  (Brit- 
ish) (U.A.)  Highly  artificial  plot  built  merely 
to  make  dramatic  moments  for  Bergner  as 
waif-mother,  unmarried,  gay  in  adversity,  fight- 
ing wealth  and  society  to  hold  her  worthless 
lover,  and  winning  a  pitiful  success.  Notable 
only  for  Bergner  role.  6-4-35 

(A)  Unusual  (Y)  Decidedly  not  (C)  No 

Girl    from    1 0th    Avenue     ( Bette    Dav  is,    Ian 

Hunter)  (1st  Nat.)  Cheap  heroine  saves  aristo- 
crat hero  as  he  is  drowning  romantic  sorrows. 
They  marry  in  drunken  orgy,  but  she  holds 
him  despite  waverings  toward  his  former  flame. 
Heavily  spiced  with  unconventionality  and  fast- 
and-loose  marriage.  6-4-35 

(A)  Good  of  kind       (Y)  Unwholesome       (C)  No 

Goin'  to  Town  (Mae  West)  (Para)  Back  to 
old  type  Mae  West  film,  with  heroine  as 
brazen  vulgarian,  mumbling  risque  wisecracks, 
rolling  in  wealth,  using  her  one  method  to 
climb  from  rough  Western  town  to  high  so- 
ciety and  marriage  to  English  Earl.  Fast, 
clever,  hilarious  bad  taste.  5-21-35 

(A)  Depends  on  taste  (Y)  Unwholesome  (C)  No 

Hei  Tiki  (Maori  cast)  (First  Division)  Pre- 
sents legend  of  the  love  charm,  with  all-Maori 
cast,  in  picturesque  New  Zealand  settings. 
Interesting  for  tribal  life,  beliefs,  customs  and 
costumes,  with  violent  and  primitive  battles 
between  rival  tribes  for  climax.  Voice  accom- 
paniment. 5-14-35 
(A)  Novel        (Y)  Different        (C)  Little  interest 

Hoosier  Schoolmaster  (Norman  Foster.  Char- 
lotte Henry)  (Monogram)  Uninspired  version 
of  Eggleston's  post-Civil-War  story.  Ex-soldier 
becomes  schoolmaster  in  Indiana  village.  His 
romance  with  "bound  girl"  brings  conflict  with 
citizenry,  but  melodramatic  ending  brings  hap- 
piness to  both.  5-14-35 
(A)  Dull                (Y)  Dull                (C)  No  interest 

Informer,  The  (V.  McLaglen,  Heather  Angel) 
(RKO)  Strong,  expertly  acted  film  of  under- 
world events  in  Irish  Rebellion.  Huge,  brawl- 
ing, gin-soaked  hero,  penniless,  betrays  pal  to 
death  for  gold.  Pursued,  he  turns  cringing 
coward  and  dies  by  law's  guns  at  absurd  cli- 
max. Sympathy  misdirected,  5-14-35 
(A)  Powerful  of  kind    (Y)  No    (C)  By  no  means 

Les  Miserables  (Fredric  March,  Charles 
Laughton)  (U.  A.)  The  great  story  greatly 
filmed,  with  all  leading  roles  notably  acted. 
March  fine  as  pitiful  victim  of  brutal  injustice. 
Laughton  superb  as  implacable,  merciless 
Javert.  Hard  to  imagine  finer  dramatizing  of 
great  novel  within  two  hours.  5-14-35 

(A)  NoUble  (Y)  Excellent  (C)  Mature 

Let  'Em  Have  It  (R.  Arlen,  Bruce  Cabot) 
(U.A.)  Another  exciting,  fast-moving  story  of 
three  fine  young  "G  Men"  and  ruthless  crim- 
inal gang.  Chiefly  interesting  for  skillful 
methods  of  detection  by  government  experts. 
Restrained  treatment,  minimum  killings,  cred- 
ible action.  5-21-35 
(A)  Good  of  kind      (Y)  Probably  good      (C)  No 

Mark  of  the  Vampire  (Lionel  Barrymore) 
(MGM)  Another  horror  tale  about  supposed 
depredations  of  group  of  vampires,  aiming 
solely  to  shock,  chill,  terrify  throughout,  with 
"surprise"  ending.  Stupid  as  drama,  need- 
lessly gruesome,  pointlessly  prolonged  till  even 
the  horror  becomes  dull.  5-21-35 

(A)Gruesome   (Y)Certainly  not   (C)Bynomean3 

McFadden's  Fiats  (Walter  Kelly,  Andy  Clyde) 
( Para )  An  enjoyable,  slow-moving  farce-com- 
edy of  lower  New  York  with  Irish  bricklayer 
and  Scotch  barber  chief  characters.  Much 
homely  humor,  real  human  interest  and  pathos, 
and  good  dialog  make  antique  theme  thor- 
oughly amusing  caricature.  5-21-35 
(A)  Amusing            (Y)  Amusing            (C)  Funny 

Mystery  Man,  The  ( Robt.  Armstrong)  (Mono- 
gram) Another  impossible  "live  wire"  news- 
paper man  who  goes  out  single-handed  to  catch 
a    killer,     meets    endless    obstacles,    but    wins 


case,  girl  and  job.  Pure  hokum,  but  lively 
enough  in  action  and  tempo  to  rank  as  enter- 
taining mediocrity.  5-28-35 
(A)  Fair                     (Y)  Perhaps  (C)  No 

No  Ransom  (Leila  Hyams,  Phillips  Holmes) 
(Liberty)  Mediocre  effort,  poorly  acted,  to 
illustrate  madness  of  younger  generation  and 
secret  of  happy  family  life.  Millionaire  payt 
gangster  to  kill  him,  gangster  kidnaps  him  in- 
stead, falls  for  daughter  so  nobly  gives  up 
money,  father  and  daughter.  5-28-35 

(A)  Impossible  (Y)  Stupid  (C)  No 

One  Frightened  Night  (Wallace  Ford)  (Mas- 
cot) Mediocre  detective  thriller  about  rich 
uncle  assembling  his  heirs  to  hand  out  his 
wealth.  One  fake  heir,  sliding  doors,  scare 
devices,  murder,  dumb  detective  suspecting 
everybody  in  turn,  etc.  Largely  a  thorough 
waste  of  time.  6-4-35 

(A)  Crude  (Y)  Harmless  (C)  Hardly 

Our  Little  Girl  (Shirley  Temple)  (Fox) 
Shirley  delights,  as  always,  but  story  trite  and 
thin.  Happy  couple  drift  apart  for  no  very 
convincing  reason  and  are  re-united  by  their 
adorable  child.  Of  value  for  little  star's  act- 
ing and  for  showing  unfortunate  effect  of 
parental  friction  on  children.  5-28-35 

(A)  Fair  (Y)  Yes,  if  itinterests  (C)  Mature  theme 

People  Will  Talk  (Charles  Ruggles,  Mary 
Boland)  (Para.)  Amusing  farce  with  principals 
in  typical  roles.  Devoted  couple  decide  to 
quarrel  in  order  to  reconcile  their  wrangling 
daughter  and  son-in-law.  In  the  attempt  they 
become  estranged  themselves  and  humorous 
complications  ensue.  6-4-35 

(A)  Fair  of  kind  (Y)  Amusing  (C)  No 

Strangers  AU  (May  Robson,  Preston  Foster^ 
l,RKO)  Harmless  but  crude  domestic  comedy. 
The  fine  old  actress  does  her  usual  best,  but 
cannot  save  such  a  mixture  of  exaggeratea 
cbaraeter,  false  motivation,  and  paintul  over- 
acting. Largely  unintelligent  and  unconvinc- 
ing throughout.  5-21-35 
(.A)  Absurd                     (Y)  Poor  (C)  No 

Swell  Head  (Wallace  Ford,  Dickie  Moorei 
(Fox)  Despite  some  crudities  and  inadequate 
acting,  this  baseball  yarn  achieves  genuine 
realism.  Ford  plays  the  braggart  hero  so  dettiy 
as  to  win  sympathy,  in  spite  of  his  blatant 
conceit  and  uncouth  conduct.  Mostly  laugh- 
able, appealing  and  human.  5-28-35 
(A)Passable             (Y)  Very  good              (C)  Good 

Under  the  Pampas  Moon  (Warner  Baxter, 
Ketti  Gallian)  (Fox)  Swashbuckling,  engag- 
ing, Argentine  gaucho  hero  loves  and  leaves 
women,  loves  and  keeps  horses.  Airplane  drops 
heroine  and  villain  to  make  exciting  compli- 
cations ending  in  swanky  Buenos  Aires  cafe. 
Romantic-dance-melodrama.  6-4-35 

(A)  Depends  on  taste        (.Yj  Doubtful        (C)  No 

Waltz  Time  in  Vienna  (German  production 
and  cast)  Lively,  colorful  musical  comedy,  rich 
in  famous  melodies,  but  tries  too  hard  and 
overdoes  fast-tempo  photography.  Plot  con- 
cerns authorship  of  waltz  composed  for  Eng- 
lish queen.  German  dialog,  but  complete 
English  titles.     Acting  fair.  5-14-35 

(A)Novel    (Y)  Probably  good    (C)Little  interest 

Werewolf  of  London  (Henry  Hull,  Warner 
Oland)  (Univ)  Mere  scare-shudder- horror  stuff 
built  on  ancient  superstition,  with  two  were- 
wolves, lest  one  be  not  enough.  Their  struggle 
for  flower  that  is  sole  antidote  to  their  mad- 
ness brings  grim  tragedy  to  them,  and  relief 
to  the  audience.  5-21-35 

(A)  Hardly  (Y)  No  (C)  Certainly  not 

What  Price  Crime  (Charles  Starrett)  (RKO) 
Just  another  detective  -  versus  -  gangster  con- 
coction, laid  in  Hollywood,  with  heroine  the 
sister  of  arch-gangster,  who  is  outwitted  and 
run  to  earth  by  hero  after  endless  auto-chase 
over  selected  vacant  streets.  Hero  wins 
heroine !  6-4-35 

(A)  Twaddle  (Y)  No  (C)  No 


i\ 


June,  193  5 


Page  163 


Department  of  Visual  Instruction 


Meeting  of  the  Department  of  Visual  Instruction 
The  National  Education  Association 

Denver,  Colorado,  July  1-2,   1935 

Auditorium  of  the  Women's  Club,  Between  14th  and  15th 
on  Glenarm  Street 

General  Theme :  Visual-Sensory  Aids  As  a  Coordinat- 
ing Factor  in  the  Integrated  School. 

Presiding  Officer:  Wilber  Emmert,  Director  of  Vis- 
ual Instruction,  State  Teachers  College,  Indi- 
ana, Pennsylvania,  and  President  of  the  De- 
partment of  Visual  Instruction  of  the  National 
Education  Association. 

First  Session,  Monday  Afternoon,  July  I 

1 :30-l  :50  The  Noon-Day  Movies,  Education's 
New  Tool — L.  K.  Meola,  Visual  Education 
Chairman  ,  John  Hay  High  School,  Cleve- 
land, Ohio. 

1 :50-2:15  The  Role  of  a  Visual  Aid  and  Sensory 
Technique  Course  in  Teacher  Preparation 
for  the  New  Day — Henry  Klonower,  Chief, 
Teacher  Division,  State  Department  of  Pub- 
lic Instruction,  Harrisburg,  Pennsylvania. 

2:15-2:40  The  Place  of  an  Extension  Service 
Bureau  in  the  Visual  Education  Program  of 
a  State  —  H.  L.  Kooser,  Director  of  Visual 
Instruction  Service,  University  of  Iowa, 
Ames,  Iowa. 
2 :40-3 :05  A  Earge  Area  Visual  Instruction  Serv- 
ice— Lowry  Nelson,  Extension  Service,  Brig- 
ham  Young  University,  Provo,  Utah. 

3:05-3:25  Systematic  Visual  Education  in  the 
Average  School — William  H.  Dudley,  The 
William  H.  Dudley  Visual  Education  Serv- 
ice, Chicago,  Illinois. 

3 :25-3 :45  A  Course  in  the  Correlation  of  the 
Arts — Merrill  Bishop,  Director  of  Education, 
Secondary  Division,  San  Antonio  Schools, 
San  Antonio,  Texas. 


Conducted  by  ELLSWORTH  C.  DENT,  Secretary 


3:45^:00  Discussion,  Announcements,  Appoint- 
ments. 

Second  Session,  Tuesday  Noon,  July  2 
12:00-1 :20  Luncheon  Meeting.  Held  in  the  Brown 
Palace  Hotel.  C.  F.  Hoban,  State  Director 
of  Visual  Education,  Department  of  Public 
Instruction,  Harrisburg,  Pennsylvania. 
1  :00-l  :20  Making  the  Rocky  Mountains  a  part 
of  a  School  Program — Lloyd  Shaw,  Super- 
intendent, Cheyenne  Mountain  Schools,  Col- 
orado Springs,  Colorado. 

Third  Session,  Tuesday  Afternoon,  July  2 

1  :30-2:00  How  to  Prepare  and  Present  a  Science 
Night  Program — Robert  Collier,  Jr.,  Science 
Department,  South  High  School,  Denver, 
Colorado. 

2:00-2:25  Characteristics  in  Still  Pictures  for  In- 
structional Use  in  the  Classroom  —  Lelia 
Trolinger,  Bureau  of  Visual  Instruction,  Uni- 
versity of  Colorado,  Boulder,  Colorado. 

2 :25— 2 :45  The  Use  of  Cartoons  and  the  Chalk 
Talk  in  the  Classroom — George  Ream,  Prin- 
cipal of  the  Senior  High  School,  Albu- 
querque, New  Mexico. 

2:45-3:10  Classroom  Demonstration:  Culminat- 
ing Activity  in  Visual  Education  Using  the 
Opaque  Projector — Inez  C.  Larson,  Alcott 
School,  Denver,  Colorado. 

3 :10-3 :30  The  Adaptation  of  Art  to  Classroom 
Work  —  Edna  Helstern,  Central  Grade 
School,  Pueblo,  Colorado. 

3 :30-3 :45  Report  of  The  Secretary-Treasurer, 
Ellsworth  C.  Dent,  Washington,  D.  C. 

3:45^:00  Reports  of  Committees;  Election  of 
Officers;  Appointment  of  Committees;  Plans 
for  the  year  1935-1936. 


Annual  Spring  Meeting  of  New  Jersey  Group 

The  New  Jersey  Visual  Education  Association  ex- 
hibit and  demonstration,  held  in  the  Log  Cabin  room 
of  the  Hotel  Douglas,  Friday  evening.  May  24th,  at- 
tracted visitors  from  far  and  near. 

At  the  dinner-meeting  which  preceded  the  display 
of  mechanical  devices,  A.  G.  Balcom,  president  of  the 
Association,  made  mention  of  the  fact  that  it  was  the 
fourth  annual  spring  meeting,  and  very  briefly  outlined 
a  history  of  the  organization.  As  is  the  custom  at  these 
meetings,  each  guest  arose,  and  volunteered  his  name, 
occupation  and  affiliation  with  visual  instruction  ac- 
tivities. 

Much  of  the  mechanical  equipment  and  material  on 
display  were  shown  through  the  courtesy  of  J.  C.  Reiss, 


local  dealer.  The  projection  of  talking  and  color  pic- 
tures were  the  highlights  of  the  demonstration.  Their 
possibilities  were  discussed  and  great  interest  was 
aroused  in  the  Kodachrome  process  of  photographing 
nature  in  natural  colors. 

G.  P.  Foute  demonstrated  a  new  type  of  rubber 
screen,  and  criticized  teachers  using  indifferent  tools. 
"Tremendous  progress  has  been  made  in  the  selection 
of  visual  aids  for  classroom  instruction,"  he  declared. 

The  teaching  of  reading  was  illustrated  by  a  home- 
made film,  produced  by  the  Newark  Board  of  Educa- 
tion with  the  cooperation  of  the  Webster  Street  School 
faculty.  The  camera  work  was  done  by  Arthur  J. 
Peck,  a  nephew  and  close  associate  of  Mr.  Balcom  in 
visual  instruction  work. 


Page  164 


The  Educational  Screen 


News  and  Notes 


Pupils  Discuss  Character  Education  Film 

A  recent  experimental  showing  of  the  first  of  a  series 
of  Character  Education  fihns  to  a  selected  group  of 
New  York  City  public  school  children,  was  arranged 
by  Dr.  Harold  G.  Campbell,  Superintendent  of  Schools, 
and  Will  Hays,  President  of  the  Motion  Picture  Pro- 
ducers and  Distributors  of  America.  4,500  fifth  and 
sixth  grade  pupils  from  seven  schools  saw  a  one-reel 
cutting  from  Sooky  and  afterwards  discussed  the  moral 
and  ethical  problems  presented. 

The  program  was  a  prelude  to  the  showing  in  New 
York  City  of  a  series  of  twenty-one  films  prepared  by 
the  Committee  on  Social  Values  in  Motion  Pictures, 
of  which  Dr.  Howard  M.  LeSourd,  dean  of  the  Gradu- 
ate School  of  Boston  University,  is  chairman.  The 
pictures  have  been  edited  and  arranged  to  a  point  a 
lesson.  They  are  designed  not  only  to  teach  children 
the  fundamental  virtues,  but  also  to  give  parents  a 
technique  for  dealing  with  child  problems.  Other 
films  from  which  such  one-reel  condensations  have 
been  made  are :  Huckleberry  Finn,  Tom  Sazvyer,  Tom 
Brozvn  of  Culver,  Wednesday's  Child,  Young  Amer- 
ica, Cradle  Song,  Skippy,  and  Alias  the  Doctor. 

The  films  will  be  given  national  distribution  follow- 
ing their  showing  to  New  York  schools.  Their  use 
for  any  other  purpose  than  educational  is  forbidden. 

Eight  centers  of  distribution  and  supervision  have 
been  established.  They  are — Boston :  Dr.  Howard  Le- 
Sourd, Boston  University;  Chicago:  Prof.  Frank  N. 
Freeman,  University  of  Chicago ;  Indianapolis :  Prof. 
Edward  Bartlett,  Depauw  University ;  Los  Angeles : 
Prof.  Harold  Jones,  University  of  California,  Berk- 
eley; New  Haven:  Dr.  Mark  A.  May,  Yale  Univer- 
sity ;  New  York  City :  for  schools.  Miss  Rita  Hoch- 
heimer.  Department  of  Visual  Education ;  for 
churches,  Prof.  Harrison  S.  Elliott,  Union  Theologi- 
cal Seminary,  and  for  social  agencies,  George  J.  Zeh- 
rung,  Y.  M.  C.  A.  Film  Exchange,  347  Madison  Ave. 

Department  of  the  N.  E.  A.  Sponsors 
Study  Guides 

The  new  study  guide  on  Les  Miserables  is  the  first 
to  be  issued  under  the  sponsorship  of  the  Department 
of  Secondary  Education  of  the  National  Education 
Association.  Carefully  planned  study  guides  for  se- 
lected photoplays  have  been  compiled  by  educational 
authorities  and  endorsed  by  the  Association  and  are 
being  forwarded  to  the  heads  of  the  18,000  high  schools 
and  to  many  of  the  private  and  parochial  schools  of 
the  nation.  The  plan,  announced  by  Ernest  D.  Lewis, 
president  of  the  Department  of  Secondary  Education 
and  chairman  of  the  Department  of  Social  Studies  of 


Conducted  by  JOSEPHINE  HOFFMAN 

the  Evander  Childs  High  School,  New  York  City, 
marks  the  approval  and  extension  of  the  pioneering 
work  done  by  the  National  Council  of  Teachers  of 
English  which  for  the  last  two  years  has  published 
study  guides  on  outstanding  motion  pictures  for  use 
in  classrooms  only. 

Four  teachers  of  social  science,  history,  French  and 
English  respectively,  have  collaborated  in  preparing 
the  Les  Miserables  guide  which  will  be  adapted  for  use 
in  each  of  these  subjects.  Specific  classroom  discus- 
sions before  and  after  seeing  the  photoplay  are  outlined 
and  there  is  a  15-minute  radio  dramatization.  Studies 
are  now  being  planned  for  Call  of  the  Wild,  Midsum- 
mer Night's  Dream  and  The  Crusades.  Dr.  \\'illiam 
Lewin  will  be  managing  editor. 

Another  College  Offers  Visual  Course 

The  May  issue  of  The  Educational  Screen  car- 
ried a  list  of  colleges  offering  Courses  in  Visual 
Instruction  this  summer.  Since  then  we  have  re- 
ceived a  report  of  a  course  in  Visual  Education  to 
be  given  during  the  summer  session  by  Paul  C. 
Nelson  at  Stout  institute,  Menomonie,  Wisconsin. 
This  course  is  also  given  during  each  of  the  two 
semesters.  There  are  no  other  courses  offered  in 
the  state  except  brief  two  or  three  day  courses  con- 
ducted by  members  of  the  staflf  of  the  Bureau  of 
Visual  Instruction,  The  University  at  Wisconsin, 
at  teachers'  colleges  in  the  state.  Mr.  J.  E.  Hansen, 
Chief  of  the  Bureau,  is  broadcasting  a  series  of 
programs  for  teachers  on  Visual  Education  in  the 
Modern  School  System  each  Thursday. 

World  Federation  of  Education  Associations 

The  1935  meeting  of  the  World  Federation  of 
Education  Associations  will  be  held.  August  10-17, 
in  Oxford,  England.  The  meeting  will  be  in  con- 
junction with  two  other  strong  international  or- 
ganizations, the  International  Federation  of  Teach- 
ers Associations  (elementary)  and  the  International 
Federation  of  Associations  of  Teachers  in  Second- 
ary Schools,  which  guarantees  representation  from 
most  of  the  countries. 

The  program  of  subjects  to  be  discussed  at  the 
various  meetings  will  be  very  comprehensive,  and 
cover  most  of  the  problems  connected  with  teach- 
ing and  education  generally.  The  British  Film  In- 
stitute is  arranging  the  program  of  the  visual  sec- 
tion which  has  been  given  an  important  place  in 
the  conference. 

The  British  Committee  is  preparing  for  various 
sorts  of  entertainment  and  special  tours  under  the 


June,  193  5 

direction  of  local  committees.  There  will  also  be 
an  exhibit  of  work  of  children  of  the  English 
schools.  Persons  who  are  interested  in  sailing 
dates,  cost  of  travel,  accommodations,  etc.,  should 
write  to  the  headquarters  office  of  the  World  Fed- 
eration, 1201  Sixteenth  Street,  N.  W.,  Washington, 
D.  C. 

Students  Exhibit  Visual  Aids 

The  students  in  Mrs.  Edna  Richmond's  Educa- 
tion classes  at  State  Teachers  College,  Fairmont, 
West  Virginia,  are  finding  out  for  themselves  the 
effectiveness  of  visual  aids  in  their  student  teaching. 
On  a  table  in  the  college  library  they  have  arranged 
a  weekly  exhibit  in  visual  education  and  are  com- 

I  piling  a  list  of  questions  asked  by  interested  visi- 
tors. A  comprehensive  bibliography  has  been  pre- 
pared to  help  students  who  wish  to  read  more  about 

I  the  subject. 

1  Ohio  Bill  Provides  Visual  Funds 

The  Ohio  Legislature  has  unanimously  passed  an 
amendment  to  House  Bill  158  giving  a  portion  of 
the  film  censorship  revenue  for  a  state  owned  col- 
lection of  visual  aids.     The  measure  reads:  "Fifty 

,  per  cent  of  all  moneys  received  from  the  motion  pic- 
ture  license  fees   collected   ...   in   excess  of  such 

'  amount  as  shall  be  necessary  to  pay  the  operating 
expenses,  including  salaries,  of  the  division  of  film 
censorship  shall  be  paid  into  a  fund  to  be  used  by 
the  director  of  education  for  disseminating  informa- 
tion relative  to  the  history,  scenic  beauties,  natural 
resources,  and  industries  of  Ohio  through  the  of- 
fice of  the  director  of  visual  education  of  the  di- 
vision of  public  instruction,  and  for  the  creation, 
maintenance,  administration  and  regulation  of  a 
suitable  collection  of  visual  aids  for  loan  to  the  edu- 
cational institutions  of  Ohio  .  .  ." 

All  those  who  made  this  legislation  possible  are 
to  be  greatly  congratulated  on  the  success  of  their 
persistent  eliforts. 

Test  Value  of  Films  for  CCC  Use 

An  experiment  to  discover  what  educational  films 
are  best  for  CCC  camp  use,  is  announced  in  Happy 
Days,  weekly  paper  of  the  CCC.  Fred  E.  Kelly,  Edu- 
cational Adviser  of  Company  385,  Gettysburg, 
Pennsylvania,  is  conducting  the  experiment  under 
the  direction  of  E.  C.  Dent,  supervisor  of  visual 
instruction,  National  Park  Service.  Members  of 
three  camps  will  take  part  in  the  study  and  their 
reactions  will  be  carefully  recorded.  Mr.  Kelly  has 
booked  a  hundred  films  from  the  National  Park 
Service  for  use  in  classes  in  health  and  hygiene, 
first  aid,  American  history,  nature  study  and 
forestry. 

The  films  will  be  rated  according  to  the  educa- 
tional response  of  the  enroUees.     For  instance,  if  a 

(Continued  on  page  175) 


Page  165 


Film  Activities 


Foreign  Film  Programs  Arranged  by  International 
House,  The  University  of  Chicago* 

Since  1932,  foreign  talking  films  have  been  a  reg- 
ular part  of  the  educational  program  of  Interna- 
tional House  at  the  University  of  Chicago.  During 
this  three  year  period,  a  program  comprised  of 
more  than  70  diflferent  foreign  films  in  English, 
French,  German,  Hungarian,  Italian,  Russian  and 
Yiddish,  has  been  presented  under  the  joint  spon- 
sorship of  International  House  and  the  Renaissance 
Society  of  the  University  of  Chicago. 

The  objectives  of  the  program  have  been  (1)  to 
aid  in  teaching  languages  by  providing  background 
and  illustrations  for  readings,  by  aflfording  exam- 
ples of  proper  diction  and  pronunciation,  and  by 
stimulating  interest  in  further  study  of  language 
and  literature ;  (2)  to  increase  understanding  of  con- 
temporary problems  of  foreign  peoples;  (3)  to  stim- 
ulate interest  in  the  study  of  foreign  literature  and 
culture;  and  (4)  to  afford  to  students  and  faculty 
of  educational  institutions  entertainment  of  a  cul- 
tural level  and  kind  not  ordinarily  obtainable. 

In  choosing  pictures  for  the  program,  the  Selec- 
tion Committees  have  approved  for  showing  only 
those  films  which  are  satisfactory  media  for  realiz- 
ing these  four  objectives  and  which  are  regarded 
by  foreign  citizens  as  fair  treatments  of  the  prob- 
lems of  their  countries  or  worthwhile  representa- 
tions of  their  literature. 

Finding  pictures  suitable  from  both  points  of 
view  has  not  been  easy.  To  secure  enough  pictures 
for  weekly  showings  throughout  each  year,  it  has 
been  necessary  to  repeat  the  best  films  several  times 
and  this  year  it  became  necessary  to  assist  in  im- 
porting and  distributing  pictures  in  order  to  im- 
prove the  standard  set  in  the  past. 

During  March  and  April  of  this  year,  Interna- 
tional House  arranged  showings  in  24  educational 
institutions  for  several  French  feature  pictures  im- 
ported by  the  French  Talking  Films  Committee  of 
Cambridge,  Mass. 

The  necessity  of  obtaining  pictures  for  our  own 
program  from  sources  in  addition  to  those  now 
open,  supplemented  by  requests  from  fifty  or  more 
educational  institutions  for  aid  in  finding  suitable 
pictures,  influenced  us  to  make  the  following  plans 


*Editor's  Xole — We  are  privileged  to  announce  the  appearance 
in  the  Septemher  issue  of  an  e.xtended  article  on  the  film  ac- 
tivities of  International  House,  written  by  Wesley  Greene,  As- 
sistant Director  of  Educational  Activities.  The  notable  ex- 
pansion of  International  House  activities  in  the  serious  film 
field,  starting  from  very  modest  beginnings,  wfill  make  interest- 
ing reading. 


Page  166 


The  Educational  Screen 


for  the  summer  and  next  academic  year; 

(1)  International  House  has  arranged  a  nine- 
week  program  of  French,  German,  Russian,  and 
Spanish  features,  and  Erpi  instructional  pictures 
available  to  educational  institutions  in  1935-36. 

(2)  A  committee  of  American  language  instruc- 
tors will  meet  in  Paris  this  summer  to  select  pic- 
tures for  importation  into  the  United  States  for 
educational  showings.  Representatives  of  lang- 
uage departments  in  all  parts  of  the  United  States 
are  being  invited  to  communicate  with  Interna- 
tional House,  Chicago,  before  July  15  for  informa- 
tion as  to  the  time  and  place  of  this  meeting. 

(3)  To  demonstrate  the  significance  of  the  talk- 
ing picture  for  instructional  purposes.  International 
House  is  arranging  a  tour  of  the  United  States  for 
several  scholars  prepared  to  give  illustrated  lec- 
tures on  the  history  and  geography  of  various  parts 
of  the  world.  From  June  to  November  of  this  year. 
Dr.  James  Wellard,  English  lecturer  and  writer 
who  received  his  doctor's  degree  from  the  Univer- 
sity of  Chicago  as  the  holder  of  a  Rockefeller  Fel- 
lowship, will  be  available  to  speak  on  some  phase 
of  English  literature  or  geography.  His  lectures, 
which  will  be  illustrated  with  16mm.  sound  films 
and  slides,  should  be  excellent  laboratory  material 
for  courses  in  the  use  of  visual  aids  in  education. 

During  the  three  years  since  International  House 
and  the  Renaissance  Society  of  the  University  of 
Chicago  organized  a  program  for  foreign  films,  ob- 
jectives have  been  clarified,  criteria  for  judging 
pictures  determined,  hundreds  of  films  previewed 
and  more  than  70  selected  and  presented.  The  re- 
sults of  this  initial  period  are  now  to  be  made 
available  to  other  educational  institutions. 

Gutlohn  Library  Agencies 

Harry  A.  Kapit,  vice-president  of  W.  O.  Gutlohn 
Inc.,  announces  additional  agencies  who  will  handle 
their  16mm.  sound-on-film  releases,  namely.  Ideal 
Pictures  Corporation,  30  East  Eighth  Street,  Chi- 
cago, Illinois;  Bass  Camera  Company,  Inc.,  179 
West  Madison  Street,  Chicago,  Illinois ;  Erker 
Brothers  Optical  Company,  610  Olive  Street,  St. 
Louis,  Missouri ;  Kaufmann  Department  Stores,  Inc., 
Fifth  Avenue,  Pittsburgh,  Pennsylvania. 

Mogull  16mm.  Film  Catalog 

The  48-page  catalog  of  16mm.  silent  motion  pic- 
tures issued  by  Mogull  Brothers,  New  York  City, 
contains  a  complete  variety  of  subjects  suitable  for 
exhibition  in  home,  school,  church  and  other  non- 
theatrical  groups.  The  films  are  classified  under 
such  headings  as  Entertainment,  Sports,  Travel  and 
Customs,  Nature,  Science,  Industries,  Sociology, 
Transportation,   History,    Biography,   World   War, 


and  Religion.     Besides  the  rental  lilirary,  informa- 
tion is  given  on  short  subjects  for  sale. 

A  2-page  supplement  lists  the  16mm.  sound-on- 
film  product  also  offered  by  this  company,  includ- 
ing many  entertainment  features,  the  Music  Mas- 
ters series,  Sports  and  Travelogs,  Organlogues, 
Cartoons  and  Comedies. 

Film  on  Child  Development 

Erpi  Picture  Consultants  announces  the  completion 
of  a  seven  reel  talking  motion  picture  entitled  Life  Be- 
gins produced  in  collaboration  with  Dr.  Arnold  Gesell, 
Director  of  the  Yale  University  Clinic  of  Child  De- 
velopment. The  film  is  the  result  of  a  quarter  of  a 
century  of  research  on  the  part  of  Dr.  Gesell  and  his 
associates.  For  the  past  decade  he  has  used  the  mo- 
tion picture  camera  to  record  his  tests  carried  on  in 
a  unique  nursery-laboratory  at  the  Yale  CHnic.  The 
film  marks  the  first  broad  attempt  to  record  all  the 
human  behavior  patterns  of  babies  during  the  first 
year  of  existence  as  a  means  of  charting  normal 
growth. 

The  nursery-laboratory  at  the  Yale  Clinic  proved 
an  ideal  setting  for  the  study  of  these  significant  baby 
actions.  In  a  specially  designed  photographic  dome 
and  in  a  screened  studio  the  enchanting  miniature  stars 
carried  on  their  simple  activities,  while  hidden  cameras 
recorded  their  every  movement  and  Dr.  Gesell  and 
his  associates  pursued  their  investigations. 

The  film  is  divided  into  seven  parts,  each  presenting 
a  different  phase  of  infancy.  The  first.  The  Groivth  of 
Infant  Behavior,  Early  Stages  demonstrates  the  rapid 
growth  during  the  first  year  of  life.  The  increasing 
ability  of  the  infant  to  use  his  hands  in  manipulating 
objects  is  emphasized  in  The  Development  of  Infant 
Behavior,  Later  Stages.  Posture  and  Locomotion  deals 
with  the  stages  by  which  the  baby  grows  from  his  help- 
less condition  of  early  infancy  to  the  period  when  he  is 
able  to  change  his  position,  pivot,  creep,  crawl,  cruise 
around  his  crib  and  finally  walk  unaided.  How  a 
baby  spends  his  day  is  shown  in  A  Baby's  Day  at 
Tivelve  Weeks. 

"As  the  baby  grows  older  the  schedule  of  his  daily 
care  and  the  cycle  of  his  daily  behavior  undergo  in- 
teresting changes,"  Dr.  Gesell  explains.  In  A  Thirtx- 
Six  Weeks'  Behavior  Day  these  changes  are  shown. 
Does  a  baby's  learning  depend  upon  exercise  or  natural 
growth?  What  are  the  possibilities  and  limitations  of 
training?  Learning  and  Groivth  gives  the  answers.  The 
section  Early  Social  Behavior  shows  the  amazingly 
early  age  at  which  babies  display  their  social  instincts, 
and  how  these  instincts  may  be  wisely  nurtured. 

Bookings  are  now  being  made  for  the  film  with  all 
types  of  organizations  interested  in  child  welfare  work. 
^^'hen  desired,  Erpi  will  furnish  sound  equipment  and 
handle  all  details  of  the  showing. 


June,  1935 


Page  167 


Among  the  Magazines  and  Book! 


I 


School  Executives  Magazine  (March,  '35)  "Train- 
ing in  Visual  Education,"  by  E.  E.  Macy. 

Compulsory  education  and  the  truant  officer  are  rap- 
idly disappearing  because  of  the  use  of  modern  meth- 
ods. "Visual  education  is  one  of  the  newest  and  most 
successful  of  these  methods."  The  consensus  of  opinion 
now  is  that  training  in  the  principles  and  technics  for 
the  use  of  visual  and  other  sensory  aids  should  be  an 
essential  part  of  the  equipment  of  every  elementary, 
secondary  and  special  teacher.  Visual  instruction  is,  at 
the  same  time,  more  economical  and  more  effective  than 
the  usual  methods.  "In  a  recent  investigation  in  Chicago, 
an  average  gain  in  achievement  of  24%  was  shown  as 
a  direct  result  from  the  use  of  visual  aids.  This  means 
a  saving  of  about  $8,000,000  yearly  in  the  educational 
budget."  Teachers  must  be  trained  so  that  they  will 
be  able  to  make  wise  selection  of  visual 
materials,  to  correlate  the  content  with  the 
units  of  instruction,  and  to  be  able  to  handle  the 
physical  equipment  properly.  They  must  also  know 
the  best  method  of  presenting  each  particular  aid,  and 
nnist  have  a  profound  knowledge  of  the  philosophy 
that  underlies  learning  through  the  senses,"  as  Klo- 
nower  says.  The  Bucknell  plan  of  teacher  instruction 
in  visual  methods  is  briefly  described,  and  highly 
rated. 

The  Modern  Language  Journal  (March,  '35) 
"Foreign  Talking  Pictures  in  Modern  Language  In- 
struction," by  Edward  B.  Ginsburg. 

The  development  of  the  use  of  foreign  films  by 
schools  and  colleges  in  the  United  States  is  briefly 
surveyed  by  the  author  who  has  been  in  close  con- 
tact with  such  development  since  its  beginning 
about  four  years  ago.  In  that  time  some  two  hun- 
dred German,  seventy-five  French,  and  a  dozen 
Spanish  talking  films  have  been  circulated  to  ap- 
pro.xiniately  three  hundred  institutions. 

The  films  thus  far  used  consist  exclusively  of 
theatrical  feature  films  selected  as  of  special  inter- 
est or  value  to  schools.  A  very  few  travel  films 
have  been  combined  with  these  and  the  French 
version  of  the  "Three  Little  Pigs"  has  enjoyed  con- 
siderable popularity.  The  value  of  such  foreign 
entertainment  pictures  is  analyzed.  As  a  rule  the 
filming  of  the  foreign  classics  has  not  been  marked 
by  great  success.  The  author  believes,  in  the  light 
of  his  experience,  that  "only  a  considerably  abridged 
film  of  a  classical  story  would  be  practical  for  school 
use  in  correlation  with  instruction." 

A  plan  for  the  development  of  educational  films 
of  the  most  valuable  type  is  outlined.  "The  po- 
tential pedagogical  value  of  sound  films  lies  chiefly 


Conducted  by  MARION  F.  LANPHIER 

in  their  ability  to  serve  as  models  for  pronuncia- 
tion and  to  supply,  as  a  background  for  study,  act- 
ual and  thorough  pictures  of  a  foreign  country,  its 
people  and  their  customs.  .  .  .  The  film  of  the  near 
future  will  be  so  constructed  as  to  combine  with 
utmost  efficiency  the  various  methods  of  language 
instruction.  The  visual  background  will  be  accom- 
panied by  a  spoken  description  which  will  make 
the  former  serve  as  a  visible  illustration  of  the 
language  and  grammar." 

Parent-Teacher  Magazine  (April,  '35)  "School 
Movies  Projected  by  the  P.  T.  A.",  by  Catheryne 
Cooke  Gilman. 

From  conferences  in  fifty-seven  cities  have  come 
questions  as  to  the  means  for  providing  motion  pic- 
tures for  the  schools.  A  frequent  query  is,  "How 
can  you  convince  the  local  boards  of  the  importance 
of  this  work?"  The  summaries  of  the  nine  volume 
study  of  the  Payne  Fund  made  by  Charters  and 
Forman  should  be  consulted  by  all  parents.  "We 
must  not  let  anyone  forget  that  children  learn 
faster  from  motion  pictures,  and  remember  what 
they  see  longer  and  in  greater  detail  than  what  they 
hear  or  read.  We  must  not  let  others  forget  that 
with  motion  pictures  teachers  can  teach  large 
classes  even  more  effectively  than  they  can  teach 
small  classes  without  it.  Failures  and  repeaters  in 
grades,  known  to  add  greatly  to  the  expense  of 
education,  can  be  materially  reduced  by  giving 
them  another  teaching  medium  which  is  effective 
with  the  'eye-minded'." 

Educational  Method  (March,  '35)  "How  the 
Museum  Contributes  to  Leisure-Time  Interests," 
by  Jane  A.  White,  Ass't  Curator  of  Education, 
Carnegie  Museum,  Pittsburgh. 

The  study  of  nature  and  an  appreciation  of  the 
arts  are  more  and  more  commending  themselves 
for  leisure  hours.  The  Board  of  Education  in  Pitts- 
I)urgh,  realising  this  truth,  has  appropriated  $15,000 
annually  for  extending  the  work  of  the  Carnegie 
Institute  among  school  children.  The  classroom  in- 
struction is  frequently  supplemented  by  a  field  trip 
to  the  Museum.  Sometimes  the  visit  is  followed 
by  a  school  exhibit  prepared  by  the  pupils.  Junior 
Naturalists  Clubs  are  formed  and  meet  during  the 
fall  and  winter  on  Saturday  mornings  from  ten  to 
twelve.  In  the  summer,  they  meet  daily  except 
Saturday.  For  these  clubs,  there  are  no  set  sub- 
jects, no  courses  of  study,  no  specified  objects  to 
observe  on  field  trips  before  others  can  be  seen.  The 


Page  168 


The  Educational  Screen 


club  members  preserve  their  collection  for  an  ex- 
hibition held  at  the  end  of  the  summer.  Plays  are 
presented  to  children  spectators  who  thus  become 
interested  in  zoological,  horticultural,  or  ethnologi- 
cal subjects.  A  nature-study  calendar  is  now  being 
planned  when  the  children  will  give  talks  with 
slides. 

School  Arts  (April,  '35)  "Opportunities  and 
Dangers  in  Construction  Work",  by  Frederica 
Beard.  A  helpful  article  with  splendid  educational 
spirit. 

"The  Art  Exhibit",  by  Marion  A.  Miller.  The 
writer  gives  clear  and  complete  instruction  for  dis- 
playing pictures  or  objects  in  an  exhibit  so  that 
their  worth  is  not  discounted  as  is  frequently  the 
case.  If  instructions  are  followed,  there  will  be  no 
cluttered  displays  in  which  the  arrangement  defeats 
the  objective. 

"Paraffin  Prints"  by  Edith  L.  Manchester.  The 
whole  procedure  of  printing  with  paraffin  blocks  is 
made  clear  and  three  excellent  prints,  speaking  in 
loud  praise  of  the  method,  are  reproduced. 

American  Childhood  (April,  '35)  "Shadow  Pup- 
pets in  School"  by  Pauline  Benton.  Here  is  a  de- 
tailed description  of  the  preparation  and  manipula- 
tion of  puppets  made  from  pasteboard  for  the  pur- 
pose of  throwing  shadows  on  a  transparent  screen. 
The  figures  are  manipulated  from  below  and  are 
more  easily  produced  than  marionettes.  Shadow 
puppets  originated  in  China  and  a  court  perform- 
ance was  given  in  121  B.  C.  The  early  figures 
were  from  fish  skin,  but  now  they  are  made  from 
donkey  skin  and  are  colored  with  transparent  dyes. 
The  article  is  delightfully  illustrated. 

The  Journal  of  Geography  (March,  '35)  "An  Ex- 
perimental Evaluation  of  the  Ability  of  Children  to 
Interpret  the  Pictures  Used  in  Elementary  Text- 
books in  Geography",  by  Floyd  A.  Cropper. 

A  carefully  prepared  scientific  experiment  is  re- 
ported. The  problem  concerned  itself  with  the  ef- 
fect of  instruction  upon  the  interpretation  which 
children  give  to  geographic  pictures.  Twenty 
seventh  grade  pupils  were  tested  upon  twenty  pic- 
tures carefully  rated  by  experienced  geography 
teachers.  Ten  pictures  were  used  in  the  initial 
testing,  and  after  seven  weeks  of  picture  instruction 
a  second  test  was  given  upon  the  other  ten  pic- 
tures. In  each  case,  the  pupil  asked  five  questions 
on  the  picture  presented  to  him.  All  the  questions 
were  classified  as  factual  or  those  based  on  rela- 
tionships. An  actual  classroom  discussion  upon 
one  of  the  pictures  used  for  the  training  is  given  in 
full  in  the  article.  Six  important  conclusions  are 
reached,  among  which  are  the  following  points : 

Teachers  vary  greatly  as  to  what  constitutes  high 
pictorial   quality   for  teaching   purposes.      Without 


definite  instruction  in  the  study  of  pictures,  chil- 
dren think  of  them  chiefl)-  in  terms  of  geographic 
facts.  After  instruction  in  picture  interpretation, 
they  think  in  terms  of  relationships.  Before  in- 
struction, the  children  thought  mostly  in  terms  of 
the  natural  environment.  Following  instruction, 
human  behavior  became  a  more  important  factor, 
also  its  relation  to  the  environment.  As  usual,  in- 
telligence had  little  to  do  with  the  improvement  in 
the  ability  to  interpret  pictures,  that  is,  the  weak 
pupils  were  helped  proportionately  more  than  bright 
ones.  The  study  indicated  that  pictures  should  do 
more  than  merely  supplement  the  text,  or  make  it 
more  interesting.  They  should  be  used  as  special 
study  material. 

Photo-Art  Monthly  (March  and  April,  '35)  "Lan- 
tern Slides  in  Color,"  by  Prof.  Harold  F.  Schaeffer. 

Color  plates  for  slides  being  rather  expensive  for 
a  set,  the  writer  tried  dye  toning  and  chemical  ton- 
ing. The  time  required  and  the  uncertainty  led  him 
to  try  a  combination  of  certain  methods.  By  modi- 
fiying  some  of  the  steps  and  by  adding  to  or  sub- 
tracting from  a  few  formulas  he  worked  out  the 
procedure  which  is  given  very  fully.  "There  is  no 
pretense  to  originality.  There  is  no  claim  that  this 
is  the  only  method  or  that  it  is  the  best  method, 
(but)  any  one  can  be  reasonably  sure  of  presentable 
results." 

Parents  (March,  '35)  "How  to  Take  Indoor  Mov- 
ies," by  Carl  L.  Oswald. 

Detailed  instructions  for  photoflood  lighting,  type 
of  film  to  be  used,  and  lens  settings  are  given. 
Lights  should  be  turned  on  before  the  children  are 
introduced  into  the  scene. 

Intercine  (March,  '35)  "The  Encyclopedia  of  the 
Cinema."  It  seems  impossible  to  think  of  any  phase 
of  film  projection  that  is  not  covered  by  the  exten- 
sive outline  of  "The  great  Encyclopedia  of  the  Cine- 
ma," which  is  given  on  the  first  page  of  this  issue. 
The  work  is  alluded  to  as  a  huge  compilation  of 
many  volumes.  "The  idea  behind  our  work  was 
to  mirror  the  multiform  aspects  and  the  compli- 
cated structure  of  the  motion  picture.  The  com- 
pilers were  also  anxious  not  to  fall  into  the  fault  of 
aridity,  but  to  oflfer  a  work  that  should  be  as  full 
of  life  and  character  as  possiI)le  since  it  deals  with 
a  theme  of  eminently  practical  application."  Aes- 
thetics, mechanics,  and  optics  are  given  a  general 
treatment,  the  history  of  the  film  is  exhaustively 
developed,  stereoscopic  and  coloured  films  are  de- 
scribed, and  production  is  given  a  readable  and  sci- 
entific elucidation.  Other  subjects  are,  distribution, 
projection  halls  and  programmes,  projection,  legis- 
lation (social  and  political  aspects),  institutes  and 
organizations. 


June,  1935 


Page  169 


KEYSTONE 

Geography  Unit 
Number  Sixteen 

^---^^Life  in  Changing 
New  England^^ — 

Is  Now  Ready  for  Delivery 


This  completes  the  Geography  Units  of 
third-dimension  pictures,  both  standard  and 
junior  sizes,  and  of  lantern  slides  —  plain 
or  colored  —  covering   the    United   States. 


Complete  List 

of  Keystone  Geography  Units 

Now  Available 

1.  The  Congo  Region 

2.  The  Land  of  the  Nile 

3.  Mediterranean  Lands 

4.  Switzerland — A   Land  of  Mountains 

5.  Down  the  Rhine  to  the  Netherlands 

6.  Norway  —  a  Mountainous  Country  by  the  Sea 

7.  Arctic  Lands  and  Farthest  North 

8.  Southern  Lands — Australia  and  Antarctica 

9.  A  World  View — Many  Lands  and  Peoples 

0.  Life  in  the  Mountain  and  Plateau  States 

1.  Life  in  the  Pacific  Coast  States 

2.  Life  in  the  North  Central  States 

3.  Making  a  Living  in  Our  Southland 

4.  Washington — Our  Nation's  Capital 

5.  Life  in  the  Middle  Atlantic  States 

6.  Life  in  Changing  New  England 


Our  list  of  miscellaneous  units  is  growing 
daily.  A  complete  list  will  be  furnished  on 
request. 

Keystone   View   Company 

MEADVILLE,  PENNA. 


SADC   M&HK    niCO- 


VICTOR     MM 

SOUND-ON-FILM 
PORTABLE  PROJECTORS 

For  Schools,  Churches, 

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We  invite  inquiries  from  organizations  that  contemplate 
installing  or  renting  silent  and  sound  motion  picture  and 
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"for  every  Projection  Need,"  call 

Motion  Picture  Camera  Supply,  Inc. 

723  Seventh  Ave.  New  York  City 


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Page  170 


The  Educational  Screen 


School  Department 


Visual    Aids   in    the   Social    Studies 


y      JOHN      J.      JENKINS 

Director  of  Visual   Instruction 
Bronxville,   New  York,   Public  Schools 


BEFORE  considering  the  uses  and  sources  of  those 
"  visual  aids  which  make  the  social  studies  more 
vital  and  interesting,  it  is  essential  that  the  distinc- 
tion between  visual  instruction  and  "other  instruction" 
be  made  clear.  The  main  distinction  is  one  of  em- 
phasis. Visual  instruction  emphasizes  concrete  imag- 
ery in  the  learning  process.  "Other  instruction"  stresses 
the  importance  of  verbal  imagery.  Both  have  impor- 
tant roles  to  play.  They  supplement  one  another  and 
neither  can  be  dispensed  with. 

The  blackboard  is  the  most  common  of  visual  aids 
to  be  found  in  the  classrooms  of  the  country.  Provid- 
ing, as  it  does,  an  opportunity  for  collective  thinking 
through  group  concentration,  pupil  and  teacher  sugges- 
tions may  be  utilized  to  an  unusual  degree  in  arriv-- 
ing  at  a  thorough  understanding  and  more  complete 
knowledge  of  the  material  under  consideration.  In  the 
social  studies  it  may  be  used  for  outlines,  slogans,  quo- 
tations, rough  map  sketches  driving  home  geographic 
concepts,  diagrams,  time  lines,  and  dot,  column,  bar, 
line,  block  and  circle  graphs. 

Maps  usually  taken  for  granted  as  a  necessary  part 
of  a  well  equipped  social  studies  classroom  present  the 
problem  of  the  projection  to  be  used.  Those  who  are 
at  loss  in  the  matter  will  find  the  discussion  of  the 
Mercator,  Sinusoidal,  Lambert's  Azimithal,  Conic, 
Modified  Conic,  Polyconic,  Homolographic,  Interrupted 
Homolographic  and  the  Homosoline  Equal  Area  pro- 
jections distributed  by  Rand  McNally  and  Company, 
worthwhile  reading. 

In  the  pictorial  map  field  an  excellent  opportunity 
is  provided  for  the  correlation  of  social  studies  and 
art.  Facts  and  locations  can  be  determined  by  refer- 
ence reading  and  research ;  the  size  of  the  map,  the 
form  of  graphic  representation,  use  of  colors,  type  of 
lettering  and  actual  accomplishment  forms  a  worth- 
while art  project.  Other  art  projects  that  can  be  cor- 
related with  the  social  studies  are  the  making  of  masks, 
busts,  block  prints,  charcoal  drawings,  sketches,  pas- 
tels, friezes  and  murals.  Professional  pictorial  maps 
useful  in  improving  classroom  decoration  and  atmo- 
sphere as  well  as  factual  interest  may  be  purchased 
from  John  Day  Company,  R.  R.  Bowker  &  Company, 
Frederick  A.  Stokes  Company,  and  Rand  McNally  and 
Company,  all  of  New  York  City.     Two  pictorial  map 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School,  Scarborough-on-Hud«on,  N.  Y. 


books,  having  for  their  topic  the  United  States  are : 
"Picture  Map  Geography  of  the  United  States,"  by 
Vernon  Quinn  and  Paul  S.  Johst.  published  by  Fred- 
erick A.  Stokes ;  and  a  "Picture  Book  of  the  United 
States,"  by  Berta  and  Elmer  Hader.  published  by  the 
Junior  Literary  Guild.  New  York  City. 

Pictures  serving  as  they  do  to  create  atmosphere, 
arouse  interest,  provide  vicarious  experience,  and  bring 
definite  facts  before  the  pupils  have  a  place  in  social 
studies  instruction.  Among  the  sources  of  such  pic- 
tures are  the  magazines :  Art  and  Archeology.  Asia, 
Fortune,  Home  Geographic,  National  Geographic.  Sur- 
vey Graphic,  The  Literary  Digest,  Time.  Travel.  Other 
sources  are  newspapers  and  postcards. 

Models  made  of  paper  pulp,  wood,  metal,  clay. 
plasticene.  soap,  plaster  paris,  paraffin,  wire  and 
cloth,  provide  excellent  media  for  pupil  activity  and 
correlation  with  other  subjects.  Woodwork,  metal 
craft,  and  sewing  are  a  few  subjects  through  which 
children  can  be  brought  to  the  realization  that  each 
is  not  in  a  separate  compartment  having  no  relation 
to  the  rest  of  the  school  world,  but  part  of  an  in- 
tegrated, closely  knit  whole.  In  the  making  of 
models  accuracy  and  authenticity  are  essential. 
The  value  of  this  type  of  activity  does  not  lie  in 
the  beauty  of  design  and  appearance  of  the  finished 
product,  but  rather  in  the  vicarious  learning  gained 
through  the  information  necessary  to  successful 
achievement.  "Creative  Teaching"  published  by 
the  Davis  Press,  Worcester,  Massachusetts  will  be 
found  to  contain  interesting  suggestions  and  tech- 
nique. 

Many  commercial  companies  distribute  free  il- 
lustrative and  descriptive  materials  such  as  exhibits, 
charts,  bulletins,  pamphlets,  and  booklets.  These 
materials  although  of  value  in  illustrating  points 
under  consideraton,  stimulating  interest,  providing 
a  survey  of  a  complete  process,  or  creating  a  desire 
for  information  beyond  textual  information,  have 
the  disadvantage  of  being  agents  of  propaganda. 
Source  books  for  such  materials  are  listed  in  Mc- 
Clusky,  Jenkins,  Knowlton,  and  Merton,  "The  Place 
of  Visual  Instruction  in  the  Modern  School,"  a  syl- 
labus for  teacher  training  institutions,  published  by 
Ellsworth  C.  Dent,  Bureau  of  Visual  Instruction,  Uni- 
versity of  Kansas,  Lawrence,  Kansas. 

Should  the  reader  desire  to  ascertain  the  uses  and 
sources  of  visual  aids  involving  equipment  it  is 
suggested  that  he  consult  A.  V.  Dorris,  "Visual  In- 


i 


June,  193  5 


Page  171 


cut  costs  of  Illustrative  Material 

for 

VISUAL 
IXSTRrCTIOX 


ONE  of  the  definite  advantages  of  opaque  pro- 
jection is  that  you  can  use  pictures  from  books, 
catalogs,  magazines,  etc.  as  illustrative  material  for 
your  lectures. 

The  Spencer  Model  VA  Delineascope  projects  both 
glass  slides  and  opaque  material  interchangeably.  You 
can  use  standard  glass  slides  to  illustrate  the  subject 
you  are  teaching  and  supplement  these  slides  with 
pictures  from  current  magazines.  The  change  from 
opaque  to  glass  slide  projection  is  made  simply  by  the 
turn  of  a  handle. 

Model  VA  gives  brilliant  illumination,  weighs  but 
20  lbs.,  is  easily  portable. 


WRITE  FOR  NEW  CATALOG  —  Catalog  No.  78  gives 
complete  description  of  Model  VA  and  other  Delinea- 
scopes    for    classroom     projection.       Address     Dept.     R-6, 


There  is"  no   Substitute   for   the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


umpmu^ 


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Page  172 


The  Educational  Screen 


The 

Picturol  Way 

simplifies  teaching  and  makes 
learning  more  effective 


Picturol  Outfit  in    New  Style  Small  Compact  Case, 
providing  space  for  extra  lamp  and  films. 

The  handy,  inexpensive  little  S.  V.  E.  Picturol 
Projector  is  enjoying  growing  popularity  as  a  vis- 
ual aid  in  the  classrooms  of  the  country.  Suc- 
cessfully used  for  fifteen  years,  thousands  of 
teachers  praise  it  for  its  convenience,  portability 
and  efficiency. 

The  latest,  improved  Model  D  pictured  above, 
provides  improved  illumination,  recessed  film 
track,  noiseless  operation  and  extreme  compact- 
ness, and  is  offered  at  a  new  low  price  of  only 

$38.50 

complete  with  carrying  case. 

An  extensive  library  of  Picturol  filmslide  sub- 
jects is  available  covering  the  following  courses: 


ARCHAEOLOGY 

ANCIENT  HISTORY 

AGRICULTURE 

ART 

BIOGRAPHY 

CHEMISTRY 

U.  S.  GEOGRAPHY 

FOREIGN  GEOGRAPHY 

INDUSTRIAL  GEOGRAPHY 

PHYSICAL  GEOGRAPHY 

HEALTH 

HOME  ECONOMICS 


LITERATURE 

LATIN 

FRENCH 

SPANISH 

MUSIC 

NATURE  STUDY 

PHYSICAL  EDUCATION 

PHYSICS 

PRIMARY  READING 

SAFETY 

TRAVEL 

U.  S.  HISTORY 


Write  Today  for  Complete  Information 


SOCIETY/o'^VISUAL  EDUCATION.^. 

"^^Z 'Manufacturers,  Producerx.  and Dutributorj-  of  K/ual iidx^'^P/ 
V      X2.7    SO.  LA  SAM  F    ST  rHirAr-o        ii  i         VZ 


CHICAGO,      ILL. 


struction  in  the  Public  Schools,"  Ginn  and  Com- 
pany, Boston ;  F.  N.  Freeman,  "Visual  Education," 
University  of  Chicago  Press ;  Johnson,  "Funda- 
mentals in  Visual  Education,"  Educational  Screen, 
Chicago ;  McClusky,  Jenkins,  Knowlton  and  Mer- 
ton  referred  to  above ;  and  Wood  and  Freeman, 
"Motion  Pictures  in  the  Classroom." 


Measuring  the  Value  of  Six 
Teachins  a  Unit  on     Paper 


Slid 


es  in 


ki  Y  ROOM  has  36  pupils  in  the  fifth  grade.  The 
'"■  basis  for  this  study  was  Marion  Wheeler's 
unit  study  book  on  "The  Story  of  Paper." 

The  entire  room  worked  together  on  the  unit  for 
four  days,  using  twenty  minutes  each  day  for  the 
instruction  period.  As  a  motivation  we  talked  about 
all  the  uses  of  paper  in  the  school,  at  home,  in  busi- 
ness and  in  pleasure  so  the  children  would  realize 
what  an  important  part  paper  plays  in  our  lives. 

For  our  spelling  we  made  a  list  of  words  which 
we  might  use  in  talking  and  writing  about  paper, 
for  our  language  each  child  made  up  a  list  of  as 
many  words  as  he  could  think  of  things  made  out 
of  paper  and  used  both  at  home  and  school.  On 
the  fourth  day  each  child  wrote  a  story  about  paper 
which  would  tell  what  he  had  gotten  out  of  the 
discussion.  This  much  we  all  did  together.  The 
room  as  a  whole  saw  three  pictures.  One  of  these 
I  made  to  explain  papyrus. 

On  the  third  day  I  divided  the  room  into  two 
sections  with  as  equal  I,Q's  as  possible.  One  of 
these  sections  was  kept  after  school  for  20  minutes 
on  the  third  and  fourth  days  of  the  study,  and  dur- 
ing each  evening  looked  at  three  lantern  slides. 

The  test  was  given  on  the  fifth  day  consisting  of  12 
false  and  true  statements  and  13  statements  in  which 
the  last  part  of  the  statements  were  placed  out  of 
order,  and  the  children  were  to  put  the  number  of 
the  sentence  in  front  of  the  right  answer. 

The  results  show  that  the  Visual  Aided  group 
made  an  average  score  of  85.5,  while  the  regular 
group  made  an  average  score  of  79.7.  Showing  that 
the  use  of  six  slides  raised  the  class  average  5.8%. 

VIRGINIA  H.  CHANDLER 

Michigan    City,    Indiana 

Enriched  Teaching  of  English  in  the  Junior  and 
Senior  High  SchooJ,  by  Woodring,  Jewett  and  Ben- 
son (1934)  "A  source  book  for  teachers  of  English, 
school  librarians,  and  directors  of  extra-curricular 
activities,  listing  chiefly  free  and  low  cost  illustra- 
tive and  supplementary  materials."  Five  and  one- 
half  pages  are  devoted  to  visual  materials,  both  free 
and  rental  films,  and  equipment.  Marionettes  and 
puppet  shows  have  a  bibliography  of  two  and  one- 
half  pages.  The  book  is  published  b}'  Teachers 
College,  Columbia  University. 


June,  1935 


Page  173 


BOTH  tiOOD— BUT  OXE  IS  BETTEB 


DeVrt§  Is  Franh  With  Its  Customers 

DeVry  Claw  Movement    16mm.   Unit 

Only    I6min.  Unit  ^vith  Triple  Cla^v. 
Best   of   all  claw   movement   projectors. 


DeVry  New  Revolutionary  Sprocket  Intermit- 
tent (Geneva  Movement)  Unit — The  moveinent 
used  in  all  Theatre  Machines — exclusive  u/ith 
DeVry.  Only  16-m-m.  Unit  made  -with  Silent 
Chain  Drive. 

(For  early   Fall   Delivery) 


Only  16mm.  Sound  Projectors  -with  Double  Exciter  Lamp  Sockets.  See  them  both 
demonstrated  at  The  DeVry  Summer  School  of  Visual  Education,  Chicago,  June  24th 
to  28  th,   Tuition  Free. 

HERMAX    A.    DEVRY,    II^TC. 


Main   OfRce   and   Factory 
nil    CENTER   ST.,   CHICAGO 


(Dept.  G) 


Eastern  Office 
347   MADISON  AVE.,   NEW  YORK 


Do  You 

Teach    Geography? 


!■  F   yoa   teach   or   direct    the   teaching   of   Geosraphy.  you   Will 
I    want  to  investigate  The  Journal  of  Geography,  an  illustrated 
monthly  magazine  owned  by  the  National  Council  of  Geoi^ra- 
phy  Teachers,  and  published  especially  for  teachers. 

THE  JOURNAL  GIVES  YOU— Supplementary  material  for  atu- 
dents  and  teachers  .  .  .  confidence  by  enabling^  you  to  know 
the  best  and  thus  keep  several  leagues  ahead  of  the  non-sub- 
scribers .  .  .  success  to  teachers  and  students  who  sincerely 
want   it. 

If  you  are  not  familiar  with  this  splendid  magazine  pin  this  ad 
to  your  letterhead  and  the  next  copy  will  be  sent  to  you  FREE 
of  charge. 


THE  JOURNAL  OF  GEOGRAPHY 

3333  Elston  Ave. 
Chicago,  111. 


Sound  Advice 


iGAil^ 


EDUCATIONAL 


^Us-x^l, 


Sound-on-Film  entertainment  programs 
will  provide  necessary  funds  with  which 
to  purchase  educational  subjects  —  and 
pay  for  sound-projection  equipment. 

Our  24-page  catalogue  lists  more  than 
50  feature  pictures  and  more  than  200 
one  and  two  reel  subjects,  specially  suited 
for  schools,  churches,  camps,  etc. 

Write  for  Catalogue  and  Prices 

WALTER  O.  GUTLOHN,  Inc. 

3  5  WEST  45  th  STREET,  NEW  YORK  CITY 


Page  174 


The  Educational  Screen 


Among  the  Producers 


Bell  &  Howell  8mm.  Camera 

The  Bell  «&:  Howell  Company  has  announced  that 
it  will  have  an  8mm.  motion  picture  camera  in  pro- 
duction within  a  few  weeks.  The  new  camera  is 
known  as  the  Filmo  Straight  Eight.  It  uses  a  new 
film,  Bell  &  Howell  Filmopan,  a  fine-grain  reversi- 
ble panchromatic  film  which  is  pre-split  and  packecl 
for  daylight  loading  on  spools  containing  30  feet  of 
usable  film  plus  2  feet  for  loading  and  unloading. 
This  film  costs  only  $1.45  per  spool. 

Small  size,  light  weight,  provisions  for  extremely 
simple  loading  and  operating,  and  the  scientific  de- 
sign are  other  advantages  emphasized.  The  weight 
is  only  24  ounces;  the  size  is  1^  by  3  by  5  inches. 
The  camera  is  easily  and  quickly  loaded.  There 
are  no  sprockets  to  thread,  no  film  loops  to  form. 
The  film  spools  are  placed  on  the  spindles  and  the 
camera  is  loaded !  When  the  permanently-attached 
hinged  door  of  the  camera  is  opened,  the  film  gate 
springs  open,  ready  to  receive  the  film.  The  gate 
is  closed  by  the  shutting  of  the  door.  The  footage 
dial   is   automatically   reset   to   0   when   30   feet   of 


I 

SILENT  PROJECTORS: 


We  have  the  finest  SOD  watt  16niin., 
silent  projectors  manufactured,  priced  from 
$85.00  up;  write  to  us!  Also  200  watt 
projectors  as  low  as  $29.50  .  .  .  every  one 
a  brand  new  model! 


li 

SOUND-ON-FILM  PROJECTORS: 


The  very  best  500  watt  and  750  watt 
16mni.  Sound  -  on  -  film  projectors  priced 
from  $285.00  up — write  to  us — als»  Sound- 
on-film  16mm.  projectors  as  low  as  $195.00 
.  .  .  every  one  a  brand  new  model ! 


CAMERAS,  SCREENS,  ETC.: 


CAMERAS:  All  makes  and  all  prices 
from  $35.00  up  to  several  hundred  dollars 
— both  new  and  also  slightly  used! 

SCREENS:  We  have  all  makes  in  glass 
beaded,  etc.,  from  $7.20  for  the  30"x40", 
up  to  $80.00  for  the  largest  auditorium 
size  glass-beaded  screens. 

WRITE  TO  US,  WE  WILL  SAVE  YOU 
MONEY! 


10th  Anniversary  Catalog  Free 

Sunny    Schick 

National    Brokers     Cinemachmery     d     Photographic    Equipment 

407  W.  WASHINGTON  FORT  WAYNE,  INDIANA 


Where  the  commercial  f  rms — whose  activities  have  an 
Important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 


film  have  been  exposed,  and,  as  it  is  inoperative 
when  the  camera  door  is  open,  need  never  be  reset 
by  hand. 

A  12j^mm.  F  2.5  anastigmat  lens  in  universal 
focus  mount  is  standard  equipment.  Extra  lenses 
including  Filmo  70  and  75  Camera  lenses  will  later 
be  adaptable  to  the  8mm.  camera.  There  are  four 
speeds — 8,  16,  24,  and  32  frames  per  second.  Spy- 
glass viewfinder  and  built-in  exposure  calculator  are 
also  provided. 

Cine-Kodak,  Model  K,  Reduced 

The  list  price  of  the  Cine-Kodak,  Model  K,  with 
the  ultra  fast  f.  1.9  lens,  formerly  selling  at  $152.50, 
has  been  reduced  to  $112.50  without  a  carrying  case 
and  $125.00  with  the  case.  This  $27.50  price  reduc- 
tion, according  to  advice  from  the  Eastman  Kodak 
Company,  has  been  made  possible  as  the  result  of 
increased  sales,  with  its  attendant  manufacturing 
economies.  Model  K,  with  the  f.  3.5  lens  will  no 
longer  be  supplied,  as  the  new  price  of  the  f.  1.9  is 
practically  the  same  as  the  f.  3.5  model. 

Cline-Kodak,  Model  K,  justly  deserves  its  great 
popularity  in  the  16mm.  field  for  its  versatility,  its 
adaptability  to  other  lenses — wide  angle  and  tele- 
photo. 

The  DeVry  Free  Summer  School 

Although  sponsored  by  an  equipment  manufacturer, 
this  unique  enterprise  embraces  many  phases  of  visual 
education  practice,  and  includes  many  leading  names 
in  the  field.  It  is  fortunate  that  it  occurs  just  the  week 
before  the  Denver  N.  E.  A.  Convention,  so  that  east- 
ern members  can  stop  off  at  Chicago  on  the  way.  The 
program  was  printed  in  the  May  Educational  Screen. 

Among  the  new  names  this  year  one  notices  espe- 
cially Mrs.  Robbins  Oilman  of  The  National  Parent- 
Teachers  Congress,  Mrs.  Elizabeth  Richey  Dessez,  so 
long  connected  with  non-theatrical  films,  Dr.  Edgar 
Dale,  associated  with  Dr.  Zook  in  The  National  Film 
Institute,  Dr.  LeSourd  of  Boston  University,  who  will 
present  a  new  series  of  character  building  films.  Miss 
Carter  of  the  Chicago  University,  will  exhibit  and  de- 
scribe some  of  the  new  Erpi  educational  talkies.  A 
representative  of  the  Will  Hays  organization  will  speak 
for  the  industry. 

A  feature  of  the  sessions  will  be  the  exhibition  of 
outstanding  industrial  films,  bv  leading  business  finns. 
There  will  be.  also,  technical  instruction  on  the  opera- 
tion of  sound  projectors  and  cameras  throughout  the 
sessions. 


June,  193  5 


Page  175 


Films  in  the  College  Classroom 

(Concluded  jrom  page  161) 

particularly  useful  in  getting  at  the  principal  in- 
volved rather  than  making  a  show  of  the  apparatus. 

We  have  found  a  few  talking  films  that  cover 
some  topics  adequately  enough  for  our  purposes  so 
that  we  need  to  take  very  little  class  time  for  these 
topics.  Other  topics  are  illustrated  and  expanded 
nicely  by  the  films  so  that  the  course  is  definitely 
enriched  by  their  use.  When  films  are  not  available 
or  adequate  for  our  purposes  we  return  to  our  for- 
mer methods  of  lecture-demonstrations  with  appa- 
ratus and  lantern  slides.  It  is  hoped  that  more  talk- 
ing motion  pictures  that  are  modern  in  subject  mat- 
ter and  in  technique  will  be  developed  for  use  by 
college  classes  in  science. 

The  following  are  the  sources  of  films  used  in 
the  Physical  Science  Survey  course  at  Colgate : 

l^niversity  of  Chicago  Press  Erpi  Picture  Consult- 
ants. Harvard  Films  Service,  U.  S.  Bureau  of  Mines, 
American  Museum  of  Natural  History,  Araneff  Film 
Associates. 


The  PERFECT  SCREEN 

for  MOVIES  in  KODACHROME 


•  EXACT     COLOR 

•  DEPTH 

•  BRILLIANCE 


REGISTRATION 

*  DEFINITION 

*  ILLUMINATION 


BAITf-LUe 
TAU  VISION 


BRITELITE   TRUVISION 

T'ni  versa  !ly  recognized  as  the  ultimate  word  In 
project  lonal  performance  for  the  movie  maker's 
"hlack-and-white"  work,  Britelite-Truvision  screens 
are  equally  adapted  for  the  more  difficult  reriuire- 
ments  of  rolor.  They  will  project  his  Kodachrome 
shots  with  undeviating  accuracy  In  color  registra- 
tion— for  in  these  seientlflcaily  constructed  screens, 
the  beads  are  minute  and  closely  placed  so  that 
color  distortion  can  he  totally  avoided  ...  A  wide 
variety  of  styles  include  "Rigid  Frame",  Easel 
Roller.  Metal  Tube  and  I)e  Luxe  "A"  automati- 
cally closing  and  opening  model. 

AT  ALL  DEALERS.   LITERATURE  ON  REQUEST. 

Motion  Picture  Screen  &  Accessories  Co. 

526  W.  26th  St.  New  York  City 


portable  prqjedion 
screens 


Beaded  Screen  DeLuxe  "A'' 

30x40''.     $15.00    List 
Other  sizes  In  proportion. 


TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES   OF    PHYSICS       PRINCIPLES   OF   CHEMISTRY 

The  TisualiEBtion  of  high  school  The  core  of  the  year's  work  in 
physics  on  35  mm.  film  slides  for  chemistry  especially  adapted  for 
classroom   use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL    SCIENCES  —  Suf  fern,    N.Y. 


Jews  and  Notes 

^Concluded  from  page  165) 

'Civil  War  film  creates  interest  which  is  reflected 
in  the  history  class  of  the  camps,  and  attendance  in 
the  history  classes  increases,  the  film  will  receive  a 
good  rating.  Or  if  enrollees  drop  in  at  the  camp 
library  after  seeing  the  film  and  draw  out  books  on 
the  subject,  the  film  will  be  rated  accordingly. 
Films  which  are  too  simple,  or  too  technical,  or 
merely  uninteresting,  will  be  weeded  out. 

On  the  basis  of  this  rating,  the  National  Parks 
Service  will  amend  and  revise  the  list  of  films  now 
being  oflfered  CCC  camps  throughout  the  country. 

Exhibition  of  Education  in  the  USSR 

Educational  methods  and  progress  in  the  Soviet 
Union  were  recently  on  display  at  International 
House,  University  of  Chicago.  This  enlightening 
exhibition,  which  remained  at  the  Museum  of 
Natural  History,  New  York  City,  for  five  weeks, 
demonstrated  the  work  of  the  Russian  cultural- 
polytechnic  schools  by  use  of  photographs,  charts, 
models,  books,  samples,  albums,  and  other  concrete 
and  pictorial  materials.  All  the  excellent  photo- 
graphs are  of  some  worthwhile  activity  in  industry 
or  art.  There  are  no  pictures  of  formal  seating  in 
a  schoolroom.  Children  are  shown  learning  agri- 
culture as  well  as  the  industries.  Music  is  greatly 
magnified,  along  with  the  other  fine  arts  for  the 
"'dture  of  the  spirit  which  it  affords.  There  are 
over  150  dilTerent  languages  in  which  instruction  is 
oft'ered.  Extensive  field  trips  are  stressed  for  "con- 
cretizing" the  pupils'  study. 


M          TYPE            H 
■   RADIO  MAT.S  1 
a          DAILY          B 

Talk    from    your   screen    with   quickly 

TYPEWRITTEN  MESSAGES 

50   Radio-Mats   $1.50 
White,  Amber,  Green 

Accept  no  substitute. 

RADIO-MAT  SLIDE  CO.,  Inc. 

1819  Broadway            New  York.  N.  Y. 

Copyright  Booklet  tells  how  to  apply  and   assists 

the  teacher  in  securing  a  position. 

Every  Teacher  Needs  It. 

Sent  prepaid  for  50c  in  stamps. 

ROCKY  MOUNTAIN  TEACHER'S  AGENCY 

410  U.  S.  Nat.  Bank  Bldg.                                                   Denver,  Colo. 

WM.  RUFFER.  Ph.D.,  Mgr. 

1 

AMERICANS  MOST  COMPLETE 
EDUCATE  FILM  EXCHANGE 

By  representing  almost  100  film  dis- 
tributors, it  is  able  to  offer  you  the 
most  comprehensive  selection  of  edu- 
cational films  ever  made  available 
through  one  organization.  You  ord- 
er all  films  through  the  Boston  clear- 
ing house,  but  they  are  shipped  from 
your  nearest  distributor  having  the 
films  you  desire.  No  extra  rental 
charge  is  made  for  this  service. 
400      FREE      FILMS 

The  1935  educational  film  handbook 
lists  2,000  films  thoroughly  classified 
and  indexed.  400  of  these  are  loaned 
free  to  subscribers.  Send  35c  (stamps) 
for  handbook.  This  will  also  register 
you  for  film  service  until  Mar.  1,  1936. 

INTERNATIONAL  EDUCAT'L  PICTURES,  INC. 

MT.  VERNON   &  WALNUT  STS.  BOSTON,  MASS. 


Page  176 


The  Educational  Screen 


Here    They    Are 


A    Trade     Directory 
for  the   Visual    Field 


FILMS 

Bray  Pictures  Corporation  (3,  6) 

729  Seventh  Ave.,  New  York  City 

Eastin    Feature    Films  (6) 

(Rental  Library)  Galesburg,  111. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  adrertuement  on  outside  back  cover) 

Eastman  Kodak  Co.  (1,  4) 

Teaching  Films  Division 
Rochester,  N.  Y. 

Edited  Pictures  System,  Inc.  (1,  4) 

330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.    (2, 4, 5,  6) 

250  W.  S7th  St.,  New  York  City 

(See  advertisement  on  page   149) 

Walter  O.  Gutlohn,  Inc.  (5) 

35  W.  45th  St.,  New  York  Citv 
(See  advertisement  on  page  173) 

Guy  D.  Haselton's  TRAVELETTES 
7901  Santa  Monica  Blvd.,  Hollywood, 
Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  6) 

30  E,  Eighth  St.,  Chicago,  III. 

Institutional  Cinema  Service,  Inc.  (3,  6) 

130  W.  46th  St.,  New  York  City 

International  Cinema  League         (3,  5) 

11  W.  42nd   St.,  New  York  City 

International  Educational  Pictures,  Inc. 
40  Mt.  Vernon  St.,  Boston,  Mass. 
(See  advertisement  on  page  176) 

Pinkney  Film  Service  Co.  (1,  4) 

1028  Forbes  St.,  Pittsburgh,  Pa. 

Ray  Bell  Films,  Inc.  (3,  6) 

2269  Ford  Road.,  St.  Paul,  Minn. 

United  Projector  and  Films  Corp.  (1,  4) 
228  Franklin  St.,  Buffalo,  N.  Y. 

Universal  Pictures  Corp.  (3) 

Rockefeller    Center,    New   York   City 

(See  advertisement  on  page  152) 

Wholesome  Films  Service,  Inc.      (3,  4) 
48  Melrose  St.,  Boston,  Mass. 

Williams,  Brown  and  Earle,  Inc.    (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839   N.   Western   Ave.,   Chicago. 

(See  advertisement  on  page  152) 

Bell  &  Howell  Co.  (6) 

1815  Larchmont  Ave.,   Chicago,  111. 
(See  advertisement  on  inside  baclc  cover) 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 
(See  advertisement  on  outside  back  cover) 

Edited  Pictures  System,  Inc.  (1) 

330  W.  42nd  St.,  New  York  City 


Erpi  Picture  Consultants,  Inc.    (2, 4, 5,  6) 
(Western  Electric  Sound  System) 
250  W.  57th  St.,,  New  York  City 
(See  advertisement  on  page  149) 

Herman  A.  DeVry,  Inc.  (3,  6) 

1111  Center  St.,  Chicago 

(See  advertisement  on  page  173) 

Holmes  Projector  Co.  (3) 

1813  Orchard  St.,  Chicago 

(See  advertisement  on  page  171) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,  111. 

Institutional  Cinema  Service,  Inc.  (3,  6; 

130  W.  46th  St.,  New  York  City 

International  Projector  Corp.  (3,  6) 

90  Gold  St.,  New  York  City 
(See  advertisement  on  inside  front  cover) 

Motion  Picture  Camera  Supply, 
Inc.  (3,  6) 

723  Seventh  Ave.,  New  York  City 
(See  advertisement  on  page  169) 

Motion  Picture  Accessories  Co.      (3,  6) 
43-47  W.  24th  St.,  New  York  City. 

(See  advertisement  on  page   175) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924  Rose  St.,  Regina,  Sask. 

S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 

Sunny  Schick,  National  Brokers  (3,  6) 
407   W.    Washington   Blvd., 
Fort  Wayne,   Ind. 

(See  advertisement  on  page   174) 

United  Projector  and  Film  Corp.    (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 

Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See   advertisement  on  page  150) 

Weber  Machine  Corp.  (2,  5) 

59  Rutter  St..  Rochester,  N.  Y. 

(See  advertisement  on  page  171) 

Williams,  Brown  and  Earle,  Inc.    (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 


SCREENS 

Da-Lite  Screen  Co. 

2721  N.  Crawford  Ave.,  Chicago 

(See  advertisement  on  page   169) 

Institutional  Cinema  Service,  Inc. 

130  W.  46th  St.,  New  York  City 

Motion  Picture  Accessories  Co. 

43-47  W.  24th  St..  New  York  City. 

(See  advertisement  on   page   175) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 
510  Twenty-second  Ave.,  East 
Superior,  Wis. 

Eastman  Educational  Slides 
Iowa  City,  Iowa 


Edited  Pictures  System,  Inc. 

330  W.  42nd  St.,  New  York  City 
Ideal  Pictures  Corp. 

30  E.  Eighth  St.,  Chicago,  111. 

Keystone  View  Co. 
Meadville.  Pa. 

(See  advertisement  on  page  169) 

Radio-Mat  Slide  Co.,  Inc., 

1819  Broadway,  New  York  City 

(See  advertisement  on  page  175) 

Society  for   Visual  Education 

327  S.  La  Salle  St.,  Chicago. 

(See  advertisement  on  page  172) 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on   page  171) 

Victor  Animatograph  Corp. 
Davenport,  Iowa 

(See  advertisement  on  page  150) 

Visual  Sciences 

Suffern,   New   York. 

(See  advertisement  on  page  176) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 
1111  Center  St.,  Chicago 

(See  advertisement  on  page   173) 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page   169) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 

E.  Leitz,  Inc. 

60  E.  10th  St.,  New  York  City 
Regina  Photo  Supply  Ltd. 
1924  Rose  St.,  Regina,  Sask. 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  171) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 


REFERENCE 

NUMBERS 

(1) 

indicates 
silent. 

firm 

supplies 

36 

mm. 

(2) 

indicates 
sound. 

firm 

supplies 

36 

mm. 

(3) 

indicates 

firm 

supplies 

36 

mm. 

sound  and  silent. 

(4) 

indicates 
silent. 

firm 

supplies 

16 

mm. 

(B) 

indicates 

firm 

supplies 

16 

mm. 

sound-on-iilm. 

(6) 

indicates 

firm 

supplies 

16 

mm. 

sound  an 

d  silent. 

ConHnuous  insertions  under  one  heading,  $1.50  per  issue;  additional  listings  under  other  headings,  50c  each. 


KMlMSCillf.lfO. 

TiMlitrt  Umry 


-'W.^V      I     UC^y_ 


Educationa 


■'VM  fe< 


?l^^ 


COMBINED  WITH 


Visual  Instruction  News 


-:&-^ 


.  -i»        t,; 


CONTENTS 

Vitalizing  The  Curriculum  by  Homemade  Slides 

Foreign  Films  at  International  House,  Chicago 

A  Combination  Projection  Unit 

The  Use  of  Visual  Aids  in  Teaching  History 
and  Geography 


fe 


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mm 


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Vf'ciis^-T 


Single      Copies      25c 
•  $2.00    a    Year  • 


SEPTEMBER 


1935 


PPOJECTORS 


^^^^    TRADE     ;^AHK     HK.ap         ^  ^^S^  —  _  '  ^  .  -  -  ^ 

MADE     BY   THE     WORLD'S      OLDEST 

AND     LARGEST     /AANUFAGTURERS 

STANDARD    PROFESSIO  NAvL^VAOTION   PICTURE    Eq_UIP/AENT 


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35MM.  PROJECTOR 

'■—  T*^    '".ADE     t«*T«K.   f^R&O 

FOR       EVERV       R  E  G^U  I  R  E  A^  E  NT 

INTERNATIONAL  PROJECTOR  CORPORATION 

8«-96    SOLD    ST.  NEW    YORK,  U.S. A* 


September,  193  5 


Page  179 


Educational  Screen 

Combined  with 

Visual  Instruction  News 


SEPTEMBER,  1935 

VOLUME  XIV  NUMBER  7 


CONTENTS 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE  AND  STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth   C.    Dent 
Evelyn  J.   Baker 
Josephine    Hoffman 


Stanley    R.    Greene 
R.  F.  H.  Johnson 
Marion    F.    Lanphier 
F.  Dean  McCluslty 
Stella    Evelyn    Myers 


Vitalizing  the  Curriculum  by  Homemade  Slides. 

Mrs.   Mary  A.   McGady 182 

Foreign  Films  at  International  House,  Chicago 

Wesley  Greene. 1 85 

A  Combination  Projection  Unit. 

Frank  H.  Broome...... -....  1 88 

News  and  Notes.   Conducted  by  Josephine  Hoffman 189 

The   Film   Estimates — 1 9 1 

Among  the  Magazines  and  Books. 

Conducted  by  Marion  F.  Lanphier 194 

The   Church    Field..:.. -.. 1 96 

Film   Production  Activities 1 98 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky.. ..200 

Among   the    Producers... 209 

Here  They  Are!  A  Trade  Directory  for  the  Visual  Field....2l2 


Contents  of  previous  issues  listed   in   Education   Index, 


General  and  Editorial  OfRces,  64  E.  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  in  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  September,  1935  by  the  Edu- 
cational Screen,  Inc.  Published  every  month  except  July  and  August. 
$2.00  a  Year.       (Canada,  $2.75;  Foreign,  $3.00)       Single  Copies,  25  cts. 


Page  180 


The  Educational  Screen 


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Page  181 


THE  EDITOR  of  The  Educational  Screen  has 
been  signally  honored  by  election  to  the  Presidency 
of  the  department  of  Visual  Instruction  of  the  Na- 
tional Education  Association  for  the  current  year.  The 
action  was  taken  at  the  recent  summer  meeting  at  Den- 
ver, was  rejiorted  to  the  writer  on  a  date  peculiarly 
appropriate  for  startling  reports,  July  4th,  and  the  re- 
cipient admits  being  startled.  Not  only  had  he  not 
been  consulted  in  advance  but  was  given  not  even  a 
whispered  hint  of  what  impended.  With  so  many  can- 
didates available  in  the  national  field  far  more  logical 
for  the  position  than  one  who  is  no  longer  an  active 
member  of  the  teaching  profession,  there  was  room 
for  speculation  on  the  "why  and  wherefore"  of  it  all. 
Having  now  com])leted  his  speculation,  and  having 
been  cordially  urged  to  acceptance  from  many  signifi- 
cant quarters  of  the  field,  he  accepts.  He  has,  however, 
no  illusions  as  to  what  is  really  involved. 

The  acceptance  of  the  honor  would  be  an  empty 
gesture  without  acceptance  of  the  task  that  it  entails,  a 
task  that  is  not  easy  and  is  crying  for  performance.  It 
is  a  perennial  task.  Many  have  labored  at  it  for  years, 
yet  it  is  hardly  more  than  started  and  must  go  on  for 
indefinite  years  ahead.  Nothing  can  be  accomplished 
by  any  President  alone,  save  wearing  himself  down  in 
the  fruitless  grind.  The  Department's  progress,  stagna- 
tion or  retrogression  will  depend  utterly  on  the  degree 
to  which  the  great  semi-somnolent  field  can  be  roused 
to  self-consciousness,  to  an  appreciation  of  its  own 
magnitude.  Then  it  can  be  moved  to  action.  Without 
you  of  the  field,  any  President  must  fail.  With  you, 
the  present  incumbent  believes  that  genuine  progress 
for  the  Department  can  be  made  this  year.  Believing 
this,  he  does  not  i)roi)ose  to  let  you  let  him  fail.  You 
will  be  hearing  more  from  him  anon  to  this  eflfect. 

IT  IS  no  news  to  state  that  there  is  a  widespread  con- 
viction among  the  best  thinkers  and  doers  of  the 
visual  field  that  the  total  significant  achievement 
for  a  decade  past  by  the  "national  organization" — 
whatever  its  name — has  been  dangerously  close  to  nil. 
Meetings  have  been  held  annually,  to  be  sure,  excellent 
pfograms  have  been  presented,  but  always  with  a  larger 
or  smaller  handful  of  the  same  old  friends  of  the  cause 
to  listen.  The  veritable  army  of  teachers  throughout 
the  country,  daily  and  matter-of-factly  using  visual 
materials  and  methods,  has  remained  blandly  imaware 
of  the  proceedings  of  the  national  organization  or  even 
of  its  existence.  A  field  with  thousands  of  workers — 
rather,  tens  of  thousands — and  a  national  organization 
with  two  or  three  hundred  members,  spell  complete 
absurdity.    We  should  grow  or  get  out  of  the  garden. 


To  give  up  the  rich  jiossibilities  of  the  right  kind  of 
national  organization  is  unthinkable.  Hence  we  must 
grow.   And  how  ? 

It  would  be  very  comfortable  indeed  if  from  some 
proper  source  could  come  substantial  funds  for  our  use. 
But  could  our  total  past  achievements  encourage  the 
loosening  of  any  purse-strings,  however  philanthropic? 
I  f  we  have  any  potential  life  it  can  be  proved  by  growth. 
\\  hen  we  can  talk  membership  by  thousands  instead  of 
dozens,  wc  shall  have  an  argument  that  we  can  carry, 
with  heads  up,  to  the  powers  that  preside  over  ap- 
propriations. To  look  for  an  appropriation  to  pay  mem- 
bership dues  would  be  novel  indeed.  As  an  experi- 
ment, why  not  pay  our  own  dues  for  a  while?  With 
even  two  thousand  members — 2,000  out  of  200,000 
faculties,  one  member  from  each  hundred  schools — ■ 
we  can  have  more  working  funds  that  the  national  or- 
ganization has  had  in  total  for  the  last  fifteen  years. 
It  will  be  time  then  to  talk  of  appropriation  for  bigger 
things. 

WE  PROPOSE  to  devote  the  next  issue  (Oc- 
tober) to  printing  as  many  as  possible  of  the 
excellent  papers  read  at  the  last  July  meeting 
of  the  Department  at  Denver.  The  October  issue,  then, 
will  serve  in  some  degree  as  the  "printed  proceedings" 
so  often  promised  to  Department  members  but  never 
supplied.  By  that  time  we  expect  also  to  be  able  to 
present  a  somewhat  detailed  scheme  of  campaign  for 
De])artment  memberships.  For  pushing  this  campaign 
through  the  school  year,  we  shall  go  after  the  closest 
possible  cooperation  from  every  interested  individual 
and  organization.  Advice  and  suggestion  for  this  cam- 
paign are  hereby  cordially  invited  from  any  and  all 
of  our  readers. 

The  Educational  Screen  will  place  itself  at  the 
service  of  this  effort  in  every  possible  way  that  it  can 
be  logically  and  legitimately  used.  Such  action  is  in  no 
way  foreign  to  the  past  or  present  policy  of  the  maga- 
zine. To  aid  progress  in  the  visual  field  has  been  the 
sole  and  undivided  aim  of  every  issue  since  the  day 
we  put  into  the  mails,  with  considerable  fear  and 
trembling,  the  diminutive  "Educational  Screen,  Vol- 
ume 1,  Number  1"  in  January,  1922.  At  various  times 
since  the  editor  has  enjoyed  still  more  violent  fears 
and  tremblings,  and  his  hands  may  still  be  considered 
fairly  full.  To  undertake  the  additional  burden  of  the 
Presidency  of  the  Department  would  be  rash  indeed, 
did  he  not  feel  that  there  is  an  element  in  the  situation 
that  gives  special  promise  for  successful  growth, 
namely,  a  magazine  that  can  be  made  to  bridge  the  gap 
between  the  Department  and  the  field  and  serve  as 
a  medium  of  contact  and  exchange  for  all  concerned. 
H  we  can  meet  and  reach  each  other,  there  should  be 
a  chance  of  getting  together  in  a  Department  of  Visual 
Instruction  worthy  of  the  name  and  of  the  cause. 

Nelson  L.  Greene 


Page    182 


The  Educational  Screen 


Vitalizing  the  Curriculum  by 
Homemade  Slides 


By      MRS.      MARY      A.     McGADY 


Hooicway  School,  Chicago 


THE  necessity  of  adapting-  the  curriculum  to 
the  needs  of  the  individual  child  has  never 
been  felt  so  much  as  today.  Through  en- 
riched and  varied  experiences  the  school  is  seeking 
to  provide  a  background  which  will  prepare  the 
pupil  for  a  mastery  of  the  tools  of  learning  and  at 
the  same  time  help  him  to  become  a  useful  member 
of  the  social  group.  Through  excursions,  games, 
and  stories  the  teacher  strives  to  reach  the  inter- 
ests of  the  child.  The  pictorial  and  the  typewritten 
slides  for  use  in  the  stereopticon  have  for  years 
proved  very  effective  in  recording  the  direct  ex- 
periences of  the  children  for  the  purposes  of  reading. 
Because  of  the  appeal  that  images  have  for  the 
young  learner,  the  pictorial  slide  arouses  great  in- 
terest. 

Experience  has  shown  that  by  visualizing  and 
motivating  the  curriculum,  visual  aids  have  pre- 
vented retardation  of  many  pupils  in  the  elementarv 
school.  Vicarious  experiences  through  the  medium 
of  such  aids  compensate  for  the  serious  deficiencies 
of  many  pupils.  The  use  of  visual  aids  thus  make 
for  economy  in  the  teaching  process. 

The  lesson  appearing  herewith,  presented  at  the 
recent  meeting  of  the  Chicago  Metropolitan  Section 
of  the  Visual  Instruction  Department  of  the  N.  E. 
A.,  brings'  together  a  number  of  learning  situations 
which  have  appeal  for  the  primary  child.  An  at- 
tempt has  been  made  to  introduce  varied  and  val- 
uable social  situations,  as  well  as  worthwhile  health 
lessons,  for  the  benefit  of  the  children  taking  part 
in  the  class  discussions.  Because  the  normal 
healthy  child  lives  much  of  the  time  in  a  land  of 
make-believe  a  reading  program  involving  play, 
dramatics,  and  strongly  vitalized  experiences  be- 
comes most  effective.  The  lesson  of  courtesy  is 
made  to  live  by  the  reading  of  the  typewritten 
slide  shown  on  the  screen. 


C( 

Durtesy 

Good 

mornm 

g! 

Good 

afternoon ! 

How 

do  you 

do? 

How 

is  your 

mother? 

Isn't  this  a  wonderful 

day? 

Who 

is  your 

friend? 

bara  Ann  points  to  the  first,  greeting  Richard. 

Barbara  Ann  :    Good  morning.  Richard. 

Richard :    Good  morning,  Barbara  .Ann. 

Richard:  (After  silently  reading  the  third  asks): 
How  do  you  do,  Jean? 

Jean  :    I  am  well  thank  you,  Richard. 

Jean:    How  is  your  mother,  Carter? 

Carter:    She  is  much  better  today,  thank  you. 

Carter:    Isn't  this  a  beautiful  day,  Betty? 

After  some  deliberation  Betty  glancing  out  of  the 
window  doubtfully  replied:  "It  is  not  a  beautiful  dav, 
Carter." 

Betty:    Who  is  your  friend.  Leo? 

Leo,  (Taking  Peggy  from  the  class  proceeds  with 
an  introduction )  Betty  have  you  met  my  friend  Peggv  ? 

Peggy :  I  am  pleased  to  meet  you,  Betty. 

The  use  of  greetings  furnishes  a  means  of  close- 
ly relating  reading  symbols  to  the  experiences  and 
interests  of  children ;  it  also  gives  many  children 
with  limited  social  experiences  an  opportunity  to 
become  accustomed  to  usual  conventions  of  life. 
The  dramatization  makes  the  example  far  more 
comprehensive  than  telling  the  instructions  orally. 


The   class   is   instructed   to   read   silently   and   be 
prepared  to  answer  and  act  when  called  upon.    Bar- 


Courtesy  of  The  MacMillan  Company 

Isabella  is  called  upon  to  tell  a  story  about  this 
picture. 

Isabella :  This  little  girl  was  sent  to  the  store  to  buy 
groceries  and  carry  them  home  in  a  big  basket.  A  little 
boy  coming  down  the  street  saw  her  and  was  sorry  that 
she  had  to  carry  it  alone.  He  tipped  his  hat  and  said 
"Can  I  help  you?"  I  think  she  thanked  him.  I  think 
she  was  glad  he  came  down  the  street  in  time  to  help 
her. 

Free  expression  is  a  natural  activity  and  all  chil- 
dren in  the  primary  grades  should  be  allotted  a 
time  for  oral  discussions.  The  benefits  of  the  varied 
experiences  pay  well  for  the  time  involved. 


September,  193  5 


Page    183 


Safety 

Repeated  repetitions  given  regularly  help  to 
strengthen  their  memories.  A  pictorial  slide  is  dis- 
cussed by  Shirley : 

Shirley :  These  children  have  two  other  places 
to  play  on,   the   sidewalk  and  their  yards,   while  the 


fc 


Courtesy  (tf  Ginn  and  Cjmpan 


driver  has  only  the  street.  If  we  stay  off  the  street 
we  will  not  have  any  accidents.  My  father  drives 
around  the  city  in  his  automobile  and  every  night, 
nearly,  tells  about  the  careless  children  who  run  in  the 
street  and  don't  stop  at  the  crossing.  He  says  it  makes 
the  drivers  wrecks. 

A  tyjiewritten  slide  with  Safety  questions  social- 
izes the  recitation.  A  typewritten  slide  with  the 
following  questions  is  introduced: 


What  do  you  do  before  you  cross  the  street? 

Where  do  you  alwaj's  play? 

How  do  you  carry  scissors  and  sharp  knives? 

Where  do  you  throw  banana  skins? 

Do  you  play  near  deep  water? 

Do  you  play  in  or  around  new  buildings? 


This  is  the  procedure. 

Adeline  reads  aloud  the  first  question  and  calls 
upon  Robert  to  reply. 

Robert :  I  look  to  the  left  and  to  the  right.  Then 
I  go  quickly  across.  I  never  run  because  I  might  fall 
down  and  the  driver  could  not  stop  his  car  fast 
enough  to  save  me  from  getting  killed. 

Rf)bert  reads  aloud  the  next  question  and  calls 
upon  Joan. 

loan :  I  always  play  on  the  sidewalk  and  on  the 
backyard.  I  do  this  so  I  will  not  have  any  accidents. 
My  mother  says  I  must  give  the  streets  to  the  drivers 
because  they  can  only  drive  in  that  one  place. 

Joan  :  (  reading  the  next  question  )  How  do  you 
carry  scissors  and  knives,  Charles? 

Charles :  I  carry  them  by  the  handles  because  the 
sharj)  points  can  cut  you  quickly. 

Charles :  Where  do  you  throw  your  banana  skins, 
Catherine? 

Catherine :  I  wrap  them  up  in  a  piece  of  paper. 
Then  I  throw  them  in  the  garbage.  I  do  this  be- 
cause they  are  so  slipiJery  to  throw  on  the  sidewalk. 
li  somebody  should  fall  on  them  he  would  maybe  die 
or  mavbe  be  lame  after  that. 


Joan :  Do  you  play  near  deep  water,  Peter  Fran- 
cis? 

Peter  Francis :  I  never  play  near  deep  water  be- 
cause the  mud  around  the  water  is  wet  and  mushy 
and  my  feet  could  slide  fast  and  I  could  fall  in. 

Peter  Francis :  Do  you  play  in  or  around  new 
buildings.  Jack  ? 

Jack :  I  never  play  in  or  around  new  .buildings 
because  the  iron  or  wood  might  be  loose  and  fall  on 
me  and  knock  me  down. 

Health 
Hygiene  in  the  form  of  better  health  habits  has 
a  close  relationship  to  the  study  of  their  commu- 
nity life,  nature  study,  and  language  in  the  various 
individual  and  group  projects.  Every  child  of  the 
primary  school  age  is  still  in  a  period  of  develop- 
ment, learning  through  his  senses.  School  activi- 
ties such  as  the  study  of  milk,  visiting  the  dairy, 
making  a  dairy,  beginning  with  the  farm  life  and 
branching  out  into  the  development  of  their  o.vn 
grocery  store  with  its  study  of  fruits  and  vegeta- 
bles and  cereals  teach  habits  that  will  carry  over 
all  through  their  lives. 

A  pictorial  slide  shows  three  healthy  children  in 
the  yard  with  their  pets,  a  large  brown  dog  and  a 
little  white  kitten.  The  children  have  a  yellow 
dish  and  a  quart  bottle  of  milk.  They  are  feeding 
the  kitten  milk.  The  children  are  instructed  to 
study  this  picture.  Then  a  typewritten  word  slide 
is  projected : 


vegetables 

cereal 

exercise 

milk 

sleep 

fruit 

work 

wat«r 

clothing 

sunshine 

rubbers 

play 

galoshes 

teeth 

Over  this  slide  projection  (directly  on  the  black- 
board, as  is  often  desirable)  the  teacher  writes, 
"Ask  a  question  about  these  words."  Jean  pointing 
to  the  word  fruit  asks,  "Why  do  you  think  these 
children  eat  fruit,  Bobby?" 

Bobby:  They  eat  fruit  because  it  makes  their 
blood  good.  Good  blood  makes  strong  bodies ;  that 
is  what  my  mother  told  me  anyhow. 

Bobby :     Why   do  you  think  these   children   play 

in  the  sunshine,  Richard? 

Richard:  They  play  in  the  sunshine  to  get  rosy 
cheeks  and  big  bodies.  Children  who  play  in  the 
house  are  white  and  they  get  lots  of  infection  because 
their  skin  did  not  get  brown  from  the  sun,  wind  and 
fresh  air. 

Richard :  Why  do  these  children  eat  vegetables, 
Shirley? 

Shirley :  They  eat  vegetables  because  they  give 
their  cheeks  color.  Even  the  babies  eat  carrots  to 
make  their  cheeks  pink.  My  mama  cooks  them  and 
puts  lots  of  butter  and  cream  sauces.    They  puff  out 


Page  184 


The  Educational  Screen 


your  cheeks.    Then  she  chops  lots  of  raw  ones  and 
puts  dressing  on  them.    I  love  vegetable  salads. 
Shirley:  Why  do  they  need  exercise,  Tommy? 

Tommy:  They  need  exercise  like  jumping,  run- 
ning, skipping,  hopping,  and  playing  ball  to  make 
their  arms  and  legs  fatter  and  their  muscles  hard  and 
tough.  Beside  it  makes  your  blood  jump  around  and 
you  have  so  nnich  color  when  you  get  through  with 
it. 

Mathematics 
The  teacher's  aim  should  be  to  develop  the  habit 

of    using   quantita- 


Courtesy  ot  The  MacMillan  Company 


tive  numbers  when- 
ever relationships 
are  involved.  Be- 
side this  picture 
is  written  on  the 
blackboard  "G  i  v  e 
me  a  number 
story  about  the 
puppies.  Then 
prove  it." 

The  first  child  ready  gives  the  combination  3  plus 
3  equal  6.  Then  he  proceeds  with  his  proof  by 
drawing  a  line  through  three  puppies  and  another 
line  through  the  remaining  three.  The  next  child 
gives  4  plus  2  equal  6  proving  his  statement  as 
above.  The  lesson  proceeds  with  all  the  combina- 
tions that  make  six.  Speech  vocabulary  is  strength- 
ened through  number  lessons  as  well  as  through 
dramatization  and  story  telling. 

Citizenship 

This  subject  is  discussed  freely  with  three  pic- 
torial slides,  Helping  Themselves,  The  Patrol  Box, 
Writing  on  the  Sidewalk. 


j 

Courtesy  of  Lyons  and  Carnahan 


Shirley  discusses  the  first  illustration. 
Shirley :    These  children  are  getting  ready  for  school. 
They  do  not  let  their  mothers  dress  them  and  when 


they  go  to  school  they  will  help  themselves  in  their 
school  work.    They  can  get  ready  quick  in  fire  drills. 

Tom  is  called  upon  to  give  his  expression  for  the 
second  illustration. 

Tom:  This  is  a  patrol  boy.  He  stands  at  the 
crossings  in  all  kinds  of  weather.  He  does  this  so  none 
of  us  will  get  hit  by  careless  drivers.  We  should  watch 
him  and  not  cross  the  street  until  he  puts  up  his  hand. 
He  must  be  a  good  boy  or  he  would  not  get  a  job  to 
watch  us.    I  want  to  be  a  patrol  boy  some  da}'. 

W'riting  on  the  sidewalk  is  told  by  Jean. 


Courtesy  of  J.  B.  Lipplncott  Company 

Jean:    This  boy  does  not  know  that  the  sidewalk  is 

no  place  to  write  on.    H  all  the  children  in  Chicago  did 

that,  we  would  have  a  terrible  looking  city.    He  can 

find  better  things  to  write  on — paper  and  a  blackboard. 

English 

A  typewritten  word  slide  with  three  columns  of 
words. 


cow 

horse 

sheep 

pig 

bear 

robin 

hen 

camel 

goat 

duck 

dog 

turkey 

rat 

rabbit 

mouse 

lion 

fox 

elephant- 

squirrel 

rooster 

tiger 

The  teacher's  instruction  was  written  over  this 
typewritten  slide. 

"Give  me  a  riddle."     Then  the  class  was  told  to 
give  the  number  of  the  column  that  the  answer  was 
in ;  second  to  call  upon  another  one  in  the  group  to 
underline   the   right   word. 
Procedure : 

Ernest :     The  answer  to  my  riddle  is  in  column 
one. 

It  has  a  big  bushy  tail. 
It  stores  its  nuts  for  the  winter. 
The  nuts  are  acorns. 
Find  the  name  and  draw  a  line  under  it,  Betty. 
Betty :    Is  it  a  squirrel  ? 
Ernest :    Yes,  it  is  a  squirrel. 


September,  1935 


Page  185 


Betty :    The  answer  to  my  riddle  is  in  the  third 
row. 

I  have  stripes. 

I  am  a  wild  animal. 

I  wore  Sambo's  shoes  on  my  ears. 

I  live  in  the  jungle. 

What  am  I. 
Can  you  find  my  name.  Dick? 
Dick:    Is  it  a  tiger? 
Betty :    Yes,  it  is  a  tiger. 
Dick :    My  riddle  is  in  the  third  row,  too. 

I  am  awful  heavy 

I  have  a  long  trunk 

I  walk  so  slow 


Sometimes  I  carry  people  on  my  back. 
Can  }ou  find  it,  Barbara  Ann ? 
Barbara  Ann  :    Is  it  an  elephant  ? 
Dick :   Yes,  it  is  an  elephant. 
Barbara  Ann:    My  answer  is  in  the  third  row. 
I  am  hung  up  in  the  butcher  shop, 
I  am  larger  than  a  chicken, 
I  come  from  the  farm. 
I  said  Gobble  Gobble 
People  eat  me  for  holiday  parties. 
What  is  it,  Leo  ? 
Leo:    Is  it  a  turkey? 

Barbara  Ann :    Yes,  it  is  a  turkey,  some  people 
call  them  gobblers,  too. 


Foreign  Films  at  Interndtional  House,  Chicago 


A  SUMMARY  of  the  experience  of  Interna- 
tional House  in  showing  some  75  foreign 
films  during  the  last  three  years  and  sug- 
gestions growing  out  of  this  experience  may  be 
helpful  to  other  educational  organizations  inter- 
ested in  presenting  similar  programs. 

Organization 

In  October  1932,  at  the  suggestion  of  Mr.  Don- 
ald P.  Bean,  Manager  of  the  University  of  Chicago 
Press,  International  House  and  the  Renaissance 
Society  of  the  University  of  Chicago  appointed  a 
joint  committee  to  arrange  presentations  of  for- 
eign films  not  being  shown  commercially  in  Chi- 
cago. This  committee  under  the  chairmanship  of 
Mr.  Bean  selected  a  program  of  films  in  five  lan- 
guages for  showings  on  Tuesdays  from  November 
1932  to  August  1933.  From  October  1933  to  the 
present  films  chosen  by  the  general  committee  and 
the  committees  growing  out  of  it  have  been  shown 
on  Mondays  and  Tuesdays  except  for  a  three  month 
period  when  the  University  of  Chicago  was  not  in 
session  or  when  satisfactory  films  could  not  be 
obtained.  During  this  two  year  period  since  Oc- 
tober 1933  a  three-fold  organization  developed. 
The  general  committee  divided  itself  into  an  execu- 
tive committee  of  five  members  and  a  panel  of 
judges,  and  a  program  manager  was  appointed. 

The  Executive  Committee,  of  which  Mr.  Bean  is 
chairman  and  Mr.  Clifton  M.  Utley,  Director  of  the 
Chicago  Council  on  Foreign  Relations,  secretary, 
has  the  responsibility  of  outlining  the  objectives 
to  be  aimed  at,  of  a])proving  films  recommended  by 
the  judges,  of  determining  financial  policies,  and 
of  deciding  upon  publicity  methods.  This  com- 
mittee exercises  full  authority  over  the  foreign  film 
programs  sponsored  by  International  House  and 
the   Renaissance   Society ;   and,   subject   to   the   ap- 


By      WESLEY      GREENE 

Assistant  in  Educational  Activities, 
International  House,  Chicago 

proval  of  Dr.   Ernest   B.   Price,   Director  of  Inter- 
national House,  its  decisions  are  final. 

A  panel  of  judges,  expert  in  languages,  litera- 
tures, social  studies  and  education,  has  been  con- 
stituted by  the  Executive  Committee.  From  this 
panel  committees  of  three  are  chosen  by  the  pro- 
gram manager  to  screen  or  otherwise  pass  upon 
films  suggested.  The  recommendations  of  the 
judges  and  the  decisions  of  the  Executive  Commit- 
tee, are  given  effect  by  a  program  manager.  This 
officer  secures  pictures  for  screening,  obtains  in- 
formation on  films,  reserves  the  International  House 
assembly  hall  for  the  showings,  secures  the  opera- 
tor, sees  that  the  equipment  is  checked  and  the  hall 
ready,  rents  films,  has  them  censored  by  the  Chi- 
cago Censor  Board  whenever  necessary,  sees  that 
governmental  fire  and  health  regulations  are  ob- 
served, writes  publicity  and  supervises  its  distribu- 
tion, instructs  the  doorman  and  other  attendants, 
and  holds  himself  in  readiness  at  every  showing  for 
any  eventuality.  These  duties  of  management  are 
performed  by  the  assistant  in  educational  activities 
at  International  House. 

With  modifications  to  meet  special  conditions  the 
organization  sketched  above,  which  is  being  eflfec- 
tively  used  by  International  House  and  the  Renais- 
sance Society,  should  be  satisfactory  for  other 
educational  institutions  with  film  programs.  How- 
ever, if  cinema  groups  feel  that  a  large  general 
committee  should  be  appointed  to  represent  com- 
munity and  school  organizations  whose  support  is 
desired,  it  is  recommended  that  the  real  authority 
to  make  all  decisions  of  consequence  be  retained 
by  a  small  committee  of  three  or  five  members.  It 
is  likely  that  groups  starting  out  with  large  com- 


Page  186 


The  Educational  Screen 


mittees  will  have  the  same  experience  we  had  at 
International  House.  Our  large  committee  became 
a  small  one  when  we  put  it  to  work.  Our  Execu- 
tive Committee  is  for  the  larger  part  made  up  of 
those  members  of  the  general  committee  appointed 
in  1932  who  have  been  glad  to  attend  meetings 
called  on  short  notice,  who  have  been  willing  to 
make  decisions  on  short  notice  and  at  whatever 
odd  hours  the  program  manager  could  reach  them 
by  phone  or  wire,  and  who  have  viewed  foreign 
films  enough  to  acquire  considerable  knowledge  of 
the  field. 

Practically  all  the  work  in  connection  with  our 
film  programs  last  year  was  done  by  a  half  dozen 
or  so  committee  members  and  judges  though  fifty 
or  more  persons  assisted  on  one  or  two  occasions  in 
selecting  films.  Of  great  value  has  been  the  work 
of  three  committee  members — Mr.  Donald  P.  Bean, 
Manager  of  the  University  of  Chicago  Press,  who 
approaches  the  field  of  foreign  films  from  the  point 
of  view  of  the  educator;  Mr.  Otto  F.  Bond,  Chair- 
man of  the  Department  of  Romance  Languages  in 
the  College  of  the  University  of  Chicago  and  Gen- 
eral Editor  of  the  French  Readers  in  the  Heath- 
Chicago  Language  Series,  who  views  foreign  films 
with  the  eyes  of  the  educator,  language  instructor, 
and  student  of  literature ;  and  Mr.  Clifton  M.  Utley, 
Director  of  the  Chicago  Council  on  Foreign  Affairs 
and  interpretive  lecturer  on  international  relations, 
who  brings  a  wide  knowledge  of  foreign  affairs  and 
films  to  the  difficult  business  of  deciding  whether 
or  not  certain  pictures  are  worthwhile.  During  the 
summer  of  1935  while  on  vacation  in  I^ondon,  Brus- 
sels, Berlin,  Geneva,  and  Paris,  Mr.  Utley  pre- 
viewed some  forty  foreign  films,  and  mailed  de- 
tailed criticisms  of  them  to  us.  Mr.  Bond's  criti- 
cisms of  the  films  shown  at  International  House  are 
set  forth  in  articles  entitled  "Foreign  Films  at  Inter- 
national House,"  which  appear  in  Books  Abroad,  a 
quarterly  publication  of  the  University  of  Okla- 
homa Press,  Norman,  Oklahoma. 

The  experience,  then,  of  International  House 
and  the  Renaissance  Society  points  to  the  effective- 
ness of  a  three-fold  organization  concentrating  the 
function  of  policy  determination  in  a  small  Execu- 
tive Committee  of  five  members,  the  responsibility 
of  choosing  films  in  small  committees  of  experts 
chosen  from  a  panel  of  judges,  and  the  business  of 
management  in  the  program  manager. 
Selection  of  Films 

The  judges  of  films  aim  to  find  pictures  which 
are  entertaining,  of  value  in  language  and  literature 
instruction,  stimulating  enough  to  act  as  an  interest 
builder  in  social  studies  and  foreign  civilizations, 
and  valuable  to  students  of  such  specialized  tech- 
niques as  those  of  propaganda  and  cinematograj)hy. 
An  effort  is  made  to  secure  pictures  which  have  as 


many  of  these  characteristics  and  values  as  possible, 
but  care  is  also  exercised  to  insure  that  our  programs 
contain  only  pictures  which  are  acceptable  to  the  edu- 
cated citizens  of  the  countries  in  which  thev  were 
made.  To  this  end  a  number  of  foreign  stu- 
dents named  by  national  groups  or  by  the  .Student 
Council  of  International  House  are  members  of  the 
panel  of  judges. 

Although  one  would  expect  considerable  dis- 
agreement among  the  judges  as  to  whether  certain 
pictures  should  or  should  not  be  included  on  the 
programs,  there  has  been  unanimity  of  decision  in 
practically  ever^r  case  in  which  the  objectives  were 
defined  and  the  potential  audience  determined  in 
advance.  Great  care  must  be  exercised  to  choose 
films  suitable  for  the  audience  which  is  to  see  them  : 
and  since  audiences  differ  widely  the  programs  pre- 
sented by  one  organization  are  not  necessarily 
worthwhile  for  others.  Obviously,  certain  pictures, 
which  are  interesting  to  mature  persons  who  have 
acquired  tastes  for  the  higher  arts  such  as  painting 
and  opera,  will  not  be  enthusiastically  received  by 
a  general  student  audience ;  and  conversely  certain 
other  pictures,  which  are  entertaining  to  a  whole 
student  body,  might  possibly  be  regarded  as  stupid 
by  a  group  a  generation  or  so  older  in  the  apprecia- 
tion of  the  arts.  Furthermore,  certain  films  which 
were  of  interest  at  the  time  some  committee  mem- 
ber saw  them  in  Europe  or  at  the  time  they  were 
shown  at  International  House  are  today  of  little 
value  to  any  cinema  audience.  Probably  not  more 
than  15  per  cent  of  the  75  pictures  so  far  presented 
at  International  House  would  be  entertaining  to  a 
general  student  audience  in  1935-'36;  and  probably 
not  more  than  50  per  cent  of  them  would  be  of  in- 
terest to  such  special  groups  as  language  classes, 
social  science  groups,  and  international  organiza- 
tions. Approximately  one-half  of  the  films  ap- 
proved for  showing  under  the  joint  sponsorship  of 
International  House  and  the  Renaissance  Society 
are  now  of  value  only  as  historical  documents  or 
museum  pieces ;  they  have  made  their  contributions 
to  film  art  or  are  now  so  out  of  date  technically  that 
they  are  no  longer  pleasing. 

Films  and  Distributors 

The  following  films  have  been,  and  should  still  be  of 
wide  general  interest  to  student  audiences  :  Road  to  Life 
(Amkino),  Be  Mine  Tonight  (Universal),  Waltz  Time 
in  Vienna  (Ufa).  Poil  de  Carotte  (Auten),  The 
Human  Adventure  (Shields).  Chapaev  (Amkino), 
Man  of  Aran  (Gaumont-British  or  Fox),  and  several 
British  pictures  (Gaumont-British).  To  this  list  will 
be  added  La  Matcrnelle  (Tapernoux),  which  will  be 
available  in  the  United  States  after  .September  1935. 

The  following  films  should  be  of  value  to  audiences 
with  special  language,  social  science,  or  cinema  inter- 


September,  193  5 


Page  187 


ests :  A  Nous  la  Libcrtc  (Auten).  Lc  Million  (Foreign 
Talking  Pictures),  Crainqnebille  (DuWorld)  Kamer- 
adschaft  (Associated  Cinemas),  Morgoirot  (Protex). 
Der  Hanf<tmanii  von  Kocpenick  (Kinematrade),  Gold 
(Ufa),  FleuchtUnge  (Ufa),  Pcsti  Sserelem  (Du- 
World), and  Laughter  Through  Tears  (Teitel).  To 
this  list  will  be  added  Don  Qiiichotte  (DuWorld)  and 
Der  Schimmelreifer  (General  Foreign  Sales),  which 
are  to  be  included  in  the  1935-'36  program. 

Several  new  French  films  will  be  brought  to  the 
United  States  by  Airs.  Belle  P.  Rand.  Chairman 
of  the  French  Talking  Films  Committee  of  Cam- 
bridge, Mass.  At  the  present  writing  Mrs.  Rand 
has  not  returned  from  Europe,  and  no  information 
as  to  titles  and  release  dates  is  available.  If  the 
policy  of  last  year  is  followed  during  1935-'36  l:)y 
the  French  Talking  Films  Committee  the  pictures 
which  it  brings  to  the  United  States  for  school 
showings  will  each  be  available  for  two  or  three 
months.  During  March  and  April  1935  Interna- 
tional House  and  the  Renaissance  Society  cooper- 
ated with  Mrs.  Rand's  Committee  by  assisting  in 
the  distribution  of  four  of  its  films  to  educational 
institutions  west  of  Pennsylvania.  Again  during ' 
1935-'36  International  House  and  the  Society  will 
assist  eastern  distributors  and  owners  of  foreign 
films  with  the  distribution  of  such  films  as  their 
Executive  Committee  can  recommend.  They  have 
entered  the  field  of  distribution  in  the  hope  that 
their  efforts  will  be  helpful  to  those  educational 
institutions  which  are  bewildered  by  the  multi- 
plicity of  sources  of  foreign  films  and  by  the  con- 
fusing stacks  of  undiscriminating  publicity  mate- 
rials which  come  from  these  sources.  There  are 
not  a  half  dozen  film  distributors  in  the  United 
States  who  seem  to  have  any  conception  whatso- 
ever as  to  what  pictures  are  useful  in  the  schools 
either  as  sheer  entertainment  or  as  visual  aids  to 
instruction.  Several  colleges  are  on  the  verge  of 
giving  up  their  foreign  film  programs  altogether, 
chiefly  because  they  do  not  know  where  to  turn 
for  suitable  films.  If  the  academic  market  is  to  be 
preserved  for  those  who  are  in  the  foreign  film 
business  for  profit,  very  soon  it  will  be  necessary 
for  film  distributors  to  add  to  their  staffs,  persons 
who  thoroughly  understand  the  demands  of  educa- 
tional institutions  and  who  are  willing  to  honor 
those  demands  irrespective  of  immediate  financial 
advantage.  The  alternative  to  this  will  undoubted- 
ly be  either  the  distribution  of  foreign  films  by  the 
proposed  American  Film  Institute  or  the  dissemi- 
nation of  information  to  the  schools  which  action 
will  in  effect  determine  the  academic  market  for 
every   foreign  film. 

Relation  to  Commercial  Cinema  Houses 

The    non-coiTiniercial    cinema     organizations     are 
not  only  in  relationship  to  film  distril)utors  but  also 


to  exhibitors  who  are  in  business  for  profit.  Com- 
mercial exhibitors  can  decidedly  aid  or  injure  the 
non-commercial  showings  in  their  locality.  They 
can  aid  by  furnishing  information  on  films,  though 
most  theatre  men  in  college  communities  know  less 
about  foreign  films  than  a  college  student  who  reads 
the  movie  reviews  in  the  New  York  Times;  they  can 
aid  by  renting  their  theatres  and  equipment  at  cost, 
especially  in  small  communities  with  only  one  or 
two  theatres;  and  they  can  aid  by  "talking"  coop- 
eratively and  refraining  from  making  derogatory 
remarks  about  the  academic  effort  to  exhibit  films. 
How^ever,  commercial  exhibitors  have  every  right 
to  expect  a  high  degree  of  cooperation  from  school 
authorities  and,  if  they  do  not  receive  it,  may  be 
justified  in  withholding  their  support  from  the 
academic  venture.  In  many  communities  com- 
mercial exhibitors  can  injure  and  all  but  ruin  non- 
commercial film  showings  by  recommending  that 
distributors  withhold  films  from  the  schools,  by 
complaining  to  the  tax  authorities  that  the  schools 
are  entering  the  field  of  private  business  and  are 
receiving  unfair  advantage  as  non-tax-paying  insti- 
tutions, and  by  arranging  their  own  programs  so 
that  they  conflict  with  the  school  showings,  thus 
taking  wind  out  of  the  academic  sail. 

International  House  and  the  Renaissance  Society 
have  taken  the  initiative  in  getting  acquainted  with 
the  commercial  exhibitors  in  Chicago  who  might  be 
concerned  about  their  programs,  saying  to  them 
that  their  chief  interest  is  to  have  certain  pictures 
which  they  regard  as  worthwhile  shown  where 
their  members  may  see  them.  However,  if  the  Ex- 
ecutive Committee  discovers  certain  films  which  it 
approves  and  which  can  not  be  profitably  shown  on 
a  commercial  basis,  it  is  explained  that  these  will 
be  shown  by  the  two  sponsoring  organizations  to 
their  own  members  and  certain  students  of  the  Uni- 
versity of  Chicago.  Local  conditions  will  deter- 
mine the  forms  of  cooperation  between  each  school 
and  neighboring  theatres,  but  in  any  case  the  edu- 
cator should  talk  matters  over  with  the  manager 
of  the  local  cinema  houses  before  setting  up  his 
program.  Commercial  exhibitors  will  cooperate 
with  the  schools  whenever  it  is  profitable  for  them 
to  do  so;  fortunately  cooperation  has  become  the 
general  practice. 

Generally  considered,  the  use  of  foreign  films  in 
American  educational  institutions  is  expanding,  not 
primarily  because  foreign  films  are  more  entertain- 
ing than  American  films  (they  are  not),  but  be- 
cause schoolmen  are  becoming  more  and  more 
aware  of  their  educational  and  cultural  worth.  Like 
school  books,  films  must  be  well-chosen  and  used 
at  the  proper  levels  of  development  in  order  to 
serve  their  purpose.     Those  who  look  upon  foreign 

{Concluded  on  jrage  204) 


Page  188 


The  Educational  Screen 


A  Combination  Projection  Unit 


By      FRANK      H.      BROOME 

Science  Instructor,  High  School,  Pompton   Lakes,  N.  J. 


THE  projection  of  three  kinds  of  material  is  very 
important  in  the  field  of  visual  education ; 
namely,  lantern  slides,  opaque  material  and 
microscopic  material.  The  purpose  of  this  article 
is  not  to  enumerate  the  advantages  of  projection  in 
visual  education,  but  rather  to  give  the  relative  ad- 
vantages of  various  types  of  equipment  and  describe 
an  inexpensive  combination  of  units. 

Usually  the  money  available  for  projection  equip- 
ment in  schools  today  is  limited.  It  is  necessary 
therefore  to  obtain  the  equipment  which  will  do 
the  most  work  at  least  cost.  For  best  results  the 
best  light  source  should  be  obtained,  particularly 
for  projection  of  microscopic  material  with  high 
power  magnification.  For  this  purpose  an  arc  light 
is  far  superior  to  an  incandescent  lamp.  In  the 
choice  of  equipment,  some  of  which  may  be  con- 
structed in  the  school,  it  is  advisable  to  purchase 
that  which  is  made  with  the  greatest  precision.  A 
microprojector  is  therefore  the  one  unit  which 
should  be  purchased.  In  selecting  this  piece  of 
equipment,  it  is  advisable  to  get  one  with  a  stand- 
ard high  grade  microscope,  with  mechanical  stage, 


The  Equipment  on  its  Portable  Stand 

which  can  be  readily  removed  so  that  it  may  be 
used  also  for  examining  specimens  and  in  the  mak- 
ing of  slides.  The  light  source  of  the  microprojec- 
tor, with  the  microscope  removed,  may  be  used  as 
the  source  of  light  for  a  slide  projector,  photoelec- 


tric cell  equipment  and  an  optical  disc.  The  water 
cell  for  absorbing  heat  is  another  important  factor 
in  the  selection  of  the  microprojector. 

In  conjunction  with  the  light  source  of  the  micro- 
projector,  an  inexpensive  opaque  projector  with  a 
large  plano-convex  lens  and  slide  carrier  may  be 
used  for  projecting  lantern  slides.  The  arrange- 
ment of  this  equipment  is  shown  in  the  accompany- 
ing photographs.  As  the  microprojector  casts  its 
projection  over  the  top  of  the  opaque  projector,  it 
is  possible  to  show  on  the  screen  simultaneously, 


Ready  for  both  Microscopic  and  Opaque 
Projection 

one  above  the  other,  reproductions  of  the  micro- 
scopic material  and  opaque  material ;  thus  what  is 
on  the  slide  may  be  compared  with  the  photomicro- 
graph of  the  known  material  taken  from  some  book. 
The  position  of  the  picture  projected  by  the  micro- 
projector  may  be  shifted  on  the  screen  by  merely 
changing  the  angle  of  the  prism  at  the  top  of  the 
microscope.  The  opaque  projector  is  mounted  on 
a  hinged  base  with  an  arrangement  for  raising  or 
lowering  it  to  locate  the  material  properly  on  the 
screen.  Blocks  are  placed  on  the  top  of  the  table 
for  accurate  placement  of  the  microprojector.  Elec- 
tric switches  are  conveniently  located  for  switch- 
ing on  and  off  the  arc  light  and  the  lamps  in  the 
opaque  projector. 

By  removing  the  microscope  and  putting  in  place 
the  light  tube  (made  of  sheet  metal  or  heavy  card- 
board) connecting  the  light  source  with  the  opaque 
projector,  lantern  slides  may  be  shojvn.  When  a 
complete  set  of  lantern  slides  on  any  subject  is  not 
available,  it  may  be  supplemented  by  means  of 
opaque  material. 

The  entire  equipment,  it  will  be  noticed  in  the  ac- 
companying illustration,  is  mounted  on  a  rolling 
carriage  with  a  long  electrical  cable  and  mounted 

{Continued  on  page  205) 


I 


September,  1935 


Page  189 


News  and  Notes 


World  Educators  Recognize  Film  Values 

The  World  Federation  of  Education  Associations, 
meeting  in  Oxford  the  past  month,  attracted  2,000  for- 
eign educators,  representing  ahnost  every  country. 
Visual  Education  came  in  for  a  large  share  of  con- 
sideration, according  to  Phyllis  M.  Lovell  of  the 
Christian  Science  Monitor.  Because  "Visual  Educa- 
tion" is  inevitably  connected  in  educational  thinking 
with  the  cinema,  it  was  evidently  regarded  by  dele- 
gates as  something  possessing  the  elements  of  "new- 
ness." Not  that  there  is  really  anything  "new"  about 
teaching  which  is  done  through  the  eye  in  conjunction 
with  the  ear.  The  demand  for  moving  images  has 
always  existed  from  the  time  of  the  paleolithic  cave 
man  to  the  studios  of  Hollywood. 

The  need  for  cooperation  was  emphasized  by  almost 
every  speaker  because,  they  said,  in  all  history  no 
more  powerful  instruments  exist  for  the  spreading  of 
international  understanding  or  misunderstanding. 
"Friendship  between  countries  might  be  made  through 
exchange  even  of  'folk'  films  depicting  daily  life  and 
work  of  peoples  who  have  never  seen  each  other," 
said  Dr.  Zierold  of  the  German  Ministry  of  Education. 
Dr.  N.  Gangulee,  of  the  University  of  Calcutta,  blamed 
producers  for  much  of  the  lack  of  cooperation  in  film 
exchange  by  their  display  of  films  depicting  national 
characteristics.  Such  films  should  be  carefully  scru- 
tinized, said  M.  Lebrvm  of  the  French  Ministry  of 
Education,  and  then  placed  in  an  international  cata- 
logue. 

But  films  should  always  be  employed  with  caution, 
according  to  general  opinion.  Motion  pictures  should 
not  "lead  to  the  passive  absorption"  on  the  part  of 
the  child  or  rapid  and  confused  succession  of  images. 
Education  is  now  emphasizing  the  ability  to  think  in- 
dependently rather  than  the  ability  of  merely  assimil- 
ating facts. 

Illinois  Teachers  Hold  Film  Conference 

At  a  conference  on  motion  pictures  and  education 
held  this  summer  at  the  University  of  Illinois,  Dr. 
Russell  T.  Gregg  of  the  College  of  Education,  ad- 
vised school  administrators  to  budget  money  for  films 
as  they  do  for  books.  It  is  a  mistake,  he  said,  for 
school  executives  to  regard  motion  picture  equipment 
as  educational  luxuries  to  be  supplied  by  the  Parent- 
Teacher  Associations  or  civic  groups.  He  cautioned, 
however,  that  films  be  rightly  used.  They  should  serve 
a  definite  and  particular  purpose  when  used  in  the 
classroom. 

Prof.  I.  Keith,  also  of  the  University  of  Illinois, 
said  that  a  school,  confining  itself  to  the  textbook  and 


Conducted  by  JOSEPHINE  HOFFMAN 


refusing  to  use  new  and  vital  tools  of  instruction,  is 
still  living  in  the  days  of  the  ox-cart. 

Visual  Education  on  National 
Association  Program 

The  thirty-second  annual  meeting  of  the  National 
Association  of  Teachers  in  Colored  Schools,  held  July 
30-August  2  at  Tallahassee,  Florida,  included  the  fol- 
lowing two  afternoon  programs  by  the  Department 
of  Visual  Instruction,  under  the  direction  of  Mrs. 
R.  J.  Gray,  Teacher  in  Charge  of  Visual  Instruction, 
Washington,  D.  C. 

Wednesday,  2 :00  to  4 :00  P.  M. 

Inaugurating  the  Department — President  G.  C.  Wil- 
kinson, First  Assistant  Superintendent  of  Public 
Schools,  Washington,  D.  C. 

Visual  Instruction — Its  Scope  and  Value — -Mrs.  Re- 
becca J.  Gray,  Visual  Instruction  Department, 
Public  Schools,  Divisions  10-13,  Washington,  D.  C. 

Visual  Instruction  in  My  Home  Field — Three  Minute 
Talks 

Demonstration — First  Grade  Reading — A.  R.  God- 
dard,  of  the  Keystone  View  Company 

The  School  Museum — Edith  M.  Lyons,  Administra- 
tive Principal,  Morgan  Demonstration  School, 
Washington,  D.  C. 

Thursday,  2:00  to  4:00  P.  M. 

Demonstration — Third  Grade  Geography — 5th  Grade 
Geography — A.  R.  Goddard 

The  Value  of  Visual  Aids  in  Vocational  Training 

Visual  Instruction  in  Philadelphia — Mrs.  Buela  G. 
McNeill,  Kindergarten  Teacher. 

The  Value  of  Visual  Aids  in  Vocational  Training — ■ 
Mrs.  Theresa  C.  Alexander,  Guidance  Depart- 
ment, Public  Schools,  District  of  Columbia. 

Many  Talkies  at  San  Diego  Fair 

As  at  Chicago's  Century  of  Progress  the  Cali- 
fornia-Pacific International  Exposition  at  San  Diego, 
California  has  witnessed  many  installations  of  auto- 
matic continuous  motion  picture  projectors.  The  gov- 
ernment exhibits,  particularly,  are  featured  by  motion 
pictures.  In  the  Federal  Building,  the  National  Park 
Service  is  showing  films  depicting  natural  marvels 
that  are  preserved  by  the  Service  as  great  public  play- 
grounds, while  in  another  building  its  State  Park 
Division  shows  with  talking  pictures  what  the  CCC 
is  accomplishing  in  the  extension  of  Park  areas  on 
a  state-wide  scale.  Postmaster-General  "Jim"  Farley 
tells   from  a  talking  screen  just  how  the  Post  Ofiice 


Page  190 


The  Educational  Screen 


does  its  work.  The  Department  of  Justice  and  De- 
partment of  Agriculture  are  other  government  depart- 
ments to  "say  it  with  movies." 

Among  industrialists  using  automatic  movies  are  the 
General  Electric  Company  and  the  Spreckles  Sugar 
Company.  So  extensively  are  films  used,  that  a  special 
motion  picture  service  has  been  established  on  the 
grounds. 

The  DeVry  Summer  School  an 
Outstanding  Success 

A  piece  of  news  that  should  interest  the  field  greatly 
is  the  report  of  a  200%  increase  in  attendance  at  the 
DeVry  Summer  School  of  Visual  Education,  at  The 
Francis  W.  Parker  School,  Chicago,  this  summer. 
Our  congratulations  to  A.  P.  Hollis,  director,  and  to 
DeVry  organization  for  sponsoring  an  educational  in- 
stitution at  such  a  high  level  in  the  visual  education 
field. 

More  significant  than  the  large  numbers,  was  the 
character  of  the  attendance.  There  were  more  school 
executives  than  teachers,  and  an  entirely  new  group 
of  representatives  from  some  of  the  largest  indus- 
trials of  the  country.  These  included  International 
Harvester,  Ford,  Caterpillar  Tractor,  Goodyear,  Amer- 
ican Steel  &  Wire,  Firestone,  Perfect  Circle  and  sev- 
eral others.  The  advertising  men  brought  along  the 
recent  sound  films  produced  by  business,  most  of  them 
of  an  educational  nature  suitable  for  school  show- 
ings. Some  were  in  color  rivaling  the  finest  features 
of  the  theatres. 

Another  pleasing  development,  was  the  presence  of 
an  amateur  group  among  the  school  people,  some  of 
whom  showed  "home  made"  films  of  surprising  ex- 
cellence. One  of  these  by  Mr.  Stamm,  teacher  in  the 
West  Allis  High  School,  Wisconsin,  we  will  be  privi- 
leged to  present  to  our  readers  in  the  near  future. 
The  film  shows  pupils  at  work  at  a  variety  of  class- 
room projects,  acting  as  naturally  under  the  movie 
camera,   as   Hollywood   veterans. 

Highlights  of  the  week's  session,  were,  first  of  all 
the  film  showings.  Nowhere  else  have  we  seen  such 
a  screening  of  fine  educational  and  industrial  films — 
explained,  for  the  most  part,  by  the  men  who  pro- 
duced them.  This  feature  alone  would  justify  visual 
educationists  from  all  parts  of  the  country,  journey- 
ing to  this  Mecca  of  Visual  Education. 

Among  the  many  interesting  addresses,  especial 
mention  should  be  made  of  that  of  Mr.  W.  L.  Little- 
wood  of  DeForest  Training,  Inc.,  Dr.  Edgar  Dale  of 
Ohio  State  University,  Dr.  Deer,  representing  the  Will 
Hays  organization,  Mr.  Almond  Fairfield  (Looking 
Through  Great  Telescopes) — and,  strange  as  it  may 
seem,  the  side-splitting  discourse  on  Visual  Education 
in  England  by  Sir  or  was  it  Lord?  Guy  Standing,  at 
the  annual  dinner.  (Charlie  Wilson,  famous  stammer- 
ing radio  comedian,  was  at  his  best  in  this  imper- 
sonation.) 


Massachusetts  Visual  Education  Round  Table 

"Visual  Aids  in  Education"  was  selected  as  one 
of  the  major  topics  of  this  year's  conference  of  the 
State    Teachers    Colleges     and     Teacher     Training 
Schools  of  Massachusetts  at  Bridgewater   Septem- 
ber 4,  5  and  6.     The  conference  was  divided  into 
Round  Table  Groups  for  the  discussion  and  study 
of  visual  aids  in  various  subjects  of  the  curriculum, 
as  shown  by  the  following  program. 
Geography 
Paul  Hufiington,  Bridgewater,  Chairman 
Field  Work  as  a  Visual  Aid 
Uses  of  the  Camera  in  Teaching  Geography 
Uses  of  Films  in  Teaching  Economic  Geography 
Demonstration  of  Making  Slides  and  Their  Uses  in 
Teaching  Mathematical  Geography 
Mathcmaiics 
Mary  A.  McConnell,  Fitchburg,  Chairman 
Visual  aids  such  as  graphs,  charts,  pictures,  models, 
in  teaching  in  the  : 

Primary  and  Intermediate  Grades,  Junior  High 
School,  Senior  High  School  and  College 
The   Use   of   Lantern    Slides   and    Film    Strips    in 
Teaching  Mathematics 

Educational  Psychology 

Lawrence  A.  Averill,  Worcester,  Chairman 

The  Showing  of  Dr.  Gesell's  film,  "Life  Begins" 

Music 

Vivian  Dix,  North  Adams,  Chairman 

Visual  Music  Slides 

Pictures   and   Charts   for  Use   in   Teaching   Music. 

Films  illustrating  instruments  of  the  orchestra 
Slides  Correlating  Music  with  Art  and   Literature 

in  Elementary  Grades 
Films  Featuring  Music  by  Opera  and  Radio  Artists 
Sound   Films   Illustrating  the   Lives  of  Composers 
with  Excerpts  from  Their  Compositions 
English,  Literature,  Reading,  and  Story-Telling 
Sarah  E.  Lovell,  Lowell.  Chairman  of  English 
and  Literature 
Ruth  H.   Carter,   Framingham,   Chairman  of 
Story-Telling  and  Reading 
Reports  on  Use  of  Visual  Aids 
Educational  Slides  Featuring  English  Classics 
Applied  Visual  Aids  in  English  Composition 
General  Science,  Biology,  and  Nature  Study 
G.  W.  Haupt,  Westfield,  Chairman 
Lantern  Slides,  Opaque  Projection 
The  Microscope  and  Microprojection 
Charts  and  Graphs 
Commercial  Alodels  and  Apparatus 
Homemade  Models  and  Apparatus 
Films  in  the  Teaching  of  Science 
Fine  Arts 
C.  Edward  Newell,  Massachusetts  School 
of  Art,  Chairman 
The  program  for  this  section  featured  several  very 
brief  informal  reports  and  demonstrations. 
Practical  Arts 
George  W.  Little,  Salem,  Chairman 
Visual  Aids  in  a  Practical  Arts  Program 
Visual  Aids  Derived  from  Blackboard  Drawing  and 
Use  of  Graphs,  from  Commercial  Sources,  from 
Charts  and  Instruction  Sheets,  from  Printed  Il- 
lustrated Material,  from  School-Made  Exhibits 

(Concluded  on  page  206) 


September,  193  5 


Page  191 


The  Film  Estimates 


A  Night  at  the  Ritz  (Wiliiam  Gargan)  (May- 
fair)  Young  high-pressurt;  hotel  manager  pro- 
motes a  supposed  chef  of  famous  culinary 
lineage,  but  finds  he  cannot  cook  at  all.  Wise- 
cracking dialog  and  a  dumb  cab-driver  sup- 
posedly make  it  all  very  funny.  A  bit  of 
romance   is  also  noticeable.  6-11-35 

(A)  Feeble  (Y)  Feeble  (C)  Hardly 

Accent  on  Youth  (Herbert  Marahall,  Sylvia 
Sidney)  ( Para.)  Smartly  produced,  well-acted 
comedy  of  middle-aged  playwright  and  his 
young  secretary.  Action  mostly  mental,  hence 
**talky".  Intelligent  entertainment  despite 
Bome  extraneous  scenes  and  perhaps  too  many 
arbitrary   reversals   in   conduct.  8-20-35 

(A)  Interesting     (Y)  Little  inter.     (C)  No  inter. 

After  the  Dance  (Nancy  Carroll,  George 
Murphy)  (Columbia)  Vaudeville-dancer  hero, 
jailed  though  innocent,  escapes  and  tries  an 
incognito  comeback  with  a  cabaret-dancing 
heroine  he  met  by  accident.  The  law  finds  him, 
takes  him  back  to  finish  his  term,  but  true  love 
will  wait.  Rather  drab  and  dreary.  9-10-35 

(A)  Mediocre  (Y)  Poor  (C)  No 

Age    of    Indiscretion     ( Paul     Lukas,    Madge 

Evans)  (MGM)  Well-acted  divorce  story.  Self- 
ish wife  leaves  fine  husband  for  mere  wealth, 
trying  vainly  to  take  manly  little  son  with 
her.  Husband  turns  gradually  to  fine  secre- 
tary. High-minded,  sensitive  treatment  of 
theme.     Boy  role  refreshing.  6-25-35 

(A)  Fair    (Y)  Probably  good    (C)  Little  interest 

Air  Hawks  (Ralph  Bellamy,  Tala  Birell) 
(Columbia)  Artificial  airplane  thriller  with 
heavy  villainy  and  preposterous  plot.  Great 
national  air  corporation  secretly  finances 
deadly,  pseudo  -  scientific  invention,  crashing 
planes  and  pilots  of  hero's  rival  company  to 
kill  his  competition.  6-18-35 

(A)  Absurd  (Y)  Hardly  (C)  No 

Anna  Kareninat  Greta  Garbo,  Frederic  March) 
(MGM)  Serious,  impressive  screening  of  Tol- 
stoy's tragic  story  of  illicit  love  against  color- 
ful background  of  Czarist  Russia.  Fine  cast  with 
Garbo  outstanding  as  unhappy  wife  and  mother 
whose  attempt  to  find  happiness  with  lover  leads 
to  disillusionment,  despair  and  suicide.  9-3-35 
(A)  Fine  of  kind         (Y)  Very  mature         (C)  No 

Alibi  Ike  (Joe  E.  Brown)  (Warner)  Hilari- 
ous baseball  picture  with  garrulous  hero,  a 
small-town  pitcher,  saving  day  for  national 
league  club.  Impossible  feats  on  diamond,  rol- 
licking absurdities  in  dialog  and  action,  and  a 
comical  romance,  make  a  thoroughly  laughable 
combination.  7-2-35 

(A)  Very  good  of  kind  (Y)Excellent  (C)Excelient 

Alias  Mary  Dow  (Sally  Eilers.  Henry  O'Neill) 
(Univ)  Familiar  theme  and  situations  which 
could  have  made  convincing  human-interest 
story,  hopelessly  spoiled  by  incongruous  ele- 
ments in  dialog  and  character,  by  creaky  melo- 
drama and  distorted  motives  and  actions.  Too 
false  to  be  plausible.  7-16-35 

(A)  Hardly  (Y)  Better  not  (C)  No 

Alice  Adams  (Katherine  Hepburn,  Fred 
Stone)  (RKO)  Skillful  screening  of  very  human 
Tarkington  story  of  girl  of  humble  home  fight- 
ing for  happiness.  Mistaken  tactics  bring  her 
endless  embarrassment,  often  painful,  relieved 
by  genuine  comedy  and  sudden  happy  ending. 
Fine   roles   by   Hepburn    and    Stone.  8-20-35 

(A)  Interest'g    (Y)  W'thwhile    (C)  Beyond  them 

Arizonian,  The  (Richard  Dix)  (RKO)  Sheriff 
and  judge  are  the  villains,  holding  a  frontier 
town  under  rule  of  the  gun.  when  wandering 
hero  arrives,  sets  things  right  by  mighty  gun- 
play, and  wins  the  cabaret-dancing  heroine. 
Good  mixture  of  usual  Western  ingredients, 

7-9-35 
(A)  Hardly        (Y)  Good  of  kind        (C)  Exciting 

Awakening  of  Jim  Burke  (Jack  Holt) 
(Columb)  Another  big  bluster  role  for  Holt  as 
tough  engineering  boss  who  glories  in  his 
crudity  and  would  have  his  boy  grow  like  him. 
His  treatment  of  fine,  sensitive  son  merely 
painful,  until  his  final  and  none  too  con- 
vincing "awakening."  7-23-35 
(A)  Crude                    (Y)  Crude  (C)  No 

Becky  Sharp  (Miriam  Hopkins)  (RKO) 
(Technicolor)  Elaborate  and  careful  screening 
of  famous  play  based  on  Vanity  Fair,  dis- 
tinctively acted,  covering  chief  events  of 
checkered  career  of  this  great  character. 
Gorgeous  sets  and  costumes  in  full  color. 
Opinions  on  the  color  will  differ.  6-18-35 

(A)  Notable       (Y)  Mature       (C)  Little  interest 


Being  the  Combined  Judgments  of  a  National  Committee  on  Current  Theatrical   Films 

(The  Film  Estimates,  in  whole  or  in  part,  may  be  reprinted 

only  by  special   arrangement  with  The   Educational   Screen) 

Date    of    mailing    on    weekly    service    is    shown    on    each    film. 

(A)  Discriminating  Adults  (Y)  Youth  (C)  Children 


Complete   list   of  the    1 1 2   Film   Estimates   made  since  our  June   issue 


Black  Room,  The  (Boris  Karlotf)  (Columbia) 
Fantastic,  morbid  melodrama,  with  sinister 
background  of  old  Swiss  castle,  about  a  mur- 
dering madman's  ghastly  doings.  His  killing 
mania  runs  riot  till  mere  accident  hurls  him 
also  into  grewsome  pit  with  his  victims.  Klab- 
orate  horror  stuff.  KarloflE's  role  dual.  9-10-35 
(A)  Depends  on  taste  (Y)  No  (C)  No 

Black  Sheep  (Edmund  Lowe,  Claire  Trevor) 
(Fox)  One  crook  outsmarts  another  and  res- 
cues boy  (his  son  he  has  never  seen)  from 
card  sharks  and  designing  women  smugglers 
aboard  Atlantic  liner.  Boy  saved,  hero  finds 
what  happiness  he  may  with  ex-actress  who 
aided  the  sleuthing.  7-30-35 

(A)  Good  of  kind        (Y)  Not  the  best        (C)  No 

Blue  Light.  The  (Foreign  cast)  (Gil  Boag) 
Weird  picturing  of  sinister  old  legend  and  its 
influence  on  primitive  natives  of  Italian  Dolo- 
mites. Wonderful  scenery  strikingly  photo- 
graphed. French  and  German  spoken,  English 
titles.  Vague  plot  but  pictorial  values  unfor- 
gettable. 6-11-35 
(A)  Unusual         (Y)  Heavy         (C)  Beyond  them 

Border  Brigands  (Buck  Jones)  (Univ)  Thrill- 
ing "western"  laid  in  Canada,  with  Canadian 
"Mountie"  as  ponderously  heroic  hero  chasing 
heavy  villain  across  border  for  vengeance. 
Wholesale  killings,  impossible  feats,  usual 
hokum,  and  much  repeating  of  footage  to  pro- 
long thrills.  7-23-35 
(A)  Hardly               (Y)  Fair               (C)  Doubtful 

Brewster's  Millions  (Jack  Buchanan,  Lili 
Damita)  (UA)  British  version  of  American 
stage  antique,  of  man  who  must  spend  money 
fast  to  get  more,  made  into  second-rate  musi- 
cal comedy,  with  too  much  mass  dancing, 
spectacle,  etc.  Partly  redeemed  by  deft  comedy 
of  Buchanan.  7-23-35 

(A)  Perhaps         (Y)  Good         (C)  Little  interest 

Broadway  Gondolier  (Dick  Powell.  Joan 
Blondell)  (Warner)  Fast,  hilarious  musical 
farce,  somewhat  burlesquing  radio,  amusing  or 
absurd  according  to  taste.  Singing  cab-driver 
tries  vainly  to  crash  radio  till  he  wins  fame 
as  fake  Venetian  gondolier.  Confesses  fake 
and  retains  fame.  Usual  wisecracking.  8-13-35 
(A)Dep.  on  taste    (Y)Amusing    (C)If  itinterests 

Broken  Melody  (Merle  Oberon,  John  Gar- 
rick)  (Olympic)  Rather  dull  musical  picture 
about  composer-singer  who  marries  unfaith- 
ful wife,  kills  her,  goes  to  Devil's  Island,  es- 
capes, and  finds  final  happiness  with  his  first 
sweetheart  and  child  of  his  unfortunate  mar- 
riage. Hero's  voice  good.  7-23-35 
(A)  Hardly                      (Y)  No  (C)  No 

Call  of  the  Wild  (Clark  Gable,  Loretta 
Young)  (UA)  Thrilling  Alaskan  melodrama, 
adapted  from  Jack  London,  of  violent  peril 
and  adventure  in  search  of  gold,  ably  acted, 
amid  gorgeous  Arctic  scenery,  with  real  com- 
edy and  human  appeal,  and  strong  triangle 
love-interest  of  usual  Gable  type.  7-30-35 

(A)  Good  of  kind  (Y)  Mature  (C)  No 

Calm  Yourself  (Robert  Young.  Madge  Evans) 
vMGM)  Energetic,  jobless  young  man  founds 
confidential  service  bureau  to  free  clients  from 
personal  predicaments.  Falls  in  love  with 
client's  daughter  and  gets  tangled  in  sus- 
pected kidnapping.  Fast  and  lively  if  not 
alwaya  plausible  farce-comedy.  7-30-35 

(A)  Amusing        (Y)  Good         (C)  Little  interest 

Champagne  for  Breakfast  (Hardie  Albright, 
Joan  Marsh)  (Columbia)  Dull  stuff  with  some 
feeble  acting  and  labored  comedy.  Attorney 
hero  meets  heroine  after  suicide  of  her  father, 
swindled  in  real  estate.  Hero  finally  gets  evi- 
dence to  convict  villain  and  restore  heroine's 
finances.  Unpleasant  drinking  scene.  8-13-36 
(A)  Poor  (Y)  Poor  (C)  No 

Charlie  Chan  in  Egypt  (Warner  Oland)  (Fox) 
Complex  murder  mystery  centered  in  valuable 
Egyptian  tomb  found  by  scholars,  and  in  the 
curse  supposedly  upon  them.  Weird  atmos- 
phere, many  false  leads,  but  Oland.  in  charac- 
teristic Chan  role,  solves  all.  Some  incon- 
gruous comedy  and  pale  romance.  8-20-35 
(A)  Gd.  of  kind    (Y)  Good    (C)  If  not  too  strong 


Chasing  Yesterday   (Anne  Shirley,  O.  P.  Heg- 

gie)  ( RKO )  Delightful  adaptation  of  senti- 
mental story  by  Anatole  France  about  fine  old 
French  professor  who  adopts  and  brings  happi- 
ness to  lonely,  engaging  little  orphan.  Notable 
for  expert  direction,  fine  characterizations,  quiet 
charm  and  humor.  Not  for  the  blase.  6-25-35 
(A)  Charming  (Y)  Excellent  (C)  Good 

China  Seas  (Clark  Gable,  Jean  Harlow) 
(MGM)  Well-done  ultra-thrilling  sea-melodrama 
of  frantic  action  and  hectic  romance  of  hard 
hero  and  cheap,  brazen  heroine.  Incredible 
stuff  about  typhoons,  tortures,  lurid  villainy, 
sudden  death,  with  double  use  of  old  Victor 
Hugo  episode  a  century  old.  8-27-35 

(A)  Good  of  kind       (Y)  Unwholesome       (C)  No 

Chinatown  Squad  (Lyle  Talbot,  Valerie  Hob- 
son)  (Univ)  Artificial  murder  -  mystery  with 
crowded  Chinatown  background,  solved  by  hero 
bus-driver,  police  being  made  very  dumb  as 
usual.  _  Customary  romance  included,  but  plot 
is  too  involved,  vague  and  confused  to  be  very 
effective.  7-2  -35 

(A)  Feeble  (Y)  Poor  (C)  No 

Clairvoyant,  The  (Claude  Rains,  Fay  Wray) 
(British  Gaumont )  Somber,  fantastic  story  of 
man  given  strange  clairvoyancy  powers  when 
in   presence  of  a  certain   woman    who  acts   as 

"battery."  Worth  while  chiefly  for  effective 
settings  and  photography,  especially  in  scenes 
of  great  mine  disaster.  9-3-35 

(A)  Perhaps  (Y)  Heavy  (C)  No  interest 

College  Scandal  (Arline  Judge,  Kent  Taylor) 
(Para)  Suspenseful,  nerve-wracking  murder 
mystery  set  against  ridiculous  college  back- 
ground. While  students  are  rehearsing  a  show 
two  of  them  are  murdered  and  the  life  of  a 
third  endangered.  Usual  misleading  clues,  chills, 
suspects  and  far-fetched  solution.  7-9-35 

(A)  Inferior  (Y)  Of  no  value  (C)  No 

Cowboy  Millionaire  (Geo.  O'Brien)  (Fox) 
Clumsy  and  thoroughly  unconvincing  mixture 
of  society  comedy  and  western  melodrama. 
Elementary  hero,  vainly  prospecting  for  gold, 
meets  proud  English  society  girl,  falls,  follows 
her  to  England,  wins  her,  and  gold  is  found 
on  his  claim  supposedly  worthless.  7-2-35 

(A)  Crude  (Y)  Poor  (C)  Hardly 

Csardas  Princess,  The  (German  cast)  (Ufa) 
Merry  musical  comedy,  in  rollicking  German 
with  full  English  titles,  about  a  Vienna  aristo- 
crat in  love  with  opera  singer.  Amusing  com- 
plications over  the  mesalliance,  and  a  comic 
second  romance  keep  the  fun  going  to  a  happv 
ending.      Well  acted.  9-3-?6 

(A)  Good  of  kind  (Y)  Perhaps  (C)  No  interest 
Curly  Top  (Shirley  Temple,  John  Boles)  (Fox) 
Sentimental  story,  mere  variation  of  "Daddy 
Long  Legs",  but  wholesome,  appropriate  sur- 
roundings for  captivating  little  star  and  full 
sway  for  her  remarkable  talents.  She  and  older 
sister,  taken  from  orphanage,  find  happiness 
and  romance  in  wealthy  bachelor's  home,  8-13-35 
(A)  Pleasing       (Y)  Very  good        (C)  Very  ffood 

Dante's  Inferno(SpencerTracy,  Claire  Trevor) 
(Fox)  Terrible  hash  of  spectacle,  melodrama, 
distorted  ethics  and  great  literature.  Gambler 
hero,  conceited,  ruthless,  rich  from  tawdry  con- 
cessions, causes  sufferings,  suicides,  perjuries, 
and  holocaust  on  ship  for  climax.  Then  rescue, 
reform  and  whitewash.  8-13-35 

(A)  Outrageous  (Y)Unwholesome(C)  By  no  means 

Daring  Young  Man,  The  (James  Dunn.  Mae 
Clarke)  (Fox)  Reporter-hero  reviles  marriage, 
then  falls  suddenly  for  reporter-heroine.  Hu- 
man little  romance  turns  into  outrageous  bur- 
lesque of  prison  life,  with  absurd  complications 
to  make  it  funny  at  any  cost.  Artificial, 
obvious  plot  with  stupid  moments.  6-25-36 

(A)  Feeble  (Y)  Better  not  (C)  No 

Death  from  a  Distance  (Russell  Hopton.  Lola 
Lane)  (Chesterfield)  Undistinguished  murder 
mystery  ordinary  in  dialog  and  acting.  Scien- 
tist is  killed  during  astronomy  lecture.  Nearly 
all  of  cast  under  suspicion  but  least  significant 
member  revealed  as  killer.  Some  incredible 
newspaper-reporter  stuff.  7-9-85 

(A)  Ordinary  (Y)  Fair  (C)  No 


Page   192 


The  Educational  Screen 


Diamond  Jim  (Edward  Arnold)  (Univ.)  Arnold 
gives  notable  characterization  of  Jim  Brady, 
colorful  figure  of  New  York  in  gay  nineties, 
super-salesman,  railroad  pioneer,  sportsman, 
big  spender,  gourmand.  Dramatic  and  romantic 
story  of  his  career  and  eccentricities.  Some- 
what overdrawn  and  fictionized.  9-3-35 
(A)  Interesting     (Y)  Interesting     (C)  Little  int. 

Don't  Bet  on  Blondes  (Warren  William) 
(Warner)  Suave,  sophisticated,  natural-born 
gambler  hero  turns  ta'ents  from  racetrack  to 
insurance.  One  freak  policy  entangles  him  fa- 
tally in  romance.  Reverses  hit  him  but  gam- 
bling triumphs.  Breezy  comedy  smoothly 
played,   but  ethics   dubious  to  some.  8-20-35 

(A)  Good  of  kind     (Y)  Doubtful     (G)  Better  not 

Eight  Bells  (Ann  Sothern.  Ralph  Bellamy) 
(Colum)  Sensational  sea  stuff,  record-break- 
ing storm,  etc.  Story  is  artificial  melodrama 
about  yellow-livered  captain,  his  blonde  heiress- 
fiancee,  and  hero  first-mate  who  complicates 
everything  and  saves  everybody.  Thrilling  un- 
less absurd.  6-11-35 
(A)  Hardly                  (Y)  Perhaps  (C)  No 

Escapade  (Wm.  Powell,  Luise  Rainer) 
(MGM)  Clever,  well-sustained  Viennese  cos- 
tume comedy  from  German  original,  present- 
ing sophisticated  romance  and  intrigue  without 
offense.  Among  fine  cast,  new  Viennese 
actress,  Rainer,  does  outstanding  role.  Done 
in  exactly  right  spirit  and  tempo.  7-30-35 

(A)  Fine  of  kind      (Y)  Mature      (C)  No  interest 

Evensong-  (Evelyn  Laye)  (British-Gaumont) 
Wistful,  poignant  story  of  Irish  girl  with 
great  voice,  giving  up  love  for  operatic  career, 
learning  her  mistake  only  in  twilight  of  life. 
Cast  not  perfect  and  lovely  music  deserves 
better  sound  reproduction,  but  picture  has 
much  charm,  7-2-35 

(A)  Unusual        (Y)  Mature        (C)  Beyond  them 

Every  Night  at  Eight  (George  Raft,  Patsy 
Kelly)  (Para.)  Lively,  flimsy  farce  about  brag- 
gart jazzband  leader  and  would-be  candidates 
for  fame  on  the  air.  Dialog  funny,  stale,  or 
stupid,  action  absurd,  music  passable  to  crude, 
and  Raft  simply  silly.  Attempt  to  cash  in 
on   radio  craze.  8-27-35 

(A)  Mostly  dull  (Y)  Perhaps  (C)  No 

Farmer  Takes  a  Wife  (Janet  Gaynor,  Henry 
Fonda)  (Fox)  Rural  comedy  of  Erie  Canal  in 
1840,  well  acted,  beautifully  set,  and  with 
genuine  historical  flavor.  Fistfights  and  liquor, 
no  wisecracks  or  profanity.  Heroine,  for  canal 
vs.  railroad,  hero,  for  farm  vs.  canal,  make 
engaging  human  and  dramatic  material.  8-13-35 
(A)Very  good     (Y)Excellent    (C)Probably  good 

Flame  Within  (Ann  Harding,  Herbert  Mar- 
shall) (MGM)  Strong,  clinical  romance  of 
woman  psychiatrist  who  cures  and  saves 
another  woman's  lover,  but  gets  so  seriously 
involved  with  patient  as  to  threaten  her  own 
fine  romance.  Not  wholly  convincing  but 
tense  and  splendidly  acted.  7-23-35 

(A)  Very  good  of  kind  (Y)Mature  (C)Nointerest 

The  Florentine  Dagger  ( Donald  Woods,  M. 
Lindsay)  (Warner)  Murder  mystery  of  distinc- 
tive flavor  of  medieval  Italy,  cleverly  combin- 
ing modern  stage  life  and  the  deeds  of  the 
Borgias.  Characters  human,  atmosphere  eerie, 
acting  convincing,  and  only  one  murder !  Only 
flaw  is  Barrat's  overacting.  9-10-35 

(A)  Good  of  kind        (Y)  Good  thriller        (C)  No 

Front  Page  Woman  ( Bette  Davis,  George 
Brent)  (Warner)  Engaging  hero  and  heroine 
are  rival  newspaper  reporters,  in  love,  but  al- 
ways scheming  to  beat  each  other  on  scoops. 
Absurdities  nullified  by  fast,  breezy  action. 
Dialog  is  chiefly  a  continuous  stream  of  wise- 
cracks. 8-6-35 
(A)  Good  of  kind  (Y)  Mostly  good   (C)  Little  int. 

Ginger  (Jane  Withers)  (Fox)  Little  slum  waif 
plays  truant,  breaks  windows,  steals  to  bail  old 
uncle  out  of  jail,  lands  in  wealthy  home  for 
"reform."  Instead  succeeds  in  "humanizing" 
family.  Parts  amusing  and  human,  but  whole 
overdone  and  glorification  of  slangy  little  hero- 
ine hardly  ideal  example  for  children.  7-9-35 
(A)Hardly     (Y) Probably  amusing     (C) Doubtful 

Glass  Key.  The  (Geo.  Raft,  Edward  Arnold) 
(Para)  Strong  melodrama  of  political  intrigue 
and  mystery.  Political  boss  gets  implicated  in 
a  murder  but  is  cleared  when  his  loyal  aide 
exposes  murderer.  Involved  plot  with  many 
grim,  violent  scenes  and  unpleasant  charac- 
ters. Waste  of  able  cast.  7-9-35 
(A)  Unpleasant         (Y)  No         (C)  Certainly  not 

Going  Highbrow  (Guy  Kibbee.  Zasu  Pitts) 
(Warner)  Farcical  "society"  comedy,  about 
bungling  attempts  of  comic  family  "manager" 
to  marry  off  son  of  impoverished  family  to 
pseudo-daughter  of  dizzily  rich,  social  climb- 
ing couple.  More  or  less  amusing  in  typical 
Kibbee  and  Pitts  style.  7-30-35 

(A)  Feeble  (Y)  Passable  (C)  Hardly 


Hard-Rock  Harrigan  (George  O'Brien,  Irene 
Hervey)  (Fox)  If  a  hard-rock  man  can  whip 
his  boss,  he  takes  the  boss'  job  ;  but  this  man's 
boss  has  a  weak  heart !  A  cave-in.  some  he- 
roics, fine  shots  of  tunneling,  and  the  hero  ' 
wins  the  heroine  and  the  job  without  even 
a   fight.  8-6-35 

(A)  Perhaps   ( Y)  Good   (C)  Good  if  not  too  strong 

Headline  Woman,  The  (Roger  Pryor,  Heather 
Angel)  (Mascot)  Lively  jumble  of  ordinary 
newspaper  comedy  and  romantic  melodrama. 
Snappy  hero-reporter  and  his  crowd,  talking 
only  wisecrack  English,  get  the  news  despite 
hostile  Police-chief,  solve  crime  and  protect 
aristocratic  heroine.  Improbability  high.  6-25-35 
(A)  Hardly  (Y)  Fair  (C)  Hardly 

Here  Comes  Cookie  (Gracie  Allen,  George 
Burns )  ( Para. )  Hilarious  nonsense,  funny  or 
silly  according  to  taste  for  Grade's  absurd 
blunderings  and  crazy  proceedings  growing  out 
of  her  efforts  to  aid  wealthy  father's  scheme 
of  feigning  poverty  to  dispose  of  sister's  mere 
money-seeking  suitor.  9-3-35 

(A)  Depends  on  taste      (Y  and  C)  Prob.  amusing 

High  School  Girl  (Crane  Wilbur)  (Foy  Pro- 
ductions) Feeble  and  boring  presentation  of 
trite  theme.  Aims  to  show  that  innocent  girl's 
seduction  by  classmate  is  the  result  of  busy 
mother's  failure  to  instruct  her  daughter  about 
life.      Poor    acting    except    by    Crane    Wilbur. 

6-18-35 
(A)  Weak       <Y)  Worthless        (C)  Certainly  not 

Hooray  for  Love  (Gene  Raymond,  Ann 
Sothern)  (RKO)  Typical  musical  play,  with 
tuneful  songs  sung  none  too  well,  agreeable 
cast,  some  fine  dancing,  and  much  hokum. 
Heroine's  hopelessly  crooked  father  involves 
hero  with  crooks  producing  new  play.  Impos- 
sible obstacles,  and  final  rescue.  6-11-35 
(A)  Dep.  on  taste     (Y|  Fairly  good    (C)  Djubtful 

Hopalong  Cassidy  (Bill  Boyd.  Jas.  Ellison) 
(Para)  Mulford's  book  made  into  above-average 
western  with  more  action  than  fidelity.  Crooked, 
cattle- rustling  foreman  makes  trouble  between 
two  ranches  in  order  to  steal  from  both. 
Heavy  heroics  and  fine  scenery.  Some  real 
character  interest,  for  a  change.  9-10-35 

(A)  Dep.  on  taste  ( Y)Good  (C)  Gd.  if  not  toostrong 

In  Caliente  (Pat  O'Brien,  Dolores  Del  Rio) 
(Warner)  Illiterate  editor,  irresistible  to  wom- 
en, flies  with  chum  to  Mexico  to  escape  drink 
and  New  York  gold-digger.  Promptly  wins  dance- 
heroine  and  gold-digger  gets  chum.  Some  danc- 
ing and  comedy  good.  Rest  mere  spectacle, 
clap-trap,  sexy  innuendo,  stale  humor.  6-18-35 
(A)  Stupid  (Y)  Unwholesome  (C)  No 

Irish  In  Us.  The  (Jas.  Cagney,  Pat  O'Brien) 
(Warner)  Sentimental  story  of  Irish  family 
with  familiar  O'Brien-Cagney  formula  of  riv- 
alry over  same  girl,  serious  hard-working  elder 
brother  of  course  losing  out  to  light-hearted 
jobless  younger.  Some  human  appeal  but  oft- 
en over-sentimental  and  humour  obvious.  9-3-35 
(A)  Hardly      (Y)  Prob.  good      (C)  If  it  interests 

Jalna  (Kay  Johnson,  Ian  Hunter)  (RKO) 
Intelligent  realism  in  vivid  picture  of  joys, 
woes  and  wranglings  of  large  Canadian  family 
in  old  homestead,  dominated  by  erratic,  vigorous, 
centenarian  grandmother.  Three  romances  cause 
trouble  till  one  accidental  death  solves  all.  Real 
entertainment.  Refreshingly  lifelike.  9-10-35 
(A)  Interesting     (Y)    Mature     (C)  Beyond  them 

Java  Read  (English  cast  and  Anna  Mae 
Wong)  (1st  Div.)  Picturesque  portrayal  of  old 
New  England  life  in  days  of  clipper  ships. 
Tense  romantic  complications,  when  hero 
brings  home  Chinese  princess  as  his  wife, 
solved  by  her  suicide.  Notable  in  acting,  dia- 
log, diction,  and  genuine  historical  flavor.  8-6-35 
(A)  Interest'g   (Y)  Mature  but  gd.    (C)  Little  int. 

Keeper  of  the  Bees  (Neil  Hamilton.  Betty 
Furne.ss)  (Monogram)  Sentimental,  homespun 
Gene  Stratton  Porter  story  well  screened.  Ex- 
soldier,  given  but  six  months  to  live,  finds 
health  and  happiness  in  rural  village.  Plot  a 
bit  complex  and  mature,  but  very  appealing. 
Fine  shots  of  bees  at  work.  7-16-35 

( A )  Pleasing      ( Y )  Very  good      (C )  Probably  good 

Laddie  (John  Beal,  Virginia  Weidler)  (RKO) 
Delightful  filming  of  Gene  Stratton  Porter's 
homespun  story  of  people  on  Indiana  farm 
and  English  family  coming  to  live  nearby. 
Notable  for  remarkable  acting  of  new  child 
star  as  "Little  Sister."  Homely  sentiment  and 
humor  throughout.  6-11-35 

(A)  Excellent  (Y)  Excellent  (C)  Good 

Ladies  Crave  Excitement  (Preston  Foster, 
Evelyn  Knapp )  ( Mascot)  Unoriginal  story  of 
high-pressure  news-reel-cameraman  hero,  his 
hectic  doings  and  romance  with  rich  heroine 
identity  unknown.  Much  hokum,  trite  incident, 
mediocre  acting,  but  manages  to  get  speed, 
thrill,    and    exciting    amusement.  8-20-35 

(A)  Hardly  (Y)  Passable  (C)  Doubtful 


Lady  Tubbs  (Alice  Brady,  Alan  Mowbray) 
(Univ)  Light,  human,  laughable  farce-comedy 
unworried  over  probabilities.  Alice  Brady,  as 
dominating  railroad-camp  cook,  has  to  save 
her  niece  from  snubs  of  English  aristocracy, 
and  succeeds  by  extraordinary,  elaborate  and 
comical    methods.  8-13-35 

(A)  Amusing  (Y)  Very  good  (C)  Good 

Life  of  St.  Anthony  of  Padua  (Italian  pro- 
duction) Elaborate  portrayal  of  history  and 
legend  in  St.  Anthony's  life,  against  careful 
12th  Century  backgrounds,  sincerely  done. 
Distinctly  illuminating  on  life  of  period.'  Bi- 
lingual titles,  the  Italian  much  better  than 
the  English  translation.  7-23-35 

(A)  Interesting     (Y)  Good  of  kind     (C)  Hardly 

Little  Friend  (Nova  Pilbeam)  (British-Gau- 
mont) Fine,  effective  drama  with  familiar  tri- 
angle situation.  Poignant,  psychological  study 
of  tragic  reactions  of  sensitive  young  heroine 
to  parents'  estrangement.  Remarkable  per- 
formance by  child  actress  and  engaging  role 
by  her  friend  Jimmie.  6  11-35 

(A)  Very  good     (Y)  Perhaps  too  mature    (C)  No 

Lost  City,  The  (William  Boyd,  Claudia  Dell) 
(Krellberg)  Preposterous,  silly  mess.  Hero's 
expedition  discovers  African  "Lost  City", 
operated  by  pseudo-scientific  inventions.  From 
then  on  he  is  busy  rescuing  himself,  inventor 
and  daughter  from  city's  power-mad  ruler, 
giants,   etc.  6-18-35 

(A)  Waste  of  time  (Y)  Stupid  (C)  No 

Love»  of  a  Dictator  (Clive  Brook,  M.  Car- 
roll) (Brit.-Gaumont)  (Finely  acted,  fairly  ac- 
curate picture  of  events  in  18th  Century  Den- 
mark under  weak-minded  King  Christian  VII. 
But  licentious,  scheming  Struensee  of  history 
is  made  idealist,  devoted  to  people  and  unsel- 
fishly loving  Queen  Caroline.  8-6-35 
(A)  Good  of  kind     (Y)  Very  mature    (C)  No  int. 

Love  Me  Forever  (Grace  Moore,  Leo  Carillo) 
(Columb)  Fine  musical  film,  with  superb  solo 
and  ensemble  singing,  including  almost  entire 
two  acts  of  "La  Boheme."  Heroine's  fine 
love,  for  ex-gambler  responsible  for  her  suc- 
cess, is  hardly  plausible  but  provides  enter- 
taining drama  and  humor.  7-16-35 
(A)Fineofkind  (Y)Ex'lent  (C)  Yes,  if  it  interests 

Mad  Love  (Peter  Lorre)(MGM)  Unpleasant, 
irrational  concoction  of  horror  and  morbidity, 
plot  preposterous,  hero  repellent.  Mad  sur- 
geon, infatuated  by  and  offensive  to  heroine 
and  to  audience,  daes  fantastic  operation  to 
do  away  with  rival  husband.  Revolting  and 
gruesome.      Lorre's    acting   fine.  8-20-35 

(A)  Offensive  (Y)  No  (C)  No 

Make  a  Million  (C.  Starrett,  Pauline  Brooks) 
'Monogram  I  Young  college  teacher  of  eco- 
nomics is  charged  with  unsound  theories  and 
proceeds  to  disprove  charges  by  making  a  mil- 
lion from  the  gullible  public  by  an  amusing 
swindle,  aided  by  gang  of  crooks.  Ethics 
dubious.  8-27-35 

(A)  Hardly  (Y)  No  (C)  No  < 

Man  on  the  Flying  Trapeze  (W.  C.  Fields) 
(Para)  Meaningless  title  for  feeble  domestic 
farce,  with  typical  Fields  pantomime  in  good 
measure  but  too  little  plot  or  action  to  stretch 
to  feature  length.  Thoroughly  funny  in  spots 
with  Fields  as  henpecked  husband,  low-pay 
clerk,  and  surreptitious  drinker.  8-13-35 

(A)  Hardly  (Y)  Not  the  best  (C)  No 

Manhattan  Moon  (Ricardo  Cortez,  Dorothy 
Page}  I  Univ. )  Slow-moving  night-club  back-) 
stage  story  of  self-made  rich  sophisticate  whoi 
falls  in  love  with  light-opera  star,  whose 
double  (for  publicity  purposes)  causes  com- 
plications. Glamorous  hodge-podge  of  poof- 
music,  small  minds,  and  much  money.  8-27-35 
(A)  Feeble  (Y)  Waste  of  time  (C)  No 

Man  Who  Knew  Too  Much  (Peter  Lorre. 
Nova  Pilbeam)  (Gaumont  -  British)  London 
melodrama  on  kidnapping  theme,  distinctive 
for  restrained  acting,  tense  action,  sinister 
atmosphere.  Effects  are  skillfully  derived  from 
character  more  than  from  mere  violence  and 
peril.     Dialog   hard  to  follow.  6-18-36 

(A)Good  of  kind    (Y)Prob.  good    (C)Too  mature 

Mary  Jane's  Pa  (Aline  MacMahon.  Guy  Kib- 
bee) (Warner)  Well  acted,  human  story  of 
tramp  printer  who  deserts  family,  sees  world,  ■ 
returns  to  find  wife  a  power  in  publishing 
and  politics.  How  he  wins  back  family  and 
saves  day  for  clean  politics  are  convincingly 
and   interestingly  shown.  7-16-36  i 

(A)  Very  good  of  kind     (Y)  Excellent    (C)  Fair' 

Maybe  It's  Love  (Gloria  Stuart,  Ross  Alt-x- 
ander)  (1st  Nat)  Trials  of  young  couple  ami 
interfering  relatives.  A  screening  of  the  fa- 
mous stage-play.  Saturday's  Children,  ratlu-r 
lacking  in  deftness,  subtlety  and  charm  "f 
original,  and  not  helped  by  "modern"  touihos 
attempted  in  dialog.  "-It'-'i:"* 

(A)  Fair         (Y)  Perhaps  (C)  Little  intonst 


September,  193  5 


Page  193 


Men  of  the  Hour  (Richard  CromwelU  (Cu- 
lumbia )  Camera-man  hero  fails  at  first,  but 
wins  back  his  newspaper  job  by  sheer  resource- 
fulness and  unshakable  nerve.  Makes  thrill- 
ing the  ordinary  and  extraordinary  adventures 
in  hectic  life  of  the  picture  hound.  A  pleasant 
romance   is   included.  8-6-35 

(A)  Good  of  kind    (Y)  Thrilling    (C)  Too  strong 

Men  Without  Names  ( Fred  MacMurray.  Madge 

Evans)  (Para)  Another  gangster  picture,  ex- 
ploiting ruthless  villainy  and  violent  gun-play. 
and  glorifying  G-Men  and  methods.  Govern- 
ment's work  against  crime  cleverly  capitalized 
in  this  growing  series  to  concentrate  attention 
on  underworld  doings.  7-16-35 

(A)  Good  of  kind  (Y)  Better  not  (C)  No 

Murder  by  Television  (Be'.a  Lugosi  K Cameo) 
Feeble  murder-mystery  in  which  inventor  is 
mysteriously  killed  before  audience  to  whom  h? 
is  demonstrating  his  invention  in  television, 
the  motive  for  the  crime.  Inferior  acting  and 
direction,  too  much  talk,  extraneous  scenes 
lugged  in  for  comedy.  9-3-35 

(A)  Poor  (Yl  Poor  (C)  No 

Murder  in  the  Fleet  (R.  Taylor,  Jean  Parker) 
(MGM)  Hilarious  farce-comedy  and  murder- 
mystery,  laid  on  a  battleship,  with  sailor  wise- 
cracking, low  comedy,  slapstick,  cheap  ro- 
mance, much  excitement,  and  no  "detectives." 
Ship's  officers  solve  their  own  mystery.  Avoids 
gruesomeness.  7-2-35 

(A)  Fair  of  kind     (Y)  Good  of  kind     <C)  Perhaps 

Murder  Man  (Spencer  Tracy,  Virginia  Bruce) 
(MGM)  Clever  newspaper  man  perpetrates 
"perfect  crime"  and  fastens  it  thoroughly  on 
his  enemy.  Romantic  complications  and 
awakened  conscience  produce  confession  and 
tragic  ending.  Sturdy  melodramatic  etuflE  well 
done  by  Tracy  and  cast.  7-30-35 

(A)  Good  of  kind  (Y)  Thrilling  (C)  No 

My  Heart  is  Calling  (Jan  Kiepura.  Marta 
Eggert)  (British-Gaumont)  Lively,  engaging 
musical,  laid  on  shipboard  and  in  Monte  Carlo. 
Stranded  opera  troup  wins  over  many  ob- 
stacles by  tenor's  fine  voice.  Comedy  some- 
times labored,  but  charming  romance,  lovely 
music   and  settings  compensate,  7-23-35 

(A)  Enjoyable  (Y)  Excellent  (C)  Good 

Mysterious  Mr.  Wong  (  Bela  Lugosi,  Wallace 
Ford!  (Monogram)  Chinatown  thriller  of  grim 
doings  by  Oriental  master  villain,  peeking 
twelve  power-giving  coins  of  Confucius  but 
foiled  by  nonchalant  young  reporter.  More 
character  interest  than  usual  and  less  of 
merely  gruesome  scare  effects.  6-25-35 

(A)  Fair  of  kind         (Y)  Good  of  kind         (C)  No 

NitwiU,  The  (Wheeler  and  Woolsey)  (RKO) 
Incoherent  hodge-podge  of  usual  Wheeler  and 
Woolsey  dialog  and  antics  in  murder-mystery- 
farce  of  crazy  situations  and  absurd  action. 
Heroes  blunder  upon  solution  in  rowdy,  slap- 
stick finish  that  may  be  over-exciting  for 
children.  7-2-35 

(A)Dep.  on  taste  (Y)Prob.  amusing  (C)Doubtful 

No  More  Ladies  (J.  Crawford.  R.  Mont- 
gomery) (MGM)  Blase  heroine  marries  arch- 
philanderer-hero  to  reform  him.  He  does 
prompt  infidelity,  she  counters  with  pretended 
one,  and  they  make  up  in  tears.  Ostentatious 
sophistication,  sensuous  suggestiveness.  and 
marital  flippancy  are  the  features.  6  25-35 

(A)  Depends  on  taste    (Y)  Decidedly  not    (C)  No 

Oil  for  the  Lamps  of  China  (Josephine 
Hutchinson,  Pat  O'Brien)  (Warner)  Realistic 
story  of  commercial  conquest  of  Orient.  Ideal- 
istic hero  gives  all  for  company  that  was  to 
"take  care  of  him."  Bitter  disillusion  till  de- 
voted wife  wins  for  him.  Much  strong  and 
human  ;   some  distorted   sentiment.  6-11-35 

(A)  Mostly  good  (Y)  Too  mature  (C)  No 

Old  Man  Rhythm  (Buddy  Rogers  and  a  lot 
more)  (RKO)  Senseless  hodge-podge  of  end- 
less jazz,  cheap  romance,  dizzy  dancing  and 
silly  absurdities,  laid  in  the  craziest  "college" 
yet  screened.  It  will  be  funny,  stupid,  or 
idiotic  according  to  intelligence  and  taste  of 
the  spectator.  7-23-36 

(A)  Absurd  (Y)  No  value  (C)  No 

Orchids  to  You  (John  Boles,  Jean  Muir)  (Fox) 
Well-acted  domestic  drama.  As  proprietor  of 
flower  shop,  heroine  gets  entangled  in  divorce 
trial  but  refuses  to  testify  against  hero's  adored 
but  faithless  wife.  When  hero  learns  the  truth 
he  turns  to  fine  heroine.  Some  appealing  scenes 
and  deft  comedy  by   Butterworth.  7-9  35 

(A)  Fair  of  kind      (Y)  Hardly  suitable      (C)  No 

Page  Miss  Glory  (Marion  Davies,  Pat  O'Brien) 
(Warner)  Nonsense  farce  that  labors  to  be 
funny,  fast  and  furious.  Amusing  at  times, 
but  too  much  banal  dialog,  artificial  situation, 
cheap  and  trite  comedy,  and  an  absurd  role  for 
Miss  Davies  interfere  a  bit  with  the  total  en- 
tertainment value,  it  would  seem.  9-10-35 
(A)  Mediocre                  (Y)  Fair                  (C)  Poor 


Paris  in  Spring  (Tullio  Carminati,  Ida  Lu- 
pino)  (Para)  Highly  sophisticated  farce  about 
blase  lovers,  threatened  suicides,  and  jealousies 
artificially  induced.  Airily  unconcerned  with 
truth  to  life,  but  too  preposterous  at  times  to 
justify  so  good  a  cast.  Too  farcical  a  role 
for  Carminati.  7-30-35 

(A)Dep.  on  taste     (Y)D<mbtful     (C)No  interest 

Party  Wire  iJean  Arthur.  Victor  Jory) 
(Colum)  Thoroughly  distasteful  indictment  of 
small-town  life,  so  exaggerated  as  to  become 
bur'esque.  Portrays  all  men  and  women  of 
town  as  vicious  scandal-mongers  seeking  to 
destroy  innocent  heroine,  and  almost  succeed- 
ing. Good  acting  wasted.  6-11-35 
(Al  Hardly                (Y)  Undesirable  (C)  No 

Patriots.  The  (Soviet  production)  (Amkino) 
Clumsy,  Soviet  war  film,  slow-moving,  con- 
fused, of  benighted  life  in  primitive  Russian 
village,  1914-1917.  Incessant  noise,  mud, 
trenches,  slaughter.  Dialog  bawled,  songs 
howled.  Heavy,  crude,  depressing  portrayal 
of  elemental  humans.  8-6-35 

(A)  Dull  (Y)  No  (C)  No 

Public  Hero  No.  1  (C.  Morris,  Jean  Arthur) 
(MGM)  Super-thriller  in  G-men  vs.  gangster 
series,  but  nine  tenths  gangster.  Surefire 
boxoffice  mixture  of  sinister  crime,  federal 
pursuit,  machine-gun  slaughter.  Gang's  doc- 
tor is  sodden  drunkard,  brazen  heroine  is 
gang  leader's  sister,  etc.  Arthur  good.  6-25-35 
( A )  Good  of  kind    ( Y)  Doubtful    ( C )  By  no  means 

Pursuit  (C.  Morris,  Sally  Filers)  (MGM)  Old 
comedy  "chase"  dragged  out  to  full  length  pic- 
ture. Heroine  detective  and  hero  aviator,  hired 
to  speed  child  to  Mexico,  try  to  cheat  each 
other  but  fail  in  love.  Absurd  and  endless 
adventures,  getting  its  thrills  out  of  risks  to 
a  child.  8-13-35 

(A)  Stupid  (Y)  Feeble  (C)  Doubtful 

Rip  Roarin*  Riley  (Unimportant  cast)  (Pur- 
itan )  Rudimentary  western  thriller  repeating 
production  of  twenty  years  ago,  with  he-man 
hero-cop  running  down  super  badmen  in  im- 
possibly heroic  style.  Overacting,  crude  dia- 
log, mediocre  acting,  with  blaring  noise  to 
conceal  defects.  8-27-35 

(A)  Stupid  (Y)  Hardly  (C)  No 

Sanders    of    the    River    (Leslie    Banks,    Paul 

Robeson)  (UA)  Colorful,  dramatic  story,  not 
always  convincing,  with  real  African  back- 
ground, native  tribesmen  as  actorS.  Robeson 
fine  as  loyal  chieftain,  aide  to  British  com- 
mander in  handling  trouble-making  rival 
chief.     Thrilling  climax.  8-20-35 

(A)  Interesting    (Y)  Probably  gd.    (C)  Doubtful 

Shanghai  (Charles  Boyer.  Loretta  Young) 
(Para)  Colorful,  exotic,  finely  acted  story  of 
high  finance  and  true  love.  It  reeks  with 
wealth  but  is  mostly  sincere  and  convincing. 
Russian-Chinese  hero,  a  power  in  Shanghai, 
and  American  heiress  meet,  love,  but  separate 
when    racial    barrier    is   discovered.  8-6-35 

(A)  Fineof  Icind  (Y)  Mature  (C)  No 

She  (Helen  Gahagan.  Randolph  Scott)  (RKO) 
Spectacular  screening  of  Rider  Haggard's  thrill- 
ing, imaginative  novel.  Hero  and  party  find 
weird  kingdom  where  beautiful  woman-ruler 
possesses  secret  of  immortality  and  wants  hero 
to  share  it  with  her.  Many  tense,  exciting  mo- 
ments. Distinguished  by  Gahagan's  work.  7-9-35 
(A)  Unusual       (Y)  Exciting       (C)  Beyond  them 

Smart  Girl  (Ida  Lupino,  Joseph  Cawthorn) 
( Para. )  Two  u  Itra-modern  sisters  want  hero. 
He  marries  one  and  nasty  triangle  starts.  All 
villain  gets  out  of  it  is  $100,000  and  hero's 
wife.  So  hero  marries  the  other.  Splendid 
comedy  role  by  Cawthorn  makes  much  of  the 
film  great  fun.  8-20-35 

(A)  Lively  (Y)  Unwholesome  (C)  No 

Steamboat  Round  the  Bend  (Will  Rogers, 
Ann  Shirley)  (Fox)  Last  picture  by  universally 
beloved  star.  Mississippi  life  in  the  nineties, 
with  Will  in  role  of  strong  human  appeal  as 
laugh-maker  and  bringer  of  happiness  to  two 
youngsters  in  trouble  and  in  love.  Cumula- 
tive fun  to  fine  climax.  8-27-35 
(A)  Amusing            (Y)  Very  good            (C)  Good 

Stolen  Harmony  (George  Raft,  Ben  Bernie) 
(Para)  Incredible  hash  about  a  touring  jazz 
orchestra  mixed  up  in  gangster-and-convict 
melodrama,  with  the  luxurious  bus  as  only 
real  feature.  Tries  variety  of  appeal  by  every 
known  means  except  sane  plot  and  talented 
acting.     Lively   mediocrity.  6-18-35 

(A)  Feeble  (Y)  Not  the  best  (C)  No 

Stranded  (Kay  Francis.  Geo.  Brent)  (Warner) 
Idealistic  heroine's  work  in  Travelers'  Aid  and 
romance  with  engineer-hero  pleasingly  and  hu- 
morouslyshown.  Conflicting  viewpoints  separate 
them  until  hero's  troubles  with  labor-racketeers 
bring  dramatic  climax  and  reunion.  Partly 
human  and  amusing,  partly  far-fetched.  7-9-35 
{A)Fairlygood  (Y)  Probably  good  (C)Nointerest 


The  Raven  (Bela  Lugosi.  Boris  Karloft) 
(Univ)  Gratuitous -horror  melodrama  of  mad 
doctor,  gratifying  sadistic  impulses  by  sub- 
jecting whole  cast  to  diabolical  torture  devices 
as  described  in  various  Poe  tales.  Preposter- 
ous, gruesome  connection  designed  solely  for 
spine-chilling  and  shock.  7-30-35 

(A)  Depends  on  taste    (Y)  No    (C)  By  no  means 

The  Scoundrel  (Noel  Coward,  Julie  Hayden) 
(Para)  Shrewd,  ruthless  publisher  rules  his 
world  and  ruins  its  women  with  "love",  till 
death  brings  proper  penalty.  Strong  picture, 
masterfully  played  and  photographed,  cleverly 
arresting  dialog,  gripping  despite  unreality 
and  clumsy  mysticism  at  end.  6-25-35 

(A)  Exceptional         (Y)  By  no  means         (C)  No 

Thunder  in  the  East  (Charles  Boyer,  Merle 
Oberon)  (UA)  (British  Prod.)  Strong,  tragic 
romance  of  true  exotic  quality,  done  with  fine 
restraint,  power  and  beauty.  Loyal  Japanese 
captain  risks  al  1 ,  even  his  beloved  wife,  for 
victory.  He  wins  great  seafight,  loses  love, 
and  calmly  chooses  suicide.  9-10-35 

(A)  Fine  of  kind  (Y)  Mature  (C)  No 

Times  Square  Lady  (Virginia  Bruce.  R. 
Taylor)  (MGM)  Inheriting  father's  sporting 
enterprises,  heroine  finds  herself  surrounded 
by  crooks  and  double-crossers  who  composed 
his  personnel.  Hash  melodrama  of  little  in- 
telligence and  much  hokum.  As  final  solution 
she  marries  chief  crook.  7-2-35 

(A)  Trash  (Y)  Better  not  (C)  No 

Together  We  Live  (Willard  Mack)  (Colum- 
bia) Indictment  of  Communism.  Mack  fine  as 
patriotic,  idealistic  Civil  War  veteran,  father 
(of  grandfather  age)  of  two  young  sons  who 
turn  to  Communism.  Much  dialog,  little  ac- 
tion, but  amusing  climax  in  which  sons  see 
the  light.  8-27-35 

(A)  Hardly     (Y)  Probably  good     (C)  Little  int. 

Top  Hat  (Fred  Astaire,  Ginger  Rogers)  (RKO) 
Fast,  clever  society-farce-comedy,  with  lavish 
sets,  music,  superb  dancing.  Hilarious  plot 
about  true  love  nearly  wrecked  by  m  istaken 
identity.  Comedy  without  slapstick,  wit  with- 
out wisecracks,  deft  sophistication  without  vul- 
garity, and  notable  role  by  Horton.  9-10-35 
(A)  Excellent     (Y)  Excellent     (C)  If  it  interests 

Unknown  Woman  (Richard  Cromwell,  Marian 
Marsh)  (Columb)  Elementary  stuff  about  youth- 
ful lawyer-hero  who  becomes  involved  with 
bond  thieves,  and  heroine,  posing  as  crook  but 
actually  a  secret  service  agent.  Mild  suspense 
before  guilty  are  caught  and  bonds   recovered. 

7-2-35 
(A)  Hardly  (Y)  Perhaps  (C)  No 

Vagabond  Lady  (Robert  Young.  Evelyn  Ven- 
able)  (MGM)  Gum-drop  munching  heroine  is 
about  to  marry  asinine  older  brother,  head  of 
firm.  Younger  brother,  complete  prodigal,  re- 
turns from  world  cruise,  fights,  drinks — but 
eats  gumdrops  with  her,  so  they  marry.  Light, 
happy-go-lucky   farce.  8-6-35 

(A)  Good  of  kind       (Y)  Doubtful       (C)  Perhaps 

Village  Tale  (Kay  Johnson,  Randolph  Scott) 
( RKO )  Stern,  realistic  story  of  growth  of 
small-town  scandal,  fostered  by  ne'er-do-well 
villain,  leading  to  inhuman  slander,  cruelty, 
bloody  fighting,  a  suicide,  and  much  bitter 
suffering  throughout.  Happy  ending  softens 
the  unpleasantness  but  little.  7-16-35 

(A)  Good  of  kind  (Y)  Doubtful  (C)  No 

Virginian.  The  (Gary  Cooper.  Mary  Brian) 
(Para)  Estimated  February,  1930.  now  anti- 
quated in  spots,  is  still  above-average  western. 
Plenty  of  gun-play,  hard  liquor,  cattle  rustling, 
and  the  one  extremely  gruesome  scene  of  the 
hanging  of  Steve  by  his  friend  the  hero.  Lacks 
(A)  Good  of  kind  (Y)  Doubtful  (C)  No 

We're  In  the  Money  (Joan  Blondell,  Glenda 
Farrell)  (Warner)  Mere  series  of  episodes  show- 
ing how  a  pair  of  slangy  gold-diggers  work  a 
profitable  racket  delivering  summons  to  breach- 
of -promise  victims.  Cheap  in  dialog,  action 
and  character.  Ending  proves  one  can't  be 
too  cheap  to  succeed.  8-27-35 

(A)  Stupid  (Y)  No  (C)  No 

Woman  Wanted  (Maureen  O'SulHvan,  Joel 
McCrea)  (MGM)  Lively  adventures  of  inno- 
cent heroine  convicted  of  murder  but  freed  on 
way  to  prison  by  gangsters  interested  in  her 
release.  Chase  after  her  and  hero  aiding  her. 
by  both  gangsters  and  the  law.  makes  fairly 
good  crook  melodrama.  9-3-35 

(A)  Fairly  good       (Y)  Amusing       (C)  Doubtful 

Youth  of  Maxim  (Russian  sound  picture 
with  English  titles)  (Amkino)  First  of  trilogy 
of  propaganda  films  to  present  origins  and 
glories  of  Russian  struggle  to  democracy.  Ex- 
cellent acting,  but  slow  tempo,  crude  humor, 
stolidity  of  characters,  and  much  complexity 
and  vagueness  lessen  its  appeal.  6-18-35 

(A)  Unusual  (Y)  Little  interest  (C)  No 


Page    194 


The  Educational  Screen 


Among  the  Magazines  and  Book: 


School  Executives  Magazines  (August.  '35)  "Se- 
lecting Educational  Talking  Pictures,"  by  M.  R. 
Brunstetter. 

The  appraisal  of  motion  pictures  has  been  com- 
plicated by  the  addition  of  the  sound  feature.  An 
appraisal  form  is  here  given,  covering  six  analytical 
points :  objectives  of  the  picture,  content  of  the  pic- 
ture, development  of  content,  technical  audio-visual 
elements,  contribution  to  other  curriculum  mate- 
rials, and  overview  of  general  eflfectiveness.  In  one 
case,  as  high  as  fourteen  sub-heads  are  given  for 
rating.  Criteria  for  speech,  which  enhances  the 
picture,  instead  of  detracting  from  it,  are  scien- 
tifically deduced.  Aside  from  detail,  provision  is 
made  for  a  summary  in  each  of  the  six  fields  with 
a  final  "General  Rating."  The  appraisal  form  is 
given  with  detailed  description  in  "The  Education- 
al Talking  Picture,"  by  F.  L.  Devereux  and  Others, 
University  of  Chicago  Press. 

Education  (May,  '35)  "Extending  Experience 
through  Excursions,"  by  Elga  M.  Shearer. 

A  well-analyzed  description  of  the  out-door  pro- 
cedure of  a  fourth  grade  class,  studying  "The  Ocean 
in  Relation  to  Man"  under  the  tutelage  of  Miss 
Marion  Rannow,  should  be  extremely  suggestive 
in  the  field  of  trips  requiring  much  art  on  the  part 
of  the  teacher.  Twelve  excursions  are  described, 
on  which  the  children  earned  individually  their 
own  expenses. 

Minnesota  Journal  of  Education  (May,  '35)  "In- 
troducing Motion  Pictures  into  the  School,"  by 
Donald  K.  Lewis,  Red  Wing. 

Seven  questions,  of  the  type  that  everyone  in- 
troducing visual  means  into  education,  is  sure  to 
ask,  are  fully  answered.  Information  is  given  con- 
cerning, the  proven  advantages  of  visual  over  verbal 
lessons,  being  safe  and  law-abiding  in  using  film, 
projection  adapted  either  to  classroom  or  audito- 
rium, the  possibility  of  a  school  film  library,  or  low 
rental  costs,  size  of  screen,  and  material  for  screens 
in  both  classroom  and  in  auditorium.  Under  the 
selection  of  films,  the  following  guide  questions  are 
given:  "Does  the  film  develop  some  phase  of  the 
unit?  Is  the  pictorial  matter  accurate?  Is  ac- 
tivity emphasized?  Does  the  film  editing  follow 
a  definite  presentation  plan?  Are  the  titles  easily 
read?"  In  the  writer's  general  science  classes,  no 
textbooks  are  used.  Study  materials  are  provided 
for  each  unit,  and  35,000  feet  of  films  are  used,  the 
latter  being  financed  by  a  fund  averaging  for  the 
year  fifty  cents  per  pupil. 


Conducted  by  MARION  F.  LANPHIER 


Science  (August,  '35)  "A  Simple  Method  for 
Reading  Film  Strips,"  by  G.  Robert  Coatney.  The 
author  has  discovered  that  the  low  power  of  the 
ordinary  l^inocular  dissecting  microscope  makes 
clear  the  reading  of  film  strips  with  the  advantage 
of  using  both  eyes. 

"A  Terminology  Proposed  for  Motion  Picture 
Films,"  by  Oscar  W.  Richards,  Yale  University. 
After  half  a  century  of  motion  picture  technique, 
there  is  still  lacking  a  terminology  for  films  pro- 
jected at  a  faster,  or  a  slower,  rate  than  that  at 
which  they  were  taken,  and  those  projected  at  the 
same  rate  as  when  taken.  A  terminology  is  pre- 
sented, which  lacks  all  the  inconsistencies  of  the 
terms  now  in  use. 

Reading  and  the  School  Library  (March,  '35) 
"Visual  Aids  in  Teaching  the  Slow  Reader,"  by 
Myron  R.  Golden. 

Using  the  lantern  to  produce  "animated  flash 
cards"  by  slides  written  by  hand,  or  typed  on  cello- 
phane, has  brought  excellent  results  to  the  author 
for  the  past  four  years  in  a  school  in  Brooklyn. 
Nine  special  skills  are  developed,  including  train- 
ing in  vocabulary,  phonics,  and  eye  sweep.  Two 
pages  of  typical  lessons  are  given,  which  in  them 
selves  may  be  very  helpful,  and  also  suggestive  for 
further  developments.  J 

School  and  Society   (June  15,  '35)   "Children  at" 
the  jMovies,"  by  the  League  Correspondent  of  the 
London  Times. 

The  question  of  proper  recreational  movies  for 
children  has  been  under  consideration  by  the 
League  of  Nations  for  some  time.  A  year  ago,  the 
League  Child  Welfare  Committee  appointed  S.  W. 
Harris  of  the  British  Home  Oiifice  as  rapporteur  on 
this  subject.  The  Home  Office  has  held  that  in 
line  with  suitable  recreational  pictures  for  children, 
something  more  definite  should  be  done  to  stimu- 
late the  production  of  "family"  films.  Reports  from 
twelve  nations  indicate  that  little  has  been  done  to 
provide  recreational  films  for  youth.  In  London 
County,  out  of  21,000  children,  nearly  40%  attend 
the  motion  picture  theater  once  or  twice  a  week;  ,' 
at  Dundee,  about  80%  go  once  or  oftener.  In  a 
Chicago  Child  Study  group,  it  was  found  that  64% 
of  the  children  attended  once  or  twice  weekly. 

"Ostensibly  millions  of  children  attend  the  cine- 
ma every  week  apparently  without  disaster,  and  in 
spite  of  much  that  may  be  undesirable  there  can 
be  no  doubt  that  on  a  balance  the  social  effect  has 


September,  193  5 


Page    195 


been  for  good  rather  than  for  evil."  Children  are, 
however,  often  frightened  at  the  films  and  the  ef- 
fect remains  with  them,  while  morally  questionable 
features  are  ignored.  The  suggestions  made  by  the 
British  Reporter  are  that  public  authorities  and 
voluntary  bodies  should  experiment  in  the  organiza- 
tion of  special  recreational  performances,  co-operat- 
ing with  commercial  firms.  The  interests  of  adults 
and  of  the  family  as  a  whole  must  be  taken  into 
account.  It  seems  necessary  to  dispel  among  pro- 
ducers the  tradition  that  extravagant  methods  are 
necessary  for  success.  Only  a  few  children's  clas- 
sics, of  interest  to  all  ages,  have  been  drawn  upon. 
"The  League  Child  Welfare  Committee  will  draw 
international  attention  to  this  question,  which  is 
considered  to  be  vital  to  the  well-being  of  children 
throughout  the  world." 

Sight  and  Sound  (Spring,  '35)  "A  Pioneer  School 
in  Film  Education,"  by  C.  J.  N.  Redfearn,  West 
Kensington  School  for  Boys,  England. 

"A  central  library  of  educational  films  is  very 
desirable.  It  is  time  that  something  was  done  to 
unify  the  present  scattered  sources  of  supply.  Aft- 
er trying  general  use  of  films  in  the  auditorium,  the 
usual  method  now  is  for  a  special  teacher  to  prepare 
a  film  lesson  on  a  topic  being  treated  in  the  class. 
The  film  is  first  run  without  comment.  A  talk  fol- 
lows by  the  teacher,  when  the  film  is  run  a  second 
time,  the  most  important  parts  being  emphasized 
and  explained.  The  next  day,  usually  either  tests 
are  given  or  a  composition  is  written  on  the  sub- 
ject of  the  film.  Repetition  is  as  important  in  film 
lessons  as  in  other  lessons.  Map  and  diagram 
scenes  should  be  shown  as  stills,  the  same  as  other 
matter  that  requires  time  for  perception." 

Films  are  criticized  by  members  of  the  staff  for 
the  inclusion  of  irrelevant  detail  and  insufficient 
emphasis  on  essential  parts.  A  copy  of  the  captions 
should  be  supplied  with  each  film,  and  should  be 
in  the  hands  of  the  teacher  at  least  a  day  before 
the  film  lesson.  "Owing  to  the  shortness  of  time 
during  which  a  film  can  be  retained  and  the  de- 
mands of  other  activities  both  on  the  use  of  the 
school  space  and  on  the  teacher's  time,"  it  is  not 
always  possible  to  have  a  pre-viewing. 

Journal  of  Chemical  Education  (April,  '35)  "Vis- 
ual Education  in  Albuquerque,"  by  Eldred  R.  Har- 
rington. 

The  Albuquerque  High  School  has  obtained  in 
four  years  nmseum  materials  for  about  $3.00,  which 
if  bought  on  the  open  market  would  cost  over 
$1,000.00.  Products  of  nearly  all  the  processes  re- 
ferred to  in  the  science  texts  are  at  hand,  and  also 
many  model  machines.  Exhibits  have  come  from 
every  continent  of  the  world,  including  rubber  from 
the  Malay  States,  graphite  from  Mexico,  and  gar- 

{Continued  on  page  208) 


Ready    For    You! 

The  11th  Edition  of 

^'1000  and    One'' 

(The  Blue  Book  of  Non-Theatrical  Films) 

144  pages:  listing  over  4,000  films, 
3  5  mm.  and  1 6  mm.,  silent  and  sound, 
for  education  and  entertainment 

Published  annually  for  eleven  successive  years  "1000  and 
One"  Is  the  one  recognized  standard  non-theatrical  film  ref- 
erence source,  known  and  used  the  country  over  by  thousands 
of  film  users  in  schools,  churches  and  other  organizations 
in   the    non-theatrical   field. 

The  more  than  4,000  films  listed  in  the  new 
11th  edition  are  very  completely  classified  ac- 
cording to  subject  and  arranged  in  1}9  num- 
bered subject  groups  with  from  10  to  more  than 
100  films  listed  under  each  group.  The  major 
classifications  with  one  or  more  subject  groups 
under  each  are  as  follows: 

Agriculture  (w^ith  16  subject-groups);  Art 
and  Architecture;  Astronomy;  Athletics  & 
Sports;  Biography;  Chemistry;  Civics  &  Pa- 
triotism; Domestic  Science;  Economics  &  Com- 
mercial Education;  Educational  Activities; 
General  Science;  Geography  (-with  37  subject- 
groups);  Geology,  Physiography  and  Meteorol- 
ogy; Government  Activities;  Health  and  Hy- 
giene; History;!  Industry  &  Engineering  (w^ith  19 
subject-groups);  Literature  &  Drama;  Music  & 
Dancing;  Natural  Science  (with  1 1  subject- 
groups);  Physics;  Physiology;  Psychology; 
Scenic;  Sociology;  Travel  &  Transportation 
(with  5  subject-groups);  War — Naval  &  Mili- 
tary; Entertainment  —  Juvenile  &  General; 
Religion  &  Ethics;  a  section  of  Foreign  Films, 
and  several  pages  of  Comedies,  News  Reels, 
Novelties,  etc.,  together  ■with  a  list  of 
100  theatrical  films  of  1934-35 
recommended  in  the  Film  Estimates 
Full  information  Is  given  on  every  film — title,  number  of 
reels,  brief  summary  of  contents,  and  source  or  sources  dis- 
tributing the  film.  Indicates  whether  16  mm,  35  mm,  silent 
or  sound,  at  a   glance. 

PRICE   only    75c 

Except  to  subscribers   of   EDUCATIONAL  SCREEN 
who    pay    a     mere    25c    for    the    famous    directory. 
Whether    you    use    films    seldom    or    often,    you    will 
find   a   copy  of  "1000   and   ONE"   indispensable.      If 
you    are   using    or  want   to   use   visual   aids,   you   will 
find  the  monthly  Issues  of  EDUCATIONAL  SCREEN 
informative    and    helpful.      Your    subscription    saves 
you  50c  on  the  price  of  "1000  and  One". 
Use    the    coupon    below    to    order    "1000    and    One"    with    or 
without  a   subscription   to  the   magazine,   placing   your  check- 
mark  In   the    proper   square   for   our   guidance. 


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Page  196 


The  Educational  Screen 


The  Church  Field 


The  Cinema  in  the  Church  Field  in  Australia 


We  are  indebted  to  Mr.  W.  Cresswell  O'Reilly, 
of  Sidney,  Australia,  for  the  interesting  material 
here  reprinted.  It  is  a  copy  of  a  vigorous  resolu- 
tion recently  passed  by  the  Methodist  General 
Conference  of  Australia,  meeting  in  Melbourne,  on 
May  22,  1935,  relating  to  the  use  of  the  cinema  in 
church  activities.  The  Committee  authorized  in 
the  resolution  was  appointed  by  the  Conference, 
with  Mr.  O'Reilly  as  the  Convenor.  We  give  below 
the  resolution,  and  Mr.  O'Reilly's  address  made  to 
the  Conference  in  support  of  same. 

The  Resolution 

"That  this  General  Conference  is  of  opinion  that 
the  time  has  arrived  when  the  aid  of  Cinematog- 
raphy should  be  extensively  and  effectively  utilized 
in  connexion  with  the  work  of  the  Church. 

"It  therefore  resolves  to  appoint  a  Committee  to 
inquire  into  the  whole  question ;  collect  data ;  sug- 
gest feasible  schemes  for  the  employment  of  films 
in  our  religious  activities ;  and  report  especially  as 
to  the  advisableness  or  otherwise  of  the  use  of  the 
cinema  as  part  of  public  worship. 

"Such  Committee  shall  submit  such  progress  re- 
ports as  it  may  think  fit  to  the  State  Conferences, 
and  a  comprehensive  report  to  next  General  Con- 
ference." 

In  moving  the  adoption  of  the  above  Mr.  O'Reilly 
said : — 

"For  more  than  a  quarter  of  a  century  one  of  the 
most  widely  used  inventions  of  modern  life  has 
been  almost  completely  secularized.  The  film,  with 
its  appeal  to  the  eye  and  the  dramatic  instinct,  has 
been  a  potent  influence  in  moulding  ideas  arid  con- 
sequently character.  The  cinema  has  become  the 
most  powerful  medium  of  propaganda  known  to 
mankind.  There  is  reason  to  believe  that  its  influ- 
ence has  been  sometimes  evil,  but  can  we  not  re- 
solve that,  in  future,  it  shall  be  'on  the  side  of  the 
angels'. 

"The  proposal  to  use  the  cinema  in  church  work 
may  appear  to  some  to  be  opposed  to  the  sense  of 
the  fitness  of  things,  but  every  means  of  expression 
which  appeals  to  the  imagination  and  the  emotions 
is  worthy  of  employment  in  ministering  to  our  spir- 
itual life  and  moral  uplift.  The  Salvation  Army  has 
said  'Why  should  the  devil  have  all  the  best  tunes?' 
• — the  Church  must  say:  'Why  should  the  people 
who  make  a  living  by  producing  and  exhibiting  pic- 


tures have  a  monopoly  of  that  means  of  shaping  the 
character  of  the  community?'  I  understand  that  at 
Yallourn,  in  Victoria,  there  is  a  hall  in  which  there 
is  a  pulpit  at  one  end  and  a  proscenium  at  the 
other.  A  weekly  journal  refers  to  this  as  a  'curious 
conjunction  of  the  sacred  and  profane".  Why  can- 
not both  pulpit  and  proscenium  be  at  the  one  end? 

"One  of  the  distinguishing  characteristics  of  the 
method  of  the  Master  in  presenting  His  message 
was  to  appeal  to  the  eye  and  the  innate  dramatic 
instinct  of  humanity.  If  He  was  here,  I  believe  He 
would  use  the  film,  and,  no  doubt,  modern  Phari- 
sees would  accuse  Him  of  consorting  with  publi- 
cans and  sinners.  Until  the  Church  is  prepared  to 
use  every  legitimate  means  to  put  over  its  message 
it  will  continue  to  deplore  the  decline  of  church  at- 
tendance and  the  general  indifference  to  organized 
religion. 

"Experiments  have  already  been  made  here  and 
elsewhere  in  connexion  with  the  use  of  films  in 
church  work,  but  nothing  far-reaching  or  states- 
manlike has  yet  been  projected  or  attempted.  I 
believe  we  are  overlooking  and  neglecting  a  splen- 
did avenue  of  approach  to  the  hearts  and  minds  of 
the  masses.  The  churches  are  entrusted  with  the 
responsibility  of  making  Christ's  invitation  known 
and  proclaiming  his  salvation.  We  are  falling  down 
on  our  job,  because  the  methods  that  were  once 
successful  are  obviously  failing  to  appeal  and  are 
faltering  in  their  grip.  In  face  of  this,  some  other 
expedient  should  be  tried.  Why  not  films?  The 
other  day  Dr.  Lee  Holt  told  us  that  'we  need  a  new 
strategy'.  There  is  a  duty  cast  upon  us  to  examine 
this  possibility  closely  and  determine  whether  they 
should  be  employed.  Not  many  j-ears  ago  the  in- 
troduction of  the  organ  in  church  worship  was  ob- 
jected to  on  the  ground  that  it  was  a  'box  of  whus- 
tles'.  Some  may  object  to  films  —  that  they  are 
canned  criminality,  but  I  foresee  a  dav  when  the 
cinema  will  become  the  ideal  ally  and  aid  to  Chris- 
tianity. The  enemies  of  morality  have  not  hesi- 
tated to  use  it  to  enslave  the  imagination,  to  poison 
the  mind,  and  to  paralyse  the  will.  On  the  other 
hand,  the  cinema  may  become  the  instrument  to 
enlighten  the  mind  to  stimulate  modern  effort  and 
to  reveal  the  glory  of  Christianity.  Film  produc- 
ers have  commercialized  the  emotional  appeal  of 
pictures  and  have  laid  the  emphasis  on  crime  and 


September,  193  5 


Page  197 


sex.  Can  we  not  capture  the  community  by  pre- 
senting the  charm,  the  beauty,  and  the  love  of 
Christ? 

"In  my  opinion,  the  cinema  may  fultill  three  func- 
tions —  those  of  Entertainment,  Education  and 
Evangelism.  I  use  the  latter  term  in  the  widest 
sense  to  include  the  propagation  of  any  gospel — 
political,  social,  economic  or  religious.  The  cinema 
has  fulfilled  the  first,  it  is  being  increasingly  uti- 
lized in  the  second,  and  it  rests  on  all  the  branches 
of  the  Church,  who  will  probably  be  brought  closer 
together  thereby,  to  courageously  and  with  vision 
to  consummate  the  third. 

"I  believe  that  the  religious  film  (using  that  term 
also  in  its  widest  sense)  will  accomplish  two  ob- 
jects: first,  attract  and  interest  the  outsider;  sec- 
ond, enhance  the  appeal  and  effectiveness  of  wor- 
ship. In  England,  moribund  missions,  depressing 
and  deserted  causes,  are  teeming  with  life  and  ac- 
tivity since  the  introduction  of  films.  We  have 
called  in  music,  architecture,  colour,  form,  and  rit- 
ual to  aid  our  worship.  Why  should  we  not  bring 
in  a  new  factor  which  will  not  diminish  its  reverence 
or  spiritualit)-  but  heighten  the  atmosphere  of 
adoration  and  deepen  the  spirit  of  true  worship. 

"I  have  been  in  the  commercial  theatre  and 
strongly  felt  the  mood  of  the  crowd,  swayed  by  the 
lesson  of  a  splendid  picture,  which  has  walked  out 
more  reverent  and  subdued  than  from  many  of  our 
church  services. 

"I  do  not  propose  to  enter  into  any  details  at  this 
stage,  but  I  would  like  to  make  the  following  brief 
points : — 

1.  Our  Sunday  School  policy  must  be  replanned. 
The  cinema  wdll  supply  a  new  and  vital  focus- 
sing point. 

2.  The  films  to  be  used  for  this  purpose  must  be 
of  the  highest  quality.  No  half  measures  will 
avail. 

3.  There  is  plenty  of  material  available.  The 
whole  gamut  of  religious  and  human  interest 
awaits  exploitation. 

4.  If  Overseas  Missions  are  to  survive,  the  cine- 
ma will  stimulate  interest  at  home  and  coun- 
teract the  influence  of  the  commercial  cinema 
in  the  field. 

5.  The  campaign  must  be  world  wide  and  trans- 
cend all  denominational  limitations. 

6.  Its  adoption  may  be  costly,  but  it  will  save 
the  Church's  life  as  an  organization  of  conse- 
quence in  the  community. 

"The  film  is  a  modern  tract,  and  it  challenges  the 
Church  to  re-orientate  itself  to  the  changing  needs 
of  the  modern  world.  If  the  Church  accepts  that 
challenge,  ,it  will  again  become  the  decisive  factor 
in  the  thought  and  action  of  the  race." 


The  "Yale 
Chronicles" 


Recognized  and  accepted  everywhere  as  the 
standard  of  all  visual  aids  in  the  field  of  the  so- 
cial sciences.  As  planned  by  members  of  the 
Departments  of  History  and  of  Education  in 
Yale  University,  and  produced  with  high  pro- 
fes'ilonal  quality  under  the  supervision  of  a  Com- 
mittee of  the  University  Council,  the  Yale 
Chronicles  of  America  Photoplays  literally  re- 
construct, in  every  minute  detail,  fifteen  striking 
milestones  in  American  history; 

Columbus — +  reels 

Jamestown — 4   reels 

The    Pilgrims — 3    reels 

The   Puritans — 3    reels 

Peter   Stuyvesant — 3    reels 

The  Gateway  to  the  West — 3  reels 

Wolfe  and   Montcalm — 3   reels 

The  Eve  of  the  Revolution — 3   reels 

The   Declaration  of  Independence — 3   reels 

Yorktown — 3  reels 

Vincennes — 3  reels 

Daniel   Boone — 3  reels 

The  Frontier  Woman — 3  reels 

Alexander  Hamilton — 3  reels 

Dixie — 3  reels 

Supplement  and  enrich  your  history  courses  for 
1935-36  through  arranging  now  to  use  the  Yale 
Chronicles.  No  visual  program  is  complete 
without  these  indispensable  aids.  Scientifically 
developed  teaching  materials  are  supplied  in  ad- 
vance. Prints  of  the  fifteen  silent  films,  both 
16  mm.  and  35  mm.,  are  lodged  in  twenty-three 
distribution   centers. 

In  addition  to  their  permanent  historical  value, 
the  Yale  Chronicles  possess  distinct  dramatic 
quality  and  serve  as  a  powerful  instrument  for 
the  stimulation  of  patriotism  and  good  citizen- 
ship. They  are  Ideal  for  community  use,  church 
work,  civic  and  social  programs. 

Please  send  me  an  illustrated  booklet  and  further  details 
concerning  The  Chronicles  of  America  Photoplays. 

Name 

Position 

Location „..,i 

YALE  UNIVERSITY  PRESS 
FILM  SERVICE 

386  FOURTH  AVENUE  NEW  YORK,  N.  Y. 


Page  198 


The  Educational  Screen 


Film  Production  Activities 


Additions  to  Bell  and  Howell  Sound  Library 

IViUiam  Tell,  a  splendid  sound-on-filiii  seven-reel 
feature  picture  setting  forth  the  inspiring  Tell  legend 
in  almost  every  land  and  language,  is  announced  for 
exclusive  release  in  16  mm.  by  the  Bell  &  Howell 
Filmosound  Rental  Library. 

Produced  in  its  entirety  in  the  high  regions  of  the 
Swiss  Alps,  with  an  authentic  background  of  architec- 
ture, characters,  and  costumes,  the  picture  combines 
majestic  beauty  with  the  memorable  story  of  a  brave 
nation's  struggle  for  freedom.  Many  of  the  sturdy  old 
buildings  take  the  same  grim  part  in  the  picture  that 
they  played  in  the  real  Swiss  revolt  of  the  14th  cen- 
tury. Dr.  P.  Lang  and  Doctor  Gossler  of  the  Swiss 
National  Museum  in  Zurich  spent  months  of  historical 
research  in  recreating,  with  greatest  accuracy,  the  de- 
tails of  life  and  customs  in  the  days  of  William  Tell. 

Additional  current  releases  by  this  library  are :  two 
striking  films  on  Mexico  produced  by  the  noted  Rus- 
sian director,  Sergei  Eisenstein,  titled  Thunder  Over 
Mexico  (a  seven-reel  feature)  and  Mexican  Hallow- 
een (a  two-reel  subject  released  theatrically  under  the 
tide  Death  Day)  ;  a  two-reel  adventure  picture 
N'Manga,  which  gives  an  interesting  insight  into  native 
life  in  Central  Africa,  centering  around  the  efforts  of 
a  master  hunter  to  capture  the  rarest  of  African  part- 
ridges, the  Frankolin ;  a  children's  picture,  The  Masked 
Raider  (two  reels),  which  should  be  of  interest  also 
to  all  lovers  of  the  out-of-doors;  and  South  Seas  (one 
reel),  an  additional  chapter  from  Zane  Grey's  Scrap- 
book. 

Two  New  Health  Films 

National  Motion  Pictures  Company  h^s  produced 
two  new  one-reel  health  motion  pictures  titled  Milk, 
the  Master  Builder,  and  Preventing  the  Spread  of  Di- 
sease. A  fact  of  interest  in  connection  with  these  films 
is  that  they  were  photographed  by  Floyd  Crosby,  who 
in  1932  won  the  Motion  Picture  Academy  of  Arts  and 
Sciences  award  for  his  photographic  work  on  the  film 
Tabu. 

The  film  dealing  with  milk  not  only  portrays  the 
value  of  milk  as  a  food,  but  it  stresses  the  need  for 
cleanliness  in  all  steps  of  handling  milk.  It  further 
emphasizes  the  necessity  for  pasteurization.  All  in  all, 
the  subject  should  stimulate  greater  interest  in  the 
study  of  milk  and  increase  consumption  of  this  master 
builder. 

Comparing  the  spread  of  disease  to  the  creation  of 
a  chain  of  microorganisms,  Preventing  the  Spread  of 
Disease  shows  various  ways  by  which  the  chain  is 
created  and  the  steps  which  should  be  taken  by  which 


it  may  be  broken.    This  picture  will  be  an  invaluable 
aid  in  health  campaigns. 

Both  films  are  available  for  outright  jnirchase  on 
either  16mm  or  35mm  stock,  and  may  be  had  with  the 
titles  in  any  language. 

New  Geology  Pictures 

Four  new  sciund  pictures  in  the  field  of  Geology, 
produced  with  the  cooperation  of  the  University  of 
Chicago  and  the  National  Park  Service,  have  jvist  been 
released  by  Erpi  Picture  Consultants. 

The  film  Ground  Water  deals  with  the  important 
part  played  by  ground  water  in  changing  the  crust  of 
the  earth  and  in  producing  geological  phenomena. 
Photographic  views  of  outstanding  examples  of  these 
phenomena  are  supplemented  by  animated  drawings 
explaining  their  formation. 

While  the  film  Geological  Work  of  Ice  considers 
the  gradational  work  of  ice  in  the  fracturing  of  rock 
in  freezing  weather,  major  consideration  is  given  to 
the  story  qf  glaciers.  The  film  recreates  by  means  of 
animation  the  advances  and  retreats  of  vast  continental 
glaciers  which  covered  portions  of  our  continent  in 
geological  ages  past. 

The  film  Volcanoes  in  Action  illustrates  by  means 
of  photogra])hy  and  animated  drawings  how  volcanic 
phenomena  operate  in  accordance  with  natural  laws. 
The  formation  of  volcanic  cones  is  explained,  and  the 
eruption  of  active  volcanoes. 

The  story  of  the  building  up  of  mountains  is  pre- 
sented by  means  of  photographs  and  animation  in  the 
film  Mountain  Building.  It  explains  such  phenomena 
in  the  movement  of  the  earth's  crust  as  faulting,  the 
formation  of  anticlines,  synclines,  the  concentration 
of  mineral  wealth,  and  the  formation  of  oil  wells. 

A  Timely  Industrial  Subject 

Cooperating  in  the  rehabilitation  program  of  the 
Federal  Housing  .\dministration,  Johns-Manville  Com- 
pany, building  material  manufacturers,  have  prepared 
a  five-reel  talking  motion  picture  on  house  remodeling 
entitled  Before  and  After.  This  picture  is  being  shown 
by  Bell  &  Howell  16mm.  portable  talkie  projectors  to 
building  contractors  all  over  the  country  to  inculcate 
practical  ideas  of  house  imprcvement. 

"Before  and  After"  is  diflferent  from  ordinary  pic- 
tures especially  in  that  after  two  reels  have  been  run 
the  house  lights  are  turned  on  and  a  booklet  is  dis- 
tributed to  the  audience.  Four  hundred  feet  of  film 
are  then  run,  reproducing  sound  but  no  pictures,  the 
sound  being  the  voice  of  a  narrator  taking  the  audi- 
ence through  the  booklet  page  by  page.  Following  this, 
the  remainder  of  the  film,  consisting  of  pictures  and 
soimd,  is  shown  with  the  lights  off. 


September,  193  5 


Page  199 


"The  Moors, 

trained  in 

•warfare  in 

Northern 

Africa,  not 

only  repulsed 

invaders,  but 

themselves 

invaded 

southern 

.Europe." 


Historical  films  aid 
teaching  technique 

f^  ONE  are  the  days  when  young  minds  found  history 
^^  hard  to  appreciate.  Today,  with  the  help  of  dramatic, 
historical  motion  pictures,  the  past  comes  to  life.  Great 
events  now  can  become  living  dramas,  re-enacted  in 
authentic  settings,  with  proper  costumes.  Or,  the  places 
that  have  seen  history  in  the  making  may  be  visited  via 
motion  pictures.  Thus  history  springs  to  life  at  the  vivify- 
ing touch  of  modern  methods. 

When  considering  the  use  of  educational  motion  pictures, 
it  will  pay  you  to  investigate  the  RCA  I6mm.  Sound-on- 
Film  projector.  It  gives  great  brilliance  and  clarity  to  pic- 
ture and  sound,  though  portable  and  extremely  simple  to 
operate.  Through  it,  you  may  project  either  sound  or 
silent  pictures,  and  accompany  the  latter,  if  you  wish,  by 
your  own  comments  spoken  into  a  microphone.  The  en- 
tire equipment  is  operated  from  the  light  socket  and  is 
easily  carried  from  room  to  room.  It  is  a  compact,  highly 
simplified  adaptation  of  the  RCA  Photophone  repro- 
ducing apparatus  used  in  thousands  of  leading  theatres. 
Back  of  it  stands  the  RCA  background  —  the  world's 
richest  experience  in  sound  recording  and  reproduction. 


RCA   l6mm.    Sound -on -Film  Projector 
as  simple  to  operate  as  silent  film  projector! 

It  is  a  highly  simplified  adaptation  of  the  RCA  Photo- 
phone  equipment  used  in  the  country's  finest  theatres. 

Sound  and  picture  are  on  the  same  film — keeps  synchro- 
nization automatically  perfect. 


Projects  both  sound  and  silent  film 


Can  be  set  up  in  a  few 
minutes — no  class- 
room disturbance. 

Costs  no  more  to  operate 
than  silent  projector! 

Microphone  can  be  at- 
tached to  give  sound 
to  silent  movies  by 
carrying  operator's 
voice   to   the  screen. 


ONE!     TWO!     THREE!     GO! 

Threading  the  RCA  l6mm.Sound-on-Film  Projector  is  so  simple;  just  three 
quick  motions  do  it.  No  danger  of  tearing  the  film.  Takes  only  a  few  seconds. 


RCA  16mm.  SOUND-ON-FILM  PROJECTOR 

VISUAL  SOUND  PRODUCTS  DIVISION 
RCA  MANUFACTURING  CO.,  INC.  CAMDEN,  NEW  JERSEY 


Page  200 


The  Educational  Screen 


School  Department 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School,  Scarborough-on-Hudion,  N.  Y. 


The  Use  of  Visual  Aids  in  Teachins  History  and 
Geography:    An  Illustration 


Jk  CHILD  entering  upon  the  study  of  a  new  unit 
'  *  in  history  or  geography  usually  finds  himself 
in  strange  territory.  To  expect  him  to  orient  him- 
self in  his  new  surroundings  through  reading  and 
verbal  instruction  alone  would  be  like  building  a 
house  on  sand.  His  knowledge  would  be  abstract, 
colored  by  his  individual  conceptions  of  word 
meanings,  and  his  background  for  learning  as 
shifting  and  uncertain  a  foundation  as  sand.  The 
need  for  some  means  of  giving  him  a  concrete  con- 
ception and  definite  understanding  of  the  subject 
is  obvious.  Visual  aids  of  various  sorts  fairly  wave 
a  red  flag  of  invitation  in  attaining  this  end.  Pic- 
tures and  illustrations  have  been  longest  known. 
Stereographs,  lantern  slides,  pictorial  maps  and  dia- 
grams, moving  picture  films,  graphs  of  various 
kinds,  illustrated  time-lines  in  history,  museums, 
the  school  journey,  may  all  be  utilized  to  advantage 


Bass ....  Cine  Headquarters 


Model  25 
VICTOR 

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16  mm. 

Sound-on-film. 

Projector 


Full  sized,  full-fledged,  improved  mechanism,  utmost  simplicity 
in  handling,  complete  with  500  watt-Mazda,  for  use  on  110  Volt 
A.  C,  or  D.  C.  current.     Revolutionary !     Larger  bulbs  available. 

Price  $350.00  Complete 

Order  from  this  ad.   MONEY  BACK  GUARANTEE 

Bass  16mm.  Sound-on-Fiim  Library,  one  of  the  largest  in  the 
country.  Send  for  new  catalog.  Also  catalog  of  silent  films. 
Rentals  within  1000  miles  of  Chicago.  Largest  line  of  16mm. 
equipment  in  the  country.      (Jet  Bass's  quotation  before  you   buy. 

Bass     Camera     Company 

179  W.  Madison  Street  Chicago,  III. 


in  this  field. 

In  introducing  a  fifth  grade  to  the  study  of  an- 
cient Greece,  the  teacher  felt  that  to  arouse  interest 
and  understanding  in  a  subject  remote  from  the 
child's  experiences,  the  first  need  was  for  the  child 
to  see  what  the  country  looked  like,  how  the  people 
dressed,  and  how  they  spent  their  daily  lives. 

Geographical  pictures  of  dift'erent  parts  of  Greece 
were  studied  and  discussed  with  the  idea  of  under- 
standing how  the  topography  of  the  country  in- 
fluenced the  life  and  history  of  its  people.  The  con- 
clusions drawn  were  verified  and  augmented  by 
references  to  relief  maps,  geography  texts  and  en- 
cyclopedias. The  children  became  interested  in 
making  a  large  relief  map.  The  stereopticon  was 
used  to  throw  the  outline  on  beaverboard  (4' x  8') 
and  the  map  traced  and  built.  It  was  not  made  to 
an  exact  scale  but  served  to  show  roughly  the 
physical  characteristics  of  the  land  and  to  put 
Greece  in  its  geographical  position  in  reference  to 
the  Mediterranean  and  the  countries  of  the  ancient 
world.  The  map  was  kept  in  the  classroom  during 
the  whole  course;  cities  and  places  met  with  in 
reading  were  placed  on  this  map.  As  the  group 
read  "Theras  and  His  Town"  by  Snaedeker.  Theras' 
journeys  were  located.  Odj'sseus'  wanderings  were 
followed  in  connection  with  the  reading  of  Padraic 
Colum's  arrangement  of  the  Iliad  and  Odyssey. 

Pictures  of  Athens  in  the  time  of  Pericles  led 
to  a  desire  on  the  part  of  the  children  to  build  the 
Acropolis.  Someone  suggested  showing  the  Pan 
Athenaic  festival.  Figures  were  drawn  and  cut 
from  cardboard,  which,  when  arranged  on  the 
Acropolis,  made  an  effective  representation  of  the 
procession  to  the  Parthenon,  The  study  of  the 
temples  led  to  an  interest  in  the  religious  beliefs 
of  the  Greeks.  Informal  and  often  impromptu 
dramatizations  of  myths  and  legends  were  eagerly 
carried  on. 

As  the  culmination  of  the  course  the  group  pre- 
sented a  play,  "Iphigenia  in  Aulis".  From  a  study 
of  Euripides'  text  they  arranged  a  version  in  their 
own  words.  Poems  to  be  chanted  by  the  chorus 
were  written  by  the  children  and  dances  planned 
which  grew  very  largely  from  the  study  of  illus- 
trations of  Greek  art.  Cards  from  the  Metropolitan 
and  Field  Museums  showing  friezes  and  statues 
and  a  visit  to  the  local  museum  were  useful.     The 

{Continued  on  (>a(ic  202) 


September,  193  5 


Page  201 


Movie  Presentation  in 

the  Professionai  Manner  • 

For  entertainment  or  instruction  in  the  home,  school  auditorium  or  industrial 
conference  room.  Wherever  moving  pictures  are  shown.  Here  at  last  is  the  simple 
solution  to  the  set-up  problem  encountered  in  the  presentation  of  moving  pictures. 


Special    interchange- 
able   base    (No.    2), 
size    12"   X   20",    for 
sound    and    slide 
projectors. 


The   New   Da-Lite   Projector   Stand 

Economically  displaces  all  makeshift  or  improvised 
projector  supports.  Quickly  set  up  and  instantly 
adjustable  to  desired  height  for  "overhead"  projec- 
tion. Occupies  small  floor  space.  Saves  delay  and 
confusion  in  getting  ready.  Insures  smooth,  skillful 
presentation  of  the  picture;  quick  framing  and  vibra- 
tionless  operation.  Ideal  also  as  a  camera  support 
for  movie  making  or  still  pictures.  With  this  unit  you 
have  a  choice  of  either  the  No.  I  or  No.  2  table 
depending   upon   what  type   of   projector   you    use. 


The   Da-Lite   Challenger   Screen 

Especially  adaptable  for  use  with  the  DA-LITE  Projector 
Stand.  A  portable  screen  with  a  specially  designed 
tripod;  fully  and  Instantly  adjustable  to  any  desired 
height.  Simple,  fool  proof-^no  set  screws  or  trouble- 
some trappings.  Folds  compactly  Into  small  space. 
The  Challenger  model  screen  Is  made  In  six  sizes  ranging 
from  30"  x  40"  up  to  and  Including  70"  x  94".  While  this 
type  is  one  of  our  leaders,  the  DA-LITE  line  Is  com- 
plete Including  various  table,  box  and  wall  models. 
All  models  are  equipped  with  the  highest  grade 
beaded   reflective  surfaces,   unless  otherwise  specified. 

See  Your  Dealer  or 
Send  for  complete  details  of  these  DA-LITE  Movie  Aids  and  Challenger 

DA-LITE  SCREEN  CO.,  Inc. 

2723       N.       CRAWFORD       AVE.,       CHICAGO,       ILL 


Page  202 


The  Educational  Screen 


H.    S.    BROWN,    Inc. 

6    NO.    MICHIGAN    AVE.,   CHICAGO 

Complete  selection   of  MOTION    PICTURES   in    I6mm   and   35inm 
for  Education  and    Entertainment. 

Offers  unique  16  mm.  Film.  Rental  Service 

Please   s:nd    for   free   literature. 


Talk    from    your   screen    with   quickly 

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White,  Amber,  Green 

Accept  no  substitute. 

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The  Tisuahzation  of  high  school  The  core  of  the  year's  work   in 

Physics  on  35  mm.  film  slides  for  chemistry  especially  adapted  for 

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Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address: 

VISUAL    SCIENCES  —  Suff  em,    N.Y. 


EDUCATIONAL  FILM  DIRECTORY 

"MOTION  PICTURES  OF  THE  WORLD" 

What      Revietvers      Say! 

World  Peace  Foundation:  "Shows  Just  what  pictures  are  avail- 
able on  almost  every  conceivable  subject  ...  a  veritable  film 
library  of  the  world's  culture  and  customs." 

Boston  Museum  of  Fine  Arts:  "...  of  great  help  to  educa- 
tional institutions,  not  only  for  the  scope  of  the  material  it 
contains,  but  because  this  is  made  so  accessible  through  your 
arrangement  of  titles."    (Ann   Webb   Karnaghan) 


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children  painted  the  scenery  used,  made  the  acces- 
sories needed — shields,  helmets,  spears,  etc. — and 
dyed  and  made  their  costumes.  Moving  pictures 
taken  of  the  play  proved  interesting  to  the  next 
group  studying  Greece. 

A  sixth  grade  group  studying  the  Middle  Ages 
used  mounted  still  pictures  and  lantern  slides,  drew 
and  ]minted  illustrations  for  original  stories,  con- 
structed, not  a  particular  castle,  but  a  typical  one, 
after  studying  pictures,  ground  plans  and  reading 
illustrated  descriptions  to  learn  the  characteristic 
features  of  castles  and  castle  life.  Stories  and  plays 
were  written  about  the  imaginary  inhabitants  of 
this  castle.  Pictorial  maps  of  various  countries 
drawn  by  the  children  were  instructive  and  inter- 
esting. 

An  artist  in  stained  glass  work  explained  how 
stained  glass  was  made  and  showed  examples  of 
modern  glass.  The  classroom  windows  were  made 
to  look  like  stained  glass  by  pasting  colored  cello- 
phane on  them  in  designs  suggested  by  pictures. 
This  was  chiefly  valuable  because  cellophane  with 
the  light  behind  k  has  much  the  quality  of  the  rich 
colors  of  stained  glass. 

Original  designs  for  windows  was  the  next  step. 
The  children  made  the  cartoons  and  with  the  stere- 
opticon  threw  them  on  large  sheets  of  beaverboard ; 
they  were  painted  with  show-card  colors  to  look 
like  leaded  glass.  These  were  used  as  wings  in  the 
production  of  a  sixteenth  century  miracle  play, 
"Noye's  Fludde."  Costume  plates  were  studied; 
from  these,  costume  designs  for  the  play  were 
drawn  by  the  children.  Informal  dramatizations  of 
such  books  as  Stein's  "Gabriel  and  the  Hour  Book" 
had  preceded  the  more  formal  one  of  the  miracle 
play. 

The  study  of  medieval  history  lasted  for  one 
term.  Although  no  test  was  given  after  the  work 
was  completed,  the  interest  of  the  children  in  this 
period  of  history  had  been  so  successfully  aroused 
that  over  a  period  of  three  years  evidences  of  it 
were  common  in  their  choice  of  books  to  read,  in- 
dependent written  and  oral  compositions  and  in 
their  paintings  and  drawings.  In  an  informal  dis- 
cussion of  "Noye's  Fludde"  one  year  after  it  had 
been  given,  it  was  found  that  most  of  the  children 
were  still  almost  letter  perfect  in  their  own  and 
some  other  parts.  The  familiarity  and  affection 
which  they  showed  for  a  piece  of  literature  of  this 
type  was  an  invaluable  possession. 

Where  an  effort  is  made  to  correlate  the  work  in 
oral  and  written  language  with  the  social  studies, 
the  results  are  well  worth  while.  The  enrichment 
of  vocabulary  and  an  increased  interest  in  expres- 
sion through  language  is  almost  always  shown. 

In  attempting  to  evaluate  the  two  courses  out- 
lined, it  was  felt  that  the  visual  material  used  had 


September,  195  5 


Page  203 


Use  Three  Types  of  Illustrative  Material 
WITHOUT  THE  EXPENSE  of  Three  Projectors 


k 


THE  Spencer  Model  DC  Delineascope  enables 
you  to  project  glass  slides,  35  mm.  single 
frame  filmslides  and  microslides  thus  answer- 
ing the  demand  for  a  versatile  projector  that 


There   is   no   Substitute   for   the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


may  be  used  for  visual  education  in  all  school 
subjects.  It  can  be  carried  easily  from  room 
to  room  and  the  change  from  one  type  of 
projection  to  another  is  but  a  matter  of 
moments.  You  can  be  projecting  glass  slides 
for  a  history  class  and  within  a  few  minutes 
have  it  in  anolher  room  ready  to  project 
microslides  to  a  biology  class. 

Ample  illumination  is  furnished  for  all  re- 
quirements up  to  50  feet  from  the  screen. 
At  a  distance  of  30  feet  from  the  screen  it 
produces  a  7.3  foot  picture  with  glass  slides 
and  a  6.7  foot  picture  with  filmslides. 


A  new  catalog  K-78  gives 
complete  description  and 
prices  of  classroom  Delln- 
eascopes.  Writeforittoday. 
Please    address    Dept.    R-9. 


Camfiam^ 


BUFFALO 


NEW    YOR.K 


been  of  great  value.  It  helped  to  arouse  and  main- 
tain an  eager,  healthy  attitude  toward  learning. 
The  factual  knowledge  of  the  individual  members 
of  the  classes  was  satisfactorily  clear  and  well  re- 
tained. Enrichment  of  vocabulary  and  interest  in 
expression  were  definitely  shown,  and  the  apprecia- 
tion and  enjoyment  of  literature  deepened.  That 
the  danger  of  passive  acceptance  of  visual  material 
had  been  avoided  was  demonstrated  by  the  con- 
struction and  dramatization  activities  to  which  ev- 
ery child  contributed,  and  the  stimulation  of  imagi- 
native activity  as  shown  in  clay  modeling,  paint- 
ings and  drawings,  individual  illustrated  notebooks, 
original  stories,  plays,  poems,  etc.  The  common 
interest  of  the  groups  led  to  excellent  co-operation 
among  the  children,  a  fact  which  contributed  much 
to  the  better  social  adjustment  of  each  individual 
taking  part  in  the  activities  of  the  group. 

By      EVELYN      LOVETT      KLING 

Public   Schools,   Atlanta,   Georgia 

Screen  Called  Aid  in  Preventing  Blindness 

That  the  motion  picture  is  a  vital  ally  of  science  in 
the  organized  fight  against  hazards  to  sight  is  indicated 
in  the  annual  re])ort  of  the  National  Society  for  the 
Prevention  of  Blindness.  Inc..  issued  this  week.  Ac- 
cording to  the  report,  the  Society's  two-reel  film, 
"Preventing  Blindness  and  Saving  Sight,"  was  shown 
420  times  s])onsored  by  31  organizations. 


Try  Before  You  Buy- 

Value  is  the  watchword 
of  the  day  — •  no  matter 
what  you  are  buying.  This 
is  as  true  of  projection 
equipment  as  It  is  of  any- 
thing else. 

There  is  not  a  better 
value  to  be  had  In  the 
16  mm.  sound  -  on  -  film 
projector  market  than 
SYNCROFILM  SIXTEEN, 
dollar  for  dollar  It  gives 
you  as  much  value  as 
your    money    can    buy  — 

BUT -Don't  Take  Our  Word  For  It- - 

See  for  yourself,  ask  us  for  a  demonstration,  a  real 
demonstration,  in  your  own  schoolroom  or  auditorium, 
side  by  side  with  any  other  16  mm.  sound  equipment. 
Then  you'll  understand  why  SYNCROFILM  SIXTEEN 
Is  the  logical  projector  for  your  use. 

Weber  Machine  Corp. 

Manufacturers  of  35  mm.  and  16  mm.  Sound  Projectors 

59  RUTTER  STREET     —     ROCHESTER,  NEW  YORK 

New  York  Sales  and   Export  Department 
15  LaiEht  St.,  N.  Y.  C.  -:-  Cable:  Romos,  N.  Y. 


Page  204 


The  Educational  Screen 


Meadville,    Penna., 
August    30,     1935. 

Dear  Educational  Screen  Advertising  Manager: 

The  noon  mail  today  brought  your  Macedonian  call 
for  our  advertising  copy  for  the  September  number. 

Here  is  my  excuse  for  not  having  the  copy  ready 
for  the  last  mail  this  evening.  Three  different 
friends  came  in  for  a  little  visit,  each  just  back  from 
a  summer  vacation.  Each  produced  the  inevitable 
snapshots  of  his  summer  cottage  or  of  the  hotel  or 
of  the  surroundings  of  his  summer  location,  and 
each  insisted  on  putting  me  through  the  grueling 
experience  we  all  have  once  every  year  of  looking 
at  someone  else's  vacation  snapshots. 

I  was  just  on  the  point  of  ignoring  your  letter  al- 
together when  it  occurred  to  me  that  many  school 
children,  every  day,  are  put  through  the  same  sort 
of  boring  experiences  that  I  had  this  afternoon. 
They  are  required  to  look  at  lantern  slides  or  mo- 
tion pictures,  or  to  read  pages  from  their  text- 
books, for  which  they  have  no  adequate  back- 
ground of  experience.  The  chief  reason  why  my 
friends'  snapshots  bored  me  this  afternoon  is  the 
fact  that  the  pictures  were  of  places  and  things 
which  I  had  not  seen  and  were  not  related  to  things 
with  which  I  have  had  personal  experience.  There  is 
the  same  reason  why  children  do  not  respond  to 
many  of  the  pictures  to  which  they  are  subjected. 

So,  instead  of  my  regular  "ad,"  I  wish,  Mr.  Educa- 
tional Screen  Advertising  Manager,  that  you 
would  call  to  the  attention  of  your  readers  the  fact 
that  this  is  just  why  the  Keystone  View  Company 
insists  on  teachers  using  stereographs,  duplicates 
of  lantern  slide  pictures  in  many  cases,  as  back- 
ground with  which  to  build  understandings  for 
meaningful  educational  activities.  Stereographs 
are  third-dimension  pictures,  very  realistic  and 
very  impressive.  When  the  child  sees  the  third- 
dimension  picture  of  a  situation,  he  feels  that  he  is 
there,  hie  will  not  be  bored  by  the  projected 
picture  in  its  less  meaningful  two-dimension  form, 
hie  will  be  more  responsive  to  all  the  ordinary  pic- 
torial and  text  materials  available  and,  therefore, 
a  more  interested  and  receptive  learner. 

Very  truly  yours. 


ADVERTISING  MANAGER 
of  the  KEYSTONE  VIEW  COMPANY 


GEH-EGV 


Teaching  Egypt  with  Etched  Glass  Slides 

By  GEORGE  E.  HOWARD 

Principal   Maple  School 
LaPorte,    Indiana 

THIS  PROJECT  was  carried  out  by  a  group  of  5B 
'  children.  The  lesson  was  motivated  by  the  use  of 
a  slide  map  of  Africa  from  which  the  children  located 
Egypt  and  its  Geographic  surroundings.  After  the 
teacher  had  told  an  interesting  story  of  the  ancient 
life  of  Egypt  the  children  expressed  a  desire  to  make 
an  imaginary  journey  to  that  country. 

The  children  were  given  a  week's  time  to  collect 
pictures  of  Egypt  and  to  learn  all  they  could  about 
their  pictures.  The  children  looked  thru  all  the  books 
on  the  book  shelves  to  gather  information.  Some  went 
to  thd  public  library.  Many  of  the  pictures  were 
taken  from  the  rotogravure  section  of  the  Chicago 
Tribune. 

As  the  school  had  only  23  etched  glass,  a  commit- 
tee from  the  class  selected  the  pictures  to  be  repro- 
duced. Among  the  most  important  were  a  view  of 
the  Nile  Valley,  the  Pyramids,  the  Sphinx,  King 
Tut's  Tomb,  a  mummy,  a  street  scene  in  Cairo,  a  cara- 
van, and  a  close  up  showing  the  costumes  of  the  people. 

A  day  was  set  for  the  picture  "Show".  Two  boys 
were  taught  to  handle  the  slides  and  as  the  slides  were 
shown  the  pupil  that  made  it  gave  the  report.  Most 
of  the  reports  were  very  good.  At  the  end  of  each 
report  the  members  of  the  class  were  given  a  chance 
to  ask  questions.  If  the  question  could  not  be  answered 
it  was  noted  for  a  later  discussion. 

The  use  of  this  method  of  instruction  created  more 
interest  than  any  other  I  have  ever  used.  These  boys 
and  girls  feel  that  they  have  been  there  and  know  at 
first  hand  something  about  the  manners,  customs  and 
life  of  the  Egyptians. 

It  all  goes  to  prove  that  Visual  Aids  are  a  rapid  and 
at  the  same  time  a  thorough  and  realistic  method  of 
getting  information  to  the  pupils. 

Foreign   Films   at   International    House 

{Concluded  from  page  187) 

cinema  merely  as  entertainment,  expecting  thrills 
and  chills,  will  be  as  disappointed  as  the  foot-weary 
bumpkin  who  spent  a  day  trying  to  appreciate  the 
works  in  the  Art  Institute  with  only  a  funny  paper 
background.  The  transition  from  the  Sunday  comic 
section  to  the  paintings  of  the  masters  is  a  span  in 
experience  which  can  not  be  taken  in  one  leap.  The 
pleasure  aflforded  by  the  highest  forms  of  painting 
and  literature,  like  the  enjoyment  of  foreign  cine- 
ma, is  not  possible  without  a  period  of  growth 
rooted  deep  in  significant  experience  as  a  back- 
ground. 


September,  193  5 


Page  205 


A  Combination  Projection  Unit 

U'ontiiuied  from  page  188) 

sockets  for  connecting  the  equipment  so  that  it 
may  he  moved  very  readily  from  one  location  to  an- 
other. Another  feature  of  the  carriage,  although 
not  related  to  projection,  is  that  the  i)rojection 
icjuipment  may  be  removed  and  the  carriage  may 
be  used  as  a  portable  demonstration  table  or  as  a 
means  of  transportation  of  demonstration  or  other 

luipment  from  one  place  to  another.  It  has  been 
lound  to  save  a  great  many  steps  in  this  latter 
capacity.  It  is  possible  to  carry  on  the  carriage  a 
small  screen  and  shades  for  darkening  windows. 

By  converting  the  opaque  projector  for  slide  pro- 
jection by  the  attachment  of  the  slide  carrier  and 
lens,  the  utilit}-  of  the  projector  is  cut  down  some- 
what in  that  the  size  of  the  material  to  be  projected 
is  reduced  to  the  size  of  lantern  slides.  However 
this  has  its  advantages  also,  inasmuch  as  the  ma- 
terial may  be  permanently  mounted  on  stiff  cards 
the  same  size  as  slides  and  are  the  more  easily  in- 
dexed and  stored.  Also,  with  an  inexpensive  pro- 
jector of  this  type,  the  results  obtained  by  using 
only  the  center  of  the  projection  area  are  better 
than  when  using  the  entire  area.  As  this  opaque 
projector  does  not  have  a  mirror  so  that  it  will  re- 
produce  printed  and   written   matter  in  its  proper 


BURTON  HOLMES  FILMS,  Inc. 

inaugurates  a   "FREE  LOAN"   SERVICE 

''CARNIVAL''  A  story  of  the  World's  Fair 
A  feature-length  16  mm.  sound-on-film  subject 

The  McGraws.  the  Abbotts,  the  Millers,  of 
Boston,  St.  Louis  and  Atlanta  in  a  highly  en- 
tertainins:  plot  that  carries  them  throuirh  a 
Century  of  Progress  where  they  meet  at  the 
A  &  P  Carnival  and  enjoy  Harry  Horlick's  and 
Paul  Ash's  orchestras,  the  Marionette  Shows. 
George  Rector's  cooking:,  and  other  entertainment. 

RCA  "High  Fidelity"  Recording. 
Action.'  Comedy/  Gaiety.'         Music/ 

BURTON  HOLMES  FILMS,  Inc.  "" Lca.t"^^* 

Aho:    Rental    Burton    Holmes    travel   subjects    to    schools. 


form,  it  is  necessary  in  making  up  the  cards,  to  type 
or  write  the  material  with  a  backing-up  carbon 
paper  reproducing  the  reverse  of  the  material  on 
the  back  of  the  sheet,  which  will  appear  in  its  prop- 
er form  on  the  screen. 

In  order  to  make  the  unit  more  valuable,  it  is 
found  advisable  to  make  photomicrographs  of  cer- 
tain live  specimens  when  they  are  available.  The 
photograph  may  then  be  shown  at  any  time  with 
the  opaque  projector  or  a  lantern  slide  may  be  made 
and  projected  by  means  of  the  lantern  projector. 
This  is  often  easier  than  making  microscopic  slides 
of  the  specimens. 

The  photomicrographs  may  be  made  by  mount- 


U.  S.  Navy  Selects 
AMPRO  PROJECTORS 

This  Remarkable  Equipment  Exceeds 
the  m-ost  rigid  specifications  for 
PERFORMANCE  *   DURABILITY   *   ECONOMY! 

Howing  the  example  of  thousands  of  schools  and  colleges  who  buy  carefully,  the   U.  S.   Navy 
i  selected  Ampro  precision  quality.     In  fact,  it  now  has  35  Ampro  Sound-on-Film  projectors 
m  use,  delivering  brilliant,  professional-type  service.     And  each   model,  like  all  Ampro  equip- 
ment,   is    built   to   give    better   than    standard    service    for   years   to    come,    with    a    minimum    of 
attention  or  repair. 

Test  All  Makes!      And  Actually  See 

Why  AMPRO  Will  Please  You  Better. 

Before  you  buy — compare  Ampro  performance  and  see  what  clearer,  brighter,  better  pictures 
it  produces.  Test  it  for  ease  and  quietness  of  operation  ....  for  smoothness  ....  for 
adaptability  to  your  projection  conditions  ....  and  for  convenience  with  automatic  rewinding. 
Before  you  buy — look  at  the  record!  It  is  no  accident  that  so  many  schools  and  colleges 
choose  Ampro.  It  is  further  proof  that  in  Ampro  you  will  find  just  the  combination  of  Per- 
formance, Durability  and  Economy  you  desire.  Ask  your  dealer  for  a  demonstration  or  write 
today  for  full  details.     No  obligation. 

SOUND-ON-FILM — 16  mm.  projector.  Undistorted  tone  quality  on  a  frequency  range  from 
50  cycles  to  7000  cycles.  Superior  illumination  plus  aspheric  condensing  system  and  a  super- 
fast  F  1.65  large-barrelled  projection  lens  give  brilliant  pictures  up  to  150  feet.  Easy  to 
operate.  Price  complete  $650.  Write  for  details  of  25  Ampro  points  of  superiority. 
SILENT  PROJECTORS—  16  mm.  Ampro  offers  two  splendid  series  of  silent  projectors.  One 
■for  use  with  750  watt  lamps,  the  other  for  500  watt  lamps.  Interchangeable  with  200,  300  and 
400  watt  lamps  without  adiustments.  Built  with  every  needed  improvement  for  finest  projection 
such  as:  finned  lamp  house  for  cool  operation  under  all  conditions,  automatic  rewind,  reverse 
action,  framer  for  out  of  frame  prints,  inte-changeable  lenses  and  patented  kick-back  claw 
movement  which  spares  the  film  from  sprocket  hole  wear.  Priced  from  $135  with  carrying 
case  and  all  accessories.  CHICAGO 


C  IDKUPIDie^lTKID^ 

2839-5/  NOHTH  WESTCRN  AWENUE 
ILLINOIS 


Page  206 


The  Educational  Screen 


ing  a  camera  with  its  lens  up  against  the  prism  at 
the  top  of  the  microscope.  If  a  camera  with  a 
ground  glass  is  used,  better  results  will  be  obtained. 
The  time  of  the  exposure  can  be  as  short  as  1/150 
of  a  second,  diaphragm  wide  open,  with  an  "Extra 
Fast"  plate,  although  better  results  can  be  ob- 
tained by  substituting  a  "Process"  plate  under  the 
same  conditions. 


BRITELITE-TRIJVISION 

Products  of  Character 

SCREENS.  "For  Perfection  in  Pro- 
jection." Made  in  all  popular  mod- 
els for  every   purse  and   purpose. 

TRIPLE  XXX  and  BIG  BEN  RE- 
FLECTORS are  efficienf  lighting 
units  for  Movie  and  Still  Photog- 
raphy. 

FILM  STORAGE  and  PROJECTOR 
CASES  constructed  in  a  manner 
fitting  to  the  finest  cabinet  and 
luggage  manufacture. 

At  All  Dealers  —  Literature  on  Request 

Motion  Picture  Screen  &  Accessories  Co. 

524  WEST  26th  STREET  NEW  YORK 


The    World    Famous 

Holmes  Educator 

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HOLMES  PROJECTOR  COMPANY 

1813  Orchard  Street  CHICAGO 


News  and  Notes 

(Continued  from  page  190) 

Visual  Aids  in  Manual  Training 
Demonstration  of  the  Making  of  Visual  Aids 

Physical  Education  and  Hygiene 
Bernice  W.  Taylor,  Framingham.  Chairman 
Visual  Education:    Its  Values  and  Disadvantages 
The  Use  of  Visual  Aids  in  the  Teaching  of  Health 

Education 
Physical  Education  Films 

Social  Science 

George  H.  Winslow,  Worcester,  Chairman 

Introduction  and  the  Making  of  Slides 

Economics  and  Sociology 

Discussion  on  the  Value  of  Visual  Aids  in  Educa- 
tion 

Lantern  Slide  Unit :    "The  Vikings" 

Mounted  Photographic  Unit:  "Slave  Life"  and 
"Abraham  Lincoln."  Motion  Picture  on  the  Life 
of  Lincoln 

New  York  City  Schools  Plan  Sound  Film  Tests 

"A  comprehensive  plan  for  testing  the  educational 
value  of  sound  films  in  ten  New  York  City  schools  was 
recently  outlined  by  Dr.  Joseph  M.  Sheehan,  Associate 
Superintendent  of  Schools  in  charge  of  special  educa- 
tion. The  plan  calls  for  the  selection  of  control  groups, 
made  up  of  pupils  of  about  the  same  intellectual  level 
with  teachers  rated  as  of  equal  efficiency.  At  the  end 
of  from  four  to  six  months  the  two  groups  would 
undergo  .searching  tests  to  determine  objectively 
whether  the  talkies  had  benefitted  those  who  had  seen 
and  heard  them. 

A  large  scale  experiment  with  this  type  of  instruc- 
tion was  recommended  by  James  Marshall,  member 
of  the  Board  of  Education,  who  declared  it  would  be 
extravagant  to  put  additional  sound  film  equipment  in 
public  schools  until  a  comprehensive  plan  for  adoption 
of  this  type  of  education  had  been  formulated.  His 
report  was  a  supplement  to  one  made  last  May  recom- 
mending wider  use  of  motion  })ictures  equipped  for 
sound  reproduction  in  public  schools. 

He  pointed  out  that :  "All  films  will  not  be  suitable 
for  all  pupils  or  for  every  level  of  teaching.  Sound 
films  may  be  better  adapted  to  some  subjects  than  to 
others.  Definite  machinery  must  be  set  up  to  determine 
the  films  to  be  shown  and  then  to  check  their  effective- 
ness in  a  scientific  manner.  One  can  foresee  large 
sums  of  money  appropriated  in  future  budgets  for 
visual  education  by  means  of  sound  films,  and  we  do 
not  want  to  feel  that  this  money,  which  can  be  well 
spent  in  visual  education,  is  being  squandered  through 
lack  of  ])lanning.  What  should  be  an  essential  tool  of 
modern  instruction  should  not  be  permitted  to  be- 
come a  useless  luxury."  Jl 


September,  193  5 


Page  207 


Visual  Instruction  for  Atliietes 


// 


MODERN  FOOTBALL  FUNDAMENTALS 


// 


Directed  by  HARRY  G.  KIPKE,  University  of  Michigan 


i^-.,^  ■• 


4^     —"^anKt* 


W—WJi     •   I 


BETTER  and  safer  football  is  the 
result  when  schools  use  these 
two  Eastman  Classroom  Films.  Pro- 
duced under  the  direction  of  Harry 
G.  Kipke,  famous  University  of 
Michigan  coach,  they  contribute 
vital  visual  aid  to  usual  coaching 
methods. 

They  are  a  great  asset  to  any 
athletic  department,  because 
coaches  find  that  they  cover  the  en- 
tire range  of  football  fundamentals. 
Reel  I  deals  largely  with  the  indi- 
vidual player,  showing  the  elements 
of  the  game  and  stressing  correct 
body  control  to  prevent  injuries. 

Reel    II   goes    extensively    into 


modern  football  teamwork.  Plays 
and  formations  are  demonstrated 
in  full  detail — in  slow  motion,  in 
stop  motion,  and  at  normal  speed 
— after  which  the  same  plays  and 
formations  are  shown  in  use — in 
scenes  from  actual  games. 

Here  is  football  instruction  in 
its  finest  visual  form.  And  the  pur- 
chase price — $48  for  the  two  reels 
— includes  a  guide  prepared  under 
Coach  Kipke's  direction,  for  use 
with  the  picture.  The  films  are  not 
oflfered  on  a  rental  basis.  Write 
for  detailed  information.  Eastman 
Kodak  Company,  Teaching  Films 
Division,  Rochester,  N.  Y. 


EASTMAN  CLASSROOM  films 


Page  208 


The  Educational  Screen 


AMAZING  DEVELOPMENT 
IN   VISUAL    EDUCATION 

PICTURES  IN  NATURAL  COLOR 


SHOOT   THEtA    WITH 


CAT'S      EYE 

L  E  I  C  A 


Model    F    with    f:2    Summar    Speed    Lens. 


U.S.  PAT.  NO.  1,960,044.    ■    PRICES  START  AT  *99. 

The  camera  that    "Sees  in  the  daik"    now  takes   snapshots  in 
natural  color  with  Leica   Duiaycolor   film.    Easy  —  inexpensive. 


PROJECT  THEM    WITH 


UMINO 


The  ideal  projector  ior  miniature  pictures.    Beautiful  reproduction, 
small,  easy  to  operate  and  inexpensive.  Base  length  only  6  inches. 

E.  LEITZ,  INC.,  DEPT.  57   .   60  EAST  lOth  ST.,  NEW  YORK  CITY 
Send  fascinating  FREE  BOOKLETS  about  the  Cat's  Eye  Leica  D 
The  Umino  Projector  and  other  Leica  Accessories  []] 
Leica  Dufaycolor  film  for  natural  color  pictures     [] 

NAME 

ADDRESS 


Among  The  Magazines 

{Concluded  from  page  195) 

nets  from  Alaska.  These  are  housed  in  built-in 
cases  along  the  walls  of  the  science  laboratory.  Two 
of  the  state  institutions  for  higher  learning  have 
borrowed  from  the  collections.  One  of  the  exhibits, 
costing  $14  for  shipping  alone,  did  not  have  on  it 
the  name  of  the  manufacturing  company,  nor  any 
marks  of  identification.  The  writer  has  ecountered 
less  high-pressure  advertising  from  reputable  in- 
dustries than  he  has  from  local  societies  who  have 
axes  to  grind. 

Childhood  Interests  (May,  '35)  "How  to  Judge  a 
Motion  Picture,"  by  Fred  Eastman. 

Because  food  for  the  body  is  of  less  importance  than 
food  for  the  imagination  of  the  child,  we  must  know 


what  pictures  are  good  for  him.  ''A  good  drama  must 
reach  the  emotions.  Its  plot  must  have  conflict 
and  suspense.  It  must  have  characters  worth 
knowing  who  have  to  make  important  choices. 
The  theme  must  be  clear  and  worthwhile,  and  the 
solution  convincing.  A  picture  lacking  these  be- 
comes  devitalized,   unfit  for  huinan  consuiuption." 

"...  If  you  want  your  child  to  grow  in  character 
you  must  see  that  his  values  are  the  values  that 
produce  character,  not  simply  the  values  that  will 
make  him  strive  to  acquire  things,  to  get  ahead,  to 
be  a  big  shot." 

Everyday  Art  (April-May,  '35)  "Homemade 
Lantern  Slides  —  A  Visual  Aid  in  Art  Teaching." 
by  Julia  Wagner. 

"Visual  aids  provide  vicarious  experiences.  .  .  . 
The  use  of  lantern  slides  tends  to  make  abstract 
ideas  more  realistic.  .  .  .  The  lantern  slide  in  learn- 
ing may  be  likened  to  a  personal  appearance  in  the 
business  world."  The  home-made  slide  supplements 
textbooks  and  co-ordinates  with  curricula.  The 
making  of  slides  is  a  purposeful  activity  in  which 
all  of  the  principles  of  art  are  applied.  Art  is  made 
practical  to  every  child  with  a  definite  value  for 
everyday  life.  The  writer  gives  methods  in  detail 
for  art  classes  and  for  art  clubs.  Glass,  ink,  cra- 
yons, brushes  are  described. 

Catholic  School  Journal  (August,  '35)  "School 
Use  of  Public  Museums,"  by  Carroll  Lane  Fenton. 

Suggestions  for  school  work  in  museums,  either 
with  or  without  guide  service,  is  well  presented.  In 
Buft'alo,  classes  from  both  public  and  parochial 
schools  are  taken  to  the  Museum  of  Science  in  mu- 
nicipal busses.  Much  film  material  from  commer- 
cial transportation  companies  is  found  wholly  ac- 
ceptable by  our  best  museums  and  many  such  films 
have  been  checked  and  approved  by  competent  edu- 
cators. Some  museums  distribute  such  materials. 
Care  should  be  taken  to  avoid  "catchy  titles  whose 
atmosphere  is  not  in  keeping  with  the  schoolroom." 
The  slide,  having  no  legend  except  that  given  by 
the  teacher,  is  not  thus  hampered.  Some  museums, 
notably  in  New  Jersey,  send  museum  luaterials  in- 
to hamlets  and  rural  schools. 

Motion-Picture  Study  Groups,  by  Elizabeth  Pol- 
lard, published  by  Bureau  of  Educational  Research, 
Ohio  State  University. 

This  paper-bound  booklet  of  55  pages  is  designed 
for  leaders  of  adult  groups,  and  contains  suggestive 
matter  for  group  discussions.  One  chapter  is  de- 
voted to  "Planning  and  Leading  the  Discussion"; 
other  chapters  deal  with  "Motion  Pictures  and  Chil- 
dren", "Motion  Pictures  and  Adolescents",  and 
finally  the  means  of  inducing  motion  picture  ap- 
preciation and  evaluation  are  treated.  Under  the 
subject,  a  rating  card  is  included,  and  guide  ques- 
tions for  the  various  phases  of  film  technique. 


September,  19}  5 


Page  209 


Among  the  Producers 


S.  O.  S.  Cinemaphone   16 

From  S.  O.  S.  Corporation,  New  York  City,  comes 
an  announcement  of  Cinemaphone  16  mm  projectors, 
with  complete  sound-on-iihn  mechanism,  all  AC  oper- 
ated amplification,  12"  Jensen  Wide  Fidelity  dynamic 
speaker,  all  RCA  Micro-Sensitive  tubes,  65  ft.  voice 
cable  from  speaker  to  amplifier,  ready  for  the  screen. 
Light  weight  and  easy  portability — equipment  complete 
in  two  handy  cases — simplicity  of  operation  and  true 
tone  quality,  together  with  its  low  cost,  are  features 
designed  to  have  particular  appeal  to  the  school  and 
church  fields,  hotels,  camps,  civic  organizations  and  the 
like. 

In  addition  to  its  line  of  projection  equipment  and 
accessories,  the  services  of  the  S.  O.  S.  Corporation 
include  the  conversion  of  35  mm  silent  projectors  into 
sovmd-on-film  equipment. 

Kodachrome  Now  Available  in  16  mm. 
Fifty-Foot  Rolls 

Here's  news  for  amateur  cinematographers  who  own 
16  mm.  movie  cameras  of  50  foot  capacity  or  those 
who  prefer  to  shoot  50  foot  lengths  of  Kodachrome 
instead  of  the  100  foot  rolls. 

Cine-Kpdak  Kodachrome  Safety  Film  heretofore 
supplied  only  in  100  foot  16  mm.  rolls  and  consequently 
limited  to  cameras  with  that  film  capacity,  is  now  avail- 
able in  50  foot  rolls,  or  Packette  film  magazine. 

Remote  Control  Device  Announced 

The  "hunter"  with  the  camera,  has  often  felt  the  need 
of  an  apparatus  that  would  enable  him  to  set  his 
camera  at  a  position  where  wild  animals  are  likely  to 
appear,  and  then  be  able  to  operate  the  camera  from 
a  comparatively  large  distance.  The  value  of  such 
an  apparatus  is  at  once  evident.  The  photographer 
can  obtain  pictures  of  wild  animals  without  their  nor- 
mal actions  being  disturbed  by  the  presence  of  humans. 
According  to  a  recent  announcement  made  by  E. 
Leitz,  Inc.,  New  York  City,  such  an  apparatus  is  now 
available  for  the  Leica  camera. 

This  apparatus  is  known  as  the  Remote  Control  De- 
vice, and  fits  over  the  end  of  the  Leica  camera  where 
the  shutter  winding  knob  is  located.  Two  strings 
guided  over  pulleys  operate  this  mechanism  ;  one  winds 
the  shutter,  the  other  makes  the  exposure.  In  this 
manner  the  photographer  situated  at  quite  a  distance 
from  the  camera,  can  expose  an  entire  roll  of  from 
30  to  36  exposures.  A  series  of  photographs  of  the 
various  actions  of  the  animals  can  easily  be  taken. 
Greater   flexibilitv    can   be   attributed   to   the    Remote 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 


Control  Device  when  it  is  employed  in  conjunction  with 
a  long  focus  objective.  This  will  permit  the  camera 
to  be  placed  at  a  greater  distance  from  the  scene  of 
action.  For  more  detailed  information  concerning  this 
api)aratU5  the  reader  is  advised  to  write  to  E.  Leitz, 
Inc. 

New  Victor  Projectors 

Recent  additions  to  the  extensive  line  of  Victor  16 
mm  projectors  include  a  new  sound-on-film  model  and 
a  new  silent  model.  The  Model  25  Animatophone  has 
been  designed  to  meet  the  demand  for  a  medium-priced 
sound-on-film  projector  with  every  requisite  for  satis- 
factory performance.  This  simple,  light-weight  sound 
outfit  weighing  only  fifty  pounds  complete,  is  furnished 
with  500-watt  lamp,  for  use  on  either  direct  or  alternat- 
ing current,  with  projector  completely  closed  while 
running. 

The  new  16  mm  silent  machine  is  an  enclosed  cab- 


KEYSTONE 


Model  A-78 

PROJECTOR 

The  Finest  Projector 
Ever  Offered  Under 
A    Hundred    Dollars,! 


Here's  a  projector  that 
throws  theatre  quality  pic- 
tures .  .  .  sharp  .  .  .  flicker- 
less,  besides  being  noted  for 
its  simplicity  of  threading 
and  availability  of  moving 
parts. 


*78 


50 


Complete  wifh 
Carrying      Case 


600  Watt  pre-focus  lamp. 
Forward  and  reverse  drive. 
New    Cooling   system    —   cools 

while   projecting   stills. 
Pilot  Light. 

Picture  size — up  to  14  ft.  wide. 
Knob  swivel  device  for  tilting. 
Safety  shutter  for  stills. 

If  you  wish  more  power  fhan  500  Watt  .  .  .  write  for  catalogs 
and  price  of  the  750  Watt— VICTOR— BELL  &  HOWELL— 
and  AM  PRO  Projectors. 

Write  for  lOth  ANNIVERSARY  CATALOG 
listing  all  Photographic  items. 

Sunny    Schick 

National     Brokerit     Cinf  machinery     (£     Photographic     Equipmr*i. 

407  W.  WASHINGTON  FORT  WAYNE.  INDIANA 


Page  210 


The  Educational  Screen 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature  -  length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


inet-type  of  750  watt  projector  to  be  known  as  Model 
21,  which  combines  greater  eye-appeal  with  conveni- 
ence and  efficiency.  Although  the  projector  is  ex- 
tremely compact,  measuring  only  35^"xl3^"xl6^", 
it  is  equipped  with  1600  ft.  reel  arms.  When  the  full 
film  capacity  is  utilized,  a  one-hour  presentation  may 
be  made  without  stopping  to  change  film.  Smaller 
reels  may  be  used  if  desired.  Among  the  Model  21 's 
standard    equipment    items    are    Pilot    Light,    Rapid 


Open   View  of   New   Victor 
Cabinet  Model  21   Silent  Projector 

Power  Rewind,  Quick,  Positive  Tilting  Device,  and 
a  new  "Swingout"  type  of  Lens  Mount  with  side 
framer,  which  greatly  facilitates  threading,  framing, 
and  cleaning  of  the  film  channel  and  aperture  plate. 

Victor  further  announces  price  reductions  on  certain 
projectors.  Victor  Model  10  Regular  (500  watt), 
which  previously  listed  at  $149.50  with  No.  9  carry- 
ing case,  has  been  reduced  to  $132.50  complete  with 
No.  8  Elite  center-opening  case.  Victor  Model  20 
Super-HiPower  (750  watt)  which  heretofore  listed 
at  $187.50  with  No.  8  case,  has  been  reduced  to 
$148.00  with  No.  8  case. 

Equipment  for  the  Amateur  Movie  Maker 

Bell  &  Howell  Company  has  assumed  exclusive 
photographic  market  distribution  of  the  Aplanatic 
Reflectors  for  photoflood  bulbs  which  are  manu- 
factured in  Los  Angeles  and  used  extensively  in  the 
Hollywood  studios.  The  reflectors  distributed  by 
Bell  &  Howell  are  small,  compact  duplicates  of  the 
big  studio  reflectors  and  comprise  a  complete  line 
of  the  sizes  and  types  best  suited  to  amateur  movie 
making  and  still  photography.  The  mirror-like 
chromium  surface  of  the  Aplanatic  Reflectors  con- 
sists of  many  facets,  each  of  which  reflects  the 
lam]5's  filament,  with  full  intensity,  toward  the 
subject.  They  are  claimed  to  be  the  most  efficient 
reflectors  made. 


f  wMlo  Ubrtfir 
KMiMsCiiy.llfo. 


V  y.a.,<:)<UyAf^      ^:a*J^^_,.^^, 


Educationa 


COMBINED  WITH 


Visual  Instruction  News 


Krf^^     I'Llf^^-^TViO*!^-: 


CONTENTS. 


Papers  from  the  Denver  Meetings  of 
The  Department  of  Visual  Instruction 

Characteristics  in  Still  Pictures  for  Instructional 
Use  in  the  Classroom 

The  Preparation  and  Presentation  of  a 
Science  Night  Program 

Adaptation  of  Art  to  the  Classroom 

Noon  Movies— the  New  Educational  Tool 

Systematic  Visual  Education  in  the  Average  School 


Single      Copies      25c 
•  $2.00    a     Year  • 


I  >;M^'>ijii'.6)^;L^;;;«4?9'VUt>e^^ 


«»      M  t 


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PHASE  OF  THIS  BUSINESS.  YET- IN  FACT  IT  IS  THE  ONLY 
THING  THAT  COUNTS.  I  DO  NOT  CARE  WHAT  TECHNICAL 
THEORIES  ARE  INVOLVED,  THE  ONLY  THING  THAT  INTER- 
ESTS THE  EXHIBITOR  IS  WHAT  HE  SHOWS  TO  HIS  PATRONS 
—THE  FINISHED  JOB  AS  IT  LOOKS  ON  HIS  SCREEN.  PRO- 
JECTION IS  THE  VITAL  LINK  BE^^WEEN  PRODUCTION  AND 
EXHIBITION.  AND  UNLESS  THE  STANDARD  OF  PROJECTION 
IS  SUCH  AS  TO  GET  OUT  OF  THE  PICTURE  EVERYTHING 
THAT  THERE  IS  IN  IT  WE  MIGHT  JUST  AS  WELL  CLOSE  UP 
SHOP  AND  GO  OUT  OF  BUSINESS. 

M    A.  LIGHTMAN. 

PAST.PReSIOENT    MOTION   PiCTURE   THEATRE   OWNERS  OF   AMERICA 

THE  MANUFACTURERS 


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Publish  thit  itatsmont  ai  a  (ufthst  contfibution  *«  H>e 
campaign  conducted  far  many  yaan  for  tho  adyoncement 
of  iHe  t*cKn;cal  department*  of  the  Motion  Pietuco 
induitry. 

INTERNATIONAL  PROJfOOR  CORPORATION 


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The  products  of  our  company  are  used  In  thousands  of  theatres  and  by 
public  and  private  institutions  throughout  the  world  requiring  superior 
results.  Professional  sound  and  visual  projection  demands  a  thorough 
understanding  of  materials  and  precision  workmanship.  Every  part 
manufactured  by  us  for  our  35  mm.  projectors  is  made  to  meet  the 
highest  professional  requirements. 

INTERNATIONAL  PROJECTOR  CORPORATION 


88-96  GOLD  STREET 


NEW  YORK,  N.  Y. 


!        October,  193  5 


Page  2  1  5 


Edit 


oria 


As  stated  in  (lur  September  issue,  this 
October  number  was  jjlanned  to  carry 
all  the  addresses  delivered  before  the 
Department  of  Visual  Instruction  of  the 
National  Education  Association  meet- 
ing at  Denver  on  July  1st  and  2nd 
last,  except  those  printed  elsewhere. 
The  issue  would  then  serve  somewhat 
as  "Proceedings"  for  De])artment  mem- 
bers. 

We  have  done  our  best.  Five  of  the 
twelve  addresses  listed  on  the  Program 
ai)pear  here  (see  titles  under  Contents 
at  the  right.)  They  arc  jjrinted  in  full, 
save  for  some  supplementary  material 
supplied  to  the  audience  at  the  time  in 
mimeographed  or  printed  sheets. 

The  remaining  seven  papers  are  ac- 
counted for  as  follows : 

Two  speakers  were  absent  (H.  L. 
Kooser  and  Merrill  Bishop)  and  their 
I)ai)ers  were  not  read. 

Two  have  already  been  printed  ( Inez 
C.  Larson,  in  The  Educ.-siTio.nal 
Screen  for  June;  and  Glen  Ream,  in 
The  Journal  of  the  National  Edu- 
cation iVssociATioN  for  September.) 

One  address — "Making  the  Rocky 
Mountains  a  Part  of  a  School  Pro- 
gram" by  Superintendent  Lloyd  Shaw 
of  Colorado  Springs — consisted  of  ex- 
temporaneous remarks  accompailying  a 
motion  picture  of  actual  activities  in  the 
Chevenne  Mountain  Schools.  Reprinting 
the  remarks,  without  the  jjicture,  could 
not  do  justice  to  the  very  interesting 
presentation. 

Two  are  still  to  a])pear,  we  trust, 
in  our  November  issue.  "A  Large  Area 
Visual  Instruction  Service,"  by  F. 
\\'ilcken  Fox,  Secretary  of  Extension 
Service,  Brigham  Young  University 
(re])lacing  Lowry  Nelson  on  the  pro- 
gram) requires  accompanying  cuts 
which  could  not  be  ready  in  time  for 
October  deadline.  The  other  paper 
— "The  Role  of  a  Visual  Aid  and  Sen- 
sory Technique  Course  in  Teacher  Pre- 
paration for  the  New  Day,"  by  Henry 
Kkjnower,  Chief  of  Teacher  Division  of 
the  State  Deixirtnient  of  Public  Instruc- 
tion in  Pennsylvania — failed  to  reach 
us  in  time  for  October  printing.  We 
hope  to  be  able  to  secure  these  before 
November  deadline. 

As  this  October  issue  may  find  in- 
creased demand,  we  are  making  a  mod- 
est increase  in  the  regular  run.  The 
reserve  will  not  be  large,  however,  and 
only   the   jjrompt   orders   can    be   filled. 


Educational     Screen 

Combi  ned     with 

Visual     Instruction     News 
OCTOBER,  1935 

VOLUME      XIV  NUMBER      8 


CONTENTS 

Characteristics  In  Still  Pictures  for  Instructional  Use 

in  the  Classroonn.     Leila  Trollnger 217 

The  Preparation  and  Presentation  of  a  Science  Night 

Program,    Robert  Collier  Jr _ ____ 219 

Adaptation  of  Art  to  the  Classroom.     Edna  hiellstern 222 

Noon  Movies — the  New  Educational  Tool.    L.  K.  Meola.--.224 

Systematic  Visual  Education  In  the  Average  School. 

William    H.   Dudley 228  . 

The  Film  Estimates  230 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky  __ 232 

Film  Production  Activities.     Conducted  by  The  Staff 238 

Among  the  Producers...- _ 240 

Here  They  Are!  A  Trade  Directory  for  the  Visual  Field. .-244 

Contents  of  previous  Issues  listed  in  Education  Index. 


General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  October,  1935  by  the  Edu- 
cational   Screen,    Inc.      Published    every    month    except   July    and    August, 

$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE  AND  STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Green,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley   R.  Greene 
R.  F.  H.  Johnson 
Marion  F.  Lanphier 
F.  Dean  McClusky 
Stella  Evelyn  Myers 


Page  216 


The  Educational  Screen 


NOW//^/^>fcQualllii  Sound 


ode!  25  AMMATOPHONE  is  the  world's  liphlesl,  most 
ooiiipacl.  I«>wp?i|-prioed  Hifth  Quality  Sound  Pictiirr  Hepro- 
ducor.  For  <»iil_v  a  Iriflr  iiKtrr  than  Silent  Cost,  it  providps 
the  fai'ilities  for  riiiiniii^  hoth  Silrnt  and  Sound  h'itnts.  Its 
Perfoniiaiire-Abiliiv  is  a  kiKiwii  and  pr<»ven  quantity  .... 
for  It  embodies  the  same  features  that  have  made  \  KTOK'S 
Supvr  Hi-Power  Model  21  the  world's  most  widely  used 
16  mm  Sound  Projeetor.  Principal  di>tinetion  is  a  highly 
perfected,  lighter-duty  amplifier  which  made  possible  IModel 
2.i's  reduced  size.  wei;;ht,  and  price.  (Total  weiclil.  l.j  lb;..) 
Its  undistorteil  \olume  and  .»()(>  watt  lllumiuati<m  (Hi- 
Power)   are  more  than  ample  for  audiences  of  up  to  200. 

(For  uniifmal  aiipUcalion    ....   smnll-rooni   lo  2000-' 

capacity  anditoriunis Modrl  2 1  conlinues  lit   hv  the 

logical  choice.) 

ANIMATOPHONK  2.>  will  amaze  you  .  .  .  Arrange  NOW 
to  see  and  hear  it ! 


WTOR  MIMATOGRAPH  CORP.,l)AVENPOKr.IOW\,U.&  A- 


N  E  MT    Y  0  RK 


LOS    ANGELES 


C  HICAG  0 


October,  193  5 


Page  217 


Characteristics  in  Still  Pictures  for  Instructiona 
Use  in  the  Classroom  ^^  ''"^  trohnger 


TRAINING  teachers  in  the  use  of  visual  and 
other  sensory  aids  is  greatly  needed  in  most 
sections  of  the  United  States.  We  can  expect 
no  great  progress  in  this  field  until  the  teachers 
know  why  the  aids  are  needed,  have  certain  stand- 
ards by  which  such  aids  are  judged,  and  know 
something  of  the  best  methods  —  insofar  as  they 
have  been  determined — for  the  use  of  the  aids. 

The  study  under  discussion  today  deals  with  the 
making  of  a  scale  against  which  teachers  may  check 
pictures  for  use  in  the  classroom.  Standards  for 
judging  pictures  for  educational  purposes  are  very 
vague  and  yet  pictures  are  probably  more  used  in 
the  daily  routine  of  the  classroom  than  any  other 
visual-sensory  aid  except  perhaps  the  blackboard. 

By  means  of  a  questionnaire,  opinions  were  gath- 
ered from  state  and  city  officials  of  visual  instruc- 
tion departments.  Qualities  or  characteristics  were 
classified  into  two  groups,  Technical  and  Instruction- 
al, and  a  distribution  of  points  with  a  total  of  100 
was  made  according  to  the  estimated  value  of  each 
quality. 

As  many  of  you  know,  the  subject  of  training 
teachers  in  the  proper  use  of  visual-sensory  aids 
has  been  a  hobby  of  mine  for  several  years.  Hence 
it  is  not  svirprising  that  when  I  begin  to  make  a 
special  study  of  anj-thing  in  the  field  of  visual  in- 
struction, it  is  very  likely  to  emerge  related  to  this 
topic  of  teachers  training.  I  do  not  believe  we  shall 
ever  achieve  any  worthwhile  goals  in  this  field  until 
a  large  per  cent  of  the  teachers  have  had  such  train- 
ing. Some  states,  notably  Pennsylvania,  have  pro- 
vided for  this  training  very  adequately  but  many 
states  have  relatively  tew  teachers  who  really  know 
how  to  use  the  visual  aids  that  are  put  into  their 
hands. 

Although  my  own  work  in  the  Bureau  of  Visual 
Instruction  at  the  University  of  Colorado  has  to  do 
entirely  with  projected  aids,  I  personally  feel  that 
aids  such  as  field  trips,  pictures,  posters,  exhibits, 
and  the  like,  should  be  used  to  a  greater  extent  in 
the  daily  routine  of  the  classroom  than  the  pro- 
jected aids.  Yet  many  teachers  when  visual  aids 
are  mentioned  think  only  of  motion  pictures,  lantern 
slides,  or  filmstrips.  Pictures — loose  pictures,  still 
pictures,  flat  pictures,  whatever  you  choose  to  call 
them — are  probably  more  generally  used  by  the  av- 
erage teacher  than  any  other  single  type  of  visual- 
sensory  aid.     If  a  check  list  has  ever  been  made  by 


Secretary   Bureau   of  Visual    Instruction, 
University  of  Colorado,   Boulder,   Colorado 

a  large  group  of  teachers  of  all  types  of  aids  used 
over  a  given  period,  I  have  not  seen  it,  but  for  my 
own  satisfaction,  I  asked  several  teachers  in  an  Ex- 
tension Class  to  check  the  aids  for  one  week  and 
except  for  blackboard  work,  the  pictures  were  great- 
ly in  the  majority  in  that  small  group. 

However,  despite  the  fact  that  pictures  are  so  uni- 
versally used,  very  few  teachers  seem  to  have  any 
definite  standards  by  which  the  pictures  are  judged. 
I  had  noticed  this  repeatedly  at  the  beginning  of 
my  classes  in  visual  aids,  and  it  was  forcibly  brought 
to  my  attention  by  a  simple  experiment  at  Teach- 
ers College,  Columbia  University.  Dr.  Edwin  H. 
Reeder  was  giving  a  Unit  Course  in  visual  aids. 
One  day  he  brought  to  class  a  large  group  of  geog- 
raphies. They  were  good  modern  books  and  he 
used  a  text  of  which  he  had  enough  copies  for  each 
member  of  the  class.  Each  student  was  asked  to 
select  what  seemed  to  him  to  be  the  best  and  the 
poorest  pictures  in  the  text,  judged  by  the  teaching 
values.  Only  a  few  minutes  were  given  for  the 
study  of  the  pictures  for  the  only  purpose  was  to 
bring  out  the  need  of  study  of  pictures  that  are  to 
be  used  for  teaching  purposes.  A  list  was  made  on 
the  blackboard,  one  column  of  the  numbers  of  the 
best  illustrations  and  the  other  of  the  poorest.  I 
do  not  recall  what  I  considered  the  best  picture,  but 
I  do  recall  very  vividly  my  choice  for  the  poor- 
est, and  as  it  happened.  Dr.  Reeder  had  listed  the 
same  one  as  his  choice  of  the  poorest.  It  was  a  street 
scene  in  Belgium,  I  believe,  but  it  might  just  as 
well  have  been  a  street  scene  in  New  Zealand,  Colo- 
rado, England  or  Canada.  There  was  nothing  in  the 
picture  which  would  in  any  sense  be  typical  of  the 
country — it  was  merely  a  scene  in  the  business  sec- 
tion of  a  city.  Yet  to  my  great  surprise,  two  dif- 
ferent teachers  had  listed  that  very  picture  as  their 
first  choice  of  a  good  teaching  picture.  I  think  at 
that  very  hour  my  decision  to  make  a  study  of 
standards  for  pictures  was  reached.  That  was  four 
years  ago  and  I  am  now  working  on  the  problem. 

My  two-fold  idea  in  this  problem  has  been  to 
make  a  scale  against  which  teachers  may  check 
pictures  that  they  wish  to  use;  then,  as  a  second 
and  perhaps  more  important  step,  to  actually  carry 
on  an  experiment  to  see  if  this  scale  does  help  the 
teachers  who  use  it.  The  first  part  is  completed. 
The  scale  is  ready  to  use  and  I  shall  give  you  the 
procedure   that   has   been   used   in   constructing   it. 


Page  2 1 8 


The  Educational  Screen 


The  second  part  has  not  yet  been  started. 

The  preliminary  work,  reading,  consultation, 
writing  and  re-writing  forms  and  questionnaires, 
took  most  of  niy  spare  time  for  a  year  or  two  l)e- 
fore  I  had  anything  ready  for  actual  work.  Finally 
last  fall  (1934)  1  sent  out  a  group  of  trial  question- 
naires to  a  number  of  persons  Avhose  writings  in 
this  phase  of  visual  instruction  had  attracted  my  at- 
tention. These  trial  questionnaires  received  greater 
attention  than  I  had  hoped  for,  and  they  brought 
back  to  me  some  excellent  suggestions,  though  not 
all  of  them  could  be  incorporated  in  the  final  (jues- 
tionnaire. 

Last  December  about  seventy  of  the  final  forms 
were  mailed  out  to  the  group  who  should  constitute 
our  experts  in  this  field  if  such  exists.  The  group 
was  selected  in  a  purely  objective  manner  from  the 
Visual  Instruction  Directory.  The  questionnaires 
were  mailed  to  our  national  officers,  all  state  of- 
ficials as  listed  by  the  Directory,  and  to  all  city  and 
county  officials  in  cities  of  200,000  or  more,  where 
one  person  was  designated  as  director  of  visual  in- 
struction for  whole  city  or  county.  Undoubtedly 
a  number  of  experts  were  omitted  by  this  procedure 
but  it  seemed  a  method  which  would  include  the 
greatest  number  in  a  purely  unbiased  manner. 
More  than  fifty  per  cent  of  the  persons  to  whom  the 
scale  was  sent  responded. 

In  the  questionnaire,  I  asked  for  a  distribution  of 
points  for  the  different  qualities  or  characteristics 
so  that  the  total  would  equal  100.  Almost  unani- 
mously, both  in  the  trial  and  the  final  question- 
naires, those  reporting  favored  the  division  of  the 
characteristics  into  Technical  and  Instructional  qual- 
ity. In  the  final  reports,  the  division  of  40-60  was 
almost  as  unanimously  adopted.  There  was  con- 
siderable variation  in  values  assigned  to  individual 
characteristics.  However,  I  have  computed  both 
the  mean  and  the  mode  and  they  are  very  nearly 
the  same. 

Technical  Quality — 40  Points 
A  Picture  Should  Be: 

Mean       Mode 

Artistic    11  10 

Clear  and  Definite  11  10 

Free  From  Blemishes  5  5 

Of  Practical  Size 7  10 

Properly  Colored  6  5 

Instructional  Quality — 60  Points 

Truthful    " 15  15 

Authentic 8  10 

Relevant   11  10 

Significant    9  10 

Stimulative   11  10 

Suggestive  of  Size  6  5 

100 
At  the  present  time  unless  someone  yet  can  show 
sufficient    reason    for   the    change,    I    think    the    scale 


which  is  used  in  the  experiment  will  be  that  using 
the  mean  as  the  measure  of  central  tendency.  How- 
ever, frankly,  I  do  not  think  it  will  make  nuich 
difference  for  if  the  scale  proves  valuable  at  all,  I 
believe  that  probably  the  greatest  value  will  lie  in 
the  suggestive  power  rather  than  in  its  ability  to  allot 
numerical  grades  to  pictures. 

The  second  ste])  will  be  a  test  of  this  scale  and  this, 
it  seems  to  me,  will  be  far  more  difficult  than  making 
the  scale.  Yet  if  in  a  fair  and  mibiased  ex])eriment, 
teachers  do  not  show  greater  ability  in  evaluating  pic- 
tures when  the  scale  is  used  than  they  do  when  it  is 
not  used,  we  shall  be  forced  to  conclude  that  a  scale, 
or  at  least  this  scale,  is  of  little  value.  However, 
that  is  the  problem  that  remains  to  be  solved. 

You  may  wonder  how  I  plan  to  proceed  now.  I 
sometimes  wonder  myself  what  to  do  next.  However, 
I  do  have  the  procedure  fairly  well  worked  out. 
Nearly  all  those  who  returned  the  (luestionnaircs  were 
kind  enough  to  consent  to  cooperate  with  me  in  this 
latter  part  of  the  experiment.  I  have  selected  a  unit 
of  study,  and  am  now  trying  to  select  twenty  pictures, 
some  of  which  are  good,  some  fair,  and  some  poor 
when  considered  from  the  standards  set  up  by  the 
scale.  Of  course  a  background  of  factual  material  will 
have  to  be  provided  for  many  of  the  teachers  might 
not  have  the  necessary  information  since  the  unit  is 
somewhat  regional.  Then  instructions  will  have  to  be 
carefully  prepared.  First  I  shall  ask  this  group  of  ex- 
perts who  returned  the  questiomiaircs  to  grade  the 
pictures  with  the  scale.  After  a  week  or  ten  days 
those  who  have  the  facilities  to  do  it,  will  be  asked 
to  let  a  few  interested  members  of  their  classes  grade 
the  pictures  without  the  scale.  After  another  interval 
of  time  they  will  be  given  the  scale  and  asked  to  rc- 
grade  the  pictures.  Then  we  shall  .see  if  the  latter 
grades  more  nearly  apjjroach  the  grades  given  by  the 
experts  than  the  former  grades  given  without  the  scale 
did.  Of  course  I  shall  be  trying  this  out  on  all  willing 
candidates  around  my  own  University.  I  believe  I  can 
get  sufficient  number  to  assist  in  this  work  to  make 
the  experiment  reliable. 

There  are  many  interesting  correlations  which  may 
develop.  Will  those  teachers  who  have  been  teaching 
only  a  few  years  do  as  well  as  more  experienced 
teachers?  What  will  be  the  results  of  a  comparison 
between  grade,  high  school  and  junior  high  school 
teachers?  Also  there  are  many  questions  in  my  own 
mind  right  now  as  to  the  best  methods  of  selecting 
the  i^ictures,  or  will  it  make  any  special  difference? 
Should  I,  in  order  to  secure  more  uniformity,  suggest 
for  the  first  grading  that  90-100  should  indicate  verv 
superior  figures,  80-89  good,  70-79  fair.  60-69  jwor 
and  below  60  very  poor?  I  am  plamiing  to  use  twenty 
])ictures.  Is  that  enough  for  an  experiment  or  is  it 
more  than  necessarv?     1  shall  be  verv  grateful  for  anv 


October,  193  5 


Page  219 


suggestions.  It  is  and  has  t)(.'en  a  very  interesting 
study  but  what  the  results  will  be  remains  a  ques- 
tion. If  the  scale  proves  to  be  valuable,  I  shall  1)e 
very  hajipy  to  have  made,  w'ith  the  aid  of  all  these 


experts,  a  small  contribution  to  this  field  of  education. 
When  the  study  is  completed,  it  will  probably  be  pub- 
lished so  that  those  interested  may  see  the  complete 
results  of  the  experiment. 


The   Preparation   and   Presentation   of   a 
Science   Night  Program 


DURING  the  past  years  of  uncertainty  our 
schools  have  been  faced  with  many  serious 
problems.  One  of  the  most  severe  has  been 
criticism.  Some  has  been  merited,  for  progress  is 
many  times  measured  by  a  certain  amount  of  con- 
structive criticism.  However,  a  great  deal  has  been 
rather  unfair  and  uncalled  for.  Arising  from  ignor- 
ance of  actual  conditions  within  the  school  and 
measured  by  education  received  in  the  little  red 
school  house  of  yesterday,  many  people  have  vented 
their  opposition  to  rising  taxes  by  attacking  most 
unjustly  the  new  education  program  of  our  schools. 
The  press  which  should  support  any  constructive 
effort  for  the  betterment  of  our  community  has  done 
little  to  combat  the  situation,  although  at  times  the 
papers  do  give  space  for  many  of  the  activities  of 
our  schools. 

To  overcome  this  criticism  the  schools  have  been 
forced  by  necessity  to  "sell  themselves."  To  this 
end  we  have  formed  Parent  Teacher  organizations, 
issued  bulletins,  ijublished  school  papers,  and  have 
done  everything  possible  to  direct  favorable  public 
attention  toward  our  schools.  With  the  idea  of 
showing  the  patrons  of  our  school  some  of  the  out- 
standing ways  in  which  our  boys  and  girls  are  re- 
ceiving modern  instruction,  many  meetings  have 
been  held.  In  these  meetings  only  small  groups  of 
students  have  been  able  to  appear,  few  patrons, 
chiefly  parents,  have  attended,  and  those  from  whom 
criticism  has  been  most  severe  have  been  noticeably 
absent.  Thus,  results  have  not  been  as  fruitful  as 
they  might  have  been  had  we  been  able  to  secure  the 
attendance  of  those  who  have  been  active  in  oppo- 
siticju  of  our  schools. 

W'ith  the  idea  then  of  definitely  selling  our  schools 
to  our  patrons  and  more  especially  to  our  city. 
South  High  School  of  Denver  has  organized  two 
"Science  nights"  in  which  we  have  definitely  en- 
deavored to  encourage  as  many  pupils  as  possible 
to  participate  in  a  display  of  student  academic  ac- 
tivities, not  necessarily  confined  to  science  alone, 
and  which  might  challenge  every  student  in  our 
school  to  show  for  the  benefit  of  their  classmates, 
parents  and   interested  visitors  some  of  the  things 


By      ROBERT      COLLIER      JR. 

Chemistry  Department,  South  High  School, 
Denver,  Colorado 

w'hich  they  have  learned  in  the  classroom.  To  do 
this  requires  a  vast  amount  of  co-operation  from 
every  faculty  member  and  student  in  school.  These 
"science  nights"  have  attracted  state  wide  atten- 
tion. By  actual  count  our  last  science  night  brought 
over  5,000  people  to  our  building.  Some  of  these 
came  from  Greele}^  Fort  Morgan,  Golden,  and 
Colorado  Springs. 

Organization 

The  organization  of  such  a  meeting  with  its  large 
interested  crowds  must  be  made  months  in  ad- 
vance. Our  last  Science  night,  which  was  held  in 
November,  was  in  preparation  in  some  departments 
for  a  year  and  a  half.  Alany  of  our  finest  student 
exhibits  were  displayed  by  present  members  of  the 
various  departments  who  had  to  be  trained  anew. 

In  preparation  for  the  evening  every  depart- 
ment in  our  school  was  asked  to  display  some  in- 
teresting project,  for  there  is  no  department  in  the 
modern  school  which  cannot  lend  itself  to  such  an 
undertaking.  Of  course,  the  usual  objections  were 
oflfered  from  many  departments  who  felt  that  they 
coidd  show  nothing  of  special  interest  to  people  out- 
side of  the  school.  It  required  considerable  work 
to  sell  the  idea  to  some  department  heads,  but  with 
the  co-operation  of  our  principal  who  felt  that  such 
an  effort  was  worth  while,  w^e  were  able  to  secure 
active  support  from  various  departments. 

Publicity 

The  Art  Departments  commenced  work  by  mak- 
ing a  series  of  interesting  posters  which  were  dis- 
tributed to  other  schools  as  well  as  throughout  busi- 
ness establishments  of  our  own  school  area.  These 
l)osters  were  well  done  in  attractive  colors  and 
aroused  considerable  interest.  They  also  furnished 
students  an  excellent  outlet  for  their  talent  along 
artistic  lines.  The  mechanical  drawing  boys  made 
splendid  signs  for  all  exhibits  and  gave  invaluable 
assistance  in  making  large  banners  for  the  various 
departments.  Over  600  pieces  of  lettering  were 
made  during  the  preparations  for  the  exhibit.  Our 
news  writing  classes  were  called  in  to  supply  fea- 
ture articles  for  the  citj'  papers,  and  the  various  lo- 


Page  220 


The  Educational  Screen 


cal  and  neighborhood  papers.  They  interviewed 
the  students  and  teachers  of  the  different  depart- 
ents,  prepared  material,  and  finally  had  the  pleasure 
of  seeing  their  own  articles  appear  in  print.  These 
articles  naturally  inspired  requests  for  photographs 
by  the  city  papers.  These  were  procured,  and  ap- 
pearing there  gave  us  state-wide  publicity.  Our 
papers  have  always  been  very  generous  of  space 
for  events  of  this  sort.  They  realize  that  the  pro- 
ject is  not  a  commercial  one  and  that  it  is  interest- 
ing to  the  general  public. 

Traffic  Control 

The  next  serious  problem  that  was  attempted 
was  the  definite  routing  of  our  visitors  through  the 
building.  The  Safety  Council,  Traffic  Squad,  and 
the  Pep  Clubs  of  our  school  were  called  in.  These 
individuals  in  their  distinctive  jackets  and  costumes 
were  to  act  as  guides  to  direct  traffic,  prevent  con- 
gestion, answer  questions,  run  errands,  and  help 
keep  order.  Through  their  co-operation  a  definite 
sequence  of  exhibits  was  planned  so  that  visitors 
would  be  conducted  to  all  parts  of  the  school  and 
miss  none  of  the  displays.  Several  important  prin- 
ciples were  developed,  chief  of  which  was  to  be  sure 
that  no  exhibit  would  be  placed  in  rooms  which  had 
only  one  entrance,  further  we  had  to  be  sure  that 
in  no  place  could  the  line  of  traffic  intersect  or 
cross.  This  was  beautiful  in  theory  but  when  the 
crowd  arrived  it  became  so  difficult  to  handle  that 
we  finally  were  forced  to  open  all  entrances  and  al- 
low the  people  to  go  where  they  desired,  thus  many 
people  missed  displays  in  which  they  were  espe- 
cially interested.     This  could  not  be  avoided. 

If  a  third  Science  night  is  attempted  a  definite 
control  of  the  visitors  will  be  attempted  by  means 
of  tickets  which  may  be  secured  on  application.  We 
also  believe  that  grade  school  children  will  have  to 
have  a  special  display  in  order  to  keep  them  away 
from  the  crowds  of  the  evening  performancce.  We 
likewise  found  it  essential  to  have  some  officers  from 
the  city  Police  force  whose  presence  has  a  salutory 
effect  on  some  of  the  younger  people  in  keeping 
them  orderly.  On  arrival  our  guests  were  greeted 
by  the  Commercial  Department  who  gave  mimeo- 
graphed directions  as  to  where  the  exhibits  could 
be  found  and  when  special  features  planned  for  spe- 
cial times  of  the  evening  occur.  These  were  mimeo- 
graphed by  the  students  as  the  students  arrived.  In 
this  way  a  partial  check  was  obtained  as  to  the 
number  of  visitors  attending.  A  more  definite 
check  was  obtained  by  using  the  commercial  arith- 
metic classes,  who  were  stationed  at  the  doors  to 
count  all  entering  visitors  thus  determining  the  act- 
ual number  attending. 

Educational  Value 

The  motivating  idea  in  back  of  the  exhibits  of  the 


various  departments  was  to  get  as  many  students 
as  possible  to  show  material  with  which  they  were 
familiar,  to  as  many  as  their  own  classmates,  par- 
ents, relatives,  and  friends  as  possible.  Such  train- 
ing is  extremely  valuable  from  several  points  of 
view.  It  develops  confidence  in  his  abilit\%  in- 
creases the  desire  for  a  complete  understanding  of 
the  project  and  gives  the  student  a  feeling  of  impor- 
tance in  the  eyes  of  his  classmates  and  friends  that 
is  hard  to  measure. 

One  young  lady  demonstrating  the  testing  of  milk 
for  butterfat,  was  questioned  by  one  of  our  visitors 
concerning  the  bacteria  count  of  milk,  the  casin 
content,  the  amount  of  milk  sugar,  and  many  other 
facts  with  which  she  was  unfamiliar.  W^hen  she 
failed  to  give  him  all  the  answers  to  the  questions 
he  had  asked,  he  told  her  the  exact  answers  to  the 
same  questions.  As  he  turned  away  she  turned  to 
a  teacher  standing  nearby  and  asked  in  great  dis- 
gust why  that  crazy  man  asked  all  those  questions 
when  he  already  knew  the  answers.  It  turned  out 
that  the  individual  in  question  was  the  director  in 
charge  of  the  United  States  Pure  Food  and  Drug 
Administration  Department  in  our  city,  who  was 
questioning  these  pupils  on  their  training  along 
his  line.  In  a  later  discussion  he  remarked  how 
well  the  boys  and  girls  of  today  were  being  trained 
to  appreciate  various  foods  and  the  value  of  pure 
food. 

Departments 

The  chief  departments  co-operating  were  the  Art, 
Biology,  Astronomy,  Mathematics,  Physics,  Psy- 
chology, Chemistry,  Latin,  Library,  Home  Eco- 
nomics News-writing,  and  several  extra-curricular 
groups  of  the  school.  The  exhibits  were  arranged 
throughout  the  school  with  as  wide  a  separation  as 
possible.  The  one  serious  mistake  made  in  the  dis- 
play was  the  attempt  to  crowd  the  marvelous  ex- 
hibit on  "Consumer  Education"  into  a  small  room 
where  adequate  examination  space  was  not  avail- 
able. 

In  the  Biology  Department  many  microscopic 
displays  in  charge  of  students  were  arranged.  In- 
teresting pets  ranging  from  a  Honey  Bear,  Monkey, 
and  Alligators  to  White  Rats  were  borrowed  from 
various  sources  throughout  the  city.  The  display 
of  Riker  Mounts  containing  many  flowers,  leaves, 
and  dry  specimens  created  some  attention. 

The  Mathematics  Department  displayed  demon- 
strations on  the  slide  rule,  classes  in  rapid  calcula- 
tion, figures  involving  the  use  of  Pantagraphs  and 
manipulation  of  Napiers  rods.  A  display  of  various 
transits  and  surveying  instruments  all  helped  some 
of  our  budding  engineers  explain  why  mathematics 
is  the  foundation  of  modern  industry. 

The  Astronomy  Department  had  just  completed 
a  very  nice  Reflecting  Telescope,  the  only  one  of  its 


October,  193  5 


Page  221 


kind  in  the  city,  and  this  with  three  other  large  tele- 
scopes were  in  constant  demand  the  entire  evening 
by  our  friends  who  were  looking  at  the  moon,  Sat- 
urn and  Mars.  Also  an  exhibit  of  sky  charts,  mod- 
els of  the  solar  system  and  charts  showing  the  ex- 
planation of  the  moon's  phases  were  on  display. 

The  Psychology  Department  had  probaljly  the 
most  unusual  exhibit  of  the  entire  display.  Various 
illusions,  a  demonstration  of  mind  reading,  charts 
illustrative  of  superstitions,  and  an  explanation 
of  habit  formation  with  models  and  specimens  of 
the  ear  and  brain  were  there  to  be  explained  to  our 

.visitors  interested  in  the  working  of  the  mind.   This 

■department  at  first  could  not  understand  how  it 
Eould  find  an}'  material. 

One  exhibit,  the  psychology  of  a  necktie,  caused 

I  more  comment  than  any  one  single  exhibit. 

The  Physics  Department  naturally  was  in  a  po- 
sition to  display  as  much  or  more  than  any  other 
department.     The   showing  of   Black   Light,   Neon 

I  tubes,  automatic  telephones  and  switch  boards,  the 
modern  air  conditioning  of  rooms,  the  relative  cost 

■  of  operation  of  various  size  light  globes  as  deter- 
mined by  electric  meters  and  sixty-seven  other  dis- 
plays furnished  sufficient  information  for  those  in- 
terested to  enable  them  to  spend  an  entire  evening 
in  this  department  alone.    Displays  in  this  field  are 

[limited  only  by  the  number  and  interest  of  the  pu- 

[pils  participating  and  by  the  material  available. 
The   Library   with  a   splendid  display   of  books, 

[charts  and  reference  materials  contributed  to  every 

[department. 

The  Chemistry  Department  displayed  156  ex- 
hil^its  ranging  from  chemistry  involved  in  tooth 
powders  and  cosmetics  to  a  continuous  demonstra- 
tion of  the  effects  of  liquid  air.  This  substance  with 
a  temperature  of  -197  degrees  Centigrade  was  a 
striking  contrast  to  a  working  display  on  the  same 
table  of  the  Goldschmidt  Process  developing  a  tem- 
perature sufficient  to  melt  steel  at  about  1500  degrees 
Centigrade.  One  feature  found  considerable  favor. 
Something  over  sixty  gallons  of  lemonade  made  from 
Citric  acid  and  saccharine,  colored  with  Anilene  dye 
were  consumed  by  the  curious  crowd  who  seemed 
to  feel  that  anything  free  to  eat  might  be  of  value 
regardless  of  where  it  came  from.  The  display  of 
pottery  and  clay  material  from  our  own  Colorado 
Coor's  Porcelain  Plant  was  very  much  admired. 
Few  Coloradoans  realize  the  beauty  and  artistry  of 
these  articles  from  clay  or  the  annual  value  to  our 
State  of  these  products.  One  of  the  greatest  Chem- 
ical Industries  in  Colorado,  the  manufacture  of  beet 
sugar,  was  demonstrated  from  beet  to  sugar.  Act- 
ual sugar  made  in  the  laboratory  was  on  exhibition. 
It  would  require  too  much  time  to  discuss  all  the 
material  shown  by  the  Chemistry  Departments. 
Here  again  exhibits  were  limited  by  student  partici- 
pation rather  than  lack  of  possibilities. 


Another  exhibit  which  attracted  attention  was 
that  furnished  by  the  boys  and  girls  of  the  Home 
Economics  Department  on  "Consumer  Education." 
Studies  were  made  of  the  value  of  such  material  as 
canned  tomatoes.  Cans  of  tomatoes  were  pur- 
chased, opened  and  amounts  of  pulp  and  juice  were 
carefully  measured  thus  giving  a  definite  compari- 
son as  to  actual  food  value  and  cost.  The  value  of 
various  breakfast  foods,  packages  showing  slack 
fills  and  mislabeling  were  all  shown.  Samples  of 
foods  containing  high  and  low  food  values  and  com- 
parative cost  were  displayed.  A  splendid  demon- 
stration on  Vitamins  and  the  effects  of  their  ab- 
sence in  diet  showed  the  importance  of  a  proper 
knowledge  of  these  dietary  factors.  Girls  displayed 
samples  of  silk  hose  and  compared  their  values  with 
original  cost.  The  effect  of  various  soaps  on  tex- 
tiles as  well  as  methods  for  removing  stains  from 
these  textiles  was  most  strikingly  shown.  The 
value  of  various  commercial  furs  as  normally  sold 
on  the  market  compared  to  the  original  raw  fur  and 
the  wearing  qualities  of  each  was  in  charge  of  an- 
other group  of  girls.  The  actual  value  of  linens, 
sheets  and  pillow  cases  as  sold  showing  the  effect 
of  filling  of  starch  and  other  chemicals  thus  making 
the  finished  product  appear  much  better  than  it 
really  was,  had  the  effect  of  causing  these  future 
citizens  to  think  twice  before  they  purchased  an 
article.  The  work  of  these  classes  in  training  our 
boys  and  girls  to  investigate  articles  before  they 
are  purchased  rather  than  after  is  unusual.  The 
training  in  proper  buying  is  one  of  the  biggest  fea- 
tures of  these  home  training  classes.  This  matter 
of  "Consumer  Education"  has  been  largely  neg- 
lected up  to  this  time  in  our  school,  and  it  is  finding 
a  ready  audience  in  these  days  of  the  falling  value 
of  the  dollar.  No  longer  do  boys  and  girls  from 
these  classes  buy  articles  because  of  fancy  wrap- 
pings or  because  of  some  misleading  radio  an- 
nouncement. Such  training  is  very  much  appreci- 
ated by  their  parents.  Of  course,  extreme  care  is 
taken  to  avoid  advertising  materials  in  classes  and 
an  effort  is  made  to  lead  the  student  to  form  inde- 
pendent constructive  opinions  of  purchase  values. 

The  Latin  Department  so  often  considered  out  of 
date  in  these  days  displayed  a  series  of  delightful 
miniatures  of  old  war  implements,  bridges,  Roman 
furniture,  and  a  chart  showing  how  Latin  forms  a 
basis  for  many  of  our  scientific  words. 

Special  Exhibits 

Besides  these  exhibits  we  had  four  more  or  less 
recreational  displays  all  in  charge  of  our  students. 
Our  school  musical  organization  played  a  concert 
for  about  an  hour  and  half  in  the  auditorium  for 
those  whose  feet  grew  tired  and  wished  to  relax  to 
the  music  of  our  splendid  seventy-five  piece  band. 
Its  happy  music  echoing  through  the  halls  added  a 


Page  222 


The  Educational  Screen 


festive  note  to  our  evening-.  Before  and  after  the 
band  concert,  continuous  motion  pictures  were 
shown  in  the  auditorium.  This  year  we  used  the 
film  the  "Eyes  of  Science,"  which  shows  the  manu- 
facture and  use  of  various  optical  instruments. 

In  the  Gymnasium,  one  of  our  teachers  who  is 
an  expert  in  High  Tension  Electricity  assisted  by 
some  of  his  students  produced  a  display  of  interest- 
ing phenomena  made  possible  by  various  induc- 
tion coils.  Neon  tubes,  and  electrical  gadgets  known 
more  particularly  to  scientists. 

We  were  fortunate  to  secure  from  the  Denver 
Fire  Clay  Company  their  expert  glass  blower.  Glass 
blowing  always  attracts  and  we  had  a  crowd  of  five 
hundred  watching  this  exhibit  for  almost  the  entire 
evening.  The  use  of  the  Oxygen  flame  and  the 
making  of  small  articles  from  glass  by  a  skilled 
glass  blower  fascinated  especially  the  younger 
boys  and  girls. 

Speakers  are  many  times  available  for  such  occa- 
sions. We  rather  feel  that  in  such  an  undertaking 
our  patrons  would  rather  spend  their  time  with  the 
examination  of  exhibits  rather  than  sitting  through 
a  lecture,  no  matter  how  interesting. 

Hobby  Show 

Another  feature  of  our  display  was  a  hobby  show 
in  which  any  student  who  had  a  hobby  was  invited 


to  participate.  Many  of  our  boys  and  girls  are  quite 
talented  along  lines  which  are  foreign  to  their  us- 
ual school  work  and  which  are  almost  unknown.  So 
we  had  exhibits  of  poetry,  stamps,  outing  equip- 
ment, Indian  Craft,  collections  of  Indian  arrow 
heads,  butterflies,  and  aeroplanes.  An  interesting 
dis])lay  was  furnished  by  the  military  groups — tar- 
gets, machine  guns  and  various  army  ec|uipment. 

Many  other  departments  in  the  high  school  lend 
themselves  readily  to  such  an  evening.  Classes  in 
stagecraft,  auto  shop,  machine  shop,  music,  history, 
English,  French,  Spanish,  physical  education,  in 
fact  there  is  not  a  single  department  in  the  school 
which  can  not  find  expression  on  such  a  night. 

Our  visitors  were  much  impressed  by  the  large 
number  of  displays  as  well  as  the  aptitude  displayed 
by  the  students  in  charge.  If  our  Science  night  ac- 
complished nothing  more  it  gave  recognition  to 
many  boys  and  girls  and  an  op]3ortunity  to  show 
what  they  were  interested  in.  Therefore  we  be- 
lieve that  such  an  evening  is  decidedly  worth  while. 

It  rquires  organization,  co-operation,  and  a  whole 
lot  of  hard  work.  It  has  a  definite  educational  val- 
ue for  the  participants  and  it  also  has  the  value  of 
"selling  our  SchooT'  to  the  taxpayers  who  after  all 
determine  the  policies  of  the  school.  With  proper 
co-operation  and  determination  any  school  can  do 
likewise. 


Adaptation  of  Art  to  the  Classroom 


PUBLIC  school  methods  have  changed  rapidly 
during  the  past  few  years  but  public  attitude 
toward  newer  methods  remains  more  or  less 
static.  We  are  frequently  encountering  parents  who 
are  not  in  S3'mpathy  with  and,  not  infrequently,  are 
opposed  to  change  in  method.  While  they  submit, 
you  feel  instinctively  they  are  not  convinced  that 
the  way  we  teach  is  superior  to  methods  used  when 
they  went  to  school.  You  often  hear  the  remark. 
"Now,  when  I  went  to  school  we  did  it  this  way!" 

No  subject  in  the  modern  curriculum  has  been 
harder  to  establish  in  public  approval  than  "art 
education".  The  idea  still  lingers  that  the  schools 
are  trying  to  produce  a  few  artisis  at  the  expense 
of  the  taxpayers  and  the  time  of  all  the  other  chil- 
dren. You  cannot  explain  to  a  father  that  the  in- 
ward joy  he  feels  when  the  garden  he  planted  be- 
gins to  show  green,  is  the  same  ecstasy  we  want  his 
son  to  experience  when  he  builds  a  model  Viking 
boat  in  the  art  room.  The  mother  who  puts  a  per- 
fect coat  of  icing  on  her  cake  for  the  Ladies'  Aid 
experiences  the  same  emotion  that  the  daughter  ex- 


By      EDNA      HELLSTERN 

Centra!  Grade  School,   Pueblo,  Colorado 

periences  as  she  completes  the  finishing  touches  on 
her  costume  for  the  school  pageant.  The  same 
parent,  no  doubt,  will  tell  you,  "There's  no  use  in 
my  child  taking  art.  I  don't  think  he'll  ever  learn 
to  draw.     I  never  could." 

Mention  the  word  "art"  to  most  people  and  they 
immediately  call  to  mind  "art  galleries".  To  them 
an  appreciation  of  art  means  a  collection  of  pic- 
tures. The  richer  one  is  the  more  numerous  and 
the  more  expensive  are  the  original  paintings  he 
collects.  The  poor  satisfy  the  same  impulse  by 
buying  prints  made  from  the  originals  the  rich  have 
collected.  This  is  one  of  our  European  inheritances 
that  we  have  failed  to  outgrow.  "Art  for  art's 
sake"  is  the  motto  of  the  general  public  if  the}' 
have  any  interest  in  art  at  all. 

The  ideal  for  art  in  the  public  school  has  deviated 
a  long  way  from  "art  for  art's  sake".  Art  educa- 
tion stresses  the  sheer  joy  of  creation  and  apprecia- 
tion as  an  educational  end.  The  art  class  aims  tO' 
put  into  the  hands  of  every  child  a  tool  for  self- 
expression.     It  gives  him  a  new  vocabulary.     Art  is 


October,  193  5 


Page  223 


taking;'  its  place  with  other  sul)jects  in  the  curricu- 
lum through  systematic  courses  of  study.  It  is  no 
longer  a  subject  for  a  Friday  afternoon's  amuse- 
ment period  when  children  haphazardly  co])y  the 
teacher's  ideas  on  ])aper  while  the  teacher  herself 
clears  her  desk  in  order  to  leave  early.  New  courses 
of  study  for  art  are  logical  and  systematic,  built  up 
ste])  by  ste]j  as  orderly  as  a  course  of  study  in 
arithmetic  or  any  other  basic  subject.  They  are 
Iniilt  upon  the  idea  that  any  child  can  learn  to  draw 
anfl  to  appreciate  his  surroundings  as  surely  as  he 
can  learn  to  read,  write,  or  do  a  sum.  You  cannot 
expect  him  to  express  himself  graphically  without  a 
step-by-step  background  any  more  than  you  can  ex- 
pect him  to  write  a  composition  without  having 
mastered  the  mechanics  of  writing. 

It  is  u])  to  the  classroom  teacher  to  permit  the 
child  to  use  the  vocabulary  for  self-e-xpression  that 
the  art  teacher  is  trying  to  put  into  his  hands.  It 
is.  indeed,  the  classroom  teacher  who  must  help 
him  find  the  ideas  he  wishes  to  express,  whether  it 
is  the  nature  study  lesson,  the  geograi)hy  lesson,  or 
the  historv  lesson.  Such  ideas  lose  their  spontan- 
eit}-  if  they  must  be  referred  to  the  art  class.  It  is 
here  the  teacher  may  guide  the  child's  leisure  time. 
Teachers  have  long  since  recognized  the  fact  that 
not  all  children  can  express  themselves  orally.  How 
often  have  you  said  of  a  child,  "He  doesn't  do  good 
oral  work  but  he  hands  in  excellent  examination 
japers."  Then  why  not  give  him  credit  if  he  can 
iescribe  graphically  what  he  cannot  tell  ?  The  eye 
retains  what  the  ear  soon  forgets.  In  a  nature  study 
Idass  a  little  foreign  boy  could  draw  for  the  others 
[the  tracks  of  any  wild  animal  living  near  the  river, 
lis  recitation  was  far  more  dramatic  than  any  oral 
iescription  he  could  possibly  have  given. 
A  sixth  grade  history  class  were  studying  med- 
ieval castles.  Several,  on  their  own  initiative,  went 
lome  and  constructed  castles  from  paper  cartons 
md  colored  jiaper.  Another  grou])  asked  to  bring 
ip  clay  from  the  river  bed  in  order  to  construct  a 
Imodel  of  the  Parthenon.  .\  fifth  showed  their 
cnowledge  of  interiors  when  they  built  at  home 
models  of  Pioneer  kitchens.  These  children  were 
building  historical  backgrounds  more  poignant  than 
any  the  teacher  could  build  up  by  mere  words. 
The  teacher  may  find  a  piece  of  chalk  more  dra- 
matic than  words.  "Draw  and  the  child  draws  with 
you.  Talk  and  you  talk  alone,"  as  Henry  Turner 
Baile\'  put  it. 

You  cannot  teach  a  child  to  love  beauty  unless 
he  is  surrounded  by  beauty.  You  cannot  put  over 
to  the  child  the  beauty  of  the  (jrand  Canyon  or  the 
exquisiteness  of  the  Taj  Mahal  in  a  room  of  four 
barren  walls.  Xo  fine  idea  can  come  from  a  child 
who  sjiends  his  day  staring  at  blank  walls.  Xo 
matter  how  new  the  school,  how  fine  the  architec- 


ture, the  school  room  is  still  barren  until  the  teach- 
er fills  it  with  personal  touches.  Every  teacher 
must  l)e  "art  conscious"  if  the  art  dejiartment  is  to 
function  in  the  school  curriculum.  I  have  spent 
considerable  time  and  expense  in  decorating  my 
classrooms.  In  the  art  room  I  have  concentrated 
on  Indian  art.  Resides  three  large  colored  paint- 
ings of  Indian  life  by  Robert  Westley  Anieck  and 
numerous  smaller  ones,  some  by  Indian  artists,  I 
have  quite  a  collection  of  such  samples  of  Indian 
life  as  katcinas.  jugs,  water  jars,  a  tom-tom,  strings 
of  Indian  corn. 

While  I  had  seldom  discussed  the  objects  in  the 
room,  I  wondered  how  much  impression  they  had 
made  on  the  children.  I  met  each  of  my  fourth, 
fifth,  and  sixth  grade  art  classes  in  their  own  room. 
I  asked  them  to  make  a  list  of  the  things  in  the  art 
room  that  impressed  them  and  to  tell  me  the  thing 
they  liked  best  in  the  room.  I  was  much  sur])rised 
to  find  out  from  this  questionnaire  that,  first,  no 
object  missed  their  attention.  They  are  as  sensi- 
tive to  their  surroundings  as  wild  animals.  Sec- 
ondly, I  found  out  that  while  a  few  preferred  the 
I)ictures,  most  of  them  like  the  katcinas,  bowls,  In- 
dian corn,  tom-tom  and  some  even  liked  the  cactus 
garden  best.  Xo  exhibit  of  art  of  the  Southwest 
would  be  complete  without  a  cactus  exhibit.  Think- 
ing over  my  grade  school  life,  I  recall  such  objects 
as  vases,  bowls,  baskets  and  where  they  were  placed 
in  the  room,  while  I  have  no  recollection  of  pictures 
on  the  walls  although  I  know  there  were  many,  I 
tried  the  same  questionnaire  on  each  child  for  his 
home  room.  I  found  the  same  facts  to  be  true. 
They  miss  nothing  about  their  surroundings.  Ex- 
hibits that  are  left  up  for  a  short  time  make  a  great- 
er impression  than  objects  that  are  in  front  of  them 
throughout  the  year. 

From  the  results  of  the  questionnaire  I  drew  two 
conclusions.  Exhibits  should  have  a  definite  pur- 
pose and  should  not  he  left  out  for  too  long  a  time. 
Then,  all  investments  in  art  need  not  be  in  pictures. 
In  my  sixth  grade  where  European  geography  and 
history  are  studied,  we  are  investing  our  money  in 
sami)les  of  j^easant  art.  We  have  already  samples 
of  Czecho-Slovakian  pottery  and  two  beautiful  Pol- 
ish batik  wooden  bowls,  and  we  expect  to  add  more 
next  year. 

X"ot  all  investments  in  art  need  be  expensive. 
"Home-made"  devices  sometimes  add  the  most 
cheer  to  the  room.  Dark,  unsightly  parts  of  the 
rcjoms  should  be  attacked  first.  Attractive  bulletin 
boards  and  border  spaces  should  be  carefully  planned 
and  changed  often.  Teachers  who  teach  in  old 
buildings  are  more  fortunate  than  those  who  teach 
in  new  ones  for  a  thund)  tack  here  and  there  will 
not  do  much  harm.  Oiu"  building  is  old.  The  ceil- 
ings are  high.     At  the  top  of  the  high  windows  are 


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transoms  for  ventilation.  These  transoms  have  al- 
ways been  a  handicap.  The  light  is  bad  and  they 
are  unsightly  in  appearance.  We  have  made  trans- 
parencies from  oak-tag  and  show  card  paint,  oiling 
them  with  any  kind  of  oil  from  rancid  olive  oil  to 
pure  linseed  oil.  The  subjects  chosen  for  illustra- 
ting fit  into  the  subject  matter  taught  in  the  room. 
The  transoms  in  the  sixth  grade  depict   European 


travel ;  fourth  grade,  Colorado  mountains,  etc. 

Few  of  us  understand  the  emotional  effect  of  col- 
or. If  we  could  analyze  the  stimulating  effect  of 
the  sunset  across  the  lake,  or  the  calm  restful  re- 
pose of  the  light  through  the  chapel  window,  and 
could  simulate  them  in  our  classroom,  whether  in 
kindergarten  or  high  school,  some  of  our  problems 
would  be  over. 


Noon  Movies— the  New  Educdtional  Too 


B 


y 


K 


M  EOLA 


Chairman  Visual   Education, 
John   Hay  High   School,   Cleveland.  Ohio 


A  FRIEND  recently  defined  the  words  opti- 
mist and  pessimist  in  such  a  way,  that  I 
have  continually  wondered  which  definition 
applies  to  me.  My  friend  defined  an  optimist  as  "a 
man  who  saw  light  when  there  was  none,"  and  the 
pessimist  as  "the  fellow  who  puts  out  the  light." 
Now,  to  have  noon  movies  discussed  as  "the  new 
educational  tool"  at  the  Visual  Instruction  meeting 
may  require  either  a  great  deal  of  optimism  or  pro- 
found pessimism.  As  our  national  humorist,  Will 
Rogers,  says  "all  I  know  is  what  I  read  in  the  pa- 
pers" ;  so  must  I  say  that  all  I  know  about  noon 
movies  is  what  is  done  at  John  Hay  High  School, 
Cleveland,  Ohio. 

Whenever  I  speak  of  noon  movies,  here,  may  it 
be  understood  that  I  mean,  motion  picture  films 
shown  daily  in  the  school  auditorium  during  the 
luncheon  periods  for  recreational  as  well  as  educa- 
tional purposes. 

The  noon  movies  have  become  a  definite  part  of 
our  curriculum  (1)  because  they  provide  the  easiest 
and  cheapest  solution  to  administrative  and  hous- 
ing problems  during  luncheon  periods,  (2)  because 
they  are  a  decided  economic  benefit  to  the  Board 
of  Education  as  well  as  source  of  income  to  the 
school  treasury,  and  (3)  because  they  are  becoming 
a  very  worthy  educational  tool  for  the  direct  and 
indirect  teaching  of  social,  political,  and  economic 
problems.  Situations  are  continually  presenting 
themselves  in  classrooms  to  which  the  motion  pic- 
tures shown  in  the  noon  movies  offer  a  direct  and 
satisfactory  approach. 

The  advantages  of  noon  movies  were  twofold 
when  they  solved  the  administrative  and  housing 
problems  during  the  luncheon  periods  because,  they 
did  away  with  the  costly  and  difficult  job  of  super- 
vising study  halls,  and  because  they  provided  stu- 
dents with  a  place  where  they  might  give  outlet  to 
pent-up  energies  (a  sort  of  school  safety  valve),  and 
where  a  short  period  of  relaxation  and  desirable  rec- 


reation might  be  found  before  the  classroom  work 
is  resumed.  The  twenty-five  minute  study  halls 
often  held  in  the  auditorium  were  not  a  pleasant 
assignment  to  the  student  nor  to  the  teacher.  These 
twenty-five  minutes  were  considered  by  the  stu- 
dents a  mild  form  of  torture ;  to  the  teacher  it  meant 
a  hectic  fifty  minute  assignment.  The  reasons  these 
study  halls  were  not  conducive  to  concentrated 
study  are  (1)  the  uneasiness  of  the  student,  (2)  the 
unsuitableness  of  the  room  for  ideal  study  purposes, 
(3)  the  size  of  the  group,  (4)  the  amount  of  clerical 
work  necessary  to  seat  the  large  group  properly 
and  check  attendance,  and  (5)  the  mental  attitude 
of  every  one  toward  these  study  halls.  These  con- 
ditions which  operate  against  the  successful  con- 
duct of  lunch  period  study  halls  have  all  been  abol- 
ished by  properly  selected  motion  pictures.  The 
stern  faces  of  the  teachers  have  assumed  a  cheer- 
ful expression  and  meantime  thousands  of  dollars 
which  were  necessary  for  the  teacher  supervision 
of  huge  study  halls  are  saved  for  the  Board  of  Edu- 
cation. This  set-up  has  also  made  simpler  for  the 
administrator  the  making  of  the  master  program 
because  more  teachers  are  available  for  classroom 
teaching  during  the  lunch  periods. 

We  have  six  luncheon  periods  in  our  school  day, 
each  twenty-five  minutes  long.  Each  luncheon 
group  is  given  an  alphabetical  group  name  from  A 
to  F.  At  the  beginning  of  the  semester  students 
arrange  their  programs,  everyone  setting  aside  one 
of  these  periods  for  lunch.  In  order  that  the  di- 
vision of  groups  may  be  well  balanced,  the  number 
enrolled  in  each  period  is  counted,  necessary  adjust- 
ments and  assignments  made  to  definite  luncheon 
groups.  To  prevent  pupils  crowding  into  other 
groups,  each  student  is  provided  with  an  identifica- 
tion card  that  must  be  presented  upon  request  at 
any  time  during  the  semester  in  the  lunchroom. 
When  Group  A  is  at  lunch.  Group  B  is  in  the  noon 
movies.     Groups  C  and  D,  and  groups  E  and  F  are 


i 


October,  193  5 


Page  225 


similarly  paired.  Students  not  wishing  to  go  to  the 
auditorium  movies  have  provided  for  them  vacant 
classrooms  where  they  may  go.  We  call  these 
rooms  recreation  rooms.  At  the  end  of  the  twenty- 
five  minute  period  the  groups  alternate.  Under  no 
circumstances  are  students  permitted  to  leave  the 
building  to  roam  the  streets  or  go  to  outside  restau- 
rants. This  rule  is  enforced  not  only  for  adminis- 
trative reasons,  but  because  the  school  is  provided 
with  an  excellent  cafeteria  and  lunchroom  operated 
l)y  the  Board  of  Education  on  a  non-profit  basis. 

In  the  noon  movies,  students  see  two  reels  of  film 
per  day  or  ten  reels  per  week.  When  a  feature  pic- 
ture does  not  require  the  entire  week  for  showing, 
the  balance  of  the  week  is  filled  in  with  short  sub- 
jects such  as  newsreels,  travel  talks,  cartoons,  com- 
edies and  featurettes.  The  charge  made  for  daily 
attendance  is  one  cent  per  reel  or  ten  cents  per 
week.  From  these  factors  it  is  evident  that  the 
housing  facilities  of  the  school  are  used  to  the  best 
advantage,  the  administrative  problems  minimized, 
and  the  students  and  teachers  supplied  with  a 
choice  of  lunch-hour  activity.  The  economic  ad- 
vantages of  the  noon  movies  for  the  Board  of  Edu- 
cation, are  the  savings  in  salaries  necessary  to 
employ  three  or  more  very  strong  teachers  to  do 
police  work  in  study  halls  whose  enrollment  many 
times  pass  the  thousand  mark  every  fifty  minutes. 
The  noon  movies  have  proved  themselves  the 
only  reliable  source  of  income  in  our  school  espe- 
cially because  80%  of  the  students  of  John  Hay 
High  School  are  girls  who  have  slight  interest  in 
the  athletic  events  which  provide  income  for  many 
schools.  Funds  derived  from  this  source  go  to 
many  very  worthwhile  school  activities.  It  would 
je  practically  impossible  to  carry  on  an  extensive 
irisual  education  program  were  it  not  for  the  noon 
levies.  These  funds  made  possible  the  purchase 
)f  a  Western  Electric  sound  equipment  in  the 
luditorium,  a  two  channel  public  address  system 
^ith  a  loud  speaker  in  every  classroom  and  office, 
land  microphone  outlets  in  six  vital  places  in  the 
fbuilding — all  necessary  machinery  to  carry  on  the 
ivisual  education  program  —  as  well  as  helping  to 
inance  sending  school  teams  in  Stenography,  Type- 
/riting,  and  Bookkeeping  to  state  and  national  con- 
tests. In  fact,  our  school's  activities  would  have 
Isufifered  tremendously  were  it  not  for  the  funds  de- 
.rived  from  the  noon  movies. 

Perhaps  you  are  wondering  what  pictures  are 
available  for  school  showings.  All  films  produced 
by  the  leading  motion  picture  producers  are  avail- 
able to  schools  provided  they  comply  with  certain 
very  lenient  regulations.  The  film  programs  are 
rented  weekly  and  the  average  cost  is  $3.00  per  reel. 
My  selection  of  the  school's  films  is  made  by  taking  the 
film  ratings  given  by  the  Educational  Screen,  Parents 


Magazine.  Motion  Picture  Herald,  the  Shozvnian,  and 
the  advice  furnished  by  the  film  distributor.  In  addi- 
tion I  try  to  see  as  many  of  the  films  that  are  recom- 
mended as  I  can,  or  accept  the  recommendation  of  the 
students  and  faculty. 

Originally  noon  movies  were  considered  only  as 
recreational  films  that  filled  a  need  arising  from  ad- 
ministration and  housing  problems.  Doubtless  this 
condition  still  exists  in  many  schools  where  noon 
movies  are  shown.  In  John  Hay,  however,  at- 
tempts are  made  whenever  and  wherever  possible 
to  tie  the  noon  movie  directly  or  indirectly  with  the 
curriculum  studies.  A  list  of  the  films  shown  dur- 
ing the  ])ast  year  is  evidence  of  the  adaptability  of 
many  of  the  films  to  class  work.  May  I  point  out 
a  few  of  the  outstanding  ones  that  were  shown  this 
year.  They  are  :  The  Conquerors,  David  Harum,  Caro- 
lina, Barretts  of  Wimpole  Street,  Christopher  Bean, 
Tugboat  Annie,  Oliver  Tzvist,  Operator  Thirteen, 
House  of  Rothschild,  Little  Women. 

As  you  can  see,  these  films  are  among  the  finest 
productions  of  the  year  1935.  There  are  also  many 
other  fine  films  that  would  have  been  suitable  in 
part  for  school  use,  among  them  Queen  Christina, 
Rasputin  and  the  Empress,  Viva  Villa,  Thunder  Over 
Mexico,  Eskimo,  and  others,  but  those,  though  they 
might  appear  suitable  by  their  title,  after  preview- 
ing them,  were  questioned  because  they  contained 
scenes  that  were  too  gruesome  or  risque  for  show- 
ing to  high  school  students. 

If  you  will  notice,  my  program  includes  some 
features  that  are  very  light,  musical,  and  recrea- 
tional. I  feel  this  is  necessary  in  order  to  make  up 
a  well  balanced  program,  and  to  offer  the  school  a 
choice  of  desirable  entertainment  from  which  the 
group  will  get  relaxation  as  well  as  mental  stimu- 
lation. 

Application  of  the  noon  movies  to  classroom 
work  is  done  directly  and  indirectly.  The  direct  ap- 
plication of  the  noon  movies  is  in  the  six  weeks 
course  in  motion  picture  appreciation  offered  as 
part  of  the  11 A  English  course.  The  text  used  in 
this  course  is  Hoiv  to  Appreciate  Motion  Pictures  by 
Dr.  Edgar  Dale  of  Ohio  State  University,  a  book 
many  of  you  know.  The  11 A  English  teachers 
work  very  closely  with  me  during  this  six  week 
period  because  the  noon  movie  feature  forms  the 
laboratory  for  the  course  in  movie  appreciation. 
This  makes  an  ideal  preparatory  set-up  because  the 
entire  group  may  see  the  same  film  at  the  same 
time.  The  fact  that  only  two  reels  are  shown  each 
day  helps  in  a  great  measure.  Only  a  part  of  the 
film  is  studied  at  the  time  and  opportunity  for 
thought,  review,  and  more  detailed  preparation  is 
presented.  '  Another  great  advantage  when  the 
school  feature  is  used  lies  in  the  fact  that  the  entire 
group   may   look   for   a   definite   thing   that   makes 


Page  226 


The  Educational  Screen 


possilile  a  unified  ol^jective.  This  is  especially  true 
when  the  teacher  has  worked  up  in  advance  major 
and  minor  objectives  and  concrete  lesson  ])lans. 
The  six  weeks  also  present  a  very  splendid  oppor- 
tunity to  rate  the  features  shown  in  the  noon  movies 
from  poor  to  excellent  with  reasons  for  the  ratings. 
The  results  lead  to  an  ideal  situation  to  stimulate 
students  into  a  clearer  understanding  of  those  de- 
sirable things  that  may  be  discovered  in  a  good  film 
and  to  awaken  in  them  a  consciousness  of  motion 
picture  appreciation.  Along  with  this  is  the  fact 
that  the  students  in  the  class  make  recommenda- 
tions of  films  that  they  see  in  the  theaters  which 
will  be  suitable  for  school  use  later  in  the  year. 

The  indirect  tie  up  with  the  curriculum  comes  in 
the  application  of  the  film  contents  in  the  fields  of 
Natural  Science,  Social  Science,  Dramatics,  Oral 
English,  Art,  Home  Economics,  Music,  and  the 
skill  subjects.  Many  films  may  be  cited  as  illustra- 
tions of  these  applications.  However,  as  time  does 
allow  their  analysis,  may  I  be  permitted  to  deal  in 
part  with  what  we  have  found  in  John  Hay  regard- 
ing House  of  Rothschild  and  the  Barretts  of  Wimpole 
Street. 

The  House  with  the  Red  Shield  made  very  clear 
to  the  English  classes  studying  the  Idylls  of  the 
King,  the  true  meaning  of  the  words  "family 
shield".  The  film  presented  it  so  ideally  and  real- 
istically that  even  the  slowest  student  readily  un- 
derstood the  term.  When  this  feature  was  to  be 
shown,  the  social  science  teachers  were  informed 
and  plans  were  laid  to  apply  the  filmed  material 
whenever  possible.  In  the  Economics  and  Business 
Training  classes  international  financing,  interna- 
tional banking,  and  the  stock  exchange  became  a 
term  of  common  interest.  They  saw  from  this  fea- 
ture why  large  banking  houses  maintain  offices  in 
the  leading  capitals  of  Europe.  The  scene  where 
bids  were  made  to  restore  France  to  economic  se- 
curity showed  very  clearly  and  definitely  the  inner 
machinery  necessary  for  such  a  loan.  In  addition, 
it  showed  the  intrigue  and  jealousy  with  which 
these  loans  are  granted.  The  stock  market  scene, 
where  Nathan  Rothschild  single  handed  was  com- 
pelled to  support  the  London  stock  market  when 
the  speculators  became  ])anicky  and  dumped  their 
allied  securities,  showed  how  sensitive  the  stock 
market  is  to  political  crises.  Then,  too,  it  showed 
how  fortunes  were  lost  and  made.  In  this  connec- 
tion our  teachers  were  able  to  show  how  our  pres- 
ent stock  markets  react  to  favorable  or  unfavorable 
legislation  both  at  home  and  abroad. 

Fortunately  for  the  world  history  groups,  this 
production  was  brought  in  when  they  were  com- 
pleting a  study  of  the  Nai^oleonic  wars.  The  film 
made  their  work  so  much  more  impressive  and 
meaningful,  that  manv  excellent  references  and  out- 


side reports  were  made  in  class.  Especially  were 
the  students  interested  in  the  biography  of  the 
Duke  of  Wellington.  He  actually  became  a  living 
being  whereas  before  that  time  Napoleon  had  been 
the  only  high  light  of  the  ])eriod. 

The  tax  collector  scene  made  realistic  the  reason 
whv  tax  collectors  were  disliked  from  the  days  of 
early  Rome.  The  matter  of  religious  oppression 
and  the  meaning  of  religious  tolerati(m  were  also 
clarified.  The  students  could  readily  understand 
the  reason  for  religious  wars. 

The  wonderful  court  scene  done  so  aptly  in  Tech- 
nicolor revealed  to  these  students  how  richly  dec- 
orative the  court  costumes  of  the  ])eriod  were  and 
the  sumptuousness  of  St.  James  Palace.  This  same 
scene  was  of  the  utmost  importance  to  the  Home 
Economics  group  and  the  Art  group.  The  Physics 
students  were  i)articularh-  interested  in  how  Tech- 
nicolor photography  is  done,  and  s]K'cial  reports 
were  made  on  it. 

And  what  a  master  George  Arliss  iM'oved  to  be 
to  the  Dramatic  and  Oral  English  .students !  He 
exemplified  in  a  way  few  can  ever  equal,  every  pos- 
sible mannerism  and  mood  to  express  the  emotions. 
Each  day  the  entire  group  would  study  the  every 
move  of  the  actors.  W'hen  they  would  convene  in 
class,  all  of  the  emotions  of  the  cast  were  reiterated 
and  stressed.  The  cast  of  the  production  was  their 
pattern,  the  noon  movies  their  laboratorj^  and  the 
class  the  place  to  prove  how  well  they  had  mas- 
tered their  lesson.  In  Oral  English,  many  a  student 
realized  how  the  classroom  instruction  fits  into 
movies.  It  made  him  realize  that  ])erfect  diction, 
poise,  well  selected  words,  and  meaningful  speech 
are  essential  qualifications  to  success  in  life. 

When  the  Barretts  of  Wimpole  Street  film  was 
shown,  I  arranged  with  the  head  of  the  English  IJe- 
partment  to  connect  the  film  with  the  English 
classes  whenever  possible.  Special  assignments  of 
Browning's  poems  were  made.  Pupils  were  asked 
to  read  the  biography  of  Browning  and  make  re- 
ports in  class.  Every  possible  connection  between 
the  works  of  Browning  and  the  picturization  of  his 
love  for  Elizabeth  Barrett  became  a  prime  interest 
to  the  student.  The  library  was  flooded  with  de- 
mands for  Besier's  play,  "Barretts  of  Wimpole 
Street."  Attempt  to  read  and  understand  the  ])oem 
Sordello  which  Robert  Browning  calls  a  "horror  of 
great  darkness"  were  made  by  the  pupils  in  spite 
of  Browning's  reply  to  Elizabeth  Barrett  in  Besier's 
])lay  "When  that  passage  was  written  only  God  and 
Robert  Browning  understood  it.  Now  only  God 
understands  it." 

The  Oral  luiglish  and  Dramatic  classes  found  a 
wealth  of  material  in  the  expression  of  the  emo- 
tions as  presented  by  Charles  Laughton,  Norma 
Shearer,  Maureen  O'Sullivan.  and  others.     We  see 


October,  193  5 


Page  227 


here  portrayed  every  possible  emotion,  the  fear  of 
the  children  who  were  robbed  of  their  freedom  by 
the  jealousy  of  the  father,  the  joys  of  the  family 
when  the  father  is  away,  the  mannerisms  of  the  im- 
petuous Browning,  the  spirit  of  revolt  in  Henrietta 
and  Elizalieth.  hysteria  as  portrayed  by  Arabel  at 
the  news  of  Elizabeth's  departure,  the  stuttering  of 
the  ])rother  in  the  father's  presence  and  the  expres- 
sions of  domination  by  the  father.  For  weeks  the 
Dramatic  classes  kept  utilizing  the  wealth  of  ma- 
terials found  in  this  film.  In  Home  Economics,  the 
costumes  and  furniture  of  this  period  proved  most 
interesting.  Here  were  splendid  examples  of  mid- 
X'ictorian  lighting  fixtures,  Chippendale  chairs,  tea 
sets,  a  quilted  sofa,  and  heavy  window  drapes. 

From  the  analysis  of  these  films  it  is  very  evi- 
dent that  their  showing  two  reels  per  day,  as  we 
do  in  the  noon  movies,  affords  the  students  an  op- 
portunity to  analyze  and  digest  the  depth  of  produc- 
tion and  to  a]j]>reciate  the  enormity  of  research, 
the  perfection  of  detail  and  the  immensity  of  study 
necessary  to  make  a  great  picture  play.  It  seems  a 
great  misfortune  that  opportunities  like  these  can- 
not be  made  available  to  every  school  system  when 
one  considers  the  millions  of  dollars  spent  yearly  to 
])roduce  these  pictures  which  portray,  in  many 
cases,  true  life  situations  and  authentic  manners 
and  customs  of  the  time,  in  such  a  way  that  the 
student  may  easily  understand  them.  It  seems  that 
it  is  the  duty  of  us  school  teachers  to  use  all  those 
excellent  pictures  that  are  available,  and  then  use 
our  influence  to  impress  upon  the  motion  picture 
producers,  the  need  for  more  of  the  better  type  films. 
And  finally  what  social  values  do  these  films 
have  ?  Dr.  Edgar  Dale  in  his  book  Hoiv  to  Appre- 
ciate Motion  Pictures,  describes  social  values  very 
excellently.  Were  yeni  to  step  into  our  auditorium 
during  a  luncheon  period,  you  would  marvel  at  the 
astounding  efi'ect  the  picture  is  having  on  the  stu- 
dent. First  of  all,  interest  lies  entirely  in  the  pic- 
^Hture :  no  teacher  supervision  is  necessary.  Why 
^Should  there  be?  Notice  how  every  mood  and  emo- 
^Hion  expressed  by  the  actors  are  being  lived  by  the 
^B^roup.  Everyone  seems  to  have  eyes  for  the  screen 
^^lone  and  ears  for  the  voice  of  the  actors ;  everyone 
is  swayed  this  way  and  that  by  the  characters.  The 
children  are  living  the  experiences  portrayed  by  the 
film.  When  the  two  reels  end,  then  comes  the 
speculation,  the  guess  at  the  answer  to  the  problem 
at  hand  or  the  solution  of  the  situation  presented. 
Isn't  it  wonderful  to  have  the  student  come  face  to 
face  with  life's  problems  and  seek  a  desirable  so- 
lution? 

An  excellent  film  finds  the  desirable  solutions 
through  the  use  of  desirable  traits.  To  the  student 
is  presented  the  consciousness  that  only  through 
good  and   righteous  living  can  happiness  and  suc- 


cess be  achieved.  He  gets  a  sense  of  a  fair  play  and 
justice.  He  realizes  the  pit- falls  of  life.  Alaybe 
some  of  these  life  situations  fit  into  his  life;  here  is 
his  problem.  Maybe  the  jealous  and  paternal  love 
expressed  in  the  Barretts  of  Wimpole  Street  con- 
trasted with  the  close  family  tie  shown  in  the  House 
of  Rothschild  changed  the  students'  attitude  toward 
their  famih',  friends,  and  even  teachers.  I  wonder 
many  times  how  far  the  noon  movies  go  toward 
atTecting  the  habits  and  attitudes  of  the  children. 
In  John  Hay  every  class  teacher  is  urged  to  rate  his 
class  students  for  habits  and  attitudes  commend- 
able or  to  be  developed.  The  scale  employed  is 
known  as  "Habits  and  Attitudes  Desirable  for  So- 
cial and  Vocational  Acceptability."  How  far  or 
how  much  the  films  affect  the  student  for  this  rat- 
ing I  don't  know,  but  it  seems  that  living  the  good 
protrayed  by  the  film,  facing  life  experiences,  some 
of  them  comparable  with  classroom  situations, 
must  have  some  effect  on  their  attitude  toward  the 
classroom. 

Dr.  Thomas  Briggs  of  Columbia  expresses  his 
philosophy  of  Education  as  the  "ability  to  teach 
people  to  do  those  desirable  things  they  are  going 
to  do  anyway."  Our  noon  movies,  by  careful  se- 
lection, surely  tend  toward  teaching  the  students 
to  desire  worthwhile  motion  pictures.  If  our  noon 
movies  can  build  up  in  them  a  standard  of  judging 
desirable  films,  a  taste  for  the  good  by  showing 
them  good,  then,  on  the  whole,  our  young  people 
form  their  own  standards  of  good  taste.  What 
they  need  most  is  film  guidance  and  the  noon 
movies  give  rightful  guidance. 

And  finally,  I  see  in  a  good  film  a  true  picture 
of  what  Mr.  Charles  H.  Lake,  superintendent  of 
Cleveland  Schools,  meant  when  he  said  to  the  ex- 
tension high  school  senior  class :  "Success  in  life 
depends  on  the  development  of  three  things,  cour- 
age, unselfishness,  and  good  taste."  An  embodi- 
ment of  these  character  traits  is  found  in  any  good 
film. 

In  conclusion,  when  one  considers  the  wealth  of 
materials  in  classical  and  historical  films,  and  when 
one  realizes  the  carefulness  of  research  and  cost  of 
production,  it  seems  unfortunate  that  these  films  so 
worthwhile  as  teaching  tools  do  not  find  through 
the  media  of  the  noon  movies  a  more  definite  place 
in  the  curriculum  of  more  schools. 

Dr.  Walter  Dill  Scott  Sees  Greater  Use  of 
Sound  Films,  Other  Devices,  in  Future 

Speaking  of  the  University  of  the  future,  Dr. 
Walter  Dill  Scott,  President  of  Northwestern  Univer- 
sity, recently  stated  that,  "The  direct  cost  of  instruction 
per  student  will  be  greatly  decreased.  It  has  already 
been  demonstrated  that  a  professor  may  lecture  to  500 
students  as  effectivelv  as  to  50." 


Page  228 


The  Educational  Screen 


Systematic  Visual  Education  in  the 
Average  School  ^ 


WILLIAM      H.      DUDLEY 

Visual   Education   Service,   Chicago,   Illinois 


FOR  thirty  years,  interest  in  visual  education 
has  been  growing  in  this  country  and  through- 
out the  civilized  world.  In  spots,  much  has 
been  accomplished ;  but  when  we  contemplate  the 
enormous  field  of  education,  and  realize, — accord- 
ing to  the  report  submitted  at  the  Rome  conference 
a  year  ago, — that  fewer  than  ten  per  cent  of  the 
schools  in  America  are  doing  anything  in  the  em- 
ployment of  present  day  illustrative  devices  and 
equipment  as  an  aid  to  better  teaching,  we  must  be 
convinced  that  the  average  teacher  is  still  in  the 
dark  so  far  as  visual  aids  are  concerned ;  that,  no 
matter  how  much  of  idle  seeing  they  may  do,  in  the 
words  of  Emerson,  "the  step  from  the  knowing  to 
the  doing  is  all  too  rarely  taken."  Indeed,  the  vast 
majority  is  still  content  with  the  east  wind  of 
authority, — the  authority  of  the  teacher,  the  author- 
ity of  the  textbook.  In  the  realm  of  visual  education 
there  are  many  things  all  teachers  could  do  and 
many  aids  they  could  employ ;  aids  involving  no 
financial  cost  or  hindrance ;  but  of  these  I  shall  not 
attempt  to  speak,  preferring  in  the  few  minutes  at 
my  disposal  to  restrict  my  discussion  to  the  least 
attainable  of  all  visual  aids,  the  educational  motion 
picture,  and  viewing  the  possibility  of  bringing  it, 
in  a  constant  and  systematic  way,  into  the  average 
schoolroom  as  a  help  to  better  teaching. 

There  are  two  factors  which  explain  why  the 
motion  picture,  in  spite  of  the  universal  recognition 
of  its  most  vitalizing  contribution  to  education,  has 
actually  come  to  be  used  in  comparatively  so  few 
classrooms  today ;  the  first  is  the  cost  of  equipment 
and  films,  and  the  second  is  inertia  on  the  part  of 
the  teacher — a  willingness  to  let  well  enough  alone 
— to  regard  all  visual  education  activity  as  the  work 
of  specialists  who  have  a  job  to  hold,  or  of  dealers 
who  have  something  to  sell. 

Furthermore,  the  school,  or  the  teacher  in  that 
school  is  at  once  confronted  with  a  series  of  prob- 
lems that  must  be  solved  if  the  project  is  worth- 
while, and  if  efifective  results  are  to  be  accom- 
plished.    There  is 

1.  The  prol)Iem  of  what  films  to  tise  and  where 
they  are  to  be  ol^tained. 

2.  Should  they  be  employed  in  the  classroom  or 
in  the  auditorium? 

3.  Should  the  teacher  operate  the  projector  as 
she  would  any  other  piece  of  school  apparatus?  Or 
should  the  principal  or  science  teacher,  the  janitor 
or  a  bright  boy  l)c  called  on  to  help  teach  the  class? 


4.  Must  the  film  be  used  as  a  direct  correlation 
with  a  topic  or  text  book  lesson  at  the  time  such 
lesson  is  being  taught?  Or  can  it  be  used  at  some 
other  time  and  yet  with  adequate  values? 

5.  Must  the  school  own  its  films,  or  rent  them 
from  some  commercial  source,  as  a  university,  a 
state  department  or  a  company  specializing  in  such 
rental  service? 

6.  Should  the  films  be  of  the  35  mm.  type  or  16 
mm? 

7.  Should  such  classroom  or  teaching  films  be 
silent  or  sound? 

8.  What  projector  to  use  and  how  to  get  it? 

9.  How  can  a  room  be  darkened? 

10.  How  can  the  whole  project  be  financed  in  the 
average  school? 

11.  How  can  the  teacher  acquire  a  knowledge  of 
contents  of  a  film  and  its  various,  sometimes  nu- 
merous, teaching  values? 

12.  What  teaching  technique  must  the  classroom 
teacher  have  before  setting  forth  on  this  chartless 
sea? 

These  are  some  of  the  problems  that  must  con- 
front the  average  school ;  and  in  the  aggregate  they 
seem  insurmountable.  But  if  we  consider  them, 
one  at  a  time,  the  difficulties  rather  melt  away : 

1.  The  average  teacher  cannot  select  from  the 
multitude  of  sources  the  films  she  is  to  use  through- 
out a  given  school  year.  She  does  not  have  the 
time,  nor  has  she  usually  the  ability.  This  work 
must  l)e  done  by  one  who  knows  both  the  contents 
of  the  films  and  how  they  contribute  most  effec- 
tively to  the  needs  of  a  class :  then  such  a  series  or 
course  of  films,  covering  the  school  year,  should  be 
adopted  by  a  school  just  as  a  textbook  is  adopted. 

2.  Is  the  proper  place  for  educational  films  in  the 
classroom  or  the  auditorium?  By  all  means  in  the 
classroom.  This  is  not  to  say  that  a  school  should 
not  have  an  auditorium  equipment  for  the  showing 
of  films  to  large  groups,  the  films  partly  educational 
and  partly  recreational  in  their  value.  But  if  hon- 
est-to-goodness  teaching  is  to  be  done,  with  due 
preparation,  presentation  and  follow-up,  the  inti- 
macy and  ])eculiar  psychology  of  the  classroom  is 
essential.  There  the  element  of  a  "show"  is  ban- 
ished. \ 

3.  Must  the  films  be  used  only  when  the  subject 
involved  is  being  presented  in  the  regular  course 
of  study?  A  would-be  authoritj-  on  visual  educa- 
tion in  a  neighboring  universitv,  with  a  good  deal 


October,   193  5 


Page  229 


of  self  assurance,  has  said :  "Material  must  be  avail- 
able to  the  teacher  at  the  precise  time  it  is  needed 
in  the  learning  situation.  It  is  of  little  value  a 
month  or  so  before  or  after  the  time."  It  is  ap- 
parent that  the  person  just  quoted  fails  to  realize 
that  here  are  "more  things  in  heaven  and  earth  than 
are  dreamt  of  in  his  philosophy."  A  film  on  the  life 
of  Columbus  if  shown  with  proper  preparation  and 
follow-up  to  a  class  two  months  before  the  more 
formal  study  of  that  topic  of  American  history  in 
the  classroom,  will  create  such  an  interest  and  such 
a  desire  to  read  ahead  that  the  subsequent  more  in- 
tensive study  will  be  tremendously  simplified. 

4.  Should  a  school  own  its  films  or  rent  them? 
Ownership  carries  a  certain  independence  of  use, 
but  the  cost  of  films,  from  $25.00  to  $30.00  per  reel, 
makes  it  impossible  for  many  schools  to  achieve 
this  permanent  possession.  The  large  schools  and 
school  systems  can  have  their  own  film  "libraries" ; 
but  it  is  the  average  school  we  are  now  considering. 

5.  Should  the  films  employed  be  of  35  mm.  or  16 
mm.  width?  This  would  be  a  needless  question 
were  it  not  for  the  fact  that  so  many  schools  have 
earlier  purchased  at  rather  large  cost  35  mm.  ma- 
chines, and  are  now  becoming  disgusted  to  find 
they  cannot  use  them  —  no  films!  Such  schools 
are  becoming  fed-up  with  the  whole  idea  of  educa- 
tional films,  and  are  communicating  their  dissatis- 
faction to  neighboring  schools.  They  have  run 
through  the  gauntlet  of  professional  35  mm.,  port- 
able 35  mm.,  28  mm.,  16  mm.,  and  now  sound  films; 
so  the  natural  question  is  "what's  next?"  In  spite 
of  these  rapid  changes,  it  must  be  admitted  that  the 
16  mm.  silent  projector  and  film  are  the  most  prac- 
tical for  clas.sroom  use,  being  suitable  to  place  in 
the  hands  of  the  classroom  teacher.  From  the  me- 
chanical standpoint  such  a  lay-out  is  clearly  within 
the  operating  skill  of  any  teacher,  man  or  woman, 
from  the  primary  to  the  university.  Most  emphat- 
ically the  teacher  should  operate  the  projector.  To 
bring  anyone  else  in  for  that  purpose  converts  the 
project  into  a  "show,"  in  place  of  the  conference  of 
pupils  and  teacher. 

6.  Then  the  question  of  silent  or  sound  films: 
For  the  classroom,  for  day  by  day  service,  unques- 
tionably silent  films.  More  effective  genuine  learn- 
ing will  result  if  the  pupils,  under  the  skillful  guid- 
ance of  the  teacher,  study  the  outline  and  contents 
of  a  film,  do  the  talking,  give  their  own  reactions 
to  what  they  see,  compare  their  opinions  with  one 
another,  than  to  have  them  passively  listen  to  a 
lecture.  This  is  not  to  discount  the  tremendous 
potentialities  of  sound  films  in  the  auditorium  or 
in  many  exceptional  cases;  but,  again,  it  is  the  aver- 
age classroom  we  are  considering.  Then,  of  course, 
the  silent  16  mm.  is  within  the  financial  and  me- 
chanical reach  of  such  average  school. 


7.  But,  one  will  say,  what  about  the  projector, 
its  kind  and  its  cost?  There  are  several  16  mm. 
projectors  whose  efificiency  ranks  very  high ;  anyone 
of  them  will  give  100%  satisfaction,  most  of  them 
being  practically  "fool-proof",  thus  requiring  the 
minimum  of  mechanical  skill.  And  because  of  the 
lightness  and  simplicity  of  the  present  day  pro- 
jector, one  should  be  included  along  with  the  year's 
course  of  films  which  the  school  is  using  from  some 
film  library.  No  investment  in  an  expensive  pro- 
jector would  then  be  necessary.  Furthermore  the 
one  supplied  with  the  film  course  would  be  con- 
stantly serviced  and  kept  in  perfect  repair. 

8.  We  are  coming  nearer  and  nearer  to  the  ques- 
tion of  how  such  a  film  service  to  a  school,  involv- 
ing material  for  all  grades  and  all  teaching  subjects, 
even  including  the  projector,  can  be  financed ;  ob- 
viously there  must  be  an  outlay  of  money  some- 
where along  the  line.  In  smaller  schools,  even  in 
rural  schools  the  board  of  education  can  finance 
such  a  service.  In  larger  school  systems,  involving 
many  rather  large  schools,  the  necessary  funds  can 
be  supplied  from  the  student  activity  fund,  by  the 
parent-teacher  association,  or  by  direct  contribu- 
tions by  pupils  and  teachers.  Where  a  group  of 
schools  go  in  together  the  cost  to  each  can  be  made 
relatively  small. 

9.  All-important  knowledge  of  the  contents  and 
teaching  elements  of  the  films  in  such  a  course  can 
most  effectively  be  obtained  by  both  teacher  and 
pupils  from  a  study  of  carefully  prepared  outlines 
and  synopsis  of  the  films.  Such  outlines  should  be 
clear-cut  and  brief;  for  teachers  are  busy.  The  out- 
lines should  also  be  in  the  hands  of  a  school  well 
in  advance  of  the  actual  opening  of  school  in  Sep- 
tember. 

10.  Then  as  to  teaching  technique :  One  should 
not  disregard  the  immense  value  of  teacher  train- 
ing in  the  use  of  all  visual  aids.  At  the  same  time 
I  am  inclined  to  think  that,  by  and  large,  experi- 
ence is  a  mighty  safe  teacher  in  this  as  in  many 
other  pedagogical  things  we  must  master.  I  would 
not  say  to  any  teacher  "don't  attempt  to  use  edu- 
cational films  till  you  have  had  instruction  from  one 
who  possibly  knows  more  about  it  than  you  do." 
We  no  longer  caution  a  person  to  keep  away  from 
the  water  till  he  knows  how  to  swim.  Rather  I 
would  urge  every  teacher,  lacking  other  means,  to 
work  out  her  own  salvation  although  perhaps  with 
fear  and  trembling;  for  the  main  thing  is  to  tackle 
the  job,  do  the  best  she  can,  and  success  will  crown 
persistent  eflfort.  Such  a  teacher  may  make  mis- 
takes but  also  may  often  make  real  contributions 
to  the  sum  total  of  approved  teaching  technique. 
I  visited  a  Catholic  sister  in  a  one-room  parochial 
school.     I  wanted  to  see  what  she  was  doing  that 

(Continued  on  page  236) 


Page  230 


The  Educational  Screen 


The  Film  Estimates 


Annapolis  Farewell  (Sir  Guy  Standing,  Tom 
Brown)  (Para)  Sincere,  well  acted  story  of 
Annapolis  life,  centered  around  a  very  wrong- 
headed  midshipman  and  rare  old  retired  Com- 
mander, with  fine  emphasis  on  best  naval  tradi- 
tions. Patriotic,  appealinpr,  very  sentimental  but 
gripping:  even  to  theatrical  climax.  9-17-35 

(A)Verygd.    (Y)  Excellent    (C)Gd.  if  nottoo  sad 

Atlantic  Adventure  (Nancy  Carroll)  (Colum- 
bia) Fairly  continuous  excitement  over  assorted 
crooks  on  Atlantic  liner  trying  to  trick  each 
other  out  of  valuable  diamonds.  Endless  com- 
plications, but  breezy  reporter-hero  solves  all, 
arrests  all,  and  wins  back  his  lost  job  and  the 
intermittently  terrified  heroine.  9  17-35 

(A)  Depends  on  taste         (Y)  Perhaps         (C)  No 

Bigr  Broadcast  of  1936  (Jack  Oakie  and 
Radio  Stars )  ( Para )  A  score  of  radio  acts 
loosely  hung  together  by  wild  yarn  about  a 
crazy  invention  and  two  station  owners  kid- 
napped, threatened  with  death,  and  their  final 
hectic  escape.  Includes  some  fine  talent,  parts 
amusing,   but  whole  tiresome.  9-24-35 

(A)  Hardly  (Y>  Probably  good  (C)  No 

Bright  Lights  (Joe  E.  Brown)  (Warner) 
Small-town  vaudeville  team,  man  and  wife,  al- 
most estranged  by  his  sudden  rise  to  star  on 
Broadway  with  madcap  heiress  as  partner  but, 
disillusioned,  he  rushes  back  to  wife.  Charac- 
ter interest  slight.  Brown's  slapstick  antics 
replace  plot.  10-8-35 

(A)  Good  of  kind        (Y)  Amusing        (C)  Funny 

Condemned  to  Live  (Ralph  Morgan)  (Ches 
terfield)  Grim,  fantastic  tale  about  fine  man 
supposedly  marked  at  birth  when  mother  was 
killed  by  huge  vampire  bat.  He  develops  dual 
personality,  becoming  a  blood-sucking  monster 
at  night,  with  many  victims.  His  suicide  final 
solution.  9-24-35 

(A)  Hardly  (Y)  No  (C)  No 

Dark  Angel,  The  (March,  Marshall.  Merle 
Oberon)  (U.A.)  The  well  known  post-war  play 
splendidly  screened.  The  tensely  emotional  theme 
is  splendidly  acted  and  directed  with  extreme 
skill,  as  notable  for  what  it  omits  as  for  what 
it  includes.  A  poignant  love  story  convinc- 
ingly and  beautifully  told.  9-17-35 
( A)  Exc.  ( Y)  Very  fine  tho  mature  ( C )  Beyond  them 

Der  Traumende  Mund  (Dreaming  Lips)  <E. 
Bergner)  (German  Prod.)  Early  Bergner  film, 
mechanically  and  artistically  below  par,  Ger- 
man dialog  with  poor  English  titles,  and  choppy 
action.  Story  is  slow- moving  triangle  with  sui- 
cide as  tragic  end  for  unhappy  heroine.  Berg- 
ner's  presence  only  outstanding  feature.  10-1-35 
(A)  Disappointing  (Y)  Doubtful  (C)  No 

Don  Quixote  (Fe^Ddor  Chaliapin,  George 
Robey)  (Made  in  France.  English  dialog)  Hi;?h- 
ly  artistic  screening  of  Cervantes'  great  char- 
acter, wistful,  tragic,  true.  Finely  acted,  set, 
directed.  Accurate  in  detail,  with  tempo  and 
atmosphere  of  the  period.  A  joy  to  all  who 
know  their   Don   Quixote.  10-1-35 

(A)  Excel.    (Y)  Mat.  but  good    (C)  Beyond  them 

Gay  Deception.  The  (Francis  Lederer,  Frances 
Dee)  (Fox)  Improbable,  romantic  whimsy  about 
naive  country  girl  winning  $5,000  in  lottery  and 
going  cityward  to  spend  it.  An  incognito  Prince, 
as  bell-hop.  elevator  boy.  etc..  trails  her  faith- 
fully, carries  her  triumphantly  through  social 
embarrassments.  Lederer  very  engaging.  10-1-35 
(A)  Very  gd.  of  kind   (Y)  Very  amusing   (C)  Gd. 

Girl  Friend  (Ann  Sothern.  Jack  Haley)  (Fox) 
Nonsense  comedy  about  actor  and  pals  out  of 
work,  who  sponge  on  farm  family.  pro<*uce 
crazy  play  as  compensation,  trick  New  York 
producer  into  seeing  it,  and  he  buys  it !  Amus- 
ing moments  rather  lost  in  various  amateurish 
mediocrities.  10-8-35 

(A)  Waste  of  time      (Y)  Harmless       (C)  Funny 

Goose  and  the  Gander.  The  (Kay  Francis. 
Geo.  Brent)  (Warner)  Sophisticated  farce.  Her- 
oine is  ex- wife  plotting  revenge  on  husband- 
snstching  vamp,  starting  new  affair  with  bache- 
lor-hero. Hilarious,  but  involved  situations,  enti- 
ing  in  romance  for  bachelor  and  heroine  and 
return  of  flirt  to  her  ineffectual  husband.  9-24-:^5 
(A)  Amusing  (Y)  By   no   means  (C)  Ni 

Harmony  Lane  (D.  Montgomery,  Evelyn  Ven- 
able)    (Mascot)  Artistic,  credible,  moving  story 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 

(The   Film   Estimates,   In  whole   or  in   part,   may  be   reprinted 

only   by   special   arrangement  with   The   Educational   Screen} 

Date    of    mailing    on    weekly    service    is    shown    on    each    film. 

(A)  Discriminating   Adults  (Y)  Youth  (C)  Children 


of  romance,  drama  and  tragedy  of  Stephen 
Foster's  life,  with  charming  setting  and  back- 
ground of  his  much-loved  melodies.  Title  role. 
and  one  or  two  others,  outstanding  in  finely 
acted  whole.  10-8-35 

(A)  Excellent  (Y)  Excellent  (C)  Mature 

Healer,  The  (Ralph  Bellamy,  Karen  Morley) 
(Monogram)  Old  Herrick  novel  of  doctor  and 
nurse  doing  great  work  for  child  cripples  in 
humble,  rural  district.  Nurse's  cheap  but 
wealthy  rival  lures  him  away  for  "bigger 
things"  but  he  recovers  for  happy  ending. 
Mostly  convincing.  9-17-35 

(A)  Fair  (Y)  Fair  (C)  Possible 

Here  Comes  the  Band  (Virginia  Bruce,  Harry 
Stockwell)  (MGM)  Lively  musical  farce-comedy, 
often  amusing  but  uneven,  with  plot  built  around 
hero's  song  stolen  by  publisher.  Numerous  comic 
and  romantic  complications  involve  everybody  till 
wildly  improbable  trial  solves  all.  Plenty  of  Ted 
Lewis.    Stockwell's  singing  notable.  10-1-35 

(A)  Fairly  good  (Y)  Amusing  (C)  If  it  interests 

Here's  to  Romance  (G.  Tobin.  Nino  Martini) 
(Fox)  Rich  playboy  finances  blonde  dancer  in 
Paris,  his  wife  does  same  for  young  singer. 
Their  "art  interest"  fades  when  proteges  fall 
in  love.  Fine  music.  Martini's  notable  singing, 
and  Schumann -Heink's  minor  role  deserve 
better  story.  10-8-35 

(A)Fairly  good     (Y)Perhaps     (C)Little  interest 

His  Family  Tree  (James  Barton.  Margaret 
Callahan)  (RKO)  Labored  comedy  about  an 
Irishman  seeking  election  as  mayor  when  his 
heavy-drinking  father  arrives  from  Ireland  to 
"help".  Becomes  mere  hash  of  fights,  speeches 
and  songs  that  bore  fully  as  much  as  they 
amuse.  10-1-35 

(A)  Dull  (Y)  Worthless  (C)  No 

Hot  Tip  (James  Gleason.  Zasu  Pitts)  (RKO) 
Lunch  -  counter  owner,  playing  the  ponies, 
mortgages  his  home  and  business  to  bet  on  a 
horse  ~  and  wins.  Lively  tempo  and  some 
good  comedy  by  principals,  but  not  enough 
to  redeem   feeble  plot  and   weak  story. 

9-17-35 
(A)  Feeble       (Y)  Passable       (C)  Little  interest 

Peasants  (Russian  Production)  (Amkinoi 
Realistic  portrayal  of  hog-raising  peasants  in 
transition  to  new  Soviet  regime.  Fine  photog- 
raphy of  faces  and  environment.  Grows  dreary 
with  confused  narrative,  slow  tempo,  crudity 
of  benighted  life,  and  ponderous  propaganda 
for  collective  farming.  10-8-35 

(A)  Dull  (Y)  No  (C)  No 

Public  Menace  (Jean  Arthur,  Geo.  Murphy  I 
(Columbia)  Heroine  offers  scoop  on  famous 
gangster  to  reporter-hero  if  he  will  marry  her 
to  solve  an  emergency.  Gangster's  escape  ruins 
plan  and  couple  wrangles  on  through  compli- 
cations until  accidental  capture  of  gangster 
solves  all.  10-8-35 

(A)  Hardly  (Y)  Not  the  best  (C)  No 

My  Song  for  You  (Jan  Kiepura)  (Gaumont- 
British)  Musical  film  notab'e  chiefly  for  Kie- 
pura's  fine  singing.  Implausible  but  fairly  amus 
ing  plot  tells  of  star's  meeting  and  romance  with 
Viennese  heroine,  their  usual  misunderstand- 
ings and  separation,  and  final  reunion.  Over- 
acting of  Sonnie  Hale  a  marring  feature,  9-24-35 
(A)  Fairly  gd.    (Y)  Probably  gd.    (C)  Doubt,  int 

Red  Salute  (Barbara  Stanwyck,  R.  Young) 
(Reliance)  Father-fiouting  heroine  and  conceited 
hero  wrangle  incessantly  through  lively  ad- 
ventures, dodging  the  law  from  Washington  to 
Mexico  and  back.  Advocates  Americanism  vs. 
Reds,  but  too  clumsily  to  convince.  Merclv 
wisecracking  comedy.  10-8-35 

(A)Mediocre  ( Y)HardIy  good    (C) Little  interest 

Redheads  on  Parade  (John  Boles.  Dixie  Lee) 
(Fox)  Light,  frothy  bit  about  what  happens 
backstage  on  a  movie  lot,  made  up  of  usual  in- 
gredients— hero    in    love   with    heroine,    jealous 


financial  backer,  high-powered  publicity  man, 
etc.  Slight  plot  prolonged  by  spectacular  dance 
ensembles     and     overdone     comedy.  9-24-35 

(A)  Thin  (Yl  Fair  IC)  No  interest 

Silk  Hat  Kid  (Lew  Ayres.  Mae  Clarke)  (Fox) 
Unpretentious  little  story  centering  around  Set- 
tlement House  for  boys,  its  wise  director,  and 
his  loyal  secretary.  Two  crook  pals,  despite 
gangland  complications,  are  supposedly  won 
back  to  right  attitudes  and  happiness.  Meant 
to  be  wholesome.  10-1-35 

(A)  Hardly  (Y)  Doubtful  (C)  Doubtful 

She  Gets  Her  Man  (Zasu  Pitts,  Hugh  O'Con- 
nell)  (  Univ.  I  Crazy  slapstick  farce  in  which  timid 
waitress  accidentally  prevents  bank  robbery  and 
becomes  national  heroine  through  efforts  of  high- 
pressure  promoter,  leading  women  in  war  against 
crime  and  even  reforming  gangsters  who  kid- 
nap her.  Exaggerated  burlesque  stuff.  9-24-35 
(A)  Absurd  (Y)  Probably  funny  (C  )  Undesirable 

She  Married  Her  Boss  (Claudette  Colbert, 
Melvyn  Douglas)  (Columbia)  Rather  mirthless, 
unconvincing  comedy  about  skilled  secretary 
who  manages  to  marry  her  unromantic  store- 
owner  boss  with  desolate  home.  Clever,  out- 
rageous child  a  factor.  Too  much  of  film  is  dull 
and  drunken  ending  is  stupidly  false.  9-17-35 

(A)  Poor  (Y)  No  (C)  No 

Super  Speed  (Preston  Foster.  Mary  Carlisle) 
(Columbia)  Lively,  human  story,  a  bit  con- 
fused by  two  heroines,  about  young  inventor 
of  device  valuable  to  auto  field.  Tricked  out 
of  it  by  crooks,  chance  lets  him  equip  an  out- 
board motor.  Wins  out  in  thrilling  race-test 
climax.  9-17-35 

(A)  Hardly  (Y)  Fairly  good  (C)  Perhaps 

Sweepstakes  Annie(Marian  Nixon,  Tom  Brown  I 
(Libertyl  Stupid  production,  with  crude  acting. 
banal  dialog,  unskilled  direction,  and  painfully 
unconvincing  story  about  dull  people.  Dumb  her- 
oine wins  huge  priz**,  goes  in  for  life  of  luxury,  is 
being  rap'dly  swindled  by  parasites  and  crooks 
until  childhood  sweetheart  saves  day.  10-1-35 
\\)  Stupid  (Y)  Poor  (C)  No 

Thunder  Mountain  (Geo.  O'Brien)  (Fox) 
Just  another  western.  Hero  and  pal  find 
gold  mine.  Villain  and  pal  steal  it.  Hero 
gets  it  back  via  mighty  heroics.  Passable  plot, 
notable  photography,  but  mediocre  direction 
and   poor   dialog.  10-8-35 

(A)  Mediocre         (Yl  Passable         (C)  Better  not 

Welcome  Home  (Jas.  Dunne.  Arline  Judge) 
(Fox  I  Small  town  comedy  about  four  city 
slickers,  some  worthless  bonds,  and  the  village 
rich  man  -resulting  in  the  crook-hero  trick- 
ing him  out  of  $15,000  and  donating  it  for 
the  upbuilding  of  his  home  town.  10-1-35 

(A)  Mediocre  (Y)  No  (C)  No 

Wiener  Blut — Viennese  Blood  (German  cast 
and  dialog)  German  production,  with  better  than 
average  photography  and  sound  quality.  Por- 
trays life  of  Johann  Strauss,  his  melodies,  and 
the  cabal  against  Die  Fledermans,  1870.  Fun 
for  Germans  but  English  titles  entirely  inade- 
quate for  general  interest  in  film.  9-17-35 
(A)  Rather  good                  (Y)  No  (C)  No 

William  Tell  (C:)nrad  Veidt)  (Swiss  produc- 
tion with  English  dialog)  Historically  accurate 
filming  of  Swiss  revolt  under  Austrian  tyranny  in 
14th  Century,  produced  in  the  Alps.  Stoi^y  slow 
and  obscure  at  times  but  film  notable  for  majes- 
tic scenery  and  authentic  portrayal  of  architec- 
ture, life  and  customs  of  the  period.  9-24-35 
(A)  Interesting:        (Y)  Yes        (C)  Probably  good 

Without.Regret  (Elissa  Landi,  PauJCavanagh') 
( Para )  Grim,  sensational,  largely  unpleasant 
story.  Giddy  heroine,  loose  in  China,  marries  heart- 
less adventurer  who  supposedly  dies.  His  black- 
mailing mistress  threatens  heroine's  happy  second 
marriage.  First  husband  returns,  kills  mistres.s, 
surrenders,  assures  heroine's  happiness.  9-24-35 
(A)  Depends  on  taste  (Y)  No  (C)  No 


October,  193  5 


Page  231 


"This 

strip 

is  made 

of  two 

dissimilar 

metals 

and 

curls 

when  heated 

because 

the  metals 

have 

different 

coefficients 

of 

expansion." 


Talking  movies  present  elements  of  science 
courses  without  danger  to  equipment  or  clothes 


RCA  I6mm.  Sound-on-Film  Projector 
as  simple  to  operate  as  a  silent  projector! 


A  highly  simplified  adaptation  of  the 
RCA  Photophone  equipment  used  by 
the  finest  theatres. 

Sound  and  picture  on  same  film  — 
synchronization  is  automatic. 

Set  up  in  a  few  minutes,  between 
classes. 

Costs  no  more  to  operate  than  a 
silent  projector. 

Microphone  can  be  attached  to  add 
teacher's  comments  to  silent  films. 


Projects  both  sound  and  silent 


ONE/  TWO!  THREE!  GO! 

THREADING  IS  AS  SIMPLE  AS  THAT! 


MORE  and  more  science  courses  are 
taking  advantage  of  the  fine  educa- 
tional talking  pictures  now  available.  In 
physics  and  chemistry,  for  instance,  they 
provide  an  exciting,  attention-getting  and 
safe  way  of  instruction.  Educators  find 
them  especially  valuable  for  students  who 
intend  later  to  take  actual  laboratory  work, 
as  they  teach  laboratory  methods  without 
wastage  and  breakage. 

Over  2,000  educational  sound  films  are 
now  ready,  on  all  subjects.  For  educa- 
tional work  with  motion  pictures  we  sug- 
gest the  use  of  the  RCA  16mm.  Sound- 
on-Film  Projector.  No  technical  knowledge 
or  experience  needed  to  operate.  As  sim- 
ple as  a  silent  projector.  Can  be  set  up 
anywhere.  Sturdy,  durable,  provides  bril- 
liant pictures  and  faithful  sound.  High  in 
quality  but  not  expensive. 

W^rite  for  full  information  about  this,  about 
the  RCA  Slide  Film-ivith-Sound  Projector, 
about  other  uses  of  sound  in  modern  schools. 


^.w.  RCA16mm.SOUND-ON-FILM  PROJECTOR 

(llltll)  VISUAL  SOUND  PRODUCTS  DIVISION  (dllliW 

RCA  MANUFACTURING  CO.,  INC.  CAMDEN,  NEW  JERSEY 


Page  232 


The  Educational  Screen 


School  Depdrtment 


Film  Slide  Lessons  In  Accounting 

INSTRUCTION  today  proceeds  largely  through  a 
steady  verbal  attack  directed  at  the  minds  of  students. 
What  is  the  effect  upon  the  victims?  They  develop 
a  passive  resistance  as  a  defense,  and  lapse  into  mental 
relaxation. 

Every  alert  teacher  is  in  constant  search  for  devices 
to  improve  classroom  instruction.  The  inefificient 
teacher  is  content  with  a  vocal  barrage  to  convey  the 
pedagogical  message.  The  task  of  providing  for  a 
multiplicity  of  appeals  to  the  sensory  organs  involves 
too  great  an  expenditure  of  time  and  effort. 

Difficulties  are  encountered  in  various  subjects.  In 
some  of  the  technical,  commercial  courses,  visual  ma- 
terial is  not  readily  available.  Although  many  private 
firms  have  produced  motion  pictures  suitable  for  use 
in  such  subjects  as  business  training,  none  have  been 
prepared  for  instruction  in  accounting  classes.  The 
preparation  of  such  material  would  require  a  consid- 
erable expenditure  of  time  and  money. 

Despite  that  uninviting  outlook,  a  series  of  films 
was  planned  for  private  production  to  be  used  in 
bookkeeping  classes.  At  John  Adams  High  School, 
Mr.  Gramet  and  the  writer  have  prepared  several 
such  films.  Mr.  Gramet  had  previously  produced  mo- 
tion pictures  for  use  in  biology  classes.  Two  of  these. 
Microscopy  in  High  Schools  and  How  the  Heart 
Works  have  been  approved  for  use  in  the  schools  of 
the  city  of  New  York  and  are  in  use  in  many  of  the 
high  schools. 


EDUCATIONAL  FILM  DIRECTORY 

"MOTION   PICTURES   OF  THE   WORLD" 


What      Revietvers      Say! 

World  Peace  Foundation:  "Shows  just  what  pictures  are  avail- 
able on  almost  every  conceivable  subject  ...  a  veritable  film 
library  of  the  world's  culture  and  customs." 

Boston  Museum  of  Fine  Arts:  "...  of  great  help  to  educa- 
tional institutions,  not  only  for  the  scope  of  the  material  it 
contains,  but  because  this  is  made  so  accessible  through  your 
arrangement  of  titles."    (Ann  Webb   Karnaghan) 


2000  16  MM.  &  35  MM.  FILMS 

Write  your  address  in  margin.     Return 
this    adv.    -f    35c    subs.    (2    issues)    to 

INTERNATIONAL   EDUCATIONAL   PICTURES.    INC. 
40  Ml.  Vernon  St..  Boston,  Mass. 


Conducted  by  DR.  F.  DEAN  McCLUSKY 

Director,  Scarborough  School.  Scarborough-on-Hudion,  N.  Y. 

In  the  preparation  of  the  accounting  films,  Mr.  Gra- 
met insisted,  at  the  outset,  that  no  topic,  which  could 
be  taught  better  in  any  other  way,  should  be  developed 
in  a  film  lesson.  Furthermore,  the  film  strip  must 
represent  a  complete  lesson  unit.  It  must  therefore 
be  motivated,  and  provide  opportunity  for  reflection, 
simimarization  and  application. 

The  first  topic  selected  was  that  of  "Closing  the 
Ledger."  Accounting  students  find  this  one  of  the 
most  difficult  topics  in  the  course.  The  difficulties 
in  ordinary  classroom  presentation  are  due  to  the  time 
consumed  in  preparation,  the  unreliability  of  student 
models,  and  the  multitudinous  forms  required. 

In  the  customary  class  lesson,  the  work  of  prepar- 
ing the  accounts  on  the  blackboard  is  assigned  to 
the  best  students.  If  they  follow  the  usual  procedure 
of  ruling  all  lines  to  assure  tidy  work,  the  teacher 
may  find  himself  delayed  from  five  to  ten  minutes  in 
his  lesson.  If  board  space  is  limited,  it  may  be  im- 
possible to  place  all  the  work  before  the  class.  If  the 
board  space  is  adequate,  it  may  be  necessary  for  the 
class  to  turn  to  follow  the  work  at  the  side  or,  perhaps, 
the  back  of  the  room. 

Then,  there  will  be  a  further  delay  for  inspection 
and  correction  of  the  board  work.  That  will  prevent 
completion  of  the  lesson  in  one  period,  and  might 
necessitate  a  complete  repetition  of  the  preparatory 
work  in  the  succeeding  lesson  to  permit  review  before 
completing  the  topic.  Furthermore,  the  task  of  clos- 
ing the  ledger  is  one  that  is  encountered  infrequently 


BRITELITE-TRUVISION 

Products  of  Character 

SCREENS.  "For  Perfection  in  Pro- 
jection." Made  in  all  popular  mod- 
els for  every   purse  and   purpose. 

TRIPLE  XXX  and  BIG  BEN  RE- 
FLECTORS are  efficient  lighting 
units  for  Movie  and  Still  Photog- 
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FILM  STORAGE  and  PROJECTOR 
CASES  constructed  in  a  manner 
fitting  to  the  finest  cabinet  and 
luggage  manufacture. 

At  All  Dealers  —  Literature  on  Request 

Motion  Picture  Screen  &  Accessories  Co. 

524  WEST  26th  STREET  NEW  YORK 


October,  193  5 


Page  233 


FILMSLIDE   AND   MICRO-SLIDE   ATTACHMENTS 
for   Your   Lantern    Slide   Projector 


These  attachments  are  designed  for 
those  who  have  a  glass  lantern  slide  pro- 
jector and  now  wish  to  project  filmslides 
or  microscope  slides.  They  may  be  used 
on  any  standard  projector  regardless  of 
make. 

The  FILMSLIDE  AHACHMENT  — is 
actually  a  combination  filmslide  and 
micro-slide  projector.  It  accommodates 
35  mm.  single  frame  filmslides  and  has 
slideways  for  3"xl"  microscope  slides.  A 
special  heat  absorbing  glass  protects  the 
filmslides  from  possible  damage  by  heat. 

The  MICRO-ATTACHMENT  — for  mi- 
croscope slides  only;  for  micro-projection 
such  as  would  prove  valuable  in  ele- 
mentary science  classes.  The  50  mm. 
focus  lens,  regularly  furnished,  gives  a 
magnification  of  90X  at  15  feet  and 
I  SOX  at  30  feet. 


For  complete  information  and 
prices  on  these  attachments  write 
for  booklet  K-78.  Address  Dept.  R-10. 


There  is   no  Substitute   for  the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


by  the  student.  The  major  portion  of  his  work  in- 
volves mere  recording.  His  only  opportunity  to  sum- 
marize the  books  occurs  at  the  close  of  the  exercise. 
Then,  the  teacher  will  very  often  neglect  the  lengthy 
process  of  closing  the  ledger,  to  spend  more  time  in 
additional  drill  upon  the  recording  transactions.  The 
effect  is  to  leave  the  student  with  a  hazy  recollection, 
(if,  indeed,  he  retains  any  remembrance  at  all),  of 
the  procedure  in  closing  the  accounts. 

Should  the  teacher  wish  to  refresh  the  students' 
memory  it  will  most  likely  be  necessary  to  repeat  the 
burdensome  process  of  reproducing  all  the  accounts 
on  the  blackboard  to  serve  as  a  model  for  the  trans- 
fer entries.  The  difficulties  that  will  then  be  encount- 
ered have  already  been  related.  They  may  be  slightly 
reduced  at  this  time  because  of  familiarity  with  the 
procedure. 

To  the  above  arguments  for  an  economical  method 
of  presenting,  drilling  and  reviewing  the  subject  of 
closing  entries,  may  be  added  the  need  for  individual 
instruction  to  aid  the  slower,  weaker  students.  Will 
individual  aid  necessitate  a  repetition  of  the  entire  pre- 
paratory process  for  each  student  requiring  assistance? 
Surely,  there  must  be  some  practical  method  of  pre- 
senting the  material  required,  so  that  it  may  be  re- 
peated as  often  as  neces,sary  without  the  laborious  pre- 
paratory process.  To  offer  such  a  method  is  the  object 
of  the  films  prepared  for  the  accounting  classes. 

(Continued  on  page  235) 


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Page  234 


The  Educational  Screen 


To  Prospective  Users 

of  Historical  Social  Science  Study  Units 

From  Historical  Motion  Picture  "Stills" 


Our  new  illustrated  catalog  is  announced.  It  is  being 
mailed  to  over  20,000  educators.  If  we  have  overlooked 
you,  it  was  not  intentional  and  one  will  be  sent  on  request. 

This  catalog  was  designed  to  give  a  sufficiently  clear 
and  comprehensive  Idea  of  what  these  Units  will  do  for 
Social  Science  programs  to  Justify  you  in  placing  an 
initial  order  to  test  them  out. 

Fourteen    Units   are   now   available:   five  on   American 
backgrounds,    eight   on    Old    World    (as    previously    illus-. 
trated  In  these  columns)  and  a  Literary  and  Motion  Pic- i 
ture  Appreciation   Study   Unit  on   "David   Copperfleld," 
illustrated  below. 


Tlie  Ant  lin«  D.vid  wmi  icparited  tiom  hit  molh. 
when  he  went  with  Ptwo»y  (□  Yirmoulh  lo  vii 
brother.  Tlirl  war  ■  mcmorrbtr  holidar.  Oanirl  Pr 
lired  in  r  (aKUwIing  hourc  mailc  o^  ■  boal  u|i.|umrd 


ill  adopird  family  a  nrphrw.  Ham, 
mt:  Mr.  Gumm.dgr,  the  tomplam- 
arlnrr.  and  htllr  Emir.  hi.  dainly 
who  had  a  irrat  dealre  to  ho  a  lady. 


By    having    these    photographs    available   for   detailed 
study,  the  following  significant  highlights  can  be  brought 
out  and  developed  with  balanced  continuity: 
Food,  clothing,  shelter  and  utensils. 
Social  life  and  customs. 

Types  of  people  at  work  and  play. 
Street  life,  shops. 

Forms  of  transportation. 

Outstanding  personalities  engaged  in 
Government. 

Each  Unit  contains  15,  8"  x  10"  mounted  photo- 
graphs or  standard  size  lantern  slides,  with  teachers' 
guide  accompanying  each  unit. 

Educators,  familiar  with  results  obtained  where  the 
Unlts>are  used,  suggest  that: 

1.  a  complete  set  of  Photographic  Study  Units  should 
be  available  in  every  school  library; 

2.  the  particular  Unit  Illustrative  of  the  period  being 
studied  should  be  displayed  in  the  classroom  for 
arousing  Interest  In  the  Approach  to  the  work  and 
for  detailed    research. 

Photographic  History  Service 

5546  HOLLYWOOD  BLVD.  —  HOLLYWOOD,  CALIF. 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature-length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universdl  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


October,  193  5 


Page  235 


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(Ccnt'uiucd  from  pat/c  2ii) 

The  fir.st  film  i.s  intended  for  the  elementary  cla.sses 
in  hookkeeping;.  The  transfer  entries  are  revealed  as 
links  in  a  chain  to  determine  the  capital  of  a  husiiiess. 
A  preliminary  ]5roblem  challenges  the  student  to  a 
sinii)le  mathematical  determination  of  ])rofit  from  three 
figures  of  sales,  cost  and  expense.  This  solution  by 
the  pupils  then  serves  as  a  skeleton  of  the  entries  used 
by  the  bookkeeper  to  record  that  information  in  ac- 
counting   fashion. 

As  each  account  is  projected  on  the  screen,  analy- 
tical (|uestions  are  asked  by  the  teacher  to  develop  the 
bofikkeeping  record.  The  use  of  stillfilm  permits  free- 
dom of  questioning  ui)on  any  i)icture  portrayed  on  the 
screen.  In  jjerpariiig  this  visual  lesson,  Mr.  Gramet 
selected  stillfilm  in  i)reference  to  slides  to  overcome 
the  disadvantage  of  loss  and  breakage  in  the  use  of 
slides  and  to  insure  exact  sequence  of  pictures.  Al- 
though that  decision  necessitated  more  work  and 
greater  ex])ense,  the  advantage  of  the  method  justified 
the  choice.  Too  often  a  slide  lesson  consists  of  a  loose 
collection  of  slides  with  no  unified  objective,  or  a  col- 
lection assembled  with  absolute  disregard  of  the 
rc(|uirements  of  good  teaching  ])rocedure  in  a  lesson 
unit. 

The  ])ictorial  ])resentati()n  of  accounts  permits  a 
free  discussion  that  develops  richer  concepts  of  such 
abstract  bf)okkce])ing  expressions  as  "total  cost  of 
merchandise  available   for  sale,"  and   "cost  of  goods 


sold."  Through  the  medium  of  the  film,  the  .stvident 
is  enabled  to  see  the  interrelation  of  his  simple  arith- 
metical solution,  the  accounting  report  or  Statement 
of  Profit  and  Loss,  and  the  bookkeeping  record  in 
the  ledger.  He  can  see  that  the  entire  accounting  pro- 
cedure is  merely  a  technical  manner  of  recording  and 
reporting  the  elementary  problem  solved  mathema- 
tically at  the  beginning  of  the  lesson.  This  multiple 
ajiproach — through  arithmetic.  Statement  of  Profit  and 
Loss,  and  ledger — enriches  the  students'  understanding 
of  the  closing  records. 

Three  times  in  the  course  of  the  film  lesson,  oppor- 
tunities are  provided  for  a  summary  of  the  knowledge 
gained.  The  Sales  Income  account  ])ermits  a  review 
of  the  trading  section  of  the  Profit  and  Loss  State- 
ment and  the  arithmetical  comi)utation  of  gross  ])rofit 
from  figures  of  sale  and  cost.  The  Profit  and  Loss 
account  affords  a  similar  op])ortuntity  for  discovering 
the  similarity  between  "overhead"  expenses  in  the 
mathematical  solution  and  the  operating  section  in  the 
Profit  and  Lo,ss  Statement.  .\  summary  is  offered 
at  the  conclusion  of  the  lesson,  through  the  presentation 
of  a  chart  to  illustrate  the  sequence  of  the  transfer 
entries. 

The  other  film  is  intended  for  use  in  more  advanced 
classes.  There,  the  lesson  is  based  u]wn  the  use  of 
the  Statement  of  Profit  and  loss  as  a  guide  to  aid  in 
the    preparation    of    journal    entries    for    closing    the 

(Concluded  on  patic  243) 


Page  236 


The  Educational  Screen 


Film  Preservation  .  .  . 

Your  films   are   Important,    Irreplaceable   and   fragile   records. 
Constantly    projected,    they    become    scratched    and    marred. 
If   not   In    use,    the   gelatine   turns   adhesive   resulting   in    bare 
spaces  unmarred   by  the  slightest  trace  of  picture. 
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SCHOOL  EXECUTIVES— Presidents,  Principals,  Superinten- 
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Student  Supply  Stores,   College   Co-Op.  Stores,   etc. 

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Averase  School 

(Continued  from  page  229) 

day  with  a  simple  16  mm.  projector  and  some  edu- 
cational films.  She  was  not  embarrassed,  nor  was 
she  at  a  loss  as  to  what  to  do  or  say.  In  truth  she 
said  very  little,  but  her  flock  was  alive,  and  as  she 
herself  ran  the  film  on  "the  butterfly"  they  were 
keen  to  interpret  what  they  saw  and  tie  it  in  with 
their  experiences.  Then  when  the  quiet  sister  gave 
them  some  of  Emily  Bradley's  poem  "A  Chrysalis" 
with  the  lines : 

"So  when  I  told  her  what  would  be 
Some  day  within  the  Chrysalis; 
How,  slowly,  in  the  dull  brown  thing 
Now  still  as  death,  a  spotted  wing, 
And  then  another  would  unfold. 
Till  from  the  empty  shell  would  fly 
A  pretty  creature,  by  and  by, 
All  radiant  in  blue  and  gold." 

gently  pointing  out  the  parallel  between  the  meta- 
morphosis of  the  insect  and  the  development  of  hu- 
man life,  the  lesson  with  its  profound  impression 
on  her  pupils  was  complete ;  and  I  felt  that  this 
sister  (untrained  in  visual  education)  had  handled 
that  subject  and  her  class  far  more  skillfully  than 
I  could  have  done. 

In  closing  I  want  to  stress  again  three  things 
which  from  the  beginning  I  have  endeavored  to 
make  clear: 

1.  If  worthwhile  and  systematic  uses  of  educa- 
tional motion  pictures  are  to  be  made  in  the  average 
school  a  definite  3'early  program  or  schedule  of  films 
should  be  adopted  Ijefore  a  school  opens  in  Septem- 
l^er;  and  practical  and  easily  usable  outlines  of  all 
films  in  such  course  should  also  be  in  the  hands  of 
the  school  to  distribute  to  the  various  teachers  at 
the  opening. 

2.  That  it  should  be  recognized  that  educational 
films  have  enormous  teaching  values  in  connection 
with  the  set  course  of  study,  either  as  a  preview,  an 
overview  or  a  siunmarization,  even  though  they 
may  not  be  presented  to  a  class  at  the  exact  time 
the  subject  involved  is  studied  more  formally;  and 
that  many  if  not  most  films  may  be  used  independ- 
ently of  any  curriculum  or  textbook.  Such  a  use 
is  an  approach  to  a  course  in  visual  education. 

3.  That  most  educational  films  have  decided 
teaching  values  in  more  than  one  teaching  level  and 
in  more  than  one  school  subject.  The  would-be 
authority  quoted  earlier  in  this  paper  says:    "Dual- 


October,  193  5 


Page  237 


purpose  films  are  of  little  \alue  educationally,  and 
they  furnish  very  poor  entertainment."  It  is  not 
clear  why  it  is  assumed  that  dual-purpose  fihns 
have  or  should  have  any  entertainment  value!  How- 
ever, it  can  easily  be  established  that  such  a  film  as 
"Grass"  has  one  value  in  geog^raphy  in  the  grades, 
another  value  in  history,  and  another  value  in  more 
advanced  classes  in  connection  with  problems  of  in- 
dividual psychology  or  problems  of  sociolog}'.  One 
principal  says  his  teachers  use  the  film  on  "The 
Butterfly"  in  classes  in  English,  in  Nature  Study, 
in  General  Science,  in  Zoology,  in  Geography  and 
in  Art. 

As  illustrative  of  what  I  have  attempted  to  put 
before  you  in  this  paper,  I  am  taking  the  liberty  to 
hand  you  the  yearly  program*  as  adopted  in  a  sin- 
gle school,  this  program  being  typical  of  what  is  be- 
ing done  in  many  other  schools.  No  claim  is  made 
that  the  plan  is  perfect  in  all  details ;  but  it  is  one 
that  seems  to  work  in  the  average  school,  and  one 
wherein  the  pupils  in  the  average  school  (in  the  pri- 
mary and  even  in  the  rural  school)  are  given  the 
inspiring  and  vitalizing  influence  of  thoroughly 
educational  films. 


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you  a  great  deal  of  money  whenever  you  are  ready  to  combine  Sound  with 
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Page  238 


The  Educational  Screen 


16 

Sound 

r.i.    MOVIES 

Write  for  free  descriptive  lists. 

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CELLOSLIDE— Eliminates  the  necessity  of  writing  on 
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A  ^ood  screen    is  essential  for  good  projection.     These  screens  are 
made  of  perforated  mat  white  material.     For  sound  or  silent  projec- 
tion.     Equipped    with   pole   ready    for    hanging.      (Metal    roller    for 
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Football  Series  in  16  mm.  Sound 

Walter  O.  Gutlohn's  timely  anncmncement  of  the 
release  of  six  one-reel  football  subjects  in  16mm  sound 
and  dialogue,  should  arouse  great  interest  among 
coaches,  students,  alumni  groups,  and  football  fans  in 
general.  This  s])lendid  series.  Football  for  the  Fan, 
was  made  in  cooperation  with  Howard  H.  Jones,  coach 
of  the  University  of  Southern  California,  and  twenty- 
five  of  the  leading  coaches  of  the  country,  and  shows 
plays  by  practically  every  major  varsity  team.  Titles 
of  the  single  reels  are :  Spring  Trainiiuj.  Wedge  Flay, 
Deeepliou,  Forward  Fass.  and  Fenalties. 

More  Sound  Material  for  16  mm.  Field 

The  new  "i^lue  List  of  Exceptional  Subjects",  issued 
by  Garrison  Film  Distributors,  New  York  City,  in- 
cludes some  of  the  finest  16nini  sound-on-film  material 
available  to  non-theatrical  groups.  In  the  field  of 
travel  and  ex])loration,  for  instance,  they  have  Hell 
Below  Zero,  To  the  South  Seas  (with  the  Pinchots), 
Savage  Gold,  Zane  Grey's  South  Sea  Adventures, 
Mexico,  Lost  Gods,  Fompeii,  and  other  Talking  Pic- 
ture Epic  productions.  The  nature  study  group  includes 
Killing  the  Killer,  Killing  to  Live.  F-c'olution.  Like  a 
Beaver,  Wild  Appetites,  Freak  Fish  of  the  Seven 
Seas.  etc. 

Many  distinctive  foreign  films  are  also  available 
from  this  source  on  a  rental  basis.  Among  them  are 
the  Rene  Clair  productions,  Le  Mdlion  and  A  Nous  la 
Liberie,  Foil  de  Garotte,  A  King  Is  Made  (formerly 
the  Marionettes),  Fra  Diavolo,  a  dramatic  Italian  oper- 
etta, Doll's  Fantasy  and  Impressions  of  Naples,  twc^ 
Italian  musicals. 

Religious  Films  Released  by  Filmosound  Library 

The  release  of  fourteen  one-reel  motion  picture  e])i- 
sodes  based  on  Old  Testament  stories  is  announced 
by  the  Bell  &  Howell  Filmosound  Rental  Library. 
This  non-sectarian  16  mm.  sound-on-film  series  offers 
the  following  titles:  Creation:  Cain  and  Abel;  Noah 
and  the  Ark;  The  Deluge;  Abraham;  Migration; 
Abraham  and  Lot;  The  Rescue  of  Lot;  Isaac,  the 
Boy;  Ishmael;  The  Sacrifice  of  Isaac;  Lsaac  and  Re- 
bekah;  Jacob  and  Rachel;  and  The  Return  of  Jacob. 

This  series  was  produced  in  Hollywood,  under  the 
]5ersonal  supervision  of  Rev,  Harwood  Huntington.  It 
is  said  that  no  expense  or  efifort  was  si)ared  to  assure 
authenticity  in  even  the  smallest  detail.  The  narration, 
by  Wilfrid  Lucas,  is  reverent  and  based  upon  sound 
Biblical  scholarshii),  and  the  sound  efi"ects  are  ef- 
fective. 

Each  reel  is  independent  of  the  rest  and  complete 
ill  itself,  for  separate  showings  without  reference  to 
anv  of   the  others.     However,   the   reels   can   readily 


October,  193  5 


Page  239 


9 


^yjeciiiL 


T 


atta/taemen 


r 


with  the  R.  C.  A.  Manufacturing  Company  of 
Camden,  N.  J.,  we  have  the  exclusive  right 
to  offer  their  16  mm.  Sound  projectors  on  a 
deferred  payment  plan,  together  with  a  pro- 
gram service  from  our  16  mm.  sound-on-film 
library. 

No   interest   charges  — 

No   carrying   charges 
ONE!  TWO!  THREE!  GO! 

Threading  is  as  simple  as  that' 

This        deferred      payment        plan        is        available        only        to 
SCHOOLS,     CHURCHES,     HOSPITALS     and     similar     institutions. 


WALTER  O.  GUTLOHN,  Inc. 


35   WEST   45th    ST. 
NEW  YORK  CITY,  N.  Y. 


I  be  gToujied  together  into  a  continuous  feature  picture, 
[or  projected  serially.  In  the  latter  case,  a  brief  nar- 
[rative  review  of  the  preceding  reel,  with  high  spots  of 
the  motion  i)icture  used  in  that  reel,  introduces  each 
■  reel   when  it   is  shown  in   the   series. 

'lymouth  Issues  Safety  Subject 

.\s  a  ])art  of  a  vigorous  campaign  to  teach  the  prin- 

^ci])les  of  safe  driving,  Plymouth  Motor  Corp.  has  just 

3ut  out  a  motion  picture  under  the  appropriate  title 

■everybody's  Business.    The  film,  which  is  to  be  shown 

Jin  thousands  of  motion  picture  theaters,  dramatically 

presents  the  major  causes  of  motor  car  accidents  by 

fanalyzing  the  reasons  behind  them.    The  film  also  will 

^be  shown  bv  automobile  dealers  and   distributors,   bv 


police  departments  as  a  feature  of  safety  campaigns, 
by  schools,  colleges,  and  clubs. 

International  Educational  Pictures  to  Issue 
Semi-Annual  Catalogs 

International  Educational  Pictures,  Inc.,  film  clear- 
ing house  of  Boston,  annovmces  a  new  policy  whereby 
their  film  directory  Motion  Pictures  of  the  World  and 
Its  Peoples,  will  be  published  twice  a  year  instead  of 
once  a  year  as  heretofore,  issues  to  be  available  in 
February  and  September,  the  subscri])tion  ])rice  of  35c 
to  cover  both  issues.  Although  not  jjublishing  any  Fall 
issue  this  year,  they  are  making  the  new  arrangement 
effective  immediately  by  giving  present  subscribers  the 
1935  issue  and  the  Spring  1936  issue  for  the  one  fee. 


Don't  miss  your  copy  of 

LEICA 

MANUAL 

A  new  5U0  pa^^e  book  on  all 

phases  of  Leica  photoKraphy. 

Write 

for 

circu 

ars — or,    better   yet.   set 

it  at  any    Leica  dealer's.      Price   $4.00.  | 

E. 

LEITZ, 

INC  .        Deparyne 

nl 

" 

60 

EAST      lOth      STREET,      NEW     YORK 

CI 

d 

TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS        PRINCIPLES   OF   CHEMISTRY 

The  ▼isualizmtion  of  high  school  The  core  of  the  year's  work  in 
physics  on  35  mm.  film  slides  for  chemistry  especially  adapted  for 
classroom  use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address: 

VISUAL    SCIENCES  —  Suf  fern,    N.Y. 


TALKING    PICTURES    FOR    CLASSROOMS 

Series  "A"  for  High  Schools                       Series  "B"  for  Grade  Schools 
FREE  CIRCULAR  ON  REQUEST 

Also    entertainment    and    educational    16    mm.    and    35    mm.    motion 
Pictures,    both    Silent   and    Sound ;    Glass    Slides.    Film    Strips,    Pro- 
jectors,   Stereopticons,    Screens.    Accessories.      Ask    for    supplement. 

IDEAL     PICTURES     CORPORATION 

30   EAST  EIGHTH   STREET                                              CHICAGO.  ILL. 

Wit        Talk  from  your 
H     screen  with  quickly 

g       TYPEWRITTEN 
R         MESSAGES 

S    50  Radio-Mats  $1.50 
^R  White,  Amber,  Green 

^^L     Am  pt  11(1  ^iili'li'iit;-        . 

* 

Talk    from    your    screen    with    quickly 

TYPEWRITTEN  MESSAGES 

30   Radio-Mats  $1.50 
White,  Amber.  Green 

Accept  no  substitute. 

RADIO-MAT  SLIDE  CO.,  Inc. 

1819  Broadway             New  York,  N.  Y. 

»   ISmESlAIIONERrOFTHEStREEK 

Page  240 


The  Educational  Screen 


Among  the  Producers 


New  Ampro  Silent  Projector  Designed  for 
Conversion  to  Sound 

This  month,  Ampro  brings  out  its  new  Model 
"R"  16  mm.  Silent  Projector  (750  Watt  Lamp).  It 
has  been  designed  for  those  who  want  to  start  with 
silent  equipment  but  who  will  want  sound-on-film 
performance  later  on.  This  Ampro  machine  em- 
bodies certain  mechanical  features  that  will  per- 
mit the  later  attachment  of  sound.  When  Sound  is 
desired,  the  Ampro  factory  can  convert  the  Model 
"R"  accordingly.  In  this  way,  the  owner  of  a  Model 
"R"  does  not  lose  his  investment  in  his  silent  pro- 
jector but  is  charged  merely  for  the  conversion. 
This  contrasts  very  favorably  with  the  old  way  of 
"junking"  the  silent  projector  when  sound-on-film 
equipment  is  purchased.  Naturally,  the  Model  "R" 
also  contains  all  the  Ampro  features  found  in  their 
regular  lines  of  Silent  Projectors. 

16  mnn.  Projector-Library  Plan  Announced 
By  RCA  and  Gutlohn 

A  new  plan  designed  to  provide  non-theatrical 
institutions  with  a  practicable  method  for  acquiring 
the  most  advanced  type  of  16-millimeter  projection 


Try  Before  You  Buy- 

Value  is  the  watchword 
of  the  day  —  no  matter 
what  you  are  buying.  This 
is  as  true  of  projection 
equipnnent  as  it  is  of  any- 
thing else. 

There  is  not  a  better 
value  to  be  had  in  the 
16  mm.  sound-on-film 
projector  market  than 
SYNCROFILM  SIXTEEN, 
dollar  for  dollar  it  gives 
you  as  much  value  as 
your    money   can    buy  — 

BUT-Don't  Take  Our  Word  For  It- 

See  for  yourself,  ask  us  for  a  demonstration,  a  real 
demonstration,  in  your  own  schoolroom  or  auditorium, 
side  by  side  with  any  other  16  mm.  sound  equipment. 
Then  you'll  understand  why  SYNCROFILM  SIXTEEN 
is  the  logical  projector  for  your  use. 

Weber  Machine  Corp. 

Manufacturers  of  35  jnm.  and  16  mm.  Sound  Projectors 

59  RUTTER  STREET     —     ROCHESTER.  NEW   YORK 

New  York  Sales  and  Export  Department 
15  LaiEht  St.,  N.  Y.  C.  -:-  Cable:  Romos,  N.  Y. 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 


equipment  and  a  dependable  program  service 
through  deferred  payments,  has  tieen  announced 
jointly  by  the  Visual  Sound  Products  Division  of 
the  RCA  Manufacturing  Company  and  the  Walter 
O.  Gutlohn  Company,  widely  known  film  liljrary 
service  organization. 

Under  this  plan,  schools,  hospitals,  civic  and  so- 
cial organizations  and  other  non-theatrical  institu- 
tions may  contract  for  the  necessary  RCA  16-milli- 
meter sound  equipment  and  a  minimum  of  10  com- 
plete programs  in  as  manj-  months,  made  up  of  fea- 
ture pictures  and  short  subjects,  drawn  from  an 
existing  library  of  more  than  100  complete  pro- 
grams. The  plan  is  being  carried  out  under  the 
supervision  of  Walter  O.  Gutlohn,  New  York  City, 
to  whom  any  inquiries  should  be  directed. 

Solutions  for  Film  Preservation 

After  a  lengthy  and  exhaustive  series  of  experi- 
ments, whose  purpose  was  to  formulate  solutions  that 
would  prevent  film  deterioration,  the  processes  known  as 
Teitcl's  Nezv  Life  Method  and  Teitd's  Scratcli  Proof 
Method  were  invented  by  Albert  Teitel  and  have  been 
used  since  then  in  the  efficacious  treatment  of  amateur 
and  professional  motion  picture  film.  The  Nezv  Life 
Method  was  used  for  the  rejuvenation  of  dry,  brittle, 
old  film.  It  rendered  film  sufficiently  moist  to  insure 
pliability — kept  it  flexible  and  lubricated  throughout  its 
entire  surface  and  in  addition,  removed  all  extraneous 
substances,  cleaned  it,  provided  it  with  a  greater  clar- 
ity of  image,  prolonged  its  life  and  prevented  it  from 
buckling  and  curling.  The  Scratch  Proof  Method. 
a  complementary  but  contrasting  process  was  used  ex- 
clusively for  the  treatment  of  new  film.  It  hardened 
the  emulsion  without  aff^ecting  the  cellulose  base  of 
the  film,  rendering  it  immune  to  scratches  and  abra- 
sions from  ordinary  use. 

Although  ]5rimarily  intended  for  tlie  treatment  of 
motion  picture  film,  the  new  interest  in  i)hotographic 
methods  aroused  by  the  advent  of  miniature  cameras 
of  the  Leica  and  Contax  type,  the  perforated  35  mm. 
film  used  in  these  cameras  and  the  necessity  for  keep- 
ing these  long  film  strips  in  good  condition,  evoked 
a  vast  number  of  inquiries  from  careful  photographers 
who  in  constantly  augmenting  number  requested  in- 
formation on  safe  methods  for  preserving  their  film. 

As  a  consequence,  the  firm  of  Kin-O-I^ux,  Inc.,  the 


October,  193  5 


Page  241 


\ 


Model  KOSB  Combined 
Balopticon  for  either  lan- 
tern slides  or  opaque  ob- 
jects. 


JliXCELLENT  as  any  word  description  may  be,  it  is  susceptible  to  individual 
interpretation.  The  student's  impression  may  not  only  be  adversely  indi- 
vidual but  also  hazy  and  incomplete.  If  you  could  examine  a  number  of 
these  impressions  how  many  of  them  would  you  find  accurate  and  as  intend- 
ed?   The  answer  is  obvious ! 

But  when  lessons  are  accompanied  with  Balopticon  pictures,  every  student 
gets  a  correct  mental  image  that  he  understands  and  remembers.  He  knows 
because  he  has  seen ! 

Better  grades  for  the  student  and  greater  teaching  capacity  for  the  instructor 
are  gained  with  a  B  &  L  Balopticon.  These  instruments  are  a  necessary  part 
of  efficient  teaching.  Write  for  details  to  Bausch  &  Lomb  Optical  Co., 
688  St.  Paul  Street,  Rochester,  N.  Y, 

Bausch  &  Lomb 


WE  MAKE  OUR  OWN  GLASS  TO 
INSURE   STANDARDIZED   PRODUCTION 


FOR  yOUR  GLASSES,  INSIST  ON  B  *  L 
ORTHOGON    Le'nSES   AND  B  &  L   FRAMES 


Page  242 


The  Educational  Screen 


Three  New  Titles 


m 


Keystone  Series 

of 

Geography 
Units 


Unit  Number  18:  Scattered 
American  Lands 

Unit  Number  19:  Our  Neigh- 
bors in  Eastern  Canada 

Unit  Number  20:  Our  Neigh- 
bors in  Western  and 
Northern  Canada 


Whether  you  wish  to  place  these  Key- 
stone Units  in  a  school  or  to  send  them 
out  from  a  central  bureau,  you  will  find  the 
Teachers'  Manual,  prepared  for  each  unit 
by  Zoe  A.  Thralls,  of  inestimable  value 
in  the  use  of  the  stereographs  or  lantern 
slides. 

A    Sample    Teachers'    Manual    Will    Be 
Sent  on  Request 


Keystone  View  Co. 

MEADVILLE.  PENNA. 


r>\vners  of  Neiu  Life  and  Scratch  Proof  Methods  de- 
cided to  manufacture  these  preparations  in  con- 
centrated sohition  form  which  could  be  ap]3hed 
by  the  miniature  camera  man  or  amateur  movie 
■maker  to  his  own  fihu.  Kin-O-Lux,  Inc.,  New  York 
City,  will  be  happy  to  send  interested  readers  further 
information  on  request. 

Bell  &  Howell  lOOO-Watt  Sound  Projector 

A  1000-\^•att  16  mm.  sound-on-iilm  talking;'  motion 
])icture  projector  for  use  especially  in  large  audi- 
toriums with  audience  capacities  of  2000  and  more 
persons,  has  l^een  brought  out  by  Bell  &  Howell. 
The  picture-projecting  component  of  the  new  Filmo- 
sound  is,  fundamentally,  the  silent  lOOO-watt  Filnio 
auditorium  projector,  wdiich  shows  most  effective 
pictures  up  to  16  feet  in  A\idth.  It  was  one  of  these 
lOOO-watt  silent  16  mm.  machines  that  was  used  re- 
cently for  presenting  the  motion  picture  accom- 
paniment of  a  lecture  given  under  the  auspices  of 
the  National  Geographic  Society  in  Constitution 
Hall,  Washington,  D.  C,  which  auditorium  seats 
4000  people. 

Because  of  the  size  of  the  auditoriums  in  which 
the  new  sound  picture  projector  is  to  l^e  used,  a 
separate-unit  high-fidelity  amplifier  of  exceptionally 
high-power  output  is  employed,  which  is  said  to  fill 
any  average-sized  theatre  or  auditorium. 

Provision  is  made  for  the  operation  of  two  film 
projectors,  with  the  necessary  changeover  controls. 
Changeover  is  made  in  the  sound  and  picture  simul- 
taneously, by  a  single  control, 

Spencer  Lens  Company  News 

Spencer  Lens  Company  announces  that  negotia- 
tions have  been  completed  whereby  the  American 
Optical  Company  has  acquired  a  substantial  inter- 
est. H.  N.  Ott,  President  of  the  Spencer  Lens  Com- 
pany, states :  "With  the  American  Oi^tical  Com- 
pany's one  hundred  years  of  experience  and  success 
in  its  field  of  opthalmic  lenses,  spectacle  frames  and 
mountings,  spectacle  cases,  safety  goggles  and  in- 
struments and  equipment  used  by  oculists,  optomet- 
rists and  opticians,  to  guide  and  assist,  the  Spencer 
Lens  Company  will  be  able  to  progress  even  more 
rapidly  through  enlarged  manufacturing  resources, 
and  new  and  important  development  work. 

The  name  Spencer  in  optics  has  been  synono- 
mous  with  cpiality  for  nearly  a  century.  The  pres- 
ent products  of  the  company  comprise  microscopes, 
microtomes,  projection  and  other  apparatus,  having 
a  wide  recognition  and  acceptance  in  the  scientific 
world. 

The  business  of  the  Spencer  Lens  Company  will 
continue  to  be  operated  under  the  same  name,  poli- 
cies and  personnel,  with  executive  offices  and  manu- 
facturing plant  at  ButTalo,  X.  Y.,  as  at  present." 


October,  193  5 


Page  243 


SIMPLIFY    PICTURE  PROJECTION 

With   This   Time-Saving   Screen ! 
THE    DA-LITE    CHALLENGER 


J\ 


Xo  time  is  lost  clearing  a  desk  or  table  for  a  place  to  set  the 
Challenger  Screen.  A  folding  tripod  is  permanently  attached 
to  the  ease,  in  which  the  screen  is  mounted. 
Before  tiie  students  are  settled  in  their  seats,  the  Challenger 
can  be  set-up  and  ready  for  use.  Just  open  the  legs,  swing  the 
case  to  horizontal  and  lift  the  screen !  Spring  locks,  instead 
of  set  screws,  permit  quick,  and  positive  adjustment  to  any 
height.  In  the  larger  screens,  the  lifting  is  done  by  crank 
and  gear. 

Unless  otherwise  specified,  the  Ciiallenger  is  tinislied  with  the 
famous  Da-Lite  Beaded  surface  which  gives  amazing  sharpness, 
depth  and  brilliance  to  movies  and  stills.  Light  in  weight, 
the  Challenger  may  be  carried  easily  from  room  to  room. 

The  Da-Lite  Challenger  (including  the  Standard  and 
DeLnxe  models)  is  made  in  six  sizes  from  3  0"  x  40"  up  to 
and  including  70"  x  94".  It  is  one  of  a  complete  line  of 
DaLite  portable  screens.  Ask  your  dealer  or  write  us 
for  full  details! 


DA-LITE   SCREEN    COMPANY,   Incorporated 

2723      NO.      CRAWFORD 


AVE 


CHICAGO,      ILL. 


iCoiichtilcd  from  pa</c  235) 

ledger.  The  statement  is  subdivided  into  its  compon- 
ent parts.  To  each  segment  of  the  statement  is  ap- 
pended an  abstract  of  the  ccirresponding  group  of  ledg- 
er accounts.  This  method  develops  a  keen  comprehen- 
sion rooted  in  the  interrelation  of  ledger  and  statement. 
To  extend  the  scope  of  these  visual  lessons,  addi- 
tional tilms  are  now  being  prepared.  For  use  in  classes 
in  business  training,  a  motion  picture  on  "Filing"  is 
in  prei^aration.    By      IRVING      ROSENBLUM 

John  Adams  High  School,  Brooklyn,  N.  Y. 

University  Motion  Picture  Course 

New  York  University  is  offering  again  this  year  a 
course  on  "The  ^Motion  Picture;  Its  Artistic.  Social, 
and  Educational  Aspects,"  under  the  direction  of  Dr. 
Frederic  M.  Thrasher,  Associate  Professor  of  the 
.School  of  Education,  in  cooperation  with  the  National 
Board  of  Review  of  Motion  Pictures.  Dr.  Thrasher 
reports  that  last  year  the  course  had  approximately 
125  students  and  the  number  is  expected  to  lie  doul)led 
in  1935-36.  The  course  confers  full  college  credit  and 
may  be  taken  on  the  graduate  level.  It  is  of  especial 
interest  to  the  layman  as  well  as  the  teacher. 

The  auditorium  of  the  new  School  of  Education 
has  been  fully  equipped  with  the  most  recent  souiid 
projectors,  which  will  enrich  this  year's  course  with 
illustrative  showings  of  a  variety  of  interesting  sound 
and  silent  films. 


KEYSTONE 


Model  A-78 

PROJECTOR 

The  Finest  Projector 
Ever  Offered  Under 
A     Hundred    Dollars ! 


Here's  a  projector  thai 
throws  theatre  quality  pic- 
tures .  ,  .  sharp  .  .  .  fliclcer- 
less,  besides  being  noted  for 
Its  simplicity  of  threading 
and  availability  of  moving 
parts. 


500  Watt  pre-focus  lamp, 
forward  and  reverse  drive. 
New    Cooling    system    ■ —   coola 

while   projecting   stills. 
Pilot   Light. 

Picture  size— up  to  14  ft.  wide. 
Knob  swivel  device  for  tilting. 
Safety  shutter  for  stills. 


ns 


50 


Complete  with 
Carrying      Case 


.  .  write  for  catalogs 
BELL  &  HOWELL— 


If  you  wish  more  power  than  500  Watt 
and  price  of  the  750  Watt— VICTOR- 
and  AM  PRO  Proiectors. 

JTrite  for  lOth  ANNIVERSARY  CATALOG 
listing  all  Photographic  items. 

Sunny    Schick 

National     Brokers     Cin^machinery     <£     Photographic     Equipmr-*, 
407  W.  WASHINGTON  FORT  WAYNE.  INDIANA 


Page  244 


The  Educational  Screen 


H ere    The y    Are 


FILMS 

Bray  Pictures  Corporation  (3,  6) 

729   Seventh  Ave.,   New  York  City 

H.  S.  Brown,  Inc.  (1,  4) 

6    N.    Michigan   Ave.,    Chicaaro 
(See  advertisement  on  page  237) 

Eastin  16  mm.  Pictures  (6) 

(Rental  Library)   Davenport,  la. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  covert 

Edited  Pictures  System,  Inc.         (1,  4) 

330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.  (2,  4, 5, 6) 

250  W.  S7th  St.,   New   York   City 

Garrison  Film  Dist.  Inc.  (5) 

729  Seventh  Ave.,  New  York  City 
(See  advertisement  on  page  238) 

Walter  O.  Gutlohn  (5) 

35  W.  4Sth   St.,   New   York   City 

(See  advertisement  on  page  239) 

Guy  D.  Haselton's  TRAVELETTES 

7901  Santa  Monica  Blvd.,  Hollywood, 
Gal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,  III. 

(See  advertisement  on  page  239) 

International  Cinema  League         (3,  5) 

11  W.  42nd  St.,  New  York  City 

International  Educational  Pictures,  Inc. 

40  Mt.   Vernon   St.,   Boston,   Mass. 

(See  advertisement  on  page  232) 

The  Manse  Library  (4,  5) 

Box  8,  Elmore,  O. 

(See  advertisement  on  page  238) 

Pinkney  Film  Service   Co.  (1,  4) 

1028   Forbes    St.,    Pittsburgh,    Pa. 
Ray  Bell  Films,  Inc.  (3,  6) 

2269  Ford  Rd.,  St.  Paul,  Minn. 
United  Projector  and  Films  Corp.  (1,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 
Universal   Pictures   Corp.  (3) 

Rockefeller   Center,    New   York   City 

(See  advertisement  on  page  234) 

Visual  Education  Service  (6) 

470    Stuart    St.,    Boston,    Mass. 

Wholesome  Films  Service,  Inc.      (3,  4) 
48   Melrose   St.,   Boston,  Mass. 

William  A.  Dudley  Visual  Education 
Service  (4) 

756  S.  Wabash  Ave.,  Chicago 

(See  advertisement  on  page  213) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 

918  Chestnut  St.,  Philadelphia,  Pa. 

Y.M.C.A.  Motion  Picture  Bureau  (3,  6) 

347  Madison  Ave.,  New  York  City 

(See  advertisement  on  page  238) 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839  N.  Western  Avenue,  Chicago 

(See  advertisement  on  page  237) 

Bass  Camera  Company  (6) 

179  W.  Madison  St.,  Chicago 
(See  advertisement  on  page  233) 


Bell  &  Howell  Co,  (6) 

1815    Larchmont    Ave.,    Chicago,    111. 
(See  advertisement  on  inside  back  cover) 

Eastman    Kodak    Co.  (4) 

Rochester,    N.    Y. 

(See  advertisement  on  outside  back  cover) 

Edited   Pictures   System,  Inc.  (1) 

330   W.   42nd   St.,   New   York   City 

Erpi  Picture  Consultants,  Inc.  (2, 4, 5,  6) 

(Western    Electric    Sound    System) 
250  W.  57th   St.,  New  York   City 

Herman   A.   DeVry,   Inc.  (3,   6) 

1111    Center    St.,    Chicago 

(See  advertisement  on  page  214) 

Holmes  Projector  Co.  (3) 

1813  Orchard  St.,  Chicago 

(See  advertisement  on  page  236) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  New  York  City 

(See  advertisement  on  page  238) 

International  Projector   Corp.        (3,   6) 

90  Gold  St.,  New  York  City 

(See  advertisement  on   inside  front  coven 

Motion  Picture  Accessories  Co.      (3,  6) 
43-47  W.  24th  St.,  New  York  City 

(See  advertisement  on  page  232) 

RCA  Manufacturing  Co.,  Inc.  (5) 

Camden,   N.  J. 

(See  advertisement  on  page  231) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924   Rose    St.,    Regina,    Sask. 

S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 

(See  advertisement  on  page  238) 

Sunny  Schick,  National  Brokers  (3,  6) 

407   W.   Washington   Blvd. 
Fort  Wayne,  Ind. 

(See  advertisement  on  page  243) 

United  Projector  and  Film  Corp.  (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 
Universal  Sound  System,  Inc.       (2,  5) 
10th    and    Allegheny    Ave.,    Philadel- 
phia, Pa. 

(See  advertisement  on  page  235) 

Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See  advertisement  on  page  216) 

Visual  Education  Service  (6) 

470  Stuart  St..  Boston,  Mass. 
Weber  Machine  Corp.  (2,  5) 

59  Rutter  St.,  Rochester,  N.  Y. 

(See  advertisement  on  page  240) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

SCREENS 

Da-Lite  Screen  Co. 

2721    N.    Crawford   Ave.,   Chicago 

(See  advertisement  on  page  243) 

Motion  Picture  Accessories  Co. 

43-47  W.  24th  St.,  New  York  City 

(See  advertisement  on  page  232) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 

510   Twenty-second  Ave.,   East 
Superior,  Wis. 


A    Tra(de     Directory 
for  the    Visual    Field 


Edited    Pictures   System,    Inc. 
330  W.  42nd   St.,  New  York  City 

Ideal  Pictures  Corp. 

30  E.   Eighth   St.,   Chicago,   III. 

(See  advertisement  on  page  238) 

Keystone  View  Co. 

Meadville,   Pa. 

(See  advertisement  on  page  242) 

Radio-Mat  Slide  Co.,  Inc. 
1819  Broadway,   New  Y'ork  City 

(See  advertisement  on  page  239) 

Spencer   Lens   Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  233) 

Victor    Animatograph    Corp. 

Davenport,  Iowa 

(See  advertisement  on  page  216) 

Visual  Education  Service 

470  Stuart  St..  Boston,  Mass. 

Visual   Sciences 
Suffern,  New  York 

(See  advertisement  on  page  239) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 

1111   Center   St.,   Chicago 

(See  advertisement  on  page  214) 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page  242) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 

(See  advertisement  on  page  241) 

E.  Leitz,  Inc. 

60  E.  10th  St.,  New  York  City 

(See  advertisement  on  page  239) 

Regina  Photo  Supply  Ltd. 

1924  Rose  St.,   Regina,   Sask. 

Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  233) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 


REFERENCE   NUMBERS 

(1)   indicates    firm   supplies 

15    mm. 

silent. 

(2)   indicates    firm   supplies 

35    mm. 

sound. 

(3)   indicates    firm   supplies 

35    mm. 

sound  and  silent. 

(4)   indicates    firm   supplies 

16    mm. 

silent. 

(5)    ind.cates    firm   supplies 

16    mm. 

sound-on-film. 

(6)    indicates    firm   supplies 

16   mm. 

sound   and  silent. 

Continuous  insertions  under  one  heading,  $1.50  per  issue;  additional  listings  under  other  headings,  50c  each. 


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Put>fio  Lfbraiy 
Kansas  City,  MOi 
Tsacherf  Library 


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Educationa 


COMBINED  WITH 


Visual  Instruction  News 


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CONTENTS 

A  Discussion  Concerning  the  Proposed 
American  Film  Institute 

A  Wide  Area  Visual  Instruction  Service 

Vitalizing  the  Curriculum  by  Homemade  Slides 

Some  Neglected  Factors  in  Visual  Instruction 


Single      Copies      25c 
•  $2.00    a    Year  • 


Schools,  Colleges  and  Churches 


Equipped  with 


TRADE  MARK  REG'O. 


PROJECTORS 

Secure  Professional  Sound  and 

Visual  Projection 


All  <y^^?^g?gr  Projectors  are  Made 
to  One  High  Standard 

The  products  of  our  company  are  used  in  thousands 
of  theatres  and  by  public  and  private  institutions 
throughout  the  world  requiring  superior  results.  Pro- 
fessional sound  and  visual  projection  demands  a 
thorough  understanding  of  materials  and  precision 
workmanship.  Every  part  manufactured  by  us  for 
our  35  mm.  projectors  is  made  to  meet  the  highest 
professional  requirements. 

Only  Manufacturers  in  the  World  Making  a  Complete  Line  of  35  mm.  Projectors 

INTERNATIONAL  PROIECTOR  CORPORATION 

88-96  GOLD  STREET  NEW  YORK,  N.  Y. 


November,  193  5 


Page  247 


Edit 


oria 


THE  appointment  of  Mr.  E.  C.  Wag- 
goner as  Secretary-Treasurer  of  the 
Department  of  Visual  Instruction  of  the 
N.E.  A.,  to  succeed  Mr.  Ellsworth  C. 
Dent,  has  just  been  made  by  the  Execu- 
tive Coniiuittee.  Mr.  Waggoner,  Head 
of  Science  De]iartment  and  Visual  Edu- 
cation, Elgin  High  School,  may  be  ad- 
dressed either  at  Elgin,  Illinois,  or  at  64 
East  Lake  St.,  Chicago — headquarters  ad- 
dress of  the  Department  of  Visual  In- 
struction for  1935-36. 

FOR  the  current  school  year  The  De- 
])artnient  of  Visual  Instruction  of  the 
National  Education  Association  is  ])lan- 
ning  a  nation-wide  effort  to  secure  from 
the  visual  field  some  definite  data  which 
have  long  been  needed,  freely  guessed  at, 
but  never  known.  It  is  hoped  to  enlist 
the  cooperation  of  various  other  national 
organizations  specifically  interested  in  this 
phase  of  education.  A  unified  and  system- 
atic effort  by  these  organizations,  pro- 
vided they  can  have  full  cooperation  from 
American  schools,  should  bring  results  of 
high  significance  and  value  to  our  actual 
knowledge  of  what  the  visual  field  really 
is,  and  is  to  be.  A  detailed  announcement 
of  the  ])lan  will  probably  be  ready  for  the 
December  issue. 

IX  THE  September  issue  we  declared 
our  intention  to  see  to  it  that  every  ad- 
dress on  the  program  of  the  Department 
meetings  at  Denver  last  July  should  be 
available  in  ])rinted  form — the  first  time 
that  this  desirable  end  was  ever  achieved. 
\\"e  have  done  our  best  and  the  results 
stand  as  follows : 

There  were  twelve  addresses  on  the 
program. 

Two  ]3apers  (  Kooser  and  Bishop)  were 
not  read — leaving  ten. 

Two  pa]iers  (Larson  and  Ream)  were 
printed  elsewhere — leaving  eight. 

One  address  (  Shaw)  consisted  of  com- 
ments on  a  film  ])rojected,  hence  could 
not  be  effectively  reprinted  apart  from 
the  picture — leaving  seven. 

Eive  papers  ( Trolinger,  Collier,  Hell- 
stern,  Meola,  Dudley)  were  run  in  the 
October  issue — leaving  two. 

One  paper  (Fox),  delayed  for  cuts, 
appears  in  this  issue — leaving  one. 

(^ne  pajjer  ( "The  Role  of  a  Visual  .\id 
and  Sensory  Technique  Course  in  Teacher 
Preparation  for  the  New  Day",  by  Klon- 
ower)  is  the  only  one  still  missing,  and 
our  good  intentions  therefore  have  scored 
something  over  8%  failure.  Better  luck, 
we  trust,  for  the  next  meeting. 

Nelson  L.  Greene 


Educational     Screen 

Combined     with 

Visual     Instruction     News 


NOVEMBER,  1935 

VOLUME      XIV  NUMBER      9 


CONTENTS 

A  Discussion  Concerning  the  Proposed  Annerican  Film 

Institute.     Edgar  Dale _ 249 

A  Vv'Ide  Area  Visual  Instruction  Service.    F.  Wilcken  Fox. .252 

Vitalizing  the  Curriculum  by  Homemade  Slides. 

Mrs.  Mary  A.  McGady .255 

Some  Ne.glected  Factors  in  Visual  Instruction. 

Charles  F.  Hoban,  Jr.. 257 

Among  the  Magazines  and  Books. 

Conducted  by  Stella  E.  Myers. ....259 

The   Film   Estimates — 26 1 

The   Church    Field.. 262 

News  and  Notes.    Conducted  by  Josephine  Hoffman 264 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky 266 

Film  Production  Activities.     Conducted  by  The  Staff 270 

Among  the  Producers 274 

Here  They  Are!   A  Trade  Directory  for  the  Visual  Field. ...276 

Contents  of  previous  issues  listed  in  Education  Index. 

General  and  Editorial  Offices,  54  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  November,  1935  by  the  Edu- 
cational Screen,  Inc.  Published  every  month  except  July  and  August. 
$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 

THE  EDUCATIONAL  SCREEN,  Inc. 

DIRECTORATE  AND  STAFF 


Herbert  E.SIaught,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley   R.  Greene 
R.  F.  H.  Johnson 
Marion  F.  Lanphier 
F.  Dean  McClusky 
Stella  Evelyn  Myers 


Page  248 


The  Educational  Screen 


\IQW^^^^>&^Qualiti]  Sound 


<Mlel  25  ANIMATOPHONE  is  the  world's  lightest,  most 
compact,  loHpst-jiriccd  Hif;h  Qtiiilily  Sound  Picture  Repro- 
ducer. I'or  only  a  trifle  more  than  Silent  Cost,  it  provides 
the  fueilities  for  running  both  Sili-nl  and  Sound  h'ilms.  Its 
IVrforman<'e-AI)ility  is  a  known  and  proven  quantity  .... 
for  it  einliodies  the  same  features  that  have  made  VICrOR'S 
Siipvr  Hi-I'ower  Model  24  the  world's  most  widely  used 
16  mm  Sound  Projector.  Principal  distinction  is  a  highly 
perfected,  lighter-duty  ami>lifier  which  made  possihie  Model 
25's  reduced  size,  weifiht,  and  piice.  (T<ital  weifihl.  t.5  Ihs.) 
Its  undistorted  \  olunie  and  li(K)  watt  lUumiiuition  (Hi- 
Power)   are  more  than  ample  for  audiences  of  up  to  2(10. 

(For  i/nirer.io/  appliratiim   ....  small-room   to  2000-' 

capacity  niidilorhims Model  2 1  rontiniies  to  he  the 

logical  choice,) 

ANIMATOPHONE  2.i  will  anuiw  you  .  .  .  Arrange  NOW 
to  see  and  hear  it! 


V[CTORMIMATOGRAPHCORP.,DAVENPOKr.IOAm,U.&A. 


L  N  E  MT^    Y  0  K  K 


LOS    ANGELES 


C  HICAGO 


November,  193  5 


Page  249 


A  Discussion  Concerning  the  Proposed 
American  Film  Institute 


IF  THIS  were  a  discussion  in  economics,  one  of 
the  major  topics  of  discussion  would  hinge 
around  this  query:  \\"hy  is  it  that  we  produce 
goods  and  services  so  well  in  this  country,  but  dis- 
tribute them  so  badly?  Interestingly  enough,  we 
face  the  same  dilemma,  and  perhaps  there  is  a 
relationship,  in  the  field  of  education.  We  have  an 
excellent  cultural  heritage;  we  have  brilliant  scien- 
tists and  able  artists.  There  exist  in  the  minds 
and  writings  of  experts,  knowledges  and  skills  and 
attitudes  which,  if  diffused  into  the  population, 
would  immeasurably  improve  the  quality  of  hu- 
man  living. 

But  education,  like  our  productive  resources,  has 
not  Ijeen  adequately  socialized  nor  its  benefits 
satisfactorily  diffused.  I  am  not  suggesting  that 
there  ought  to  be  any  moratorium  on  research  or 
the  development  of  new  ideas.  They  should  go 
forward  as  briskly  as  they  ever  have.  I  do  want 
to  suggest,  however,  that  there  are  certain  bottle 
necks  between  the  production  and  distribution  of 
ideas  which  need  careful  study. 

The  avenue  by  means  of  which  ideas  are  distri- 
buted is  called  social  communication.  It  proceeds 
by  face-to-face  contacts  with  persons,  by  group  ob- 
servation of  environment  and  by  indirect  methods 
of  communication  through  print,  through  the 
telephone  and  its  variant,  the  radio,  and  through 
pictures — still  and  moving.  The  aim  in  each  case 
is  for  the  verbal  or  pictorial  symbols  of  the  speaker 
or  author  to  evoke  parallel  experiences  in  the  minds 
of  the  listeners  or  viewers. 

These  channels  for  the  distribution  of  ideas  may 
not  work  well  for  a  variety  of  reasons.  We  are 
here  concerned  only  with  those  types  of  mal-distri- 
bution  of  ideas  which  arise  because  of  our  failure 
to  adequately  understand  and  utilize  one  of  these 
media — the  motion  picture.  My  discussion  in  this 
particular  field  should  not  be  taken  as  an  indica- 
tion of  propagandizing  for  this  particular  method 
as  opposed  to  the  radio  and  the  press.  They,  too, 
need  to  be  more  wisely  and  more  extensively  used. 
I  do  wish  to  point  out,  however,  that  we  have  by 
no  means  utilized  the  inherent  possibilities  in  the 
motion  picture  as  a  medium  of  social  communica- 
tion. 

Considerations  such  as  these  have  led  the  United 

*Speecli  given  at  DeV'ry  Institute  in  Chicago,  June  26,  1935 


By      EDGAR      DALE 

Bureau  of  Educational   Research 
Ohio    State    University,    Columbus.    Ohio 


States  Office  of  Education,  the  American  Council 
on  Education,  the  Visual  Instruction  Department 
of  the  N.  E.  A.,  and  other  groups  to  a  study  of  ways 
in  which  these  factors  might  be  eliminated  or 
ameliorated.  The  United  States  Office  of  Educa- 
tion has,  of  course,  been  supplying  information  re- 
quested by  schools  and  teachers  as  to  the  availabil- 
ity of  films  and  other  types  of  equipment. 

The  American  Council  on  Education  under  the 
presidency  of  Dr.  George  F.  Zook,  has  in  its  mem- 
bership 23  national  education  associations  and  18 
other  groups.  It  has  20  associate  members  from 
departmental  organizations  and  over  200  institu- 
tional members  froin  among  the  universities. 

The  work  of  the  American  Council  on  Education 
has  been  that  of  coordination,  as  the  term  "coimcil" 
implies.  In  the  fall  of  1934  the  Council  made  a  re- 
quest for  a  small  organization  budget  to  develop 
plans  for  an  American  Film  Institute.  The  Payne 
Fund  of  New  York  City  made  such  a  grant.  On 
December  4th  and  5th  of  last  year  a  small  group  of 
educators,  representing  the  varied  interests  in  this 
field,  met  in  the  Council's  offices  and  discussed  this 
whole  matter.  The  following  tentative  objectives 
were  adopted  after  considerable  discussion : 

1.  To  develop  a  national  appreciation  of  the 
potential  contribution  of  the  motion  picture  to  the 
cultural  life  of  America. 

2.  To  collect  and  distribute  significant  informa- 
tion concerning  motion  pictures  in  education  at 
home  and  abroad. 

3.  To  stimulate  the  production  and  use  of  mo- 
tion pictures  for  educational  purposes. 

4.  To  promote  the  cooperation  of  all  agencies 
interested  in  the  production  and  use  of  motion 
pictures  in  education. 

5.  To  initiate  and  promote  research  pertaining 
to  motion  pictures  and  allied  visual  and  auditory 
aids  in  education. 

Following  this  conference  several  of  the  mem- 
bers present  carried  out  a  program  of  interviewing 
leading  educators  and  organizations  to  secure  their 
reactions  to  the  proposed  program.  To  date  more 
than  200  such  organizations  have  been  interviewed 
or  have  written  comments  concerning  the  program. 
I  should  like  now  to  briefly  discuss  these  objectives 
as  a  whole  and  certain  of  the  reasons  for  them. 

When  the  various  educators  agreed  to  the  ob- 
jective "to  develop  a  national  appreciation  of  the 


Page  2  50 


The  Educational  Screen 


potential  contribution  of  the  motion  picture  to  the 
cultural  life  of  America,"  they  doubtless  had  a 
strong  feeling  in  their  minds  that  an  adequate  ap- 
preciation of  the  effectiveness  of  the  motion  pic- 
ture as  an  educational  aid.  was  not  yet  a  part  of 
the  thinking  of  even  the  leaders  of  American 
education.  Some  might  perhaps  logically  argue 
that  the  educational  motion  picture  has  made 
phenomenal  progress  in  the  30  to  40  years  since 
its  inception.  Unfortunately,  it  is  difficult  in  the 
field  of  educational  motion  pictures  to  set  up  yard- 
sticks as  to  what  the  progress  should  have  been. 
Nevertheless,  I  report  it  as  my  conviction,  and  that 
of  scores  of  persons  whom  I  have  interviewed  in 
connection  with  the  proposed  Film  Institute,  many 
of  them  educators,  that  the  educational  motion  pic- 
ture deserves  by  its  very  contribution  to  have  a 
much  more  significant  and  important  place  in  the 
whole  educational  scheme. 

Ought  we  not  be  able  to  have  here  today  exact 
statistical  information  concerning  the  actual  prog- 
ress in  the  use  of  films  and  projectors  in  the 
schools?  We  cannot  evaluate  progress,  nor  can  we 
do  effective  national  planning  in  this  field  unless 
certain  quantitative  information  about  the  number 
of  projectors  in  use  in  the  schools,  the  frequency 
of  the  use  of  films,  the  amounts  of  budgets,  and  so 
on  is  available.  These  data  have,  of  course,  been 
partially  secured  by  investigators  at  various  in- 
tervals of  time,  but  we  discover  very  quickly  that 
these  data  are  wholly  inadequate.  What  propor- 
tion of  the  teachers  in  any  particular  field  of  study 
use  films  as  often  as  once  a  week?  What  is  the 
optimal  number  of  films  that  good  teachers  will 
use  under  present  conditions  when  they  have  access 
to  an  excellent  library  of  school  films  within  their 
own  school?  Is  it  one  film  a  week?  two?  three? 
four?  When  does  one  reach  a  saturation  point, 
assuming  films  of  the  type  that  we  now  have? 
Without  such  information  no  large  company  is  go- 
ing to  undertake  a  long-time  fundamental  program 
of  producing  projectors  and  films,  especially  the 
latter,  unless  there  is  an  assurance  of  a  continuous 
long-time  and   ])erhaps   rapidly   expanding  market. 

Certain  of  this  information,  of  course,  does  exist. 
You  can  get  it  from  Cleveland,  from  Pittsburgh, 
the  University  of  W'isconsin,  in  our  State  Library 
in  Ohio.  Some  of  it  does  not  exist  at  all.  I  sug- 
gest, then,  as  a  legitimate  function  of  an  American 
Film  Institute  that  it  collect  and  disseminate 
through  bulletins,  through  news  releases  to  the 
several  hundred  educational  journals,  important  in- 
formation of  this  sort. 

Not  only  would  the  American  Film  Institute 
clear  important  statistical  information  of  this  type, 
but  there  would  be  other  types  of  information  in 
which  it  would  act  as  a  clearing  house.     Prelimi- 


nary interviews  with  a  number  of  leading  workers 
in  the  field  of  visual  education  have  indicated  that 
one  of  the  important  services  to  be  rendered  by 
the  Film  Institute  will  be  the  committee  evaluation 
of  educational  motion  pictures.  Great  Britain,  as 
you  doubtless  know,  already  has  more  than  50 
committees  of  this  type  at  work.  In  this  connec- 
tion the  Institute,  of  course,  does  not  assume  that 
it  would  set'  itself  up  as  a  body  competent  to  pass 
on  all  educational  films.  Instead,  it  assumes  that 
competence  of  this  sort  lies  with  various  educa- 
tional and  scientific  societies,  groups  of  teachers. 

The  Film  Institute  would  merely  aid  in  organiz- 
ing such  committees  and  give  general  guidance  and 
assistance  to  them.  As  a  matter  of  fact,  some  of 
these  committees  are  already  at  work.  The  INIodern 
Language  Association,  for  example,  already  has 
committees  at  work  on  lists  of  satisfactory  foreign 
language  talking  films.  Eventually  we  would  ex- 
pect, for  example,  that  a  committee  in  the  field  of 
liiology  would  present  reports  which  would  sug- 
gest (a)  films  necessary  for  covering  a  subject  with 
a  fair  degree  of  satisfactoriness,  (b)  a  statement  of 
those  films  which  already  meet  the  committee's 
criteria,  and  (c)  a  statement  of  films  which  are 
not  yet  available.  I  think  it  is  clear  that  the  opera- 
tion of  approximately  100  such  committees  in  these 
various  subject-matter  fields  will  do  much  to  arouse 
interest  in  motion  pictures  and  stimulate  the  pro- 
duction and  use  of  motion  pictures  for  educational 
])urposes. 

One  whole  area  of  development  in  the  field  of 
motion  pictures  has  been  i)ractically  untouched. 
I  refer  here  to  the  production  of  films  by  educa- 
tional institutions.  I  hesitate  to  use  the  word 
"amateur"  here,  because  many  of  these  productions 
are  by  no  means  to  be  placed  in  this  category.  Our 
experience  at  Ohio  State  University  may  be  briefly 
recounted.  A\'e  discovered  in  a  recent  survey  that 
22)  departments  were  using  films.  However,  of 
this  number,  13  were  making  their  own  films.  In- 
deed, one  department,  the  Fine  Arts  Department, 
headed  bv  Dr.  James  Hojikins.  has  already  made  20 
films  dealing  with  the  following  topics:  farm  ani- 
mals, animals  at  the  zoo,  dancing,  men's  athletic 
games,  early  American  costumes,  medieval  armour, 
])ottery  making,  puppetry  and  marionettes,  portrait 
painting,  and  the  like.  Now  just  as  an  illustration 
of  the  lack  of  diffusion  of  this  merely  I)asic  infor- 
mation. I  may  say  that  very  few  people  even  in 
Ohio  State  University  knew  of  these  films. 

In  a  motion  ])icture  news  letter  which  T  have  sent 
out  this  vear  to  apj)roximately  one  thousand  teach- 
ers who  have  cooperated  either  with  me  or  Mr. 
Lewin  in  motion  picture  appreciation  ivork,  I  made 
a  brief  reference  to  these  Ohio  State  University 
films.      .\s   a   result,    Mr.    Hoiikins   has   received   a 


November,  193  5 


Page  251 


miml^cr  of  queries  over  the  entire  country  regard- 
ing;" the  possibility  of  using  or  purchasing  these 
fihns.  He  is  now  in  a  quandary.  We  are  not 
equipped  at  Ohio  State  either  to  reproduce  these 
fihns  or  to  sell  or  rent  them.  Some  form  of  organi- 
zation must  be  set  up  for  this  i)urpose. 

I  am  now  suggesting  that  the  Film  Institute  can 
serve  a  legitimate  function  by  getting  together  these 
various  schools  and  universities  producing  their 
own  films,  perhaps  work  out  a  deposit  service  for 
negatives  or  certain  positive  reversals,  agreeing  up- 
on rental  prices,  ])urchase  prices,  developing  cata- 
logs, and  so  on.  I  see  no  reason,  for  example,  why 
we  could  not  have  in  the  space  of  five  years  at  least 
1,000  excellent  films  for  use  on  the  university  level. 
An  instructor  at  Akron,  for  example,  has  already 
developed  two  films  for  use  in  civics  classes.  He 
informs  me  that  there  are  really  dozens  of  other 
subjects  which  he  could  make  if  he  were  properly 
financed. 

Our  fifth  objective  was  "To  initiate  and  promote 
research  pertaining  to  motion  pictures  and  allied 
visual  and  auditory  aids  in  education."  I  need  not 
tell  this  group  that  the  whole  area  of  American 
education  is  bristling  with  unsolved  problems  for 
research.  Much  of  the  research  data  has  been  con- 
cerned with  the  relative  eft'ectiveness  of  groups 
taught  with  films  and  without  films.  It  is  likely 
that  this  type  of  research  will  be  sui:)erseded  by  one 
in  which  we  try  to  discover  the  essential  contribu- 
tions that  films  can  make  in  various  fields.  One 
example  in  which  research  can  help  to  clarify  think- 
ing is  in  regard  to  this  controversy  concerning  the 
silent  and  sound  films.  Some  persons,  perhaps  un- 
wittingly, have  now  dramatized  this  into  a  melo- 
dramatic conflict  of  the  use  of  sound  and  speech  and 
of  talking  pictures  and  silent  pictures.  I  assume 
that  this  is  a  jiroblem  not  for  theological  discussion, 
but  rather  for  simple  experimentation,  some  of 
which  has  already  gone  forward.  Certainly  we  can- 
not solve  the  problem  by  Ijromidic  utterances  such 
as  "talking  isn't  teaching"  or  by  academic  criticism 
of  the  content  of  some  of  the  earlier  silent  motion 
pictures. 

One  of  the  first  investigations  that  I  should  like 
to  see  conducted  in  this  particular  field  would  be 
the  use  of  talking  motion  pictures  in  adult  educa- 
tional experiments.  I  have  already  had  occasion 
to  discover  the  very  provocative  effect  of  motion 
pictures  like  "DLsraeli,"  "Farewell  to  Arms,"  and 
others  as  discussion  materials.  I  am  hopeful  that 
groups  like  those  at  Des  Moines  will  bring  out  the 
use  of  talking  films  for  adult  education.  I  assume, 
of  course,  that  one  would  experiment  similarl}-  with 
silent  films.  There  is  also  a  significant  place  for 
research  on  methoflology  in  the  field  of  visual  and 
sensorv  aids.    How  shall  we  teach  teachers  in  these 


fields?  An  indication  of  the  pressing  need  for  data 
(and  here  I  should  include  the  residues  of  experi- 
ence of  able  leaders  such  as  Doctor  Hoban)  is  found 
in  the  experiences  I  have  had  in  visiting  teachers 
colleges  the  last  two  years.  If  these  teachers  col- 
leges were  alert,  certainly  they  ought  to  have  ac- 
quainted their  students  with  techniques  of  ad- 
ministering and  utilizing  visual  aids.  With  the  ex- 
ception of  Pennsylvania,  the  records  of  most  state 
teachers  colleges  were  poor.  In  one  of  them,  my 
query  concerning  their  courses  in  visual  education 
brought  forth  this  response :  "Well,  we  did  have  a 
stereopticon  around  here  once,  but  I  guess  some- 
body stole  it."  It  would  appear  to  me  highly  le- 
gitimate for  a  Film  Institute  to  publicize  the  state 
of  Pennsylvania's  ruling  in  this  particular  field : 
"No  teacher  can  secure  a  permanent  certificate  un- 
less she  has  had  a  course  in  visual  and  sensory 
aids."  Indeed,  when  one  examines  summer  schools 
teaching  courses  of  this  type,  he  notes  that  out  of 
69  summer  courses,  Pennsylvania  offers  43  of  them. 

We  shall,  of  course,  as  always,  have  to  depend 
primarily  upon  good  teachers  for  the  communica- 
tion of  ideas.  A  good  teacher  is  a  good  communi- 
cator. A  good  teacher  explains  things  well,  is  easily 
understood,  organizes  her  materials  satisfactorily, 
has  the  interests  of  her  pupils  at  heart.  The  mo- 
tion picture,  therefore,  is  not  a  substitute  for  teach- 
ers, but  in  the  hands  of  a  teacher  can  be  very  useful 
in  extending  her  effectiveness  in  communication. 
Since  the  1930  census  showed  us  that  in  the  United 
States  74  per  cent  of  the  population  between  the 
ages  of  7  and  20,  inclusive,  were  attending  school, 
we  see  that  improvement  in  formal  teaching  meth- 
ods can  quickly  reach  the  majority  of  our  children 
and  youth. 

But  we  shall  remain  highly  ineffective  as  educa- 
tors if  we  do  not  consider  the  following  data :  First, 
about  two-thirds  of  our  population  are  adult.  Sec- 
ond, only  5.6  per  cent  of  the  population  19  years  of 
age  and  over,  or  12,254,994,  have  a  secondary  school 
education.  In  other  words,  approximately  84  per 
cent  of  our  present  adult  population  have  not  and 
probably  will  not  have  a  high  school  education. 
Further,  only  3.2  per  cent  of  the  population  23  years 
of  age  and  over,  or  2,209,860,  have  a  college  edu- 
cation. Thirty-two  million  of  our  adult  population 
have  not  finished  the  eighth  grade.  These  data 
lead  unequivocally  to  the  necessity  for  a  strong 
program  of  adult  education. 

In  closing  may  I  emphasize  again  this  fact :  the 
American  Film  Institute,  under  the  sponsorship  of 
the  American  Council  on  Education,  will  carry  out 
in  this  area  the  typical  objectives  of  the  American 
Council — namely,  that  of  serving  as  a  coordinating 
and  clearing  house  center.    The  proposed  Institute 


Page  252 


The  Educational  Screen 


will  not  produce  films.  It  will  not  attempt  to  en- 
ter into  any  of  the  conflicts  now  raging  in  the  field 
of  entertainment  films.  It  will  not  act  as  a  censor 
of  films.  It  assumes,  on  the  other  hand,  that  there 
is  a  large  area  of  educational  import  which  can  be 


adequately  served  by  the  program  that  I  have  sug- 
gested. It  is  our  conviction,  then,  that  the  motion 
picture  and  allied  visual  and  sensory  aids  have  a  vast 
unrealized  contribution  to  make  to  American  edu- 
cation. 


A  Wide  Area  Visual  Instruction  Service 


•jf 


FOR  SOME  years  Dr.  Franklin  S.  Harris.  Presi- 
dent of  the  Brigham  Young  University,  and 
Dr.  Lowry  Nelson,  Director  of  the  Extension 
Division,  had  been  interested  in  visual  instruction 
and  wished  to  provide  the  schools  of  Utah  and 
adjoining  states  with  some  visual  aids  service  as 
we  now  have. 

In  the  school  year  1932-33  it  became  financially 
possible  to  make  a  beginning.  The  Bureau  of  Visual 
Instruction  was  equipped  with  two  hundred  and 
seventy  film  strips,  twenty  reels  of  16-millimeter 
silent  motion  pictures,  a  16-millimeter  projector, 
and  a  part-time  student  to  look  after  the  materials. 
Half  a  dozen  or  so  schools  availed  themselves  of 
the  service  and,  limited  though  it  was.  found  it 
useful.  Their  satisfaction  encouraged  the  Univer- 
sity to  go  further  into  the  field  of  visual  instruction. 

Ellsworth  C.  Dent,  Secretary  of  the  Bureau  of 
Visual  Instruction  at  the  University  of  Kansas, 
accepted  our  invitation  to  give  a  special  series  of 
lectures  during  the  summer  session  of  1933.  In  late 
July,  1933,  I  was  appointed  full  time  secretary  of 
the  bureau,  and  the  collection  of  film  strips  and  mo- 
tion pictures  was  greatly  increased. 

To  give  the  work  added  impetus,  Mr.  Dent 
agreed  to  return  to  the  Brigham  Young  University 
and  supervise  the  organization  of  the  enlarged  serv- 
ice bureau.  He  came  on  October  1,  1933,  and  the 
real  growth  of  the  bureau  dates  from  that  time. 
During  the  next  four  and  a  half  months  which  Mr. 
Dent  spent  with  us  our  service  enrollments  in- 
creased by  leaps  and  bounds. 

During  the  1933-34  school  year  we  had  eighty- 
three  service  enrollments;  sixty-one  for  motion  pic- 
tures and  twenty-two  for  film  strips.  It  became 
necessary  for  us  to  employ  seven  college  students 
to  assist  part-time  in  carrying  on  the  routine  work 
of  the  bureau. 

In  addition  to  his  developmental  work,  Mr.  Dent 
completed  his  "Handbook  of  Visual  Instruction" 
which  we  published  in  May,  1934.  Since  then  hun- 
dreds of  copies  have  gone  to  educators  all  over  the 
country  and  a  few  have  been  sent  to  European 
countries,  Japan  and  India. 

*Addres.s  given  at  Department  of  Visual  Instruction  meeting, 
Denver,  July  1935. 


By      F.      Wl  LCKEN      FOX 

Secretary  Bureau  of  Visual   Instruction 
Brigham  Young  University,  Provo,  Utah 

In  the  school  year  just  passed  we  increased  the 
number  of  motion  picture  reels  in  our  library  to 
two  hundred  and  fortj'-three,  brought  our  film 
strip  collection  up  to  five  hundred  and  fifteen  and 
added  twenty  sets  of  glass  slides.  Our  service  en- 
rollments increased  to  one  hundred  six;  sixty-seven 
for  motion  pictures,  thirty-two  for  film  strips  and 
seven  for  glass  slides. 

These  figures  indicate  a  gain  of  nearly  fifty  per 
cent  in  film  strip  useage,  while  our  number  of  mo- 
tion picture  services  increased  only  nine  per  cent. 
Really,  the  use  of  motion  pictures  has  kept  pace 
with  that  of  the  film  strip.  Our  apparent  failure  to 
grow  proportionately  in  the  use  of  the  motion  pic- 
ture is  attributable  to  a  rather  interesting  circum- 
stance. In  the  1933-34  school  year  twenty-three  of 
the  sixty-one  schools  using  motion  picture  service 
were  jointly  using  six  projectors.  A  package  of 
films  would  arrive  at  the  first  school  on  Monday  and 
during  the  week  they  would  be  used  one  day  in 
each  of  the  five  schools.  Therefore,  each  school  in 
the  district  had  films  only  one  day  in  the  week  and 
had  to  take  whatever  films  were  sent  to  it  by  the 
preceding  school. 

In  another  district  there  were  eight  schools  being 
served  by  one  projector.  One  of  the  district  super- 
visors would  receive  a  shipment  of  films  on  Mon- 
day, and  then  for  the  next  consecutive  eight  school 
days  take  films  and  projector  to  eight  dififerent 
schools.  Two  other  groups  of  five  schools  were 
being  served  by  one  projector  for  each  group. 

Such  sketchy  application  of  the  educational  mo- 
tion picture  scarcely  could  be  expected  to  produce 
a  great  deal  of  enthusiasm  among  the  teachers.  In 
the  1934-35  school  year  only  two  of  the  twenty- 
three  schools  in  these  groups  returned  to  our 
service.  Five  of  the  schools  decided  to  use  enter- 
tainment films  almost  exclusively  and  for  that  rea- 
son had  to  transfer  their  connections  to  another 
bureau.  We  do  not  distribute  entertainment  films. 
The  rest  of  the  schools,  so  far  as  we  know,  received 
no  service  whatever  save  for  an  occasional  spon- 
sored film  shipped  direct  from  some  advertising 
distributor. 


November,  193  5 


Page  253 


Despite  the  loss  of  twenty-three  of  ovir  sixty-one 
motion  picture  patrons,  we  had  enough  new  enroll- 
ments in  1934-35  to  bring  our  total  up  to  sixty- 
seven  ;  and  each  of  these  newly  enrolled  schools 
owned  a  projector. 

Because  motion  pictures  represent  the  bulk  of 
our  investment  and  most  of  oiu-  patrons  are  users 
of  motion  pictures  only,  we  keep  a  careful  record 
of  the  activities  of  our  motion  pictures.  For  pur- 
poses of  study  and  comparison,  we  have  adopted  as 

FILM  DAfS 


600 
(00 

«0p 


/- 

..^ 

\ 

/ 

^ 

. 

> 



y 

\ 

i  / 

\ 

.*:* 

^ 

.//^ 

f 

SEPT     OCA       NO\/     DEC    JMvl.      FEB     MAR  APR     MAY 

a  measuring  unit,  the  "film-day."  This  represents 
one  day's  use  of  any  motion  picture,  regardless  of 
the  number  of  reels  it  includes. 

This  graph  compares  our  motion  picture  activi- 
ties of  1933-34  and  1934-35  in  terms  of  film  days. 
See  how  slowly  the  use  of  films  increased  during 
September  and  October  1933,  and  then  how  rapidly 
it  grew.  The  peak  of  February  and  March  1934, 
which  we  did  not  equal  the  following  year,  was 
due  to  the  enrollment  of  thirteen  or  fourteen  schools 
very  late  in  January.  They  made  up  for  lost  time 
by  using  many  films  during  the  ensuing  three 
months.  The  total  film  days  for  1933-34  was  3,328 
and  for  1934-35,  3,871. 

While  the  gain  of  543  film  days  shows  an  increase 
of  only  16%  in  film  use,  our  attendance  reports  in- 
dicate that  the  average  pupil  audience  per  film  day 
increased  from  170  in  1933-34  to  250  last  year — a 
growth  of  47%. 

Such,  briefly,  is  the  history  of  our  Bureau  of  Vis- 
ual Instruction.  Today  we  have  regular  patrons 
in  Utah,  Idaho,  Montana,  and  Nevada,  and  make 
occasional  shipments  even  farther  afield. 

Eighty-four  per  cent  of  our  services,  however, 
are  in  the  territory  within  a  radius  of  150  miles 
from  Provo.  The  majority  of  our  patrons  are  on 
or  near  railroad  lines  and  the  few  remaining  have 
daily  mail  service  by  automobile  stage  line.  Vis- 
ual materials  can  be  shipped  by  insured  parcel  post 
to  almost  any  of  our  service  members  in  less  than 
twenty-four  hours.  However,  we  usually  make 
shipments  three  days  ahead  of  the  date  on  which 
materials  are  to  be  used  so  as  to  make  sure  that 
they  arrive  at  least  one  day  ahead  of  the  scheduled 
use  date.  Another  three  days  are  allowed  for  the 
return  of  the  package. 


Schools  enroll  for  a  motion  picture,  film  strip,  or 
glass  slide  service  by  paying  an  annual  fee,  which 
varies  according  to  the  amount  of  service,  and  by 
agreeing  to  abide  by  our  service  rules.  They  sub- 
mit lists  of  the  materials  they  want  and  the  pre- 
ferred dates  and  their  reservations  are  made  on 
8"xl0"  booking  cards,  a  card  for  each  article.  These 
cards  are  the  heart  of  our  distributing  system. 

The  first  card  was  merely  a  calendar  in  which  the 
twelve  months  were  arranged  in  parallel  horizontal 
columns.  In  booking  any  article  for  shipment  we 
placed  a  cross  on  the  date  for  which  the  user  de- 
sired it  and  then  wrote  his  name  across  the  days 
that  the  article  would  be  away  from  the  bureau. 
Gradually  faults  in  the  card  were  found  and  cor- 
rected. Bookings  in  the  wrong  month  were 
avoided  by  coloring  alternate  months  green ;  Sun- 
days were  shown  by  repeating  month  initials  in 
that  space;  and  by  combining  June,  July  and  Aug- 
ust in  a  single  column  more  space  was  gained  for 
the  busier  months. 

On  the  back  of  the  card  we  have  provided  space 
for  a  complete  yearly  report  of  the  condition  of  the 
film,  film  strip  or  glass  slide  set  represented  by 
that  booking  card.  The  top  part  of  the  front  and 
back  of  the  card  are  shown  here. 

We  have  found  it  difficult  to  induce  our  patrons 
to  submit  reports  on  the  attendance  at  film  show- 
ings. We  do  not  require  these  reports  on  all  films 
but  only  on  the  sponsored  films  which  we  dis- 
tribute ;  that  is,  such  films  as  are  deposited  with 
us  by  the  United  States  Bureau  of  Mines,  Canadian 
Government  Motion  Picture  Bureau,  General  Elec- 
tric Co.,  and  others.  In  order  to  make  up  our 
monthly  reports  for  these  organizations  we  send 
a  report  card  with  each  of  their  films  on  every 
booking. 

First  we  used  a  plain  government  post  card  re- 
questing the  patron  to  report  attendance  at  the 
showings  of  the  film  in  question.  Very  often  these 
cards  were  ignored.  To  draw  attention  to  the  cards 
we  printed  some  with  oddly  arranged  red  bars. 
This  device  greatly  improved  our  percentage  of  re- 
turns. 

When  a  patron  fails  to  return  one  of  these  report 
cards  we  follow-up  by  sending  a  double  government 
post  card,  which  consists  of  one  of  the  regular  re- 
port cards  plus  a  postal  card  notice  calling  his  at- 
tention to  his  laxness,  requesting  the  report  im- 
mediately and  asking  his  future  co-operation.  Thus 
we  are  spared  the  necessity  of  writing  special  let- 
ters and  incidentally  save  a  little  postage. 

Like  all  service  bureaus  we  are  inconvenienced 
by  patrons'  failing  to  return  m^iterials  on  schedule. 
Many  bureaus  attempt  to  counteract  this  tendency 
by  levying  fines  but  we  have  attempted  to  avoid  it 
by   writing  a   personal    letter  to   offenders  and   by 


Page  2  54 


The  Educational  Screen 


FRONT  OF  CARD 


Producer  or  Distributor 


Title  and  Print  Number 


RENTAL   SPECIAL   SCENIC  AND  IND. 


No.  of  Reels.— 

Fee    $ 

Weight    Lbs Oz. 


1935 
SEPT. 
( Green) 

1 
S 
e 

P 
t 

2 

3 

4 

5 

6 

7 

8 
S 
e 

P 
t 

9 

10 

11 

12|13 

1 

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1935 
SEPT. 

OCT. 
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OCT. 

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NOV. 

BACK  OF  CARD 


Date  Purchased. - 
SEPT.  1,  1935  -«- 


CONDITION 


'urchase  Cost  $ 

>  MAY  31,  1936 


-Sprocket    Holes. 

. Brittleness    

.Rain    

.Scratches    


REPLACEMENTS,  SPECIAL  INJURY,  COMMENTS,  ETC. 
(Specify  Date  of  Each  Report  Given  Below.) 


sending  occasional  collect  telegrams.  We  have  also 
sent  form  letters  explaining  our  distributing  sys- 
tem to  our  users  and  pointing  out  that  when  one 
of  them  holds  a  film  overtime  he  is  inconveniencing 
other  patrons. 

Still,  we  were  not  entirely  satisfied  with  the  re- 
sults and  so  a  month  or  two  ago  we  framed  a  plan 
of  "rewards  and  punishments"  and  sulmiitted  it  to 
all  our  motion  picture  patrons,  who,  without  ex- 
ceptions, approved  it.  Briefly,  it  provides  for  a  fine 
to  be  exacted  for  each  day  a  reel  of  film  is  held 
overtime.  At  the  close  of  the  school  year  those 
schools  whose  record  of  return  shipments  has  been 
perfect,  will  share  in  the  fines  collected.  The  plan 
provides  that  no  delays  will  be  pardoned  except 
those  directly  chargeable  to  the  U.  S.  Post  Office 
or  to  the  Railway  Express,  or  to  the  loss  of  the 
film  through  theft  or  total  destruction.  This  plan 
will  go  into  effect  in  September. 

Another  problem  we  have  is  that  of  locating  suit- 


able instructional  films.  In  a  number  of  subjects 
we  have  found  little  or  nothing  that  is  fairly  good 
and  inasmuch  as  very  few  producers  are  doing  any- 
thing constructive  towards  remedying  the  lack,  we 
have  been  experimenting  a  little  with  our  own 
camera.  (Sample  shots  were  here  projected  before 
the  audience.)  In  making  motion  ])ictures  we  are 
very  fortunate  in  having  as  cameraman.  Homer 
Wakefield,  a  photography  hobbj'ist,  who  takes 
keen  delight  in  studying  the  special  problems  re- 
lating to  motion  pictures.  We  hope  to  add  some 
special  equipment  to  our  camera  during  the  sum- 
mer and  with  a  little  further  experimentation  in  the 
use  of  artificial  lighting  and  negative  film,  believe 
that  we  shall  achieve  some  really  worthwhile  results. 

Because  our  experience  in  visual  instruction  has 
been  quite  brief,  we  strongly  suspect  that  many  of 
you  know  more  about  it  than  we  do.  We  shall  be 
grateful,  therefore,  for  any  suggestions  you  may  be 
willing  to  give  us. 


November,  1935 


Page  25  5 


Vitalizing  the  Curriculum  by 
Homemdde  Slides 


By      MRS.      MARY      A.      McGADY 

Hookway  School,   Chicago 


Reading  and  Comprehension 

PRIMAJ\V  teachers  have  found  that  reading 
al:)ilities  are  not  confined  to  one  skill.  They 
must  work  out  ways  and  means  of  providing, 
controlling,  and  directing  experiences  that  will 
hroaden,  amplify,  and  provide  stimuli  for  reading. 
Among  the  abilities  to  he  strengthened  are  regular 
eye  movements,  increased  perceptual  span,  and  the 
use  of  reading  tools.  Learning  to  read  is  in  itself 
a  visual  contact.  ]\Iany  devices,  drills,  and  exer- 
cises are  possible  for  reaching  this  end. 


"what '.     The  "where'' 
children,  follow : 


phrases    provided    by    the 


""»?"" 

A^. 

py^--'}>^^^^HH 

Courtesy    of    Wheeier    Publishing    Co. 

A  ])ictorial  slide  showing  two  children  sitting  on 
the  grass,  with  their  two  pets,  a  kitten  and  a  dog,  is 
an  example.  Over  the  pictorial  slide  projection  is 
written  "Give  me  a  'who'  phrase  '.  A  member  of 
the  group  points  to  the  part  of  the  picture  that  il- 
lustrates his  phrase  "two  children."  He  then  calls 
U])on  another  member  of  his  class  who  adds  little 
sister.  Thus  the  lesson  proceeds  with  additional 
phrases : 

little  brother  a  little  bo)' 

Billy  and  Sally  a  male  and  a  female 

a  little  girl 

Then  the  teacher  erased  the  word  "who"  and  sub- 
stituted  "what".     The  following  phrases  were  the 

deveIo])ment : 

two  animals 

Wag  and  Puff 

a  white  kitten 

a  brown  dog 

a  blue  and  white  suit 

some  grass 

yellow  hair 

Later    the    word    "where"    was 

*Tliis  i.s  the  continuation  and  concliusion  of  the  article  by 
Mrs.  McGady,  under  the  same  title,  appearing  in  the  Sep- 
tember issue. 


black  shoes 
white  stockings 
little  red  flowers 
some  green  bushes 
blue  sky 
children's  pets 


substituted    for 


lower  down 
in  front  of  him 
in  front  of  her 
in  front  of  Billy 
in  front  of  Sally 
at  his  feet 
further  back 


on  the  grass 

in  the  yard 

near  Sallv 

away  from  Billy 

close  to  Sally 

in  front  of  the  bushes 

behind  the  dog 

higher  up 

Note :  The  phrases  were  written  on  the  black- 
board to  the  right  of  the  picture  projection.  All 
these  phrases  were  not  given  in  one  lesson.  The 
record  was  kept  of  the  variety  that  was  obtained 
in  various  lessons. 

Size  and  concept  arrangement  was  developed 
with  a  pictorial  slide.  Qver  the  pictorial  (projected 
on  the  blackboard)  slide  was  written  "Put  your 
mark  on."  To  the  right  of  the  picture  was  written 
the  word  high.  The  class  was  instructed  to  give  the 
opposite  word  which  was  low,  and  proceed  to  put 
his  mark  as  he  showed  the  arrangements  and  sizes. 


Courtesy    of    Whseler    PublishinK    Co. 

The  following  words  with  their  opposites  show  the 

development : 

high  low  tall  short        up  down 

little  big  on  off  small        large 

dark  light  top  bottom     light         heavy 

over  under        above  below 

wide         narrow      upper  lower 


Page  256 


The  Educational  Screen 


Good  oral  expression  and  smooth  fluent  reading 
are  two  strong  factors  in  the  development  of  the 
phrase  lesson.  Isolated  words,  moreover,  have  lit- 
tle meaning.  When  put  in  context  they  acquire 
new  meaning  and  at  the  same  time  development  of 
the  eye  span  takes  place.  Mr.  Gates*  has  demons- 
trated that  "the  phonetic  study  of  isolated  words 
in  the  first  place  is  deficient  to  the  extent  that  the 
transfer  of  skill  is  rarely  complete." 
Phonetics 

In  the  slide  given  below  meaningful  reading  is 
the  prime  purpose  while  at  the  same  time  the  child 
is  acquiring  training  in  phonetic  recognition. 

Phonetic  skill  is  of  service  in  many  instances  but 
the  greatest  mistake  we  have  made  is  in  thinking  it 
is  all  important,  so  much  so  that  other  types  of 
training  often  have  been  neglected.  Children  en- 
joy phonetic  games,  especially  when  given  in  cor- 
relation with  some  school-room  activities.  The  fol- 
lowing show^s  a  type  given  with  a  library  reading 
project.     A  typewritten  slide  is  projected. 


What  did 

we 

see 

in  the 

library? 

books 

nooks 

crooks                 1 

What  did 

we 

do 

in  the 

ibrary? 

bead 

read 

lead 

What  tabl 

es 

did 

we  sit 

at? 

low 

sow 

bow 

What  did 

we 

make  for  magazines?                       | 

tack 

rack 

sack 

Procedure 

Carol  is  called  upon  to  read  the  first  question. 
She  in  turn  calls  upon  Bobby  to  underline  the  cor- 
rect word.  Bobby  sounds  the  phonetic  words  and 
selects  and  underlines  "book."  Bobby  reads  the 
second  question  and  calls  upon  Jean  to  sound  the 
phonetic  words.  Jean  underlines  the  word  "read". 
Then  Jean  reads  the  next  question  calling  upon 
Billy  to  sound  the  next  row  of  words  and  underline 
the  correct  one,  and  so  on. 

Comprehension  Tests 

Informal  tests  for  comprehension  serve  to  em- 
phasize the  technique  of  reading.  In  the  tests  the 
children  find  words,  phrases,  or  sentences  that  tell 
a  certain  thing.  Through  this  objective,  reading 
skills  can  be  developed  and  maintained  and  habits 
of  concentration  established.  A  typewritten  slide 
says: 

Jack  be  Nimble  jumped  Jack  and    lill  went 

over  the  wall  up  the  sill 

over  the  moon  up  the  stairs 

over  the  candlestick  up  the  ladder 

up  the  hill 
Jean  reads  the  first  and  calls  upon  Richard  to  find 


*Intcrcst  and  Ability   in  Reading,  p.  201.     R.  L.  Gates,  Mac- 
millan  Pub.  Co. 


the   right   phrase.     Richard   reads  the   next  calling 
upon  Shirley,  and  so  on. 

Chanting  of  Poetry 
Chanting  of  poetry  brings  out  rhythm  and  music 
and  develops  appreciation  on  the  part  of  children. 
The  children  also  enjoy   the  rhymes  and  thus  ac- 
quire phonic  training. 

The  ^^'oodpecker 
The  Woodpecker  pecked  out  a  little  round  hole 
And  made  him  a  house  in  the  telephone  pole. 
One  day  w^hen  I  watched  he  poked  out  his  head, 
And  he  had  on  a  hood  and  a  collar  of  red. 
When  the  streams  of  rain  pour  out  of  the  sky, 
And  the  sparkles  of  lightning  go  flashing  by. 
And  the  big,  big  wheels  of  thunder  roll, 
He  can  snuggle  back  in  the  telephone  pole. 

My  Policeman 
He  is  always  standing  there 
At  the  corner  of  the  Square; 
He  is  very  big  and  fine 
And  his  silver  buttons  shine. 

All  the  cars  and  taxis  do 
Everything  he  tells  them  to. 
And  the  little  errand  boys 
When  they  pass  him  make  no  noise. 

Though  I  seem  so  very  small 
I  am  not  afraid  at  all ; 
He  and  I  are  friends,  you  see. 
And  he  always  smiles  at  me. 

(The  Fairy  Green,  Rose  Fyleman, 
Doubleday  Ddran.) 

Reading  of  Charts  on  the  Library  Project 
Charts  developed  from  an  activity  were  "The 
Hookway  Library"  and  "The  Little  Folks  Library." 
There  is  no  doubt  that  the  library  is  a  definitely 
established  institution  in  the  school  and  one  with 
which  all  the  children  are  familiar.  After  a  visit 
to  the  Hookway  Library  the  children  were  very 
anxious  to  construct  a  smaller  one  in  the  corner  of 
the  class-room.  Since  the  library  is  so  intimately 
tied  with  stimulation  of  the  reading  interests  and 
reading  ability,  it  is  particularly  recommended  as 
one  of  the  most  valuable  units  of  the  Social  Studies. 
The  chart  lessons  furnish  valuable  training  in 
language  and  prepare  pupils  for  later  composition. 
They  are  composed  by  the  class  with  the  aid  of  the 
teacher.  These  lessons  were  developed  on  the 
blackboard  and  later  printed.  Types  are : 
The  Hookway  Library 

We  went  to  the  Hookway  Library. 

We  saw  many  books  on  the  shelves. 

We  saw  tables  and  chairs. 

Some  tables  were  high. 

Some  ta1)les  were  low. 

We  like  the  Hookway  Library. 

We  are  going  there  every  week. 
The  Little  Folks  Library 

We  made  a  library  in  the  corner  of  our  room. 
W'e  made  a  book  case  of  orange  crates. 
We  painted  it  green  and  brown. 


I 


November,  193  5 


Page  257 


I 


We  made  a  magazine  rack. 

\\'e  jjainted  it  orange  and  brown. 

We  made  a  desk  and  chair  for  the  lil^rarian. 

A\' e  made  paper  books  for  the  library  table. 

There  is  a  dog.  a  flower,  a  family,  and  a  pet  iDook. 

Our  teacher  printed  a  "Silence"  sign. 

Conclusion 

Visual  instruction  enriches  pupil  exjierience  by 
substituting  concrete  images  for  indefinite  ones  and 
furnishes  new  backgrounds  with  new  concepts. 

\^isual  instruction  assures  interest  which  gives 
added  information  in  all  subjects.  It  makes  a  happy 
environment  which  always  insures  intellectual 
growth. 

Knowledge  is  gained  through  the  seeing  experi- 
ence, and  since  a  greater  number  of  people  see  alike 
than  hear  alike,  this  method  has  a  universal  appeal 
for  the  child's  small  world.  His  knowledge  out- 
side of  his  home  life  is  as  limited  as  his  experiences. 
Through  realistic  pictures,  vividness  takes  the  place 


of  vagueness  and  is  a  vast  help  to  the  slow  thinker 
in  all  grades  of  school  work.  That  increasing  em- 
phasis is  placed  on  the  need  of  picture  experiences 
is  shown  by  the  fact  that  attractively  illustrated 
text  books  must  be  more  than  page  illustrations. 
A  good  text  book  picture  is  of  great  value  in  de- 
veloping a  lesson  and  means  economy  of  time  as 
well  as  efficiency  in  primary  learning.  All  pic- 
tures may  be  thrown  upon  the  blackboard  without 
darkening  the  rooms  doing  away  w'ith  the  darkness 
of  the  room,  as  in  the  past,  a  thing  in  itself  that 
gravitated  against  an  atmosphere  conducive  to 
happiness. 

The  procedure  is  in  keeping  with  the  activity 
program  now  recognized  as  at  no  former  time.  The 
possibilities  olifered  for  the  integrating  of  the  cur- 
riculum are  unlimited  in  scope.  The  use  of  visual 
materials  can  become  a  real  labor  saver  for  the 
teacher  who  masters  the  technique  and  applies 
sound  fundamental  teaching  principles. 


Some  Neglected  Factors  in  Visual  Instruction 


■jf 


By     CHARLES     F.     HOBAN,     JR 

Duke  University,  Durham,  N.  C. 


DESPITE  the  emphasis  laid  on  conditioning 
factors  by  Professor  Frank  N.  Freeman  in  his 
Visual  Educatiox,  published  in  1924.  various 
aspects  of  visual  instruction  are  still  discussed  and 
investigated  in  the  abstract  and  in  terms  of  the 
absolute.  Claims  are  made  that  the  use  of  visual 
aids  produces  this  or  that  result  in  the  abstract, 
that  there  is  an  increase  of  this  or  that  percentage 
of  learning,  that  there  is  an  increase  of  this  or  that 
percentage  of  efficiency,  etc. 

Yet  this  consideration  of  effectiveness  of  visual 
instruction  in  the  abstract  merely  serves  to  conceal 
the  important  conditioning  factors  upon  which  ef- 
fectiveness depends.  Two  of  these  factors,  the  ob- 
jectives of  instruction  and  the  previous  concrete 
experience  of  the  learner,  were  pointed  out  by  Pro- 
fessor Freeman.  It  is  the  purpose  of  this  article  to 
discuss  briefly  four  aspects  of  visual  instruction  in 
the  light  of  the  two  conditions  laid  down  by  Pro- 
fessor Freeman  and  in  the  light  of  two  additional 
factors:  (1)  the  intellectual  development  of  the 
learner,  and  (2)  the  difficulty  of  the  material.  In 
relation  to  these  four  factors  must  effectiveness  of 
visual  instruction  be  considered. 

The  four  aspects  of  visual  instruction  to  be  con- 


*A  chapter  from  the  author's  doctor's  thesis,  "A  Critical 
Evaluation  of  the  Experimental  Literature  on  Instructional 
Films"  submitted  to  Duke  University. 


sidered  are  (1)  the  place  of  visual  aids  in  instruc- 
tion, (2)  the  amount  of  visual  instruction,  (3)  the 
type  of  visual  aid,  and  (4)  the  technicjue  of  use  of 
visual  aids.  The  various  conditioning  factors  will 
be  discussed  in  relation  to  these  aspects. 

As  these  aspects  are  inseparably  related  to  one 
another,  so  it  will  be  found  that  the  application  of 
the  suggestions  in  regard  to  any  one  aspect  is  con- 
tingent upon  conditions  in  relation  to  the  other 
aspects.  For  instance,  in  the  discussion  of  the 
amount  of  visual  instruction,  this  aspect  cannot  be 
isolated  and  abstracted  from  all  other  aspects ; 
rather,  the  amount  of  visual  instruction  is  related 
to  the  place  of  visual  aids  in  instruction,  to  the 
type  of  visual  instruction,  and  to  the  technique  of 
use  of  visual  aids.  Similarly,  this  interrelation  of 
aspects  involves  a  fundamental  functional  unity  of 
conditioning  factors,  i.e.,  the  same  conditioning 
factors  are  basic  to  all  four  aspects.  Consequently, 
the  procedure  suggested  in  the  discussion  of  any  of 
these  aspects  is  not  only  a  function  to  the  other 
three,  but  of  the  same  conditioning  factors  opera- 
tive in  all  four  aspects. 

.  (  1 )  The  Place  of  Visual  Aids  in  Instruction.  The 
place  of  visual  aids  in  instruction  is  a  function  of 
(a)  the  educational  outcomes  which  are  set  for  in- 
struction, and  (b)  the  mental  development,  or 
previous  concrete  experience,  of  the  children  in  re- 


Page  258 


The  Educational  Screen 


lation  to  the  particular  subject  matter  of  instruc- 
tion. If.  in  a  given  imit  of  learning,  the  outcome 
of  instruction  is  to  be  improved  facility  in  language 
expression,  in  reading  ability,  in  study  habits,  etc., 
the  use  of  visual  aids,  if  they  be  used  at  all,  must  be 
sul^ordinate  to  verbal  instruction.  If,  on  the  other 
hand,  the  outcome  of  the  unit  is  to  be  richer  experi- 
ence, more  vivid  visual  imagery,  more  detailed 
concrete  knowledge,  etc.,  visual  aids  become  in- 
creasingly important.  Still  again,  if  the  outcome 
of  instruction  is  to  be  aljility  to  form  meaningful 
generalizations,  a  combination  of  visual  aids,  verbal 
instruction,  and  teaching  of  generalization  should 
be  used.  The  mere  use  of  visual  aids  without  verbal 
instruction,  and  without  tuition  in  generalization  is 
no  guarantee  that  meaningful  generalization  will 
result  from  instruction.'^ 

Insofar  as  abstractions  have  a  meaningful  content 
of  concrete  experience,  the  need  for  visual  instruc- 
tion decreases.  Insofar  as  the  elementary  concrete 
or  pictorial  experience  necessary  to  the  attainment 
of  the  objectives  of  instruction  is  lacking,  it  must 
be  supplied  by  visual  aids  in  one  form  or  another. 

In  the  determination  of  the  place  of  visual  aids 
in  the  instructional  procedure,  the  important  con- 
sideration is  not  the  visual  aid.  The  center  of  im- 
portance is  the  child — the  changes  to  be  made  in 
him  toward  set  outcomes.  The  value  of  the  visual 
aid  is  relative  to  the  change  in  the  child  in  the  di- 
rection of  the  desired  outcome. 

The  question  is  not — this  visual  aid  or  no  visual 
aid? — this  visual  aid  or  that  visual  aid?  The  real 
question  which  confronts  the  teacher  is.  How  can 
I  bring  about  the  desired  change  in  the  child? 
Visual  aids,  like  verbal  instruction,  are  means 
toward  the  larger  end. 

The  determination  of  the  place  of  visual  aids  in 
instruction,  then,  is  a  function  of  the  desired  out- 
come of  instruction  in  relation  to  the  present  mental 
development  of  the  child. 

(2)  The  Amount  of  Visual  Instruction.  The 
amount  of  visual  instruction  in  relation  to  any  par- 
ticular outcome  of  instruction  is  a  function  of 
(a)  the  intellectual  leveF  of  the  ])upil.  (b)  his  nre- 
vious  experience  in  the  subject,  and  (c)  the  diffi- 
culty of  the   learning  material.     The  difference  in 


IThe  relation  between  concrete  experience  and  generalization 
becomes  clear  when  generalization  is  considered  as  an 
emergent  mental  function  dependent  upon  wide  and  varied 
related  concrete  experience.  Only  when  this  wide  ele- 
mentary experience  is  organized  into  a  system  of  relation- 
ships can  the  generalization   emerge   in   full  meaning. 


2By  "intellectual  level"  is  meant  the  degrees  of  "dullness" 
or  "brightness"  of  the  pupil,  or  his  "intelligence"  quotient. 
Differences  between  "dull"  and  "bright"  children,  discussed 
herein,  are  not  limited  in  theory  or  discussion  to  differences 
in  ability  to  do   abstract  thinking. 


ability  to  discriminate  ps}'chological  objects,  the 
difference  in  rate  of  generalization,  and  the  differ- 
ence in  habits  of  concrete  and  abstract  mental  ac- 
tivity between  the  "dull"  and  the  "Isright"  pupil 
determine  the  extent  to  \\hich  visual  aids  should 
be  used  with  these  pupils.  Apparently  in  the  light 
of  recent  experiments  on  values  of  motion  pictures 
with  "dull  '  and  "bright"  pupils,  "bright"  pupils  do 
not  require  the  same  amount  of  visual  experience  as 
do  "dull"  children  either  for  elementarj-  discrimina- 
tion of  learning  material  or  for  abstract  generali- 
zation. It  is  a  mistake  to  believe,  however,  that 
visual  aids  are  harmful  to  "bright"  pupils.  This 
misconception  arises  from  the  failure  to  consider 
all  the  possible  types  of  value  to  be  derived  froin 
their  use.  "Dull"  pupils  get  one  thing;  "bright" 
pupils  get  another  from  the  same  visual  aid.  Visual 
experience  does  not  always  result  in  meaningful 
abstraction  on  the  part  of  the  "bright"  pupils  to  the 
extent  that  does  the  presentation  of  more  abstract 
study  material.  On  the  other  hand,  "bright"  pupils 
seem  to  observe  more  material  in  visual  aids  than 
do  "dull"  children.  Consequently,  visual  aids 
must  be  used  more  often  and  in  greater  amount 
with  the  "dull"  child  than  with  the  "bright"  child. 

A  second  condition  of  the  amount  of  visual  in- 
struction, in  addition  to  the  intellectual  level  of  the 
pupil,  is  the  extent  and  adequacy  of  the  previous 
experience.  Thus,  pupils  in  certain  sections  of  cer- 
tain Southern  states  will  not  require  the  same 
amount  of  visual  instruction  in  the  economic 
geography  of  cotton  culture  as  will  pupils  in  other 
sections  of  the  country  in  which  cotton  is  not  raised. 
Where  concrete  experience  is  lacking  it  must  be 
supplied  in  sufficient  quantity  to  provide  adequate 
content  to  abstractions. 

Finally,  the  amount  of  visual  instruction  is  de- 
termined by  the  complexity  of  the  learning  ma- 
terial. The  relative  amount  of  visual  experience 
necessary  to  desirable  outcomes  of  instruction  will 
increase  as  the  complexity  of  the  learning  material 
increases.  If  the  learning  material  is  relatively 
simple,  the  amount  of  visual  instruction  will  be 
relatively  small.  As  the  learning  material  ap- 
proaches a  high  degree  of  complexity,  visual  in- 
struction necessary  for  the  development  of  mean- 
ingful responses  increases  both  in  amount  and  in 
time. 

(3)  The  Type  of  Visual  Aid.  The  type  of  visual 
aid — the  school  journey,  the  object  or  model,  the 
stereograph,  the  film,  the  slide,  the  flat  picture,  the 
map,  the  chart,  etc. — to  be  used  will  be  determined 
by  (a)  the  previous  experience  of  the  pupil,  and 
(b)  the  type  of  learning  outcome  desired. 

If  the  purpose  of  instruction  is  to  reconstruct 
the  past,  to  show  the  interaction  of  persons,  proc- 

(Concludcd  on  pane  27\) 


November,  193  5 


Page  2  59 


Among  the  Magazines  and  Book: 


I 


The  National  Elementary  Principal,  Fourteenth 
Yearbook  (1935).  "The  Talking  Picture  in  the 
School  Asseinljly,"  by  V.  C.  Arnspiger  and  M.  R. 
Brunstetter. 

The  Fourteenth  Yearl)ook  of  the  Department  of 
Elementar}-  School  Principals  deals  with  those 
types  of  school  activities  which  often  have  been 
considered  extracurricular,  but  which  are  now  com- 
ing into  their  own  as  essential  parts  of  the  curricu- 
lum itself.  V.  C.  Arnspiger  and  M.  H.  Brunstetter  dis- 
cuss the  talking  jiicture  as  a  socializing  medium. 

The  assembly  presents  a  hetergeneous  group,  in 
which  it  is  difficult  by  means  of  a  program  to  make 
individual  contacts.  The  matter  presented  must 
not  only  make  a  personal  api)eal.  l:>ut  it  must  align 
with  the  former  experience  of  each.  The  sound  film 
meets  this  situation  for  the  picture's  vividness  and 
reality  fuse  the  new  material  with  the  individual's 
own  background  of  experience.  Common  emotional 
experiences,  also,  have  an  intensive  socializing  ef- 
fect. Three  types  of  assembly  programs  are  dis- 
cussed where  sound  films  may  be  used  advanta- 
geously, viz.,  assemblies  stressing  consideration  of 
conduct  problems,  assemblies  for  the  consideration 
of  occupational  opportunities,  and  cultural  or  ap- 
preciation asseml^lies. 

Sight  and  Sound  (Summer  Number,  1935)  In  his 
address  on  "Film  Ideals  of  Present  Day  Germany," 
at  the  International  Congress  in  Berlin,  Dr.  Goeb- 
bels  enumerated  outstanding  film  laws,  among 
which  are  the  following : 

"The  film  must  free  itself  from  the  vulgar  medi- 
ocrity of  a  mob  amusement,  but  in  doing  so  it  must 
not  lose  its  strong  inner  connection  with  the  people 
.  .  .  Popular  art  must  present  in  artistic  form  the 
joys  and  sorrows  that  affect  the  great  masses. 
Hence  the  film  must  not  stand  aloof  from  the  hard 
realities  of  the  day,  not  lose  itself  in  a  dreamland 
only  existing  in  the  imaginations  of  unpractical 
producers  and  scenario  writers  living  in  a  non-exist- 
ing world."  It  is  as  much  a  matter  of  course  for  a 
government  to  secure  the  artistic  existence  of  the 
film  by  material  sacrifices  as  it  is  for  it  to  erect  state 
buildings,  in  which  the  creative  will  of  a  people 
is  immortalized  in  stone,  or  for  it  to  estalilish  gal- 
leries in  which  the  pictorial,  cultural  possessions 
are  housed. 

"The  Coming  of  a  New  Gulliver,"  by  A.  Ptushko. 
This  article  will  l)e  of  great  interest  to  all  who  are 
alive  to  the  unique  possibilities  of  miniature  dra- 
matics. Dolls  have  had  a  mysterious  charm  to  in- 
fluence the  emotions  of  all  ages.  Illustrations  in 
the  article  from  "The  New  Gulliver,"  produced  by 
G.  Roshal  and  A.  Ptushko  are  most  convincing. 
The    flexiliility    of    the    palm-size    automatons    and 


Conducted   by  STELLA   E.   MYERS 

their  keenness  of'expression  are  really  human.  How 
this  miracle  is  effected  on  the  screen  without  hidden 
mechanism  of  springs  or  motors  is  described  as  "the 
essence  of  multiplication".  Even  the  voices  have 
been  transformed  so  that  they  are  of  such  volume 
and  timljre  as  marionettes  should  have.  Three 
thousand  dolls  were  required  for  the  pla}-,  the  chief 
characters  having  had  from  two  hundred  to  three 
hundred  heads. 

"Cinema  in  Soviet  Education,"  by  Beatrice  King, 
Chairman  of  the  Education  Section  of  the  Society 
for  Cultural  Relations  between  the  British  Com- 
monwealth and  the  U.  S.  S.  R.  Under  state  control 
and  a  planned  economy,  says  Mrs.  King,  "let  them 
prove  a  method  or  an  activity  of  value  to  education 
and  at  once  facilities  for  its  adoption  are  provided, 
and  every  encouragement  for  its  application  is  giv- 
en. Can  the  country  afford  it — will  the  Treasury 
permit  it  —  are  irrelevant  questions.  The  country 
can  afford  all  that  it  deems  necessary  for  the  all- 
around  development  of  its  citizens  in  an  increasing 
measure  each  year  as  production  increases.  "Edu- 
cators are  convinced  of  the  great  value  of  the  cine- 
ma as  an  aid  in  teaching.  The  only  problems  are 
the  rate  at  which  the  schools  can  be  equipped,  the 
production  of  suitable  films,  and  the  training  of 
teachers  in  this  new  field.  It  is  expected  that  quite 
soon  the  government  will  decree  that  the  cinema 
shall  form  a  normal  part  of  the  educational  process. 
It  is  to  be  a  new  method,  another  tool  in  the  task 
of  raising  the  educational  standard.  "It  can  in  no 
way  disjjlace  the  text  l^ook,  the  class  lesson,  nature, 
excursion  or  experiment."  The  ways  in  which  the 
film  may  be  used  are  the  lesson,  the  lecture,  and 
the  seance  forms.  Several  paragraphs  are  devoted  to 
the  technique  of  teaching  with  the  film.  "There 
will  need  to  be  planning  and  adjustment.  There 
will  inevitably  be  some  muddle  and  waste.  But  the 
cinema  in  education  in  the  U.  S.  .S.  R.  has  come  to 
stay." 

Journal  of  Chemical  Education  (September,  '35) 
"Filmstats,  a  New  Means  for  the  Advancement  of 
Science,"  by  Atherton  Seidell. 

A  need  has  recenth-  been  met  in  the  reproduction 
of  photographic  copies  of  valuable  manuscripts,  and 
like  materials,  where  unit  copies  are  desired  at  mod- 
erate ex]:)ense.  Five  types  of  cameras  using  moving 
picture  film  were  exhibited  in  \\'ashington,  in  De- 
cember, 1934.  These  are  described,  and  clarified 
with  illustrations.     The    author    says,    "The    most 


Page  260 


The  Educational  Screen 


hig-hly  perfected  camera  for  photographing-  the 
pages  of  books  is  that  invented  and  built  by  Dr.  R. 
H.  Draeger,  a  medical  officer  of  the  U.  S.  Navy." 
One  loading  of  the  camera  is  sufficient  for  2560 
pages.  Between  1,000  and  1.500  pages  can  be  photo- 
graphed per  hour.  "Thus  it  is  now  possible  for  li- 
braries to  obtain  at  a  reasonable  outlay  the  neces- 
sary ec|uipment  for  setting  up  a  serVice  of  film  copy- 
ing of  scientific  and  other  documents.  A  service 
of  the  kind  described  .  .  .  has  been  in  operation 
in  the  Library  of  the  U.  S.  Department  of  Agricul- 
ture in  Washington  for  several  months  under  the 
name  'Biblio  Film  Service'." 

The  American  Mercury  (June,  '35)  "Newsreels 
Should  Be  Seen  and  not  Heard,"  by  John  Erskine. 

A  most  forceful  and  pleasing  presentation  is  here 
given  in  a  full  magazine  article  on  the  psychological 
reasons  for  a  limited  and  appropriate  use  of  the 
voice  in  commenting  on  News-Reels.  The  wisdom 
of  the  Vatican  guards  is  recommended  in  permit- 
ting the  soul  of  the  observer  to  become  unified  in 
silence  Avith  the  thing  observed.  All  producers  of 
News-Reels  should  welcome,  and  often  may  profit 
by,  the  advice  here  given  by  a  professor  of  English 
in  Columbia  University. 

The  Educational  Focus  (June,  '35).  "Optical  In- 
struments in  the  Physics  Class."  The  agricultural 
and  Mechanical  College  of  Texas  projects  slides  of 
wave  motion,  surface  tension,  double  refraction,  and 
simple  harmonic  motion  as  well  as  of  other  physical 
phenomena.  "By  the  projection  of  slides  .  .  .  for 
the  especial  purpose  of  helping  the  student  visualize 
the  actual  process  of  what  might  otherwise  remain 
vague  theory,  educational  methods  have  progressed 
far  beyond  those  formerly  used."  In  the  study  of 
light  considerable  use  is  made  of  the  spectrophoto- 
metric  apparatus. 

Building  America,  published  by  The  Society  for 
Curriculum  Study. 

In  the  May  issue  of  the  Educational  Screen  one 
column  was  devoted  to  the  series  of  pictorial  text- 
books, called  Building  America.  One  unit  was  issued 
last  spring,  and  we  are  now  in  receipt  of  the  first  unit 
for  the  fall  semester.  Food, — The  scientific  and.  tech- 
nical progress  in  production  and  the  increasing  effici- 
encies of  distribution ;  the  nation's  food  budget  in 
terms  of  our  productivity  and  our  needs."  The  re- 
maining subjects  for  the  autumn  are :  Men  and  Ma- 
chines, Transportation  and  Health.  Each  study 
requires  28  pages,  measuring  9  by  12  inches,  which 
affords  an  abundance  of  space  for  extensive  illustra- 
tive material.  This  method  of  instruction  claims  to 
"ameliorate  the  inadequacy  of  language  in  dealing  with 
social  problems.  (Visual  aids)  are  intrinsically  inter- 
esting; they  provide  important  source  materials;  they 
adapt  themselves  to  all  levels  of  maturity  and  intelli- 
gence; and... they  bring  subject  matter  into  the  ex- 


periences of  the  students."  A  whole  volume  could  be 
written  in  elaboration  of  each  of  the  preceding  truths. 
The  present  unit  includes  six  pictorial  graphs  on  eco- 
nomic facts.  This  method  is  one  of  the  latest  approved 
devices  for  bringing  economics  to  the  man  in  the 
street.  Whoever  runs  may  read  and  comprehend.  We 
suggest  that  these  dynamic  graphs,  as  well  as  some  of 
the  pictures  in  ])erspective.  be  duplicated  on  slides  and 
be  ofifered  to  classes  of  adults. 

BOOK  REVIEW 

The  Leica  Manual,  by  ^\'illard  D.  Morgan  and 
Henry  M.  Lester,  New  York  City.  500  jiages.  cloth. 
Publishers'  price,  $5.00. 

A  noteworthy  book,  this,  in  all  respects !  Its  five 
hundred  pages  of  heavy,  finely  surfaced  paper, 
copiously  illustrated  with  hundreds  of  excellent 
cuts,  offer  an  exceedingly  comprehensive  treat- 
ment of  photographic  princi]ile  and  practice,  with 
emphasis  throughout  on  miniature  photography.  The 
high  standing  of  the  two  authors  in  this  field,  and  the 
twenty  contributors,  each  expert  in  his  particular  sub- 
ject, assure  authority  for  the  volume.  Striking 
photography  and  montage,  with  presswork  of  the  best, 
make  this  book  a  notable  contribution  to  the  literature 
of  the  photographic  field. 

Every  photographer,  amateur  or  exjiert,  will  find  the 
answers  to  all  his  questions  here.  Although  the  book 
is  frankly  devoted  to  Leica  equipment,  accessories  and 
methods,  it  is  a  treasure-house  of  reference  and  lucid 
information  for  all  workers  regardless  of  their  equip- 
ment. After  readable  and  interesting  introductory 
pages  by  Komroff  and  Morgan  Part  1  presents  14 
chapters  on  mechanism  and  technique.  The  action  of 
lenses,  the  meaning  of  focus,  the  function  of  filters, 
are  set  forth  with  refreshing  clarity.  Exposure  and 
development  are  ably  discussed  in  separate  chapters, 
with  numerous  fornuilas  for  manipulation  of  negatives 
and  prints  to  achieve  exact  effects  desired.  Enlarge- 
ment and  projection  are  covered  in  painstaking  detail 
and  Part  I  closes  with  three  cha]iters  treating  stereo- 
scopic, panoramic  and  color  photography,  respectively, 

"Leica  in  Science  and  Education''  is  the  group  sub- 
ject of  nine  chapters  constituting  Part  II.  A  general 
discussion  of  Visual  Education  is  followed  by  chapters 
on  photographic  activities  in  s])ecific  subjects  such  as 
History,  Astronomy,  Biology,  and  in  highly  specialized 
fields  such  as  Dentistry,  Ophthalmia,  Infra-Red  Pho- 
tography and  Photomicrography. 

The  six  final  cha])ters  of  Part  III  are  devoted  to 
still  more  specialized  camera  uses,  such  as  the  making 
of  Photomurals,  the  popular  "candid  camera"  work 
of  our  day,  photography  on  the  stage,  on  the  movie  set. 
in  the  air,  in  the  tropics. 

An  index  at  the  end  puts  every  detail  in  this  wealth 
of  information  within  quick  reach  of  the  man  "who 
wants  to  know."  W'e  repeat — Leica  Manual  is  a  note- 
worthv  book  of  its  kind.  Nelson  L.  Greene 


November,  1935 


Page  261 


The  Film  Estimates 


Barbary  Coast  (Miriam  Hopkins,  E.  Robinson) 
(UA)StrunK.  vivid  melodrama  of  goldrush  'Fris- 
co with  Kambling^.  drinking:,  ruthless  killings. 
Heroine,  money-mad  mistress  of  crude  prambier 
who  runs  town.  Then  true  romance  with  pros- 
pector-hero, till  Vigilantes  free  her  from  gambler 
for  new  life.     Fine  Photography.  10-29-35 

( AjGd.of  kind  ( Y)  Unwholesome  (C  )  By  no  means 

Bonnie  Scotland  (Laurel  and  Hardy)  (MGM) 
Good  nonsense  farce,  typical  Laurel  and  Hardy 
antics,  and  crazy  plot  leading  from  jail,  to 
Scottish  homestead,  through  burlesque  war  in 
India,  to  no  conclusion  at  all.  Healthily 
laughab!e   as    happy-go-lucky   slapstick    comedy. 

10-15-35 
(A)  Fair  (Y)  Good  (C)  Very  good 

Broadway  Melody  of  1936  (Eleanor  Powell, 
Jack  Benny  |  (MGM^  Notable  musical  comedy, 
fast,  gay,  glittering,  with  beautiful  dancing,  and 
outstanding  role  by  E'eanor  Powell.  Well-knit 
little  plot,  smart  dialog,  Broadway  stage  iife 
background,  and  not  overdone.  Good  sophisti- 
cated fun,  in  today's  taste.  10-15-35 
(A)  and  ^Y)  Fine  of  kind           (C)  Probably  good 

Camille  ( La  Dame  aux  Camelias)  (Yvonne 
Printempsf  (French  film)  (Du  World)  Dumas* 
classic  love  tragedy  beautifully  done,  with  the 
great  Printemps  in  the  title  role.  Charming 
French  dialog,  notably  good  sound  reproduc- 
tion, ade(iuate  English  titles.  Excellent  for 
all   who   know   the  Jbook.  10-29-35 

(A)  Fine  of  kind  (Y|  Mature  (C|  No 

Cappy  Ricks  Returns  (Robert  McWade)  (Re- 
public )  Peter  B.  Kyne  character  in  another 
episode  of  industrial  competition.  Rival  puts 
over  bill  in  legislature  which  only  Cappy's  re- 
turn can  defeat,  and  so  save  the  business.  Fun 
in  spots  but  drags  in  others.  Acting  inade- 
quate for  story.  11-5-35 
(A)  Feeble     (Y)  Fairly  good     (C)  Little  interest 

Charlie   Chan   in   Shanghai    (Warner  Oland) 

(Fox)  Typical  Chan  picture,  with  usual  tuave 
mannerisms  and  dialog.  Charlie  helps  police 
crush  an  opium  ring,  with  dire  risks  to  him- 
self but  success  never  in  ^oubt.  Interesting 
plot  but  somewhat  marred  by  unconvincing  de- 
nouement. 11-5-35 
(A)Good  of  kind  (YtAbsorbing  (C)Good  of  kind 

Crusades.  The(  Wi'coxen.  Keith.  Loretta  Young) 
(Para  J  History  a  la  DeMille,  splendidly  exag- 
gerated. Distorts  historical  spirit,  motives,  char- 
acters and  dates,  but  vivifies  physical  history 
in  thrilling  action  and  gorgeou.s  spectacle.  Sets, 
costumes,  backgrounds  grippingly  true.  Eyes  so 
full,  minds  mi«;s  falsities.  11-5-35 

(A)Fineof  kind  (Y)Thrillingly  interesting  (C)No 

Dr.  Socrates  (Paul  Muni  Ann  Dvorak)  (Warn- 
er) Gangster  film  with  usual  machine-gun  bru- 
talities, but  much  character  interest  and  not- 
able role  by  Muni.  Keen  young  country  doctor, 
unwilling'y  involved  with  gangsters,  by  im- 
probable but  clever  ruse  saves  himself  and 
heroine,  delivers  gang  to  G-Men.  10-22-35 

(A)  Good  of  kind         (Y)  Not  the  best         (C)  No 

False  Pretenses  (Sidney  Blackmer,  Irene 
Ware)  (Chesterfield)  Humble  heroine  wants 
luxury.  Ruined  millionaire  promotes  stock- 
company  to  marry  her  to  rich  husband,  stock- 
holders to  profit  accordingly.  Poor  acting  and 
feeble  dialog  make  far-fetched  story  quite 
futile.  10-22-35 

(A)  Dull  (Y)  No  (C)  No 

Fighting  Youth  (Charles  Farrell)  (Univ.) 
Utterly  amateurish  picture  purporting  to  deal 
with  radicalism  in  colleges.  Plot,  acting  and 
comedy  attempts  are  dull  and  childish.  Foot- 
ball play  holds  most  of  footage,  with  preposter- 
ous feats  by  hero.  Thoroughy  absurd  as  "col- 
lege life".  10-22-35 
(A)  Stupid                        (Y)  No  (C)  No 

Freckles  (Tom  Brown,  Virginia  Weidler) 
(RKO)  Sentimental,  homespun  Gene  Stratton 
Porter's  story  of  the  Limberlost.  with  lovely 
nature  backgrounds  for  the  wholesome  little 
romance,  distorted  with  autos,  gangsters  and 
gunplay.  Impossible  but  amusing  child  steals 
picture.  10-29-35 

(A)  Elementary  (Y)  Fairly  good  (C)  No 

I  Live  My  Life  (Joan  Crawford,  Brian  Aherne) 
(MGM)   Deft,  improbable  but  humanly  amusing 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 

(The  Film   Estimates,  in  whole  or  in  part,  may  be  reprinted 

only  by  special   arrangement  with  The   Educational   Screen) 

Date    of    mailing    on    weekly    service    Is    shown    on    each    film. 

(A]  Discriminating  Adults  (Y)  Youth  (C)  Children 


romance.  Spoiled  heiress,  posing  as  Secretary 
from  visiting  yacht,  meets  equally  self-willed 
hero  doing  archaeology  on  Greek  Isle.  Identity 
revealed  in  N.  Y.,  furious  clash  but  "back  to 
Naxos"   for   heroine.  10-15-35 

(A)  Amusing     (Yi  Mostly  excellent     (C)  Hardly 

King  Solomon  of  Broadway  (Edmund  Lowe, 
Dorothy  Page)  (Univ)  Hectic  mixture  of  all 
sensations  in  vogue  a  few  years  back — urbane 
gambler-hero,  gangster  perils,  night-club  revelry, 
sophisticated  romance,  risque  dialog,  cugjjestive 
dancing,  general  jazz  and  no  particular  ethics. 
A  throw-back.  11-5-35 

(A)  Depends  on  taste   (Y)  Unwholesome  (C)  No 

Last  Days  of  Pompeii  ( Basil  Rathbone,  Preston 
FosterKRKO)  Spectacle  film  (Lytton's  in  title 
only)  aiming  to  portray  grandeur,  greed  and 
cruelty  of  Roman  civilization  in  1st  Century 
A.D.  Convincing  moral  marred  by  artificiality 
and  grewsomeness.  Religious  motif  well  treated. 
Much  historical  value.  10-29-35 

(A)  Fine  of  kind       (Y)  Probably  good       (C)  No 

Little  Big  Shot  (Sybil  Jason,  E.  E.  Horton) 
(Warner)  Notable  child  actor  outrageously  used 
as  ward  of  petty  crooks.  She  shares  their 
sordid  life,  helps  their  swindle,  juvenile  authori- 
ties step  in,  but  she  finally  reforms  her  worth- 
less pals !  Cheaply  sensational  mess  of  bad 
taste.  11-5-35 

(A)  Regrettable  (Y)  No  (C)  No 

The  Last  Outpost  (Claude  Rains,  Gertrude 
Michael)  (Para)  Composite  thriller  of  British 
great-war  campaigns  in  Mesopotamia  and  Africa, 
triangle  love,  and  much  footage  reminiscent 
of  Bengal  Lancers,  Beau  Geste  and  Grass. 
Lively  entertainment  even  though  not  always 
convincing.  10-29-35 

(A)  Fairly  good     (Y)  Thrilling     (C)  Unsuitable 

Man  of  Courage  (Italian  film  with  English  dia- 
log) (Luce I  Strong,  rhapsodic  propaganda  for 
Mussolini  and  Fascism.  Slight  plot  of  peasant 
family's  fortunes  in  Pontine  marshes  reflects 
Italian  history  since  World  War,  rise  of  Musso- 
lini and  loud  glorification  of  his  regime.  Con- 
cordat with  Pope  shown.  10-29-35 
(A)  Depends  on  taste        (Y)  Doubtful        (C)  No 

Murder  at  Glen  Athol  (John  Miljan)  (Ches- 
terfield) Against  a  background  of  supposed 
"society",  too  crudely  acted  to  be  convincing, 
three  murders,  some  killings  and  a  suicide  are 
a  bit  puzzling  till  smoothly  solved  by  the  de- 
tective-hero on  vacation.  As  big  surprise,  he 
wins  heroine!  11-5-35 

(A)  Mediocre  (Y)  No  value  (C)  No 

0*Shaughnessy*s  Boy  (Wallace  Beery,  Jackie 
Cooper)  (MGM )  Poignant  and  humorous  fath- 
er-son theme  against  circus  background.  De- 
serted by  wife  and  boy,  crude  lion-trainer  loses 
nerve  and  is  maimed.  Finally  recovers  son 
and  spirit.  Strong  human  appeal  beneath  vi'>- 
lence  and  excitement.  10-22-35 

(A)Fineofkd.  (Y)Verygd.  (C) If  not  too  strong 

Return  of  Peter  Grimm  (Lionel  Barrymore) 
(RKO)  Careful  but  disappointing  version  of 
Belasco  classic.  Some  roles  inadequately  acted, 
action  drags  badly  at  times,  star  more  Barry- 
more  than  Grimm,  and  above  all  exalted  spir- 
itual tone  of  original  stage-play  is  largely 
lacking.  10-22-85 

(A)  Fair        (Y)  Fairly  good        (C)  Beyond  them 

Shipmates  Forever  (Dick  Powell.  Ruby  Keel- 
er)  (1st  Nat.)  High-grade,  authentic  Navy  prop- 
aganda built  on  fine  story  of  Annapolis  life. 
Four  types  of  men  are  molded  into  officers  by 
routine,  crisis,  love  and  heroism.  Sentimental 
in  spots,  but  engagingly  romantic,  human  and 
entertaining.  10-22-35 

(A)  Fine  of  kind    (Y)  Excel.    (A)  Strong  but  gd. 

Special     Agent     (Geo.     Brent.     Bette    Davis ) 

(Warner)  Super  G-Man  hero,  with  help  of  stool- 
pigeon  heroine,  gets  the  super  gangster — more 
murderous  than   usual — for  tax  evasion  !    Skill- 


ful   acting,    convincing    tough    dialog,    violent 
thrills,  make   fine  orgy  of  abnormal  emotions. 

10-15-35 
(A)  Good  of  kind       (Y)  Unwholesome       (C)  No 

Storm  Over  the  Andes  (Jack  Holt)  (Univ.) 
Another  hard-boiled  braggart  role  for  Holt  as 
aviator-adventurer  fighting  for  Bolivia  and  over- 
whelming woman  with  his  "charm".  When  his 
latest  proves  to  be  Colonel's  wife,  his  amends 
are  simply  colossal.  Great  air  thrills,  dull  dii- 
log,  hokum  and  bombast.  10-15-35 

(A)  Elementary  (Y)  Doubtful  (C)  No 

Thirty  Nine  Steps  (Robert  Donat,  Madeleine 
Carroll)  (Gaumont-British)  Detective-spy-adven- 
ture thriller  of  distinction.  Marked  character 
intertst,  tense  atmosphere,  suspense,  fast  ac- 
tion, no  hokum.  Human  and  absorbing  how- 
ever improbable.  Fine  photography  with  Eng- 
lish-Scottish backgrounds.  10-22-35 
(A)  Interesting        (Y)  Very  good        (C)  Mature 

This  is  the  Life  (Jane  Withers)  (Fox)  Child 
prodigy,  knowing  only  stage  routine,  denied 
normal  child  life,  seeks  freedom  with  itinerant 
medicine  troup.  Brought  back,  she  suITers  un- 
til new  friends  free  her  from  harsh,  selfish 
relatives.  Mostly  wholesome,  with  amusing 
touches,  but  unconvincing.  10-29-35 

(A)  Perhaps         (Y)  Good         (C)  Probably  good 

This  Woman  is  Mine  (Ratoff,  Loder,  Benita 
Hume)  (Para.)  Triangle  tragedy  with  Euro- 
pean circus  background.  Burly  lion-tamer  dom- 
inates everybody  and  the  picture,  even  marry- 
ing his  charming  ward.  Rival  wins  both  her 
affections  and  circus  limelight,  so  husband  sur- 
renders to  lions.  Grim  but  well  done.  10-15-35 
(A)  Good  of  kind  (Y)  Unsuitable  (C)  No 

To  Beat  the  Band  (Hugh  Herbert,  Helen 
Broderick)  (RKO)  Crazy  romantic  farce,  with 
hilariously  impossible  plot  about  an  ambiguous 
inheritance  of  millions,  makes  a  laughable  mix- 
ture with  some  good  character  acting.  Notable 
work  by  Herbert  and  Broderick  in  thoroughly 
laughable  nonsense.  11-5-35 

(A)Good  of  kind    (Y)  Amusing    (C) If  it  interests 

Wanderer  of  the  Wasteland  (Dean  Jagger, 
Gail  Patrick)  (Para.)  Hero  accused  of  murder 
flees  to  desert,  kills  bandits,  wins  heroine.  Much 
violence,  impossible  heroics,  excellent  photog- 
raphy. Zane  Grey  western  perhaps  above  av- 
erage because  of  role  of  old  prospector  by 
Edward  Ellis.  10-15-35 

(A  I  Hardly     (Y)  Probably  good     (C)  Too  strong 

Waterfront  Lady  (Ann  Rutherford,  Frank  Al- 
bertson)  (Mascot)  Taking  blame  for  accidental 
shooting,  hero  loses  self  in  squa'id  waterfront. 
Romance  with  bargeman's  daughter  till  law 
catches  up.  But  then  owner  of  gambling  yacht 
confesses  the  killing,  for  happy  ending.  Slow, 
crude,  unimpressive.  10-15-35 

(A)  Poor  (Y)  No  value  (C)  No 

Way  Down  East  (Rochelle  Hudson,  Henry 
Fonda)  (Fox)  Famous  old  melodrama  beautifully 
produced,  lovely  in  rural  charm,  ably  and  sin- 
cerely acted.  Story  of  betrayed,  innocent  heroine, 
exiled  by  village  gossip  and  self-righteous  old 
squire  to  suffering  and  near  death,  is  deftly 
modernized  to  please.  10-29-35 

(A)  Fine  of  kind  (Y)  Good  (C)  Mature 

Wings  Over  Ethiopia  (Praesens  film,  Zurich) 
(Para.)  Striking  air  shots  from  plane  over 
Mediterranean  to  Ethiopia.  Close-ups  of  coun- 
try, natives,  customs,  with  some  shocking  bar- 
baric practices.  Fine  narrative  accompani- 
ment. Seems  true  and  vivid  picture  of  scarce- 
ly civilized  race.  10-22-35 
(A)  Go'd  of  kind   (Y)  Good  of  kind   (C)  Perhaps 

Women  Must  Dress  (Minna  Gombel)  (Mono- 
gram I  Mrs.  Wallace  Reid  production  starts  as 
pleasant  little  domestic  comedy  but  develops 
a  "triangle"  too  artificial  to  convince.  The 
problem  is  too  much  for  both  author  and  cast. 
Offends  logic  and  good  taste  in  spots,  and 
conclusion  is  labored.  11-5-35 

(A)  Mediocre  (Y)  No  (C)  No 


Page  262 


The  Educational  Screen 


The  Church  Field 


The  Preacher's  Use  of  Lantern  Slides 


^ 


This  article  by  Mr.  Bortz  offers  so  many  help- 
ful suggestions  to  churches  in  the  use  and  sources 
of  still  picture  projection  material  that  we  are  pre- 
senting as  much  of  it  as  space  allows. 


"HE   writer  has   found    the    attendance 


his 


'  church  on  the  Sunday  evenings  when  it  is  an- 
nounced that  lantern  slides  will  be  used  with  the 
sermon  is  nearly  fifty  per  cent  greater  than  on  oth- 
er occasions.  Art  sermons  are  very  successful 
when  accompanied  by  any  number  of  lantern  slides 
from  one  to  thirty  or  more.  A  slide  presenting  one 
of  the  great  religious  paintings  can  often  be  used 
to  build  an  entire  sermon  about.  When  this  is  done 
the  picture  can  be  kept  on  the  screen  throughout 
the  entire  sermon;  or,  equally  effective,  the  picture 
can  be  shown  only  during  the  first  part  of  the  ser- 
mon, and  after  the  conclusion  of  the  sermon  it  can 
again  be  shown.  During  the  second  showing  of  the 
picture  one  or  more  stanzas  of  a  hymn  that  em- 
bodies the  message  of  the  sermon  can  very  effec- 
tively be  sung  as  a  solo  by  some  member  of  the 
choir. 

"The  use  of  a  group  of  slides  with  one  sermon  is 
perhaps  more  effective  than  the  use  of  only  one 
slide.  Each  year  on  the  Sunday  evening  before 
Christmas  the  writer  uses  fifteen  to  twenty  slides 
dealing  with  the  nativity  of  Christ.  These  form  the 
basis  of  the  sermon.  Such  a  group  can  include  a 
number  of  the  great  Madonna  pictures.  During 
Holy  Week  a  set  of  slides  dealing  with  the  passion 
and  death  of  Christ  is  very  appropriate  as  a  means 
of  bringing  vividly  before  the  congregation  the 
message  of  Christ  Crucified.  At  any  season  of  the 
year  a  series  of  slides  presenting  the  main  portion 
of  Christ's  public  ministry  is  effective.  These  sets 
on  the  life  of  Christ  can  be  repeated  year  after  year 
with  profit  and  with  no  decrease  in  interest. 

"Slides  on  the  theme,  'How  We  Got  Our  Bible' 
will  interest  a  congregation  and  make  the  history  of 
the  English  Bible  clear  to  them.  Sets  on  the  life 
of  Martin  Luther,  John  Calvin,  John  Knox  and 
John  Wesley  will  interest  congregations  in  the  de- 
nominations in  which  these  men  were  leaders. 
Slides  dealing  with  the  life  of  the  various  charac- 
ters of  the  Old  and  New  Testament  are  valuable ; 


*A  partial  reprint  of  "The  Preacher's  Use  of  Lantern  Slides,'' 
by  Roland  G.  Bortz,  Palmerton,  Pa.,  from  Church  Manage- 
ment. 


as  also  are  sets  of  views  of  localities  in  which  they 
lived. 

"If  the  expense  of  renting  slides  seems  a  burden 
to  congregations,  it  is  possible  to  borrow  free  the 
very  finest  lantern  slides  from  the  state  Depart- 
ments of  Education  in  some  states.  In  some  other 
states  a  small  fee  from  fifty  cents  to  a  dollar  a  set 
is  charged." 

Examples  of  such  states  are  Pennsylvania,  New 
York,  Ohio  and  Massachusetts,  who  loan  free  to 
churches  within  the  state  excellent  sets  of  slides  on 
the  life  of  Christ,  biblical  characters,  religious  lead- 
ers, and  localities  associated  with  religious  history. 

"The  state  of  New  Jersey,  through  its  State  Mu- 
seum at  Trenton,  lends  sets  of  slides  on  Africa, 
Egypt  and  the  Nile,  India.  Rome,  Ancient  and 
Modern  Greece,  The  Pilgrims,  The  Puritans-The 
Quakers,  The  Crusaders.  Also  from  its  Art  Ser- 
ies, the  Museum  lends  beautiful  slides  of  religious 
paintings 

"In  some  states  that  do  not  lend  religious  slides 
through  the  Department  of  Education,  the  slides 
can  be  borrowed  free  or  for  a  slight  charge  from  the 
state  university."  Such  states  are  Florida,  Cali- 
fornia, Texas,  Arizona.  Oregon,  Indiana,  Colorado, 
Iowa,  Michigan,  Minnesota,  Missouri,  Oklahoma, 
Virginia,  and  Wisconsin. 

"A  number  of  these  universities  do  not  restrict 
their  service  to  their  own  state,  but  lend  to  persons 
in  nearby  states.  Thus  churches  in  almost  any 
state  will  find  some  university  within  convenient 
distance,  from  which  they  can  borrow. 

"Other  sources  from  which  religious  slides  can 
be  borrowed  or  rented  are  the  art  museums,  not- 
ably :  The  Metropolitan  Museum  of  Fine  Arts,  New 
York  City;  The  Cleveland  Museum  of  Art,  Cleve- 
land, Ohio;  the  Boston  Museum  of  Fine  Arts,  Bos- 
ton, Massachusetts. 

"Two  excellent  sets  of  slides  on  the  Bible,  en- 
titled 'The  Old  Book  Finding  New  Friends'  and  'The 
Book  G6es  Forth'  can  be  borrowed  free  from  the 
American  Bible  Society,  which  has  agencies  at  New- 
York  City,  Philadelphia,  Baltimore,  Richmond,  Cin- 
cinnati, Chicago.  Dallas,  Denver  and  San  Francisco. 

"Finally,  congregations  ought  not  to  overlook  the 
sets  of  slides  on  Foreign  Mission  fields  which  can 
be  borrowed  free  from  most  of  the  denominational 
Foreign  Mission  Boards." 


I 


November,  19}  5 


Page  263 


Cinema  Experiment  In  Africa 

By      MARY      BEATTIE      BRADY 

Director,    Harmon    Foundation,    New   Yorl:   City 

A  PROJECT  in  the  production  and  exhiliition 
of  cultural,  recreational  and  educational  film 
is  under  way  in  East  Africa  that  the  United  States 
might  well  be  proud  to  have  in  operation  among 
her  own  people. 

The  Department  of  Social  and  Industrial  Re- 
search of  the  Internationa!  Missionary  Council  is 
conducting  an  experiment  in  film  with  the  purpose 
of  discovering  the  most  effective  use  of  the  motion 
picture  as  a  means  of  native  education  and  enter- 
tainment with  a  view  to  the  provision  of  whole- 
some kinemas  for  Bantu  people  under  effective 
control. 

The  Bantu  lulucational  Kinema  Experiment,  as 
it  is  called,  was  started  on  March  1.  1935.  Major 
W.  Xotcutt.  who  has  had  previous  experience  with 
native  reactions  to  film  in  East  Africa,  is  Field  Di- 
rector of  the  work.  Mr.  G.  C.  Latham,  former  Di- 
rector of  Native  Education  in  Northern  Rhodesia, 
has  become  Director  for  the  educational  aspects  of 
the  project.  The  Carnegie  Corporation  of  New 
York  made  the  experiment  possible  through  a 
grant.  The  Colonial  Office  has  rendered  friendly 
assistance  and  the  British  Film  Institute  has  co- 
o])erated  by  forming  an  Advisory  Council  for  con- 
sultation on  technical  and  educational  phases.  Dr. 
J.  ]\Ierle  Davis  is  Director. 

Those  responsible  for  this  work  base  their  pro- 
gram on  the  following  premises  which  were  con- 
sidered fundamental  as  indicating  the  importance 
of  the  undertaking: 

1.  The  motion  picture  is  an  effective  means  of 
dift'using  political,  scientific,  moral  and  spir- 
itual concepts  and  ideals  ; 

2.  It  is  an  efficient  instrument  for  adult  and 
mass  education  and  is  well  adapted  for  as- 
sisting in  the  adjustment  of  backward  people 
to  world  civilization  ; 

3.  It  is  an  active  factor  in  the  area  of  inter- 
racial understanding  and  of  creating  those 
mental  attitudes  and  judgments  that  form  a 
Imsis  ])etween  peojiles  for  sound  relations 
and  also  for  misunderstandings  and  un- 
founded estimates. 

4.  Although  the  motion  picture  has  a  construc- 
tive potentiality  of  great  importance,  it  easily 
lends  itself  to'  unreality  and  to  destructive 
moral  and  ethical  influence  and  becomes  a 
challenge  to  the  Christian  ideal  and  way  of 
life. 

The  project  will  endeavor,  among  other  prob- 
lems, to  find  ways  of  bridging  the  ga])  between  the 
outlook  of  the  industrialized  native  and  those  of 
his  rural  village;  to  preserve  the  respect  of  the 
vounjrer  aeneration   for   the   best   traditions   of   the 


tribe ;  to  reconcile  the  conflict  l)etween  the  newly 
accjuired  Christian  ideals  of  the  Mission-trained 
youth  and  the  conservative  standards  of  his  home. 

The  experiment  is  essentially  a  missionary  under- 
taking. It  aims  to  be  an  auxiliary  of  the  Church 
in  its  task  of  building  a  Christian  Society  for  the 
African.  It  proposes  to  place  a  new  instrument  of 
education  in  the  hands  of  the  Missionary  adapted 
to  the  native  mentality  and  needs.  It  is  hoped  as  a 
result  of  the  experiment  to  promote  a  permanent 
supply  of  useful  film  for  mission  work  within  the 
reach  of  the  missionary.. 

The  work  of  the  project  involves  the  two-fold 
task,  first,  of  making  films  and,  second,  of  showing 
them  to  selected  native  audiences  over  the  largest 
possible  area  of  Eastern  and  Central  Africa  which 
time  and  money  will  permit.  The  response  of  the 
audiences  will  be  carefully  studied. 

The  sanatorium  at  Vugiri,  Tanga  Province, 
Tanganyiki  Territory,  which  has  been  offered  by 
the  Tanganyika  government,  meets  the  necessary 
requirements  for  film  production  as  to  climate,  and 
range  of  natural  scenery  and  has  been  chosen  as 
the  headquarters  of  the  experiment. 

Since  the  majority  of  the  audiences  will  be  illit- 
erate, talk  accompaniment  must  be  provided.  Be- 
cause of  the  lower  cost  of  production  and  the  need 
to  have  the  "talkie"  part  of  the  film  in  many  lang- 
uages and  dialects,  the  talking  accompaniment  will 
be  cued  to  graphophone  records. 

The  experiment  is  being  carried  on  with  the  pur- 
pose of  enlisting  the  fullest  co-operation  and  advice 
not  only  of  the  various  mission  groups  but  govern- 
mental and  other  agencies  concerned  with  the  de- 
velopment of  the  native  African. 

Because  of  the  general  marked  histrionic  ability 
of  the  African  it  is  expected  that  little  difficulty  will 
be  met  in  using  natives  in  the  productions  of  native 
life.  Wherever  possible,  native  directors  will  be 
used  to  develop  the  scenes  according  to  their  own 
ideas.  Films  of  an  educational  nature  will  be  de- 
veloped at  mission  stations  or  government  centers. 

Q  HOWING  the  growing  interest  of  young  mini- 
^  sterial  students  in  motion  pictures,  John  W.  Gable 
of  the  United  Lutheran  Church,  a  son  of  the  Rev. 
\V.  H.  Gable,  head  of  Rocky  Boy  Mission  in  Mon- 
tana, has  made  a  one-reel  ])icture  of  the  activities  of 
the  Luther  League  Convention  at  Savannah,  Geor- 
gia, this  past  summer.  This  is  Mr.  Gable's  fifth  pic- 
ture dealing  with  Lutheran  Church  work.  During 
the  summer  of  1934,  Mr.  Gable  made,  in  co-opera- 
tion with  the  Religious  Motion  Picture  Foundation 
of  New  York,  a  three-reel  motion  ])icture  study  of 
the  work  of  the  Reverend  John  Killinger  in  the 
southern  mountains  of  Virginia.  It  is  called  "Be- 
low the  White  Top." 


Page  264 


The  Educttional  Screen 


News  and  Notes 


Museum  Establishes  Film  Library 

The  Museum  of  Modern  Art,  New  York  City,  has 
received  a  grant  of  $100,000  from  the  Rockefeller 
Foundation  for  the  establishment  of  a  motion  picture 
department  to  be  known  as  the  Museum  of  Modern 
Art  Film  Library,  which  will  assemble  and  preserve 
the  outstanding  and  historically  important  pictures 
from  1889  to  the  present  day.  The  Congressional 
Library,  for  many  years  merely  a  storehouse  for  price- 
less records  in  the  making  of  motion  picture  history, 
will  cooperate  with  the  Museum.  To  make  these  films 
available  to  the  public  for  study  and  research  the 
Film  Library  plans  to  exhibit  and  circulate  them  singly 
or  in  program  groups  to  museums  and  colleges  at  a 
nominal  fee.  In  addition,  the  Film  Library  will  as- 
semble a  collection  of  books  and  periodicals  on  the 
film  and  gather  other  historical  and  critical  material, 
including  film  stills  and  old  music  scores  originally 
issued  to  accompany  the  silent  films. 

The  Film  Library  will  be  the  first  thing  of  its  kind 
in  any  public  institution  in  the  world.  John  Hay 
Whitney,  Trustee  of  the  Museum,  will  be  president 
of  the  corporation ;  Iris  Barry,  formerly  Librarian  of 
the  Museum,  will  be  Curator ;  and  John  E.  Abott, 
vice-president  and  general  manager. 

Motion  Picture  Program  at  County  Exposition 

The  active  Westchester  County  Motion  Picture 
Council  held  a  successful  Motion  Picture  Day  Pro- 
gram on  October  16th  in  connection  with  the  West- 
chester Recreation  Exposition  at  White  Plains,  New 
York.  Special  demonstrations  were  given  of  the 
way  in  which  pictures  may  be  used  in  visual  educa- 
tion and  character  training.  Two  groups  of  White 
Plains  school  children  saw  two  films  and  registered 
their  reactions.  Franklin  T.  Mathewson,  of  the 
East  View  Junior  High  School,  showed  his  ninth 
year  General  Science  Class  the  film  Seed  Dispersal 
and  then  questioned  them  as  to  what  they  had 
learned.  Wesley  Williams,  of  Post  Road  Juriior 
High  School,  showed  a  group  of  seventh  year  chil- 
dren a  scene  from  a  character  training  fihn.  Young 
America.  David  Brockaway,  of  Isaac  Young  Junior 
High  School,  New  Rochelle,  described  the  Photo- 
play Appreciation  Club  in  that  school.  Joseph  V. 
Sullivan,  Chairman  of  the  Visual  Instruction  Com- 
mittee of  the  Council,  showed  an  educational  sound 
film  illustrating  modern  methods  of  teaching  read- 
ing. 

Mrs.  Eugene  White,  president  of  the  Council,  al- 
so spoke,  emphasizing  the  prime  objectives  of  the 


Conducted  by  JOSEPHINE  HOFFMAN 

Council,  namely,  to  secure  suitable  film  programs  for 
youth  and  to  further  visual  instruction  in  the 
schools. 

Indiana  and  Ohio  Visual  Meetings 

The  half-day  session  of  the  Visual  Instruction 
Section  of  the  Indiana  State  Teachers  Association, 
held  in  Indianapolis  on  October  17,  attracted  a 
large  attendance.  The  two  speakers  on  the  pro- 
gram were  Nelson  L.  Greene,  Editor  of  The  Edu- 
cational Screen,  and  Ralph  Irons,  Superintendent 
of  Schools,  Evansville,  Indiana.  In  his  address  on 
"The  Visual  Idea"  Mr.  Greene  stressed  the  impor- 
tance of  the  eye  in  the  biological  development  of 
modern  life  from  the  most  elementary  forms  of 
life,  and  the  necessity  of  visual  knowledge  to  give 
meaning  to  sound.  Mr.  Irons  described  the  "Audio- 
Visual  Instruction  Program  in  Evansville"  which 
was  inaugurated  this  fall  with  a  library  of  sixty- 
five  educational  films  and  a  number  of  16mm. 
sound-on-film  equipments,  following  a  survey  made 
last  spring  to  determine  the  steps  necessary  to  or- 
ganize and  administer  the  use  of  such  material. 
An  exceedingly  comprehensive  outline  of  the  Evans- 
ville Audio-Visual  set-up  was  distributed  to  the 
audience  by  Mr.  Irons. 

♦         ♦         ♦ 

The  Central  Ohio  Teachers  Association  met  for 
their  Sixty-Sixth  Annual  conference  in  Dayton, 
Friday  and  Saturday,  October  25th  and  26th.  At 
the  Visual  Education  Departmental  meeting  Mr. 
B.  A.  Aughinbaugh  reported  on  the  progress  made 
in  the  collection  of  visual  aids  by  the  State  and  ex- 
plained "How  to  Use  the  Distribution  Under  the 
New  Law."  Other  discussions  followed — "How  to 
Properly  Care  for  Slides  and  Films,"  by  E.  J.  Ar- 
nold ;  "Keep  the  New  Law  for  Visual  Education  on 
the  Statute  Books,"  by  Wilbur  Dyer;  "How  We 
Have  Found  the  New  Law  Efi^ective,"  by  C.  A. 
Vance;  "W'hat  Kind  of  Screens  and  Projectors  are 
Best  to  Use,"  by  E.  \^^  Brumbaugh. 

Y.  M.  C.  A.  Catalogue 

The  new  Twenty-Second  Annual  Edition  of  the 
Y.  M.  C.  A.  Motion  Picture  Bureau  catalogue  of  "Se- 
lected Motion  Pictures",  issued  for  the  1935-1936 
season,  is  a  bigger  and  more  attractive  booklet  than 
its  predecessor.  The  same  general  classification  of 
16mm  and  35mm  films  is  followed  but  greater  em- 
l^hasis   is  placed  on   sound   films   in  the   new  edition. 

{Concluded  on  page  272) 


November,  193  5 


Page  265 


How  to  get  talkies  for  your  school 

vN^ithout  dravN^ing  on  the 
school  board  funds 


Q.  My  school  ought  to  have  sound 
motion  picture  equipment,  plus  a 
good  program  service.  But  the 
School  Board  cannot  afford  it. 
What  shall  I  do? 

A.  Get  both  equipment  and  pro- 
grams on  the  RCA  Institutional 
Self-Financing  Sound  Motion  Pic- 
ture Plan. 

Q.  Why  do  you  call  it  "self- financ- 
ing"? 

A..  Because  it  is  just  that. There  is  a 
first  payment  of  only  $50,  and  then 
ten  monthly  payments  of  $60  each. 
We  suggest  you  raise  the  initial 
sum  by  asking  for  contributions 
from  local  business  men, theP.T.  A., 
or  even  borrowing.  The  monthly 
payments  can  be  more  than  met  by 
charging  a  small  admission.  Each 
month  should  show  you  a  profit 
over  your  costs. 

Q.  What  does  the  school  get? 

A.  First,  the  famous  RCA  Sound 
Motion  Picture  Projector,  widely 


used  in  schools  everywhere.  At  the 
end  of  a  calendar  year  (there  are 
no  payments  made  during  the  two 
summer  months)  the  Projector  be- 
comes the  property  of  the  school. 
Second,  a  fine  program  service,  fur- 
nished by  Walter  O.  Gutlohn,  Inc., 
35  West  45th  St.,  New  York  City, 
the  leading  distributor  of  I6mm. 
films.  One  excellent  program  is 
sent  you  each  month,  for  as  many 
showings  as  you  care  to  make  in 
one  day.  Extra  days  or  additional 
programs  cost  only  $15  per  day. 
You  get  ten   of  these  programs 


RCA  16mm.  Sound  Motion  Picture  Projec- 
toi,  as  simple  to  opeiate  as  a  radio. 


RCA  SELF-FINANCING 
INSTITUTIONAL  MOTION  PICTURE  PLAN 

RCA  Manufacturing  Co.,  Inc.,  Camden,  N.  J.,  a  subsidiary  of  the 

RADIO  CORPORATION  OF  AMERICA 


during  a  calendar  year,  omitting 
the  summer. 

Q.  What  films  are  available? 

A,  The  very  best,  including  educa- 
tional subjects;  classics  such  as  Jane 
Eyre,  The  Last  of  the  Mohicans, 
The  Moonstone;  sports,  including 
Grantland  Rice  Sportlights;  the 
training  film.  Football  for  the  Fan; 
many  others,  including  news  and 
cartoons. 

Q.  How  can  I  get  complete  infor- 
mation so  I  can  discuss  this  with 
the  teachers  and  the  School  Board? 

A,  Clip  the  coupon  below.  We 
suggest  you  do  so  at  once,  in  order 
that  your  school  may  have  the  ad- 
vantages of  sound  motion  pictures 
as  soon  as  possible.  Remember,  this 
plan  not  only  makes  the  projector 
and  programs  cost  the  school 
nothing,  but  actually  returns  a 
profit,  which  can  be  used  in  pur- 
chasing equipment  for  the  school 
teams,  improving  the  ball  field,  etc. 
Send  the  coupon,  NOW. 


VISUAL  SOUND  SECTION 

RCA  MFG.,  CO..  Inc..  Camden,  N.  J.,  Dcpt.  ES 

Please  send  me  full  details  of  the  RCA  Self- 
Financing  Motion  Pictute  Plan. 


Name.. 
School.. 
Street... 
City 


..State.. 


Page  266 


The  Educational  Screen 


School  Department 


Use   of   State    Slides 

(Index  numbers  refer  to  slides  from  the  Visual  Instruction 
Division,  University  of  the  State  of  New  York,  Albany,  N.  Y.) 

I  ANTERN  Slides  have  become  the  foremost  of  all 
"■  visual  aids.  However,  these  slide  lessons  lose  their 
value  if  they  do  not  enrich  the  material  which  the 
teacher  wishes  to  develoi).  In  order  that  the  class  may 
derive  full  benefit  from  the  slides  which  the  teacher  is 
going  to  present,  the  teacher  has  a  fourfold  preiiaration. 

Teacher's  Preparation 

a.  Careful  preliminary  study  of  the  slides  and  se- 
lection of  those  slides  which  are  needed  for  the  lesson. 

b.  Study  of  the  teacher's  guide  if  one  has  been  sup- 
plied with  the  slides. 

c.  Phvsical  readiness. 


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d.  Preparation  of  questions  and  determination  of 
the  i)rocedure. 

Let  us  assume  that  we  are  soing  to  present  tlie  first 
lesson  on  the  Chinese  people.  When  we  receive  our 
slides  on  the  Chinese  people  there  are  as  many  as  fifty- 
five  slides.  After  careful  study  those  slides  are  se- 
lected which  will  hel])  to  develo]3  the  first  topic 
"Reasons  for  Separation".  Careful  study  shows  us 
that  only  four  slides  may  he  used  to  the  hest  advant- 
age. The  number  of  slides  used  varies  with  the  ability 
of  the  class.  The  teacher  is  the  one  to  make  the 
decision. 

It  is  best  to  have  intensive  study  of  a  few  slides 
instead  of  confusing  the  children  with  a  great  number 
of  slides  thus  making  it  simply  a  picture  lesson. 

In  using  the  guide  the  teacher  is  at  liberty  to  elimin- 
ate or  change  any  of  the  questions  and  to  adajn  them 
to  the  ability  of  her  class. 

For  example,  in  connection  with  the  slide  on  the 
South  China  Sea  the  guide  tells  the  teacher  to  inform 
the  children  that  we  almost  always  approach  China  by 
sea.  This  information  may  be  obtained  frcm  the  chil- 
dren by  use  of  the  map  and  this  picture. 

Many  teachers  have  found  difficulties  in  jM-esenting 
slide  lessons  because  of  the  time  wasted  in  setting  up 
the  machine  and  ])re]iaring  the  other  eciuiiiment. 
Special  children  trained  for  this  purpose  will  save  a 
great  deal  of  time. 

The  last  step  in  the  teacher's  preparation  is  the  most 
important  one  of  all.  In  planning  her  questions  she 
must  adapt  them  to  the  ability  of  her  class.  Such 
words  as  tradition  and  ancestors  should  be  exj^lained 
to  the  children.  In  determining  her  procedure,  the 
teacher  should  be  sure  that  the  lesson  is  properly 
motivated. 

A\'hen  a  fire  is  kindled  with  a  strong  light  it  will 
burn  and  so  a  lesson  begun  with  an  interesting  question 
or  problem  will  progress. 

Slides  should  always  be  correlated  with  the  geogra- 
phy book  or  ])ictures  on  the  wall  or  with  the  globe. 

I  am  going  to  try  and  show  you  how  I  used  the 
slides  which  I  have  received  from  the  .State  De])art- 
ment  of  Education.  Of  course,  the  real  value  of  the 
lessons  can  only  be  seen  when  you  see  the  reactions  of 
a  class  of  children.  There  are  fifty-five  slides  on  the 
Chinese  people  and  I  have  chosen  four  to  develop  my 
first  topic  in  the  syllabus  which  is  "Reasons  for  China's 
Separation."  Among  these  slides  I  have  a  ma])  slide 
which  will  aid  in  develo])ing  most  of  my  topic. 

Aim  :  The  aim  of  the  lesson  should  always  be  clearly 
stated  to  the  children.     Todav  we  shall  find  out  whv 


November,  193  5 


Page  267 


Eastman  Classroom  Film  for  Early  November  Release 

^^Modern  Basketball  Fundamentals^^ 


I 


Directed  by  FORREST  C.  (  PhOG  )  AlLEN 

University  of  Kansas  Coach 

THIS  specially  made  two-reel  motion  picture,  available  November 
10,  employs  both  normal-speed  and  slow-motion  photography 
to  solve  the  problems  of  modern  basketball  technique  and  strategy. 
Here  are  some  of  its  features : 

Individual  Offense:  Using  the  backboard,  ball  handling,  push  shot,  free 
throw,  hook  shot,  underarm  pass,  floor  bounce,  "pepper  passing,"  overhead 
shot,  catcher's  peg,  use  of  long-extension  baskets,  ambidextrous  rebound, 
"English"  shot,  lay-in,  dribbling,  pivoting,  recovery  off  backboard. 

Team  Offense:  Dribble-pivot-pass  play,  anterior- 
posterior  and  lateral  screens,  out-of-bounds  plays 
against  man-for-man  and  zone  defenses,  set-screen 
and  fast-break  plays. 

Defensive  tactics  are  covered  Just  as  thoroughly. 
Through  Modern  Basketball  Fundamentals,  scholastic 
basketball  receives  a  great  stimulus . . .  especially  since 
the  scenes  visualize  the  technique  of  many  of  Coach 
Allen's  favorite  plays.  Every  high  and  prep  school 
needs  this  picture. 

Two  400-foot  reels  of  16-millimeter  safety  film. 
Carefully  prepared  guide  book  accompanies  each  set 
of  films.  Purchase  price  complete,  including  transpor- 
tation, $48.  Not  distributed  on  rental  plan.  For  further 
information  address  Eastman  Kodak  Company,  Teach- 
ing Films  Division,  Rochester,  N.  Y. 

Eastman  Classroom  Films 


Page  268 


The  Educational  Screen 


China  was  a  sleeping  or  backward  nation    for  many 

years. 

Motivation : 

Since  this  is  the  first  lesson  on  China  the  following 


MAKE   YOUR  OWN 

TYPEWRITER     SLIDES 

For    Screen    Projection 

USE        RADIO        MATS 

(jn    sale    by    Theatre    Supp'y    Dealers 
Write   for  Free  Sample 

RADIO-MAT  SLIDE  CO..  Inc. 

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TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS  PRINCIPLES   OF   CHEMISTRY 

The  Tisualization   of  high  school  The  core  of  the   year's   work  in 

physics  on  35  mm.  film  slides  for  chemistry  especially  adapted  for 

classroom   use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL     SCIENCES  —  Suf  fern,     N.Y. 


EDUCATIONAL  FILM  DIRECTORY 

"MOTION  PICTURES  OF  THE  WORLD" 
16  mm.,  35  mm.,  silent,  sound 


The  only  directory  issued  twice  per  year  —  an  in- 
valuable feature  in  view  of  the  many  new  subjects 
coming  on  the  market.  It  lists  films  on  almost  all 
educational  subjects. 

In  addition  to  1600  rental  films  which  come  from  the 
libraries  of  75  museums,  universities,  and  dealers, 
there  are  400  free  films  especially  selected  for  their 
excellent  educational  content  and  almost  complete 
absence  of  advertising  matter. 


What  Keviewers  Say! 


World  Peace  Foundation:  "Shows  just  what  pictures  are 
available  on  almost  every  conceivable  subject  ...  a 
veritable  film  library  of  tha  world's  culture  and  customs." 

Boston  Museum  of  Fine  Arts;  "...  of  great  help  to 
educational  institutions,  not  only  for  the  scope  of  the 
material  it  contains,  but  because  this  is  made  so  ac- 
cessible through  your  arrangement  of  titles." 

(Ann  Webb  Karnaghan) 


Write   address   in   margin.      Return    this    adver- 
tisement and   35c   for  subscription   to   2    issues. 


INTERNATIONAL    EDUCATIONAL    PICTURES,    INC. 
Mt.  Vernon  and  Walnut  Sts..  Boston,  Mass. 


motivation  may  be  used :  The  last  country  studied  by 
the  children  was  Australia.  On  our  trip  around  the 
world,  what  was  the  last  country  we  visited?  (Map) 
Name  and  point  to  the  city  in  Australia  which  is  a  sea- 
port or  harbor.  We  are.  going  to  board  a  steamer  at 
Sydney.  We  are  going  to  take  a  trip  and  our  next 
stop  will  be  China.  In  what  direction  do  we  sail? 
(Map)  Through  what  bodies  of  water  are  we  going 
to  .sail?  At  last  we  reach  HongKong,  a  port  in  China. 
Before  we  visit  the  Chinese  let  us  think  back  a  mo- 
ment about  the  other  countries  which  we  have  visited. 
How  did  the  people  in  the  European  countries  dress? 
In  what  kind  of  homes  did  they  live?  When  anyone 
talks  about  a  Chinaman  what  do  you  think  of?  (dress, 
hair)  Today  we  are  going  to  find  out  why  the  Chinese 
did  not  change  their  ideas  for  many  years.  People 
of  China  were  called  a  "Sleei)ing  Nation".  Let  us 
find  out  why. 

Presentation:    (As  to  children) 

BcZc.   Sunset  on  South  China  Sea 

This  is  a  picture  of  sunset  on  the  South  China  Sea. 
From  this  picture  can  you  tell  me  one  way  of  getting 
to  China?    Let  us  see  where  we  are  on  the  map. 

Bel.  Map 

Point  to  the  South  China  Sea.  Name  some  other 
seas  which  are  around  China.  What  large  ocean  does 
China  face?  Years  ago  very  few  of  the  Chinese  people 
ever  traveled  across  this  ocean  to  get  new  ideas.  The 
Chinese  people  did  not  like  strangers.  (Bring  out  the 
fact  to  the  children  that  the  Pacific  was  an  obstacle.) 
We  have  found  the  first  reason  for  China's  being  a 
sleeping  nation.  What  is  it?  In  what  direction  are  the 
civilized  countries  of  Europe  from  China?  What  do 
we  find  in  the  western  part  of  China? 

BcA4.  Mountains  of  Western  China 

When  we  looked  at  our  map  of  China,  what  did  wc 
find  in  the  western  i)art?  What  do  you  see  in  this 
picture?  A\'hat  else  besides  a  mountain?  What  is  a 
valley?  Compare  this  valley  with  the  ones  we  saw 
in  the  Swiss  Alps.  You  remember  we  said  that  the 
civilized  countries  were  west  of  China.  See  if  you  can 
tell  how  these  mountains  kept  China  from  progressing. 
Give  the  second  reason. 

BCl.   Map 

Again  let  us  look  at  our  map.  What  do  we  find  in 
the  central  part  of  China?  What  is  the  name  of  this 
desert.  How  does  a  desert  keep  people  from  getting 
ideas  from  other  nations?  Now  let  us  see  if  we  can 
give  three  reasons. 

BCl.   Map 

Another  reason  for  China  being  a  sleeping  or  back- 
ward nation  was  the  Great  Wall.  Look  at  your  maj) 
and  see  if  you  find  the  Great  Wall.  Notice  the  kind 
of  line  that  is  used  to  show  the  wall.  The  Great  Wall 
began  at  the  sea  and  ran  over  the  mountains  for  over 
1500  miles  until  it  reached  the  desert.  It  was  as  wide 
as  your  classroom  and  three  times  as  high.     At  the 


November,  193  5 


"Overhead"  Delineascope 
MODEL  B 

Allows  the  instructor  to  sit  at  his 
desk,  facing  the  class,  and  oper- 
ate the  machine.  The  picture  is 
projected  "over-head"  in  full  view 
of  the  class.  Write  for  Folder 
K-63  for  complete  details  and 
prices.     Address   Dept.   R-ll. 


TIME 

Ofill  Cell 


•  The  effectiveness  of  feaching  with  a  microscope  or  pro- 
jector is  dependent  upon  the  quality  of  the  instruments. 
They  must  maintain  their  precision  and  usefulness  over  a 
long  period  of  years  —  in  spite  of  frequent  rough  treat- 
ment in  the  hands  of  students.  A  microscope  or  projector 
of  inferior  quality  causes  trouble  and  loss  of  effective 
teaching  time  through  more  frequent  need  of  repairs. 
Time  tells  on  instruments  of  inferior  quality  —  time  proves 
the  value  of  instruments  of  real  quality. 

•  Spencer  Microscopes  and  Delineascopes  have  proven 
their  "better"  value  in  thousands  of  schools  America  over. 
The  skill  and  experience  of  making  ultra-precise  micro- 
scopes for  three-quarters  of  a  century  enable  us  to  build 
student  microscopes  and  delineascopes  that  meet  scholastic 
standards  of  technical  accuracy  and  durability  exactly. 


Page  269 


Student  Microscope 
NO.  66 

For  general  science  labora- 
tories of  high  schools  and  col- 
leges. Extremely  durable.  Has 
both  coarse  and  fine  adjust- 
ments. Write  for  Folder  M-68 
for  complete  details  and 
prices.    Address   Dept.   R-ll. 


There   is   no   Substitute   for  the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


Campmuj. 


BUFFALO 


NEW    YOR.K 


top  of  this  wall  there  is  a  roadway  from  which  the 
Chinese  would  fight  the  Tartars  or  desert  robbers  as 
they  called  them.  Tell  how  the  Great  Wall  kept  the 
Chinese  from  progressing.  (At  this  point  the  teacher 
may  have  the  children  turn  to  a  picture  of  the  Great 
Wall  either  in  their  books  or  on  a  chart.  Lights  are 
put  on  and  then  put  ofT  for  the  continuation  of  the 
lesson.     Books  may  even  be  read  at  this  point.) 

BC22.   Manchu  Family  Shrine 

What  do  you  think  this  is?  It  is  a  shrine  at  which 
the  Chinese  I)ray.  It  is  built  inside  their  houses.  The 
Chinese  have  always  thought  that  they  must  do  just 
what  their  ancestors  or  grandfathers  did.  Another 
way  to  say  this  would  be  that  the  Chinese  people  re- 
spected tradition.  By  tradition  we  mean  stories  and 
customs  that  were  brought  down  to  them  by  their 
fathers  and  grandfathers  and  great  grandfathers.  This 
was  another  reason  why  the  Chinese  people  did  not 
change  their  ideas. 

Organisation : 

In  the  organization,  children  tell  the  five  reasons 
for  Chinese  backwardness.  Material  in  the  geography 
book  may  be  read  on  this  topic  and  questions  at  the 
end  of  the  chapter  may  be  used  for  organizing  the 
work. 

Application  :   Composition — "The   Sleeping   Nation" 
By  Mrs.  Pauline  A.  Bashkovitz 

New  York  City  Schools 


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Page  270 


The  Educational  Screen 


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Sound-on-fllm         1»1    V^     V     1    £•    O  16   mm. 

Write  for  free  descriptive  lists. 

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minimum   of  distortion   when  viewed   from   rn  angle, 
and    a    depth    of    scene    not    often    iouni    in    movie 
screens.      Mounted    on    spring    roller    and    back    board    with    screw    eyes 
for   wall   or   ceiling   or   for    hanging    or   Super-tripods.      Choice    of   wall 
or    ceiling    brackets.      Order    this    outstanding    bargain    ioday.      Satis- 
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T'icture  size — up  to   14  ft.  wide. 

Knob  swivel  device  for  tilting.        

Safety  shutter  for  stills. 

If  you  wish  more  power  than  500  Watt  .  .  .  write  for  catalogs 
and  price  of  the  750  Watt— VICTOR— BELL  &  HOWELL— 
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FORT  WAYNE,  INDIANA 


Film  Production  Activities 


New  Subjects  Added  to  "Blue  List" 

Garrison  Film  Distributors  Inc..  Xew  York  City, 
announces  the  addition  of  the  feature  Hunting  Tigers 
ill  India  to  their  sound-on-fihu  hbrary.  It  is  a  seven- 
reel  chronicle  of  the  Vernay-Faunthorpe  Expedition, 
])roduced  by  Commander  Dyott  under  the  auspices  of 
the  American  Museum  of  Natural  History.  The  film 
is  available  in  16mm  and  35mm  sound,  for  rental, 
lease,  or  sale.  This  firm  is  also  now  distributing  a 
series  of  Grantland  Rice  Sf^artliylifs  and  some  new 
short  travelogues. 

Series  of  Films  on  Baking 

The  Department  of  Visual  Education,  maintained 
by  the  American  Society  of  Bakery  Engineers,  Minne- 
apolis, has  a  library  of  free  16mm  silent  films  which 
are  exceedingly  instructive  on  subjects  of  interest  to 
bakery  engineers,  individuals,  classes  and  organizations 
concerned  with  food  production  problems. 

Fermentation  Interferences  shows  how  yeast  is 
manufactured.  In  the  Dough  sketches  the  historical 
background  of  baking  and  then  very  clearly  portrays 
the  influence  of  the  various  ingredients  contained  in 
the  bread  formula.  Feniicntafinn  Tolerance  and 
Encyines  reveal  in  retarded  motion  the  relative  rates 
of  fermentation,  and  the  action  of  the  enzymes  during 
the  fermentation  processes.  How  mold  spreads  and 
methods  of  preventing  mold  growth  are  set  forth  in 
Microscopic  Plant  Life  in  the  Bakeshop.  Our  Staff  of 
Life  shows  the  baking  methods  of  a  modern  bakeshop, 
how  the  ingredients  are  stored,  the  dough  rising  pro- 
cess and  an  interesting  microscopic  view  of  gluten. 

CCC  Film  Prizes  Awarded 

The  October  26th  issue  of  Happy  Days,  weekly 
newspaper  of  the  CCC,  announces  the  ten  winners  of 
their  Movie  Picture  Contest.  First  prize  was  awarded 
to  the  film  of  Co.  728,  Salem,  Missouri,  submitted  by 
John  E.  Grant,  educational  adviser,  for  the  command- 
ing officer.  The  film  was  made  bv  members  of  the 
movie  class  of  the  company  and  gives  a  complete  pic- 
torial study  of  camp  life  and  the  work  project  of  the 
company.  Excellent  scenes  show  the  use  of  heavy 
e([ui])ment  in  road  building,  fire  drill,  the  wood  detail, 
school  and  reci'eation  activities,  interior  views  of  can- 
teen and  library,  and  the  retreat  formation. 

Selections  from  these  ten  films  and  others  have  been 
made  by  Happy  Days  for  the  ])reparation  of  two  reels 
of  sound  pictures  which  will  be  distributed  to  com- 
panies throughout  the  CCC  and  for  outside  showings 
to  give  a  more  complete  story  of  life  in  the  CCC. 
Plans  for  taking  and  distributing  a  monthly  newsreel 
of  CCC  activities,  announced  during  the  contest,  are 
also  being  worked  out  by  the  editors  of  the  paper. 


November,  193  5 


Page  271 


For  Making  Home-Made  Slides 

GLASSIVE  an      abrasive      for      makinjr     your     own 

ground  glass  slides  from  plain  cover  glass 
for    a     fraction    of    a    cent    each.       50c    a    package. 

CELLOSLIDE — Eliminates  the  necessity  of  writing  on 
glass.  Takes  ink  better  than  glass.  500  sheets  for  $1.00. 
(Dealers   Wanted   —   Write   for   terms) 

TEACHING  AIDS  SERVICE,  Jamaica  plain.mass. 


Some  Neglected  Factors  In  Visual 
Instruction 

(Concluded  jnnii  piu/r  258) 

esses,  or  events,  and  to  do  these  things  in  detail, 
the  film  is  an  excellent  medium  of  instruction.  The 
value  of  any  particular  film  is  determined  by  the 
amount  of  previous  experience  of  the  pupil  with 
this  type  of  activity.  The  film,  like  other  visual 
aids,  increases  in  value  as  it  approaches  subjective 
reality.     It  must  actually   seem   real  to  the  pupil. 

If,  on  the  other  hand,  a  knowledge  of  objects, 
particular  settings,  particular  things,  etc.,  is  the 
desired  outcome  of  instruction,  the  presentation 
of  the  object  itself,  or  various  types  of  reproduc- 
tions of  the  object,  will  be  equally  effective,  if  not 
superior  to  the  film.  The  advantage  of  flexibility 
inheres  in  a  method  which  can  be  adajHed  in  time 
and  amount  of  instruction  in  relation  to  the  j)ar- 
ticular  needs  of  the  pupils  and  the  particular  out- 
comes of  instruction.  That  type  of  visual  aid 
which  is  most  flexilile  in  its  adaptive  potentialities 
is  of  greatest  value  to  the  classroom  teacher. 

If,  finally,  the  objective  of  instruction  is  to  teach 
how  to  do  a  certain  act,  the  actual  demonstration 
of  how  to  do  the  act  is  probably  superior  to  the 
film  or  other  visual  aids. 

(4)  Tcchniqtic  of  Use  of  Visual  Aids.  The  jn - 
ticular  way  in  which  visual  aids  are  to  be  used, 
whether  they  should  be  presented  with  or  without 
verbal  accompaniment,  whether  they  should  be  pre- 
sented before  or  after  verbal  instruction,  and  how 
rapid  and  what  the  rhythm  of  the  sequence  should 
be,  is  a  function  of  all  four  factors — the  objectives 
of  instruction,  the  previous  experience  of  the  pupils, 
the  difficulty  of  the  material,  and  the  intellectual 
level  of  the  pupils. 

If,  for  instance,  the  pupils  have  had  relatively 
little  previous  concrete  experience  in  a  certain  sub- 
ject, and  the  objective  of  instruction  is  a  vivid 
visual  imagery  of  certain  aspects  of  the  subject,  a 
short  introductory  talk  on  the  relation  of  the  visual 
material  to  the  subject  and  a  few  remarks  on  the 
direction  of  observation  toward  certain  parts  or 
phases  of  the  visual  material  may  be  sufficient.  If, 
however,  the  ability  to  generalize  and  to  relate  the 
study  material  to  other  subject  matter  of  instruc- 
tion or  experience,  verbal  discussion  following  the 
presentation  is  ad\-antageous.  The  rapidity  with 
which  the  visual  aids  should  be  presented,  and  the 
rh\thm  of  their  presentation,  are  largely  functions 


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Pictures,  both  Silent  and  Sound ;  Glass  Slides,  Film  Strips,  Pro- 
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IDEAL     PICTURES     CORPORATION 

30  EAST  EIGHTH   STREET  CHICAGO.  ILL. 


of  the  intellectual  level  of  the  pupils  and  the  diffi- 
culty of  the  material.  "Dull  '  pupils  observe  less 
well  than  do  "bright"  pupils.  Their  span  of  obser- 
vation may  also  be  considered  as  less  broad  than 
that  of  "bright"  pupils. 

No  hard  and  fast  rules  may  be  laid  down  on  the 
matter  of  verbal  accompaniment,  or  when  it  should 
be  used.  Verbal  experience  is  a  prerequisite  to 
verbal  learning.  Its  use  is  a  function  of  the  par- 
ticular mental  reaction  desired. 


Announcing  — 

THE  NEW  LEICA  "100C  MODEL  G. 
WITH   f:2    SUMMAR    SPEED    LENS 

This  modern 
marvel  of 
photogra- 
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velopments.  ^i 
Greatest 
range  of 
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speeds  of 
any  minia- 
ture camera  ^  ~  Model  G  with  f:l  Summar  Speed  Lens 
— one  full  second  to  1  /lOOOlh  of  a  second  with  continuous 
speeds  from  one  second  to  1  '20lh  of  a  second.  13  interchange- 
able lenses— more  than  any  other  miniature  camera.  Opens 
up  an  entirely  new  field  of  pictures  for  educational  use. 
With  Leica  Dufaycolor  film  takes  snapshots  in  natiual  color. 

THE  UMI  NO 
PROJECTOR 

The  idea]  projector  for  miniature 
pictures.  Beautiful  reproduction, 
small,  easy  to  operate  and  inex- 
pensive. Base  length  only  6 
inches. 

Just  off  the  press  the  "Leica  Manual"  —a  500  page  book  on 
all  phases  of  Leica  Photography.  One  whole  section  on  "Leica 
in  Science  and  Education"  including  "The  Leica  in  Visual 
Education"  and  "The  Leica  in  Historical  Research."  At  all 
Leica  dealers — $4. 


Bica 


THE     ORIGINAL    MINIATURE     CANDID    CAMERA 


E.  LEITZ,  INC.,  DEPT.  87  •  60  EAST  10th  ST.,  NEW  YORK  CITY 

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The  Umino  Projector  and  other  Leica  Accessories  Q 

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NAME. 

ADDRESS 


Page  272 


The  Educational  Screen 


In  Preparation 

Units  of  Stereographs 
and  Lantern  Slides 


Each  Unit  Complete  in  Itself 
and  Designed  to  Enable  the 
Pupil  to  Live  in  the  Atmos- 
phere of  the  Subject  During 
the  Time  Given  to  It. 


Geography  Units  — 

25  Stereographs  and  25  Duplicate 
Lantern  Slides  in  Each  Unit.  Nine- 
teen Units  Ready;  More  in  Prepara- 
tion— Each  Unit  with  a  Descriptive 
Manual  for  the  Teacher 

General  Science  Units  — 

20  Lantern  Slides  in  Each  Unit,  with  a 
Descriptive  Manual  for  the  Teacher 

Primary  Units  — 

25  Stereographs  and  25  Duplicate 
Lantern  Slides  in  Each  Unit.  Ten 
Units  Now  Ready 

Transportation  Units  — 

25  Stereographs  and  25  Duplicate 
Lantern  Slides  in  Each  Unit.  Eight 
Units  Now  Ready 

Texas  Unit  — 

50  Stereographs  and  50  Duplicate 
Lantern  Slides  —  Complete  Descrip- 
tive Manual  for  the  Teacher 


Other  Subjects  in  Preparation. 


Keystone  View  Co. 

MEADVILLE,  PENNA. 


News   and    Notes 

{Concluded  from  payc  264) 

This  section  is  divided  into  35nini  and  16nim  Free 
Sound  Films,  and  16mm  Rental  Sound  Films,  which 
are  classified  under  the  following  group  headings : 
Cartoons,  Comedies,  Traveltalks  and  Organlogs,  Sport 
Subjects,  Music  Master  Series,  Adventure,  Features, 
Bell  &  Howell  Releases,  and  Religious. 


New  School  Equipped  with  Visual  Aids 

The  Rockwood  Park  School  at  Jamaica  Plain, 
Massachusetts,  a  new  country  day  and  boarding 
school  for  boys  and  girls  up  to  the  ninth  grade,  rep- 
resents the  development  of  the  progressive  ideal 
under  the  management  of  a  board  of  prominent 
educators.  Visual  education  is  widely  emphasized 
as  one  of  the  progressive  methods  of  education. 
Every  classroom  is  fitted  up  with  teaching  aids 
equipment  and  a  library  of  such  aids  is  maintained 
in  the  school.  The  necessary  apparatus  and  labor- 
atories are  available  for  teachers  and  pupils  to  pre- 
pare their  own  motion  pictures,  slides,  filmslides, 
pictures,  etc. 

This  feature  of  the  new  project  was  organized 
under  the  personal  direction  of  Abraham  Krasker, 
a  member  of  the  Board  of  Trustees. 

Material  for  Motion  Picture 
Appreciation  Courses 

The  extent  to  which  motion  pictures  will  be  studied 
in  schools  and  colleges  during  1935-36,  is  evidenced  by 
a  report  that  sixty-three  photoplays  of  educational  in- 
terest will  be  released  during  the  coming  academic 
year.  Seven  pictures  have  been  tentatively  selected  for 
use  in  motion  picture  appreciation  courses,  and  study 
guides  will  be  provided  to  supplement  a  study  of  the 
selected  photoplays. 

This  report  was  made  by  Dr.  William  Lewin,  Chair- 
man of  the  Motion  Picture  Committee  of  the  National 
Education  Association's  Department  of  Secondary 
Education,  to  Ernest  D.  Davis,  President,  upon  Mr. 
Lewin's  return  from  a  two  weeks'  stay  in  Hollywood. 
Among  the  new  pictures  of  interest  to  educators,  Dr. 
Lewin  listed  Shakespeare's  Romeo  and  Juliet  and  A 
Midsummer  Night's  Dream,  Dickens'  A  Tale  of  Tivo 
Cities  and  Oliver  Tzvist,  Little  Lord  Fauntleroy,  Pearl 
Buck's  Tlie  Good  Earth,  Scott's  Ivanhoe  and  Kipling's 
Kim. 

Dr.  Lewin  also  visited  teachers  colleges  and  univer- 
sities and  found  intense  interest  manifested  in  the 
photoplay  appreciation  movement.  The  University  of 
Southern  California,  Columbia  University  Teachers 
College,  New  York  University  and  Colorado  State 
Teachers  College  are  among  the  score  of  universities 
that  have  already  successfully  instituted  these  courses. 


November,  1935 


Page  273 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature-length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


Bass ....  Cine  Headquarters 


Model  25 
VICTOR 

Anivtatophone 

16  mm. 

Sound-on- film 

Projector 


Full  sized,  full-fledged,  improved  mechanism,  utmost  simplicity 
in  handling,  complete  with  500  watt-Mazda,  for  use  on  110  Volt 
A.  C.  or  D.  C.  current.     Revolutionary  I     Larger  bulbs  available. 

Price  $350.00  Complete 

Order  from  this  ad.   MONEY  BACK  GUARANTEE 

Bass  16mm.  Sound-on-Film  Library,  one  of  the  largest  in  the 
country.  Send  for  new  catalog.  Also  catalog  of  silent  films. 
Rentals  within  1000  miles  of  Chicago.  Largest  line  of  16mm. 
equipment  in  the  country.     Get  Bass's  quotation  before  you  buy. 

Bass     Camera     Company 

179  W.  Madison  Street  Chicago,  ML 


The 

1936  FILM 
YEAR  BOOK 

i\ O  W /iV  PREPARA  TiON 

(The  encyclopedia  of  the  motion  picture  industry) 


Published      annually     by 

TheFilmDaily 

1650       Broadway 
New       York       City 


Page  274 


The  Educational  Screen 


Among  the  Producers 


Photoart  Visual  Units 

A  complete  and  well-organized  new  picture  series 
have  been  recently  prepared  by  The  Photoart  House  of 
Milwaukee.  They  consist  of  cards  6x9'/2  inches  with 
a  picture  and  descriptive  material  which  will  aid  the 
child  in  interpreting  the  picture  correctly. 

The  picture,  which  is  approximately  5)4  inches 
wide,  is  at  the  bottom  of  the  card  with  the  descrip- 
tive material  alcove.  For  children  with  reading  dif- 
ficulties there  is  only  a  paragraph  of  reading  matter 
provided  to  interpret  each  ])icture.  For  remedial 
reading,  questions  may  be  based  on  the  paragraph. 
Thus  the  cards  serve  for  classes  in  reading  as  well 
as  in  geography  and  social  studies.  The  ma- 
terial has  been  so  designed  as  to  be  ideally  applica- 
ble for  use  also  as  an  individual  classroom  study, 
around  the  chalk  rail,  on  the  bulletin  board  or  for 
use  in  the  opacjue  projector. 

Titles  of  the  four  completed  units  ready  for  sale 
are:  Means  of  Transportation  (67 cards),  U.  S.  North- 
ern Interior  (74  cards).  Japan  (58  cards),  Coal 
Mining  (56  cards).  These  pictures  show  means  of 
travel  from  the  dugout  canoe  to  the  stream-lined  train 
and  ferryboat ;  the  life,  industry  and  geography  of  our 
country  and  Japan ;  and  the  four  kinds  of  mining. 

These  materials  are  prepared  and  edited  by  well 
known  teachers.  Miss  Leavelva  Bradbury  of  the 
State  Teachers  College.  Oshkosh,  prepared  Japan. 
Miss  Mineta  Merton,  Jr.  High  School,  Waukesha,  pre- 
pared Coal  Mining.  Means  of  Transportation  and  U. 
S.  Northern  Interior  were  prepared  under  the  super- 
vision of  Miss  Edna  E.  Eisen,  Steuben  Jr.  High 
School,  Milwaukee. 

There  is  a  wealth  of  material  in  these  pictures.  All 
are  actual  photographs  with  the  exception  of  a  few 
drawing  and  maps.  The  well-planned  arrangement  of 
the  pictures  and  reading  material  on  each  card  has 
met  with  enthusiastic  approval  from  educators. 


STATEMENT    OF    OWNERSHIP,    MANAGEMENT,    CIRCULATION, 

ETC..  REQUIRED  BY  THE  ACT  OF  CONGRESS 

OF  AUGUST  24.  1912 

Of    The    Educational    Screen    and    Visual    Instruction    News,    published 

monthly  except  Jul.v  and  August,  at  Morton,  11..  for  October  1.  1935 
State  of  Illinois,  County  of  Cook,  ss. 

Before  me,  a  notary  public  in  and  for  the  State  and  county  afore- 
said, personally  appeared  Nelson  L.  Greene,  who.  having  been  duly 
sworn  according  to  law,  deposes  and  says  that  he  is  the  editor  of  The 
Educational  Screen,  and  that  the  following  is,  to  the  best  of  his 
knowledge  and  belief,  a  true  statement  of  the  ownership,  management 
(and  if  a  daily  paper,  the  circulation),  etc.,  of  the  aforesaid  publica- 
tion for  the  date  shown  in  the  above  caption,  required  by  the  Act  of 
August  24,  1912,  embodied  in  section  411,  Postal  Laws  and  Regulations, 
printed  on  the  reverse  of  this  form,  to-wit : 

1.  That  the  names  and  addresses  of  the  publisher,  editor,  manag- 
ing editor,  and  business  managers  are:  Publisher,  The  Educational 
Screen.  Inc.,  64  E.  Lake  Street.  Chicago,  111. ;  Editor,  Nelson  L  Greene 
64  E.   Lake  Street,  Chicago,   111. 

2.  That  the  owner  is :  The  Educational  Screen,  Inc.,  64  E.  Lake 
Street.  Chicago.  111.  :  Herbert  E.  Slaught.  ,5648  Kenwood  Ave.,  Chicago : 
Nelson  L.  Greene,  .5836  Stony  Island  Ave.,  Chicago :  Estate  of  Dudley 
G.  Hays,  1641  Estes  Ave.,  Chicago:  Estate  of  Frederick  J.  Lane.  6450 
Kenwood  Ave..  Chicago;  Marguerite  Orndorff.  1617  Central  Ave.. 
Indianapolis.  Ind.  :  Frank  Greene.  Ocala,  Fla.  ;  Marie  Craig,  Torring- 
ton.  Conn.  :  Marion  Lanphier.  5000  E.  End  Ave.,  Chicago ;  Estate  of 
J.  J.  Weber,  Bay  City,  Tex. 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 

New  Device  for  Microscopic  Photography 

Through  the  co-operation  of  the  Ijauscn  &  Lomb 
Optical  Company  and  the  Eastman  Kodak  Com- 
pany, a  new  apparatus  has  been  designed  for  mak- 
ing microscopic  movies.  The  use  of  the  16min. 
camera  has  previously  been  romewhat  limited  in 
the  scientific  field.  The  cost  of  fitting  up  a  movie 
camera  to  make  microscopic  movies  ran  well  over 
the  thousand  dollar  mark  and  was  limited  more  or 
less  to  35mm.  cameras  and  film. 

Now  the  Cine-Kodak  Special  may  be  used  with  a 
special  observation  eyepiece,  developed  by  Bausch 
&  Lomb,  which  acts  as  a  beam  splitter.  The  beam 
splitter  eyepiece  is  fitted  to  the  front  of  the  camera 
in  place  of  the  regular  camera  lens.  In  the  beam 
splitter  is  a  45  degree  prism,  silvered  but  unbacked, 
which  causes  part  of  the  light  to  be  reflected  to  the 
film  and  part  to  be  transmitted  through  the  eye- 
piece so  that  the  operator  can  observe  the  action 
and  the  field  while  the  picture  is  being  made.  The 
Observation  Eyepiece  sets  into  a  flange  placed  on 
the  microscope  eyepiece  so  that  a  light  tight  seal 
is  made  between  the  two  elements.  This  accessory 
can  be  fitted  to  any  microscope. 

Not  only  can  films  be  easily  made  in  black  and 
white,  but  with  the  new  Kodachrome  film  jiictiires 
in  natural  color  can  be  obtained.  The  use  of  color 
film  with  polarized  light  produces  some  extraordi- 
nary results. 

Doctors,  medical  students,  and  all  scientific  work- 
ers, can  make  records  in  monochrome  or  color,  for 
purposes  of  record,  teaching  or  scientific  study. 
The  amateur,  at  modest  expense,  is  enabled  to  se- 
cure beautiful  and  unusual  films  of  the  activities 
of  live  specimens. 


3.  That  the  known  bondholders,  mortgagees,  and  other  security 
holders  owning  or  holding  1  per  cent  or  more  of  total  amount  of  bonds, 
mortgages,  or  other  securities  are:   (If  there  are  none,  so  state.)     None. 

4.  That  the  two  paragraphs  next  above,  giving  the  names  of  the 
owners,  stockholders,  and  security  holders,  if  any,  contain  not  only 
the  list  of  stockholders  and  security  holders  as  they  appear  upon  the 
books  of  the  company  but  also,  in  cases  where  the  stockholder  or  se- 
curity holder  appears  upon  the  books  of  the  company  as  trustee  or 
in  any  other  fiduciary  relation,  the  name  of  the  person  or  corporation 
for  whom  such  trustee  is  acting,  is  given  :  also  that  the  said  two  para- 
graphs contain  statements  embracing  affiant's  full  knowledge  and  be- 
lief as  to  the  circumstances  and  conditions  under  which  stockholders 
and  security  holders  who  do  not  appear  upon  the  books  of  the  com- 
pany as  trustees,  hold  stock  and  securities  in  a  capacity  other  than 
that  of  a  bona  fide  owner:  and  this  atfiant  has  no  reason  to  believe 
that  any  other  person,  association,  or  corporation  has  any  interest 
direct  or  indirect  in  the  said  stock,  bonds,  or  other  securities  than 
as  so  stated  by  him. 

5.  That  the  average  number  of  copies  of  each  issue  of  this  pub- 
lication sold  and  distributed,  through  the  mails  or  otherwise,  to  paid 
subscribers  during  the  six  months  preceding  the  date  shown  above 
is  .      (This  information    is  required   from  daily  publications   only.) 

NELSON  L.  GREENE, 
(Signature  of  editor,  publisher,  business  manager  or  owner.) 
Sworn  to  and  subscribed  before  me  this  1st  dav  of  October.  1935. 
(SEAL)  LYDA  SHEA. 

(My  comroission  expires  December  16.  1935) 


November,  195  5 


Page  275 


CLASSES    BEGIN    PROMPTLY 


When  Teachers  Have 
TheseDA'LlTEAids 

The  Da-Lite  Projector  Stand  and  the 
Da-Lite  Challenger  Screen  eliminate 
delay  and  confusion  in  getting  ready. 
The  Projector  Stand  assures  vibratlonless 
projection  of  pictures  at  the  right  height 
for  your  class  room.  It  has  a  tilting 
platform  with  worm  gear  control  for 
silent  projectors,  which  can  be  quickly 
replaced  with  a  non-tilting  buse  for 
sound  and  slide  projectors. 
The  Challenger  Screen  has  a  tripod  per- 
manently attached  to  the  case.  It 
adjusts  to  any  height.  Sizes  range  from 
30"  X  40"  up  to  and  including  70"  x  94". 
Screen  surface  is  beaded  unless  other- 
wise specified. 

See  your  dealer  or  write  us    for  full  de+fl'ls! 

DA-LITE  SCREEN  CO.,  INC. 

2723   No.   Crawford   Ave.,   Chicago,   III. 

Qtiality   Screens  for   More   Than 
a   Quarter   of   a   Century 


Da-Lite  Challenger 
Screen 


DA- LITE  PROJECTOR  STANDS  and  SCREENS 


A  Convenient  Projector  Case 

The  Motion  Picture  Screen  &  Accessories  Com- 
pany of  New  York  City,  manufacturers  of  Britelite 
Truvision  Portable  Screens,  Indoor  Floodlight  Re- 
flector Units,  Film  Storage  Cases  and  Projector 
Cases,  have  added  to  their  line  a  new  Carrying 
Case  for  the  Keystone  Projector  which  embraces 
novel  and  advantageous  features. 

Most  cases  for  projectors  are  built  to  hold  the 
machine  snug  in  the  case.  As  projector  bulbs  and 
optical  systems  are  sensitive,  jarring  of  the  machine 
from  constant  handling  and  removing  it  from  the 
case  is  apt  to  result  in  damage.  With  the  new  Key- 
stone De  Luxe  Case,  which  is  suitable  for  either  the 
B-63,  A-74  or  A-78  Projectors,  the  base  of  the  pro- 
jector fits  firmly  into  the  bottom  of  the  case  and 
cannot  wabble  while  being  carried.  When  ready 
for  projecting  pictures,  the  case  opens  on  both  sides, 
leaving  the  projector  free  for  the  threading  of  the 
film  without  having  to  remove  it  from  the  case. 
When  the  show  is  completed  both  side  flaps  are 
l^rought  together  enclosing  the  projector  in  the 
case.  Thus  the  machine  can  be  run  while  in  the 
case  without  ever  having  to  remove  it.  In  addition 
to  this  case,  they  also  make  a  case  for  the  new 
Keystone  8mm.  Projector. 

The  wood  in  all  of  the  cases  made  by  this  firm 
is  treated  by  a  special  process  to  prevent  warping. 


The  corners  are  interlocked  and  all  sides  in  addition 
to  being  nailed,  are  glued,  making  them  exceeding- 
ly sturdy.  They  are  covered  with  attractive  Du 
Pont  Fabricoid  and  have  nickled  fittings. 

DeVry  Combination  Super-Speed  Camera 

The  DeVry  "A"  Movie  Camera,  characterized  as 
"Magic  Eye"  "Super  Eye"  cameras,  etc.,  has  been  re- 
cently adopted  for  Action  Pictures  in  newspapers,  and 
Still  Pictures  in  movie  studios.  The  DeVry  "A"  news- 
reel  camera  has  been  provided  with  a  special  duplex 
shutter  and  high  speed  lens  for  use  by  leading  news- 
papers for  instantaneous  action  pictures  in  series 
where  much  sharper  definition  is  required  than  with 
ordinary  movie  cameras,  and  for  use  wherever  life  like 
stills  with  dramatic  action  is  involved — as  in  Movie 
Studios.  The  camera  has  been  used  also  by  such 
noted  explorers  as  Frank  Buck,  Carveth  Wells,  Rich- 
ard Byrd. 

The  new  optical  system  stops  all  action  with  startling 
suddenness  and  shaq^ness.  .A  large  number  of  differ- 
ent cross  sections  of  a  given  action  are  taken  at  one 
shot,  thus  providing  a  greater  range  of  selection. 
The  new  speeds  range  from  1/100  to  1/1000  of  a 
second,  giving  photos  for  enlargement  free  from 
blurred  or  "fuzzy"  effects — in  fact,  focal  plane 
(Graflex)  definition,  but  with  the  continuity  of  movie 
shots,  and  on  inexpensive  3.Smni  film  :  wliicii  will  en- 
large clear  and  sharp  up  to  any  desired  size. 


Page  276 


The  Educational  Screen 


Here    They    Are 


FILMS 

Bray  Pictures  Corporation  (3,  6) 

729   Seventh  Ave.,   New  York   City 

H.  S.  Brown,  Inc.  (1,  4) 

6   N.    Michigan    Ave.,    Chicago 
<See  advertisement  on  page  266) 

Eastin  16  mm.  Pictures  (6) 

(Rental  Library)   Davenport.  la. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  back  cover) 

Eastman  Kodak  Co.  (1,4) 

Teaching  Films  Division 

Rochester,  N.  Y. 

(See  advertisement  on  page  267) 

Edited  Pictures  System,  Inc.         (1,  4) 
330  W.  42nd  St.,  New  York  City 

Erpi  Picture  Consultants,  Inc.  (2, 4,  5, 6) 

250  W.  S7th   St.,   New  York   City 

Garrison  Film  Dist.  Inc.  (5) 

729  Seventh  Ave.,  New  York  City 

(See  advertisement  on  page  270) 

Guy  D.  Haselton's  TRAVELETTES 

7901  Santa  Monica  Blvd.,  Hollywood, 
Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  g) 

30  E.  Eighth  St.,  Chicago,   III. 

(See  advertisement  on  page  271) 

International  Educational  Pictures,  Inc. 

40  Mt.   Vernon   St.,   Boston,   Mass. 

(See  advertisement  on  page  268) 

The  Manse  Library  (4,  5) 

409  McAlphin  Ave.,  Cincinnati,  O. 
(See  advertisement  on  page  270) 

Pinkney  Film  Service   Co.  (1,  4) 

1028    Forbes    St.,    Pittsburgh,    Pa. 

Ray  Bell  Films,  Inc.  (3,  6) 

2289  Ford  Rd.,  St.  Paul,  Minn. 

United  Projector  and  Films  Corp.  (1,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 

Universal   Pictures   Corp.  (3) 

Rockefeller   Center,    New   York   City 

(See  advertisement  on  page  273) 

Visual  Education  Service  (6) 

470    Stuart    St.,    Boston,    Mass. 

Wholesome  Films  Service,  Inc.      (3,  4) 

48  Melrose   St.,  Boston,   Mass. 

William  A.  Dudley  Visual  Education 
Service  (4) 

736  S.  Wabash  Ave.,  Chicago 

(See  advertisement  on  page  245) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839  N.  Western  Avenue,  Chicago 

(See  advertisement  on  page  245) 

Bass  Camera  Company  (6) 

179  W.  Madison  St.,  Chicago 

(See  advertisement  on  page  273) 

Bell  &  Howell  Co.  (6) 

1815    Larchmont    Ave.,    Chicago,    111. 

(See  advertisement  on  inside  back  cover) 


Eastman    Kodak    Co.  (4) 

Rochester,    N.    Y. 

(See  advertisement  on  outside  back  cover) 

Edited   Pictures   System,  Inc.  (1) 

330   W.   42nd   St.,   New   York   City 

Erpi  Picture  Consultants,  Inc.  (2, 4, 5, 6) 

(Western    Electric   Sound    System) 
250  W.  S7th   St.,  New  York  City 

Herman   A.   DeVry,   Inc.  (3,   6) 

1111    Center    St.,    Chicago 

(See  advertisement  on  page  246) 

Holmes  Projector  Co.  (3) 

1813  Orchard  St.,   Chicago 

(See  advertisement  on  page  266) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  New  York  City 

(See  advertisement  on  page  271) 

International  Projector  Corp.  (3,  6) 
90  Gold  St.,  New  York  City 

(See  advertisement  on    inside  front  cover) 

Motion  Picture  Accessories  Co.      (3,  6) 

524  W.  26th  St.,  New  York  City 
(See  advertisement  on  page  269) 

RCA  Manufacturing  Co.,  Inc.  (5) 

Camden,   N.  J. 

(See  advertisement  on  page  265) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924    Rose    St.,    Regina,    Sask. 
S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 
Sunny  Schick,  National  Brokers  (3,  6) 

407   W.   Washington   Blvd. 
Fort  Wayne,  Ind. 

(See  advertisement  on  page  270) 

United  Projector  and  Film  Corp.  (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 
Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(See  advertisement  on  page  248) 

Visual  Education  Service  (6) 

470  Stuart  St.,  Boston,  Mass. 

Weber   Machine  Corp.  (2,  S) 

59  Rutter  St.,  Rochester,  N.  Y. 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

PICTURES 

The  Photoart  House 

844   N.    Plankinton    Ave.,    Milwaukee, 
Wis. 

(See  advertisement  on  pape  269) 

SCREENS 

Central  Camera  Co. 

230  S.  Wabash  Ave..  Chicago 

(See  advertisement  on  page  270) 

Da-Lite  Screen  Co. 

2721    N.   Crawford   Ave.,   Chicago 

(See  advertisement  on  page  275) 

Motion  Picture  Accessories  Co 

524  W.  26th  St.,  New  York  City 

(See  advertisement  on  page  269) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 

510  Twenty-second  Ave.,   East 
Superior,  Wis. 


A    Tra(de     Directory 
for   the   Visual    FieM 


Edited    Pictures    System,   Inc. 

330  W.  42nd   St.,   New  York  City 

Ideal  Pictures  Corp. 
30  E.   Eighth   St.,   Chicago,   III. 

(See  advertisement  on  page  271) 

Keystone  View  Co. 

Meadville,   Pa. 

I  See  advertisement  on  page  272) 

Radio-Mat  Slide  Co.,  Inc. 
1819  Broadway,   New  York  City 

(See  advertisement  on  page  268) 

Spencer   Lens   Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  269) 

Victor    Animatograph    Corp. 
Davenport,  Iowa 

(See  advertisement  on  page  248) 

Visual  Education  Service 

470  Stuart  St.,  Boston,  Mass. 

Visual  Sciences 
Suffern,  New  York 

(See  advertisement  on  page  268) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 
1111   Center   St.,   Chicago 

(See  advertisement  on  page  246) 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page  272) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 

E.  Leitz,  Inc. 

60  E.  10th  St.,  New  York  City 

(See  advertisement  on  page  271) 

Regina  Photo  Supply  Ltd. 

1924  Rose  St.,  Regina,  Sask. 
Spencer  Lens  Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  269) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 


REFERENCE   NUMBERS 

(1)   indicates    firm   supplies 

35    mm. 

silent. 

(2)   indicates    firm   supplies 

35    mm. 

sound. 

(3)    indicates    firm   supplies 

35    mm. 

sound  and  silent. 

(4)   indicates    firm   supplies 

16   mm. 

silent. 

(5)    indicates    firm   supplies 

16    mm. 

8ound-on-fiIm. 

(6)    indicates    firm   supplies 

16    mm. 

sound  and  silent. 

Continuous  insertions  under  one  heading,  $1.50  per  issue;  additional  listings  under  other  headings,  75c  each. 


Pitbffe  tn»rtry 

Kansas  CMy,  Mo. 
fonrhBrt  IJhrsrv 


■■-  ^  '^  V, 


v^-v->6-t-cs>--f-i 


Educationa 


COMBINED  WITH 


Visual  Instruction  News 


CONTENTS 

Buildins  a  Visual   Education   Prosram 

Painting  Your  Own  Barn 

The  Objective  Test  and  the 
Stereopticon 

A  New  Era  for  The  Church 


Single      Copies      25c 
•  $2.00    a    Year  • 


Schools,  Colleges  and  Churches 


Equipped  with 


TRADE  MARK  REG'O. 


PROJECTORS 

Secure  Professiondl  Sound  and 

Visual  Projection 


All  (y^^gsgr  Projectors  are  Made 
to  One  High  Standard 

The  products  of  our  company  are  used  in  thousands 
of  theatres  and  by  public  and  private  institutions 
throughout  the  world  requiring  superior  results.  Pro- 
fessional sound  and  visual  projection  demands  a 
thorough  understanding  of  materials  and  precision 
workmanship.  Every  part  manufactured  by  us  for 
our  35  mm.  projectors  is  made  to  meet  the  highest 
professional  requirements. 

Only  Manufacturers  in  the  World  Making  a  Complete  Line  of  35  mm.  Projectors 

INTERNATIONAL  PROJECTOR  CORPORATION 

88-96  GOLD  STREET  NEW  YORK,  N.  Y. 


December,  195  5 


Page  279 


Editoria 


ACCORDING  to  present  plans  of  the 
Department  of  Visual  Instruction  of 
the  National  Education  Association,  the 
national  Questionnaire  on  Visual  Instruc- 
tion will  begin  mailing  to  American 
schools  on  January  2nd  next.  Some 
months  of  careful  work  have  gone  into 
the  framing  of  the  little  document.  It 
is  designed  to  bring  maximum  informa- 
tion on  a  school's  equipment  and  activity, 
yet  with  minimum  time  and  effort  from 
the  Principal  recording  same. 

Educators,  being  only  human,  are  sub- 
ject to  that  law  of  human  nature  which 
seems  to  say  "the  wastebasket  is  easier 
than  the  mail".  Hence  the  pitifully  low 
percentage  of  returns  on  most  question- 
naires. 

On  this  particular  paid-post-card  ques- 
tionnaire, the  Department  expects  to 
raise  enormously  the  usual  percentage  of 
return,  for  several  reasons:  (1)  Interest 
in  the  visual  idea  has  never  been  so  high 
as  now.  (2)  The  range  of  information 
covered  by  this  questionnaire  assures  the 
field  of  comphensive  statistics  on  itself 
for  the  first  time  in  its  history.  (3)  The 
labor  of  replying  has  been  reduced  to  the 
irreducible  minimum  —  check  marks,  a 
few  figures,  and  the  government  postal 
to  be  mailed  as  is. 

Many  of  our  readers  can  be  of  definite 
assistance  in  increasing  returns.  Those 
connected  with,  or  in  familiar  contact 
with  one  or  more  schools  can  drop  a  word 
in  the  proper  quarter  urging  that  the 
school  should  not  remain  blank  in  the 
national  record.  As  the  aim  is  to  get  an 
individually  numbered  questionnaire  to 
every  school  in  the  country,  mailings  will 
necessarily  spread  over  a  considerable 
period.  But,  sooner  or  later,  every  school 
will  receive  its  document.  Our  readers 
can  have  each  school  in  their  communities 
in  a  cooperative  frame  of  mind,  ready  to 
reply  promptly  to  the  first  really  national 
effort  of  the  kind  in  visual  education 
history. 

Beginning  in  the  January  issue  of 
The  Educational  Screen  (Volume 
XV,  Number  1 — please  note  our  vener- 
able age!)  we  are  pleased  to  announce  a 
new  department  entitled  "'Film  Produc- 
tion by  the  Educational  Field",  to  be  con- 
ducted by  V.  W .  Davis  of  the  Department 
of  Photography  of  Ohio  State  University. 
It  will  offer  not  only  news  of  film-making 
activities  by  schools  and  colleges  through- 
cut  the  country  but  also  specific  aid  and 
information  on  technical  problems  con- 
fronting institutions  desiring  to  make 
visual  material  for  their  own  use. 

Nelson    L.    Greene 


Educational     Screen 

Combined    with 

Visual     Instruction     News 
DECEMBER,   1935 

VOLUME      XIV  NUMBER      10 


CONTENTS 


Building  a  Visual  Education  Progrann. 

Frank  A.  Rhuland . 28 1 

Painting  Your  Own  Barn.     V/Illlam  F.  Kruse 283 

The  Objective  Test  and  the  Stereopticon. 

Laurence  C.  Welch _ 285 

News  and  Notes.    Conducted  by  Josephine  hHoffman 287 

The  Church  Field.    Conducted  by  Mary  Seattle  Brady.. ..289 

Annong  the  Magazines  and  Books. 

Conducted  by  Stella  Evelyn  Myers 291 

The   Film   Estimates.... 293 

Film  Production  Activities.     Conducted  by  The  Staff 294 

School  Department. 

Conducted  by  Dr.  F.  Dean  McClusky 296 

Among  the  Producers 304 

Here  They  Are!  A  Trade  Directory  for  the  Visual  Field. ...306 

Index  to  Volume  XIV... 307 

Contents  of  previous  issues  listed  in  Education  Index. 

General  and  Editorial  Offices,  64  East  Lake  St.,  Chicago,  Illinois.  Office 
of  Publication,  Morton,  Illinois.  Entered  at  the  Post  Office  at  Morton, 
Illinois,  as  Second  Class  Matter.  Copyright,  December,  1935  by  the  Edu- 
cational  Screen,    Inc.      Published    every   month    except  July    and    August. 

$2.00  a  Year         (Canada,  $2.75;  Foreign,  $3.00)         Single  Copies,  25  cts. 


THE  EDUCATIONAL  SCREEN,  Inc. 


DIRECTORATE  AND  STAFF 


Herbert  E.  Slaught,  Pres. 
Nelson  L.  Greene,  Editor 
Ellsworth  C.  Dent 
Evelyn  J.  Baker 
Josephine  Hoffman 


Stanley  R.  Greene 
R.  F.  H.  Johnson 
Marion  F.  Lanphier 
F.  Dean  McClusky 
Stella  Evelyn  Myers 


Page  280 


The  Educational  Screen 


fmdft^Qjl^hiVi 


odel  25  ANIMATOPHONE  is  the  world's  lighlest,  most 
ooiii|iacl.  IdHesr-priced  Hif^h  Qiiatity  Srtuiid  Picture  Hepro- 
ducer.  For  only  a  triflr  more  than  Silent  Cost,  it  provides 
the  rai'ilities  for  running  hiith  Silful  and  Sound  Films.  Its 
PcrforiiiiiiK  e-Ahilily  is  a  known  and  proven  quantity  .... 
for  it  embodies  the  same  features  that  have  made  VICrOK'.S 
SiipiT  Hi-Power  Model  2t  the  world's  most  widely  used 
16  mm  Sound  Projector.  Principal  dislinetion  is  a  highly 
perfected,  lifrhter-duty  amplifier  which  made  possible  INIodel 
2.t's  reduced  size,  weiftht,  and  price.  (Total  weight,  l.j  lbs.) 
Its  undistorted  Volume  anil  .■><)()  watt  Illumiiiatioii  (Hi- 
Power)    are  more  than  ample  for  audiences  of  up  to  200. 

(For  tiniviTsnl  application  ....  small-room  to  2000- 
capacity  aiidilorinnis  ....  Model  24  continuvs  to  be  the 
logical  choice.) 

ANIMATOPHONE  25  will  amaze  you  .  .  .  Arrange  NOW 
to  see  and  hear  it ! 


AZICT0RMIMATOGRAPHC0RP.,DAVENPOKrjOWV,U.&A. 


[  N  E  MT    Y  0  RK 


LOS    ANGELES 


C  HICAGO 


December,  195  5 


Page  281 


Building  a  Visual  Education  Program 


THE  situation  in  Beverly,  Massachusetts,  is  not 
essentially  different  from  any  other  city.  Plant 
capacity  is  strained  to  accommodate  enlarged 
enrollment  while  additional  school  appropriations 
are  out  of  the  question.  Much  of  the  enrollment 
which  represents  the  increase  over  former  years  is 
of  the  type  which  requires  more  than  average  teach- 
ing skill.  Devices  of  all  types  are  needed  to  revive 
and  hold  flagging  pupil  interest.  After  doing  con- 
tortions for  some  years  in  an  endeavor  to  visualize 
various  phases  of  Science  for  his  classes,  the  writer 
finally  turned  loose  a  store  of  latent  interest  in  edu- 
cational motion  pictures.  The  result  has  been  little 
short  of  incredible. 

The  day  which  might  be  regarded  as  the  begin- 
ning was  Saturday,  January  27,  1934.  It  can  hardly 
be  said  that  there  was  no  visual  education  in  Bev- 
erly High  School  previous  to  that  date.  There  was 
in  the  school  some  projection  apparatus  and  ma- 
terials. Some  of  it  had  l^een  used  occasionally, 
especially  in  the  years  following  the  war.  For  some 
years  previous  to  1934  visual  education  had  been 
approximately  as  dead  as  the  well-known  dodo.  On 
January  27  the  writer  accompanied  by  an  Art 
teacher  and  several  pupil  members  of  a  "committee 
on  motion  pictures"  attended  a  convention  on  vis- 
ual education  held  in  Boston.  Under  the  guidance 
of  Abraham  L.  Krasker,  a  pioneer  in  the  use  of  edu- 
cational motion  pictures,  the  program  presented 
was  an  inspiration.  The  writer  returned  filled  with 
determination  to  try  out  teaching  pictures  in  some 
of  his  classes. 

Films  could  be  obtained  at  Boston  University 
free  of  charge  except  for  shipping,  and  the  school 
contained  several  rooms  equipped  with  dark  shades. 
A  good  silver  screen  was  also  available  but  no  mo- 
tion picture  projector.  Projectors  sold  for  $150.00 
and  up.  After  speculating  on  and  rejecting  the  pos- 
sibility of  buying  one,  the  problem  was  solved  when 
it  was  learned  that  a  member  of  the  teaching  staff, 
Clarence  Howard,  owned  a  small  DeVry  projector. 
He  loaned  it  for  use  in  the  school,  as  he  had  an  ac- 
tive interest  in  the  possibilities  of  educational  mo- 
tion pictures.  The  writer  procured  from  the  library 
at  Boston  University  a  three  reel  subject  entitled 
Evolution  of  the  Oil  Industry,  and  on  February  13 
the  picture  was  shown  to  two  Science  classes.  Sev- 
eral other  teachers  who  displayed  interest  were  in- 
vited to  share  the  "good  news",  and  in  the  course 
of  the  week  8  showings  were  made  to  a  total  of  310 
pupils. 


By      FRANK      A.      RHULAND 

Chairman,  Committee  on  Visual  Education 
High  School,   Beverly,  Massachusetts 

Interest  and  enthusiasm  on  the  part  of  both 
teachers  and  pupils  was  spontaneous,  and  both  the 
school  paper  and  the  daily  local  paper  carried  ac- 
counts of  the  "introduction  of  motion  pictures"  in 
classroom  procedure.  This  was  a  happy  start  and 
should  provide  a  suggestion  to  those  who  would 
like  to  promote  visual  education  in  their  schools. 
Motion  pictures  have  a  fascination  for  nearly  every- 
body ;  and  with  reasonable  regard  for  propriety,  the 
educator  may  if  necessary  capitalize  the  fact  to  gain 
publicity  and  support  for  worthwhile  educational 
ends.  The  public  pays  the  bills  for  education,  and 
is  interested  in  what  goes  on  in  the  schools.  Knowl- 
edge and  understanding  are  essential  to  gaining 
appreciation. 

From  this  point  on  the  growth  of  the  use  of  mo- 
tion pictures  was  phenomenal.  By  the  end  of  the 
school  year,  a  dozen  teachers  had  made  use  of  26 
film  subjects  on  51  reels.  There  had  been  161  show- 
ings before  a  total  of  4891  pupils.  Money  had  been 
raised  sufficient  to  purchase  a  400  Watt  Ampro 
projector  and  establish  a  working  fund  for  small 
expenses.  The  use  of  motion  pictures  was  estab- 
lished and  recognition  was  given  by  the  headmas- 
ter's announcement  that  a  "Visual  Education  Com- 
mittee"  would  be  appointed    for  the   following  year. 

The  records  for  the  present  school  year  show  that 
films  were  used  in  5  of  the  10  departments  by  25  of 
the  60  odd  teachers  on  the  stafif.  The  number  of 
subjects  shown  is  66  on  133  reels.  Whole  or  part 
period  showings  totalled  417,  amounting  to  15,588 
pupil-periods  (whole  or  part  period). 

What  of  the  other  phases  of  visual  education? 
Thus  far  this  account  has  concerned  the  virtually 
mushroom  growth  of  the  use  of  motion  pictures. 
Were  other  types  of  visual  education  used?  The 
reader  will  recall  that  they  were  almost  wholly  un- 
used previous  to  the  date  when  motion  pictures 
were  introduced. 

Our  growth  in  the  use  of  other  visual  aids  since 
then  has  not  been  sensational,  but  it  has  been  steady 
and  in  many  respects  more  healthy  than  the  growth 
in  the  use  of  films.  Applications  for  the  use  of 
lantern  slide,  filmslide,  and  opaque  projection  are 
increasing  steadily,  and  these  applications  invaria- 
bly show  deep  interest  and  forethought  on  the  part 
of  the  teacher  which  is  often  lacking  in  requests 
for  the  use  of  films.  On  May  3rd,  for  example,  over 
300  pupils  in  the  French  classes  were  shown  lan- 
tern slides  on  Paris  and  other  interesting  points 
of  France.     The  department  head  supervised  the 


Page  282 


The  Educational  Screen 


planning  which  began  fully  a  month  before  the  date 
of  showing,  so  that  the  various  duties  attendant 
upon  getting  a  dozen  class  groups  checked  in  and 
out  in  the  course  of  the  six  periods  of  the  school 
day  were  delegated  to  participating  teachers  and 
were  smoothly  discharged. 

To  the  original  equipment  on  hand  in  the  school, 
additions  have  been  made  so  that  requests  for  any 
of  the  common  types  of  projection  apparatus  can 
be  met  whether  it  be  filmslide,  opaque,  lantern  slide, 
or  motion  picture  projection.  It  is  evident  that 
while  our  development  of  visual  education  has  been 
distorted  in  the  direction  of  excessive  use  of  motion 
pictures,  the  films  have  aroused  an  enthusiasm  and 
interest  in  other  forms  of  visual  education  which 
would  not  exist  otherwise. 

The  narrative  thus  far  has  left  the  reader  in  the 
dark  concerning  the  manner  in  which  these  develop- 
ments were  engineered.  The  problem  divided  itself 
into  two  aspects,  one  of  finance,  and  one  of  super- 
vision.   Each  can  be  explained  as  follows. 

Starting  with  "free  films"  and  borrowed  projectors, 
the  only  expense,  that  of  transporting  films  and  supply- 
ing lamps  for  the  projector,  was  met  out  of  the  writer's 
pocket  plus  contributions  from  the  pockets  of  other 
interested  teachers  who  felt  well  repaid  for  the  cost. 
On  the  wings  of  publicity  a  pupil  committee  headed  by 
a  very  earnest  young  man  named  Walter  Towne,  with 
the  assistance  of  the  dramatic  teacher,  staged  a  vaude- 
ville show  to  raise  the  funds  for  a  motion  picture  ma- 
chine. This  show  together  with  the  benefits  of  a 
social  which  were  given  for  the  fund  netted  nearly 
$150.00,  so  that  we  were  able  to  purchase  a  projector 
and  have  something  left  for  lamps  and  minor  expenses. 

At  the  outset  of  the  present  year  the  teachers  of 
United  States  History  expressed  a  desire  to  have  the 
Chronicles  of  Americai  photoplays  shown  in  their 
classes.  The  300-odd  pupils  enrolled  in  the  subject 
agreed  almost  unanimously  to  donate  .30  each  or  .02 
per  episode  for  the  series,  and  as  a  result  $92.00  out 
of  the  necessary  $100.00  rental  price  was  raised. 
About  the  same  time  a  combined  teacher  and  pupil 
committee  set  in  motion  plans  for  a  "Sport  Night" 
program  which  would  add  to  the  the  "Visual  Educa- 
tion Fund"  which  had  been  ofificially  established. 

One  of  the  features  of  the  program  was  16  mm 
motion  pictures  of  the  football  games  played  by  the 
school  that  year,  the  taking  of  which  had  been  done 
with  rented  cameras.  This  program  netted  $85.00 
more  for  the  fund.  In  the  meantime,  teachers  apply- 
ing for  the  use  of  visual  materials  were  given  a  hint 
that  any  pupil  contribution  however  small  (and  under 
no  condition  compulsory)  would  be  appreciated  and 
would  extend  the  opportunities  for  all  interested  in 
visual  education.  The  response  was  gratifying,  and 
miscellaneous  contributions  swelled  the  total  receipts 
from  all   sources  to  an   amount  of  $367.54  over  the 


period  between  Feb.  1934  and  May  1935.  Expendi- 
tures in  that  period  totalled  $346.40  of  which  $171.90 
went  into  the  purchase  of  equipment  and  $174.50  into 
the  operating  costs  such  as  rentals,  transportation,  and 
projector  lamps.  Not  one  cent  of  taxpayers'  money, 
as  such,  has  entered  into  the  development  of  our  Visual 
Education  program.  We  shall  enter  our  next  school 
year  with  full  equipment,  and  confidence  in  our  abil- 
ity to  raise  enough  funds  for  operating  expenses  to 
maintain  our  present  development. 

The  problem  of  supervision  and  management  divides 
itself  into  two  aspects  ;  one  concerning  pupil  operators, 
and  the  other  concerning  faculty  management. 

Operation  of  the  motion  picture  machine  presented 
a  difficulty  at  the  outset.  Many  teachers  who  would 
like  to  use  the  films,  preferred  to  be  free  to  watch  the 
film  and  the  class.  The  writer  could  not  be  there  to 
operate  the  machine  as  he  usually  had  his  own  classes 
to  attend.  A  number  of  reliable  boys  were  selected  and 
trained  to  operate  the  projector,  their  programs  filed 
so  that  they  would  be  assigned  to  operate  during  their 
study  periods.  They  were  later  organized  into  a 
"Photocraft  Club"  and  instructed  in  the  operation  of 
lantern  slide,  filmslide,  and  opaque  projectors.  The 
organization  has  been  an  invaluable  assistance  in  de- 
veloping our  visual  program.  Some  of  the  members 
have  developed  considerable  skill  in  laboratory  pho- 
tography. It  is  hoped  that  they  may  be  useful  next 
year  in  the  production  of  visual  aids. 

Faculty  management,  including  such  details  as 
procuring  films,  slides,  etc.,  checking  and  returning 
them,  storing  and  servicing  projector  apparatus, 
assigning  available  materials,  dark  rooms,  and  pupil 
operators,  supervising  money  raising  activities, 
auditing  and  disbursing  funds,  make  strenuous  de- 
mands on  a  teacher  whose  regular  duties  include 
27  out  of  30  periods  weekly.  Actually  the  task 
would  be  impossible  unless  a  variety  of  duties  could 
be  delegated,  as  they  now  are,  to  other  willing 
workers,  teachers  and  pupils.  Perceiving  that  Vis- 
ual Education  was  reaching  an  important  position 
in  school  affairs,  a  "Committee  on  Visual  Educa- 
tion" was  organized  at  the  outset  of  this  school 
year  with  the  writer  as  chairman  and  four  other 
members.  One  member  took  charge  of  checking 
receipts  and  disbursements.  Two  others  were 
charged  with  devising  money  raising  activities, 
while  one  other  member  took  care  of  equipment 
and  scheduling  use  of  materials  with  the  writer. 

Competent  mendjers  of  the  "Photocraft  Club" 
are  always  at  hand  to  assist  the  writer  in  the  care 
and  operation  of  materials  so  that  his  regular  class- 
work  proceeds  without  vmdue  disturbance.  About 
the  only  disturbance  of  school  routine  which  does 
occur  is  the  frequent  exchanging  of  classrooms  to 
furnish  the  darkened  room  necessary  to  Visual  Edu- 

{Concludcd  from   page  299) 


December,  19)5 


Page  283 


Painting  Your  Own  Barn 


NOT  SO  many  years  ago,  before  the  economy  and 
wisdom  of  painting  barns  and  other  exterior 
woodwork  was  universally  recognized,  it  was  a 
common  sight  along  many  of  our  country  roads  to 
find  sides  of  the  farmers'  barns  blazoning  forth  ad- 
vertisements extolling  the  superior  virtues  of  every- 
thing from  mange  cure  to  grand  pianos.  The  farmer 
had  little  to  say  about  the  "copy"  or  the  color  scheme, 
or  about  the  commodity  advertised,  for  it  was  the 
advertiser  who  paid  for  the  paint  job.  The  side  of 
the  barn  facing  the  road,  and  bearing  the  advertise- 
ment, frec(uently  remained  well  painted  long  after  the 
rest  of  the  building  had  peeled.  It  was  not  an  ideal 
solution,  either  for  the  farmer  or  for  the  paint  manu- 
facturer, though  the  barns  were  painted  after  a  fash- 
ion, and  there  was  a  sale  of  paint,  of  a  sort. 

For  a  good  many  years,  many  visual  instructionists 
have  found  fault  with  lesson  material  prepared  for 
their  use  by  concerns  regularly  engaged  in  the  business 
of  supplying  school  requirements,  even  though  these 
concerns  make  a  most  serious  effort  to  meet  the 
teachers'  point  of  view.  The  film  or  slide  producer 
often  goes  to  considerable  expense  to  engage  educa- 
tional authorities  to  ensure  preparation  of  the  right 
material,  and  its  co-relation  with  classroom  work.  But 
school  teachers,  like  other  humans,  have  been  known 
to  disagree  among  themselves  as  to  the  merits  of  school 
methods  or  materials  and  the  field  of  visual  instruction 
is  certainly  no  exception.  On  the  contrary,  because 
of  its  newness  and  its  extremely  wide  scope,  touching 
every  subject  on  the  curriculum,  there  is  perhaps  more 
room  for  healthy  disagreement  in  this  field  than  in 
most  others. 

Among  an  increasing  number  of 
visual  instructionists,  the  realization 
is  growing,  and  with  it  the  practice, 
that  if  their  "barn"  is  to  be  painted 
as  they  want  it,  they  will  have  to  do 
it  themselves.  Hence,  in  recent  is- 
sues of  Educational  Screen,  and 
in  some  of  the  other  specialized 
teachers'  magazines,  there  has  been 
a  growing  emphasis  upon  self-se- 
lected and  often  self-created  visual 
materials.  Photographs  are  selected 
with  a  local  application,  projects  are 
worked  out  so  as  to  encourage  in- 
dividual initiative,  posters  are  de- 
signed at  home,  only  a  few  glass 
slides  are  selected  from  the  many 
that  are  offered  in  "sets",  and  the 
vogue  of  the  "home-made"  slide  has 


By      WILLIAM      F.      KRUSE 

Formerly  Visual  instrucf  ion  Section.  National  Park  Service 
Washington,  D.  C. 

already  given  us  some  highly  promising  achievements. 

A  teacher,  or  visual  department  head,  who  thinks 
nothing  of  making  his  own  slide  selections  from  among 
man}',  or  his  own  still  photographs  for  opaque  pro- 
jection and  direct  viewing,  or  even  the  making  of  his 
own  slides  and  mounting  his  own  photographs,  gener- 
ally still  holds  back  from  the  making  and  editing  of 
his  own  motion  pictures.  There  are  a  few  worthy  ex- 
ceptions, some  of  which  have  been  described  in  the 
Educational  Screen  in  the  past.  The  Visual  De- 
partment at  San  Diego  has  quite  a  number  of  its  own 
motion  picture  productions  to  its  credit.  A  single 
school  in  Milwaukee,  the  Vocational  School,  put  a  staff 
of  five  to  work  producing  its  own  films,  particularly 
tailored  to  its  own  special  requirements.  A  Seattle 
high  school  made  a  local  health  story  film  that  has 
proved  a  perennial  favorite,  with  its  own  equipment, 
and  with  members  of  its  student  body  as  a  cast.  Many 
other  cases,  far  too  numerous  to  mention,  have  come 
to  light,  and  probably  still  more  have  not.  Further- 
more, there  is  a  growing  number  of  directors  of  visual 
instruction  departments  who  no  longer  hesitate  to  re- 
move a  scene  or  title,  or  change  a  continuity  of  a 
silent  motion  picture  that  they  have  purchased,  if  by 
so  doing  they  more  closely  parallel  their  own  curricu- 
lum and  teaching  schedule. 

An  interesting  example  of  "painting  your  own  barn" 
in  the  manner  of  preparing  motion  pictures  for  a  par- 
ticular need,  is  offered  by  the  National  Park  Service. 
For  many  years  the  Service  had  to  get  along  with  mo- 
tion pictures  produced  by  others,  presenting  park 
scenes  incidentally.  Sometimes  these  were  railroad 
films,    excellently   photographed,    but    with   a    natural 


All  photog:raphri  courtesy  of   Bell   &  Howell 

Producing  the  film  "Wisconsin — Its  Government  at  Work". 


Page  284 


The  Educational  Screen 


student  "company"  of  San  DieKO 
Junior  and  Senior  High  Schools 
"on  location"  makinfi:  the  teach- 
ing film  "Aviation,"  depicting 
the  growth  of  the  industry  and 
phases  of  both  civil  and  military 
aviation. 


Malting  school  his- 
tory at  the  James 
Wilson  Elementary 
School,  Philadel- 
phia, with  a  movie 
camera  filming  the 
Flag  Salute  Drill. 


emphasis  on  railroad  and  hotel  facilities.  Sometimes 
they  were  made  by  automobile  or  bus  companies,  and 
again  the  emphasis  was  naturally  on  the  sponsor's 
]iroduct.  In  still  other  cases  the  films  were  made  by 
amateurs,  often  representing  a  sightseer's  shallow  im- 
pression, and  not  always  technically  well  done.  Still, 
a  paint  job  that  includes  a  billboard  is  better  for  the 
barn  than  no  paint  at  all,  and  these  films  for  years  did 
their  share  in  popularizing  our  great  National  Park 
system. 

With  the  launching  of  the  Emergency  Conservation 
Work  program,  which  made  available  a  large  reservoir 
of  man  power  for  highly  necessary  work  to  extend 
the  facilities  of  our  National  Parks  and  Monuments, 
the  Service  was  confronted  with  additional  educational 
tasks.  It  was  desired  to  bring  home  to  the  boys  the 
social  significance  of  the  hard  physical  labor  in  which 
they  were  engaged.  What  more  effective  medium 
could  be  chosen  than  a  series  of  really  worth-while 
motion  pictures,  presenting  the  marvels  of  our  National 
Parks,  and  showing  the  contribution  of  the  CCC  ac- 
tivities in  building  up  this  heritage  of  the  American 
people  ? 

But  the  educational  task  confronting  the  National 
Park  Service  was  not  confined  to  the  boys  encamped 
in  park  areas.  These  boys  were  only  one  section  of 
the  broader  public  to  whom  the  same  realization  had 
to  be  brought.  So  the  same  motion  pictures  prove  an 
excellent  vehicle  for  carrying  to  the  American  people 
a  large  knowledge  of  the  National  Parks  and  of  the 
improvements  that  the  CCC  are  making. 

This  medium  made  it  possible  not  only  to  popular- 
ize the  National  Parks  and  Monuments  system,  but, 
through  a  better  and  broader  public  understanding,  to 
give  a  great  impetus  to  a  new  development,  that  of  a 
nation-wide  system  of  State  Parks  whose  standards 
would  more  and  more  closely  approximate  the  high 
standards  applied  in  our  National  Park  areas. 

Confronted  with  such  a  task,  it  was  realized  that 
existing  films,  photographs,  etc.,  were  not  adequate 
to  the  new  and  greater  job  to  be  done.  Two  camera 
crews  were  therefore  sent  out,  with  professional  studio 
cameras,  to  make  a  motion  picture  record  of  the  Na- 
tional and  State  Park  and  Monument  areas,  and  of 
the   CCC  activities   there.     Such  films  obviously  had 


to  be  something  more  than  just  ballyhoo  news  reels, 
of  tem])f)rary  and  passing  interest,  such  as  are  given 
in  the  sporadic  coverage  of  the  theatre  screen.  The 
Parks  themselves  will  remain,  and  much  of  the  work 
done  by  the  CCC  endure,  long  after  the  ])resent  activity 
becomes  history. 

Accordingly,  the  film  material  was  purposefully 
grouped  so  as  to  be  applicable  to  the  teaching  of 
geography,  biology,  botany,  geology,  anthropology, 
sociology,  and  kindred  subjects.  On  each  major  area, 
at  least  three  films  were  planned.  The  first  dealt 
with  a  visit  to  that  particular  area,  located  it  geo- 
graphically, and  depicted  its  scenic  features.  The 
second  presented  the  "natives"  of  that  area — animal, 
plant  and  human  life.  The  third  offered  a  "study"  of 
that  area,  dealing  popularly  but  seriously  with  the 
reasons  for  the  phenomena  observed. 

Every  technical  aid  known  to  the  motion  picture 
was  applied.  Animated  maps  aided  geographical  loca- 
tion, continuity  carried  attention  smoothly  from  the 
general  to  the  most  detailed  data,  animation  ]ihotogra- 
phy  made  clear   even  the  most   slow  moving  natural 


r^^- %T^ 

^#1            ^  ■     .                               -  ■■•■ 

n 

National    Park    Service    Cameraman    "on    location", 

processes,  and  in  this  animation  photography  the  draw- 
ing board  was  supplemented  with  the  stream-table  and 
pressure-box  borrowed  from  the  most  up-to-date 
methods  of  geology  teaching. 

Both  silent  and  sound  versions  were  planned  for  this 
series.  Most  of  the  National  Parks  films  have  been 
turned  out  thus  far  only  in  the  silent ;  most  of  those 
dealing  with  the  State  Park  system,  primarily  with 
a  sound  narrative  accompaniment.  Some  of  the  film 
footage  was  used  in  the  production  of  a  series  of  six 
splendid  geology  teaching  films,  in  collaboration  with 
the  Erpi  organization. 

Every  precaution  was  taken  to  insure  the  accuracy 
of  the  information  presented,  responsibility  for  this 
resting  with  Dr.  H.  C.  Bryant.  Associate  Director  of 
the  National  Park  Service,  in  charge  of  Education  and 
Research,  and  Mr.  Earl  A.  Trager,  Chief  Naturalist, 
Collaboration    of   outstanding   authorities    attached   to 

(Concluded  on  pane  286) 


December,  193  5 


Page  285 


The  Objective  Test  and  the  Stereopticon 


W'lTFT  THE  extension  of  multi-sensory  aids 
into  other  departments  of  knowledge  besides 
that  of  the  natural  sciences,  resourceful 
teachers  are  rapidly  finding  the  stereopticon  especially 
adaptable  for  a  variety  of  purposes  heretofore  un- 
thought  of.  The  days  when  it  was  considered  the 
height  of  ]>rofessional  progressiveness  to  mount  a  plat- 
form, armed  with  a  ten-foot  pointer  and  a  cricket,  arc 
happily  over.  The  stereopticon  has  been  removed 
from  the  assembly  hall  and  set  up  in  the  classroom 
where  it  is  being  made  to  illuminate  and  reinforce  the 
spoken  w'ord. 

The  usage  productive  of  the  most  satisfactory  re- 
sults so  far  has  been  in  conjunction  with  slides  de- 
signed by  the  individual  teacher  to  meet  specific  needs. 
A  piece  of  cellophane  and  a  cover  glass  together  with 
a  little  India  ink  or  water  color  are  giving  rise  to  de- 
vices whose  number  apparently  is  legion.  Simple 
though  the  majority  of  these  contrivances  are,  yet  it 
is  through  them  that  much  of  the  best  teaching  is  tak- 
ing place. 

The  possibilities  of  the  stereopticon  for  testing,  how- 
ever, have  not  been  so  widely  appreciated.  Here  and 
there  a  teacher  has  found  that  examining  by  this  means 
often  brings  surprising  results,  but  to  the  rank  and  file 
of  the  profession  it  is  still  unknown. 

The  essential  difference  in  the  testing  technique  is 
the  substitution  of  a  typewriter  slide  (radio  mat)  for 
the  mimeographed  paper  containing  the  objective  test 
questions.  But  suppose,  for  the  sake  of  clarity,  we 
imagine  a  situation  that  might  occur  in  mo.st  any 
classroom. 

Miss  Jones  has  completed  Unit  H  in  American  His- 
tory, covering  the  period  of  early  settlement  in  New- 
England.  She  wishes  now  to  learn  just  how  much  of 
the  material  has  been  retained  by  the  pupils.  To 
stimulate  interest  and  at  the  same  time  reduce  to  a 
minimum  the  nervous  tension  present  during  an  ex- 
amination, she  decides  to  use  the  stereopticon. 

Being  a  thrifty  soul.  Miss  Jones  finds  among  her 
things  some  ccllo])hane  salvaged  during  the  Christmas 
holidays  for  just  such  occasions.  She  chooses  a  piece 
of  amber,  remembering  that  this  will  give  a  projec- 
tion light  that  is  kinder  to  young  eyes.  (She  used  to 
use  the  clear  cellophane  in  her  old  room  because  there 
the  cross-lights  were  so  bad).  The  cellophane  is  cut 
down  to  fit  between  two  cover  glasses  that  have  been 
hinged  together  by  a  narrow  strip  of  gummed  paper. 
This  is  the  slide  u])on  which  the  questions  are  to  be 
ty])ed.     The  average  test  reciuires  several  of  these. 


By      LAURENCE      C.      WELCH 

Instructor,   Emergency   Educational   Program 
Los  Angeles,  California 

Miss  Jones  has  discovered  that  by  inserting  the  slide 
between  a  fold  of  licory  weight  carbon  paper  in  such 
a  manner  that  the  inked  surface  is  against  either  side 
of  the  cellophane,  a  much  more  distinct  impression 
can  be  gotten.  The  typing  is  done  in  the  usual  way 
upon  the  plain  surface. 

On  the  first  slide  are  the  directions   for  the  test. 
Through  past  experience  pupils  are  familiar  with  the 
general  procedure  so  lengthy  explanations  are  unnec- 
essary.    Something  of  this  nature  serves  quite  well: 
Each  of  the  statements  to  follow  is  either  true 
or  false.     If  you  think  the  statement  is  true, 
write     true     on    your    paper    opposite     the 
number  that  corresponds  with  the  number  of 
the   question    on    the   screen.      If   you    think 
the  statement   is  false,   write  false  on   your 
paper  in  the  same  manner. 
Then  come  the  questions,  one  or  more  on  a  slide. 
If  it  is  the  first  time  the  device  is  used  it  probably  will 
be  found  more  satisfactory  to  have  a  slide   for  each 
question.    Questions  are  framed  in  the  customary  way  : 
1.  Various   stock  companies   were   organized 
in  England  to  make  money  by  sending  colon- 
ists   to    America.      The    Massachusetts    Bay 
Company  was  one  of  these. 
6.  The  people  of  England  thought  that  their 
colonies  should  exist  for  the  purpose  of  en- 
riching the  mother  country. 
10.     The  New  Englanders  thought  that  slav- 
ery was  wrong. 
On  the  morning  that  the  test  is  to  be  given,  Miss 
Jones  sets  up  the  stereopticon  on  a  vacant  desk  in  the 
rear  of  the  room  and  focuses  the  light  upon  the  plas- 
tered   area   over   the    front    blackboards.      When    the 
pupils  are  in  their  places  uniform-sized  pieces  of  paper 
are   jjassed   out.      Down   the   left   side   of   these   they 
write  as  many  numerals  as  there  are  questions.    Cross 
lights   are    eliminated   by    drawing   the    front    shades. 
Everything  being  in  readiness,  the  lantern  is  turned  on. 
To  facilitate  matters  it  is  wise  to  have  two  hinged 
cellophane  holders  so  that  while  one  is  being  projected, 
the  other  may  be  removed  from  the  slide  rack  of  the 
stereopticon,  the  previously  projected  question   taken 
out  and  the  next  inserted.     In  this  way  the  timing  of 
the  questions  can  be  more  precisely  controlled. 

The  matter  of  timing  objective  test  questions  is  of 
importance.  A  fraction  of  a  minute  can  so  seriously 
offset  the  group  scores  that  they  will  not  he,  compar- 
able to  the  norms.  In  classes  where  standardization 
is  being  attempted  this  element  is  of  paramount   in- 


Page  286 


The  Educational  Screen 


terest.  Many  a  teacher  laments  the  impossibility  of 
removing  the  test  immediately  after  the  time  limit  has 
expired.  Here  and  there  throughout  the  class  a  pupil 
surreptitiously  continues,  Argus-eyed  though  she  be. 
The  stereopticon  obviates  such  a  difficulty.  With  the 
snapping  off  of  the  current  the  examination  disappears 
and  the  child  has  before  him  only  a  page  covered  with 
meaningless  words. 

The  use  of  the  lantern  makes  possible  frequent  ob- 
jective testing.  There  is  no  delay  while  the  clerical 
force  mimeographs  questions,  nor  is  there  any  chance 
for  the  teacher  to  wear  out  her  welcome  by  asking  for 
this  service  too  often.  She  is  independent,  for  the 
construction  of  the  tests  is  entirely  in  her  own  hands. 

At  present  the  novelty  of  the  technique  appeals  to 
youngsters.  There  is  something  magical  about  it. 
Those  blase  young  sophisticates,  enjoying  the  ennui 
that  accompanies  adolesence,  exhibit  the  nearest  ap- 
proach to  interest  possible   under  the   circumstances. 


This  alone  should  recommend  it  to  the  teacher  harassed 
by  such  stolid  indifference. 

Although  only  the  true-false  type  of  test  has  been 
mentioned,  any  of  the  other  varieties  can  be  adapted 
to  the  stereopticon  method.  In  the  completion  and  the 
multiple-choice  examinations,  the  word  necessary  to 
make  the  sentence  intelligible  is  written  on  the  pupil's 
paper,  as  is  also  his  preference  in  the  other  type.  With 
a  little  preliminary  instruction,  confusion  during  the 
actual  period  of  testing  is  not  apt  to  occur.  Children 
"catch  on"  surprisingly  quickly. 

It  must  not  be  imagined  that  the  use  of  the  stereop- 
ticon in  objective  testing  is  a  cure-all  for  examination 
ills.  Quite  frankly,  there  are  situations  where  it  will 
not  work  and  to  attempt  to  make  it  do  so  is  to  court 
trouble.  But,  in  the  majority  of  cases,  if  care  is  ex- 
ercised, the  results  will  be  entirely  satisfactory.  And 
once  the  teacher  has  accustomed  herself  to  its  use  she 
will  wonder  how  she  ever  tolerated  the  usual  methods. 


Painting   Your   Own   Barn 

{Concluded  from  page  284) 

Other  Government  branches,  such  as  the  United  States 
Geological  Survey,  assured  authoritative  preparation  of 
the  material.  These  films  can  be  borrowed,  subject  to 
government  regulations,  free  except  for  transportation 
charges,  by  educational  institutions.  Applications 
should  be  addressed  to  E.  C.  Dent,  Visual  Instruction 
Section,  National  Park  Service,  Washington,  D.  C. 
They  can  also  be  purchased  at  very  low  prices,  if  au- 
thority is  obtained  from  the  Director  of  the  National 
Park  Service.  A  complete  set  should  be  in  use  in  every 
school  system. 

It  may  be  pointed  out  that  the  facilities  at  the  dis- 
posal of  the  National  Park  Service  for  "painting  its 
own  barn"  are  quite  different  from  those  available  to 
the  average  visual  instructionist.  This  may  be  true 
from  the  point  of  view  of  quantity,  but  hardly  of 
quality.  A  local  visual  instructionist  can  make  a 
worth-while  civics  instructional  motion  picture,  en- 
tirely based  upon  local  scenes  and  activities.  He  can 
likewise  buy  outright  film  material  on  practically  every 
part  of  the  earth,  and  edit  this  material  in  conformity 
with  his  own  study  plans.  Bell  &  Howell,  for  example, 
offer  a  series  of  silent  films  made  from  the  newest 
geography  negative  on  which  no  restrictions  as  to  re- 
editing  prevail.  Many  stock-shot  libraries  can  sup- 
plement this  material. 

There  is  no  greater  teaching  job  involved  in  the 
rearrangement  of  the  sequences  of  a  silent  motion  pic- 
ture than  in  the  re-assortment  of  a  glass  slide  set.  The 
making  of  additional  sub-titles  presents  no  serious  dif- 
ficulty, or  excessive  expense.  It  can  be  done  by  pro- 
fes.sionals  where  desired,  at  very  reasonable  cost,  or 
title  cards  can  be  turned  out  by  printing  or  drawing 
classes  right  in  the  school.  Furthermore,  local  scenes 
can  be  made  a  part  of  such  re-edited  film,  and  will  be 


found  to  give  much  greater  effect,  particularly  in  the 
social  studies,  when  used  in  this  way. 

It  is  naturally  much  more  difficult  to  make  changes 
in  the  case  of  sound  films.  In  fact,  such  changes  are 
at  present  beyond  the  powers  of  a  local  visual  instruc- 
tionist. except  by  the  outright  elimination  of  occasional 
material,  sound  and  picture  simultaneously.  It  will 
generally  be  found,  however,  that  sound  films  are 
more  carefully  edited,  and  are  planned  to  constitute 
a  complete  and  adequate  coverage  of  the  particular 
subject  with  which  they  deal.  Even  where  this  is 
not  the  case,  the  instructor  will  invariably  supplement, 
by  concrete  personal  or  local  material  and  exercises, 
the  general  informative  presentation  given  by  a  talking 
picture.  Where  the  sound  film  presents  integral  sound 
effects,  as  distinguished  from  narrative,  the  additional 
contribution  of  the  sound  will  be  such  that  no  teacher 
would  want  to  lose  or  change  those  additional  effects. 

It  would  be  of  interest  to  have  visual  instructionists 
write  up  their  actual  experiences  in  the  preparation  or 
adaption  of  their  own  motion  picture  teaching  ma- 
terials, so  that  their  colleagues  might  profit  thereby. 

Good  results  have  been  obtained  in  the  past  with 
motion  pictures  produced  for  the  visual  instructionist, 
especially  where  active  collaboration  of  qualified  edu- 
cators was  enlisted  in  the  preparation  of  such  film  ma- 
terial. There  is  every  reason  to  believe  that  motion 
picture  materials  prepared  hy  the  visual  instructionist 
would  make  an  additional  contribution.  Such  contri- 
butions, adequately  measured,  should  in  turn  react 
beneficially  upon  future  professionally-produced  teach- 
ing films.  Contrary  to  common  belief,  motion  picture 
]3roduction  activities  are  not  beyond  the  reach  of  the 
average  school.  Movie  making  by  local  forces  will  be 
found  a  stimulating  educational  experience.  Every 
encouragement  should  be  given  those  who  desire  to 
"paint  their  own  barn",  by  making  and  editing  their 
own  educational  motion  pictures. 


December,  195  5 


Page  287 


News  and  Notes 


Museum  Film  Programs  to  Start  January  1st 

On  January  1,  1936,  the  Museum  of  Modern  Art 
Film  Library,  New  York  City,  will  start  the  actual 
circulation  of  film  programs  to  schools  and  muse- 
ums which  will  enable  them  to  study  the  art  of 
the  motion  picture.  As  announced  in  our  Novem- 
ber issue,  this  film  library  was  founded  to  collect 
and  preserve  outstanding  films  of  all  types  so  that 
programs  of  film  should  be  made  available  to  stu- 
dents of  the  cinema. 

Two  film  series  are  now  in  preparation.  Nine  reels 
of  Series  I,  "A  Short  Survey  of  the  Film  in  America, 
1895-1932",  which  will  be  available  January  1  are  on 
the  Development  of  the  Narrative  from  1895  to  1911. 
The  films  chosen  to  illustrate  the  period  are : 

1895  Wash  Day  Troubles 

1895  The  Execution  of  Mary,  Queen  of  Scots 

1902  A  Trip  to  the  Moon,  by  George  Melies 
1907  Faust,  a  Pathe  film. 

1911     Queen  Elizabeth,  with  Sarah  Bernhardt 
Film  Series  2,  "Some  Memorable  Aiiierican  Films, 
1896-1934",   will   have  ready  the   following  examples 
of  the  "Western"  film: 

1903  The-  Great  Train   Robbery,   by   Edwin   S   Porter 

(1  reel) 
1916     A  Good  Bad  Man,  with  \Vm.  S.  Hart  (2  reels) 
1923     The  Covered  Wagon,  by  James  Cruze  (10  reels) 
or  1924,  The  Iron  Horse,  by  John  Fotd  (10  reels) 

Visual  Education  and  The  P.  T.  A. 

Very  encouraging  progress  has  been  made  the  past 
year  by  the  National  Congress  of  Parents  and  Teachers 
on  the  projects  of  their  National  Motion  Picture  Plan. 
The  plan  calls  for  the  cooperation  of  the  Congress  with 
school  officials  for  the  purpose  of  having  each  school 
supplied  with  adequate  motion  picture  equipment  and 
to  make  arrangements  for  the  regular  use  of  films 
for  strictly  educational  and  cultural  purposes  in  the 
classroom ;  and  for  the  use  of  school  auditoriums  for 
regularly  scheduled  entertainment  motion  pictures 
from  non-theatrical  sources,  suitable  to  the  various 
ages  and  interests  of  children  of  school  age.  Other 
projects  urged  are:  1.  the  formation  of  a  National 
Film  Institute ;  2.  the  establishment  of  state  and 
local  film  libraries  in  educational  institutions ;  3.  the 
inclusion  in  teacher-training  institutions  of  required 
courses  in  the  use  of  motion  pictures  as  visual  aids ; 
4.  the  adoption  of  a  motion  picture  appreciation 
course  in  high  schools  under  the  direction  of  the 
teachers  of  English ;  5.  the  organization  of  amateur 
motion  picture  clubs  in  high  schools. 

Reports  from  the  state  motion  picture  chairmen  in- 
dicate that  these  projects  are  in  operation  in  each  of 


Conducted  by  JOSEPHINE  HOFFMAN 


the  forty  states  heard  from.  The  Louisiana  chair- 
man reports  progress  has  been  made  toward  se- 
curing training  courses  for  teachers  in  the  use  of 
visual  aids,  and  in  establishing  film  libraries.  In  New 
Jersey,  "almost  all  subjects  in  the  junior  and  senior 
high  schools  are  taught  with  the  aid  of  movies."  The 
New  York  chairman  reports  that  almost  every  city  of 
any  size  has  its  own  film  library  and  that  many  schools 
are  eqtiipped  with  projectors.  California  has  made  a 
study  of  motion  picture  equipment  and  the  use  of 
films  in  schools.  There  have  been  in  Pennsylvania 
seven  motion  picture  institutes,  six  of  which  were 
conducted  by  the  former  National  Motion  Picture 
chairman,  Mrs.  Robbins  Oilman,  and  the  other  one 
by  Dr.  Edgar  Dale,  present  chairman. 

New  Visual  Education  Course 

A  course  on  Methods  of  Visual  Education  will  be 
oflfered  this  winter  quarter,  according  to  Dean  E.  A. 
Jacobsen  of  the  Utah  State  Agricultural  College, 
Logan,  Utah.  This  course  is  offered  in  response  to 
demand  from  students  in  various  departments  for  in- 
formation and  demonstrations  on  some  of  the  vital  uses 
of  still  and  motion  pictures  as  aids  to  learning  in  all  its 
branches.  The  instructor  will  be  Arthur  L.  Marble, 
M.S.,  Director  of  the  U.S.A.C.  Bureau  of  Pictures 
and  Radio. 

Survey  of  Educational  Films 

A  survey  to  list  all  motion  pictures  which  have 
an  educational  value  is  being  conducted  jointly  by 
the  U.  S.  Office  of  Education  and  the  American 
Council  on  Education  in  Washington.  This  includes 
not  only  the  strict  classroom  film,  but  subjects  use- 
ful to  medical  students,  scientific  workers,  voca- 
tional classes,  C.  C.  C.  camps,  teachers  and  other 
specialized  educational  groups.  The  survey  is  be- 
ing made  under  a  grant  from  the  General  Education 
Board  (Rockefeller)  and  is  part  of  the  work  being 
carried  on  by  the  American  Council  on  Education 
in  connection  with  its  sponsorship  of  the  proposed 
American  Educational  Film  Institute. 

More  than  10,000  film  catalog  cards  have  been 
mailed  to  film  distributors.  This  card  covers  nearly 
100  items  which  will  result  in  accurate  information 
being  filed  in  one  central  office  covering  informa- 
tion necessary  to  judge  the  adaptability  of  the  film 
to  specific  educational  needs.  Suppleinental  anal- 
yses and   listings   will   be  prepared  and   publicized 


Page  288 


The  Educational  Screen 


in  an  appropriate  manner.  Both  agencies  cooperat- 
ing in  this  survey  desire  that  this  central  informa- 
tion file  be  made  as  complete  as  possible.  Any 
person  or  organization  that  has  produced,  now 
owns  or  has  the  exclusive  distribution  rights  to  any 
motion  picture  that  should  be  included  in  this  list, 
and  who  has  not  received  the  film  catalog  cards  sent 
out  under  this  survey,  will  be  sent  a  supply  of  the 
cards  upon  writing  to  the  American  Council  on 
Education  at  744  Jackson  Place,  Washington,  D.  C. 

The  importance  of  such  information  for  Ameri- 
can educators  is  beyond  question.  Its  value  will 
be  simply  incalculable.  It  is  to  be  hoped  that  no 
producer  or  distributor  of  educational  film  will  fail 
to  cooperate  fully  in  supplying  the  data  so  urgently 
needed. 

Visual-Radio  Education  In  Pennsylvania 

On  October  7,  at  Station  WIP,  Gimbel  Brothers, 
Philadelphia,  the  Pennsylvania  Arts  and  Sience  So- 
ciety, Louis  Walton  Sipley,  director,  gave  a  pioneer 
demonstration  in  visual-radio  instruction  in  art. 
Daniel  Garber,  head  of  the  faculty  of  the  Pennsyl- 
vania Academy  of  the  Fine  Arts,  inaugurated  a  ser- 
ies of  broadcasts  which  are  being  synchronized  with 
the  schools  in  Philadelphia,  Bucks,  Delaware,  and 
Montgomery  counties.  First  the  photograph  of  the 
speaker  was  projected  on  a  screen,  then  as  he  dis- 
cussed masterpieces  by  Pennsylvania  artists,  their 
slides  were  similarly  projected.  This  visual-radio 
presentation  is  not  a  sound  movie  of  the  action  type, 
as  still  slides  are  projected  and  remain-  stationary 
for  close  scrutiny  by  the  audience  while  the  speak- 
er makes  his  interpretation  and  discusses  the  tech- 
nicjue  of  the  artist.  It  gives  many  groups  the  op- 
portunity to  hear  an  outstanding  speaker,  not  a 
canned  voice,  and  with  multiple  sets  of  slides  to 
study  his  demonstration  as  though  he  were  present. 
The  field  of  this  illustrative  type  of  visual-radio 
presentation  is  not  limited  to  the  field  of  art,  but 
is  equally  applicable  to  the  various  fields  of  science. 

A  series  of  ten  broadcasts  has  been  arranged 
which  starting  October  14  will  go  on  the  air  every 
Monday  over  this  station  from  2:30  to  3:00  p.  m. 
{Pennsylvania  School  Journal.) 

One  School's  Visual  Activities 

The  Visual  Instruction  Department  at  the  Ma- 
combs  Junior  High  School,  New  York  City,  works 
smoothly  under  the  capable  direction  of  Joseph  V. 
Sullivan.  He  reports  that  an  average  of  fifteen 
films,  and  twelve  sets  of  slides  are  shown  to  forty 
individual  teaching  units  per  week,  plus  seven  or 
eight  auditorium  groups  of  four  to  five  hundred 
children  for  a  gross  attendance  of  about  fifty-four 
hundred.     No  teacher  touches  a  machine.     Reliable 


and  efficient  boys  from  the  Projection  Club  are 
chosen  and  instructed  on  how  to  operate  the  ma- 
chines. 

Mr.  Sullivan  also  conducts  two  weekly  courses 
for  the  Bronx  Boro  Wide  Association  of  Teachers. 
"Methods  and  Use  of  Visual  Instruction  Material," 
given  Tuesdays  at  the  Theodore  Roosevelt  High 
School,  discusses  the  theory,  methods,  mechanics 
and  administration  of  visual  instruction.  The  other 
course,  "The  Motion  Picture,"  given  Thursdays  at 
the  Morris  High  School,  is  concerned  with  the  film 
exclusively,  emphasizing  the  theatrical  as  well  as 
the  educational  film. 

W.  C.  Bowen  Appointed  New  York 
Visual  Instruction  Director 

Commissioner  of  Education  Frank  P.  Graves  has 
announced  the  appointment  of  Ward  C.  Bowen  as 
Director  of  the  Visual  Instruction  Division  of  the 
New  York  State  Department  of  Education.  Since 
the  retirement  of  Alfred  W.  Abrams  last  December, 
Mr.  Bowen  has  been  serving  as  Acting  Director  of  the 
Division.  Mr.  Bowen  has  been  supervisor  in  the  Vis- 
ual Instruction  Division  since  1923.  He  is  a  graduate 
of  Houghton  Seminary  and  of  Oberlin  College  and  re- 
ceived his  master's  degree  from  the  latter  institution. 
He  has  also  taken  post-graduate  work  at  Cornell  Uni- 
versity, where  he  was  an  instructor  from  1919  until 
1923.  Prior  to  that  he  taught  at  Houghton  Semi- 
nary. 

As  assistant  to  Mr.  Abrams,  Mr.  Bowen  has  had 
a  large  part  in  the  development  of  the  use  of  screen 
pictures  for  regular  classroom  instruction  in  schools 
throughout  the  State.  The  loans  of  such  slides  for 
instructional  purposes  now  total  about  a  million 
and  a  quarter  a  year. 

SMPE  Convention 

More  than  350  leading  engineers  of  the  motion 
picture  industry  attended  the  Fall  Meeting  of  the 
Society  of  Motion  Picture  Engineers  at  the  Ward- 
man  Park  Hotel,  Washington,  D.  C,  October  21  tO' 
24.  Approximately  50  papers  were  given  in  the 
four  day  convention.  Unlike  previous  SMPE  con- 
ventions, no  particular  subject  was  emphasized,  al- 
though four  of  the  seven  technical  sessions  were- 
devoted  to  special  topics  including  Screen  Bright- 
ness, Problems  of  Sound  Photography  and  Motion 
Picture  equipment  in  general.  A  number  of  papers 
by  government  ofiicials  describing  governmental 
activities  in  motion  pictures  were  given. 

The  growing  importance  of  16mm.  photography 
is  indicated  by  the  fact  that  there  were  seven  pa- 
pers devoted  to  this  subject  and  an  evening  demon- 
stration of  16mm.  colored  motion  pictures  with 
synchronized    sound    by    H.    H.    Jones    of    Bufi^alo,. 

(Concluded  on  page  303). 


December,  193  5 


Page  289 


The  Church  Field 


A  New  Era  for  The  Church 

"THAT  THE  church   needs  the  motion  picture  has 

been  so  clearly  demonstrated  in  recent  years  as 
to  become  almost  axiomatic. 

At  first  motion  pictures  came  into  existence  as  a 
novelty  via  the  entertainment  field.  Many  thinking^ 
people  in  the  church  and  educational  world  long  ago 
saw  the  value  of  this  medium  of  exjjression  for  their 
own  work.  Usually,  however,  they  saw  it  in  terms  of 
the  techniques  and  approaches  that  had  been  developed 
in  the  entertaimnent  field.  The  motion  picture  was 
looked  u])on  as  a  replacement  or  substitute  rather  than 
as  an  aid  and  essential  part  of  the  functioning  church. 
Far  too  frequently  it  was  used  as  a  new  device  to 
startle  and  attract  without  any  well  defined  \)\a.w  of 
develo])ing  -the  motion  picture  as  a  logical  and  ef- 
fective part  of  a  purposeful  whole. 

Motion  ]Mctures  as  entertainment  got  their  momen- 
tum bv  way  of  the  upstairs  nickel  shows  and  barnlike 
auditorium,  sometimes  with  sawdust  on  the  floor. 
Looking  forward  in  those  early  days  of  the  twentieth 
century  it  seemed  a  long  road  from  the  high  emoting 
period  of  the  melodramatic  "flickers"  to  the  efficient 
integrated  mechanism  of  motion  picture  production 
and  presentation  today.  As  we  look  back  from  our 
vantage  point  of  years  the  rapid  growth  of  such  a 
tremendous  complicated  and  efi^ective  mechanical 
method  of  expression  seems  incredible. 

.\s  the  motion  ])icture  improved  in  quality  and  grew 
in  im]jortance  church  leaders  realized  more  and  more 
their  vitality  in  the  creation  and  development  of  at- 
titudes. They  wanted  it  to  serve  them  too.  At  the 
same  time  the  "buggy  era"  was  giving  way  to  the 
motor  age.  With  distance  and  travel  time  telescoped, 
the  church  began  to  feel  the  inroads  of  the  machine 
age  in  attendance.  Realizing  that  something  was 
"wrong"  somewhere,  but  usually  not  analyzing  the 
converging  causes  with  a  resultant  recasting  of  the 
form  and  methods  of  church  service  and  action  to 
meet  the  requirements  of  the  motor  age,  churches 
here  and  there  began  to  look  for  remedies  or  panaceas. 
They  saw  more  and  more  people  going  to  movies  on 
Sunday.  So  it  was  natural  that  almost  invariably  the 
first  use  of  pictures  in  Protestant  churches  was  to  get 
peo])le  to  come  to  church  on  Sunday  evenings. 

Ministers,  while  usually  equijjped  with  a  keen  sense 
of  the  dramatic,  were  no  showmen  in  themselves,  and 
did  not  have  the  experience  to  cope  with  the  problem 
of  not  only  planning  but  executing  a  motion  picture 
program  that  would  give  as  satisfactory  feeling  as  the 
entertainment   show   around   the   corner.      Equipment 


Conducted  by  MARY  BEATTIE  BRADY 

Director,    Harmon    Foundation,    New    Yorl<    City 

was  inadequate ;  the  picture  usually  old,  worn  and 
obviously  a  hand-me-down  from  the  theatrical  world. 
Now  and  then  a  startling  exception  was  noted.  Spo- 
radic eflforts  to  "solve"  the  motion  picture  problem  for 
churches  have  been  made,  but  until  very  recent  years 
little  or  no  effort  was  undertaken  to  produce  pictures 
to  become  an  integral  part  of  existing  church  programs. 
In  the  main  the  early  use  of  motion  pictures  in 
churches,  in  the  late  'teens  and  twenties,  was  a  dismal 
and  disheartening  failure.  Much  of  the  heterogeneous 
equipment  that  had  been  secured  ended  its  days  in- 
gloriously  in  the  church   cellar  or  local   junk  pile. 

The  church  as  a  whole  was  utterly  indifferent  to 
the  rapidly  developing  motion  picture  which  was 
looked  upon  as  manufactured  entertainment  rather 
than  a  i)otent  medium  of  expression,  the  great  gift  of 
our  own  time  to  civilization.  Gradually,  however, 
thoughtful  men  and  women  began  to  realize  the  power 
of  the  motion  pictures  in  the  life  pattern  of  people. 
Certain  trends  had  developed  in  motion  picture  manu- 
facture as  entertainment  that  did  not  augur  aspiciously 
for  a  well  ordered  community  life.  The  weight  of 
facts  required  that  a  movement  for  more  wholesome 
entertainment  pictures  be  organized. 

Men  and  women  in  the  church  and  educational  life 
of  the  country  through  their  concern  for  leadership  in 
bringing  about  changes  in  motion  picture  treatment 
began  to  be  aware  at  last  that  the  motion  picture  is 
first  of  all  a  medium  of  expression.  They  observed 
if  adequately  used  it  can  be  an  elTective  part  of  any 
type  of  work  or  activity. 

An  important  bi-product  of  the  "decency"  move- 
ment has  been  the  rapid  acceleration  of  constructive 
study  of  and  experimentation  with  the  motion  picture 
in  our  educational,  public  welfare  and  church  life. 
They  have  at  least  learned  that  well-organized  thought- 
provoking  worthwhile  motion  pictures  do  not  come 
into  existence  for  the  wishing  and,  further,  that  satis- 
factory motion  ])ictures  can  not  be  provided  by  turning 
a  motion  picture  camera  on  a  scene  as  one  takes  snaj)- 
shots  with  a  pocket  camera. 

The  most  promising  evidence  of  this  growth  in  view- 
point is  in  the  action  that  is  increasing  in  many  quar- 
ters. Here  and  there  courses  in  motion  picture 
appreciation  and  methods  are  being  .started.  A  few 
are  being  given  in  colleges  for  academic  credit.  Motion 
pictures  in  Religious  Education  appear  frequently  as  a 
featured  part  of  convention  programs.  Church  Boards 
are  making  large  appropriations  for  motion  picture 
production  in  their  promotional  work,     ^^'hat  is  per- 


Page  290 


The  Educational  Screen 


haps  most  promising  is  the  definite  trend  to  encourage 
or  urge  missionaries  in  the  home  or  foreign  fields  to 
familiarize  themselves  with  the  mechanics  of  motion 
picture  production  and  strive  toward  the  making  of 
more  craftsmanlike  presentations  of  the  work  they 
are  doing  in  relation  to  the  environment  in  which  they 
are  stationed.  Best  of  all  is  the  growing  appreciation 
of  the  need  to  know  what  stories  and  comments  it  is 
desired  to  make  in  pictures  and  how  the  themes  should 
be  treated  before  camera  work  starts. 

Those  who  have  the  pioneers  in  motion  picture  work 
for  the  church  have  learned  that  to  produce  success- 
ful motion  pictures  for  the  church  that  will  aid  it  in 
its  spiritual  and  social  ministry  for  the  well-being  of 
mankind,  it  is  first  necessary  to  have  a  definite  philoso- 
phy of  approach.  Second,  they  have  become  keenly 
aware  that  to  make  good  motion  pictures,  clear-cut 
factual  thinking  rooted  in  action  is  an  absolute  neces- 
sity. With  the  spoken  or  written  word  it  is  very  easy 
to  ramble,  equivocate  and  just  talk,  but  with  motion 
pictures  there  must  be  clear-cut  ideas  before  they  can 
be  interpreted  in  visual  action. 

While,  of  course,  it  is  obvious  that  film  can  be 
wasted  just  as  words  can,  paper  and  air  are  cheaper 
than  film.  The  economic  necessity  of  reducing  dis- 
card film  to  the  minimum  is  an  aid  to  the  church  in  the 
development  of  method  and  organization  in  film  pro- 
duction. In  past  years  the  cry  constantly  was  heard, 
"The  church  cannot  make  its  own  pictures  because 
film  production  along  professional  lines  is  too  expen- 
sive, and  the  dignity  and  position  of  the  church  require 
that  nothing  but  the  best  should  be  used".  Those 
who  have  argued  along  such  lines  did  not  recall  the 
beginning  of  the  printing  press  of  Caxton  as  com- 
pared with  the  marvelous  work  of  today.  Yet  that 
machine  was  considered  worthy  as  a  means  of  spread- 
ing the  Bible  to  the  common  man. 

Fortunately,  fallacious  thinking  is  usually  discovered 
in  the  march  of  time  and  things  are  seen  in  their  true 
proportions.  Today  churches  and  their  denomina- 
tional organizations  are  rapidly  learning  that  it  is  not 
only  desirable  to  have  motion  pictures  as  a  part  of 
their  service  but  that  soon  it  will  be  a  prime  require- 
ment. It  is  not  a  question  of  finding  available  funds 
but  of  making  funds  available. 

The  progress  in  16  millimeter  film  and  equipment 
has  of  course  had  an  important  part  to  play  in  ad- 
vancing interest  and  activity  in  pictures  for  churches. 
Not  only  the  problems  of  projection  have  been  greatly 
reduced  but  interest  in  film  production  has  been  stimu- 
lated. All  over  the  country  and  abroad,  activity  is 
taking  place — isolated,  sporadic  and  of  varying  value 
to  be  sure,  but  activity.  It  is  as  though  after  a  heavy 
winter,  spring  has  come  and  young  plants  are  raising 
their  heads  above  the  plain — soon  to  grow  rapidlv  in 
orderly  fashion  and  yield,  first  attractive  blossoms 
and  later  the  nourishing  fruit. 

To  accomplish  this  the  soil  must  be  carefullv  tilled, 


the  weeds  pulled  and  regular  cultivation  maintained. 
The  ground  must  be  nourished  and  watered.  This 
means  first  of  all  that  the  churches  individually  must 
take  their  part  in  using  regularly  and  intelligently  the 
material  that  is  being  prepared  for  them.  Their  ex- 
periences and  constructive  suggestions  in  the  light  of 
this  use  must  be  made  available  to  all  in  an  orderly 
manner  by  cooperation  with  groups  functioning 
broadly  in  the  field. 

To  make  the  visual  medium  of  expression  truly 
worth  while  in  a  church  it  must  be  fully  integrated 
into  the  life  of  the  church.  The  use  of  the  picture  as 
an  aid  should  be  emphasized  and  the  main  reason 
for  the  existence  of  the  church  and  its  need  in  the 
community  should  never  be  ignored  or  taken  for 
granted. 

The  "means"  of  financing  pictures  should  not  be 
made  apparent  by  "passing  the  hat"  when  the  picture 
is  shown.  Budgeting,  and  fund  raising  for  visual  aids, 
is  just  as  proper  a  function  of  a  church  finance  com- 
mittee as  coal,  electricity,  hymn  books,  music  or  any 
other  expense  items  which  are  automatically  accepted 
as  essential. 

Motion  pictures  have  long  since  proven  their  value. 
Desirable  and  effective  techniques  for  production,  dis- 
tribution and  use  have  also  been  demonstrated.  En- 
couragement by  wider  use  is  needed  to  stimulate  finer 
and  richer  material.  A  few  thousand  churches  using 
film  at  odd  and  uncertain  intervals  will  not  suffice. 
There  must  be  many  thousand  churches  and  allied 
organizations  demanding  material,  so  that  film  libraries 
may  be  formed  and  the  unit  cost  of  film  prints  re- 
duced to  a  minimum. 

In  a  day  when  we  are  seeking  new  fields  for  human 
endeavor  and  service,  the  Church  can,  if  it  will,  open 
an  ever  widening  opportunity  to  trained  young  people 
to  think  and  do  in  terms  of  motion  picture  expression. 
The  horizon  is  limitless.  The  re-interpretation  of  spir- 
itual and  concrete  values  in  visual  terms  ;  the  vivifying 
of  the  constructive  thoughts  of  leaders  down  through 
the  ages  can  be  redrawn  in  living  vital  terms  for  us 
in  action  pictures. 

The  research,  organization  of  material,  technical 
phases  of  production,  collateral  work  with  the  spoken 
and  written  word — all  challenge  the  best  thinking  and 
action  and  managerial  efficiency  that  America  is  cap- 
able of  producing. 

If  the  visual  medium  of  expression  is  adequately 
developed  as  a  means  to  a  greater  end,  the  church 
should  in  the  years  to  come  grow  into  a  more  vital, 
helpful  place  in  our  personal  and  communal  life.  An 
intelligent,  forward-looking  plan  and  purposeful  coop- 
eration is  needed  to  speed  the  work  already  clearly 
under  way.  Industry  and  private  organization  have 
gone  a  long  distance.  ■  The  time  has  come  when  co- 
ordinated leadership  for  visual  expression  should  de- 
velop within  the  church. 

M.  B.  B. 


December,  193  5 


Page  291 


Among  the  Magazines  dnd  Book: 


The  Education  Digest  (November,  35)  This  is 
the  first  issue  of  a  new  publication  which  contains 
condensations  of  noteworthy  articles  taken  from 
the  leading  professional  and  lay  publications.  The 
Editorial  Advisory  Board  of  this  new  magazine  is 
made  up  of  eighteen  of  the  leading  educators  of  the 
nation.  A  survey  of  20,000  educators,  made  before 
])uhlication,  disclosed  a  universal  interest  in  such 
a  magazine.  The  Educational  Digest  is  of  the  popu- 
lar small  size  which  fits  into  the  coat  pocket  with- 
out folding.  The  editorial  offices  are  in  Ann  Arbor, 
Michigan. 

Of  particular  interest  to  our  field  is  the  inclusion 
of  a  digest  of  the  article,  "The  Motion  Picture  in 
Education"  by  W.  W.  Charters  from  The  Educa- 
tional Record  for  July.  The  author  points  out  that 
in  twenty  years,  it  will  be  five  hundred  years  since 
the  printing  of  the  first  book.  In  only  thirty  years, 
llic  motion  picture  has  reached  a  wider  audience 
than  print.  It  is  difficult  to  predict  what  will  be 
its  effect  in  one  or  two  more  decades.  Since  chil- 
dren attend  movies  once  per  week,  "schoolmen  have 
as  much  need  for  surveying  the  content  and  ideals 
of  the  commercial  movies  as  of  the  home  and  social 
communities  of  children."  The  motion  picture  is 
dynamic  in  changing  social  attitudes  as  was  proved 
by  Thurstone  and  Peterson.  The  altered  attitude 
remained  as  shown  by  tests  after  eighteen  months. 
"People  interested  in  developing  international  good- 
will, honesty,  pacifism,  or  any  attitudes  have  here 
an  instrument  of  peculiar  potency."  Five  limita- 
tions in  the  use  of  films  are  listed  with  cogent  rea- 
sons therefor.  Every  instructor  using  film  lessons 
should  be  conversant  with  these  restrictions  so  that 
he  may  recognize  the  framework  for  his  true  func- 
tioning. The  main  question  now  seems  to  be  not 
in  demand  of  pictorial  presentation,  but  in  the  sup- 
ply and  distribution  of  films.  "Education  must  sur- 
vey the  supply  and  demand  for  teaching  films  and 
stimulate  production  by  appropriate  agencies  to  fill 
gaps  and  meet  demands." 

Journal  of  the  Society  of  Motion  Picture  Engi- 
neers (November,  '35)  "The  Use  of  Films  and  Mo- 
tion Picture  Equipment  in  Schools."  by  Marion 
Evans. 

An  up-to-date  appraisal  of  visual  materials  and 
their  use  was  presented  at  a  spring  meeting  in 
Hollywood,  representing  experience  in  the  San 
Diego  Schools.  A  new  field  of  film  supplies  is  be- 
ing provided  by  amateur  students.  The  various 
competitive  amateur  cinema  contests  set  high  pho- 


Conducted  by  STELLA  EVELYN  MYERS 


tographic  standards,  and  make  many  beautiful  and 
highly  instructional  films  availal)le  to  schools. 
Eight  guiding  criteria  are  given  for  judging  a  good 
teaching  film. 

As  to  the  type  of  film,  whether  sonorous  or  sil- 
ent, colored  or  uncolored,  a  helpful  analysis  is  giv- 
en. The  reviewer  would  also  suggest  that  the 
added  perspective  of  colored  films  may  be  included 
in  their  favor.  "The  silent  film  is  more  favorable 
to  creative  contemplation  on  the  part  of  the  child. 
As  it  invites  spontaneous  comment  and  questioning 
by  the  pupil,  the  silent  film  is  to  the  teacher  what 
the  x-ray  is  to  the  physician — an  instrument  that 
may  be  used,  first,  to  diagnose  the  needs  and  inter- 
ests of  individuals  in  the  class,  and  then  to  solve 
their  problems." 

Standards  for  judging  apparatus  are  included, 
and  one  portable  projector  is  recommended  for  each 
school  building.  All  of  the  schools  in  San  Diego 
are  so  equipped.  A  central  library,  or  visual  edu- 
cation department  is  recommended. 

Any  school  system  looking  for  guidance  in  start- 
ing the  use  of  motion  pictures,  correlative  to  class 
work,  will  find  this  article  illuminating. 

Catholic  Educational  Review  (October,  '35)  "The 
Morals  of  the  Screen,"  by  Richard  Dana  Skinner. 

A  careful  analysis  is  given  of  what  constitutes  a 
standard  of  morality  in  a  motion  picture  theme,  and 
emphasis  is  placed  on  the  necessity  for  decency  in 
treatment.  The  latter  feature  is  a  very  valuable 
addition  to  the  literature  of  moral  standards  for 
motion  pictures. 

The  School  Executive  (November,  '35)  "Educa- 
tional Value  of  Motion  Pictures,"  by  Supt.  H. 
Claude  Hardy,  White  Plains,  New  York. 

The  purpose  of  classroom  films  is  for  instruction, 
not  to  make  people  feel  as  is  largely  true  with  com- 
mercial pictures.  Their  chief  function  is  the  por- 
trayal of  objects,  or  events,  whose  essential  meaning 
is  best  understood  when  they  are  seen  in  motion. 
Words  may  often  be  substituted  for  motion  pic- 
tures ;  again  still  pictures  are  more  effective.  "A 
still  picture  is  static  and  it  portrays  products  or  re- 
sults, whereas  a  motion  picture  is  dynamic,  and 
indicates  change,  development,  processes,  motion, 
or  action."  If  action  is  needed  in  the  particular 
learning  process,  then  a  film  is  the  only  pictorial 
method    available.      "Whatever   action    material    is 


Page  292 


The  Educational  Screen 


Have  You  Your  Copy 
ol  '^lOOO  and  One'' 

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shown  should  be,  relatively,  unfamiliar  or  new  to 
the  pupils  and  of  such  a  nature  that  it  can  not  be 
taught  best  by  firsthand  contact  with  the  object  or 
event  under  consideration."  Often  a  film  is  more 
economical  of  time  and  provides  equal,  or  superior 
learning  facilities.  Pupils  are  often  bewildered  by 
a  vast  amount  of  irrelevant  detail  in  a  factory,  hear- 
ing facilities  are  usually  poor,  while  the  film  may 
be  stopped  for  explanation  and  discussion.  Ani- 
mated drawings  may  also  be  inserted  in  the  film 
lesson  to  elucidate  involved  points.  The  individual 
diff^erences  of  pupils  in  reacting  to  pictures  in  mo- 
tion has  received  practically  no  attention.  It  should 
be  studied,  and  adaptations  made  accordingly. 
Sound  pictures  will  tindoubtedly  be  a  necessary  re- 
quirement in  schools,  but  first  it  is  the  part  of  wis- 
dom to  develop  a  technique  appropriate  to  their 
double  appeal  to  the  senses. 

The  Commercial  Film  (London)  (August,  '35) 
"What  May  Happen  When  Cinemas  are  Installed 
in  Schools,"  from  a  speech  by  Mr.  Ramsbotham, 
Parliamentary  Secretary  to  the  Board  of  Educa- 
tion, in  the  House  of  Commons. 

If  the  screen  is  introduced  into  the  classroom  as 
a  regular  and  recognized  method  of  instruction,  it 
will  revolutionize  the  whole  nature  of  education. 
Parents  in  placing  their  children  in  schools  will 
inquire,  in  addition  to  the  present  requisites,  as  to 


the  cinematographic  facilities  afforded.  Seminaries 
will  advertise  precise  particulars  about  the  films  in 
use.  No  longer  will  the  schoolboy  be  alluded  to  as 
whining  and  creeping  snail-like  unwillingly  to 
school.  The  trouble  will  be,  when  movies  are  in 
school,  to  get  the  boy  to  leave  and  go  out  to  work. 
"A  judicious  admixture  of  fact  and  fiction,  classics 
and  comics,  science  and  serials,  will  do  more  to  stop 
truancy  than  all  the  punishments  yet  devised  by 
perspiring  pedagogues.  The  teacher's  life,  instead 
of  being  the  monotonous  treadmill  it  too  often  is  to- 
day, will  be  one  of  almost  unalloyed  peacefulness 
and  bliss." 

Excerpts  from  a  letter  sent  home  by  a  boy  would 
be  apt  to  read  something  like  this:  "Nobody  ever 
learned  a  blessed  thing  about  history  .  .  .  from 
the  stodgy  old  stuff  they  used  to  dish  out  to  us. 
How  we  longed  for  the  holidays!  But  now  a  good 
many  of  our  fellows  are  talking  about  not  going 
home  at  all  at  the  end  of  the  term — at  any  rate,  not 
until  the  new  ten-part  adventure  of  Drake  and  the 
Armada  is  finished.  .  .  .  History's  not  so  bad  on 
the  screen  .  .  .  because  you  see  the  thing  happen- 
ing .  .  .  Mater,  it  must  have  been  frightfully  hid- 
eous when  you  and  the  pater  were  at  school  not  to 
have  had  the  advantages  of  a  rattling  good  film  edu- 
cation like  this." 

Education  (October,  '35)  "The  Puppet  Club,"  by 
Roljert  L.  Stevenson. 

Puppetry  makes  strong  appeals  to  students  be- 
cause of  their  love  for  construction,  for  beauty,  and 
for  dynamics  exhibited  in  their  creations.  Through 
these  motivations,  education  may  be  extended  into 
almost  any  field.  The  organization  and  manage- 
ment of  a  puppetry  club  in  the  State  Normal  Col- 
lege at  Plymouth.  New  Hampshire,  is  fully  discussed. 

Sierra  Educational  News  (October,  '35)  "Babies, 
Science,  and  Sound  Motion  Pictures,"  by  Dr.  How- 
ard A.  Gray. 

To  the  study  of  infancy,  which  has  been  rapidly 
developing  during  the  present  century,  has  now 
been  added  the  motion  picture  and  sound  recording 
of  infantile  reactions.  At  the  Yale  Clinic  of  Child 
Development  under  the  direction  of  Dr.  Arnold  L. 
Gesell,  records  are  obtained  of  what  the  child  does 
in  his  sleep,  when  waking  up,  when  being  dressed, 
fed,  undressed,  bathed,  "cod-liver  oiled,  orange- 
juiced  and  sunshined."  A  photographic  dome  was 
constructecH  a  clinical  crib  was  made  adjustable  for 
various  ages  and  postures,  and  a  one-way  screen 
permitted  research  workers,  outside  the  dome,  to 
make  stenographic  notes  without  being  observed. 
"The  examiner  inside  the  dome  engaged  the  infant's 
attention  and  conducted  the  examination  while 
cameras,  both  at  the  side  and  above  the  dome,  were 
recording  the  action."     Not  to  miss  the  natural  en- 

(Concliidcd  on  page  303) 


December,  J 93  5 


Page  293 


The  Film  Estimates 


I 


The  Affair  of  Susan  (Zasu  Pitts,  Walter  Cat. 
lett)  (Univ. )  Love-at-first-sight  at  Coney  Is- 
land for  two  timid,  humble  and  lonely  souls. 
Slapstick  farce-comedy  ranging  from  humorous 
and  pathetic  to  painful  and  monotonous.  Nei- 
ther story  nor  acting  talent  are  adequate  for 
a  full  length  picture.  11-19-35 

(A)  Feeble  (Y)  and  {C)  Mildly  amusing 

The  Bishop  Misbehaves  (Edmund  Gwenn,  Mau- 
reen O'SulIivan  ( (  MGM )  Worthy  English  bishop, 
detective  story  addict,  gets  deeply  tangled  in  an 
amateur  Robinhood  robbery  with  surprising  un- 
derworld complications,  but  solves  it  masterful- 
ly. A  mystery-comedy  adequately  complex  and 
suspenseful.  Gwenn  and  Digges  notable.  11-19-35 
(A)  Very  good  (Y)  Very  good  (C)  Good 

Daughters     of     Today      (Mrs.    Wallace    Reid 

production )  (Roadshow)  Another  typical,  sin- 
cere effort  to  teach  parents  responsibility  for 
conduct  of  daughters.  Shows  gay  life  of  high 
school  students  leading  to  seduction  and  trag- 
edy. Acting  and  story  too  amateurish  and 
elementary   to  be  effective.  11-12-35 

(A)  Feeble  (Y)  No  (C)  No 

Dealers  in  Death  (Composite  film)  (Topical 
Films)  Straight-from-the-shoulder  arraignment 
of  great  munitions  makers  as  prime  movers  to 
war.  Old  and  new  news-reels,  grim  war  films, 
uneven  in  quality,  edited  into  fair  continuity 
with  helpful  animation.  Good  narrative  voice. 
Crude   but  strong  anti-war  stuff.  11-26-35 

(A)  and  (Y)  Thought  provoking  (C)  Mature 

A  Feather  in  Her  Hat  (Pauline  Lord,  Basil 
Rathbone,  Wendy  Barrie)  (Columbia)  Beautifully 
acted,  sentimental  but  strongly  appealing  story 
of  humble  English  mother  devotedly  sacrificing 
all  to  make  her  son  a  gentleman.  Fine  realism 
in  character,    dialog,   and   London  atmosphere. 

12-3-35 
lA)ExceHent    (Y)Mature  but  good    (C)Littleint. 

Geschichten  im  Wiener  Wald  (German  pro- 
ouction,  foreign  cast)  Well-acted  realistic  and 
merry  comedy,  with  music,  of  incognito  adven- 
tures of  literary  heroine  posing  as  English 
celebrity  visiting  Germany.  Dialog  wholly  Ger- 
man, no  English  titles.  Photography  and  sound 
notably  good.  12-3-35 

(A)  Good  of  kind        (Y)  (C)  Little  or  no  interest 

Hands    Across   the    Table    ( Carole   Lombard, 

Kred  MacMurray)  (Para)  Lively,  sophisticated 
romance.  Hotel  manicurist  and  formerly  wealthy 
Boeiety  playboy,  both  out  to  marry  money,  find 
true  love  most  important  after  all.  Uncon- 
ventional, intimate  situations  kept  carefully 
free  from  suggestiveness.  12-3-35 

(A)  Fairly  amusing       (Y)  Unsuitable       (C)  No 

His  Night  Out  (E.  E.  Horton.  Irene  Hervey) 
f  Univ)  Hilarious  nonsense  comedy  of  ultra- 
timid,  pill-devouring  hero  and  charming,  level- 
headed office  secretary.  Crook  and  gangster 
complications  bring  out  his  quality  and  devo- 
tion. He  captures  gang  and  wins  heroine.  But 
Horton's  deft  comedy  needs  no  "belching".  12-3-3'5 
(A)  Good  of  kind  (Y)  Amusing  (C)  Fair 

I  Live  for  Love  (Dolores  del  Rio,  Everett 
Marshrill » (  Warner  i  Meant  to  be  fa.st  farce-com- 
edy of  hectic  romance  between  radio  star  and 
temperamental  stage  actress,  but  made  absurd  by 
arbitrary  reversals.  Much  slapstick  and  clown- 
ing none  too  funny.  Much  singing,  some  of  it 
very  loud,  with  acting  (juite  ordinary.  11-26-35 
(A)  Mediocre     (Y)  Harmless     (C)  Little  interest 

In  Person  (Ginger  Rogers,  George  Brent) 
(RKOl  Pleasantly  amusing  yarn  on  stock  for- 
mula of  hero  and  heroine  who  snarl  and 
wrangle  for  six  reels  and  marry  in  the  seventh. 
So  unplausible  as  to  be  novel.  Unconventional 
situation  kept  quite  innocuous.  Ginger,  of 
course,   sings  and  dances  typically.  12-3-35 

(A)  Perhaps      (Y)  Amusing     (C)  Little  interest 

In  Old  Kentucky  (Will  Rogers,  Dorothy  Wil- 
son I  (Fox)  Last  release  by  Uncle  Sam's  jester. 
Appealing  litt'e  story  of  horsetrainer  and  poor 
girl  overcoming  treacherous  difficulties  to  win 
the  classic  race.  Thoroughly  human  role  which 
gives  Will  Rogers  wide  scope  for  his  charac- 
teristic and  engaging  play.  11-26-35 
(A)  Good             (Y)  Excellent             (C)  Excellent 

It's  in  the  Air  (Jack  Benny.  Una  MerkeU 
(MGM)  Laughable,  crazy  farce  of  slapstick  and 
wisecrack  fitted  to  Benny.    Two  chronic  crooks. 


Being  the   Combined  Judgments  of  a  National   Committee  on  Current  Theatrical   Films 

(The   Film   Estimates,   in  whole  or  in   part,   may  be   reprinted 

only   by   special   arrangement  with   The    Educational   Screen) 

Date    of   moiling    on    weekly    service    is    shown    on    each    film. 

(A)  Discriminating  Adults  (Y)  Youth  (C)  Children 


always  fleeing  law,  fall  into  easy  money_  by 
successful  stratosphere  flight!  Which  justifies 
all !  Chief  appeal  centers  on  crookedness  shown 
as  amusingly  incurable.  12-3-35 

(Ai  Feeble  (Y)  Dubious  ethics  (C)  No 

Little  America  (Admiral  Byrd  and  Crew) 
(Para.)  The  authentic  record  of  second  Byrd 
Antarctic  trip.  Heroism,  not  heroics ;  adven- 
ture, not  stunts.  Some  scenes  obviously  staged 
but  inoffensively  so.  Intense,  vivid,  thrilling, 
largely  instructive  despite  familiarity  of  events 
via  radio.  11-12-35 

(Ai  and  (Y)  Excellent  (C)  Mostly  excellent 

Maty  Burns,  Fugitive  (Sylvia  Sidney,  Melvyn 
Douglas)  (Para)  Innocent  heroine  naively  loves 
gangster,  not  knowing  his  life.  Caught  and 
imprisoned  as  accessory.  After  escape,  law 
hunts  and  hounds  her  till  she  kills  villain,  and 
engaging  hero,  who  supplies  only  humor  and 
wholesomeness.  settles  all.  12-3-35 

(A)  Good  of  kind        (Y)  Not  the  best        (C)  No 

The  Melody  Lingers  On  (J.  Hutchinson,  Geo. 
Houston)  (Reliance)  Serious  war-romance  of 
famous  pianiste  and  Italian  singer.  Father 
killed,  baby  lost.  Long  search  and  poignant 
struggle  till  devoted  mother  assures  son  musi- 
cal career  he  wants,  by  telling  her  secret  to 
foster-parents  but  never  to  the  boy.  11-19-35 
(A)  Good  of  kind         (Y)  If  interested         (C)  No 

A  Midsummer  Night's  Dream  (Notable  cast) 
(Warner)  Artistic  masterpiece,  combining  un- 
forgettably Mendelssohn's  music  with  the  fairy- 
land fantasy,  exquisite  settings,  hilarious  low- 
comedy,  and  eerie  atmosphere  as  Shakespeare  con- 
ceived but  only  modern  picture  technique  could 
present.  Merits  universal  attendance.  11-12-35 
(Ai  and  (Y)  Excellent    (C)  Mature  but  excellent 

Mutiny  on  the  Bounty  (Chas.  Laughton,  Fran- 
chot  Tone,  Clark  Gable)  (MGM)  Masterful  por- 
trayal of  grim  bit  of  history,  when  sadistic  tyr- 
anny evolved  into  humane  discipline  aboard 
English  ships.  Beautifully  photographed  and 
acted  by  great  cast  at  its  best.  The  terrible 
South  Sea  voyage  made  unforgettable.  11-26-35 
(AiExcellent   (Y)Strong  but  good   (C)Too  strong 

Narcotic  (Amateur  cast)  (Dwain  Esper)  Sol- 
emnly and  pretentiously  offered  as  educational 
campaign  film  against  drug  addiction,  with 
cheap,  sensational  publicity-matter  accompany- 
ing. Acting  talent  nil,  poor  photography, 
story  incredibly  stupid  and  crude.  Worthless 
for  any  purpose.  11-12-35 

(A)  Trash  (Y)  By  no  means  (C)  No 

The  Pay-Off  (James  Dunn,  Claire  Dodd)  (1st 
Natl  I  Sensational,  seamy  stuff  about  honest 
young  sports-writer-hero  driven  to  drink  (of 
course )  by  gangsters,  a  newspaper  racketeer, 
and  an  unfaithful  wife.  Finally  a  couple  of 
shootings  clear  way  for  second  marriage  with 
beautiful  heroine.  12-3-35 

(A)  Hardly  (Y)  No  (C)  No 

Peter  Ibbetson  (Ann  Harding,  Gary  Cooper) 
( Para. )  Fine  camera  technique,  lovely  back- 
grounds, earnest  acting  wasted  on  distorted 
version  that  ki'ls  charm  and  subtlety  of  fam- 
ous book.  Hollywood  understands  "punch"  but 
not  Du  Maurier.  Ample  technique  but  too  lit- 
tle comprehension.  Deserves  to  fail.  11-19-35 
(Ai  Disappointing    (Y)  Little  value    (C)  No  int. 

Petersburg  Nights  (Russian  Soviet  production) 
Another  ponderous  propaganda  film  of  Russian 
life,  centered  around  humble  violinist,  his  ideals, 
ambitions  and  the  Soviet.  Tempo  hopelessly 
slow,  endless  facial  close-ups,  depressing  crudi- 
ties of  life  and  conduct  among  primitive  peo- 
ple. Unrelieved  realism.  11-26-35 
1  A)  Hardly                         (Yt  No  (C)  No 

The  Rainmakers  (Wheeler  and  Woolsey » 
(RKO )  Crazy  farce,  much  below  this  pair's 
[iverage  as  entertainment,  but  at  least  not  vul- 
gar. Fake  machine  plus  accidental  dynamlt^ 
blast  brings   rain   to   save  farmers   and   defeat 


crooks.       Much    poor    acting,     and    locomotive 
climax  is  almost  endless.  11-12-35 

(A)  Mediocre  (Y)  Perhaps  (C)  Funny 

Remember  Last  Night  ?  ( Robt  Young,  Ed- 
ward Arnold)  (Univ.)  Alcoholic  murder-mys- 
tery with  ample  suspense  and  thrill.  Lavishly 
rich  "play-boy"  married  couples  drink  selves 
unconscious  at  parties,  wake  up  in  wrong  beds, 
etc.,  hence  no  memory  of  murder  in  their 
midst,   hence  the  mystery.  11-12-35 

(A  Depends  on  taste        (Y)  Better  not        (C)  No 

Rendezvous  with  Love  (Wm.  Powell.  Rosalind 
Russell)  (MGM)  Spirited  war-spy  story.  Pow- 
ell at  his  best  as  code  expert  kept  from  front 
for  Washington  job,  breaking  enemy  spy  ring, 
and  Russell  in  notable  role.  Deft  character 
work,  fine  dialog,  spontaneous  comedy.  "With 
love"   absurd  in  title.  11-12-35 

(A)  Excellent     (Y)  Excellent     (C)  If  it  interests 

She  Couldn't  Take  It  (Joan  Bennett.  G.  Raft, 
W.  Connolly)  (Colum.)  Famous  gangster  leav- 
ing prison  undertakes  reformation  of  rich  cell- 
mate's spoiled,  high-stepping  family.  Amusing, 
tragic  complications  ensue,  none  very  convinc- 
ing. Except  Connolly,  acting  mediocre  and 
plot  incredible.  11-12-35 

(A)  Thin     (Y)  Prob.  amusing     (C)  By  no  means 

Thanks  a  Million  (Dick  Powell,  Ann  Dvorak) 
(Fox)  Hilarious  fun  for  the  multitude  that  loves 
slang,  wisecrack,  jazz,  crooning  and  crazy  plot. 
Drunken  sot  running  for  Governor  of  New 
York  is  replaced  in  mid-campaign  by  stranded 
jazz-band's  crooner.  Crooner  wins !  Anything 
for  a  laugh— or  for  export!  11-26-35 

(A)Dep.  on  taste    (Y-C)Amus.,eff.  &  val.  doubtful 

Three  Kids  and  a  Queen  (May  Robson,  Henry 
ArmettaKUniv.)  Rich, eccentric  old  lady, tender- 
hearted despite  crotchetiness,  lost  after  accident, 
is  cared  for  in  humble  home  while  "kidnap" 
rumors  fly.  Highly  amusing  in  characters,  situ- 
ations and  actions.  Then  real  kidnappers,  G- 
men,  shootings  for  cheap  climax.  11-19-35 

(A)  Amusing    (Y)  Very  good   (C)  Gd.  ex.  ending 

The  Three  Musketeers  (Walter  Abel,  Margot 
Grahame)(RKO)  Splendid  partial  screening  of 
Dumas'  immortal  romantic  novel  in  the  spirit  of 
book  and  times.  Sets,  costumes,  atmosphere, 
acting  of  the  finest,  with  historical  flavor  gen- 
uine and  humor  that  is  above  vulgarity.  Joy 
for  those  who  know  the  book.  11-26-35 

(A)Excellent    (Y)Excellent    (C) Mature  but  good 

Thunder  in  the  Night  (Edmund  Lowe.  Karen 
Morley)  (Fox)  Well-knit  murder  mystery  with 
familiar  theme  of  supposedly  dead  first  husband 
reappearing,  attempting  blackmail  and  being 
murdered.  Lowe  as  flippant  "great"  detective 
solves  all  with  proper  ability  and  suspense. 
Love  interest  minor  element.  11-19-35 

(A)  Good  of  kind     (Y)  Prob.  good     (C)  Doubtful 

Two  Fisted  (Lee  Tracy  and  second-rate  cast) 
(Fox)  Cheaply  amusing  stuff  about  a  low-brow 
manager  and  prizefighter  taken  on  as  servants 
in  rich  drunkard's  home.  Crudities  in  elegant 
surroundings  make  the  "humor".  Usual  slang 
and  wisecracks,  dialog  mostly  dull,  and  every- 
body punches  everybody.  11-26-35 
(A)  Cheap                    (Y)  No  value  (C)  No 

Two  Sinners  (Otto  Kruger,  Martha  Sleeper) 
(  Republic  )  The  Deeping  story  finely  done.  Large- 
ly impossible  but  engaging  child,  with  cheap  and 
contemptible  mother,  and  some  crudities  in  the 
action,  make  all  the  more  appealing  the  two 
splendid  leading  roles.  Intelligently  entertain- 
ing. Kruger  notably  fine.  11-19-35 
(A)  Excellent     (Y)  Excellent     (C)  Beyond  them 

The  Virginia  Judge  (Walter  C.  Kelly)  (Para.) 
An  unpretentious  but  engaging  comedy  of  South- 
ern village  life,  with  strong  human  appeal  and 
delightful  character  humor.  Thoroughly  laugh- 
able throughout,  and  with  fine  admixture  of 
sound  ethical  values  embodied  most  unobtru- 
sively. Kelly  excellent.  11-19-35 
(A)  Very  good        (Y)  Excellent        (C)  Amusiny 


Page  294 


The  Educational  Screen 


Film  Production  Activities 


New  16  mm.  Historical  Subject 

Three  Centuries  of  Massachusetts,  a  rich  historic;;! 
record  of  America,  has  been  released  as  a  16  mm. 
sound-on-fihn  motion  picture  by  the  Bell  &  Howell 
Filmosound  Rental  Library.  Prepared  under  the  di- 
rection of  the  eminent  historian  and  educator.  Pro- 
fessor Albert  Bushnell  Hart  of  Harvard,  its  eight 
reels  depict  events,  personalities,  and  incidents  which, 
because  they  figured  in  the  history  of  Massachusetts, 
are  chapters   from  the  history  of  the  Nation. 

Professor  Hart  himself  furnishes  a  most  interesting 
running  narrative  for  the  picture,  telling  the  story 
of  three  hundred  years  of  history,  from  the  Pilgrim's 
first  glimpse  of  the  sand  dunes  of  Cape  Cod  to  the 
departure  of  the  present-day  plane  for  New  York. 
While  the  picture  is  adapted  to  audiences  of  many 
types,  it  is  "pointed"  for  elementary  and  high  school 
use. 

The  picture  is  made  up  of  eight  separate  subtitles  as 
follows:  General  Introduction;  Colonial  Life;  Salem 
Witches  and  Shipbuilding;  The  Revolution;  The  Rise 
of  the  Sea  Trade  ;  The  Rise  of  the  Arts,  Education, 
and  Industry;  The  Rise  of  Steam  Power  and  the  Civil 
War ;  Modern  Massachusetts. 

Egyptian  Company  Producing  Historical  Films 

Two  short  motion  picture  films  of  considerable  his- 
torical importance  have  just  been  completed  by  an 
Egyptian  producing  company  working  under  the  super- 
vision of  the  Egyptian  University,  according  to  a  re- 
port to  the  Commerce  Department  from  Acting 
Commercial  Attache  L.  A.  France.  Cairo.  One 
of  the  reels  shows  in  detail  the  unwrapping  ot 
a  mummy  princess  who  lived  about  2C00  B.  C.  and  the 
other  excavations  and  recent  discoveries  of  the  Egyp- 
tion  University  at  the  Pyramids. 

The  local  producing  company,  it  is  pointed  out.  has 
recently  acquired  the  sole  right  to  film  historical  and 
museum  subjects  in  Egypt  in  collaboration  with  the 
EgA'ptian  University.  The  company  is  desircus  of  mak- 
ing arrangements  with  American  interests  whereby  it 
can  exchange  Egyptian  educational  short  films  for  edu- 
cational films   of  American  origin,   the  report   states. 

An  Unusual  Commercial  Production 

Heralding  the  extensive  use  of  straight  dramatic  in- 
cident in  a  commercial  motion  picture.  General  Elec- 
tric's  newly  completed  five  reel  sound  feature  picture. 
Three  Women,  shows  the  tremendous  i)ossibilities 
which  lie  in  the  use  of  a  well  ])lotted  screen  story  as 
a  vehicle  to  advance  the  product  appeal  in  a  commer- 
cial picture.  The  commercial  problem  of  this  picture 
was  to  show  General  Electric's  products — refrigerator, 
range,   dishwasher,   radio  and  other  household  appli- 


ances— against  a  story  background  in  which  their  use 
would  seem  natural,  plausible  and  appealing.  To  do 
this  the  plot  of  the  story  revolves  around  domestic  af- 
fairs of  a  typical  American  family. 

Produced  in  Hollywood  under  the  personal  super- 
vision of  X.  F.  Sutton  of  Sound  Pictures,  Inc.,  and 
directed  by  Monte  Brice,  Three  Women  has  a  cast 
that  includes  such  well  known  personalities  as  John 
Mack  Brown,  W^m.  Collier,  Sr.,  and  Hedda  Hopper. 

Carewe  to  Make  Films 
For  Churches  and  Schools 

Edwin  Carewe.  famous  Hollywood  director  who  has 
been  in  the  motion  picture  business  for  22  years,  has 
formed  Carewe  Pictures  Corporation  for  the  purpose 
of  producing,  distributing  and  exhibiting  clean,  worth- 
while entertainment  and  educational  picti:res  to 
schools,  colleges,  women's  federations,  churches  and 
fraternal  organizations.  A  production  council  of  nine, 
from  church  and  educational  groups,  will  pass  on  all 
stories  and  casts,  the  features  to  be  in  sound,  color 
and  four  major  languages. 

The  plans  of  the  Edwin  Carewe  Pictures  Corpora- 
tion call  for  monthly  releases,  of  which  the  first  pic- 
ture Are  We  Civilized?,  starring  W^illiam  Farnum  and 
Anita  Louise,  had  its  premiere  showing  in  the  Holly- 
wood-Beverly Christian  Church  in  Hollywood,  Cali- 
fornia on  the  night  of  November  17th.  1935. 

The  organizing  of  an  extensive  distributing  plan 
is  now  well  imder  way  for  the  showing  of  these 
productions.  All  shows  will  be  given  on  16mm  sound 
equipment  and  the  company  has  chosen  Ampro  Projec- 
tors exclusively  for  this  work. 

Colorado  Travelogs 

The  Rock  Island  Lines  announce  the  completion  of 
three  reels  of  new  16mm  silent  travelogs,  illustrating 
the  Colorado  Rockies  which  are  available  for  free  cir- 
culation in  schools.  The  films  are  titled  Outdoors  in 
Colorado.  The  reels  can  be  used  separately  or  com- 
bined into  one  three-reel  picture :  Reel  1 — Rocky 
Mountain  National  Park;  Reel  2 — Pike's  Peak  Region 
and  San  Isabel  National  Forest;  Reel  3 — Mesa  Verde 
National  Park — The  Cliff  Dwellers.  The  pictures 
were  made  during  July,  1935  and  are  distributed  by 
L.  M.  Allen,  Passenger  Traffic  Manager,  Chicago.  A 
few  35mm  silent  prints  also  will  be  made  available. 

The  Rock  Island  also  is  circulating  free,  two  35mm, 
all-color,  sound-on-film,  motion  pictures  illustrating  the 
Southwest,  Arizona  and  California  (2  reels)  and  the 
Colorado  Rockies  (one  reel).  These  were  taken  in 
1934  and  were  judged  the  most  beautiful  motion  pic- 
tures shown  at  the  Chicago  Century  of  Progress  Ex- 
position of  that  year. 


December,  193  5 


Page  295 


Educational  Talking  Pictures 

AT  A  PROFIT 


New  RCA  Plan 
gives  you  both  film 
service  and  perfected 

projector  on 
self-supporting   basis 

Just  a  month  ago  the  first  announce- 
ment was  made  of  the  new  plan  by 
which  RCA  makes  it  possible  for 
you  toget  talking  picture  equipment 
and  films  for  your  school  without 
drawing  on  school  board  funds. 

Already  educators  in  all  parts  of 
the  country  have  shown  great  in- 
terest. The  first  shows  sponsored  by 
this  Plan  have  begun. 

What  the  Plan  offers 

Here  is  what  you  get:  the  famous 
RCA  I6mm.  Sound  Motion  Picture 
Projector,  a  remarkable  device  that 
is  as  simple  to  operate  as  a  radio,  yet 
gives  exceptional  brilliance,  clarity 
and  steadiness  of  the  picture,  plus 
great  naturalness  of  sound. 

AND,  in  addition,  a  fine  program 
service,  supplied  by  Walter  O. 
Gutlohn,  Inc.,  35  West  45th  St., 
New  York  City,  famous  for  creating 
attractive  programs.  You  are  sup- 
plied with  ten  programs,  one  for 
each  scholastic  month. 


RCA  16mm.  Sound  Motion  Picture  Projector,  a  simplified  version  of  the  famous  RCA  Photophone 
Projector  used  in  leading  theatres.  As  simple  to  operate  as  a  radio. 


How  it  is  financed 

There  is  a  down  payment  of  $50, 
which  can  be  raised  locally.  And 
there  are  ten  monthly  payments  of 
$60  each,  covering  ten  scholastic 
months.  These  can  be  more  than 
covered  by  charging  a  small  admis- 
sion to  each  show.  Payments  cover 
use  of  program  for  one  day,  regard- 
less of  number  of  showings.  Addi- 
tional days,  $15  each  per  program. 

The  films 

Pictures  are  the  best  available, 
appealing  to  teachers  as  well  as 
students.  There  are  educational 
subjects;  classics  such  as  Jane  Eyre 
and  The  Last  of  the  Mohicans; 
sports;  news;  cartoons. 


Equipment  becomes  yours 

At  the  end  of  a  calendar  year  you 
own  outright  the  RCA  Projector, 
and  have  had  the  ten  monthly  pro- 
grams necessary  to  give  a  show 
during  each  of  the  school  months. 
Admissions  have  paid  for  it  all,  and 
have  left  a  margin  for  school  uses. 
In  subsequent  years  film  rental  be- 
comes the  only  expense. 

For  full  information 

There  is  a  coupon  below.  Clip  it, 
get  complete  story  about  this  wonder- 
ful plan  that  makes  sound  motion 
pictures  and  equipment  so  easy  for 
any  school  to  obtain.  Clip  the  cou- 
pon—don't go  another  month  with 
out  talking  pictures  in  vour  school. 


RCA  SELF-FINANCING 
INSTITUTIONAL  MOTION  PICTURE  PLAN 

RCA  Manufacturing  Co.,  Inc.,  Camden,  N.  J.,   a  subsidiary  of  the 

RADIO  CORPORATION  OF  AMERICA 


MAIL    THE    COUPON    NOW 

\ 

Visual  Sound  Section 

RCA  Mfg.  Co.,  Inc.,  Camden,  N.  J.,  Dept.  ES 

Please  send  me  full  details  of  the  RCA  Self- 
Financing  Motion  Picture  Plan. 


Name  — 
School  - 
Street  — 


City- 


-State- 


Page  296 


The  Educational  Screen 


School  Department 


A    Red    Letter   Day 

The  Use  of  Home-Made  Slides  in  Teaching  French 


Conducted  by  DR.  F.  DEAN  McCLUSKY 
Director,  Scarborough  School,  Scarborough-on-Hud«on,  N.  Y. 


nOUR  YEARS  ago  there  came  to  me  an  exception- 


r 


ally  large  beginners'  French  class,  the  majority  of 


whom  seemed  to  lack  retentive  minds.  Something  had 
to  be  done  to  help  these  pupils  acquire  a  vocabulary 
which  after  all  is  the  basis  of  all  language  work.  What 
could  be  done? 

Much  has  been  said  of  the  value  of  the  Keystone 
visual  method  in  the  teaching  of  reading  in  the  first 
grade.  This  thought  persisted,  "Why  would  it  not 
prove  equally  valuable  for  those  beginning  the  study 
of  a  foreign  language?  And  how  could  it  be  worked 
out?" 

Fannie  Perley's  interesting  little  book  "Que  Fait 
Gaston"  is  our  first  reader.  Each  lesson  is  accom- 
panied by  a  picture.  I  obtained  several  etched  glass 
lantern  slides  and  proceeded  to  duplicate  upon  one  of 
these  the  lesson  picture.  Two  or  three  boys  and  girls 
came  in  one  afternoon  and  we  tried  throwing  the  pic- 


only  -99^ 

at  BASS 

for  this  $135—16  mm.  AMPRO  Pro- 
jector. 400  Watt  Biplane  Mazda  equal 
to  500  Watt.  Has  all  the  refinements  of 
more  expensive  models  —  Order  Direct 
from  this  "ad"  on  money  back  guarantee. 

BASS   CAMERA   COMPANY 

^-  179  West  Madison   Street 

AiA  Chicago,  III. 


Write  to  Dept.Efor  BASS 
BarRainj^ram  ;  catalog  of 
other  models  as  well  as 
Iar(?e  catalogue  of  16mni. 
silent  and  Sound-on-Film 
Library. 


The    Ampro 
Model  A 

Salient    Features 

•  Die  Cast  Body 

•  Direct  Illumination 

•  Forward  and  Reverse 

•  Higrh  Speed  Automatic 
Rewind 

•  Lonsr  Life  Construction 

.    .    .    and    10    other 
exrluHire  features. 


ture  on  the  blackboard.  It  showed  up  clearly  when 
some  of  the  curtains  were  lowered.  At  least  the 
mechanical  means  of  teaching  vocabulary  were  ready. 

Now  the  class  room  procedure.  A  boy  (usually 
one  who  does  not  indicate  any  great  interest  in  French) 
takes  charge  of  setting  up  and  focusing  our  daylight 
lantern  each  day  when  we  have  this  type  of  work. 
The  picture  is  ready. 

Today  perhaps  the  pupil  in  the  extreme  left  hand 
corner  of  the  room  begins  writing  upon  the  picture 
the  names  of  all  the  different  things  there  represented. 
He  goes  to  the  board  without  being  called  upon  and 
writes  perhaps,  "le  garcon"  right  on  the  ]iicture  of  a 
boy.  Each  member  of  the  class  has  a  chance  to  write 
one  word.  Then  if  there  are  still  words  to  be  filled  in 
volunteers  complete  the  task.  Errors  in  gender  and 
spelling  are  then  corrected,  pupils  and  teacher  work- 
ing together. 

With  the  perfect  vocabulary  before  them  pupils 
study  from  the  picture  for  a  given  length  of  time.  A 
girl  or  boy  steps  forward  at  the  end  of  this  study  per- 
iod and  passes  out  paper  for  written  work.  The 
vocabulary  is  erased,  but  the  picture  remains  as  bright 
as  ever. 

The  teacher  then  places  numbers  1,  2,  3,  etc.,  upon 
various  objects  in  the  picture  and  the  pupils  write  the 
French  words  on  their  papers.  \Mien  all  are  written, 
papers  are  exchanged  and  words  are  checked  by  again 
writing  them  on  the  jiicture.  It  is  surprising  how  well 
the  class  has  done. 

The  second  part  of  the  hour  is  used  to  develop 
spontaneity  in  writing  French  even  though  errors  may 
be  made.  All  the  words  are  erased  from  the  picture 
and  the  pupils  are  given  an  opportunity  to  write  on 
the  board  French  sentences  which  they  make  up  in 
connection  with  the  action  of  the  picture.  Each  pupil 
may  go  to  the  board  whenever  he  desires.  My  ex- 
])erience  has  been  that  there  is  no  hanging  back,  all 
want  to  go  several  times.  The  entire  blackboard  space 
in  the  room  is  frec[uently  covered  with  French  sen- 
tences which  are  very  good  despite  the  fact  that  be- 
ginners wrote  them.  All  sentences  are  read  and  cor- 
rected without  grammatical  comment. 

This  same  visual  device  may  be  used  in  classes  work- 
ing with  oral  French.  At  the  end  of  the  study  period 
after  the  words  have  been  erased  the  teacher  may  point 
to  the  various  objects   in  the  picture  and   the  pupils 


December,  193  5 


Page  297 


Every  Physical  Education  Department  Needs  This  Film 

^^Modern  Basketball  Fundamentals^^ 


Directed  by  FORREST  C.  (  PhOG  )  AlLEN 

University  of  Kansas  Coach 

THIS  specially  made  two-reel  motion  picture,  now  ready  for  dis- 
tribution, employs  both  normal-speed  and  slow-motion  photog- 
raphy to  solve  the  problems  of  modern  basketball  technique  and 
strategy.  Here  are  some  of  its  features: 

Individual  Offense:  Using  the  backboard,  ball  handling,  push  shot,  free 
throw,  hook  shot,  underarm  pass,  floor  bounce,  "pepper  passing,"  overhead 
shot,  catcher's  peg,  use  of  long-extension  baskets,  ambidextrous  rebound, 
"English"  shot,  lay-in,  dribbling,  pivoting,  recovery  off  backboard. 

Team  Offense:  Dribble-pivot-pass  play,  anterior- 
posterior  and  lateral  screens,  out-of-bounds  plays 
against  man-for-man  and  zone  defenses,  set-screen 
and  fast-break  plays. 

Defensive  tactics  are  covered  just  as  thoroughly. 
Through  Modem  Basketball  Fundamentals,  scholastic 
basketball  receives  a  great  stimulus . . .  especially  since 
the  scenes  visualize  the  technique  of  many  of  Coach 
Allen's  favorite  plays.  Every  high  and  prep  school 
needs  this  picture. 

Two  400-foot  reels  of  16-millimeter  safety  film. 
Carefully  prepared  guide  book  accompanies  each  set 
of  films.  Purchase  price  complete,  including  transpor- 
tation, $48.  Not  distributed  on  rental  plan.  For  further 
information  address  Eastman  Kodak  Company,  Teach- 
ing Films  Division,  Rochester,  N.  Y. 

Eastman  Classroom  Films 


Page  298 


The  Educational  Screen 


Actual  Size  6x9'/2 

Photoart  House 


Teach  the  Visual  Way 

with    PHOTOART 

VISUAL    UNITS 

A  complete  and  well  organized  picture  series.  The 
diviiiptivf  material  above  each  picture  will  aid  the 
child   in  interpri'ting  tlie  picture  correctly. 

At   present  we   have  ready  for  you  Special 

Means  of   Transportation  67  cards  $3.25           Group 

■Tapan  58  cards  2.7.'»           Offer 

Coal  Mining  56  cards  2.73  t  I  fl  ^n 

I'.   S.    Northern  Interior  74  cards  3.25  OlUnlU 

Glarily  sent  on  5-day  approval.     Write  today! 


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MILWAUKEE.    WISCONSIN 


TALKING    PICTURES    FOR    CLASSROOMS 

Series  "A"  for  Hi£:h  Schools  Series  "B"  for  Grade  Schools 

FREE  CIRCULAR  ON  REQUEST 

Also  entertainment  and  educational  16  mm.  and  35  mm.  motion 
Pictures,  both  Silent  and  Sound ;  Glass  Slides,  Film  Strips,  Pro- 
jectors,   Stereopticons.    Screens,    Accessories.      Ask    for    supplement. 

IDEAL     PICTURES     CORPORATION 

30   EAST  EIGHTH   STREET  CHICAGO,   ILL. 


TWO  NEW  SCIENCE  AIDS 

FOR       PROGRESSIVE       TEACHERS 

PRINCIPLES    OF    PHYSICS        PRINCIPLES    OF    CHEMISTRY 

The  Tiaualization  of  high  school  The  core  of  the  year's  work  in 
physics  on  3j  mm.  film  slides  for  chemistry  especially  adapted  for 
claBsroom   use.  review. 

Descriptive  literature  and  sample  strip  of 
typical  frames  sent  on  request.     Address : 

VISUAL     SCIENCES  —  Suf  fern,    N.Y. 


16mm.  M    O    V    T    F    «l  Silent 

Sound-on-film        1*1    V-»     V    1    ti    O  16mm. 

Write  for  free  descriptive  lists. 

We  are  determined  to  maintain  tlie  lowest  rates  in  the  U.  S.  A. 

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Organized     for    service  —  not    for    pr"fit. 

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THE     MANSE     LIBRARY,  Cincinnati.  O. 


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A  Revised  Edition 

of  this  Avell- known  book 
just  off  the  press. 

THE  EDUCATIONAL 
•  TALKING  PICTURE 

By  Frederick  L.  Devereux 
Vice-President,  Erpi  Picture  Consultants,  Inc. 

This  new  edition  covers  the  many  im- 
provements which  have  been  made  in 
motion  picture  equipment  since  the  first 
edition  in  1931.  Up-to-date  on  data  and 
new  ilhistrations. 

222pages    $2.00;postpaid,$2.10 

The  UNIVERSITY  of  CHICAGO  PRESS 


name  them  orally.  Then  during  the  second  part  of 
the  hour,  the  original  French  sentences  may  be  spoken 
or  conversation  in  French  relative  to  the  action  of  the 
picture  may  be  carried  on.  There  is  still  the  direct 
contact  between  the  object  and  its  French  equivalent, 
which  proves  so  helpful. 

We  make  use  of  this  special  lesson  once  a  week. 
On  this  day  no  English  is  necessary.  It  is  truly  a 
French  lesson.  It  has  proved  to  be  the  favorite  day 
with  the  pupils.  Enthusiasm,  desire  to  learn  and  dis- 
appearance of  fear  and  timidity  are  noticeable  results. 
Pupils  often  bring  in  many  words  beyond  those  given 
in  the  assigned  lesson.  They  even  ask  to  be  allowed 
to  make  the  slides. 

At  various  times  the  objective  results  of  this  method 
have  been  tested.  For  instance  upon  asking  the  class 
to  write  a  page  of  original  French,  without  the  use  of 
books,  the  vocabulary  learned  on  this  day  is  most 
commonly  used.  In  vocabulary  achievement  tests, 
which  are  given  at  the  end  of  every  two  months,  the 
words  learned  from  this  visual  work  are  the  ones 
which  are  most  often  correct. 

The  pupils  who  seemed  to  lack  retentive  minds  have 
suddenly  disappeared.  In  their  places  each  IMonday 
morning  sit  bright  happy-faced  French  students  learn- 
ing because  they  want  to  learn,  by  doing  what  thev 
enjoy  doing,  and  doing  it  out  of  their  own  initiative. 
It  has  truly  become  their  Red  Letter  Day. 

By   GLADYS  A.   W.   HIGGiNS 

High    School,    Rockport,    Massachusetts 

A  Thesis  on  Photoplay  Appreciation 

The  "Photoplay  A]ipreciation  Courses,"  developed 
under  the  auspices  of  the  National  Council  of  Teachers 
of  English,  have  been  carried  on  in  many  High  Schools 
in  all  parts  of  the  country.  The  most  comprehensive 
and  complete  description  of  the  actual  workings  of 
such  courses  that  we  have  yet  seen  has  been  compiled  by 
Miss  Virginia  Ballard  of  Atlanta,  Georgia,  as  a  submit- 
ted thesis  for  the  Master's  degree,  and  accepted  by 
Oglethorpe  University.  In  mimeographed  form  "The 
Photoplay  .Appreciation  Experiment  in  Conunercial 
High  School"  (Atlanta)  runs  to  114  pages.  Arrange- 
ments for  printing  have  not  been  completed. 

Miss  Ballard,  in  brief  introduction,  states  the  origin 
and  purpose  of  the  nationwide  experiment  and  assures 
the  reader  "once  these  young  people  are  enabled  to 
judge  for  themselves  what  is  good  and  helpful  in  the 
way  of  entertainment"  they  will  attend  the  good  and 
thus  "constitute  a  demand  for  better  pictures." 
The  author  expresses  surprise  and  ajjpreciation  that 
all  needed  cooperation  was  generously  given  from  all 
quarters  of  the  theatrical  field. 

The  entire  project  is  exceedingly  well  described,  in 
most  satisfying  detail.  The  ten  chapters  are  devoted 
to  preliminary  investigation  determining  the  adoles- 
cent's need  for  guidance ;  organization  of  the  experi- 
ment strictly  along  lines  laid  down  by  the  National 
Committee  ;  the  selection  and  testing  of  the  two  groups, 
control  and  experimental :  evaluation  of  a  score  of 
pictures   bv   elaborate    score    sheets ;    measurement   of 


December,  19  i  5 


Page  299 


SPENCER      COLOR      PLATE      PROJECTOR      PROVIDES 

ABSOLUTE    PROTECTION 
AGAINST    HEAT 

Your  natural  color  plates,  such  as  Agfa  and  Autochrome,  are  ABSOLUTELY  PROTECTED  and  SATISFACTORILY 
PROJECTED  on  the  screen  by  the  Spencer  Model  DK  Color  Plate  Projector.  There  is  no  danger  of  their  break- 
ing or  deteriorating  from  excessive  heat  because  a  motor  driven  blov/er  drives  a  blast  of  cold  air  to  the 
condenser  chamber  and  slide. 

Designed  for  dassroom  use,  the  Model  DK  pro- 
vides an  exceptionally  brilliant  source  of  light 
giving  thoroughly  satisfactory  illumination  up  to 
60  feet  for  an  opaque  screen  for  even  the  most 
dense  plates.  Slides  from  4.5  x  6  cm.  to  3'/^ 
X  4I/4  inches  are  accommodated. 

A  new  pamphlet  K-76  completely  describes  this 
and  larger  Spencer  Color  Plate  Projectors  de- 
signed for  auditorium  use.  We  will  gladly  send 
a  copy  to  you.     Please  address  Dept.  R-12. 


There   is   no   Substitute   for   the   Superiority 
of  the  Spencer  Delineascope  Optical  System 


resultant  gains  in  appreciation,  showing  the  thesis 
proved ;  and  social  aspects  of  the  experiment,  with 
recommendations  and  conclusions.  Eight  appendices 
give  all  supplemental  data  on  worksheets,  tests,  sample 
guides  used,  individual  themes  from  the  participating 
pupils,  and  a  concise  Bibliography. 

It  is  hardly  surprising  that  the  students  enjoyed  the 
project  and  that  the  industry  helped.  Miss  Ballard 
concludes  with  the  pertinent  sentence;  "Since  the  stu- 
dents have  been  found  responsive  and  the  industry  co- 
operative, is  it  not  the  English  teacher's  next  move?" 

Building  A  Visual  Education  Program 

{Concluded  from  page  282) 

cation.  This  is  a  condition  for  which  little  cure 
can  be  found  as  the  school  is  crowded  and  few 
rooms  can  be  set  aside  for  special  purposes. 

Thi,s  is  essentially  the  story  of  our  accomplish- 
ments in  Visual  Education.  The  factors  in  the  sit- 
uation are  not  very  different  from  those  of  other 
medium  sized  cities.  What  we  have  done  others 
can  do.  The  chief  requirements  are  genuine  inter- 
est in  visual  education;  willingness  to  give  gener- 
ously of  time,  efifort  and,  occasionally,  pocket 
money;  and  a  modicum  of  administrative  intelli- 
gence. Disregard  for  immediate  financial  rewards 
and  a  goodly  supply  of  patience  with  jjetty  obstacles 
will  help. 


BUY  ON  MERIT 


and  compare  with  any 

Sound 
Quality 

• 

Volume 

• 

Picture 
Quality 

• 

Mechanical 
Precision 


Meclianical 
Action 


The  first  and 
only  ball-bear- 
ing  projector 
and  sound 
head  built  in 
•  one      unit — no 

attachments. 

See  it— Hear  it  — FREE 
DEMONSTRATION 

Sold  to  schools  on  an  easy 
payment  plan  in  19  pay- 
nnents  —  19  months  —  no 
Interest — no  carrying  charges 
— one  year  guarantee. 

Write  for  complete 
information 


HOLMES 

Educator    Projector 

Quality    with    Durability 

Holmes  Projector  Company 

Manufacturers  of   t6  mm.  and   35  mm.   Projectors 
1816  Orchard  Street  CHICAGO 


Page  300 


The  Educitional  Screen 


New  University  of  Chicago 
Geology  Films 

Last  month  saw  another  notable  addition  made  to 
the  series  of  educational  talking  films  produced  during 
the  last  four  years  by  the  University  of  Chicago  and 
Erpi  Picture  Consultants,  in  collaboration.  Six  single 
reels,  The  Story  of  the  Earth  in  Talkies,  had  their  pre- 
miere showing  before  an  invited  audience  of  educators 


tional  film  production.  Preparation  for  these  films  be- 
gan some  five  years  ago.  The  slow  progress  was  due 
not  only  to  the  economic  depression  of  those  years  but 
to  the  inherent  difiiculties  of  such  production.  By  the 
spring  of  1934  the  jjrogram  for  apportioned  responsi- 
bility was  com])leted.  Subject  matter  and  scenario  were 
by  Dr.  Carey  Croneis  of  the  University  of  Chicago, 
whose  opening  address  at  the  premiere  was  an  excellent 
introduction  to  the  films  and  preparation  of  the  audi- 
ence for  the  viewing.  Technical  direction  and  sound 
recording  were   Erpi's   responsibility.    The   photogra- 


Variation   of   Water    Table 

(h'rom  the  sound  film, 
Ground   Water) 


One  of  the   Glacial  Advances 

of  the  Last  Ice  Age 

(From  the  sound  film, 

Geological  Work  of  Ice) 


The  Formation  of  the  Cinder  Cone 

(From  the  sound  film. 
Volcanoes  in  .Iction) 


on  November  11th,  1935.  The  enthusiasm  of  that 
audience  was  quite  inevitable.  The  significance  of  the 
material  shown  was  obvious. 

The  six  reels,  each  an  independent  instructional  unit, 
present  an  ideal  example  of  the  sort  of  wide  scientific 
collaboration  arrd  centralized  scholarly  control  that 
must  be  the  foundation  and  background  of  real  educa- 


For  Auditorium  Use: — 

The  high  powered  projection 
lamp  and  special  Bausch  & 
Lomb  proiection  lenses  assure 
clear  and  brilliant  pictures  for 
audiences  up  to  2000.  Sound 
Is  of  perfect  tonal  quality  and 
undistorted  for  audiences  of 
this  size. 

Syncrofilm  Sixteen  For 
Classroom  Use: — 

Simple  to  thread  and  operate, 
extremely  quiet  running  and 
low  in  maintenance  expense. 
The  ideal  projejitor  for  teach- 
ers' class  room  use.  Com- 
pletely portable. 

YOU  MAKE  A  GOOD  INVESTEMENT  that  remains  a  good  In- 
vestment when   you   choose   SYNCROFILM    SIXTEEN. 

Many  Institutions  to-day  are  using  SYNCROFILM  SIXTEEN 
proiectors  as  money  raising  projects — you  too  can  take  ad- 
vantage of  this  opportunity.  Write  us  for  complete  details  of 
our  cooperative  buying  plan. 

Weber  Maehine  Corp. 

.    Manufacturers  of  35  mm.  and  16  mm.  Sound   Projectors 

59  RUTTER  STREET     —     ROCHESTER,  NEW  YORK 

New  York  Sales  and  Export  Department 
15  Laight  St.,  N.  Y.  C.  -:-  Cable:  Romoa,  N.  Y. 


phy  of  selected  scenes  in  three  fourths  of  the  States  of 
the  Union  was  the  task  of  the  National  Parks  Service. 
And.  finally,  the  film  libraries  of  the  world  were  ran- 
sacked to  find  the  bits  of  footage  on  foreign  scenes,  nec- 
essarily lacking  in  the  60,000  feet  of  film  taken  by  the 
Parks  Service. 

Despite  this  wealth  of  material  still  more  was  needed. 
Geologic  processes  are  often  too  slow  for  visual  detec- 
tion. Pressure  box  and  stream  table  were  called  upon 
to  present  in  swift-moving  miniature  the  rock-folding 
processes  of  our  deliberate  old  globe,  and  the  leisurely 
but  relentless  erosion  by  waves,  rivers  and  winds. 
Again,  animation — that  invaluable  com])lement  to  so 
many  film  subjects — freely  used  throughout  the  six 
reels,  brought  telling  effectiveness  to  many  concepts 
otherwise  incapable  of  visualization. 

The  six  reels  are  titled  as  follows : 

The  Work  of  Rivers  portrays  briefly  the  water  cycle 
in  nature,  then  comprehensively  the  cycle  of  river  life 
from  beginning  to  old  age.  Included  are  specific  phe- 
nomena such  as  deltas,  meanders,  ox-bow  lakes,  water 
ga]3s,  sand  bars,  and  Niagara  Falls. 

Ground  IVater  shows  the  importance  of  water  action 
in  changing  the  earth's  crust,  in  producing  spectacular 
geologic  phenomena,  and  its  significance  for  mankind. 
Vividly  the  film  accounts  for  artesian  systems,  springs, 
geysers,  water  tables,  caves,  wells,  hot  springs,  roaring 
springs,  sink  holes,  mineral  concentrations,  and  the 
petrifaction  process. 

The  Work  of  the  Atmosphere  reveals  the  part  pla\ed 
by  air  and  temperature  in  rock  disintegration,  both 
spalling  and  exfoliation,  together  with  rock  abrasion  by 
wind-blown  sand,  the  distribution  of  sand,  loess  and 
volcanic  dust  over  wide  areas,  and  formation  of  soil. 

Geological  Work  of  Ice  makes  clear  the  gradational 
effect  of  ice  through  freezing  and  expansion,  treats  gla- 
ciers fullv  as  to  types,  formation,  movement,  showing 
their  records  as  left  by  striae,  moraines,  eskers,  cirques, 
hanging  valleys,  fiords,  and  finally  pictures  stages  of 
the  vast  ice  sheets  of  the  glacial  periods. 

Mountain  Building  treats  this  difficult  and  none-too- 
well-understood  ])henomenon  by  extensive  use  of  models 


December,  193  5 


Page  301 


for  every  sti 
projection  purpose 


Left:  B  &  L  Model  KOSB 
Balopticon  for  projection 
of  opaque  objects  or  lan- 
tern slides  with  res:ular  or 
translucent  screen. 


CS 


B  &  L  Balopticon  B  for  lan- 
tern slides  only. 


B    &    L    Balopticon    ERM    for 
opaque  objects  only. 


^TILL  picture  projection,  because 
of    its    economy    and    flexibility 
is    widely    recognized    as    the    best 
method  of  visual  instruction. 

Bausch  &  Lomb  oflfer  a  complete 
line  of  Balopticons  which  covers 
every  still  projection  requirement. 
Whether  you  need  a  machine  for 
lantern  slides  or  opaque  objects, 
for  a  small  room  or  a  large  audi- 
torium, or  for  any  special  purpose, 


B  &  L  Balopticon  O  for 
opaque  objects  as  large  as 
12"  square. 


B  &  L  Wood  Balopticon 
Table  with  tilting  top,  and 
slide  shelf. 


you    can    readily    obtain    it    from 
Bausch  &  Lomb. 

B  &  L  Balopticons  are  known  every- 
where for  their  excellent  optical 
systems,  simple  and  durable  con- 
struction and  other  noteworthy 
features  that  result  in  excellent 
performance  and  long  life. 
Complete  details  are  contained  in 
Catalog  Ell.  Write  for  it  to 
Bausch  &  Lomb  Optical  Co.,  688 
St.  Paul  St.,  Rochester,  N.  Y. 


Bausch  &  Lomb 


WE  MAKE  OUR  OWN  GLASS  TO 
INSURE   STANDARDIZED   PRODUCTION 


FOR  yOUR  GLASSES,  INSIST  ON  B  &  L 
ORTHOGON    LENSES   AND   B  *  L   FRAMES 


Page  302 


The  Educational  Screen 


IN  SIGHT 


IN  MIND! 


•  Education  marches 
forward ! 

•  Visual  instruction 
advances  on  a  vocal 
stepping-stone. 

•  UNIVERSAL  with  a 
leader's  background 
of  fifteen  years  of  non- 
theatrical  service,  leaps 
ahead  of  the  times! 

•  What  are  your 
needs? . .  .  Geographi- 
cal subjects,  musical, 
historical,  current 
events,  cartoon  come- 
dies, feature-length 
motion  pictures?  .  .  . 
Consult  UNIVERSAL! 

Write  for  further 
information  to 

NON-THEATRICAL  DEPARTMENT 

Universal  Pictures 
Corporation 


ROCKEFELLER  CENTER 


NEW  YORK,  N.  Y. 


and  animation  to  make  clear  subsidence,  elevation,  thrust, 
fold,  fault,  and  the  importance  of  these  to  mining 
engineers. 

Volcanoes  in  Action  discloses  the  natural  causes  be- 
hind nature's  most  violent  cataclysms,  explains  dikes, 
sills,  laccoliths,  metamorphism,  lava,  cinder,  ash,  and 
shows  world  distribution  of  volcanoes,  active  and  in- 
active. 

We  would  quote  a  further  word  from  Dr.  Croneis. 
"Probably  few  pictures  have  had  such  a  careful  pre-is- 
suance  scrutiny.  They  have  been  gone  over  with  a  fine 
toothed  scientific  comb  by  many  experts  in  many  places, 
but  especially  in  Chicago,  Washington  and  New  York. 
Thus  there  have  been  long  conferences  over  almost 
every  single  foot  in  the  six  films.  Pseauty  of  scene  has 
been  achieved  in  some  of  these  pictures  but  it  has  not 
been  particularly  sought  after.  For  we  were  trying  to 
tell  fundamental  geological  stories.  We  wished  the  earth 
processes  themselves  to  remain  in  the  observer's  mind, 
rather  than  the  beauty  and  drama  which  commonly  ac- 
company them.  And  in  any  case,  it  must  be  remembered 
that  printed  guides  are  issued  to  supplement  and  elab- 
orate on  these  films." 

It  remains  now  for  the  field  to  use  these  films,  and 
widely.  They  deserve  such  success  as  will  justify  and 
ensure  continued  production  indefinitely  from  the  same 
high  source.  N.  L.  G. 

The  History  of  Charity  Stamps 

Two  men  of  Danish  extraction,  one  a  citizen  of  Den- 
mark and  one  an  .American  citizen,  gave  birth  to  what 
is  now  known  as  the  American  tuberculosis  Christmas 
Seal  and  to  the  development  of  similar 
charity  stamps  on  a  wide  scale  through- 
out the  United  States  and  other  coun- 
tries. Einar  Hoelbell,  a  Danish  postal 
clei'k,  conceived  the  idea  of  using  a 
seal  or  stamp  in  addition  to  the  regu- 
lar postage  stamp  as  a  means  for  rais- 
ing money  for  a  childrens'  tuberculosis 
sanatorium  and  in  1904,  with  the  aid 
of  the  Danish  King  and  Queen,  the 
first  of  a  long  series  of  seals  of  this 
character  was  born.  Jacob  Riis,  an 
American  Dane  first  called  attention  to 
the  idea  in  this  country.  Miss  Emily 
P.  Bissell,  a  plucky  little  woman  in  Wilmington,  Dela- 
ware, gave  the  seal  its  American  christening  in  1907, 
when  she  sold  the  little  health  stickers  for  the  first 
time  in  the  United  States  to  help  provide  care  and 
treatment  for  patients  in  a  tuberculosis  sanatorium  on 
the  banks  of  historic  Brandywine  Creek.  It  wasn't  long 
before  the  idea  took  hold  and  in  a  few  years  the  Christ- 
mas Seal  became  a  regular  holiday  feature.  Today 
people  look  forward  to  Christmas  Seals  as  they  look 
forward  to  Christmas  bells,  Christmas  holly  and 
Christmas  carols.  The  double-barred  cross  Christmas 
Seal  with  its  cheery  picture  and  its  message  of  help 
and  health  is  known  to  almost  every  man,  woman  and 
child  in  the  country. 


BUY 

CHRISTMAS 
SEALS 


FIGHT 

TUBERCULOSIS 


December,  193  5 


Page  303 


What  Could  he 
Simpler? 


A.    Swing  screen  to 
horizontal! 


B.    Open  legs! 

Finding  a  place  to  show  pictures  is  never 
a  problem  when  teachers  have  the  Da-Lite 
Challenger  Screen.  It  has  a  tripod  per- 
manently attached  to  the  carrying  case. 
It  can  be  set  up  anyw^here  in  a  jiffy.  Ask 
your  dealer — or  w^rite  us  for  full  details! 

DA-LITE  SCREEN  CO.,  INC. 

2723    No.    Crawford    Ave.,    Chicago,    III. 


C.  Lift  screen  to  height 

desired    and    hook    over 

goose-neck! 

The    DA-LITE 
CHALLENG 

is  available  in  several  sizes,  ranging  from  30"  x  40"  up  to 
and  including  70"  x  94".  Screen  surface  is  beaded,  unless 
otherwise  specified. 


Da-Lite  Screens 


AND    MOVIE 
ACCESSORIES 


Among  the  Masazines  and  Books 

(Concluded  from  page  292) 

vironment,  a  domestic  unit  was  arranged  with  mov- 
eIdIc  wall-panels,  permitting  the  room  alternately  to 
become  a  sleeping-room,  bath-room,  dining-room 
and  play-room.  Mothers  brought  their  children 
here  for  one  or  two  days  each  month  where  they 
cared  for  the  infants  as  they  did  at  home.  "Cameras 
registered  every  move,  and  observers  again  made 
extensive  notes,  Avhile  concealed  from  view  and 
from  various  angles."  The  results  have  been  in- 
corporated into  a  talking  picture,  entitled  "Life 
Begins." 

The  Grade  Teacher  (September,  '35)  "The  Pup- 
pet Theatre,"  by  Gertrude  S.  Bridge. 

A  clear  and  comprehensive  article,  illustrated 
with  prints  and  clarified  with  working  drawings,  is 
presented  for  intermediate  grades.  The  entire  pro- 
cedure for  giving  the  play,  "Pinocchio  in  Eskimo 
Land"  is  described  from  the  writing  of  the  drama 
to  constructing  and  operating  the  marionette  the- 
atre. Under  the  following  titles,  the  constructive 
work  is  made  perfecly  plain:  "The  Puppet  Heads," 
"Materials  Required,"  "Making  Papier- Mache," 
"Molding  the  Heads,"  "Manipulating  the  Puppets," 
"Building  the  Puppets,"  "Building  the  Theatre." 
The  lighting  is  carefully  explained. 


NEW  FINANCE  PLAN 


FOR  - 

SCHOOLS,  CHURCHES,  ETC. 

We  have  just  completed  a  new  and 
unusual  finance  plan  which  will  enable 
every  school,  church  and  similar  insti- 
tution to  own  the  latest  16mm.  or 
35mm.  SOUND  ON  FILM  PRO- 
JECTOR on  liberal  and  convenient 
TERMS. 

WRITE  FOR  COMPLETE  DETAILS 

We  sell  BELL  &  HOWELL,  AMPRO,  VIC- 
TOR, R.C.A.,  SYNCROFILM,  as  well  as 
DE  VRY  Equipment. 

WE  ALSO  HAVE  SEVERAL  SLIGHTLY  USED  AND 
REPOSSESSED  TALKING  PICTURE  PROJECTORS 
THAT  WE  CAN  OFFER  AT  LESS  THAN  COSL 
YOU  CAN  PURCHASE  THESE  AS  WELL  ON  THE 
ABOVE  CONVENIENT  PAYMENT  PLAN.  ABSO- 
LUTELY NO  INTEREST  CHARGE. 

SUNNY   SCHICK 

NATIONAL  BROKERS 

405    W.    WASHINGTON    BLVD. 

FORT  WAYNE,  IND. 


Page  304 


The  Educational  Screen 


Among  the  Producers 


New  Bausch  &  Lomb  Ortho-Stereo  Equipment 

The  new  Ortho-Stereo  Camera  and  Ortho-Stereo- 
scope introduced  by  the  Bausch  and  Lomb  Optical 
Company,  Rochester,  make  available  many  valuable 
applications  of  stereoscopic  photography  in  education, 
science  and  industry.  With  this  co-ordinated  combina- 
tion of  camera  and  viewer  it  is  possible  to  make  and 
view  photographic  records  with  all  the  impression  of 
solidity  possessed  by  the  objects  themselves. 

The  manufacturers  claim  that  the  equipment 
is  so  designed  that  it  requires  practically"  no 
manipulation  on  the  part  of  the  operator.  Fur- 
thermore, the  severest  handicap  of  mani])ulation 
in  the  making  of  stereo  photographs,  namely  the  need 
for  transposition  of  prints  in  mounting  has  been  elimi- 
nated completely.  Both  pictures  of  the  pair,  each  70 
mm  square,  are  automatically  transposed  during  pho- 
tography and  are  recorded  on  a  single  5"x7"  plate  at  the 
proper  separation  and  orientation.  The  operator  has 
only  to  use  a  single  piece  of  printing  paper,  develop 
and  mount  it  without  cutting  or  transposing  views. 

The  Ortho-Stereo  Camera  is  of  the  fixed  focus  type 
with  fine  adjustment  and  may  be  used  in  either  vertical 
or  horizontal  position.  It  is  fitted  with  a  double 
slide  carrying  a  frame  into  which  may  be  placed  either 
the  ground  glass  focusing  screen,  or  the  standard  5x7 


Ortho-Stereo  Camera  Lens  in  Adapter, 
and  Ortho-Stereoscope 
plate  holder.  Just  below  this  slide,  a  cylindrical  drum 
may  be  revolved  to  various  stops,  each  stop  corres- 
ponding to  the  ultimate  magnification  for  which  the 
camera  is  set,  and  which  limits  plate  shift  to  the  exact 
distance  required  for  the  magnification.  The  manipu- 
lation  of  this  slide  also   causes  the  automatic  trans- 


Where  the  commercial  firms — whose  activities  have  an 
important  bearing  on  progress  in  the  visual  field — 
are  free  to  tell  their  story  in  their  own  words.  The 
Educational  Screen  is  glad  to  reprint  here,  within  nec- 
essary space  limitations,  such  material  as  seems  to  have 
most    informational    and    news    value    to    our    readers. 


position  of  the  views  between  the  exposures.  At 
the  bottom  of  the  camera  chamber  is  mounted  a 
photographic  shutter,  which  may  be  adjusted  for  time, 
release,  and  instantaneous  exposures  of  varying  dura- 
tions. 

The  Ortho-Stereoscope  is  designed  for  viewing 
prints  made  with  the  Ortho-Stereo  Camera.  It  con- 
sists of  a  stereoscope,  with  adjustment  for  interpupil- 
lary  distance,  supported  on  a  metal  stand  for  conveni- 
ence in  use. 

Suitable  lens  and  slide  equipment  are  listed  separ- 
ately for  convenience  in  making  up  outfits  especially 
adapted  for  the  work  to  be  undertaken. 

An  Addition  to  Keystone  Slide  Units 

The  latest  set  of  lantern  slides  to  be  organized  on  a 
unit  basis  by  Keystone  View  Company,  Meadville,  is 
the  Physics  set.  Mr.  Harry  N.  \\'heaton.  of  Cleve- 
land, author  of  this  set,  has  reorganized  the  material 
into  thirty-four  units  of  twelve  slides  each.  Titles  of 
some  of  these  units  are:  Pressure  in  Liquids.  Pres- 
sure in  Air,  Molecular  Forces  and  Motions.  Work  and 
Mechanical  Energy,  Nature  and  Transmission  of 
Sound,  Image  Formation,  Magnetism.  Static  Electri- 
city, etc. 

Other  units  of  stereographs  and  lantern  slides  avail- 
able are :  Geography  Units,  Primary  Units,  General 
Science  Units,  Transportation  Units.  Reading  Units 
and  Texas  Unit. 

DeVry  Products 

Inasmuch  as  the  items  in  the  full-page  DeVry  ad  in 
this  issue  are  neither  named  or  numbered,  the  DeVry 
Company  has  asked  us  to  print  the  following  note, 
as  a  guide  to  the  reader  who  may  wish  to  know  the 
particular  products  illustrated.  It  was  not  designed  as 
a  catalog  ad,  but  merely  to  show  at  a  glance  the  wide 
range  of  DeVry  manufactm-e. 

To  the  left,  at  the  top,  is  the  DeVry  Theatre  Sound 
Projector.  Directly  under  that,  the  35min.  Sound  Re- 
cording Cainera  with  the  three-lens  turret,  and  tmder 
that,  the  DeVry  35mm.  Silent  "E"  projector.  In  the 
middle  row  from  top  to  bottom,  is  the  DeVry  Port- 
able Sound  (35mm.)  unit;  under  that  the  DeVry 
35mm.  "A"  Camera  for  silent  films,  and  below  that, 
the  16mm.  Triple  Claw  Alovement  Sound  Unit.  In  the 
last  row,  reading  from  the  top,  is  the  latest  DeVry 
Creation,   the    16mni.    Sprocket   Intermittent    (Geneva 


December,  193  5 


Page  305 


Movement)  Sound  Unit;  under  that  the  DeVry  16mm. 
"G"  Projector,  designed  mostly  for  home  and  class- 
room showings.  Circulars  on  any  item  will  be  sent 
free  on  request. 

Latest  Le!ca  Camera,  Model  G 

The  new  model  G  Leica  is  announced  by  E.  Leitz, 
Inc.,  New  York  City.  Photographers  of  speedy  action 
will  welcome  this  new  model,  for  its  big  feature  is  a 
l/l,000th  second  shutter  speed  in  addition  to  all  the  usual 
Leica  speeds.  Model  G  brings  with  it  the  greatest 
variety  of  shutter  speeds  of  any  miniature  camera — 
from  one,  full,  automatic  second  to  the  high-speed 
l/l,000th  second.  While  the  1/l.OOOth  second  speed 
will  be  used  only  at  certain  intervals  by  most  owners, 
it  is  comforting  to  know  that  this  reserve  shutter  is 
embodied  in  the  camera  for  sudden  conditions  which 
will  demand  its  use. 

Basically,  the  new  camera  does  not  differ  from  the 
Model  F  except  in  finish.  Model  G  Leicas  are  sup- 
plied in  chrome  finish  only !  The  chrome  finish  serves 
not  only  to  make  an  attractive  appearance,  but  it  is 
hard  and  smooth,  resisting  ugly  scratches  to  a  remark- 
able degree. 

Because  of  the  existence  of  the  model  G,  it  is  not 
to  be  thought  that  the  models  D,  E,  and  F  are  to  be 
discontinued.  The  model  G  is  simply  an  addition  to 
the  present  battery  of  cameras  and  does  not  in  any 
way  replace  any  of  them. 

News  and  Notes 

(Concluded  from  page  288) 

N.  Y.  Educational  talking  pictures  came  in  for 
their  share  of  attention  with  three  papers:  "A  Vis- 
ual Education  Program" — F.  H.  Conant,  Massa- 
chusetts Institute  of  Technology;  "Is  the  Federal 
Government  Interested  in  Educational  Films?' — 
C.  M.  Koon,  U.  S.  Department  of  the  Interior;  "The 
Development  and  Use  of  Stereo  Photography  for 
Educational  Purposes"  —  Professor  C.  Kennedy, 
Smith  College. 

At  the  semi-annual  banquet  the  Society  of  Mo- 
tion Picture  Engineers'  newly  created  Progress 
Medal  was  awarded  to  Dr.  Edward  C.  Wents  of  the 
Bell  Telephone  Laboratories  in  recognition  of  his 
outstanding  work  in  acoustics. 

Pittsburgh  Schools  Begin  Talking  Picture  Program 

As  a  forerunner  of  an  extensive  sound  picture  pro- 
gram, the  jniblic  schools  of  Pittsburgh  began  using 
talking  pictures  with  the  opening  of  the  school  year. 
They  plan  to  add  to  the  initial  sound  film  library  and  to 
their  projection  equipment  during  the  next  three  years. 
The  Pittsburgh  system  followed  a  similar  procedure 
in  the  silent  picture  field.  Existing  silent  film  library 
centers  will  now  serve  also  as  distribution  centers  for 
their  local  talking  picture  j^rogram. 


The  Keystone  Lantern 


Is  A  Daylight  Lantern 


No  So-called  Daylight  Screen  Is 
Necessary — No  Complete  Dark- 
ening of  the  Room. 

Only  a  Lamp  That  Isn't  Burned 
Dim  —  the  Shades  Half  Drawn 
—  and  Keystone  Slides  Made 
from  Keystone  Third -Dimension 
Negatives. 

Descriptive    Literature    Sent   on    Request. 

Keystone  View  Company 

MEADVILLE,  PENNA. 


Page  306 


The  Educational  Screen 


Here    They    Are 


FILMS 

Bray  Pictures  Corporation  (3,  6) 

729   Seventh  Ave.,   New  York  City 

H.  S.  Brown,  Inc.  (1,  4) 

6    N.    Michigan   Ave.,    Chicago 

Eastin  16  mm.  Pictures  (6) 

(Rental  Library)   Davenport,  la. 

Eastman  Kodak  Co.  (4) 

Rochester,  N.  Y. 

(See  advertisement  on  outside  bacl^  cover) 

Eastman  Kodak  Co.  (1,4) 

Teaching  Films  Division 

Rochester.  N.  Y. 

(See  advertisement  on  page  297) 

Eastman  Kodak  Stores,  Inc.  (4) 

1020  Chestnut  St.,  Philadelphia,  Pa. 
Edited  Pictures  System,  Inc.         (1,  4) 

330  W.  42nd  St.,  New  York  City 
Erpi  Picture  Consultants,  Inc.  (2, 4, 5,  6) 

250  W.  57th   St.,   New   York   City 
Guy  D.  Haselton's  TRAVELETTES 

7901  Santa  Monica  Blvd.,  Hollywood, 

Cal.  (1,  4) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  Chicago,   111. 

(See  advertisement  on  page  298) 

Institutional  Cinema  Service,  Inc.  (3,  6) 

130  W.  46th  St.,  New  York  City 
The  Manse  Library  (4,  5) 

409  McAlphin  Ave.,  Cincinnati,  O. 

(See  advertisement  on  page  298) 

Pinkney  Film  Service   Co.  (1,  4) 

1028    Forbes    St.,    Pittsburgh,    Pa. 
Ray  Bell  Films,  Inc.  (3,  6) 

2269  Ford  Rd.,  St.  Paul,  Minn. 
United  Projector  and  Films  Corp.  (1,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 
Universal  Pictures   Corp.  (3) 

Rockefeller    Center,   New   York   City 

(See  advertisement  on  page  302) 

Visual  Education  Service  (6) 

470    Stuart    St.,    Boston,    Mass. 

Wholesome  Films  Service,  Inc.      (3,  4) 
48  Melrose   St.,   Boston,  Mass. 

William  A.  Dudley  Visual  Education 
Service  (4) 

736  S.  Wabash  Ave.,  Chicago 

(See  advertisement  on  page  277) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 
918  Chestnut  St.,  Philadelphia,  Pa. 

MOTION  PICTURE 
MACHINES  and  SUPPLIES 

The  Ampro  Corporation  (6) 

2839  N.  Western  Avenue,  Chicago 

(See  advertisement  on  page  277) 

Bass  Camera  Company  (6) 

179  W.  Madison  St.,  Chicago 

(See  advertisement  on  page  296) 

Bell  &  Howell  Co.  (6) 

1815    Larchmont    Ave.,    Chicago,    111. 

(See  advertlBement  on  inside  back  cover) 

Eastman    Kodak    Co.  (4) 

Rochester,   N.   Y. 

(See  advertisement  on  outaide  back  coven 

Eastman  Kodak  Stores,  Inc.  (4) 

1020  Chestnut  St.,  Philadelphia,  Pa. 


Edited   Pictures   System,   Inc.  (1) 

330   W.   42nd   St.,   New   York   City 

Erpi  Picture  Consultants,  Inc.  (2, 4, 5,  6) 
(Western    Electric    Sound    System) 
250  W.  S7th   St.,   New  York  City 

Herman   A.   DeVry,   Inc.  (3,   6) 

1111    Center    St.,    Chicago 

(See  advertisement  on  page  278) 

Holmes  Projector  Co.  (3) 

1813  Orchard  St.,  Chicago 

(See  advertisement  on  page  299) 

Ideal  Pictures  Corp.  (3,  6) 

30  E.  Eighth  St.,  New  York  City 

(See  advertisement  on  page  298) 

International   Projector   Corp.        (3,   6) 

90  Gold  St.,  New  York  City 

(See  advertisement  on   inside  front  cover) 

Motion  Picture  Accessories  Co.      (3,  6) 

524  W.  26th  St.,  New  York  City 
RCA  Manufacturing  Co.,  Inc.  (5) 

Camden.    N.  J. 

(See  advertisement  on  page  295) 

Regina  Photo  Supply  Ltd.  (3,  6) 

1924   Rose    St.,    Regina,    Sask. 
S.  O.  S.  Corporation  (3,  6) 

1600  Broadway,  New  York  City 
Sunny  Schick,  National  Brokers  (3,  6) 
407   W.   Washington   Blvd. 
Fort  Wayne,  Ind. 

(See  advertisement  on  page  303) 

United  Projector  and  Film  Corp.  (3,  4) 

228  Franklin  St.,  Buffalo,  N.  Y. 
Victor  Animatograph  Corp.  (6) 

Davenport,  Iowa 

(S-e  advertisement  on  page  280) 

Visual  Education  Service  (6) 

470  Stuart  St.,  Boston,  Mass. 

Weber  Machine  Corp.  (2,  5) 

59  Rutter  St.,  Rochester,  N.  Y. 

(See  advertisement  on  page  300) 

Williams,  Brown  and  Earle,  Inc.  (3,  6) 

918  Chestnut  St.,  Philadelphia,  Pa. 

PICTURES 

J.  Greenwald,  Inc. 

681  Le.xington  Ave.,  New  York  City 
The  Photoart  House 
844   N.   Plankinton    Ave.,   Milwaukee, 
Wis. 

(See  advertisement  on  pa^e  298) 

POST  CARD  REPRODUCTIONS 

J.  Greenwald,  Inc. 

681   Lexington  Ave.,  New  York  City 

SCREENS 

Da-Lite  Screen  Co. 

2721    N.    Crawford   Ave.,   Chicago 

(See  advertisement  on  page  303) 

Eastman  Kodak  Stores,  Inc. 

1020  Chestnut  St.,  Philadelphia,  Pa. 
Motion  Picture  Accessories  Co 

524  W.  26th  St.,  New  York  City 
Williams,  Brovirn  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 

SLIDES  and  FILM  SLIDES 

Conrad  Slide  and  Projection  Co. 
510   Twenty-second  Ave.,   East 
Superior,  Wis. 


A    Trade     Directory 
for  the   Visual    Field 


Edited    Pictures   System,   Inc. 

330  W.  42nd   St.,  New  York  City 

Ideal  Pictures  Corp. 
30  E.   Eighth   St.,   Chicago,   111. 

(See  advertisement  on  page  298) 

Keystone  View  Co. 
Meadville,   Pa. 

(See  advertisement  on  page  305) 

Radio-Mat  Slide  Co.,  Inc. 
1819  Broadway,   New  York  City 

(See  advertisement  on  page  298) 

Spencer   Lens   Co. 

19  Doat  St.,  Buffalo,  N.  Y. 

(See  advertisement  on  page  299) 

Visual  Education  Servic.e 
470  Stuart  St.,  Boston,  Mass. 

Visual  Sciences 
Suffern,  New  York 

(See  advertisement  on  page  298) 

Williams,  Brown  and  Earle,  Inc. 
918  Chestnut  St.,  Philadelphia,  Pa. 

STEREOGRAPHS  and 
STEREOSCOPES 

Herman  A.  DeVry,  Inc. 
1111   Center   St.,   Chicago 

(See  advertisement  on  page  278) 

Keystone  View  Co. 
Meadville,  Pa. 

(See  advertisement  on  page  305) 

STEREOPTICONS  and 
OPAQUE  PROJECTORS 

Bausch  and  Lomb  Optical  Co. 

Rochester,  N.  Y. 

(See  advertisement  on  page  301) 

Eastman  Kodak  Stores,  Inc. 
1020  Chestnut  St.,  Philadelphia,  Pa. 

E.  Leitz,  Inc. 

60  E.  10th  St.,  New  York  City 
Regina  Photo  Supply  Ltd. 

1924  Rose  St.,  Regina,  Sask. 
Spencer  Lens   Co. 

19  Doat  St.,  Buffalo.  N.  Y. 

(See  advertisement  on  page  299) 

Williams,  Brown  and  Earle,  Inc. 

918  Chestnut  St.,  Philadelphia,  Pa. 


REFERENCE   NUMBERS 

(1)    indicates    firm    supplies 

35    mm. 

silent. 

(2)   indicates    firm    supplies 

35    mm. 

sound. 

(3)   indicates    firm   supplies 

35    mm. 

sound   and   silent. 

(4)   indicates   firm   supplies 

16   mm. 

silent. 

(5)   indicates    firm   supplies 

16   mm. 

sound-on-film. 

(6)    indicates    firm    supplies 

16   mm. 

sound  and  silent. 

Continuous  insertions  under  one  heading,  $1.50  per  issue;  addifional  listings  under  other  headings,  75c  each. 


December,  193  5 


Page  307 


Index  to  Volume  XIV  (1935) 
The  Educational  Screen 


FORMAL  ARTICLES 

(Arraiif/ed  Alphabetically  by  Authors) 


No.     Page 


Allen,  John  S.,  Films  in  the  College  Classroom June  161 

Broome,  Frank  H.,  A  Combination   Projection  Unit Sept.  188 

Collier,   Robert   Jr.,   The    Preparation    and   Presentation  of   a 

Science  Night  Program Oct.  219 

Dale,   Edgar,   A   Discussion   Concerning  the   Proposed   Ameri- 
can  Film   Institute Nov.  249 

Dudley,   IFm.  77.,  Systematic  Visual  Education  in  the  Aver- 
age   School     Oct.  228 

Dunn,    Fannie    W.,    and   Schneider,   Etta,    Activities   of   State 

Visual  Education  Agencies  in  the  United  States , 

Apr.  99,  May  126,  June  158 

Fox,  F.   Wilcken,  A  Wide  Area  Visual  Instruction  Service.  .  .Nov.  252 
Greene,    Wesley,   Foreign   Films   at    International   House,    Chi- 
cago     Sept.  185 

Hellstern.  Edna,  Adaptation  of  Art  to  the  Classroom Oct.  222 

lloban,  Charles  F.,  Jr.,  Some  Neglected  Factors  in  Visual  In- 
struction      Nov.  257 

Kruse,    William   F.,   Painting  Your  Own   Barn Dec.  283 

Larson,    Inez    C,    The    Opaque    Projector    Demonstrates    Its 

Worth     June  155 

Lerelle,  J.  M.,  Efficiency  in  Visual  Instruction Feb.  36 

Lewis,  Donald  K.,  Visual  Aids  in  Science  Teaching Mar.  67 

MacUarg,   John   B.,    T'he    Miniature    Camera   Way   of   Visual 

Instruction     May  123 

McClusky.  F.  Dean,  Trends  in  Visual-Sensory  Instruction.  .  .Mar.  66 
McGady,  Mrs.  Mary  A.,  Vitalizing  the  Curriculum  by  Home- 
made  Slides  ' Sept.    182,    Nov.  255 

Meola.  L.  K.,  Noon  Movies — the  New  Educational  Tool Oct.  224 

Otto,    Elsie    I.,    Motivation    of    English    through    Film    Slides 

and  Pictures    Feb.  39 

Outcalt,  Adele  M.,  Mounted  Pictures  as  an  Aid  to  Teaching.  .Jan.  5 

Rhuland,  Frank  A.,  Building  a  Visual  Education  Program.  .Dec.  2ftl 

Roemmrrt,   Georg,    The    Microvivarium Apr.  94 

iSarjioff,  Dr.  Jacob,  The  Cinema  in  Surgery Jan.  9 

Schwarzman,  Marguerite  E.,  Chart  Intelligence  For  All June  153 

Swarthout,    Walter   E.,    Recreational    Motion    Pictures   in   the 

School     Apr.  97 

Thompson,  Raymond,  Visiial  Education  in  PERA  Work.... Jan.  11 
Trolinger,  Lelia,  Characteristics  in  Still  Pictures  for  Instruc- 
tional Use  in  the  Classroom Oct.  217 

Waggoner,  E.  C,  Visual  Education  in  Elgin  Public  Schools.  .Feb.  41 
Welch,  Laurence  C,  The  Objective  Test  and  the  Stereopticon .  Dec.  285 
Whitaker,  Marion  L.,  Making  the  Classroom  Movie  More  Ef- 
fective     Mar.  71 

Wright,  Naomi  D.  and  George  W.,  A  Project  in  Puppet  Pro- 
duction     May  122 

DEPARTMENT    OF    VISUAL    INSTRUCTION    NOTES 

(Conducted  by  Ellsworth  C.   Dent) 
(Arranged  in   Chronological  Order) 

Winter    Meeting    Next    Month Jan.  14 

Future  Plans  to  be  Considered 14 

Cumulative  Bibliography  Needed    14 

Texas   State  Visual   Section   Meets 14 

Massachusetts   Branch  of  the   Department  of  Visual   Instruc- 
tion   Presents    Annual    Program 15 

National  School  Radio  Programs 15 

Meeting    of    the    Department   of    Visual    Instruction    National 

Education   Association    Feb.  44 

Massachusetts  Free  Film  Service 45 

Winter   Meeting  Small   but  Fruitful Mar  74 

Summer  Meeting  of  the  Department May  132 

Chicago    Branch    Meeting    132 

Meeting  of  the  Department  of  Visual  Instruction June  163 

Annual  Spring  Meeting  of  New  Jersey  Group 163 

NEWS   AND  NOTES 

(Conducted  by  Josephine  Hoffman) 
(Arranged  in   Chronological  Order) 

Selected   Movie  Programs  for   Children Jan.  12 

Film  Strips  and  Slides  Tell  Story  of  Farm  Machinery 12 

Textbooks  Illustrated  with  Motion  Picture  Stills 12 

Pennsylvania  High  School  Successfully  Uses  Talking  Pictures  12 

Character    Training   Project    Feb.  46 

Canadian  Explorer  Uses  16mm  Films  for  Lecture  Work....  46 

Museum   Preserves  Valuable   Historical   Exhibits 46 

Motion   Picture   Division  Film   Report 46 

Film  Institute   Planned    Mar.  72 

Anthropological   Society   Urges  Film  Libraries 72 

New  Educational  Film  Directory    72 

Buffalo  Museum's   Loan  Service  Increases 72 

■■Ten  Best"   Films  of   1934 73 

Survey  on   School   Use  of  Talking  Pictures Apr.  101 

County   Group    Promotes   Visual   Methods 101 

CCC   Visual   Equipment   Increasing 101 

Sound   Equipment   Urged  by  PWA  for  Schools 101 

Pupils  Discuss  Character  Education  Films June  164 

Department  of  N.  E.  A.   Sponsors  Study  Guides 164 

Another  College  Offers  Visual  Course 164 

World  Federation  of   Education   Associations 164 

Students  Exhibit  Visual  Aids    165 

Ohio  Bill   Provides   Visual   Funds 165 

Test  Value  of  Films  for  CCC  Use 16B 

Exhibition  of   Education  in  the  USSR 175 

World   Educators   Recognize   Film  Values Sept.  189 

Illinois  Teachers  Hold   Film   Conference 189 

A'isual  Education  on  National  Association  Program 189 


No.  Page 

Many  Talkies  at  San  Diego  Fair Sept.      189 

The   DeVry  Summer  School  an  Outstanding   Success 190 

Massachusetts  Visual  Education  Round  Table 190 

New  York  City  Schools  Plan  Sound  Film  Tests 206 

Museum    Establishes    Film    Library Nov.  264 

Motion  Picture   Program  at  County  Exposition 264 

Indiana  and  Ohio  Visual  Meetings 264 

Y.   M.   C.   A.   Catalogue 264 

New  School  Equipped  with  Visual  Aids 272 

Material  for  Motion  Picture  Appreciation  Courses 272 

Museum  Film  Programs  to  Start  January  Ist Dec.  287 

Visual  Education  and  the  P.  T,  A 287 

New  Visual  Education  Course 287 

Survey  of  Educational   Films 287 

Visual-Radio  Education  in   Pennsylvania 288 

One  School's  Visual  Activities 288 

W.C.Bowen  Appointed  New  York  Visual  Instruction  Director  288 

SMPE    Convention    288 

Pittsburgh  Schools  Begin  Talking  Picture  Program 305 

FILM    PRODUCTION    ACTIVITIES 

(Arranged  in   Chronological   Order) 

Erpi  Films  Classified  into   Series Jan.  13 

New   Organization  to  Sponsor  Family  Programs 13 

Series   of   Psychology   Subjects 13 

Two  New  Government  Films   Released 13 

16mm  Sound  Film  Rental  Service Feb.  42 

Child   Development  Films   Completed 42 

Pre-View  of  Astronomy  Film 42 

A   Safety-Teaching  Production 42 

College   Produces    Scientific  Series    43 

Boulder  Dam  Motion  Pictures 43 

Foreign    Language   Subjects    Apr.  105 

Series  of  Historical  Motion  Pictures 105 

Science    of    Baseball    Recorded 105 

Gutlohn  16mm  Sound  Library 105 

Sound  Films  of  Native  Life 106 

Natural   History   School   Filmed 112 

European   Film   Material    112 

Another  Release  in  College  Series May  128 

A  New  Peace  Picture 128 

New  Film  for  Health  Campaign 128 

First  Two  of  Geology  Films  Completed 128 

Agencies   for    16mm    Sound-on-Film 128 

Pupils    Produce    a    Movie 128 

Foreign    Film    Programs    Arranged    by    International    House, 

University   of   Chicago June  165 

Gutlohn    Library    Agencies     166 

MoguU   16mm   Film   Catalog 166 

Film  on   Child    Development 166 

Additions  to  Bell  and  Howell  Sound  Library Sept.  198 

Two  New  Health  Films 198 

New  Geology  Pictures    198 

A   Timely    Industrial    Subject 198 

Football  Series  in  16mm  Sound Oct.  238 

More   Sound  Material  for   16mm  Field 238 

Religious  Films   Released  by  Filmosound   Library 238 

Plymouth    Issues    Safety   Subject 239 

International  Educational  Pictures  to  Issue  SemiAnnual  Cat- 
alogs       239 

New  Subjects  Added  to  "Blue  List" Nov.  270 

Series  of  Films  on  Baking 270 

CCC  Film   Prizes  Awarded 270 

New  16mm  Historical  Subject Dec.  294 

Egyptian  Company  Producing  Historical  Films 294 

An    Unusual    Commercial    Production 294 

Carewe  to  Make  Films  for  Churches  and  Schools 294 

Colorado    Travelogs    294 

AMONG  THE  MAGAZINES   AND  BOOKS 

(Conducted  by  Marion  F.  Lanphikb  and  Stella  E.  Myebs) 
(Arranged  in  Chronological  Order) 

Films  for  Students  of  Education  (by  William  Clark  Trow  in 
The  University  of  Michigan  School  of  Education  Bulle- 
tin)      Jan.  17 

The  Educational  Film  in  the  World  of  Labor  (Communica- 
tion), The  Cinema  in  Vocational  Guidance  (by  Professor 
Luc),  The  Vocational  Guidance  Film  (by  Julien  Fan- 
tegne)  (in  International  Review  of  Educational  Cinema- 
tography)       17 

Selling  Education  through  the  Camera  (by  Mabel  Osier  Priest 

in  American  Childhood) .  18 

Free  Service  Offered  Children  by  Museums  and  Art  Galleries 

(by  Rupert  Peters  in  Elementary  School  Journal) 18 

Minnesota    Background    History    Visualized     (by    Donald    K. 

Lewis  in  Minnesota  Journal  of  Education) 24 

Children's  Museums  and  Exhibition  of  Work  in  Soviet  Rus- 
sia   (by  Jacob  Meksin  in  Educational  Outlook) 24 

Pottery  and  the  Potter's  Wheel  (by  R.  H.  Jenkins  in  Indus- 
trial Arts  and  Vocational  Education) 24 

The  High  School  Goes  Hollywood    (by  Otis  Keeler  in  lUtnoia 

Teacher )     Feb.  50 

Audio-Visual    Instruction    Materials     (by    Howard    Gray    in 

Educational  Method)    50 

Motion  Pictures  in  Art  Education  (by  Elias  Katz  in  Edu- 
cation)       50 

Utilizing  the  Cinema  for  Teaching  Abnormal  Children  (by 
Prof.  M.  Prudhommeau  in  International  Review  of  Edu- 
cational Cinematography)     50 

Modern  Social  and  Educational  Trends   (in  Research  Bulletin 

of  the   National  Education  Association) 56 


Page  308 


The  Educational  Screen 


No.      Page 

Geography  and  International  Relations  (by  Daniel  A.  Pres- 
cott),  Geography  in  the  Reading  Museum  (by  Josephine 
ifoyer),  Geography  Teaching  in  English  (by  Ernest 
Youuf/),  Interpreting  the  Schools  with  Visual  Aids  (by 
IF.  W.  Whittinghifl  and  John  *'.  Thomas)  (in  Educa- 
tion)      Mar.         75 

The   Development  and  Use  of  Motion  Pictures   in  New   York 

City    (by  Paul  B.  Mann  in  School  and  Society) 75 

The   New   Three   R's    (by  Jean   Griyshy   Paxton   in    Woman's 

Press)     75 

Richard   Te^chner's    Figui'en   Theater    (by   Richard    Teschner 

in    London    Studio) 76 

Films  in  Science  Instruction  (by  Cline  Koon  in  Science  Edu- 
cation)       Apr.       102 

Making  Your  Teaching  Vivid  (by  Paul  U.  Vieth  in  Inter- 
national Journal   of   Reliyious   Education) 102 

Intercine   for  January   1935 102 

Motion    Pictures   in   Class    Room   Work    (by   Grace   and   Fritz 

Ileider  in  The    Volta  Review) 102 

School  Musfums   (by  A.  D.  R.  Fraser  in  The  School) 103 

The    National    Museum   of   Natural    History,    Paris    (by   Patil 

Lemoine   in  Natural  History  Magazine) 103 

School   Budgets   and  Teaching  Films    (by  P.  R.   Meinhard   in 

The   Instructor)     May       150 

Intercine   for  February   1935 150 

Health    Education    in    Arizona    (by   Forrest    E.    Douchctte    in 

llyyeia)    151 

Education  in  the   Social  Sciences  and  the  New  Deal    (by  Dr. 

Wallace  E.  Caldwell  in  The  lliyh   School  Journal) 151 

The    Future   of   Amateur   Talkies    (by    William   A.   Palmer   in 

Camera   Craft)    * 151 

Building  America — Housing  (by  American  Society  for  Cur- 
riculum Study)    151 

Training  in  Visual  Education  (by  E.  E.  Macy  in  School  Ex- 
ecutives   Magazine)     June      1(57 

'i'oreign  Talking  Pictures  in  Modern  Language  Instruction 
^by  Edward  B.  Ginshurg  in  The  Modern  Language  Jour- 
nal)       I(j7 

School  Movies  Projected  by  the  P.  T.  A.  {hy  Catkeryne  Cooke 

Gilman    in    Parent-Teacher    Magazine) 167 

How  the   Museum  Contributes  to   Leisure-Time   Interests    (by 

Jane  A.    White  in  Educational  Method) 167 

Opportunities  and  Dangers  in  Construction  Work  (hy  Fred- 
erica  Beard  in  School  Arts) 16S 

Shadow  Puppets  in  School  (by  Pauline  Benton  in  Ameri- 
can Childhood)    168 

An  Experimental  Evaluation  of  the  Ability  of  Children  to  In- 
terpret the  Pictures  Used  in  Elementary  Textbooks  in 
Geography  (by  Floyd  A.  Cropper  in  Journal  of  Geog- 
raphy)      168 

Lantern  Slides  in  Color  (by  Harold  F,  Schaeffer  in  Photo- 
Art   Monthly)     16S 

How  to  Take  Indoor  Movies   (by  Carl  L.  Oswald  in  Parents)  168 

The   Encyclopedia  of  the  Cinema    (in  Intercine) 168 

Selecting   Educational  Talking  Pictures    (by  M.   R.  Brunsfet- 

ter   in   School  Executives  Magazine) Sept.      194 

E.xtending     Experience     through     Excursions     (by     Elga     M. 

Shearer   in   Education) 194 

Introducing  Motion   Pictures  into  the   School    (by  Donald  E. 

Lewis  in  Minnesota  Journal  of  Editcation) 194 

A   Simple    Method    for    Reading    Film    Strips    (by    G.    Robert 

Coatney   in   Science) 194 

Visual    Aids    in    Teaching    the    Slow    Reader    (by    Myron    R. 

Golden  in  Reading  and  the  School  Library) 194 

Children  at  the  Movies    (by  the  League  Corrtspondent  of  the 

London  Times  in  School  and  Society) 194 

A    Pioneer    School    in    Film    Education     (by    C.    J.    Redfearn 

in   Si()ht   and   Sound) 195 

Visual  Education  in  Albuquerque    (by  Eldred  R.  Harrington 

in  Journal   of   Chemical   Education) 195 

How  to  Judge  a  Motion  Picture  (by  Fred  Eastman  in  Child- 
hood   Interests)     208 

Homemade    Lantern    Slides    (by    Julia    Wagner    in    Everyday 

ArO     208 

School   Use  of   Public   Mus(ums    (by  Carroll  Lane  Fenton   in 

Catholic    School    Journal) 208 

Motion-Picture  Study  Groups    (by  Elizabeth  Pollard) 208 

The  Talking  Picture  in  the  School  Assembly  (bv  V.  C.  Arns- 
piger  and  M.  R.  Brunstetter  in  The'  National  Elemen- 
tary Principal  Fourteenth   Tearbook) Nov.       259 

Film  Ideals  of  Present  Day  Germany  (by  Dr.  Goebbels),  The 
Coming  of  a  New  Gulliver  (by  A.  Ptushko),  Cinema  in 
Soviet  Education  (by  Beatrice  King)  (in  Sight  and 
^ound)      259 

Filmsiats,  a  Ntw  Means  for  the  Advancement  of  Science   (by 

Atherton  Seidell  in  Journal  of  Chemical  Education)  ....  259 

Newsretis  Should  Be  Seen  and  not  Heard    (by  John  Erskine 

in   The   American   Mercury) 260 

Optical  Instruments  in  the  Physics  Class  (in  The  Educa- 
tional   Focus)     260 

Building    America — Food     (by    The    Society    for    Curriculum 

Study)     260 

The    Leica    Manual — Book    Review     (by    Willard    D.    Morgan 

and    Henry    M.    Lester) 260 

The  Motion  Picture  in  Education  (by  W.  W.  Charters  in  The 

Education    Digest )     Dec.      291 

The  Use  of  Films  and  Motion  Picture  Equipment  in  Schools 
(by  Marion  Evans  in  Journal  of  Society  of  Motion  Pic- 
ture Engineers)    291 

The    Morals    of    the    Screen    (by    Richard    Dana    Skinner    in 

Catholic   Educational   Rei'iew) 291 

Educational  Value  of   Motion   Pictures    (by  Supt.   H.   Claude 

Hardy  in  The  School  Executive) 291 

Babies,  Science  and  Sound  Motion  Pictures   (by  Dr.  Howard 

Gray  in  Sierra  Educational  News) 292 

The  Puppet  Club   (by  Robert  Ij.  Stevenson  in  Education)  .  ..  292 

What    May   Happen   When   Cinemas   are   Installed   in    Schools 

(by  Mr.  Ram>,botham  in  The  Cmnmercial  Film) 292 

Th(:    Puppet   Theatre    (by   Gertrude  S.   Bridge   in   The    Grade 

Tiarher)     303 


No.     Page 


THE    CHURCH    FIELD 

{Arranged  in  Chronological   Order) 


A    Seminary    Class   Goes    Exploring   in    the   Visual    Field    (by 

Robert  M.   Hopkins  Jr.) Feb.  48 

The  Motion   Picture  in  Religious   Publicitv    (bv  Mary   Beattxe 

Brady)     ". Apr.  106 

A  Worship  Service  Using  Still  and  Motion  Pictures  (by  El- 
mer K.   Esser)     May  136 

The  Cinema  in  the  Church  Field  in  Australia Sept.  197 

The  Preacher's  Use  of  Lantern  Slides   (by  Roland  G.  Bortz)  .'Sov.  262 

Cinema  Experiment  in  Africa    (by  Mary  Beattte   Brady)  ...  .  263 

A  New  Era  for  The  Church   (by  Mary  Beattie  Brady) Dec.  289 

FILM  ESTIMATES 

The    number   of   films   covered   by    Film    Estimates   for    the    year    are    as 

follows:     Jan.   35,    Feb.    28,    Mar.   32,    Apr.   34,    May  32,   .hine  32, 
Sept.   112,   Oct.  32,   Nov.  32,   Dec.  32. 

SCHOOL   DEPARTMENT 

(Conducted  by  Dr.  F.  Deax  McCliskv) 
{Arranged  in  Chronological   Order) 

Teaching     Progressive     Methods     in     Science     Problems     (by 

Roger    B.    Saylor) Jan.  19 

Measuring  the  Value  of  Two  Slides  and  One  Stereograph   (by 

Martha  H.  Cox)    20 

The  Kindergarten  and  First  Grade  Children  Can  Make  Slides 

(hy   Mary  Frances   Lyons) Feb.  51 

South  High  School  Exhibit  Night    (by  Robert  Collier  Jr.)...  52 
A    Tj-pe    Lesson    in    Visualized    Geography     (by    Pauline    A. 

Bashkoifitz)     Mar.  80 

Our  Kindergarten  Movie   (by  Marie  Hoyt  Thomquisl) 82 

Original   Slides  as   an  Activity    (by  Clydia  A.  Poole) Apr.  109 

Project  for  Art  and  History  Classes 110 

America.  The  Land  of  Opportunity  (by  Margaret  M.  Greene)  May  138 

Tliird    Dimension    Picture-Books 145 

Visual   Education  on   Nebraska   Teachers   Program.  . 145 

A'isual  Aids  in  the  Social  Studies    (by  John  J.  Jenkins)  ...  .June  170 
Measuring   the   Value    of    Six   Slides    in   Teaching   a    Unit   on 

"Paper"    (by  Virginia  H.  Chandler) 170 

The  Use  of  Visual  Aids  in  Teaching  History  and  Geography 

(by  Evelyn  Lovett  Kling) Sept  200 

Teaching    Egj-pt    with    Etched    Glass    Slides     (by    George    E. 

Hoxoard)     204 

Film  Slide   Lessons  in   Accounting    (by  Irving  Rosenblum)  .  .Oct.  232 

University  Motion  Picture   Course 243 

Use  of  State  Slides    {by  Pauline   A.  Bashkoicitz) Nov.  266 

A  Red  Letter  Day — The  Use  of  Home-Made  Slides  in  Teach- 
ing French   (by  Gladys  A.   W.  Higyins) Dec.  296 

A  Thfsis  on  Photoplay  Appreciation 298 

New  Geology  Films  Released  by  The  University  of  Chicago.  .  300 

AMONG   THE  PRODUCERS 

{Arranged  in   Chronological   Order) 

Single    Exposure    Device Jan.  26 

New  Kodascopes   Eight    26 

New  Geography  Aids    26 

\n   Innovation   in   16mm   Projectors 26 

16mm   Sound  Camera  Appears Feb.  58 

Visual  Aids  for  Reading  Tests .  58 

W^ork-Play  Training  Unit    58 

Victor  Silver  Anniversary 59 

Do   Educators   Want    Shorter   Reels? Mar.  86 

Rapid  Winder  for   Leica 86 

Fractions  in  White,   Red,  Blue,  and  Yellow 86 

16mm    Projector   with    Sprocket   Intermittent Apr.  114 

The  Kodaclii'ome  Process   (by  Dr.  C.  E.  Kenneth  Mees) May  146 

New    Department    Created   by    RCA 146 

Bell   &    Howell    Equipment    Catalog 147 

Bell   &    Howell    8mm    Camera June  174 

Cine-Kodak.    Model   K,    Reduced 174 

The  DeVry  Free  Summer  School 174 

S.  O.  S.  Cinemaphone   16 Sept.  209 

Kodachrome  Now  Available  in   16mm  Fifty-Foot   Rolls 209 

Remote   Control   Device  Announced 209 

New    Victor    Projectors    209 

Equipment  for  the  Amateur  Movie   Maker 210 

New    Ampro    Silent    Projector    Designed    for    Conversion    to 

Sound    Oct  240 

16mm   Projector-Library  Plan   Announced  by   RCA   and   Gut- 

lohn    240 

Solutions    for    Film    Preservation 240 

Bell   &   Howell   1000-Watt   Sound    Projector 242 

Spencer   Lens   Company   News 242 

Photoart    Visual    Units     Nov.  274 

New    Device   for   Microscopic   Photography 274 

A  Conveiiient  Projector  Case 275 

DeVry    Combination    Super-Speed    Camera 275 

New  Bausch  &  Lomb  Ortho-Stereo  Equipment Die.  304 

v\n  Addition  to  Keystone  Slide   Units 304 

DeVry  Products    304 

Latest  Leica  Camera,  Model  G 305 

MISCELLANEOUS 

{Arranged  in  Chronological   Order) 

Editorials  in  issues  of  January  (p.  4),  February  (p.  35), 
April  (p.  93),  September  (p.  181),  October  (p.  215), 
November   (p.  247),  December   (p.  279). 

Alfred  W.  Abrams    Jan.  4 

Film   Exhibition   in    India 11 

Dartmouth   College  Newsreels    Mar.  77 

DeVry  Summer  School  of  Visual  Education May  133 

Summer  Courses  in  Visual  Instruction 134 

Course  of  Study  in  A'isual  Education 135 

Screen  Called  Aid  in   Preventing  Blindness Spt.  203 


BELL  &  HOWELL 


Filmo  129 


16mm.  PROJECTOR  gives  Mtour^Long  Programs 

wcithout  interruption 


History — past  and  current-^made  REAL, 
by  ctassroom  movies 

Nothing  has  done  so  much  to  make  the  events  of  history  so  under- 
standable or  the  names  of  far-off  places  so  meaningful  as  the  motion 
picture.  The  world's  best  dramatic  talent,  intrepid  cameramen, 
and  the  technical  excellence  built  into  every  piece  of  Filmo  Motion 
Picture  Equipment  have  combined  to  make  the  modern  school 
movie  the  teacher's  greatest  aid. 

"Three  Centuries  ot  ]Ua»»aehusetts"  l«  an 
invaluable  Anteriean  MMistory  supplement 

This  Harvard  production,  for  example,  depicts  in  eight  remark- 
able reels  an  authentic  record  of  our  nation's  birth  and  progress. 
The  prevailing  superstitions  of  the  day,  shipbuilding,  sea  trade, 
revolution,  arts,  education,  industry,  the  civil  war  and  the  subse- 
quent rise  of  modern  industry — are  all  realistically  portrayed. 

For  nearly  30  years  Bell  &  Howell  have  been  the  recognized 
leaders  in  the  manufacture  of  precision  cinematographic  equip- 
ment for  the  professional  motion  picture  studios.  Bell  &  Howell's 
Educational  Department  will  gladly  supply  any  information  or 
possible  assistance  to  interested  persons. 

Write  for  full  information  about  Filmo  and  Filtnosound  Equipment 
and  Filmosound  Film  Library 

BELL    &    HOlfVELL    COMPANY 

CHICAGO  •  NEW  YORK  .  HOLLYWOOD  ■«  LONDON 
Established  1907 


FILMO  129  I'HOJKCTOn 

(Pictured  at  left)  — 16  millimeter,  750-watt  pro- 
jector produces  large,  brilliant,  rock-steady, 
theater- quality  pictures  in  classroom  and  in  all 
but  the  largest  auditoriums.  1600-foot  capacity. 
Ask  for  particulars  of  the  B  &  H  rental-purchase 
plan  which  can  be  arranged  for  this  and  other 
Filmo  projection  equipment. 

FILMO  I30  PROJECTOH 

16  millimeter,  1000-watt  projector  produces 
theater -brilliant  movies  in  the  largest  audito- 
riums seating  thousands,  where  otherwise  16 
mm.  film  could  not  be  used.  1600-foot  capacity. 
The  world's  finest  silent  projector. 

FILMO  "S"  PHOJECTOH 

16  millimeter,  750-  and  500-watt  projector  gives 
brilliant,  steady,  flickerless  pictures  for  general 
educational  use.  Made  with  all  the  precise  en- 
gineering skill  inherent  in  all  Bell  &  Howell 
equipment. 

FILMOSOVND  I20 

750-watt,  16  millimeter,  sound-on-film  projector 
which  is  conveniently  portable,  suitable  for  use 
in  both  classroom  and  auditorium.  1600-foot 
capacity.  Produces  pictures,  accompanied  by 
sound,  that  are  in  every  respect  comparable  with 
professional  theater  motion  pictures.  For  larger 
auditoriums,  there  is  the  1000-watt  Filmosound 
130.  Write  for  descriptive  literature. 


Filmosound  120 
Sound  Movie  Reproducer 


SEND  FOR  FURTHER  INFORMATION. 

Bell  &  Howell  Company, 

1817  LArchmont  Ave..  Chicago,  IlL 

Please  aend  me  full  particulars  about  the  subjects  checked. 

□  Filmo  129  16  mm.  Projector 

□  Filmo  "S"  16  mm.  Projector 
Q   Filmosound  Equipment 

Q  Filmosound  Rental  Library 


Name— 


Addreaa— 
City 


REQUIRED 


WHENEVER  motion  pictures  are  to  be  shown 
without  an  enclosing  booth,  underwriters'  spec- 
ifications require  that  only  film  of  the  type  of 
Eastman  Safety  Film  be  projected.  The  reason: 
audience,  projectionist,  building  must  be  pro- 
tected, and  Eastman  Safety  Film  involves  no 
more  hazard  than  so  much  newsprint  paper. 
Specify  it  when  you  order  "movies."  Eastman 
Kodak  Co.,  Rochester,  N.  Y.  (J.  E.  Brulatour,Inc., 
Distributors,  New  York,  Chicago,  Hollywood.) 

£ 

EASTMAN 

SAFETY  FILM 


'■  '■'   ■s'u':■•)■'^  i"" 


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