Galion High School - Spy Yearbook (Galion, OH)

 - Class of 1955

Page 10 of 126


Galion High School - Spy Yearbook (Galion, OH) online yearbook collection, 1955 Edition, Page 10 of 126
Page 10 of 126

Galion High School - Spy Yearbook (Galion, OH) online yearbook collection, 1955 Edition, Page 9
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Galion High School - Spy Yearbook (Galion, OH) online yearbook collection, 1955 Edition, Page 11
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Page 10 text:

I i :isn- '? i,G'f"" A leilrl-Sl - lllli i. u mm Q .i.i.l..i l.u..a..l.i.l.l Motion Picture of ltlducationeCozzfzkmea' when it is wanted. The commercially operated distribut- ing point will not meet the conditions because the fees while not unreasonable from the dist ributor's standpoint, when added to express and insurartce make it impossible l'or our schools to use the material with the limited l'unds at hand. The only solution to this question, as l see it, is to establish a State Bureau ol' Visual Instruc- tion where thousands ol' Iilins and slides, all catalogued like hooks in a library. are available. Then. a local Bu- reau should lie established in every city in connection with the public schools consisting ot' lilms and slides owned by the lioard til' l'lducation. There may be other ways ol' solving this dilliculty but this is my personal view as l'ormed l'rom my experience with the moving picture as a part ol' our school equipment. l should say here that we do not experience in the lligh School any other difliculties because our Board of liducation has provided a splendid lantern and has au- thorized the Superintendent to secure lilms ol' an edu- cational and religious nature, or any other lilms which he considers ol' value to the school. The Board of Educa- tion will take care ol' the expense il' it can not be cared t'or out ol' the liecture t'ourse Fund, or any other avail- able funds. Now, it remains to point out the possibilities, or the application til' the motion picture to school work. lilo the practical teacher the subject ot' geography presents itsell'. 'l'he motion picture can show not only the physical characteristics ol' the various parts ol' the world but also the activities ol' the people. Undoubtedly it opens a tield in this subject so broad and comprehensive that we can not see its limits. The picture which we se- cured t'roni the l"ruit Dispatch Company, New York City. through the courtesy ol' Mr. li. A. Schumacher, an alum- nus ol' our lligh School, showed the growing and market- ing ol' bananas and presented points along those lines which we never get from the mere study ol' the text. lt is possible to show a trip to South America which takes a form ol' a climb in the Andes, a visit to some of the great volcanoes, and a trip to Quito, the city ot' the equator, 5l,2l5ti feet up in the air. Also, students may be taken to Argentine showing the harvest lields, and fa- mous cattle ol' that region. lt is possible lor the pupil to see Niagara l"alls just as the observer who stands on the bank sees them. The students in the great agricultural regions ol' our country can witness the great steamship leaving the seaports ot' our country and also see the activity ol' our large cities, whereas the child in our large cities, who is familiar with these scenes, can in turn view the waving wheat lields and the giant harvest and threshing machines which are so common a sight to the children ol' the great agricultural regions. ln history much can be done in adding interest and reality to the study ol' great historical events, Many im- portant incidents can be and are being reproduced, as: the Landing til' the l'ilgrims, the Boston Tea Party, the lylidnight Ride ol' Paul Revere, the Slave Auction, the liattle til' tlettysliurg, t'hickamauga, and Chattanooga, The "Winners ol' the West" composed of eighteen episodes ol' two reels each is an accurate historical picture et great value. The subject matter is the famous expedi- tion ol' .l. C. l"remoi.t in the days of the gold rush. 'there is practically no limit to what can be done in iature study. All that the biologist, hotanist, or chemist sees under the microscope can be thrown on the screen and thus the child is enabled to see all that the special- ist sees even though he can not understand the full ineanirg ol' all that he sees. . ln Physics and Chemistry, there is also practically no limit. Lessons in liquid air, asphyxiating gases, car- bonic g'as, electrolysis ol' metals, etc., can be given by the inoviitg picture with as great a degree of accuracy as in the laboratory. There is not much doubt either that the student with sufticient previous knowledge can derive equal benelit. Many industrial lilms are available and many are in the process ol' preparation. Here is another means ot' broadening and enriching the child's fund of knowledge, for a personal visit to all of these various institutions is practically impossible. By means ol' the moving picture the activities of these institutions are brought to the pupils. Civics otl'ers another tield. The operations ot' tire de- partments, police departments, street-cleaning depart- ments, and other divisions of the city organization are easily shown. Many of the activities of the national gov- ernment such as the post-oflice department, the mint, etc.. can be easily represented. Physiology and hygiene offer inviting possibilities, lVledical colleges are using the motion picture to a great extent. It would seem that lifty or one hundred tilms might accomplish more than mere text book work could ever hope to do. For literature, there are a good many tilms available. Nlany ot' the masterpieces of literature studied in our High Schools have been dramatized and acted by eminent artists for the moving picture camera and may be se- cured for use in our schools. For moral and religious development there is a large and important lield, ln more towards uplifting could do in many talks one picture we are able to do and transforming life than we or classroom lessons. To secure the right kind ot p'ctures is our problem. Many so classi- lied do not tend in that direction strong enough to amount to much. The Stream ol' l,it'e, By their Fruits, and A lVlodern Ruth, are no doubt the best pictures which we have shown. Under the head ol' history and literature we are able to secure pictures which have a wholesome moral effect. The possibilities ot' the moving picture can not be ineasured. I have only pointed out a few of the things which can be done provided, ot' course, that the tilms are properly catalogued at a central bureau. Let me say this in conclusion that "seeing is believ- ing" and since we trust the evidence furnished our mind hy our eyes, the moving picture has made it possible to utilize this confidence in an educational vrav to the greatest possible extent.

Page 9 text:

I h,1'7 ..t .L ., w- 11,1 1 ., , i fa 9 if-st w -L: ' , V 5 it ,A ff,-kts ff- :-,..g . x.. Q ' Al sf -fgfiflff gw"mi1ffl7f"'ii"" 'f' I iff.. -. fr' QTT ' it f' I . Iinrrn SMITH, SiicRE1'AP.r. J. J. PHILLIPS, SUPERINTENDENT. The Moving Picture ot Education The school work of every generation has developed apparatus, or equipment of some sort considered more or less essential to the successful carrying-on of the work. In the earlier days this apparatus was exceedingly sim- ple, or even crude in form. Nevertheless, it was import- ant. Modern methods have produced a wealth of school equipment of a more complicated and also of a more essential character. The phonograph is delivering such a great service in teaching music in the form of listening lessons that it has already gained a permanent and most useful place in every school room. In physical training it gives the commands as clear and plain as any physical director. It delivers to classes the best examples in reading and elocution. So, the phonograph has gained its place and is being used as a practical adjunct in school work. The stereopticon and the stereoscope are also gaining a place in education but it is the moving picture to which I wish to direct your attention and dis- cuss in a general way its possibilities and advantages in school work. The motion picture has already entered the educa- tional field to remain and to develop into one of the most important aids that superintendents and teachers have ever enlisted in their work. The pedagogical value of the motion picture needs no discussion: it is self-- evident. The American people are "eye-minded people' to a very great extent. It is truly said. "It often goes in one ear and out the other, but never in one eye and out the other." Only twenty per-cent of what you hear is remembered. but eighty percent of what you see remains in your memory. No one will deny that visualization is an important factor in most educative processes. The presence of a blackboard in every school room suggests the general acceptance which this idea has won in the past and also suggests the great possibilities which the future holds along the lines of visualization work, car- ried on under sound educational principles and arranged to supplement and aid almost every department of school activity. While the motion picture is not in any sense a nov- elty at the present time, its use has been largely monop- olized by the motion picture theatre, for reasons which are quite obvious. Many educators have for a long time recognized the value of the moving picture as an educa- tional facility but until recent years films of strictly an educational nature have not been available. From the University of Illinois, and the International Church Film Company we have been able to secure several splendid pictures of an educational and religious nature and at a very reasonabl rate. By paying a small membership fee in the Cleveland Educational Museum which is under the direction of Prof. Gregory, teacher of Geography in the Cleveland schools, we are able to secure a number of moving picture films, and other visual aids. Of course, a few educational pictures may be secured from each of the picture show corporations but at almost prohibitive prices for the schools. The problem of source is still a perplexing one. It naturally divides itself into two parts, i. e., production and distribution. The question of pro- duction is practically settled. Within reasonable limits, of course, when the visual user knows what he wants. it can be produced. The matter of distribution is far from being satisfactory. We need and must have a distribut- ing system which is able to supply what is wanted just

Page 11 text:

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