Ipswich High School - Tiger Yearbook (Ipswich, MA)

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aspects, social problems, skills involved in motion picture production, appreci- ation — all were brought into :he course. For such schools as are following the course of study in motion pictures simi- lar to that of Greenwich High School the Museum of Modern Art Films Library, which was recently developed, has a series available on the history of films and other similar subjects. With an instructional sound motion picture presented in eleven minutes stu- dents can gather more material than from two or three hours of reading in a book of several hundred pages. More- over the modern iinstructional film makes it possible to present subjects in the class room which cannot be obtained through any other teaching device. Mr. John H. Hollingcr, Director of the De- partment of Science of Pittsburg, Penn- sylvania Public Schools considers that “Visual instruction aids in forming cor- rect concepts, challenges attention and stimulates interest; stimulates and con- trols imagination, accurate and reflec- tive thinking; develops appreciation of ethical, aesthetic, social, civic, and eco- nomic values; and widens the mental horizon.” A bulletin issued by the Masachusetts Department of Education declares that Philip J. Roulon of the Harvard Gradu- ate School of Education reported an in- crease of from twenty to forty per cent in the amount learned when pupils in science classes were shown supplemen- tary films and that Dr. V. C. Arnspiger of Teachers College, Columbia Univer- sity, reported an increase of twenty-six per cent in the amount learned in natural science and twenty-seven per cent in music classes when films were shown. This demonstrates the advantages of visual education by film over book. Just as the novel was shunned as un- suitable for a child in olden days so the film was frowned upon, and justly, a few years ago by many people. Recent developments in the industry, however, have demonstrated its value. Heahh departments and various organizations have acknowledged the fact that much can be gained through the use of film by stimulating pupils’ interest in phy- sical and men ' al hygiene. Teachers are recognizing the fact that educational films blend in with other material and help to clarify abstract data. Although audio-visual aids have their weaknesses, that is, :he lack of opportunity for dis- cussion during observation and in many cases the lack of training in observation, it is worthwhile to consider the benefits which may be derived from this modern form of education, for films can be used to great advantage in coordinating ma- terial learned and observed in life. This means of instruction sharpens the pu- pils’ powers of observation and puts new life into learning. The use of film provides the motive for learning and increasing the effectiveness of all class procedures; it is a means of ap- proach to an understanding of truth which is, after all, in a democratic country, the goal of all education.

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the color photography. The drawback to the use of feature films taken from popular novels is the fact that the pro- ducers try to please the masses, thus frequently distorting the story and the characters as conceived by the author — the part interesting to education. Many other types of film have proved their usefulness for educational purposes. Sound films are being used for music appreciation and for studying the tech- niques used in playing various musical instruments. Even in the realm of social contacts children, studying human relations through films, recognize their own experiences and at ' empt to estab- lish better relations with society. The March of Time, which is made available to schools through membership in the Association of School Film libraries helps to teach government, economics, sociology, and human relations. Travel- ogues and newsreels also help to broad- en the experience of the student. School- rooms in dis ' ant, out-of-the-way places need no longer be isolated but may be connected with other parts of the world through the use of ' he travelogue. New Zealand may be brought to an Alaskan schoolroom; China, to one of our own community classes. The President’s address to Congress sheds a new light on the study of civics when a newsreel is used. In addition to the educational value of the subject mat ' er itself, there are modern devices which are not only tri- umphs in science and photography but which greatly increase the educational possibilities of motion pictures. The action similar to that of the growing of rees which takes place in nature over a period of time can now be compactly observed by the student by means of time-lapse photography. On the other hand action which occurs too rapidly for analysis may be slowed down for study in science and in physical educa- tion. Through slow motion photo- graphy the elasticity of glass under ter- rific strain may be studied. The strobo- scopic method of photography recently developed at the Massachusetts Institute of Technology is another invaluable aid to study. A film consists of a series of images projected on a screen with such rapidity as to produce an object in mo- tion. In the stroboscopic method, con- trol of light rays enables the camera to catch an object in motion — ' he wing; of a humming-bird in flight for example — an achievement v hich without the stroboscope would not be possible. An interesting experiment was carried cn in Greenwich High School of Green- wich, Connecticut where a course was developed to make studen ' s more aware of the sociological, economic, and in- ternational aspects of the motion pic- ture. With the development of this course, other courses interlocked. The services of the English classes were en- lis ' ed to send out numerous letters for information on the subject. Elocution was utilized in making the necessary records to accompany the film. Literary 24

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CLASS DAY PARTS HISTORY OF THE CLASS OF 1940 (By Richard Weagle) I N September of the year 1936 ap- proximately one hundred and twenty- five of us could be seen making our way toward what was then known as the Manning High School. After hanging up our coats and hats down stairs in the basement, we, who have now grown into the strength of man- hood and womanhood, climb ed our laborious way up several flights of well- worn stairs to that historic gathering place of all freshmen, the Study Hall. After taking time to get acquainted with our school chums and the high school way of doing things, we held several class meetings, the results of which determined our class officers for the year. Fred Emerson was our pres- ident; Everett Smith, vice-president; Russell Wile, treasurer; and Theresa Martel, secretary. Being modest and retiring freshmen, we did not, according to our class records, sponsor anything in the way of social activities. About the only thing of interest that happened to us was that in January, 1937, we made our eagerly awaited move from the an- tiquated Manning building into the new, modern Ipswich High School and spent the rest of our first year getting used to our up-to-date establishment. It was indeed soothing to our vanity to realize that for a ' ; least once in the high school history of Ipswich, freshmen were no greener than anybody else in school. Returning to school as sophomores after a short summer vacation, we held class elections and, with the exception of class secretary, we elected all new class officers with Steven Budzianowski, president; Muriel Horsman, vice-presi- dent; and Stuart Mansfield, treasurer. During our sophomore year we be- came a little more alive to the school events and elected for our representative as Queen of the Snows at the Snow Carnival Theresa Martel. Though we didn’t win the contest for snow queen, we gave the winning juniors quite a run for their money. We did win, however, through the efforts of Everett Smith and Muriel Horsman the plaque signifying winter sports supremacy. We also had a sophomore picnic in June at Sandy Point and though the water was extremely chilly, some of the braver members of the class went in swimming while the rest lolled about the beach, played games, and enjoyed themselves generally. Everett Smith brought down upon his head the wrath of the chaperons when he announced that he had instructed the captain of the boat not to return for us until late that evening. 26