Moving Picture Age (1920) . anefficient and resourceful teacher who isthoroughly prepared and wide awakereally need moving pictures in teach-ing geography successfully? On theother hand, can we revolutionize, so-cialize and vitalize the whole subjectof geography by the use of movingpictures? Many of us have positiveopinions, but nobody knows. Wouldmoving pictures overcome the handicap or would they increase thehandicap of the mediocre teacher? Nobody knows. Can we elimi-nate one year from our high-school period by the use of movingpictures and thus save twenty-five per cent of high-school cost
Moving Picture Age (1920) . anefficient and resourceful teacher who isthoroughly prepared and wide awakereally need moving pictures in teach-ing geography successfully? On theother hand, can we revolutionize, so-cialize and vitalize the whole subjectof geography by the use of movingpictures? Many of us have positiveopinions, but nobody knows. Wouldmoving pictures overcome the handicap or would they increase thehandicap of the mediocre teacher? Nobody knows. Can we elimi-nate one year from our high-school period by the use of movingpictures and thus save twenty-five per cent of high-school costs?Nobody knows. And what about vocational education, particularly as adminis-tered under the provisions of the Smith-Hughes Act? Consideragriculture, for instance. Could we enrich the course of study 100per cent or more by introducting on the screen a great variety andamount of agricultural material impossible in present practice?Could we reduce the large expense now necessary for equipment 14 MOVING PICTURE AGE March, 1920. /. JV. Shepherd. by half, or more, by makingfrequent use of the screenCould dairy type and excel-lence be studied from movingpictures? Could the averagehigh school get better resultsfrom a study of the best dairyherds in the country on thescreen or from the study of amediocre cow or two kept onthe school grounds or farm?Could the trades and industriesbe taught in half the time withmoving pictures ? Every vo-cational teacher will give youan opinion, but nobody what about morals andreligion? Can moving picturesfunction as an impressive mo-ralist in the public school whenthe teacher would be criticizedfor giving a peachment ? Again,nobody knows. Can we de-velop impulses having to dowith honesty, honor, unselfish- ness, fair play in public school children by the use of the mov-ing picture? Nobody knows. Can we teach right living and highthinking and a relationship to the Deity in the Sunday schoolthrough moving pictures? Nobody knows. Could a revival
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Keywords: ., bookcentury1900, bookdecade1920, booksubjectmotionp, bookyear1920
