Audio-V0i6_ u and eommwi* Mafte&-ai&- BYo4 &zenl 9ASU&4U0M4--d-

AMO DeBERNARDIS and EDWARD G. OLSEN

Amo DeBernardis, supervisor in the Department of Audio-Visual Edu-cation, Portland public schools, and Edward G. Olsen, director ofSchool and Community Relations in the State Department of PublicInstruction, Olympia, Washington, present for our use a bibliographyin audio-visual and community resource materials. The bibliographywill be of help to all who are eager to acquaint themselves with mate-

rials in this field.

A MODERN PROGRAM of educa-tion calls for rich and varied instruc-tional experiences for every child.Growing public as well as professionalawareness of this need is apparent every-where. That is why our schools aresteadily making broader and wider useof audio-visual aids and community re-sources in close correlation with appro-priate library materials and constructiveclassroom activities.

Although all four types of teachingtools are equally significant and essen-tial, space limitations confine this ac-count to the first two mentioned. Stud-ies in these fields since 194o are pre-sented with descriptive comment asguide to those who will wish to readfurther.

AUDIO-VISUAL AIDS

Words in themselves are abstract andcan mean little to the learner until thechild has had a sufficient background ofexperience to give the symbol meaning(6, IS8, 19). Through the medium of themotion picture, slides, radio, exhibits,models, or pictures the world can liter-ally be brought into the classroom forclose studs and examination, and not

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just once, but again and again. The flex-ibility of visual aids makes it possible torepeat the experience whenever desir-able.

Civilian Techniques for Military Use

World War II witnessed the greatestuse of audio-visual teaching aids in the

history of education (17, 24, 29, 30).No limit was placed on expendituresfor equipment and personnel. There wasa war to be won and every resourceavailable was put to this one purpose.It is a tribute to present-day educationthat so many civilian teaching tech-niques and methods were adopted bythe Army, Navy, and Air Force intraining men for the various services.So well had civilian education done itsjob that nothing especially new in theway of techniques and methods was dis-covered in the use of these aids duringthe war periods ( I 5).

Discoveries in Production

In the area of production, however,many new techniques were applied tothe creation of films and other aids--techniques which have definite implica-tions for civilian education (17, 33).

Educational Leadership

Both Army and Navy maintained largeproduction centers where specificproblems involving audio-visual aidscould be investigated and materials pro-duced to fit the needs. As yet, no civi-lian research clearing house for experi-ments with audio-visual aids has beendeveloped (4), although enough hasbeen published to furnish a great manyideas from the Armed Forces TrainingProgram for the improvement of Amer-ican education (24, z6). Miles and Spain(24), in a rather comprehensive studyof the use of audio-visual aids in thearmed forces, find these implicationsfor schools:

i. Multi-sensory instructional materialsshould be used extensively at all levelsof education.

2. Effective use of newer types of in-structional materials should be basedon systematic and careful studies byeducational groups of the functions ofsuch materials in teaching and learn-ing.

3. Multi-sensory instructional materialsshould be conceived as aids ratherthan as self-contained teaching de-vices.

4. Improvement of instruction throughthe use of a variety of instructionalmaterials can be effected by local in-genuity and initiative.

5. Multi-sensory instructional materialsshould be employed in general edu-cation as well as technical and voca-tional training.

6. Multi-sensory materials afford an ef-fective means for extension of vica-rious learning.

7.Effective utilization of audio-visualmaterials necessitates both pre-serv-ice and in-service education in theuse of such aids.

8. Multi-sensory instructional materialsafford a means of capitalizing uponindividual differences.

9. Local, regional, and national surveysare needed periodically to determine

January 1948

current uses of available teaching aids,needs for new aids, and methods offacilitating production and distribu-tion of these aids.

zo. Distribution of films should be decen-tralized to assure more adequate uti-lization.

i i. The variety of types and uses of mili-tary training aids and the evidence oftheir effectiveness suggest the needfor civilian educators to explore theuses of such materials for both newand old educational purposes.

Research for Effectiveness

During the past twenty years muchresearch has been carried on to measurethe value of audio-visual aids, most ofit on the motion picture. This majoremphasis is doubtless due to the dra-matic quality which the "movie" pos-sesses for the educator and the publicalike. In most studies on the use of themotion picture film, superiority overaverage classroom techniques was defi-nitelv established (i, 14, 20, 32, 40).Hovwever, in some instances the so-called "traditional" teaching methodswere found to be just as effective as thefilm (14). In industrial training, filmshelped train lathe operators morequickly (41). The use of films was re-ported to help children maintain inter-est, derive incentive for further study,and ask more questions. Wittich (4o )

found that children like to learn viamotion pictures and are impressed bythe clarity, vividness, and speed withwhich films present materials and con-cepts. Although considerable researchhas already been done on certain aids,there is need for much more, not onlyon the values of specific aids but onways to improve production of mate-rials for classroom use (37).

2a7

Lack of Availability

Considering all the interest and re-search already exhibited in the field ofaudio-visual aids, one would be led tobelieve that availability of these aids iswidespread. In 1946, of io i cities sur-veyed, only 162 had organized depart-ments for the distribution and utiliza-tion of audio-visual aids (2). This factmay not seem important until one com-pares the expenditure per pupil in citieswith and without organized depart-ments. The median expenditure perpupil for the first group was 52 cents,and for the latter only 29 cents. Ob-viously, a definite department for thispurpose demonstrates its value so readilythat more money is forthcoming forequipment and material.

Integration in Organization

The type of organization set up tohandle these aids will vary according tothe philosophy of the people concerned.If audio-visual aids are looked upon asteaching aids, entirely different in mate-rial and functions from other types ofinstructional material, then separate de-partments will be organized. Somewriters in the field are beginning, how-ever, to look toward an integration ofall aids into resource centers which willpurchase, house, and distribute everytype of instructional material (o1, 27,28, 36, 39) under some unified direction.

No matter what pattern is selected fororganizing the department, certain basicproblems such as the director, facilities,distribution, in-service training, budget,materials, and evaluation must be con-sidered (8, 9, 22, 23, 34, 38). If teachersare to make extensive use of audio-visual materials these problems must besolved (31, 35). Adequate equipment is.

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an essential for an efficient program ofaudio-visual aids. A minimum goal forequipment advocated by Seaton (35) is:

i. One i6 mm. sound projector forevery 2oo students.

2. One filmstrip projector for every200 students.

3. One 2 X 2 projector for every 4o00students.

4 One 3/4 x 4/4 projector for every4oo students.

5. One set of 35 stereoscopes for every400 students (elementary schoolsonly).

6. One opaque projector for eachschool.

7, One table-type radio for each class-room.

8. One two-speed, portable 6-in. tran-scription player (complete withspeaker).

9- One microphone for use with play-back or projector for each school.

io. Wall-type screens or suitable pro-jection surface for each classroom.

In many instances it may not be wiseto purchase a basic list but rather toselect equipment based on a study madeby teachers of the needs of the particu-lar school tb be served.

Facilities for use of teaching aids areas important as the equipment and mate-rials themselves. Darkened rooms, pro-jection stands, electrical outlets, stor-age facilities, and screens are all essen-tial to proper utilization of visual andauditory aids (13, 16, 21, 25).

Classrooms As the Proving GroundThe real test of an audio-visual pro-

gram is how effectively it aids theteacher in doing his job in the class-room. If the teacher does not recognizethe potentialities of these aids and ac-quire techniques for their use, much oftheir value will be lost (3). In-servicetraining of teachers to use audio-visualaids is therefore an important part of

Educational Leadership

an effective program of utilization sincemost teachers have not had opportunityto learn how to use these newer aids intheir pre-service training (io). Thisneeded training must be supplied bysupervisors or directors of audio-visualinstruction in the local school system.

If the program is to be successful itmust be planned cooperatively byteachers and administrators (5, 8, 12).

A well rounded in-service program onaudio-visual aids should provide oppor-tunity for all teachers to learn themechanics of equipment, sources of ma-terials, selection of criteria, utilization,evaluation techniques, and psychologi-cal impl;cations (7, Il, 17).

i. Arnspiger, V. C., Measuring the Effec-tiveness of Sound Pictures as Teach-ing Aids. New York: Bureau of Pub-lication, Teachers College, ColumbiaUniversity, 1933.

2. Audio-Visual Education in City-School Systems. Washington, D. C.:National Education Association.1946.

3. Barr, H. M., "Means, Not Ends." Edu-cational Screen 26:141-142; March1947.

4 Brown, Lt. James W., and Abbott, Lt.Robt. B., "An Instructional MaterialsCenter for the Teachers College."See and Hear i:52-59; November1945.

S. Corey, Stephen M., "Cooperative StaffWork." The School Review 52:336-345; June 1944.

6. Corey, Stephen M., "Importance ofPerceptual Learning." CaliforniaJournal of Secondary. Education21:158-i60; May 1946.

7. Corey, Stephen M., "Teacher Evalua-tion of Classroom Motion Pictures."Elementary School Journal 45:324;February 1945.

8. Dale, Edgar. Audio-Visual Methods inTeaching. New York: Dryden Press,August 1946.

January 1948

9. Dale, Edgar, and Ramseyer, Lloyd.Teaching with Motion Pictures: AHandbook of Administrative Prac-tice. Washington, D. C.: AmericanCouncil on Education. April 1937.

io. DeBernardis, Arno, and Brown, JamesW., "A Study of Skills and Knowl-edges Necessary for Use of Audio-Visual Aids." Elementary SchoolJournal 46:550-556; June i946.

ii. DeBernardis, Amo., The 1947 Audio-Visual Projectionist's Handbook.Chicago, Illinois: Business ScreenMagazine. 1947.

12. Department of Supervision and Cur-riculum Development. "Audio-Visual Aids to Learning." Educa-tional Leadership 2:58-60; November1944-

13. "Designs for Visual Education." Seeand Hear; December 1946. 15-24.

14. Freeman, F. N., Visual Education,Chicago: University of ChicagoPress. December 1924.

.5. Freeman, Frank N., "Visual Educationfrom a Twenty-five Year Perspec-tive." Educational Screen 25:15-16;January I946.

i6. Gnaedinger; William G., PreparingRooms for Projection. Pullman,Washington: Extension Service, StateCollege of Washington. 1942.

7-. Hoban, Charles F., Jr., Movies thatTeach. New York: Drvden Press,August 1946.

i8. Hoban, Charles Francis, Hoban,Charles Francis, Jr., and Zisman,Samuel B., Visualizing the Curric-ulum. New York: Gordon Company,1937-

.9. Horn, Ernest, "Language and Mean-ing." The Psychology of Learning.41st Yearbook National Society forStudy of Education. Bloomington,Illinois: Public School PublishingCompany, 1942. 377-413.

20o. Knowlton, Daniel C., and Tilton,John W. Motion Pictures in HistoryTeaching. New Haven: Yale Uni-versity Press, 1929.

21. Long, P. E. "Designing the SchoolBuilding for Effective Use of Audio-

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Visual Aids." American School andUniversity 1945. 117-118.

22. McKown, Harry C, and Roberts,Alvin B, Audio-Visual Aids to In-struction. New York: McGraw-Hill.1940.

23. "The Michigan State Plan for Audio-Visual Materials." See and Hear2:26-28; October 1946.

24. Miles, John R., and Spain, Charles R.,Audio-Visual Aids in the ArmedServices; Implications for AmericanEducation. Washington, D. C:American Council on Education,1947.

25. Noel, Francis W., Projecting MotionPictures in the Classroom. Washing-ton, D. C: American Council onEducation, Vol. IV, No. 5 of SeriesII, December 1940.

26. Noel, Francis W., The Navy Turns toTraining Aids. Camden, N. J.: Edu-cational Department, Radio Corpora-tion of America.

27. Olsen, Edward G., "Perspective inAudio-Visual Education." Educa-tional Screen 25:120-122; March1946.

28. Olsen, Edward G., and others. Schooland Community. New York: Pren-tice-Hall, i945.

29. "A Report on Activities of Army Pic-torial Service, Signal Corps." Busi-ness Screen entire issue No. i, 7:15-97; June 1945.

30. "A Report on the Training Film Pro-gram of the U. S. Navy." BusinessScreen entire issue No. 5, 6; June1945.

31. Roberts, Alvin B., "Audio-Visual Edu-cation in the Post War Period." Edu-cational Screen 24:283-286; Septem-ber 1945.

32. Rulon, Philip Justin. The Sound Mo-tion Picture in Science Teaching.Cambridge, Massachusetts, Univer-sity Press, 1933.

33. Schorling, Raleigh W., and others.Swords into Ploshares. State De-partment of Public Instruction. Lan-sing, Michigan, 1946.

34. Schreiber, Robert E., and Calvert,

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Leonard, Building an Audio-VisualProgram. Science Research Associ-ates, Chicago, Illinois, 1946.

35. Seaton, Helen Hardt. A Measure forAudio-Visual Programs in Schools.Washington, D. C: American Coun-cil on Education. Vol. 8, No. 8 ofSeries II. October, 1944.

36. Spalding, Willard B., "Integration ofInstructional Materials." EducationalScreen 26:363-364; September 1947.

37. Stenius, Arthur C, "Auditory andVisual Education." Review of Edu-cational Research 15:243-255; June1945-

38. "Suggestions for the Organization of aCounty Audio-Visual Education Pro-gram." California Journal of Elemen-tary Education XIV; February 1946.

39. Williams, Don., "The Need for a Co-ordinated Service Department" Cali-fornia Journal of Secondary Educa-tion 16:407-409; November 1941.

4o. Wittich, Walter A., and Fowlkes,John Guy. Audio-Visual Paths toLearning. New York: Harper andBrothers, 1946.

41. Vander Meer, A. W., "The Economnof Time in Industrial Training-AnExperimental Study of the Useof Sound Films in the Training ofEngine Lathe Operators." The four-nal of Educational Psychology 36:65-9o; February 1945.

MaterialsCatalog of Selected Educational Record-

ings. New York: Recordings DivisionNew York University Film Library,1944.

Educational Film Guide. New York: H.W. Wilson.

Educators Guide to Free Films. Randolph,Wisconsin: Educators Progress Serv-ice.

Handbook of Inexpensive Resources andService for Ohio ElementaryTeachers. Compiled by the Depart-ment of Elementarv School Principalsof the Ohio Education Association.Columbus, Ohio: Ohio Education As-sociation, 1944.

Educational Leadership

The News Letter, Edgar Dale, Editor,Bureau of Educational Research.Columbus, Ohio: The Ohio StateUniversity.

One Thousand and One (The Blue Bookof Non-Theatrical Films). Chicago:The Educational Screen.

Recordings for School Use: A Catalog ofAppraisals, by J. Robert Miles. Yon-kers-on-Hudson, New York: WorldBook Company, 1942.

Selected Educational Motion Pictures.Washington, D. C.: American Coun-cil on Education, I942. A descriptiveencyclopedia.

Sources of Free and Inexpensive TeachingAids, by Bruce Miller. Ontario, Cali-fornia. The Author, Box 222.

Teaching Aids Service of the Library. LiliHeimers, Director. New Jersey StateTeachers College, Upper Montclair,New Jersey.

PeriodicalsBusiness Screen, 81z North Dearborn

Street, Chicago l, IllinoisEducational Screen, 64 East Lake Street,

Chicago, IllinoisFilm and Radio Guide, Education and

Recreational Guides, Inc., 172 RonnerAvenue, Newark, N. J.

Film News, Educational Film LibraryAssn. 45 Rockefeller Plaza, New York20, New York.

Film World, 606o Sunset Blvd., Holly-wood 38, California

Hollywood Quarterly, 350 Royce Hall,University of California, Los Angeles24, California.

Movie Makers, Amateur Cinema League,42 Lexington Avenue, New York 17,New York.

See and Hear, 812 North Dearborn Street,Chicago, Illinois.

Visual Review, Society for Visual Educa-tion, too S. Ohio Avenue, Chicago,Illinois.

COMMUNITY RESOURCESDuring the past decade the educa-

tional importance of first-hand con-structive community experiences has

January 1948

received widespread attention. In ctonsc-quence, the modern school utilizes awide variety of community resources inthe instructional program. This is com-monly done by taking students into thecommunity for planned observation,participation, and contribution and bybringing resource people into the schoolas speakers, demonstrators, and consul-tants. Numerous case illustrations ofsuch practice in both rural and urbansituations are reported in CommunityLiving and the Elementary School (29),a volume of real significance to highschool and college teachers also. Under-lyving philosophy is stressed as are testedprocedures in utilizing community re-sources in curriculum building, commu-nity understanding of schools, meetingnew community needs, and adventur-ing in school-communitv coordination.

Suggestions for Community SchoolsSchool and Community (34), the first

textbook and teachers' guide in thisfield, summarizes the basic philosophyof the life-centered community school;presents a plan for analyzing any com-munity in operational terms; shows howdocumentary materials, audio-visualaids, resource visitors, interviews, fieldtrips, surveys, extended field studies,camping, service projects, and work ex-periences may be used to bridge the gapbetween school and community; anddiscusses the practical problems ofscheduling, transportation, finance, legalliability, program-planning, evaluation,public relations, service center, com-munity coordination, and teacher edu-cation. N.E.A. bulletin (30), "How toKnow and How to Use Your Commu-nity," presents nine articles describingcurriculum planning and community

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life, how to study community life, andthe use of community resources in cur-riculum planning. Committees ofteachers in Santa Barbara County inCalifornia have developed an excellentcurriculum guide (4o), for buildingunits of study centering around localcommunity processes and resources.

Practical suggestions to teachers forunderstanding a community better, forbecoming participating members of thecommunity, and for making effectiveschool use of community resources arepresented in a New York State Educa-tion Department bulletin (32). Detailedoutlines for making non-technical stud-ies of any community are offered inColcord's Your Community (7). Hereare specific leads for analyzing commu-nity setting, founding and development,local government, provisions for dealingwith crime and for public safety, work-ers, wages and conditions of employ-ment, housing, planning and zoning,provision and distribution of healthcare, provision for the handicapped,educational resources, opportunities forrecreation, religious agencies, publicassistance, family welfare, child care,foreign-born and racial groups, clubsand associations, and agencies for com-munity planning and coordination.

Varied Approaches to AcquaintanceCommunity life may be directly ex-

perienced through many approaches.Resource people live in every commu-nity and work in every school (27).For example, an expert tailor comes toclass to explain how suits are made, whatmaterials are used, where cloth is pur-chased, and the difference betweenhandmade and factory-made suits. Acobbler can demonstrate shoe construc-

tion and repair (41). Career Day con-ferences in which vocational guidance isprovided through cooperation withcommunity leaders is becoming com-monplace in many schools (lo). Indi-vidual students or committees may gointo the community to interview peopleconcerning achievements, interests, hob-bies, ideas, values (26, 44, 17).

Class field trips to observe varied as-pects of community life are character-istic of good school programs. Suchtrips must provide not only seeing butinterpreting what is seen. Nor need wego far from home to see and interpretlife. The concrete highway, for example,raises such questions as: what is con-crete, where does it come from, whoowns the right-of-way, how much did itcost? (3). Well-organized trips willgrow out of previous experience andwill be followed up through variousconstructive projects (42). Specializedexcursions as in science (35) and inter-cultural education (33) prove most re-warding. Yet one must be warnedagainst using trips merely to collectmeaningless data, taking excursionsmerely because centers of interest areavailable, or minimizing follow-up ac-tivities because of over-emphasis on tripetiquette. Basic purposes are those ofcollecting materials for overview im-pressions, providing a basis for makingvalue-judgment comparisons betweendifferent situations, and preparing forsocial action (i6).

Group surveys of community proc-esses and problems present another ap-proach to direct community experience(36, 23). Such surveys provide a back-ground picture of the school childshowing how he acts in daily living andalso what influences affect his behavior

Eduetional Leedership262

(15). Local standards of living (ii),housing conditions (28), health, recre-action, and cultural facilities may besuccessfully surveyed by high schoolstudents.

Trips of Long DurationField studies of extended duration or

distance are becoming common. Edu-cational trips of three to five days dura-tion have been reported from elemen-tary schools in New York City (31).An Oklahoma school's Travel Club,composed of twenty-six pupils rangingin age from eleven to eighteen, withfour teachers traveled to New Yorkand returned by school bus at a totalcost of S14.oo per pupil (14). The smallhigh school in Gilson, Illinois maintainsan extensive program of extended trips.Each student may make twenty or moretours covering the state as well as fourregional trips averaging 3ooo mileseach (37). In a Michigan high schoolthe Junior Red Cross initiated an eight-day trip to tanada as part of the socialstudies program. Real international un-derstanding and respect were reportedas a result (43).

Camping in the School Program

School camping is another approachthrough which natural resources in thecommunity may be fully utilized. Cin-cinnati maintains a year-round programof nature activities for children. TheFirst Settler Camp is on an historicsite and consists of a modern farmwhere groups from the schools andplaygrounds come to learn about farm-ing procedures and produce. TheMound Builders Camp is located in anarea first inhabited by the mound-building aborigines and provides ex-

January 1948

tended summer camping facilities aswell as a meeting place for clubs dur-ing the school year. The TravelingCamp is an exhibit of live animals whichis taken to various schools and play-grounds as desired (8). Michigan is out-standing in its provisions for schoolcamping (13). In one county, for ex-ample, all fifth and sixth grade schoolchildren can go to winter camp fortwo or three weeks (39). Los Angelesoperates three camps for children dur-ing-the summer. Campers are chosenby school playground directors on abasis of inability to receive other campexperience and on citizenship quali-ties (25). Kilpatrick has summarizedthe contributions of outdoor educationin terms of the fact that "we learnwhat we live, only what we live, andeverything we live. We learn each thingwe live as we accept it to act on, andwe learn it in the degree that we countit important, and also in the degreethat it fits in with what we alreadyknow." (22).

Service to the Community

Community service projects whereinstudents, teachers, and communityadults work together to meet mutualgroup needs is a further device forrelating school and community in theinstructional program. A communityice skating rink was built through aproject originating in a communitycivics class (1). A pupil-inspired com-munity fight against malaria eventuallybrought about a healthier environ-ment (2). In another school seventhand eighth graders may elect "work"as a subject of study. Thiis field includescare of handicapped children and ofcafeteria, library, office, and mainte-

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nance activities ( 2 ). Fifty pupils in an-other school supervise playgrounds,teach hobby skills to children, presentprograms to shut-in hospital patients,and lead local groups (18). One schoolis legally an established administrativepart of the local public welfare depart-ment and through it students functionaccordingly. Girls prepare and serveluncheons to children in the day nur-sery, students help in the Red Crossdrive, and the pupils take over theentire charities program of the com-munity for the Christmas season (4).A Civic Pride class in another highschool carries full academic credit.Home room representatives attend theclass which is the general clearing housefor all projects involving school-com-munity activities (21).

Work Experience for GrowthWork experience programs through

which childen and youth may learn toaccept the economic responsibilities ofadulthood is also a means of using com-munity resources in the instructionalprogram. Such programs produce un-derstanding and experience in demo-cratic living, development of com-petence to do productive work, anddevelopment of individual interests (24).If these programs are to be truly suc-cessful they must be planned by schooland community together with a rep-resentative advisory council, project andstudent and work activity indexes, anda competent program director (38).Types of possible programs, essentialsof planning, and evaluative criteria havebeen presented by a number of recentspecialists (5, 6, 9, i9, 20o).

Perhaps the major implication of theseand other such studies is that every

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teacher, regardless of grade level orsubject field, should receive extensivepersonal, directed experience in com-munity study and leadership as anintegral aspect of both pre-service andin-service training. Not otherwise canwe become competent users of com-munity resources as one basic type ofinstructional material.

x. Alford, Cecil H., "Student-SponsoredCommunity Rink." School Activities17:60-61, 70; October i945.

2. Anderson, L. W., "Biology Class LedTown Fight Against Mosquitoes."Clearing House I7:267-270; January'943-

3. Bowen, Ward C., "The School Jour-ney." Educational Screen 19: 185-186;203; May 194o.

4. Bretnall, R. J., "Welfare Workers:Millburn High Serves Community asLegal Administrative Unit of De-partment of Welfare." ClearingHouse 16:329-331; February 1942.

5. Cocking, Walter D. and others,Work Experience. New York:Hinds, Hayden & Etdredge, Inc.(lo 5 5th Avenue), I945.

6. Cocking, Walter D., "Program forWork Experience." National Asso-ciation of Secondary School Prin-cipals Bulletin 27:27-31; January1943.

7. Colcord, Joanna C., Your Community:Its Provision for Health, Education,Safety, and Welfare. New York:Russell Sage Foundation, 1941.

8. Cummings, B. P., "Hey Teach! What'sThat?" Recreation 39:15-17; April1945.

9. Dillon, Harold J., Work Experiencein Secondary Education. New York:National Child Labor Committee,419 4 th Avenue, 1947.

io. Dunsmoor, Clarence C., "How toOrganize and Conduct Career Day

Conferences." Occupations 18:163-i68; December 1939.

Ii. Ellis, Mildred P., "Framingham Facts:Our Pupils Investigate Local Stand-

Educational Leadership

ards of Living," Clearing House16:140-142; November 1941.

I1. Englund, Georgia Y. and MinnicFuller, "Service Above Self." SchoolExecutive 64:59-60; August 1945.

i3. Fay, Lewis C., "School Camping: AnExperiment in Living." MichiganEducation Journal 23:429-435; April1946.

14. Fitzgerald, J. C., "Rural School Spon-sors Long Summer Journey." Cur-riculum Journal 12:213-215; May1941.

i5. Fogler, Sigmund, "School Socio-economic Survey." Journal of Edu-cational Sociology 19:76-82; Octo-ber 1945.

16. Frazier, Alexander, "Is This SchoolTrip Necessary?" Educational Ad-ministration and Supervision 32:171-176; March I946.

17. Gernant, Leonard. "Personal Inter-view as a Method of Utilizing Com-munity Resources." Educational Ad-ministration and Supervision 30o:415-423; October 1944.

8. Gould, Stanley R., "How So LincolnHigh Pupils Serve the Community."Clearing House 15:391-394; March1941.

19. Harvard University Graduate Schoolof Education, Work Experience inEducation. Edited by Warren C.Seyfert and Paul A. Rehmus.Cambridge, Massachusetts: The Uni-versity, 1941.

zo. Jacobson, Paul B. and Dodds, E. L.(eds.), "Work Experience andSecondary Education; a Report ofa Conference." National Associationof Secondary School Principals Bul-letin 28:75-81; February i944.

21. Jay, John, "Hamtramck High LeadsCity Improvement Activities." Clear-ing House 16:472; April 1942.

22. Kilpatrick, William H., "Role ofCamping in Education." EducationalDigest 7:46-48; March 1942.

23. Koopman, Margaret O., Utilizing theLocal Environment. New York:Hinds, Hayden and Eldredge, 1946.

24. Leonard, J. Paul, "Work Experience

January 1948

in Secondary Education." NationalAssociation of Secondary SchoolPrincipals Bulletin 28:29-35; May1944-

25. "Los Angeles School Camps." Edu-cational Victory 2:.11; June 20, 1944.

26. McAfee, Alta, "Interviews with Cele-brated Persons Motivate English."English Journal 31:323-325; March1942.

27. Misner, Paul J., "Forgotten Men andWomen." Progressive Educationi9:I8-20; January 1942.

28. Myers, Neal F., "Schools Serves theCommunity." National Associationof Secondary School Principals Bul-letin 26:97-101; February 1942.

29, National Education Association, De-partment of Elementary SchoolPrincipals, Twenty-fourth Yearbook:Community Living and the Elemen-tary School. Washington: The As-sociation, 1945.

30. National Education Association, De-partment of Elementary SchoolPrincipals, "How to Know andHow to Use Your Community."Washington: The Association, 1942.

31. Neumann, Julie W., "The EighthGrade Discovers Long Island." Pro-gressive Education 10:342-344; Octo-ber 1933-

32. New York State Education Depart-ment, Elementary School SocialStudies Pamphlet III: Exploring theEnvironment. Albany: Universityof the State of New York Press,1943-

33. Olsen, Edward G., Social Travel:A Technique in Intercultural Edu-cation. New York: Hinds, Haydenand Eldredge, 1947.

34. Olsen, Edward G., and others, Schooland Conmunity. New York:Prentice-Hall, 1945.

35. Pitluga, George E., Science Excur-sions Into the Commnnity. NewYork: Bureau of Publications, Teach-ers College, Columbia University,I943.

36. Reschke, Alfred, "High SchoolSeniors Study Milwaukee." Social

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Education 5: 590-594; December 1941.37- Roberts, Alvin B., "The Nation, Our

Campus." Educational Screen 20:5-8;January 1941.

38. Robinson, Ormsbee W., "Planning aWork Experience Program." SchoolExecutive 64: 52-54; August 1945.

39. Rogers, Virgil M., "School CampingAll Year 'Round." EducationalLeadersbip 3:367-368; May 1946.

40. Santa Barbara County Teacher's Guidefor Use of Community Resources.Santa Barbara, California: TheSchauer Printing Studio, Inc. 1941.

41. Solem, Lyl R., "Tailor Comes toSchool." Clearing House 14:294-296;January 1940.

42. Stall, Dorothy, "Being Six in the City."Childhood Education 22: 190-194; De-cember 1945.

43. Strauss, Frances, "Traveling Abroadin America." Progressive Education24: 64-167+; March 1947.

44 Willis, C. W. and Henley, R. C.,"Real Interviews for High-SchoolSeniors." Clearing House 14:464-466;April 1940.

tFNAL BULLETIN ON CINCINNATI MEETING-Shortly after this issue of EDU-CATIONAL LEADERSHIP is mailed, all ASCD members will receive printed copiesof the program for the 1948 Association meeting to be held February 15-18 in Cincinn ti,Ohio. From time to time we have carried news concerning plans for discussion groups,general sessions, and housing. Copies of the "News Exchange," sent to all members, havealso supplied details on program plans and housing.

Plans for the final general sessiot, the Association luncheon, to be held Wednesdaynoon, February 18, are now complete. The speaker at the luncheon will be Shepherd L.Witmen, executive director of the Cleveland Council on World Affairs. Mr. Witman willspeak on "Education's International Responsibility" with particular emphasis on the roleof the schools in view of today's world developments.

The local Cincinnati committee, working hard on providing for our comfort and pleas-ure while in Cincinnati, sends us word that on Tuesday evening, at which time no meetingis planned, the Taft Museum will be open for visits from ASCDers; a special showing ofdoeumentary films has been arranged for those interested; and there will be a tour ofradio station WLW with the possibility of a television tour if the station is completed byFebruary 17.

In addition, the Cincinnati schools extend a cordial welcome to any who wish to visitthem either directly preceding or following the time of the meeting. Any individuals whowish to make arrangements for such visits should correspond directly with Miss CeciliaUnzicker, Intermediate Grade Supervisor, Cincinnati Public Schools, 216 East NinthStreet, Cincinnati

Watch the mail for your program with details of schedule and personnel. Readers ofEDUCATIONAL LEADERSHIP who are not members of ASCD may receive a pro-gram by sending twenty cents to cover printing and mailing costs.

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Copyright © 1948 by the Association for Supervision and Curriculum Development. All rights reserved.