i»l>ri|' 1 '■./' University of Texas Bulletin No. 17S0: May 35, 1917 Visual Instruction Through Lantern Slides and Motion Pictures BY N. L. Hoopingarner AND G. S. Wehrwein Published by the University six times a month and entered as second-class matter at the postoffice at AUSTIN, TEXAS Aionogiapri. Publications of the University of Texas Publicationg Conmiittee: F. W. Graff R, H. Griffith J. M. Bryant J. L. Henderson D. B. CaSTEEL I. P, HiLDEBRAND Frederic Dun calf E. J. Mathews The University publishes bulletins six times a month, so num- bered that the first two digits of the number show the year of issue, the last two the position in the yearly series. For ex- ample, No. 1701 is the first bulletin of the year 1917. These comprise the official publications of the University : publications on humanistic and scientific subjects, bulletins prepared by the Department of Extension and by the Bureau of Municipal Research, and other bulletins of general educational interest. With the exception of special numbers, any bulletin will be sent to a citizen of Texas free on request. All communications about University publications should be addressed to the Editor of University Publications, University of Texas, Austin. Ml Bl36-917-:?m University of Texas Bulletin Xo, 17;?0: May 25, 1917 Visual Instruction Through Lantern Slides and Motion Pictures BY N. L. Hoopingarner AND G. S. Wehrwein Published by the University six times a month and entered as second-class matter at the postoffice at AUSTIN, TEXAS The benefits of education and of •useful knowledge, generally diffused through a community, are essential to the preservation of a free gov- ernment. Sam Houston Cultivated mind is the guardian genius of democracy. ... It is the only dictator that freemen acknowl- edge and the only security that free- men desire. Mii'abeau B. Lamar D. of D* DEC 13 1317 PREFATORY NOTE Since the establishment of Extension Work in Visual Instruc- tion through lantern slides, and more recently through motion pictures at the University of Texas, many inquiries have been received concerning slides, manipulation of lanterns, where to obtain slides, the conditions under which slides are loaned, and many other details. The purpose of this bulletin by Mr. Wehr- wein and Mr. lloopingarner is to answer in a brief, concise form, many of these questions ; to bring before teachers and others the value of Visual Instruction; to show how lantern slides and motion pictures can be used for entertainment and in class-room work and in what way the Department of Extension of the Uni- versity can be of service to the people of Texas in this respect. The Department is planning materially to increase its library of lantern slides and motion picture films in the near future. Supplementary lists in addition to those contained in this bulle- tin will be sent upon application. J. W. Shepherd, Acting Head of Division of Visual Instruction. VISUAL INSTRUCTION "(iive a child ()l)jects, something tliat can be visualized, let him see it with his own eyes, and it is astounding' how rapidly that child will learn," said Thomas A. Edison, in speaking of visual instruction. "Teach things, not words," is another way of s;iying the same thing; and the experiments in science, in agri- culture, and the actual work in manual training and domestic science show that we are getting away from mere "book beam- ing." Even the older subjects are being vitalized. In arith- 2netic. the teacher uses objeicts in number work, peck and (jnart measures in denominate numbers, and has the piipils mea-sure the school house and the yard when teaching linear and square nu^isures. Many schools are making collections of woods, seeds, tiowers and soils, and the geogi'aphy and history classes visit places of geographical or historical interest in the community. AVhcrc opj)oi'tn]iity for actual obsei'vation is lacking. j)ictures nuist be nsed. Geography, literature, history, art — and other subjects, perhaps to a less degree — need pictures to nuike them realistic. Without pictures, rivers are mere black lines across a map instead of surging .streams, and, to a child of the prairie, nu)untains arc mei'e crooked marks. Teachers ought to make collections of sucli illustrative material from magazines, old books. 01- fi'om ])ictui'e companies. These pictures can be mounted ou a bulletin board in the school room or used for class sbidy. Hut for class woi-k tlic tcaichcr ought to have pictures of sufficient size to be seen l)y the whole class. ]\Iere sketches and diagrams can bp placed on the blackboard or put on large sheets of paper or on cloth in the form of charts, but showing a large picture is a. more difficult i)i'oposition. The many ex- ]iensive "chaits" sold to schools to teach agriculture, ])hysiology, ])hysical geograj)hy, and even the connnon branvlies show the attempts to fill this need. Lantern Slides (ind Moiuni I'ichncs. — The need foi- large illus- trations in "visual instruction" is mil by lantern slides. These ere "condensed pictures," small in Inilk, easil>- transport! d and can be .shown wherever a cvn'taiu can be hunu and a room dark- 6 University of Texas Bullclin ened. They are especially adapted to classroom needs. The pic- tures on the screen are large enough to be seen by the entire class. With a picture showing a Philippine village on the screen the teacher can call attention of the whole class to the houses, the customs, and occupation of the people. He can show the trop- ical vegetation, mountains, rivers, and other natural features in a most vivid and natural manner. The camera has been able to "catch" the w4iole scene and now the stereopticon recreates it for spectators thousands of miles away, ofttimes in natural FIGURE I 'Visual Instruction in the Class Room." — Couites\- of Underwood and Underwood colors, for many of the modern slides are beautifully and truth- fully colored. Better than the lantern slide for the purpose is the motion picture, for with it as the agent the processes of manufacture and historic events unfold themselves before the audience. The motion picture is visual instruction at its best. ' ' Some day our school children will be getting far more knowledge from moving pictures than from books and lectures," said Edison. The pos- sibilities are great, but at present the cost of the apparatus and the difficulty of getting suitable films limit the use of the moving Visual Insti'uction Through Slides and Pictures 7 picture. But a great deal is being done to provide films that are adapted to educational purposes. At present the films of the Bureau of Commercial Economics, of Washington, D. C, are available to schools and can be obtained through the Depart- ment of Extension. These are industrial pictures showing agri- culture, mining, manufacture of fountain pens, watches, matches and many other things, and, although they bear the name of the company whose particular article is manufactured, they are highly educational in character. The motion picture does not supplant the lantern slide. Each has its special value. Lantern slides can be held on the screen indefinitely for detailed study, which is possible with only a few specially made moving picture machines at the present. Motion picture reels are expensive and need an expert to make and direct their production. Lantern slides are comparatively cheap, and can be made by any amateur photographer, who does his printing and developing, from his own negatives. In this way the teacher can easily build up a lantern slide collec- tion. Even if he is not a photographer, he can get his slides made from diagrams, pictures in books, magazines, or photo- graphs by many of the leading slide companies, at prices rang- ing from 30 to 50 cents for plain slides and 75 cents to .$1.00 for colored ones. ]\lany of the photographers in Texas cities make slides. Entertainment and Instruction hy Lantern Slides. — The cheap- ness and the portability of the lantern and slides allow their extended use by county school superintendents, teachers, and farm demonstrators. By having slides made of good buildings, improved grounds, drinking fountains, terracing, good farming practice, and hundreds of other subjects, it is possible to drive home lessons in education and agriculture to audiences that can not be reached in any other way. One of the problems of the school is to provide for the social life of the community. Meetings of a, social nature, where the people can come together for entertainment and instruction, are great factors for bringing people together and, at the same time, uniting the school with the community. There is great need for this in the rural schools and the smaller towns. The teacher- 8 Vniversiiy of Texas Bulletin leader can do miieh to organize schoolhonse meetings, literary societies, mothers' clul)s. civic clubs, group-study courses and like organizations, and then vitalize the meetinofs by giving illus- trated lectures on such subjects as are of interest to the com- munity. Better still, after thoroughly sudying a subject in school, the larger pupils can present the lecture, illustrated by the slides, to interested organizations. Many of the churches of Texas are providing entertainment and instruction by the use of lantern slides in Sunday School and young people's organizations. Other organizations that are also making use of lanterns and slides are farmers' institutes, Y. M. C. A.s, librai-ies, ai-t clubs, and group-study clubs. Tlie Use of Luniem Slides iyi Regular ScJiool Work. — Many of the larger schools and colleges are so well aware of the value of visual instruction that some of their class rooms are equipped with stereopticon lanterns and, in some cases, motion picture projectors. Class rooms are so arranged that shades can be drawn and the room darkened. Some of the slide companiqs put up classified collections, care- fully selected by men who are authorities on physical geography, geography, history, and other subjects. These slides are used like a library ; a slide may be used in geography in one class, in travel, history, or some other subject in other classes. The Keystone "600" set is of this type. But it is not necessary for a school to own slides. There are many sources from which slides may be obtained for the mere cost of transportation, among them being the Department of Extension of the University of Texas, which now has about fifty sets of slides most of them having been chosen with the idea of being used in school work as well as entertainment. See Ap- pendix. By looking ahead and making requests in proper time, the resourceful teacher can obtain slides from the various sources to illustrate and vitalize the whole year's work. How to Use the Loan. Slides in Connection with School Sub- jects. — Suppose the teacher has sent for the University set on the Panama Canal. (See page 27.) With the slides there is a typewritten lecture describing them and giving the history of VisKol iHstrKction Tlirouyh Slides and Pictures 9 the canal, a description of tlie country, and gciving the story of its construction. The pupils can study this lecture beforehand so as to be thoroughly familiar with it. On Friday night, for instance, it can be ])resented at the schoolhouse meeting as a part of the program for the evening, either by the teacher or by the geography class, each pupil describing a certain number of slides to the audience. Songs, recitations, essays, and a de- ])ate bearing on the Canal may be a part of the program. In the school Avork itself this material may be used in various correlated subjects : (1) In geography it shows maps of the Canal, ti'ade routes, scenery, homes and occupations of the natives and of the Ameri- cans: the engineering problems and the construction of the C^anal; the effect of the toi'rid climate on laborers, "slides" that filled the canal, and sanitation. (2) In history it furnishes material for the story of Balboa and other explorers, the "days of '49," the attempts of the French to buikl the canal, and the creation of the Kepublic of Panama. (8) In physiology it shows the cause of malaria and yellow fever and how the Americans cleaned np the isthmus, giving suggestions for practical application in Texas. (4) In civics, it leads to a discussion of the government of the Canal Zone, the treaties affecting the canal, the fortification, and the toll rpiestion. (5) After th(^ canal has been studied in one or more classes this material can be used in language woi-k to supply subjects for essays, letters and compositions. The children can make note books of travel, geography, history, etc., and illustrate them with their own mai)s. drawings and picures cut from magazines and newspapers. The best essays or letters ma.y be used at the schoolhouse meeting program. Following are some of the subjects that may be used. (a) Imagine you are an engineer working on the canal. Write a letter- to a fi'icnd telling (1) how you made the Culebra cut, (2) how you built (^atum Dam, (3) how you built the locks. (b) Write a letter telling how a miner in 1849 reached Cali- 10 University of Texas Bulletin fornia by "going around the Horn." In answer, his friend tells how "he crossed the Isthmus." Write the friend's letter. (c) Write the story of Ferdinand de Lesseps. (d) Imagine you are a nurse in the canal zone. Write a friend telling how you helped to control the fevers. (e) Imagine you are a tourist. Describe your trip from Panama to Colon, telling of the locks, Gatum Lake, Culebra cut, and other interesting things you would see in going through the Canal. (f) Make a model out of wood or pastboai'd to show show the locks work. Write a description of your model. (g) You are a New York merchant buying and selling along the west coast of South America. Describe the old routes, the new routes since the canal has been finished, the products you deal in, and the value of the canal to you. Are you afraid of competition from New Orleans and Galveston? Why? Most of the facts necessary for the above letters and essays can be found in the geography, or the lecture. Additional material can be obtained from the Extension Loan Library of tlie Department of Extension. The resourceful teacher will find other topics of similar interest and other uses for the lecture. The above is merely suggestive. The Stereopticon Lantern for ScJiools. — It is best for the school to own a lantern. A good lantern can be bought for $27 to $10. the price depending on the equipment and accessories. One North Texas school raised enough money at one entertainment to pay for its stereopticon. As a rule, the slides of the Uni- versity are lent with the understanding that they are not to be used for the purpose of making money for an individual, but there is no objection to a small admission fee if the money is being raised to buy a lantern or other school equipment. The rural school without electricity is not barred but can use tke Prestolite gas tank, such as is used on automobiles to fur- nish the necessary light. Even in daytime the shades may be drawn and the windows darkened sufficiently to show the pictures. A school with its own lantern is independent and can makf Visual Instruction Through Slides and Pictures 11 arrangements for slides from tlie various institutions. If there are several schools near together that have lanterns, they can send for slides co-operatively and thus lower the express charges. Buying Co-operatively — the ''Slide Circuit." — Where one school can not afford a lantern, several can share the expense. Five schools can form a "circuit" and the cost of the lantern for each would he less than -I^IO. If they send for loan slides, the express can he divided among the five and will he hut a tritie for each. At the teachers' institute teachers can or- ganize and form such a "circuit," arranging for the order in MJiich tliey are to get the lantern, the payment of express charges, for gas tanks, and other details. They can make ai-- rangements for slides early in the term, selecting the sets they will want and the date when wanted. These will be sent to the Department of Extension and filed. At the proper time the first set will be expressed to ]\Ir. A. who, after using it, will send it to B ; B to C, and so on until the circuit is com- pleted. The slides are sent back to Austin and the machine to A, to begin all over again. AVhen the schools are on a railroad the lantern and slides can be expressed from one school to another. In this case they are independent of trans- portation by wagons or automobiles, which is often difficult in seasons of bad weather. The circuit plan is really the most economical method and gives the greatest possible service for the money spent. In Wisconsin the state is divided into a large number of circuits and slides and motion picture reels are routed over circuit I, then sent to circuit II, etc., until the whole state is covered. llie School which lias no Lantern. — The Department of Exten.sion has four or five lanterns that it will lend for a short time. These must be packed carefully in trunks, making transportation charges rather high. Foi' this reason schools are urged to buy their own lanterns. If possible a circuit should be ari'anged so as to serve a number of communities before the lantern is shipped back to Austin. It is well to make the request a month or more before 12 Universifj/ of Texas Bulletin it is needed so that a lantern may he reserved for tlie date requested. Humynary. — The Depai-tnient of Extension nrges schools to buy lanterns either individually or eo-operatively, and, if pos- sible, to arrange circuits to avail themselves of the ilhistrative material obtainable from the T'liiversity and other soui-ces. By the "circuit" method the .ureatest economy and efficiency is obtained. Schools are urged to get some slides of llieir own. if possible. The Department can be of service in exchanging the slides ot; one school or county superintendent with those of another. This will be especially valuable if local geographical and his- torical Jiiaterial can be exchanged. If possible, moving pictui'e machines should lie installed.' These, however, i-eciuire electricity. Inexpensive machines that are especially adapted to school use are now on the market. They can be operated from an ordinary electric light socket, an in- candescent tilanunt globe being used instead of an ai'c li>.:ht : they do not re(iuire the usual fire proof booth: the.y ai'e simple in their mechanism, and the film can be stopped at any })oint in order that special featui'cs of the pictui-e may be .stressed. The De- partment of Extension hopes to enlarge the fil mexchange featui-e as funds will allow. At the present time the films of the Bureau of Commercial Economics are being distributed by the Depart- ment. Write for a list of films in stock. How SiJDEs M.VY Be Obtained from the T^nivehsity Make your requests as soon as possible. These will be filed by the Department of Extension and the slides sent out on the day requested. Some teachers and preachers have made out their schedules for a whole yeai- ahead. In the appendix is a sample application blardv properly filled out. Use one of thest; blanks for convenience in filing and writing or give the in- formation asked for in your letter (choice of slides, expres:^ office, whether a gas taidv is to be sent, etc.). This is im- portant because if a full equipment is to be sent it has to be shipped in a large trunk, each breakable part carefullv visual JusfrKcilon Tliroiujh Slides and Pichtres 13 f)acked. If a gas tank can he obtained at a loeal js^arage (or if eleetrieity is used) and if a curtain is provided by the school tbe lantern can be i)acked in a much smaller case (see Figure HI). The lantern is practically assembled as found in the trunk, only the gas burner or electric globe and the slide carrier being packed separately. If tlie condenser lenses are loose in the cell, it may be necessary to pack these separately to prevent their edges from chipping. Slides and lectures are shipped in separate shipping cases (except when a trunk is sent). If slides are shipped by parcel post, no writ- ten or typewritten matter is allowed in the box, and lectures must be shipped in separate envelopes as first class matter. Conditions Under Which Slides are Lent 1. The slides of the Department of Extension are lent free to the people of Texas. The use must ))e free to the people of the communit.y, unless the money obtained is to be used to purchase a lantern or slides, or for some definite school purpose. 2. Transportation both ways is to be paid by the borrower. 3. Repair and breakage of slides and lantern while the efjuipment is in the borrower's possession is to be borne by the borrower. 4. Slides and lanterns are lent for a period of five days. Ail schedules are made wp on this l)asis. If one person keeps the slides over time, someone else will be disappointed. Spe- cial arrangement can be made with the Department if an ex- tension of time is desired. 5. Do not change the numbering on the slides. If you find it necessary to rearrange the slides for your lecture, kindly put them in i)r()i)er order before returning. . 6. Fill out the Report Blank. To save trouble, put the report blank, i)roperly filled out, in the box when returning the slides. If the slides are shipped by parcel post, the repoii must be sent back in a searate envelope as first class matter. 14 University of Texas Bulletin CHAPTER II Equipment for Visual Instruction by Lantern Slides- Manipulation OP the Lantern In order to show lantern slides at their best, the room should 1)6 made as dark as possible except where a powerful light is used in the lantern; then, faint illumination from outside will not atil'ect the pictures. This is easy when pictures are shown at night, but for class Iroom work or entertainment during the day it becomes a serious problem. In the average school curtains may be lowered and quilts, wagon covers, or dark cloth hung over the windows and the room can be dark- FIGUKE II Mr. Hoopingarner operating a lantern lighted with gas fiom a prestolite gas tank ened fairly well. One county superintendent carried a num- ber of pieces of black cloth with him to use for this purpose and found them very satisfactory. Shades for the school room should overlap the window cas- ings by three or four inches. They should be of a dark color and heavy material. Screen. — A screen 6 by 6 feet is large enough for the ordi- • nary school room. A fairly heavy cloth or bed sheet that is Visual Instruction Through Slides and Pictures V^ not transparent and reflects a soft light will do. However, where a school purchases a lantern it is best to buy a screen of heavy material mounted on spring rollers like a window shade. It can then be rolled up out of the way and be pro- tected from dust and from wrinkling (see frontispiece). Some- times the white wall of the school room or the curtain of the stage can be used very effectively. Metallic screens are very efficient reflectors, but unless the audience is seated almost directly in front of the screen it is difficult to see the pictures. 21ie Lantern. — While lanterns differ in appearance and de- tails of structure and operation, they all consist of the same essential parts. If the function of these parts is understooil a«.c i 'A0fBi-Mmi!»PW^ CA S£ FIGURE III Showing complete equipment. Lantern operated by electricity, with ease and slides there will be little trouble in setting up and operating a stere- opticon. The source of light, either gas or electricity is housed in the lamp house (a), Figures II and III. Next to the light is the condenser lens (b), the function of which is to gather the light and distribute it uniformly over the surface of the slide. This lens consists of two convex lenses mounted on a single oell, the curved surfaces facing each other. 16 University of Texas Bulletin Immediately in front of the condensor lens is the slide car- rier which holds the slides (C).* A second set of lenses (D) (the projection lens) is placed at the front end of the lantern. This gathers the rays of lii>ht and projects them on the screen. The inia,u:e is inverted in this process, making it necessary to place the slide npside down in the machine in order to have it appear correctly on the screen, (See also Figure V.) In order to focus the lantern and adapt it to varying dis- tances from the screen, the distance between the projection lens and the slide must he varied. INIost machines allow this by having bellows (E), the finer adjustment being made at the projection lens. (Screw- F.). The electric lantern shown in Figure III depends entirely upon the projection lens for focusing. ^Manipulation of the Lantern By referring to the diagrams the teacher ought to have little difficulty in setting up the stereoi)ticon. One should take care to see that every piece is in its proper position. The lenses should be clean. They can be cleaned by moistening the sur- faces with the breath and drying them with a piece of cheese cloth, linen, or other soft material. A coarse cloth should not be used as it will .scratch the lens. The lantern should be placed on a table directly in front of the screen about 18 to 25 feet away from the screen. This is the usual focusing distance for the lanterns sent out by the Depai'tment. Lightiny twenty-six slides on Greek sculpture, ten on the work of the Italian, four on French and Danish, and ten on the work of American sculptors. 16. Panama Pacific Exposition. (70 colored slides with lecture by C. M. Jansky, University of Wisconsin.) This lecture takes up the plan of the exposition, the archi- tecture, the color scheme, the landscape gardening, illumination, mural paintings and sculpture, discussing each subject as a unit and illustrating the points brought out by beautifully colored slides. Geography and Travel 17. Scenic Wonders of Our West. (100 colored slides with lecture by John DeSay.) This set consists of twenty-three slides on Yellowstone Park, six on Washington (State), thirty-three on California, including Yosemite, twenty-four on Arizona, mostly on the Grand Canyon, and fourteen on Colorado. 18. A Tour of the United States. (50 colored slides with lecture.) The audience is carried on a trip starting at New York to Washington, through the South Atlantic States to Florida. From here the trip is continued to the west via St. Louis, through the Pacific States, and home over Yellowstone Park, Chicago, Phila- delphia, with the "wind-up" in New England. 19. Around the World in Eighty Minutes. (80 colored slides with lecture.) This trip starts at New York. England is first visited and the journey carries the audience across Europe to Italy, Pales- tine, Egypt, India, China, Japan, and then overland to New Visual Instruction Through Slides and Pictures 27 York from San Francisco. Many beautiful cities and historic scenes are shown. 20. The Pananm Canal. (Set A: 52 slides, part colored, with lecture. Set B: 48 slides, part colored, with lecture.) Both sets treat of the geography and history of Panama, work of the French, the problem of sanitation, work of excavation at Culebra, construction of the locks and Gatum dam, and the final completion of the canal and its benefit to the United States. 21. Palestine and Syria. (72 slides with lecture.) The audience is taken on a tour through the Holy Land, land- ing at Jaffa on the Mediterranean, going overland to Jerusalem ; from here the journey is continued to Bethany, up the Jordan Valley, to Bethlehem and other places connected with Biblical history, to Damascus, through Syria and back to Beyrut. 22. Niagra FaVs. (60 slides with outline lecture.) The teacher can use the outline to make several lectures from this set. Some of the slides show the physiographic and geological aspects of the Falls, about fifteen slides treat of power development, a few show points of historical interest, while all of them with the exception of a few maps, will be of interest from the tourist's point of view. Geography teachers will find the set of great use in the class room, 23. Meterology and Climatology. (100 slides with outline lecture. ) "This collection of slides used in the class room or on the lecture platform will do much to make the weather understood, not guessed at, by the everyday citizen." The accompanying lecture is an outline describing each slide and allows consider- able rearrangement to suit the lecturer. About 'fifteen slides are devoted to temperature, twenty-five to winds and storms, including the Galveston storm, ten to precipitation, twenty to clouds and lightning, fifteen to the work of the "Weather Bureau, and a few on other climatological data, including the Dayton flood of 1913.- Teachers of Geography and Physical Geography will find these slides very valuable. 28 University of Texas Bulletin 24. The Grand Canyon of the Colorado. (38 colored slides with lecture by M, E. Hendy.) The lecture takes up the history of the discovery of the Can- yon, the geography, and a description of the "magnificent majesty, gorgeous coloring, and multiplicity of sculptured forms " of this great wonder of nature. SciENCiE, Nature and Health 25. Bird Life. (Set A: 50 colored slides with lecture by W, S. Taylor. Set B : 50 colored slides with lecture by Prof. Taylor.) Both sets are a pleasing personal description of fifty birds, their life, habits and their value to Texas. They are a strong plea for bird conservation. Set B does not describe the same birds as set A. 26. Forms and Colors of Flowers in their Relation to Insect Visits. (65 colored slides with lecture by W. H. Dud- ley, Division of Extension, University of "Wisconsin.) This lecture treats in a popular and poetical way of the various means employed by flowers to attract insects and so secure proper pollination. 27. Burhank''s Plant Creation. (Set A: 86 colored slides with outline lecture. Set B: 40 colored slides with lecture.) A brief biography is followed by pict^ires of flowers and plants used by Mr. Burbank to produce his famous crosses and the resulting hybrids. 28. Insects and Disease. (36 plain slides with lecture.) This lecture takes up the way in which insects produce and carry diseases. Sleeping sickness, bubonic plague. Rocky Moun- tain fever, Texas fever, malaria, yellow fever and tj^phoid are among the diseases discussed. 29. The Cigarette. (25 slides with lecture.) These slides are largely diagrams showing the waste and ef- Visual Instruction Through Slides and Pictures 29 feet of cigarette smoking. The lecture is a lengthy discussion and covers the subject thoroughly. 30. Malaria. (No lecture.) 31. TypJioid Fever. (No lecture.) 32. Preparation of Food in Various Countries. (No lecture.) History 33. George Washington. (60 colored slides with lecture by L. D. Peaslee, Curator of Education, Public Museum, Milwaukee, Wis.) First of all, the life in the colonies of Washington's time is discussed; his boyhood, his part in the French and Indian and Revolutionary war and his presidential career. Many scenes of the Revolutionary War, pictures of Washington as a farmer and his home life arc included. With its explanatory maps, this lecture is a good summary of the history of the United States from 1764 to 1800. Agriculture 34. Cooperation in the United States. (22 plain slides with a lecture by G. S. Wehrwein, University of Texas.) This lecture describes cooperation in meat and ice clubs, mar- keting: of eggs, dairying, creameries, laundry, truck, and cotton marketing. It cites many concrete cases of successful farmers' organizations in the United States and in Texas. (Note. — The following sets are placed with the Dej^artment of Extension by the International Harvester Company. Many of the sets are colored; all have printed lectures to explain the slides. The Department also acts as the Texas distributing agent for all the agriculture charts and slides issued by the International Harvester Company, which include many subjects not listed below.) No. 1. Corn is King. — A most interesting and instructive lecture dealing with the corn crop — Essential points in corn 30 University of Texas Bulletin bnprovement — Selecting and testing seed — How to increase profits in growing — Designed for the use of lecturers in the corn growing states. No. 2. Alfalfa on Every Farm. — Treats fully of the agri- cultural value of alfalfa as a soil enriching crop — As a feed for live stock in comparison with other feeds — Its influence toward a diversified system of farming — Effect on land values — Prepa- ration of seed bed — Rate of seeding — Essential points in grow- ing — Soil inoculation — Harvesting and cai'e of crop, etc. No. 3. A Fertile Soil Means a Prosperous People. — An object lesson in the great fundamental of agriculture — The Soil — ^What it is — Showing the results of over fifty years of experimental work in the growing of crops and their effect upon the fertility of the soil — A one-crop system — What it means — Crop rotation, its objects and results. These charts prepared from authentic sources of information obtained from results of investigations under many conditions of soil and climate. Deals with the prob- lem of living. No. 4. Live Stock Farming Means Permanent Agriculture. — A vital problem in American farm practice — The growing of live stock, its advantages over grain farming — Maintains soil fertility — Points to diversification of crops — Conserves waste — Means greater profits — A simple yet comprehensive treatment of the importance of live stock farming — The feeding of live stock — Compiled from actual experiments with crops and animals under ordinary conditions. No. 5. Dairying. — Importance of the Dairy and its products ■ — Points in a dairy cow — The Babcock test — How to improve the dairy herd — Profits, etc. A very interesting lecture on a vital subject which concerns every farming community. No. 6. Greater Profit from the Oat Crop. — The oat crop — Acreage and distribution in the United States — How to improve — Early, medium and late variety tests — Fanning, grading, methods of soil preparation, harvesting and care of the crop — Treatment for smut diseases, and a number of other interesting facts which point to greater profits from the oat crop. Visual Instruction Through Slides and Pictures 31 No. 7. Make More from Fartn Poultry. — Importance of the poultry crop — Breeding, feeding and housing — Handling and marketing products — How farmers can make poultry pay. No. 8. Weeds Mean ^Vaste. — The place of the weed as an influence in reducing farm profits — Cost United States $300,- 000,000 annually — Robs the soil — E educes yield and profit — Means wasted land and labor without return — Varieties of weeds and their distribution — How to eradicate — A lesson which car- ries a message to the home of every American farmer. No. 9. Home Economics. — How to live, be healthy and more efficient. Nothing concerns the standards of life more than the science of the home. A lecture of great interest. No. 10. Dangers of the House Fly. — How the common house fly spreads filth and disease — Carries typhoid and germs of other contagious diseases — Causes thousands of deaths in the United States, annually — Its life, habits and breeding places — Methods of extermination, etc. A striking lesson which should be borne to every household. No. 11. Why Teach Agricidture in the Schools? or "The Great Forward Movement in Education." — This lecture is of vital interest to everyone because it deals with the things which concern all the pelople — Can such a subject be without educa- tional value? Agriculture is active and constructive, scientific and indus- trial. It employs the hand as well as the head. It combines thought with action, awakens interest, give purpose, teaches thrift and self-reliance; and these are the principles which underlie character, and success in life. If rightly taught, it will develop in early life the ability to do a definite thing. It will motivize and strengthen our life's work. No. 12. Home Canning by the Cold Pack Method. — It is estimated that one-half of the fruits and vegetables grown in the United States are wasted. Half of the people are hungry. Why not can these products of the soil? The most approved method of doing it is by the "Cold Pack Method." It is a safe method. It saves work and time — takes the drudgery out of canning. 32 University of Texas Bulletin SAMPLE APPLICATION BLANK (Reverse side of card.) CONDITIONS UNDER WHICH SLIDES ARE LENT 1. The slides of the Department of Extension are lent free to the people of Texas. The use mnst be free to the people of the community, unless the money is to be used to purchase a lantern or slides, or for some definite school purpose. 2. Transportation both ways is to be paid by the borrower. 3. Repair and breakage of slides and lanterns, while the equipment is in the borrower's possession, is to be borne by the borrower. 4. Slides and lanterns are lent for a period of five days. All schedules are made up on this basis. If one peirson keeps the slides over time, someone else will be disappointed. Special arrangements can be made with the Department for an exten- sion of time when desired . 5. Do not change the numbering on the slides. If you find it necessary to rearrange the slides for your lecture, kindly put them in proper order before returning. 6. Fill out the Report Blank. To save trouble, put the report blank, properly filled out, in the box when returning the slides. If the slides are shipped by parcel post, the report card must be sent back in a separate envelope as first class matter. Visual Instruction Through Slides and Pictures 33 (Application side of card.) APPLICATION BLANK FOR LANTERN SLIDES From University of Texas, Department of Extension. Slides wanted : Date wanted : Sept. 23, 1917. Panama Canal A School Home as Social Center (First Choice) Dairying (Second choice) Shall M'^e ship by Express or Parcel Post? Express. Shipping address, Llano, Texas. Is Department to send a lantern? Yes. Is gas or electricity to be used ? Gas. Is Department to send curtain? No. Gas tank? No. Remarks : We are trying to raise money to buy a lantern. Signature, Richard Roe. Institution, School. Address Lone Grove, Texas. (Sample Report Card) Face Side Read Carefully Before Using. — One of the conditions of this loan is that you will observe the following rules. Note es- pecially rules 4 and 6. LIBRARY OF CONGRESS 34 University of Texas Bulletin 021 355 703 8 CONDITIONS UNDER WHICH SLIDES ARE LENT 1. The slides of the Department of Extension are lent free to the people of Texas. The use must be free to the people of the community, unless the money is to be used to purchase a lantern or slides, or for some definite school purpose. 2. Transportation both ways is to be paid by the borrower. 3. Repair and breakage of slides and lanterns while the equipment is in the borrower's possession is to be borne by the borrower. 4. Slides and lanterns are loaned for a period of five days. All schedules are made up on this basis. If one person keeps the slides over time, someone else will be disappointed. Special arrangements can be made with the Department for an exten- sion of time when desired. 5. Do not change the numbering on the slides. If you find it necessary to rearrange the slides for your lecture, kindly put them in proper order before returning. 6. Fill out the Report Blank on the reverse side of this card. To save trouble, put the report blank, properly filled out, in the box when returning the slides. If the slides are shipped by parcel post, the report card must be sent back in a separate envelope as first class matter. (The Report Side of Card) University of Texas, Department of Extension Visual Instruction Date, 9/33/17. Town, Lone Grove. Attendance at each exhibition (1) 75 (2) 100 (3) 50 Names of sets used: Panama Canal and Dairying. Places whore used : Lone Grove, 2 meetings; Llano, 1 meeting. Was admission charged? Yes. Amount received. $45. For what purpose was the money used? To purchase lantern for Lone Grove School. Remarks Two slides ivere accidentally broken. Please notify me as to cost. Signature : Bichard Boe, principal. Institution : Lone Grove School. DEPARTMENT OF EXTENSION Edwin DuBois Shurter, Director of the Department. Houston Smith, Secretary of the Department. Division of Extension Teaching : Raymond G. Bressler, Head of the Division. Wm. K. Hall, Registrar of the Division. Division of Information: J. W. Shepherd, Head of the Division. Dan McCaskill, Assistant in Exhibits. Erie M, Racey, Assistant in Lantern Slide Service. Lenoir Dimmitt, Extension Loan Librarian, Jean D. Campbell, Assistant Loan Librarian. Louise W. Morris, Reader to Loan Librarian. Division of Home Welfare : Mary E. Gearing, Head of the Division. Minerva Lawi'ence, Lecturer on Home Economics. Caroline E. Cook, Lecturer on Home Economics. Division of School Interests : W. S. Taylor, Head of the Division. E. E. Davis, Lecturer on Rural Education. Amanda Stoltzfus, Lecturer on Rural Education. Roy Bedichek, Assistant Director of the Interscholastic League. Willie Thompson, Secretary of the Interscholastic League. Division of Public Lectures and Publicity: W. D. Homaday, Head of the Division. Mrs. Elsie Holcombe, Secretary of the Division. Mrs. Charles Stephenson, Student Cataloguer.