Teaching machines.

There are more people in the world than ever before, and a far greater part of them want an education. The demand cannot be met simply by building more schools and training more teachers. Education must become more efficient. To this end curricula must be revised and simplified, and textbooks and classroom techniques improved. In any other field a demand for increased production would have led at once to the invention of labor-saving capital equipment. Education has reached this stage very late, possibly through a misconception of its task. Thanks to the advent of television, however, the so-called audio-visual aids are being reexamined. Film projectors, television sets, phonographs, and tape rccorders are finding their way into American schools and colleges. Audio-visual aids supplement and may even supplant lectures, demonstrations, and textbooks. In doing so they serve one function of the teacher: thry pmsent material to the student and, when successful, make it so clear and interesting that the student learns. There is another function to which they contribute little or nothing. It is best seen in the productive interchange between teachrr and student in the small classroom or tutorial situation. Much of that interchange has already been sacrificed in American education in order to teach large numbers of students. There is a teal danger that it will he wholly obTrured if USC o f rquipmcnt dkwrd simB. F. Skinner