International Review of Educational Cinematography (Jan-Dec 1932)

509 — it may give in daily instruction, important as that service may be. The larger consideration is the development of initiative, responsibility and decision of character. Certainty of one's grasp of the details and fundamentals of a subject is essential to successful work. An instrument which aids in these aspects of study or labor, gives one self-assurance in the performance of one's tasks. The motion picture serves all these interests. It portrays with impressiveness the symmetry and beauty of all organized forms of life. It unconsciously cultivates an appreciation of the artistic. It is not only practical in its service, but it adds refinement to the intellectual fiber. It affords opportunity for training in the profitable use of leisure. The motion picture, therefore, is capable of being made an agency of incalculable value as a cultural influence among the masses. With this knowledge of the educational value of the film, and the possibilities which it possesses, what recognition should teachers and supervisory officers give it in our national program of education ? Films should first of all be regularly supplied to all the schools in a system. The haphazard manner that is now followed in many systems in showing films occasionally, without a definite plan and objective, is of little, if any, value. The wise use of teaching films should be a part of the regular class-room procedure. The films should be placed on a level with printed texts. They should be selected with a discriminating knowledge of their fundamental and comprehensive qualities, similar to the method prevailing in the selection of textbooks. There is no division of opinion among teachers on the necessity of integrating the content of the film with the printed text and with the instruction related to the subject it covers. The whole purpose and service of the motion picture, including the type of film selected, when it should be shown, and all other aspects of its service, are so completely and pedagogically associated with the curriculum that the questions involved in its use are purely curriculum problems. This service requires the highest type of ability and scholarship which a school system possesses. The use of motion pictures, therefore, logically comes under the scrutiny and control of the authority which organizes and supervises the curriculum. The American plan of education is one of state systems. Each state in the Union has a State Department of Education. The chief function of such Departments is to exercise leadership in education and to furnish assistance to the schools which these institutions cannot generally provide for themselves. One of the subjects in which many of these departments have rendered effective aid has been in the development and promulgation of courses of study. To make such courses conform to social and economic needs, several State Departments have developed a staff of subject specialists or research workers, who are making continuous studies of curriculum needs. The close relationship between visual aids in instruction and the curriculum resulted in the organization many years ago, of a division of visual instruction in several of the State Education Departments. These divisions have rendered valuable aid to their schools by supplying still pictures and slides. Some of these divisions have enlarged their service in this field by including motion pictures. In some of the State Departments of Education, an Extension Division has rendered similar service. In other states, museums and state universities have pioneered in this field. The use of films would contribute much more effectively to education programs, by proper assistance and leadership of State Education Departments.