Moving Picture Age (Jan-Dec 1921)

EDITORIALS Series of Articles to Help the Teacher IN this issue Moving Picture Age expected to announce a new series of articles to deal with the moving picture in school work in much the same way as Rev. Smtih's series are taking up the subject of moving pictures in the churches. As the arrangements have not been entirely completed, the announcement cannot be made now. However, hopes are entertained of starting the series in the next issue. At least some announcement will be made even if it is necessary to wait until the following issue to begin the series. Using the Screen to Advertise ON page 24 of this issue appears a new department, "Screen Advertising with Slides and Film." The church and school will be interested in this as well as industry in that they have special services, programs and various announcements which can be as effectively made on the screen when projecting a picture or stereopticon views as in any other way. Anyone who has patronized the moving pictures theater knows how effectively the announcement of future programs are made by the theaters and it is hoped that through this department, which is particularly for commercial users of slides and film, non-commercial users will receive some beneficial suggestions on advertising their own activities. Putting the Industrial Film Across TODAY and probably for some time the industrial picture will furnish much of the instructional film for educational purposes. This is true for two reasons : 1. There is not sufficient purely educational film to supply the demand; and, 2. The teacher has not used film in his work long enough to be "sold" on its necessity so that he will pay the price required if special educational film is to be produced for the present limited but growing instructional demand. In the emergency industrial film is filling the gap largely because it is cheap and the teacher is experimenting with what can be obtained easily and at low cost. As the teacher becomes more enthusiastic and experienced he will demand better educational pictures. The good industrial, however, will probably never be wholly superseded as it depicts processes and methods which cannot be duplicated effectively in the studio. Now, what points make an industrial acceptable for school work? First, it is not necessary to omit all reference to the source, but on a film as in a text-book the student would soon tire if the name of the company or author were scattered throughout the book. Many industrial films put out for general use carry the name of the company whose process is filmed on each subtitle and some even on every individual frame. These also are full of subtitles such as "This is why Jones' is the best," and many other similar statements. Perhaps the comparison of two industrial films re cently reviewed will offer suggestions as to how a film can be made so that it will be received freely by the public and schools. Both films showed the manufacturer of food products nationally distributed in packages. In one film the name of the manufacturer with his trademark appeared on each subtitle as well as frequently in connection with mention of the product. The othef kept the reviewer somewhat in suspense as to what was being manufactured and by whom. In no instance was the name of the company displayed. Along toward the end of the film the process of stamping the well-known trademark on the product is shown. This is the first identification but is made in such an unobtrusive manner as to be taken as a part of the story and unconsciously the observer is receiving a permanent but subtle impression which most advertising managers will agree is the more lasting. Another point of contrast was in the chemical laboratories of each of the two companies. One had a close-up of an old man dressed as an alchemist of the fifteenth century perform the well-known "feat" of clarifying a test tube of potassium permanganate solution by pouring sulphuric acid into it. That would be ridiculous to any high school class as all would recognize the experiment and would know that it had nothing to do with the manufacture of the food product. The other picture had a view of a modern industrial laboratory with up-to-date young chemists dressed in neat white jackets working with instruments and equipment used in the process. The comparisons could be carried on indefinitely but in a few words one film showed how good the product is made while the other told how good it is. The owner of one film is disappointed with the returns from his investment, the other is having such a big call for it from theaters alone that he has difficulty in supplying the demand. But the theater demand is only temporary and then the schools (and churches) can have it for a longer life. Although one comparison is never positive, which of these two types of film would it seem is the better to follow when planning an industrial film? In these cases the answer is almost obvious. What Are Your Suggestions? IN this issue on page 7 appears the third of the series of articles on "How Our Church Uses Moving Pictures" by the Rev. Roy L. Smith, Pastor of Simpson Methodist Church, Minneapolis, Minnesota. Rev. Smith is receiving a number of comments and innumerable questions in regard to this article. The editor of Moving Picture Age is desirous of adding other articles which would be valuable to the minister in his work. If at any time any reader has any suggestions on articles or types of articles which would be helpful to him the Editor Avould appreciate hearing from him. Also if this series has been instrumental in assisting in the operation or installation of moving pictures in any church, we would appreciate hearing about it.