Moving Picture Age (Jan-Dec 1921)

January, 1921 MOVING PICTURE AGE Educational Value of Industrial Films The value of industrial film is determined by the particular way in which it can be made to apply to the needs of the class or audience By Dudley Grant Hayes Director, School Extension, Chicago Public Schools WE realize how inadequate words are, at times, to awaken concepts in the minds of pupils. Words are simply symbols to represent things or ideas, and furthermore, unless there has come into the experience of pupils some sensory relationship with the things which words symbolize, we should not be surprised when word lessons fail to produce the results aimed at. The great need in educational work is to provide pupils with sensorj experiences which are to be used as a basis of development, whether physical, mental or moral. These experiences, through the sensory channels, furnish the child with a basis of interpretation very necessary for him in order to understand the language of geography, history, literature or science. We recognize the further necessity for the child to react upon his surrondings, in order to discover himself and establish his relationship to things not to himself — the world, if you please. Our aim is to develop the greatest ability for effective service in all those whom we serve. We desire to inspire them to undertake greater problems and to contribute their best talents to the welfare of their respective communities. We briefly mention the great advantage the socalled object method had over the word method in educational evolution. The object method, coupled with the pictorial method coming down to us from Commenius, produces results far more effective than was even dreamed of by the olden time pedagogues. The great stride taken in educational work by present-day uses of lantern slides and films means the shortening of the time required to complete the course of study in our educational institutions. Industrial films are serving an immense purpose in furnishing first-hand, impressive insights into the basic industries of the human race. The value of industrial films, from the standpoint of the producer, is one thing. Their value from the standpoint of an educational system, as generally understood, may be quite another thing. Primarily, we are interested in educational work, whether that work be in the day school, the evening school or the community centers. The motive of industrial organizations in producing and circulating films concerning their work does not influence us. They may wish to carry on a species of invisible, if we may use that term, advertising of their products. That is not to be condemned. If the films produced by them be of a good quality and full of worthwhile subject matter carrying into the consciousness of the observer ideas for betterment, they should be wel Formerly much objection was raised to industrials because of the excessive advertising. Many present-day industrials are made with their educational value as a primary consideration as in this film, on the uses and adaptations of electricity, by Harry Levey Service Corporation. corned. The constant readjustment going on at every hand calls for open-mindedness toward every available means to assist a progressive people in meeting the issues of life. The problems of living beings and the ways to solve them are always fundamental. In considering industrial films, I am keeping in mind the fundamental necessities of life, food, clothing and shelter. Industrial films that deal with food topics, portray the various ways of production, and the collaboration necessary for the distribution of foods. Films related to clothing take us to the sources of raw material and trace the various processes of production, manufacture and distribution. Studies related to those raw materials which go into the building of our homes, whether they be humble or more elaborate, again take us to realms of original sources, showing us the occupations concerned in the preparation of that material, the elaboration of it in all its phases until finally assembled into dwelling houses equipped with the most modern sanitary devices. All such industrial films are of primal importance in our educational work. They all concern the occupations of human beings. The greatest of all occupations is that of producing. Maximum production leads to peace ; minimum production leads to scarcity, want, strife, bloodshed and a fight for life. To learn how to produce abundantly, economically, readily, regularly, easily and efficiently are all of primary importance to the human race. Industrial films which help to bring about such a state of production, whether of raw or of. manufactured materials, certainly should be welcomed. The dissemination of information is one purpose of the instructor. To acquire facts is a purpose of students, old or young. Industrial films may be used for the purpose of serving both of these ideas, and for both good industrial films are excellent. Incidentally a broadened view of life is obtained and otherwise unattainable facts presented by the trips shown in the moving picture reel, when people are taken on excursions to the original sources of the raw materials with which we are concerned, whether they be food, clothing or shelter materials. In these trips to the sources of raw materials we are given a more broadened view of geographical work than we could otherwise get. The methods of travel, the routes of travel and the sections of the world involved are all filled with interest. The people visited, their homes, occupations and the divisions of labor in which they are engaged, all have a charm for us.