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people in this country. Repeatedly, a "declaration of war" on insects to demonstrate the need for chemical spraying is emphasized. The film acknowledges the work of the Food and Agricultural Organization of the United Nations. This type of cooperation should be pointed out. So should the problem of population explosion and the possibility of controlling insects by a variety of means, be introduced. OUR CHANGING ENVIRONMENT Color—Sound Encyclopaedia Britannica Films, Inc. 17 minutes Rental—Sale This is probably one of the most important films for a young person to see. Few children recognize how dependent all people are upon the resources from the soil. Here is a logical and beau- tifully made film explaining the aspects of city living and tracing the history of man's urbanization, showing how the complexities of city development increased the problems facing all of us today. It explains the meaning of urban sprawl, suburban slums, the de- velopment of a megalopolis. Perhaps one of the finest and most inspirational parts of the film is the way it develops that we are part of a biosphere no matter where we live, and polluting it just undermines our existence. In the face of rapid changes hopeful ideas are suggested. The urgency that something can be done but we must hurry is a very important idea to instill in the young, just as we must repeat it for the older people. We must try to help students understand how powerful and dangerous man really is. THE PERSISTENT SEED Color—Sound (no narration) Henk Newenhouse, Inc. 14 minutes Rental—Sale This film fits in very well with our present ideas concerning the importance of creativity in teaching. For best results it should be shown twice. First, the pupils may simply be advised that they are to see a film about the world we live in. Ask them to note what they like about it and what is objectionable; what is happening to living things and what is happening to non-living things for this is the substance of the film. After the film have the pupils find out what their classmates interpreted by forming a number of small discussion groups. A gen- eral class discussion followed by a second showing could be a revela- tion of the depth of perception of which young people are capable. This should be an exciting way to motivate a unit on conservation in a science class or in a social studies class. 52