Educational film magazine; (January-December 1920)

{Continued from page 26) its time in the theaters. Potentially it was worth no more to the motion picture com- pany than the silver in the emulsion or the cellulose in the stock. Had a public edu- cational institution been able to possess the negative, new prints could be made cheaply and schools served accordingly. Quite naturally the industry has hereto- fore directed superficial attention to the school business. The theatrical end pays the dividends because there are 14,000 the- aters which have a source of income at 14,000 bo.K offices. Churches, Y. M. C. A's, colleges and schools are eternally poor. The yearly income from an ordinary church would be a poor day's business for many a theater. A nominal theatrical rental would be pro- hibitive for the small school. Projector and Fire Problems Another difficulty, though not an impos- sible problem, is the matter of selection of a projector. There are two types, the nar- row width, or safety standard, and the standard width. The former type is in- tended to preclude the use of inflammable film and thereby solve the fire hazard. The standard type of projector predominates and is used in all theaters. Of course, the standard type projector may use non- inflammable film, but the motion picture industry has not as yet seen fit to accept the non-inflammable film. Why safety film is not used I have been unable to find any- thing other than contradictory opinions. When the law compels non-inflammable film to be used, as is the case in some countries,' or when the industry finds a non-inflammaljle film equal to the celluloid stock, the real argument in favor of the safety standard projectors will have been met. Some stales have sufficient faith in the future of non-inflammable film and will supply standard width film on celluloid stock until such time as producers do print on non-inflammable stock. The federal govern- ment, including the Departments of the Interior, Treasury, War, Agriculture, and Labor, are printing on standard width film. Thus, any school, church or community center purchasing a safety standard projector must depend upon other than these public sources for their film." Some community centers and schools be- lieve they can afford to provide the necessary fireproof room in which to house a pro- jector and employ a competent operator rather than be subject to conditions which do not permit them to have an unlimited amount of film from which to choose. Others are convinced that safety standard projectors can best serve their particular purpose. Show or Lesson — Which? Before introducing film work in the schools the superintendent should decide what he hopes to do with motion pictures. Too many times film work is put on as a show and not as a lesson. Here many teachers fail. A school teacher or preacher who *Thcre are local laws requiring the exclusive use of non-inflammable film in Paris and other French cities and police rcKtilations to this effect in some German municipalities: and there has been such a law on the statute books of New York State for a number of years. Norie of these laws is obser\'cd. however, for the simple reason that prints on non-inflammable stock are not generally available. These laws are a "dead letter" because it is physically impossible to en- force them. 'Since the above was written it has been' learned that one of the most active of these government departments has arranged to have all of their prints made on safety standard stock. — Editor. tries his hand in the show business is apt to make as great a failure as the theater manager who tries to run a school. Many misunderstandings between the local mo- tion picture theater and the school or com- munity center would never have arisen had each assumed the proper point of view. Unfortunately, most all film available is theatrical rather than pedagogical. The motion picture director is familiar with the psychology of the stage, but is absolutely deficient in his knowledge of schools and teaching methods. Quite naturally, discern- ing educators who recognize the possibility of films in education also recognize the present limitations and are unwilling to endorse motion picture work until such a time as they may be able to find film which will fit exactly into their plans or ideas of what constitutes good pedagogy. The dis- cerning producer sees his so-called educa- tional productions in small demand, and he will not produce other films until the demand is sufficient to insure financial returns some- what nearly commensurate with the expendi- ture necessary to produce such film. Film manufacturers have thus far tried to care for the requests of educators by revised and retitled old theatrical releases. Experience has taught that the life of most educational manufacturing concerns is at best decidedly ephemeral. The school superintendent says to the film producer: "When you have the film I want I'll install a projector and use motion pic- tures." The manufacturer replies: "We have produced educationals and you say you cannot use them. Just as soon as you are ready to project pictures and you know what you want and will assure a fair return on money invested, I will produce for you." Both are willing, but each expects the other to do the pioneering. We never will get much farther with visual instruction unless schools create a demand for truly educational film. There is sufficient material now in existence to justify any school investing in a projector. What if it does not meet your ideal? What time better than the present offers an opportunity to gain experience in the use of film? Visual instruction is primarily an educational prob- lem which must be worked out by educators. The sooner the problem is solved and a method of presentation is offered, the sooner will the motion picture function as it ought, on a tangible, constructive, pedagogical basis. Scientific Research Needed We have intimated before that enthusi- astic claims need substantiiUed proof. Valu- able indeed would be the contribution to education if a definite study be made to determine the actual value of various forms of visual instruction. There is a best way for doing every task; sunly there must be a best method for visual presentation. What is it? Will not someone make a study which may compare in scope with the studies made in other branches by Cur- tis, Stone and Thorndike? Here is a task which will challenge the efforts of the big- gest men in educational work. The initiative should come from super- intendents because they are most intimate with the problems of the classroom. Their relation to the supervision of visual instruc- tion is obvious. Nothing can enter the course of study without their approval. Happily, interest in the visual method is commanding the attention of educators, and 28 we are encouraged to believe that the future is bright for the work. Our first source of encouragement is the favorable attitude of our United States Com- missioner of Education, Dr. P. P. Qaxton. Dr. Claxton admonishes every' school super- intendent or school board to install every kind of visual instruction apparatus pos- sible. Our second source of encouragement is the- attitude of many state institutions, which are looking with favor upon the work of visual instruction. Not a few have made a start and are making satisfactory progress. "A Real Millionaire's Job" .\ third source of inspiration is the atti- tude of nationally known men who are putting millions into educational film week- lies. May we inspire someone to assume a real millionaire's job, so that he shall do for education by the way of the screen what Mr. Carnegie did by way of books? Another source of inspiration is the en- thusiasm and interest of public school and church men everywhere. This alone indi- cates that the light is dawning. Another very important cause for gratifi- cation is the attitude of the motion picture industry itself. Today it is honestly trying to purge itself of the base and vile producer, who is in the last analysis the real enemy of the screen. It is quite a significant fact that 67 per cent, of all motion picture projectors sold during the past few months were bought by non-theatrical institutions. This is the re- port contained in a recent edition of a film industry trade journal. How will these pro- jectors be used? Will they supply fun and frivolity or will they function for instruction, inspiration and information? In conclusion may 1 repeat, motion pic- tures have arrived. They are here to stay. Billions of dollars have stabilized this in- dustry. Millions of people contribute daily to the perpetuation of this industry. The field is as broad as our imaginations, but practically little more than touched by col- leges and public schools. Wbether school men or show men shall direct the film for the classroom remains for the teachers to^j decide. Someone has said, "It takes schooH] men ten years to do anything." If it does take school men that long to do a thing, then surelv it is time to begin now. WANTED Negatives of actual fire scenes of different kinds, 20 to 100 ft. Will pay 60c per foot for acceptable negative. Send positives for screen examination. National Motion Pictures Co. Indianapolis, Indiana Films for Educational and Religious Institutions The New Atlas Catalog Now Ready Bulletins of New Subjects Bi-Montbly Atlas Educational Film Co., 63 E. Adams St. Chicago