Educational film magazine; (January-December 1920)

must definitely carry out the solution of the problem estab- lished in the aim. Extraneous matter, however amusing and appealing, should be strictly ruled out. We can im- agine a film on Holland in which we are attempting to solve a particular problem and in which the picture of a bttle Dutch girl would have absolutely no place, although the picture itself might be most delightful. In the third place, the scenes of the motion picture should be just long enough to bring out the point for which they are introduced. We realize that this is a difficult matter to determine. Since it is impracticable at present to design different motion pictures for each grade, we can only say that the scenes should be continued to such length that the editor feels sure that a child of the upper grammar grades and of average intelligence can comprehend the mean- ing of it. If the scene is kept on the screen too long, the attention of the child is likely to waver or be distracted by non-essentials. The fourth standard for judging the content of a film relates to the selection of one scene from two or more relating to the same problem. If the problem with which this aspect is concerned is comparatively unimportant, J so that it is undesirable to include more than one scene on the subject, we believe that the one should be selected which has the most life, action and interest to the pupil for the reasons given above under topic one on content.. Akrangement of Scenes Now as to the arrangement of the scenes, we must go back and refer to the discussion of the picture. It seems obvious that the scenes diould be so arranged that they solve the problem formulated in the aim and that they proceed in a logical manner, considering first the subsidi- ary problem and last the more important ones. Now. if we have two or more scenes which bring out the same pact and problem, we are confonted with the difficulty as to arrangement. For instance, suppose our film is deal- ing with Peru: our general aim is to show why there has never been any great commercial intercourse between the United States and Peru, ^^'e have shown that the Panama Canal has been only recently opened and that before its opening it was necessary for boats to go down around ihe continent of South America. We have shown, we will that Peru has few good harbors, that the harbor of Callao, for instance, is little more than an open roadstead. We now wish to show the difficulties of transportation in Peru. We have two scenes to show this: first, a panorama of the Andes Mountains: second, a picture of some men luilding a railroad trestle under exceedingly difficult con- tions. Which of these should come first? We believe that we should proceed from the general to the specific 0 that the specific leaves a final impression in the mind if the child. Turning to the fourth subject upon which we are to udge motion pictures, we come to the consideration of the itles. We are firnilv con\-inced that there are three prin- ipal classes of titles and that they cannot be judged by le same standards. First, there is the main title: second. le first subtitle: and third, the other subtitles. Our con- ception of the functions of these three classes of titles is ; follows: hiPORTANCE OF TlTLES We believe the main title should be short and very gen- al in character. For instance, such a title as "A Coffee lantation in Brazil" is justifiable, since a long title would be unwieldy in the making of records and programs. The most important title is the first subtitle. This should do two things: First, it should orient the pupil to the new environment which he \fi\\ enter when the pictures begin; thus, if the film deals with Lima, Peru, the first subtitle ought to give him some general facts about Peru, so that he may have some basis for judging the scenes. Second, the first subtitle should suggest the main problem of the picture. As an illustration of these two principles the following may be given: Main Title: "A Coffee Planation in the .\mazon Valley." First subtitle: "Coffee is one of the chief products of Brazil. About seventy-five million dollars' worth was ex- ported to the United States in 1916. The hot moist climate of the Amazon Valley presents the greatest help as well as the greatest difficult)* in coffee production." We have thus given a general main heading. We have then tried to give the child some conception of the importance of the industry which he is to consider and finally have suggested the aim of the film, which is to show the difficulties of coffee raising in Brazil as well as the climatic advantages. With regard to the other titles of the film the follo\4-ing principles hold true: They should be as short as is con- sistent with clarity and should contain words which are simple and understandable to pupils of the grammar grades. Thev should bring the pupils back to the main or subsidiary problems unless the character of the scene is such that this is unnecessary. They should act as a sort of sign-post to point the attention of the pupil to the part of the scene which helps to solve the main or sub- sidiarv problems. Thus, in framing the titles, it is neces- sarv that one should always keep in mind the aim of the picture. As am illustration of what can be done with a title, we will suppose a scene in Holland showing a road which passes over a bridge. The bridge is one of the sort which is raised by hand to let boats pass. Approaching the bridge is a wagon in which sits a farmer on the way to market. Now. if our main aim is to show the physical difficulties under which Holland always labors, our title would read somewhat as follows: "Because of the low- h-ing character of the land, the banks of the canals are very near water level. Bridges are raised in this way." The eves of all the pupils are thus directed toward the raising of the bridge. If. on the other hand, the titler saw a chance to raise a laugh in the quaint dress of the old man in the wagon and WTOte such a title as this: "Balloon breeches are the style in Holland," the scene would lose all of its use to satisfy the aim of the film be- cause the attention of the children has been called to the wTons thing. Films Must Be Orcvnized In conclusion, the wTiter is impressed every day with the complete lack of organization in the average film. But this does not indicate that it should not be used in schools. Many recitations in geography are about as aim- less and unorganized as the average motion picture and vet facts are really acquired. The motion picture presents a concrete method of teaching, even thoudi unorganized. Bv careful organization of the facU which the pupils bring in their minds to the \-iewing of the picture and by careful mental organization afterwards of the scenes which they have witnessed, even an unorganized film may be of im- mense value. We must. howe\er. of course set up certain standards toward which we must work in our effort to nerfect the educational motion picture. 11