The educational screen (c1922-c1956])

so The Educational Screen lems. The second half of the period was occupied with desk map work. (Question 2, above.) On a map which had pre- viously been prepared to show the iron ore regions of the United States, the pu- pils outlined the coal areas, and shaded them in color. With problems in mind, the class was ready for the screen. On the second day a three reel picture, "The Story of Coal" (U. S. Bureau of Mines) was shown. The minute or two between reels was occupied in raising questions suggested by the film, and jotting down notes which would apply to the solution of the prob- lems to be discussed. The .alertness of the class and the eagerness for expres- sion were sufficient evidence of their at- tention. On the third day, the class was ready —having gathered its material—for reci- tation on the problems and questions in- dicated. The exact method will of course be as varied as the problem in hand and the re- sult desired. Whenever possible in the use of the stereopticon and slides, the more socialized the screen lesson, the more sure the attention of the class. In cases where slides are used as a farther step in a sin ject already introduced and partly ma tered, a class may carry on its own \i son—the teacher merely directing the cB cussion. In a case of that kind, on the day pre vious to the stereopticon showing, eal child in the class is given a slide with 1 accompanying card of explanation. Hel encouraged to rely on what he sees I the picture—and in no case is he expectl to memorize from the card, but mere! to use the latter as a guide to what tf picture shows. When this slide is thro^l upon the screen, he is responsible fl presenting the picture to the class, caj ing to their notice the important featurl and the relation of his picture to the gel eral subject in hand. When he has fil ished his little report—often of sevea minutes' duration—other members of thj class are given a chance to ask question! The eagerness of normal children fl express their ideas, combined with thl realization that the lesson is theirs 1 conduct, makes for a degree of attentiJ surprising to the teacher who hesitates t| try his class in a darkened projection room. Two Film Reviews JANE EYRE A CHARMING interpretation of Charlotte Bronte's novel, carrying the nineteenth century atmosphere faithfully, and photographed with beauti- ful effect. It has moments of great dramatic intensity in the scenes of the fire which destroyed the manor house, Jane's wanderings, and finally her return to the blind Rochester. In the early scenes, the childish Jane is winsome and appealing and roguish, all in one. As played by Mabel Ballin, the part of Jane the governess is deli- cately and sympathetically done. Her Jane has a quaker-like simplicity and more beauty of feature (Miss Ballinl fault, of course) than the Jane of thl novel was .supposed to possess. None of the grewsome background o the old manor house ringing with thl mad screams of the insane woman—s< terrifying in Bronte's descriptions — I lost in the film version. The figure witl its matted hair and witch face haunl the screen with ghastly effect. In catching the spirit of the novel, thl film presentation is on, the whole quhl flawless. Several smaller touches, hew ever, are slightly overdone, after the manner of the theatrical film, as for ill stance the hurried entrance of the insane