The Educational screen (c1922-c1956])

February, 1931 i7 Gradual Growth of Motion Pictures in Education (Concluded from January issue) James G. Sigman Director Visual Education, Philadelphia Public Schools AS A result of the survey and inventory of visual materials in the Philadelphia schools, the Visual Education Committee of the Board of Education met and decided to supply the last two Senior High Schools needing standard motion picture machines by transfer of little-used projectors from certain elementary schools, and to make a tryout of the narrow-width or classroom projectors in other schools which were interested. It was finally settled that sixteen of these projectors should be purchased, eight of one standard make, and eight of its leading competitor. Four other machines since secured by other schools through private purchase or gift brought the total number of these classroom machines used this past term in the Philadelpha schools to twenty. Formation of a circulating library of 16 mm. film was, of course, the next logical step for the proper functioning of these new projectors in the schools. About 120 reels covering 80 titles were purchased from a half-dozen companies as an initial investment in film. Half of these were made up of required subjects, closely connected with the course of stud)' in geography, several prints of each title being ordered. The other half of the circulating library included supplementary subjects in the departments of Health, Nature Study, Geography, and General Science, only one print each. This second section was intended to enrich the required curriculum, and also to try out new titles before their purchase on a larger scale for required use in schools. Since some months have now passed, this tryout and experimental use of 16 mm. projection alongside the standard or auditorium type, has given us an unusual opportunity to compare their respective advantages and disadvantages. With all due allowance for the enthusiasm of teachers and principals possessing a new and long-desired piece of apparatus, I think it may safely be stated that the 16 mm. machines have justified their adoption. While the standard machines have been serviced at the same time, and supplied with an ample loan and permanently purchased library, under new organization and operation, the use of the 16 mm. projectors has been much more regular and systematic, and the demand for 16 mm. film correspondingly greater. Since lesson plans are published with all reels of classroom film, these have been sent regularly in advance of the film to all schools, and instruction in classrooms has been directly connected to the curriculum and the daily assignment. Reports from principals indicate that a teaching technique has been developed, particularly in the five practice and demonstration schools where these projectors were placed. Fewer roster complications occur in their use, since the reels are supplied to each school for a period of one week. Six of the twenty machines required minor repairs during the term, and one had to be returned to the factory, which is a very fair record in view of the fact that all were being used for the first time, and by varied and unskilled operators. At the same time, the 35 mm. machines have been used with much more regularity, and many of the older models repaired and serviced for the first time in years. It must be noted, however, that these standard projectors are largely in use for morning assembly or after-school and club periods, and the films requested are generally of the quasi-entertainment type; also scenic, commercial, and industrial. Several of the principals of higher schools using these standard projectors have requested that they be furnished with the 16 mm. classroom projector, in order to have the advantages of both types. Realization of the limitations of the auditorium type, together with due recognition of its distinct value for mass entertainment or instruction, must be responsible for these requests. The fact that many of the finest films, for example, the Yale Chronicles of America, are now made in both 16 mm. and 35 mm. sizes, would seem, however, to make such a duplication unwise when so many schools are still unsupplied with any motion picture equipment. The fact that most of the classroom or 16 mm. film as yet published falls within the realm of the elementary or junior high school curriculum, seems to indicate that this type of projector is particularly adapted to these schools, while the standard machine is better for the senior high schools. This is true because these secondary schools are able to make better use of the industrial and commercial film which is published in such profusion for their highly specialized courses, and these schools also are equipped with booths and auditoriums required for standard film. Their faculties and also those ot