The Educational screen (c1922-c1956])

Page 226 The Educational Screen possilile a unified ol^jective. This is especially true when the teacher has worked up in advance major and minor objectives and concrete lesson ])lans. The six weeks also present a very splendid oppor- tunity to rate the features shown in the noon movies from poor to excellent with reasons for the ratings. The results lead to an ideal situation to stimulate students into a clearer understanding of those de- sirable things that may be discovered in a good film and to awaken in them a consciousness of motion picture appreciation. Along with this is the fact that the students in the class make recommenda- tions of films that they see in the theaters which will be suitable for school use later in the year. The indirect tie up with the curriculum comes in the application of the film contents in the fields of Natural Science, Social Science, Dramatics, Oral English, Art, Home Economics, Music, and the skill subjects. Many films may be cited as illustra- tions of these applications. However, as time does allow their analysis, may I be permitted to deal in part with what we have found in John Hay regard- ing House of Rothschild and the Barretts of Wimpole Street. The House with the Red Shield made very clear to the English classes studying the Idylls of the King, the true meaning of the words "family shield". The film presented it so ideally and real- istically that even the slowest student readily un- derstood the term. When this feature was to be shown, the social science teachers were informed and plans were laid to apply the filmed material whenever possible. In the Economics and Business Training classes international financing, interna- tional banking, and the stock exchange became a term of common interest. They saw from this fea- ture why large banking houses maintain offices in the leading capitals of Europe. The scene where bids were made to restore France to economic se- curity showed very clearly and definitely the inner machinery necessary for such a loan. In addition, it showed the intrigue and jealousy with which these loans are granted. The stock market scene, where Nathan Rothschild single handed was com- pelled to support the London stock market when the speculators became ])anicky and dumped their allied securities, showed how sensitive the stock market is to political crises. Then, too, it showed how fortunes were lost and made. In this connec- tion our teachers were able to show how our pres- ent stock markets react to favorable or unfavorable legislation both at home and abroad. Fortunately for the world history groups, this production was brought in when they were com- pleting a study of the Nai^oleonic wars. The film made their work so much more impressive and meaningful, that manv excellent references and out- side reports were made in class. Especially were the students interested in the biography of the Duke of Wellington. He actually became a living being whereas before that time Napoleon had been the only high light of the ])eriod. The tax collector scene made realistic the reason whv tax collectors were disliked from the days of early Rome. The matter of religious oppression and the meaning of religious tolerati(m were also clarified. The students could readily understand the reason for religious wars. The wonderful court scene done so aptly in Tech- nicolor revealed to these students how richly dec- orative the court costumes of the ])eriod were and the sumptuousness of St. James Palace. This same scene was of the utmost importance to the Home Economics group and the Art group. The Physics students were i)articularh- interested in how Tech- nicolor photography is done, and s]K'cial reports were made on it. And what a master George Arliss iM'oved to be to the Dramatic and Oral English .students! He exemplified in a way few can ever equal, every pos- sible mannerism and mood to express the emotions. Each day the entire group would study the every move of the actors. W'hen they would convene in class, all of the emotions of the cast were reiterated and stressed. The cast of the production was their pattern, the noon movies their laboratorj^ and the class the place to prove how well they had mas- tered their lesson. In Oral English, many a student realized how the classroom instruction fits into movies. It made him realize that ])erfect diction, poise, well selected words, and meaningful speech are essential qualifications to success in life. When the Barretts of Wimpole Street film was shown, I arranged with the head of the English IJe- partment to connect the film with the English classes whenever possible. Special assignments of Browning's poems were made. Pupils were asked to read the biography of Browning and make re- ports in class. Every possible connection between the works of Browning and the picturization of his love for Elizabeth Barrett became a prime interest to the student. The library was flooded with de- mands for Besier's play, "Barretts of Wimpole Street." Attempt to read and understand the ])oem Sordello which Robert Browning calls a "horror of great darkness" were made by the pupils in spite of Browning's reply to Elizabeth Barrett in Besier's ])lay "When that passage was written only God and Robert Browning understood it. Now only God understands it." The Oral luiglish and Dramatic classes found a wealth of material in the expression of the emo- tions as presented by Charles Laughton, Norma Shearer, Maureen O'Sullivan. and others. We see