The Educational screen (c1922-c1956])

October, 193 5 Page 229 of self assurance, has said: "Material must be avail- able to the teacher at the precise time it is needed in the learning situation. It is of little value a month or so before or after the time." It is ap- parent that the person just quoted fails to realize that here are "more things in heaven and earth than are dreamt of in his philosophy." A film on the life of Columbus if shown with proper preparation and follow-up to a class two months before the more formal study of that topic of American history in the classroom, will create such an interest and such a desire to read ahead that the subsequent more in- tensive study will be tremendously simplified. 4. Should a school own its films or rent them? Ownership carries a certain independence of use, but the cost of films, from $25.00 to $30.00 per reel, makes it impossible for many schools to achieve this permanent possession. The large schools and school systems can have their own film "libraries"; but it is the average school we are now considering. 5. Should the films employed be of 35 mm. or 16 mm. width? This would be a needless question were it not for the fact that so many schools have earlier purchased at rather large cost 35 mm. ma- chines, and are now becoming disgusted to find they cannot use them — no films! Such schools are becoming fed-up with the whole idea of educa- tional films, and are communicating their dissatis- faction to neighboring schools. They have run through the gauntlet of professional 35 mm., port- able 35 mm., 28 mm., 16 mm., and now sound films; so the natural question is "what's next?" In spite of these rapid changes, it must be admitted that the 16 mm. silent projector and film are the most prac- tical for clas.sroom use, being suitable to place in the hands of the classroom teacher. From the me- chanical standpoint such a lay-out is clearly within the operating skill of any teacher, man or woman, from the primary to the university. Most emphat- ically the teacher should operate the projector. To bring anyone else in for that purpose converts the project into a "show," in place of the conference of pupils and teacher. 6. Then the question of silent or sound films: For the classroom, for day by day service, unques- tionably silent films. More effective genuine learn- ing will result if the pupils, under the skillful guid- ance of the teacher, study the outline and contents of a film, do the talking, give their own reactions to what they see, compare their opinions with one another, than to have them passively listen to a lecture. This is not to discount the tremendous potentialities of sound films in the auditorium or in many exceptional cases; but, again, it is the aver- age classroom we are considering. Then, of course, the silent 16 mm. is within the financial and me- chanical reach of such average school. 7. But, one will say, what about the projector, its kind and its cost? There are several 16 mm. projectors whose efificiency ranks very high; anyone of them will give 100% satisfaction, most of them being practically "fool-proof", thus requiring the minimum of mechanical skill. And because of the lightness and simplicity of the present day pro- jector, one should be included along with the year's course of films which the school is using from some film library. No investment in an expensive pro- jector would then be necessary. Furthermore the one supplied with the film course would be con- stantly serviced and kept in perfect repair. 8. We are coming nearer and nearer to the ques- tion of how such a film service to a school, involv- ing material for all grades and all teaching subjects, even including the projector, can be financed; ob- viously there must be an outlay of money some- where along the line. In smaller schools, even in rural schools the board of education can finance such a service. In larger school systems, involving many rather large schools, the necessary funds can be supplied from the student activity fund, by the parent-teacher association, or by direct contribu- tions by pupils and teachers. Where a group of schools go in together the cost to each can be made relatively small. 9. All-important knowledge of the contents and teaching elements of the films in such a course can most effectively be obtained by both teacher and pupils from a study of carefully prepared outlines and synopsis of the films. Such outlines should be clear-cut and brief; for teachers are busy. The out- lines should also be in the hands of a school well in advance of the actual opening of school in Sep- tember. 10. Then as to teaching technique: One should not disregard the immense value of teacher train- ing in the use of all visual aids. At the same time I am inclined to think that, by and large, experi- ence is a mighty safe teacher in this as in many other pedagogical things we must master. I would not say to any teacher "don't attempt to use edu- cational films till you have had instruction from one who possibly knows more about it than you do." We no longer caution a person to keep away from the water till he knows how to swim. Rather I would urge every teacher, lacking other means, to work out her own salvation although perhaps with fear and trembling; for the main thing is to tackle the job, do the best she can, and success will crown persistent eflfort. Such a teacher may make mis- takes but also may often make real contributions to the sum total of approved teaching technique. I visited a Catholic sister in a one-room parochial school. I wanted to see what she was doing that (Continued on page 236)