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FILM AND EDUCATION
7. Films which are used to illustrate economic aspects of our existence should dramatize our economic institutions, show how they have developed, give an understanding of the unsatisfactory elements in our economic life and the need for cooperation with others to achieve better conditions of working and living.
8. The particular social studies film under consideration should be suited to the grade level, the intellectual maturity, and the background of the students with whom it is to be used.
9. The film should be presented in a logical, sequential order which emphasizes the main points to be learned.
10. Finally, the film should be technically of a high order,
with good lighting, composition and sound. With these criteria in mind the instructor can make an intelligent choice of films from the pages of his local film library's catalog. To augment his judgment he can also use the annotations and judgments contained in such guides as the H. W. Wilson Company, Educational Film Guide or the American Council on Education's Selected Educational Motion Pictures. He will also want to keep up to date with the film news in such publications as Educational Screen, See and Hear, Film and Radio Guide, Film News, and Social Education. While the judgment of others concerning films will be of great value to him in helping to select films to be used in his classes, the teacher will find that, in the final analysis, the true worth of any film can only be determined by actual use in his own classroom. Other teachers, visual education, experts and preview groups may find a film to be excellent in their own judgment but its true worth will be determined when it is finally presented to a particular class to serve a specific purpose.
Having obtained a social studies film at the time when it will serve his purpose best and having arranged for projector and screen — often no small feat in itself", the teacher now is faced with the best procedure for obtaining maximum
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