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EDUCATION FROM THE THEATRICAL SCREEN
triotic efforts; they have altruistic impulses which they follow; they are men 0f family; they read and think about social values; they desire to participate on improvements which improve the world.
When it has been presented to them by educators that they have lying idle in the companies' vaults films which could make an additional contribution to education, they have responded sympathetically and willingly to proposals which would not jeopardize their business relationships. They have even voted to contribute their companies' funds to implement the additional contribution which these idle films might make. When their decisions to cooperate with education have resulted fruitfully, they receive satisfaction from this cooperation and are, thereby, encouraged to proceed further. They are the same men who desired to contribute millions of dollars worth of 16mm film for the entertainment of overseas troups, to provide millions of feet of raw stock for the re-education of the peoples of war-torn Europe, to join with theater owners in raising millions of dollars for the Red Cross and for war charities. They respond to appeal from many sources, including education, for cooperation in the use of their facilities and resources. A large measure of the philosophy underlying this whole matter lies in the constructive purpose of all men of good will. 2. There is a strong public relations factor entering into these operations. The entertainment pictures which originate in the Hollywood studios have been the subject of many different kinds of criticism from many groups Professional critics properly attack any art lapses. Special interest groups attack any violations of their objectives. Cultural groups deplore the low entertainment levels of some pictures, etc. Fifty pictures of wholesome, though perhaps innocuous, entertainment may pass unnoticed, while one or two outstanding films which offend some
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