Film and Radio Guide (Oct 1945-Jun 1946)

FILM AND RADIO GUIDE WILLIAM LEWIN, EDITOR APRIL, 1946 Volume XM, No. 7 The Battle of "Free" Films BY J. D. KNIGHT Director, Audio-Visual Education Department, San Diego County Schools San Diego, California In a recent article* by B. A. Aughinbaugh, Director of the Slide & Film Exchange of the Ohio State Department of Education, appears a challenge to those who have a different philosophy from his own in the utilization of so-called “free” films. In this article there is a very stimulating, interesting, and challenging statement relative to the place of such films in our public schools. Some statements made in this article are extremely broad and general in their implications. So far as I know, no proof has ever been developed through research and experimentation to bear out some of these statements. If this article means to say that he does not believe the suggestions made by the “newcomer” that there are two kinds of free films, namely, those that are recreational and those which deserve to be classed as text films, then I would like to go on record as a believer in this classification. However, I would prefer calling them harmful and helpful propaganda “free” films. If all free films are to be “outlawed” on the basis that they are released by public relations departments, I would desire a better reason than that some *See January, 1946, issue of "Film and Radio Guide." one advocates the idea that motion picture films are produced for the purpose of warping public opinion to a private viewpoint. I do not believe that any concern, or any individual, is free from bias. We are all trying to sell our opinions and attempt to influence the minds of others according to our way of thinking. I cannot believe that teachers throughout the country are not honest in attemping to teach better citizenship, stronger character, a nobler and better way of life. I would like to say emphatically that I do believe that there are two kinds of “free” films and that I classify most of them as propaganda films — films which attempt to formulate thinking and action for definite purposes. I select “free” films with this thought in mind : that I have a purpose in teaching ; that I have a problem. My purpose is: building character, good citizenship, and an understanding of our environment and the problems of living. My problem is : how to attain my purpose? Some of the “free” films may b e harmful propaganda or detrimental to my objective. Some of them may be the sort of tool which helps me to formulate and to build up character changes. If the purpose of the commercial firm is couched so subtly and its designs are such that they do not assist in inculcating principles leading to a more complete life for the individual learner, I do not use the film. If the film is so constructed — be it that famous soap film (and grant that the company produces it to sell more soap) — that it enables me to present a teaching point on cleanliness, the care of the skin, a pride in personal appearance, to the extent that it helps me instill in the minds of the learner such ideals, I will use the film regardless of who produced it. I use it hoping to be able to make it coincide with my philosophy of developing an individual to the point that he will act in society in the most approved manner. When Mr. Auginbaugh spoke of all of these so-called “free” films and asked the question, “How many children are being taught today, in public schools, through certain promotional films, that “coil springs are the only proper type of springs for automobiles,” etc., I ask the question, “How many are taught to react in the most desirable way spiritually and mentally to the problems of society in this complex world?” It is true that “He who steals my purse steals trash, but he who steals my unsuspecting and confiding mind steals that which no one can return.” Teachers are not trying to steal from the un