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SOUND-FILM MATERIALS OF INSTRUCTION 9 clear and stimulating medium for presenting information, no particular techniques are needed for its use. Nothing could be farther from the truth, or could so surely minimize the potential usefulness of the film. It is not enough simply to see that the film is threaded, the classroom darkened, and the projector motor started. The use of the educational sound film can be merely an interesting experience limited to a few minutes and then forgotten, or it may be made the point of departure for exploring an enlarging area of subject matter. There is an urgent need for teachers to study carefully the means of utilizing the sound film to the best advantage in their classroom procedure. How can the teacher become skilful in the use of the sound film? The first essential is to study the sound film as a medi- um of instruction. The second step is to learn the basic prin- ciples of film teaching—the different instructional purposes which the film may legitimately serve and the techniques for achieving those purposes. The third step is that of experi- mentation—devising and testing different methods and new applications. Professional growth along these lines will result in skill which takes full advantage of the sound film's possi- bilities. The discussion has made clearly evident the fact that the film medium needs the teacher quite as much as the teacher needs the film. It is the teacher who makes the adjustment between the sound and screen representation of subject mat- ter and the learning needs and interests of the students. It is the teacher who individualizes each use of an otherwise standardized device. THE SCHOOL ADMINISTRATOR AND THE SOUND FILM The administrator's concern with the use of audio-visual materials of instruction in the schools is that of establishing favorable conditions for their application. Perhaps the best way of describing his problem is to say that the use of sound films and other devices for teaching should be planned at the