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16 HOW TO USE THE EDUCATIONAL SOUND FILM d) To add to our "store of information"; for example: Why the giraffe has a long neck Why the buffalo has its head close to the ground Why the eyes of the hippopotamus are raised e) To stimulate group feeling and co-operation Children brought books from home, also pictures, for all in the group to use and enjoy /) To develop further the reference habit Where difficulty in drawing arose, and consultation for help from group did not successfully give form or size, etc., we referred to these books and pictures g) To serve as a basis for arithmetic The spoken words "pounds," "tons," etc., gave the concept of these terms in a definite, interesting situation The purposes of the film presentation govern the teacher's techniques. It may clarify the discussion, therefore, to antic- ipate the next chapter by classifying typical film teaching procedures. A convenient grouping is as follows: 1. Adapting the particular film to the capacities and current interests of the class 2. Introducing the use of the film in the day's lesson—not only for the first showing but for any subsequent showings 3. Manipulating the film showing—presenting all or only part of the film, interrupting projection, and the like 4. Following up the showing of the film—correcting mistaken ideas, sin- gling out concepts for study, initiating special projects or learning activities, and reviewing Specific illustrations of these techniques will be described in the next chapter. A. THE USE OF THE SOUND FILM TO INITIATE A UNIT OF INSTRUCTION The following example illustrates one approach to the use of the sound film for this purpose. The classroom project started from the informal presentation of the film as an appreciational activity: An elementary group saw the film Spiders during an assembly period, the purpose of the showing being for enjoyment and information. The classes had discussed the film before they attended the assembly. One fifth-grade group became so interested in spiders that a study of spiders