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50 HOW TO USE THE EDUCATIONAL SOUND FILM make clear to the pupils the things to be learned, so that they can read and find out what is to be learned after the picture has been shown." Perhaps the reason for this attitude is ex- plained in the cautious remark with which she prefaced these statements: "In some cases it may be more efficient if teachers have the opportunity to know beforehand the pic- tures which are to be shown." A. LEADING QUESTIONS ON FILM CONTENT A special technique was devised in a large junior high school class to introduce the use of films. After the audi- torium teacher had previewed the films which he intended to use, he made up a list of key questions and prepared slides on which these questions had been typed. At the start of the period, after a brief announcement, the slide with the list of questions was thrown on the screen and the class was told to memorize these questions so that they could look for the answers in the film to be shown. For a subsequent showing of the same film the teacher indicated the important points to be observed, speaking to the group over the microphone. The same teacher tried the practice of showing the film at the beginning of the period, leading the subsequent discus- sion, and reshowing the film at the close of the period. He remarked: "Reshowing the film without requiring some special report or summary does not keep the children's atten- tion. Some definite work must be assigned which bears on the film being shown." This is in keeping with observations made by other teachers. The teacher should provide a fresh viewpoint from which the students may view the film again. It is probable that in the case cited, showing the same film twice in one period allowed too little time for the assimila- tion and exploration out of which the need for the second showing arises. B. ADVANCE ASSIGNMENTS BASED ON THE FILM Advance assignments of activities to be based upon what appears in the film is another introductory technique. Pre-