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54 HOW TO USE THE EDUCATIONAL SOUND FILM more effective to employ the sound film first, utilizing the other devices for detailed study between the first and second film showings. Objects and specimens—things the students can see and touch — are helpful in creating interest and understanding, either before or after the film showing. A teacher of elemen- tary science, preparing to use the film Flowers at Work, brought in an alder blossom from which he shook the pollen and explained its function. He then asked the students to watch the film for the different ways in which other flowers spread their pollen. In one school system, experiments, collections, and projects were frequently used to initiate the use of a talking picture. A teacher who had studied the picture on Plant Growth and the accompanying manual, helped the children plant bulbs and seeds in windowboxes, as a basis for bringing in the pic- ture after the development of the plants had been watched for a time. The illustrations found in assigned readings were also used to stimulate questions which the film could answer. In a unit on various forms of animal life one class had done con- siderable reading and had sought for pictures showing early forms of animal life. When the teacher introduced the film she asked the pupils to give particular attention to new words and new types of animal life they had not met in their previ- ous reading. Field trips and nature-study hikes provide that definite contact with reality which the sound film supplements and extends. Children who have been trained to observe the rich resources of their environment bring to the classroom a wealth of appreciations which the teacher may tap in be- ginning the study of plant- and animal-life concepts. The talking picture, recalling to the child's mind things he has seen and presenting further experiences beyond the scope of his environment, serves to organize his knowledge in terms of new relationships. Note in the following illustration how