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TECHNIQUES OF TEACHING WITH SOUND FILMS 57 A ninth-grade group was studying electricity, a discussion was under way, and the film was needed. With a statement something like this: "Our talking picture will help us understand this problem"—the teacher stepped to the projector and the boys nearest the windows attended to the shades. The film was stopped three times during the showing for guiding the thought of the pupils. A boy sitting near the light switch turned it on during the questions and discussions. Then the showing was continued. When the film was finished the discussion was resumed. The use of the film made no more break in the thought of the hour than a reference to a picture in a textbook or the demonstration of an experiment. A normal-school science instructor, in connection with his work as supervisor of practice teaching in nearby elementary schools, gave several programs of films to the entire student body in each building. For each program he presented three sound films. Because he felt that certain scenes might be somewhat advanced for the pupils in the lower grades, and because he wished to weave the three subjects together in a definite continuity of thought, he stopped the projection at times to comment upon the previous scene and to introduce the next scene. This illustrates the flexibility possible in the use of the talking picture. It should be pointed out, however, that the procedure described requires careful planning and skilful commentary if the pupils' attention is to be main- tained. B. QUESTIONS AND ANSWERS DURING THE SHOWING The combined impression made by the visual and auditory components of the sound film would seem to tax the students' concentration sufficiently. Indeed, in the early days of the educational sound film, certain critics argued that the child could not attend to one without missing part of the other. However, some teachers have experimented with various methods of securing pupil reactions during the projection of a film. The stereopticon has been used to present questions while a film is being shown. Sometimes teachers inject a short question or a comment during the showing to keep the chil- dren thinking about particular aspects of the picture. A