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60 HOW TO USE THE EDUCATIONAL SOUND FILM explanation at the outset. The efficiency of the recorded in- terpretation should not be wasted. A somewhat similar device was used by a fifth grade teach- er who showed the film Spiders four times during a unit on that topic. The film was shown with sound the first time, silently the second and third times, and again with sound for the fourth time. During the first silent presentation the pu- pils were asked to write questions they could not answer from the film. After the last showing the pupils checked those questions which were answered by the film explanation. E. SHOWING ONLY A FEW SOUND FILM SEQUENCES AT A TIME The use of only part of a talking picture for a lesson has sometimes been proposed as an advantageous procedure. After an initial full-length presentation of the film, when the students have a chance to study the material in its complete organization and context, subsequent showings of particular sequences may result not only in greater concentration of thought and attention, but in a saving of class time as well. The teacher who developed the vocational guidance unit mentioned on page 51, utilized the sound film several times. The first time it was shown in its entirety to give an apprecia- tion of a typical boy's experiences in finding the right occupa- tion. Following the initial showing, subsequent lessons were built around more specific elements of the unit, one or two appropriate sequences being shown for each lesson. For ex- ample, at the third meeting of the group the teacher stressed the importance of analyzing a vocation before trying to enter it. After a preliminary discussion which centered around a previous episode in the film, the pertinent sequence in the film was shown. Here the boys and girls followed their friend "Bill" as he tried to work at an occupation for which he had no aptitude; after he was discharged, they watched him analyze his traits and abilities by means of a vocational self- analysis form. The film was then stopped, after approximate- ly four minutes of projection. In the ensuing discussion, the class talked over the reasons for "Bill's" dismissal, and esti-