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4) the following examples were given to show how observations were to be counted:
" They were making coffee " = i. " They were making coffee down by the river " = 2. " Two men approached each with an axe in his hand " == 2. " Two men arrived and marked the trees which were to be cut down; then two other men came along and cut down the trees " = 3. " The men sat down and drank coffee " = 2;
5) teachers were further told to count as mistaken observations things described in their wrong order.
These rules were applied to all the tests.
The latter were conducted in such a way that the same lessons were given to several forms of the same grade, some with the help of cinema projection., others by the ordinary oral method; the pupils of all these forms had then to do an exercise on the same subject. In correcting these exercises, the teacher added up all the correct observations on the one hand and all the mistaken ones on the other. The results showed that the pupils who had seen the film made more numerous and more correct observations than those who had not. As an example, we may quote the lesson on " Codfish drying." This lesson was given simultaneously to two classes with the film and to two classes without. The first two classes were shown the film without any further explanations, and in the other two classes the teacher was required to make use of all possible teaching material except the film. The results were as follows:
In the two classes which were shown the film observations by pupils averaged respectively 30.8 and 42 per child while for the other two classes, where the lesson took twice as long, the average was only 17.3. In an exercise on timber-floating the average number of observations made by the two classes which had seen the operations on the screen was respectively 14 and 24, whereas for two classes of the same grade to which the lesson was given orally the averages were 9 and 7. The teacher of the two latter classes had spent two hours on the lesson and declared that it was the most detailed lesson he had ever given; in the classes to which the film was shown the lesson only lasted an hour.
In order to complete the experiment the pupils were set the same exercise again a fortnight later. It was found that the impressions of the film had become more definite, the pupils giving fuller and clearer answers on this second occasion than on the first. In the sixth form the second exercise was given one month after the first and the recollections of the film were still quite clear. The pupils were, of course, not told that they would have to do the exercise again until just before doing it.
As the result of this experiment and on the Committee's proposal, it was decided to introduce cinematography into the Oslo schools, which