International Review of Educational Cinematography (Jan-Dec 1931)

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— 395 English 4.13 %, films for teaching manual labour 4.87 %, domestic economy films 4.52 %, agricultural films 1.72 % etc. Motion Pictures Daily (New York, January 29th) announces that, in Pennsylvania Mme. M. Kirkbride has submitted a bill allocating 100,000 dollars for the purchase of projectors and instructional films for Pennsylvania schools. The foregoing are concrete achievements. At the same time the American papers contain numerous articles expressing a general wish to develop the possibilities of the cinema and exploit its full educational value. Among these is a very important article by Mr. J. Parnes in The Training School Bulletin of Vineland, New Jersey, for January concerning the value of physical training for backward children. Can visual aids be successfully used for backward children? If so, what kind of films should be used? Do film methods help to correct disorders? The first and third of these questions Mr. Parnes, on the basis of his experience and the results obtained from film-teaching in the Burnet Street School at Newark, answers in the affirmative. As regards the second, Mr. Parnes is of opinion that any kind of film is suitable provided that the teacher has fully prepared his pupils and knows how to project the film at the right moment so that he can extract its full educational value. Lastly, The Motion Picture Herald (New York, January 19th) made the important announcement that a conference on teaching-films is to be held in New York shortly. FRANCE The campaign for the introduction of the cinema into schools is being actively pursued. In Cineopse (Paris, January) M. A. Collette, one of the pioneers of the educational cinema, notes its insufficient development in France and gives three reasons: insufficient Government aid, too many small film collections;, resulting in a dispersal of effort, and the prejudice against the adoption by schools of a uniform substandard film, although this would solve all the difficulties entailed by the standard film. This question of the size of the teaching film is dealt with by M. P. Barrier in the Manuel General de l'Instruction Primaire of January 3rd. The same Manuel General for January 17th and 24th contains an. article by M. G. Lebrun, assistant director of the Paris Musee Pedagogique on the various technical problems connected with the organisation of film collections and the distribution of school films. Nor is France behindhand in the matter of achievements. Cinaedia (Paris, December 30th) mentions several communes as having installed projecting apparatus for teaching purposes. HUNGARY The Rivista Pedagogica (Rome, January) reminds its readers that Hungary was one of the first countries to make film -teaching in schools compulsory. Hungarian schools, at least six times a year, project instructional films on history, geography, natural science, etc. U. S. S. R. The « Association for Cultural Relations between the U. S. S. R. and foreign countries », Moscow, has recently sent to the Rome Institute the following communication: « The work of the Soyuzekino at Leningrad has noticeably grown during the past year. More particularly, cinema shows have been organised in schools, accompanied by interesting lectures. Various instructional films have been exhibited on natural phenomena, e. g. « The earth and the sky », « Thunder » and other films of the same kind, all easily intelligible to children. The question of the introduction of the cinema into Russian schools as an aid to teaching is at present a subject of lively discussion.