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Film and Epidiascope and the Rationalisation of Teaching
by Arnold Kopetzky
(from the German}
The International Review of Educational Cinematography has frequently referred to the question of incorporating cinematographic teaching in the curricula of schools, and the necessity for active effort in this direction was especially emphasised in an article by Professor Ange, called " Teaching Films from the Educational Point of View " (International Review, November 1930). The observations and suggestions contained in the second part of this article are well worthy of notice. The idea of making educational films standing in close relation with the school syllabus and illustrating the various subjects pictorially contains lar-reaching educational possibilities that have not yet been properly explored. In my opinion rationalised teaching, so much talked of in these days, is not possible without the aid of film and epidiascope. Real benefit to teacher or pupil is to be looked for not from a drastic curtailment of subject-matter, but only by applying
(Editorial Note) At the beginning of his article M. Kopetzky quotes an interesting account by Professor Ange published in the Review for November 1930. Since then, however, further articles on film-teaching — ■ not by any means exhausting the subject — have appeared, the contents of which are closely allied to the suggestions put forward by M. Kopetzky. Herr Giinther's contribution to the April number of the Review — " Cinematography and Culture " — enunciated a number of ideas to which the following pages give more concrete expression. At the risk of offering superfluous comment, we would draw attention to the agreement of the two writers on the need of cooperation between teachers and pupils in the preliminary experimental work still required to persuade the film industry to make good teaching films. Again, both emphasise the value of cinematographic projections out of school, whether as supplementary education for old boys or through attracting parents to instructional film shows, not the smallest merit of which will be the establishment of personal relations between teachers and the families of their pupils.
Mention may also be made of the importance attached by both writers to photography and fixed projection, in their opinion the best means of preparing schools for the judicious use of the film in teaching.