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Studies and Enquiries
THE EDUCATIONAL AND THE DIDACTIC FILM
General Remarks. wish to emphasize the confusion of ideas
Will our century go down to history which rhas alread>' be§"un to take Posses"
as the centum of the cinema? This claim s,on of som€ of those PeoPle who are
would hardly'seem exaggerated when we ,n tavour of the introduction of the ci
conslder the enormous progress of this nema mto the schoolroom. Didactic
new art Films have been, and still are, confused
But to see in the cinema only a means with educational films, and as the forof amusement would be to underestimate mer are more easily found than the its immense resources, and still more latter, attention and effort have very its didactic value. Teachers and educa naturally been limited to merely educators cannot afford to ignore an art which tional films. While such efforts arc reproduces the life of people, things and useful and even necessary, they are not beings, not from an arbitrary viewpoint sufficient, and as we haye already but with the rhythm of reality. We have mentioned confusion of ideas, we will intentionally associated the words add here that confusion is also made « Teachers » and « Educators », as we between the use of the cinema and the
Editor's note. — The following article has been extracted from a report made by M. Ernest Castella, professor at the « Technicum, » of Fribourg, with reference to the systematic introduction of the popular educational cinema and of the school cinema in the Canton of Fribourg.
We particularly welcome the opportunity of publishing this article as it coincides with the Enquiry made by the I. E. C. in the educational world, the publication of which with reference to Italy, was concluded, in the last number of our Review. Two points are particularly worthy of emphasis in Mr. Castella' s report; firstly the search for a boundary definition distinguishing the didactic and the educational film, and secondly, and this is more important, the clearly expressed opinion of the Swiss educationalist that the cinema must only be considered as a necessary complement to the fixed slide, to which latter he accords a sort of precedence.
In the course of the Enquiry of the I. E. C. it was observed with reference to this second point that Mr. Castella's views are shared by many Italian educationalists . Doubtless they do not represent the majority, but it would be absurd to assume that in judging such questions the majority is right. But neither can the contrary be affirmed. We must therefore limit ourselves to stating that in the minds of the numerous educationalists the fixed, projection slide is inseparable from the animated projection, no matter whether it is considered complementary to the latter or vice versa. ■ And a while definite