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— IIOO
The Cinema in Schools.
The Cinema, more especially since the introduction of sound and speech, can teach everything to children, holding their attention by presenting the true image and visual aspect of the object under discussion. Such is the precision of the Cinema that it does away with errors of imagination so often present in ordinary teaching methods.
The screen is a great help to the teacher because it can demonstrate in terms of vision, in actual images, and images are life. I do not wish to stray into an enumeration of those subjects which the Cinema teaches. They will be apparent from my discussion of the nature of the Cinema itself.
From a purely psychological point of view it is well known that what is seen and heard is most easily retained and assimilated. The sight of an object provokes an intellectual reaction which, in child and adult alike, is favourable to the development of personality.
A child that has been mixed up in an active sequence of events is better developed than one that has taken all his knowledge from books.
Knowledge then becomes experience and memories, not abstract ideas. But, a generation of modern teachers is required to give rise to these reactions and to correct errors.
In this International Conference I must be excused for 'speaking principally of France, but I think from the point of view of the Cinema questions and debates are nearly the same in all countries.
In France there are those who do not approve of the Cinema in teaching. These poor people maintain, for instance, that the cinematic vision of a growing plant is bad for a child's knowledge, for, they say, a plant does not grow up, flower and die in one minute. They do not understand that the projection re-creates in that minute the different phenomena which the lens has precisely captured over a period of weeks and that each phase is scrupulously and scientifically true.
The influence of these people is counterbalanced by that of more modern people. But there is a struggle and consequently progress is delayed. In this way some will prepare a project of law to obtain a supplementary allowance for teachers who use the Cinema in their work whilst others will spend their time in trying to combat it.
Here again we are up against routine and dusty traditions. If an avant-garde is necessary in art it is also necessary in teaching in order to establish the future, but the avant-garde is everlastingly hobbled. For centuries past the apostle of an idea has been sacred to subsequent generations but in his own time his attempts at putting his ideas into practice have always been destroyed by his contemporaries. Those who have used school films claim good results for them. Four fifths of a class will learn a certain lesson by film when only two fifths would have learnt it orally from the teacher.