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— H03 —
We may assume that the recreational film can educate children morally. There is therefore the necessity of attempting a social study of the film from the point of view of the psychological reactions which it provokes and so to construct stories based upon the elements of social and individual morality. These elements seem to the child abstract and lifeless, when they are not made to live by practical application to existence. We must not forget that the image can make a child a conqueror or a thief so great is its power of moulding character.
But here again we fall into the alliance of recreational and educational films.
If the school Cinema is still in the process of gestation, films for secondary and adult education are on the contrary very much alive.
In a very remarkable report, a Frenchwoman, Melle Leone Bourdel, has given a resume of the film as an aid to the choice of a profession.
I will take the liberty to quote here a few pages of the report which she has entrusted to me because it expresses exactly my own thoughts on the matter.
Role of the Cinema in the Choice of Professions.
" Cinematographic Professional Orientation is concerned with children 'and young people. It has the task of giving them information regarding dif' ferent trades so that they may orientate themselves and choose their daily ' work in accordance with their tastes and abilities and with foreknowledge of ' its nature.
" Those who are occupied with Professional Orientation know how difficult ' it is to accomplish this aim completely. By medical and physiological examin' ations, interviews, etc., it may be possible to form a passably accurate idea " of the physical and mental aptitudes of individuals which will enable them to ' succeed in some pre-determined industry and it may be possible likewise to ' ascertain those ineptitudes which render them unsuitable for certain professions ' On the other hand there is nothing in these examinations to awaken the ' natural preferences in a child to instruct it in professional life in its countless ' shapes.
" Lectures and literature can only give part of the requisite information. ' They are always more or less personal interpretations and an industry is not ' the same as a description of it for the latter is always more or less false. The' refore visits to factories have been tried. But, there again there have been ' difficulties; visits in group form do not permit those wo go to see everything, ' they only show certain aspects of the work and they can only occur from ' time to time because they demand much time from both pupil and teacher and ' they hinder the factory owner by creating a certain amount of disturbance in ' the factory.
" The Cinema however permits exact presentations of all kinds of trades ' to an unlimited number of children without involving a great deal of trouble ' and also without danger. In this way the essential aspect of each trade can ' be treated — the object of the trade — what it consists of — the different ' forms of work it provides — the tools used and their management — physical