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ing that the method is not rational, in fact it is no method at all. Sometimes we classify films with regard to their intention (teaching), sometimes with regard to their nature (theatrical) ; or quite as often we get out of the difficulty by placing them under a general title (cultural films). In any case there is no question of establishing categories on a fixed basis. Actually we can only divide films thus : entertainment films (it matters little whether this end is attained by photography, drama, or cinematic tricks), propaganda films such as they are : documentary films or travel films, newreels, film reviews and finally films which have the intention of instructing.
The educational film may be subdivided. Many people have an unclear idea of the educational film because the potential public is so varied.
One may understand by " educational Film " that which teaches something, but a film may do this without its having been intended by the producer. A typical example of this is " Nanook ", conceived originally as an advertising film (for the fur trade). It did not answer the purpose so it was transformed into an excellent education film. The same might be said of the film of a novel by Selma Sagerlof which, by its excellent presentation of the life of Swedish peasants, is of definite instructional value. There was no intention of producing this effect which may outlive the other aspects of the film.
The term, ' school film " has as yet no meaning. The school should not only instruct but also educate. Is the educational film a teaching film ? In this way one comes to the distinction between the educational film and the teaching film.
In Universities and other institutions of higher learning, mention has been made of research films. These films are meant to standardize research processes and to record results. They are documentary in their exposition of research method and instructional in their description of results obtained.
Given the great difficulties of this problem, we will do well to confine ourselves to the above consideration.
The necessity of a programme based on all educational work seems essential for it implies important considerations as to the contents and form of educational films. The programme to which a film conforms is then the essential point and the programme should not be altered to suit the films available. If we ask what teaching films we may use in a rational course of study, if we take the programme of the course as a foundation and the film as an element which may be introduced into it as a means of attaining the