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end, the use of the film becomes exceptional and we have nothing more to do with it here.
This use of the film turns it into an object and it is no longer a means of teaching. The film as a teaching object is an important problem of the future of which there is a great deal to be said.
Conceived as a means of teaching, the silent film enables one to include in a programme things which it might not be possible to demonstrate otherwise.
Distance in space is a geographical conception, distance in time is an historical conception, momentary absence may concern any object.
How should we consider sound as the complement to the image ?
The silent film only brings to teaching special things which could not be demonstrated by any other means.
From a methodical point of view, there is one condition which must necessarily be of supreme consequence to the producer, the master should direct audibly the projection of the film, emphasizing essential points and allowing matters of secondary importance to pass without comment. The sound film has in the first place given itself the task of doing away with this audible comment on the part of the teacher and of explaining itself while the problem of what is a good teaching film is as yet still unsolved and its possibilities undetermined.
In the silent film an attempt was made to replace explanations by subtitles, to bring forward certain words by a mark or by the internal order of the sentence and it was thought that by this type of emphasis stress might be laid upon the subsequent pictures.
In film cartoons, the teacher's pointer was replaced by swiftly moving points, lines, exclamation marks and arrows. It was admitted that these methods evoked normal perception and normal comprehension.
Great efforts were made to be as explanatory as possible and to cry out in the subtitles ; the essential thing was the film itself and the spectators were regarded as of secondary importance.
From this application of the silent film was determined the idea that the teaching sound film was a sequence of images accompanied by an explanatory text instead of subtitles and other usual signs.
Various people concerned with teaching at once expressed the fear that lectures would become entirely mechanical.
I do not think that this is to be anticipated. The idea of a lecture accompaniment by an incompetent person is bad in itself but far worse is the