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The bird that sings in the tree, the tree creaking in the wind is in the image and the image is the conductor of action and should remain so.
The sound film should not try to interpret our feelings when we see a film whose meaning is already conveyed by sight and sound. The commentator is the spectator already initiated.
If the film is shown to a public composed of children or people who are ignorant of the scenes it represents, there will always be a special commentator in the shape of the master of the class. In other words, sound will only issue from those actors that appear on the screen, birds, men, streams, etc. The spectator can always see the film again and the master explain difficult points.
We must then take into account two effects of the film, the reproduction of living actions and the creation of certain feelings in the spectator. Sound intensifies, increases the possibilities of action and it is thus that the woodman and huntsman may be considered as an integral part of the forest.
Subsequently the commentator may enlarge and explain the subject to his class by ordering the events, emphasizing essentials and noting analogies. It is the task of the school to teach the ordering of ideas and if it does not do so, it fails.
In this field, the idea of competition plays no part, nor can it ever do so seriously.
Even with the first bad sound films, with incompetent lectures synchronised on them, the work of the school was always that of ordering ideas, explaining the film to the class and helping its members to understand.
The poorly conceived sound film increased this part of school work ; instead of supplanting the master it merely obliged him to work constantly in order to balance the bad influence of some of the films.
The evidence behind this point of view will be clear to the reader if he brings to mind that in this matter the mentality of the child must be considered. An attempt is made to teach it a new fact. The mind of a child is open to many influences.
To begin with, the family circle exerts over the child a continual influence which is only suspended by schools hours ; afternoons and evenings passed at home, parents, brothers and sisters are the chief elements. Then comes school life, amusements, the road to school and little friends, all things that act on the child outside the sphere [of the school. Thirdly, friends, shop windows, advertisement posters, playgrounds, theatres, concerts,