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abstractions from their impressions. This is particularly important in geography. Geography is rich in detail. There are no two mountains, towns and rivers that are exactly alike, however, geography has to establish categories and types after taking all aspects into consideration. This system of induction from details to typical forms by comparison of characteristics, facilitates the cinematic synthesis. A verbal exposition is however always necessary in order to give the relative importance of characteristics in the analysis. The less titles there are the more attention the child will give. A film accompanied by a lecture, synchronised or not, gives matter for discussion between teacher and pupils.
The synchronised geographic film with a lecture is preferable to the silent film with some musical accompaniment for an adult audience. But in any case a film accompanied by a lecture given on the spot by a person acquainted with the film is the best method, for then the lecture can be adapted to the audience. It has been the fashion to accompany films with soft music and a lecture simultaneously. This merely serves to distract attention. The film lecture should say only what is not shown and what cannot be perceived easily by the spectator. It should rather suggest trains of thought and point out details which the public would be really likely to miss.
The educational film is not yet sufficiently appreciated as a method of continuing the education of children after they have left school and as a method of adult education. It has been desired to create for these audiences a type of film with a light dramatic action. This might be done by giving the commentary or attendant conversation something of the form of the popular scientific essay. Other domains akin to geography such as the history of civilization, ethnology, sociology and political economy could also be treated in this way. When the traveller gives this impressions not as a geographer but for the public in general he gives to the instructional film as very fascinating quality.
What we have said in the preceeding pages on the subject of the geography teaching film might be equally well applied to the teaching film in general. Whether a film be artistic or pedagogic, its contents has less importance that they way in which it presented but the intervention of the master in the use of the teaching film is of the greatest importance. A geographic film of any kind, used by a really capable master can have better effects on pupils than a good film used by a poor master.
(From the German)