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Geography 306 replies whereof 170 boys and 136 girls
Science 200 » » » 101 » » 99 »
History 181 » » » 104 » » 77 »
General Culture 110 » » » 70 »> » 40 »
Art ' 78 » » » 41 » » 37 »
Religion 45 » » » 23 » » 22 »
Hygiene 38 » » » 17 » » 21 v
The other subjects show smaller figures of little statistical interest.
It is interesting to note that the first six subjects classified show the same proportions, with insignificant changes, as the returns made to the first question.
The following tables, with the usual divisions, give the numerical returns of the answers in respect of individual answers to the questionnaire.
An analysis of the 460 answers in the foregoing tables does not offer notable results. Exactly 218 answers or about half of the replies from scholars who sought to define the reasons for their preference do not go beyond affirming the superiority of visual teaching over oral. Others insist on the usefulness of sub-titles and running comment especially when Well done, which is an indication in favour of the talking film and its wider scholastic possibilities.
Other students remark on deficiencies in the oral method of teaching. The cinema, they say, often points out that which is lacking in the text-books, and also causes none of the fatigue which is sometimes a result of oral teaching. Further, the answers insist on the important fact that the teacher, however well grounded in his subject-matter, cannot know every particular of the facts or phenomena he is called upon to explain.
Several of these criticisms have undoubtedly a basis of truth. That especially regarding the incompleteness of books offers a much vaster field for study and analysis than that given by a written lesson. The teacher, again, is not always in a state of mind to allow his words to have all their full force and effect in explaining the thought or phenomena under consideration. Here is one of the greatest obstacles to complete understanding on the part of the scholars, which also explains their desire to substitute teaching by the book with film teaching.
It is to be presumed that such opinion is at least overstressed, as not only the numerical value but also the motives given by 10,938 scholars bear witness.
The utility of the cinema as an aid to teaching is insisted upon, and the answers stress the opinion that it should only be considered an auxiliary or help for the teacher. The answers to the questionnaire show logically that :
the film cannot explain matters which depends on logical reasoning : 261 among boys and girls, Still less, one might add, can the film be used for a discussion or for clearing up doubts and misunderstandings.
The efficacy of projections for teaching depends entirely on antecedent cognitions imparted orally to the students, and therefore on the possibility of coordinating the plan of cinema teaching with the general scholastic programme — 1495. We have 874 answers affirming that the necessity of oral comment depends on the possibility of obtaining an explanation of what may be lacking in the film and also permitting the elimination of errors of comprehension of facts or phenomena explained by the film.