International Review of Educational Cinematography (Jan-Dec 1934)

10 THE CINEMA IN TEACHING modern pedagogy consists m the progressive substitution of the word by the image, then of the thing for the image of it, so that what is called " the pedagogy of action " may be arrived at. Direct observation of objects is not always possible. The means, the knowledge, and time may be lacking for such observations, as well as the requisite practical work. In such cases, one can usefully have recourse when possible to fixed and moving projections. The cinema has proved itself often to be superior to our senses as we can see from watching the slow motion projector, the micro-cinematographic reels, while animated cartoons, though somewhat artificial, have given us some valuable information. Though direct observation may theoretically always be preferable, motion pictures provide a useful means for revising the lessons given in the ordinary practical scholastic manner. If the cinema can help in developing the sense of observation, the attention and the tendency towards reflection, there are certain intellectual qualities which the cinema certainly does not help, even if it does not work against them. Natural sciences can find a useful ally in the film, but the same thing cannot be said of spiritual sciences. The cinema cannot, generally speaking, substitute direct study, while there are a number of subjects for which its use must be considered as quite exceptional. The film can never take the teacher's place, if only for the reason that the child always needs a moral authority over it and a guide. In primary classes, stills and motion pictures provide a precious assistance to teaching, an assistance which is superior to pictures or wall drawings. The sound film permits of making the lesson given by the cinema even more realistic and complex. Thus the pupil will hear the noise of the sea, the rush of the waters of a cascade, the cries of animals, the characteristic noises made by machines and instruments. In no case, however, whether we are dealing with silent or sound film, can there be any possibility of the moving image taking the teacher's place in primary education. In a quite different section of the scholastic field, and without wishing to go into matters which are not properly within the limits of our sub-commission, the usefulness of the film in teaching the higher grades is well accepted, especially in such subjects as geography and the fine arts and the study of microscopic objects in biology, or the technique of surgical operations. We should like to point out that : — it is the task of pedagogues to recognize and indicate the limitations to the pedagogic utilization of the film ; — it is their work to establish the organization of such utilization of the film for pupils of different ages, choosing the subjects that lend themselve best to illustration by visual aids ; — that the film conceived for the study of a given programme must fulfil definite pedagogic requirements which can vary according to the nature of the teaching and the class of students for whom it is intended. The scenario ought to be made for the lesson it accompanies, and should be the work of an expert or an educationist. These persons ought to decide how much of the picture should be given over to exposition, direct observation and practical work, how the use of fixed and animated projections should be apportioned. These experts and educationists ought to take part not only in the work of preparing the scenario, but also in the mounting and other technical operations (taking the pictures, animated cartoons, etc.). Preparation of the The teacher has thereTeacher and his fore a most important Collaboration in funct;on jn the prepar. UsmgtheDidacfac aratJon of teaching films. He ought to possess, in addition to a good general culture and a thorough pedagogic experience, a considerable technical knowledge of cinematography. Such knowledge ought to enable him to collaborate properly with the