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THE USE OF THE CINEMA IN THE INSTRUCTION IMPARTED IN PRIMARY AND SECONDARY SCHOOLS
BY
Hubert Mahr.
THIS report deals with the organization of the scholastic cinema in Viennese schools.
A conference of the educational cinema should occupy itself, among the many other questions which arise, with that of culture films, taking into account the reports upon the conditions and development of the didactic cinema in the various countries. The advantages derived from similar comparisons would indeed be noteworthy. The teacher who makes use of the cinema, or who has the intention of doing so, finds himself faced with an infinite number of questions which he is not in a position to solve unless he avail himself of the experience of an organisation. Those who fiave attempted to cope with the matter on their own account, have all failed. The separate organizations of teachers who, in the different countries, interested themselves in the propaganda of the educational cinema have all, more or less, come to a complete standstill, and are obliged to devote all their energy to preservation of the work already done. Each conference therefore should be welcomed, since it stimulates interest in the movement and points to ever fresh means wherewith faith in this form of education may be strengthened.
In this report I have striven to show, in a simple and modest way, the course which we Viennese teachers have followed.
The educational cin emas of Vienna.
Vienna possesses twenty-one cinemas to meet the requirements of its schools. Very few plants are installed in the single classrooms. The collective scholastic cinema,
the organization of the didactic cinema, in force about fourteen years, disposes of a certain number of halls, situated partly in scholastic buildings, partly in buildings of the Commune of Vienna.
These halls must correspond to certain requisite demands imposed by law, and this naturally represents an obstacle to their development. In fact, it frequently happens that a school does not dispose of a hall suitable for projection and equipped with all the requisites above mentioned ; or the hall is sometimes situated at too great a distance from the school. Therefore the educational cinematographic organization must insist that provision be made for a special hall suitable for projection whenever the building of a scholastic institute is in progress.
The cinemas at the disposal of the Viennese schools, can generally accomodate from 1 50 to 300 spectators ; it is therefore possible for more than one class to assist at the same projection at the same time. The projection varies from an hour to an hour and a half in duration ; if one calculates another half hour to allow for time in which to arrive to and from the locality where the projection takes place, one can say that it varies from an hour and a half to two hours.
The scholastic Council of the City of Vienna established, some years ago, that the participation of a didactic projection be compared to a cultural excursion. Therefore the children are accompanied to the cinema on days fixed by their respective teachers and the lesson is given by means of the film.
We film pedagogues are perfectly well aware that the collective scholastic cinema is not the ideal type of cinema to be employed