International Review of Educational Cinematography (Jan-Dec 1934)

THE EDUCATIONAL CINEMA 395 Caching the same and adapting it to individual tastes ; all of which certainly does not tend to assist the formation of international cinematography. Whereas, what we are aiming at is an universal conception of the question, regardless of boundaries. Even within the limits of a country itself, the cinema is apt to adapt itself too much to the desires and intentions of those who make use of it ; which is a fundamental error, and therefore, according to Plato, the source of all evil. In our opinion, the educator cinema should be outside the contingencies of life and superior to them. There is nothing that can justify or excuse its use for the favouring of a given idea, an individual opinion, or the combatting of other ideas or opinions, however based on good faith such use may be, or however respectable the opinions set forth. The cinema must be an independent guide, in the widest meaning of the words ; able to discern and judge, to lead to a decision, to improve. No one should disregard the possibilities offered by the screen if he wishes to use it for the purpose of explaining and affirming what he believes to be good and just ; nor can he do this if he works with sincere conviction, uninfluenced by sectarian thought. A sounder and completer education leads to a contrast of ideas, and the best instruction is that which endeavours to fight against the power of the lie. As Dante Alighieri said : Considerate la vostra semenza fatti non fosti a viver come bruti, ma per seguir virtute e conoscenza. Consider that thy seed was not made to live as the beasts, but to follow virtue and knowledge) As we have considered it for more than thirty years, the educator cinema cannot fail to work for the proselytism of minds and hearts. The whole central and fundamental problem of education lies there. It is therefore necessary that this form of cinematographic expression should be free from all shackles of groups and parties and beliefs, which in their turn may make use of it, but only on condition that they clearly proclaim their aims. In the matter of education, the film must not be a fighting weapon but a presentment and explanation of ideas. It must not be tied down to a determinate field or to a determinate group, but must deal with every part of the universe. Its ideal programme might be found in a passage of Duclos s Consideration sur les Moeurs, which was written in the XVIII century but belongs to all time : " I do not know if I have an exceptionally optimistic opinion of my century, but it seems to me that there is a ferment of universal thought that tends to develop, which may even be improved upon, but the progress of which should be assured and directed and hastened to the best ends of education. " Instead, however, of preparing to carry out work, the tendency is to get concerned over some particular method of some special instruction, the application of which is anything but clear and defined, even if we do not take into account the reforms that would have to be made in methods. This is not the greatest utility that universities and academies could offer to the State. What ought we to teach ? How ought we to teach ? Every didactic system, and, we might add, every educational system ought to be founded on these two questions". The educator cinema should not be subjected to discussion, to suspicion, to criticism ; but should be a good, sound lesson for the cultivation and direction of the intelligence, the enrichment of the mind, for making sure that each act shall be directed to the benefit of man and humanity. Although it may seem that we are making too frequent an appeal to the classics they bring a very useful contribution in support of our thesis. Virgil says: " Speak and teach with honesty, do not concern yourself about others,