International Review of Educational Cinematography (Jan-Dec 1934)

438 EDUCATIONAL CINEMATOGRAPHY children ? Can we be sure that the use of the motion picture will not bring in time that bugbear of child instruction — indifference ? To tell the truth, owing the mere fact that the motion picture arouses the attention, we cannot place it on a higher plane than other modern pedagogical processes. Memory. — If the film tends to develop the memory, it does not surpass the value of fixed projections in this respect. The following extract from the report of M. Artibotte goes to prove its. "At the age of 13, some children, subjected to a written examination on a historical subject taught them five years before, with the help of fixed projections, remembered the titles of 17 scenes out of 24 in the correct order of projection ". It is therefore clear that as regards the development of the intellectual faculties, the motion picture presents the same advantages as other teaching processes (direct observation, experiments, fixed projections). From this point of view, the film is not superior, and has the disadvantage of being expensive). Acquisition of Cognitions. — The real value of the teaching film lies in the possibility it offers of moving visual representations in time and space, of showing the pupils an exact picture of something the teacher cannot show, and of providing a substitute for oral demonstration which is often insufficient and suggestive of false ideas. It is indeed impossible to represent with fixed projections moving objects and animals or men at their work. If we look at the curricula of primary elementary schools — and the curricula must be respected since the certificate of having passed certain examinations is based on a study of such curricula — we shall find obligatory subjects which can only be studied with difficulty in the ordinary way, without the use of the motion picture. Such are descriptions of rare animals, general natural phenomena and everything connected with motion. The representation of life by means of the cinema and the convincing truthfulness of the film make the motion picture useful even for the child of from 10 to 12 years in the study of the various regions of our country, in acquiring a knowledge of what are called " the provinces ". According to Paul Valery, " it is not sufficient to study on the map or by direct vision the physical conformation of one's own country ; one must get to know the men in it. For such a study, the film is an incomparable aid. Thanks to it, the students take part for some moments, in the life of the inhabitants. They see, either, the reapers at work in the Beance, or the mountaineer in his winter refuge ; the Breton gathering sea-weed or crustaceans, the various aspects of rural and city life of their own and other peoples ". This is only an example ; the field of action of the film is very extended. It is this possibility of supplying fresh documents which provides the real raison d etre of the motion picture in the department of primary education. It fills a want in the totality of teaching means, and the defence of the teaching film ought to be based on this fundamental principle. Eye and Intellectual Fatigue. — Projections are so short (about ten minutes) that there is no fear of fatigue, either for the eye or the intelligence. Modern apparatus is well illuminated and further progress will be made in this direction with cold light. The size of the images projected render them quite distinct for the pupils sitting at the back of the class. It is generally a good thing to reserve the seats nearest to the screen for the short-sighted children. The teacher can learn about the eyesight of his pupils at an early stage in their instruction. He can hold a trial projection, and seat his pupils according to the result. Teachers and the Technical and Peda Cinema. GOGIC PREPARATION. — ■ — Teachers in normal schools ought to become acquainted with the use of the teach