International Review of Educational Cinematography (Jan-Dec 1934)

454 EDUCATIONAL CINEMATOGRAPHY of a general nature resulting from the introduction of motion pictures in teaching. 1. THE EDUCATIONAL INFLUENCE OF MOTION PICTURES A clear line of distinction should be drawn between the theatrical motion picture and the non-theatrical picture. The most superficial observer will recognize that the former exists in the United States primarily for the financial profit of the owners and the amusement of the public. From a humble beginning early in the present century the theatrical motion picture industry has grown until it is now a billion dollar concern. The Motion Picture Producers and Distributors of America estimate that there were 22,731 motion picture houses in this country on January 31, 1931. The Film Daily Yearbook of Motion Pictures (1933) reports a total of 18,533 motion picture theatres in the United States on January 1, 1933. Only 12,480 were in operation. Weekly estimates are difficult to make, but it is believed that in 1932, 70,000,000 persons were attending motion picture performances weekly in the United States. In 1930, 500 feature films with about 200 prints each were made (1) p. 208). Although the theatrical motion picture is primarily an agency for amusement, it is no less important as an influence in shaping attitudes and social values. By combining sight and sound, it commands the concentrated attention of those it reaches as does no other agency. The influence of motion pictures is not confined to urban centers. Cinema theatres have invaded villages, and with improved means of travel are now easily accessible to rural people and play a large role in their recreation. (2) Educators have a responsibility to guide, in so far an they can, and work with the motion picture industry in such a way that false conceptions and improper situations may not be accepted through countless reiterations to the entire cross section of the population (1 p. 790). The attendance of large numbers of children at motion pictures has been under scrutiny by various groups. Children are apparently receiving a considerable amount of their education thereby, particularly in human relations, and more specifically in courtship and marriage (1 p. p. 390). Reviews, State censorship, local selection and the teaching of motion picture appreciation are the principal means being employed at the present time to stimulate the production and use of educationally desirable theatrical motion pictures. a) Raising the Stan A number of organizdards of Taste for ej groups are working EntertainmentMo tQ ra;se ^ standards tion Pictures. r . <• ot taste tor entertainment motion pictures. Recommendations based upon previews, research studies, and the teaching of motion pictures appreciation in secondary schools are the most common approaches to the solution of this problem. They will be discussed in order. As a means of assisting community leadership to find out in advance which specific forthcoming pictures would most merit their approval and support, the Motion Picture Producers and Distributors of America instituted a system whereby motion pictures are made available to volunteer committees of responsible public groups for preview purposes. The following organizations have volunteer local committees in Hollywood and or New York to preview photoplays and make their selections on the basis of the moral, (1) President's Research Committee on Social Trends, Recent social trends in the United States, McGraw-Hill Book Co., New York, 1933, 2 vols, 1568 p. (2) President's Research Committee on Social Trends, Recent social trends in the United States. McGraw-Hill Book Co., New York, 1933, 2 vols., 1568 P,