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10 W. LEWIN [J. S. M. P. E.
versation, appreciation of the literary sources of photoplays, and the development of the vocabulary necessary to an elementary discussion of screen art and technic. It is hoped that, before graduating from the senior high school, students will be able to evaluate motives and character traits as revealed in the varying patterns of conduct found in popular screen dramas. It is hoped, too, that students will acquire some degree of skill in conversing about current photoplays in the light of definite critical standards.
The plan of the experiment has been to set up equivalent groups of students in each of a series of schools in a rather extensive network under the supervision of regional directors, in order to compare the reactions of instructed and uninstructed classes. The groups have been compared as to age, grade, sex, 'intelligence, home background, and initial appreciation of pictures. The procedure thereafter has been to arrange with local theater managers to admit both the experimental (that is, the instructed) groups and the control (that is, the uninstructed) groups in a body to see the same series of pictures at the same time. The control groups were merely to see the pictures without guidance and to have a good time. The experimental groups, on the other hand, were to be prepared for an appreciation of the pictures, and, after attending the theater, to evaluate the picture in the classroom under the guidance of the teacher.
To accelerate the growth of appreciation among the experimental groups, the activities in which they engaged included the discussion of such general topics as: What is the best photoplay you have ever seen? How would you decide which of two photoplays is the better? In how many ways may we consider levels of quality in photoplays? What are the fundamental themes of some photoplays you have seen? Story-telling "bees" were held, in which the plots of interesting photoplays were retold in brief talks. The experimental pupils were encouraged to start critical diaries of the photoplays they saw, and to record their impressions for later discussion. Some students were asked to start scrapbooks of newspaper clippings containing interesting bits of information about photoplay technics. Others made glossaries of motion-picture terms, with pictures pasted in, where possible, to illustrate the means of the terms. Classroom discussions considered how motion pictures were made, and pupils learned to use such terms as close-up, long shot, and camera angle.
When historical interest was shown by older pupils, they were asked to take notes on a formal talk prepared by the teacher on the de