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MOTION PICTURES FOR INSTRUCTION
Three of the series indicate the specific points for oral discussion as the film unwinds and one (DeVry) indicates the stop-on-film points which may be used where a projector is employed having a stop-on-film shutter.
This simple little device is likely to influence very materially the conduct of a film lesson, as well as the construction of the film itself. As soon as it is widely adopted, title footage can be reduced radically, and class discussion can become a much more prominent and natural feature of film lessons, as the stoppage of the film not only reduces noise, but stops the rush of the pictures, giving time for composed thought, and closer observation at any point.
Some of the Ford leaflets advise against too many questions during the film presentations, as making for confusion,* claiming that most of the questions and discussion should be saved for the review or quiz period.
Some of the factors which would determine the amount of talking attempted during the running of the film are the strength or weakness of the teacher's voice, nervousness under a definite speed pressure, familiarity with projector operation, adaptation of the film to the educational status of the children, the predominance of emotional or intellectual appeal in the
* "When teachers object that motion pictures move too rapidly for the child, they are, in reality, confusing rapidity of motion with brevity of scene, which is quite another and much more easily remedied fault. . . . Often it can be remedied by letting the action continue for a longer time or by repeating the action two or more times. Moreover, the film itself can be run a second and even a third time." — Motion Pictures in Education. — Ellis Thornborough.