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336 MOTION PICTURES IN EDUCATION reported by Mount were found by Cameron (4) as pertaining to the lecture-discussion method in contrast to the film method. In contrasting the use of the film with that of the film slide, Brown (3) found the film-slide presentation, with its greater opportunity for exchange of comment between teacher and pupils, superior to the film presentation. This result may have been due in a large measure to the method of film presentation. Verbal accompaniment, as used by Brown, would tend to interrupt and interfere with the film, rather than to explain its important parts. Freeman, Reeder, and Thomas (15) concluded that in presenting tables, maps, and charts the film is no better than the actual tables, maps, and charts presented as such. H. C. Davis (9), in her analysis of the results of certain topical tests used in the Wood and Freeman study (59), found visual aids other than the film to be more effective than the film presenting factual information about objects. Gatto (17) measured the comparative effects of films and supplementary reading as an integral part of instruction. He found that the supplementary reading group was slightly higher on a standardized test of comprehension ability in geography than was the film group, but that on the tests of factual information of the instructional material the film groups were superior. In conclusion, it may be said that the film is superior to verbal methods of presenting concrete material, but that its superiority to other visual aids varies with the type of mate- rial and the type of learning expected. (b) Retention of material learned. Investigations of the effectiveness of the films as measured by permanence of learning have been conducted by Arnspiger (2), Gatto (17), Hansen (20), Knowlton and Tilton (31), Lacy (32), McClusky (34), Rulon (48), Skinner and Rich (50), Sum- stine (53), Weber (56), and Young (61). Permanence