Reel and Slide (Jan-Sep 1919)

REEL and SLIDE 21 SCIENCE INDUSTRY SOCIOLOGY .0011 CINEFIATOGR The lessons inculcated by motion pictures will be retained for years after the printed word in a text-book has become a hazy memory. Physics (Picture released through Beseler Educatonal Film Company, A'eiv York) ANALYSIS OF MOTION Certain things move with such velocity that the eye is powerless to observe the phases of their movements without the aid of the ultra-rapid cinematography which analyzes such movements. Here are two natural phenomena, the ascension of a jet of water and the contact of the ball with it. The ultra-rapid cinematograph takes pictures at the rate of 1,200 per second and shows us, about 100 times slower, the detail of these movements. Here is the jet of water. Observe how the jet leaves the perpendicular when the ball strikes it and how it regains the perpendicular and maintains the ball. What the eye sees. What the eye does not see. A bullet is fired at the rate of 200 feet per second. Note the recoil. The bullet describing its trajectory. In the 100th part of a second three things take place. The bullet strikes the ball, the ball falls, and the jet re-forms. The bullet projected from the left strikes the ball and throws it from the jet, which re-forms in curious undulations. The bullet mises its objective, strikes the jet supporting the ball, and the ball consequently falls. The ball falls and rebounds. The effects of a bullet on solid objects are also curious to observe. What the eye sees. What the eye can see only by means of ultra-rapid cinematography. {Recently, the Advisory Commission on Community Centers of ilic Chicago Board of Education met to discuss the best method to install moving picture equipment in more of the Chicago schools. The discussion at this meeting, printed below, is interesting, and perhaps useful, to heads of educational institutions contemplating similar installations. This concludes this report. — Editor.) MR. Cole, of the Superintendent's office, called upon, spoke a^s follows : "Moving picture film is going to be the greatest factor in education. The thing that is preventing this is the restrictions that are being placed on the use of inflammable films by the building department, which requires that all films be used in booths and the machines operated by licensed operators, so that the expense involved makes it almost prohibitive. The ideal use for a moving picture machine is in the classroom, so that films relating to the subject being considered can be shown. The whole matter could be settled if, in some way, the requirement could be made by which films could only be manufactured on slow-burning medium. This is being done in France, and the city of Paris was instrumental in bringing it about by ordering that on and after a certain rate only slow-burning film could be shown in any of their theaters. If cities like New York and Chicago would join in such a proposition, the same thing could be done in this country. The great handicap is that we have not a satisfactory slow-burning film. Mr. Loeb stated : "All these gentlemen seem to be of the opinion that it would be wise to get engineering assistance as to the kind of booth that could be cheaply constructed and answer the purpose, in addition to making changes in the ordinance. Would a booth be necessary; or is it necessary to change the ordinance and also devise a new type of booth ; or could a new type of booth be devised that would meet the present ordinance? Are booths necessary?" Mr. Cole said that a licensed operator charged $6.00 for each performance, and that this prevented the full use of equipments, making it out of the question for many of the schools. Mr. Loeb : "Mr. Kent says he makes great use of his machine, and I understand that the machine at the Lane school is very much in use. The fact that there are about 30 requests now for machines seems to indicate that if they had them they would use them. The question of operators is tremendously serious; It is handicapping the use of the machines. I do not think it is fair to sav no use is made of them where installed." Mr. Hopp : "It is apparent that there is not only a demand but a continually growing demand for the use of pictures in the class room as well as the assembly hall. There are also obstacles to overcome. The necessity at present demands that the ordinance requires booths of certain kinds and other things in connection therewith involving expense, would involve an amount that would make it imnoscible to so on to the extent desired. It does seem — as my individual opinion — that some effort could be made to help get this work in the schools to enable them to keep pace with cities of smaller size, who are ahead of us. Mr. Glover said he was not concerned about the machine, that the problem was one of films, that they break, and then is when the hazard comes in, as the machine has to be opened, and safeguarding had to be provided. With the slow-burning film the material was different, had not the same characteristics. He did not believe it was difficult, as claimed, to obtain it. He said they simply asked for it, but admitted there were various reasons why its introduction was difficult. Mr. Loeb then made the motion that the chairman appoint a committee of not more than 5 or less than 3, to consider the present ordinance and make desirable suggestions as to changes in it; that this committee be instructed to work with Mr. Hedja, Mr. Peil and Mr. Tousley, also Mr. Cole and Mr. Howatt of the Board so that there should be continuous operation, and make suggestions for changes, to be afterward transmitted to the council, and that the committee report back within two weeks. Seconded and passed. Photographic experts are "taking" the world nations at work and at play — and are actually introducing everybody abroad to everybody at home — and all for a few cents. While the motive back of all of this art and this business is very properly profit, we are glad to see one branch of the art carried on exclusively for the moral and intellectual benefits which follow. It is doubtless news to most people that for four or five years the mind back of one of America's great corporations has directed a work, costing millions, which is now being offered to teachers and schools at a price which makes its school use to cost almost nothing. We refer to the Ford Motor Company, which has quietly become one of the leaders in throwing onto the screen scenes and processes throughly unique and without any thought of financial or personal reward for itself. This company has sent the most skilled photographers to all parts of the United States, the islands of the seas, and to Mexico. They are ready to go to the uttermost parts of the world. The pictures resulting are issued by the iFord Motor Company — and are released by the Goldwyn Distributing Corporation. They are — all of them — new to all but the most traveled and afford information and facts bearing on many departments of knowledge such as history — geography— geology — botany — zoology, which run through the various films. Others of their films disclose processes of manufacture in many lines of business — lines unknown to the most of us — such as the production of carborundum, the manufacture of wall paper, of steel, the canning of salmon; also the processes of making the great American newspaper and the progress in common school education. In fact, the catalogue of the Ford Educational Weekly is replete with films that are interesting and instructive, not only to boys and girls, but to grown-ups, and these films are now being offered to graded schools at an unbelievably low cost. It will be worth any teacher's time and attention to examine carefully the advertisement in another part of this issue which speaks of the Ford Educational Weekly. Bright pupils in one's class do not need much attention. In fact, bright pupils always form a very small part of a class. Bright pupils can almost go it alone — without the "dear teacher." But the others — the crowd — the mass — how they weigh down and almost take the life and the heart out of the teacher. What planning is not required in order to secure the pupil's attention? What would we not do to develop genuine interest? What would we not give to induce them to wake up? "Oh, if I could just start that boy or that girl" — the teacher often exclaims— "then there'd be hope." Now Educational Films of the right sort are a genuine basis for that hope for a start. A good film starts anyone thinking, so if only the right films are selected, that boy — that girl — that class can be started, and not only started, but in the hands of a real teacher, kept going. So as an "incentive starter" it seems to us that a motion picture is thoroughly worth while. And since, after starting, an educational film continues to hold and instruct, does it not seem that we have found the engine for the mind of the youth of the land?