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These children of Public School Number 120, New York C;iiy. arc 7B1 pupils. They are ai work on a study of people in Africa. Out of this unit of work they were led naturally into the consideration of the fdmstrip Me Are All Brothers. Their teacher, Mrs. Brahdy, approaches the problems from two viewpoints— understanding one another's cultural contributions, and appreciation that we are all
brothers.
filnistrip urges one to spread scientific factual material and to treat all men as human beings. Such action is needed to bring peace to our community, to our nation and to the world.
The filmstrip accuses no one, raises no feelings of guilt. It presents facts without emotional ■'loading," but with mild humor. Well-drawn cartoons are used. Simple facts are presented as they I (ally are— uncomplicated by emotional blocking. The simplicity with Avhich the cartoons arc drawn helps achieve that purpose.
When the traditional stereotypes have in this way been
opened to inspection in a dispassionate atmosphere of historical and scientific material, the viewer is drawn into identifying himself with the situation — again as no villain, but as a matter-of-fact person in a connnon situation. And finally, the \iewer is given release from any tensions by being gi\en simple, conciete things he can do, and by indicating that tliese have a universal, world-wide significance.
The success of this experience ilepends to a large extent on the clarity and patience of the discussion leader. Peoj)le should be stimulated to bring up analogous
Pag* 32
February— SEE and HEAR