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fact is shown by the highei-than- aveiago grades whicli the students receive in the sections of tlie exam- ination dealing with information co\ered by the fihn. A film, such as Magnesium—Metal from the Sea, does what no word pictme, however skilfully drawn, can do—it presents an exact account of a real industrial process. It shows the magnitude of the scale of opera- tions. It brings a modern magnesi- mn plant right into the classroom. There are certain features of this particular film that are worthy of special mention. First of all, the an- imation strip is excellent; it is prob- ably the most striking part of the film, and also the most instructive. It happens to be a unique feature of this particular film, a feature which might well be used in all fu- iine films of this type. Following the animation, the student is confronted by a succession of \ery clear shots of the actual plant process. Exclama- tions of surprise when the students see such features as the enormous fil- tering devices, the reaction tanks, the molten magnesium being ladled out of the cells, can be heard all over the room. After the film has been shown, about ten minutes are spent review- ing the highlights and answering any questions that the students wish to ask. Very few questions were asked, but it is of some interest to note that at the end of both show- ings of the film someone wanted to know (1) the weight of the filter section and (2) where all the oyster sliells came from. It takes time to show the film and still more time to prepare the class for the film and to re\iew the proc- esses involved, but there is no doubt that this time is well spent. The stu- dent has seen a modern, commercial, chemical manufacturing process, and at the same time, he has had a genuine thrill. Just recently there has come to my attention a prepared film study sheet for use with the film, Magnesium- Metal from the Sea. When properly coordinated with the film study, it is said to increase materially the effi- ciency of the film experience. This film study sheet includes a recom- mended experience to be followed before the film itself is viewed. Such teaching method responsibilities as motivation, study of difficult vocab- ulary, and assignment of learning re- sponsibilities are suggested as pre- liminaries to the showing of the film. It seems very logical that, if students prepare themselves ade- (|iiately to overcome some of the dif- ficulties which may otherwise exist, they will be in a much better posi- tion to view intelligently the con- tents of a film. The study sheet is not reproduced here but may be ob- tained from the sponsor, Dow Chemical Co. of Midland, Michigan for use with the film. "/ (iin just beginning to realize how (oiDincrcidl chemistry ojjerates," one student responded after seeing the huge settling tanks or floculators in this film. As learners watch these filters weigh- ing hundreds of tons being lifted bodily from their beds and being cleaned of their loads, a new under- standing of industrial chemistry comes into being. NOVEMBER • 1946