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CHILDREN AND ADOLESCENTS AND THE CINEMA
children seem to like war-films mainly for the excitement of shooting, spies, etc., and boys often for the technical interest they take in ships and aeroplanes — one small boy next to us in the cinema the other day, sitting on the edge of his seat tense with excitement, whispered to himself the names of different types of aeroplanes appearing in the newsreel, oblivious to everything else — the adolescent already has a wider interest in 'our men' as belonging to a group which he — or in this case, she — recognises as one to which he also belongs.
The process of identification, then, is important especially among adolescent film goers. It is translated into behaviour on numerous occasions — as yet, we have not had a chance to observe such behaviour among adolescents. But the imitation of fashions, speech, and manners from the movies are well known; we know that imitation does take place — what we want to know are the differences in imitation that take place. For instance, among adolescents, how will a girl who goes to an expensive boarding school differ in her imitations from a girl of the same age who is already working? Here we come up against the difficulty of lumping all 'adolescents' together; working-class children tend to 'grow up' much more quickly than middle-class children — a girl of fourteen who is working, and possibly helping her mother to look after younger brothers and sisters, is obviously more mature than a girl who, like those who wrote the essays, goes to a progressive and expensive school all day, and takes little part in the running of the home. The social status of the adolescent must be taken into account when judging her attitude to life, and her reactions to films. For instance many of the girls under discussion had read Gone with the Wind, The Scarlet Pimpernel, and The Song of Bernadette before they saw the respective films. Many of them, judging by their style, read film criticisms before they went to see a picture. Their attitudes, therefore, can by no means be regarded as representative of a large majority. Having stated this limitation, however, it is still fascinating to study and, if possible, interpret their essays.
Emotional and Social Development
In our society, adolescence is a period of 'storm and stress', since full biological maturity is reached without accompanying recognition on the part of society of the adolescent as a full member. It is a period of conflicts between old and new loyalties, of emancipation from parental control, of new friendships, and specu
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