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CHILDREN AND ADOLESCENTS AND THE CINEMA
Was ist das Allgemeine? Der einzelne Fall. Was ist das Besondere? Millionen Falle.
Goethe, Maximen und Reflexionen.
An additional Page from my Case-Book
This chapter was written in August 1945. Now, eight months later, while I am reading proofs of this book, I am adding a few observations in order to bring the subject-matter under discussion to the level of my present knowledge.
I have continued to observe Hazel and Peter. Both children have been with me to the National Gallery or we went together to Hampstead Heath. Hazel is a constant playmate of Peter. Both children play together several times a week in our house. I am also thoroughly familiar with the social (and home) conditions of Hazel and of both children's progress in school. I have discussed the latter matter with their headmaster and their class mistress. Peter's spelling is still very bad, but it is nevertheless likely that he will go to a Grammar School. Hazel will go to a girls' High School. (Both children have passed the common entrance examination for secondary schools.)
Bearing in mind this background, what is there to say about the children's cinema-going? Peter is still not very enthusiastic about cinema-going. He does not go oftener than once a month or once every six weeks. We go together and I choose the film we see. He has seen Nous les Gosses which has been certified by our competent film censors as an 'A' film, Peter the Great, La Mort du Cygne, and The Last Chance. With regard to the last film the following point struck me. When we came to the cinema, the film had already been running for perhaps twenty minutes. When we had seen the whole of it, the little one insisted not only on seeing the beginning, but also on seeing the whole film again from beginning to end. When I discussed the film with him, I discovered that even though he had seen the film almost twice, he did not understand the full story. The child mind observes only episodes, sequences, or at best a simplified version of the whole. The reader must remember that this case deals with a child of higher than average intelligence. It would, therefore, appear that our remarks about the remoteness of adult abstractions — the good moral end of the majority of films — entirely fails to reach the child's mind.
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