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28 A Report to Educators value of comparatively long pictures that organize and relate the contents of entire areas. 21 2. We received abundant confirmation of the wisdom, indeed the necessity, of a careful preliminary analysis of the subject matter of a film prior to the actual detailed planning of the film; together with explicit ideas as to teaching objectives and pro posed gradation. Indeed our work in this aspect so far exceeded the Commission's expectations that the latter, on at least one occasion, found it difficult to credit the extent and intricacy of the preliminary steps thus taken. Furthermore, every one of the pictures made or projected was, from stage to stage of plan ning and production, the subject of intimate and numerous con sultations with recognized specialists in subject matter or in the art of teaching or in both. 3. There was a sharp difference of opinion as to the need or value, in a teaching film, of showing children in the act of learn ing in contradistinction to showing merely what they are to learn. It is probably just a coincidence that all three of the pictures actually made show juvenile characters learning the facts and principles which the film is designed to teach the children who see and hear it. Interestingly enough, there was little consistency of reaction on this point. Critics, who in the case of one film were strong advocates of the vicarious kind of learning whereby chil dren viewing a film are expected, at least in some degree, to iden tify themselves with characters in the film, opposed the same procedure when applied to another film. In the main, the experts (i.e., the educational advisers) in the case of a film teaching a comparatively simple lesson appeared to prefer a minimum of reliance upon child characters depicted as learning that lesson; but when the same experts considered the subject matter of a film complicated and on the border line between what children can be expected to master and what would probably go over their heads, they preferred to represent chil dren as learning subject matter in the picture. Seeing is believing, and a child who sees and hears other children learn (even in a 21 It should be pointed out, incidentally, that choice of film subjects on the basis of difficulty rather than ease of presentation implies that the publishers, neophytes in film planning, deliberately chose the hardest possible assignments.