Various boroughs have made forward steps in the introduction of the
cinematograph in the school. The Birmingham Juvenile Organization
Committee has prepared an exceedingly readable and interesting report
for presentation to the Birmingham Education Committee. To expand upon
this theory, an open exhibition is to be arranged and will be attended
by thousands of children from the senior departments of the schools,
the younger element being excluded. Teachers and officials of the Local
Education Authority will lend their support.
A synopsis of prepared notes was given to the teachers and scholars.
The schools are to be formed into groups, so that pupils may attend a
special performance at a convenient centre at regular intervals. The
programme of exhibition is to last for one hour; the films selected
coming under five headings:--
(1) Literature,
(2) Geography,
(3) Science,
(4) Natural History,
(5) Composition.
Literature is represented by a pictorial representation of “The
Merchant of Venice.” It is argued that by this method the children will
be induced to turn to the plays after they have seen the characters
portrayed upon the screen.
One feature missing is that the film cannot give the child any idea of
the beauty of Shakespeare’s prose and verse. In the case of geography
it is apparent that the film can efficiently take the place of the
text-book. Science and natural history could be represented by films
showing the life-history of the salmon and the silkworm. One suggested
experiment dealing with composition is that a portion of the story be
shown, and that when the children have returned to the school they
should be asked to invent a title or to summarize the film as far as
it has been shown, and complete it according to their own ideas. At a
future sitting the remaining portion of the film would be exhibited and
the children would then compare it with their own efforts.
A similar exhibition was given in Manchester before members of the
Stretford Education Committee. In this instance a portable projector
was used, the lighting circuit being tapped for electric power. It is
openly admitted that the cinematograph has a wide field, but the idea
that the cinema will ever supplant the text-book is considered unlikely.
One would like to know the definite view adopted by the Commissioners
as regards educational films and the benefits derived therefrom. Many
authorities are still stumbling along in the dark, unwilling to make a
beginning, but they cannot maintain this attitude for long, because the
forward march of the utility of the cinema in the school is becoming
apparent, and all education authorities who are apostles of progress
will have to toe the line.