Upon reflection, the effect produced by the cinematograph upon
our lives and thoughts, nay, upon the nation as a whole, must
be considerable--morally, physically, spiritually, mentally and
psychologically, for this form of amusement absorbs part of the
daily thoughts of a considerable percentage of the British public.
The reaction upon the mind becomes apparent from the quality of the
subject-matter shown. There are certain members of the community who
stand apart from this form of occupation of their leisure moments. This
lack of moral courage, of the possibility of becoming tainted with
the lower tone of some of the pictures, is to be deplored. Let social
workers and educationists view the films and judge for themselves;
and decry those films which, in their opinion, are unfit for mental
consumption.
The greatest service can be rendered to humanity if the cinematograph
be used in the right direction. There is a crying need for more
educational films. This progression is retarded because production,
at the present time, is centralized. This centralization, as we all
well know, takes place in America, but before long there will be a
breakaway, and British producers will think for themselves and not be
influenced by Americanism.
The population of England and America is widely different. The American
population is self-supporting, providing vast fields for opportunities,
and these opportunities are considerably helped by prevailing climatic
conditions. In England, production is periodical, governed by climatic
conditions; in America, in California, the weather conditions are
ideal and consistent. The two governing factors are at hand--financial
support, and the weather.
British productions have soared above the fourth-raters, and the
standard has undoubtedly risen during the last few years. The recent
cry of one British Colony to the producers in this country was--“Send
us more British films.”
As stated before, and voiced by the powerful press, a more
discriminating censorship is required. If these duties were carried out
more rigidly by an authorised person capable of giving an unbiassed
judgment, not only on questionable films, but from the standpoint
of national character, such discretion would exercise the necessary
restraining guidance.
The Government subsidizes the dye industry, and why should not the
educational side of the film industry receive the same consideration?
This would produce “standardized educational films,” and might lead to
good results.
* * * * *
The cinema question is uppermost in the mind of the public, and
every phase is looked to with interest, every new invention eagerly
investigated, and every suggestion for the raising of the masses,
both morally and mentally, is given a whole-hearted support. It is
hoped that although there may be passages in this volume with which
readers will not “see eye to eye,” these pages will have been read with
interest; and will help educationists to realize more fully the great
power that the film may become in the education of the people.