CINEMA PICTURES IN RELATION TO EDUCATION.

White Ribbon, Volume 24, Issue 279, 18 September 1918, Page 11

CINEMA PICTURES IN RELATION TO EDUCATION.

I Ik* cinema him mu't have attaint'd its majority about this present year HjtS. The lines of its development have been thought out and improved. Theatres are comfortable, and costly in building- They are attended by all ranks, and with many it is their sole form of amusement. Still something is lacking, somtthing no. yet taken advantage of in this gift of the present era. It has not fulfilled its most 1111poitant function; it has not yielded the inward and spiritual grace of help fulness. All are attracted b> pictures, old and young. Noth- how in a public library the illustrated papers are first sought out. Why? Because a pi< - ture conveys where the clumsiness of words fails. Nor does the knowledge derived through a picture tax the brain that receives it to the extent it does in reading or listening to verbal instruction. It is a painful effort for some children to try to take in a lesson. They baitle against dull perception or blunted intellect, occasioned through no fault of their own. Nor is it given to every teacher, no matter the diploma, to implant in the mind of the < hild the seeds of knowledge that enr’ch his own. What abiding pleasure it would bo to these little folk if subjects hitherto indicated by hard facts to be studied from books w**rc set forth in a school picture theatre. h io so natural for children to gather knowledge through the medium of the eye, that th«v would not feel they were learning as they looked, listening at intervals to a few lucid explanations of the teacher. Nor would it be so hard on him. In these days of few teachers and many children it is highly necessary to prune “ft avoidable labour, and abbreviate brain-fag in those who instruc t. It is not the purpose of the writci to enter into detail. Others, whose profession this touches, are better fitted for that. So, simply as a suggestion to those whose minds have not already strayed on these lines, it may be indicated how many subjects lend themselves to picture-teaching. Much technical school work could be elaborated by this method. Geography, in that it refers to lands, peoples and customs, would be turned into a joy. Likewise bot. ny. when it takes the form of nature study for the times.

What keen interest is displayed in our present picture theatres when the film shows the sprouting of a s»'cd, its development as a seedling, and final bursting into bloom ! A lesson in general knowledge would be hailed gleefudy. If cane sugar were the sub ject: First would be shown the beautiful plains of Queensland or the rich tropical Isle of Jamacia, either exhibiting extensive fields of the tall canes, its growth, and manner of ingathering, also magnified sections to give an idea of the juicy yield; the different processes of manufacture, and for older children, its by-produc ts would form a lesson replete with interest. Moreover, an essay required on the same subject would be accoml ’shid with ease, being fresh and t. vr in the mind. Picture methods would also streng then the power of observation. Possibly none but deaf mutes use this power to the full among civilised races. S< outs profit by it to some exent, Baden Powell having laid it down carefully i/i scout-lore. Casting an eye down the vista of time, many potentialities apjwar attached to the < inema. If Tommy in Birmingham stes the advantages in newer, w r ider lands set forth actually and attractively, will not his ambition stir him to emigrate to su< h countries that need go a-head men to develop then? If Johnny at school in Auc k land learns of art and beauty still undespoiled in the old world, what an element it will prove in spurring him to industry with a view to independence and travel. And better still, to return w ith a wealth of knowledge? that will lead him possibly to become a creator of beauty in his own land. Ideals are potent factors in national progress. Tht “ringing grooves of change” promote activity, deny stagnation. Why is it that educational ministers, boards and committees have not seen fit to use this mighty force of pic ture tuition? Is it a question of expense? The wealth of a nation lies in its people. Their efficiency, which is really their mental, moral and physical health. At present we have a large* ptoportion of incompetents both in refugrs and out of them, who, far from being an asset to the Dominion, arc* a drag on it, and that because of individual neglect some time, even if it two or three generations back. M Jtitudes more have' little equipoise.

Wider knowledge, higher development on careful, painstaking lines will do much to correct this. Many talk somewhat vaguely <»t what we are going to do after the war. Nothing will eventuate unless it is set about in practical fashion. Never has the value of effit iency be en realised thoroughly as since the insatiable demands of this terrible war has tried so many and found them wanting. National duty is incunib -nt ou each one. If this realisation becomes part of oui fibre*, then the se years of sorrow and agony will have bonu. fruit for coming ages. Nations, too, shall learn that they are their brother’s keeinr, and then “The common s*‘nsc of most shall hold a fretful realm in awe And the kindly earth shall slumber, lapt in universal law.” —B.K. Palmerston North. Since writing the* foregoing, 1 have learnt that America has adapted the cinema to her school curiiculunt. —B.K.