Educational Films

In recent years we have witnessed a great improvement in the class of cinematograph films exhibited in Vancouver. Pictures are shown from time to time which are of high educational value, but is it necessary that these exhibits should be followed by a “rough house” film of the Billy West and Charlie Chaplin type? I think our Society would be acting well within the constitution if we sought to encourage, or promote, entirely educational shows such as are common in Great Britain. If some of the picture theatres would occasionally provide a complete show of educational films they would draw many patrons who dislike sickly love stories, highway robberies, and nonsensical films with no real wit or cleverness in them.

Amongst the educational films available are such as show the whole of the processes involved in the production of a newspaper; beginning at the logging operations felling and transporting trees, the preparation of wood pulp and paper, and its shipment in rolls to the newspaper office. The setting of type by hand and linotype machines, stereotyping, printing machine and finally the finished news-paper. Another film, shows the ploughing of a field, sowing grain, the crop growing until ripe, harvesting, threshing, milling, delivery of flour to baker, baking machinery, mechanical ovens, and finally the finished loaves. Other films show industries such as; fishing for sponges, and their preparation for the market. Date picking, packing and export. Cotton from the fields until it passes through the mills and comes out in bales ready for shipment to stores. Amongst natural history films one may see all the stages in the opening of flower buds of roses or Easter lilies, a chicken hatching from an egg. Habits of various animals either in nature or in captivity.

Of greater interest than the cinematograph is the projection microscope; magnifying small insects or water animals, minute wriggling worms appear like gigantic snakes on the screen. If some of our local picture theatres had a suitable projection outfit we should have no difficulty in supplying sufficient material for a two or three hours show.

Productions such as I have outlined are remembered long after the ordinary films are forgotten, they appeal to all classes and all ages. No doubt the best way to encourage such exhibitions is by the general public showing their approval by patronizing educational shows and letting others know about them, but I am hopeful that the Society will take an active part in arranging to have some held under our auspices, or at least under our patronage. I trust that we will be encouraged in any efforts we make to introduce purely educational shows, and that the recommendation of the Vancouver Natural History Society will be regarded as a guarantee, to teachers, children, and parents, that only pictures of educational merit will be exhibited, so that even those who are prejudiced against ordinary shows will realize the value of the cinematograph in education.

I am so convinced of the possibilities so of the cinematograph in this direction, that I feel it will not be long until some of our schools will be equipped with fireproof operating rooms and cinematograph outfits to illustrate lessons on geography, nature study, and other subjects; the Education Department and School Boards co-operating in the purchase of films which could be shown over and over again to new classes.

In the foregoing part of my address I have discussed the relation of our work to institutions for the education and benefit of the community as a whole, but I have said little as to the effect of such education on the individual. One forms his opinions and ideas of a subject according to the knowledge or information he possesses, and these opinions or ideas are liable to change with the acquirement of further knowledge. Increasing the educational facilities of our public institutions will have the effect of widening the mental horizon of our Citizens, some of whom are so narrow that they search for pleasure and happiness through channels of idleness and vice.

By encouraging our boys and girls, to find a hobby in some phase of nature study, we divert their interest from unwholesome influences in the city; we replace their idleness by activity, and lead them out into the sunlight and the open air, into the green pastures of the valleys or the mountain tops, we lead them not into temptation when we encourage them to study God’s works, we may deliver some from evil by helping them to read sermons in stones, books in the running brooks, and good in everything.